Grade 3 Science Unit Two Title Suggested Time Frame ​1st​ ​ and 2​nd​ Six Weeks 24 Days Matter and Energy ➢ Classifying Matter ➢ Changes from Heat ➢ Mixtures CISD Safety Net Standard: 3.5AB Big Ideas/Enduring Understandings ● Everyday objects can be classified as solids, liquids or gases. ● The state of matter can determine how we use objects and how they are contained. ● The states of matter can change when heat or cold is applied. Guiding Questions ● What are the differences between solids, liquids and gases? ● What are the physical properties of solids, liquids and gases? ● How does the addition or subtraction of heat affect solids, liquids and gases? Vertical Alignment Expectations *TEKS one level below* 2.2A ​ask questions about organisms, objects, and events during observations and investigations 2.2B​ plan and conduct descriptive investigations such as how organisms grow 2.3A ​identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat 2.3B ​make predictions based on observable patterns 2.5A ​classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid 2.5B ​compare changes in materials caused by heating and cooling 2.5C ​demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting 2.5D ​combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties *TEKS one level above* 4.2A ​plan and implement descriptive investigations, including asking well defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions 4.2E ​perform repeated investigations to increase the reliability of results 4.3A ​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 4.5A ​measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float 4.5B ​predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water 4.5C ​compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water Sample Assessment Question The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS 3.2BCDF, 3.4AB Knowledge and Skills with Student Expectations Process Skills: District Specificity/ Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. 3.2 Scientific investigation and reasoning​. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: (A)​ 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 (E)​ demonstrate that repeated investigations may increase the reliability of results Scientists use notebooks to record, organize and analyze observable and measurable data. Scientists repeat investigations for reliability. Questions and Stems: ● Why would results change in an experiment? ● What tools would be used to solve ___________problem? ● What technology could be used to solve _______problem? ● What conclusions do you observe while solving your problem? Teacher Notes: ● Students should practice selecting appropriate tools and or technology when solving problems Additional vocabulary that may be needed for understanding: Inference, Inferencia Observe, Observar Measure, Medir Reasonable, Razonamiento Pattern, patrón Evidence, Evidencia Interpret, Interpretar Reliability, Confiabilidad Results, Resultados Critique, Criticar Empirical evidence, Evidencia empirica Logical reasoning, Children’s Literature: Basher Science: Technology: A byte­sized world! by Simon Basher Classroom Critters and the Scientific Method Mad Margaret Experiments with the Scientific Method Activities: Scholastic Activities Experiment Graphic Organizer Websites: Lessons: STEMscopes Process Skills Primer­ 3rd Grade 20 Questions Inquiry Multiple Attempts Background/Extra Information: 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: (A)​ ​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 Scientists should use critical thinking to provide explanations by using empirical evidence, logical reasoning, and experimental observations. Questions and Stems: ● How does the experiment support the empirical evidence about matter? ● What could you conclude if the evidence does not support your hypothesis? ● Based on your observations in the experiment, what can you conclude on the changes to the gummy bear? Teacher Notes: ● Students should test, analyze and draw conclusions about the physical properties of matter. Additional vocabulary that may be needed for understanding: razonamiento lógico Experimental, experimental Observational, observacional Children’s Literature: Riddles, Riddles, Riddles Activities: Logic Puzzles Websites: Logic Games Lessons: Gummy Bear Lab STEMscopes Process Skills Primer­ 3rd Grade Background/Extra Information: Illustrated Guide to Home Forensic Science Experiments Subtopic: Classifying Matter 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: *CISD Safety Net* (A)​ measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float *Links to Readiness Standard *Bloom’s Level­ Applying and Remembering *CISD Safety Net* (B)​ describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and Students will be able to measure, test & record physical properties of matter such as temperature, mass, magnetism & sinking & floating. Questions and Stems: ● Why is it important to _____ (observe things and/or record data)? ● How is _____ the same as _____? ● How is _____ different than _____? ● How could you put these ________ into groups? ● How can the physical properties of matter be measured? ● Do we measure solids, liquids and gases the same way? ● What properties of matter cause an object to sink or float? ● How does magnetism affect different metals? ● How does temperature affect matter? ● How does matter change? ● What are the states of matter? ● How do changes determine how we use solids, liquids and gases? Teacher Notes: ● Scientists observe and record physical properties of matter. ○ temperature (Celsius) Physical property, propiedad física Matter, materia Mass, masa Magnetism, magnetismo Sink, hundirse Float, flotar Temperature temperatura Classify, clasificar Describe, Describir Solid, sólido Liquid, líquido Children’s Literature: What is the World Made of? All About Solids, Liquids and Gases by Kathleen Weidner Zoehfeld Change It!: Solids, Liquids, Gases and You by Adrienne Mason Floating and Sinking by Ellen S. Niz Activities: Matter Sorting Cards Liquid Race States of Matter Charades Newtonian Solid/Bartholomew and the Oobleck Websites: Brainpopjr—states of matter Brainpop—Changes in states of matter States of Matter video Matter Chatter Video Magnet Game gases take the shape of their container *Links to Supporting Standard *Bloom’s Level­ Understanding and Applying ●
