Investigating Observable Properties of Materials



|Lesson Synopsis: |

Students continue to build their understanding of relative mass (heavier, lighter) size (larger, smaller), shape, color, and texture by investigating observable properties of materials. In addition, students will collect data and make observations using the primary balance, non-standard measuring tools, and the hand lens. They will make predictions based on observable patterns, and record and organize their data using pictures, numbers and words.

TEKS:

|1.5 |Matter and energy. The student knows that objects have properties and patterns. The student is expected to: |

|1.5A |Classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, |

| |shape, color, and texture. |

Scientific Process TEKS:

|1.2 |Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers classroom and outdoor |

| |investigations. The student is expected to: |

|1.2C |Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools. |

|1.2D |Record and organize data using pictures, numbers, and words. |

|1.3 |Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem |

| |solving. The student is expected to: |

|1.3B |Make predictions based on observable patterns. |

|1.4 |Scientific investigation and reasoning. The student uses age-appropriate tools and models to verify that organisms and objects and |

| |parts of organisms and objects can be observed, described, and measured. The student is expected to: |

|1.4A |Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, |

| |collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as |

| |paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support|

| |observations of habitats of organisms such as aquariums and terrariums. |

|1.4B |Measure and compare organisms and objects using non-standard units. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create a picture book that classifies objects by observable properties. Pages will include classifying three objects by size (large, smaller, and smallest), three objects by relative mass (heavy, lighter, and lightest), several objects by shape, several objects by color, and several objects by texture. (1.2C; 1.5A) [pic] 1E; 3D; 5B

|Key Understandings and Guiding Questions: |

• Los objetos se pueden medir y comparar según su tamaño y su masa.

— ¿Cómo medimos el tamaño y la masa?

• Los objetos se pueden medir utilizando instrumentos, tales como unidades de medición y balanzas.

— ¿Cuál es el instrumento que utilizamos para medir la masa (más pesado, más liviano)?

• Los objetos se pueden clasificar según sus propiedades, incluyendo tamaño, masa, forma, color y textura.

— ¿De qué maneras puedes describir la forma de un objeto?

— ¿De qué maneras puedes describir el color de un objeto?

— ¿De qué maneras puedes describir la textura de un objeto?

— ¿Cómo decides si un objeto es grande o pequeño?

— ¿Cómo puedes decidir si un objeto está pesado o liviano?

|Vocabulary of Instruction: |

• color

• masa

• más liviano

• más pesado

• forma

• tamaño

• textura

• balanza primaria

• unidades

• objetos

• medida

• lupas

• nombres de colores (rojo, anaranjado, amarillo, verde, azul, violeta, café, negro, blanco)

• nombres de formas (cuadrado, triángulo, círculo, rectángulo)

• nombres de texturas (liso, áspero, suave, duro, no uniforme/irregular, esponjoso, etc.)

|Materials: |

Refer to Notes for Teacher section for materials.

Attachments:

• Handout: Measuring Mass (1 per student)

• Handout: Measuring Length (1 per student)

• Teacher Resource: PowerPoint: Eyes, Eyes, What Do You See?

• Handout: Exploring Shapes (1 set per pair of students)

• Handout: Getting a Hand on Texture (1 per student)

• Handout: Getting a Hand on Texture: Suggested Textures (1 per student)

• Teacher Resource: Performance Indicator Instructions KEY

• Handout: Observable Properties of Materials PI (1 per student)

|Resources and References: |

• Suggested Websites:

• Information on shape:

• Information on classification:

• Suggested Books:

Size

• Branley, F. (1975). Measure with metric. NY: Crowell.

• Cobb, V. (1973). The long and short of measurement. NY: Parents’ Magazine Press.

• Eboch, C. (2006).Science measurements: How heavy? How long? How hot? NY: Picture Window Books

• Hoban, T. (1997). Is it larger? Is it smaller? NY: Greenwillow Books

• Loughran, D. (2005). How long is It. NY: Children's Press

• Pluckrose, H. (1995). Length. NY: Children's Press

• Pluckrose, H. (1995). Size. NY: Children's Press

• Wells, R. (1995). What’s smaller than a pygmy shrew. Morton Grove, IL: Albert Whitman & Company

Mass

• Branley, F. (1976). How little and how much: A book about scales. NY: Crowell

• Curry, D. (2005). What is mass. NY: Children's Press

• Pluckrose, H. (1995). Weight. NY: Children’s Press

• Srivastava, J. (1970). Weighing and balancing. NY: Ty Crowell Co

Shape

• Benduhn, T. (2010). What is shape? NY: Crabtree Publishing Company

• Hoban, T. (1996). Shapes, shapes, shapes. NY: Greenwillow Books

• Pluckrose, H. (1995). Shape. NY: Children’s Press.

Color

• Campbell, A. (1966). Let’s find out about color. NY:Watts.

• Cole, J. (1997). The magic school bus makes a rainbow. NY: Scholastic.

• Ehlert, L. (1992). Planting a rainbow. NY: Voyager Books.

• Fowler, A. (1999). All the colors of the rainbow. NY: Children’s Press.

• Freeman, D. (1978). A rainbow of my own. NY: Puffin.

• Gillham, B. (1984). Let’s look for colors. NY: Coward-McCann.

• Krupp, E. (2000). Rainbow and you. NY: HarperCollins.

• Paschel, H. (1959). The first book of color. NY: Watts.

• Schwartz, B. (2000). What makes a rainbow? Atlanta, GA: Piggy Toe Press.

|Advance Preparation: |

1. Draw a T-chart in the class science notebook in preparation of the Engage activity.

2. Prior to Day 1, gather objects for observation that are different from each other in size, shape, color, texture, and mass. Two of these objects will be used for the activity, and they must be different from one other.

3. Draw a Types of Properties chart in the classroom science notebook to record student observations.

4. Prepare a KLEW chart by drawing it in the classroom science notebook. This KLEW chart will be used for the rest of this lesson.

5. Have enough primary balances for one per group of 3–4 students and non-standard measuring units ready (cm cubes or gram cubes are highly recommended) in a resealable, plastic bag or cup for easier distribution.

6. Prior to Day 4, locate a book on size and mass.

7. Prior to Day 5, locate a book about color.

8. Copy the Handout: Exploring Shapes in color. Each pair of students will need one set. Cut them out. You may wish to laminate them for durability.

9. Gather items of varying textures for Day 7. Place items into lunch-size paper bags- one item per bag. Fold over the top of the bag. You will need enough bags for one per pair of students.

10. Prior to Day 8, gather items for students to glue onto their Handout: Getting a Hand on Texture, such as cotton balls, sand paper, wax paper, split peas, and plastic milk jugs. Each student will need just enough to cover a ‘finger print’ sized area. Prepare small pieces of each texture, and place in resealable, plastic bags for easier distribution.

11. Prepare attachment(s) as necessary.

|Background Information: |

Prior to this lesson, students became aware that matter could be described by its properties. During this lesson, students will continue to build on their understanding of physical properties that was started in Kindergarten. Students will move from simply observing properties to classifying them.

This lesson includes observing the material from which objects are made. Matter is classified by size (bigger, smaller), mass and weight (heavier, lighter), shape, color, and texture.’

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Describe Properties |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 |

|On the left side of the T-chart, write the name of the object that students will be observing. Do not write|[pic] |

|the name of the object until they have seen the object. |Materials: |

| |T-chart (in classroom science notebook, see Advance |

|Have students sit on the floor in a circle. Review safety/class rules, such as hands and feet to self, |Preparation, 1 per class) |

|staying on their bottom, no pushing, and so forth. |objects (for observation, different sizes, shapes, |

| |colors, textures, mass, see Advance Preparation, 2 per |

|Tell the students that an object will be placed in front of them to observe. Explain that scientists must |class) |

|make careful observations in order to make sense of the world around them. Tell students that you will set |timer (1 per class) |

|the timer for about half a minute and that they must carefully observe the object. After about half a |towel (or something to cover objects with, per class) |

|minute, the object will be put out of sight. |Types of Properties chart (in class science notebook, |

