Matter in Action

Patricia Bailey

Tier 1

Lesson Plan

Matter in Action Plan

Students will investigate and identify key properties of matter and differentiate between physical and chemical changes through observation and hands-on activities.

Understanding matter’s properties and changes helps students explain everyday phenomena (like cooking and rusting) and builds a critical foundation for future science learning.

Audience

6th Grade

Time

30 minutes

Approach

Engage with discussion, observe a demo, and apply concepts in guided practice.

Materials

Matter Properties Slide Deck, - Baking Soda (1 tsp per group), - Vinegar (2 tbsp per group), - Small Plastic Cups (1 per student pair), - Stirring Sticks, - Safety Goggles, - Matter In Action Worksheet, and - Matter Exit Ticket

Prep

Teacher Preparation

5 minutes

Review the Matter Properties Slide Deck
Print enough copies of the Matter In Action Worksheet and the Matter Exit Ticket
Gather physical materials: baking soda, vinegar, cups, stirring sticks, safety goggles
Set up demonstration area with materials laid out

Step 1

Warm-Up Discussion

5 minutes

Ask: “What is matter? Give examples.”
Record student examples on the board under mass, volume, and state
Display opening slide from the Matter Properties Slide Deck
Invite 2–3 students to share how they’ve observed matter in daily life

Step 2

Demonstration & Exploration

10 minutes

Conduct the baking soda–vinegar reaction demo: pour vinegar into baking soda in a cup, observe fizzing
Ask: “Is this a physical or chemical change? What evidence do you see?”
Show slides contrasting physical vs chemical changes
Emphasize key indicators: gas production, temperature change, new substance formation

Step 3

Guided Practice Worksheet

10 minutes

Distribute the Matter In Action Worksheet
In pairs, students complete sections identifying matter properties and classifying changes
Circulate to support and probe student reasoning
Review one example from a pair, discussing correct classification and evidence

Step 4

Exit Ticket Assessment

5 minutes

Hand out the Matter Exit Ticket
Students define matter and give one example each of a physical and a chemical change
Collect tickets as students leave to assess individual understanding

0 educators
use Lenny to create lessons.

No credit card needed

Slide Deck

Matter and Its Properties

An introduction to matter: what it is and why it matters in everyday life.

Welcome students and introduce the lesson: we will learn what matter is and explore its key properties.

What Is Matter?

Matter is anything that has mass and takes up space. Examples include solids (rocks), liquids (water), and gases (air).

Ask: “What is matter? Can anyone give an example?” Write responses on the board.

Property: Mass

Definition: The amount of matter in an object.
Measured using a balance or scale.
Units: grams (g), kilograms (kg).

Show a balance scale or picture. Discuss how mass is measured in grams or kilograms.

Property: Volume

Definition: The amount of space an object occupies.
Measured in liters (L) or cubic centimeters (cm³).
Example: water in a measuring cup.

Use a graduated cylinder or simple water displacement example.

States of Matter

• Solids: definite shape and volume (ice)
• Liquids: definite volume, takes shape of container (water)
• Gases: no definite shape or volume (steam)

Display images of ice, water, and steam. Ask for other examples.

Physical Changes

Definition: Changes in shape or state without forming a new substance.
Examples: melting ice, tearing paper, crushing a can.

Explain that physical changes do not form new substances.

Chemical Changes

Definition: Changes that produce one or more new substances.
Indicators: gas production, temperature change, color change.
Examples: rusting iron, baking soda + vinegar reaction.

Contrast with physical changes; emphasize new substances are created.

Physical vs. Chemical

Physical Change:

No new substance
Reversible changes in form or state

Chemical Change:

New substance formed
Irreversible under normal conditions

Guide students to compare and classify changes they’ve seen.

Class Demonstration

Watch as we mix baking soda and vinegar. Observe fizzing and gas production.
Questions: Is this a physical or chemical change? What evidence supports your answer?

Perform or cue teacher demonstration now. Encourage students to observe carefully.

Key Takeaways

• Matter has mass and volume.
• Exists as solids, liquids, or gases.
• Physical changes alter form; chemical changes form new substances.

Summarize the key concepts and prepare students for the worksheet activity.

Worksheet

Matter In Action Worksheet

Part A: Properties of Matter

Define each property of matter in your own words:
a. Mass:

b. Volume:

c. State of Matter:
List one example of each state of matter. Explain why each example fits its state:
• Solid: __________
Explanation:

• Liquid: __________
Explanation:

• Gas: __________
Explanation:

Part B: Observation of the Baking Soda + Vinegar Demo (Matter Properties Slide Deck)

Record three observations you noticed during the baking soda and vinegar reaction:
1. __________
2. __________
3. __________
Is the reaction a physical change or a chemical change?
Circle one: Physical Chemical
Explain your reasoning and evidence:

Part C: Classifying Changes

For each scenario below, identify whether it is a physical or chemical change. Describe the evidence you would look for.

Melting an ice cube: ________ (Physical/Chemical)
Evidence:
Tearing a piece of paper: ________ (Physical/Chemical)
Evidence:
Burning wood in a campfire: ________ (Physical/Chemical)
Evidence:
Rust forming on an iron nail: ________ (Physical/Chemical)
Evidence:
Dissolving sugar in water: ________ (Physical/Chemical)
Evidence:

When you have completed all parts of this worksheet, be ready to show your work and prepare for the Matter Exit Ticket.

Warm Up

Matter Warm-Up

Take 3–5 minutes to answer the following individually:

In your own words, what is matter?
List three examples of matter you see right now. For each, write its state (solid, liquid, or gas):
• Example 1: __________ — State: __________

• Example 2: __________ — State: __________

• Example 3: __________ — State: __________
Explain: Is air considered matter? Why or why not?

When you finish, be ready to share one example and definition with the class.

Cool Down

Matter Exit Ticket

In your own words, define matter:
Provide one example of matter you observed today and identify its state (solid, liquid, or gas):
Example: __________ — State: __________
Describe a physical change you saw during the lesson. Explain why it is a physical change, citing evidence from the activity:
Describe a chemical change you observed during the baking soda and vinegar demonstration. Explain why it is a chemical change, citing evidence:

When you finish, place this ticket in the exit tray as you leave.