Grade 3 Properties of Matter Unit (Old Curric.)

7/17/2019 Grade 3 Properties of Matter Unit (Old Curric.)

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Properties of Matter

-Grade 3 Science

By: Whitney BonickMarch, 2011

TABLE OF CONTENTS



TabConcept MapUnit OverviewRationale

Learning Environent !"pace !#ie"cienti$c E%planation !What i& atter' !What are olec(le& an) how )o they look in each &tate o*atter' !What are the three &tate& o* atter' !What are propertie& o* atter' !What are the propertie& o* &oli)&, li+(i)& an) ga&e&' !What i& the &cience ehin) Ooleck'

!What are change& o* &tate' !What i& elting' !What i& *ree-ing' !What i& oiling'Material& an) Re&o(rce&.)aptive /ien&ion #echnology!Enhance) LearningE%ten&ion&ro*e&&ional /evelopent lan&Cla&&roo Manageent lan&"a*ety

o(n)ational Oective&E&&ential 3(e&tionUnit 3(e&tion&.&&e&&ent an) Eval(ation 4 OverviewLe&&on lan& 4 Overview #hree Week Block "che)(le

155555555

Le&&on 1: 6ntro)(ction to Matter7 an) accopanying aterial

255555555

Le&&on 2: Molec(le&7 an) accopanying aterial

85555555

5

Le&&on 8: /i&covering "oli)&7 an) accopanying aterial

955555555

Le&&on 9: /i&covering Li+(i)&7 an) accopanying aterial

55555555

Le&&on : "oli)&, Li+(i)& ; the Matter act Book

<55555555

Le&&on <: =rowing Cry&tal&7 an) accopanying aterial

>5555555 Le&&on >: /i&covering =a&e& 67 an) accopanying aterial



5?55555555

Le&&on ?: =a&e& 667 an) accopanying aterial

@55555555

Le&&on @: "oli)&, Li+(i)& ; =a&e& 4 rootional o&ter

105555555 Le&&on 10: Ooleck7 an) accopanying aterial

115555555

Le&&on 11: Change& o* "tate7 an) accopanying aterial

125555555

Le&&on 12: ree-ing7 an) accopanying aterial



PROPERTIES OF MATTER

nit O!er!ie"

#hi& (nit involve& the e%aination o* atter a& in)icate) in the

"a&katchewan Evergreen "cience C(rric(l( Aa& the renewe) c(rric(l( ha&not yet een ipleente) in y cla&& More &peci$cally, it e%plore& whatatter i&, the three &tate& o* atter an) their propertie&, olec(le& inrelation to &oli)&, li+(i)& an) ga&e&, an) change& o* &tate, with a clo&er lookat elting an) *ree-ing A)(e to tie con&traint& #he two ain oective& o* thi& (nit incl()e:

1 /e&crie &oe characteri&tic propertie& o* atter7 an)2 /e&crie &oe change& in atterWhen the &t()ent& have aple e%perience with the $r&t oective, we

will then ove on to intro)(cing the &econ) oective, altho(gh we will notget thro(gh it& entirety within thi& (nit

#hi& (nit ha& a large epha&i& on e%periential learning thro(gh han)&!on activity an) e%perient&, &t()ent interaction an) )i&covery Learning i&&t()ent!centre), with the teacher acting a& a g(i)e )(ring e%perientationan) an in&tr(ction when )irecte) in&tr(ction i& nece&&ary

Rationa#e

#he &cience c(rric(l(, an) ore &peci$c thi& (nit o* atter, i& aniportant coponent o* a chil)D& learning #hi& (nit tap& into a chil)D&nat(ral c(rio&ity 6t proote& c(rio&ity an) a willingne&& to con&i)er new

i)ea&, &ceptici& in that no one i& all knowing, an) )evelop& a chil)D& ailityto +(e&tion (rther, thi& (nit allow& chil)ren to *(rther e%plore their worl)an) egin to i)enti*y pattern& in a &a*e an) healthy environent an) canprovi)e chil)ren with an aa-ing ao(nt o* power that knowle)ge an) a)e&ire to learn can ring

#hi& (nit e%plore& topic& that are evi)ent in every)ay li*e, o(t&i)e o* the cla&&roo an) &cience la 6t )i&c(&&e& content that i& (&e*(l an)applicale to a chil)D& li*e, whether now or in the *(t(re inally, it proote&*(rther learning an) )i&covery into other area& not only in &cience, (t in theva&tne&& o* a chil)D& worl)

Learnin$ En!iron%ent

Space& #he learning in thi& (nit will take place in the cla&&roo a& well a& the

(ltip(rpo&e roo #he phy&ical layo(t o* the cla&& will have to e change),)epen)ing on the le&&on "oe le&&on& re+(ire in)ivi)(al &t()y or )e&k



work, while other re+(ire gro(p work On )ay& where y le&&on re+(ire&gro(p work, 6 will have the &t()ent& ove their )e&k& together, work on theoor, or work in the (ltip(rpo&e roo .& well, &oe le&&on& re+(ire a&pace that a& a large gro(p we can &it an) rea) a &tory, have a circle)i&c(&&ion, or participate in oveent a& a large gro(p 6n the&e in&tance&, 6

will ook the lirary or (ltip(rpo&e roo to eet o(r nee)& inally, on)ay& where y le&&on& incl()e e%perient&, 6 will re+(ire the (&e o* the(ltip(rpo&e roo

Ti%e& #hi& (nit will take place over a &pace o* 12 le&&on& Each le&&on i&

generally one ho(r or cla&& perio) in length, with the e%ception o* one le&&onwhich will take place over the co(r&e o* two )ay& .))itionally, the $*thle&&on in y (nit i& a work perio) where no new aterial will e ta(ght, (t&t()ent& will have the opport(nity to coplete e%i&ting work an) clari*yanything they ay not (n)er&tan) 6* 6 $n) that &t()ent& re+(ire another

work perio) *(rther into the (nit, 6 will incl()e it where 6 *eel it to eappropriate a& 6 have incl()e) an e%tra ho(r o* cla&& tie to e (tili-e)wherever nee)e)

Scienti'c E(p#anation

. $r gra&p on the *ollowing content i& nee)e) prior to teaching thi&(nit:

a) *+at is %atter,Matter i& everything in the (niver&e 4 *ro the tinie&t &peck o* )(&t to

the large&t o(ntain an) the &tar& in the &ky Matter i& anything that ha&a&& an) occ(pie& &pace

b) *+at are %o#ec#es and +o" do t+e. #oo/ in eac+ state of %atter,

.ll atter i& a)e (p o* olec(le& Molec(le& are tiny particle& that oin together to ake &oli)&, li+(i)& an) ga&e& Molec(le& are alway&oving

#he olec(le& in &oli)& are very clo&e together an) have little &pace to

ove aro(n) #he olec(le& in li+(i)& ow Fow *a&t a li+(i) ow& )epen)& on the

&trength o* the olec(le on)& or e%aple, honey i& a li+(i) that ow&very &lowly eca(&e the on)& are &trong 6t wo(l) take a lot longer to $ll ac(p with honey than it wo(l) to $ll the &ae &i-e c(p with water #he on)&that hol) the olec(le& together in honey are &tronger than tho&e in water #he olec(le& in a li+(i) have roo to ove aro(n)



#he olec(le& in a ga& are &prea) very *ar apart #he olec(le& oataro(n) an) &prea) o(t in all )irection&

c) *+at are t+e t+ree states of %atter, #he three &tate& o* atter are &oli)&, li+(i)& an) ga&e&

"oli)& take (p &pace #hey have a &hape o* their own an) keep their&hape an) &i-e "oli)& have no owLi+(i)& take (p &pace #hey have no &hape o* their own #hey take

the &hape o* the container they are in Li+(i)& keep their &i-e (t changetheir &hape

=a&e& have no con&tant &hape or &i-e #hey copletely $ll any clo&e)container =a&e& take (p &pace

d) *+at are 0properties1 of %atter,.ll atter ha& phy&ical propertie& "i-e, &hape, har)ne&&, te%t(re an)

colo(r are all e%aple& o* phy&ical propertie& We (&e propertie& to )e&crie

&oli)&, li+(i)& an) ga&e& Many propertie& are ea&y to &ee an) )e&crie We(&e the&e propertie& to i)enti*y the &oli), li+(i) or ga& hy&ical propertie&help (& tell the )iGerence etween )iGerent &tate& o* atter

e) *+at are t+e properties of so#ids2 #iids and $ases,"oe propertie& o* &oli)& incl()e &i-e, &hape, colo(r, har)ne&&,

te%t(re, vol(e"oe propertie& o* li+(i)& incl()e thickne&&, thinne&&, colo(r, vol(e,

)en&ity"oe propertie& o* ga&e& incl()e &cent, olec(le&, etc

f) *+at is t+e science be+ind Oob#ec/,Ooleck i& a neo!newtonian pro)(ct7 it take& the *or o* oth a li+(i)

an) a &oli) Corn &tarch i& a)e o* illion& o* tiny particle& When yo( a))water to the &tarch, the particle& oat *reely, keeping the&elve& &pace)evenly apart Alike the olec(le& o* a li+(i) 6agine the oating &tarchparticle& are like o(r cla&& going thro(gh a )oorway 6* everyone walk& in anevenly &pace) line, the gro(p o* (& will get thro(gh ea&ily B(t i* everyonetrie& to p(&h thro(gh at one, we will get ae) in the )oorway #he &aething happen& to ooleck When yo( ove the ooleck i%t(re &lowly orgently, a& when yo( were &tirring it or po(ring it, the particle& can &li)eea&ily pa&t one another #he i%t(re act& like a li+(i) When yo( try to

ove the i%t(re +(ickly or p(&h on it too har), the &tarch particle& getp(&he) together an) the i%t(re act& like a &oli)

$) *+at are c+an$es of state,. change o* phy&ical &tate happen& with a &(&tance change& *ro one

&tate o* atter to another or e%aple, when ice Athe &oli) *or o* waterchange& to li+(i) water, the water ha& change) &tate Change& o* &tatenorally happen when the teperat(re o* a &(&tance change& .& the



teperat(re increa&e&, &(&tance& change *ro &oli) to li+(i) an) then *roli+(i) to ga& .& the teperat(re )ecrea&e&, they change *ro ga& to li+(i)an) then *ro li+(i) to &oli) . &(&tance alway& goe& thro(gh change& o* &tate at the &ae teperat(re or e%aple, water alway& change& *ro iceto li+(i) water at -ero )egree& Cel&i(&

Change& o* &tate are phy&ical change& #hi& ean& that when a&(&tance change& &tate, only it& phy&ical propertie& change 6t& cheicalake!(p &tay& the &ae Change& o* &tate are al&o rever&ile change& #hi&ean& that i* a &(&tance change& &tate, it can change ack again

Hot all &(&tance& can e%i&t in )iGerent &tate& or e%aple, i* woo) i&heate) it never elt&, (t when it get& hot eno(gh it (rn& B(rning wo(l) i&an e%aple o* a cheical change, eca(&e it create& a new &(&tance 6t i&al&o a peranent change, eca(&e the woo) cannot e ret(rne) to woo)once it (rn&

+) *+at is %e#tin$&

Melting i& the change o* &tate *ro &oli) to li+(i) #he teperat(re atwhich thi& change happen& i& calle) a &(&tanceD& elting point .llteperat(re& aove the elting point, the &(&tance will &tay a li+(i) .llteperat(re& elow the elting point, the &(&tance will &tay a &oli)

i) *+at is free4in$&ree-ing i& the change o* &tate *ro li+(i) to &oli) 6t i& the oppo&ite o*

elting, an) happen& at the elting point a& a &(&tance cool&

5) *+at is boi#in$,Boiling i& the change o* &tate *ro li+(i) to ga& 6t i& the oppo&ite o*

con)en&ing . &(&tanceD& oiling point i& the teperat(re at which itchange& *ro li+(i) to ga& .ll teperat(re& aove a &(&tance& oilingpoint, the &(&tance will reain a ga& .ll teperat(re& elow the&(&tance& oiling point, the &(&tance will &tay a li+(i) Con)en&ation i&the change o* &tate *ro ga& to li+(i) 6t happen& at the oiling point a& the&(&tance cool&

Materia#s and Resorces

Materia#s&

Books:-What’s the Matter in Mr. Whisker’s Room? y Michael El&ohn Ro&&

!powerpoint &li)e&-The Magic School Bus Gets Baked in a Cake 4 "chola&tic 6nc

!powerpoint &i)e&!Matter y .lvin "iler&tein, Iirginia "ilver&tein an) La(ra "ilver&tein H(nn!Bartholomew and the Ooleck y /r "e(&&

!powerpoint &li)e&-Solids! "i#uids and Gases y .ngela Roy&ton



-States o$ Matter y Chri& O%la)e-%ce to Steam& Changing States o$ Matter y enny John&on-Material Matters& States o$ Matter y Carol Bal)win-Solids! "i#uids! Gases y Charnan "ion-Science To'ics& Matter y .nn (llick-(h)sical Change& Resha'ing Matter y /arlene R "tille

-The (ro'erties o$ Solids y Marylo( Morano Kelle-The (ro'erties o$ "i#uids y Marylo( Morano Kelle-What %s the World Made O$? *ll *out Solids! "i#uids! and Gases y Kathleen Wei)neroeh*el)-What are Solids! "i#uids! and Gases? By Richar) an) Lo(i&e "pil&(ry-States o$ Matter y Lynnette Brent-Mi+tures and Solutions y Molly .loian-States o$ Matter y "(-anne "la)e-Matter y re) Wilkin-"i#uid and Buo)anc) y Barara #aylor-Sink or Swim, The Science o$ Water y Barara #aylor-Changing Things-Changing Things-Changing Things y Roin Kerro)-+'erimenting with *ir y =or)on R =ore

Equipment:!cop(terproector cart-tea kettle

Materials:!cla&&i$cation activity car)& A1 &et&!tie $ller activitie&!white chart paper!Matter act Book!can)le!anana!rice!rock!&alt!&(gar!ook!iploc ag&!toothpick&!90 pla&tic c(p&!&a*ety goggle&!9 alloon&!80 pla&tic ottle&!paper towel!10 ice crea pail& $lle) with water A)epth greater than height o* c(p!aking &o)a!vinegar

!*(nnel& Aa& any a& we can $n)!1 &poon&!11 % 19 paper!)i&covery car)&: &oli)&!)i&covery car)&: li+(i)&!con&tr(ction paper!Ooleck in&tr(ction&!pencil&, arker&, crayon&!new&paper&



!corn&tarch!180 tin pan&!water!*oo) colo(ring-/irection& *or growing cry&tal&!water

!&(gar!ea&(ring &poon!&tring Acotton or wool!gla&&e&eaker& A80!pencil& A80!&ci&&or&!&poon&!*oo) colo(ring!? N % 11 white paper!e)allion&!in&tr(ction& *or aking ice crea!heavy crea!&(gar!vanilla!tale &alt!ice!large iploc ag& A10 or 1!&all iploc ag& A80!&poon&!ea&(ring c(p&

Websites:!Molec(le& Ii)eo: http:wwwharco(rt&choolcoactivity&tate&o*atterin)e%htl!Change o* "tate vi)eo: http:teacher&chola&ticcoactivitie&&t()ya&atter&tate&

Resorces&

-Solids! "i#uids and Gases y #he Ontario "cience Centre-What %s the World Made O$? *ll *out Solids! "i#uids! and Gases y Kathleen Wei)neroeh*el)-What’s the Matter in Mr. Whisker’s Room? y Michael El&ohn Ro&&-The Magic School Bus Gets Baked in a Cake 4 "chola&tic 6nc!The (ro'erties o$ "i#uids y Marylo( Morano Kelle-The 'ro'erties o$ Solids y Marylo( Morano Kelle!(h)sical Change& Resha'ing Matter y /arlene R "tille!States o$ Matter y Chri& O%la)e!"(gar Cry&tal& on a "tring: http://tlc.howstuffworks.com/family/science-projects-for-kids-states-of-

matter2.htm!Change& o* "tate: http:teacher&chola&ticcoactivitie&&t()ya&atter&tate&

Adapti!e 6i%ension

6n general, 6 have (tili-e) (ltiple teaching &trategie& that reach alllearner& in thi& (nit More &peci$cally, 6 have incorporate) n(ero(&in&tr(ctional &trategie& into each le&&on to a%ii-e learning *or all

http://www.harcourtschool.com/activity/states_of_matter/index.html

http://teacher.scholastic.com/activities/studyjams/matter_states/

http://tlc.howstuffworks.com/family/science-projects-for-kids-states-of-matter2.htm










#he learning environent, a& &tate) earlier change& )epen)ing on thele&&on eing ta(ght M(ch o* the &t()ent work i& )one o(t o* their )e&k, witha alance o* written, oral an) per*orance ta&k&

C(rrently there are three &t()ent& in the cla&& with er&onal Learninglan& .t thi& point 6 a (naware o* what the&e learning plan& entail a& 6

have not ha) a chance to work with the &t()ent& at thi& point ollowing the$r&t an) &econ) le&&on&, 6 will have a etter i)ea a& to the range o* ailityaong&t the&e &t()ent& an) will a)apt y le&&on& accor)ingly

Tec+no#o$.-En+anced Learnin$

6 will e incorporating technology into y (nit in a n(er o* )iGerentway& ir&t o* all, 6 have create) a wiki o* we&ite& that &t()ent& can go toincl()e) in y e%ten&ion& portion o* the (nit #hi& we&ite& will e

acce&&ile to &t()ent& when they have coplete) their work 6 will al&o eincorporating in large gro(p )i&c(&&ion& vi)eo& a& well a& (&ing powerpoint&to enhance literat(re

E(tensions

.t the concl(&ion o* y $r&t le&&on, 6 will intro)(ce y e%ten&ion& area6* &t()ent& $ni&h the re+(ire) work prior to the en) o* cla&&, they will:1 work on any o(t&tan)ing work *or other cla&&e&7

2 i* coplete) all other work, there are: a ook& ao(t atter7 atter voca(lary atch gae& Awhich will e intro)(ce) a& &t()ent&)elve *(rther into content

c cro&&wor) p(--le&, wor) &earche&, etc *ol)er) Wiki 4 Matter we&ite&

6 cho&e to &et (p a wiki which will e ookarke) on each o* thecop(ter& #hi& will work well a& on thi& wiki are we&ite& 6 have *o(n)which )irect &t()ent& in the area& we are &t()ying rather than having thee%ploring irrelevant we&ite&

Safet.

"a*ety i& a aor concern in the cla&&roo, e&pecially in &cience riorto any e%perient&, &t()ent& will e rein)e) that, while we (&e o&t o* o(r&en&e& in &cience an) in )i&covering propertie& o* atter, ta&te i& not one o* theP



(rther, &a*ety goggle& will e worn )(ring all &cience e%perient& a&they are a nece&&ary part o* &cience

inally, a& any le&&on& incl()e coing into contact with *oo), prior tothe&e le&&on& 6 will otain a li&t o* allergie& to veri*y that the&e le&&on& are

appropriate to teach 6n the event that they are not, a &(itale le&&on willreplace the le&&on& that re+(ire *oo) to e (&e)

Fondationa# Ob5ecti!es

1 /e&crie &oe characteri&tic propertie& o* atter1 /eterine which propertie& o* oect& can e (&e) to help

i)enti*y the2 /evelop &kill& in (&ing a alance to ea&(re the a&& o* atter8 Recogni-e &oli)&, li+(i)&, an) ga&e& a& &tate& o* atter

9 E%aine &oe o* the propertie& o* &oli)&, li+(i)& an) ga&e&2 6)enti*y &oe change& in atter

1 Recogni-e that the &tate o* atter i& a phy&ical property2 6)enti*y change& o* &tate8 .&&ociate change& o* &tate with teperat(re change&9 /i&c(&& way& o* (&ing change& o* &tate to e&tiate teperat(re 6nve&tigate &oe phy&ical change& an) &oe cheical change&

Essentia# 7estion

What i& Matter an) what )oe& it entail'

nit 7estions

a What i& atter' What are olec(le& an) how )o they look in each &tate o* atter'c What are the three &tate& o* atter') What are Qpropertie& o* atter'e What are the propertie& o* &oli)&, li+(i)& an) ga&e&'* What i& the &cience ehin) Ooleck'

g What are change& o* &tate'i What i& elting' What i& *ree-ing'

Assess%ent and E!a#ation



#o )eon&trate their learning, the *ollowing a&&e&&ent& will e(tili-e):

Lessons 8 9 83& Matter Fact Boo/ :Assess%ent for Learnin$).t the en) o* each le&&on, 6 will collect the Matter act Book& #hi&

a&&e&&ent *or learning will &how where the &t()ent& are in the cla&&:!are all the &t()ent& ca(ght (p or )o they nee) ore tie to &pen) ontheir Matter ook&'

!what concept& are the &t()ent& gra&ping well'!&ho(l) 6 &pen) ore tie on a previo(& concept y incl()ing another

le&&on on it Aa& a whole cla&& or in)ivi)(al &t()ent&' #hi& ark& can e (&e) a& a&&e&&ent in the &t()ent&D )aily work

