Science Sleuths: Properties Matter



|Lesson Synopsis: |

In this lesson, students will investigate observable and measureable properties of matter including mass, volume, magnetism, and the ability to sink or float in water. Students will use their knowledge of physical properties to create and separate mixtures.

TEKS:

|3.5 |Matter and energy. The student knows that matter has measureable physical properties and those properties determine how matter is |

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

|3.5A |Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float. |

|3.5D |Explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper |

| |clips. |

Scientific Process TEKS:

|3.1 |Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety |

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

|3.1A |Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing|

| |a schoolyard habitat. |

|3.1B |Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans,|

| |and plastics. |

|3.2 |Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The |

| |student is expected to: |

|3.2A |Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using |

| |equipment or technology needed, to solve a specific problem in the natural world. |

|3.2B |Collect data by observing and measuring using the metric system and recognize differences between observed and measured data. |

|3.2C |Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and|

| |evaluate measured data. |

|3.2D |Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. |

|3.2E |Demonstrate that repeated investigations may increase the reliability of results. |

|3.2F |Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. |

|3.3 |Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the |

| |contributions of scientists are used in making decisions. The student is expected to: |

|3.3A |In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and |

| |experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as |

| |to encourage critical thinking by the student. |

|3.3B |Draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food. |

|3.4 |Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The |

| |student is expected to: |

|3.4A |Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius |

| |thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses,|

| |magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and |

| |stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums. |

| 3.4B |Use safety equipment as appropriate, including safety goggles and gloves. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create a mixture using ingredients such as gravel and sand, metal and plastic paper clips, or water and pepper. Separate the mixture using the appropriate tools and methods. Use a graphic organizer to record observations, data, and conclusions including the unique physical properties of the materials. (3.2B, 3.2D; 3.4A; 3.5A, 3.5D)

[pic] 1C, 1E

|Key Understandings and Guiding Questions: |

• La materia tiene propiedades físicas que se pueden observar y medir.

— ¿Cómo se puede describir y clasificar la materia?

— ¿Cuáles son algunas propiedades físicas medibles de la materia?

• Las propiedades físicas de la materia pueden determinar la manera en que se usa la materia.

— ¿Cómo las propiedades de la materia la hacen útil para nuestras necesidades?

• Una mezcla es una combinación de dos o más materiales.

— ¿Qué es una mezcla?

— ¿Cómo pueden ser útiles las propiedades físicas para la separación de una mezcla?

|Vocabulary of Instruction: |

• materia

• propiedad física

• textura

• dureza

• estado o fase

• olor

• composición

• transparente

• atraer

• magnético

• no magnético

• hundirse

• flotar

• masa

• volumen

• mezcla

|Materials: |

Refer to Notes for Teacher section for materials.

Attachments:

• Teacher Resource: Secret Property Cards

• Teacher Resource: Science Sleuth Materials

• Handout: Science Sleuths: Part 1 – Observing and Communicating Like a Scientist (1 per student)

• Teacher Resource: Science Sleuths: Part 1 – Observing and Communicating Like a Scientist KEY

• Teacher Resource: Science Sleuths: Part 2 – Classifying Like a Scientist (1 per student and 1 to project)

• Teacher Resource: Science Sleuths: Part 2 – Classifying Like a Scientist KEY

• Teacher Resource: Investigation – Magnetic Attraction

• Teacher Resource: Venn Diagrams: Magnetic Attraction/Sink or Float?

• Teacher Resource: The Three Kings of NIC (1 for projection)

• Teacher Resource: No Magnets Allowed

• Handout: Magnetic Properties (1 per student)

• Teacher Resource: Magnetic Properties KEY

• Teacher Resource: KLEW Chart Sample: What Thinks Float? What Things Sink?

• Teacher Resource: The Three Little Pigs Go Surfing (1 for projection)

• Teacher Resource: Matter/Not Matter Card Sort Words

• Handout: Order, Order (1 per student)

• Handout: Order, Order: Graphing Mass (1 per student)

• Handout: Measuring Mass EVALUATE PI (1 per student)

• Teacher Resource: Measuring Mass KEY

• Handout: Building Volume: A Little at a Time (1 per group or student)

• Handout: Volume and Mass (1 per student)

• Teacher Resource: Volume and Mass KEY

• Teacher Resource: Instructions for “Mixtures Matter” Investigation KEY

• Handout: Mixtures Matter Investigation Directions (1 per student)

• Handout: Investigation: Mixtures Matter PI (2 per student: 1 for the investigation in the EXPLORE/EXPLAIN – Mixtures section and 1 for the PI)

• Teacher Resource: PowerPoint: Mixtures

• Handout: Family Connection: Investigating Product Claims (1 per student)

|Resources and References: |

• Suggested Website:

• Website for additional information addressing media literacy :



• Suggested Book:

• Allen, P. (1996).Who sank the boat? London: Puffin.

|Advance Preparation: |

1. Gather chart paper and markers.

2. In the Explore – Communicating Like a Scientist section, students will bring their property collections from home. If you have additional items to add to each group’s collection, distribute those at this time at the beginning of Day 2. Write numbers on the index cards (any size) in preparation. Match the number with the collection; organize the displays so students can rotate among the tables in sequential order with minimal traffic congestion.

3. Gather any additional magnetic items you may want students to test (beyond those in the student secret property collections; if available, include lodestones or magnetite in your test items).

4. (Optional) Select a children’s book about sinking and floating such as, but not limited to, Who Sank the Boat? by Pamela Allen.

5. For the “teacher collection”, gather any additional sink/float items which might be used to challenge student misconceptions such as large or heavy things that float, like a melon or a large candle, and small or light things that sink, like a marble or a birthday candle, etc.

6. For the Explore/Explain – Matter section, make the following labels: Matter, Not Matter, Not Sure, Takes up Space, Has Mass. Be sure to leave a space under the Matter label to add in the mass and space descriptors later.

7. Print the words from the Teacher Resource: Matter/Not Matter Card Sort Words onto 3”x5” index cards or sentence strips that have been cut into sections.

8. Collect identical, opaque film canisters with lids (at least 4 per group). Stores that develop film will usually save these for teachers. They can also be purchased on the internet. Each set of four identical film canisters should be filled to capacity with the following materials: iron filings, sand or gravel, water, and air. There will be sufficient discrepancy between the masses of air, water, and solid-filled canisters. However, it is best if the masses of the iron filings and gravel canisters are similar enough to fool the sense of touch, but just different enough to produce measurable results with the balance and gram units (a difference of 1–2 grams). Note: if film canisters are not readily available, any small, opaque canister with a lid that seals may be used.

9. (Optional) Gather items that are approximately one gram, such as a large paperclip, cotton swab, sweetener packet, or Styrofoam™ ball, etc.

10. For the Explore/Explain – Volume section:

• Gather two identical sets of three plastic containers with different “capacities/maximum volumes”. Label each set with the letters, A, B, C. See photo in the Notes for Teacher for ideas for containers: (9 ounce cup; tall slender, cylindrical container; short and wide bowl, which has a greater volume than the tall cylinder; etc.). Please note the second set will be used later.

• Use centimeter cubes to construct 3 “buildings” with different volumes. Label the buildings with the letters D, E, and F. See the photo in the Notes for Teacher. (Dimensions: tall: 2 x 2 x 10 = 40 cm3; short, wide 4 x 5 x 3 = 60 cm3; other: 4 x 4 x 3 = 48 cm3)

• Collect capacity containers, such as graduated cylinders, beakers, and/or measuring cups with milliliter increments on them. You will be drawing attention to the increments and the measuring capacity of each one. Explain that scientists use these types of tools to measure volume. You will give each group of 3–4 students one of the capacity containers (or its duplicate), a bag of rice, a metric dry measuring spoon or cup (depending on the size of the container), a craft stick for leveling, a calculator, and Handout: Building Volume: A Little at a Time.

11. Copy the Handout: Mixtures Matter Investigation Directions on cardstock. Make enough copies for one per station.

12. Obtain a selection of trail-mix ingredients; follow guidelines regarding use of food in the science classroom, and note any student allergies to nuts, etc. Keep in original packaging, or transfer to clean containers for serving. Have clean, small, metric measuring spoons/cups for each ingredient; for example, a 50 mL spoon might be best for measuring sunflower seeds/raisins/M&M’s, whereas a 100 mL cup might be better for scooping up goldfish or pretzels. The total amount of any two ingredients must fit in the clean serving cups you provide. After students have washed their hands, you will let them choose and measure out a small metric measure of two favorite “trail mix” ingredients into a clean cup. Use this opportunity to stress that students are not to put anything in their mouths unless instructed by the teacher.

13. Bag ingredient items for “Mixtures Matter” Investigation. See the Teacher Resource: Instructions for Mixtures Matter Investigation for directions and suggestions for test ingredients and testing stations.

14. Performance Indicator: You will need the following separately bagged ingredient items: sand and gravel, metal (magnetic) and plastic paperclips (nonmagnetic), and similar sized glass beads (sink) and wax/plastic beads (float). Use the same testing stations used in Mixtures Matter Investigation.

15. Prepare attachment(s) as necessary.

|Background Information: |

This lesson bundles student expectations that address appropriate tools and safe practices to investigate the physical properties of matter. In this lesson, students will first identify and classify matter based on a variety of observable physical properties including color, texture, hardness, composition, transparency, state, shape, and odor.

Teachers, as well as students, should always be mindful of appropriate safety measures and proper use of equipment as they explore Grade 3 science concepts throughout the year.

STAAR NOTE:

Although this content is not marked as a Supporting Standard, it is foundational for Grade 5 Readiness Standard 5.5A that will be tested on the STAAR Grade 5 assessment under Reporting Category 1: Matter and Energy.

|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 – Secret Property |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 |

|Let students Think-Pair-Share their ideas about the following question. |[pic] |

|What do people do when they “do science?” Answers will vary. |Materials: |

|Record student responses on chart or overhead transparency. Inform students they will have an opportunity to add |chart paper or overhead transparency (per class) |

|to the list as they “do science” in the first lesson. |markers (1 set per teacher) |

| |bags (brown, paper, 1 per student) |

|Instruct students to look around the room and outside the window. Students should generate ideas of things they | |

|can see, touch, or smell. List a collection of their responses on a chart or the board. Guide the discussion: |Attachments: |

|Have you ever wondered what makes up everything around you? For years, scientists have wondered and asked |Teacher Resource: Secret Property Cards |

|questions about the same thing. |Teacher Resource: Science Sleuth Materials |

|All the materials and objects around us are made of stuff called matter. | |

|All matter takes up space. |[pic] |

| |Safety Notes: |

|Continue the discussion: instruct students to refer to the list of objects they could see, touch, or smell. |In the process of checking each group’s work, you may |

|(Select two items from the list above to fill in the blanks below.) |want to make mental notes of items that you can supply |

|Which takes up more space: ___ or ___? Answers will vary based on the items chosen. |to round-out their collection. Also, check for safety |

| |issues and items that should not be brought to class. |

|Some things have more matter and are harder to move (or stop). (Select two items from the list above to fill in | |

|the blanks below.) |Instructional Notes: |

|Which would be harder to move: ___ or ___? Answers will vary based on the items chosen. |The properties selected for the Secret Property Cards |

|That’s because _____ has more matter. |highlight specific categories, which will be |

|Discuss and clarify the term physical properties (characteristics that can be observed with the senses or |investigated in the future sessions. After cutting the |

|measured with appropriate tools). Everything in the universe is made of matter. Fortunately, matter has many |squares apart, fold them to ensure secrecy. |

|different characteristics or physical properties which make it useful for our needs. | |

| |This brief introduction to matter will be expanded on |

|Explain that scientists learn more about materials and objects (matter) by observing, describing, and identifying|in the upcoming activities. It is not necessary to |

|their (its) properties. They use those properties to sort and classify different kinds matter and determine how |collect an exhaustive list of items but just enough to |

|each might be useful for our needs. Inform them that they will begin the study of matter by observing like a |supply appropriate items for the comparisons stated in |

|scientist. |steps 2 & 3. |

| | |

|Introduce the Engage activity Science Sleuths. |Students have been introduced to several properties of |

|Discuss what the word “sleuth” means. Inform students that as science sleuths, they will be conducting some |matter in Grade 2. This lesson expands on those |

|interesting investigations and gathering evidence about properties of matter. |concepts and can serve as a formative assessment of |

|Inform students that they and their partner(s) will be given a slip of paper with a secret property. They are to |student understanding. |

|keep their assigned property hidden from others in the class. | |

|Each group member should silently brainstorm and list, in his/her science notebook, items which possess the |Students will need to be in groups of 2–4 depending on |

|assigned property. Then, each member can circle several items on the list, which he/she can gather and bring to |class size. |

|class the next day. | |

|Students should then compare notes with their partner(s) and reach an agreement about which items they will bring|If you can provide paper bags for each student’s |

|that represent their property. Remind students to communicate with each other quietly and to not “give away” |collection, it will remind them of their homework |

|their secret property by saying it aloud. Encourage students to add items to their list that might stump their |assignment. Students will also be able to write the |

|classmates. |names of the items they plan to bring on the inside of |

|When students have reached agreement, they should raise their hand so their plan can be approved. |their bag. |

|Take up the secret property slips from students, and distribute paper bags for their homework collection. | |

|Students can record the items they plan to bring on the inside of their bag. |Alternative Approach to Science Sleuths Activity: If |

| |time is limited, or you have policies or conditions |

| |that prohibit homework, you can provide collections |

| |that possess the identified properties (See Teacher |

| |Resource Science Sleuth Materials.). |

|EXPLORE – Communicating Like a Scientist |Suggested Day 2 |

|Reflect on the previous introduction to matter and properties. |[pic] |

|In our last science class, you worked with your partner(s) to identify and gather various types of matter that |Materials: |

|share a common characteristic or property. |students’ secret property collections (see Advance |

|You will be given a numbered index card to display with your collection. |Preparation, 1 per pair) |

|I’d like you to arrange your group’s collected items on your table (desk) for the other students to observe and |index cards (any size, numbered, see Advance |

|examine. |Preparation, 1 per pair) |

| | |

|Distribute Handout: Science Sleuths: Part 1 - Observing and Communicating Like a Scientist. Review the directions|Attachments: |

|with the students. |Handout: Science Sleuths: Part 1 - Observing and |

|You and your partner(s) will be examining each group of items that has been collected and displayed by your |Communicating Like a Scientist (1 per student) |

|classmates. |Teacher Resource: Science Sleuths: Part 1 - Observing |

|Your task is to use your senses to gather information about each set of items and predict what property or |and Communicating Like a Scientist KEY |

|characteristic the items might have in common. | |

|Record your prediction for each set next to its matching number on your handout. |[pic] |

|You will then have an opportunity to test your prediction by listing an item which you think shares that common |Safety Notes: |

|property. |Students are not to use their sense of taste or put |

| |anything in their mouths. |

|Give students time to rotate through each station, record their predictions, and their test items. Safety Notes: |Depending on the objects displayed by the groups, you |

|Students are not to use their sense of taste or put anything in their mouths. Depending on the objects displayed |might also want to demonstrate and encourage wafting. |

|by the groups, you might also want to demonstrate and encourage wafting. | |

| |Instructional Notes: |

|Explain that, like scientists, they now have the opportunity to test their predictions and gather evidence to |If time permits, allow each group to sort their own |

|support their findings. |collection in a different way based on other |

|Beginning with collection number one, allow students to present their test item for verification. The owners of |properties. Let them share the results with the class. |

|that collection can respond with a “yes” or “no” to indicate if the test item matches their secret property. |For example, a collection might be sorted into |

|Repeat the procedure for every collection. |living/once living and non-living. |

|When all test items have been verified or refuted, elicit the class claims or final conclusions related to each | |

|collection. |[pic] |

|Discuss any discrepancies and instruct students to provide supporting evidence and rationales before revealing |Science Notebooks: |

|the targeted property. |Add handout to science notebook. Date the entry. |

| | |

|Students can record the actual characteristic or property on their handout. | |

| | |

|Follow up the activity with a discussion about which characteristics were easy to identify, which ones were more | |

|difficult, and why. | |

| | |

|The actual characteristics for the activity can be found on the Teacher Resource: Science Sleuths: Part 1 - | |

|Observing and Communicating Like a Scientist KEY. | |

|EXPLAIN – Classifying Like a Scientist |Suggested Day 3 |

|Summarize the Explore activity. |Attachments: |

|You have used your senses to gather information about several groups of objects/materials, and you have |Handout: Science Sleuths: Part 2 – Classifying Like a |

|determined what characteristic they have in common. |Scientist (1 per student and 1 to project) |

|Let’s learn more about how scientists classify matter (sort it into groups) based on some of these |Teacher Resource: Science Sleuths: Part 2 – Classifying|

|characteristics. |Like a Scientist KEY |

| | |

|Direct students’ attention to Handout: Science Sleuths: Part 2 – Classifying like a Scientist. Elaborate on each |Instructional Notes: |

|characteristic identified in Part 1. Note: The Teacher Resource: Science Sleuths: Part 2 – Classifying like a |Procedure # 2 is a variation on the List-Group-Label |

|Scientist KEY has some suggested answers to the guided discussion questions. |strategy. List-Group-Label is a method for building |

|What characteristic described all the items in Group 1? |vocabulary and categorization skills. In this |

|Are there any items in the other collections that share this same characteristic? |variation, the teacher is building the super and |

|What are examples of other colors that might be used to sort matter? |sub-categories with the students. The modeling and |

|How can color be important or useful for our needs? |sharing built into the strategy may expose students to |

|What characteristic described all the items in Group 2? |ideas and concepts beyond their experiential |

|Does your collection have any items that share this characteristic? |background. |

|What are some other ways to describe how an object feels? | |

|When would it be important for something to be rough? Smooth? |At this level, hardness encompasses the various ways in|

|What characteristic described all the items in Group 3? |which solid matter can experience a shape change |

|Do you have other items that you would classify as “soft”? |through the application of force. There are different |

|Can you think of other ways to describe the hardness of an object besides “soft”? |ways to test for hardness. This broad explanation will |

|When might it be important for something to be soft? Hard? |suffice until students are introduced to various tests |

|What property describes the items in Group 4? |and scales for hardness at later grades. |

|Are there any items in the other collections that are made of metal? | |

|What types of materials were used to make your pencil? |Metal is introduced here to serve as an introduction to|

|What are some other materials used to make things? |the property, magnetism, which will be investigated |

|What property describes the items in Group 5? |later in this lesson. |

|Do your collections contain anything you would group with liquids? | |

|How would you describe the state of water when it is frozen and becomes ice? |States of matter will be elaborated on in the upcoming |

|Do you know what word describes the state of water when it is heated and evaporates? |lessons. Students have been introduced to two states of|

|What characteristic describes the items in Group 6? |matter (solid, liquid) in Grade 2. These questions can |

|Are there other items in your collection that are cylindrical? |serve as a formative assessment regarding students’ |

|Why do you think these items were shaped like a cylinder? |prior learning. |

|What are some other shapes that might be used to describe objects? | |

|What property describes Group 7? |Students can put their secret property items back into |

|What other items in your collections smell or have an odor? |the bags. Save for the next two activities. |

|What are some other words that can be used to describe the way something smells? | |

|When might the odor of an object or material be important? |[pic] |

|What property describes Group 8? |Science Notebooks: |

|Do you have any items in your collections that are clear? |Add handouts to notebook. This would be an appropriate |

|What types of things need to be clear or transparent? |time to add words such as physical property and/or |

|Do you know any other words that can be used to describe objects based on how well we can see through them? |characteristic, texture, hardness, composition, |

| |transparency, odor, etc. to the glossary or word wall. |

|Summarize this part of the lesson by explaining that there are many other ways that these objects/materials could|Matter and states of matter will be reserved until |

|be sorted and described. Color, shape, odor, texture, hardness, composition, transparency, and state (or phase) |later in the unit after students have had more learning|

|are just some of the ways that scientists classify matter in order to learn more about it. |experiences with these concepts. |

| | |

|Reflect back on the “Doing Science” list from the Engage. Thinking about processes for simple descriptive | |

|investigations, list any of the additional processes that students were engaged in during the activity. Emphasize| |

|to students that they have just used many of the same skills that scientists/people use when they are “doing | |

|science”. | |

|Scientists can learn even more about matter by using tools and equipment to collect information or data. In these| |

|next activities, you’ll be able to gather more information about some other important properties of matter. | |

|EXPLORE/EXPLAIN – Magnetism as a Property |Suggested Days 4 and 5 |

|Use a recognizable magnet (horseshoe, magnetic wand) to pick up some magnetic counters or paperclips. Ask |[pic] |

|students how they would explain the behavior of the counters or paperclips. If needed, ask questions to review |Materials: |

|the tool and its connection to the upcoming activity. |magnet (horseshoe, wand, or bar, for demonstration, 1 |

|What is this tool called? Magnet |per teacher) |

|Where have you seen it used before? Answers will vary. |magnetic counters or paperclips (for demonstration, per|

|What property of matter do you think we will be investigating in this session? Magnetism |teacher) |

| |students’ secret property collections – from previous |

|Use the magnet and other selected objects to visually clarify the terms, attract, magnetic, and nonmagnetic. |activity |

| |teacher collection (see Advance Preparation, 1 per |

|Inform students that they will be investigating another property of some matter known as magnetism. |teacher) |

| |hula hoop or Venn circle floor chart (1 per teacher) |

|Place a hula hoop or chart paper with a large Venn circle on the floor. Make labels/picture for the inside and |card stock (for labels or pictures, 6–8 pieces per |

|outside of the Venn. See Teacher Resource: Investigation: Magnetic Attraction for an example. (The same Venn with|class) |

|different labels/pictures can be reused for the Sink or Float? investigation.) |chart paper (per class) – Optional |

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

|Distribute the secret property collections to student groups, and have them gather around the circle with their |magnets (small ring or magnetic strips, 1 per student |

|science notebooks. They should spread their items out in front of them, so others can see. Remind students that |or pair) |

|scientists wonder and ask questions. | |

|What question might be asked to learn more about the matter in our collections and magnets? Answers will vary. |Attachments: |

|What kinds of matter do magnets attract? Answers will vary; however, students have had the opportunity to learn |Teacher Resource: Investigation – Magnetic Attraction |

|magnetism about since Kindergarten. There are student expectations about magnetism in Grades K–2. |(teacher sample for science notebook entry) |

|What types of objects stick to magnets? Answers will vary. |Teacher Resource: Venn Diagrams: Magnetic |

| |Attraction/Sink or Float? |

|Using the Teacher Resource: Investigation – Magnetic Attraction as a guide, project the key question for the |Teacher Resource: The Three Kings of NIC (1 to project)|

|investigation, or write it on a chart. Students should also have the opportunity to record the question for the |Teacher Resource: No Magnets Allowed |

|investigation in their science notebooks. |Handout: Magnetic Properties (1 per student) |

| |Teacher Resource: Magnetic Properties KEY |

|Student groups can observe all the collections and discuss with their partners which items they predict will be | |

|attracted to a magnet (are magnetic). Students should formulate and record their prediction regarding a |[pic] |

|reasonable answer to the key question. Provide a sentence stem on the chart to help students get started. |Safety Notes: |

| |Do not drop or hit magnets on a hard surface. |

|In round-robin fashion, let each group select and place an item from their secret property bag they think is | |

|magnetic on the Venn diagram. As items are presented, students can list the objects and record their own |Keep magnets away from TV’s, radios, microwaves, |

|predictions in their science notebook. Once enough items have been placed in the Venn diagram, ask students a |computers, computer disks, video and cassette tapes, |

|question such as: |telephones, compasses, and credit cards. |

|How can we check our predictions? Use a magnet to test each object. | |

| |Instructional Notes: |

|Clarify and elaborate on the method needed for a fair test. For example, use the same magnet and same “tester”, |Keep magnets away from heat. Store magnets properly |

|perform the test in the same way for each item, and repeat to verify results. |with north and south poles together. Horseshoe magnets |

| |should be stored with their “keeper”. |

|Carry out the investigation. Based on the results, students can rearrange the items on the Venn and record their | |

|findings. If time permits, test any additional secret property items or teacher gathered items of interest. |When a magnet pulls another object, or another magnet |

|Summarize this activity: |towards it, we use the words attract, attracting, or |

|Based on the data you recorded, what have you learned about matter and magnetism? Guide students in formulating |attraction to describe that motion. Magnetic is used to|

|statements (claims) and evidence (data) to support their claims. Record them on the chart and in science |describe an object that is attracted to or sticks to a |

|notebooks. If not mentioned… |magnet. |

|Are all metals magnetic? No. Ask students to provide evidence. | |

| |This session addresses magnetism as a property. |

|Inform students that there is a story which might help them understand and remember some of the metals that are |Magnetism as a force will be addressed in Unit 04. |

|highly attracted to magnets. Read them the story on Teacher Resource: The Three Kings of NIC. | |

| |If students turn their notebooks sideways, they can use|

|Post the “No Magnets Allowed” signs around the room in the appropriate places. (Magnets should not be placed near|the red margin and lines to more easily make charts and|

|computer monitors or TV screens.) See the Teacher Resource: No Magnets Allowed. |tables. |

| | |

|To introduce the Magnetic Properties investigation, provide the following directions along with safety |What Kinds of Matter Do Magnets Attract? |

|precautions. |Object |

|Students can work individually or in pairs to locate eight items in the room which they predict have the property|Prediction (() |

|of magnetism. |Results (() |

|Avoid areas that have the No Magnets Allowed sign posted. | |

|Students are to record those items in their science notebook in words and/or drawings. | |

|When they have made their predictions, they will be given a magnet/magnetic strip which they can use to test |Will be |

|those eight items. |Will not be |

|Students should record the results ((,() in their science notebook. |Was |

|Finally, each student should individually complete the Handout: Magnetic Properties. |Was not |

|When all students have completed the activity, share the results as a class. | |

| | |

|The answers for the Handout: Magnetic Properties are provided on the Teacher Resource: Magnetic Properties KEY. | |

| | |

|Students can record any additional conclusions/reflections in their science notebooks. | |

| | |

|Conclude this session by asking: | |

|How is the property of magnetism useful in our everyday lives? Answers will vary. | |

| |[pic] |

| |Misconception: |

| |Students may think all metal objects are attracted to a|

| |magnet. |

| | |

| |[pic] |

| |Check for Understanding: |

| |The activities in the magnetism investigations can be |

| |used as formative assessments to determine student |

| |understanding and to guide instruction. |

| | |

| |[pic] |

| |Science Notebooks: |

| |Add the Academic Vocabulary: attract, magnetic, |

| |nonmagnetic, and magnet |

| |as verbal/visual definitions. |

| | |

| |Model the entry for this investigation. See Teacher |

| |Resource: Investigation – Magnetic Attraction KEY for a|

| |possible sample. |

|EXPLORE/EXPLAIN – Ability to Float or Sink in Water |Suggested Day 6 |

|Remind students that they have been classifying matter based on its properties, including whether it is magnetic |[pic] |

|or nonmagnetic. There is another characteristic that students may not have considered. Share a book on sinking |Materials: |

|and floating or discuss children’s experiences with sinking and floating. |book (about sinking or floating, 1 per teacher) – |

| |Optional |

|Make and use a KLEW chart (see Teacher Resource: KLEW Chart Sample: What Things Float? What Things Sink?) to |students’ secret property collections – from previous |

|record what students Know or think they Know about objects that float and objects that sink. Make note of |activity |

|students’ ideas and use demonstration items that challenge their misconceptions. |hula hoop or Venn circle floor chart (per class) |

| |card stock (for labels or pictures, 6–8 pieces per |

|Place the hula hoop or Venn chart, with the Float/Sink labels, on the floor. Set up the clear container of water |class) |

|so that it is accessible and visible. |markers (1 set per teacher) |

| |container filled with water (clear, plastic, 1 per |

|Distribute the secret property collections to the appropriate groups, and have students sit around the circle. |class) |

|Students should have their science notebooks. |drop cloth or newspaper (per class) |

| |cloth or paper towels (per class) |

|Inform student groups that they will have an opportunity to test two items from their collection. They should |pan balance (1 per teacher) |

|select one object they think will float in water and one they think will sink in water. Provide a sentence stem |measuring tape (cm, 1 per teacher) |

|to help them record both predictions. |teacher collection (of additional sink/float test |

|We predict that ________ will (float/sink) because _____________. |items, 1 per teacher) |

| | |

|Instruct students to record their predictions. |Attachments: |

|How can we check our predictions? Put each item into the container of water, and observe the results. |Teacher Resource: KLEW Chart Sample entitled: What |

| |Things Float? What Things Sink? |

|Clarify and elaborate on the method needed for a fair test. |Teacher Resource: Venn Diagrams: Magnetic |

|Important: Verbally and visually agree on what represents “sinking” and “floating”. Sketch the agreed upon visual|Attraction/Sink or Float? (from previous activity) |

|representations, and place them on the Venn. |Teacher Resource: Three Little Pigs Go Surfing (1 to |

|Discuss how objects will be placed in the container, how long the object will be allowed to stay in the water, |project) |

|and if items should be tested more than once. | |

| |[pic] |

|In round-robin fashion, let each group present its items. The class can list the items and make their own |Safety Notes: |

|predictions in their science notebooks. Then, test the two items, and place them in the appropriate place on the |Exclude any secret property items that should not be |

|Venn. |placed in water. Clean up any spills immediately. |

| | |

|When all objects have been tested and placed, conclude the activity with a question, such as: |[pic] |

|Were you surprised by any of the results? If so, why? Answers will vary. |Misconception: |

| |Students may think large objects sink and small objects|

|Use student results, measurement tools, and additional demonstration items, as needed, to address any |float. |

|misconceptions such as: | |

|large objects sink, small objects float (such as melon vs. marble) |Claims |

|heavy objects sink, light objects float (large candle vs. birthday candle) |Evidence |

| | |

|Return to the KLEW Chart and science notebooks. Students can use data (evidence) from the investigation to |I learned that __________. |

|confirm or refute their prior ideas and predictions about what things sink and float. |I know this because _____. |

|Claim: I learned that ______________________________________. | |

|Evidence: I know this because _____________________________. | |

| |[pic] |

|Encourage students to elaborate on their thinking: |Science Notebooks: |

|Are there any similarities among the items in the “float” group? Are there any similarities among the “sink” |The class can list the items and make their own |

|group? Students may suggest that wooden, plastic, soft, or even spherical items seem to float most of the time, |predictions in their science notebooks. |

|and metal objects tend to sink. Use their responses to record questions or wonderings on the KLEW Chart that | |

|could be investigated further. |Sink or Float? |

| |Object |

|Reflect on the Three Little Pigs story and the wise little pig who built his house of bricks. Project the Teacher|Prediction (() |

|Resource: Three Little Pigs Go Surfing. |Results (() |

|What do you think will happen to the wise little pig when he takes his brick surf board into the water? (It will | |

|sink.) | |

|Why it is useful in real life to know what types of things float and sink? Answers will vary. |Float |

|Although bricks were the best choice for building the house, which material would be best for a surfboard? Why? |Sink |

| |Float |

| |Sink |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|EXPLORE/EXPLAIN – Matter |Suggested Day 7 |

|Summarize the lesson activities so far: |[pic] |

|You have observed and explored many different properties that can be used to sort and classify matter. |Materials: |

| |pocket chart (or bulletin board, 1 per teacher) |

|Display a pocket chart or bulletin board with the Matter/Not Matter labels. Leave a space under the Matter label |labels (see Advance Preparation, 1 of each per class) |

|to add in the mass and space descriptors later. Show the students a list of things that are considered matter and|index cards (3”x5” size, 20–25 per class) |

|things that are not considered matter. Ask them for their help in sorting them. |markers (1 set per teacher) |

| |box (from copy paper box, one empty and one full) |

|Present the items one at a time for students’ consideration, explanations, and placement. Withhold judgment or | |

|teacher explanations and, if needed, make a “Not Sure” pile. |Attachments: |

| |Teacher Resource: Matter/Not Matter Card Sort Words |

|When an arrangement has been agreed upon, support discussion through questioning: | |

|What “rule” or reason did you use to decide if something is or is not matter? Allow all ideas, and support |Instructional Notes: |

|discussion among students as long as they are engaged and “on task”. |ELL Strategy: |

| |*Acting out or kinesthetically modeling concepts or |

|Explain that scientists have studied matter for hundreds of years and agreed upon their “rule” or definition for |vocabulary increases understanding and retention. |

|matter. |Reinforce the definition for matter using nonlinguistic|

| |representations. |

|As each part of the rule is presented, add the corresponding “takes up space” or “has mass” descriptor under the | |

|Matter label. Facilitate a discussion about Matter: |The terms heavier and lighter are descriptions of |

|For something to be called matter, it must take up space. |weight. However, since weight and mass are |

|Instruct students to press the palms of their hands together so there is “no space” between them. Then, have them|proportional, a heavier object has a greater mass than |

|pick up and hold their science notebooks pressed between their palms. |a lighter object. At this point, students can infer the|

|Does your science notebook take up space? (Yes) |relationship between mass and weight. These concepts |

|How can you tell? Students may say they can see that it does or explain that they can no longer touch their palms|will be elaborated on in Unit 04. |

|together because the science notebook is taking up space between them. | |

|Which takes up more space, your science notebook or your desk? Students can show the difference using the space |Kinesthetic Modeling: |

|between their palms. |Matter is anything (spread arms to indicate everything |

|*Use the action of palms together then moving apart to represent the concept of space. |around us) that takes up space (move palms together and|

|The other part of the rule says that for something to be classified as matter, it has to have mass. |apart) and has mass (arms as a seesaw or balance). |

|Mass is the amount of stuff in something. | |

| |[pic] |

|Have a student volunteer come to the front of the room and push or pull a paper box (empty) across the floor. |Misconception: |

|Then, have the same student try to push or pull the paper box (full of stuff) across the floor. |Students may think that a larger object has more mass |

|Which box is harder to move? Why? The full box. Students may say it is heavier; it has more stuff in it, etc. |(is heavier) than a smaller object. |

|Explain that the full box has more mass or stuff, so it is harder to move. | |

|If one object has more mass or stuff than another, will it be heavier? Yes, the heavier an object is, the greater|[pic] |

|its mass. |Science Notebooks: |

|What do you think would happen if we place the full box, the one with more mass, on one end of a balanced seesaw |Add the Academic Vocabulary: matter as a verbal/visual |

|and the empty box on the other end? The end with the full box will go down. Instruct students to use their arms |definition. |

|as a seesaw and demonstrate what the balance would do. *Use the action of arms as a seesaw to represent the | |

|concept of mass. | |

| | |

|Reiterate the rule or definition for matter, and reflect back on the students’ lists for Matter, Not Matter, and | |

|Not Sure. Encourage students to reflect on their previous ideas: | |

|Have any of your ideas changed? Accept all answers, and rearrange any items students agree on. Inform students | |

|they will have an opportunity to revisit the list again later. | |

| | |

|Explain that mass and space are both properties of matter that can be measured, and in the next session, they | |

|will use tools to measure matter like scientists. | |

|EXPLORE/EXPLAIN – Mass |Suggested Days 8 and 9 |

|Display a balance, and draw comparisons between the balance and a seesaw. Inform students that they will be using|[pic] |

|the balance to measure and learn more about the physical property of matter called mass. |Materials: |

| |pan balances (1 per group) |

|Distribute Handout: Order, Order and a set of materials to each group of 3–4 students. Present the scenario, and |film canisters (opaque, see Advance Preparation, 1 set |

|explain the activity. |per group) |

|You have been given some mystery samples of matter. As a scientist, your first task is to compare the mass of the|cubes (centimeter/gram, 25–50 per group) |

|different samples of matter. |gram stackers and/or brass mass sets (1 set per group) |

|You will take turns lifting the containers and placing the containers in order according to mass from the |objects (approximately a gram each, see Advance |

|lightest to the heaviest. |Preparation, per group) – Optional |

|Then, using a balance, you will compare the mass of the containers and record your findings. |chart paper (per class) |

| |markers (1 set per teacher) |

|When students have finished, facilitate a discussion about the investigation: |Matter/Not Matter pocket chart (1 per class) |

|How did your predictions compare with your results when using the balance? Students may discover that their sense|bottle of water (liter, unopened, 1 per group) |

|of touch did not match the results obtained when using the balance. Emphasize that we cannot always compare the | |

|mass of objects just by using our senses. |Attachments: |

| |Handout: Order, Order (1 per student) |

|Explain that, in order to compare their findings with other scientists, the numbers and units used to measure |Handout: Order, Order: Graphing Mass (1 per student) |

|must be indicated on the table or chart. The next activity will test their skills in measuring this property. |Handout: Measuring Mass EVALUATE PI (1 per student) |

| | |

|Explain that when scientists want to measure the mass of an object, they balance the object with units that have |Instructional Notes: |

|a known mass. |Not all centimeter cubes are gram cubes, such as the |

| |wooden Base 10 unit cubes. |

|Each group will need a balance, centimeter (gram) cubes, and gram stackers and/or brass mass sets. | |

| |Holding a referent for a standard unit of weight or |

|Instruct students to examine the gram stackers or brass sets to see if they find something written or stamped on |mass in one hand and holding the object to be measured |

|each one. |in the other hand, can assist students in making a good|

|What do think the letter “g”, stands for? (The letter ”g” stands for gram.) If students don’t provide this unit |estimate for weight or mass. |

|name, write it on a chart and tell them that the gram is a standard metric unit of mass.) | |

|Using your sense of touch, compare a 5 gram stacker (or brass mass) with a centimeter cube. |Modify the Matter/Not Matter pocket chart as agreed. |

|Which do you think has a greater mass, the cm cube or the gram stacker? Accept all answers. | |

|How many cm cubes do you think it will take to balance the mass of a 5 gram stacker? Answers will vary, but if |[pic] |

|students are using cm/gram cubes, then five cubes should be the same mass as a 5 gram stacker. |Misconception: |

| |Students may think that measurement is only linear. |

|If needed, review with students how to place the gram stacker on one side of the balance and cm cubes on the | |

|other side until they balance. Guiding questions could include: | |

|How many cm cubes did it take to balance the 5 gram stacker? 5 cm cubes | |

|If 5 cm cubes have the same mass as a 5 gram stacker, what is the mass of one cm cube? 1 gram | |

| | |

|Instruct students to check their calculations by predicting the number of cubes needed to balance a 10 gram | |

|stacker, 25 gram stacker, etc. Be sure students understand that these cm cubes have a mass of about 1 gram. | |

|What are some everyday objects that might have the mass of about 1 gram? A large paperclip, cotton swab, | |

|sweetener packet, Styrofoam™ ball, etc. | |

| | |

|Direct students’ attention to Section 3 of the Handout Order, Order. Students will work with their group to | |

|predict and then measure the mass of each sample using the gram stackers, cubes, and/or brass mass sets. | |

| | |

|Students can complete the Handout Order, Order: Graphing Mass with the data collected in Section 3. | |

| | |

|Debrief the previous activity by asking: | |

|Which sample had the least mass? | |

|Which had the greatest mass? | |

|Based on these observations, what are some everyday objects for which gram units would be an appropriate choice | |

|for measuring mass? Yo-yo, toy car, eraser, a piece of fruit, etc. | |

|What if we need to measure the mass of an astronaut? Would gram units be appropriate? Why or why not? No. Even | |

|though you could measure the mass of an astronaut with gram units, those units are very small when compared to | |

|the mass of an astronaut. | |

| | |

|Introduce the kilogram as a standard metric unit for measuring objects of greater mass. Write the word kilogram |[pic] |

|and the symbol kg on the board or chart paper. |Check for Understanding |

| | |

|Provide each group of students a kilogram mass—an unopened liter bottle of water. Students can take turns lifting|[pic] |

|the kilogram mass. |Science Notebooks: |

|Have you seen this type of water bottle before? Do you know how much water it holds? Students may reply that it |Add handouts to science notebook. Date the entry. |

|is a liter bottle of water. If not, show them the label or read the volume contents listed on the label. | |

|What do you know now about the mass of a liter of water? The mass of a liter of water is about one kilogram. | |

|(Students probably do not know this- so inform them of this measurement.) | |

|What are some everyday objects for which kilogram units would be an appropriate choice for measuring mass? An | |

|astronaut (human being), the full paper box, a bicycle, a backpack with books, cats, and dogs, etc. | |

| | |

|Summarize the lesson by directing students’ attention back to the “has mass” descriptor on the Matter/Not Matter | |

|chart. | |

|What tool have we used today that can help us gather more information about matter? A balance | |

|What property are we measuring when we use a balance? Mass or the amount of matter in an object | |

|What are two units we can use to measure mass? Gram, kilogram | |

| | |

|Use the descriptor “has mass” to verify or refute items in any category on the Matter/Not Matter chart. Modify or| |

|sort the items as agreed. | |

| | |

|Inform students that they will have an opportunity to learn more about their mystery samples in upcoming lessons.| |

| | |

| | |

|Distribute the Handout Measuring Mass EVALUATE PI. | |

|For item number one, students will work as a group to follow the directions using the balance and mass sets. | |

|From then on, students are to work individually to complete the remainder of the worksheet. | |

|EXPLORE/EXPLAIN – Volume |Suggested Days 10 and 11 |

|Fill a tall, slender, clear container to the brim with water. Place the container on a table where all students |[pic] |

|will be able to see it. Have a towel or paper towels available for any spills. |Materials: |

| |paper towels (for demonstration, per class) |

|Bring students’ attention to the demonstration set up at the front of the room. Show students the film canister |tray or bowl (shallow, for demonstration, 1 per class) |

|samples that they massed in the previous session. Hold one up (use one that will sink). |chart paper (for demonstration, per class) |

|Introduce the activity: |markers (1 set per teacher) |

|Predict what will happen when I place this canister into the container filled to the top with water. Accept all |film canister samples – from previous activity (for |

|answers. |demonstration, 1 set per teacher) |

|Carry out the demonstration. |containers (clear, for demonstration, see Advance |

|What did you observe? Dropping the canister into the container caused some of the water to overflow into the tray|Preparation, 3 per teacher) |

|below. | |

|Why do you think the water overflowed? Answers may vary, but students may suggest that there wasn’t enough room | |

|for both the water and the canister in the container; the canister takes up too much space, etc. Remind students | |

|that all matter takes up space. | |

|Is the canister matter? Yes | |

|Is the water matter? Yes | |

|What evidence do we have that both the canister and the water are matter? Both of them occupied or took up space | |

|inside the container. We’ve also already determined that the canister has mass. | |

| |interlocking cubes (for demonstration, see Advance |

|Provide some information to the students: |Preparation, about 100 cubes per teacher) |

|Both the water and this film canister of matter take up space. The canister and the water cannot be in the same | |

|space at the same time, so the canister forced some of the water out of the container, so it could occupy that | |

|space. | |

|As scientists, we can describe and learn more about matter by comparing and measuring the amount of space it | |

|takes up. We use the word “volume” to describe how much space an object/material takes up. | |

| | |

|Write the word volume on a chart or board. Beside it, write the definition: Volume is the amount of space that an| |

|object/material takes up. Volume is another property of matter. | |

| | |

|The volume of objects can be compared by finding out which holds more or takes up more space. Direct student’s |pourable material (such as water, rice, or sand, for |

|attention to the containers and the buildings made of cubes. Guide student understanding of the concept: |demonstration, per teacher) |

|How would you arrange the containers in order from “holds the least” to “holds the most?” |tray or bowl (shallow, for demonstration, 1 per |

|In your science notebook, record the letters of the containers from least volume to most volume to match your |teacher) |

|prediction. |ruler (cm, 1 per student) |

|How would you arrange the buildings in order from takes up the least space to takes up the most space? |cubes (cm, 25–50 per group) |

|In your science notebook, record the letters of the buildings from least volume to most volume to match your |eyedroppers (1 per group) |

|prediction. |medicine cups (graduated, mL,1 per group) |

| |chart paper (per class) – Optional |

|Instruct students to record their predictions. |markers (1 set per teacher) – Optional |

|How might we find out which of these containers holds the most (has the greatest volume)? Holds the least (has |cup of water (clear, 1 per group) |

|the least volume)? Answers will vary, but students should indicate that we can fill one of the containers with |capacity containers (see Advance Preparation, 1 per |

|water, or any other pourable matter such as rice, sand, etc., and pour that amount into the other containers to |group) |

|find out if the matter overflows, doesn’t fill the container completely, or is the same. |graduated cylinders (see Advance Preparation, per |

| |group) |

|Conduct the demonstration by using any pourable material. Ask students if they are surprised by the results. |beakers (see Advance Preparation) |

|Students can record the correct arrangement of containers, least volume to most volume, in their science |measuring cups (see Advance Preparation) |

|notebooks. |trays (1 per group) |

| |rice (approximately 1 cup, per group) |

|Continue with the cubical buildings. |resealable plastic bags (to hold rice, 1 per group) |

|How can we determine which building has the most volume, the least volume, etc.? Answers may vary, but some |measuring spoons or cups (metric, see Advance |

|students may suggest counting the cubes. |Preparation, per group) |

| |craft sticks (for leveling, 1 per group) |

|Inform students that since the buildings are made from identical sized cubes, the number of cubes in each |calculators (1 per group) |

|building can be used to compare the amount of space, or volume, that each building occupies. |Matter/Not Matter pocket chart – from previous activity|

| |(1 per class) |

|Give the three buildings to different students or pairs of students, so they can count the cubes. |paper (construction, large, 1 sheet per student) |

| |glue (sticks or liquid, per group) |

|Instruct students to record the correct arrangement of buildings, from least volume to most volume, in their |newsprint (1 sheet per student) |

|science notebooks. | |

|We’ve explored some ways to compare and order the volume of the containers and the buildings. Let’s explore some |Attachments: |

|tools that scientists use to measure that volume. |Handout: Building Volume: A Little at a Time (1 per |

| |group) |

|Provide a cm ruler and cube (cm) for each student. |Handout: Volume and Mass (1 per student) |

|What are the attributes or properties that make this a cube? Six square faces, 12 congruent edges, eight vertices|Teacher Resource: Volume and Mass KEY |

|Which attributes of this cube can be measured with the centimeter ruler? The edges—length, width, and/or height | |

| |[pic] |

|Instruct students to measure the edges using their cm ruler and report their findings. Explain that since every |Safety Notes: |

|edge of the cube measures one cm, it is called a centimeter cube. |All containers need to be plastic. Instruct students to|

| |report spills to the teacher for immediate cleanup. |

|Reflect back on the way students determined the volume of the “buildings”. Explain that we are often able to use| |

|cubic-shaped units, like cm cubes, to measure the volume or amount of space a solid figure occupies. Have |Instructional Notes: |

|students observe and examine their cm cube and describe the amount of space it takes up. |If students don’t mention the idea of taking up space, |

|Would the cm cubes be good cubic units for measuring the volume of this room? Why or why not? Explain that |provide some prompts such as what happens when they get|

|larger volumes are best measured with larger cubes. |into an inflatable swimming pool or a tub that is too |

| |full of water. |

|Explain that since this cm cube is already in the shape of a cube, we can say that it takes up one cubic | |

|centimeter of space. That is, its volume is one cubic centimeter. Record this for students to see and say. |Point out that the words “size”, “amount of space”, and|

| |“volume” are all names for the same thing. Using these |

|Distribute additional cm cubes, and ask each student to build a solid figure whose volume would be four cubic |words interchangeably will help students translate |

|centimeters. Compare and contrast the different shapes while reinforcing the idea that each one takes up the same|between the familiar and the new terminology. |

|amount of space. Repeat the process for a different volume. | |

|Why would you want to find the volume of an object? Have two different-sized gift boxes, coolers, suitcases, |Students will add “volume” to their science notebooks |

|drawers, toy boxes, and/or lunch boxes available to elicit discussion. Answers will vary. |later. For now, this is a written reference you can |

| |refer back to throughout the lesson. |

|Point out the fact that all the matter that students have measured so far appears to be solid. Let’s investigate | |

|some tools that scientists use to find the volume of liquids. |Capacity is a measure of the maximum volume of a |

| |container, whereas volume is a measure of the amount of|

|Give each group of students an eye dropper, a medicine cup with mL increments, and a cup of water. |space the matter inside the container is occupying. |

| | |

|Have them examine the cup to see if they can find the letters or numbers stamped on the side of the cup. |Encourage students to verbally describe their |

| |structures with numbers and units. |

|Explain that mL stands for a unit that can be used to measure volume, or the amount of space that matter takes |Show students how to level a dry measuring spoon or cup|

|up. Write the word milliliter and mL on a chart or board. Add the definition: “A milliliter is a unit for |to ensure a fair test. This activity could also be |

|measuring volume. The symbol for milliliter is mL.” |carried out with colored water and liquid measurement |

| |tools such as graduated cylinders. Additional safety |

|Instruct students to find the mL increments on the medicine cup and locate and count each tick mark from five to |precautions would be required. |

|thirty, etc. | |

| |Remind students to first estimate the milliliters in |

|Instruct students to take turns using the eye dropper to squeeze water into the medicine cup until they have |their container, then measure. They can use the |

|accumulated 10 milliliters. |calculator to enter the number of mL added each time |

|What might be measured in 10 mL amounts? Medicine; items for cooking such as spices, flavoring, or coloring; |before calculating the total. |

|Kool-aid or cocoa; dishwashing soap or fabric softener, etc. | |

| |[pic] |

|Point out that it would take a long time to count milliliters one at a time when measuring the volume of some |Misconception: |

|object or material. Show them graduated cylinders, beakers, and/or measuring cups with milliliter increments |Students may think that measurement is only linear. |

|while drawing attention to the increments and the measuring capacity of each one. Explain that scientists use | |

|these types of tools to measure volume. |[pic] |

| |Check for Understanding |

|Provide each group of 3–4 students one of the capacity containers, a bag of rice, a metric dry measuring spoon or| |

|cup, a craft stick for leveling, a calculator, and Handout: Building Volume: A Little at a Time. They will be |[pic] |

|working with their group to observe, make predictions, and carefully measure the volume with the items they have |Science Notebooks: |

|been provided. Students should record their predictions and measurements in their science notebooks. |Students can record the correct arrangement of |

| |containers, least volume to most volume, in their |

|Allow each group to report and compare the results of their investigations. Note any discrepancies between volume|science notebooks. |

|measurements of identical containers and repeat measurements as needed. | |

|Based on your observations today, would you want to use milliliters to measure the volume of water in a bathtub |If the Measurement handout was included during the |

|or swimming pool? No |science notebook set-up, this would be a good time to |

|What are some everyday things for which milliliters might be an appropriate choice for measuring volume? Answers |complete the section on “volume” on the chart. |

|will vary, but might include a cup of lemonade, medicine, ingredients in a recipe, etc. | |

| |Vocabulary and tools: volume, milliliter (mL), |

|Summarize the lesson by directing students’ attention back to the “takes up space” descriptor on the Matter/Not |graduated cylinder |

|Matter Chart. | |

|What property describes how much space something takes up? Volume | |

|What are two units we can use to measure volume? Cubic centimeters, milliliters – mL | |

| | |

|Use the descriptor “takes up space” to verify or refute items in any category on the Matter/Not Matter chart. | |

|Modify and sort as agreed. | |

| | |

|Revisit the introductory activity with the film canisters and container of water. Display the four identical film| |

|canisters. | |

|Can we say that these canisters are matter? Yes | |

|Does each one take up space? Yes. The same amount of space? Yes, they are identical in size. | |

|How could you demonstrate that each one takes up space? Submerge them in a container full of water, use our hands| |

|to show that each one takes up space, find the number of mL needed to fill each one. | |

|What did we discover about the mass of each of these canisters? The masses are all different. | |

| | |

|Conclude by stating that mass and volume are both properties of matter. However, volume measures the amount of | |

|space that matter takes up. Whereas, mass tells us how much stuff is in that space. We know that our film | |

|canisters all take up the same amount of space, but each one has a different amount of matter inside that space. | |

| | |

|Distribute Handout: Volume and Mass and a sheet of newsprint to each student. Explain the directions. Remind | |

|students that they are to work individually to complete the task. | |

|EXPLORE/EXPLAIN – Mixtures |Suggested Days 12 and 13 |

|Set out a selection of “trail mix” ingredients, clean cups and spoons, and clean metric measuring cups and | [pic] |

|spoons. List the available ingredients, and instruct students to select and record their two “favorites” in their|Materials: |

|science notebook along with the primary reason for each selection. Randomly ask a few students: |trail mix (selected ingredients, see Advance |

|Which two ingredients did you choose for your trail mix? Why did you choose those two items over all the others? |Preparation, per student) |

|Answers will vary. Connect their responses to the notion that those items possess favorable properties or |cups (bathroom-size, small, 1 per student) |

|characteristics that appeal to one of our five senses. |spoon (plastic, 1 per group) |

|Does each of those ingredients have other physical properties besides the ones that were mentioned? Yes. Briefly,|metric measuring spoons/cups ( ................
................

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

Google Online Preview   Download