Whats a Matter Conclusion Lesson/Party


  • Students will be able to distinguish between the different states of matter throughout the activities that are planned.

  • Students will be able to measure the ingredients in the measuring cups.

  • Students will be able to analyze a reaction and identify which state of matter it is, and whether that reaction was caused by a chemical reaction or a temperature reaction.


  • Concepts

    • States of Matter

    • Measurement

  • Generalizations

    • Matter can change from one state to another through various ways.

  • Terminology

    • Solid: has a fixed shape, has weight, and takes up space

    • Gas: has no fixed shape and tends to expand without limit

    • Liquid: has no fixed shape, but instead has a characteristic readiness to flow and therefore takes on the shape of any container.

    • Dissolve: to mix or cause to mix with a liquid so that the result is a liquid that is the same throughout

    • recipe: a set of instructions for making something

  • Essential Questions

    • How does matter relate to everyday life?

    • Why is it important to learn about the states of matter?

    • How does matter react when coming in contact with different temperatures?


  • Introduction:

    • I will begin this lesson by telling the students that we are going to have a party with home-made ice-cream. I will tell them that they will be making their own ice cream, and for the conclusion we will be having Ice-cream, Jello and Root Beer floats. I will tell them that first we must make the Jello in the morning to allow for the Jello to be ready in time, then we will make our Ice-cream a bit later in the day.

    • I will have began this part of the lesson in the morning to allow for the Jello to be ready by the end of the lesson. I will begin the morning part of the lesson by making Jello. I will first open a box of Jello and show them the powder that is in the box ( I will make about 4 boxes of Jello to make sure that all of the students will be able to partake in the Jello eating at the end of the class.). I will ask the students what state of matter the powder is in (The students will answer solid, and if not we will go through the steps that we learned in previous lessons of finding out whether the powder is a solid, liquid, or gas). I will then add the water to the powdered Jello so the students can see that the powder has dissolved and turned into a liquid. I will ask the students what happened to the powder, to which they should reply that the powder has dissolved into the liquid by relying on their prior knowledge from a previous lesson. The water will be so hot that there should be steam coming off of it, to which I will ask the students what is coming off the water and what state of matter it is (a gas). After this I will pour the solution into ice trays and place these in the refrigerator. To which I will remove the Jello at the end of the whole lesson.

  • Body:

    • A few hours after the Jello part of the lesson I will then tell the students that it is time to make our Ice-cream!

    • We will be doing this part of the lesson in the cafeteria/gymnasium. I will first have the students get into their pre-made groups of three students per group. We will then walk to the cafeteria. I will then pass out the recipe for the Tin Can Ice Cream to each group. Along with the recipe each group will receive a measuring cup, a teaspoon and the ingredients. The students will then follow the instructions on the recipe to make their ice cream. I will walk around the class to make sure that they are following the instructions and if they need any help to assist them. I want them to follow the instructions rather than me explaining it to see if they can follow a recipe and properly measure out the ingredients themselves without the help. If they need help I will gladly help them out. The group members should take turns measuring the ingredients and rolling the can. The recipe is:

      • Add 1 cup of milk, 1 cup of whipping cream, ½ cup sugar, and ½ teaspoon vanilla into the 1-pound coffee can. After this Duct tape the lid to the 1 pound coffee can securely. Place the 1 pound coffee can with the ingredients inside the 3-pound coffee can. Layer ice and rock salt around the sides of the small can. Duct tape the 3-pound coffee can lid on. Roll the can on the ground briskly for 10 minutes. Open the 3-pound coffee lid and drain the ice water. Open 1-pound lid and stir, scraping sides well. Re-tape. Re-pack big can with ice and rock salt. Re-tape and roll again.

    • Once the Ice cream is frozen I will have the students look at the ice cream they have made and ask them whether the ingredients have changed states of matter. I will then ask them how they know this. Then I will ask them whether this was a chemical change, or a temperature change.

    • Once we have discussed the changing states of matter, I will pass around ice cream scoopers, bowls, and spoons to the students so they can scoop the ice cream into the bowl, so they can enjoy the Ice cream they have just made.

  • Conclusion:

    • While the students are eating their Ice cream I will pass out the Jello that was made earlier in the day, I will ask the students what state of matter the Jello is in now, and whether this change was a chemical change or a temperature change. They may eat their Jello after we have discussed the change of matter of the Jello.

    • I will also have a gallon or two of Vanilla Ice cream that was bought from the store. I will ask the students what state of matter the Ice cream is, to which they should reply solid. I will then pour each student a cup of root beer and ask the students what state of matter the root beer is, to which they should reply liquid. I will then ask them what state of matter the carbonation in the root beer is, and they should reply gas. I will then scoop Vanilla Ice cream into their root beers so they can see the reaction from the Ice cream has to the Root beer. The students can drink the root beer, and have fun with their party.

    • Once the students have partaken on the Tin Can Ice Cream, the Jello and the root beer floats I will hand out the post test and have the students take it.


  • I will assess the students by collecting their post tests and grading them on how much they know about the states of matter and their properties.

  • I will also assess the students by observing and listening to the students answers throughout the activities to see if they understand the states of matter.


  • 1 cup milk per 3 person group

  • 1 cup whipping cream per 3 person group

  • ½ cup sugar per 3 person group

  • ½ tsp vanilla per 3 person group

  • rock salt

  • ice

  • 4 boxes of Jello

  • 4 cups boiling water

  • 1-2 gallons Vanilla Ice cream

  • 3 liters of Root Beer

  • paper plates

  • paper towels

  • spoons

  • measuring cups

  • teaspoons