Lesson ;& Se#f Assess%ent Rbric :Assess%ent as Learnin$).t the en) o* thi& le&&on the &t()ent& will a&&e&& the&elve& in their

con$)ence level& with re&pect to the content th(& *ar in the (nit 6 will (&ethi& to )eterine what area& 6 &till nee) to *oc(& on an) what area& y&t()ent& *eel con$)ent in #hi& will place &oe re&pon&iility (pon the&t()ent& in in)icate i*, in *act, there are area& that they )o not (n)er&tan)Co(ple) with the Matter act Book& an) y own o&ervation&, 6 will e aleto &ee what )irection& 6 nee) to take with the cla&& a& in)ivi)(al& an) a& acollective gro(p

Lessons <& Rbric :Assess%ent of Learnin$).*ter intro)(cing the ta&k at the eginning o* le&&on @, a& a large gro(p

we will )i&c(&& what we *eel i& iportant *or their po&ter&, &(ch a& having

nece&&ary content, ae&thetic appeal, pict(re&, title, etc When we havecoplete) thi& li&t together Aan) we have )i&c(&&e) any a))itional ite& 6)ee nece&&ary 6 will e%plain to the &t()ent& that 6 will e (&ing o(r li&t tocreate a r(ric that will e (&e) to ark their po&ter& .& thi& i& a two!)ayle&&on, on the &econ) )ay &t()ent& will have the opport(nity to look at ther(ric an) copare it with their po&ter& e*ore han)ing in their $nal piece o* work

Lesson P#ans

Le&&on 1: 6ntro)(ction to MatterLe&&on 2: Molec(le&Le&&on 8: /i&covering "oli)&Le&&on 9: /i&covering Li+(i)&Le&&on : "oli)&, Li+(i)& an) the Matter act Book Awork perio)Le&&on <: =rowing Cry&tal&Le&&on >: =a&e& 6 4 Balloon in a Bottle, Epty =la&&'Le&&on ?: =a&e& 66 4 #he Magic "chool B(& =et& Bake) in a Cake



Le&&on @: rootional o&ter& Atwo )ay&Le&&on 10: Bartholoew an) the OoleckLe&&on 11: Change& o* "tateLe&&on 12: ree-ing 4 Making 6ce CreaP



LESSON 8

Content& :Topic)Matter 4 6ntro)(ctionWhat’s the Matter in Mr. Whisker’s

Room?

Instrctiona# Strate$ies&!/irect 6n&tr(ction A+(e&tioning,li&tening an) viewing

!6n)irect 6n&tr(ction Areective)i&c(&&ion!6nteractive 6n&tr(ction Arain&toring,cooperative learning gro(p&

Ob5ecti!es&1 /e&crie &oe characteri&tic propertie& o* atter 1 /eterine which propertie& o* atter can e (&e) to i)enti*y the 8 Recogni-e &oli)&, li+(i)& an) ga&e& a& &tate& o* atter

Cross Crric#ar Co%petencies&

!/eveloping #hinking!/eveloping Literacie&

Prereisite Learnin$&H. Preparation& :Eip%ent=%ateria#s=set-p)!Cla&&i$cation .ctivity Car)& A10 or 1 &et&!What’s the Matter in Mr. Whisker’s Room? y Michael El&ohn Ro&&!owerpoint page& o* What’s the Matter in Mr. Whisker’s Room? Ala&h)rive!Cop(ter proector cart!White chart paper!Matter act Book 4 cover page, page 2 AMatter

Set&8> Introdce ne" topic toda.& Matter>!.&k i* any &t()ent& know what the ter 0%atter1 ean&

?> C#assi'cation Acti!it. Cards!Break &t()ent& into pair& or gro(p& o* three =ive each pairor gro(p o* &t()ent& a &et o* cla&&i$cation car)&

!"t()ent& will gro(p car)& accor)ing to a characteri&tic o*their choice A&t()ent& will )eci)e their own characteri&tic&to (&e!When a pairgro(p $ni&he& their &orting, they will oinanother pairgro(p o* &t()ent& an) &hare their categorie&teaching the other pairgro(p why they cho&e theircategorie&!We will reconvene a& a large gro(p an) #ist ideas on t+e

StdentEn$a$e%ent=C#assroo%Mana$e%entStrate$ies

!QIoice& =ra)e 8

!Fave weakeran) &tronger&t()ent& repeatin&tr(ction&



board a& a cla&& the way& in which we &eparate) the car)&!Brain&tor what we think the ter 0properties1 ean&

6e!e#op%ent&8> Read What’s the Matter in Mr. Whisker’s Room? b.

Mic+ae# E#so+n Ross!owerpoint pre&entation o* page& to go with rea)ing!On white chart paper ake a li&t o* all the thing& welearne) ao(t atter *ro the &toryMain focs for toda.@s c#ass2 %a/e sre stdents+a!e said&a) E!er.t+in$ arond s is %atter2 and a## %atterta/es p space>!!)i&c(&& e%aple& o* atter, ie, i& atter' 6& a&ha)ow atter' Anob) T+ere are t+ree t.pes of %atter& So#ids2 Liids

and Gases>!!e%aple& o* eachc) *e can 'nd ot abot %atter b. sin$ or senses>!!We (&e o(r &en&e& to )eterine 0properties1 o* oect&that can e (&e) to i)enti*y the!!What are &oe propertie& we )eterine y (&ing o(r5 a &en&e o* &ight &en&e o* &ell c &en&e o* to(ch ) &en&e o* ta&te e hearing

?> Gettin$ bac/ to C#assi'cation Acti!it. Cards!!Revi&it the li&t o* way& the &t()ent& &eparate) theircla&&i$cation car)&!!/i) any &t()ent& cla&&i*y their car)& accor)ing to &tate& o*atter A&oli)&, li+(i)&, ga&e&'!!Fave &t()ent& regro(p their car)& again accor)ing to&tate& o* atter

C#osre&8> Matter Fact Boo/

!6ntro)(ce Matter act Book!Fan) o(t Cover page an) page 2 AMatter to the cla&&"t()ent& will $r&t an&wer +(e&tion& on the Matter pagee*ore )ecorating their Cover page!"t()ent& will han) in their Matter act Book& at the en) o*the cla&&

?> Introdce E(tensions



!!6* &t()ent& $ni&h their work prior to the en) o* the cla&&,they will:1 work on any o(t&tan)ing work *or other cla&&e&72 i* coplete) all other work, there are: a ook& ao(t atter7

atter voca(lary atch gae& Awhich will eintro)(ce) a& &t()ent& )elve *(rther into content c cro&&wor) p(--le&, wor) &earche&, we&ite&, etc

*ol)er

Assess%ent&.t the en) o* each le&&on, 6 will collect the Matter act Book& #hi&

a&&e&&ent *or learning will &how where the &t()ent& are in the cla&&:!are all the &t()ent& ca(ght (p or )o they nee) ore tie to &pen) on

their Matter ook&'!what concept& are the &t()ent& gra&ping well'

!&ho(l) 6 &pen) ore tie on a previo(& concept y incl()ing anotherle&&on on it Aa& a whole cla&& or in)ivi)(al &t()ent&'

Sand S$ar

Sa#t *ood



Bic.c#es F#o"ers

Baseba##s 6is+es

Cocont

Rice

Spices

ot

C+oco#atePo"der



InstantCoee CoeeBeans

Ice C+oco#ate

Btter *a(

Peop#e Dine$ar



Sa#ad

6ressin$

*ater

6is+*as+in$

6eter$ent

Mi#/

one. otC+oco#ate

S+a%poo C+oco#ateS.rp



Panca/e

S.rp Motor Oi#

In/ Pop

Oran$e

ice

App#e

ice

Air e#i%



O(.$en Carbon6io(ide

Stea%



LESSON ?

Content& :Topic)Molec(le&


!E%periential Learning Arole playing!6n)epen)ent "t()y Aa&&igne)+(e&tion!6nteractive 6n&tr(ction A)i&c(&&ion

Ob5ecti!es&1 /e&crie &oe characteri&tic propertie& o* atter 1 /eterine which propertie& o* oect& can e (&e) to i)enti*y the 9 E%aine &oe o* the propertie& o* &oli)&, li+(i)&, an) ga&e&



Prereisite Learnin$&!Matter i& everything aro(n) (& an) all atter take& (p &pace!#here are three &tate& o* atter: "oli)&, li+(i)& an) ga&e&!We (&e o(r &en&e& to )eterine propertie& o* oect& that can e (&e) toi)enti*y the!ropertie& o* atter )e&crie how a aterial i& &iilar an) )iGerent *roanother aterial Preparation& :Eip%ent=%ateria#s=set-p)!White Chart paper *ro previo(& cla&&!Molec(le& vi)eo:http:wwwharco(rt&choolcoactivity&tate&o*atterin)e%htl!Cop(terproector cart!Matter act Book age 8 an) 9 AMolec(le&

Set&8> Re!ie" "+at "e #earned .esterda. abot Matter>C+art Paper and Matter Fact Boo/&

!!What i& atter'!!What are the three &tate& o* atter'!!What are e%aple& o* atter'!!What )o we (&e to $n) o(t ao(t atter'!!What are characteri&tic& o* atter calle)'!!What propertie& can we )eterine *ro (&ing o(r &en&e&' 6e!e#op%ent&

StdentEn$a$e%ent=C#assroo%

Mana$e%entStrate$ies

!QIoice& =ra)e 8

!Fave weakeran) &tronger&t()ent& repeat





8> Introdce ne" ter%& Mo#ec#esAdd infor%ation to C+art Paper!!One way to $n) o(t what &tate o* atter &oething i& i&y what itD& a)e o(t o* Fa& anyone hear) the ter0%o#ec#es1 e*ore'

!!.ll atter i& a)e (p o* olec(le& . olec(le i& a tiny,tiny particle that are too &all to &ee, even with a very&trong icro&cope #he&e tiny particle& oin together toake &oli)&, li+(i)& an) ga&e& #he olec(le& are alway&oving!!#he olec(le& in a &oli) are very clo&e together #heolec(le& have very little roo to ove aro(n) :6ra"pictre on t+e board)>!!#he olec(le& in a li+(i) are clo&e together, (t not a&clo&e a& &oli)& #hey have roo to ove aro(n) #heolec(le& in li+(i)& ow :6ra" pictre on t+e board)>

!!#he olec(le& in a ga& are &prea) *ar apart #heolec(le& oat aro(n) an) &prea) o(t in all )irection& #he&e olec(le& keep oving an) gently (p into eachother :6ra" pictre on t+e board)> --*atc+ !ideo on %o#ec#es&http:wwwharco(rt&choolcoactivity&tate&o*atterin)e%htl!!Review how olec(le& act in a &oli), li+(i) an) ga&

?> Grop Representation of Mo#ec#es!!"plit cla&& into 8 gro(p& o* 10 &t()ent&

!!Fave &t()ent& preten) there are olec(le&!!"t()ent& will:a .ct like olec(le& in a &oli)7A"t()ent& are &tan)ing very clo&e together, arely ale toove .ct like olec(le& in a li+(i)7A"t()ent& are hol)ing han)& an) oving apart while &lowingoving ar& (p an) )ownc .ct like olec(le& in a ga&A"t()ent& are &prea) o(t aro(n) the cla&&roo, con&tantlyoving an) gently (ping into each other

OR&"oli): hol) han)& an) &tan) a& clo&e together a& yo( can 4really &+(ee-e together 4 an) &tay very &tillLi+(i): &till hol)ing han)&, &prea) o(t &o yo( can ove"way an) walk &o the gro(p *or& )iGerent &hape&=a&: Let go han)& an) &prea) o(t R(n aro(n) B(pgently into one another

in&tr(ction&







!!.*ter gro(p& have a chance to act o(t all three, have onegro(p per*or olec(le& in a &oli) *or the cla&&, one gro(pper*or olec(le& in a li+(i) *or the cla&&, an) one gro(pper*orolec(le& in a ga& *or the cla&&

C#osre&8> Matter Fact Boo/ !!Fan) o(t page& 8 an) 9 AMolec(le& an) have &t()ent&work on an&wering the +(e&tion&!!"t()ent& &ho(l) e $ni&he) page 2 prior to working onto)ayD& page?> E(tensions!!#ho&e that are $ni&he) oth page& can contin(e)ecorating their cover page, work on other o(t&tan)ing

work, &ilent rea), or ake (&e o* the other tie $ller&



their Matter ook&'!what concept& are the &t()ent& gra&ping well'!&ho(l) 6 &pen) ore tie on a previo(& concept y incl()ing another

le&&on on it Aa& a whole cla&& or in)ivi)(al &t()ent&'



LESSON 3

Content& :Topic)/i&covering "oli)&

Instrctiona# Strate$ies&!/irect 6n&tr(ction A+(e&tioning!6n)epen)ent "t()y Aa&&igne)

+(e&tion!6nteractive 6n&tr(ction Arain&toring,cooperative learning gro(p&

Ob5ecti!es&1 /e&crie &oe characteri&tic propertie& o* atter 8 Recogni-e &oli)&, li+(i)&, an) ga&e& a& &tate& o* atter 9 E%aine &oe o* the propertie& o* &oli)&, li+(i)&, an) ga&e&

Cross Crric#ar Co%petencies&!/eveloping #hinking

!/eveloping Literacie&

Prereisite Learnin$&!Matter i& everything aro(n) (& an) all atter take& (p &pace!#here are three &tate& o* atter: "oli)&, li+(i)& an) ga&e&!We (&e o(r &en&e& to )eterine propertie& o* oect& that can e (&e) toi)enti*y the!ropertie& o* atter )e&crie how a aterial i& &iilar an) )iGerent *roanother aterial!Molec(le& are tiny particle& that ake (p atter Molec(le& are &it(ate) an)ove )iGerently in &oli)&, li+(i)& an) ga&e& Preparation& :Eip%ent=%ateria#s=set-p)Boo/ %#tiprpose roo%!Chart aper *ro previo(& le&&on&!Matter act Book age& an) < 4 "oli)&!Can)le, Banana, Rice, Rock, "alt, "(gar, Book, iploc ag, #oothpick&, =la&&!/i&covery Car) *or each ite

Set&8> Re!ie" fro% C+art Paper and Matter Fact Boo/

!!What are the three &tate& o* atter'!!What are propertie& o* atter'!!What are olec(le&'!!Fow )o olec(le& act in a &oli), li+(i) an) ga&'

?> Introdce So#idsBrain&tor what we know ao(t &oli)& an) write the on

StdentEn$a$e%ent=

C#assroo%Mana$e%entStrate$ies

!QIoice& =ra)e 8

!Fave weakeran) &tronger



the chart paper!!. &oli) i& one kin) o* atter!!. &oli) take& (p &pace!!"oli)& have a &hape o* their own!!"oli)& keep their &hape an) &i-e "oli)& have a )e$nite

&hape that yo( can &ee an) *eel!!#he olec(le& in a &oli) are very clo&e together an) havelittle &pace to ove aro(n)What )o we know ao(t propertie& o* &oli)&'!!Many o* a &oli)D& phy&ical propertie& are ea&y to &ee an))e&crie We (&e the&e propertie& to help i)enti*y the &oli)ropertie& &how how one &oli) i& the &ae an) yet )iGerent*ro other &oli)& What are the&e propertie&' Brain&torwor)& that )e&crie how a &oli) look&, *eel&, i& a)e o*, etc:"rite on board)>a &i-e

&hapec colo(r) har)ne&&e te%t(re, etc!!#alk ao(t po(ring a &oli)

6e!e#op%ent&8> 6isco!erin$ So#ids!!"plit &t()ent& into 10 gro(p& o* 8!!Fan) o(t page o* the Matter act Book A&oli)& chart!!"t()ent& will &tart at one o* the &oli)& place) aro(n) the

roo an) *ollow the )irection& on the )i&covery car) at eachite:Go t+ro$+ an e(a%p#e of a so#id> 6ra" c+art on t+eboard and "a#/ t+ro$+ t+e steps of t+e acti!it. "it+t+e c#ass> 6e%onstrate +o" to co%p#ete t+e c+art>)Mo!e to %#tiprpose roo%!!6 will give &t()ent& the c(e to ove to the ne%t oectwhen 6 *eel they have ha) a)e+(ate tie in working withthe &oli)!!When &t()ent& $ni&h, han) o(t page < o* the Matter actBook *or +(e&tion the &t()ent& can work on

C#osre&8> Re!ie" of C+art!!Review the )iGerent propertie& we )i&covere) ao(t the&oli)& the &t()ent& worke) with Achart

?> E(tensions

&t()ent& repeatin&tr(ction&



!!#ho&e that are $ni&he) can contin(e working on their otherpage& can contin(e )ecorating their cover page, work onother o(t&tan)ing work, &ilent rea), or ake (&e o* theother tie $ller&







6isco!er. Card 9 So#ids

/irection&:1 Look at the &oli) an) an&wer the *ollowing +(e&tion&

o(t lo():a What )oe& it look like' What &hape i& it' 6& it &+(are, ro(n), ig, little, *at,thin'c What colo(r i& it'

#hink o* other wor)& that )e&crie what the &oli) look&like Write three wor)& in the chart (n)er 0*+at So#idLoo/s Li/e1

2 ick (p the &oli) an) an&wer the *ollowing +(e&tion&o(t lo():a What )oe& it *eel like' 6& it har), &o*t, heavy, light, &ooth, &lippery, orro(gh'

#hink o* other wor)& to )e&crie how the &oli) *eel&Choo&e three wor)& that )e&crie how the &oli) *eel& an)

write the in the chart (n)er 0*+at So#id Fee#s Li/e1>

8 .n&wer the *ollowing +(e&tion& o(t lo():a What i& the &oli) a)e o*' 6& it a)e o* woo), etal,pla&tic, &tone, gla&&, r(er, cloth, or &oe otheraterial'Choo&e one or two wor)& that tell what the &oli) i& a)eo* an) write the wor)& in the charter (n)er 0*+at So#id

Is Made Of1



LESSON

Content& :Topic)/i&covering Li+(i)&

Instrctiona# Strate$ies&!/irect 6n&tr(ction A+(e&tioning!6n)epen)ent "t()y Aa&&igne)

+(e&tion&!6nteractive 6n&tr(ction Arain&toring,cooperative learning gro(p&




Prereisite Learnin$&!Matter i& everything aro(n) (& an) all atter take& (p &pace!#here are three &tate& o* atter: "oli)&, li+(i)& an) ga&e&!We (&e o(r &en&e& to )eterine propertie& o* oect& that can e (&e) toi)enti*y the!ropertie& o* atter )e&crie how a aterial i& &iilar an) )iGerent *roanother aterial!Molec(le& are tiny particle& that ake (p atter Molec(le& are &it(ate) an)ove )iGerently in &oli)&, li+(i)& an) ga&e& Preparation& :Eip%ent=%ateria#s=set-p)Boo/ %#tiprpose roo%!Chart aper *ro previo(& le&&on&!Matter act Book age& >, ? an) @ 4 Li+(i)&!Water, Cooking Oil, /i&h /etergent, Foney, Con)itioner, Milk, Mola&&e&, J(ice,"hapoo, ancake "yr(p!#wo container& per li+(i)!/i&covery Car) *or each ite

Set&8> Re!ie" fro% C+art Paper and Matter Fact Boo/ !!What are the three &tate& o* atter'!!What are propertie& o* atter'!!What are olec(le&'!!Fow )o olec(le& act in a &oli), li+(i) an) ga&'


!QIoice& =ra)e 8



?> Introdce LiidsBrain&tor what we know ao(t li+(i)& an) write the onthe chart paper!!. li+(i) i& one kin) o* atter!!. li+(i) take& (p &pace

!!. li+(i) )oe& not have it& own &hape, (t take& the &hapeo* whatever container it i& in!Li+(i)& keep their &i-e, (t change their &hape!!#he olec(le& in a li+(i) have roo to ove aro(n)!#he olec(le& in a li+(i) owWhat )o we know ao(t propertie& o* li+(i)&'!Fow the li+(i) look&'!Fow the li+(i) *eel&'!Fow the li+(i) po(r&'

6e!e#op%ent&

8> 6isco!erin$ Liids!!"plit &t()ent& into &ae gro(p& o* three!!Fan) o(t page > o* the Matter act Book Ali+(i)& chart!!"t()ent& will &tart at one o* the li+(i)& place) aro(n) theroo an) *ollow the )irection& on the )i&covery car) at eachite:Go t+ro$+ an e(a%p#e of a #iid> 6ra" c+art ont+e board and "a#/ t+ro$+ t+e steps of t+e acti!it."it+ t+e c#ass> 6e%onstrate +o" to co%p#ete t+ec+art>)!!6 will give &t()ent& the c(e to ove to the ne%t oect

when 6 *eel they have ha) a)e+(ate tie in working withthe li+(i)!!When &t()ent& $ni&h, han) o(t page& ? an) @ o* theMatter act Book *or +(e&tion the &t()ent& can work on

C#osre&8> Re!ie" C+art>!!Review the )iGerent propertie& we )i&covere) ao(t theli+(i)& the &t()ent& worke) with Acharta Fow )i) the li+(i)& po(r' /e&crie $n)ing& 4 thick, thin, colo(r, tran&parent'

c Fow )i) it *eel'

?> E(tensions!!#ho&e that are $ni&he) can contin(e working on their otherpage& can contin(e )ecorating their cover page, work onother o(t&tan)ing work, &ilent rea), or ake (&e o* theother tie $ller&





a&&e&&ent *or learning will &how where the &t()ent& are in the cla&&:

!are all the &t()ent& ca(ght (p or )o they nee) ore tie to &pen) ontheir Matter ook&'!what concept& are the &t()ent& gra&ping well'!&ho(l) 6 &pen) ore tie on a previo(& concept y incl()ing another




6isco!er. Card 9 Liids

/irection&:1 Look at the &oli) an) an&wer the *ollowing +(e&tion&

o(t lo():a What )oe& it look like' 6& it clear or clo()y'c What colo(r i& it'

#hink o* other wor)& that )e&crie what the li+(i) look&like Write three wor)& in the chart (n)er 0*+at LiidLoo/s Li/e1

2 eel the li+(i) an) an&wer the *ollowing +(e&tion& o(tlo():a What )oe& it *eel like' 6& it grea&y, &ooth, wet, &lippery, gooey, &ticky, hotor col)'

#hink o* other wor)& to )e&crie how the li+(i) *eel&Choo&e three wor)& that )e&crie how the li+(i) *eel& an)write the in the chart (n)er 0*+at Liid Fee#s

Li/e1>

8 o(r &oe o* the li+(i) into another container .n&werthe *ollowing +(e&tion& o(t lo():a Fow )i) the li+(i) po(r' /i) it po(r +(ickly or &lowly'c /i) it )rip, &pla&h, ow, or ripple o(t o* the container'Choo&e one or two wor)& that tell what the &oli) i& a)e

o* an) write the wor)& in the charter (n)er 0o" LiidPors1



LESSON H

Content& :Topic)"oli)&, Li+(i)&, Matter act Book

Instrctiona# Strate$ies&!6n)epen)ent "t()y Aa&&igne)+(e&tion&

!6nteractive 6n&tr(ction& Acooperativelearning gro(p&


Cross Crric#ar Co%petencies&!/eveloping #hinking!/eveloping Literacie&

!/eveloping "ocial Re&pon&iility

Prereisite Learnin$&H. Preparation& :Eip%ent=%ateria#s=set-p)!Chart paper *ro previo(& le&&on&

Set&8> Re!ie" fro% C+art Paper and Matter Fact Boo/ !!What are the three &tate& o* atter'!!What are propertie& o* atter'!!What are olec(le&'!!Fow )o olec(le& act in a &oli), li+(i) an) ga&'!!ropertie& o* "oli)&!!ropertie& o* Li+(i)&

6e!e#op%ent&8> Matter Fact Boo/ !!&plit &t()ent& into gro(p& A&tronger &t()ent& with &trong,weaker &t()ent& with weak

!!&tart at page 1 o* Matter act Book an) ake &(reeveryone in gro(p i& ca(ght (p 4 )i&c(&& each o* the+(e&tion& a& nee)e) Contin(e (ntil the Matter act Bookha& een coplete) to )ate

C#osre&8> Re!ie" Pa$es in Matter Fact Boo/ !!to en&(re everyone i& ca(ght (p a& nee)e)


!QIoice& =ra)e 8




?> E(tensions!!#ho&e that are $ni&he) can contin(e )ecorating their coverpage, work on other o(t&tan)ing work, &ilent rea), or ake(&e o* the other tie $ller&







LESSON

Content& :Topic)=rowing Cry&tal&

Instrctiona# Strate$ies&!/irect 6n&tr(ction A+(e&tioning!6nteractive 6n&tr(ction A)i&c(&&ion

!6n)epen)ent "t()y Aa&&igne)+(e&tion&, in)epen)ent activity!E%periential Learning Acon)(cte)e%perient&




Prereisite Learnin$&!!What are the three &tate& o* atter'!!What are propertie& o* atter'!!What are olec(le&'!!Fow )o olec(le& act in a &oli), li+(i) an) ga&'!!ropertie& o* "oli)&!!ropertie& o* Li+(i)& Preparation& :Eip%ent=%ateria#s=set-p)!Matter act Book 4 page 10 A=rowing Cry&tal&-/irection& *or growing cry&tal&-tea kettle!water!&(gar!ea&(ring &poon!&tring Acotton or wool!gla&&e&eaker& A80!pencil& A80

!&ci&&or&!&poon&!*oo) colo(ring

Set&8> Re!ie">!ropertie& o* &oli)&, li+(i)&




!Molec(le& in a &oli) an) li+(i)

?> As/ stdents if t+e. /no" "+at cr.sta#s are>!What they look like!"oli), li+(i) or ga&'

6e!e#op%ent&8> Gro" cr.sta#s!E%plain to &t()ent& that we are going to e growingcry&tal& to)ay!#hey take a *ew )ay& to grow, &o a*ter we &et (p what i&nee)e) *or the to grow, each )ay we will o&erve the to&ee i* there are any change& (ntil ao(t 9 or )ay& laterthey will e rea)y *or (& to eat

Over the co(r&e o* the week, at the eginning o* each cla&&

we will take ao(t in(te& to o&erve o(r cry&tal& to &eei* there have een any change& "t()ent& will )oc(enttheir o&ervation& in their Matter act Book

C#osre&8> E(p#anation!When the cry&tal& have grown to a goo) &i-e Aaro(n) 9!)ay&, prior to eating the a&k the &t()ent& how they thinkthey got there/i)nDt the &(gar )i&appear into the water'

WhatD& happening' #he &(gar )i)nDt really )i&appear Each tiny piece o* &(garroke into &aller an) &aller it& an) &prea) o(t in thewater #hi& i& calle) )i&&olving Beca(&e the water wa&war, it& olec(le& &prea) *ar apart #here wa& roo *orthe little it& o* &(gar to $t etween the olec(le& Whenthe water coole), it& olec(le& ove) clo&e together againan) &+(ee-e) the &(gar o(t #he little it& o* &(gar &t(ck tothe &(gar alrea)y on the &tring an) *ore) large ch(nk&


!QIoice& =ra)e 8






!are all the &t()ent& ca(ght (p or )o they nee) ore tie to &pen) ontheir Matter ook&'



"(gar Cry&tal& on a "tring 4http:tlchow&t(Gwork&co*aily&cience!proect&!*or!ki)&!&tate&!o*!atter2ht

Material&:!tea kettle!water!&(gar!ea&(ring &poon

!&tring Acotton or wool!gla&&!pencil!&ci&&or&!(tton!&poon!*oo) colo(ring

"tep 1: Bring water to oil2: .)) one tale&poon o* &(gar, an) &tir (ntil it )i&&olve&8: Contin(e a))ing &(gar, one tale&poon at a tie, letting each

tale&poon*(l )i&&olve copletely e*ore a))ing the ne%t When no ore&(gar will )i&&olve in the water, allow the &at(rate) &ol(tion to cool9: #ie a &tring to the i))le o* a pencil an) &et the pencil acro&& the ri o* agla&& C(t the &tring &o that it (&t to(che& the otto o* the gla&& #ie a(tton to the otto o* the &tring: o(r the coole) &(gar water into the gla&& Re&t the pencil acro&& the rio* the gla&& &o that the &tring an) (tton are in the &ol(tion<: .llow the gla&& to &it in a war place witho(t eing )i&t(re) *or &everal)ay& &o that the water evaporate& .& the water evaporate&, it will leave&(gar cry&tal& on the &tring So(Dve (&t a)e rock can)y

Rock Can)y 4 "oli)&, Li+(i)& an) =a&e& y #he Ontario "cience Centre

Material&:!tea kettle!20 l water A1 c(p!8> l &(gar, or ore A1 N c(p&!&poon!gla&&







!pencil!cotton or wool &tring!*oo) colo(ring

1 Bring water to a oil

2 .)) the &(gar to the water an) &tir8 When all the &(gar )i&appear&, &tir in ore Keep a))ing a little at a tie(ntil yo( can &ee &(gar oating in the water9 Let the &(gar water cool a little #hen po(r it into the gla&& #ie the cotton &tring aro(n) the pencil R( &oe &(gar into the &tring,&o that a *ew grain& &tick to it< /rop the *ree en) o* the &tring into the &(gar water Re&t the pencil onthe ri o* the gla&&> (t the gla&& in a cool place, then )onDt to(ch the gla&&? Wait a *ew )ay&, the gently p(ll the &tring *ro the water #a&te the &oli)that cling& to the &tring

WhatD& happening' #he &(gar )i)nDt really )i&appear Each tiny piece o* &(gar roke into &alleran) &aller it& an) &prea) o(t in the water #hi& i& calle) )i&&olvingBeca(&e the water wa& war, it& olec(le& &prea) *ar apart #here wa&roo *or the little it& o* &(gar to $t etween the olec(le& When the watercoole), it& olec(le& ove) clo&e together again an) &+(ee-e) the &(garo(t #he little it& o* &(gar &t(ck to the &(gar alrea)y on the &tring an)*ore) large ch(nk& Event(ally the water evaporate), leaving only the&(gar cry&tal&



LESSON J

Content& :Topic)/i&covering =a&e&Balloon in a Bottle

Epty =la&&

Instrctiona# Strate$ies&!/irect 6n&tr(ction A&tr(ct(re)overview, +(e&tioning

!E%periential Learning Acon)(cte)e%perient&!6n)epen)ent "t()y Aa&&igne)+(e&tion&, in)epen)ent activity!6nteractive 6n&tr(ction A)i&c(&&ion,cooperative learning gro(p&



Prereisite Learnin$&!Matter i& everything aro(n) (& an) all atter take& (p &pace!#here are three &tate& o* atter: "oli)&, li+(i)& an) ga&e&!We (&e o(r &en&e& to )eterine propertie& o* oect& that can e (&e) toi)enti*y the!ropertie& o* atter )e&crie how a aterial i& &iilar an) )iGerent *roanother aterial!Molec(le& are tiny particle& that ake (p atter Molec(le& are &it(ate) an)ove )iGerently in &oli)&, li+(i)& an) ga&e&

Preparation& :Eip%ent=%ateria#s=set-p)Boo/ %#tiprpose roo%,,!Matter act Book, page& 11 4 19!chart paper *ro previo(& le&&on&!80 alloon&!80 water ottle&!10 pla&tic c(p&!paper towel!10 pail& o* water

Set&8> Re!ie" fro% C+art Paper and Matter Fact Boo/ !!What are the three &tate& o* atter'




!!What are propertie& o* atter'!!What are olec(le&'!!Fow )o olec(le& act in a &oli), li+(i) an) ga&'!!ropertie& o* "oli)&!!ropertie& o* Li+(i)&

?> Introdce GasesBrain&tor what we know ao(t ga&e& an) write the onthe chart paper!!=a&e& are one kin) o* atter!!=a&e& have no con&tant &hape or &i-e!!=a&e& copletely $ll any clo&e) container!!#he olec(le& in ga&e& are &prea) *ar apart!!#he olec(le& oat aro(n) an) &prea) o(t in all )irection&

