Materials are made of matter. We can observe misshapen objects, including a crayon, lip balm, and a candle.
Construct an argument using collected evidence to support the claim that some changes caused by heating or cooling can be reversed and some cannot.
The corn kernel changed after it went into the hot air popper.
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In Lesson 3: Different Properties for Different Purposes, students investigated the use of materials for different purposes. The properties of the materials determine if they are best suited for a specific purpose. In this lesson, students continue to learn to construct a claim based on evidence. To facilitate this, students observe reversible and irreversible changes that are caused by heating or cooling different substances. In the next lesson, students will build on the ideas they explore in this lesson. As they return to the anchoring phenomenon of misshapen objects, students develop a plan to change the shape of a piece of chocolate. Their plan addresses the idea that materials are made of matter that may undergo a reversible or irreversible change.
Throughout the lesson, a flag () denotes formative assessment opportunities where you may change instruction in response to students’ level of understanding and making sense of phenomena.
Part I | 45 minutes | |
30 minutes | Engage | |
15 minutes | Explore A | |
Part II | 40 minutes | |
30 minutes | Explore B | |
10 minutes | Explain B | |
Part III | 45 minutes | |
25 minutes | Explore C | |
20 minutes | Explain C | |
Part IV | 25 minutes | |
15 minutes | Elaborate | |
10 minutes | Evaluate |
Observations combined with prior knowledge are used to explain the causes of changes to matter.
Collect evidence that some changes caused by heating or cooling can be reversed and some cannot.
Collect evidence that some changes caused by heating or cooling can be reversed and some cannot.
You can substitute similar foods based on your students’ ideas, such as brownie mix or cake mix, for steps 14–20.
If appropriate for your class, provide the following sequence frame:
First,
Next,
Last,
For example: First, the pancake mix was dry and a solid. Next, we mixed it with water and it became a liquid. Last, it became a solid again once it was cooked.
If appropriate for your class, provide the following sentence frame:
_____ was _____, now _____ is _____ because _____.
Begin to construct a claim using collected evidence that some changes caused by heating or cooling can be reversed and some cannot.
Collect evidence that some changes caused by heating or cooling can be reversed and some cannot.
If appropriate for your class, provide the following sentence frame:
_____ was _____, now _____ is _____ because _____.
For example, The chocolate was hard and solid, now it is soft and squishy because I put it in the sun on the windowsill.
One way to carry out student ideas is to put the solid chocolate squares into a mold and melt the chocolate in the microwave. Then either leave it to cool and set or freeze it to cool and set.
Begin to construct a claim using collected evidence that some changes caused by heating or cooling can be reversed and some cannot.
Help students relate the changed or melted chocolate to the anchoring phenomenon of the misshapen objects.
Make predictions based on prior experiences that some changes caused by heating or cooling can be reversed and some cannot.
Construct a claim using collected evidence that some changes caused by heating or cooling can be reversed and some cannot.