Elementary Science and
Technology Partnership
What Happens Context and Purpose
Unit Overview
when Water
Emerging Questions
Looking at Values
Boils or
Teaching the Unit
New Vocabulary
Freezes?
Summary of Resources
Strand: Matter and Materials
Topic: Properties of and
Changes in Matter
MOE Expectations
Links to Other Subjects
Blackline Masters
GR ADE
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Acknowledgements
Project director and editor
Dr. Malcolm Welch, Faculty of Education, Queen’s University, Kingston, Ontario, Canada, K7L 3N6
Project deputy director
Dr. Andréa Mueller, Faculty of Education, Queen’s University
Lead authors
Paul Couture, Algonquin & Lakeshore Catholic District School Board
Dr. David Barlex, Nuffield Design & Technology Project
Teacher and Faculty partners
Algonquin & Lakeshore Catholic District School Board
Christina Ackerman, Faith Bland, Paul Couture, Paul Cox, Pauline Dockrill, Rosemary Engemann,
Theresa Frendo-Cumbo, Jamie Gaudet, Lisa McDonald, Gail Ows, Lisa Romano, Walter Sepic,
Jamie Tees, Sheena Whalen
Catholic District School Board of Eastern Ontario
Colleen Bennett, Dawn Fewer, Heather Garlough, Chris Shannon
Faculty of Education, Queen’s University
Dr. Peter Chin, Dr. Cathy Christie, Joan McDuff, Dr. Hugh Munby
Consultant
Dr. David Barlex, Director, Nuffield Design & Technology Project
Layout
Douglas Gifford
Illustrations
Michael Shumate and Rob Loree
Project administrator
Tricia Walker
The EST project wishes to thank all those teachers, administrators, school board personnel and
students who supported the piloting of the curriculum materials and who provided valuable feedback.
Financial assistance for the production of this unit provided by the Imperial Oil Foundation.
© Algonquin & Lakeshore Catholic District School Board 2005
© Catholic District School Board of Eastern Ontario 2005
© Faculty of Education at Queen’s University 2005
ISBN 1-894855-27- 2
Context and Purpose
The Context
One of the most powerful explanatory models
developed by science is the particle model of
matter. This model is so powerful that it has
become a theory and can be used to explain a
wide variety of phenomena.
In this unit students learn about the particle
model and use it to explain what happens when
water boils or freezes. To do this they will not
only have to make detailed observations of the
behaviour of water when it is heated or cooled, but
also use their imagination in interpreting these
macro happenings in terms of a micro world that
one cannot see but must conceive in one’s mind’s
eye. This is a considerable intellectual challenge
which should not be underestimated.
The Purpose
In this unit students will learn:
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to identify the three states of matter;
to describe the world around them in terms of
the states of matter;
to recognize in properties the similarities and
differences between solids, liquids and gases;
to appreciate the particle model for solids,
liquids and gases;
to use the particle model to explain some of
the properties of solids, liquids and gases;
to appreciate that in a change of state no new
substance is produced;
to appreciate that changes of state are
reversible and are called physical changes;
to use the terms evaporation, boiling, freezing
and melting in describing changes of state;
to appreciate that changes in which new
substances are produced are irreversible and
are called chemical changes;
to devise simple experiments to observe
changes that take place when different
materials are heated and cooled;
to make a presentation using a variety of
media to explain various phenomena in terms
of the particle model.
Unit Overview
The Support Tasks
1
Thinking about the states of matter
60 minutes
2
Thinking about particles
45 minutes
3
Thinking about puddles
45 minutes
4
Heating and boiling water
60 minutes
5
Watching condensation
60 minutes
6
7
The Big Task:
Answering the Big Question
Watching freezing and melting
60 minutes
Watching some more heating
90 minutes
The Big Question students will answer is: What
happens when water boils or freezes?
2 × 60 minutes
The Evaluation
30 minutes
Unit Review
45 minutes
NOTE
As part of your introduction to this unit, write the Big Task (Answering the Big Question) on chart
paper and post in a prominent location in the classroom. Tell students this is what they will be
doing in this unit. Next tell students that before they can answer a Big Question, they must learn
appropriate knowledge and skills. This is achieved through a series of Support Tasks. Post in a
prominent location a list of the Support Tasks for this unit. Tell students that at the end of each
Support Task you will ask them what they have learned and how it will help them be successful
with answering the Big Question.
At this point ask students if they have any questions about what happens when water boils or
freezes. Write these on chart paper headed “Emerging Questions” and post at the front of the
classroom.
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Emerging Questions
Emerging Questions
Answering the Big Question provides students At the beginning of this unit the Big Question may
with a focus for the unit. However, throughout the lead to the following emerging questions (sample
unit students should be asked if they have other, questions from Grade 5 students):
related questions, i.e. emerging questions. These
 Why is it important to know about boiling and
emerging questions should be recorded on chart
paper at the front of the room. At the end of each
freezing?
 Can other materials boil and freeze?
Support Task all new emerging questions should
be added to the chart paper.
During this unit Support Tasks may lead to the
At the conclusion of the unit, refer students to following emerging questions (sample questions
the list of emerging questions and discuss the from Grade 5 students):
following points:
 When water evaporates to form water vapour
 The number of questions emerging from the
why does it condense back to water droplets?
 Where does the water go when it evaporates?
Big Question and the Support Tasks;
 Themes present in the list of emerging
 Why does the boiling point of water get lower
questions;
when we go up mountains?
 The type of scientist who might study each
 Most solids don’t float. Why does ice float?
 Why do we put salt on the roads?
question;
 The potential for further research provided by
emerging questions;
 The acceptability of not having immediate
answers to all the questions;
 That scientists do not yet have answers to all
the questions;
 Where to find answers to some of these
questions.
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Looking at Values
Grades 4 - 6
Doing science involves making value judgements. At appropriate times throughout the unit, use the
Making these judgements is an ongoing process following questions as entry points to engage
that will permeate this unit. Teachers should engage students in thinking about and discussing values
students in thoughtful discussion that will help them as they relate to science and scientific activity.
to make decisions that are important to them and
eventually to society. They begin to think about the Worth of the scientific activity
 Is the science worth knowing?
positive and negative effects of scientific developments
 Why is the research being conducted?
on the environment and in other contexts.
 How is the research being conducted?
Values are influenced by personal priorities.  Are there alternatives?
 Who wants the research to take place?
Students’ experiences at Grades 4 - 6 will be
centred not only on themselves, their friends and
family, but also on other children and adults.
Validity of the science
 Is the method appropriate?
 Is the evidence trustworthy?
Teacher input
 Does the evidence support the claim?
 Why do you trust these sources?
