Science · Grade 3

Active learning ideas

Properties of Solids

Active learning works well for properties of solids because students need to physically interact with materials to understand abstract concepts like shape retention and particle arrangement. Hands-on stations and simulations let students test ideas with their own eyes and hands, which builds lasting understanding beyond memorized definitions.

• Ontario Curriculum Expectations
• 2-PS1-1

• 15–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 40 min · Small Groups

Stations Rotation: Matter Detectives

Students visit stations with 'mystery bags' containing a solid (a rock), a liquid (syrup), and a gas (a scented balloon). They must use their senses to identify the state of matter and list three properties that helped them decide.

Differentiate between the properties of different solid objects.

Facilitation Tip

During Matter Detectives, circulate and ask guiding questions like 'How do you know the rock keeps its shape?' to push students beyond 'it just does.'

What to look for

Provide each student with a small bag containing two different solid objects (e.g., a smooth stone and a rough piece of wood). Ask them to write two sentences describing the properties of each object and one sentence comparing them.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Simulation Game
• 20 min · Whole Class

Simulation Game: The Particle Dance

Students act as particles. For 'solid,' they stand close and vibrate; for 'liquid,' they hold hands and move around each other; for 'gas,' they run freely across the gym. This helps them visualize the internal structure of matter.

Explain why a solid maintains its shape and volume.

Facilitation Tip

In The Particle Dance, pause the simulation after each change to ask 'What do the particles look like now? How does that match what we see in real life?'

What to look for

Present students with images of various solid objects. Ask them to point to or name objects that are 'hard' or 'rough'. Follow up by asking them to explain why a specific object, like a block, keeps its shape.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Is Air Matter?

Ask students to prove that air is matter even though we can't see it. Partners brainstorm ideas (like blowing up a balloon or feeling wind) and then share their 'proof' with the class.

Compare the characteristics of a rock to those of a wooden block.

Facilitation Tip

For Is Air Matter?, provide a balance scale and let students weigh the same balloon before and after inflating so they feel the mass change.

What to look for

Place a collection of different solid objects on a table. Ask students: 'How are these objects similar, and how are they different?' Guide the discussion to focus on observable properties like shape, texture, and hardness, prompting them to use specific descriptive words.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic best by starting with what students already know—like why a book stays rigid—then layering observations with particle theory. Avoid rushing into abstract models; instead, let students observe solids in real contexts first. Research suggests using everyday objects (keys, sponges, ice cubes) before introducing less familiar solids to build schema.

Successful learning looks like students describing solids using precise vocabulary about shape, texture, and hardness. They should confidently explain why a solid keeps its shape while comparing it to liquids or gases. Small-group discussions should include evidence-based reasoning, not just guesses.

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Watch Out for These Misconceptions

• During Matter Detectives, watch for students who categorize powders like flour as liquids because they pour. Redirect by asking them to examine flour through a magnifying glass and describe each grain's shape.

  During Matter Detectives, provide a hand lens and ask students to sketch what they see in the powder. Then ask, 'Does each grain have its own shape, or does it flow like water?' to highlight the solid properties.

• During The Particle Dance, students may think solids have particles that move freely like gases. Pause the simulation and ask them to compare the particle arrangement in the solid vs. gas models side by side.

  During The Particle Dance, have students draw two particle diagrams: one for a solid and one for a gas. Then ask, 'How does the movement of particles in each state explain why solids keep their shape?' to reinforce the concept.

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Methods used in this brief

• Stations Rotation
• Simulation Game
• Think-Pair-Share