Lesson By Lesson Guide - PBworkswakek5science.pbworks.com/.../NCES_Changes_Lesson_by_Lesson_… · 155 of Uncovering Student Ideas in Science Volume 1 (Pink Cover), also by Page Keeley

Changes Page 1

Lesson By Lesson Guide

Changes

(STC)

Changes Page 2

Table of Contents NC Essential Standards and Clarifying Objectives ........................................................................ 3

Essential question for Unit .............................................................................................................. 4

Unit pre-assessment ........................................................................................................................ 4

Notes Regarding the Changes Unit................................................................................................. 4

Lesson 1 - Thinking About How Things Change ........................................................................... 5

Lesson 2 - Freezing and Melting .................................................................................................... 7

Lesson 3 - Where Did the Water Go? ........................................................................................... 10

Lesson 4 - Mixing and Separating Solids ..................................................................................... 13

Lesson 5 - Mixing Solids and Liquids .......................................................................................... 15

Lesson 6 - Separating Solid and Liquid Mixtures ........................................................................ 17

Lesson 7 - A Dissolving Race: Two Forms of Sugar ................................................................... 19

Lesson 8 - A Dissolving Race: Warm and Cold Water ................................................................ 21

Lesson 9 - Changing Salt Water to Crystals ................................................................................. 23

Lesson 10 - Separating Mixtures of Color .................................................................................... 25

Lesson 11 - Separating a Mystery Mixture ................................................................................... 27

Lesson 12 - Bubbles and Fizz: Observing a Chemical Reaction .................................................. 29

Lesson 13 - Gas in a Bag .............................................................................................................. 31

Lesson 14 - Looking at Rust ......................................................................................................... 33

Lesson 15 - Writing Our Recipe For Change ............................................................................... 35

Lesson 16 - Presenting our Recipe for change.............................................................................. 37

Changes Page 3

NC Essential Standards and Clarifying Objectives

2.P.2 Understand properties of solids and liquids and the changes they

undergo.*

2.P.2.1 Give examples of matter that change from a solid to a liquid and from a

liquid to a solid by heating and cooling.

2.P.2.2 Compare the amount (volume and weight) of water in a container before

and after freezing.

2.P.2.3 Compare what happens to water left in an open container over time as to

water left in a closed container.

3.P.2 Understand the structure and properties of matter before and after they

undergo a change.

3.P.2.2 Compare solids, liquids, and gases based on their basic properties.

3.P.2.3 Summarize changes that occur to the observable properties of materials

when different degrees of heat are applied to them, such as melting ice or ice

cream, boiling water or an egg, or freezing water.

3.P.3 Recognize how energy can be transferred from one object to another.

3.P.3.1 Recognize that energy can be transferred from one object to another by

rubbing them against each other.

3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler

one by contact or at a distance and the cooler object gets.

*This 2nd

grade Essential Standard and related Clarifying Objectives are addressed

in the 3rd

grade Changes unit. Students studied basic properties of solids and

liquids in the 2nd

grade Solids and Liquids unit as well as the basic properties of air

(a mixture of gases) in the 2nd

grade Air and Weather unit. The Solids and Liquids

unit in 2nd

grade is a pre-requisite for the Changes unit in 3rd

grade as both units

address concepts in physical science.

Changes Page 4

Essential question for Unit

How can matter change?

Unit pre-assessment Lesson 1 is a pre-unit assessment opportunity however; you might consider

administering the formative assessment probe called “Where Did the Water Come

From?” The formative assessment probe is available on page 163 of Uncovering

Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley, et al. This

particular probe elicits students’ understanding of condensation and that it is

caused by water vapor in the air. When administering this probe, it is

recommended to eliminate choice F, because elementary students have not yet

learned about hydrogen and oxygen atoms.

Another formative assessment probe opportunity is “Wet Jeans” found on page

155 of Uncovering Student Ideas in Science Volume 1 (Pink Cover), also by Page

Keeley et al. This probe elicits students’ understanding of where water goes right

after it evaporates.

Lesson 3 is a good opportunity to administer one or both of the recommended

formative assessment probes.

Notes Regarding the Changes Unit To address Clarifying Objective 2.P.2.3 it is important to set up a closed

container as well as an open container when evaporation is studied in this unit. Of

course, the water in the open container will evaporate, while the water in the closed

container will not – it’s important for students to observe these phenomena.

This unit is critical as it reviews basic properties of solids, liquids, and gases. It

introduces students to the concept of chemical changes, which will be paired with

the study of physical changes in the Landforms unit in 4th

grade. Additionally, this

unit addresses changes in states due to the addition of heat or the removal of it

(freezing), which provides important ground work for studying the water cycle in

the 5th grade Investigating Weather Systems unit.

Changes Page 5

Lesson 1 - Thinking About How Things Change A baseline assessment of student’s knowledge of solids, liquids, gases, and some changes when

solids and liquids are mixed.

Make copies of Change Cards (available in the Teacher Guide); one card for each pair of

students. Identify and separate different sizes of cups. This can be done by a volunteer. Many of

the lessons in this unit require advanced preparations which could be handled by a volunteer.

Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid

by heating and cooling.

3.P.2.3 Summarize changes that occur to the observable properties of materials when different

degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or

freezing water.

Focus question How do things change around us?

Activity Guiding Questions

Invite students to share what they know

about solids and liquids. Ask students

to explain the meaning of the

word change. Record student responses

on the "What We Know about

Solids…" poster.

Distribute one Change Card to each

pair of students. Prompt students to

think about the solids and liquids in the

illustrations and how these might

change.

Invite each pair to discuss the picture

on their Change Card and identify the

different states of matter.