Explain to students that doing science involves
 Is there consensus regarding this knowledge
exploring and explaining. Tell students that
when they decide about the worth or importance
claim within the scientific community?
 Is the report biased in any way?
of scientific activity they are making a value
judgement about its importance and its validity.
Impact of the scientific activity
Tell students that a democratic society requires
each of them to become an informed citizen who
will use his or her value system when making
decisions about the use of science in settings
outside the school.
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Explain to students that as they learn to recognize
and discuss values, they will begin to compare
how their own values are similar to or distinct
from those of friends or others. Ask questions
that will help students decide on the worth of their
own experiments and those of scientists in the
world outside school. Discuss how these views
might impact their life both now and in the future.
Recognize that students’ answers will reveal
value judgements that become more complex and
sophisticated with practice and experience.
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Who or what will benefit from the results?
Does it improve people’s lives in the
community?
Who or what will suffer from the results?
Who or what will suffer as a result of doing
the science?
What are the environmental consequences of
doing the science?
What are the environmental consequences of
using the science?
Economic cost
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How much will the science cost?
Is this an appropriate use of the money?
5
Teaching the Unit
Support Task 1: Thinking about the states of matter
Teacher input
suggested timing
60 minutes
Tell the class that in this unit they will be trying to
explain what happens when water boils or freezes.
To do this they will need to use the particle model
of matter, which will be explained to them in this
lesson.
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Tell students that all solids, liquids and gases are
made of very, very tiny pieces called particles. A
single particle is so tiny that you just can’t see it,
even with a very powerful microscope. Particles
are much smaller than grains of sand or specks
of dust.
Next show students some water in a jug, a liquid,
and tell them that at the moment the water is
jug-shaped. Pour the water from the jug to the
vase and tell students that now the water is vaseshaped. Ask students if they think you can squash
the water and change its volume. Take a vote from
the class and then ask how you can find out if the
majority is correct.
Tell the class that you will use a particle to try
to explain what solids, liquids and gases are
like, but that first you will remind them of the
properties of solids, liquids and gases by means of
a demonstration.
Show students a piece of wood, a solid. Bang it on
the desk to show what it is like. Tell students that
a solid is rigid and keeps its shape; it has a definite
volume and is difficult to squash.
Demonstrate that if you push on the water with
your fingers they simply go in the water as the
water moves out of the way. Ask what else you
could do.
A flat, thin piece of plastic (a lid for example) that
fits snugly into the vase would enable you to press
down on the water and see if you could squash it.
Prompt the class to suggest something like this
and then try it out.
You should be able to show that it is very difficult
to squash a liquid (just like a solid) but somehow
easy to change its shape (unlike a solid).
6
Teaching the Unit
Tell students to think about gases. Ask them:
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Which gas is all around us? (Air)
What must I do to fill this balloon with air?
(Blow into it)
Inflate the balloon partially (so that it is able to
be squashed) but don’t tie it off yet. Ask students
if they think it is possible to squash the air inside
the balloon and, if so, how? Ask for volunteers to
try pressing on the balloon. It should be obvious
that the air is squashable.
Tell students that it seems we can indeed squash
gases, in this case air, quite easily. Ask them what
they think would happen if you let the air out
of the balloon. Where would it go? Take some
suggestions. Then suddenly prick the balloon with
a pin so that it bursts with a bang. Ask students
where the air is now: Where you are standing, or
over there, at the back of the classroom? Lead the
class to the idea that the air that was in the balloon
is spreading out throughout the classroom.
Summarize by saying that it seems that a gas is
easy to squash and spreads out to fill whatever
you put it in. So it has no definite volume.
Next ask students if they think it’s possible to get
any more air into the balloon and, if so, how? Tell
them that it would be possible by blowing in, or
squashing in, some more air.
Blow in some more air so that the balloon skin
is hard. Tie off the balloon so that the air can’t
escape.
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Teaching the Unit
Student activity
suggested timing
Tell students you will now recap by asking them:
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What can we say about solids?
What can we say about liquids?
What can we say about gases?
Students work in small groups to complete BLM1
“Understanding the properties of solids, liquids
and gases.”
Teacher input
Tell students that they can show how much they At this stage you can use an overhead projection
have remembered and understood by completing of BLM2 “Properties of solids, liquids and gases”
BLM1 “Understanding the properties of solids, as a summary.
liquids and gases.”
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Teaching the Unit
Relating this Support Task to the Big Task
At the conclusion of this Support Task ask students
the following questions:
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What did you learn about the three states of
matter?
What did you learn in this Support Task that
will help you answer the Big Question?
What are your new emerging questions about
boiling and freezing?
Add all new questions to the ongoing list of
emerging questions on the chart paper posted at
the front of the classroom.
New vocabulary
solid, liquid, gas, matter
Resources required
Stimulus materials:
Consumable materials:
Equipment:
block of wood, glass jug, glass vase, water, plastic lid
that fits snugly inside glass vase, balloon, pin, overhead
transparency of BLM2 “Properties of solids, liquids and gases”
BLM1 “Understanding the properties of solids, liquids and gases”, paper
overhead projector, pencils
Safety check
Discuss the hazards and risks involved in working as a group and how these risks can be managed
by the way students behave and respect one another.
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Teaching the Unit
Support Task 2: Thinking about particles
Teacher input
suggested timing
45 minutes
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Tell the class that now they are going to see if they Students work in small groups to complete BLM3
can explain the properties of solids, liquids and “Picturing particles.”
gases in terms of particles. Ask for volunteers to
tell the rest of the class about particles. Use their
comments to revisit the explanation from the Teacher input
previous lesson:
At this stage you can use an overhead projection of
BLM4 “Particle pictures” as a summary.
All solids, liquids and gases are made of very, very
tiny pieces called particles. A single particle is so
tiny that you just can’t see it, even with a very Relating this Support Task to the Big Task
powerful microscope. The particles are much At the conclusion of this Support Task ask students
smaller than grains of sand or specks of dust. A the following questions:
particle can be used to try to explain what solids,
