2012-13

__**Matter and Energy is a 4 Week Unit**__


 * During this Unit, we will also create an interactive bulletin board that can be used to reinforce changes in states of matter. :) Lara and Monica will create, your kids can view and add to it

September 17 - October 12

=Assessment:= Record pre-assessment and post-assessment data into common assessment chart.
 * 1.5A ** Classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture.
 * 1.5B ** Predict and identifychanges in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.

=Unit Vocabulary:= = = =**Unit 2: September 17th-21st:**= =How can we describe properties of matter?= Constitition Day : Monday, September 17th** This week we will be exploring matter by comparing balls and also exploring properties with various objects that are available in the first grade closet. Below are the lessons, demonstrations and student/teacher resources. - Reference STEMSCOPES

Lesson 1: ‍**ENGAGE**: Ball measurement activity - will be available 9/17
==== Key points:
 * How can we describe each?
 * How can we measure each?
 * How are they alike?
 * How are they different?
 * How can you order them from lightest to heaviest?
 * How can you order them from smallest to largest?

**Lesson 2: EXPLORE**: Properties of matter (gummy, balloon, popsicle exploration etc.)
Lara will create a data collection page that will go with this activity. (As seen in the picture - and print it for team) ==== ==== Classifying Matter Student Journal Page: ====
 * Materials ( In first grade closet) **
 * //Gummy worm (per student) //
 * //Frozen gummy worm (per student) //
 * //Frozen popsicle (per student) //
 * //Melted/melting popsicle (per student) //
 * //Deflated balloon (per student) //
 * //Inflated balloon (per student) (Does not have to be fully inflated, merely enough to show a change in shape, size, and texture.) //
 * //Primary balance (to measure mass in terms of heavier v. lighter) //
 * //3 Zip-loc bags //
 * Preparation **
 * Freeze a gummy worm and popsicle at least 24 hours before the lesson is presented. Boxed popsicles can be purchased at a store and brought to school; you can also make popsicles by using small plastic cups, fruit juice or water, and popsicle sticks.
 * Have primary balances on hand for students to determine the differences in the masses of the objects.

==== Can matter change? Student Guide: ====

**Lesson 3: EXPLAIN**: Classifying Matter Picture Vocabulary Cards (For teacher):
**EXPLAIN**: Student Journal Vocab Cards: Have kids glue words to science journal, they can draw a picture of something larger, heavier, smaller, lighter and also explore property, color, shape, and texture. Add Vocab Cards Here == **EXPLAIN**: Along with introducing vocab, you can also use the stemscopes interactive vocabulary game to better explain matter. It can be found on the stemscopes website under: Matter and then click on link under "EXPLAIN" section. Do this as a class on the projector screen. ==


 * Lesson 4: Elaborate **
 * Read Matter Book or watch United Streaming**
 * United Streaming "Properties of Matter: Part One" (17:00)**
 * Complete Video Response Log**

=‍Unit 2: September 24th -28th: How can we describe properties of matter? How does matter change?= = =
 * Lesson 1: Review Properties of Matter **
 * 1) Review properties of matter vocabulary words from last week.
 * 2) Read Property/Matter book: __ See team closet for books __.
 * 3) As a whole group, make anchor chart sorting and items by various properties. Model how to sort similar items together.


 * Textures:** (Soft vs. Rough) :Cotton Balls and Feathers vs. Sand Paper


 * Shapes:** (Sort Various Shapes): Various shaped blocks.


 * Size:** (Different Sized Balls): Small, Medium, Large (balls available in closet)


 * Color:** Bear Counters, Unifix Cubes, Color Tiles sort by color.

Lesson 2: Properties of Matter Scavenger Hunt: Evaluate
 * 1) Conduct a properties scavenger hunt. Teacher will give each table group an assortment of objects that have various properties. The table groups will then decide what property their items are going to be sorted by (texture, shape, size, color). Teacher will provide the groups with property placemats and the groups will decide on which properties their object(s) belongs to.
 * 2) After sorting items, table will record their findings in their science notebook.



[]

Lesson 3: (Two Days) : Evaluate Materials Needed: Old Magazines (appropriate for elementary school), Scissors, Glue, Manila Paper
 * 1) Each table will be given one property to search and find in their magazines. Teachers will designate what properties each table will hunt for. Students will create a property poster by gluing their pictures onto a large manila paper.
 * 2) After the posters are completed, each group will share to the class their findings.

magazines

Lesson 4:
 * 1) Watch: Discovery Learning/KLRU: Properties of Matter: Part I (20 min).[]
 * 2) Record information on video response sheet.


 * Unit 2: October 1st - 5th: Matter and Energy (cont.) **
 * How do scientists describe and classify matter? How does matter change? **

1. Read book introducing solids, liquids, and gas. Introduce students to various solids, liquids and gases that we see everyday. //Books are in team closet and recommended book list at bottom of page.//
 * Lesson 1: Engage **

2. Engage students by asking them to tell you what kinds of items they see and use everyday at their homes. Introduce the three states of matter.

What is matter? Matter is everything and everywhere. Matter is all the “stuff” in your room, in your classroom, in your backpack, in fact, you are matter! Scientists explain matter as every substance in the universe from the tiniest speck of dust to the largest star. Matter is anything that takes up space.There are three states or types of matter: solid, liquid, and gas. (Show “State of Matter” cards with an example.) All are made up of atoms and have mass. //To demonstrate a gas, blow up a balloon and let it fly around the room freely, just like a gas.//

3. List the items in three columns according to whether they are a **solid, liquid, or gas**. After the students have participated, ask the students what all of the items in each column have in common and label them. How are they different?



2. Optional Powerpoint t
 * Lesson 2: Explore: How can we describe and classify matter? **
 * 1.Complete ** “A Matter of Fact” ** classification worksheet. Students will cut out pictures and sort and glue into the appropriate categories. **
 * this can help you describe the three states of matter to your students or just help you brush up on states of matter terms :)**


 * 3. Review anchor chart from day one, add additional ideas as needed. **


 * 4. //Pose the question: Does matter change? Graph yes and no answers. Discuss with class. Ask students to provide evidence/thoughts as to their hypothesis.// **

Lesson 3: Explain**:

Optional Booklet to create: "The Ways Things Change" Print both pages and print double sided to have class create a booklet about how things change forms.





 * Lesson 4: Explain: How does water change when it gets colder? (temperature decrease) **
 * Day One: Freezing Ice Cubes Experiment **



Materials change when heated or cooled: Q: What are some observable changes when objects are cooled ? Q: How does freezing food cause it to change? Q: What happens to water when it freezes?
 * Key Understandings and Guiding Questions: **

Science Journal Page:

** Lesson 5 Continued: How does water change when it gets warmer? (temperature increase) **

 * Experiment Day: Matter can change, Melting Ice Cubes **

Materials change when heated or cooled: Q: What are some observable changes when objects are heated ? Q: What happens to an ice cube when it melts? Q: How fast can you melt an ice cube?
 * Key Understandings and Guiding Questions: **

1. Reveal water that was left in the freezer yesterday... was their prediction correct? How did the water change? What happened to it? 2. Today you will use these ice cubes (or new ones if preferred) to show how a solid (ice) can turn into a (liquid). 3. Distribute 1 ice cube in a Ziploc bag to tables groups. Assign or let children choose how each table group will try to make the ice melt. Possible methods include: Holding against body, putting in sun, setting on table, putting under lamp, pouring salt into the bag, etc. Be sure students record time to melt the ice cube and record findings on this journal sheet

and Graph using small graph: or large chart paper graph using ice cube chart markers: f OPTIONAL RECORDING PAGE FOR MELTING EXPERIMENTS: For more information visit: []
 * OPTIONAL EXTENSION/DEMONSTRATION EXPERIMENT**:

Make ice boats: []

Choose one of the following Science Videos: -Discovery Learning/KLRU Matter: Part II Liquids, Solids, Gases (17 min) - Discovery Learning/KLRU A First Look: Solid, Liquids, Gases (20 min) Have students fill out the video response sheet.
 * Additional Resources for Matter: **

- [|What Is the World Made Of? All About Solids, Liquids, and Gases (Let's-Read-and-Find-Out Science)] By: Kathleen Weidner Zoehfeld and Paul Meisel [|-Change it!] Experiments With Solids, Liquids, and Gases (True Books: Science Experiments)
 * Book Ideas: **

-Visit [] Click on "Change it" to see what happens when you put different item in the oven or freezer.
 * Interactive Computer Activities: **

‍3 States of Matter song:


=October 7th-11th: Heat Energy=

[] Great song and video!

Changes in Heat, use changes in heat cards to discuss students predictions of what will happen to materials other than water when heat is added. Have students record their findings in their science journals.
 * Lesson 1: **
 * Preparation**


 * 1) Copy the cards ahead of time. You can provide one copy per group and have students share.


 * Background for Teacher**

The application of heat can change the physical properties of substances in different ways. Some substances, such as chocolate or ice, change from a solid to a liquid. Other materials such as popcorn kernels will pop, changing shape. We can make predictions about the changes to each substance upon the application of heat.


 * Procedure**


 * 1) Ask students where they have seen something change due to the addition of heat.
 * 2) Have each group cut apart their cards and take turns predicting what will happen with each substance. Encourage creative and descriptive responses.
 * 3) Students can then answer the questions in the ‘Jigsaw’ portion of the activity, regrouping and coming up with group responses for each question.
 * 4) After reviewing responses lead into the Reflection questions.
 * 5) Introduce the Explore activity.

Teacher shows students slide show of heat change on Stemscopes website. Then, distribute heat change vocabulary cards for students to draw, label and put in journal. k
 * Lesson 2 **

[]
 * Lesson 3 **
 * __Watch Changing state video:__**

=Lesson 4=

Overview: Students will spray/pour water out on the cement (it may be most beneficial to do at the beginning of recess if needed). Students can draw a chalk outline around the puddle. Have them record an initial observation/drawing on the following journal page:
 * Evaporation:**

After sitting in the sun for an extended amount of time (10-15 minutes) have students go back to see what has changed. Record changes on this journal page:


 * 1) Ask your child: Has the puddle changed? How? Why has the puddle changed?
 * 2) Have your child use a different color chalk to trace the new outline of the puddle. Then have him record the time and, using a colored pencil that matches the new chalk outline, draw a new illustration of the puddle on the chart. (Note: Explain that he should try to record the information as accurately as possible. If the puddle on the sidewalk is smaller, the illustration on the paper should look smaller, too.)
 * 3) Have your child look over the information on their journal pages, and explain what he notices about the information he has collected. In general, he should notice that over time, the puddle got smaller and smaller, but basically stayed the same shape. Ask them to consider where the water went.
 * 4) Explain the science behind your child’s observations: With the sun’s heat, water turns from a liquid to a gas. The water in the puddle turned into tiny droplets of water called water vapor. It evaporated, and is now in the air. To **challenge** your child further, ask him to consider how puddle will be become filled with water again. (It will refill when it rains. This is called precipitation, and it happens when water vapor condenses in clouds and forms water droplets again.)

Option A : Make Butter in a jar Option B: Make ice cream in a bag
 * Lesson 5: **

Be sure that students record findings in science journal.

What state of matter is ice cream? (solid) What did we use to make it? (milk and vanilla – liquids and sugar and ice – a solid) What did we take away to change from liquid to solid? (took away heat with ice).
 * Check for understanding: **

Conduct Denture Cleaning Tablet Experiment.
 * Lesson 6: **

Denture cleaning tablets are in closet. Students will observe what happens to the tablet when it is dropped into a glass of water. What changes do you see occurring? (Color, gas bubbles form, tablet is dissolving, etc.) Have students draw what changes occurred in their science journals.

Hotdog different states activity. Teacher shows a frozen, unfrozen and cooked hotdog to the class. Students record their observations in their science journals. Discuss the differences in physical properties between the different hotdogs. What does adding heat do to change the hotdog? How does freezing the hotdog change it? What physical properties changed in each state?
 * Lesson 7: **

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