Project GLAD

[Pages:1]

Project GLAD

Hood River County School District

Sarah Boadway-McConnell & Mikka Irusta

WHAT'S THE MATTER WITH MATTER Grade 4

IDEA PAGES

I. UNIT THEME

• Matter exists in five states

• Each state has specific properties

• Energy is involved in changes of state

• Renewable and non-renewable matter.

– How does it impact us?

– How can the human race impact matter?

II. FOCUS/MOTIVATION

• Cognitive Content Dictionary

• Observation Charts

• Matter awards

• Inquiry chart

• Teacher made big book

• Picture file cards

• Realia

• Matter chant

• Poetry

III. CLOSURE

• Poetry

• Team Big book project

• Personal exploration-free choice writing

• Process all charts and poems

• A letter home to families/evaluation of unit

• A look at how we use matter

IV. CONCEPTS – Grade Four

• Energy can change the states of matter.

• Substances exist in different states of matter.

• Changes in states of matter can be seen in the environment.

• Humans can impact the states of matter.

• Matter exists everywhere.

IDEA PAGE 2

SCIENCE – Oregon Standards – Grade Five

PHYSICAL SCEINCE – Matter

Content Standard: Identify substances as they exist in different states of matter.

|SC.03.PS.01 |Describe objects according to their physical properties. |

|SC.05.PS.01 |Identify substances as they exist in different states of matter. |

|SC.05.PS.01.01 |Distinguish among solids, liquids, and gases. |

|SC.05.PS.01.02 |Identify unique properties of each state of matter. |

Content Standard: Describe and analyze chemical and physical changes.

|SC.03.PS.02 |Describe changes that occur in matter. |

|SC.05.PS.02 |Describe the ability of matter to change state by heating and cooling. |

|SC.05.PS.02.01 |Recognize that heating and cooling cause changes in states of matter. |

|SC.05.PS.02.02 |Identify changes in states of matter seen in the environment. |

Content Standard: Explain and analyze the interaction of energy and matter.

|SC.03.PS.04 |Identify common types and uses of energy. |

|SC.05.PS.05 |Identify forms of various types of energy and their effects on matter. |

|SC.05.PS.05.01 |Identify various forms of energy including heat, light, sound, and electricity. |

|SC.05.PS.06 |Describe examples of energy transfer. |

|SC.05.PS.06.01 |Identify the direction of heat transfer on a diagram showing objects at different temperatures. |

|SC.05.PS.06.02 |Identify ways to produce heat including light, burning, electricity, friction, and as a by-product of mechanical and |

| |electrical machines. |

|SC.05.PS.06.03 |Identify examples of energy transfer in the environment. |

IDEA PAGE 3

SCIENTIFIC INQUIRY – Forming a Question or Hypothesis

Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

|SC.03.SI.01 |Make observations. Based on these observations, ask questions or form hypotheses, which can be explored through simple |

| |investigations. |

|SC.05.SI.01 |Make observations. Ask questions or form hypotheses based on those observations, which can be explored through scientific |

| |investigations. |

Content Standard: Design scientific investigations to address and explain questions or hypotheses.

|SC.03.SI.02 |Plan a simple investigation. |

|SC.05.SI.02 |Design a simple scientific investigation to answer questions or test hypotheses. |

Content Standard: Collect, organize, and display scientific data.

|SC.03.SI.03 |Collect data from an investigation. |

|SC.05.SI.03 |Collect, organize, and summarize data from investigations. |

Content Standard: Analyze scientific information to develop and present conclusions.

|SC.03.SI.04 |Use the data collected from an investigation to explain the results. |

|SC.05.SI.04 |Summarize, analyze, and interpret data from investigations. |

V. VOCABULARY

|absolute zero |condensation |freezing point |molecules |solids |

|atoms |condense |gases |opaque |solvent |

|boil |conductivity |invisible |particles |solutions |

|boiling point |density |liquids |plasma |states of matter |

|Bose-Einstein condensate |dilution |malleability |polarity |sublimation |

|buoyancy |dissolve |mass |polymer |temperature |

|chemical changes |ductility |matter |property |transparent |

|clouds |evaporate |melt |pour |viscous |

|cohesion |evaporation |miscible |regulation |viscosity |

|compressed |freezing |mixture |separate |volume |

IDEA PAGE 4

VI. ORAL LANGUAGE/READING/WRITING SKILLS

Oregon English Language Arts Standards – Grade 4

READING

CCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

|CCG: Decoding and Word Recognition: |

|         Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas. |

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| |Fourth Grade |

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| |EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and |

| |expression; by the end of fourth grade, read aloud unpracticed grade-level text at a rate of 115-140 wcpm (words correct per minute). (8 |

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| |EL.04.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. |

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CCG: Listen to, read, and understand a wide variety of informational and narrative text across the subjects areas at school and on own, applying comprehension strategies as needed.

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| |Fourth Grade |

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| |EL.04.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary |

| |literature, poetry, magazines, newspapers, reference materials, and online information. |

| |EL.04.RE.04 Make connections to text, within text, and among texts across the subject areas. |

| |EL.04.RE.05 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the |

| |subject areas. |

| |EL.04.RE.06 Match reading to purpose--location of information, full comprehension, and personal enjoyment. |

| |EL.04.RE.07 Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and |

| |group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. |

| |EL.04.RE.08 Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct. |

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IDEA PAGE 5

|CCG: Vocabulary: |

|         Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins,|

|word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. |

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| |Fourth Grade |

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| |EL.04.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and |

| |instruction across the subject areas. |

| |EL.04.RE.10 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the |

| |subject areas. |

| |EL.04.RE.11 Determine meanings of words using contextual and structural clues. |

| |EL.04.RE.13 Apply knowledge of synonyms, antonyms, homographs, and idioms to determine the meaning of words and phrases. |

| |EL.04.RE.15 Use common roots (meter=measure) and word parts (therm=heat) derived from Greek and Latin, and use this knowledge to analyze the |

| |meaning of complex words (thermometer). |

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|CCG: Read to Perform a Task: |

|         Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. |

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| |Fourth Grade |

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| |EL.04.RE.16 Read textbooks, biographical sketches, letters, diaries, directions, procedures, catalogs, magazines, and informational books. |

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| |EL.04.RE.17 Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts,|

| |diagrams, and tables to aid understanding of grade-level text. |

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| |EL.04.RE.18 Find information in specialized materials (e.g., atlas, magazine, catalog). |

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| |EL.04.RE.19 Use structural features found in informational text (e.g., headings and subheadings) to strengthen comprehension. |

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|CCG: Informational Text: Demonstrate General Understanding: |

|         Demonstrate general understanding of grade-level informational text across the subject areas. |

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| |Fourth Grade |

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| |EL.04.RE.20 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical |

| |selections. |

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| |EL.04.RE.21 Identify key facts and information after reading two passages or articles on the same topic. |

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IDEA PAGE 6

LITERATURE

|CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying |

|complexity. |

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| |Fourth Grade |

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| |EL.04.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of literature, including |

| |poetry, fiction, non-fiction, and drama, from a variety of cultures and time periods that enhance the study of other subjects. |

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| |EL.04.LI.02 Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. |

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|CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text. |

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| |Fourth Grade |

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| |EL.04.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. |

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| |EL.04.LI.04 Identify the main problem or conflict of the plot, and explain how it is resolved. |

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WRITING

|CCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas. |

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| |Fourth Grade |

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| |EL.04.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related |

| |ideas, using graphic organizers, and taking notes. |

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| |EL.04.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. |

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| |EL.04.WR.03 Identify audience and purpose. |

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| |EL.04.WR.04 Choose the form of writing that best suits the intended purpose--personal letter, letter to the editor, review, poem, report, or |

| |narrative. |

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| |EL.04.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions. |

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| |EL.04.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious information. |

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| |EL.04.WR.07 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity. |

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| |EL.04.WR.08 Revise drafts by combining and moving sentences and paragraphs to improve the focus and progression of ideas. |

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| |EL.04.WR.09 Edit and proofread one's own writing, as well as that of others, using IDEA PAGE 7 |

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| |the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. |

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|CCG: Writing: |

|         Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and|

|purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and |

|paragraphs ; and use precise words and fluent sentence structures that support meaning. |

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| |Fourth Grade |

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| |EL.04.WR.10 Select a focus and a point of view based upon purpose and audience. |

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| |EL.04.WR.11 Write multi-paragraph compositions that: |

| |Provide an inviting introductory paragraph. |

| |Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. |

| |Include supporting paragraphs with simple facts, details, and explanations. |

| |Present important ideas or events in sequence or chronological order. |

| |Provide details and transitions to link paragraphs. |

| |Conclude with a paragraph that summarizes the points. |

| |Use correct indention. |

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| |EL.04.WR.12 Use words that describe, explain, or provide additional details and connections. |

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| |EL.04.WR.13 Use simple sentences and compound sentences in writing. |

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| |EL.04.WR.14 Create interesting sentences using a variety of sentence patterns by selecting words that describe, explain, or provide |

| |additional detail and connections. |

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|CCG: Conventions: Spelling: |

|         Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. |

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| |Fourth Grade |

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| |EL.04.WR.15 |

| |Spell correctly: |

| |roots (bases of words, such as un necessary, coward ly), |

| |inflections (words like care/careful/caring), |

| |IDEA PAGE 8 |

| |suffixes and prefixes (-ly, -ness, mis-, un-), |

| |syllables (word parts each containing a vowel sound, such as sur-prise or e-col-o-gy), and |

| |homophones (to/too/two, hear/here, plain/plane, aisle/isle/I'll, caught/cot). |

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|CCG: Conventions: Grammar: |

|         Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. |

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| |Fourth Grade |

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| |EL.04.WR.16 |

| |Correctly use: |

| |regular verbs (live/lived, shout/shouted) |

| |irregular verbs (swim/swam, ride/rode, hit/hit), |

| |adverbs (slowly, quickly, fast), |

| |prepositions (over, under, through, between), and |

| |coordinating conjunctions (and, or, but). |

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CCG: Conventions: Punctuation:

         Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.

|CCG: Conventions: Capitalization: |

|         Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. |

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| |Fourth Grade |

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| |EL.04.WR.20 Capitalize names of books, magazines, newspapers, works of art, musical compositions, organizations, and the first word in |

| |quotations, when appropriate. |

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CCG: Writing Modes:

         Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

IDEA PAGE 9

SPEAKING AND LISTENING

|CCG: Speaking: |

|         Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, |

|audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and |

|elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, |

|enunciation, inflection, gestures, and other non-verbal techniques. |

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| |Fourth Grade |

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| |EL.04.SL.01 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and |

| |evidence. |

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| |EL.04.SL.02 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts. |

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| |EL.04.SL.03 Use details, examples, anecdotes (stories of a specific event), or experiences to clarify information. |

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| |EL.04.SL.04 Use a variety of descriptive words that help to convey a clear message. |

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| |EL.04.SL.05 Use correct grammar most of the time. |

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| |EL.04.SL.06 Use volume, pitch, phrasing, pace, modulation, gestures, and eye contact appropriately, to enhance meaning and to engage the |

| |audience. |

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|CCG: Listening: |

|         Listen critically and respond appropriately across the subject areas. |

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| |Fourth Grade |

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| |EL.04.SL.07 Ask thoughtful questions and respond orally to questions with appropriate discussion. |

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| |EL.04.SL.08 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. |

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| |EL.04.SL.09 Follow detailed directions and instructions. |

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English Language Proficiency Standards – Grade 4

READING GRADE 4

DECODING AND WORD RECOGNITION

1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

IDEA PAGE 10

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT

2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed.

Skills to Support Standards: (For the purpose of noting key skills that support classroom instruction of the standards).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

IDEA PAGE 11

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

VOCABULARY

3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

IDEA PAGE 12

INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING

5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION

6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

IDEA PAGE 13

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE

7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

IDEA PAGE 14

LISTEN TO AND READ LITERARY TEXT

8. CCG: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

SPEAKING AND LISTENING

GRADE 4

SPEAKING

1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

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Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

LISTENING

1. CCG (K-12): Listen critically and respond appropriately across the subject areas.

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

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Proficient

English Language Arts Standards

2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis).

Beginning

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Early Intermediate

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Intermediate

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Early Advanced

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Advanced

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

Proficient

English Language Arts Standards

VII. MATH/SCIENCE/SOCIAL SCIENCE SKIILS Fourth grade

• Use of maps.

• Point of view, opinion versus fact.

• Reading of primary source

• Predicting cause/effect, point of view, facts, opinions, drawing conclusions

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VIII. RESOURCES/MATERIALS

BOOKS

Non Fiction:

Atoms

• The Atoms’ Family, J.M. Patten

• Atoms, Molecules, and Quarks, Melvin and Wenzel Berger

• How Did We Find Out About Atoms, Isaac Asimov

Matter

• Solids, Liquids, and Gases, J.M. Patten

• Matter, Christopher Cooper

• Matter Really Matters, J.M. Patten

• Matter and Materials, Peter and Le Jars Mellett

• Matter, Phil Parratore

• What Is the World Made Of? All About Solids, Liquids, and Gases (Let's-Read-and-Find-Out Science, Stage 2), Kathleen Weidner Zoehfeld and Paul Meisel

Experiments

• 333 Science Tricks and Experiments, Robert Brown

• Amazing Science Experiments With Everyday Materials, Richard Churchill

• Science Wizardry for Kids, Margaret Kenda and Phyllis S. Williams

• Chemistry Magic, Edward Palder

References

• The Kingfisher Science Encyclopedia, Kingfisher

• Invitations to Science Inquiry, Tik L. Leim

• Oobleck: What Do Scientists Do?, Cary I. Sneider

• Teaching Physical Science Through Children’s Literature, Susan Gertz, et. Al

• Reader’s Digest, How Science Works, Judith Hann

Fiction:

• The Z was Zapped, Van Allsburg, Chris

• Who Owns the Sun, Stacy Chbosky

Teacher Resources:

• Simply Science District Issued Curriculum

IDEA PAGE 18

ONLINE Resources:

Websites

• Background information about the Bose-Einstein Condensate

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United Streaming Videos

• Matter and Its Properties: Exploring Phases of Matter

• Matter: Building Blocks of the Universe

• Real World Science: Matter: Solids, Liquids, and Gases

• Solids, Liquids, and Gases

• It's Chemical: Phase Changes

• It's Chemical: Density in Liquids

Recipes/Experiments:

• Simply Science District Issued Curriculum

Local Resources:

• NW Natural Gas visit

• Visit Dairy Queen (look at ice cream machines)

WHAT'S THE MATTER WITH MATTERM Grade 4

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Teacher Made Big Book

• Observation Charts

• Inquiry Charts

• Picture File Cards

• Realia

• Super Scientists Awards

II. INPUT

• Graphic Organizer (“Big Picture Input”) World Map

• Pictorial Input Chart: Mount Hood (focus on Solids)

• Narrative: Mad Science Dream

• Read Aloud

• Expert Groups - Liquids, Gases, Plasmas, Bose-Einstein Condensates

III. GUIDED ORAL PRACTICE

• T-Graph for Social Skills

• Poetry/Chants

• Picture File Activities

• Sentence Patterning Chart

• Personal Interaction

• Team Tasks

• Mind Map

• Process Grid

IV. READING/WRITING

Whole Group

• Cooperative Strip Paragraph with responding, revising, and editing

• Story Map

• Poetry Frame and Flip Chant

• Highlighting and Sketching Chants

Small Group Practice

• Team Tasks

o Flip Chant

o Process Grid

o World Map

o Input Chart: Creating and Labeling

o Pocket Chart Poetry

• ELD Review

• Expert Groups

• Ear to Ear Reading

PLANNING PAGE 2

• Flexible Group Reading – leveled and heterogeneous

• Clunkers and Links with SQ3R

o ELD story retell – Group Frame

o Coop Strip Paragraph – Struggling/Emergent Readers

Individual

• Learning Log

• Interactive Journals

• Home-School Connection

• Individual Tasks

Writer's Workshop

• Mini-lesson

• Writing

• Authors Chair

• Conferences

• Publishing

V. EXTENDED ACTIVITIES

• Gak

• Make ice cream

• Melting Ice cubes

• Art

• Guest Speakers

• Cooking

VI. DAILY ACTIVITIES

• Read Aloud

• Silent Sustained Reading

• Creative Writing

• Listening Activities

• Oral Language Activities

• Daily News/Interest Pieces

VII. CLOSURE

• Process All Charts (Inquiry Chart priority)

• Assessment of Skills in Group Frames and Learning Logs

• Unit Folders containing Individual Tasks

• Teacher and Student Made Quizzes

Project GLAD

Hood River County School District

WHAT'S THE MATTER WITH MATTER Grade 4

SAMPLE DAILY LESSON PLANS

DAY 1

FOCUS/MOTIVATION

• Standards and Super Scientist Awards

• Cognitive Content Dictionary with Signal Word

• Observation Charts

• Inquiry Chart

• Big Book – Important Book About Matter

• Portfolios

• Science Experiments

INPUT

• Graphic Organizer – World Map

• 10/2 Primary Language

• ELD Review

• Learning Log

GUIDED ORAL PRACTICE

• T-Graph for Social Skills – Team Points

• Picture File Cards

• Free exploration

• Classify/categorize

• Exploration Report – Modeled Writing

FOCUS/MOTIVATION

• Poetry/Chant

• Matter Here, Matter There

READING/WRITING

• Flexible Grouping

• Read Aloud

INPUT

• Pictorial Input Chart – Mount Hood (solids)

• 10/2 Primary Language

• ELD Review

• Learning Log

WRITER'S WORKSHOP

• Mini-Lesson: Getting an idea

• Sketch and Write

• Author's Chair

SAMPLE DAILY LESSON PLANS PAGE 2

CLOSURE

• Interactive Journals

• Volunteers read from learning log

• Home-School Connection

DAY 2

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home-School Connection

• Super Scientist Awards

• Golden Pen Award

• Review with word cards – World Map, Pictorial Input – word card/picture file care review

• Read Aloud

• Science Experiments

• Poetry/Chant (Highlight, Sketch, Add picture file cards)

INPUT

• Narrative Input Chart Mad Science Dream

• Learning Log

• 10/2 Primary Language

GUIDED ORAL PRACTICE

• T-graph processing

READING/WRITING

• Flexible Grouping

• Expert Groups

• Team Tasks

WRITER'S WORKSHOP

• Mini-Lesson

• Write

• Author's Chair

CLOSURE

• Interactive Journal Writing

• Process Inquiry Chart

• Home-School Connection

• SAMPLE DAILY LESSON PLANS PAGE 3

DAY 3

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home-School Connection

• Super Scientist Awards

• Scientists Notebooks

• Treasure of Matter (box of matter)

• Review Narrative

• Review with word cards and conversation bubbles

• Poetry/Chant (Highlight, Sketch, Add picture file cards)

GUIDED ORAL PRACTICE

• Sentence Patterning Chart/Farmer-in-the-Dell

• Reading Game

• Trading Game

• Flip Chant

READING/WRITING

• Flexible Grouping

• Team Tasks

• Read Aloud

GUIDED ORAL PRACTICE

• Poetry/Chants

• Mind Map

• Process Grid

READING/WRITING

• Cooperative Strip Paragraph/Group Frame

• Read

• Respond

• Revise

• Edit

CLOSURE

• Process Inquiry Chart

• Interactive Journal

• Home-School Connection

SAMPLE DAILY LESSON PLANS PAGE 4

DAY 4

FOCUS/MOTIVATION

• Cognitive Content Dictionary with “Stumper” (Student Selected Vocabulary)

• Review Home School Connection

• Super Scientist Awards

• Poetry/Chants

• Read aloud

READING/WRITING

• Story Map (Narrative)

• Flexible group reading

• ELD Group Frame (story retell – narrative)

• Clunkers and Links with SQ3R – at or above grade level

• Team Tasks

o Oral Evaluation

• Team Share

• Strip Book

READING/WRITING

• Listen and sketch

• Reading/writing choice

• Team Writer’s Workshop

• Get together with some experts and brainstorm two fact boxes

• Fill out Team Graphic Organizer

• Quick-write, sketch

• Read arounds: highlight/share

CLOSURE

• Learning logs

• Home School Connection

DAY 5

FOCUS/MOTIVATION

• Cognitive Content Dictionary with “Stumper” (Self Selected Vocabulary)

• Review Home School Connection

• Super Scientist Awards

• Poetry/Chants

• Read aloud

READING/WRITING

• Flexible group reading

• Struggling readings with coop strip paragraph

• Team tasks

SAMPLE DAILY LESSON PLANS PAGE 5

o Written evaluations

o Presentations

READING/WRITING

• Found Poetry

• Team Big Book

READING/WRITING

• Focused reading with Personal Cognitive Content Dictionary

• Ear to ear reading – poetry booklet

CLOSURE

• Process inquiry and learning through all charts

• Letter home to parents

• Evaluate week

• Team presentations

The Important Book of Matter

By Sarah Boadway-McConnell and Mikka Irusta

The important thing about matter is that it is everything around you.

It is true that matter is anything made of atoms and molecules.

It is true that it takes two or more atoms to create a molecule.

It is true that atoms have three basic parts: protons, neutrons, and electrons.

But the important thing about matter is that it is everything around you.

Pg.1

The important thing about matter is that it is everything around you.

It is true that matter has density.

It is true that density is the amount of mass in volume.

It is true that matter takes up space because it has volume.

But the important thing about matter is that it is everything around you.

Pg.2

The important thing about matter is that it is everything around you.

It is true that matter changes with energy.

It is true that matter releases or absorbs energy when it changes form.

It is true that heat is a common form of energy.

But the important thing about matter is that it is everything around you.

Pg.3

The important thing about matter is that it is everything around you.

It is true that matter has properties.

It is true that properties can describe matter.

It is true that some properties can be colored or colorless, odor or odorless, viscous or watery.

But the important thing about matter is that it is everything around you.

Pg.4

The important thing about matter is that it is everything around you.

It is true that matter has five states: solid, liquid, gas, plasma, and Bose-Einstein condensate.

It is true that these were discovered by scientists.

It is true that scientists continue to learn more about matter.

But the important thing about matter is that it is everything around you.

Pg.5

The important thing about matter is that it is everything around you.

It is true that matter is all around us.

Land, metal, wood, salt, sand, and ice are all solids.

It is true that matter is all around us.

Water milk, blood, soda, syrup, and ketchup are all liquids.

It is true that matter is all around us.

Oxygen, helium, water vapor, and air are all gases.

It is true that matter is all around us.

Stars, space, and florescent lights are all plasma.

But the important thing about matter is that it is everything around you. Pg.6

World Map

[pic]

Background Information – Matter

Matter is everything around you. Matter is anything made of atoms and molecules. Matter is anything that has a mass. Matter is also related to light and electromagnetic radiation. As of 1995, scientists have identified five states of matter -- solid, liquid, gas, plasma and Bose-Einstein Condensate. Solids, liquids, and gases are the most common states of matter that exist on Earth, however, plasma is the most common state in our atmosphere. Plasma makes up the stars and sun. The scientists who worked with the Bose-Einstein condensate received a Nobel Prize for their work in 1995.

Elements and compounds can move from one physical state to another and not change. Oxygen (O2) as a gas still has the same properties as liquid oxygen. The liquid state is colder and denser, but the molecules are still the same. Water is another example. The compound water is made up of two hydrogen (H) atoms and one oxygen (O) atom. It has the same molecular structure whether it is a gas, liquid, or solid. Although its physical state may change, its chemical state remains the same. The state the water it is in depends on its temperature. Ice is the solid state of water and has a temperature less than 32 degrees. Solid states of water are snow, hail, and ice that are found on Mount Hood and in Polar ice caps.

Energy creates motion or heat. Energy changes the states of matter. Heat is a form of energy that makes matter increase in temperature. Melting is the change of a solid into a liquid, like ice melting to become water.

Force can also change a solid. Force can change the shape of a solid. An example of this would be a car hitting a tree. The shape of the car will change.

As earth’s main energy source, the sun heats the ice, a solid, in the mountains, the ice melts to become water, a liquid. Water has a temperature between 32 and 212 degrees Fahrenheit. There is water in the Columbia River and Hood River. This water flows into the Pacific Ocean. Ocean water tastes different than river water due to its salt (Sodium Chloride) content. Earth’s oceans account for 97% of all of our water, which means most of the Earth’s water is undrinkable. The majority of the pure water is found as ice, glaciers and polar regions, at the polar ice caps and Greenland (not so green).

Evaporation is the change of a liquid into a gas, like water evaporating to become steam, a gas. Water boiling on a stove becomes steam once the liquid reaches 212 degrees Fahrenheit. Steam is also called water vapor.

Condensation can be seen also on the outside of glasses of water as water droplets. Water vapor molecules collect and condense to create water (liquid).

Freezing is the change of a liquid into a solid. For water to become a solid, the temperature is below 32 degrees Fahrenheit.

Pictorial Input

[pic]

Mad Science Dream

Narrative Input Text

Last night I had the strangest dream. I wasn't a teacher; I was a mad scientist. I had my own lab with beakers, chemicals, microscopes, and everything a scientist could ever need. I was like Albert Einstein but cooler.

As I walked around my lab, I began to notice a lot of hard things. There were things with rough and smooth surfaces. I touched these things and they didn’t change shape. As I stood there looking and touching a beaker, I was wondering if it could change shape. Then, suddenly it slipped from my hand and, being a scientist, I knew what was going to happen next. Gravity! CRASH! There on the lab floor were hundred of pieces of broken glass. I realized this must be a solid, because even though force had changed its shape into bits, they were all still solid.

After cleaning up my mess, I continued to explore my science lab. I found a wet substance in a thin, skinny tube called a vial. I poured the substance from one vial to another. As I did this, the substance took the shape of its container. I knew that it must be a liquid.

I wondered if energy could change my liquid. I looked around and discovered a Bunsen burner. I turned it on to see a blue glowing flame. What could this possibly be? I had never seen anything like this before.

Out of nowhere appeared a scientist notebook opened to a page labeled GAS. As I read this page, I began to understand what I was seeing – It was a gas!

Gas, gas, hmmm. Are there any other gases in my science lab? I began looking around and looked upward. There on the ceiling were fluorescent lights. What makes them glow? Their light seems to be different than that of the other lights in the room. As I pulled down the tubes in these lights, I couldn’t see anything inside of them. Were these gases too? I looked at my scientist notebook and read the word plasma. Gas fills the tubes of these lights. Energy excites the gas and creates glowing plasma.

“What does all of this mean?” I asked myself as I awoke from this dream. Why was my dream showing me these strange things? I began to realize – solids, liquids, gases – these are three of the states of matter. But then I began to wonder, “What makes matter?”

I looked around my bedroom. There in my room, hanging on the door, was a white lab coat. When I put it on, in the pocket I found the scientist notebook from my dream. As I opened it up, I turned to a page – ATOMS MAKE UP ALL MATTER!

Matter Here, Matter There

By Sarah Boadway-McConnell and Mikka Irusta

Matter here, matter there,

Matter matter everywhere!

Hot matter boiling,

Cold matter freezing,

Invisible matter floating,

And frozen matter liquefying.

Matter in the classroom,

Matter around the world,

Matter through the river,

And matter inside the earth.

Matter here, matter there,

Matter matter everywhere!

Matter! Matter! Matter!

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Matter Here, Matter There

Adapted by Mikka Irusta and Sarah Boadway-McConnell

Matter here, matter there,

States of matter everywhere!

Dense solids crashing,

Hot solids melting,

Frozen solids liquefying,

And yummy solids in a strainer.

Matter here, matter there,

States of matter everywhere!

Slippery liquids sliding,

Viscous liquids slithering,

Cold liquids freezing,

And hot liquids boiling in a pot.

Matter here, matter there,

States of matter everywhere!

Invisible gas for breathing,

Cold gas for freezing,

Hot gas for moving

And evaporated gas in the atmosphere.

Matter here, matter there,

States of matter everywhere!

Matter in the world.

Matter around the house.

Matter between layers

And matter inside me!

Matter! Matter! Matter!

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The Atom's Family Song

By Lauren H. Vu

They're tiny and they're teeny,

Much smaller than a beany,

They never can be seeny,

The Atoms family.

They are so small

(snap, snap)

Round as a ball.

(snap, snap)

Make up the air

They're everywhere

can't see them at all!

(snap, snap)

Together they make gases,

And liquids like molasses,

And all the solid masses,

The Atoms family.

They are so small

(snap, snap)

Round as a ball.

(snap, snap)

Make up the air

They're everywhere

can't see them at all!

(snap, snap)

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ATOM BUGALOO

Adapted by Sarah Boadway-McConnell

I'm an atom and I'm here to say,

I'm related to matter in every way.

Always in a solid or a gas,

even in water in a glass.

Protons and neutrons,

electrons too,

Doing the Atom BUGALOO.

Protons with their positive charge,

electrons are all negative charge.

These subatomic particles sure aren't large,

neutrons just don't have any charge.

Protons and neutrons,

electrons too,

Doing the Atom BUGALOO.

The nucleus is the atom's mass,

with protons and neutrons in it's class.

Positive and negative have an attraction,

holding atoms together is their action.

Protons and neutrons,

electrons too,

Doing the Atom BUGALOO.

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Energy

Adapted by Sarah Boadway-McConnell

Energy, energy is my name,

creating motion and change is my game.

Changing solids when energy is added,

condensing gas when I'm subtracted.

Energy can heat my home,

energy in you makes you roam.

Energy makes liquids freeze,

energy can melt cheese.

Energy, energy is my name,

Creating motion and change is my game.

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Matter Cadence

Adapted by Mikka Irusta

We just know what we've been told,

matter can change and unfold.

There are different forms that matter can take,

so listen up for goodness sake!

Sound off, changing forms

Sound off, states of matter,

Sound off, solids, liquids, gases!

Solids have a definite shape,

like a helmet or a cape.

Solids have definite volume too,

like all the animals in the zoo.

Sound off, changing forms

Sound off, states of matter,

Sound off, solids, liquids, gases!

Liquids are another state,

they have volume and change their shape.

Water and juice to name a few,

raindrops, milk, and rivers too!

Sound off, changing forms

Sound off, states of matter,

Sound off, solids, liquids, gases!

Gas is another state,

it doesn't always smell great.

It has no volume and no shape,

We won't see them when they escape.

Sound off, changing forms

Sound off, states of matter,

Sound off, solids, liquids, gases!

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Yes Ma'am Chant

By Sarah Boadway-McConnell

Is this matter? Yes, Ma'am!

Is this matter? Yes, Ma'am!

How do you know? It has mass and takes up space.

How do you know? It's made of atoms.

Is this an atom? Yes, Ma'am!

Is this an atom? Yes, Ma'am!

How do you know? It has protons and neutrons.

How do you know? It has electrons too.

Is this a proton? Yes, Ma'am!

Is this a proton? Yes, Ma'am!

How do you know? It's part of the nucleus.

How do you know? It has positive charge.

Is this an neutron? Yes, Ma'am!

Is this an neutron? Yes, Ma'am!

How do you know? It's part of the nucleus.

How do you know? It has neutral charge.

Is this an electron? Yes, Ma'am!

Is this an electron? Yes, Ma'am!

How do you know? It surrounds the nucleus.

How do you know? It has negative charge.

What are these things? A part of matter.

What are they called? Protons, Neutrons, Electrons!

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I Can Spell

By Sarah Boadway-McConnell and Mikka Irusta

I can spell matter,

m-a-t-t-e-r.

I can spell density,

d-e-n-s-i-t-y.

I can spell energy,

e-n-e-r-g-y.

I just can't spell temperature.

I can spell atom,

a-t-o-m.

I can spell vapor,

v-a-p-o-r.

I can spell property,

p-r-o-p-e-r-t-y.

I just can't spell temperature.

Hey, get real! No big deal!

T-e-m-p-e-r-a-t-u-r-e

Temperature! Temperature! Temperature!

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Home School Connection #1

Have you ever been on a scavenger hunt? With someone at your home, go on a Matter Scavenger Hunt. Look for things around your home that are one of the states of matter. Sketch and write the items that you find and identify the state of matter that it is in (solid, liquid, or gas). Try to find as many as you can.

When you have finished your scavenger hunt, evaluate your list. What state of matter was the most common on your list?

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|ITEM |STATE OF MATTER |

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Student’s Name: _________________________________

Parent’s Signature:__________________________________

Conexión Escolar con el Hogar #1

Ha participado alguna vez en una búsqueda de tesoros? Con alguien en casa, vaya en una búsqueda de materia. Busque por objetos alrededor de su casa, que este en uno de los estados de la materia. Dibuja y escribe los objetos que encuentre e identifique el estado de material en que esta (sólido, liquido, o gaseoso). Tratar de encontrar algunos objetos.

Cuando haya terminado su búsqueda, evalúe su lista. Que estado de material fue el mas común en su lista?

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|OBJETO |ESTADO DE MATERIA |

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Alumno:_______________________________________________________

Firma de sus Padres:____________________________________________

Home School Connection #2

Matter is always changing around us. Everyone has seen many changes in matter. Ask someone in your home to describe a change in matter that they have seen take place. It could be a change in any of the three states of matter (solid, liquid or gas). Write about what they saw change and sketch a picture of the changes in matter that they describe to you.

For example: I like to have popsicles in the summer. I like to make my own, so I pour juice into an ice cube tray and add a stick. I place the tray in the freezer. The next day, I have my frozen popsicles to eat!

Conexión Escolar con la Casa #2

La Materia esta siempre cambiando a nuestro alrededor. Todos han visto muchos cambios en la materia. Pregunta a alguien en tu casa que describa un cambio en la materia, que hayan visto. Puede ser un cambio en cualquiera de los tres estados de la materia (sólido, líquido o gaseoso). Escribe sobre lo que vieron cambiar y haz un dibujo de los cambios en materia que te describan.

Por Ejemplo: Me gusta comer paletas en el verano. Me gusta hacer mis propias paletas, así es que pongo jugo en una charola de cubos de hielo y les pongo un palito. Pongo la charola en el congelador. Al día siguiente, tengo mis paletas congeladas para comer!

Alumno:_______________________________________________________

Firma de sus Padres:____________________________________________

Home School Connection #3

Solutions can be fun to make. We use solutions in many ways in our everyday life. If you have mixed lemonade powder with water, you made a solution. When you put laundry detergent in the washing machine, a solution is washing your clothes. What ingredients can you mix together in your home to make a solution? Once it was mixed together, could you separate the ingredients? How did the liquid and solid change once they became a solution? Sketch and write what you find.

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|Solid |Liquid |Solution Created |

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|Example: laundry detergent |Water |Soapy water |

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Student’s Name: _________________________________

Parent’s Signature:__________________________________

Conexión Escolar con el Hogar #3

Puede ser divertido hacer soluciones. Usamos soluciones de muchas maneras en nuestra vida diaria. Si ha mezclado limonada en polvo y agua, ha creado una solución. Cuando pone detergente en la lavadora, una solución esta lavando su ropa. Que ingredientes puede usted combinar en casa para hacer una solución? Una vez que la solución este mezclada, puede separar los ingredientes? Como cambiaron el liquido y el sólido una vez que se convirtieron en una solución? Dibujar y escribir que encontras.

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|Sólido |Líquido |Solución Creada |

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|Ejemplo: detergente para lavar |Agua |Agua de Jabón |

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Alumno:_______________________________________________________

Firma de sus Padres:____________________________________________

Home School Connection #4

Use the ketchup and syrup packets provided to test for viscosity. Next to each liquid listed, predict if you think it will have viscosity. The slower the item flows, the more viscosity it has. After completing your hypotheses, pour each liquid into a spoon and count how many second it takes for the spoonful of liquid to pour into a bowl. Make sure to hold the spoon at the same level above the bowl.

Optional Experiment: You may choose some other liquids in your home such as corn syrup, pancake syrup, glue, ketchup, and salad dressing to test as well.

Hypothesis

Liquid (no viscosity / yes viscosity) Findings

1. ___Ketchup____________ _______________________ __________________________

2. ____Syrup_____________ _______________________ ___________________________

3. ___________________ _______________________ ___________________________

4. ___________________ _______________________ ___________________________

Student’s Name: _________________________________

Parent’s Signature:__________________________________

Conexión Escolar con el Hogar #4

Usan los paquetes de catsup y jarabe para panqueques, para examinar su viscosidad. Junto a los dos líquidos abajo, prediga si piensa que tendrá viscosidad. Lo lento que el objeto fluya, la mas viscosidad que tiene. Después de completar su hipótesis, ponga cada líquido en una cuchara y cuenta cuantos segundos le toma al líquido de vaciarse en un tazón. Asegúrese de al mismo nivel sobre el tazón.

Experimentar discrecional: También pueden usar algunos líquidos de tu casa como jarabe de maíz, resistol, y aderezo para ensaladas para examinar su viscosidad.

Hipótesis

Líquido (sin viscosidad / viscosidad) Resultados

1. _____catsup___________ _______________________ ___________________________

2. _jarabe para panqueques_ _______________________ ___________________________

3. ___________________ _______________________ ___________________________

4. ___________________ _______________________ ___________________________

Alumno:_______________________________________________________

Firma de sus Padres:____________________________________________

Expert

Groups

Liquids

Properties

Matter is everything around you. One state of matter is liquids. Liquids have no definite shape of their own. Liquids also have volume, meaning they occupy a definite space. In a liquid state, atoms are farther apart then in a solid. Liquids can pour, fill, spread and flow. A viscous liquid is thick and sticky and does not flow easily. Viscosity is the ability or inability of a fluid solution to flow easily. High viscosity indicates a slow-flowing fluid. Examples of viscous liquids are honey and ketchup.

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Effects of Energy

When energy is added to a liquid it can change its state. Evaporation is the change of a liquid to a gas, when it reaches a high temperature that is still below the boiling point of that liquid. Water evaporates and becomes clouds or steam, a gas. When energy is removed from a liquid it can also change its state. Cold temperature can change a liquid into a solid, such as water changing to ice.

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Examples

Liquids are found in many different places. The blood in our bodies is a liquid. Water at 33-211˚F is a liquid. This can be the water that we drink or that is in lakes and rivers. Many things we drink are liquids, such as juice, milk, and Gatorade. Other things that we use are liquids too, such as glue, motor oil, gasoline and ketchup. Water is also used frequently to cook with at its boiling point (212˚F). Heat or energy will cause the liquid to boil.

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Interesting Facts

Molecules in a liquid have cohesive force and want to stick together. They do not want to be separated. Whenever possible, liquids will try to stay together. Also, liquids always can take the shape of their container when poured. This container may be the shape of the ground when the liquid is a lake or river or it may be your glass when the liquid is milk.

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Gases

Properties

Matter is everything around you. One state of matter is gases. Gases have no shape of their own. Gases also have no volume. Most gases cannot be seen. They are often invisible. Gases expand, or spread out, to fill their entire space available. Gases have lower density or mass and viscosity than solids and liquids. Viscosity is the ability or inability of a fluid solution to flow easily.

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Effects of Energy

When energy is removed from a liquid it can change its state. Condensation is the change of a gas to a liquid. Water condensates to make water droplets and become the liquid water. When the weather gets very cold outside, the water vapor in the air condenses or forms small drops of liquid. When the drops get too big in a cloud, they fall to the earth as rain.

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Examples

Gases exist even though we cannot see them. The air we breathe is a gas. Oxygen is another gas. Helium is a gas found in balloons. Water vapor (steam above 212˚F) is another gas. Some gases can be dangerous, such as carbon monoxide. Gases can also exist in liquids we drink, such as carbonation (carbon dioxide gas -56˚F) in soda pop.

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Interesting Facts

Vapor is used to describe gases that are usually found in liquids. Water vapor is the gas created by boiling water.

Gases bounce everywhere and fill up as much space as possible. If you blow up a balloon, you are filling the balloon with gas from your body. The more you blow into the balloon, the bigger it gets because the gas expands and pushes the balloon outward. If you keep blowing, you could overfill the balloon and it will pop. Gases are flowing and free moving like liquids and plasmas.

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Plasmas

Properties

Matter is everything around you. One state of matter is plasmas. They are similar to gases; however, they are made up of free electrons and ions of the element. The plasma state is a gas that is heated to the point where it begins to release electrons. Although plasma occurs naturally on the sun and other stars, it is artificially produced in fluorescent lights and plasma displays.

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Effects of Energy

Energy is needed to strip electrons from atoms to create plasma. Without enough energy, plasmas return to neutral gas.

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Examples

Plasmas are a very common state of matter, however, we don’t see them as often here on earth. We see plasmas in neon lights, as well as fluorescent lights. Plasmas are also found in the stars in space.

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Interesting Facts

Plasmas are the most common form of matter in the universe. Most of the universe, visible and invisible, is made up of plasmas. This includes all of the stars in the sky, as well as the largest star, the sun.

Also, temperature of plasmas can be very different (fluorescent lights are much cooler than stars).

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Bose Einstein Condensates

Properties

Matter is everything around you. One state of matter is Bose-Einstein condensates. This state takes place at super low temperatures. In this state, a group of atoms take up the same space and become a “super atom.” In this state, all molecular motion stops.

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Effects of Energy

To obtain Bose-Einstein condensate, it must be at absolute zero temperature (-459.67˚F). If it is warmer than that temperature, it will not remain at this state.

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Examples

This state of matter was only added as a state in 1995. It has not even been considered a state for 20 years yet. Due to the fact that it is in the early stages of research, there are really no definite examples at this time. Scientist currently use a handful of different existing substances and lower their temperature to absolute zero to obtain this state of matter.

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Interesting Facts

In 1995, two scientists (Cornell and Weiman) who worked with the Bose-Einstein condensate received a Nobel Prize. In the 1920s, two other scientists, Satyendra Bose and Albert Einstein, had predicted this state existed.

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|States of Matter |Properties |Effects of Energy |Examples |Interesting Facts |

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|Solids | | | | |

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|Liquids | | | | |

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|Gases | | | | |

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|Plasmas | | | | |

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|Bose Einstein Condensates | | | | |

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States of Matter Process Grid (should not include complete sentences, bullet information)

|States of Matter |Properties |Effects of Energy |Examples |Interesting Facts |

| |* Has own definite shape |* Heat from air |* People |* changes its shape with force |

|Solids |* Has volume |temperature, fire |* Mountain |* stuck together |

| |* Atoms -close together |and sun can melt it |* Ice (32˚F and below – freezing | |

| | | |point) | |

| | | |* Balloon | |

| | | |* Salt (below 1500˚F) | |

| | | |* Dry Ice (below -108˚F) | |

| |* No shape of its own |* Cold temperature can |* Blood |* Molecules - cohesive force and want to stick |

|Liquids |* Has volume |change a liquid to a |* Lake |together. |

| |* Atoms -farther apart |solid |* Water (33-211˚F) |* shape of their container when poured. |

| | |* Heat can change a |* Boiling point of water (212˚F) | |

| | |liquid to a gas | | |

| | |through evaporation | | |

| |* Invisible (often) |* Cold temperature |* Oxygen |* Vapor -describe gases that are usually found in |

|Gases |* No shape and no volume |causes condensation. |* Air |liquids. |

| |* Expands to fill entire space | |* Water vapor (steam above |* bounce everywhere |

| |* Lower density and viscosity | |212˚F) |* flowing and free moving |

| |than solids and liquids | |* Helium |like liquids and plasmas. |

| | | |* Carbonation (carbon | |

| | | |dioxide gas -56˚F) | |

| |* Similar to gases |* Energy is needed to |* Stars |* most common form of matter in the universe (in |

|Plasmas |* Made up of free electrons and |strip electrons from |* Fluorescent light |stars and in most of space of the visible and |

| |ions of the element |atoms to create |* Neon sign |invisible universe) |

| | |plasma. | |* very different temperatures (fluorescent lights |

| | |* Without enough | |are much cooler than stars). |

| | |energy, plasmas | | |

| | |return to neutral gas | | |

| |* Happens at super low |* Must be at absolute |* In early stages of research, |* In 1995, two scientists (Cornell and Weiman) who |

|Bose-Einstein Condensates |temperatures |Zero (–459.67 °F) to |no definite examples. |worked with the Bose-Einstein condensate received a|

| |* a group of atoms |obtain this state | |Nobel Prize. In the 1920s, two other scientists, |

| |take up the same space and | | |Satyendra Bose and Albert Einstein, had predicted |

| |become a “super atom.” | | |this state existed. |

| |* all molecular | | | |

| |motion stops. | | | |

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Haz un dibujo y escribir de los cambios de material que te describieron.

Sketch and write the changes in matter that they described to you.

Student’s Name: _________________________________

Parent’s Signature:__________________________________

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