Science – Grade 3
Unit of Study: Physical and Chemical Properties of Matter
Third Grading Period (5 Weeks) CURRICULUM OVERVIEW
Big Idea / Unit RationaleChemistry is not confined to a laboratory filled with test tubes or a lecture at a university. Chemistry is the study of the world around us, of chemicals, and how they interact. Everything is made of chemicals, from the pencils we write with to the oceans where we swim. We are made of chemicals. When we eat or breathe, chemical reactions take place inside us. To study chemistry is to make sense of the world. In a way, it’s like solving a mystery. / Materials may be classified into groups that display common chemical and physical behaviors. The properties of materials may be identified by the use of physical and chemical tests. Everyday household materials have properties that may be identified using physical and chemical tests. Students will use the scientific inquiry method to investigate the five mystery chemicals by discovering and classifying their physical properties.
TEKS / TEKS Specificity - Intended Outcome
Concepts / Grade 3 TEKS 3.5Earth Science The student knows that systems exist in the world. The student is expected to:
(A)observe and identify simple systems such as a sprouted seed and a wooden toy car; and
(B)observe a simple system and describe the role of various parts such as a yo-yo and string.
Grade 3 TEKS 3.7 Physical Science The student knows that matter has physical properties. The student is expected to:
(A)gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and
(B)identify matter as liquids, solids, and gases. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can…
· demonstrate the knowledge that systems exist in the world by identifying a system as parts and describing the role of each part. (TEKS 3.5A, B)
· demonstrate the knowledge that matter has physical properties by (TEKS 3.7A, B):
¨ gathering information about the physical properties of chemicals including color, size, shape, hardness, and mass.
¨ gathering information about the physical properties of chemicals’ including the ability to mix with water, ability to be filtered or evaporated from the water.
¨ gathering information about how the physical properties of chemicals change as a result of testing with Vinegar, Iodine, Red Cabbage, and heat, using appropriate tools. (3.7A)
¨ identifying matter that can present itself as a liquid, solid, and/or gas. (3.7B)
Skills / 3.1 Nature of Science The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B)make wise choices in the use and conservation of resources and the disposal or recycling of materials.
3.2 Nature of Science The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A)plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B)collect information by observing and measuring;
(C)analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D)communicate valid conclusions; and
(E)construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.
3.3 Nature of Science The student knows that information, critical thinking, and scientific problem solving are used in making decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
3.4 Nature of Science The student knows how to use a variety of tools and methods to conduct science inquiry.
(A) The student is expected to collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
· demonstrate safe routines which include, but are not limited to - (3.1 A)
¨ studying Safety Rules now and before each unit of study
¨ following Safety Rules at all times and understanding the consequences of breaking the rules
· make wise choices in the use and conservation of resources and the disposal or recycling of materials which include but are not limited to - (3.1 B)
¨ recycling materials - such as water, chemicals, washing or cleaning measuring tools
¨ proper disposal of materials - (when not able to recycle) - making wise choices in the disposal of materials such as when to put in the trash
· use the scientific inquiry methods during laboratory investigations to include (3.2 A-E) :
¨ plan and implement descriptive investigations including (3.2 A-E)
¨ asking well defined questions formulating testable hypotheses
¨ selecting and using equipment
¨ collect information by observing and measuring
¨ analyze and interpret information to construct reasonable explanations from direct and indirect evidence
¨ communicate valid conclusions
¨ construct simple graphs, tables, maps, and charts to organize, examine and evaluate information
· use critical thinking and scientific problem solving to make decisions by (3.4 A):
¨ analyzing, and reviewing scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence.(3.3A)
· use tools to investigate the properties of chemicals. (3.4 A)
Evidence of Learning
1. Given a scenario (CN), students will be able to identify and demonstrate safety rules which need to be followed (B), with at least 80% accuracy (CR).
2. During classroom and field investigations (CN), students will able to perform the responsibilities for each of the routines (B), with at least 80% accuracy (CR).
3. During classroom and field investigations (CN), students will use the Scientific Inquiry Method to investigate the physical properties of matter (B), with at least 80% accuracy (CR).
4. During classroom and field investigations (CN), students will use the Scientific Inquiry Method to test the unknown chemicals to determine the chemical’s solubility with water (B), with at least 80% accuracy (CR).
5. During classroom and field investigations (CN), students will use the Scientific Inquiry Method to investigate the unknown chemicals’ ability to be separated from water through filtration or evaporation (B), with at least 80% accuracy (CR).
6. During classroom and field investigations (CN), students will identify chemicals by their individual crystal formation (B), with at least 80% accuracy (CR).
7. During classroom and field investigations (CN), students will identify chemicals by their reaction to vinegar, iodine, red cabbage, and heat tests (B), with at least 80% accuracy (CR).
8. During classroom and field investigations (CN), students will analyze and review scientific explanations, including hypotheses and theories to identify chemicals from the data collected by testing the chemicals (B), with at least 80% accuracy (CR).
9. During classroom and field investigations (CN), students will demonstrate their ability to plan and implement an investigation into the identity of unknown chemicals by observing and testing to classify the material (B), with at least 80% accuracy (CR).