 What did you learn about the particle picture
liquids and gases are like.
of the three states of matter?
Now tell the class that you want them to write
 What did you learn in this Support Task that
three explanations:
will help you answer the Big Question?
1 Why solids are as they are by describing the
 What are your new emerging questions about
arrangement and behaviour of particles that
make up a solid;
boiling and freezing?
2 Why liquids are as they are by describing the
arrangement and behaviour of particles that
make up a liquid;
3 Why gases are as they are by describing the
arrangement and behaviour of particles that
make up a gas.
Stress that the arrangement and behaviour of
the particles should reflect the properties of
the material. Explain that the worksheet BLM3
“Picturing particles” will help them do this.
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Student activity
Add all new questions to the ongoing list of
emerging questions on the chart paper posted at
the front of the classroom.
New vocabulary
particle
Teaching the Unit
Resources required
Stimulus materials:
Consumable materials:
Equipment:
overhead transparency of BLM4 “Particle pictures”
BLM3 “Picturing particles”, paper
overhead projector, pencils
Safety check
Review the hazards and risks involved in working as a group and how these risks can be managed
by the way students behave and respect one another.
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Teaching the Unit
Support Task 3: Thinking about puddles
Teacher input
suggested timing
45 minutes
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Tell the class that you are puzzled. You’ve been
thinking about puddles. The sort of puddles you
get in the street when it’s raining. You’ve been
wondering what happens to the water in the
puddles once it has stopped raining. Where does it
go? Are there cracks in the street and it runs away
through them or is there another explanation?
Might they use the particle picture of matter to
help?
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Ask students to work in pairs and make two
drawings on separate Post-it™ notes:
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1 Particles as they would be in some water;
2 Particles as they would be in some air.
Tell students to put the water drawing next to but
beneath the air drawing.
Ask students what would have to happen to cause
the water particles to get mixed up with the air
particles? Tell students to write a short answer to
this question beginning with the phrase “For the
water particles to become mixed up with the air
particles, the water particles would need to …”
Now ask one student to read out his or her answer
to the class and another student to draw this
answer on the chalkboard. Repeat this with
several pairs of students.
Ask the class what they think happens to the water
that’s in puddles. From their answers try to build
a picture of water particles escaping from the
surface of the water and mixing with the particles
of air. At the end of this explanation introduce
the word evaporation to describe the process of a
liquid turning into a gas. If possible, elicit the idea
that it is heat from the sun that gives the water
particles the energy to escape from the surface.
Tell students to produce a labelled drawing
that shows what happens to the water
particles when a puddle evaporates.
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Teaching the Unit
Student activity
Relating this Support Task to the Big Task
Students work individually to produce labelled
drawings showing evaporation.
At the conclusion of this Support Task ask students
the following questions:
Teacher input
Put the drawings on display and comment on
salient features:
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What did you learn about evaporation?
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What did you learn in this Support Task that
will help you answer the Big Question?
 What are your new emerging questions about
In the liquid (water) the water particles are closely
packed in a higgledy-piggledy arrangement.
boiling and freezing?
Evaporation takes place at the surface where
individual water particles become detached from Add all new questions to the ongoing list of
the liquid and escape into the air where they are emerging questions on the chart paper posted at
widely separated from other water particles and the front of the classroom.
air particles.
At this stage you can use an overhead projection
of BLM5 “Evaporation as a particle picture” as a
summary.
New vocabulary
evaporation, surface
Resources required
Stimulus materials:
Consumable materials:
Equipment:
overhead transparency of BLM5 “Evaporation as a particle
picture”
Post-it™ pads, paper
overhead projector, pencils
Safety check
Review the hazards and risks involved in working as a group and how these risks can be managed
by the way students behave and respect one another.
13
Teaching the Unit
Support Task 4: Heating and boiling water
Teacher input
suggested timing
60 minutes
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Students carry out the experiment or watch the
Explain to the class that they are going to look at demonstration. Tell them that they can use BLM6
what happens when they heat water. Tell them “Heating and boiling water” to help them make
that they will need to work very carefully as the observations and record results.
water will reach boiling point. Ask students the
following questions to establish the experimental
Teacher input
procedure:
Use the following questions (or similar) to identify
 How much water should we use?
important observations:
 What should we put the water in?
 What should we use to heat the water?
 What sort of graph did you get for change in
 What should we use to measure how hot the
temperature against time?
water is getting?
 How often should we measure how hot it is
Identify the place on the graph to which each of
getting?
the following questions refers before asking the
 What else will we need to do this?
question.
 How will we know when to stop heating?
 What observations should we make?
 What does the water look like at the start of
the experiment? How are the water particles
Use the answers to these questions to develop a
behaving?
 What does the water look like when the
labelled drawing on the chalkboard. The drawing
should show enough details for students to be
temperature is between 40°c and 60°c?
able to set up the apparatus and carry out the
How are the water particles behaving?
experiment as shown below.
Option A
Option B
Carry out the above class question-answer session
but do the experiment as a class demonstration.
Option C
Carry out the above class question-answer session
but do the experiment as a class demonstration
using a temperature probe connected to a
computer which displays a graph of temperature
against time.
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Student activity
Teaching the Unit
Relating this Support Task to the Big Task
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What does the water look like when the
temperature is between 60°c and 80°c?
How are the water particles behaving?
What does the water look like when the
temperature has reached boiling point at
100°c? How are the water particles behaving?
Why doesn’t the temperature go up after
100°c?
Where does the water evaporate at the
beginning of the experiment?
Where does the water evaporate at the end of
the experiment?
At this stage you can use an overhead projection
of BLM7 “Boiling as a particle picture” as a
summary.
At the conclusion of this Support Task ask students
the following questions:
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What did you learn about boiling?
What did you learn in this Support Task that
will help you answer the Big Question?
What are your new emerging questions about
