Elementary Science Unit

Transcription

1 Elementary Science Unit Unit Title Matter Developers Carlee, Kayla, and Kacie Grave Levels K-2 and 3-5 Citations Lesson Title PS1 Matter and Its Interactions Components a. PS1A Structure and Components of Matter b. PS1B Chemical Reactions c. PS1C Nuclear Processes

2 Stage 1: Identify Desired Results A. Benchmark Standards (Knowledge & Skills) By the end of 2 nd grade PS1A: Structure and Components of Matter Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) PS1B: Chemical Reactions Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible (e.g., melting and freezing), and sometimes they are not (e.g., baking a cake, burning fuel). PS1C: Nuclear Processes Intentionally left blank. By the end of 5 th grade PS1A: Structures and Components of Matter Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects (e.g., leaves in wind, dust suspended in air); and the appearance of visible scale water droplets in condensation, fog, and, by extension, also in clouds or the contrails of a jet. The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties (e.g., hardness, reflectivity) can be used to identify particular materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale

3 mechanism of evaporation and condensation.) PS1B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed; such occurrences depend on the substances and the temperature. No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) PS1C: Nuclear Reactions Intentionally left blank. B. Curricular Integration By the end of 2 nd Grade SCIENCE SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models) SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same. (For example, playing Follow the Leader and noting the changes.). Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things. S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved. d. All different kinds of people can be and are scientists. S2CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change. S2P1. Students will investigate the properties of matter and changes that occur in objects. a. Identify the three common states of matter as solid, liquid, or gas. b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

4 MATH MKM1. Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter. a. Compare and order objects on the basis of length. b. Compare and order objects on the basis of capacity. c. Compare and order objects on the basis of height. d. Compare and order objects on the basis of weight. M1M1. Students will compare and/or order the length, height, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit. a. Directly compare and/or order length, height, weight, and capacity of concrete objects. M2M3. Students will explore temperature. a. Determine a reasonable temperature for a given situation. b. Read a thermometer. By the end of 5 th Grade SCIENCE S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b. Investigate how insulation affects heating and cooling. S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety. S5P2. Students will explain the difference between a physical change and a chemical change. a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.

5 b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change. MATH M4M1. Students will understand the concept of weight and how to measure weight. a. Use standard and metric units to measure the weight of objects. M5M3. Students will measure capacity with appropriately chosen units and tools. a. Use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity. b. Compare one unit to another within a single system of measurement.

6 C. Enduring Understanding By the end of 2 nd Grade PSIA: Structure and Components of Matter Students will be able to distinguish different types of matter and know that they can be either a solid or liquid depending on their temperature. Students will have a working knowledge of different forms of measurement with sizes. (weight, volume (for liquid)) PSIB: Chemical Reactions Students will understand that by heating or cooling a substance, it may change the composition of the substance. Students will be able to distinguish between reversible(melting and freezing), and irreversible chemical changes (baking a cake and burning fuel) By the end of 5 th Grade PSIA: Structure and Components of Matter Students will understand that gases are made from matter particles that are too small to see and are moving freely around in space.

7 Students will be able to distinguish between different forms of water (fog, evaporation, and condensation). PSIB: Chemical Reactions Students need to understand that when two or more substances are combined a completely new substance may be created. D. Essential Questions By the end of 2 nd Grade PS1A: Structure and Components of Matter What are the different ways in which matter can be described and classified? PS1B: Chemical Reactions What is the difference between a reversible and an irreversible change in matter? By the end of 5 th Grade PS1A: Structure and Components of Matter What is the difference between solid, liquid, and gas particles? PS1B: Chemical Reactions How do substances combine or change (react) to make new substances? E. Vocabulary By the end of 2 nd grade PS1A: Structure and Components of Matter Solid Liquid Temperature Conditions Reactions Chemicals Volume (liquids only) Substance States Matter Measurement PS1B: Chemical Reactions

8 Melting Freezing Reversible Irreversible Heating Cooling By the end of 5 th grade PS1A: Structure and Components of Matter Plasma Conductivity Viscosity Atoms Particles Gas Model Condensation Reflectivity Hardness Fog Evaporation Transition Forms (changing) Volume Properties Density Elasticity PS1B: Chemical Reactions Substances Stage 2: Determine Acceptable Evidence

9 F. Performance Task PS1A: Structure and Components of Matter Coke Float Students will have a working knowledge of chemical reactions involving a solid, liquid, and a gas. Materials: Ice Cream Coke Utensils/Cups YUMMMMMMMM!!!! We Will Partake In This Activity Today!!! A Christmas Carol

