Probing Properties



|Lesson Synopsis: |

Students will be applying their observation and measurement skills to compare and contrast physical properties of matter.

TEKS:

|4.5 |Matter and Energy. The student knows that matter has measurable physical properties and those properties determine how matter is |

| |classified, changed, and used. The student is expected to: |

|4.5A |Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), |

| |temperature, magnetism, and the ability to sink or float. |

Scientific Process TEKS:

|4.1 |Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety |

| |procedures and environmentally appropriate and ethical practices. The student is expected to: |

|4.1A |Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor |

| |investigations. |

|4.2 |Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. |

| |The student is expected to: |

|4.2C |Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine and evaluate data. |

|4.2F |Communicate valid, oral, and written results supported by data. |

|4.4 |Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct |

| |science inquiry. The student is expected to: |

|4.4A |Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric |

| |rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, |

| |meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to |

| |support observation of habitats of organisms such as terrariums and aquariums. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Test five objects to collect data about their physical properties including: state of matter, mass, length, magnetism, and ability to sink or float. Create a table or chart to communicate the data. After the table or chart is complete, use a provided set of criteria on the attributes of one of the five tested objects, and identify which object meets the criteria. Write a short paragraph to justify the object selected, and support with evidence. (4.2B, 4.2F; 4.5A) [pic] 1C, 1H

|Key Understandings and Guiding Questions: |

• Los objetos se pueden comparar y contrastar por sus propiedades físicas.

— ¿Cuáles son algunas de las maneras en que podemos comparar la materia?

— ¿Cómo clasificamos diferentes clases de materia?

|Vocabulary of Instruction: |

• brazos

• calibrar

• cubo de un centímetro

• clasificar

• color

• gas

• probeta graduada

• líquido

• masa

• materia

• propiedades observables

• propiedades físicas

• balanza

• platillo

• sólido

• solución

• estado

• textura

• balanza de triple brazo

• volumen

•

|Materials: |

Refer to Notes for Teacher section for materials.

Attachments:

• Handout: What State Are You In? (1 per student)

• Handout: Parts of a Triple Beam Balance (1 per student)

• Handout: See and Measure (1 per student)

• Handout: Volume Busters (1 per group)

• Handout: Volume Boxes (1 per group)

• Handout: Float or Sink (1 per group)

• Handout: A Matter of Matter (1 per student)

• Handout: Mystery Matter PI (1 per student)

• Teacher Resource: Performance Indicator Instructions KEY

|Resources and References: |

• Suggested Website:

• Reading a Triple Beam Balance:

|Advance Preparation: |

1. Teacher Resource: Creating the Science Notebook: A Tool for Evaluating Student Work (located in Instructional Resource section) - If the Measurement Chart was not provided to students during the setup of the science notebook, copies will need to be provided during this lesson, or you may choose to design your own measurement chart.

2. For the Engage, you can prepare the matter chart ahead of time either on chart paper or a board.

3. For Day 2, collect five objects for students to observe and measure. They should all be a different color, texture, size, and mass. Place the five items in a resealable, plastic bag, and prepare enough for each group to receive one bag of objects.

4. Fill resealable, plastic bags with beans. There should be enough beans to fill the cylinders.(1 per group)

5. Fill resealable, plastic bags with centimeter cubes. The teacher will need to construct each of the rectangular boxes on the Handout: Volume Boxes in order to determine the number of cm cubes needed for each group. (1 per group)

6. For Day 5, prepare the resealable, plastic bags with a variety of objects that will sink or float. Suggested items include a button, paper clip, soda bottle cap, pencil, eraser, plastic fork, wood block, sponge, aluminum foil, nut, or bolt.

7. For the Evaluate, gather samples of matter that students may select from. You may use any of the materials used for previous portions of the lesson. Each group will need several of the items placed in a container for easier distribution. Note: The items for each group need to be the same.

8. Prepare attachments as necessary.

|Background Information: |

|This lesson bundles SEs that address the physical properties of matter. Grade 4 will introduce students for the first time to a triple beam balance. |

| |

|STAAR Note: |

|Although the content standard addressed in this lesson is not one of the Supporting Standards, the content will directly provide foundation for Readiness Standard |

|5.5A and Supporting Standard 5.5B. |

|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 – Observing Matter |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 |

|Pair students up. Distribute the Handout: What State Are You In? to each student. |[pic] |

| |Materials: |

|Instruct students to work as a team to complete their handout. They should brainstorm to come up with as |chart paper (see Advance Preparation, per class) – |

|many examples as they can for each category on the handout. (See Instructional Notes for more information.)|Optional |

| |markers (1 set per teacher) – Optional |

|The completion of the handout should take no more than 10–15 minutes. |copies of measurement chart (see Advance Preparation, |

| |previously distributed) |

|When all pairs have completed at least 2–3 examples in each section of the handout, begin choosing students| |

|to share the claims they have made and then ask for a justification for the example. |Attachments: |

| |Handout: What State Are You In? (1 per student) |

|After several students have explained and justified examples for each category, summarize the | |

|classification activity: |Instructional Notes: |

|All matter around us can be classified by its state. The state of matter is just one of the ways we can |Mix and freeze is an ELPS strategy. Students mix, and |

|classify, compare, and contrast an object. |when the teacher says "freeze", students discuss |

| |answers with the person who is closest to them. They |

|Instruct students to fold their Handout: What State Are You In? in half. |repeat the ‘mix and freeze’ in order for students to |

| |have multiple opportunities to listen and share. |

| | |

| |The states of matter should be a review from Grades 2 |

| |and 3 (TEKS 2.5A and 3.5B). |

| | |

| |The purpose of this activity is to allow students to |

| |classify items based on their prior knowledge. Students|

| |are expected to articulate items that are only solid, |

| |only liquid, and only gas; items that contain a liquid |

| |and a gas, a solid and a liquid, and a gas and a solid;|

| |items that contain all three states. The activity |

| |provides the teacher with an idea of how much the |

|Ask students to answer the following questions on one side of the folded paper. After students have |students already know about matter and if a review or a|

|answered the two questions, they should stand up. Once all students are standing, have students mix, |reteach is necessary. |

|freeze, and share their responses with another student. (See the Instructional Notes.) The two questions | |

|include: |All matter is defined as anything that has mass and |

|Other than classifying by the state: solid, liquid, or gas, what are other ways you could classify matter? |takes up space. This definition involves two |

|Answers will vary, but students have already had experiences in previous grades with classifying matter by |properties: mass and volume. Mass is the amount of |

|color, size, shape, texture, flexibility, mass, volume, temperature, magnetism and ability to sink and |material in an object and is measured with a balance. |

|float. |Volume is the amount of space taken up by an object. |

|In what ways can matter be measured? Answers will vary, but students have already had experiences in |All matter has physical properties that can help |

|previous grades with measuring matter by mass, volume, temperature and size. |distinguish one kind of matter from another kind. Some |

| |properties of matter are color, shape, texture, size, |

|Record the responses on the board or chart tablet. A chart could be prepared in advance for recording |density, and buoyancy, along with many others. |

|student responses. (See the example at the top of the next page.) |[pic] |

| |Science Notebooks: |

| |As a class, students will develop a working definition |

| |of the term matter. Students should write this |

| |definition in their science notebook along with a |

| |visual representation and an example |

| | |

|Matter is… | |

|(definition will go here) | |

| | |

|Matter is classified by: | |

|Physical properties, including: | |

|State (solid, liquid, gas) | |

|Size | |

|Mass | |

|Volume | |

|Temperature | |

|Magnetism | |

|Ability to Sink or Float | |

| | |

|Matter can be measured by: | |

|Mass | |

|Volume | |

|Temperature | |

|Size | |

| | |

| | |

|As a class, develop a working definition of the term matter. Students should write this definition in their| |

|science notebook along with a visual representation and an example. | |

| | |

|Explain to students that the state of matter of an object is one of its physical properties. Facilitate a | |

|discussion: | |

|What sense do we use to determine if an object is a solid, a liquid, or a gas? (Vision, sight, touch, | |