boiling and freezing?
Add all new questions to the ongoing list of
emerging questions on the chart paper posted at
the front of the classroom.
New vocabulary
boiling, boiling point
Resources required
Stimulus materials:
Consumable materials:
Equipment:
overhead transparency of BLM7 “Boiling as a particle
picture”
BLM6 “Heating and boiling water”, water, paper
overhead projector, pencils;
Option A: class sets of spirit burners, tripods, gauze, beakers, stirring
thermometers, stop clocks;
Option B: demonstration set of spirit burner, tripod, gauze, beaker,
stirring thermometer, stop clock;
Option C: demonstration set of spirit burner, tripod, gauze, beaker,
temperature probe, computer plus monitor & appropriate software
Safety check
Discuss the hazards and risks involved in an experiment to heat and boil water and how these
risks can be managed by taking care and using the correct procedures.
15
Teaching the Unit
Support Task 5: Watching condensation
Teacher input
Tell the class that in this lesson they will be trying
60 minutes to bring about the reverse of evaporation. This
means that instead of warming water so that it
“disappears” into the air, they will try to get back
from the air any water that is “hiding” there. Ask
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students the following questions to establish the
experimental procedure:
suggested timing
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What could we use to make the air cold?
What could we hold this in?
How will we know if any water comes “out of
hiding?”
What will we see?
What could we use to measure how cold the
air gets?
How often should we measure how cold it is
getting?
What else will we need to do this?
How will we know when it won’t
get any colder?
Use the answers to these questions
to develop a labelled drawing on the
chalkboard. The drawing should show
enough details for students to be able
to set up the apparatus and carry out
the experiment as shown here.
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Student activity
Students carry out the experiment or watch the
demonstration. Tell the class that they can use
BLM8 “Watching condensation” to help them
make observations and record results.
Teaching the Unit
Teacher input
Relating this Support Task to the Big Task
Use the following questions (or similar) to identify
important observations:
At the conclusion of this Support Task ask students
the following questions:
What sort of graph did you get for change in
temperature against time?
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Identify the place on the graph to which each of
the following questions refers before asking the
question.
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What does the outside of the tube look like at
the start of the experiment?
What happens to the outside of the tube as it
becomes colder?
How cold could you make the contents of the
tube?
What could you see on the outside of the tube
when it was at its lowest temperature?
What can you say about the behaviour of the
water particles in the air as the air becomes
colder?
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What did you learn about condensation?
What did you learn in this Support Task that
will help you answer the Big Question?
What are your new emerging questions about
boiling and freezing?
Add all new questions to the ongoing list of
emerging questions on the chart paper posted at
the front of the classroom.
New vocabulary
condensation
At this stage you can use an overhead projection
of BLM9 “Condensation as a particle picture” as a
summary.
Resources required
Stimulus materials:
Consumable materials:
Equipment:
overhead transparency of BLM9 “Condensation as a
particle picture”
ice, salt, water, paper, BLM8 “Watching condensation”
overhead projector; class sets of test tubes, test tube racks, thermometers,
spatulas or plastic spoons, pencils
Safety check
Discuss the hazards and risks involved in an experiment using water, ice and salt, and how these
risks can be managed by taking care and using the correct procedures.
17
Teaching the Unit
Support Task 6: Watching freezing and melting
suggested timing
60 minutes
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Teacher input
Teacher input
Tell the class that in this lesson they will be trying
to carry out both the freezing and the melting.
This means that they will have to make some water
very cold; so cold that it changes from a liquid to
a solid. Ask students the following questions to
establish the experimental procedure:
Use the following questions (or similar) to identify
important observations:
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What could we hold the water in?
What could we use to make the water really
cold?
What could we hold this in?
What could we use to measure how cold the
water gets?
How often should we measure how cold it is
getting?
What else will we need to do this?
How will we know when the liquid water is
becoming solid?
How will we know when it won’t get any
colder?
What do we think will happen if we let it
warm up?
Use the answers to these questions to develop a
labelled drawing on the chalkboard. The drawing
should show enough details for students to be
able to set up the apparatus and carry out the
experiment as shown over page.
Student activity
Students carry out the experiment or watch
the demonstration. Tell them that they can use
BLM10 “Watching freezing and melting” to help
them make observations and record results.
18
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What sort of graph did you get for change in
temperature against time?
Identify the place on the graph to which each of
the following questions refers before asking the
question.
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What does the water in the test tube look like
at the start of the experiment?
What happens to this water as it becomes
colder?
How cold could you make the contents of the
tube?
What could you see in the test tube when it
was at its lowest temperature?
What could you see in the water as it became
warmer?
What can you say about the behaviour of the
water particles as the water becomes colder?
At this stage you can use an overhead projection
of BLM11 “Freezing and melting as a particle
picture” as a summary.
Teaching the Unit
Relating this Support Task to the Big Task
At the conclusion of this Support Task ask students
the following questions:
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What did you learn about freezing and
melting?
What did you learn in this Support Task that
will help you answer the Big Question?
What are your new emerging questions about
boiling and freezing?
Add all new questions to the ongoing list of
emerging questions on the chart paper posted at
the front of the classroom.
New vocabulary
freezing, melting
Resources required
Stimulus materials:
overhead transparency of BLM11 “Freezing and melting
as a particle picture”
Consumable materials: ice, salt, water, paper, BLM10 “Watching freezing and melting”
Equipment:
overhead projector; class sets of plastic containers (e.g., clean yogurt
pots), test tubes, test tube racks, thermometers, spatulas or plastic spoons,
pencils
Safety check
Review the hazards and risks involved in an experiment using water, ice and salt, and how these
risks can be managed by taking care and using the correct procedures.
19
Teaching the Unit
Support Task 7: Watching some more heating
suggested timing
90 minutes
��� ��
Teacher input
Teacher input
Tell the class that in this lesson they will be
investigating the effect of heat on substances
other than water. They will be heating the
following materials: sugar, bread, butter, candle
wax, wood shavings and salt. Ask students the
following questions to establish the experimental
procedure:
Use the following questions (or similar) to identify
important observations:





�������




��� ��


What could we use to hold these materials?
What could we use to make them hot?
What observations should we make?
Should we measure the temperature changes?
How will we tell if the substance melts?
How will we tell if the substance evaporates?
What else might we see?
Use the answers to these questions to develop
a labelled drawing on the board. The drawing
should show enough details for students to be
able to set up the apparatus and carry out the
experiment as shown below.
Student activity
Students carry out the experiment. Tell the class
that they can use BLM12 “Watching some more
heating” to help make observations and record
results.
20




Which substances turned into a liquid?
Which substances changed colour?
Which substances set solid when they cooled
down after first turning into a liquid?
Which substances didn’t seem to change?
In which experiments was a new substance
produced?
In which experiments did a change of state
take place?
In which experiments was the change caused
by heating reversible?
In which experiments was the change caused
by heating irreversible?
At this stage you can use an overhead projection
of BLM13 “Physical and chemical changes” as a
summary.
Teaching the Unit
Relating this Support Task to the Big Task
At the conclusion of this Support Task ask students
the following questions:



What did you learn about physical and
chemical changes?
What did you learn in this Support Task that
will help you answer the Big Question?
What are your new emerging questions about
boiling and freezing?
Add all new questions to the ongoing list of
emerging questions on the chart paper posted at
the front of the classroom.
New vocabulary
physical change, chemical change, reversible,
irreversible
Resources required
Stimulus materials:
Consumable materials:
Equipment:
overhead transparency of BLM13 “Physical and
chemical changes”
BLM12 “Watching some more heating”, paper, samples of sugar, bread,
butter, candle wax, wood shavings, salt
spirit burners, tripods, tin lids, spatulas or plastic spoons, safety glasses
Safety check
Review the hazards and risks involved in an experiment to heat a variety of substances and how
these risks can be managed by taking care and using the correct procedures.
21
Teaching the Unit
The Big Task – answering the Big Question: What happens when
water boils or freezes?
Teacher input
suggested timing
2 x 60 minutes
��� ��
�����
��� ��
Tell students that they are going to work in groups
to use what they have learned in Support Tasks 1
to 7 to answer the Big Question “What happens
when water boils or freezes?”
Explain that this answer should include a
description of what we see when water boils and
freezes and how this can be explained in terms
of the arrangement and behaviour of the water
particles.
Tell the class that each group of students can use
any of the following methods for communicating
their answer:
1 An oral presentation with poster pictures;
2 An oral presentation with overhead projection
transparencies;
3 A PowerPoint presentation with oral
commentary;
4 A short computer animation;
5 A presentation involving dance and drama.
Note that each presentation should last no more
than 5 minutes.
22
Teaching the Unit
Student activity
Teacher input
Students work in groups to prepare their Gather the class together and ask each group in
presentations to answer the Big Question. Explain turn to make its presentation. Those watching
to the class that you will be visiting each group the presentation should complete the BLM14
to check on progress and to help where necessary, “Evaluating the answer” sheet which will be used
but that decisions as to the subject matter and next lesson to decide the effectiveness of each
style of presentation are for each group to make presentation.
themselves.
Collect the completed evaluation sheets and use
them to prepare a chart showing the results.
Resources required
Stimulus materials:
Consumable materials:
Equipment:
none required
large sheets of paper and card, paints, BLM14 “Evaluating the answer”
pencils, marker pens, paintbrushes; access to: computer, data projector,
PowerPoint software, animation software, overhead projector, flip chart
Safety check
Review the hazards and risks involved in working as a group and how these risks can be managed
by the way students behave and respect one another.
23
Teaching the Unit
Evaluating the Final Product
suggested timing
30 minutes
��� ��
�����
Teacher input
Student activity
Tell the class that you have looked at the evaluation
sheets that they filled in and have given a score for
each of four elements of the presentation and a
final score, as follows:
Score
Accuracy of scientific content: 1 to 5
Elegance of images:
1 to 5
Logic of explanation:
1 to 5
Confidence of presentation:
1 to 5
Maximum possible total score: 20
Working in their presentation groups, students
should discuss the results of the evaluation and
then write a short paragraph about how they
could improve their answer to the Big Question.
Display the scores for each group using an
overhead projection of BLM15 “Evaluation grid”
and ask for comments. Ask how their
presentations might be improved in
light of the evaluation.
Resources required
Stimulus materials:
Consumable materials:
Equipment:
overhead transparency of BLM15 “Evaluation grid”
paper
overhead projector, pencils
Safety check
24
Review the hazards and risks involved in working as a group and how these risks can be managed
by the way students behave and respect one another.
Teaching the Unit
Unit Review
Teacher input
Teacher input
Explain to students that it is important to think
about how they can improve their ability to
conduct scientific activity and that they can do
this by discussing the following questions:
As a conclusion to this unit of work refer students
to the list of emerging questions generated by
them throughout the unit. Discuss with students
the following:






What did you enjoy most?
What did you find easy?
What did you find challenging?
What did you get better at?
How did you help each other?
How did the Support Tasks help you to be
successful answering the Big Question?





Student activity
Students should discuss the questions in groups.
When finished, each group should provide a
summary of their discussion to the class. Upon
completion of all group summaries, the class can
agree on a statement of improvement for their
next science unit.