10 Students will understand how coal is a special circumstance that is composed of a solid and a gas. Students will read the Christmas Carol by: Charles Dickens and be able to discuss how coal is formed. Students will be given drawing paper to draw their own idea of what coal looks (by using chalk) like based off of the book. They will write a paragraph by using the descriptive writing process to describe their coal. Students will also be allowed to watch the movie at the end of this lesson. Activity: Christmas Carol s Coal Cupcakes Materials: Bake a batch of chocolate cupcakes Decorate cupcakes with chocolate frosting and crushed chocolate cookies PS1B: Chemical Reactions Popsicle Activity 1. Open a can of frozen orange juice, and spoon it into a large pitcher. Touch the frozen juice to feel that it is both solid and cold. 2. Add water according to the package directions to make orange juice. 3. Fill several paper cups about 2/3 of the way with orange juice. 4. Put a craft stick into the liquid in each paper cup. 5. Being careful not to spill, put the cups of juice into the freezer. 6. Check them after two hours. Can you gently pull out the craft stick, or has the liquid orange juice frozen solid around the stick? 7. Once the orange juice has frozen, peel off the paper cups. You and your friends can enjoy a frozen treat! Materials: Can of frozen orange juice

11 Pitcher Large Spoon Water Paper cups Wooden Craft Sticks Study Jams- States of Matter This website allows students to learn new vocabulary and songs regarding matters. The students will be able to explore fun educational videos. Study Jams PS1A-B

12 What Is Matter? Flip Chart Matter Flip Chart Interactive website allowing students to participate in Activeboard activities to further their knowledge on the properties of Matter. G. Quizzes, Tests, Prompts Crossword puzzles, Multiple Choice test, Vocabulary test, Science Experiments, Science Experiment/Essay Journals (descriptive journals after science experiments), Descriptive Writing H. Self-Assessment Journal Writing Including: Descriptive Writing Creative Writing Opinion Writing All of our self-assessments are integrated into the lessons and activities. Stage 3: Plan Learning Experiences and Instruction I. Materials, Equipment, Technology, & Other Resources ActiveBoard Crayons Chalk Water Markers Drawing Paper Journals Cupcakes (All Ingredients Required) Ice Cream Decoration (Sprinkles) Popsicles (All Ingredients Required) Coca-Cola Cups Spoons Napkins Computers Book: A Christmas Carol

13 Internet Activities for Teachers These activities may be incorporated into all content areas Movie: A Christmas Carol J. Pedagogy Students will work in pairs during the coke float activity. They will each be able to create their own coke float while working together. Students will work in small groups during the popsicle activity. Students will work in whole groups/teacher led instruction during the What is Matter flipchart. Students will work individually during free time with the Matter flipchart at the computer station (provided on desktop). We will read the book, A Christmas Carol, as a whole group. Students will work individually while drawing and describing their pictures of coal. Students will work in small groups while decorating their coal cupcakes. Whole group instruction will include the activity study jams. Students will be allowed to use the interactive website study jams during free time as well. The site will be included on the desktop at the computer station. K. Daily Sequence of Learning Up To 2nd Grade 2nd Grade Students will become familiar with vocabulary terms for PS1A-B Day 1: Introduce the Matter flipchart Day 2: Practice/Review Day 3: Students will demonstrate how a solid changes to a liquid during the coke float activity. May be used in 5th grade to demonstrate a state of matter change, because the release of carbon dioxide is not discussed until the 5th grade. Up To 5th Grade

14 5th Grade Students will become familiar with vocabulary terms for PS1A-B Day 1: Introduce Study Jams Day 2: Students practice with the Study Jams website Day 3: Discuss gas and any comments regarding Study Jams Day 4: Introduce book: A Christmas Carol. Explain how the book relates with our lesson. Day 5: Coal drawing activity Day 6/7: Watch Movie L. Teacher Notes (Including Misconception Alerts) The activities may pertain to different grade levels depending on how in depth you want to go. For instance, the coke float activity may be discussed in 2nd grade while demonstrating how a solid changes into liquid. In 5th grade you can take this activity to the next level by discussing the release of carbon dioxide to create a gas. You can challenge younger students to attempt higher level activities depending on how you feel about their working knowledge on that particular content area. Scheduling a day or two in the computer lab may be required when you will need multiple computers to work on computer activities. M. Safety i. Review Proper Rules and Procedures ii. Food Allergies iii. Wearing the appropriate attire while performing the messy activities iv. Permission slip to watch the movie