6e!e#op%ent&

8> As/ stdents2 06o .o t+in/ $as ta/es p space,1Write an&wer& on the oar)!!.&k &t()ent&, i* ga& take& (p &pace, how coe i* anotherteacher cae into the roo they wo(l) $t' 6* ga& i&everywhere an) &prea) o(t in all )irection&, why wo(l)there e any roo le*t *or the teacher'

?> E(p#ain t+at "e are $oin$ to 'nd ot "+et+er$ases ta/e p space b. doin$ an e(peri%entin!o#!in$ b#o"in$ p a ba##oon in a bott#e>!E%plain the general i)ea o* the alloon:

a We will p(t a alloon into a pla&tic ottle an) try an)low it (p

3> *+ene!er scientists do an e(peri%ent2 t+e. aredoin$ it to test so%et+in$ ot>--First step& Scientists %a/e a +.pot+esis> *+at is a+.pot+esis,!!an e)(cate) g(e&& o* what they think i& going to happen--Second step& Testin$ and obser!ation> Scientistsperfor% t+e e(peri%ent and ta/e notes abot "+at+appened>

--T+ird Step& Interpretin$ 6ata and %a/in$conc#sions>!!&cienti&t& (&e their )ata to coe (p with a concl(&ion--Fort+ Step& Co%%nicate to ot+ers> Teac+ ot+er"+at "e +a!e #earned>

3> E(peri%ent 9 Ba##oon in a Bott#eA) and ot Matter Boo/ Pa$es 8K and 88 9


!QIoice& =ra)e 8




Laborator. NotesB) Read t+ro$+ t+e directions>C) a!e stdents "rite t+eir +.pot+esis>6) and ot %ateria#s 9 ba##oon and bott#e>E) a!e stdents co%p#ete t+e e(peri%ent and

co%p#ete t+eir #ab notes>

> Re!ie" "+at stdents ca%e p "it+> *ere t+e.ab#e to b#o" p t+e ba##oon, *+. or "+. not,:Conc#sion of e(peri%ent)

H> Loo/in$ bac/ at or bi$ estion2 06oes $as ta/ep space,1 as/ stdents .es or no>

> E(p#ain to stdents t+at "+en scientists aretestin$ so%et+in$2 t+e. often se %ore t+an one

/ind of test to %a/e sre t+e. +a!e t+e ri$+t ans"er>So "e are $oin$ to do a second e(peri%ent to see if"e $et t+e sa%e res#ts as to "+et+er $as ta/es pspace>

J> E(peri%ent 9 E%pt. G#ass,A) and ot Matter Boo/ Pa$es 8? and 83 9Laborator. Notes>B) Read t+ro$+ directions>C) a!e stdents "rite t+eir +.pot+esis>6) Sp#it stdents into $rops of 3>

E) and ot %ateria#s 9 cps2 paper to"e# and pai# of "ater>F) a!e stdents co%p#ete t+e e(peri%ent andco%p#ete t+eir #ab notes>

;> Re!ie" "+at stdents ca%e p "it+> 6id t+eirpaper to"e# sta. dr., *+. or "+. not, :Conc#sionof e(peri%ent)>

<> Loo/in$ bac/ at or bi$ estion2 06oes $as ta/ep space, As/ stdents .es or no>

C#osre&8> *+. do "e /no" t+at $as ta/es p space,

?> E(tensions!!#ho&e that are $ni&he) can contin(e )ecorating their coverpage, work on other o(t&tan)ing work, &ilent rea), or ake(&e o* the other tie $ller&










LESSON ;

Content& :Topic)=a&e&


!E%periential Learning Acon)(cte)e%perient&!6n)epen)ent "t()y Aa&&igne)+(e&tion&!6nteractive 6n&tr(ction A)i&c(&&ion,cooperative learning gro(p&



Prereisite Learnin$&!ropertie& o* ga&e&!. ga& take& (p &pace Preparation& :Eip%ent=%ateria#s=set-p)Boo/ %#tiprpose roo%!The Magic School Bus Gets Baked in a Cake!owerpoint &li)e& o* page& o* &tory!chart paper *ro previo(& le&&on&!Cop(ter roector cart!1 ottle&!1 alloon&!*(nnel&!&poon&!aking &o)a!vinegar!Matter act Book page& 1 an) 1< A#he Magic "chool B(&!goggle&

Set&8> Re!ie" fro% C+art Paper and Matter Fact Boo/ !!What are the three &tate& o* atter'!!What are propertie& o* atter'!!What are olec(le&'




!!Fow )o olec(le& act in a &oli), li+(i) an) ga&'!!ropertie& o* "oli)&!!ropertie& o* Li+(i)&!!ropertie& o* =a&e&!!/oe& a ga& take (p &pace'

?> T+e Ma$ic Sc+oo# Bs Gets Ba/ed In a Ca/e!!Rea) the Magic "chool B(& (p to arke) &pot

6e!e#op%ent&8> E(peri%ent!Review &tep& o* an e%perienta Fypothe&i& #e&ting an) o&ervingc 6nterpreting )ata an) aking concl(&ion&) Co(nicating with other& what we know

A) and ot Matter Boo/ Pa$es 8H and 8 9 T+eMa$ic Sc+oo# Bs Gets Ba/ed in a Ca/eB) Read t+ro$+ directions>C) a!e stdents "rite t+eir +.pot+esis>6) Sp#it stdents into pairsE) and ot %ateria#s 9 ba##oon2 bott#e2 ba/in$ soda2!ine$ar>F) a!e stdents co%p#ete t+e e(peri%ent andco%p#ete t+eir #ab notes>

C#osre&

8> Re!ie" t+e e(peri%ent> *+at +appened "+en "e%i(ed t+e so#id :ba/in$ soda) "it+ t+e #iid:!ine$ar),!!#hey pro)(ce) a ga& calle) caron )io%i)e #he ga& take&(p ore roo than there i& in the ottle &o it low& (p thealloon

?> Finis+ readin$ The Magic School Bus Gets Bakein a !ake--stop at t+e part "+ere t+e. se ba/in$ soda and!ine$ar to $et ot of t+e ca/e> *+. do t+e. do t+is,

!!the ga& ha& no where to go &o it p(&he& again&t the (&an) &hoot& the o(t o* the cake

3> Se#f Assess%ent

> E(tensions!!#ho&e that are $ni&he) can contin(e )ecorating their cover

!QIoice& =ra)e 8





page, work on other o(t&tan)ing work, &ilent rea), or ake(&e o* the other tie $ller&

Assess%ent&

.t the en) o* each le&&on, 6 will collect the Matter act Book& #hi&a&&e&&ent *or learning will &how where the &t()ent& are in the cla&&:




Se#f Assess%ent Rbric :Assess%ent as Learnin$).t the en) o* thi& le&&on the &t()ent& will a&&e&& the&elve& in their

con$)ence level& with re&pect to the content th(& *ar in the (nit 6 will (&e

thi& to )eterine what area& 6 &till nee) to *oc(& on an) what area& y&t()ent& *eel con$)ent in #hi& will place &oe re&pon&iility (pon the&t()ent& in in)icate i*, in *act, there are area& that they )o not (n)er&tan)Co(ple) with the Matter act Book& an) y own o&ervation&, 6 will e aleto &ee what )irection& 6 nee) to take with the cla&& a& in)ivi)(al& an) a& acollective gro(p

Stdent Na%e& 6ate&



6 &till )onDt getitP

6 a *airlycertain, (two(l) like to

&pen) &oe ore

tie on it

6 *eel verycon$)ent

6 (n)er&tan)there are threetype& o*atter:"oli)&, Li+(i)&

an) =a&e&6 know whatolec(le& arean) how theylook in &oli)&,li+(i)& an)ga&e&6 know &oepropertie& o*

&oli)&6 know &oepropertie& o*li+(i)&6 know &oepropertie& o*ga&e&

6 wo(l) like to learn ore ao(t



LESSON <

Content& :Topic)"oli)&, Li+(i)&, an) =a&e&!rootion o&ter

Instrctiona# Strate$ies&!/irect 6n&tr(ction A&tr(ct(re)overview

!6n)epen)ent "t()y Ain)epen)entactivity



Prereisite Learnin$&!Matter i& everything aro(n) (& an) all atter take& (p &pace!#here are three &tate& o* atter: "oli)&, li+(i)& an) ga&e&!We (&e o(r &en&e& to )eterine propertie& o* oect& that can e (&e) toi)enti*y the!ropertie& o* atter )e&crie how a aterial i& &iilar an) )iGerent *roanother aterial!Molec(le& are tiny particle& that ake (p atter Molec(le& are &it(ate) an)ove )iGerently in &oli)&, li+(i)& an) ga&e&!ropertie& o* &oli)&, li+(i)& an) ga&e& Preparation& :Eip%ent=%ateria#s=set-p)!chart paper *ro previo(& le&&on&!large white paper A11 % 19!con&tr(ction paper!arker&, crayon&, pencil&

Set&8> Re!ie" So#ids2 Liids and Gases!!What )o we know ao(t &oli)& li+(i)& an) ga&e& *ro o(r

in*oration chart an) Matter act Book&'

6e!e#op%ent&8> Pro%otiona# Poster=*anted Poster!Brain&tor on the oar) a li&t o* &oli)&, li+(i)& an) ga&e&an) what we know ao(t the!!#he &t()ent& will create a po&ter with re&pect to their &oli),li+(i) or ga& o* choice "t()ent& &ho(l) incl()e the



!QIoice& =ra)e 8



*ollowing in*oration:a Hae o* &oli), li+(i) or ga&7 #ype o* atter7c 6age7) What it look& like7

e What it *eel& like7* What it i& a)e o*7g Other in*oration a& provi)e)!!6* &t()ent& )onDt know in*oration ao(t their &oli), li+(i)or ga&, they can look ack in their Matter act Book& or (&ethe atter ook& *or &ilent rea)ing to otain in*oration!!"t()ent& will e a&&e&&e) on thi& piece .& a large gro(pwe will )i&c(&& what we *eel i& iportant *or their po&ter&,&(ch a& having nece&&ary content, ae&thetic appeal,pict(re&, title, etc When we have coplete) thi& li&ttogether Aan) we have )i&c(&&e) any a))itional ite& 6

)ee nece&&ary 6 will e%plain to the &t()ent& that 6 will e(&ing o(r li&t to create a r(ric that will e (&e) to arktheir po&ter& .& thi& i& a two!)ay le&&on, on the &econ) )ay&t()ent& will have the opport(nity to look at the r(ric an)copare it with their po&ter& e*ore han)ing in their $nalpiece o* work