Record students’ observations on the

"Looking At Changes" chart as shown

in figure 1-4.

Tell students they will add a solid to a

liquid and record the changes that take

place.

Guide students to use a hand lens to

observe an effervescent tablet.

Circulate the classroom and pose

questions to guide students'

observations. Prompt students to record

their observations on record sheet 1-A.

What solids do you see?

What liquids do you see?

How might the solids or liquids in the

pictures change over time?

What did the water look like?

What did the water look like before and

after the tablet was dropped in?

Describe the tablet.

How did the water and tablet change?

What words could you use to describe

the new matter that was formed?

Did anything surprise you?

Changes Page 6

Lead a making meaning discussion so

that students can share their

observations and drawing with the

class.

Fill ice cube trays for the next lesson

and predict what will happen to the

water in them.

Read aloud the poem "Changes All

Around Us" found in the Teacher's

Guide.

Science Content Words Use these terms or phrases when teaching the lesson:

gas A substance that has no shape or volume; most have no color and cannot be

seen

liquid A substance that has no shape but has volume; it takes the shape of its

container

matter Anything that has weight and takes up space

property Something about an object that helps tell what it is

solid A substance that takes up space and has its own shape

states of

matter

Three forms matter may take - solid, liquid, and gas

Integration Hints - SMARTboard Lesson 1 (available on CMAPP)

- Set up a center where students can practice using a hand lens to observe objects and use

different senses.

-Use the poem Changes All Around Us as a language arts activity. List the words that rhyme and

identify the verbs, nouns, adjectives.

-Homework: Think about how you’ve changed. Make a list of 10 ways that you’ve changed.

Can you think of 3 ways that you’ve changed so far this school year?”

Science Notebook Helper Students will write observations and a drawing of the tablet and water experiment

Record sheet 1-A, available in the Teacher Guide (describe solid and liquid)

Have children write about changes that have taken place in their classroom or school

Assessment Opportunities Record children’s observations and discussions of Change Cards. Have children complete

Record Sheet 1-A. Save this, and all student work, for use with the post-assessment.

Changes Page 7

Lesson 2 - Freezing and Melting Water becomes solid when frozen. Melting returns solid water to its liquid state by applying

heat energy.

Each pair of students needs one ice cube. Be sure to set parameters as to what the children can do

to melt the ice cube, i.e. can they go outside, use a heat source.



2.P.2.2 Compare the amount (volume and weight) of water in a container before and after

freezing.



freezing water.

3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them

against each other.

3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact

or at a distance and the cooler object gets warmer.

Focus question How can a liquid such as water change to a solid or a gas?


Invite students to think about the water

you poured into the ice cube trays at the

end of Lesson 1. Ask students in what

ways do they think the water has

changed in the freezer. Tell students

they will design a method for melting

an ice cube in the quickest time

possible.*Weigh an ice cube with the

class and record the weight before

doing this investigation*

Explain the Melting Race procedures.

Guide students to record the time their

ice cube melts (If you have rubber

clock stamps - you can stamp 2 clocks

in their science notebook, for students

to record the start and end times of the

race). If your students can tell time to

the minute, they can just use the school

How has the ice cube changed?

What method did you use to melt the

ice cube?

Did anything surprise you as you

attempted to melt the ice cube?

Why did some of the ice cubes melt

faster than others?

What will happen to the covered and

uncovered water as it sits for two or

three days?

Changes Page 8

clock to record the time.

Circulate the classroom reminding

students to keep the bag sealed and to

record the time the ice cube in the bag

is completely melted.

Lead a class discussion for students to

describe how the ice cube has changed.

Record students' responses in the

appropriate columns of the "Properties"

poster.

Invite each pair of students to describe

the method they used to melt the ice.

*Weigh the water from the melted ice

cube with the class and record the

weight.

Tell students they will observe another

change in water and assist students as

they pour the water from the zip bag

into the Petri dish.

Have students predict what they think

will happen to water in both the

covered and uncovered Petri dishes

over two or three days.


boiling point The temperature at which a heated liquid turns into gas

condensation The process by which water vapor cools and changes to a liquid

evaporation The process by which a liquid becomes a gas

freezing When a liquid changes to a solid because heat is removed from the liquid

freezing point The temperature at which a liquid become a solid

humid A weather condition when the air is saturated with moisture

melting When a solid changes to a liquid because heat is added to the solid

melting point The temperature at which a solid becomes a liquid

the water

cycle

The process by which water moves through the ground, evaporates from earth

into the air, forms clouds, and falls back to earth as rain or snow

water vapor Water that has changed to gas

Integration Hints

-SMARTboard Lesson 2 (link available on CMAPP)

Changes Page 9

-Students could graph the time that each ice cube took to melt. They can write the digital time

that they start and stop. They could work in groups to design their own “ice cube keeper”. This

is a good tie to make ice cream or at the end of the unit.

Science Notebook Helper Students can write about why they think some methods worked better than others to melt the ice

cubes. Students write predictions for Petri dish experiment. Students document time used for

melting and methods used.

Assessment Opportunities Observe students as they experiment with different ways to melt the ice cube. Question them

about why they chose certain methods.

Changes Page 10

Lesson 3 - Where Did the Water Go? Water evaporates into the air as it changes from a liquid to a gas. Condensation occurs when

water changes from a gas to a liquid.

This lesson cannot be taught until the water in the Petri dishes has evaporated; it can take 3 or

more days to evaporate. You might move on to Lesson 4 and return to Lesson 3 for students to

make observations of the Petri dishes when the water has evaporated. If necessary- use a hotplate

to speed up the process.

Clarifying Objectives 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a

closed container.

Focus question Where does water that has evaporated go?


Begin the investigation by

administering a formative assessment

probe.

Ask students to collect their Petri

dishes and discuss with their partners

the changes they observe. Invite

students to share their observations

with the class and compare their results

with the predictions they made at the

end of lesson 2. Ask students to

brainstorm what happened to the water

and discuss how the covered Petri

dishes may be different. Let students

know they will set up an investigation

to explore how water changes from a

liquid to a gas.

Ask students to draw a line down the

center of a page in their science

notebooks and label one column "cool"

and the other "warm."

Select students to distribute the

materials for the investigation.

Guide students to set up an

investigation of cool and warm water in

cups, and observe the process of

condensation.

Circulate the classroom filling cups

with warm water from the thermos.

Direct students to draw their

What observations can you make about

these cups?

Has the inside of each cup changed? If

so, how?

How did the water change when it was

in the freezer?


removed from the freezer?


in the uncovered dish? Where did the

water go?

How do you know from this

investigation that the water went into

the air?

Think about the cup of warm water.

What happened when the water in the

air touched the large cup?

Changes Page 11

observations in the appropriate columns

in their science notebooks.

Lead a making meaning discussion.

Guide students to think of situations

when they have observed water

droplets as they did in the lesson (e.g., a

foggy bathroom mirror, a wet, cold

soda can).

Record then new ideas that the students

have about water as a solid, liquid, and

gas on the "Properties" poster.


boiling point The temperature at which a heated liquid turns into gas

condensation The process by which water vapor cools and changes to a liquid

evaporation The process by which a liquid becomes a gas

freezing When a liquid changes to a solid because heat is removed from the liquid

freezing point The temperature at which a liquid become a solid

humid A weather condition when the air is saturated with moisture

melting When a solid changes to a liquid because heat is added to the solid

melting point The temperature at which a solid becomes a liquid

the water

cycle

The process by which water moves through the ground, evaporates from earth

into the air, forms clouds, and falls back to earth as rain or snow

water vapor Water that has changed to gas

Integration Hints - SMARTboard lesson 3 (link available on CMAPP)

- There is a reading selection, “A Snowman in July,” included with this lesson, which could be

used in a center or as independent reading.

- For homework, students can look for evidence of evaporation and condensation at home.

- Books like The Magic School Bus at the Waterworks by Joanna Cole can be read for

information on the treatment of drinking water.

- Math-students can time evaporation indoors or outdoors if weather permits

- Language arts- students can find pictures of solids, liquids and gases, create a collage and write

adjectives to describe the pictures

Science Notebook Helper Students draw and label their observations of the warm and cool cups of water in their science

notebooks. Students respond to the focus question by writing three or more sentences to explain

where water goes when it evaporates.

Changes Page 12

Assessment Opportunities Teacher can circulate, asking questions, while students are doing their investigation.

Changes Page 13

Lesson 4 - Mixing and Separating Solids A mixture can be made by combining two solids and separated by using a sieve.

Use the student directions to make a sieve before the lesson. Be sure to keep everything at the

end of the lesson for use in the next lesson.



2.P.2.3 Compare what happens to water left in an open container over time as to water left in a

closed container.

Focus question What happens when two solids are mixed together and do the materials change?


Gather students and ask them what they

know about mixing things. Record their

responses on the "What We Know

about Mixing" poster. Place a check

mark beside duplicate responses to

acknowledge all student contributions.

Let students know they will mix two

solids - salt and gravel.

Distribute the Students Instructions and

materials to each pair of students.

Discuss each step of the instructions

and direct students to complete them

step by step.

Circulate the classroom and provide

assistance to students when necessary

and pose questions to focus their

observation.

Conduct a making meaning discussion

so students can discuss the changes

they observed.

Record new ideas or questions students

may have about mixing and separating

substances.

What two solids did you mix?

How did the solids change when you

mixed them? Did they change size?

Color?

How might the pieces of your mixture

change when they are separated?

What happened when you mixed the

salt and gravel? Describe the mixture.

How did using the sieve change the

mixture?

In what ways is the gravel the same as

before you mixed it with the salt?

Did the gravel change as a result of the

mixing?


dissolve To make or become part of a liquid mixture.

mixture Two or more substances that can be separated from each other and retain their

properties.

Changes Page 14

solution A mixture formed when a substance dissolves in a liquid and cannot be filtered out;

the properties of a mixture are the same throughout the liquid.

Integration Hints - SMARTboard Lesson 4 (link available on CMAPP)

- At a center, students could measure different solids and practice mixing them together and

separating them using different size filters. They could measure ingredients and create a fruit

salad. Look for filters which are used in the home – coffee filters, lint filters, and colanders.

Science Notebook Helper Ask students to write about the different size filters and why they produce different results.

Students record observations and strategies they used to separate the solids. Record their

discoveries.

Assessment Opportunities Students record their observations and draw and write about the strategies they used to separate

the solids.

Changes Page 15

Lesson 5 - Mixing Solids and Liquids A mixture can be made by combining a solid and a liquid. In a solution, one substance dissolves

in another so that the properties of the mixture are uniform throughout. Note: It’s important to

guide students to understand that even though the salt in this investigation seems to have

“disappeared”, it remains on the water solution.

Do not throw out the cups of water at the end of this lesson. They will be used in Lesson 6.




closed container.

Focus question How do different solids react when they are mixed with water?


Gather students and tell them they will

investigate the changes that occur when

they mix a solid with a liquid. Students

will mix three solids - gravel, toilet

tissue, and kosher salt - with water.

Distribute and review Record Sheet 5-

A: Mixing Solids and Liquids

(available in the Teacher Guide).

Distribute materials for the

investigation to the class.

Guide students to place a small amount

of each solid in the appropriate circle

on the test mat, observe each solid with

a hand lens, and glue a small sample of

each solid to the appropriate circle.

Prompt students to share their

observations of the solids with the

class. Record their observations in the

"Properties" column of the "Changes

Observed" chart.

Guide student to add the gravel to water

and record their observation in the

"Before Stirring" column of the record

sheet.

Invite students to stir the gravel and

water mixture with a wooden stirrer for

about a minute.

How does each solid look? What color

is each solid?

How does each solid feel? What shape

is it?

How does each solid smell?

Compare the gravel, salt, and tissue.

How are they alike? Different?

What happened to each solid when you

added it to water?

How did the water change?

What happened to the water and the

solid when you stirred?

How well did the solid and water mix?

Did anything surprise you about the

way each solid changed? If so, what?

Changes Page 16

Prompt students to record their

observation in the "After Stirring"

column of the record sheet.

Invite students to repeat the process

with the toilet tissue and again with

kosher salt.

Circulate the classroom and guide

students' investigation of mixing,

observing, stirring, and observing.


students can discuss the changes they

observed before and after stirring the

solids and water. Record their

observations and new ideas on the

"Changes Observed" chart.


dissolve To make or become part of a liquid mixture.

mixture Two or more substances that can be separated from each other and retain their

properties.

solution A mixture formed when a substance dissolves in a liquid and cannot be filtered out;

the properties of a mixture are the same throughout the liquid.


- Students can keep a record of solids and liquids they eat and graph the results. Art projects

could include mixing plaster of Paris or making papier-mâché.

Science Notebook Helper Students could be encouraged to write about the differences in mixing two solids and a solid and

a liquid. Document the observations and strategies used in mixing the solids and liquid.

Assessment Opportunities - In response to the focus question, students draw and write about the three

mixtures created during the investigation.

- Students complete record sheet 5-A during the investigation. The completed

record sheet can be pasted or stapled into students' science notebooks.

Changes Page 17

Lesson 6 - Separating Solid and Liquid Mixtures Some mixtures can be separated using a sieve or filter.

The salt water solution in this lesson will be saved to use after it evaporates in Lesson 8.



Focus question What methods can be used to separate a solid and a liquid mixture?


Invite students to observe their

mixtures from lesson 5. Encourage

them to share their thoughts and

observations with the class. Introduce

the term "dissolve" to students. Then

tell students they will try to separate the

gravel, salt, and tissue from the water in

their mixtures.

Prompt students to brainstorm possible

ways to separate the solid from the

water in their mixtures. Record their

ideas on the brainstorming list.

Show students a filter and a sieve.

Guide students to notice how they are

alike and different.

Demonstrate how to place the filter

inside the funnel and how to hold the

funnel over the cup.


investigation to students.

Guide students through the process of

separating the gravel from the water.


assistance as students try to separate the

tissue mixture and the salt mixture with

a partner.


students can share the changes they

observed as they tried to separate each

mixture. Lead the students to discover

how the salt passed through the filter.

How have your mixtures changed

overnight?

How are the mixtures the same?

Different?

Where is the gravel in the gravel-and-

water mixture?

Where is the tissue in the tissue-and-

water mixture?

What happened to the salt that was

mixed with the water?

What do you think it means to

"dissolve" a solid?

Which solids dissolved? Which did

not?

How do you know if something has

dissolved? What solids outside of the

classroom have you seen dissolve in

liquid?

Did filtering change any of the

mixtures?

Which solid changed the most after

mixing with water? Which changed the

least?

Where is the salt?

Changes Page 18

Invite students to pour their salt-and-

water solution into a labeled, uncovered

Petri dish.


dissolvable Able to be dissolved in a liquid.

filter Any substance through which a liquid or gas is passed to remove suspended solids.


- Read The Magic School Bus at the Waterworks or Bakes a Cake. Brainstorm other real world

situations where filtration is useful. There are directions given in the manual for making paper

out of toilet paper. There is also a blackline in the Teacher Guide to graph responses to a survey

on recycling.

Science Notebook Helper Have students answer questions such as were they able to separate each solid from the water,

which solid changed the most or least, and where is the salt.

Assessment Opportunities Students draw and label pictures/diagrams and write sentences about the methods they tried to

separate the solids from the solid-and-water mixtures.

Changes Page 19

Lesson 7 - A Dissolving Race: Two Forms of Sugar Sugar dissolves faster when it is in smaller pieces and when it is stirred.



Focus question How do variables affect the time it takes a substance to dissolve?


Direct students' attention to the two

samples of sugar added to the "Changes

Observed" chart. Tell students they will

describe the two new solids and

observe the changes that occur when

they mix each one with water.

Distribute record sheet 7-A and review

it with students. Then distribute

investigation materials.

Prompt students to place the sugar cube

(without crushing it) and sugar granules

on black paper and observe and

compare two forms of sugar using a

hand lens.

Invite students to share their

observations and record them in the

"Properties" column of the "Changes

Observed" chart.

Challenge students to predict which

form of sugar will dissolve faster in

water and to record their prediction in

their science notebooks.

Direct student pairs to put each form of

sugar in a cup and stir. One student will

stir both cups of water at the same time

while the other student holds the cups

in place. (The other partner will get to

stir in Lesson 8.)

Direct students to record their

observations on record sheet 7-A.


so students can discuss how and why

What does the solid look like? Describe

its size and shape.

How does the solid smell? Feel?

Compare the sugar cube and the sugar

grains. How are they alike? Different?

Which solid won the dissolving race?

Why do you think that solid won?

How is the sugar cube different from

the sugar grains?

What happened to the sugar cube while

you stirred?

Changes Page 20

each solid changed at different rates.

Record student observations and new

ideas in the "Changes with Water"

column on the "Changes Observed"

chart.


variable an aspect of an investigation that can be changed; in this investigation the

variable is the size and shape of the sugar (grains vs. cube)


-Students can use the clock to time how long it takes for the sugars to dissolve. They could make

a graph of the times it took for each pair’s sugar to dissolve.

-Make Kool-Aid with the class - it involves mixing and dissolving to prepare.

-Demonstrate that sugar grains make up the sugar cube. Place a sugar cube in a zip bag and crush

it with a pencil or book. The students can then see that the amount of sugar in the cube is about

the same as the amount of sugar grains they used in the investigation.

Science Notebook Helper Students should be encouraged to answer questions such as why do they think the solid “won”

the dissolving race, how is the sugar cube different from the granules and what happened to the

sugar cube as they stirred.

Assessment Opportunities

- In their science notebooks, students record their prediction about which form of sugar will

dissolve the fastest.

- Students record their observations on Record Sheet 7-A and write how the size and shape of

the sugar (variables) affected the time it took to dissolve the sugar cube and sugar grains. The

completed record sheet can be stapled or pasted into the students' science notebooks.

Changes Page 21

Lesson 8 - A Dissolving Race: Warm and Cold Water Increasing the temperature of the liquid often increases how fast a solid dissolves.

You will need to have two containers of water, one at110 degrees F and one with very cold

water. If tap water is warm, add a couple of ice cubes or use water from the refrigerator. It is

helpful to have another adult with you for this lesson, particularly if you need to leave the room

to heat up water.


closed container.



freezing water.

Focus question How does the temperature of water affect the time it takes for a substance to dissolve?


Begin lesson 8 by reviewing the

investigations in lesson 7. Tell students

they will explore another variable that

affects how fast sugar dissolves in

water: the temperature of the water.

Ask students to share their experiences

of dissolving solids in warm or cold

liquids at home. Then tell students they

will dissolve sugar grains in two

different cups of water - one cold and

one warm - and observe the results.

Students work with a partner to repeat

the previous lesson's basic activity

using granulated sugar and dissolving it

in cold water and hot water.


students can discuss how and why each

solid changed at different rates. Record

students' observations and new ideas on

the "Dissolving Sugar" chart.

What happened when you put the solid

in the liquid? How did the solid and the

liquid change?

In which water temperature did the

sugar grains dissolve faster?

Did anything surprise you about your

results? If so, what?

How do your results compare with

those of other student teams? If they are

different, why do you think this

happened?


variable an aspect of an investigation that can be changed; in this investigation the

variable is the temperature of the water (hot vs. cold)

Changes Page 22


- At a center, students could time how long it takes to dissolve a sugar cube in hot or cold water

and compare with the sugar granules. The manual has a recipe for making finger paint with

cornstarch.

- Make a gelatin dessert. Why is it important to add very hot water to the gelatin? How does

adding ice cubes affect the gelatin-and-water solution?

Science Notebook Helper Students should report their results and how the results differed between the two temperatures of

water.

Assessment Opportunities Students draw, label, and write about their results and how the results differed between the two

temperatures of water.

Changes Page 23

Lesson 9 - Changing Salt Water to Crystals A salt-and-water solution can be separated by the process of evaporation.

In this lesson, you will use the salt which has evaporated from Lesson 6.


closed container.



freezing water.

Focus question How does a substance change or remain the same after evaporation?


Begin lesson 9 by reviewing how

gravel and tissue were separated from

water and how the filter did not

separate salt from water. Tell students

they will use a method scientists use to

separate solids that have dissolved in a

mixture - evaporation.

Direct students to collect their test mats

and observe the salt which is left over

from the evaporation process started in

lesson 6.

Guide students to compare the salt

crystals with salt that has not been

recovered from evaporated water.

Distribute record sheet 9-A and tell

students they will use the Venn

diagram to record properties of kosher

salt before it was mixed with water and

after the water evaporated.

Lead a making meaning discussion and

have students predict the changes that

would happen if they added water to

the salt crystals. Allow students to

explain the reasons for their predictions

based on previous experiments and

prior knowledge. Record predictions

and new ideas.

Direct students to stir the recovered salt

crystals back into room temperature

Were you able to separate the salt from

the water? If so, how?

What happened to the water?

What happened to the salt? Does it look

or feel the same? Is it still salt?

Did anything surprise you? If so, what?

How did the salt crystals in the Petri

dish change when you added water this

time?

Do you think this salt-and-water

mixture is the same as the mixture in

lesson 5?

What do you think would happen if you

let the dish sit for a few days? Why do

you think so?

Changes Page 24

water.


crystal A solid substance with a regular geometric shape.

evaporation The process through which a liquid such as water changes into a gas.

water vapor The gas that forms when water evaporates.


- In a center, set out dishes which contain different types of crystals (minerals, such as quartz).

Have students write adjectives to describe the crystals.

- Measure different amounts of water and time how long it takes salt or sugar to evaporate out of

each. Display the results on a graph. Students can write about they way they have changed.

- Make rock candy or grow crystal from alum (available at a drug store).

Science Notebook Helper Students can predict what would happen if the Petri dishes were allowed to sit for a few more

days. Record predictions with explanations and observations.


- Student complete the Venn diagram on record sheet 9-A to compare salt crystals before and

after evaporation. The completed record sheet can be pasted or stapled into students' science

notebooks.

Changes Page 25

Lesson 10 - Separating Mixtures of Color Chromatography is a way to separate a mixture into its components.

The background information in this lesson is very informative and useful for answering students’

questions. You may want to have the students practice using the eye droppers before this

activity. This investigation will take up to 45 minutes however, you may want to plan for an hour

or an additional session as students really enjoy this introduction to chromatography.

Clarifying Objectives 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.

Focus question Can mixtures be separated even if the components cannot be seen?


Gather students and ask them about

times when they mixed paints, blended

colors, or mixed drops of food coloring.

Prompt students to explain how each

color changed. Record students' ideas

on the "What We Know..." poster. Let

students know that they will separate

ink into its hidden colors during this

investigation.

Distribute investigation materials.

Prompt students to practice releasing

one drop of water at a time onto the

cardboard tray.

Guide students through the process of

separating colors with the black

marker: make a dot in the center of the

filter with the black marker and then

separate the colors by adding one drop

of water at a time to the dot.


assistance as student pairs repeat the

process for the green marker.



observed and add any questions they

may have about separating colors.

Students use water soluble markers,

coffee filters and droppers of water to

separate the colors in the markers.

They make a dot in the center of the

filter with the black marker and then

How did the black ink change?

How did the green ink change?

From what you observed, what colors

were mixed to make black ink? What

colors were mixed to make green ink?


Were you able to answer any of your

own questions recorded on the

newsprint?

Changes Page 26

separate the colors by adding one drop

of water at a time to the dot.

They repeat the activity with the green

marker.


chromatography A process in which a liquid or gas "carries" a mixture along a special paper

and separates it into its components

Integration Hints This activity can be repeated using round coffee filters, different inks or food coloring, or liquids

other than water. This is a good activity to recreate in a center. Use the resulting patterns to

make a picture or a wall hanging.

Science Notebook Helper Before the lesson, students can predict about what will happen when they add water to the

different markers. Students draw, label, and write about the changes they observe during the

investigation of separating colors. Students may want to cut the filters with the separated colors

and attach a piece to their science notebooks.

Assessment Opportunities There will be lots of student discussion during this activity. Circulate and listen to students’

understanding of concepts.

Changes Page 27

Lesson 11 - Separating a Mystery Mixture Methods learned in previous lessons are used to separate “mystery” mixtures into their

components.

Each pair of students will need many supplies for this activity. Soliciting the assistance of a

volunteer to help set would be very helpful. This investigation can take up to 60 minutes. Be sure

to revisit this lesson once the water has evaporated for students to record their observations and

make a comparison to their predictions.



closed container.

Focus question How can you separate and identify the components of a mystery mixture?


Tell students they will become

detectives, using what they have

learned to identify and separate the

components of a mystery mixture.

Prompt students to recall the methods

they have used so far to investigate

mixtures and record their ideas on the

"Ways We Have Tested…" poster.

Distribute record sheet 11-A and

explain that the record sheet will help

guide the investigation.

Distribute investigation materials and

prompt students to identify the two

solids in the mixture.

Circulate the classroom to provide

assistance and pose questions as student

pairs work to separate the mixture.


so students share what processes work

best for separating the mixture.

Have students predict what will happen

to the liquid over the next few days.

What are the two solids in the mixture?

How could you separate the dissolved

white solid from the liquid?

How could you dry the black solid?

What do you suppose will happen to

the liquid over the next few days?


mixture two or more substances that can be separated from each other and retain their

properties

Changes Page 28

suspend to keep from falling, sinking, or forming a deposit as if by hanging: to suspend

solid particles in liquid

Integration Hints - SMARTboard Lesson (reviews solids and liquids; Link available on CMAPP)

- Make salt dough or play dough. Read a mystery to the class such as Nate the Great by

Marjorie Weinman. Organize a treasure hunt.

- In a center, have children write notes to each other using “invisible ink” (milk or lemon juice)

and then hold the paper to a light bulb to read the writing.

Science Notebook Helper - Students can write about how they decided which methods to use to separate their mixture.

- Students complete record sheet 11-A to record their prediction, track the steps of their

investigation, and to record the results. The completed record sheets can be pasted or stapled into

the students' science notebooks.

Assessment Opportunities This lesson serves as an embedded assessment. Students should be able to use methods from

previous experiments to separate the mystery mixture.

Changes Page 29

Lesson 12 - Bubbles and Fizz: Observing a Chemical Reaction Chemical reactions occur when some solids and liquids react when they are mixed, forming a

new substance such as a gas.


Focus question What changes occur when solids and liquids react chemically?


Begin lesson 12 by telling students they

will mix baking soda with water, and

then with vinegar. They will observe

and compare the changes that occur in

each case. Distribute investigation materials to

students. Circulate the classroom and

use your spoon to place a sample of

baking soda on students' black

construction paper.

Invite students to use hand lenses and

other senses (except taste) to observe

the baking soda and discuss its

properties with their partner.

Distribute liquids and ask students to

observe the liquids, reminding them of

the proper technique for smelling an

unknown substance in science. Direct

students to describe each liquid.

Guide students to pour a cup of baking

soda into the water and the other cup of

baking soda into the vinegar at the

same time.

Call for attention and prompt students

to share their observations. Record their

observations on the chart.

Direct students to stir the mixtures and

share additional observations.


students discuss the changes they have

observed. Explain that the new

substance (gas) was formed as a result

of a chemical reaction.

How are the water and vinegar alike?

Different?

How did stirring the mixtures change

them?

What changes did you observe when

you added baking soda to water? To

vinegar?

What happened that surprised you?

Did a new substance form in either

cup?

How did the changes you observed

compare with those you observed in

earlier lessons?

Changes Page 30


chemical

reaction

the activity that occurs when substances encounter each other and form a new

substance, such as a gas or rust

indicators clues

reaction the activity that occurs when a substance either combines with another

substance or breaks apart to produce new substances


- This is a good time to make other kinds of mixtures such as “goop” or “oobleck.” Read Fritz

and the Mess Fairy or Bartholomew and the Oobleck.

