Grade 4 Science Unit Two Title Suggested Time Frame Matter and Energy ➢ Physical Properties of Matter ➢ Changes from Heat ➢ Mixtures and Solutions CISD Safety Net Standard: 4.5A Big Ideas/Enduring Understandings ● Matter has measurable physical properties, and those properties determine how matter is classified, changed, and used. ● Measurable physical properties of matter include size, mass, volume, temperature, ability to sink or float, and magnetism. ● Materials can change characteristics such as state of matter, color, and texture when heated or cooled. 1​st​, 2​nd​, 3​rd​ Six Weeks 30 Days ●
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Guiding Questions What is your definition of matter? What are physical properties? Can you describe the physical properties of a solid, liquid, or gas? How can these properties be measured? Can you compare and contrast the physical properties of matter? When heat is added to ice, what changes occur? When water vapor is cooled, what change occurs to the water molecules? What effect does insulating material have on the amount of ice that melts? Vertical Alignment Expectations *TEKS one level below* 3.5A measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float 3.5B describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container 3.5C predict, observe, and record changes in the state of matter caused by heating or cooling 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 *TEKS one level above* 5.5A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy 5.5B identify the boiling and freezing/melting points of water on the Celsius scale 5.5C demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and 5.5D identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water Updated May 2016 Sample Assessment Question Which of the following is not a state of matter? A. Liquid B. Melting point C. Gas D. solid Josh wants to separate a mixture of sugar, sand, and water. Which is the best method? A. Filter out the sugar; then evaporate the water. B. Filter out the sand; then evaporate the water. C. Evaporate the water; then use a magnet to collect the sand. D. Use a magnet to collect the sugar; then filter out the sand. 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 4.2 CD, 4.3AD, 4.4A Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Process Skills: 4.2 Scientific investigation and reasoning.​ The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: Embed these process skills when teaching matter and energy. There is a series of simple experiments for testing volume, density, temperature, and magnetism in: Science Fusion Unit 3 pp. 116 ­ 123. data metric system inference reliability results inquiry investigation Children’s Literature: Activities: Websites: Lessons: STEMscopes­ Process Skills Primer­ 4th Grade Updated May 2016 (A)​ plan and implement descriptive investigations, including asking well­defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions (E)​ perform repeated investigations to increase the reliability of results (F)​ communicate valid, oral, and written results supported by data Background/Extra Information: Physical Properties, propiedades físicas classify, ​clasificar matter, ​materia Mass, ​masa solid, ​sólido Children’s Literature: Subtopic: Physical Properties of Matter 4.5 Matter and The student will learn how to classify energy.​ The student matter with appropriate tools, as needed. knows that matter has measurable physical Questions and Stems: properties and those ● What are the physical properties of properties determine matter? ​
how matter is ● How do our senses aid in finding the classified, changed, and properties of matter? used. The student is ● How can we measure physical expected to: properties of matter? ​
● What words can we use to compare *CISD Safety Net* two types of matter? What’s the Matter in Mr. Whisker’s Room? by Michael Elsohn Ross Me and My Senses by Joan Sweeney Activities: Updated May 2016 (A) ​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 ● How do we determine what properties of matter an object has? ● What tools can be used to measure the properties of matter? ● How do we use tools to measure certain properties? Teacher Notes: ● Teach the use of each tool as *Links to Readiness students use them in direct Standard investigations. *Bloom’s Level­ ○ Scales Analyzing ○ Thermometers ○ Magnets ○ Beakers ● Properties of Matter: ○ Size: length ○ Mass­ mass vs. weight ○ Volume (introduced in 4th grade) ○ States of Matter­ review solid, liquid, and gas as you use these states to classify ○ temperature (Celsius) ○ Magnetism ○ Ability to sink or float Subtopic: Changes from Heat 4.5 Matter and The student will learn how different energy.​ The student materials react to temperature changes. knows that matter has measurable physical Questions and Stems: properties and those ● What will happen to ________ ​
properties determine when heat is added/removed? how matter is ● When heat is added to ice, what classified, changed, and changes occur? used. The student is ● When ice water is added to a glass, expected to: what changes occur? liquid, ​líquido gas, ​gas magnetism, magnetismo magnet, ​imán float, ​flotar sink, ​hundirse temperature, temperatura Websites: Mass vs Weight Song Matter Game Solids, Liquids and Gases Lessons: That's My Bag!​ Students use their senses to determine objects in a bag. STEMscopes 4.5A Classifying Matter Contains several lessons where students can experiment with weight, sink/float, magnetism etc. Background/Extra Information: Teacher Background heat, ​calor cooling, enfriando melting, derritiendo freezing, congelando Children’s Literature: The Science of a Glass of Water: The Science of States of Matter Library Binding by Anna Claybourne Activities: Websites: Updated May 2016 ● What effect does insulating material (B) ​predict the changes have on the amount of ice that caused by heating and melts? cooling such as ice becoming liquid water Teacher Notes: and condensation ● Give students opportunities to forming on the outside observe and explore multiple items of a glass of ice water affected by heat. *Links to Supporting ● Heat is transferred from one object Standard to another. Heat moves from the *Bloom’s Level­ warmer object to the cooler object. Understanding ● Students might think that condensation on the glass comes from inside the glass, rather than the outside air. Be sure to clarify that water vapor in the air condenses on the glass. Subtopic: Mixtures and Solutions 4.5 Matter and The student will create various mixtures energy.​ The student and solutions separating mixtures using knows that matter has different tools. measurable physical properties and those Questions and Stems: properties determine ● What is a mixture? how matter is ● What is a solution? classified, changed, and ● How are they different? used. The student is ● How are they alike? expected to: ● How can materials in a mixture or solution be separated? (C) ​compare and contrast a variety of Teacher Notes: mixtures and solutions ● Give students opportunities to such as rocks in sand, examine many different mixtures sand in water, or sugar and solutions. in water ● Students needs to see that some ingredients may stay the same evaporation, evaporación condensation, condensación solid, ​sólido liquid,​ líquido physical states of matter, ​estados físicos de la materia Lessons: STEMscopes video 4.5B Changes from Heat A video experiment which explains how water changes from a solid, to liquid, to gas Background/Extra Information: Teacher Background Sheet Children’s Literature: Mixtures and Solutions (Building Blocks of Matter) by Richard Spilsbury Activities: Websites: Lessons: Cocoa Solutions Students create a mixture and turn it into a solution STEMscopes 4.5C Mixtures Updated May 2016 *Links to Supporting Standard *Bloom’s Level­ Analyzing when mixed and other ingredients change. Students may think that solutions are not a type of mixture. ● Students may think that when a substance dissolves into a liquid, it disappears or becomes a permanent part of the liquid. ● A venn diagram may be useful to show how a solution is a type of mixture, but not all mixtures are solutions. ● Hot chocolate is both a mixture (chocolate powder is sugar, salt and cocoa) and a solution (add hot water and the mixture dissolves into a solution. Students perform experiments to help them distinguish between mixtures and solutions. Background/Extra Information: Teacher Background Sheet Updated May 2016