Science – Grade 3
Unit of Study: Physical and Chemical Properties of Matter
Third Grading Period – Week 1 - Wednesday CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· If a label has peeled off a container of white powder in your kitchen, what could you do to identify the powder? (3.2C)
· What tools would you need? What information would you be able to collect with those tools? (3.4A)
· Which safety rules do we need to follow for working in the lab? (3.1A)
· Which sense do we not use in science class? (3.1A)
· What are the physical properties of our chemical? (3.7A) / · 2.5 The student knows that organisms, objects, and events have properties and patterns. The student is expected to:
· (A)classify and sequence organisms, objects, and events based on properties and patterns; and
· (B)identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.
· 2.6 The student knows that systems have parts and are composed of organisms and objects. The student is expected to:
· (A)manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working,
· (B)manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves
· 2.7 The student knows that many types of change occur. The student is expected to:
· (A)observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;
· (B)identify, predict, and test uses of heat to cause change
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / so students can…
5E Model of Instruction
Use the STC Chemical Tests Lesson 1 Thinking About Chemicals
· Prepare for this unit by reading the “Unit Overview and Storyline” and “Lesson Structure and Teaching Strategies” in the Unit Overview Section.
· Prepare for the unit by checking for the materials, MSDS Sheets, and safety materials listed in the Materials Management and Safety Section.
· Review Safety Information by going over the General Safety Guidelines p. 18 & Safety Notes p. 19, as well as the Safety Contract for this lesson p. 20.
· Prepare for this lesson by reading the ”Overview and Objectives, Background, Materials, and Preparation” to organize materials and strategies in teaching every lesson.
· Teach specific safety rules for lesson (how to prevent and clean up spills), (never eat or drink during science, wash hands after handling chemicals), (and the wise choices for the conservation of resources- which materials do they recycle, reuse, or trash).
· Safety Goggles need to be placed in a baggie with student’s name each day or sterilized after each use (Sterilizer in the Science Lab). (You do not want a class full of head lice or pink eye.)
Engage
· Main Idea: TEKS 3.1 and 3.7- I can safely implement an investigation to describe the physical properties of chemicals.
· Teacher Note: This is an excellent connection to the CSI kind of shows on TV. Forensic science is a newer area of science that is very exciting and popular. You may ask the students how many have seen the shows on TV to create personal interest. Do not recommend the TV program, but if they are already into the show, use it to your advantage.
· Teacher Note: The other career field which this leads into is a cook. Cooks need to be very familiar with the chemicals in their kitchen and use careful exact measurements.
· “Procedure 1” Explain to the students that they will be observing and testing different kitchen and bathroom chemicals over the next few weeks. But first, they will share what they already know about chemicals. Students will help to develop a KWLS Chart with the teacher using the following procedures.
· “Procedure 2, 3, and 4” Show the students the bag of water and plastic bag of cornstarch. Keeping the "chemicals" identity a mystery, explain that both are examples of chemicals. Have students use the Think, Ink, Pair, and Share Strategy to discuss the following questions:
¨ What do you know about chemicals?
¨ Where have you seen or what have you heard about chemicals?
¨ What are some uses of chemicals?
¨ How have you used chemicals? / · Students will use the Think, Ink, Pair, and Share in a group of four to help to develop a KWLS as a pre-assessment for the unit. (3.2 A)
·
Explore
· “Procedure 5” Tell students that in groups they will observe a common chemical, but they won’t know what the chemical is. Focus attention on the Materials Center. Demonstrate how to walk carefully, take turns, and read the labels. Have one member from each team pick up the materials. (3.1A)
¨ Which safety rules do we need to follow for working in the lab? Why is it important for everyone to stay seated except the Getter or Materials Manager? Why do you think eye goggles are necessary? When should everyone be wearing the eye goggles? (before the lids come off of the chemical and should not be taken off until after the chemicals are put away and my hands are clean)
· “Procedure 6” Have the students label their eye goggles and place inside of a baggie after each class. If not, you will need to sterilize the goggles before they are used again. Remember to wear goggles yourself.
· “Procedure 7” Remind students that the mystery chemical inside the bag is a common one. Challenge them to discover as much as possible about the physical properties using their senses without opening the bag.
¨ Which sense do we not use in science class? (Taste) (3.1A) / · Students will work in a group of four to review safety rules and procedures for the unit. (3.1 A)
· Students will conduct an investigation by observing the physical properties of an unknown chemical. (3.2 A and 3.7 A)
Explain
· “Procedure 8” Have one student from each group share with the class his or her observations and the senses used to observe the chemicals.
¨ How can we find out more about the chemical? (3.2C)
¨ Does anyone know how scientists smell chemicals without getting them up their noses? (Model wafting) (3.1A)
· “Procedure 9” Help the students summarize what they have discovered so far with questions like the following:
¨ What senses have you been using in your observations? (3.2B)
¨ What words would you use to describe the mystery chemical? (3.2D)
¨ What term do we use when we talk about how something looks and feels? (physical property) (3.7A)
¨ What are the physical properties of our chemical? (3.7A) / · Students will use their senses to develop a list of physical properties for the bag of unknown chemical. (3.2 B and 3.7 A)
· Students will analyze and interpret information to construct reasonable explanations from direct and indirect evidence about the procedure and physical properties of the chemical. (3.2 C and 3.7A)