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○ mass (metric units) ○ magnetism (teach only is it material magnetic or not; magnetism will be taught in the next unit) ○ ability to sink or float Students will show mastery of measurement skills. ○ Ensure students know the difference between observed and measured data. Students should choose and show how matter is contained and draw conclusions about the properties of matter based on how it is contained. Students should investigate changes in matter. Students should fully understand the properties of matter by measuring, testing and recording their findings. ­ Choose 5 to 6 objects and do a check­list on each of the listed properties ­ do these in stations. ­ Provide opportunities for students to group things using their own categories. Introduce the fact that you can solve a problem or answer a question through a systematic approach. This is not THE scientific method; there are many ways to investigate. A minimum of 3 models/examples should be used enabling different Gas, gas Lessons: Sink or Float Lesson/Experiment Background/Extra Information: Teacher Background Sheet modalities of learning teacher uses “think aloud” technique throughout the investigation use a variety of questions (both open ended and closed) both academic and informal science language should be used to develop appropriate vocabulary in context explicitly model the relationship between the question, materials, and steps in the investigation as well as the conclusion / learning that occurs as a result of the investigation. Students will be able to sort & describe samples of matter as solids, liquids & gases, as well as show how forms of matter are alike & different. Questions and Stems: ● What is your evidence that an object is a (liquid, solid, gas)? ● What are the differences between the states of matter? ● What are the attributes of each state of matter? Teacher Notes: ● Ask students to show evidence to support their ideas. ● Have students investigate a variety of objects to determine the attributes of the states of matter. (Let them determine the attributes of each state of matter). ● Students should be able to differentiate between the states of matter. Solids: ● molecules are close together ● minimal movement ● definite shape ● definite volume Liquids: ● molecules are farther apart than solids, but not as far apart as gases ● molecules move and flow past one another ● takes the shape of its container, has no definite shape on its own ● definite volume (50mL of water in a cup is the same as 50mL of water in a bowl) Gases: ● have kinetic energy and molecules are very far apart ● molecules are constantly in motion ● no definite shape ● no definite volume Additional vocabulary that may be needed for understanding: Subtopic: Changes from Heat 3.5 Matter and energy.​ The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and Students will be able to investigate how the state of matter will change with the addition or removal of heat. Questions and Stems: ● What will happen when you add or remove heat from _________? ● How would we record the data? predict heating cooling temperature Children’s Literature: Heat Changes Things by Michael Medearis used. The student is expected to: (C)​ predict, observe, and record changes in the state of matter caused by heating or cooling *Links to Supporting Standard *Bloom’s Level­ Evaluating and Remembering ● What evidence do you have to show if heat was added or removed? ● How does cooling cause matter to change state? ● What predictions can we make about the changes in states of matter? ● What causes melting? ● Do all substances melt at the same speed? ● What is the relationship between melting and freezing? Teacher Notes: ● States of matter change on a continuum from solid to liquid to gas or vice versa. Matter moves on its own continuum when temperatures are changed. ● Students should predict, observe and record changes in the states of matter. ● Students should investigate the change in state of matter in multiple objects. Examples: ice, chocolate, crayons, marshmallows etc. ● Connect each change to specific vocabulary that relates to adding or removing heat: Add heat ­ solids melt > liquids boil > evaporate into a gas Lose heat (cool) ­ gases condense > liquids freeze into a solid Change It!: Solids, Liquids, Gases and You by Adrienne Mason Activities: Websites: Sublimation Video with Dry Ice Lessons: Science Fusion­Just Add Heat, pgs. 120­123 STEMscopes­ ​heating/cooling Background/Extra Information: Teacher Background Sheet States of Matter Graphic Organizer Additional vocabulary that may be needed for understanding: condensation, thermometer, steam Subtopic: Mixtures 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: (D)​ explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips *Links to Supporting Standard *Bloom’s Level­ Remembering Students will be able to create mixtures, explain their properties, & show how they can be separated again. Questions and Stems: ● What is a mixture? ● How can we separate mixtures? ● What will we use to display and organize our data (a chart, graph, etc.)? Teacher Notes: ● Have students make and determine how to separate a variety of mixtures using different properties to separate. ● Give examples of a non­mixture (all the same substance, a solution, etc.). Create graphic organizers that display the data. ● gravel and sand ● sand and paper clips ● iron filing and salt ● soil ● pens and pencils ● contents of a trash can ● fruit salad ● sand and water Mixture Combine Separate Explore Children’s Literature: Mixing and Separating (Changing Materials) by Chris Oxlade Activities: Is it a Mixture? STEMscopes­ ​Recognizing Mixtures Websites: Lessons: Science Fusion, Lesson 6­​What are Some Changes to Matter, pgs. 127­140 Background/Extra Information: Teacher Background Sheet Additional vocabulary that may be needed for understanding: ingredient, substance