Issuu on Google+

Half Hollow Hills CSD Science Department

GRADE: 3 UNIT: Matter Essential Question

What are observable and measureable properties of matter?

New York State Standards/Key Ideas:

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

New York State Performance Indicators: • Observe and describe properties of materials, using appropriate tools. • Describe chemical and physical changes, including changes in states of matter. • Observe and discuss objects and events and record observations. • Energy exists in many forms, and when these forms change energy is conserved.

Essential Questions: How are science and common sense related? How are scientific questions answered? What is matter? How and why does matter change? How do we measure matter? How are molecules arranged in different states of matter? How does the movement of the molecules explain the phase or state of matter? • How does change in temperature affect matter? • How do energy and matter relate? • • • • • • •


GRADE 3

Matter

Major Understandings:

Students will understand that:

• Matter takes up space and has mass. Two objects cannot occupy the same space at the same time. • Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. • Measurements can be made with standard metric units and nonstandard units. • Some properties of an object are dependent on the conditions of the present surroundings in which the object exists. For example: • Temperature/hot or cold • Lighting/ shadows, color • Moisture/ wet or dry • Matter exists in three states: solid, liquid, gas • Solids have a definite shape and volume • Liquids do not have a definite shape, but have a definite volume • Gases do not hold their shape or volume • Temperature can affect the state of matter of a substance. • Changes in the properties or materials of objects can be observed and described. • Energy exists in various forms: heat, electric, sound, chemical, mechanical, light. • Energy can be transferred from one place to another. • Some materials conduct energy better than others. (space shuttle experiment) • Energy and matter interact: water is evaporated by the sun’s heat; a bulb lights by means of electrical current; a musical instrument is played to produce sounds; dark colors absorb light, light colors reflect light.


GRADE 3

Matter

Students will know: • • • • • • • •

The definition of matter -takes up space and has mass. Mass is the amount of “stuff” that makes up an object. The state of matter depends on the movement of its molecules. The three states of matter are solid, liquid, gas. Different units of measurement are size, weight/mass, capacity, and volume. Temperature, light and moisture have an effect on matter. Objects can be described and observed and/or measured by their properties. Matter can undergo physical and chemical changes, for example, a burning piece of wood is a chemical change because the basic structure of the wood has changed. A broken pencil is physical change because only a property has changed. Energy is used to change matter.

Skills:

Students will be able to: • Use appropriate “inquiry and process skills” to collect data • Indicate materials to be used and steps to follow to conduct the investigation. • Describe how data will be recorded, for example charts, diagrams, journals, dates and times, etc. • Use the scientific method to investigate a problem, using appropriate language: problem, hypothesis, materials, procedure, observe and record (diagram and charts), conclusion and variable. • Identify the states of matter. • Observe and identify how matter changes, physically or chemically. • Use appropriate tools to measure mass. • Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate


GRADE 3

Resources:

• Third Grade Science Manual Trade Books: • Heinemann trade books: Solids, Liquids, Gases • SCIENCE ALL AROUND ME: Matter • Magic School Bus Series-- Joanna Cole Internet Resources: • www.nyescience.com • www.brainpop.com • www.yuckyscience.com • www.funbrain.com • www.learning planet.com

Matter


Half Hollow Hills CSD Science Department

Unit: Matter

Grade: 3

MINILESSON 1 What Is Matter? Activity: Are These Matter? ** Connect to Planetarium **

MINILESSON 2 Properties Of Matter United Streaming: Matter And Its Properties – Observing The Properties Of Matter; The Properties Of Matter Part 1

MINILESSON 3 Measuring Matter Activity: Mass Measurement United Streaming: Matter And Its Properties-Measuring Matter

MINILESSON 4 Three States Of Matter Activity: States Of Matter Worksheet; 3 States Of Matter Worksheet United Streaming: Properties of Matter Part 2; Matter And Its Properties – Exploring The Phases Of Matter

MINILESSON 5 What Does Water Look Like? (3 states of water) Activity: What Does Water Look Like Worksheet; Water Is A Special Matter

MINILESSON 6 Molecules In Three States Of Matter Activity: Solids, Liquids, Gases Worksheet; Molecules In Three States Of Matter; Molecules In Three States Of Matter Worksheet United Streaming: Matter And Its Properties – What Makes Up Matter; Common Properties Of Matter – Atoms, Elements, And States: Magic Schoolbus Meets Molly Cule

MINILESSON 7 States Of Matter Can Change United Streaming: Matter And Its Properties – Changes In Matter; The Magic School Bus Gets Ready, Set, Dough

MINILESSON 8 Heat & Change In States Of Matter Activity: Snowy Day Activity; Expanding and Contraction Activity United Streaming: Heat And Matter **Connect to Shuttle**

MINILESSON 9 Physical Changes In Matter United Streaming: Changes In The Properties of Matter – Physical And Chemical


MINILESSON 10 Chemical Changes In Matter Activity: Chemical Change United Streaming: Changes In The Properties of Matter – Physical And Chemical

MINILESSON 11 Changing States Of Matter In The Water Cycle Activity: Water Cycle Diagram United Streaming: The Water Cycle

MINILESSON 12 Insulators And Conductors **Connect to Shuttle**


Half Hollow Hills CSD Science Department

UNIT: Matter

Grade: 3

MINILESSON: Planetarium LEARNING OBJECTIVES Students will know… Everything in the universe (including the planets) is made of matter. Students will understand… All the planets have different properties based on the states of matter found within them. Students will be able to… Predict the state of matter of each planet based on videos, images, etc. MINILESSON PROCEDURE Required Materials Pictures of planets Required Background Information Knowledge of the three states of matter; what they look like, etc. Process & Procedure (How will you teach this lesson?) Class Discussion on the fact that all planets are made of some type of matter Prediction of the states of matter of each of the planets based on photographs Create a class generated list of questions about how matter affects the universe Suggested Reading

NOTES Planet slideshow on the district planetarium website ASSESSMENTS *All assessments should follow report card guidelines*


Half Hollow Hills CSD Science Department

UNIT: Matter Grade: 3 MINILESSON 6: Molecules in Matter LEARNING OBJECTIVES Students will know… That the arrangement of molecules within an object determines the state of matter.

Students will understand… All matter is made up of molecules. The molecules in a solid are packed tightly together. The molecules in a liquid are not packed as tightly as those in a solid. The molecules in a gas are spread far apart.

Students will be able to… Identify the states of matter based on the arrangement of molecules within an object.

MINILESSON PROCEDURE Required Materials Solids, Liquids, and Gases Sheet Molecules in Three States of Matter Sheet

Required Background Information Matter takes up space and has mass. Matter exists in three states; solid, liquid, and gas. Solids have a definite shape and volume Liquids do not have a definite shape, but have a definite volume Gases do not hold their shape or volume Everything around us is composed of different materials and takes on one of the states of matter. There is matter in the classroom today, outside, and even in places such as the grocery store. Matter is in everything that we see, breathe, and touch. Matter is broken into three states which include solids, liquids, and gases.

Process & Procedure (How will you teach this lesson?) Ask students if they can identify the different states of matter and examples for each. List suggested examples on the board under each state (wood-solid, air-gas, water-liquid). Teacher says: "Using our bodies, we are going to demonstrate how each state of matter is arranged. All of the objects in our world are made up of tiny particles called molecules. Molecules are the smallest part of an object that still has its properties." The teacher takes a piece of paper and tears it into small pieces. Ask the class what you have now. Continue doing this until you can barely see the piece. Is this still paper? It would represent a molecule of paper. Teacher says: "Let's see how these molecules are arranged in a solid." Draw on board - very close - move freely (yet are moving slightly). Have the students stand up and demonstrate with their bodies very close together. Try to walk through. Can I? No! Why? The molecules are too close and won't let you.


· Explain that a liquid is not as well organized. The molecules in a liquid take up a little more space, and have more movement because they have more energy. · Have the students demonstrate with their bodies apart slightly, with more movement. Now can I walk through? Yes! It's not easy, I have to slide past people etc. · Explain that a gas is very unorganized. The molecules have lots of energy, move all over the place and totally fill the room. The students should demonstrate this with their bodies apart, and moving. "Can I walk through easily?" Yes, there's all kinds of space.

• • •

Show “Molecules in the Three States of Matter” (as overhead, chart, or student handouts) Discuss & chart the similarities & differences in what they see in each circle (state of matter) Discuss why the pictures of the three states of matter “make sense” with your understanding of the definition of each of the states of matter

Suggested Reading

NOTES Suggested Activity: Marshmallow Molecules Materials: Shape Outline Sheet Mini Marshmallow Liquid Glue Activity: A follow up activity that can be done after the lesson is the Marshmallow Molecule. Give each student a copy of the shape paper and a cup of marshmallows. Using the marshmallows, have the students glue them onto the paper representing the molecules in each state. Discuss the fact that the molecules (marshmallows) are packed tightly together in a solid. In a liquid the molecules are not packed as tightly as those in a solid. The molecules in a gas are spread far apart.

ASSESSMENTS *All assessments should follow report card guidelines*


Half Hollow Hills CSD Science Department

UNIT: Matter

Grade: 3

MINILESSON 8: Heat and Change LEARNING OBJECTIVES Students will know… That the loss or addition of heat will cause matter to change states. Students will understand… That matter can undergo a state change. By adding and subtracting heat, the state of matter in altered. When heat is added, molecules expand. When heat is subtracted, molecules subtract. Students will be able to… Observe and identify how matter changes states. MINILESSON PROCEDURE Required Materials Ice cubes, Ziploc baggies, lab reports, The Snowy Day by Ezra Jack Keats Required Background Information All matter is made up of molecules. Molecules in a solid are packed tightly together. The molecules in a liquid are not packed as tightly as in a solid. The molecules in a gas are spread far apart. Process & Procedure (How will you teach this lesson?) Read the book, Discuss how the snowball changes and what is happening to the molecules. Elicit the fact that heat is causing the molecules to move apart and move quicker which is causing the snowball to melt or change from a solid state to a liquid state. Have students work with partners to generate ideas on ways to make ice cubes melt quickly. Then have partnerships pick one idea and have them time how long it takes to melt. When finished, students will record their data and complete the lab sheet. Then have partnerships come together and compare data. Discuss why some methods were more effective at melting than others. Reinforce how temperature affects the state of matter. Suggested Reading & Videos ~ The Snowy Day ~ Magic School Bus Gets Ready, Set, Dough ~ BBC Clips – Changing States NOTES ~ Use “States of Matter” lab form ~ Extend the lesson by allowing students to hypothesize about how to melt the ice cube the fastest or how to keep it in its solid state the longest. Have them test out their hypothesis. ~Extend the lesson by asking the students to explain or show how to turn the liquid water back into ice.


ASSESSMENTS *All assessments should follow report card guidelines*


Half Hollow Hills CSD K-5 Science Unit Assessment

UNIT: Matter Performance Level

GRADE LEVEL: 3

The performance level measures knowledge and understanding of the science concepts being taught in this unit. The following items should be considered when determining student performance level: Formal Assessments- tests, quizzes, graded assignments, labs & projects Informal Assessments- discussions, observations, trivia, journal

Measurable Skill

A student who consistently displays this skill will:

Uses Inquiry and observation skills to generate a hypothesis

• •

Applies skills: gathers, classifies, measures, and records data

Communicates scientific ideas effectively using content specific vocabulary

Makes generalizations, draws logical conclusions, analyzes and interprets data

• •

• • •

Sample Unit Indicator

Ask and answer “why” questions Observe, discuss, record and compare observations Formulate an educated guess or prediction (hypothesis) based on observations and background knowledge

Students will observe and record different types of matter

Contribute to the development of a plan to test their hypothesis Share and carry out the proposed plan; collect, measure and record data

Possible Experiments: • States of Matter Can Change • Measuring Matter • Physical Change • Chemical Change

Communicate their findings in a variety of ways Use science vocabulary appropriate for the level and unit Organize data in charts, tables, notes, or journals

Students will explain the water cycle through diagrams, writing, or other communication tools

Connect their findings to the real world Ask and answer “what if” questions Make predictions based on collected data Reword or rephrase explanations based on their own findings

Students will generate a list of what if questions relating to their study of matter

Students will “guess” what will happen when different types of matter are heated

Students will compare and contrast chemical and physical changes

Students will develop their own experiment to test a theory on matter and explain how this experiment relates to and extends the matter unit


Grade 3 matter unit