Materials are made of matter. We can observe misshapen objects, including a crayon, lip balm, and a candle.
Plan and carry out an investigation to observe and classify patterns of properties of different kinds of materials.
Water poured from one container to a different container takes the shape of the new container.
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In
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 | 50 minutes | |
30 minutes | Explore B | |
20 minutes | Explain | |
Part III | 45 minutes | |
15 minutes | Elaborate | |
30 minutes | Evaluate |
Carry out an investigation to observe and classify patterns of properties of different kinds of materials.
To increase student-driven learning, connect to the student ideas and wonderings about the bottle of water while introducing the activity. If all student wonderings are about changing the water bottle, redirect student wonderings to the contents of the water bottle. A possible exchange between you and your students might be:
Student: “What happens if we hit the water bottle with a hammer?”
Teacher: “Remember what happened when we hit the crayons and other objects with the hammer?”
Student: “They were smashed.”
Teacher: “So we know what’s going to happen if we hit it with a hammer. Let’s focus on the water inside. What do you wonder about the water?”
Student: “I wonder if we can take it out. I wonder if we can put it in those containers. I wonder if it will spill. I wonder if it will get things wet. I wonder if it will dry up. I wonder if we can put it back in the water bottle.”
In the materials, it was suggested that you provide certain liquids for the Explore. However, if you are able, it is best to provide the liquids the students identified.
Plan and conduct an investigation to observe and classify patterns of properties of different kinds of materials.
Set boundaries for this investigation to ensure student safety.
Plan and conduct an investigation to observe and classify patterns of properties of different kinds of materials.
The properties of liquids relate to the anchoring phenomenon. Eventually students will understand that when some solids melt, they spread out to take the shape of their container. When cooled, the liquids become a solid that doesn’t need a container to keep that shape, e.g., chocolate bars, chocolate bunnies, etc.
Plan and conduct an investigation to observe and classify patterns of properties of different kinds of materials.
Plan and conduct an investigation to observe and classify patterns of properties of different kinds of materials.
Students are beginning to explain the anchoring phenomenon: “Materials are made of matter. We can observe misshapen objects, including a crayon, lip balm, and a candle” by noticing when the ice cube (a solid) gets heated, it becomes liquid water.
Observe and classify properties of solids and liquids.
You can provide your students with scaffolds to write their investigation plans. For example:
First, I would...
Next, I would...
Then, I would...
Last, I would...
Finally, I would...
Review your student’s responses. Use the following rubric for evaluating student understanding of solids and liquids in step 23.