Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
Science Grade 03 Unit 02 Exemplar Lesson 02: Matter Changes
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 predict, observe, and record changes in the state of matter caused by heating or cooling. They relate those
experiences to changes in the state of water as it moves through the water cycle via energy from the Sun.
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:
3.5B 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.
Supporting Standard
3.8
Earth and space. The student knows there are recognizable patterns in the natural world and among objects in
the sky. The student is expected to:
3.8B Describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle.
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.
3.2F 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
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Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
encourage critical thinking by the student.
3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including
size, properties, and materials.
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.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Science Unit 02 PI 02
Given a word bank, label a simple diagram of the water cycle. Describe the changes in states of matter that occur in the water cycle. Describe how the Sun affects
the changes that take place in the water cycle.
Standard(s): 3.2F , 3.5C , 3.8B
ELPS ELPS.c.5B , ELPS.c.5C
Grade 03 Science Unit 02 PI 03
Create a photo journal to showcase examples of melting, freezing, evaporating, and/or condensing. Describe the illustrations in terms of the state(s) of matter
and the change(s) taking place.
Standard(s): 3.2F , 3.5B , 3.5C
ELPS ELPS.c.3J , ELPS.c.4F , ELPS.c.5G
Key Understandings
Matter can exist in different states, and each state has unique characteristics.
— What are three states of matter?
— What are the characteristics of each state?
The addition or reduction of heat can cause predictable changes in the state of matter.
— How does matter change?
— Why does matter change?
The Sun is a source of light and heat energy.
— How does the Sun’s energy affect matter?
— Why does the water cycle need the Sun?
Vocabulary of Instruction
change of state
condensation/condense
cooling
energy
evaporation/evaporate
freezing/freeze
gas
heating
liquid
melting/melt
physical change
precipitation
solid
states of matter
temperature
water cycle
water vapor
Materials
aluminum foil cups (see Advance Preparation, 1 per group)
beads (UV, see Advance Preparation, 4–5 per student)
book on the water cycle (1 per teacher)
bucket (1 for teacher demonstration)
camera (1 per teacher)
chalk (sidewalk, 1 piece per group)
chalk board (small or access to class chalk board, per group)
Change of State display (solid, liquid, and gas components only, see Advance Preparation, 1 per teacher)
cheese (1/2” cube, 1 for teacher demonstration)
chenille stick (white, 1 per student)
collection of photos (electronically stored or hardcopy, to represent changes of state, per teacher)
computer and printer (per teacher) – Optional
container (to hold 20–30 mL water, 1 per group)
cotton balls (soaked in rubbing alcohol, see Advance Preparation, 4–5 per group for Traveling Scents Station)
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Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
cotton swabs (clean, 4–5 for teacher demonstration)
cotton swabs (soaked in rubbing alcohol, and soaked in water, see Advance Preparation 4–5 of each per group for Feeling It Station)
cup or container (metal, cooled, see Advance Preparation, for demonstration, 1 per teacher)
cups (small, such as medicine cups, 2 for teacher demonstration)
drying devices (such as battery operated personal fans, paper fans, or hair dryers, 2 for Drying Laundry Station) – Optional
food coloring (blue, 5–6 drops to add to liter of water, for teacher demonstration)
globe (1 for teacher demonstration)
glue (sticks or liquid, per group)
goggles (1 pair per student)
goggles (1 per teacher)
graduated cylinder (1 for teacher demonstration)
heat resistant gloves (1 pair per teacher)
hot pot, teapot, or thermos (1 for teacher demonstration)
hot water (about 155°F/70°C, enough to fill container, for teacher demonstration)
ice pop (1 for teacher demonstration)
lip balm or deodorant (1/2” cube, 1 for teacher demonstration)
margarine (1/2” cube, 1 for teacher demonstration)
metal or unbreakable rectangular pans (1 for teacher demonstration)
milk chocolate (1 inch square, 1 per group)
mirror (cooled, for demonstration, see Advance Preparation, 1 per teacher)
muffin tin (metal, 1 for teacher demonstration)
mug or small bowl (clean, 1 for teacher demonstration)
paper (construction or cardstock, 1 sheet per student)
paper towels (durable, folded, dampened with equal amounts of water, see Advance Preparation, 2 per group for Drying It Station)
pet water bowl (from Lesson 01)
plastic wrap (enough to cover the top of bucket, for teacher demonstration)
radiometer (1 per group)
resealable plastic bags
rock (metallic, 1 for teacher demonstration)
rocks (small, chilled, 4–5 for teacher demonstration)
rocks (small, if windy outside, per teacher) – Optional
rubber band or masking tape (to seal plastic wrap onto bucket, for teacher demonstration)
salt water solution (1 cup, see Advance Preparation, for teacher demonstration)
sand (approx. 3 cups for teacher demonstration)
sponge (approx. 4X6 cm, or ¼ of kitchen sponge, dampened, see Advance Preparation, 1 per group for Wet Prints Station)
thermometer (1 for teacher demonstration)
thermometers on meter sticks (1 per group or 1 per class)
timing device (1 for teacher demonstration)
timing device (1 per group)
toothpicks (2 per group)
water
wax (household, paraffin, 1/2” cube, 1 for teacher demonstration)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
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: Materials Information Sheet
Teacher Resource: Change of State Display
Handout: Change of State Chart (1 per student)
Handout: Matter Magicians (1 per student)
Teacher Resource: Instructions for Mini Investigations KEY
Handout: Change of State Evaluation
Teacher Resource: Change of State Evaluation KEY
Teacher Resource: Water, Water, Everywhere
Handout: Water Cycle Performance Indicator (1 per student)
Optional Teacher Resource: Change of State Pictures for Performance Indicator
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page 3 of 27 Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
Teacher Resource: Instructions for Performance Indicator
Resources
None Identified
Advance Preparation
1. Prior to Day 1 order enough UV beads so that each student will have 4–5 for their bracelet. These can be ordered or obtained from
science supply vendors or local science Exploratoriums. Read the Teacher Resource: Materials Information Sheet for more
information about UV beads and radiometers. Place enough beads for 3–4 students in a resealable, plastic bag.
2. Prior to Day 1 locate, read, and have on hand the MSDS on brand of rubbing alcohol used.
3. Prior to Day 2, prepare components of the Change of State display. See the Teacher Resource: Change of State Display for
components. Arrange and post the labels and pictures for Solid, Liquid, and Gas. During each Explain phase, have the appropriate
arrows, key vocabulary word(s), and definition(s) ready to add to the display. In lieu of a display, use a large chart or overhead
transparency.
4. Prior to Day 1, secure a camera for taking pictures of the changes of state throughout the entire lesson. These photos can be
downloaded or developed for use in the Performance Task photo journal. Digital pictures that can be accessed by students on the
computer will be useful when students prepare pages for the journal.
5. Prior to Day 1, prepare materials for the Engage – Matter and Energy. For easy distribution, place each group’s materials on a tray
(optional).
Fill resealable, plastic bags with UV beads (1 bag per group with 4–5 beads per student). Include chenille sticks (1 per student).
Make aluminum foil “cups” by using the bottom of a small, plastic cup to shape or mold 10 cm squares of heavy duty foil (1 per group).
For better heat absorption and faster results, cut circles of black construction paper to place in the bottom of each foil container. Place
the 1 inch square of chocolate and a couple of toothpicks in each container.
Fill small containers with 20–30 mL of water (1 per group; enough water to collectively make a small puddle).
Gather thermometers and meter sticks assembled in the last lesson (1 per group)
Radiometers will need to be placed in the center of a flat table or desk by you or another adult. Students are not to touch or move the
radiometers.
6. Prior to Day 2, prepare materials for the Explore/Explain – Melting and Freezing.
Cut similar­sized cubes, about ½ inch square (1 each), of margarine, household paraffin wax, cheese, lip balm or deodorant, and an
ice pop (Keep the ice pops in the freezer and on ice until the last minute.). A small metallic rock, such as magnetite or hematite, is
needed.
Optional: Prepare an example of the data table that students will need to construct in their science notebooks. Column headings should
include: Items/Melt/Start to Melt/Remain Solid/Results. It can be extended to include predictions and observations related to
Freeze/Start to Freeze/Remain Liquid/Results.
Secure a 6-count muffin tin. Inexpensive aluminum foil tins can be found at your local discount store. The tin needs to fit inside the
metal or non-breakable, rectangular pans. A pan insulator is great for safety when using hot water, but not required.
Water will need to be heated to a temperature of about 155°F/70°C using a hot plate, microwave, or stove. You will need a hot pot, tea
pot, or thermos for transporting and pouring the water into the first pan.
Fill the cooler with ice.
Download or bookmark a photo of molten metal.
7. Prior to Day 3, prepare materials for the Explore/Explain – Evaporation and Condensation. Label the resealable, plastic bags with
the name of the investigation. For easy distribution, place each group’s materials on a tray (optional).
Wet Prints: Put a small, dampened sponge (or piece of sponge) in a resealable, plastic bag (1 per group). Include an individual-sized
chalkboard if available. If not, allocate part of the classroom chalkboard for use.
Traveling Scents: Saturate 4–5 cotton balls with rubbing alcohol, and put the cotton balls in a resealable, plastic bag (1 per group).
Feeling It: Saturate 4–5 cotton swabs with water, and put the cotton balls in a resealable, plastic bag labeled water. Make and label
another resealable, plastic bag for the cotton swabs saturated with alcohol (1 bag of each per group).
Drying Laundry: Dampen two durable paper towels with equal amounts of water (The amount of water will depend on the type or
brand of paper towel you are using). Fold them so they fit inside a resealable, plastic bag. If possible, have one or two small batteryoperated hand-held fans for use by the class. If not, you can go low tech with paper fans or high tech with one or two hair dryers. (Be
sure to address safety concerns.)
Cool the metal cup/container and the mirror by sealing them in plastic resealable, plastic bags and putting in the cooler.
8. Prior to Day 4, prepare materials for the Elaborate – Water, Water, Everywhere.
Important: Think about setting up a duplicate water cycle model that can be placed outside early in the day to allow for evaporation
and condensation to take place and not delay class time.
Add blue food coloring to a liter bottle of water.
Fill your plastic bucket about 1/3 full of sand.
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Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
Make a solution of salt water. Heating the water will allow more salt to dissolve and will speed up the evaporation process. Make enough
to saturate the sand in the bucket.
For faster results, keep the small rocks in the cooler until ready for use.
Substitute a heat lamp for the Sun in case the weather prohibits outdoor activity.
9. Prior to Day 4, locate a children’s book about water and the water cycle.
10. Prior to Day 5, prepare materials for the Performance Indicator – Change of State. Refer to the Teacher Resource: Instructions
for Performance Indicator.
11. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations related to temperature, changes in state, and the Sun as a source of energy for the water cycle. Prior to this lesson,
students have classified matter by physical properties, examined states of matter (solids and liquids) as observable properties, compared changes in materials
caused by heating and cooling, and demonstrated that things can be done to materials to change their physical properties, such as cutting, folding, sanding, and
melting. In this lesson, students will continue to predict and observe changes in the states of matter caused by heating and cooling.
At this point in the year, students will be able to study the effects of the Sun’s energy on matter, including those related to the water cycle. The Sun’s role in Earth and
life systems will be continually revisited throughout the school year.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Matter and Energy
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Divide the class into groups of 3–4 students.
Materials:
2. Distribute white chenille sticks, beads, aluminum foil cups with toothpicks and
chocolate, 20–30 mL of water, a thermometer attached to a meter stick, and a
radiometer to each group.
3. Briefly review previous learning by asking students to describe the various
states of matter represented by the collection of items. Students can use the
toothpicks to verify that the chocolate is solid (Leave the toothpicks in the tin or
container for later use.).
4. Instruct each student to make their own chenille stick bracelet with 4–5 beads
and to carefully examine the radiometer and its parts.
5. Instruct students to make a “before” drawing of their bracelet, the container of
chocolate, and the radiometer in their science notebooks. Assist them in
identifying and labeling the parts of the radiometer (bulb, base, vanes). They
should leave space next to each drawing for their “after” observations and/or
sketches. Explain to students they will have an opportunity to add “before” and
“after” observations of the water when they get outside.
6. Inform the students that they will be going outside on a brief field trip to make
and record observations related to the items they have sketched.
7. Assemble the class on a concrete or blacktop area in bright sunlight. Instruct
groups to place their aluminum foil cups of chocolate on the ground. Safety
Note: Ensure that you have screened the area for any potential hazards.
8. In a nearby area, instruct students to pour their water together into a puddle on
the concrete or blacktop. Use sidewalk chalk to trace around the perimeter of
the puddle. Tell students they will have an opportunity to sketch a “before”
picture of the puddle shortly.
Ask:
Do you have any predictions about changes that might take place
with the chocolate? The puddle? Answers will vary, but it is likely that
students will know that the chocolate will melt and the puddle may dry up,
“disappear”, or evaporate.
Students should notice that their beads have changed color. If not,
camera (1 per teacher)
chenille stick (white, 1 per student)
beads (UV, see Advance Preparation, 4–5 per
student)
aluminum foil cups (see Advance Preparation, 1
per group)
milk chocolate (1 inch square, 1 per group)
toothpicks (2 per group)
chalk (sidewalk, 1 piece per group)
radiometer (1 per group)
water (20–30 mL, 1 per group)
container (to hold 20–30 mL water, 1 per group)
thermometers on meter sticks (see Advance
preparation, 1 per group)
timing device (1 per group)
rocks (small, if windy outside, per teacher) –
Optional
Change of State display (solid, liquid, and gas
components only, see Advance Preparation, 1
per teacher)
Attachments:
Teacher Resource: Materials Information
Sheet
Teacher Resource: Change of State Display
Safety Notes:
Caution students to wait for your instructions. During these
Engage activities, they should not put anything in their mouths,
touch or handle the radiometers, and never look directly at the
Sun.
Ask:
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Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
What have you noticed about your beads? They have changed from
white to bright colors.
Compare your beads with a partner. How are they the same? How are Instructional Notes:
they different? Answers will vary.
These Engage activities should be carried out on a sunny,
warm day.
9. Draw the student’s attention to the radiometer(s).
Ask:
An adult(s) should carry out the radiometer(s). The group
What is happening to the radiometer? It is spinning rapidly.
members will need to wear or carry out the other items,
including science notebooks and pencils.
10. Move students to the shade to add a “before” picture of the puddle and “after”
observations for their beads and radiometers.
11. While in the shade, students should begin to notice changes in their beads and
radiometer(s) again.
Ask:
What might be causing the changes you are observing? Answers will
vary, but students may claim that sunlight is causing a change in the color of
the beads and the speed of the radiometer.
How can you gather evidence to support that claim? Step back into the
sunlight, and observe what happens.
12. Suggest that students re-examine the puddle and chocolate while looking for
changes in their beads and the radiometer.
Ask:
What is happening to the puddle? The chocolate? Students should
notice that the puddle is getting smaller and the chocolate is melting. The
toothpicks can be used to test the chocolate. If the puddle hasn’t completely
dried up, you can trace around the remaining perimeter.
Were your predictions correct? Answers will vary.
Do you have any evidence that the sunlight is causing changes in
the beads and radiometer? Yes, the beads change color, and the
radiometer spins faster when they are in direct sunlight.
13. This would be a good opportunity for student groups to take an air temperature
reading and record the date, time, and temperature in the data table in their
notebooks. Take the students back indoors to complete their “after” drawings
and/or observations.
Reminder: Take digital pictures of the puddle and the melting
chocolate.
Later in the lesson, connections will be drawn between the
Engage activities and solar energy. At this point in the lesson,
allow students to make their own observations and draw their
own conclusions. Most students will attribute the changes to
the Sun without understanding the complex concept of energy.
For more practice with metric linear measurement, students
could measure the length, width, and/or perimeter of the
puddle using the chalk outlines.
On-going: Discuss which lesson materials can be recycled
and reused.
Misconceptions:
Students may think materials can only exhibit
properties of one state of matter.
Students may think that water disappears when
it evaporates.
Science Notebooks:
14. Debrief the activity.
Ask:
Instruct students to make a “before” drawing of their bracelet,
What changes took place with the beads, the radiometer, the
chocolate, and the puddle? Answers should reflect observations.
What seemed to be causing these changes? The Sun’s light and heat
seemed to cause the changes.
the container of chocolate, and the radiometer in their science
notebooks.
Students record the date, time, and temperature in the data
table in their notebooks. Students should also complete their
15. Say:
“after” drawings and/or observations.
Scientists say that something called “energy” is needed to change
matter.
Ask:
If energy causes change in matter, can we say that the sun’s light
and heat are forms of energy? Yes
What things besides the Sun produce heat? Answers may include hair
dryers, heating pads, ovens, light bulbs, hot plates, etc. Make note of
misconceptions such as mittens, blankets, etc.
What changes were caused by the heat from the hair dryer, etc.
(Choose just a few.) Answers will vary according to the source of heat.
16. Explain that during the next few weeks, students will be investigating how energy
changes matter.
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page 6 of 27 Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
EXPLORE/EXPLAIN – Melting and Freezing
Suggested Day 2
1. Refer to the changes in the chocolate from the previous activity. Elicit students’
definition for “melting” and the cause of that change (heat energy produced by
the Sun). Briefly discuss student experiences with melting.
2. Introduce the investigation and key question: Do other objects/materials
melt when heat is added? Students can record the question in their science
notebooks.
3. Set up the investigation. Place the cubes of margarine, wax, ice pop, cheese, lip
balm or deodorant, and metallic rock in a metal muffin tin.
4. Ask:
What are three states of matter?
What are the characteristics of each state?
5. Instruct students to identify the state of matter represented by the collection
(solid-they have a definite shape). They can list the items in a data table with
columns for predicting if items will melt, starts to melt, or remains solid when
heat is added. Include a column for results.
6. Ask students to predict what will happen to the items when the same amount of
heat is added for the same amount of time. A timing device will be needed.
7. Carry the muffin tin around the room so each student can get a better look at
the items before the heat is added. Students should mention that the ice pop is
already starting to melt.
Ask:
Why is the ice pop melting (changing from solid to liquid) before the
heat is added? Answers will vary. Lead students to the idea that there is
already enough heat in the room. The room temperature is warmer than the
temperature needed to keep the ice pop frozen (the temperature of the
freezer).
8. Explain to the students that placing the muffin tin in a hot water bath will heat it
up. Explain how the water was heated (microwave, hot plate, etc.) and that it is
very hot. Caution students not to touch any part of the demonstration as they
observe the results. Pour about one inch of the hot water into the pan, and
place the muffin tin in the water.
9. Set the timer for 5–10 minutes, and allow student groups to continually rotate
past the demonstration and observe the changes until the timer goes off.
10. Students can discuss their observations and record the results.
Materials:
camera (from previous activity)
Change of State display or chart – from
previous activity (see Advance Preparation, 1
per teacher)
muffin tin (metal, 1 for teacher demonstration)
margarine (1/2” cube, 1 for teacher
demonstration)
wax (household, paraffin, 1/2” cube, 1 for
teacher demonstration)
cheese (1/2” cube, 1 for teacher demonstration)
lip balm or deodorant (1/2” cube, 1 for teacher
demonstration)
rock (metallic, 1 for teacher demonstration)
ice pop (1 for teacher demonstration)
hot water (about 155°F/70°C, enough to fill
container, for teacher demonstration)
thermometer (1 for teacher demonstration)
hot pot, teapot, or thermos (1 for teacher
demonstration)
heat resistant gloves (1 pair per teacher)
goggles (1 per teacher)
metal or unbreakable rectangular pans (1 for
teacher demonstration)
timing device (1 for teacher demonstration)
thermometers on meter sticks (1 per group or 1
per class)
Attachments:
Handout: Change of State Chart (1 per
student)
Safety Notes:
Students should be a safe distance away as you set up the
demonstration and pour the hot water into the pan. Caution
students not to touch any part of the demonstration. Monitor the
movement of student groups as they observe the results.
11. Use Guiding Questions to refine the definition of “melting” and cause of that
change of state.
Ask:
What changes did you notice? Answers should reflect observations.
What caused the change? Heat was added.
When the (choose an item) _____ melted, did it change into
something else or is it still _____? None of the items changed into new
matter; they changed state.
Why didn’t the ______, the rock, or the tin container melt (change
from solid to liquid)? They require more heat or melt at a higher
temperature. (A link to a photo of molten metal can be found in the
resources section above.)
12. Distribute and introduce the Handout: Change of State Chart. Define “change
of state”, and emphasize that it is a physical change. Build the “melting” section
of the Change of State display. Students can replicate that part of the drawing
and information on their handout.
Ask:
Instructional Notes:
The amount of time needed for most items to melt depends on
the temperature of the water. Class size will also dictate how
much time you want to allocate.
Reminder: Take pictures of the matter melting in the hot water
bath and freezing in the ice bath.
If you want to extend the lesson and make connections
between temperature and melting/freezing points, you can
measure and announce the room temperature, temperature of
the hot water bath, temperature of the ice bath, and
temperature of a typical freezer at the appropriate times. Some
students may begin to understand that different materials melt
and freeze at different temperatures.
Where have you seen examples of melting in daily life? Answers will
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Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
vary.
When or why might it be important or useful for a solid to melt?
Answers may vary. Consider frozen lakes and ponds, snowfall, icy roads,
any material like crayon wax, chocolate, metal, etc. that must be melted in
order to be molded into shape, etc.
13. Have students Think/Pair/Share about how to change the melted matter back to
a solid state. Students will likely suggest that the matter be cooled in some way.
14. Students can extend or create a new data table to predict changes to the items
when placed in a pan of ice and cooled (Heat is removed.).
15. Place the muffin tin with the melted samples on a pan of ice. Students can
observe and record the changes.
16. Use Guiding Questions to refine the definition of “freezing” and cause of that
change of state (cooling or the removal of heat).
Ask:
What changes did you notice? Answers should indicate which items froze
or changed into a solid with a definite shape.
What caused the change? The items were cooled; heat was removed.
When the _____ froze, did it change into something else or is it still
______? None of the items changed into new matter; they changed state.
You may want to put the tin in the freezer overnight to verify that
the melted ice pop has changed back to its solid state.
On-going: Discuss which lesson materials can be recycled
and reused.
Science Notebooks:
Students record the question, “Do other objects/materials melt
when heat is added?” in their science notebooks.
Students should have the opportunity to answer the following
question in their notebook as a reflection:
When the __________ froze, it changed by
________________.
Students record the results and observations in their science
notebooks.
Why hasn’t the ice pop changed back into its solid state? The ice pop
Place the handout in the science notebook for safe-keeping. It
needs a much lower temperature to freeze.
How can we change the ice pop back into a solid? Put it in the freezer. will be completed in the next lesson.
17. Build the “freezing” section of the Change of State display. Students can
replicate that part of the drawing and information on their Handout: Change of
State.
Ask:
Set aside time for student groups to measure and record the
outdoor air temperature.
Where have you seen examples of frozen water in nature? Answers
will vary.
When is freezing helpful? When making ice cream or ice to cool your
drink, skating on ice, etc.
When is it harmful? When ponds and lakes freeze over, water pipes
freeze, animals and plants freeze, etc.
EXPLORE/EXPLAIN – Evaporation and Condensation
Suggested Day 3
1. Recap the previous investigations by asking:
Materials:
How does matter change? Some melted/changed from a solid to a liquid;
some froze/changed from a liquid back to a solid.
Why does matter change? Heat was added or removed (taken away).
2. Draw students’ attention to the pet water bowl that was set out at the beginning
of the unit. Add results to the original entry.
Ask:
What changes do you notice? The level of the water has decreased.
Where do you think the water has gone? Answers will vary.
Where else have you observed water (use students’ language for
evaporating) or changing into something that can’t be seen? Student
should remember the puddle of water.
What caused that change? The Sun’s energy
3. Explain to students that in this lesson they will be investigating these changes in
matter.
Ask:
What do you know about magicians? Answers will vary.
When the magician makes something “disappear,” is it really gone?
No
Last Updated 04/23/13
camera – from previous activity (1 per teacher)
pet water bowl (from Lesson 01)
graduated cylinder – Optional
sponge (approx. 4X6 cm, or ¼ of kitchen
sponge, dampened, see Advance Preparation,
1 per group for Wet Prints Station)
resealable plastic bag (to hold sponge, see
Advance Preparation, 1 per group for Wet Prints
Station)
chalk board (small or access to class chalk
board, per group)
cotton balls (soaked in rubbing alcohol, see
Advance Preparation, 4–5 per group for
Traveling Scents Station)
resealable plastic bag (to hold cotton balls, see
Advance Preparation, 1 per group for Traveling
Scents Station)
goggles (1 pair per student)
cotton swabs (soaked in rubbing alcohol, and
soaked in water, see Advance Preparation 4–5
of each per group for Feeling It Station)
page 8 of 27 Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
4. Inform students that today they can practice being “matter magicians” by
changing matter into something invisible (cannot be seen). As they work with
the materials, ask them think about where the matter has gone and what
caused it to change. Discuss any safety issues.
5. Distribute Handout: Matter Magicians to each student and a set of materials
to each group.
6. Describe the materials and directions for each mini-investigation in Matter Magicians. The
Teacher Resource: Instructions for the Mini Investigations KEY has information for
conducting this activity.
7. After all groups have completed all stations, debrief each activity by asking
students to share their observations and results. The Teacher Resource:
Instructions for Mini Investigations KEY has information for guiding the
discussion and scaffolding instruction.
8. Discuss common experiences with evaporation and how evaporation can be
helpful (drying laundry, hair, using humidifiers, etc.) and harmful (lakes and
ponds drying up, boiling a cooking pot dry, plants and animals losing too much
water through their skin or pores, etc.).
9. Build the “evaporation” section of the Change of State display. Students can
replicate that part of the drawing and information on their Handout: Change of
State Chart.
10. Discuss the fact that magicians always make the things that disappeared,
reappear. Ask:
How might we get the water vapor in the air to change back into
visible water, the liquid? Answers will vary.
11. Share one more demonstration. Have students take a deep breath. Explain they
are breathing in a mixture of gases in the air including oxygen, carbon dioxide,
and water vapor. When they exhale or breathe out, they are putting those
gases back into the air around them.
12. Have students exhale or breathe out air into the palm of their hand and see if
they can feel moisture. Explain that the water vapor from their lungs (at
98°F/37°C) is cooled by the room temperature air (about 72°F/22°C) and
changed back into a liquid.
13. Remove the mirror from the sealed resealable, plastic bag, and demonstrate
how the water vapor in your breath becomes visible liquid again.
14. Ask students if they have heard the word, condensation. Explain that
condensation is the word scientists use to describe the change of a gas back
into liquid.
15. Build the “condensation” section of the Change of State display. Students can
replicate that part of the drawing and information on their Handout: Change of
State Chart.
16. As time permits, review the concepts of evaporation and condensation by
sharing a children’s book or web site such as, but not limited to, the American
Chemical Society’s Science for Kids: Evaporation site listed in the Resource
section of this lesson.
17. Distribute the Handout: Change of State Evaluation (1 per student). Allow
students the opportunity to complete this. Assist with language as the need
arises.
resealable plastic bag (to hold cotton swabs,
see Advance Preparation, 2 per group for
Feeling It Station)
paper towels (durable, folded, dampened with
equal amounts of water, see Advance
Preparation, 2 per group for Drying It Station)
resealable plastic bag (to hold paper towels, see
Advance Preparation, 1 per group for Drying
Laundry Station)
drying devices (such as battery operated
personal fans, paper fans, or hair dryers, 2 for
Drying Laundry Station) – Optional
cup or container (metal, cooled, see Advance
Preparation, for demonstration, 1 per teacher)
resealable plastic bag (to hold cooled metal cup
or container, for demonstration, see Advance
Preparation, 1 per teacher)
mirror (cooled, for demonstration, see Advance
Preparation, 1 per teacher)
resealable, plastic bag (to hold cooled mirror,
for demonstration, see Advance Preparation, 1
per teacher)
thermometers on meter sticks (1 per group or 1
per class)
Attachments:
Handout: Change of State Chart (1 per
student) from previous activity
Handout: Matter Magicians (1 per student)
Handout: Change of State Evaluation (1 per
student)
Teacher Resource: Change of State
Evaluation KEY
Safety Notes:
Students should be wearing safety goggles throughout this
investigation.
Do not put anything in the mouth. Smell only by wafting. Wash
hands after the lesson.
If using electrical hair dryers, be sure that cords are secure and
low heat settings are used.
Instructional Notes:
Reminder: Take pictures of the matter evaporating and
condensing.
On-going: Discuss which lesson materials can be recycled
and reused.
Optional: You can use a hot plate to bring a teapot of water to a
boil so students can see the condensation. Emphasize that
water vapor that is condensing cannot be seen. Follow safety
precautions if conducting this demonstration.
Last Updated 04/23/13
page 9 of 27 Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
Set aside time for student groups to measure and record the
outdoor air temperature.
Listen for possible student misconceptions or gaps in content
understanding. For example, students may think that water is
the only liquid that evaporates.
Misconceptions:
Students may think materials can only exhibit
properties of one state of matter.
Students may think that water disappears when
it evaporates.
Science Notebooks:
You can remark the level of the water and/or measure the
remaining water in mL and return it to the bowl for further
observations.
ELABORATE – Water, Water Everywhere
Suggested Day 4
1. Instruct students to reflect on the Engage activity with the puddle of water.
Ask:
How did the Sun’s energy change the puddle of water? The Sun’s
energy caused the puddle to evaporate.
2. Show students the globe.
Ask:
Is there more land or water covering the surface of the Earth? Water
Where is almost all of the water on Earth found? In the oceans
Have you been in the ocean and gotten ocean water in your mouth
or eyes? How did it taste or feel? Salty
3. Explain that almost all water on Earth is salt water and not useable for drinking,
washing, or watering plants. Ask students if they have heard the phrase, “water,
water everywhere, but not a drop to drink.” This is saying certainly is true about
the ocean water.
4. Display a liter bottle of blue water, and remind students that there are 1000 mL
of water in the bottle. Ask students to imagine that the bottle of water represents
all of the water on the Earth.
Ask:
How many of the 1000 mL do you think would represent fresh usable
water? Accept all answers.
Materials:
camera (from previous activity) – Optional
globe (1 for teacher demonstration)
water (1 liter, colored blue, 1 for teacher
demonstration)
food coloring (blue, 5–6 drops to add to liter of
water, for teacher demonstration)
graduated cylinder (1 for teacher
demonstration)
cups (small, such as medicine cups, 2 for
teacher demonstration)
book on the water cycle (1 per teacher)
bucket (1 for teacher demonstration)
sand (approx. 3 cups for teacher demonstration)
salt water solution (1 cup, see Advance
Preparation, for teacher demonstration)
mug or small bowl (clean, 1 for teacher
demonstration)
plastic wrap (enough to cover the top of bucket,
for teacher demonstration)
rubber band or masking tape (to seal plastic
wrap onto bucket, for teacher demonstration)
rocks (small, chilled, 4–5 for teacher
demonstration)
cotton swabs (clean, 4–5 for teacher
demonstration)
thermometers on meter sticks
5. Explain that 970 mL of the 1000 mL represent the salt water in the oceans. That
leaves 30 mL of fresh water (Pour 30 mL of water from the bottle into a small
cup.). Of the 30 mL of fresh water, 20 mL represents water that is frozen solid in
icecaps and glaciers (Pour 20 mL into another small cup.). The remaining 10
Attachments:
mL of water represents the fresh water that is usable by plants and animals on
Earth.
Teacher Resource: Water, Water Everywhere
6. Hold up the 10 mL of water.
Ask:
Why would it be important to conserve and protect this important
resource? Answers will vary.
Last Updated 04/23/13
Safety Note:
Caution students to never look directly at the Sun.
page 10 of 27 Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
7. Pose the question:
If most of the water on Earth is unusable, how, then, do we get fresh
water for drinking?
8. Follow the instructions on the Teacher Resource: Water, Water Everywhere
to set up and explain the water cycle demonstration.
9. Share a book about the water cycle.
Instructional Notes:
Consider setting up a duplicate water cycle model that can be
placed outside early in the day to allow for evaporation and
condensation to take place and not delay class time.
Reminder: Take pictures of the water cycle model.
10. When sufficient time has passed, have students examine the water cycle system
and explain what they are observing.
11. Review the movement of the water through the water cycle model, focusing on
the Sun’s role. A simple sketch will enhance the explanation.
The Sun warms the surface of the Earth.
Heat from the Sun causes liquid water to evaporate and enter the air.
The Sun’s heat energy has changed the water to water vapor, just as it did
with our puddle.
We can no longer see it.
The cool air up in the atmosphere causes water vapor to condense into tiny
droplets that we see as clouds in the sky.
When the water droplets get big enough, they fall as precipitation back to
the surface of the earth.
If the temperatures in the atmosphere are cold enough, that precipitation
may fall in the form of snow, sleet, or hail.
12. Be sure enough water has collected in the clean cup/bowl for one or more
students to taste it using a new clean cotton swab. They will be able to verify
that it is fresh, sweet water.
Ask:
For a discussion of ways to conserve water, it may be helpful to
conduct an Internet search using the terms "ways to conserve
water."
Explain the parts of this model and what they represent. The
sand represents the beach or land near the ocean. The salt
water represents the ocean. The cling wrap represents the
atmosphere above the Earth. And, the Sun will represent itself
(unless you have to use a lamp to represent the Sun). As
always, discuss the model’s limitations..
Emphasize that water evaporates from all bodies of water, as
well as plants and animals.
This should be a review of the water cycle and the concepts of
evaporation, condensation, and precipitation.
What happened to the salt? It does not evaporate; it remains with the
sand.
Students may think that clouds and fog are water vapor.
13. Have students sketch and label a simple diagram of the water cycle in their
notebooks. Make sure that students include the Sun in their sketch.
14. Conclude this investigation by reinforcing the importance of the Sun in cleaning
(purifying) and recycling our water.
Ask:
How does the Sun’s energy affect matter?
Why does the water cycle need the Sun?
Students may think that water only evaporates from the oceans.
If students think or insist that the salt evaporated with the water,
leave the system outside for a few days. Salt crystals will form
on the surface of the sand and provide evidence to the
students.
On-going: Discuss which lesson materials can be recycled
and reused.
Set aside time for student groups to measure and record the
outdoor air temperature.
Check For Understanding:
The student’s drawing provides a formative assessment for the
teacher.
Science Notebooks:
Have students sketch and label a simple diagram of the water
cycle in their notebooks. Make sure students include the Sun in
their sketch. Include the following vocabulary: water cycle,
evaporation, water vapor, condensation, energy, precipitation,
Sun (source of light and heat energy for the water cycle).
Last Updated 04/23/13
page 11 of 27 Grade 3
Science
Unit: 02
Lesson: 02
Suggested Duration: 6 days
EVALUATE – Performance Indicator ­ Water Cycle
Suggested Day 5
Grade 03 Science Unit 02 PI 02
Materials:
Given a word bank, label a simple diagram of the water cycle. Describe the changes in states
of matter that occur in the water cycle. Describe how the Sun affects the changes that take
place in the water cycle.
Standard(s): 3.2F , 3.5C , 3.8B
ELPS ELPS.c.5B , ELPS.c.5C
water cycle model (from Elaborate section)
Attachment:
1. Refer to the Teacher Resource: Instructions for Performance Indicator for
information on administering the performance assessment.
Handout: Water Cycle Performance
Indicator(1 per student)
Teacher Resource: Instructions for
Performance Indicator
Science Notebooks:
Students should label their water cycle diagram to include the
changes of state.
EVALUATE – Performance Indicator ­ Change of State
Suggested Day 6
Grade 03 Science Unit 02 PI 03
Materials:
Create a photo journal to showcase examples of melting, freezing, evaporating, and/or
condensing. Describe the illustrations in terms of the state(s) of matter and the change(s)
taking place.
Standard(s): 3.2F , 3.5B , 3.5C
ELPS ELPS.c.3J , ELPS.c.4F , ELPS.c.5G
collection of photos (electronically stored or
hardcopy, to represent changes of state, per
teacher)
computer and printer (per teacher) – Optional
paper (construction or cardstock, 1 sheet per
student)
glue (sticks or liquid, per group)
Attachments:
Optional Teacher Resource: Change of State
Pictures for Performance Indicator
Teacher Resource: Instructions for
Performance Indicator
Last Updated 04/23/13
page 12 of 27 Grade 3
Science
Unit: 02 Lesson: 02
Materials Information Sheet
UV Beads
Students can make a bracelet from 4–5 UV beads and a chenille stick. A white chenille stick contrasts
nicely with the beads when they change color. Try not to let students know there is something special
about the beads during the Engage activity. Since some students may know the term UV and
associate it with the Sun, you may want to simply describe the beads as Pony Beads.
UV Beads contain a non-toxic chemical which changes color when exposed to UV radiation. These
beads, however, will return to their pale color in the absence of UV rays. Many science vendors carry
these beads. The best UV beads are white without a hint of color before exposure.
Radiometer
A radiometer consists of an airtight, glass bulb from which much of the air has been removed to form
a partial vacuum. The bulb sits on a base. Inside the bulb, four vanes rotate on a spindle. The vanes
are white on one side and black on the other. The vanes rotate when exposed to light. More intense
light causes a faster rotation.
Students can draw and label the parts of the radiometer in their science notebooks. Help students
identify the parts by relating them to other common items, such as light bulbs, weather vanes, axles,
etc.
Safety Issues:
1. An adult should always handle the radiometer(s).
2. The glass bulb can shatter if dropped.
3. The vacuum seal can be broken if the radiometer is jarred.
Radiometers are inexpensive and can be purchased from most science vendors.
©2012, TESCCC
Venegas, A. (Photographer) (2010). Radiometer [Print].
04/19/13
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 02
Changes of State Display
Gas
Evaporation is
when matter changes
from a liquid to a gas.
Condensation is
when matter changes
from a gas to a
liquid.
Melting is
when matter changes
from a solid to a
liquid.
Freezing is
when matter changes
from a liquid to a
solid.
Red: Heating
Blue: Cooling
©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 02
Change of State Chart
Gas
Red: Heating
Blue: Cooling
©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 02
Matter Magicians
Wet Prints:
• Take turns using the damp sponge to make one water mark on the chalkboard.
• Return the sponge to the small plastic zipper bag.
• Observe and record the results.
• Where do you think the water has gone?
• What caused it to change?
Traveling Scents:
• One student will be the “magician” and the others will be the “audience”.
• The magician is to open the small plastic zipper bag and gently wave it in the air.
• The audience members should raise their hands when the matter has traveled to
their noses.
• Reseal the small plastic zipper bag.
• Where did the matter go?
• What evidence do you have?
©2012, TESCCC
06/13/12
page 1 of 2
Grade 3
Science
Unit: 02 Lesson: 02
Feeling It:
• Take turns while working with a partner.
• Partner A uses one alcohol swab and one water swab to moisten the backs of
Partner B’s hands. Try to moisten both hands at the same time.
• Throw away the used swabs.
• Switch roles. Reseal the small plastic zipper bag.
• Discuss and record the results.
• Where do you think the liquids went?
• What caused that change?
Drying Laundry:
• Remove the wet paper towels from the small plastic zipper bag and carefully spread
them out.
• What do you think will happen to the water in the towels if they are left out of the
small plastic zipper bag?
• Can you think of ways to dry one of the paper towels faster?
• Get your teacher’s permission to try one of your ideas. Did your idea work?
• What caused the paper towel to dry up more quickly?
©2012, TESCCC
06/13/12
page 2 of 2
Grade 3
Science
Unit: 02 Lesson: 02
Instructions for Mini Investigations KEY
1. Show students how you soaked each item in some kind of liquid and they are wet (for evidence that the state of
matter being investigated is liquid).
Wet Prints: Students will take turns using the damp sponge to make one water mark on the chalkboard. Observe
and record the results. Where do you think the water has gone and what caused it to change? Return the sponge
to the resealable, plastic bag.
Traveling Scents: One student will be the “magician”, and the others will be the “audience”. The magician is to
open the resealable, plastic bag and gently wave it in the air. The audience members should raise their hands
when the matter has traveled to their noses. Reseal the resealable, plastic bag. Where did the matter go? What
evidence do you have?
Feeling It: Take turns while working with a partner. Partner A uses two cotton swabs (one with alcohol and the
other with water) to moisten the backs of Partner B’s hands. Try to moisten both hands at the same time. Throw
away the used swabs. Switch roles. Reseal the resealable, plastic bags. Discuss and record the results. Where
do you think the liquids went and what caused that change?
Drying Laundry: Remove the wet, paper towels from the resealable, plastic bag. The students will discuss
answers to the questions: What do you think will happen to the water in the towels if they are left out of the
resealable, plastic bag? Can you think of ways to dry one of the paper towels faster? The student will need to get
their teacher’s permission to try their idea. Follow up questions for the students: Did your idea work? What caused
the paper towel to dry up more quickly?
2. After all groups have completed all stations, debrief each activity by asking students to share their observations and
results. To assist in guiding the discussion and scaffolding learning, consider the following:
The liquid matter changed (Students may use terms like dried up, became invisible or disappeared, or even
evaporated.).
The liquid cannot be seen or felt anymore. Spiral back to Unit 01 where students were introduced to the state of
matter that is invisible and cannot be seen. If students say “air”, reinforce the idea that air is one example of this
state of matter. Elicit the term “gas”.
Matter does not disappear, but it can change state or form.
Evaporation is the word scientists us to describe the process of a liquid changing into an invisible gas. The gas
spreads out and combines with the other gases in the air around it. We can smell some liquids when they
evaporate.
Some liquids evaporate or change to a gas faster than others.
Moving air and the addition of heat cause evaporation to happen more quickly. (There are other factors that affect
the rate of evaporation which are not addressed at this time.)
When liquid water evaporates or changes into a gas, it is called water vapor. We cannot see it. Vapor is part of
the word evaporation.
Matter does not change into new matter when it evaporates; it is still water, alcohol, etc. This is a physical
change.
©2012, TESCCC
04/19/13
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 02
Change of State Evaluation
Directions: Read each example below. Is it an example of melting, freezing, evaporating or
condensing? Circle your answer.
1. My popsicle is dripping
on my shirt.
2. The clothes on the line
are dry.
3. The roads are slick
and icy after the rain.
4. The water level in the
aquarium keeps
getting lower.
5. The clouds are
gathering in the sky.
6. The bathroom mirror
is “foggy” and wet.
7. The ice cubes in my
soda are gone.
