States of Matter

Reviewing States of Matter

Learning Objective

I can predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water by making predictions about the outcomes of the science experiment and discussing my prediction with a partner using the sentence stems, " I believe my ice cube will melt in the fastest time because I will__. I predict it will take __ minutes/seconds to melt the ice cube."


Academic Vocabulary

  • heating - when matter gains thermal energy
  • cooling - when matter loses thermal energy
  • matter - a physical substance which occupies space and has mass
  • property - an attribute or characteristic of something
  • molecule - a group of atoms which are bonded together (chemistry)
  • thermal energy - heat energy
  • condensation - when a gas is converted to liquid due to cooling
  • State of Matter- solid, liquid, gas, plasma

Incidental Vocabulary

  • occupy - to use a specific space
  • predict - to say something that will happen in the future
  • caused - to make something happen
  • outcomes - the way something turns out

Characteristics of Solids, Liquids, and Gases:

How fast can you melt an ice cube in your hand?

Make a prediction: How long do you think it will take you to melt an ice cube in your hand? Do you have a strategy for being the fastest?

Use the sentence stems, " I believe my ice cube will melt in the fastest time because I will __." and, "I predict it will take __ minutes/seconds to melt the ice cube."

After you have written your prediction in your science notebook, discuss it with your partners using the same sentence stems.

When you have finished predicting and discussing, please put your finger on your nose.

Let's Give It A Go

You will need:

  • one ice cube per person
  • one stopwatch per team
  • one plastic cup
  • your science journal
  • a pencil


  1. Listen to instructions on the use of a stopwatch.
  2. Create a table for gathering data. (Your teacher will help you with this.) Every person is responsible for recording their own data.
  3. Take turns melting an ice cube in your hand (over the cup) while a member of your team times it.
  4. Record each person's time in your science journal.
  5. Reflect: Who melted the ice cube the fastest? How long did it take? How did they do it? Why do you think it worked?

A Cool Extra!

Your teacher will use the water you collected in your cups to demonstrate how liquid becomes a gas.

Time To Break It Down

Let's use a tri-fold to record the characteristics of each state of matter we explored in this lesson.

We will include a description of what happened to the water molecules as they gained thermal energy and changed state.

What does it all mean?

Please think about the following questions while keeping in mind everything your did and observed during this lesson. Record your answers in your science journal.

  • What patterns did you observe as matter changed from one state to another?
  • What do the changes imply about the molecules in the water?
  • What is your evidence?