|hearing) | |

|Some physical properties may be observed without tools other than our senses, but others require us to | |

|measure using tools. | |

|What are some scientific tools you have used to measure objects, and what is the property you are | |

|measuring? In previous years, students have had the opportunity to use rules, thermometers, pan balances, | |

|graduated cylinders, and spring scales to measure objects. | |

| | |

|Instruct students to turn to the measurement chart in their science notebook. (If this page was not | |

|inserted during the set-up of the science notebook, then students could create a chart on which to record | |

|measurement information.) | |

| | |

|Guide students through the completion of the sections on “Using these tools…” (temperature [thermometer], | |

|volume [graduated cylinder], weight [spring scale], mass [pan balance], and linear measurement [ruler]). If| |

|time permits, begin a discussion on the units of measurement. This can also be completed in context as the | |

|lesson progresses. | |

|EXPLORE/EXPLAIN – Massing with Triple Beam Balances |Suggested Day 2 |

|Remind students that in the previous lesson they classified by their state of matter which is an observable|[pic] |

|physical property. Elicit prior knowledge: |Materials: |

|What are physical properties? Observable characteristics of matter |triple beam balance (1 per group) |

|What are some other physical properties of matter? (Size, shape, magnetism, texture, color, mass, volume) |ruler (metric, 2 per group) |

| |objects (to observe and measure, see Advance |

|Inform the students that today they are going to observe, measure, and |Preparation, 1 per group) |

|compare some physical properties of matter. Introduce the concept of mass: |resealable plastic bag (see Advance Preparation, 1 per |

|What is mass? (The amount of material in an object) |group) |

|Does a larger object have more mass than a smaller object? Answers will vary, but students learned in Grade| |

|3 that an object’s size did not determine its mass. | |

|Can you determine the mass of an object by just observing it? Why? Answers will vary, but the students |Attachments: |

|should remember that observation alone will not give an accurate measurement of mass. |Handout: Parts of a Triple Beam Balance (1 per student)|

|What tools can be used to measure the mass of an object? (Student answers will vary but may include a pan |Handout: See and Measure (1 per student) |

|balance and primary balance.) | |

| |Instructional Notes: |

|Demonstrate how to locate and name the parts of a triple beam balance. Model how to properly mass an |It might be helpful to conduct an Internet search using|

|object. |the key word terms reading a triple beam balance to |

| |find information on how to read a triple beam balance. |

|Place a triple beam balance on each table for a group of four to five students, and distribute the Handout:|Consider including smu.edu in your search. |

|Parts of a Triple Beam Balance. | |

| |The teacher may consider using an online tutorial or |

|Introduce the See and Measure activity: |district-adopted materials to assist students with the |

|Do not remove the items from the plastic bag. |completion of the Handout: Parts of a Triple Beam |

|You will each need to make some predictions before measurements are taken. |Balance. |

|In your science notebook, write your prediction about the order of the mass of objects from least mass to | |

|greatest mass. Remember to include a title for your work. Today, we are working on “Observe and Measure.” |[pic] |

|When everyone in your group has completed their prediction, your group should signal that you are ready for|Misconception: |

|the next step by giving me a “thumbs-up” sign. |Students may think mass and weight are the same. |

| | |

|Divide the class into groups of 4–5 students. Distribute the Handout: See and Measure and a set of five | |

|objects to each table group. | |

| | |

|Once all students in a group have made their predictions, instruct students to complete the Handout: See | |

|and Measure. Each student will complete their own handout but may collaborate with their group. | |

| | |

|After all students have had the opportunity to complete their handout, they should return to their initial | |

|prediction and record the actual order (from least mass to greatest mass). Instruct students to place the | |

|objects on their table in order from least mass to greatest mass, based on their measurement of mass. | |

| | |

|Facilitate a discussion: | |

|Were you correct in your predictions of the objects? Answers will vary. | |

|What do you think made you believe an object might have more or less mass than another? Answers will vary. | |

|If you were to order the objects according to size, would the order change? Answers will vary. | |