C#osre&"t()ent& will have the opport(nity to pre&ent their po&ter& i* they choo&e

E(tensions&!!#ho&e that are $ni&he) can work on any o(t&tan)ingMatter act Book page&, work on other o(t&tan)ing work,&ilent rea), or ake (&e o* the other tie $ller&


Assess%ent&Rbric :Assess%ent of Learnin$).*ter intro)(cing the ta&k at the eginning o* le&&on @, a& a large gro(p

we will )i&c(&& what we *eel i& iportant *or their po&ter&, &(ch a& havingnece&&ary content, ae&thetic appeal, pict(re&, title, etc When we have

coplete) thi& li&t together Aan) we have )i&c(&&e) any a))itional ite& 6)ee nece&&ary 6 will e%plain to the &t()ent& that 6 will e (&ing o(r li&t tocreate a r(ric that will e (&e) to ark their po&ter& .& thi& i& a two!)ayle&&on, on the &econ) )ay &t()ent& will have the opport(nity to look at ther(ric an) copare it with their po&ter& e*ore han)ing in their $nal piece o* work



Matter o&terHae:

Not et Be$innin$ Meetin$ E(ceedin$isa# Appea# !work i& o* poor

+(ality or incoplete!(ltiple &pellingerror& an) in*orationi& illegile

!&oe white on &heet,

r(&he) or incopleteappearance!&oe &pelling error&!&oe in*orationillegile

!goo) eGort, vi&(ally

appealing!*ew &pelling error&, i*any

!e%cellent eGort, vi&(ally

appealing!no &pelling error&

eirednfor%ation

!&t()ent incl()e)etween 0 an) 2 o*the *ollowing:a nae o* atter type o* atterc pict(re o* atter) what atter i&a)e o* e how the olec(le&look in atter

* where atter i&*o(n)!&t()ent incl()e) theaove, (t it )i) notrelate to type o*atter correctly

!&t()ent incl()e) 8 or 9o* the *ollowing:a nae o* atter type o* atterc pict(re o* atter) what atter i& a)eo* e how the olec(le&look in atter* where atter i& *o(n)

!&t()ent incl()e) atlea&t < the *ollowing,(&ing wor)& an)oriage&:a nae o* atter type o* atterc pict(re o* atter) what atter i& a)eo* e how the olec(le&

look in atter* where atter i&*o(n)

!&t()ent incl()e) the*ollowing, (&ing wor)&an)or iage&:a nae o* atter type o* atterc pict(re o* atter) what atter i& a)e o* e how the olec(le& lookin atter* where atter i& *o(n)

in a))ition to otherin*oration, an) in aanner that wa& ea&y tocoprehen) y viewer

roperties !&t()ent incl()e)etween 0 an) 2propertie& o* theircho&en atter!&t()ent incl()e)propertie& o* theircho&en atter (tnee)e) &igni$canta&&i&tance

!&t()ent incl()e) 8 or 9propertie& o* their cho&enatter!&t()ent incl()e) propertie& o* their cho&enatter (t nee)e)propting y the teacher*or at lea&t 2

!&t()ent incl()e) propertie& o* theircho&en atter!&t()ent incl()e) orethan propertie& o*their cho&en atter, (tonly )(e to proptingy teacher

!&t()ent incl()e) ore than propertie& o* their cho&enatter, witho(t proptingy teacher



LESSON 8K

Content& :Topic)Ooleck 4 Bartholomew and theOoleck y /r "e(&&

Instrctiona# Strate$ies&!/irect 6n&tr(ction A+(e&tioning,li&tening an) viewing!E%periential Learning Acon)(cte)e%perient&!6n)epen)ent "t()y Ain)epen)entactivity

Ob5ecti!es&1 /e&crie &oe characteri&tic propertie& o* atter 1 /eterine which propertie& o* atter can e (&e) to i)enti*y the

2 Recogni-e &oli)&, li+(i)& an) ga&e& a& &tate& o* atter


Prereisite Learnin$&!ropertie& o* a &oli)!ropertie& o* a li+(i) Preparation& :Eip%ent=%ateria#s=set-p)

Boo/ %#tiprpose roo%-Bartholomew and the Ooleck y /r "e(&&!owerpoint &li)e& o* page& o* ook!Cop(ter roector cart!Ooleck in&tr(ction& *or each pair o* &t()ent&!new&paper&!corn&tarch!tin pan&!water!&poon&!TTT)onDt (&e *oo) colo(ring a& it will )ye everythingP

Set&8> Read Bartholome" an the #obleck b. 6r> Sess!!.&k &t()ent& why we are rea)ing thi& ook to)ay'!!.&k &t()ent& whether Ooleck i& a &oli) or a li+(i)'

?> .pot+esi4e as a c#ass "+et+er Oob#ec/ is a so#idor a #iid and "+. "e t+in/ so,


!QIoice& =ra)e 8



6e!e#op%ent&In t+e M#tiprpose Roo%&8> Ma/e Oob#ec/ !!=o thro(gh in&tr(ction& with &t()ent& on how to ake

Ooleck prior to &tarting!!"t()ent& will *ollow the in&tr(ction& on aking ooleckan) what to )o once they have it a)e

C#osre&8> C#ean p and +ead bac/ to t+e c#assroo%>!!Make &(re to p(t ooleck into the garage can, not )ownthe &inkP

?> 6iscss "+at +appened to t+e Oob#ec/&-"+en "e pored it o t+e spoon,

-"+en "e +it it "it+ or +ands,-"+en "e scooped it p in or +ands and %ade a ba#,-"+en "e #et $o of t+e ba##,

3> *+at@s +appenin$,!Corn &tarch i& a)e o* illion& o* tiny particle& When yo(a)) water to the &tarch, the particle& oat *reely, keepingthe&elve& &pace) evenly apart Alike the olec(le& o* ali+(i)!6agine the oating &tarch particle& are like o(r cla&& goingthro(gh a )oorway 6* everyone walk& in an evenly &pace)

line, the gro(p o* (& will get thro(gh ea&ily B(t i* everyonetrie& to p(&h thro(gh at one, we will get ae) in the)oorway!#he &ae thing happen& to ooleck When yo( ove theooleck i%t(re &lowly or gently, a& when yo( were &tirringit or po(ring it, the particle& can &li)e ea&ily pa&t oneanother #he i%t(re act& like a li+(i)!When yo( try to ove the i%t(re +(ickly or p(&h on it toohar), the &tarch particle& get p(&he) together an) thei%t(re act& like a &oli)

> T+ereforeis oob#ec/ a #iid or a so#idBot+

!Fave weakeran) &tronger&t()ent& repeat

in&tr(ction&



Oob#ec/ Instrctions8> Ma/e sre t+e ne"spaper is spread ot on t+e tab#e>?> Pt so%e corn starc+ into t+e pan and add so%e of t+e"ater> Stir>3> eep addin$ "ater and stirrin$ nti# t+e %i(tre is ast+ic/ as %a.onnaise> o@!e %ade oob#ec/ Ma/e %oreoob#ec/ nti# .o +a!e a #a.er 8 c% deep>> Lift p a spoonf# of oob#ec/ and por it bac/ into t+epan> 6oes it por, *+at t.pe of %atter pors,

H> S#ap t+e pan of oob#ec/ "it+ t+e pa#% of .or +and>6oes an. sp#as+ ot,> *ait a %inteif it@s a #iid2 s+o#dn@t it sp#as+e!er."+ere,J> Scoop p a +andf# of oob#ec/> Ro## it arond bet"een.or +ands to %a/e a ba##> *+at t.pe of %atter is t+is,;> *+en .o t+in/ .o@!e %ade a ba##2 #ift .or top +andp> *+at +appens,



LESSON 88

Content& :Topic)Change& o* "tate

Instrctiona# Strate$ies&!/irecte) 6n&tr(ction A&tr(ct(re)overview, +(e&tioning, li&tening an)

viewing!6n)epen)ent "t()y Aa&&igne)+(e&tion&

Ob5ecti!es&2 6)enti*y &oe change& in atter 1 Recogni-e that the &tate o* atter i& a phy&ical property 2 6)enti*y change& o* &tate 8 .&&ociate change& o* &tate with teperat(re change& 6nve&tigate &oe phy&ical change&


Prereisite Learnin$&!Matter i& everything aro(n) (& an) all atter take& (p &pace!#here are three &tate& o* atter: "oli)&, li+(i)& an) ga&e&!We (&e o(r &en&e& to )eterine propertie& o* oect& that can e (&e) toi)enti*y the!ropertie& o* atter )e&crie how a aterial i& &iilar an) )iGerent *roanother aterial!Molec(le& are tiny particle& that ake (p atter Molec(le& are &it(ate) an)ove )iGerently in &oli)&, li+(i)& an) ga&e&!ropertie& o* &oli)&, li+(i)& an) ga&e& Preparation& :Eip%ent=%ateria#s=set-p)!cop(ter proector cart!White chart paper *ro previo(& le&&on&!Change& o* "tate vi)eo&ong:http:teacher&chola&ticcoactivitie&&t()ya&atter&tate&!Matter act Book page&

Set&8> Re!ie" fro% pre!ios #essons>!White chart paper

?> Introdce ne" topic& C+an$es of State>!.&k &t()ent what 6 ean when 6 &ay Q&tate!Review with &t()ent& what we know ao(t olec(le&


!QIoice& =ra)e 8





!/epen)ing on whether itD& a &oli), li+(i) or ga&, theolec(le& ove at )iGerent &pee)&!"oli)&: the olec(le& are very clo&e together an) )onDthave (ch roo to ove aro(n) #hey ove very &lowly!Li+(i)&: the olec(le& are &prea) o(t an) can ow #hey

ove aro(n) ore than &oli)&!=a&e&: the olec(le& are &prea) very *ar apart an) ovearo(n) +(ickly an) ea&ily

!.& a large gro(p, ove aro(n) like the olec(le& in a &oli),li+(i) an) ga& Aa& in le&&on 2

One thing that in(ence& how *a&t the olec(le& can ovearo(n) i& heat #hink o* yo(r own o)y When itD& reallycol) o(t&i)e, yo( ove &low an) )onDt want to )o (chB(t when itD& a ea(ti*(l )ay, yo( are oving aro(n) an)

playing o(t&i)e an) having *(nP #hatD& like olec(le&

6e!e#op%ent&8> *atc+ !ideo>!!E%plain that we are going to watch a vi)eo #here will elot& o* ter& that we wonDt (n)er&tan), (t weDll go thro(ghit together &o it will ake ore &en&ehttp:teacher&chola&ticcoactivitie&&t()ya&atter&tate&

Aa "tate& o* atter

A "tate )epen)& on how *a&t olec(le& oveAc =a& 4 olec(le& ove *a&te&t eca(&e o* heatA) Li+(i) 4 re)(ce heat an) olec(le& &low )own an) *ora li+(i) :condensation)Ae "oli) 4 re)(ce heat an) olec(le& &low way )own to*or a &oli) :K de$rees 9 free4in$ point) :free4in$)A* "oli) to Li+(i) 4 when teperat(re ri&e& ao(t 0)egree&, ice elt& into a li+(i) again :%e#tin$ point):%e#tin$)Ag Li+(i) to =a& 4 rai&e heat even ore an) olec(le& willove *a&ter an) t(rn into a ga& :boi#in$ point)

:e!aporation)

!!What were the ter& that we )i)nDt recogni-e' *rite ont+e board>

?> E(p#anation!!What i& change& o* &tate'








!!U&ing ice a& an e%aple A&oli):Aa Fow )o we get it to a li+(i)' Add +eat2 ca##ed %e#tin$9 K de$rees is %e#tin$ pointA Fow )o we get water to a ga&' Add +eat2 ca##ede!aporation ! what teperat(re' 8KK de$rees2 boi#in$

pointAc How we want to get the ga& ack to a li+(i), what )o we)o' Re%o!e +eat :coo#in$ 9 s#o"s do"n %o#ec#es)2ca##ed condensationA) Fow )o we get the li+(i) Awater ack to a &oli) Aice'Re%o!e +eat2 ca##ed free4in$ 4 what teperat(re' Kde$rees2 free4in$ point

!U&e triangle to e%plain aove

C#osre&8> *e are $oin$ to $o t+ro$+ t+e dierent sta$es in%ore detai#2 so t+is is 5st an introdction to t+e%>!"tate& o* atter &onghttp:teacher&chola&ticcoactivitie&&t()ya&atter&tate&!Matter act Book 4 e%plain to &t()ent& that itD& okay i* they)onDt know all the an&wer&, (&t $ll in the one& they )o Wecan keep coing ack to the an&wer& an) we )o oree%ploring

?> E(tensions!!#ho&e that are $ni&he) can work on any o(t&tan)ingMatter act Book page&, work on other o(t&tan)ing work,&ilent rea), or ake (&e o* the other tie $ller&



their Matter ook&'









LESSON 8?

Content& :Topic)ree-ing 4 Making 6ce Crea

CEC FOR ALLERGIES

Instrctiona# Strate$ies&!/irecte) 6n&tr(ction A+(e&tioning!6n)epen)ent "t()y Ain)epen)ent

activity!E%periential Learning Acon)(cte)e%perient&

Ob5ecti!es&2 6)enti*y &oe change& in atter 2 6)enti*y change& o* &tate 8 .&&ociate change& o* &tate with teperat(re change& 6nve&tigate &oe phy&ical change&



Prereisite Learnin$&!Change& o* "tate Preparation& :Eip%ent=%ateria#s=set-p)!white chart paper *ro previo(& le&&on&!in&tr(ction& *or aking ice crea!heavy crea!&(gar!vanilla!tale &alt!ice!large iploc ag& A10 or 1!&all iploc ag& A80!&poon&!ea&(ring c(p&

Set&8> Re!ie" C+an$es of State

!!What i& change& o* &tate'!!U&ing ice a& an e%aple A&oli):Aa Fow )o we get it to a li+(i)' Add +eat2 ca##ed %e#tin$9 K de$rees is %e#tin$ pointA Fow )o we get water to a ga&' Add +eat2 ca##ede!aporation ! what teperat(re' 8KK de$rees2 boi#in$pointAc How we want to get the ga& ack to a li+(i), what )o we

StdentEn$a$e%ent=

C#assroo%Mana$e%entStrate$ies

!QIoice& =ra)e 8




)o' Re%o!e +eat :coo#in$ 9 s#o"s do"n %o#ec#es)2ca##ed condensationA) Fow )o we get the li+(i) Awater ack to a &oli) Aice'Re%o!e +eat2 ca##ed free4in$ 4 what teperat(re' Kde$rees2 free4in$ point

6e!e#op%ent&8> Free4in$ #o)ay we are going to *oc(& on *ree-ing What happen&when a li+(i) *ree-e&'--%o#ec#es--trns to so#id--%e#tin$ point--ca##ed free4in$

What )o we nee) in or)er *or &oething to *ree-e'

--+eat abo!e K de$rees2 in t+e case of "ater--dierent so#ids +a!e dierent points at "+ic+ t+e.free4e

?> Ma/in$ Ice-Crea% #o)ay we are going to take a look at *ree-ing a li+(i), (t(nlike ye&ter)ay it wonDt e water #o)ay we are going to*ree-e crea to ake5ice creaP!!ollow )irection& in aking ice crea!!&plit into gro(p& o* two or three per large iploc ag!!take t(rn& &haking ag

C#osre&8> E(p#ain!!li+(i) t(rning to &oli)!!*ree-ing point!!how i& thi& &iilar to water *ree-ing an) )iGerent'

!!6ce ha& to a&or energy in or)er to elt, changing thepha&e o* water *ro a &oli) to a li+(i) When yo( (&e ice tocool the ingre)ient& *or ice crea, the energy i& a&ore)

*ro the ingre)ient& an) *ro the o(t&i)e environent Alikeyo(r han)&, i* yo( are hol)ing the aggie o* iceP When yo(a)) &alt to the ice, it lower& the *ree-ing point o* the ice, &oeven ore energy ha& to e a&ore) *ro the environentin or)er *or the ice to elt #hi& ake& the ice col)er than itwa& e*ore, which i& how yo(r ice crea *ree-e& 6)eally,yo( wo(l) ake yo(r ice crea (&ing ice crea &alt, whichi& (&t &alt &ol) a& large cry&tal& in&tea) o* the &all cry&tal&




yo( &ee in tale &alt #he larger cry&tal& take ore tie to)i&&olve in the water aro(n) the ice, which allow& *or evencooling o* the ice crea



M.##ER.C# BOOK

Hae: Matter



6ra" an e(a%p#e of %atter +ere

*+at is %atter,

T+ree states of %atter are&

a)

b)

c)

T"o e(a%p#es of %atter are&

a)

b)



Molec(le& A2 page&

TTi)ea taken *ro Matter (nit an) there*orenot po&te)

/i&covering "oli)& A2

page&


/i&covering Li+(i)& A2page&


=rowing Cry&tal&



*+at t.pe of %atter is a cr.sta#,

o" do .o t+in/ t+e %o#ec#es #oo/ in a cr.sta#,

6ra" .or obser!ations of .or cr.sta#s in .or $#ass&

6a. 8& 6a. ?&

6a. 3& 6a. &

6a. H&

Laoratory Hote&



/oe& =a& #ake Up

"pace'Ba##oon in a Bott#e

7estion& *+at "i## +appen "+en I tr. to b#o" p t+eba##oon in t+e bott#e,

.pot+esis&

6irections&8> Ps+ t+e ba##oon into t+e bott#e>?> Stretc+ t+e end of t+e ba##oon bac/ o!er t+e %ot+ oft+e bott#e> a!e a friend +e#p .o if .o need>

3> B#o" p t+e ba##oon and record .or 'ndin$s b.dra"in$ a pictre of "+at +appened to .or ba##oon insidet+e bo(> *+en scientists perfor% e(peri%ents t+e.co%p#ete t+e sa%e tas/ %ore t+an once> T+is is to %a/esre t+e. $et t+e sa%e res#ts eac+ ti%e>

Obser!ations& es2 t+e ba##ooninated>

No2 t+e ba##oon didnot inate>

Tria# Q8

Tria# Q?



Tria# Q3

Interpretin$ 6ata&Circ#e One&

I "as ab#e to b#o" p %. ba##oon inside t+e bott#e>

I "as not ab#e to b#o" p %. ba##oon inside t+e bott#e>

Conc#sion&T+in/ bac/ to or bi$ estion& 6oes $as ta/e p space,After co%p#etin$ t+is e(peri%ent2 +o" +as do .o /no"t+at $as does or does not ta/e p space,

Laoratory Hote&



/oe& =a& #ake Up

"pace'E%pt. G#ass,

7estion& *+at "i## +appen to t+e paper to"e#,

.pot+esis&

6irections&8> St t+e paper to"e# ti$+t#. into t+e botto% of t+e$#ass> It s+o#d sta. t+ere e!en "+en .o +o#d t+e $#ass

pside-do"n>?> Ma/e sre .o +a!e "ater in t+e pai# in front of .o 9eno$+ so t+at t+e cp can be co!ered in "ater>3> Trn t+e $#ass pside-do"n> o#d t+e $#ass !er.strai$+t and p#n$e it into t+e "ater> Ma/e sre .o +a!eit a## t+e "a. sn/ nder t+e "ater>> S#o"#. cont to ten> Lift t+e $#ass ot of t+e "ater"it+ot tippin$ it>H> P## t+e paper to"e# ot of t+e $#ass>> Is t+e paper to"e# sti## dr., Circ#e .or 'ndin$s for a##t+ree tria#s>

Obser!ations&



Tria# Q8& T+e paper to"e# sta.ed dr.>

T+e paper to"e# $ot co%p#ete#. "et>

Tria# Q?& T+e paper to"e# sta.ed dr.>


Tria# Q3& T+e paper to"e# sta.ed dr.>


Interpretin$ 6ata&Circ#e One&

T+e paper to"e# sta.ed dr.>


Conc#sion&*+. do .o t+in/ .o $ot t+e res#ts t+at .o did, T+in/bac/ to or bi$ estion2 06oes $as ta/e p space,1



#he Magic "chool B(&

=et& Bake) in a CakeP7estion& *+at "i## +appen "+en "e pt ba/in$ sodainto a bott#e "it+ !ine$ar,

.pot+esis&

6irections&8> *it+ a partner2 $at+er t+e fo##o"in$ %ateria#s&a) Ba##oon '##ed "it+ ba/in$ sodad) Dine$are) Bott#e>

?> Fi## t+e bott#e abot 8=3 "it+ !ine$ar>3> Stretc+ t+e nec/ of t+e ba##oon o!er t+e nec/ of t+ebott#e> 6on@t #et an. ba/in$ soda fa## into t+e bott#e>> Read., o#d t+e ba##oon p so t+at a## t+e ba/in$ sodafa##s into t+e !ine$ar in t+e bott#e>H> Record .or obser!ations be#o"&

Obser!ations&

6ra" "+at +appened to .or ba##oon&



Interpretin$ 6ata&*+at do .o t+in/ is +appenin$,

Conc#sion&*+at "as prodced "+en "e %i(ed !ine$ar and ba/in$soda to$et+er, :int& *+at '##ed p t+e ba##oon,)

Changing "tate& o* Matter




Documents

Grade 3 Properties of Matter Unit (Old Curric.)