Download Unit 2 - Matter Energy

Unit Overview
Content Area: Science
Unit Title: Matter and Energy
Unit: 2
Target Course/Grade Level: Third
Timeline: 6 weeks
Unit Summary: Students explore the characteristics of matter and energy with emphasis on the phases
through which matter can shift and the role changing energy levels play in facilitating those changes.
Students also explore the characteristics of electrical energy specifically.
Primary interdisciplinary connections: Language Arts, Mathematics
21st century themes and skills: Critical Thinking and Problem Solving, Creativity and Innovation,
Collaboration and Teamwork
Unit Rationale: A basic understanding of matter and energy is a prerequisite for developing a full
understanding of any other area in science.
Learning Targets
Standards
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
5.2 Physical Science
All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living,
and Earth systems science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter.
Matter has two fundamental properties: matter takes up space, and matter has inertia.
B. Changes in Matter: Substances can undergo physical or chemical changes to form new
substances. Each change involves energy.
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential
and kinetic energy, is useful in coming to the understanding that, for the most part, the natural
world can be explained and is predictable.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
E. Forces and Motion: It takes energy to change the motion of objects. The energy
change is understood in terms of forces.
5.3 Life Science
All students will understand that life science principles are powerful conceptual tools for making sense
of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled
and predicted through the use of mathematics.
B. Matter and Energy Transformations: Food is required for energy and building
cellular materials. Organisms in an ecosystem have different ways of obtaining food, and
some organisms obtain their food directly from other organisms.
9.1 21st –Century Life & Career Skills
All Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Outcomes of investigations are used to build and refine questions, models, and explanations.
 Tools and technology are used to gather, analyze, and communicate results.
 Evidence is used to construct and defend arguments.
 Reasoning is used to support scientific conclusions.
 Each state of matter has unique properties (e.g., gases can be compressed, while solids and
liquids cannot; the shape of a solid is independent of its container; liquids and gases take the
shape of their containers).
 Objects and substances have properties, such as weight and volume, that can be measured using
appropriate tools. Unknown substances can sometimes be identified by their properties.
 Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal
energy) and electricity.
 Many substances can be changed from one state to another by heating or cooling.
 Heat (thermal energy), electricity, light, and sound are forms of energy.
 Heat (thermal energy) results when substances burn, when certain kinds of materials rub against
each other, and when electricity flows though wires. Metals are good conductors of heat
(thermal energy) and electricity. Increasing the temperature of any substance requires the
addition of energy.
 Energy can be transferred from one place to another. Heat energy is transferred from warmer
things to colder things.
 Light travels in straight lines. When light travels from one substance to another (air and water),
it changes direction.
 Electrical circuits require a complete loop through conducting materials in which an electrical
current can pass.
 Motion can be described as a change in position over a period of time.
 There is always a force involved when something starts moving or changes its speed or direction
of motion. A greater force can make an object move faster and farther.
 Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can
make some things move without being touched.
 Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly
an object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the
ground no matter where they are on Earth.
 Almost all energy (food) and matter can be traced to the Sun.
 Brainstorming activities enhance creative and innovative thinking in individual and group goal
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setting and problem solving.
Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
Effective communication skills convey intended meaning to others and assist in preventing
misunderstandings.
CPI #
Cumulative Progress Indicator (CPI)
5.1.4.A.3
Use scientific facts, measurements, observations, and patterns in nature to build and
critique scientific arguments.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.B.4
Communicate and justify explanations with reasonable and logical arguments.
5.2.4.A.2
Plan and carry out an investigation to distinguish among solids, liquids, and gasses.
5.2.4.A.3
5.2.4.A.4
Determine the weight and volume of common objects using appropriate tools.
Categorize objects based on the ability to absorb or reflect light and conduct heat or
electricity.
5.2.4.B.1
Predict and explain what happens when a common substance, such as shortening or
candle wax, is heated to melting and then cooled to a solid.
5.2.4.C.1
Compare various forms of energy as observed in everyday life and describe their
applications.
5.2.4.C.2
Compare the flow of heat through metals and nonmetals by taking and analyzing
measurements.
5.2.4.C.3
Draw and label diagrams showing several ways that energy can be transferred from one
place to another.
5.2.4.C.4
5.2.4.D.1
Illustrate and explain what happens when light travels from air into water.
Repair an electric circuit by completing a closed loop that includes wires, a battery (or
batteries), and at least one other electrical component to produce observable change.
Demonstrate through modeling that motion is a change in position over a period of time.
Identify the force that starts something moving or changes its speed or direction of
motion.
Investigate and categorize materials based on their interaction with magnets.
Investigate, construct, and generalize rules for the effect that force of gravity has on balls
of different sizes and weights.
5.2.4.E.1
5.2.4.E.2
5.2.4.E.3
5.2.4.E.4
5.3.4.B.1
Identify sources of energy (food) in a variety of settings (farm, zoo, ocean, forest).
9.1.4.B.1
Participate in brainstorming sessions to seek information, ideas, and strategies that foster
creative thinking.
9.1.4.C.1
Practice collaborative skills in groups, and explain how these skills assist in completing
tasks in different settings (at home, in school, and during play).
