Physical Science – Grade 4
Unit of Study: Exploring the Physical Properties of Buoyancy and Density
Third Grading Period – Weeks 1-5 CURRICULUM OVERVIEW
Big Idea / Unit RationaleStudents design experiments and develop hypothesis to test and discover that objects can be described by more sophisticated physical properties such as buoyancy, weight, density, and solubility. They should use tools of scientific inquiry to measure, estimate, and calculate sizes, volumes, masses, and weights.
Students should also be engaged in the designing and building of objects that require different properties of materials to test their buoyancy in various mediums, such as salt water and fresh water. As students investigate the physical properties of matter they should write clear descriptions of their designs and experiments and organize their findings into tables, charts and graphs. – Benchmarks for Science Literacy / During this unit of study, students will be using the scientific method to conduct tests, compare data, and draw conclusions about the physical properties of buoyancy and density. They will focus on the physical properties of objects that allow them to be buoyant in both fresh water and salt water. Students will also describe matter by its physical properties and us the physical properties to predict the density of an object and to determine whether an object is buoyant. (will float).
The students will discuss the tools used in this unit as systems and identify the roles of their parts. They will also design boats and manipulate variables to test their effects on the buoyancy of the boats.
The idea of forces will also be emphasized as students review invisible forces like gravity and magnetism and compare them to the buoyant force of water or the gravitational force acting on objects on a spring scale.
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEK 4.5 Physical Science. The student knows that complex systems may not work if some parts are removed. The student is expected to:
A. identify and describe the roles of some organisms in living systems such as plants in a schoolyard and parts in nonliving systems such as light bulb in a circuit; and
B. predict and draw conclusion about what happens when part of a system is removed.
4.7 Physical Science. The student knows matter has physical properties. The student is expected to:
A. observe and record changes in the states of matter caused by the addition or reduction of heat; and
B. conduct tests, compare data, and draw conclusions about the physical properties of matter including states of matter, conduction, density, and buoyancy.
3.6A Physical Science. The student knows that forces cause change. The student is expected to:
A. measure and record changes in the position and the direction of the motion of an object to which a force such as a push or pull has been applied.
3.7A Physical Science. The student knows that matter has physical properties. The students is expected to
A. gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter;
B. identify matter as solids, liquids, and gases / ” I CAN” statements highlighted in yellow should be displayed for students.
I can …
· describe the spring scale and the hydrometer as systems and describe the role of their parts. (4.5A)
· predict and draw conclusions about the effects on a system if one or more parts are removed. (4.5B)
· identify the states of matter as salt water evaporates to leave crystals. (4.7A)
· observe and record the changes in the states of matter as heat is applied or taken away from materials. (4.7A)
· calibrate and use a spring scale to work with the physical property of weight. (4.4A, 4.7B)
· observe, measure, and record the differences in the buoyant force on different sized objects (4.7B)
· compare data about the physical properties and buoyancy of objects that float and sink in fresh water and salt water. (4.7B)
· create and test different boat designs to explore the buoyancy of a clay boat. (4.7B)
· use displacement to find the volume of an object. (4.7B)
· explore ways to change the physical properties (shape) of a ball of clay so that it is buoyant. (4.2B, 4.7B)
· make connections between the amount of space an object takes up under water to the buoyancy of the object. (4.7B)
· create and test different boat designs to explore the buoyancy of a clay boat. (4.7B)
· investigate and observe the buoyant force of water on foil boats as the size and the shape of the foil boats is changed. (4.7B).
· use several properties of matter, including weight, size, shape, and design, to test the buoyancy of an object. (4.7B)
· relate the buoyancy of an object to the density of the object (4.2A-D, 4.7B)
· use displacement to find the volume of an object. (4.7B)
· compare the physical properties and buoyancy of objects in salt water and fresh water. (4.7B)
· describe the difference between mass and weight with a triple beam balance. (4.7B)
· describe gravity as the force that makes a spring scale work by pulling it down to measure the weight of an
· object. (3.6A)
· measure and record the changes in direction and the effects of buoyant and gravitational forces on objects. (3.6A)
· test and describe the buoyant force of water that pushes up on an object and keeps the object afloat. (3.6A, 4.7B)
· explore the different forces such as buoyant force and gravity in the ability of an object to float or sink (3.6A)
· compare data about the physical properties of objects that float and sink. (4.3A,3.7A, 4.7B)
· discuss the physical properties of a spring scale and a hydrometer.(3.7A)
· gather information about the physical properties of objects in the investigations. (3.7A)
· relate the physical properties (volume, size, mass) of an object to the density of the object. (3.7A,4.7B)
· identify matter used throughout investigations as solids, liquids, and gases. (3.7B)
TEKS 4. 1 The 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.
B. make wise choices in the use and conservation of resources and the disposal or recycling of materials
TEKS 4.2The 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
E. construct simple graphs, tables, maps, and charts, to organize, examine, and evaluate information
TEKS 4.3The Nature of Science.The student uses critical thinking and scientific problem solving to make informed 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.
E. connect Grade 4 science concepts with the history of
science and contributions of scientists. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can …
· practice safe procedures in conducting laboratory investigations (4.1A)
· conserve the materials I use and recycle them for future investigations (4.1B)
· plan and implement investigations, ask well-defined questions, formulate testable hypothesis, and select and use equipment to test whether a variety of objects will sink or float. (4.2A-D)
· develop a good hypothesis and justify my thinking in my hypothesis statements as I test the properties of buoyancy in salt water and in fresh water. (4.2A)
· test, record data, and draw conclusions about which objects are buoyant and which objects sink in fresh and salt water. (4.2A-D, 4.7B)
· predict, create, and test boat designs to explore their efficiency in keeping marbles afloat. (4.2A-D)
· make predictions, conduct tests, and record data about how high a hydrometer floats in saltwater. (4.2A-D)
· predict, test, and compare data about adding salt to water and describe the changes in salt water over time. (4.2B-D)
· develop a good hypothesis and justify my thinking in my hypothesis statements as I investigate buoyancy and the densities of various objects. (4.2A-D,4.7B)
· investigate whether changing an objects shape will affect its weight, its buoyancy and its density. (4.2A, 4.7B)
· predict and measure the change in the weight of an object when it is submerged in water (4.7B)
· conduct tests, compare class data, and discuss the weight of water and how it is a prediction of the buoyancy of an object. (4.2A-D)
· use scientific evidence from my investigations on buoyancy and density to support my discoveries and ideas (4.2C)
· apply what I have learned about testing the buoyancy and density of items to a new situation. (4.2C, 4.7B)
· set up a science notebook to record my observations and analyze my data. (4.2C)
· share and present my findings and conclusions to my teacher and to the class about how various physical properties affect the buoyancy of objects, including size design, shape, displacement, and volume. (4.2D)
· draw conclusions about how the weight and size of an object affects its ability to sink or float and about an
Skills / TEKS 4.4The Nature of Science. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
A. collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses
B. demonstrate that repeated investigations may increase the reliability of results. / objects weight in relation to its size. (4.2D)
· investigate, compare, and draw conclusions about the density of a solid and its ability to sink or float and about a liquid based on how it layers in a density column. (4.2A)
· Investigate and draw conclusions about the particle arrangement in solids, liquids, and gases based on their densities. (4.2B-D, 3.7B)
· organize, record, and compare my data into my science journal about my scientific investigations in the following forms – including, but not limited to:
· charts, graphs, and tables
· use the data to find the mean
· construct a graph to compare the weight of objects in and out of water (4.2E)
· measure and graph the weight of fresh water vs. salt water
· detailed drawings
· labeled illustrations
· important vocabulary words
· detailed explanations (4.2E)
· use scientific evidence to analyze, review, and critique scientific explanations about the properties of buoyancy and density investigations. (4.3A)
· use scientific tools to conduct investigations including but not limited to:
· construct a hydrometer to compare salt water to freshwater (4.4A)
· using spring scales to measure the buoyant force of water. (4.4A)
· balances to compare the weight of salt water to freshwater (4.4A)
· rulers to measure and record the changes to the water level when an object is submerged (4.4A,
· triple beam balance to find the mass of an object. (4.4A)
· demonstrate that repeating investigations makes the results more reliable. (4.4B)
Evidence of Learning
1. During classroom and field investigations (CN), students will use safety measures the physical properties of buoyancy and density (B), with at least 100% accuracy (CR).
2. During classroom and field investigations (CN), students will use inquiry and scientific methods to explore the physical properties of objects and their ability to float or sink (B), with at least 80% accuracy (CR).
3. During classroom and field investigations (CN), students will observe, measure, and record the differences in the buoyant force on different sized objects (B), with at least 80% accuracy (CR).
4. During classroom and field investigations (CN), students will record their information in their journals using detailed drawings, labeled illustrations, important vocabulary words, detailed explanations (B), with at least 80% accuracy (CR).
5. During classroom and field investigations (CN), students will work in stations to complete various investigations and then they will present findings and conclusions to the teacher and to the class, (B), with at least 80% accuracy (CR).
6. During classroom and field investigations (CN), students will demonstrate that repeated investigations produce more reliable results, (B), with at least 80% accuracy (CR).
7. During classroom and field investigations (CN), students will share and present findings and conclusions to the teacher and to the class about how various physical properties affect the buoyancy of objects including size design, shape, displacement, and volume, (B), with at least 80% accuracy (CR).
8. During classroom and field investigations (CN), students will use scientific evidence to analyze, review, and critique scientific explanations about the physical property of density of various objects and liquids, (B), with at least 80% accuracy (CR).
9. During classroom and field investigations (CN), students will describe and demonstrate the buoyancy of various objects in fresh water and salt water (B), with at least 80% accuracy (CR).
10. During classroom and field investigations (CN), students will use scientific tools such as balances, spring scales, hydrometers, and rulers, to conduct investigations that compare the buoyancy and density of various objects, (B), with at least 80% accuracy (CR).
Physical Science– Grade 4
Unit of Study: Exploring the Physical Properties of Buoyancy and Density
Third Grading Period – Week 1 Wednesday CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills