Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
Science Grade 03 Unit 01 Exemplar Lesson 02: Science Sleuths: Properties Matter
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
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
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
3.5
Matter and energy. The student knows that matter has measurable 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.
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page 1 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
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 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 Indicators
Grade 03 Science Unit 01 PI 02
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.
Standard(s): 3.2B , 3.2D , 3.4A , 3.5A , 3.5D
ELPS ELPS.c.1C , ELPS.c.1E
Key Understandings
Matter has physical properties that can be observed and measured.
— How can matter be described and classified?
— What are some measureable physical properties of matter?
The physical properties of matter can determine how it is used.
— How do the properties of matter make it useful for our needs?
A mixture is a combination of two or more materials.
— What is a mixture?
— How can physical properties be useful in separating a mixture?
Vocabulary of Instruction
matter
physical property
texture
hardness
state or phase
odor
composition
transparent
attract
magnetic
non-magnetic
sink
float
mass
volume
mixture
Materials
bags (brown, paper, 1 per student)
reseable plastic bags
beads (glass, ¼­1/8 cup, per class)
beads (wax or plastic, ¼­1/8 cup, per class)
beakers (see Advance Preparation)
beans (¼ cup, per class)
book (about sinking or floating, 1 per teacher) – Optional
bottle of water (liter, unopened, 1 per group)
box (from copy paper box, one empty and one full)
calculators (1 per group)
card stock (for labels or pictures, 6–8 pieces per class)
chart paper
chart paper or overhead transparency (per class)
cloth or paper towels (per class)
coins (similar­size to washers, 2–3 per class)
containers (clear, for demonstration, see Advance Preparation, 3 per teacher)
containers filled with water (clear, 6–12 oz., 1 per group)
craft sticks (for leveling, 1 per group)
cubes (centimeter/gram, 25–50 per group)
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Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
cubes (cm, ¼ cup, per class)
cubes (cm, 25–50 per group)
cubes stackers (gram, per group)
cups (bathroom-size, small, 1 per student)
drop cloth or newspaper (per class)
eyedroppers (1 per group)
film canisters (opaque, see Advance Preparation, 1 set per group)
glue (sticks or liquid, per group)
graduated cylinders (see Advance Preparation, per group)
gram stackers and/or brass mass sets (1 set per group)
gravel (¼ cup, per class)
hand lens (1 per student)
hula hoop or Venn circle floor chart
index cards (3”x5” size, 20–25 per class)
index cards (any size, numbered, see Advance Preparation, 1 per pair)
interlocking cubes (for demonstration, see Advance Preparation, about 100 cubes per teacher)
labels (see Advance Preparation, 1 of each per class)
lids (metal, screw off, 2–3 per class)
lids (plastic, from water or milk jug, 2–3 per class)
magnet (1 per group)
magnet (horseshoe, wand, or bar, for demonstration, 1 per teacher)
magnetic counters or paperclips (for demonstration, per teacher)
magnets (small ring or magnetic strips, 1 per student or pair)
markers (1 set per teacher)
Matter/Not Matter pocket chart (1 per class)
measuring cups (see Advance Preparation)
measuring spoons or cups (metric, see Advance Preparation, per group)
measuring tape (cm, 1 per teacher)
medicine cups (graduated, mL,1 per group)
metric measuring spoons/cups (
newsprint (1 sheet per student)
objects (approximately a gram each, see Advance Preparation, per group) – Optional
pan balance (1 per teacher)
pan balances (1 per group)
paper (construction, large, 1 sheet per student)
paper towels (for demonstration, per class)
paperclips (metal, 10 per class)
paperclips (plastic, 10 per class)
pebbles (similar­size to cubes, ¼ cup, per class)
plates (paper or plastic)
pocket chart (or bulletin board, 1 per teacher)
pourable material (such as water, rice, or sand, for demonstration, per teacher)
rice (approximately 1 cup, per group)
ruler (cm, 1 per student)
safety goggles (1 pair per student)
sand (¼ cup, per class)
sieves, strainers, or screens
spoon (plastic, 1 per group)
stackers (gram, per group)
strainers or slotted spoons (1 per group)
students’ secret property collections (see Advance Preparation, 1 per pair)
teacher collection (of additional sink/float test items, 1 per teacher)
trail mix (selected ingredients, see Advance Preparation, per student)
tray or bowl (shallow, for demonstration, 1 per class)
tray or bowl (shallow, for demonstration, 1 per teacher)
trays (1 per group)
washers (metal, similar­size to coins, 2–3 per class)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
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page 3 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
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 pro
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: 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/E
Teacher Resource: PowerPoint: Mixtures
Handout: Family Connection: Investigating Product Claims (1 per student)
Resources
None Identified
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
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page 4 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
materials: iron filings, sand or gravel, water, and air. There will be sufficient discrepancy between the masses of air, water, and solidfilled 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.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Secret Property
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Let students Think-Pair-Share their ideas about the following question.
What do people do when they “do science"? Answers will vary. Record
student responses on chart or overhead transparency. Inform students they
will have an opportunity to add to the list as they “do science” in the first
lesson.
2. 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:
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Materials:
chart paper or overhead transparency (per
class)
markers (1 set per teacher)
bags (brown, paper, 1 per student)
Attachments:
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Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
Teacher Resource: Secret Property Cards
Teacher Resource: Science Sleuth Materials
Have you ever wondered what makes up everything around you?
For years, scientists have wondered and asked questions about the same
thing.
All the materials and objects around us are made of stuff called
matter.
All matter takes up space.
Safety Notes:
In the process of checking each group’s work, you may want to
3. Continue the discussion: Instruct students to refer to the list of objects they
could see, touch, or smell. (Select two items from the list above to fill in the
blanks below.)
make mental notes of items that you can supply to round-out
their collection. Also, check for safety issues and items that
should not be brought to class.
Which takes up more space: ___ or ___? Answers will vary based on the
Instructional Notes:
items chosen.
4. 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.)
Which would be harder to move: ___ or ___? Answers will vary based
on the items chosen.
That’s because _____ has more matter.
5. Discuss and clarify the term physical properties (characteristics that can be
observed with the senses or measured with appropriate tools). Everything in
the universe is made of matter. Fortunately, matter has many different
characteristics or physical properties which make it useful for our needs.
6. Explain that scientists learn more about materials and objects (matter) by
observing, describing, and identifying their (its) properties. They use those
properties to sort and classify different kinds matter and determine how each
might be useful for our needs. Inform them that they will begin the study of
matter by observing like a scientist.
The properties selected for the Secret Property Cards
highlight specific categories, which will be investigated in the
future sessions. After cutting the squares apart, fold them to
ensure secrecy.
This brief introduction to matter will be expanded on in the
upcoming activities. It is not necessary to collect an exhaustive
list of items but just enough to supply appropriate items for the
comparisons stated in steps 2 & 3.
Students have been introduced to several properties of matter
in Grade 2. This lesson expands on those concepts and can
serve as a formative assessment of student understanding.
Students will need to be in groups of 2–4 depending on class
size.
7. Introduce the Engage activity Science Sleuths.
Discuss what the word “sleuth” means. Inform students that as science
sleuths, they will be conducting some interesting investigations and
gathering evidence about properties of matter.
Inform students that they and their partner(s) will be given a slip of paper
with a secret property. They are to 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 assigned property. Then, each member
can circle several items on the list, which he/she can gather and bring to
class the next day.
Students should then compare notes with their partner(s) and reach an
agreement about which items they will bring that represent their property.
Remind students to communicate with each other quietly and to not “give
away” their secret property by saying it aloud. Encourage students to add
items to their list that might stump their classmates.
When students have reached agreement, they should raise their hand so
their plan can be approved.
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.
EXPLORE – Communicating Like a Scientist
If you can provide paper bags for each student’s collection, it
will remind them of their homework assignment. Students will
also be able to write the names of 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.).
Suggested Day 2
1. Reflect on the previous introduction to matter and properties.
Materials:
In our last science class, you worked with your partner(s) to identify
and gather various types of matter that share a common
characteristic or property.
You will be given a numbered index card to display with your
collection.
I’d like you to arrange your group’s collected items on your table
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students’ secret property collections (see
Advance Preparation, 1 per pair)
index cards (any size, numbered, see Advance
Preparation, 1 per pair)
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Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
(desk) for the other students to observe and examine.
Attachments:
2. Distribute Handout: Science Sleuths: Part 1 - Observing and
Communicating Like a Scientist. Review the directions with the students.
You and your partner(s) will be examining each group of items that
has been collected and displayed by your classmates.
Your task is to use your senses to gather information about each
set of items and predict what property or characteristic the items
might have in common.
Record your prediction for each set next to its matching number on
your handout.
You will then have an opportunity to test your prediction by listing
an item which you think shares that common property.
Handout: Science Sleuths: Part 1 Observing and Communicating Like a
Scientist (1 per student)
Safety Notes:
Students are not to use their sense of taste or put anything in
their mouths. Depending on the objects displayed by the
groups, you might also want to demonstrate and encourage
wafting.
3. Give students time to rotate through each station, record their predictions, and
their test items. Safety Notes: Students are not to use their sense of taste or
put anything in their mouths. Depending on the objects displayed by the
groups, you might also want to demonstrate and encourage wafting.
Instructional Notes:
If time permits, allow each group to sort their own collection in
a different way based on other properties. Let them share the
4. Explain that, like scientists, they now have the opportunity to test their
predictions and gather evidence to support their findings.
results with the class. For example, a collection might be
sorted into living/once living and nonliving.
Beginning with collection number one, allow students to present their test
item for verification. The owners of that collection can respond with a “yes”
or “no” to indicate if the test item matches their secret property.
Repeat the procedure for every collection.
When all test items have been verified or refuted, elicit the class claims or
final conclusions related to each collection.
Discuss any discrepancies and instruct students to provide supporting
evidence and rationales before revealing the targeted property.
Science Notebooks:
Add handout to science notebook. Date the entry.
5. Students can record the actual characteristic or property on their handout.
6. Follow up the activity with a discussion about which characteristics were easy to
identify, which ones were more difficult, and why.
7. 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
1. Summarize the Explore activity.
Attachments:
You have used your senses to gather information about several
groups of objects/materials, and you have determined what
characteristic they have in common.
Let’s learn more about how scientists classify matter (sort it into
groups) based on some of these characteristics.
2. Direct students’ attention to Handout: Science Sleuths: Part 2 – Classifying
like a Scientist. Elaborate on each characteristic identified in Part 1. Note:
The Teacher Resource: Science Sleuths: Part 2 – Classifying like a
Scientist KEY has some suggested answers to the guided discussion
questions.
What characteristic described all the items in Group 1?
Are there any items in the other collections that share this same
characteristic?
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Handout: 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
Instructional Notes:
Procedure # 2 is a variation on the List-Group-Label strategy.
List-Group-Label is a method for building vocabulary and
categorization skills. In this variation, the teacher is building
the super and sub-categories with the students. The modeling
and sharing built into the strategy may expose students to
ideas and concepts beyond their experiential background.
page 7 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
What are examples of other colors that might be used to sort
matter?
How can color be important or useful for our needs?
What characteristic described all the items in Group 2?
Does your collection have any items that share this characteristic?
What are some other ways to describe how an object feels?
When would it be important for something to be rough? Smooth?
What characteristic described all the items in Group 3?
Do you have other items that you would classify as “soft"?
Can you think of other ways to describe the hardness of an object
besides “soft"?
What property describes the items in Group 4?
Are there any items in the other collections that are made of metal?
What types of materials were used to make your pencil?
What are some other materials used to make things?
What property describes the items in Group 5?
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?
Do you know what word describes the state of water when it is
heated and evaporates?
What characteristic describes the items in Group 6?
Are there other items in your collection that are cylindrical?
Why do you think these items were shaped like a cylinder?
What are some other shapes that might be used to describe
objects?
What property describes Group 7?
What other items in your collections smell or have an odor?
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?
What property describes Group 8?
Do you have any items in your collections that are clear?
What types of things need to be clear or transparent?
Do you know any other words that can be used to describe objects
based on how well we can see through them?
At this level, hardness encompasses the various ways in
which solid matter can experience a shape change through
the application of force. There are different ways to test for
hardness. This broad explanation will suffice until students
are introduced to various tests and scales for hardness at
later grades.
Metal is introduced here to serve as an introduction to the
property, magnetism, which will be investigated later in this
lesson.
States of matter will be elaborated on in the upcoming
lessons. Students have been introduced to two states of
matter (solid, liquid) in Grade 2. These questions can serve as
a formative assessment regarding students’ prior learning.
Students can put their secret property items back into the
bags. Save for the next two activities.
Science Notebooks:
Add handouts to notebook. This would be an appropriate time
to add words such as physical property and/or characteristic,
texture, hardness, composition, transparency, odor, etc. to the
glossary or word wall. Matter and states of matter will be
reserved until later in the unit after students have had more
learning experiences with these concepts.
3. Summarize this part of the lesson by explaining that there are many other ways
that these objects/materials could be sorted and described. Color, shape, odor,
texture, hardness, composition, transparency, and state (or phase) are just
some of the ways that scientists classify matter in order to learn more about it.
4. 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
1. Use a recognizable magnet (horseshoe, magnetic wand) to pick up some
magnetic counters or paperclips. Ask students how they would explain the
behavior of the counters or paperclips. If needed, ask questions to review the
tool and its connection to the upcoming activity.
What is this tool called? Magnet
Where have you seen it used before? Answers will vary.
What property of matter do you think we will be investigating in this
session? Magnetism
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Materials:
magnet (horseshoe, wand, or bar, for
demonstration, 1 per teacher)
magnetic counters or paperclips (for
demonstration, per teacher)
students’ secret property collections – from
previous activity
teacher collection (see Advance Preparation, 1
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Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
2. Use the magnet and other selected objects to visually clarify the terms, attract,
magnetic, and nonmagnetic.
3. Inform students that they will be investigating another property of some matter
known as magnetism.
4. Place a hula hoop or chart paper with a large Venn circle on the floor. Make
labels/picture for the inside and outside of the Venn. See Teacher Resource:
Venn Diagrams: Magnetic Attraction for an example. (The same Venn with
different labels/pictures can be reused for the Sink or Float? investigation.)
per teacher)
hula hoop or Venn circle floor chart (1 per
teacher)
card stock (for labels or pictures, 6–8 pieces
per class)
chart paper (per class) – Optional
markers (1 set per teacher) – Optional
magnets (small ring or magnetic strips, 1 per
student or pair)
5. Distribute the secret property collections to student groups, and have them
gather around the circle with their science notebooks. They should spread their Attachments:
items out in front of them, so others can see. Remind students that scientists
Teacher Resource: Investigation – Magnetic
wonder and ask questions.
Attraction (teacher sample for science
What question might be asked to learn more about the matter in our
notebook entry)
collections and magnets? Answers will vary.
Teacher Resource: Venn Diagrams:
What kinds of matter do magnets attract? Answers will vary; however,
Magnetic Attraction/Sink or Float?
students have had the opportunity to learn magnetism about since
Teacher Resource: The Three Kings of NIC
Kindergarten. There are student expectations about magnetism in Grades
(1 to project)
K–2.
Teacher Resource: No Magnets Allowed
What types of objects stick to magnets? Answers will vary.
Handout: Magnetic Properties (1 per
student)
6. Using the Teacher Resource: Investigation – Magnetic Attraction as a
guide, project the key question for the investigation, or write it on a chart.
Students should also have the opportunity to record the question for the
investigation in their science notebooks.
Safety Notes:
Do not drop or hit magnets on a hard surface.
7. 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 Keep magnets away from TV’s, radios, microwaves,
should formulate and record their prediction regarding a reasonable answer to computers, computer disks, video and cassette tapes,
the key question. Provide a sentence stem on the chart to help students get
telephones, compasses, and credit cards.
started.
8. 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 predictions in
their science notebook. Once enough items have been placed in the Venn
diagram, ask students a question such as:
Instructional Notes:
Keep magnets away from heat. Store magnets properly with
north and south poles together. Horseshoe magnets should
be stored with their “keeper”.
How can we check our predictions? Use a magnet to test each object.
When a magnet pulls another object, or another magnet
9. Clarify and elaborate on the method needed for a fair test. For example, use
the same magnet and same “tester”, perform the test in the same way for each
item, and repeat to verify results.
10. 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. Summarize this
activity:
towards it, we use the words attract, attracting, or attraction to
describe that motion. Magnetic is used to describe an object
that is attracted to or sticks to a magnet.
This session addresses magnetism as a property.
Magnetism as a force will be addressed in Unit 04.
Based on the data you recorded, what have you learned about
If students turn their notebooks sideways, they can use the red
matter and magnetism? Guide students in formulating statements (claims) margin and lines to more easily make charts and tables.
and evidence (data) to support their claims. Record them on the chart and
in science notebooks. If not mentioned…
Are all metals magnetic? No. Ask students to provide evidence.
11. Inform students that there is a story which might help them understand and
remember some of the metals that are highly attracted to magnets. Read them
the story on Teacher Resource: The Three Kings of NIC.
Misconception:
12. Post the “No Magnets Allowed” signs around the room in the appropriate
places. (Magnets should not be placed near computer monitors or TV
screens.) See the Teacher Resource: No Magnets Allowed.
Students may think all metal objects are
attracted to a magnet.
13. To introduce the Magnetic Properties investigation, provide the following
directions along with safety precautions.
Last Updated 04/23/13
Check For Understanding:
page 9 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
Students can work individually or in pairs to locate eight items in the room
which they predict have the property of magnetism.
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 those eight items.
Students should record the results
in their science notebook.
Finally, each student should individually complete the Handout: Magnetic
Properties.
When all students have completed the activity, share the results as a class.
The activities in the magnetism investigations can be used as
formative assessments to determine student understanding
and to guide instruction.
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.
14. The answers for the Handout: Magnetic Properties are provided on the
Teacher Resource: Magnetic Properties KEY.
15. Students can record any additional conclusions/reflections in their science
notebooks.
16. Conclude this session by asking:
How is the property of magnetism useful in our everyday lives?
Answers will vary.
EXPLORE/EXPLAIN – Ability to Float or Sink in Water
Suggested Day 6
1. Remind students that they have been classifying matter based on its
properties, including whether it is magnetic or nonmagnetic. There is another
characteristic that students may not have considered. Share a book on sinking
and floating or discuss children's experiences with sinking and floating.
2. Make and use a KLEW chart (see Teacher Resource: KLEW Chart Sample:
What Things Float? What Things Sink?) to record what students Know or
think they Know about objects that float and objects that sink. Make note of
students’ ideas and use demonstration items that challenge their
misconceptions.
3. Place the hula hoop or Venn chart, with the Float/Sink labels, on the floor. Set
up the clear container of water so that it is accessible and visible.
4. Distribute the secret property collections to the appropriate groups, and have
students sit around the circle. Students should have their science notebooks.
5. Inform student groups that they will have an opportunity to test two items from
their collection. They should select one object they think will float in water and
one they think will sink in water. Provide a sentence stem to help them record
both predictions.
Materials:
book (about sinking or floating, 1 per teacher) –
Optional
students’ secret property collections – from
previous activity
hula hoop or Venn circle floor chart (per class)
card stock (for labels or pictures, 6–8 pieces
per class)
markers (1 set per teacher)
container filled with water (clear, plastic, 1 per
class)
drop cloth or newspaper (per class)
cloth or paper towels (per class)
pan balance (1 per teacher)
measuring tape (cm, 1 per teacher)
teacher collection (of additional sink/float test
items, 1 per teacher)
We predict that ________ will (float/sink) because _____________.
Attachments:
6. Instruct students to record their predictions.
How can we check our predictions? Put each item into the container of
water, and observe the results.
7. Clarify and elaborate on the method needed for a fair test.
Important: Verbally and visually agree on what represents “sinking” and
“floating”. Sketch the agreed upon visual representations, and place them
on the Venn.
Discuss how objects will be placed in the container, how long the object will
be allowed to stay in the water, and if items should be tested more than
once.
Teacher Resource: KLEW Chart Sample
entitled: What Things Float? What Things
Sink?
Teacher Resource: Venn Diagrams:
Magnetic Attraction/Sink or Float? (from
previous activity)
Teacher Resource: Three Little Pigs Go
Surfing (1 to project)
Safety Notes:
Exclude any secret property items that should not be placed in
water. Clean up any spills immediately.
8. In round-robin fashion, let each group present its items. The class can list the
items and make their own predictions in their science notebooks. Then, test the
two items, and place them in the appropriate place on the Venn.
Last Updated 04/23/13
Misconception:
page 10 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
9. When all objects have been tested and placed, conclude the activity with a
questions, such as:
Students may think large objects sink and small
objects float.
Were you surprised by any of the results? If so, why? Answers will
vary.
10. Use student results, measurement tools, and additional demonstration items,
as needed, to address any misconceptions such as:
large objects sink, small objects float (such as melon vs. marble)
heavy objects sink, light objects float (large candle vs. birthday candle)
Science Notebooks:
The class can list the items and make their own predictions in
their science notebooks.
11. Return to the KLEW Chart and science notebooks. Students can use data
(evidence) from the investigation to confirm or refute their prior ideas and
predictions about what things sink and float.
Claim: I learned that ______________________________________.
Evidence: I know this because ______________________________.
12. Encourage students to elaborate on their thinking:
Are there any similarities among the items in the “float” group? Are
there any similarities among the “sink” group? Students may suggest
that wooden, plastic, soft, or even spherical items seem to float most of the
time, and metal objects tend to sink. Use their responses to record
questions or wonderings on the KLEW Chart that could be investigated
further.
13. Reflect on the Three Little Pigs story and the wise little pig who built his house
of bricks. Project the Teacher Resource: Three Little Pigs Go Surfing.
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.
Although bricks were the best choice for building the house, which
material would be best for a surfboard? Why?
EXPLORE/EXPLAIN – Matter
Suggested Day 7
1. Summarize the lesson activities so far:
Materials:
You have observed and explored many different properties that can
be used to sort and classify matter.
2. Display a pocket chart or bulletin board with the Matter/Not Matter labels.
Leave a space under the Matter label to add in the mass and space
descriptors later. Show the students a list of things that are considered matter
and things that are not considered matter. Ask them for their help in sorting
them.
3. 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.
4. When an arrangement has been agreed upon, support discussion through
questioning:
pocket chart (or bulletin board, 1 per teacher)
labels (see Advance Preparation, 1 of each per
class)
index cards (3”x5” size, 20–25 per class)
markers (1 set per teacher)
box (from copy paper box, one empty and one
full)
Attachments:
Teacher Resource: Matter/Not Matter Card
Sort Words
What “rule” or reason did you use to decide if something is or is not Instructional Notes:
matter? Allow all ideas, and support discussion among students as long as ELL Strategy:
they are engaged and “on task”.
*Acting out or kinesthetically modeling concepts or vocabulary
increases understanding and retention. Reinforce the
5. Explain that scientists have studied matter for hundreds of years and agreed
upon their “rule” or definition for matter. Last Updated 04/23/13
definition for matter using nonlinguistic representations.
page 11 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
6. 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:
For something to be called matter, it must take up space. Instruct
students to press the palms of their hands together so there is “no space”
between them. Then, have them pick up and hold their science notebooks
pressed between their palms.
Does your science notebook take up space? (Yes)
How can you tell? Students may say they can see that it does or explain
that they can no longer touch their palms 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 between their palms.
*Use the action of palms together then moving apart to represent the
concept of space.
The other part of the rule says that for something to be classified as matter, it has to
have mass.
The terms heavier and lighter are descriptions of weight.
However, since weight and mass are proportional, a heavier
object has a greater mass than a lighter object. At this point,
students can infer the relationship between mass and weight.
These concepts will be elaborated on in Unit 04.
Kinesthetic Modeling:
Matter is anything (spread arms to indicate everything around
us) that takes up space (move palms together and apart) and
has mass (arms as a seesaw).
Misconception:
Students may think that a larger object has
more mass (is heavier) than a smaller object.
Mass is the amount of stuff in something.
Science Notebooks:
7. Have a student volunteer come to the front of the room and push or pull a
paper box (empty) across the floor. Then, have the same student try to push or Add the Academic Vocabulary: matter as a verbal/visual
pull the paper box (full of stuff) across the floor.
definition.
Which box is harder to move? Why? The full box. Students may say it is
heavier; it has more stuff in it, etc. 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 its mass.
What do you think would happen if we place the full box, the one
with more mass, on one end of a balanced seesaw and the empty
box on the other end? The end with the full box will go down. Instruct
students to use their arms as a seesaw and demonstrate what the balance
would do. *Use the action of arms as a seesaw to represent the concept of
mass.
8. 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.
9. 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
1. Display a balance, and draw comparisons between the balance and a seesaw.
Inform students that they will be using the balance to measure and learn more
about the physical property of matter called mass.
2. Distribute Handout: Order, Order and a set of materials to each group of 3–4
students. Present the scenario, and explain the activity.
You have been given some mystery samples of matter. As a
scientist, your first task is to compare the mass of the different
samples of matter.
You will take turns lifting the containers and placing the containers
in order according to mass from the lightest to the heaviest.
Then, using a balance, you will compare the mass of the containers
and record your findings.
Last Updated 04/23/13
Materials:
pan balances (1 per group)
film canisters (opaque, see Advance
Preparation, 1 set per group)
cubes (centimeter/gram, 25–50 per group)
gram stackers and/or brass mass sets (1 set
per group)
objects (approximately a gram each, see
Advance Preparation, per group) – Optional
chart paper (per class)
markers (1 set per teacher)
Matter/Not Matter pocket chart (1 per class)
page 12 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
bottle of water (liter, unopened, 1 per group)
3. When students have finished, facilitate a discussion about the investigation:
How did your predictions compare with your results when using the
balance? Students may discover that their sense 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)
Handout: Order, Order: Graphing Mass (1
per student)
Handout: Measuring Mass EVALUATE PI (1
per student)
4. Explain that, in order to compare their findings with other scientists, the
numbers and units used to measure must be indicated on the table or chart.
The next activity will test their skills in measuring this property.
5. Explain that when scientists want to measure the mass of an object, they
balance the object with units that have a known mass.
6. Each group will need a balance, centimeter (gram) cubes, and gram stackers
and/or brass mass sets.
7. Instruct students to examine the gram stackers or brass sets to see if they find
something written or stamped on each one.
What do think the letter “g”, stands for? (The letter ”g” stands for
gram.) If students don’t provide this unit 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.
Which do you think has a greater mass, the cm cube or the gram stacker? Accept all
answers.
Instructional Notes:
Not all centimeter cubes are gram cubes, such as the wooden
Base 10 unit cubes.
Holding a referent for a standard unit of weight or mass in one
hand and holding the object to be measured in the other hand,
can assist students in making a good estimate for weight or
mass.
Modify the Matter/Not Matter pocket chart as agreed.
Misconception:
How many cm cubes do you think it will take to balance the mass of a 5 gram
stacker? Answers will vary, but if students are using cm/gram cubes, then five cubes
should be the same mass as a 5 gram stacker.
8. If needed, review with students how to place the gram stacker on the 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
Students may think that measurement is only
linear.
Check For Understanding
Science Notebooks:
Add handouts to science notebook. Date the entry.
9. 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 a mass of about 1
gram? A large paperclip, cotton swab, sweetener packet, Styrofoam™ ball,
etc.
10. 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.
11. Students can complete the Handout Order, Order: Graphing Mass with the
data collected in Section 3.
12. 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.
Last Updated 04/23/13
page 13 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
13. Introduce the kilogram as a standard metric unit for measuring objects of
greater mass. Write the word kilogram and the symbol kgon the board or
chart paper.
14. Provide each group of students a kilogram mass—an unopened liter bottle of
water. Students can take turns lifting the kilogram mass.
Have you seen this type of water bottle before? Do you know how
much water it holds? Students may reply that it 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.
15. 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
16. 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.
17. Inform students that they will have an opportunity to learn more about their
mystery samples in upcoming lessons.
18. 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
1. Fill a tall, slender, clear container to the brim with water. Place the container on
a table where all students will be able to see it. Have a towel or paper towels
available for any spills.
2. Bring students’ attention to the demonstration set up at the front of the room.
Show students the film canister samples that they massed in the previous
session. Hold one up (use one that will sink). Introduce the activity:
Predict what will happen when I place this canister into the
container filled to the top with water. Accept all answers.
Carry out the demonstration.
What did you observe? Dropping the canister into the container caused
some of the water to overflow into the tray 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.
Materials:
paper towels (for demonstration, per class)
tray or bowl (shallow, for demonstration, 1 per
class)
chart paper (for demonstration, per class)
markers (1 set per teacher)
film canister samples – from previous activity
(for demonstration, 1 set per teacher)
containers (clear, for demonstration, see
Advance Preparation, 3 per teacher)
interlocking cubes (for demonstration, see
Last Updated 04/23/13
page 14 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
Advance Preparation, about 100 cubes per
teacher)
3. Provide some information to the students:
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.
4. 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.”
5. The volume of objects can be compared by finding out which holds more or
takes up more space. Direct student’s attention to the containers and the
buildings made of cubes. Guide student understanding of the concept:
How would you arrange the containers in order from “holds the
least” to “holds the most?”
In your science notebook, record the letters of the containers from
least volume to most volume to match your prediction.
How would you arrange the buildings in order from takes up the
least space to takes up the most space?
In your science notebook, record the letters of the buildings from
least volume to most volume to match your prediction.
6. Instruct students to record their predictions.
How might we find out which of these containers holds the most
(has the greatest volume)? Holds the least (has the least volume)?
Answers will vary, but students should indicate that we can fill one of the
containers with water, or any other pourable matter such as rice, sand, etc.,
and pour that amount into the other containers to find out if the matter
overflows, doesn’t fill the container completely, or is the same.
7. Conduct the demonstration by using any pourable material. Ask students if
they are surprised by the results. Students can record the correct arrangement
of containers, least volume to most volume, in their science notebooks.
8. Continue with the cubical buildings.
How can we determine which building has the most volume, the
least volume, etc.? Answers may vary, but some students may suggest
counting the cubes.
9. Inform students that since the buildings are made from identical sized cubes,
the number of cubes in each building can be used to compare the amount of
space, or volume, that each building occupies.
pourable material (such as water, rice, or sand,
for demonstration, per teacher)
tray or bowl (shallow, for demonstration, 1 per
teacher)
ruler (cm, 1 per student)
cubes (cm, 25–50 per group)
eyedroppers (1 per group)
medicine cups (graduated, mL,1 per group)
chart paper (per class) – Optional
markers (1 set per teacher) – Optional
cup of water (clear, 1 per group)
capacity containers (see Advance Preparation,
1 per group)
graduated cylinders (see Advance
Preparation, per group)
beakers (see Advance Preparation)
measuring cups (see Advance
Preparation)
trays (1 per group)
rice (approximately 1 cup, per group)
resealable plastic bags (to hold rice, 1 per
group)
measuring spoons or cups (metric, see
Advance Preparation, per group)
craft sticks (for leveling, 1 per group)
calculators (1 per group)
Matter/Not Matter pocket chart – from previous
activity (1 per class)
paper (construction, large, 1 sheet per student)
glue (sticks or liquid, per group)
newsprint (1 sheet per student)
Attachments:
Handout: Building Volume: A Little at a Time
(1 per group)
Handout: Volume and Mass (1 per student)
Teacher Resource: Volume and Mass KEY
10. Give the three buildings to different students or pairs of students, so they can
count the cubes.
11. Instruct students to record the correct arrangement of buildings, from least
volume to most volume, in their science notebooks.
We’ve explored some ways to compare and order the volume of the
containers and the buildings. Let’s explore some tools that
scientists use to measure that volume.
12. Provide a cm ruler and cube (cm) for each student.
What are the attributes or properties that make this a cube? Six
square faces, 12 congruent edges, eight vertices
Which attributes of this cube can be measured with the centimeter
Last Updated 04/23/13
Safety Notes:
All containers need to be plastic. Instruct students to report
spills to the teacher for immediate cleanup.
Instructional Notes:
If students don’t mention the idea of taking up space, provide
some prompts such as what happens when they get into an
inflatable swimming pool or a tub that is too full of water.
page 15 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
ruler? The edges—length, width, and/or height
13. Instruct students to measure the edges using their cm ruler and report their
findings. Explain that since every edge of the cube measures one cm, it is
called a centimeter cube.
Point out that the words “size”, “amount of space”, and
“volume” are all names for the same thing. Using these words
interchangeably will help students translate between the
familiar and the new terminology.
14. Reflect back on the way students determined the volume of the “buildings”.
Students will add “volume” to their science notebooks later.
Explain that we are often able to use cubic-shaped units, like cm cubes, to
For now, this is a written reference you can refer back to
measure the volume or amount of space a solid figure occupies. Have students
throughout the lesson.
observe and examine their cm cube and describe the amount of space it takes
up.
Would these be good cubic units for measuring the volume of this
room? Why or why not? Explain that larger volumes are best measured
with larger cubes.
15. 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.
16. Distribute additional cm cubes, and ask each student to build a solid figure
whose volume would be four cubic centimeters. Compare and contrast the
different shapes while reinforcing the idea that each one takes up the same
amount of space. Repeat the process for a different volume.
Ask:
Why would you want to find the volume of an object? Have two
different-sized gift boxes, coolers, suitcases, drawers, toy boxes, and/or
lunch boxes available to elicit discussion. Answers will vary.
17. 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.
18. Give each group of students an eye dropper, a medicine cup with mL
increments, and a cup of water.
19. Have them examine the cup to see if they can find the letters or numbers
stamped on the side of the cup.
20. Explain that mL stands for a unit that can be used to measure volume, or the
amount of space that matter takes up. Write the word milliliter and mL on a
chart or board. Add the definition: “A milliliter is a unit for measuring volume.
The symbol for milliliter is mL.”
Capacity is a measure of the maximum volume of a container,
whereas volume is a measure of the amount of space the
matter inside the container is occupying.
Encourage students to verbally describe their structures with
numbers and units.
Show students how to level a dry measuring spoon or cup to
ensure a fair test. This activity could also be carried out with
colored water and liquid measurement tools such as
graduated cylinders. Additional safety precautions would be
required.
Remind students to first estimate the milliliters in their
container, then measure. They can use the calculator to enter
the number of mL added each time before calculating the total.
Misconception:
Students may think that measurement is only
linear.
Check For Understanding
Science Notebooks:
Students can record the correct arrangement of containers,
21. Instruct students to find the mL increments on the medicine cup and locate and least volume to most volume, in their science notebooks.
If the Measurement handout was included during the science
count each tick mark from five to thirty, etc.
notebook set-up, this would be a good time to complete the
22. Instruct students to take turns using the eye dropper to squeeze water into the
medicine cup until they have accumulated 10 milliliters.
What might be measured in 10 mL amounts? Medicine; items for
cooking such as spices, flavoring, or coloring; Kool-aid or cocoa;
dishwashing soap or fabric softener, etc.
section on “volume” on the chart.
Vocabulary and tools: volume, milliliter (mL), graduated
cylinder
23. Point out that it would take a long time to count milliliters one at a time when
measuring the volume of some object or material. Show them graduated
cylinders, beakers, and/or measuring cups with milliliter increments while
drawing attention to the increments and the measuring capacity of each one.
Explain that scientists use these types of tools to measure volume.
24. 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
working with their group to observe, make predictions, and carefully measure
the volume with the items they have been provided. Students should record
their predictions and measurements in their science notebooks.
Last Updated 04/23/13
page 16 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
25. Allow each group to report and compare the results of their investigations. Note
any discrepancies between volume 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 or swimming pool? No
What are some everyday things for which milliliters might be an
appropriate choice for measuring volume? Answers will vary, but might
include a cup of lemonade, medicine, ingredients in a recipe, etc.
26. Summarize the lesson by directing students’ attention back to the “takes up
space” descriptor on the Matter/Not 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.
27. 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.
28. 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.
29. 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
1. Set out a selection of “trail mix” ingredients, clean cups and spoons, and clean
metric measuring cups and spoons. List the available ingredients, and instruct
students to select and record their two “favorites” in their science notebook
along with the primary reason for each selection. Randomly ask a few students:
Which two ingredients did you choose for your trail mix? Why did
you choose those two items over all the others? Answers will vary.
Connect their responses to the notion that those items possess favorable
properties or characteristics that appeal to one of our five senses.
Does each of those ingredients have other physical properties
besides the ones that were mentioned? Yes. Briefly, elicit some of
those observable properties and the sense(s) used to identify them.
2. Review previous learning:
In the last few weeks, you have been using your five senses to help
identify and classify objects based on their properties. We can
identify a certain type of matter by observing with our eyes,
touching, hearing, smelling (wafting), and tasting when instructed
by the teacher. Another way to identify matter is by measuring.
Last Updated 04/23/13
Materials:
trail mix (selected ingredients, see Advance
Preparation, per student)
cups (bathroom-size, small, 1 per student)
spoon (plastic, 1 per group)
metric measuring spoons/cups (
chart paper (per class)
markers (1 set per teacher)
hand lens (1 per student)
pan balance (1 per group)
cube stackers (gram, 25-50 per group)
stackers (gram, per group)
magnet (1 per group)
containers filled with water (clear, 6–12 oz., 1
per group)
strainers or slotted spoons (1 per group)
sieves, strainers, or screens (for separation of
rice and dried beans, 1 per group)
plates (paper or plastic, 1 per group)
page 17 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
3. Inform students that they will be using their knowledge of properties (those that
can be observed as well as measured) to create, describe, and separate an
edible mixture.
4. After students have washed their hands, 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.
5. Instruct students to “mix” the ingredients together well with their spoon. Write
the word mixture on a chart or board. Inform students they have just created a
mixture. “A mixture is a combination of two or more ingredients that can be
easily separated by some physical property.”
6. Instruct students to turn to a partner and take turns answering the following
questions about their partner’s mixture. Repeat the questions for each partner.
Is there more than one ingredient in your partner’s cup?
What ingredient(s) can you identify?
What unique properties helped you identify and name that
ingredient? Answers will vary.
7. Engage student thinking on methods of separation:
If you wanted to eat just one ingredient at a time, what property
could you use to identify and separate that ingredient from the
other one? Students may say color, size, texture, shape, odor. Stretch
their thinking beyond just the visual.
8. To extend their sensory experience, allow the students to eat their mixture and
show the Teacher Resource: PowerPoint: Mixtures. For each slide, ask the
following questions:
Is this a mixture? (Yes to all) What ingredients can you identify just
by observing their unique properties? What are the unique
properties that helped you identify (Pick one item.)? Answers will vary.
How is this different from (A can of just pecans, bowl of just lettuce, tray
of just sand, trash with just paper?) There is more than just one ingredient.
It is a mixture of nuts, vegetables, etc.
What other mixtures can you name? Answers will vary. Explain that just
about every object or material they can name is a mixture.
Slide 7: Why do you think this picture is in a presentation about
mixtures? Scientists, called chemists, love to create different combinations
of matter to discover new and useful materials.
9. After cleanup (discuss what can/cannot be recycled or reused), assign
students to groups and introduce the next investigation. Explain that their
group will need to use their knowledge of physical properties to measure,
create, and separate the ingredients they will be given. See Teacher
Resource: Instructions for Mixtures Matter Investigation KEY for materials
and procedures. Ensure that the Handout: Mixtures Matter Investigation
Directions is with the materials for the activity.
trays (see Advance Preparation, 4 per class)
bagged ingredient items (see Advance
Preparation)
resealable plastic bags (2 per tray)
coins (similar­size to washers, 2–3 per
class)
washers (metal, similar­size to coins, 2–3
per class)
rice (¼ cup, per class)
beans (¼ cup, per class)
cubes (cm, ¼ cup, per class)
pebbles (similar­size to cubes, ¼ cup,
per class)
lids (plastic, from water or milk jug, 2–3
per class)
lids (metal, screw off, 2–3 per class)
Attachments:
Teacher Resource: Instructions for
“Mixtures Matter” Investigation KEY
Handout: Mixtures Matter Investigation
Directions (1 per student)
Handout: Investigation: Mixtures Matter PI
(1 per student)
Teacher Resource: PowerPoint: Mixtures
Safety Notes:
Follow guidelines regarding use of food in the science
classroom, and note any student allergies to nuts, etc.
Students are not to put anything in their mouths unless
instructed by the teacher.
Instructional Notes:
Clarify with students what a “successful separation” looks like;
that is, each of the ingredients is returned to its original baggie
or has been placed on separate plates. Sieving and floating
methods of separation will necessitate the use of plates.
Depending on class size, having two sink/float containers
(with strainers or slotted spoons) and two sieve areas will
prevent congestion if multiple groups need to carry out their
separation plans at the same time.
Determine what materials can be reused and/or recycled.
10. Review the allowable senses (no tasting this time) that can be used to identify
properties. Then, introduce and review the various tools and equipment that
Check For Understanding:
can be used to gather more information about each ingredient. Elicit what types
of things might be observed or measured using each tool (hand lens, balance, Monitoring students during the investigation can provide an
magnet, clear container of water, sieve, strainer, or screen).
informal assessment of their ability to observe, identify, and
11. Distribute Handout: Mixtures Matter Investigation Directions, and go over
the steps that students will need to follow. It would be helpful to briefly model
the steps using two trail mix ingredients so that students can internalize the
procedures and ask any questions.
accurately measure properties of matter.
Science Notebooks:
Add handout to science notebook. Students should have the
The Handout: Mixtures Matter Investigation Directions explains the
procedure for this activity.
Last Updated 04/23/13
opportunity to turn to the page “Tools I will learn how to use”
and mark off the tools they have learned to use in the previous
page 18 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
Please read it carefully.
If you have question about an instruction, please raise your hand
and I will assist you.
activities.
12. Distribute the Handout: Investigation: Mixtures Matter PI (1 per student).
13. Meet to share and/or demonstrate results. Facilitate a discussion using the
following:
1) comparison of properties before and after the mixture is created
2) properties and methods used to separate the mixtures
3) efficiency of methods
4) mass measurements
14. If you were to mass the separated ingredients again, what do you think
you would find? They may realize that the mass measurements will not
change (with the exception of water absorption, etc.). Mass is conserved.
15. Conclude by discussing real world examples of mixing and separating: recipes,
coffee filters, recycling, separating iron from nonmagnetic metals, etc.
ELABORATE – Accuracy of Claims – Advertisements and Labels
Suggested Day 14
Time: approximately 10 minutes
Materials:
1. Ask students to share a few of their experiences with toy or food purchases
that were influenced by ads or commercials (good or bad).
2. Explain that toy or food companies make claims about their products that are
designed to attract children’s attention and sell their products.
What are some of the claims made by toy or food companies that you
have seen, read about, or heard? Answers will vary.
Handout: Family Connection: Investigating
Product Claims (1 per student)
Safety Note:
Emphasize the importance of adult supervision and wise
3. Remind students that claims must be supported by evidence (observations or
data gathered during a test or investigation).
safety practices.
4. Inform students that they have a chance to question a toy, electronic, clothing,
or food product’s claim, and put it to the test.
Instructional Notes:
5. Distribute and read together the Handout: Family Connection: Investigating Refer to link in the lesson resource section for more
Product Claims. Inform students that they will be given time to share the information related to these ideas.
results of their tests with the class over the next few weeks. Provide intermittent
class time during the next few weeks for brief sharing of results as students
TEKS Note: This activity targets the Scientific Process TEKS
complete the activity and return with their data and conclusions.
3.3B. Media literacy is also addressed in ELAR and Social
Studies TEKS.
EVALUATE – Performance Indicator
Suggested Day 14 (continued)
Grade 03 Science Unit 01 PI 02
Materials:
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.
Standard(s): 3.2B , 3.2D , 3.4A , 3.5A , 3.5D
ELPS ELPS.c.1C , ELPS.c.1E
Time: approximately 40 minutes
1. Decide if students will conduct Mixtures Matter in groups or individually. If
working individually, the student Handout: Investigation: Mixtures Matter PI
can be modified to say “I” rather than “we.” Students will follow the same
procedures and format for observing, identifying, measuring, and recording the
properties of the ingredients used to create and separate a mixture(s).
2. To verify the accuracy of student mass measurements, the teacher will need to
mass bagged ingredients.
Last Updated 04/23/13
hand lenses (1 per student)
pan balance (1 per group)
cube stackers (gram, 25-50, per group)
stackers (gram, per group)
magnet (1 per group)
containers filled with water (clear, 6–12 oz., 1
per group)
strainers or slotted spoons (1 per group)
sieves, strainers, or screens (for separation of
sand and gravel, 1 per group)
safety goggles (1 pair per student)
trays (see Advance Preparation, 4 per class)
plates (paper or plastic, 1 per group)
separately bagged ingredient items (see
Advance Preparation, per class)
page 19 of 49 Grade 3
Science
Unit: 01
Lesson: 02
Suggested Duration: 14 days
resealable plastic bags (several per
group)
sand (¼ cup, per class)
gravel (¼ cup, per class)
paperclips (metal, 10 per class)
paperclips (plastic, 10 per class)
beads (glass, ¼­1/8 cup, per class)
beads (wax or plastic, ¼­1/8 cup, per
class)
3. Goggles are recommended for those students who are creating, and
separating the sand and gravel mixture.
4. As a review before the students begin the Performance Indicator,
How can matter be described and classified?
What are some measureable physical properties of matter?
How do the properties of matter make it useful for our needs?
What is a mixture?
How can physical properties be useful in separating a mixture?
5. Share Performance Indicator rubric or expectations with students prior to
students beginning the assessment.
6. Answer any questions students may have regarding the assessment.
Last Updated 04/23/13
Attachments:
Handout: Investigation: Mixtures Matter PI
(re-copy, 1 per student)
page 20 of 49 Grade 3
Science
Unit: 01 Lesson: 02
Secret Property Cards
GREEN
1
ROUGH
2
METAL
(made of metal)
4
LIQUID
5
THINGS THAT SMELL
7
©2012, TESCCC
SOFT
3
CYLINDRICAL
(shaped like a
cylinder)
6
CLEAR
(see through)
8
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Science Sleuth Materials
The following are merely suggestions of items that might be used to supplement student collections
for each of the characteristics/properties listed on his or her Secret Property Cards.
GREEN
green leaf or herb
green, magnetic, rimmed
counter
can of 7 Up or Mountain
Dew
green dishwashing liquid
green, color tile
green cup or bowl
lime
green dish towel or cloth
green part of photo from
magazine or newspaper
ROUGH
rock
pinecone
emery board
gravel
burlap
Velcro®
Brazil nut
hair brush bristles
metal screw
shingle
SOFT
marshmallow
cotton ball
butter
fabric (soft)
stuffed animal (small)
packing peanut
play dough
pencil gripper
egg crate foam
METAL
LIQUID
CYLINDRICAL
(made of metal)
(plastic vials or containers)
(shaped like a cylinder)
(some items need to be magnetic)
penny
scissors
aluminum foil
steel nails
spoon
binder clip
metal button
metal cup
paper clip
milk
glue
vegetable oil
tempera paint
tomato sauce
corn syrup/honey
juice
safety thermometer (nonmercury)
ODOR
TRANSPARENT
(things that smell)
(clear, see through)
scratch and sniff stickers
scented marker
perfume
lemon
cheese
peppermint
scented hand wipe
flower
candle
incense
overhead transparency
hand lens
cling wrap
clear marble
clear plastic/acrylic counter
eyeglasses (lenses)
plastic baggie
sample size, glass jelly jar
or baby food jar (seal in a
baggie)
clear container/cup
transparent tape
©2012, TESCCC
05/23/12
pill bottle (clear)
lipstick
glue stick
film canister
tin can
candle
pencil
crayon
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Science Sleuths: Part 1 - Observing and Communicating Like a
Scientist
Examine the objects collected by other groups. Predict what characteristic or property the objects have
in common. List one test item that you think has the same property.
Group #
Observed
Predicted
Characteristic or
Property
My Test Item that
Shares the Same
Property
Test item
Correct?
Yes or No
Actual
Characteristic
or Property
1
2
3
4
5
6
7
8
Present your test items to find out if they support your prediction. Has this additional
evidence helped you discover the secret property?
©2012, TESCCC
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Science Sleuths: Part 1 Observing and Communicating Like a Scientist KEY
1 = green
2 = rough
3 = soft
4 = metal
5 = liquid
6 = cylinder
7 = smell
8 = clear
©2012, TESCCC
03/28/13
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Science Sleuths: Part Two – Classifying Like a Scientist
3. soft
1. green
2. rough
4. metal
8. clear
Classifying
Matter
6. cylinder
7. smell
©2012, TESCCC
5. liquid
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Science Sleuths: Part Two – Classifying like a Scientist KEY
Hardness
Color
1. green
red
blue
yellow
etc.
Texture
2. rough
smooth
jagged
bumpy
furry
etc.
3. soft
hard
firm
squishy
solid
etc.
Transparency
Composition
8. clear
transparent
see-through
cloudy
hazy
opaque
etc.
4. metal
cloth
paper
plastic
wood
clay
etc.
Classifying
Matter
Shape
Odor
7. smell
fragrant
rotten
sweet
fresh
odorless
etc.
©2012, TESCCC
6. cylinder
circle
square
cube
prism
cone
etc.
03/28/13
State/Phase
5. liquid
solid
gas
page 1 of 2
Grade 3
Science
Unit: 01 Lesson: 02
Suggested KEY for Guiding Questions in the Lesson
What characteristic described all the items in Group 1? The items were described as being green.
Are there any items in the other collections that share this same characteristic? Answers will vary. Explain:
One way to classify matter is by color. Record this property in the box.
What are examples of other colors that might be used to sort matter? (Red, blue, etc.) Let’s list those under
the property, color.
How can color be important or useful for our needs? Answers will vary. Traffic lights, quality of food, warning
or danger, etc.
What characteristic described all the items in Group 2? The items were rough.
Does your collection have any items that share this characteristic? Answers will vary. Explain: We can
describe matter by the way its surface feels. We call that property “texture”.
What are some other ways to describe how an object feels? Smooth, jagged, bumpy, furry, etc. Let’s list
those under texture.
When would it be important for something to be rough? Smooth? Answers will vary.
What characteristic described all the items in Group 3? Soft
Do you have other items that you would classify as “soft?” Answers will vary. Explain: How easily an item
can be scratched, dented, or reshaped can be described as its hardness.
Can you think of other ways to describe the hardness of an object besides “soft?” Students may need
some clues to help them generate adjectives such as “firm” as a watermelon, “solid” as bricks, “hard” as nails,
“squishy” as a marshmallow, etc. Let’s list those descriptions under the property “hardness”.
When might it be important for something to be soft? Hard? Answers will vary.
What property describes the items in Group 4? Metal or made of metal
Are there any items in the other collections that are made of metal? Answers will vary. Explain: Objects can
be described by the materials from which they are made or composed. Objects are often made or composed of
more than one kind of material.
What types of materials were used to make your pencil? Wood, metal, rubber, graphite, etc.
What are some other materials used to make things? Paper, cloth, plastic, rubber, clay, cotton, glass, etc.
Let’s list these under “types of materials” or “composition.”
What property describes the items in Group 5? Liquids
Do your collections contain anything you would group with liquids? Answers will vary. Explain: Most of the
matter on Earth appears in 3 states or phases. Water is liquid.
How would you describe the state of water when it is frozen and becomes ice? Solid
Do you know what word describes the state of water when it is heated and evaporates? Gas or water
vapor. Let’s list these under “states of matter”.
What characteristic describes the items in Group 6? Shaped like a cylinder or cylindrical
Are there other items in your collection that are cylindrical? Answers will vary. Explain: Another way to
classify matter is by its shape.
Why do you think these items were shaped like a cylinder? Answers will vary.
What are some other shapes that might be used to describe objects? Circle, square, hexagon, sphere, cube,
etc. Let’s list those under the category “shape”.
What property describes Group 7? Things that smell or have an odor
What other items in your collections smell or have an odor? Answers will vary. Explain: We can use odor to
describe matter.
What are some other words that can be used to describe the way something smells? Fragrant, sweet,
musty, fresh, rotten, stale, odorless, etc. Let’s list those in the category “odor”.
When might the odor of an object or material be important? Answers will vary.
What property describes Group 8? Things that are clear. Introduce the word transparent. Objects that are
transparent allow so much light to pass through that we can easily see or read through them.
Do you have any items in your collections that are clear? Answers will vary. Explain: We can classify matter
by how well we are able to see through it.
What types of things need to be clear or transparent? Answers will vary.
Do you know any other words that can be used to describe objects based on how well we can see
through them? Clear, see-through, cloudy, hazy, opaque, etc. Have several opaque and translucent objects for
comparison. Let’s list these under the category “transparency”.
©2012, TESCCC
03/28/13
page 2 of 2
Grade 3
Science
Unit: 01 Lesson: 02
Investigation: Magnetic Attraction
(Teacher Sample for Science Notebook Entry)
(Date of Entry)
Key Question: (What kinds of matter do magnets attract? OR What types of objects
stick to magnets?)
Prediction: I predict that ___________ (these objects or types of matter) will be
attracted to a magnet because___________________________________________.
Investigation and Data Gathering: (If students turn their notebooks sideways, they
can use the red margin and lines to more easily make charts and tables.)
(Title: What Kinds of Matter Do Magnets Attract? or Other)
Object to be Tested
Prediction ()
Will be
attracted
Will not be
attracted
Results ()
Was
attracted
Was not
attracted
Claims (statements of learning) and Supporting Evidence (data from investigation)
Claims
Possible responses
(I claim that not all metals are
attracted to magnets.)
(Objects made of paper, rubber, or
plastic are not magnetic.)
Evidence
Possible responses
(The penny, aluminum foil, etc.
didn’t stick to the magnet.)
(The paper towel, eraser, and plastic
cup didn’t stick to the magnet.)
Conclusions/Reflections: *Use Handout Check for Understanding: Magnetic or
Not for recording conclusions and reflections, or have students write conclusions and
reflections in their science notebooks.
(I learned that. . . , I was surprised by. . . ., I found out that. . . ., etc.)
©2012, TESCCC
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Venn Diagrams: Magnetic Attraction - Sink or Float?
ALL
MATTER
MAGNETIC
MATTER
FLOAT
(Place agreed upon
representation
here.)
©2012, TESCCC
SINK
(Place agreed upon
representation
here.)
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
The Three Kings of NIC
Story of the Three Kings of NIC
Once upon a time, there was a child named Mike who was fascinated with all metals that existed. He
liked the way each metal shined. Mike loved the way each metal conducted electricity. One day, he
discovered that some metals were magnetic and others were not. Mike decided to find out which
metals were magnetic, and he concluded that these metals would be the Kings of Metals. They would
be known as the Kings of Magnetism. He conducted his study and found out that nickel, iron, and
cobalt were the most common metals that were magnetic. Mike wanted to remember the Three Kings
of Magnetism, so he simply called them The Three Kings of NIC. He even made a chart to remember
them.
The Three Kings of Magnetism (NIC)
Nickel
Iron
 Steel
Cobalt
Mike also discovered that Iron had a son whose name was Steel. Mike noticed that Steel was
magnetic because Steel had Iron in it. Steel carried the characteristic of its father, Iron. These are the
most common magnetic metals.
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
03/28/13
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
No Magnets Allowed
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
03/28/13
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Magnetic Properties
1.
List the items you predicted were magnetic.
2.
What do you know about magnetism that helped you predict these
items?_________________________________________________________
_______________________________________________________________
3.
Which of the items you tested were magnetic?
4.
What type of material are magnetic items most likely made of?
o
o
o
o
5.
Aluminum, like foil
Iron, like a nail
Copper, like a penny
Brass, like a paper brad
Were you surprised by any of the results? Explain.______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
©2012, TESCCC
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
KLEW Chart Sample: What Things Float? What Things Sink?
TITLE OF INVESTIGATION
What do we
Know?
What are we
What is our
What are we
Learning? Evidence? Wondering?
Students share what they Statements of learning
know or think they know
Students make claims
about the topic.
about their learning
which can be supported
Serves as a formative
by evidence.
assessment of student
understanding to guide
the inquiry lesson
Students provide
supporting evidence
(observations or data
gathered during testing
or researching) for each
of their claims.
Teacher collects
questions heard during
investigations OR
asks for questions and
wonderings after class
discussions
These may become new
testable questions.
Teacher listens for
misconceptions.
©2012, TESCCC
05/30/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
THE
THREE
PIGS
STRAW
GO
SURFING
WOOD
BRICK
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
03/28/13
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Matter/Not Matter Card Sort Words
The following are merely suggestions of words that might be used for the
Matter/Not Matter Card Sort. Words can be printed on sentence strips or
index cards for the pocket chart or display.
rocks
water
apple
crayon
music
teacher
spoon
hand sanitizer
flower
imaginary friend
balloon
sound
air
moon
sand
notebook paper
heat
pudding
dog
honey/syrup
love
light
milk
feelings
salt
shadow
seed
dreams
candle
hair
thoughts
school building
sun
Pocket Chart or Display Set-Up for Word Sort
MATTER
NOT MATTER
(Leave this space open
for the labels “takes up
space” and “has mass”.)
©2012, TESCCC
05/30/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Order, Order
1. Use your sense of touch to order the samples from lightest to
heaviest. Record your predictions.
Record the letters of the containers from lightest to heaviest:
________
________
________
________
2. Use the balance to compare the samples. Record your results.
Record the letters of the containers from lightest to heaviest:
________
________
________
________
3. Predict the mass of each sample in grams, and measure to find
out the actual mass in grams. Record your results.
Samples
(lightest to
heaviest)
©2012, TESCCC
Estimated Mass
(grams)
05/23/12
Measured Mass
(grams)
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Order, Order: Graphing Mass
Color in the graph to show the mass of each sample.
_______
_______ _______
_______
Record samples in order from lightest to heaviest.
Samples in order from lightest to heaviest.
©2012, TESCCC
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Measuring Mass EVALUATE PI
1. Your group has been given a tower made of cubes. Break the tower
into two parts, and measure the mass of each part. Mass of Part One:
____________ Mass of Part Two:_____________ Put the tower back
together, and predict its total mass. _____________ Measure to check
your prediction. _____________________________ What do you
notice about the mass of the parts compared to the mass of the
whole?__________________________________________________
________________________________________________________
2. What tool would you use to find the mass of a rock? Mark your answer.
o Thermometer
o Ruler
o Balance
o Hand-lens
3. The pans on this balance are at the same height. Based on this
information, what is the mass of the ball? Mark your answer.
o
o
o
25
25
50
25 grams
50 grams
75 grams
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
04/02/13
page 1 of 3
Grade 3
Science
Unit: 01 Lesson: 02
4. An eraser has a mass of 29 grams. The pair of scissors has a mass of
52 grams. Which picture shows how the balance will look after you put
the items on the pans? Mark your answer.
o
o
o
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
04/02/13
page 2 of 3
Grade 3
Science
Unit: 01 Lesson: 02
5. Study the picture below.
50
25
What is the mass of the toy car? Mark your answer.
o More than 75 grams
o 75 grams
o Less than 75 grams
6. Challenge: A clay ball has a mass of 80 grams. Your teacher has
divided it into two parts to use in a science investigation. One part
measures 35 grams in mass. What is the mass of the other part?
______________________________________________________
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
04/02/13
page 3 of 3
Grade 3
Science
Unit: 01 Lesson: 02
Measuring Mass KEY
1. Answers will vary regarding the mass of the parts and the whole.
What do you notice about the mass of the parts compared to the mass
of the whole? Students should recognize that adding the mass of the
parts is equal to the mass of the whole.
2. What tool would you use to find the mass of a rock? Balance
3. The pans on this balance are at the same height. Based on this
information, what is the mass of the ball? 50 grams
4. An eraser has a mass of 29 grams. The pair of scissors has a mass of
52 grams. Which picture shows how the balance will look after you put
the items on the pans? The second picture choice is correct.
5. Study the picture below. What is the mass of the toy car? More than 75
grams
6. Challenge: A clay ball has a mass of 80 grams. Your teacher has
divided it into two parts to use in a science investigation. One part
measures 35 grams in mass. What is the mass of the other part? The
mass of the other part would be 45 grams. 80-35=45 grams
©2012, TESCCC
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Building Volume: A Little at a Time
Follow the directions below.
Use your science notebook to record all observations and work.
1. Draw the container.
2. How many milliliters of rice do you think the container will hold? Record your
prediction. __________ mL
3. How many milliliters does your measuring spoon/cup hold?
_____________ mL
4. Use your spoon/cup to fill the container with rice. Keep a record of the number of
spoons/cups needed to fill the container.
5. Use your calculator to find the total volume of your container in mL.
EXAMPLE:
Number
Milliliters
of spoons added each
used
time
1
15
2
15
3
15
4
15
5
15
Calculator: 15 + 15 + 15 + 15 + 15 = 75
Total Volume: 75 mL
©2012, TESCCC
05/23/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Volume and Mass
Fold your sheet of newsprint in half to make two sections.
Label one section “Mass” and the other section “Volume”.
Cut apart the squares below.
Glue each square in the appropriate section.
Mass
takes up
space
milliliters
mL
the amount
of matter in
an object
grams
g
kilogram
kg
There is not enough space.
©2012, TESCCC
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
Volume
The number of cubes is a
measure of __________.
03/28/13
heavy or
light
larger or
smaller
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Volume and Mass KEY
Fold your sheet of newsprint in half to make two sections.
Label one section “Mass” and the other section “Volume”.
Cut apart the squares below.
Glue each square in the appropriate section.
Mass
Volume
Mass
Volume
milliliters
mL
Mass
Volume
Mass
Mass
grams
g
Mass
Volume
©2012, TESCCC
heavy or
light
Volume
larger or
smaller
kilogram
kg
There is not enough space.
Volume
takes up
space
the amount
of matter in
an object
Volume
Volume
The number of cubes is a
measure of __________.
05/30/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Instructions for “Mixtures Matter” Investigation KEY
1. The purpose of this investigation is to:
a) allow students to apply their knowledge of properties within the context of mixtures and to
b) replicate the inquiry processes that has been introduced and modeled in the unit.
2. The following material suggestions encompass the concepts/skills that have been introduced
(properties related to mass, magnetism, sinking and floating, etc.) and allow you to formatively
assess students’ progress toward the final performance task.
3. Depending on class size, students should be allowed to work in groups of three to four. Having
two identical setups of each set of materials will allow for comparison and/or diversity of results.
4. Each tray should have hand lenses (1 per student) and two separately bagged ingredients
(resealable plastic bags). As you prepare the bags, keep in mind that students will be massing
each bagged ingredient separately, and then later combining the ingredients into one of the bags
for massing again. Although all of these mixtures can be separated manually, there are more
efficient (faster and easier) methods.
Tray One: Similar sized coins and metal washers (magnetic) OR similar sized overhead color
counters (regular and magnetic). These items can be easily separated with a magnet, but not
with a sieve or by sinking/floating. If using overhead counters, check to be sure they both sink.
Tray Two: Rice and dried lima beans. These items can be easily separated with the right sieve,
strainer, or screen. If needed, a sieve can be made by punching holes in the bottom of a butter
tub.
Tray Three: Centimeter cubes that float (base 10 wood and some plastic ones) and similar
sized pebbles.
Tray Four: Similar sized lids—such as plastic lids from gallon milk/water jugs and metal lids
from glass beverage or condiment bottles. Both magnetism and sinking/floating will work.
5. For management purposes, set up a magnet station, sink/float (with strainers or slotted spoons)
station, and sieve/strainer station with extra samples of the bagged items for students to test at
each station. That way they can move as needed to the testing areas and preserve the contents
and masses of their baggies. If balances are limited, students can take turns massing their
baggies while others are generating observable properties.
6. You may want to briefly model the steps using two trail mix ingredients so that students can
internalize the procedures and ask any questions before they get started.
©2012, TESCCC
03/28/13
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Mixtures Matter Investigation
Directions
1. List your two assigned ingredients on the graphic organizer.
2. Predict the mass for each of your bagged ingredients (bag included). Then, use a balance
and gram units to measure and record their actual masses. You may have to wait your turn
to use the balance.
3. Use senses (no tasting) and hand lenses to gather and record as many properties for each
ingredient as you can (color, size, shape, texture, and composition, etc.)
4. DO NOT use your bagged materials when testing for additional properties with magnets, a
sink/float tub, or sieves/strainers. Test a small sample of your ingredients provided at that
station.
5. When you have listed all the physical properties that can be observed and tested, carefully
transfer the contents of one bag into the other bag; seal the plastic bag, and mix the
ingredients together.
6. Predict the mass of the total mixture (including the extra empty bag). Then, mass and
record the results.
7. This might be a good place to stop and complete the first page of your Handout:
Investigation: Mixtures Matter before proceeding to the next steps.
8. Observe the contents of your mixture. Can you identify each ingredient and its unique
properties?
9. Based on your observations and tests, think about what property could be used to easily
and quickly separate your mixture back into the original ingredients. Record your prediction.
10. Discuss with your group how you will test your prediction to find out if it works. Signal your
teacher when your group has a plan.
11. Carry out your plan. Was your plan successful? Why or why not? What would you try next if
time allows?
12. Were you able to use the predicted property to separate your mixture? Record any claims
and evidence from your investigation.
13. What have you learned about properties and mixtures?
©2012, TESCCC
05/30/12
page 1 of 1
Grade 3
Science
Unit: 01 Lesson: 02
Investigation: Mixtures Matter PI
Date:______________
Key Question: How can physical properties help to identify and separate the ingredients in a mixture?
Observe and gather data:
Ingredient # 1:
Properties
Mass
Ingredient # 2:
Mass
Prediction
_______ grams (g)
Prediction
_______ grams (g)
Mass
_______ grams (g)
Mass
_______ grams (g)
Properties
Total Mass
(mixture with both bags)
Prediction
________ grams (g)
Mass
________ grams (g)
Can you use a number sentence to show
how the total mass compares with the
individual masses?
___________________
©2012, TESCCC
03/28/13
page 1 of 2
Grade 3
Science
Unit: 01 Lesson: 02
Investigation: Mixtures Matter
Observe the contents of your mixture. Can you still identify each ingredient and its unique properties?
Based on your observations and tests, think about what property could be used to easily and quickly separate
your mixture back into the original ingredients.
Prediction: We think that we can use the property, ________________________________________________,
to easily separate our mixture because __________________________________________________________
_________________________________________________________________________________________.
Plan: How will you test your prediction to find out if it works? Signal your teacher when your group has a plan.
Claims
We found out that we can/cannot separate our
Evidence
We know this because __________________________
mixture by ___________________________________ ____________________________________________
___________________________________________.
____________________________________________.
Conclusion: What have you learned about properties and mixtures?
©2012, TESCCC
03/28/13
page 2 of 2
Grade 3
Science
Unit: 01 Lesson: 02
Family Connection: Investigating Product Claims
Dear Family Member:
Our science class began this school year with a unit of study entitled: Investigating the Properties
of Matter. Throughout this unit, your child has learned to use the scientific processes to observe,
gather, and communicate information about a variety of objects and materials in our world. Within this
unit, students are expected to “draw inferences and evaluate the accuracy of product claims found in
advertisements and labels such as for toys and food". (TEKS 3.3B). This student expectation
provides a wonderful opportunity for your child to demonstrate what he/she has been learning and to
take beginning steps toward becoming a more informed consumer.
In class, we began discussions about students’ experiences with toy or food purchases that were
influenced by ads or commercials (good or bad). Students are aware that toy and food companies
make claims about their products that are designed to attract children’s attention and promote sales.
In addition, your child knows that claims should always be supported by evidence (observations or
data gathered during a test or investigation). With those things in mind, students have been given the
following challenge: Identify a toy or food product’s claim, and put it to the test. You can help your
child by supervising this task and ensuring his/her safety in the process of testing the
selected product.
The Challenge: Identify a toy or food product’s claim, and put it to the test.
Select a toy or food item (preferably one you already have at home).
Identify a claim that the company makes about their product. You can read labels or
advertisements, watch commercials, or look up your product on the internet to identify this claim.
Follow the scientific processes that you have been learning in class:
Question/Problem/Purpose. Identify the product claim and question you want to answer.
(Example: Do “Bigger Bubbles” really make bigger bubbles than the name brand?)
Prediction. Based on your experience and observations, make a prediction. (I think
__________ because ___________.)
Make a Plan/List the Steps. What steps will you follow to test the product claim? What
safety precautions need to be taken during testing? (1: Place the same amount of bubble
solution on a waterproof surface. 2: Use a straw to blow a bubble with each sample in the
same way. 3: Measure the distance across each bubble. 4: Repeat the test at least two more
times to see if the results are the same.)
Record Observations and Data. How will you organize your observations and data? Will you
use a T-chart, Venn diagram, or table? Will you use drawings, words, or both? (Make a table
to record and compare the measurements of each bubble for each test.)
Conclusions Supported by Evidence. Was your prediction supported by the evidence?
What can you conclude about the product claim? What evidence did you gather during
testing that supports your conclusion? (I learned that _________. I know this
because_________.)
©2012, TESCCC
03/28/13
Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for
science. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/index.html
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