| | |

|Continue the discussion: | |

|Some physical properties must be measured for accuracy while others, like texture and color, may be | |

|determined without measurement tools. The “size” of an object can sometimes be misleading not only when | |

|estimating mass but also volume, which is a physical property of matter that will be explored next. | |

|Each of these physical properties can be used to find differences and similarities between different kinds | |

|of matter. | |

|EXPLORE/EXPLAIN – Volume mL |Suggested Days 3 and 4 |

|Remind students that during the last science class they made some observations about the physical |[pic] |

|properties of matter. Some of the observations were made with the help of tools. Review the concept of |Materials: |

|observation: |paper (construction, cut in half, 1 sheet per group) |

|What physical properties of matter require tools for observation? Any physical properties that require |safety goggles (1 pair per student) |

|measuring- students specifically measured size and mass |graduated cylinder (1 per group) |

|Why shouldn’t we depend on our eyes alone? Answers will vary. |glue (1 per group) |

| |tape (1 per group) |

|Explain that today students will be looking at yet another physical property of matter that requires the |scissors (2 pairs per group) |

|use of measurement tools. Remind students to wear their safety goggles during the investigation. |beans (about 2 cups, see Advance Preparation, per |

| |group) |

|Divide the class into groups of three to four students, and distribute the Handout: Volume Busters, two |cubes (cm, see advance Preparation, per group) |

|sheets of construction paper, glue, tape, scissors, and a resealable, plastic bag of beans to each group. |resealable plastic bags (see Advance Preparation, 2 per|

| |group) |

|Instruct students follow the directions on the Handout: Volume Busters. Students will be making two | |

|cylinder-shaped containers. They will make a prediction about which container will hold the greatest amount|Attachments: |

|of beans. Once they have made their predictions, instruct the group to measure the amount of beans using |Handout: Volume Busters (1 per group) |

|the graduated cylinder. |Handout: Volume Boxes (1 per group) |

| | |

|Once all groups have measured their beans, facilitate a class discussion about volume: |Instructional Notes: |

|Explain which container your group thought would hold the most beans and why you chose it. Answers will |Volume is often referred to in mathematics as capacity.|

|vary. |Students will not have much experience determining |

|Why do you think we use a measurement tool to determine the volume of a substance? (Some physical |volume. They may not even know the difference between |

|properties cannot be determined accurately without measuring tools.) |capacity and volume. |

|With your group, develop a working definition of the word volume. | |

| |Students have studied measurement, but they will not |

|Allow a few minutes for groups to develop their definition. Instruct each group to share their working |use formulas to determine volume until the Grade 5. |

|definition, and then as a class, determine the operational definition of the word “volume”. (One definition|Volume is still a conceptual skill for them at this |

|of the word volume is the amount of space that an object or a substance takes up. The students’ definition |time. Demonstration of volume will allow the class to |

|will probably be more robust.) |explore with volume without having to understand how to|

| |calculate it at this time. In Grade 3 science, students|

|Volume Cubic Units |are formally introduced to measuring the volume of |

| |matter. In mathematics, students use concrete models to|

|Distribute the Handout: Volume Boxes, glue, tape, scissors, and a bag of centimeter cubes to each group. |determine the volume of a three-dimensional geometric |

| |figure. They measured volume using cubic centimeters. |

|Instruct students to follow the directions on the Handout: Volume Busters. Students will be making two | |

|box-shaped containers and a prediction about which container will hold the greatest number of centimeter |[pic] |

|cubes. Once they have made their predictions, instruct the group measure the number of centimeter cubes by |Science Notebooks: |

|placing them inside the boxes. |As a class, students will develop a working definition |

| |of the term volume. Students should write this |

|Once all groups have counted and recorded the number of centimeter cubes for each box, facilitate a class |definition in their science notebook along with a |

|discussion about volume. The focus should be about comparing the measured volume of two containers. |visual representation and an example. |

|Explain which container your group thought would hold the most centimeter cubes and why you chose it. | |

|Answers will vary. | |

|How did the previous activity with the beans change the way you looked at this problem? Answers will vary. | |

|Why do you think we use a measurement tool to determine the volume of a substance? (Some physical | |

|properties cannot be determined accurately without measuring tools.) | |

|Why do you think we have more than one way to measure volume? Answers will vary, but should include that | |

|measuring the volume of a regularly shaped object is different than measuring the volume of an irregularly | |

|shaped object. In addition, measuring the volume of a solid is different than measuring the volume of a | |

|liquid. | |

| | |

|Continue the discussion: | |

|Volume is sometimes measured in cubic units because the shape of the object allows for ease in measuring, | |

|such as a rectangular prism. | |

|Objects may be compared by their physical properties. | |

|In your science notebook, summarize by writing or drawing what you have learned about the physical | |

|properties of state, mass, size, and volume. | |

|EXPLORE/EXPLAIN – Sink and Float |Suggested Day 5 |

|Start the lesson with a teacher demonstration. You will need a large, clear container filled at least half |[pic] |

|way with water. You should also have a lemon, a lime, and an orange- all about the same size (around 3 |Materials: |

|ounces). |container with water (clear, 2 quart or larger, for |

| |demonstration, 1 per teacher and 1 per group) |

|Show students the fruit, and provide students a few moments to consider a question, such as: |lemon (about 3 ounces, 1 per class |

|Do you think the lemon, lime, or orange will sink or float? What previous experiences do you have that lead|lime (about 3 ounces, 1 per class) |

|you to believe this? |orange (about 3 ounces, 1 per class) |

| |objects (variety that will sink or float, see Advance |

|Allow students to write a prediction in their science notebooks. They should include a title at the top of |Preparation, 1 set per group) |

|the page (Sink or Float is one suggested title.). After students have written their predictions and |resealable plastic bags (, see Advance Preparation, 1 |

|justifications, place the fruit, one at a time, into the container of water. |per group) |

| |paper towels (per class) |

|Instruct students to draw and label a picture of the results (How the citrus fruit appeared in the water; | |

|was it floating, did it sink, or was it in-between?) |Attachments: |

|Additionally, instruct students to answer the following question: |Handout: Float or Sink |

|Why did some of the fruit float and some sink? Student answers will vary. (See Instructional Notes for | |

|information on sinking and floating citrus fruit.) |Instructional Notes: |

| |When using an orange, a lime, and a lemon of about the |

|Divide the class into groups of four students. Distribute the Handout: Float or Sink? and a resealable, |same size, the lemon and orange will float and the lime|

|plastic bag that has a variety of objects in it. The bag should contain some objects that float and some |will (usually) sink. Some students will think it is |

|that sink. |because of the rind. If you peel the three citrus |

|Provide the following instructions: |fruits you will notice that the orange and lemon have a|

|Do not remove the objects from the bag. |porous rind and the lime does not. When you place the |

|On your Handout: Float or Sink, complete the column “object” by writing the name of (or drawing) your |three peeled fruits in water however, the lime still |

|object. In addition, indicate whether the object will sink or float. |sinks, the orange sinks and the lemon floats. When the |

| |density of a lemon and a lime is calculated, the |

|Allow students a few minutes to complete these sections of the handout. |density of a lemon is usually less than a lime. This |

|When students have completed the predictions for the investigation, distribute the containers of water. |may be the reason for the buoyancy difference. |

|Allow students to test the items and complete the rest of the handout. They should include a justification | |

|for why they believe an object either floated or sank. |When students have completed the investigation, they |

| |should place the objects on paper towels in order to |

|Facilitate a discussion about the properties the items had that may have caused the item to sink or float. |dry before putting the objects away. |

|Listen for misconceptions that students may have about size or heaviness being the only reason something | |

|may sink or float. Some guiding questions might include: |[pic] |

|Why do you think some items floated and some did not? |Science Notebooks: |

|What did the “floaters” have in common? |The Handout: Float or Sink should be affixed in the |

|What did the “sinkers” have in common? |science notebook. |

|Did any items float initially and then sink? | |

|ELABORATE – A Matter of Matter |Suggested Day 6 |

|Display an iron nail and a piece of aluminum foil. Activate prior knowledge with a question such as: |[pic] |

|What physical properties can be used to describe these objects? Answers will vary. |Materials: |

|List student ideas. Students are likely to provide the physical properties they have just studied, volume, |objects (variety to observe physical properties, per |

|sink or float, mass, or size. Probe them to think of properties they can observe that they may have learned|class) |

|in previous grades, such as shape, color, texture, magnetism, or flexibility |safety goggles (1 pair per student) |

| |nail (iron, 1 per teacher) |

|Facilitate a discussion using questions such as: |aluminum foil (1 sheet per teacher) |

|How would I know if one of these is magnetic? (Use a magnet, and see which one is attracted to it.) | |

|How would I know what the texture of each one is? (Feel it.) |Attachment: |

|How would I know what state it is? What color it is? (Observe it.) |Handout: A Matter of Matter (1 per student) |

|How would I find its mass? (Measure it.) | |

|How would I find its length? (Measure it.) |Instructional Notes: |

|How would I determine how hot or cold an object is? (Use a thermometer.) |Students measured, tested, and recorded physical |

| |properties of matter to include magnetism (3.5A) in |

|Place a large number of items at a table (Have multiples in case more than one group chooses to use the |Grade 3. This portion is simply intended to call upon |

|same item.). Remind students to wear their safety goggles during this investigation. Provide the following |student prior knowledge. |

|instructions: | |

|Your challenge is to collaborate with your group to find the two items with the greatest number of physical|[pic] |

|properties in common. |Science Notebooks: |

|There are several items on the table (or tray) from which you may choose. |Instruct students to record their findings in their |

| |science notebooks. You may provide the following |

|Divide the class into groups of 3–4 students. Instruct students to write in their science notebooks which |sentence stems: |

|two objects they chose and why they selected them. |My two objects shared the physical properties of … |

| |My two objects had …physical properties in common. |

|Students may begin to make observations and record them on the Handout: A Matter of Matter. Once students |I already knew that… |

|have made all of the observations possible, have them determine how many of the physical properties the two|I was surprised that… |

|items shared. Remind students to think of all of the physical properties they listed at the beginning of | |

|the science class. |Affix the Handout: A Matter of Matter in the science |

| |notebook. |

|Instruct students to record their findings in their science notebooks. You may provide the following | |

|sentence stems: | |

|My two objects shared the physical properties of … | |

|My two objects had …physical properties in common. | |

|I already knew that… | |

|I was surprised that… | |

| | |

|Summarize the lesson with a discussion: | |

|What are some ways that we can compare matter? Answers may vary, but students should be able to recall the | |

|various ways they have been measuring and comparing matter in this lesson. | |

|How do we classify different kinds of matter? Answers will vary, but should include the various physical | |

|properties learned in Kindergarten through Grade 4. | |

|How might the differences between the physical properties of matter make some objects more useful for a | |

|particular task? Answers will vary, but should include the idea that physical properties can determine the | |

|usefulness of an object. Students should remember the story of The Three Little Pigs. This story | |

|illustrates how choosing the right materials makes a difference. | |

|EVALUATE – Performance Indicator |Suggested Day 7 |

|Performance Indicator |[pic] |

|Test five objects to collect data about their physical properties including: state of matter, mass, length,|Materials: |

|magnetism, and ability to sink or float. Create a table or chart to communicate the data. After the table |samples of matter (see Advance Preparation, per group) |

|or chart is complete, use a provided set of criteria on the attributes of one of the five tested objects, |triple beam balance (1 per group) |

|and identify which object meets the criteria. Write a short paragraph to justify the object selected, and |graduated cylinder (1 per group) |

|support with evidence. (4.2B, 4.2F; 4.5A) [pic] 1C, 1H |cubes (cm, several per group) |

| |bag (resealable plastic, 1 per group) |

|Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the |rulers (metric, 2 per group) |

|performance assessment. | |

| |Attachments: |

| |Handout: Mystery Matter PI (1 per student) |

| |Teacher Resource: Performance Indicator Instructions |

| |KEY |

[pic]

-----------------------

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download