Melting
Freezing
Evaporation
Condensation
Melting
Freezing
Evaporation
Condensation
Melting
Freezing
Evaporation
Condensation
Melting
Freezing
Evaporation
Condensation
Melting
Freezing
Evaporation
Condensation
Melting
Freezing
Evaporation
Condensation
Melting
Freezing
Evaporation
Condensation
Read each example below. Is the change of state caused by heating (adding
heat) or cooling (removing heat)? Circle your answer.
1. The water has changed
into cubes of ice.
2. The clothes on the line
are dry.
3. The roads are slick
and icy after the rain.
4. My popsicle is dripping
on my shirt.
5. The clouds are
gathering in the sky.
©2012, TESCCC
Heating
Cooling
Heating
Cooling
Heating
Cooling
Heating
Cooling
Heating
Cooling
04/19/13
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 02
Water, Water Everywhere
Materials/Resources Needed:
• clean, heavy cup or small bowl
• plastic bucket
• clean cotton swabs
• sand
• plastic wrap
• water
• large rubber band or masking tape
• salt
• small rocks (chilled)
• microwave or hot plate
Procedure:
1. Fill a plastic bucket about one-fourth to one-third full of sand.
2. Make a solution of salt water. Heat water in a pan or in the microwave. Stir salt into the hot
water until it is saturated solution.
3. Allow one or more students to use a clean cotton swab to taste and verify that the water is
salty. (SAFETY: The cotton swab prohibits students from drinking enough salt water to
make them sick. It also prevents burns if the water is hot.)
4. Pour enough salt water solution into the bucket of sand to saturate the sand thoroughly.
5. Push a clean, heavy cup or small bowl into the center of the saturated solution and sand.
Push it far enough down into the sand so it is anchored.
6. Cover the top of the bucket with plastic wrap. Secure the plastic wrap around the bucket
with a rubber band or tape. Be sure to seal the top completely.
7. Place several small chilled rocks on top of the plastic wrap in the center. The weight of the
rocks should cause the plastic to sink a little in the center. This indention should be
centered over the cup below.
8. Set the system out in an area of direct sunlight.
9. Through the process of evaporation and condensation, water droplets will form on the
plastic wrap, run down toward the indention, and begin to drop into the clean cup
(precipitation).
10. Students can use a clean cotton swab to taste the water in the clean cup. It will be fresh,
clean water.
©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 02
Water Cycle Performance Indicator
Word Bank
water cycle
Sun
energy
Earth
heat/heats/heating
water
evaporation/evaporate
water vapor
cool/cools/cooling
condensation/condense
precipitation
rain, sleet, snow
temperature
gas
liquid
Label this simple diagram of the water cycle. Something important is missing from the
picture. Draw and label it. Remember: Energy is needed for the water cycle to work.
©2012, TESCCC
04/19/13
page 1 of 3
Grade 3
Science
Unit: 02 Lesson: 02
Write a story about the water cycle.
Imagine a drop of water in the ocean named Wendy.
Think about how Wendy’s journey through the water cycle would begin.
How will Wendy change from one state to another during her journey? What will
cause those changes?
See how many words from the word bank you can use to tell your story.
Use additional paper if necessary.
©2012, TESCCC
04/19/13
page 2 of 3
Grade 3
Science
Unit: 02 Lesson: 02
©2012, TESCCC
04/19/13
page 3 of 3
Grade 3
Science
Unit: 02 Lesson: 02
Change of State Pictures for Performance Indicator
©2012, TESCCC
04/19/13
page 1 of 3
Grade 3
Science
Unit: 02 Lesson: 02
©2012, TESCCC
04/19/13
page 2 of 3
Grade 3
Science
Unit: 02 Lesson: 02
©2012, TESCCC
04/19/13
page 3 of 3
Grade 3
Science
Unit: 02 Lesson: 02
Instructions for Performance Indicator
Advance Preparation:
Prepare a collection of photos that represent the different changes of state. They could be downloaded and stored
electronically for students to access (and print), or they can be preprinted and furnished in hardcopy. Include
photos taken during the lesson activities if possible. Magazines are another good place to find photos. The
Teacher Resource: Change of State Pictures for Performance Indicator has some images that could be used.
Consider student needs, available class time, and homework policies when designing the scope of this task.
Determine whether you want students to work individually or in cooperative groups to create pages for the photo
journal. Consider having slips of paper with the assigned change(s) of state ready to hand out to students.
Performance Indicator - Water Cycle
Given a word bank, label a simple diagram of the water cycle. Describe the changes in states of matter that occur
in the water cycle. Describe how the Sun affects the changes that take place in the water cycle.
(3.2F; 3.5C; 3.8B)
5B, 5C
1. Display the water cycle model from the previous activity. Inform students they can use the model to help them
remember the way that water moves in a cycle on the Earth.
2. Distribute the Handout: Water Cycle Performance Indicator to each student.
3. Students should label their diagram to include the changes of state. Remind students that energy is needed to make
changes in matter.
4. Students should use complete sentences to describe the movement of water through the cycle and the Sun’s role in
the changes taking place.
5. The focus of the assessment should be on the Sun as the source of energy for the water cycle. Students will
encounter and extend their knowledge of the water cycle in later grades.
6. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment.
7. Answer any questions students may have regarding the assessment.
Performance Indicator - Change of State
Create a photo journal to showcase examples of melting, freezing, evaporating, and/or condensing. Describe the
illustrations in terms of the state(s) of matter and the change(s) taking place.
(3.2F; 3.5B, 3.5C)
3J; 4F; 5G
1. Provide a collection of photos (electronic or hardcopy) from which students can self-select the one(s) they think will
best represent their assigned change(s) of state: melting, freezing, evaporating, and/or condensing.
2. After successfully choosing their photo(s), students can glue the photo(s) on construction paper or cardstock and
describe the state(s) of matter, the change that is taking (or has taken) place, and whether the change was caused by
heating or cooling.
3. (Optional) Assemble the pages into a classroom photo journal for the class library.
4. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment.
5. Answer any questions students may have regarding the assessment.
Instructional Notes:
Assess whether students are successful in matching each assigned change of state with an appropriate photo before
they glue it on the construction paper page.
Consider student needs, available class time, and homework policies when designing the scope of this task. You may
want students to work individually or in cooperative groups to create pages for the photo journal.
ELL Note:
Make picture cards for the three states of matter, four changes of state, and heating and cooling for those students who
need support in describing the photo(s) they chose.
©2012, TESCCC
04/19/13
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