- Any kind of baking activity is a good example of a chemical reaction. Making pancakes is a

great activity for this unit.

- This experiment can also be done with a bottle and balloon by putting vinegar in the bottle and

baking soda in a balloon stretched over the top of the bottle. When you lift the balloon over the

bottle, the baking soda falls into the vinegar and balloon inflates.

Science Notebook Helper

- Students list the properties of baking soda, water, and vinegar in their science notebooks.

- Students respond to the focus question in their science notebooks by drawing, labeling, and

writing sentences about the chemical reactions they observed.

Assessment Opportunities Through discussion and observation, ensure that students understand that a new substance

formed in one of the cups (bubbles, which are full of air). Have students describe the new

substance they observed. Ask them to describe how the changes in this lesson differed from

changes they have observed in previous lessons.

Changes Page 31

Lesson 13 - Gas in a Bag Some changes produce new substances with new properties.


Focus question What properties of gas can we observe?


Begin the lesson by asking students to

brainstorm some things that "fizz" or

produce bubbles such as soda pop.

Remind students about the vinegar and

baking soda they mixed in lesson 12

and the effervescent tablet and water

they observed in lesson 1.

Direct students to divide a page in their

science notebook into two columns.

The left column is labeled "Tablet in a

Cup" and the other column "Tablet in a

Bag.


investigation.

Guide students to remove the half tablet

and observe it with the hand lens and

other senses (not taste).

Direct students to drop the half tablet

into the cup of water and observe any

changes that occur. Invite students to

record their observation in the "Tablet

in a Cup" column of their science

notebook page.

Call for attention and have students

compare their observation of the

effervescent tablet with the observation

of baking soda and vinegar recorded on

the "Comparing Changes" chart.

Guide students to place a small amount

of water in the zip bag and gently

squeeze it to remove air.

Direct students to leave a small opening

for the whole tablet to be dropped in.

Tell students to quickly seal the bag,

Gently squeeze the bag between your

hands. What do you feel?

What happened to the tablet when you

put it in the bag of water?

How did the tablet change? How did

the water change?

What happened to the bag when you

sealed it? Why?

What do you think made the bag

change?

What was left in the bag?

Did anything happen that surprised

you? If so, what?

Have you ever tasted soda pop?

What makes the bubbles?

Why does it fizz when you open it?

Changes Page 32

shake it, then gently squeeze the bag

between their hands and describe what

they feel.

Prompt students to record their

observations in the "Tablet in a Bag"

column on their science notebook page.

Lead a making meaning discussion for

students to share their observations.

Record their observations and

discoveries on the "Comparing

Changes" chart. Add additional

properties of gases to the "Properties"

chart from Lesson 3.


chemical

reaction

the activity that occurs when substances encounter each other and form a new

substance, such as a gas or rust

indicators clues

reaction the activity that occurs when a substance either combines with another

substance or breaks apart to produce new substances

Integration Hints - SMARTboard Lesson (reviews properties of solids, liquids, and gases; link available on

CMAPP)

- There are lots of variations on this activity that are great fun. Use vinegar and baking soda in a

resealable bag or make a rocket out of a film canister. (You might want to do these activities

outdoors.)

- Read the story Soda Pop by Arlene Erbach. Writing suggestion- BEFORE reading Soda Pop

have students do a creative writing explaining how they think the “pop” gets into Soda Pop.

Encourage them to use what they know from their study of matter.

- In a center, have children work in pairs to make lists of Solids, liquids and gases they see in the

classroom.


- Students list the properties of the effervescent tablets in their science notebooks.

- Students draw, label, and write about the two chemical reactions they observed.

- Students respond to the focus question in their science notebooks by listing additional

properties of gases.

Assessment Opportunities Use the students’ science notebooks to assess how their observations and descriptions have

changed since the beginning of the unit. Students should be able to list the properties of gas.

Changes Page 33

Lesson 14 - Looking at Rust The formation of a solid, a change in color, and/or a change in temperature are indicators of a

change caused by a chemical reaction.

Make sure students do not touch the steel wool with their hands. Use forceps and wash hands

with soap and water after the lesson.


Focus question What changes can be indicators of a chemical reaction?


Gather students and let them know they

will investigate a solid they may have

seen before -rust. Ask students to share

what they know about rust, where they

may have seen it, and what they want to

learn about it. Show students a cup with

the steel wool and survey them to

determine who has seen steel wool

before. Let students know they will

rinse two steel wool samples with

different liquids.

Direct students to title one page of their

science notebook "Dry Steel Wool," a

second page "Steel Wool and Vinegar,"

and a third page "Steel Wool and

Water." The left hand column should be

dated with today's date. (The right hand

column will be used to record final

observations in a day or so.)

Demonstrate the proper use of forceps

when handling steel wool and distribute

the materials needed for the

investigation.

Prompt students to use a hand lens to

observe a sample of steel wool through

the side of the cup. Direct students to

draw the steel wool and list words to

describe it in their science notebooks.

Guide students to pour vinegar over the

steel wool and use forceps to move it

around in the vinegar.

Remind students that each partner

What are some rusty things you have

seen? What did they look like?

How did you know they were rusty?

Where was the rusty object located?

Where do you think rust comes from?

What questions do you have about rust?

What happened to the steel wool rinsed

with water? With vinegar?


Did any new substance appear in either

cup? If so, what was it?

How are the three samples of steel wool

alike? Different?

Changes Page 34

needs a turn holding the cup. Prompt

students to share their observations

with one another.

Invite students to repeat the process

using water. Circulate the classroom

and provide assistance when necessary.



observed. (One of the changes you

want the children to observe is that the

steel wool in the vinegar will get warm.

This is easier to observe if you make a

class sample in a plastic bag which the

students can pass around.)


chemical

reaction

The activity that occurs when a substances encounter each other and form new

substances, such as a gas or rust.

iron oxide Rust; the result of a chemical reaction when iron combines with oxygen.

Integration Hints - In a center, students can use various objects (metal spoon, aluminum washer, plastic fork, glass

marble, wooden pencil, and an iron screw or nail) to conduct a similar investigation to determine

which will rust and which will not.

- Students can investigate the effects of protective coatings (vegetable oil, petroleum jelly, and

tape) applied to metals to protect it. Set up an investigation for students to coat three nails with

different substances and leave one nail uncoated. Students can share their results with the class.


- Students list words that describe the dry steel wool before it is rinsed.

- Students draw the dry steel wool, the steel wool rinsed in water, and the steel wool rinsed in

vinegar in their science notebooks.

- Students write a prediction about what they think will happen to the steel wool samples after

they sit over night.


Students can fill in a Comparing Changes chart (Figure 14-2) similar to the one in the Teacher’s

Manual.

Changes Page 35

Lesson 15 - Writing Our Recipe For Change Students design and test a recipe in which a solid and liquid are mixed to create a chemical

reaction.

*This lesson may cover two class sessions. You will need 30 dull pennies for this lesson. Thirty

shiny pennies are optional. The materials center will be left up for the next lesson so pick an

area where you can leave it undisturbed. Depending on the skill level of your class, you may

need to model this activity.




freezing.


closed container.




freezing water.


against each other.


or at a distance and the cooler object gets.

Focus question What are the different ways that solids and liquids can interact?


Invite student pairs to retrieve their

steel wool samples from Lesson 14 and

observe them with a hand lens. Prompt

students to date their science notebook

pages and record their observations. Call for attention and ask students to

share their observations. Record

students' ideas on the "Comparing

Changes" chart.

Let students know they will use the

information gained in Lessons 12 -14 to

create their own recipes. Each recipe

How have the steel wool samples

changed since lesson 14?

How is the dry steel wool different

from the steel wool rinsed with water or

vinegar?

How is the steel wool rinsed with water

different from the steel wool rinsed

with vinegar? How are they the same?


Changes Page 36

will combine a solid and a liquid and

will cause a chemical reaction.

Guide students to work in pairs to write

a "Recipe for Change," using materials

of their choice. Depending on the skill

level of your class, you may need to

model this activity ahead of time.

Circulate the classroom and offer

support. Guide students to test their

recipes and make changes as needed.

Direct students to place their recipe in

an envelope.


chemical

reaction



physical

change

a change in the size or shape or the state of matter; examples include breaking a

sugar cube into granules (changing size/shape) or melting ice (changing state

from a solid to a liquid)


- Have students create two lists; things which rust and things that don’t. Have them make a T

chart showing the results. Students can list objects, draw pictures, or cut pictures out of old

magazines or catalogs.


Students record observations of the changes which occurred to the steel wool samples.

Students draw, label, and write observations of changes they observed when they mixed their

recipe for change

Assessment Opportunities The teacher guide identifies this investigation as an embedded assessment. Students create a

recipe for change using the kit materials made available for exploration. Students will present

their recipes for change in Lesson 16.

Changes Page 37

Lesson 16 - Presenting our Recipe for change Students gather clues and apply what they know about how solids and liquids can interact.

Replenish the supplies used in Lesson15 if needed.




freezing.


closed container.




freezing water.


against each other.


or at a distance and the cooler object gets.

Focus question What are the different ways that solids and liquids can interact?


Student pairs will select one of the

recipes written in Lesson 15 and follow

it. They will record their observations and

predict what will happen over time. If

time permits, they may choose more

than one recipe. After recording their observations

students reflect and share on what they

learned through this unit.

Students answer the unit essential

question- How can matter change?

What changes did you observe in the

solid? What changes did you observe in

the liquid?

How did you know a change occurred?

Can you still see the original parts?

Did any new substances form? If so,

describe it.

Did the changes you observed happen

immediately or over time?

How do you observations compare with

those of the pair of students who

created the recipe? (This is an

opportunity for student pairs to discuss

and compare their observations.)

What other materials in the unit reacted

in the same way?

Changes Page 38

Have you seen solids and liquids

outside of school that reacted in the

same way when mixed? Which ones?

Science Content Words In addition to terms introduced throughout the unit, use these terms when teaching the lesson:

chemical

reaction



physical

change

a change in the size or shape or the state of matter; examples include breaking a

sugar cube into granules (changing size/shape) or melting ice (changing state

from a solid to a liquid)

Integration Hints - Parents can be invited to share in the presentations.

- Students can put together a cookbook of favorite food recipes.

- They can write recipes for new products that they would find useful

- Read aloud Freckle Juice by Judy Blume.

Science Notebook Helper Have students explain how they chose their recipe. They can predict what changes will happen

in the next day or two.

Assessment Opportunities This lesson is a continuation of the embedded assessment opportunity that began in Lesson 15.

Looking ahead: Lesson 17 in the teacher guide is a post-unit assessment that is matched with the

pre-unit assessment in Lesson 1. Students will revisit activities that they have already done. Use

observations of students’ discussions and written responses to assess their growth since the

beginning of the unit. A summative assessment is available on CMAPP for the Changes unit.

Documents

Lesson By Lesson Guide - PBworkswakek5science.pbworks.com/.../NCES_Changes_Lesson_by_Lesson_… · 155 of Uncovering Student Ideas in Science Volume 1 (Pink Cover), also by Page Keeley