The number of questions emerging from the
Big Question and the Support Tasks;
Themes present in the list of emerging
questions;
The type of scientist who might study each
question;
The potential for further research provided by
emerging questions;
The acceptability of not having immediate
answers to all the questions;
That scientists do not yet have answers to all
the questions;
Where to find answers to some of these
questions.
suggested timing
45 minutes
�����
���� �
�����
Resources required
Stimulus materials:
Consumable materials:
Equipment:
none required
paper
pencils
Safety check
Discuss with students whether they used hazard recognition, risk identification, and risk
management when answering the Big Question: What happens when water boils or freezes?
25
New Vocabulary
26
Term
Definition
boiling
the behaviour of a liquid when bubbles of gas appear in the body of the
liquid
boiling point
the temperature at which a liquid evaporates internally, i.e. bubbles of gas
appear in the body of the liquid
chemical change
a change in a material that results in a new substance or substances being
formed
condensation
the process by which a gas loses heat and changes into a liquid
evaporation
the process in which a liquid turns into a gas without reaching its boiling
point
freezing
the process in which a liquid turns into a solid
gas
that state of matter in which the matter is easily compressed and will
expand to fill its container
irreversible
impossible to reverse or undo
liquid
that state of matter in which the matter is incompressible and will take the
form of its container
matter
the material substance of the universe that has mass and occupies space
melting
the process in which a solid turns into a liquid
particle
a very, very tiny component of matter
physical change
a change in a material that is just a change of state and does not result in a
new substance being formed
reversible
able to be changed or undone
solid
that state of matter in which the matter is incompressible and has a definite,
rigid form
surface
the outermost part of a thing; the one that is usually presented to the
outside world and can be seen and touched
Summary of Resources
Task
Stimulus materials
Consumable materials
Equipment
ST1
block of wood, glass jug,
glass vase, water, plastic
lid that fits snugly inside
glass vase, balloon, pin,
overhead transparency
of BLM2 “Properties of
solids, liquids and gases”
BLM1 “Understanding the
properties of solids, liquids and
gases”, paper
overhead projector, pencils
ST2
overhead transparency
of BLM4 “Particle
pictures”
BLM3 “Picturing particles”,
paper
overhead projector, pencils
ST3
overhead transparency
of BLM5 “Evaporation as
a particle picture”
Post-it™ pads, paper
overhead projector, pencils
ST4
overhead transparency
of BLM7 “Boiling as a
particle picture”
BLM6 “Heating and boiling
water”, water, paper
overhead projector, pencils;
Option A: class sets of spirit burners, tripods,
gauze, beakers, stirring thermometers, stop
clocks;
Option B: demonstration set of spirit burner,
tripod, gauze, beaker, stirring thermometer,
stop clock;
Option C: demonstration set of spirit burner,
tripod, gauze, beaker, temperature probe,
computer plus monitor & appropriate software
ST5
overhead transparency
of BLM9 “Condensation
as a particle picture”
BLM8 “Watching
condensation”, ice, salt, water,
paper
overhead projector; class sets of test tubes, test
tube racks, thermometers, spatulas or plastic
spoons, pencils
ST6
overhead transparency
of BLM11 “Freezing and
melting as a particle
picture”
BLM10 “Watching freezing and
melting”, ice, salt, water, paper
overhead projector; class sets of plastic
containers (e.g., clean yogurt pots), test tubes,
test tube racks, thermometers, spatulas or
plastic spoons, pencils
ST7
overhead transparency
of BLM13 “Physical and
chemical changes”
BLM12 “Watching some more
heating”, paper, samples of
sugar, bread, butter, candle
wax, wood shavings, salt
spirit burners, tripods, tin lids, spatulas or
plastic spoons, safety glasses
none required
large sheets of paper and card,
paints, BLM14 “Evaluating the
answer”
pencils, marker pens, paintbrushes;
access to: computer, data projector, PowerPoint
software, animation software, overhead
projector, flip chart
overhead transparency
of BLM15 “Evaluation
grid”
paper
overhead projector, pencils
none required
paper
pencils
The Big
Task
Evaluating
the Final
Product
Unit
Review
27
MOE Expectations
MOE Expectations
Links to Support Tasks
and the Big Task
Overview
1

In earlier grades, students have learned about the properties (such as strength,
flexibility, buoyancy) of various materials and about how such properties determine
what the materials are used for. Students now will begin to explore the underlying
concept of matter. They will learn about the three states of matter (solid, liquid,
gas) and the characteristics of each. They will also explore changes of state, and
investigate the difference between physical changes (which are usually reversible)
and chemical changes (which may not be reversible). Students will already know
about many of these changes from their previous investigations, but now they
will begin to apply their knowledge in a systematic way, using inquiry and design
processes to solve problems and to choose appropriate materials for the devices they
design and make.
Overall expectations

demonstrate an understanding of the three states of matter and of changes in state;

investigate common changes of state (e.g., melting, freezing, condensing,
evaporating) and make informed choices about materials when finding solutions to
problems in designing and constructing objects;

4
5
6
7
BT
       
1
2
3
4
5
6
7
BT
       
      
1
2

identify and describe some changes to materials that are reversible and some that are
not (e.g., freezing and melting are reversible; burning is not);

describe changes they observe in the properties of materials when the materials
interact with each other (e.g., when paints are mixed; when water is combined with
gelatine);

describe examples of interactions between materials that result in the production of a
gas (e.g., antacid tablets in water, baking soda in vinegar);

identify the three different states of matter – solid, liquid, and gas – and give
examples of each state (e.g., solid: sugar, rock; liquid: water, oil, gasoline; gas: water
vapour, air, oxygen);
 
identify the characteristic properties of each of the three states of matter and group
materials on the basis of these properties (e.g., solids have definite volume and hold
their shape; liquids have definite volume but take the shape of their container; gases
have no definite volume and take the volume and shape of their container);


3
identify the properties that make different materials useful in everyday products and
discuss the environmental impact of their use.
Specific expectations: Understanding basic concepts
28
2

recognize, on the basis of their observations, that melting and evaporation require
heat;

use a thermometer to measure the temperature of a material;

identify melting, freezing, condensation, and evaporation as changes of state that
can be reversed;

describe, using their observations, non-reversible changes that occur when some
materials are heated (e.g., when paper is burnt; when an egg is cooked);

investigate and describe the changes in the relative volume, shape, and temperature
of materials when pressure is applied to them (e.g., the effects of using a hammer on
clay or of sitting on a beach ball with stopper removed).
3
4
5
6
7
BT
   


 

  
   


MOE Expectations
Specific expectations: Developing skills
of inquiry, design, & communication
1
2
3
4
5
6

design and make a device or product that minimizes heat loss (e.g., a coffee mug, a
Thermos flask, an insulated lunch bag);

conduct a fair test to determine the effectiveness of a variety of commercial products
designed for the same purpose (e.g., compare the adhesive qualities of different
types of glue);

formulate questions about and identify needs and problems related to the properties
and changes in state of familiar materials, and explore possible answers and
solutions (e.g., estimate and then measure the length of time certain foods take
to melt when heated; design a test to compare the insulating effects of different
thicknesses of foam polystyrene);

plan investigations for some of these answers and solutions, identifying variables
that need to be held constant to ensure a fair test and identifying criteria for assessing
solutions;

use appropriate vocabulary, including correct science and technology terminology,
in describing their investigations and observations (e.g., use terms such as texture,
hardness, strength, buoyancy, solubility, and flexibility to describe properties of
materials);

compile data gathered through investigation in order to record and present results,
using tally charts, tables, and labeled graphs produced by hand or with a computer
(e.g., record the reactions of different materials when vinegar is dropped on them,
and use a data table to present their findings);
  
communicate the procedures and results of investigations for specific purposes
and to specific audiences, using media works, oral presentations, written notes and
descriptions, drawings, and charts (e.g., make accurate and detailed drawings of
sugar crystals, as seen both with the unaided eye and through a magnifying glass or
microscope).
  

Specific expectations: Relating science and technology
to the world outside the school

identify the source of the materials found in a product (e.g., plastic is made from
petroleum) and describe the steps required to modify the natural materials to make
the product;

describe how physical and chemical processes change materials found at home and
materials used in industry (e.g., cooking, the manufacturing of plastics);

describe physical changes and chemical reactions that can take place in household
products and explain how these reactions affect the use of the products (e.g., the role
of baking soda in cooking; the role of heat in cooking an egg);

measure, in different materials, observable changes that result from such processes
as rusting, dissolving, and bleaching, and identify products that are affected by
these processes (e.g., metals, powdered foods, fabrics);

describe chemical changes that can be caused in a substance, and explain how
the changes affect the use and function of the substance (e.g., changes caused by
exposing newspaper or construction paper to light, exposing an apple section to
air);

compare the mass of a substance in its liquid and solid states (e.g., compare the mass
of ice cubes or chocolate squares with the mass of the liquid that results when they
are melted);

relate the mass of a whole object to the sum of the masses of its parts (e.g., measure
the mass of a given amount of salt, the mass of a given amount of water, and the mass
of the container for the water, and compare the sum of those masses with the mass
of the container and the mixture of salt and water; measure the separate masses of
the ingredients for a salad and the salad bowl, and compare the sum of those masses
with the mass of the bowl and the salad).
1
2
3
4
5
6
7
BT

7
BT

29
Links to Other Subjects
Language
Writing










communicate ideas and information for a
variety of purposes and to a specific audience
use writing for a purpose and in a context
organize information to convey a central idea
use simple, compound and complex sentences
produce pieces of writing using a variety of
forms, narrative techniques and materials
from other media
produce media texts using writing and
materials from other media
revise and edit their work, seeking feedback
from others and focusing on content,
organization and appropriateness of
vocabulary for a specific audience
proofread and correct their final drafts,
focusing on grammar, punctuation and
spelling
use and spell correctly the vocabulary
appropriate for this grade level
use correctly the conventions (spelling,
grammar, punctuation, etc.) specified for this
grade level





Mathematics
Data Management and Probability







read non-fiction materials
read aloud, adjusting speed according to
purpose and audience
read independently, selecting appropriate
reading strategies
understand the vocabulary and language
structures appropriate for this grade level
use conventions of written materials to help
them understand and use the materials
Oral and Visual Communication



30
30
communicate information, explain a variety
of ideas and procedures, and follow the
teacher’s instructions
ask and answer questions to acquire and
clarify information
communicate a main idea about a topic and
describe a sequence of events
use computer applications to record the
results of data collected
predict the validity of the results of data
collected
interpret displays of data and present the
information using mathematical terms
The Arts
Visual Arts

Reading

express and respond to ideas and opinions
concisely, clearly and appropriately
contribute and work constructively in groups
demonstrate the ability to concentrate by
identifying main points and staying on topic
create a variety of media works
use the conventions of oral language and of
the various media that are appropriate to the
grade

produce two-dimensional works of art that
communicate a range of ideas for a specific
purpose and to a specific audience
define the elements of design (colour, line,
shape, form, space, texture) and use them
in ways appropriate for this grade when
producing works of art
Drama and Dance




demonstrate understanding of some of the
principles involved in the structuring of
works in drama and dance
create dance pieces using a variety of
techniques
describe, orally and in writing, their response
to their own and others’ work in drama and
dance
use different forms of technology to enhance
their work in drama and dance.
Blackline Masters
Title
Used In…
BLM1: Understanding the properties of solids, liquids and gases
Support Task 1 on page 6
BLM2: Properties of solids, liquids and gases
Support Task 1 on page 6
BLM3: Picturing particles
Support Task 2 on page 10
BLM4: Particle pictures
Support Task 2 on page 10
BLM5: Evaporation as a particle picture
Support Task 3 on page 12
BLM6: Heating and boiling water
Support Task 4 on page 14
BLM7: Boiling as a particle picture
Support Task 4 on page 14
BLM8: Watching condensation
Support Task 5 on page 16
BLM9: Condensation as a particle picture
Support Task 5 on page 16
BLM10: Watching freezing and melting
Support Task 6 on page 18
BLM11: Freezing and melting as a particle picture
Support Task 6 on page 18
BLM12: Watching some more heating
Support Task 7 on page 20
BLM13: Physical and chemical changes
Support Task 7 on page 20
BLM14: Evaluating the answer
The Big Task on page 22
BLM15: Evaluation grid
Evaluating the Final Product on
page 24
31
Name:
Date:
BLM1: Understanding the properties of solids,
liquids and gases
1. Describe the properties of solids.
2. Describe the properties of liquids.
3. Describe the properties of gases.
BLM2: Properties of solids, liquids and gases
A solid is rigid and keeps its shape. It has
a definite volume and is very difficult to
squash.
A liquid takes up the shape of its container
but, just like a solid, it has a definite
volume and is very difficult to squash.
A gas spreads out to fill whatever you
put it in. It has no definite volume and
it is easy to squash.
Name:
Date:
BLM3: Picturing particles
Solid
Liquid
Gas
Here are some phrases to describe solids, liquids and gases:
•
•
•
•
easily compressed
no fixed shape
no strength
little strength
•
•
•
•
spread out to fill any container
often strong, hard to compress
have a fixed shape
take on the shape of a container
Here are some phrases to describe particles:
•
•
•
•
•
widely spread out
•
not regularly arranged
•
slide over one another
•
sometimes bump into one another •
regular patterns
•
closely packed
vibrating on the spot
not held together
strongly held together
very strongly held together
continued…
1. Use the pictures and information on the previous page to explain
why solids are like they are by describing the arrangement and
behaviour of particles that make up a solid.
2. Use the pictures and information on the previous page to explain
why liquids are like they are by describing the arrangement and
behaviour of particles that make up a liquid.
3. Use the pictures and information on the previous page to explain
why gases are like they are by describing the arrangement and
behaviour of particles that make up a gas.
BLM4: Particle pictures
The particles in a solid are close
together, in a regular arrangement,
vibrating on the spot.
The particles in a liquid are close
together, jumbled up and sliding over
one another.
The particles in a gas are far apart,
moving quickly, occasionally bumping
into one another.
BLM5: Evaporation as a particle picture
In the water the particles are close together,
sliding over one another, holding on to one
another.
At the surface those particles with the most
energy can break free and move off into the
air, mixing with air particles.
Heat energy from the surroundings ensures
that enough particles at the surface have the
energy to escape.
Name:
Date:
BLM6: Heating and boiling water
1. Set up your experiment like this:
2. Take the temperature of the water in the beaker
every minute.
3. Stir gently with the thermometer.
4. Leave the thermometer in the water while you
read the temperature.
5. Look carefully at the water when you take the
temperature.
6. Record the temperatures in this table:
Time
0
(minutes)
Temperature
(°C)
Time
8
(minutes)
Temperature
(°C)
1
2
3
4
5
6
7
9
10
11
12
13
14
15
continued…
Temperature (°C)
7. Plot a line graph of your results using the axes below.
Time (minutes)
8. Describe the appearance of the water at different temperatures.
BLM7: Boiling as a particle picture
In the water the particles are close together,
sliding over one another.
At the surface those particles with the most
energy can break free and move off into the air,
mixing with air particles.
When the water is boiling, particles in the
interior of the water have enough energy to
spread out from one another and form bubbles
of steam.
These rise to the surface and burst, pushing the
water particles out of the water to mix with the
air particles.
Name:
Date:
BLM8: Watching condensation
1. Set up your experiment like this:
2. Take the temperature of the water
in the test tube every minute.
3. Stir gently with the thermometer.
4. Leave the thermometer in the water while you read
the temperature.
5. Watch the outside of the test tube carefully.
6. Record the temperatures in this table:
Time
0
(minutes)
Temperature
(°C)
Time
8
(minutes)
Temperature
(°C)
1
2
3
4
5
6
7
9
10
11
12
13
14
15
continued…
Temperature (°C)
7. Plot a line graph of your results using the axes below.
Time (minutes)
8. Describe what you see on the outside of the test tube at different
temperatures.
BLM9: Condensation as a particle picture
The water particles that are “hiding”
in the air are far apart, moving fast,
bumping into other particles occasionally.
As the air is cooled down they lose energy
and move less quickly.
As the air is cooled down even further the
particles don’t have enough energy to stay apart so
they form droplets in which they are close together,
jumbled up and sliding over one another.
Name:
Date:
BLM10: Watching freezing and melting
1. Set up your experiment like this:
2. Take the temperature of
the water in the test tube
every minute.
3. Stir gently with the thermometer.
4. Leave the thermometer in the water while you read the temperature.
5. When the water won’t get any colder take the test tube out of the
ice/salt mixture and record the temperature as the water warms up.
6. Record the temperatures in this table:
Time
0
(minutes)
Temperature
(°C)
Time
8
(minutes)
Temperature
(°C)
1
2
3
4
5
6
7
9
10
11
12
13
14
15
continued…
Temperature (°C)
7. Plot a line graph of your results using the axes below.
Time (minutes)
8. Describe what happens to the water in the test tube at different
temperatures.
BLM11: Freezing & melting as a particle picture
The water particles in the liquid water are
close together, jumbled up and sliding over
one another.
As the water is cooled down they lose energy
and move less quickly.
As the water is cooled down even further
they don’t have enough energy to keep sliding
over one another and become part of a
regular arrangement in which they vibrate on
the spot. The liquid water has become solid
water.
Name:
Date:
BLM12: Watching some more heating
1. Set up your experiment like this:
2. Put the material you are heating on a clean can lid.
3. Heat carefully from below.
4. Watch carefully to see what happens.
Describe what you see using a table like this. You will need a separate
table for each substance. Use the information in your table to answer the
question at the end of the table.
Name of substance
Appearance before heating
Appearance during heating
Appearance after heating
Are the changes caused by heating this
substance reversible or irreversible?
BLM13: Physical and chemical changes
If a solid substance is heated and it turns
into a liquid which when cooled
turns back into the original solid, a
reversible reaction has taken place.
If a liquid substance is heated
and it turns into a gas which when
cooled turns back into the original solid, a
reversible reaction has taken place.
Reversible reactions in which no new substances are formed
are called Physical Changes.
If a solid substance is heated and it turns into a new
substance which when cooled does not turn back into the
original substance, an irreversible reaction has taken place.
Irreversible reactions in which new substances are formed are
called Chemical Changes.
Name:
Date:
BLM14: Evaluating the answer
For each presentation give marks out of 5 for each of the criteria.
0 = very weak 1 = weak 2 = poor 3 = satisfactory 4 = good 5 = very good.
Group members
Accuracy
of scientific
content
Elegance of Logic of
Confidence
images
explanation of
presentation
BLM15: Evaluation grid
Group members:
1.
2.
3.
4.
Score/5
Accuracy of scientific content
Elegance of images
Logic of explanation
Confidence of presentation
Total score/20