| |see Advance Preparation, 1 per class) |

|Uncover, or bring the object out. Set timer for half a minute (or simply watch the clock). | |

| | |

|After half a minute, cover the object, and ask students to describe to you any observations they made about|Sample of a T-chart |

|the object. |Yellow rubber duck |

|Record all responses on the left side of the T-Chart, even responses that may not be correct. |Colorful glass marble |

|Ask: | |

|What do you think a scientist would do if they still had more questions or were unsure about something? |Yellow |

|Allow students to respond. |Plastic |

| |Floats in the bath |

|Place the object in view again so that students may make further observations. Record all responses. If a |Kind of round |

|student repeats an observation, put a check next to the entry already on the chart. Encourage students to |Triangle-ish beak |

|make new observations that no one else has noticed. |Small |

| |Light |

|Place the second object out for the students to observe. Label the right side of the T-Chart with the name |2 round black eyes |

|of the object. | |

|What do you notice about this object? |Blue |

| |Green |

|Record student observations on the right side of the T-chart. |Red |

| |Yellow |

|Say: |Round |

|You have just made a chart to record the PROPERTIES of two objects. Properties help scientists identify |Light |

|objects that they are studying. |Small |

| |Smooth |

|Have the students look at the T-Chart of properties they just completed. |Hard |

|Discuss their observations: | |

|What are some observations you notice about how we can describe different objects? If students do not | |

|notice that objects can be described by a property called “color”, guide them toward this concept, and then|[pic] |

|write the word “color” on the Types of Properties chart. |Safety Note: |

|Which of the observations that you made about the objects tells us something about the object’s color? If |Remind students of class safety rules before beginning |

|there were none made, let the students make them at this time. Write several examples of “color” on the |this activity. |

|Properties chart. | |

| |[pic] |

|Repeat by adding to the chart “texture”, “size”, and “shape”. (Students may have other types of properties |Science Notebooks: |

|to add to list, like “use” or “location”. These can be added to chart if suggested, as they will eventually|Chart student responses in the class science notebook. |

|be added in later lessons.) | |

|Ask: |Sample “Types of Properties” Chart |

|Do the two objects have any properties that are the same? | |

|Allow time for discussion. Explain that in the next activity, they will have an opportunity to observe how | |

|a group of objects may share some of the same properties. |Types of Properties |

| | |

| | |

| | |

| |Color |

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| | |

| |Size |

| | |

| |Shape |

| | |

| |Texture |

| | |

| |Mass |

| |(heavy/light) |

| | |

| | |

| |Yellow |

| | |

| | |

| |Small |

| | |

| | |

| |Round |

| | |

| |Smooth |

| | |

| |Light |

| | |

| | |

| |Red |

| | |

| | |

| | |

| |Triangle |

| | |

| |Soft |

| | |

| | |

| | |

| |Green |

| | |

| | |

| | |

| |Circle |

| | |

| |Hard |

| | |

| | |

| | |

| |Blue |

| | |

| | |

| | |

| | |

| | |

| | |

|EXPLORE/EXPLAIN – Measuring Mass |Suggested Days 2 and 3 |

|Set up a KLEW chart to use for the rest of this lesson. |[pic] |

|To focus students on the concept of change: |Materials: |

|What kinds of changes have you observed about yourself since last year? Students should have noticed that |KLEW chart (in class science notebook, see Advance |

|they have grown, they have gained weight, lost a tooth, or their hair is longer or shorter. |Preparation, 1 per class) |

| |balance (primary, 1 per 3 students) |

|Say: |objects (to mass on the primary balance, 3 per group) |

|Because things are always changing, scientists must be careful to record the properties they observe about |objects (for use as non-standard units of measurement, |

|objects. |such as centimeter or linking cubes, see Advance |

|Length is just one way that objects can change. Your size has changed since you were born, therefore your |Preparation, 1 bag or cup per group) |

|weight, or mass, has changed. Today we will explore a new tool that helps us find out how much MASS |resealable plastic bags (or cups, to hold units of |

|something has. MASS is how we know how much of something there is. |measurement, see Advance Preparation, 1 per group) |

| | |

|Hold two items, one in each hand. Show students that you are feeling ‘how much they weigh.’ Switch hands |Attachments: |

|and do the same thing. |Handout: Measuring Mass (1 per student) |

|Ask: | |

|How could I find out which of these is heavier? Allow a few students to respond. | |

| | |

|Walk over to a primary balance. Show the balance to the students. |Safety Note: |

|Ask: |Remind students to NOT place any items in their mouth. |

|Has anyone used one of these before? |Review any other safety expectations you have for your |

|Have you seen anyone else use them? |class. |

|What do you think they measure? | |

| |Instructional Notes: |

|Model for the students how to adjust the fulcrum of the primary balance so that both sides are level when |In this lesson, students will make observations about |

|not in use. Place each object on the two sides of the balance. |size and mass using their sense of sight and touch and |

|Ask: |simple equipment, such as a primary balance. In this |

|What just happened? Students should notice that one side went down and the other went up |lesson, students will begin to understand that if an |

| |object has more mass, it is heavier. If it has less |

|Explain that the balance can be used to find out how heavy each object is. Place one object on one side and|mass, it is lighter. It is a proportional relationship. |

|then begin to place cubes one by one onto the other side of the balance. |Cognitively, we need to start with the language and |

|Ask: |concrete concepts a first grade student can comprehend |

|Now what is happening? |(lighter, heavier) and then move towards the scientific |

|Why is the balance moving? |academic language (less mass, more mass). |

|How many cubes do you think it will take to make the two sides level again? | |

| |[pic] |

|Continue placing the cubes onto the balance until both sides are level or nearly level. |Misconception: |

| |Students may think that the size of an object determines|

|Say: |it’s mass. |

|We have just found the MASS of the object in cube units. | |

| | |

|Repeat this with the other object. | |

|Ask: | |

|Which object took more cubes to make the pans level? It will depend on the objects you are using | |

|If one object takes more cubes to make the pans level, how does it compare to the other object? (It means | |

|the object is heavier, or has more mass.) | |

| | |

| | |

|Explain that each group will be practicing using the primary balance today, so that we may use it for more | |

|measurement explorations during the year. | |

| | |

|Distribute the Handout: What's the Mass? and a set of three objects to each group of students. Safety note:| |

|remind students to NOT place any items in their mouth, Review any other safety expectations you have for | |

|your class. | |

| | |

|Allow time for students to explore using the primary balance. Monitor the adjusting and use of the balance |[pic] |

|while observing the students’ work. |Check for Understanding |

|Have groups place their objects in front of them in order from lightest to heaviest. | |

| |[pic] |

|Have groups explain how they determined how an object was light or heavy. |Science Notebooks: |

| |Record students’ responses under the K (if it’s |

| |something they know) on the KLEW chart. Then, record |

| |students’ responses under the L (something they have |

| |learned), and the E (to explain their evidence). |

|EXPLORE/EXPLAIN – Exploring Size, Measuring Length |Suggested Day 4 |

|Ask: |[pic] |

|What is “Size”? Allow several students to respond in order to get an idea of prior knowledge. |Materials: |

| |KLEW chart – from previous activity (in class science |

|Using the same objects from the mass activity, students will use the set of cubes, or other non-standard |notebook, see Advance Preparation, 1 per class) |

|measuring unit provided, to measure the length of the objects. |objects (for use as non-standard units of measurement, |

|Ask: |such as centimeter or linking cubes, see Advance |

|How could we use these cubes to measure the length of an |Preparation, 1 bag or cup per group) |

|object? Allow students time to respond. |resealable plastic bags (or cups, to hold units of |

|Using the cubes, find the length of the three objects at your table. |measurement, see Advance Preparation, 1 per group) |

| |objects (to measure, 3 per group) |

|Explain to students that each person in their group will measure the objects and record the results on |objects – from previous activity (to mass on the primary|

|their Handout: Measuring Length. |balance, 3 per group) |

| |book (about size and mass, 1 per class) |

|Have groups place their objects in front of them in order from smallest to largest. | |

| |Attachments: |

|Have groups explain how they determined how an object was small or large. |Handout: Measuring Length (1 per student) |

| | |

|Read a story on mass and size. Relate the story to the activity students just completed in class. |[pic] |

| |Check for Understanding |

| | |

| |Instructional Notes: |

| |Students may decide an object’s size is determined on |

| |‘how big around’ it is. In this case, have some string |

| |available so students can wrap the string once around |

| |the object, and then use the non-standard measuring |

| |units to measure the length of the string. |

| | |

| | |

| | |

| |[pic] |

| |Science Notebooks: |

| |Record students’ responses under the L (something they |

| |have learned, and the E (to explain their evidence). |

|EXPLORE/EXPLAIN – Exploring Color |Suggested Day 5 |

|Show the PowerPoint: Eyes, Eyes, What Do You See? to the students. |[pic] |

| |Materials: |

|Distribute a sheet of drawing paper to each student. Each group should also have colored pencils or |paper (drawing, 1 sheet per student) |

|crayons. |crayons or colored pencils (including the colors red, |

| |orange, yellow, green, blue and violet, per group) |

|After viewing the PowerPoint, ask students to draw objects, (one object each that is red, orange, yellow, |book (about color, 1 per class) |

|green, blue and violet [purple]). | |

| |Attachments: |

|Read a story about color. After the story has been read have students record by drawing and coloring their|Teacher Resource: PowerPoint: Eyes, Eyes, What Do You |

|favorite part using pictures and words. |See? |

| | |

| |[pic] |

| |Check for Understanding |

|EXPLORE/EXPLAIN – Exploring Shape |Suggested Day 6 |

|Distribute the cards from the Handout: Exploring Shapes to each pair of students. |[pic] |

| |Materials: |

|Instruct the students to sort cards by the shape(s) they see in the picture. Some of the pictures show more|KLEW chart – from previous activity (in class science |

|than one shape. |notebook, see Advance Preparation, 1 per class) |

| |book (about shapes, 1 per class) |

|Lead a class discussion about the shapes in the pictures. For the pictures that had more than one shape, | |

|allow students to clarify their thinking. Listen for misconceptions. |Attachments: |

| |Handout: Exploring Shapes (1 set per pair of students.) |

|Read a story about shapes such as, but not limited to books listed under resources. After the story has | |

|been read, ask students to recall the shapes they heard mentioned in the story. |[pic] |

| |Check for Understanding: |

| |Students should be able to communicate their explanation|

| |for sorting the objects into the various categories. |

| | |

| |[pic] |

| |Science Notebooks: |

| |Record students’ responses under the L (something they |

| |have learned, and the E (to explain their evidence). |

|EXPLORE/EXPLAIN – Exploring Texture |Suggested Day 7 |

|Tell students that they will be receiving a paper bag with an object inside. When they get the bag they are|[pic] |

|NOT to open it and take the object out. One person in the pair will carefully reach their hand into the bag|Materials: |

|and give one or two words to describe the TEXTURE of the item (not say what the item is). Then the first |bags (lunch-size, paper, to hold objects, see Advance |

|student will pass the bag to the second student and they will use the sentence starter to describe the |Preparation, 1 per 2 students) |

|object inside. |objects (with describable textures, see Advance |

| |Preparation 1 per 2 students) |

|Model the method to the class by reaching into a lunch-sized bag and following a sentence starter: |chart paper (per class) |

|The object feels (smooth), and the object feels (hard). |index cards (to put texture words on, per class) – |

| |Optional |

|Ask if there are any questions about the activity. Instruct each pair of students to explore only one bag, |chart (pocket, 1 per class) – Optional |

|and then share their words with the class. These words will be written on a chart for use as a word bank. | |

| |Instructional Notes: |

|Distribute one bag to each pair of students. |You may want to write the sentence starter on the board |

| |for students to follow. In addition, they may want to |

|As the activity is progressing, monitor students so they use descriptive words for texture, not telling |practice saying the sentence before getting the bag. |

|what the object is. |Encourage students to use “indoor voices” as there is a |

| |possibility of the classroom getting loud with many |

|When it is apparent that both students have described the texture of their objects, ask students to close |students speaking at once. |

|their bag and set it on their desk. | |

| |To support connections between the textural word and the|

|Call on each group to communicate to the class the texture of the object in their bag. |texture, include a column on the chart where an example |

| |of the object could be glued or taped. |

| | |

| |Item |

| |Texture |

| |Example |

| | |

| |Tree bark |

| |Rough |

| |bumpy |

| |[pic] |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |[pic] |

| |Science Notebooks: |

| |Record the ‘texture’ words on a piece of chart paper |

| |that can be posted in the classroom. An alternative way |

| |to record the words is to write them on index cards and |

| |then place in a pocket chart. |

|ELABORATE – Getting a Hand on Texture |Suggested Day 8 |

|Review with students all the words they came up with in the last lesson to describe texture. |[pic] |

| |Materials: |

|Hold up a cotton ball. (You may wish to pass the cotton ball among students so they may feel it.) |objects (for students to glue onto their Handout: |

|Ask: |Getting a Hand on Texture, see Advance Preparation, per |

|What texture could this represent? Soft, fluffy |group) |

|Tape a small piece of the item next to the word on the index card or chart. |resealable plastic bags (to hold objects, see Advance |

| |Preparation, per group) |

|Hold up a piece of sand paper. (You may wish to pass the sand paper among students so they may feel it.) |glue (white liquid, per group) |

|Ask: |hand lenses (per group) |

|What texture could this represent? Rough | |

|Tape a small piece of the item next to the word on the index card or chart. |Attachments: |

| |Handout: Getting a Hand on Texture (1 per student) |

|Hold up a piece of wax paper. (You may wish to pass the wax paper among students so they may feel it.) | |

|Ask: |Instructional Notes: |

|What texture could this represent? Smooth |To make material distribution easier, pieces of each |

|Tape a small piece of the item next to the word on the index card or chart. |‘texture’ could be placed in small bathroom cups- enough|

| |for each table group. A ‘material manager’ could be |

|Hold up a bag of split peas or other bumpy item. |designated for each group. The material manager would |

|Ask: |come up to the material distribution area in the |

|What texture could this represent? Bumpy, lumpy |classroom, and then take the cups (one at a time) to |

|Tape a small piece of the item next to the word on the index card or chart. |their group. |

| | |

|Hold up an empty plastic milk jug. |You may want to model proper gluing of material as |

|Ask: |students are completing their handout. The item for |

|What texture could this represent? Hard |“bumpy” may want to be done last as it may take a little|

|Tape a small piece of the item next to the word on the index card or chart. |more time and is more messy. |

| | |

|Distribute the Handout: Getting a Hand on Texture. Explain to students that they will be gluing a small |Place several hand lenses in a science center. Have one |

|piece of the different materials onto the fingertips (where there is a white space). |completed sample “hand” at the center. Tell students to |

| |look at the materials on the “hand” in order to better |

|Distribute the texture materials for gluing, one at a time. As the materials are being glued, say what |understand why each material is a good representation of|

|texture is being represented. Use a sentence stem, such as: |the texture. |

|We are gluing the (sandpaper). (Sandpaper) represents the texture (rough). | |

| | |

|This handout will need to remain flat until dry in order to prevent the materials from falling off. | |

|EVALUATE – Performance Indicator |Suggested Days 9 and 10 |

|Performance Indicator |[pic] |

|Create a picture book that classifies objects by observable properties. Pages will include classifying |Materials: |

|three objects by size (large, smaller, and smallest), three objects by relative mass (heavy, lighter, and |crayons or colored pencils (per group) |

|lightest), several objects by shape, several objects by color, and several objects by texture. (1.2C; 1.5A)|pencils (per group) |

|[pic] 1E; 3D; 5B |balance (primary, 1 per group) |

| |objects - from previous activity (of different sizes and|

|Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the |mass, 3 per group) |

|performance assessment. | |

| |Attachments: |

| |Teacher Resource: Performance Indicator Instructions KEY|

| |Handout: Observable Properties of Materials PI (1 per |

| |student) |

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