Identifying Changes in Materials



|Lesson Synopsis: |

In this lesson, students work as scientists to predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing and water evaporating.

TEKS:

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

|1.5B |Predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. |

Scientific Process TEKS:

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

| |investigations. The student is expected to: |

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

|1.2E |Communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations. |

|1.4 |Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The |

| |student is expected to: |

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

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

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

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

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create a series of illustrations to identify (in pictures and words) the changes in a material caused by heating and the changes in a material caused by cooling. Include a “before” picture, an “after” picture and a picture to show a person using a material that has been changed by heating or cooling. (1.2D, 1.2E; 1.5B) [pic]1C; 5B

|Key Understandings and Guiding Questions: |

• Los materiales cambian cuando se calientan o se enfrían.

— ¿Cuáles son algunos cambios observables cuando los objetos se calientan?

— ¿Cuáles son algunos cambios observables cuando los objetos se enfrían?

• El uso del calor causa cambios.

— ¿Cómo calentar la comida hace que cambie?

|Vocabulary of Instruction: |

• enfriar

• calentar

• cambio

• propiedades físicas

• tamaño

• color

• masa (relativa)

• forma

• textura

• derretir

• congelar

• vida diaria

|Materials: |

Refer to Notes for Teacher section for materials.

Attachments:

• Teacher Resource: Properties Chart KEY

• Optional Handout: Heat Causes Change (1 per student)

• Handout: Changes in Materials Caused by Heating (1 set per class)

• Optional Handout: Template for Performance Indicator (1 per student)

• Teacher Resource: Sample Performance Indicator

• Optional Teacher Resource: Observational Checklist

|Resources and References: |

• Suggested Websites:

• Information on heating:

• Information on evaporation:

• Suggested Books:

• Bently, D. (2005). Where did the rain puddle go? Houston, TX: Advance Publishers.

• Nelson, R. (2003). Freezing and melting. Minneapolis, MN: Lerner Publications.

• Nelson, R. (2003). From wax to crayon. Minneapolis, MN: Lerner Publications.

• Mason, A. (2006). Change it! Toronto, Canada: Kids Can Press.

• Moore, R. (2010). Why does water evaporate? NY: PowerKids Press.

• Rice, W. (2010). Evaporation. Westminster, CA: Teacher Created Materials.

|Advance Preparation: |

1. Prior to Day 1, copy the chart from the Teacher Resource: Properties Chart KEY in the classroom science notebook.

2. For the Engage activity, place an ice cube into each small, paper cup. Make enough so that each pair of students will receive one cup. Then, place a crayon or piece of crayon into a different set of small, paper cups. Again, ensure that you prepare enough cups for each pair of students to get a cup.

3. Ice cubes are needed two days in a row. After Day 1, pour out the water and allow the cup to dry overnight. Use the same cup for the ice cube on Day 2.

4. Prior to Day 3, locate a book about freezing and melting or heat causing change.

5. Copy the Handout: Changes in Materials Caused by Heating in color onto cardstock. Cut the pictures out. You may wish to laminate them for durability. You only need to prepare one set for the class.

6. Pour a small amount of liquid into small, paper cups - one cup per pair of students. The type and number of different liquids used for observations is up to the teacher’s discretion. Examples of liquids include water, milk, fruit juice, salt water, etc.

7. Prior to Day 4, put a small paper cup ¾ full of water in the freezer. Students will observe the frozen liquid on Day 4.

8. Have an observational checklist prepared for the class discussion on “identifying how heating or cooling a material affects our daily lives” or copy the sample provided (Optional Teacher Resource: Observational Checklist).

9. Prepare attachments as necessary.

|Background Information: |

Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture. The importance of heat energy affecting matter is identified as it relates to the students' everyday life.

Prior to this lesson, students became aware that matter could be described by its properties. During this lesson, students will continue to build on their understanding of physical properties that was started in kindergarten. Students will progress from simply observing the changes that heating and cooling can cause to predicting how matter will react to temperature change

The focus of this lesson will involve predicting and identifying changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.

|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 an Ice Cube and a Crayon |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 |

|Have an ice cube and a crayon (or piece of crayon) in a small paper cup- enough for one per pair students. |[pic] |

| |Materials: |

|Distribute the ice cube to each pair of students. |Properties Chart (in classroom science notebook, 1 per |

| |class) |

|Instruct them to make observations about the ice cube according to the physical properties they have |ice cubes (see Advance Preparation, 1 per 2 students) |

|already learned about: color, texture, size, shape, and mass. |cups (small paper, to hold ice cubes and different cups|

| |to hold crayons, see Advance Preparation, 2 per 2 |

|Record student observations in the class science notebook. |students) |

| |crayons (or pieces of crayons, 1 per 2 students) |

|Distribute the (piece of) crayon to each pair of students. | |

| |Attachments: |

|Instruct students to make observations about the ice cube according to the physical properties they have |Teacher Resource: Properties Chart KEY |

|already learned about: color, texture, size, shape, and mass. | |

| |[pic] |

|Ask: |Science Notebooks: |

|What are some observable changes when objects are heated? |Record observations in class science notebook. |

|Answers will vary. | |

| | |

|Instruct students to record their observations in the class science notebook. | |

|EXPLORE – Changing Objects |Suggested Day 1 (continued) |

|Using the same two materials, ask students to brainstorm ways they could change the two objects. |[pic] |

| |Materials: |

|Allow several minutes for the student discussion. |Properties Chart (in classroom science notebook, 1 per |

| |class) |

|Chart their responses. (If no one mentions heating or cooling as a way to change the objects, guide the |ice cubes – from previous activity (see Advance |

|discussion toward this thinking.) |Preparation, 1 per 2 students) |

| |cups – from previous activity (small paper, to hold ice|

| |cubes and different cups to hold crayons, see Advance |

| |Preparation, 2 per 2 students) |

| |crayons – from previous activity (or pieces of crayons,|

| |1 per 2 students) |

| | |

| |[pic] |

| |Science Notebooks: |

| |Record observations in class science notebook. |

|EXPLORE – Heat Causes Change |Suggested Day 2 |

|Introduce the days’ activity: |[pic] |

|What do you think will happen if you place the cup with the ice cube and the cup with the crayon outside in|Materials: |

|the sun? Allow students to make predictions. These could be recorded in the class science notebook. |Properties Chart (in classroom science notebook, 1 per |

|Distribute a piece of drawing paper to each student. On one side have them write the title “Before” and on |class) |

|the other side have them write the title “After”. On the side that says “Before” students should draw how |ice cubes – from previous activity (see Advance |

|the material in the cup looks before it is placed in the sun. |Preparation, 1 per 2 students) |

| |cups – from previous activity (small paper, to hold ice|

|Allow students to place the cups outside in the sun. (The cups will probably only have to be in the Sun for|cubes and different cups to hold crayons, see Advance |

|a short time before there are changes (5–10 minutes). |Preparation, 2 per 2 students) |

| |crayons – from previous activity (or pieces of crayons,|

|During this time, have students draw what they think the material in their cups will look like after being |1 per 2 students) |

|in the sun. |paper (drawing, 1 sheet per student) |

| | |

|Retrieve the cups, and discuss the results. |Attachments: |

| |Optional Handout: Heat Causes Change (1 per student) |

|Ask: | |

|What do you think will happen if the cups with the crayon and ice cube are left outside for an extended, or|Instructional Notes: |

|longer, period of time? |An optional data recording sheet has been provided. |

|Answers will vary. |Students who need extra support could use this instead |

| |of the drawing paper. |

|Return the cups outside in the sun for the rest of the day (Or if the lesson was done in the afternoon, | |

|place the cups outside again the following morning and leave them outside all day.) |[pic] |

| |Science Notebooks: |

|Periodically, have a student go outside and observe the cups. They need to report to the class what they |Record predictions in class science notebook. |

|have observed. Record the observations in the class science notebook.Safety note: when sending students | |

|outside you may wish to use “the buddy system”. | |

| | |

|The water in the cup should evaporate. When the student makes the observation that the cup is “empty”, have| |

|a class discussion about evaporation. | |

|Ask: | |

|Where do you think the water from the cup went? Answers may vary. | |

|How else could we show that water evaporates? Answers may vary, but students may have experienced clothes | |

|on a clothes line drying, a puddle evaporating (students may say ‘disappeared’), a hand dryer, a blow dryer| |

|or marker drying up when the cap has been left off. | |

|EXPLORE/EXPLAIN- Literature connection |Suggested Day 3 |

|Read a book about melting, (or heat causing change). |[pic] |

|After the story, have a discussion about how heat causes change and then guide the discussion so students |Materials: |

|attain the concept that the Sun’s heat causes change (melting and evaporation). |book (about melting, 1 per class) |

| | |

| |Instructional Note: |

| |Many trade books on matter have information on how heat|

| |causes change. |

|ELABORATE – Making Predictions |Suggested Day 3 (continued) |

|Using pictures (Handout: Changes in Materials Caused by Heating) students predict what might happen to the |[pic] |

|objects if they are heated. |Materials: |

| |Properties Chart (in classroom science notebook, 1 per |

|Distribute one picture to each group of 3 students. |class) |

| |Attachments: |

|Students should discuss the object’s physical properties (that can be observed and described from the |Handout: Changes in Materials Caused by Heating (1 set |

|picture) and predict the changes (in the object shown) caused by heating. |per class) |

| | |

|Each group should draw their predictions. (This could be done individually or as a group.). |[pic] |

| |Check for Understanding |

|Communicate predictions to the class. | |

| |[pic] |

| |Science Notebooks: |

| |Record observations (physical properties) in class |

| |science notebook on the Properties Chart. |

|EXPLORE/EXPLAIN – Cooling Causes Change (Freezing) |Suggested Day 4 |

|Distribute a paper cup with different liquids, such as water, milk, fruit juice, salt water, to each pair |[pic] |

|of students.Safety note: remind students that they are NOT to taste any liquids in the cups. |Materials: |

| |Properties Chart (in classroom science notebook, 1 per |

|Ask them to describe the two items by their physical properties. (This information can be added to the |class) |

|Physical Properties Chart). |cups (small paper, with a small amount of a liquid |

| |inside, see Advance Preparation, 1 per 2 students) |

|Ask students what they think will happen if they place their cups in the fridge? In the freezer? Distribute|paper (drawing, 1 sheet per student) |

|drawing paper, and have students record their ‘before’ picture and their prediction for what will happen |crayons or colored pencils (per group) |

|when the cup is put in the freezer. |cup (small paper, for demonstration, 1 per teacher) |

| |cups (small paper, for frozen drinks, 1 per student) – |

|Have a discussion about how cooling causes change. |Optional |

| |juice (fruit, to put in cups for frozen drinks, per |

|This change, with the materials they have been discussing is called “freezing” (Many trade books on |class) – Optional |

|“Matter” have age-appropriate explanations.) | |

| |[pic] |

|Show students a small paper cup (like the ones used when they observed the liquids). Fill it ¾ full of |Check for Understanding |

|water. Tell students you will put it in the freezer overnight, and they will observe what happens during | |

|the next science lesson. |Instructional Notes: |

| |It is up to the teacher as to the type and number of |

|(OPTIONAL) Freeze a small paper cup of fruit juice per child, and let them enjoy as a snack. |liquids the students observe in this lesson. It would |

| |be beneficial for reinforcing physical properties to |

| |have at least two different types of liquids, such as |

| |water and fruit juice. |

| | |

| |[pic] |

| |Science Notebooks: |

| |Students should record their ‘before’ and ‘after’ |

| |drawings on the paper provided. |

|ELABORATE – Observing a Frozen Liquid |Suggested Day 4 (continued) |

|Show students the frozen water. |[pic] |

| |Materials: |

|Ask: |frozen cup – from previous activity (of water, for |

|What are some observable changes when objects are cooled in the freezer? Allow students to respond. Record |demonstration, 1 per class) |

|observations on the Teacher resource: Physical Properties Chart. |frozen cups – from previous activity (of juice, for |

| |students, 1 per student) – Optional |

|EVALUATE – Performance Indicator |Suggested Day 5 |

|Performance Indicator |[pic] |

|Create a series of illustrations to identify (in pictures and words) the changes in a material caused by |Materials: |

|heating and the changes in a material caused by cooling. Include a “before” picture, an “after” picture and|paper (drawing, if not using the Performance Indicator |

|a picture to show a person using a material that has been changed by heating or cooling. (1.2D, 1.2E; 1.5B)|Template, 1 sheet per student) |

|[pic] 1C; 5B |checklist (for recording observations, see Advance |

| |Preparation, 1 per class) |

|Provide students with an object or a picture of an object (Handout: Changes in Materials Caused by Heating |objects (similar to those on Handout: Changes in |

|could be used for this purpose). |Materials Caused by Heating if not using it, 1 per |

| |student) – Optional |

|Model (using Teacher Resource: Sample Performance Indicator) how students could demonstrate their |pictures (similar to those on Handout: Changes in |

|understanding that materials can be changed by heating and cooling. |Materials Caused by Heating if not using it, 1 per |

| |student) – Optional |

|Distribute either the Optional Handout: Template for Performance Indicator or drawing paper for the | |

|completion of the PI. |Attachments: |

| |Handout: Changes in Materials Caused by Heating (from |

| |previous activity) (1 set per class) |

| |Teacher Resource: Sample Performance Indicator |

| |Optional Handout: Template for Performance Indicator (1|

| |per student) |

| |Optional Teacher Resource: Observational Checklist |

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