9.1.4.D.1
Use effective oral and written communication in face-to-face and online interactions and
when presenting to an audience.
9.1.4.D.2
Express needs, wants, and feelings appropriately in various situations.
Unit Essential Questions
 How do we classify things around us?
 How do we measure matter?
 Do energy and/or matter change? How? Why?
 How are molecules arranged in different states
of matter?
 How do we build and refine models that
describe and explain the natural and designed
world?
 How is scientific knowledge constructed?
 How do we communicate the results of our
investigation to others?
Unit Enduring Understandings:
Students should be able to understand that...
 All matter is composed of the elements on the
periodic table.
 Matter is neither created nor destroyed, though it
can change form.
 Matter can be described according to physical
properties.
 Standardized measures allow people to more
accurately describe the physical world.
 Electricity is a form of energy that is present, but
not necessarily seen.
 Materials can be classified as magnetic or nonmagnetic.
 Electricity flows in a circuit.
 Students understand core concepts and principles
of science and use measurement and observation
tools to assist in categorizing, representing and
interpreting the natural and designed world.
 Scientific knowledge builds upon itself over time.
 Scientists recognize and analyze multiple points
of view to explain the ideas and actions of
individuals and groups.
Unit Learning Targets
Students will:
 Matter is anything that takes up space and has weight.
 A property is something you can observe with one or more of your senses.
 Length, mass, and volume are three properties that can be measured.
 Matter can change in many ways.
 All matter contains tiny units of electricity called charges.
 When an object gains or loses charges, it has static electricity.
 An electric current is when changes move from place to place.
 Electricity can be changed in to heat, light, sound, and magnetism.
 A metal can become magnetic when electricity passes through.
 An insulator is a material that does not allow energy to move easily through it.
 A circuit is a path for moving charges.
 Electricity can be harmful.
 Safety precautions are necessary when working with electricity.
 Create an electromagnet.
 Explain how a circuit works.
 Build an open and closed circuit using wires, a light bulb, and a battery.
 A mixture is two or more kinds of matter that are placed together but can be easily separated.
 There are three states of matter – solid, liquid, and gas.
 When matter gets smaller, it contracts.
 Most solids, liquids, and gasses contract when cooled.
 When matter gets larger, it expands.
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Most solids, liquids and gasses expand when heated.
Changing matter from a gas to a liquid is called condensation.
Changing matter from a liquid to a gas is called evaporation.
A solid has definite shape and volume.
A liquid has a definite volume, but no shape of its own.
A gas has no definite shape or volume.
Describe properties of matter.
Identify solids, liquids and gasses in one’s personal environment.
Pantomime the molecular structure of solids, liquids, and gasses.
Formulate questions and hypotheses.
Identify and control variables in an experiment.
Collect and interpret data.
Apply knowledge of solids, liquids and gases to draw conclusions in experiments.
Identify physical and chemical changes in one’s personal environment.
Conduct an experiment demonstrating physical and chemical changes.
Compare and contrast physical and chemical changes.
Explain why it is important to study the physical and properties of matter
Build an open and closed circuit using wires, a light bulb and a “battery”
Explain how a circuit works
Evidence of Learning
Summative Assessment
Written and performance assessment in which students must describe the characteristics of each state of
matter, sort examples of matter into categories based on their state, and describe examples of different
forms of energy and different conversions of energy from one form to another.
Students must create a working electric circuit from a battery, wires and a light bulb
Equipment needed: printed assessment, wires, light bulbs, batteries
Teacher Instructional Resources:
 Various nonfiction texts from school library and classroom library
 Computer and teacher made booklets, charts and diagrams
 Working and non-working models of body systems
 Informational and instructional posters
Formative Assessments
Performance Tasks:
 “Putting Water Through its Phases” Students observe, record and explain the
changes that water goes through during the
addition and loss of heat energy.
 “Jiggling Molecules” - Students represent the
states of matter using a box of marble as an
analogy, and movement to represent heat
energy.
 “Matter Poster” – Students create a poster which
explains the phases of matter, the role of energy
in determining matters state and which provides
examples of matter in each state.
 “Complete The Circuit”- Students explore the use
of conductors and insulators to create a circuit for
electricity to flow through.
Integration of Technology:
 Use of an interactive whiteboard during direct instruction
 Hot plate, pot, aluminum foil during “Putting Water Through its Phases” learning activity.
Technology Resources
Click the links below to access additional resources used to design this unit:
Chem4kids “States of Matter” page:
http://www.chem4kids.com/files/matter_states.html
Matter and Energy power point presentations:
http://science.pppst.com/energy.html
Electricity power point presentations for kids:
http://science.pppst.com/electricity.html
United Streaming Videos:
Matter and Energy, How It’s Put Together
Solids Liquids and Gases
Physical Science Series Phases of Matter
Matter and Energy Games:
http://www.energyquest.ca.gov/games/index.html
Opportunities for Differentiation
 utilizing pairing and grouping of activities
 deliver instruction in a variety of modalities
 opportunities provided to express learning verbally, through written assignments, and art
 express understanding through the use of problem solving situations
Teacher Notes: