2 mattermatter

7/28/2019 2 Mattermatter

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Learning Goals:Students will have opportunities to learn

• howtocorrectlyusetheterms gas, liquid, matter, solid, material, solid, absorb, mix,

mixture, separate, toxic, waste

• thateverythingintheworldismatter

• thatallmatterisasolid,liquid,orgas

• thatsolidsandliquidshavetheirown

characteristics

• howmattercansometimesbemixedandseparated

• howmattercanbestoredsafely

• howwegetridofmatterthatisharmful

Discussion Prompts:• Whatarethedifferentformsofmatter?

• Whataresolidsandliquids,andhowdothey

changeshape?

• Howcanyoumixorseparatematter?

• Whyisitimportanttostoresomemattercarefully?

• Whatformsofmattermustbehandledcarefullyso

theydonotharmlivingthings?

Assessment Prompts:• Dostudentsdemonstrate,intheirdiscussionsand

answerstoquestions,understandingofthescience

vocabularyusedinthecardsforthisunit?• Arestudentsabletocarryouttheskillsofscientific

inquiry,followingactivityprocedurestepssafely

andaccurately,makingobservationswhen

appropriate?

• Assessstudents’responsesduringdiscussions.

-Dostudentsunderstandthatallthingsaremade

upofmatter?

-Cantheynamethetypesofmatterandtheir

uniquecharacteristics? -Canstudentsexplainhowsomemattercanbe

mixedand/orseparated?

-Canstudentsexplainwhysomeformsofmatter

mustbehandledcarefullytopreserveit?

-Canstudentssuggestwaystogetridofharmful

matterinasafeway?`

Links to PCSP Student Book Matter, Matter

Everywhere Card 1: see lessons 1 and 11

Card 2: see lessons 2 and 3Card 3: see lessons 5 and 6

Card4:seelessons4,7,9,and10

Card 5: see lessons 13 and 14

T E A C H E R ’ S N O T E S

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Students explore the three

main forms of matter: solid, liquid, and

gas. Students learn how solids and liquids

change shape, and how matter can be

mixed and separated, how we store matter,

and safely get rid of matter that is harmful.

Focus:



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PCSP Interactive Science Teacher’s Notes

Introduce students to the topic with

the video showing a beach. Discuss

the video and any comments or

questions students may have.

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Activity Description: Students complete the timed activity to sort the pictures into the correct matter

categories in order to answer the Think question.

Learning Goal: Students review their knowledge of the three categories of matter.

Ask Students: What are the three types of matter?

Assessment: Are students able to sort objects and pictures into one of the three categories of matter?

Students discover what

matter is and what it is like.Focus:

Activity Description: Students click on different sections of

the picture to find the matter and answer the Think question.

Learning Goal: Students learn that all things are matter.

Ask Students: What is matter?

Assessment: Are students able to tell you what matter is? Do

they understand it comes in three forms (solid, liquid, gas)?



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PCSP Interactive Science Teacher’s Notes 3

Activity Description: Students conduct an experiment to see how water changes in dif ferent temperatures.Students then click the orange icon to play a timed drag-and-drop activitiy. They drag a picture of an object onto

the image of sunshine, a freezer, and an oven to see what happens to the object in each of these situations.

Learning Goal: Students enhance their understanding of the three types of matter and how matter can change

in certain conditions.

Ask Students: What is happening to the matter in each of these conditions (in sunshine, the freezer, and the

heat of the oven)?

Assessment: Are students able to describe what happens to matter under different conditions?



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Activity Description: In the screen that appears, students look at pictures to

describe solids (hard, smooth, and soft). Students click on the orange icon to drag and

drop words that describe solid objects to answer the Think question. Students then click

the orange icon to sort objects by how they are made.

Learning Goal: Students explore how solids can be described and how they are

made.

Ask Students: What words can be used to describe solids? How are different solids

made?

Assessment: Can students describe a variety of solids and tell you how they are

made?


Introduce students

to the topic with

the video of a rock

climber. Discuss

the video and

any comments or

questions students

may have.

Students learn how to define a

solid and how solids change shape.Focus:

Activity Description: Students click on pictures of solids to sort them by shape and answer the Think

question. In a self-checking activity, students click on the orange icon to match items to how they can be

changed.

Learning Goals: Students review how solids are shaped and how they can be changed.

Ask Students: What can change a solid?

Assessment: Can students describe how solids can be changed?



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Activity Description: In the next screen, the students look at two pictures of clay rabbits

(one baked, the other unbaked) and observe what is the same and what is dif ferent. Students

click on the orange icon to drag and drop descriptive words about the two rabbits into a Venn

diagram.

Learning Goal: Students will consolidate their understanding of solids, and how they can be

described and changed.

Ask Students: Can you describe the properties of a solid and how it can be changed?

Assessment: Can students look at a variety of solids, describe them, and explain how they

were made?




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Introduce student

to the topic with

the video of a chil

painting. Discuss

the video and

any comments or

questions student

may have.

Students discover what

liquids are and what they are like.Focus:

Activity Description: Students click onto a screen that

asks them to sort things into liquid versus solid. This activity

answers the Think question. Students click on “continue”

and click on the containers to learn more about the qualitiesof liquids compared with solids.

Learning Goal: Students explore the differences between

solids and liquids.

Ask Students: How are solids and liquids different?

Assessment: Can students describe some of the

differences between solids and liquids?

Activity Description: Students sort liquids

(pour slowly versus pour quickly) to answer the

Think question. Students then click “continue” to

complete a timed activity to learn more about hodifferent liquids pour.

Learning Goal: Students discover that liquids

have different qualities.

Ask Students: How are liquids different?

Assessment: Are students able to describe how

some liquids are different than others?



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Activity Description: Students investigate how liquids fill different types of containers. They click theorange icons to learn more about how liquids take the shape of its container. The third orange icon takes

students to a timed activity, where they must match the shape of a container with the correct liquid.

Learning Goal: Students will expand their knowledge of the qualities of liquids and how they fill

containers.

Ask Students: What are some qualities of liquids? How does the type of container change the liquid?

Assessment: Can students describe how liquids are different from solids? Can they use matter

vocabulary to make their comparison?



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Introduce students to the

topic with the video of

fruit and milk being mixed

in a blender. Discuss the

video and any comments or

questions students may have.

Students explore how matter mixes

and how it separates.Focus:

Activity Description: Text answers the Think question. Students click on the

orange icon to drag and drop colours to see how they mix. Students then click

on a new orange icon and play a timed drag-and-drop activity that tests their

knowledge of colour-mixing.

Learning Goal: Students will explore how colours mix together.

Ask Students: What happens when you mix certain colours together?

Assessment: Are students able to tell you what colours are created from

different colour combinations? Can they use paint to show their understanding?

Activity Description: Students click on each picture to answer the Think question. Students click

“continue” to choose the best tool to separate the three different mixtures presented.

Learning Goal: Students will explore how matter is separated.

Ask Students: How can matter be separated?

Assessment: Are students able to give several examples of how matter can be separated and

describe the correct tools to do this?



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Activity Description: Students carry out an investigation to see which objects float or sink in water, and

which absorb water. Students then click the orange icon to play a drag-and-drop activity. Students drag anddrop items to see what will float and what will sink in water. Students then click on the orange icon to sort

items that can absorb water.

Learning Goal: Students will review what can float and sink, and what can absorb water.

Ask Students: Why can some items float and others sink? What kinds of items can absorb water?

Assessment: Are students able to give several examples of things that can float, sink, and absorb water

and explain why?



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Activity Description: Students drag and drop items on

this first screen to sort whether they should be in a locked or

unlocked cupboard. Students then click on ”continue” to learn

more about the items in each storage space.

Learning Goal: Students discover which items should be

locked away for safety.

Ask Students: Why do some things from the cupboard

have to be locked away?

Assessment: Are students able to describe why some items

must be locked away and are dangerous to our health?

Activity Description: A new screen called “Safe Storage” answers the

Think question by having students click on the pictures. Students then click

“continue” to explore how fruits and vegetables are stored, and then the orange

icon to display the picture with blue dots where they learn how each item in the

refrigerator is stored.

Learning Goal: Students will learn about how food items are safely stored.

Ask Students: How are foods properly stored?

Assessment: Are students able to describe how and why we keep some food

in the refrigerator to keep it safe?


Introduce students to the topic with

the video of a fridge. Discuss the

video and any comments or question

students may have.

Students explore how we

store matter and get rid of matter.Focus:

Activity Description: A new

screen asks students to click

on the safety shapes to learn

about what they mean in order

to answer the Think question.

Students then click on the orange

icon to complete a timed activity

to drag and drop labels to match

the safety signs. Students click

another orange icon to the next

screen to sort the signs into

poisonous, flammable, and

corrosive categories in this timed,

self-checking activity.

Learning Goal: Students will

discover that dangerous items are

labelled by category to help warn

people.

Ask Students: What do the

safety shapes and signs mean?

Assessment: Are students

able to describe what the shapes

and signs tell them? Do they

understand how many of these

signs indicate that an item is

dangerous to humans?



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Activity Description: Students are introduced to the five R’s and after clicking the orange icon by the

Think question, they drag-and-drop different actions onto the correct R category. Students click the green icon to

return to the “Earth Matter” page. They click the second orange icon to play a timed drag-and-drop activity about

correct forms of waste disposal. Students answer the Think question by completing a timed activity that asks themto drag-and-drop items from a garage into the proper container (recycle, hazardous waste, to charity).

Learning Goal: Students review their understanding of the many ways things can be disposed of safely and

wisely using the five R’s.

Ask Students: What are the many ways you can get rid of items safely and wisely, remembering the five R’s?

Assessment: Are students able to draw/describe the many safe and environmentally friendly ways to get rid of

unwanted items?

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