Grade 3ScienceUnit: 01

Lesson: 02Suggested Duration: 14 days

Detectives científicos de las propiedades de la materiaLesson Synopsis:In this lesson, students will investigate observable and measureable properties of matter including mass, volume, magnetism, and the ability to sink or float in water. Students will use their knowledge of physical properties to create and separate mixtures.

TEKS: 3.5 Matter and energy. The student knows that matter has measureable physical properties and those properties

determine how matter is classified, changed, and used. The student is expected to.

3.5A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float.

3.5D Explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips.

Scientific Process TEKS:3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following

school and home safety procedures and environmentally appropriate practices. The student is expected to:

3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat.

3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

3.2A Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world.

3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data.

3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data.

3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations.3.2E Demonstrate that repeated investigations may increase the reliability of results.3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.

3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

3.3B Draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food.

3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.

3.4B Use safety equipment as appropriate, including safety goggles and gloves.

GETTING READY FOR INSTRUCTIONPerformance Indicator(s):

Create a mixture using ingredients such as gravel and sand, metal and plastic paper clips, or water and pepper. Separate the mixture using the appropriate tools and methods. Use a graphic organizer to record observations, data, and conclusions including the unique physical properties of the materials. (3.2B, 3.2D; 3.4A; 3.5A, 3.5D)

1C, 1E

©2012, TESCCC 05/06/13 page 1 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Key Understandings and Guiding Questions: La materia tiene propiedades físicas que se pueden observar y medir.

— ¿Cómo se puede describir y clasificar la materia?— ¿Cuáles son algunas propiedades físicas medibles de la materia?

Las propiedades físicas de la materia pueden determinar la manera en que se usa la materia.— ¿Cómo las propiedades de la materia la hacen útil para nuestras necesidades?

Una mezcla es una combinación de dos o más materiales.— ¿Qué es una mezcla?— ¿Cómo pueden ser útiles las propiedades físicas para la separación de una mezcla?

Vocabulary of Instruction:

©2012, TESCCC 05/06/13 page 2 of 22

Grade 3ScienceUnit: 01

Lesson: 02Suggested Duration: 14 days

Detectives científicos de las propiedades de la materia materia propiedad física textura dureza estado o fase olor

composición transparente atraer magnético no magnético hundirse

flotar masa volumen mezcla

©2012, TESCCC 05/06/13 page 3 of 22

Grade 3ScienceUnit: 01

Lesson: 02Suggested Duration: 14 days

Detectives científicos de las propiedades de la materia

Materials:Refer to Notes for Teacher section for materials.

Attachments: Teacher Resource: Secret Property Cards Teacher Resource: Science Sleuth Materials Handout: Science Sleuths: Part 1 – Observing and Communicating Like a Scientist (1 per student) Teacher Resource: Science Sleuths: Part 1 – Observing and Communicating Like a Scientist KEY Teacher Resource: Science Sleuths: Part 2 – Classifying Like a Scientist (1 per student and 1 to project) Teacher Resource: Science Sleuths: Part 2 – Classifying Like a Scientist KEY Teacher Resource: Investigation – Magnetic Attraction Teacher Resource: Venn Diagrams: Magnetic Attraction/Sink or Float? Teacher Resource: The Three Kings of NIC (1 for projection) Teacher Resource: No Magnets Allowed Handout: Magnetic Properties (1 per student) Teacher Resource: Magnetic Properties KEY Teacher Resource: KLEW Chart Sample: What Thinks Float? What Things Sink? Teacher Resource: The Three Little Pigs Go Surfing (1 for projection) Teacher Resource: Matter/Not Matter Card Sort Words Handout: Order, Order (1 per student) Handout: Order, Order: Graphing Mass (1 per student) Handout: Measuring Mass EVALUATE PI (1 per student) Teacher Resource: Measuring Mass KEY Handout: Building Volume: A Little at a Time (1 per group or student) Handout: Volume and Mass (1 per student) Teacher Resource: Volume and Mass KEY Teacher Resource: Instructions for “Mixtures Matter” Investigation KEY Handout: Mixtures Matter Investigation Directions (1 per student) Handout: Investigation: Mixtures Matter PI (2 per student: 1 for the investigation in the EXPLORE/EXPLAIN –

Mixtures section and 1 for the PI) Teacher Resource: PowerPoint: Mixtures Handout: Family Connection: Investigating Product Claims (1 per student)

Resources and References: Suggested Website:

Website for additional information addressing media literacy :http://www.ftc.gov/bcp/edu/microsites/youarehere/pages/htmlsite/index.html

Suggested Book: Allen, P. (1996).Who sank the boat? London: Puffin.

Advance Preparation: 1. Gather chart paper and markers.2. In the Explore – Communicating Like a Scientist section, students will bring their property collections from home.

If you have additional items to add to each group’s collection, distribute those at this time at the beginning of Day 2. Write numbers on the index cards (any size) in preparation. Match the number with the collection; organize the displays so students can rotate among the tables in sequential order with minimal traffic congestion.

3. Gather any additional magnetic items you may want students to test (beyond those in the student secret property collections; if available, include lodestones or magnetite in your test items).

©2012, TESCCC 05/06/13 page 4 of 22

Grade 3 Science

Unit: 01 Lesson: 02

4. (Optional) Select a children’s book about sinking and floating such as, but not limited to, Who Sank the Boat? by Pamela Allen.

5. For the “teacher collection”, gather any additional sink/float items which might be used to challenge student misconceptions such as large or heavy things that float, like a melon or a large candle, and small or light things that sink, like a marble or a birthday candle, etc.

6. For the Explore/Explain – Matter section, make the following labels: Matter, Not Matter, Not Sure, Takes up Space, Has Mass. Be sure to leave a space under the Matter label to add in the mass and space descriptors later.

7. Print the words from the Teacher Resource: Matter/Not Matter Card Sort Words onto 3”x5” index cards or sentence strips that have been cut into sections.

8. Collect identical, opaque film canisters with lids (at least 4 per group). Stores that develop film will usually save these for teachers. They can also be purchased on the internet. Each set of four identical film canisters should be filled to capacity with the following materials: iron filings, sand or gravel, water, and air. There will be sufficient discrepancy between the masses of air, water, and solid-filled canisters. However, it is best if the masses of the iron filings and gravel canisters are similar enough to fool the sense of touch, but just different enough to produce measurable results with the balance and gram units (a difference of 1–2 grams). Note: if film canisters are not readily available, any small, opaque canister with a lid that seals may be used.

9. (Optional) Gather items that are approximately one gram, such as a large paperclip, cotton swab, sweetener packet, or Styrofoam™ ball, etc.

10. For the Explore/Explain – Volume section: Gather two identical sets of three plastic containers with different “capacities/maximum volumes”. Label each

set with the letters, A, B, C. See photo in the Notes for Teacher for ideas for containers: (9 ounce cup; tall slender, cylindrical container; short and wide bowl, which has a greater volume than the tall cylinder; etc.). Please note the second set will be used later.

Use centimeter cubes to construct 3 “buildings” with different volumes. Label the buildings with the letters D, E, and F. See the photo in the Notes for Teacher. (Dimensions: tall: 2 x 2 x 10 = 40 cm3; short, wide 4 x 5 x 3 = 60 cm3; other: 4 x 4 x 3 = 48 cm3)

Collect capacity containers, such as graduated cylinders, beakers, and/or measuring cups with milliliter increments on them. You will be drawing attention to the increments and the measuring capacity of each one. Explain that scientists use these types of tools to measure volume. You will give each group of 3–4 students one of the capacity containers (or its duplicate), a bag of rice, a metric dry measuring spoon or cup (depending on the size of the container), a craft stick for leveling, a calculator, and Handout: Building Volume: A Little at a Time.

11. Copy the Handout: Mixtures Matter Investigation Directions on cardstock. Make enough copies for one per station.

12. Obtain a selection of trail-mix ingredients; follow guidelines regarding use of food in the science classroom, and note any student allergies to nuts, etc. Keep in original packaging, or transfer to clean containers for serving. Have clean, small, metric measuring spoons/cups for each ingredient; for example, a 50 mL spoon might be best for measuring sunflower seeds/raisins/M&M’s, whereas a 100 mL cup might be better for scooping up goldfish or pretzels. The total amount of any two ingredients must fit in the clean serving cups you provide. After students have washed their hands, you will let them choose and measure out a small metric measure of two favorite “trail mix” ingredients into a clean cup. Use this opportunity to stress that students are not to put anything in their mouths unless instructed by the teacher.

13. Bag ingredient items for “Mixtures Matter” Investigation. See the Teacher Resource: Instructions for Mixtures Matter Investigation for directions and suggestions for test ingredients and testing stations.

14. Performance Indicator: You will need the following separately bagged ingredient items: sand and gravel, metal (magnetic) and plastic paperclips (nonmagnetic), and similar sized glass beads (sink) and wax/plastic beads (float). Use the same testing stations used in Mixtures Matter Investigation.

15.Prepare attachment(s) as necessary.

Background Information:This lesson bundles student expectations that address appropriate tools and safe practices to investigate the physical properties of matter. In this lesson, students will first identify and classify matter based on a variety of observable physical properties including color, texture, hardness, composition, transparency, state, shape, and odor.

Teachers, as well as students, should always be mindful of appropriate safety measures and proper use of equipment as they explore Grade 3 science concepts throughout the year.

©2012, TESCCC 05/06/13 page 5 of 22

Grade 3 Science

Unit: 01 Lesson: 02

STAAR NOTE:Although this content is not marked as a Supporting Standard, it is foundational for Grade 5 Readiness Standard 5.5A that will be tested on the STAAR Grade 5 assessment under Reporting Category 1: Matter and Energy.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.INSTRUCTIONAL PROCEDURESInstructional Procedures Notes for Teacher

ENGAGE – Secret Property NOTE: 1 Day = 50 minutesSuggested Day 1

1. Let students Think-Pair-Share their ideas about the following question. What do people do when they “do science?” Answers will vary.

Record student responses on chart or overhead transparency. Inform students they will have an opportunity to add to the list as they “do science” in the first lesson.

2. Instruct students to look around the room and outside the window. Students should generate ideas of things they can see, touch, or smell. List a collection of their responses on a chart or the board. Guide the discussion: Have you ever wondered what makes up everything around you? For

years, scientists have wondered and asked questions about the same thing. All the materials and objects around us are made of stuff called matter. All matter takes up space.

3. Continue the discussion: instruct students to refer to the list of objects they could see, touch, or smell. (Select two items from the list above to fill in the blanks below.) Which takes up more space: ___ or ___? Answers will vary based on the

items chosen.

4. Some things have more matter and are harder to move (or stop). (Select two items from the list above to fill in the blanks below.) Which would be harder to move: ___ or ___? Answers will vary based

on the items chosen. That’s because _____ has more matter.

5. Discuss and clarify the term physical properties (characteristics that can be observed with the senses or measured with appropriate tools). Everything in the universe is made of matter. Fortunately, matter has many different characteristics or physical properties which make it useful for our needs.

6. Explain that scientists learn more about materials and objects (matter) by observing, describing, and identifying their (its) properties. They use those properties to sort and classify different kinds matter and determine how each might be useful for our needs. Inform them that they will begin the study of matter by observing like a scientist.

7. Introduce the Engage activity Science Sleuths. Discuss what the word “sleuth” means. Inform students that as science

sleuths, they will be conducting some interesting investigations and gathering evidence about properties of matter.

Inform students that they and their partner(s) will be given a slip of paper

Materials: chart paper or overhead

transparency (per class) markers (1 set per teacher) bags (brown, paper, 1 per

student)

Attachments: Teacher Resource: Secret

Property Cards Teacher Resource: Science

Sleuth Materials

Safety Notes:In the process of checking each group’s work, you may want to make mental notes of items that you can supply to round-out their collection. Also, check for safety issues and items that should not be brought to class.

Instructional Notes:The properties selected for the Secret Property Cards highlight specific categories, which will be investigated in the future sessions. After cutting the squares apart, fold them to ensure secrecy.

This brief introduction to matter will be expanded on in the upcoming activities. It is not necessary to collect an exhaustive list of items but just enough to supply appropriate items for the comparisons stated in steps 2 & 3.

Students have been introduced to several properties of matter in Grade 2.

©2012, TESCCC 05/06/13 page 6 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacherwith a secret property. They are to keep their assigned property hidden from others in the class.

Each group member should silently brainstorm and list, in his/her science notebook, items which possess the assigned property. Then, each member can circle several items on the list, which he/she can gather and bring to class the next day.

Students should then compare notes with their partner(s) and reach an agreement about which items they will bring that represent their property. Remind students to communicate with each other quietly and to not “give away” their secret property by saying it aloud. Encourage students to add items to their list that might stump their classmates.

When students have reached agreement, they should raise their hand so their plan can be approved.

Take up the secret property slips from students, and distribute paper bags for their homework collection. Students can record the items they plan to bring on the inside of their bag.

This lesson expands on those concepts and can serve as a formative assessment of student understanding.

Students will need to be in groups of 2–4 depending on class size.

If you can provide paper bags for each student’s collection, it will remind them of their homework assignment. Students will also be able to write the names of the items they plan to bring on the inside of their bag.

Alternative Approach to Science Sleuths Activity: If time is limited, or you have policies or conditions that prohibit homework, you can provide collections that possess the identified properties (See Teacher Resource Science Sleuth Materials.).

EXPLORE – Communicating Like a Scientist Suggested Day 21. Reflect on the previous introduction to matter and properties.

In our last science class, you worked with your partner(s) to identify and gather various types of matter that share a common characteristic or property.

You will be given a numbered index card to display with your collection.

I’d like you to arrange your group’s collected items on your table (desk) for the other students to observe and examine.

2. Distribute Handout: Science Sleuths: Part 1 - Observing and Communicating Like a Scientist. Review the directions with the students. You and your partner(s) will be examining each group of items that has

been collected and displayed by your classmates. Your task is to use your senses to gather information about each set of

items and predict what property or characteristic the items might have in common.

Record your prediction for each set next to its matching number on your handout.

You will then have an opportunity to test your prediction by listing an item which you think shares that common property.

3. Give students time to rotate through each station, record their predictions, and their test items. Safety Notes: Students are not to use their sense of taste or put anything in their mouths. Depending on the objects displayed by the groups, you might also want to demonstrate and encourage wafting.

4. Explain that, like scientists, they now have the opportunity to test their predictions and gather evidence to support their findings. Beginning with collection number one, allow students to present their test

item for verification. The owners of that collection can respond with a “yes” or “no” to indicate if the test item matches their secret property.

Repeat the procedure for every collection. When all test items have been verified or refuted, elicit the class claims or

Materials: students’ secret property

collections (see Advance Preparation, 1 per pair)

index cards (any size, numbered, see Advance Preparation, 1 per pair)

Attachments: Handout: Science Sleuths:

Part 1 - Observing and Communicating Like a Scientist (1 per student)

Teacher Resource: Science Sleuths: Part 1 - Observing and Communicating Like a Scientist KEY

Safety Notes:Students are not to use their sense of taste or put anything in their mouths. Depending on the objects displayed by the groups, you might also want to demonstrate and encourage wafting.

Instructional Notes: If time permits, allow each group to sort their own collection in a different way based on other properties. Let them share the results with the class. For

©2012, TESCCC 05/06/13 page 7 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacherfinal conclusions related to each collection.

Discuss any discrepancies and instruct students to provide supporting evidence and rationales before revealing the targeted property.

5. Students can record the actual characteristic or property on their handout.

6. Follow up the activity with a discussion about which characteristics were easy to identify, which ones were more difficult, and why.

7. The actual characteristics for the activity can be found on the Teacher Resource: Science Sleuths: Part 1 - Observing and Communicating Like a Scientist KEY.

example, a collection might be sorted into living/once living and non-living.

Science Notebooks:Add handout to science notebook. Date the entry.

EXPLAIN – Classifying Like a Scientist Suggested Day 31. Summarize the Explore activity.

You have used your senses to gather information about several groups of objects/materials, and you have determined what characteristic they have in common.

Let’s learn more about how scientists classify matter (sort it into groups) based on some of these characteristics.

2. Direct students’ attention to Handout: Science Sleuths: Part 2 – Classifying like a Scientist. Elaborate on each characteristic identified in Part 1. Note: The Teacher Resource: Science Sleuths: Part 2 – Classifying like a Scientist KEY has some suggested answers to the guided discussion questions. What characteristic described all the items in Group 1? Are there any items in the other collections that share this same

characteristic? What are examples of other colors that might be used to sort matter? How can color be important or useful for our needs? What characteristic described all the items in Group 2? Does your collection have any items that share this characteristic? What are some other ways to describe how an object feels? When would it be important for something to be rough? Smooth? What characteristic described all the items in Group 3? Do you have other items that you would classify as “soft”? Can you think of other ways to describe the hardness of an object

besides “soft”? When might it be important for something to be soft? Hard? What property describes the items in Group 4? Are there any items in the other collections that are made of metal? What types of materials were used to make your pencil? What are some other materials used to make things? What property describes the items in Group 5? Do your collections contain anything you would group with liquids? How would you describe the state of water when it is frozen and

becomes ice? Do you know what word describes the state of water when it is heated

and evaporates? What characteristic describes the items in Group 6? Are there other items in your collection that are cylindrical? Why do you think these items were shaped like a cylinder? What are some other shapes that might be used to describe objects? What property describes Group 7? What other items in your collections smell or have an odor? What are some other words that can be used to describe the way

Attachments: Handout: Science Sleuths:

Part 2 – Classifying Like a Scientist (1 per student and 1 to project)

Teacher Resource: Science Sleuths: Part 2 – Classifying Like a Scientist KEY

Instructional Notes:Procedure # 2 is a variation on the List-Group-Label strategy. List-Group-Label is a method for building vocabulary and categorization skills. In this variation, the teacher is building the super and sub-categories with the students. The modeling and sharing built into the strategy may expose students to ideas and concepts beyond their experiential background.

At this level, hardness encompasses the various ways in which solid matter can experience a shape change through the application of force. There are different ways to test for hardness. This broad explanation will suffice until students are introduced to various tests and scales for hardness at later grades.

Metal is introduced here to serve as an introduction to the property, magnetism, which will be investigated later in this lesson.

States of matter will be elaborated on in the upcoming lessons. Students have been introduced to two states of matter (solid, liquid) in Grade 2. These questions can serve as a formative assessment regarding students’ prior learning.

©2012, TESCCC 05/06/13 page 8 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teachersomething smells?

When might the odor of an object or material be important? What property describes Group 8? Do you have any items in your collections that are clear? What types of things need to be clear or transparent? Do you know any other words that can be used to describe objects

based on how well we can see through them?

3. Summarize this part of the lesson by explaining that there are many other ways that these objects/materials could be sorted and described. Color, shape, odor, texture, hardness, composition, transparency, and state (or phase) are just some of the ways that scientists classify matter in order to learn more about it.

4. Reflect back on the “Doing Science” list from the Engage. Thinking about processes for simple descriptive investigations, list any of the additional processes that students were engaged in during the activity. Emphasize to students that they have just used many of the same skills that scientists/people use when they are “doing science”. Scientists can learn even more about matter by using tools and

equipment to collect information or data. In these next activities, you’ll be able to gather more information about some other important properties of matter.

Students can put their secret property items back into the bags. Save for the next two activities.

Science Notebooks:Add handouts to notebook. This would be an appropriate time to add words such as physical property and/or characteristic, texture, hardness, composition, transparency, odor, etc. to the glossary or word wall. Matter and states of matter will be reserved until later in the unit after students have had more learning experiences with these concepts.

EXPLORE/EXPLAIN – Magnetism as a Property Suggested Days 4 and 51. Use a recognizable magnet (horseshoe, magnetic wand) to pick up some

magnetic counters or paperclips. Ask students how they would explain the behavior of the counters or paperclips. If needed, ask questions to review the tool and its connection to the upcoming activity. What is this tool called? Magnet Where have you seen it used before? Answers will vary. What property of matter do you think we will be investigating in this

session? Magnetism

2. Use the magnet and other selected objects to visually clarify the terms, attract, magnetic, and nonmagnetic.

3. Inform students that they will be investigating another property of some matter known as magnetism.

4. Place a hula hoop or chart paper with a large Venn circle on the floor. Make labels/picture for the inside and outside of the Venn. See Teacher Resource: Investigation: Magnetic Attraction for an example. (The same Venn with different labels/pictures can be reused for the Sink or Float? investigation.)

5. Distribute the secret property collections to student groups, and have them gather around the circle with their science notebooks. They should spread their items out in front of them, so others can see. Remind students that scientists wonder and ask questions. What question might be asked to learn more about the matter in our

collections and magnets? Answers will vary. What kinds of matter do magnets attract? Answers will vary; however,

students have had the opportunity to learn magnetism about since Kindergarten. There are student expectations about magnetism in Grades K–2.

What types of objects stick to magnets? Answers will vary.

Materials: magnet (horseshoe, wand, or

bar, for demonstration, 1 per teacher)

magnetic counters or paperclips (for demonstration, per teacher)

students’ secret property collections – from previous activity

teacher collection (see Advance Preparation, 1 per teacher)

hula hoop or Venn circle floor chart (1 per teacher)

card stock (for labels or pictures, 6–8 pieces per class)

chart paper (per class) – Optional

markers (1 set per teacher) – Optional

magnets (small ring or magnetic strips, 1 per student or pair)

Attachments: Teacher Resource:

Investigation – Magnetic Attraction (teacher sample for science notebook entry)

Teacher Resource: Venn Diagrams: Magnetic Attraction/Sink or Float?

Teacher Resource: The Three

©2012, TESCCC 05/06/13 page 9 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher6. Using the Teacher Resource: Investigation – Magnetic Attraction as a guide,

project the key question for the investigation, or write it on a chart. Students should also have the opportunity to record the question for the investigation in their science notebooks.

7. Student groups can observe all the collections and discuss with their partners which items they predict will be attracted to a magnet (are magnetic). Students should formulate and record their prediction regarding a reasonable answer to the key question. Provide a sentence stem on the chart to help students get started.

8. In round-robin fashion, let each group select and place an item from their secret property bag they think is magnetic on the Venn diagram. As items are presented, students can list the objects and record their own predictions in their science notebook. Once enough items have been placed in the Venn diagram, ask students a question such as: How can we check our predictions? Use a magnet to test each object.

9. Clarify and elaborate on the method needed for a fair test. For example, use the same magnet and same “tester”, perform the test in the same way for each item, and repeat to verify results.

10. Carry out the investigation. Based on the results, students can rearrange the items on the Venn and record their findings. If time permits, test any additional secret property items or teacher gathered items of interest. Summarize this activity: Based on the data you recorded, what have you learned about matter

and magnetism? Guide students in formulating statements (claims) and evidence (data) to support their claims. Record them on the chart and in science notebooks. If not mentioned…

Are all metals magnetic? No. Ask students to provide evidence.

11. Inform students that there is a story which might help them understand and remember some of the metals that are highly attracted to magnets. Read them the story on Teacher Resource: The Three Kings of NIC.

12. Post the “No Magnets Allowed” signs around the room in the appropriate places. (Magnets should not be placed near computer monitors or TV screens.) See the Teacher Resource: No Magnets Allowed.

13. To introduce the Magnetic Properties investigation, provide the following directions along with safety precautions. Students can work individually or in pairs to locate eight items in the room

which they predict have the property of magnetism. Avoid areas that have the No Magnets Allowed sign posted. Students are to record those items in their science notebook in words and/or

drawings. When they have made their predictions, they will be given a

magnet/magnetic strip which they can use to test those eight items. Students should record the results (,) in their science notebook. Finally, each student should individually complete the Handout: Magnetic

Properties. When all students have completed the activity, share the results as a class.

14. The answers for the Handout: Magnetic Properties are provided on the Teacher Resource: Magnetic Properties KEY.

Kings of NIC (1 to project) Teacher Resource: No Magnets

Allowed Handout: Magnetic Properties (1

per student) Teacher Resource: Magnetic

Properties KEY

Safety Notes:Do not drop or hit magnets on a hard surface.

Keep magnets away from TV’s, radios, microwaves, computers, computer disks, video and cassette tapes, telephones, compasses, and credit cards.

Instructional Notes:Keep magnets away from heat. Store magnets properly with north and south poles together. Horseshoe magnets should be stored with their “keeper”.

When a magnet pulls another object, or another magnet towards it, we use the words attract, attracting, or attraction to describe that motion. Magnetic is used to describe an object that is attracted to or sticks to a magnet.

This session addresses magnetism as a property. Magnetism as a force will be addressed in Unit 04.

If students turn their notebooks sideways, they can use the red margin and lines to more easily make charts and tables.

What Kinds of Matter Do Magnets Attract?

Object Prediction () Results ()Will be Will not

beWas Was

not

Misconception: Students may think all metal objects

are attracted to a magnet.

Check for Understanding:The activities in the magnetism

©2012, TESCCC 05/06/13 page 10 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher

15. Students can record any additional conclusions/reflections in their science notebooks.

16. Conclude this session by asking: How is the property of magnetism useful in our everyday lives?

Answers will vary.

investigations can be used as formative assessments to determine student understanding and to guide instruction.

Science Notebooks:Add the Academic Vocabulary: attract, magnetic, nonmagnetic, and magnetas verbal/visual definitions.

Model the entry for this investigation. See Teacher Resource: Investigation – Magnetic Attraction KEY for a possible sample.

EXPLORE/EXPLAIN – Ability to Float or Sink in Water Suggested Day 61. Remind students that they have been classifying matter based on its properties,

including whether it is magnetic or nonmagnetic. There is another characteristic that students may not have considered. Share a book on sinking and floating or discuss children’s experiences with sinking and floating.

2. Make and use a KLEW chart (see Teacher Resource: KLEW Chart Sample: What Things Float? What Things Sink?) to record what students Know or think they Know about objects that float and objects that sink. Make note of students’ ideas and use demonstration items that challenge their misconceptions.

3. Place the hula hoop or Venn chart, with the Float/Sink labels, on the floor. Set up the clear container of water so that it is accessible and visible.

4. Distribute the secret property collections to the appropriate groups, and have students sit around the circle. Students should have their science notebooks.

5. Inform student groups that they will have an opportunity to test two items from their collection. They should select one object they think will float in water and one they think will sink in water. Provide a sentence stem to help them record both predictions. We predict that ________ will (float/sink) because _____________.

6. Instruct students to record their predictions. How can we check our predictions? Put each item into the container of

water, and observe the results.

7. Clarify and elaborate on the method needed for a fair test. Important: Verbally and visually agree on what represents “sinking” and

“floating”. Sketch the agreed upon visual representations, and place them on the Venn.

Discuss how objects will be placed in the container, how long the object will be allowed to stay in the water, and if items should be tested more than once.

8. In round-robin fashion, let each group present its items. The class can list the items and make their own predictions in their science notebooks. Then, test the two items, and place them in the appropriate place on the Venn.

Materials: book (about sinking or floating, 1

per teacher) – Optional students’ secret property

collections – from previous activity hula hoop or Venn circle floor

chart (per class) card stock (for labels or pictures,

6–8 pieces per class) markers (1 set per teacher) container filled with water (clear,

plastic, 1 per class) drop cloth or newspaper (per

class) cloth or paper towels (per class) pan balance (1 per teacher) measuring tape (cm, 1 per

teacher) teacher collection (of additional

sink/float test items, 1 per teacher)

Attachments: Teacher Resource: KLEW

Chart Sample entitled: What Things Float? What Things Sink?

Teacher Resource: Venn Diagrams: Magnetic Attraction/Sink or Float? (from previous activity)

Teacher Resource: Three Little Pigs Go Surfing (1 to project)

Safety Notes:Exclude any secret property items that should not be placed in water. Clean up

©2012, TESCCC 05/06/13 page 11 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher9. When all objects have been tested and placed, conclude the activity with a

question, such as: Were you surprised by any of the results? If so, why? Answers will vary.

10. Use student results, measurement tools, and additional demonstration items, as needed, to address any misconceptions such as: large objects sink, small objects float (such as melon vs. marble) heavy objects sink, light objects float (large candle vs. birthday candle)

11. Return to the KLEW Chart and science notebooks. Students can use data (evidence) from the investigation to confirm or refute their prior ideas and predictions about what things sink and float. Claim: I learned that ______________________________________. Evidence: I know this because _____________________________.

12. Encourage students to elaborate on their thinking: Are there any similarities among the items in the “float” group? Are

there any similarities among the “sink” group? Students may suggest that wooden, plastic, soft, or even spherical items seem to float most of the time, and metal objects tend to sink. Use their responses to record questions or wonderings on the KLEW Chart that could be investigated further.

13. Reflect on the Three Little Pigs story and the wise little pig who built his house of bricks. Project the Teacher Resource: Three Little Pigs Go Surfing. What do you think will happen to the wise little pig when he takes his

brick surf board into the water? (It will sink.) Why it is useful in real life to know what types of things float and sink?

Answers will vary. Although bricks were the best choice for building the house, which

material would be best for a surfboard? Why?

any spills immediately.

Misconception: Students may think large objects

sink and small objects float.

Claims EvidenceI learned that __________.

I know this because _____.

Science Notebooks:The class can list the items and make their own predictions in their science notebooks.

Sink or Float?Object Prediction () Results ()

Float Sink Float Sink

EXPLORE/EXPLAIN – Matter Suggested Day 71. Summarize the lesson activities so far:

You have observed and explored many different properties that can be used to sort and classify matter.

2. Display a pocket chart or bulletin board with the Matter/Not Matter labels. Leave a space under the Matter label to add in the mass and space descriptors later. Show the students a list of things that are considered matter and things that are not considered matter. Ask them for their help in sorting them.

3. Present the items one at a time for students’ consideration, explanations, and placement. Withhold judgment or teacher explanations and, if needed, make a “Not Sure” pile.

4. When an arrangement has been agreed upon, support discussion through questioning: What “rule” or reason did you use to decide if something is or is not

matter? Allow all ideas, and support discussion among students as long as they are engaged and “on task”.

5. Explain that scientists have studied matter for hundreds of years and agreed upon their “rule” or definition for matter.

Materials: pocket chart (or bulletin board, 1

per teacher) labels (see Advance

Preparation, 1 of each per class) index cards (3”x5” size, 20–25

per class) markers (1 set per teacher) box (from copy paper box, one

empty and one full)

Attachments: Teacher Resource: Matter/Not

Matter Card Sort Words

Instructional Notes:ELL Strategy: *Acting out or kinesthetically modeling concepts or vocabulary increases

©2012, TESCCC 05/06/13 page 12 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher

6. As each part of the rule is presented, add the corresponding “takes up space” or “has mass” descriptor under the Matter label. Facilitate a discussion about Matter: For something to be called matter, it must take up space.

Instruct students to press the palms of their hands together so there is “no space” between them. Then, have them pick up and hold their science notebooks pressed between their palms.

Does your science notebook take up space? (Yes) How can you tell? Students may say they can see that it does or explain

that they can no longer touch their palms together because the science notebook is taking up space between them.

Which takes up more space, your science notebook or your desk? Students can show the difference using the space between their palms. *Use the action of palms together then moving apart to represent the concept of space.

The other part of the rule says that for something to be classified as matter, it has to have mass.

Mass is the amount of stuff in something.

7. Have a student volunteer come to the front of the room and push or pull a paper box (empty) across the floor. Then, have the same student try to push or pull the paper box (full of stuff) across the floor. Which box is harder to move? Why? The full box. Students may say it is

heavier; it has more stuff in it, etc. Explain that the full box has more mass or stuff, so it is harder to move.

If one object has more mass or stuff than another, will it be heavier? Yes, the heavier an object is, the greater its mass.

What do you think would happen if we place the full box, the one with more mass, on one end of a balanced seesaw and the empty box on the other end? The end with the full box will go down. Instruct students to use their arms as a seesaw and demonstrate what the balance would do. *Use the action of arms as a seesaw to represent the concept of mass.

8. Reiterate the rule or definition for matter, and reflect back on the students’ lists for Matter, Not Matter, and Not Sure. Encourage students to reflect on their previous ideas: Have any of your ideas changed? Accept all answers, and rearrange any

items students agree on. Inform students they will have an opportunity to revisit the list again later.

9. Explain that mass and space are both properties of matter that can be measured, and in the next session, they will use tools to measure matter like scientists.

understanding and retention. Reinforce the definition for matter using nonlinguistic representations.

The terms heavier and lighter are descriptions of weight. However, since weight and mass are proportional, a heavier object has a greater mass than a lighter object. At this point, students can infer the relationship between mass and weight. These concepts will be elaborated on in Unit 04.

Kinesthetic Modeling:Matter is anything (spread arms to indicate everything around us) that takes up space (move palms together and apart) and has mass (arms as a seesaw or balance).

Misconception: Students may think that a larger

object has more mass (is heavier) than a smaller object.

Science Notebooks:Add the Academic Vocabulary: matter as a verbal/visual definition.

EXPLORE/EXPLAIN – Mass Suggested Days 8 and 91. Display a balance, and draw comparisons between the balance and a seesaw.

Inform students that they will be using the balance to measure and learn more about the physical property of matter called mass.

2. Distribute Handout: Order, Order and a set of materials to each group of 3–4 students. Present the scenario, and explain the activity. You have been given some mystery samples of matter. As a scientist,

your first task is to compare the mass of the different samples of matter.

You will take turns lifting the containers and placing the containers in

Materials: pan balances (1 per group) film canisters (opaque, see

Advance Preparation, 1 set per group)

cubes (centimeter/gram, 25–50 per group)

gram stackers and/or brass mass

©2012, TESCCC 05/06/13 page 13 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacherorder according to mass from the lightest to the heaviest.

Then, using a balance, you will compare the mass of the containers and record your findings.

3. When students have finished, facilitate a discussion about the investigation: How did your predictions compare with your results when using the

balance? Students may discover that their sense of touch did not match the results obtained when using the balance. Emphasize that we cannot always compare the mass of objects just by using our senses.

4. Explain that, in order to compare their findings with other scientists, the numbers and units used to measure must be indicated on the table or chart. The next activity will test their skills in measuring this property.

5. Explain that when scientists want to measure the mass of an object, they balance the object with units that have a known mass.

6. Each group will need a balance, centimeter (gram) cubes, and gram stackers and/or brass mass sets.

7. Instruct students to examine the gram stackers or brass sets to see if they find something written or stamped on each one. What do think the letter “g”, stands for? (The letter ”g” stands for gram.)

If students don’t provide this unit name, write it on a chart and tell them that the gram is a standard metric unit of mass.)

Using your sense of touch, compare a 5 gram stacker (or brass mass) with a centimeter cube.

Which do you think has a greater mass, the cm cube or the gram stacker? Accept all answers.

How many cm cubes do you think it will take to balance the mass of a 5 gram stacker? Answers will vary, but if students are using cm/gram cubes, then five cubes should be the same mass as a 5 gram stacker.

8. If needed, review with students how to place the gram stacker on one side of the balance and cm cubes on the other side until they balance. Guiding questions could include: How many cm cubes did it take to balance the 5 gram stacker? 5 cm

cubes If 5 cm cubes have the same mass as a 5 gram stacker, what is the

mass of one cm cube? 1 gram

9. Instruct students to check their calculations by predicting the number of cubes needed to balance a 10 gram stacker, 25 gram stacker, etc. Be sure students understand that these cm cubes have a mass of about 1 gram. What are some everyday objects that might have the mass of about 1

gram? A large paperclip, cotton swab, sweetener packet, Styrofoam™ ball, etc.

10. Direct students’ attention to Section 3 of the Handout Order, Order. Students will work with their group to predict and then measure the mass of each sample using the gram stackers, cubes, and/or brass mass sets.

11. Students can complete the Handout Order, Order: Graphing Mass with the data collected in Section 3.

12. Debrief the previous activity by asking: Which sample had the least mass?

sets (1 set per group) objects (approximately a gram each,

see Advance Preparation, per group) – Optional

chart paper (per class) markers (1 set per teacher) Matter/Not Matter pocket chart (1

per class) bottle of water (liter, unopened, 1 per

group)

Attachments: Handout: Order, Order (1 per

student) Handout: Order, Order: Graphing

Mass (1 per student) Handout: Measuring Mass

EVALUATE PI (1 per student)

Instructional Notes:Not all centimeter cubes are gram cubes, such as the wooden Base 10 unit cubes.

Holding a referent for a standard unit of weight or mass in one hand and holding the object to be measured in the other hand, can assist students in making a good estimate for weight or mass.

Modify the Matter/Not Matter pocket chart as agreed.

Misconception: Students may think that

measurement is only linear.

©2012, TESCCC 05/06/13 page 14 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher Which had the greatest mass? Based on these observations, what are some everyday objects for

which gram units would be an appropriate choice for measuring mass? Yo-yo, toy car, eraser, a piece of fruit, etc.

What if we need to measure the mass of an astronaut? Would gram units be appropriate? Why or why not? No. Even though you could measure the mass of an astronaut with gram units, those units are very small when compared to the mass of an astronaut.

13. Introduce the kilogram as a standard metric unit for measuring objects of greater mass. Write the word kilogram and the symbol kg on the board or chart paper.

14. Provide each group of students a kilogram mass—an unopened liter bottle of water. Students can take turns lifting the kilogram mass. Have you seen this type of water bottle before? Do you know how

much water it holds? Students may reply that it is a liter bottle of water. If not, show them the label or read the volume contents listed on the label.

What do you know now about the mass of a liter of water? The mass of a liter of water is about one kilogram. (Students probably do not know this- so inform them of this measurement.)

What are some everyday objects for which kilogram units would be an appropriate choice for measuring mass? An astronaut (human being), the full paper box, a bicycle, a backpack with books, cats, and dogs, etc.

15. Summarize the lesson by directing students’ attention back to the “has mass” descriptor on the Matter/Not Matter chart. What tool have we used today that can help us gather more

information about matter? A balance What property are we measuring when we use a balance? Mass or the

amount of matter in an object What are two units we can use to measure mass? Gram, kilogram

16. Use the descriptor “has mass” to verify or refute items in any category on the Matter/Not Matter chart. Modify or sort the items as agreed.

17. Inform students that they will have an opportunity to learn more about their mystery samples in upcoming lessons.

18. Distribute the Handout Measuring Mass EVALUATE PI. For item number one, students will work as a group to follow the directions

using the balance and mass sets. From then on, students are to work individually to complete the remainder of

the worksheet.

Check for Understanding

Science Notebooks:Add handouts to science notebook. Date the entry.

EXPLORE/EXPLAIN – Volume Suggested Days 10 and 111. Fill a tall, slender, clear container to the brim with water. Place the container on

a table where all students will be able to see it. Have a towel or paper towels available for any spills.

2. Bring students’ attention to the demonstration set up at the front of the room. Show students the film canister samples that they massed in the previous session. Hold one up (use one that will sink). Introduce the activity: Predict what will happen when I place this canister into the container

filled to the top with water. Accept all answers. Carry out the demonstration.

Materials: paper towels (for demonstration, per

class) tray or bowl (shallow, for

demonstration, 1 per class) chart paper (for demonstration, per

class) markers (1 set per teacher) film canister samples – from

©2012, TESCCC 05/06/13 page 15 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher What did you observe? Dropping the canister into the container caused

some of the water to overflow into the tray below. Why do you think the water overflowed? Answers may vary, but students

may suggest that there wasn’t enough room for both the water and the canister in the container; the canister takes up too much space, etc. Remind students that all matter takes up space.

Is the canister matter? Yes Is the water matter? Yes What evidence do we have that both the canister and the water are

matter? Both of them occupied or took up space inside the container. We’ve also already determined that the canister has mass.

3. Provide some information to the students: Both the water and this film canister of matter take up space. The

canister and the water cannot be in the same space at the same time, so the canister forced some of the water out of the container, so it could occupy that space.

As scientists, we can describe and learn more about matter by comparing and measuring the amount of space it takes up. We use the word “volume” to describe how much space an object/material takes up.

4. Write the word volume on a chart or board. Beside it, write the definition: Volume is the amount of space that an object/material takes up. Volume is another property of matter.

5. The volume of objects can be compared by finding out which holds more or takes up more space. Direct student’s attention to the containers and the buildings made of cubes. Guide student understanding of the concept: How would you arrange the containers in order from “holds the least”

to “holds the most?” In your science notebook, record the letters of the containers from

least volume to most volume to match your prediction. How would you arrange the buildings in order from takes up the least

space to takes up the most space? In your science notebook, record the letters of the buildings from least

volume to most volume to match your prediction.

6. Instruct students to record their predictions. How might we find out which of these containers holds the most (has

the greatest volume)? Holds the least (has the least volume)? Answers will vary, but students should indicate that we can fill one of the containers with water, or any other pourable matter such as rice, sand, etc., and pour that amount into the other containers to find out if the matter overflows, doesn’t fill the container completely, or is the same.

7. Conduct the demonstration by using any pourable material. Ask students if they are surprised by the results. Students can record the correct arrangement of containers, least volume to most volume, in their science notebooks.

8. Continue with the cubical buildings. How can we determine which building has the most volume, the least

volume, etc.? Answers may vary, but some students may suggest counting the cubes.

9. Inform students that since the buildings are made from identical sized cubes, the number of cubes in each building can be used to compare the amount of space,

previous activity (for demonstration, 1 set per teacher)

containers (clear, for demonstration, see Advance Preparation, 3 per teacher)

interlocking cubes (for demonstration, see Advance Preparation, about 100 cubes per teacher)

pourable material (such as water, rice, or sand, for demonstration, per teacher)

tray or bowl (shallow, for demonstration, 1 per teacher)

ruler (cm, 1 per student) cubes (cm, 25–50 per group) eyedroppers (1 per group) medicine cups (graduated, mL,1 per

group) chart paper (per class) – Optional markers (1 set per teacher) –

Optional cup of water (clear, 1 per group) capacity containers (see Advance

Preparation, 1 per group) graduated cylinders (see

Advance Preparation, per group) beakers (see Advance

Preparation) measuring cups (see Advance

Preparation) trays (1 per group) rice (approximately 1 cup, per group) resealable plastic bags (to hold rice,

1 per group) measuring spoons or cups (metric,

see Advance Preparation, per group)

craft sticks (for leveling, 1 per group) calculators (1 per group)

©2012, TESCCC 05/06/13 page 16 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacheror volume, that each building occupies.

10. Give the three buildings to different students or pairs of students, so they can count the cubes.

11. Instruct students to record the correct arrangement of buildings, from least volume to most volume, in their science notebooks. We’ve explored some ways to compare and order the volume of the

containers and the buildings. Let’s explore some tools that scientists use to measure that volume.

12. Provide a cm ruler and cube (cm) for each student. What are the attributes or properties that make this a cube? Six square

faces, 12 congruent edges, eight vertices Which attributes of this cube can be measured with the centimeter

ruler? The edges—length, width, and/or height

13. Instruct students to measure the edges using their cm ruler and report their findings. Explain that since every edge of the cube measures one cm, it is called a centimeter cube.

14. Reflect back on the way students determined the volume of the “buildings”. Explain that we are often able to use cubic-shaped units, like cm cubes, to measure the volume or amount of space a solid figure occupies. Have students observe and examine their cm cube and describe the amount of space it takes up. Would the cm cubes be good cubic units for measuring the volume of

this room? Why or why not? Explain that larger volumes are best measured with larger cubes.

15. Explain that since this cm cube is already in the shape of a cube, we can say that it takes up one cubic centimeter of space. That is, its volume is one cubic centimeter. Record this for students to see and say.

16. Distribute additional cm cubes, and ask each student to build a solid figure whose volume would be four cubic centimeters. Compare and contrast the different shapes while reinforcing the idea that each one takes up the same amount of space. Repeat the process for a different volume. Why would you want to find the volume of an object? Have two

different-sized gift boxes, coolers, suitcases, drawers, toy boxes, and/or lunch boxes available to elicit discussion. Answers will vary.

17. Point out the fact that all the matter that students have measured so far appears to be solid. Let’s investigate some tools that scientists use to find the volume of liquids.

18. Give each group of students an eye dropper, a medicine cup with mL increments, and a cup of water.

19. Have them examine the cup to see if they can find the letters or numbers stamped on the side of the cup.

20. Explain that mL stands for a unit that can be used to measure volume, or the amount of space that matter takes up. Write the word milliliter and mL on a chart or board. Add the definition: “A milliliter is a unit for measuring volume. The symbol for milliliter is mL.”

Matter/Not Matter pocket chart – from previous activity (1 per class)

paper (construction, large, 1 sheet per student)

glue (sticks or liquid, per group) newsprint (1 sheet per student)

Attachments: Handout: Building Volume: A Little

at a Time (1 per group) Handout: Volume and Mass (1 per

student) Teacher Resource: Volume and

Mass KEY

Safety Notes:All containers need to be plastic. Instruct students to report spills to the teacher for immediate cleanup.

Instructional Notes:If students don’t mention the idea of taking up space, provide some prompts such as what happens when they get into an inflatable swimming pool or a tub that is too full of water.

Point out that the words “size”, “amount of space”, and “volume” are all names for the same thing. Using these words interchangeably will help students translate between the familiar and the new terminology.

Students will add “volume” to their science notebooks later. For now, this is a written reference you can refer back to throughout the lesson.

Capacity is a measure of the maximum volume of a container, whereas volume is a measure of the amount of space the matter inside the container is occupying.

Encourage students to verbally describe their structures with numbers and units.Show students how to level a dry measuring spoon or cup to ensure a fair test. This activity could also be carried out with colored water and liquid measurement tools such as graduated cylinders. Additional safety precautions would be required.

Remind students to first estimate the milliliters in their container, then

©2012, TESCCC 05/06/13 page 17 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher21. Instruct students to find the mL increments on the medicine cup and locate and

count each tick mark from five to thirty, etc.

22. Instruct students to take turns using the eye dropper to squeeze water into the medicine cup until they have accumulated 10 milliliters. What might be measured in 10 mL amounts? Medicine; items for cooking

such as spices, flavoring, or coloring; Kool-aid or cocoa; dishwashing soap or fabric softener, etc.

23. Point out that it would take a long time to count milliliters one at a time when measuring the volume of some object or material. Show them graduated cylinders, beakers, and/or measuring cups with milliliter increments while drawing attention to the increments and the measuring capacity of each one. Explain that scientists use these types of tools to measure volume.

24. Provide each group of 3–4 students one of the capacity containers, a bag of rice, a metric dry measuring spoon or cup, a craft stick for leveling, a calculator, and Handout: Building Volume: A Little at a Time. They will be working with their group to observe, make predictions, and carefully measure the volume with the items they have been provided. Students should record their predictions and measurements in their science notebooks.

25. Allow each group to report and compare the results of their investigations. Note any discrepancies between volume measurements of identical containers and repeat measurements as needed. Based on your observations today, would you want to use milliliters to

measure the volume of water in a bathtub or swimming pool? No What are some everyday things for which milliliters might be an

appropriate choice for measuring volume? Answers will vary, but might include a cup of lemonade, medicine, ingredients in a recipe, etc.

26. Summarize the lesson by directing students’ attention back to the “takes up space” descriptor on the Matter/Not Matter Chart. What property describes how much space something takes up?

Volume What are two units we can use to measure volume? Cubic centimeters,

milliliters – mL

Use the descriptor “takes up space” to verify or refute items in any category on the Matter/Not Matter chart. Modify and sort as agreed.

27. Revisit the introductory activity with the film canisters and container of water. Display the four identical film canisters. Can we say that these canisters are matter? Yes Does each one take up space? Yes. The same amount of space? Yes,

they are identical in size. How could you demonstrate that each one takes up space? Submerge

them in a container full of water, use our hands to show that each one takes up space, find the number of mL needed to fill each one.

What did we discover about the mass of each of these canisters? The masses are all different.

28. Conclude by stating that mass and volume are both properties of matter. However, volume measures the amount of space that matter takes up. Whereas, mass tells us how much stuff is in that space. We know that our film canisters all take up the same amount of space, but each one has a different amount of matter inside that space.

measure. They can use the calculator to enter the number of mL added each time before calculating the total.

Misconception: Students may think that

measurement is only linear.

Check for Understanding

Science Notebooks:Students can record the correct arrangement of containers, least volume to most volume, in their science notebooks.

If the Measurement handout was included during the science notebook set-up, this would be a good time to complete the section on “volume” on the chart.

Vocabulary and tools: volume, milliliter (mL), graduated cylinder

©2012, TESCCC 05/06/13 page 18 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacher

29. Distribute Handout: Volume and Mass and a sheet of newsprint to each student. Explain the directions. Remind students that they are to work individually to complete the task.

EXPLORE/EXPLAIN – Mixtures Suggested Days 12 and 131. Set out a selection of “trail mix” ingredients, clean cups and spoons, and clean

metric measuring cups and spoons. List the available ingredients, and instruct students to select and record their two “favorites” in their science notebook along with the primary reason for each selection. Randomly ask a few students: Which two ingredients did you choose for your trail mix? Why did you

choose those two items over all the others? Answers will vary. Connect their responses to the notion that those items possess favorable properties or characteristics that appeal to one of our five senses.

Does each of those ingredients have other physical properties besides the ones that were mentioned? Yes. Briefly, elicit some of those observable properties and the sense(s) used to identify them.

2. Review previous learning: In the last few weeks, you have been using your five senses to help

identify and classify objects based on their properties. We can identify a certain type of matter by observing with our eyes, touching, hearing, smelling (wafting), and tasting when instructed by the teacher. Another way to identify matter is by measuring.

3. Inform students that they will be using their knowledge of properties (those that can be observed as well as measured) to create, describe, and separate an edible mixture.

4. After students have washed their hands, let them choose and measure out a small metric measure of two favorite “trail mix” ingredients into a clean cup. Use this opportunity to stress that students are not to put anything in their mouths unless instructed by the teacher.

5. Instruct students to “mix” the ingredients together well with their spoon. Write the word mixture on a chart or board. Inform students they have just created a mixture. “A mixture is a combination of two or more ingredients that can be easily separated by some physical property.”

6. Instruct students to turn to a partner and take turns answering the following questions about their partner’s mixture. Repeat the questions for each partner. Is there more than one ingredient in your partner’s cup? What ingredient(s) can you identify? What unique properties helped you identify and name that ingredient?

Answers will vary.

7. Engage student thinking on methods of separation: If you wanted to eat just one ingredient at a time, what property could

you use to identify and separate that ingredient from the other one? Students may say color, size, texture, shape, odor. Stretch their thinking beyond just the visual.

8. To extend their sensory experience, allow the students to eat their mixture and show the Teacher Resource: PowerPoint: Mixtures. For each slide, ask the following questions: Is this a mixture? (Yes to all) What ingredients can you identify just by

Materials: trail mix (selected ingredients,

see Advance Preparation, per student)

cups (bathroom-size, small, 1 per student)

spoon (plastic, 1 per group) metric measuring spoons/cups

(<100 mL, see Advance Preparation, per group)

chart paper (per class) markers (1 set per teacher) hand lens (1 per student) pan balance (1 per group) cube stackers (gram, 25-50 per

group) stackers (gram, per group) magnet (1 per group) containers filled with water

(clear, 6–12 oz., 1 per group) strainers or slotted spoons (1

per group) sieves, strainers, or screens (for

separation of rice and dried beans, 1 per group)

plates (paper or plastic, 1 per group)

trays (see Advance Preparation, 4 per class)

bagged ingredient items (see Advance Preparation) resealable plastic bags (2 per

tray) coins (similar-size to washers,

2–3 per class) washers (metal, similar-size to

coins, 2–3 per class) rice (¼ cup, per class) beans (¼ cup, per class) cubes (cm, ¼ cup, per class) pebbles (similar-size to cubes, ¼

cup, per class) lids (plastic, from water or milk

jug, 2–3 per class) lids (metal, screw off, 2–3 per

class)

Attachments:

©2012, TESCCC 05/06/13 page 19 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for Teacherobserving their unique properties? What are the unique properties that helped you identify (Pick one item.)? Answers will vary.

How is this different from (A can of just pecans, bowl of just lettuce, tray of just sand, trash with just paper?) There is more than just one ingredient. It is a mixture of nuts, vegetables, etc.

What other mixtures can you name? Answers will vary. Explain that just about every object or material they can name is a mixture.

Slide 7: Why do you think this picture is in a presentation about mixtures? Scientists, called chemists, love to create different combinations of matter to discover new and useful materials.

9. After cleanup (discuss what can/cannot be recycled or reused), assign students to groups and introduce the next investigation. Explain that their group will need to use their knowledge of physical properties to measure, create, and separate the ingredients they will be given. See Teacher Resource: Instructions for Mixtures Matter Investigation KEY for materials and procedures. Ensure that the Handout: Mixtures Matter Investigation Directions is with the materials for the activity.

10. Review the allowable senses (no tasting this time) that can be used to identify properties. Then, introduce and review the various tools and equipment that can be used to gather more information about each ingredient. Elicit what types of things might be observed or measured using each tool (hand lens, balance, magnet, clear container of water, sieve, strainer, or screen).

11. Distribute Handout: Mixtures Matter Investigation Directions, and go over the steps that students will need to follow. It would be helpful to briefly model the steps using two trail mix ingredients so that students can internalize the procedures and ask any questions. The Handout: Mixtures Matter Investigation Directions explains the

procedure for this activity. Please read it carefully. If you have question about an instruction, please raise your hand and I

will assist you.

12. Distribute the Handout: Investigation: Mixtures Matter PI (1 per student)

13. Meet to share and/or demonstrate results. Facilitate a discussion using the following: 1) comparison of properties before and after the mixture is created2) properties and methods used to separate the mixtures3) efficiency of methods4) mass measurements

14. If you were to mass the separated ingredients again, what do you think you would find? They may realize that the mass measurements will not change (with the exception of water absorption, etc.). Mass is conserved.

15. Conclude by discussing real world examples of mixing and separating: recipes, coffee filters, recycling, separating iron from nonmagnetic metals, etc.

Teacher Resource: Instructions for Mixtures Matter Investigation KEY

Handout: Mixtures Matter Investigation Directions (1 per student)

Handout: Investigation: Mixtures Matter PI (1 per student)

Teacher Resource: PowerPoint: Mixtures

Safety Notes:Follow guidelines regarding use of food in the science classroom, and note any student allergies to nuts, etc. Students are not to put anything in their mouths unless instructed by the teacher.

Instructional Notes: Clarify with students what a “successful separation” looks like; that is, each of the ingredients is returned to its original baggie or has been placed on separate plates. Sieving and floating methods of separation will necessitate the use of plates.

Depending on class size, having two sink/float containers (with strainers or slotted spoons) and two sieve areas will prevent congestion if multiple groups need to carry out their separation plans at the same time.

Determine what materials can be reused and/or recycled.

Check for Understanding:Monitoring students during the investigation can provide an informal assessment of their ability to observe, identify, and accurately measure properties of matter.

Science Notebooks:Add handout to science notebook.Students should have the opportunity to turn to the page “Tools I will learn how to use” and mark off the tools they have learned to use in the previous activities.

©2012, TESCCC 05/06/13 page 20 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for TeacherELABORATE – Accuracy of Claims – Advertisements and Labels Suggested Day 14Time: approximately 10 minutes

1. Ask students to share a few of their experiences with toy or food purchases that were influenced by ads or commercials (good or bad).

2. Explain that toy or food companies make claims about their products that are designed to attract children’s attention and sell their products. What are some of the claims made by toy or food companies that you

have seen, read about, or heard? Answers will vary.

3. Remind students that claims must be supported by evidence (observations or data gathered during a test or investigation).

4. Inform students that they have a chance to question a toy, electronic, clothing, or food product’s claim, and put it to the test.

5. Distribute and read together the Handout: Family Connection: Investigating Product Claims. Inform students that they will be given time to share the results of their tests with the class over the next few weeks. Provide intermittent class time during the next few weeks for brief sharing of results as students complete the activity and return with their data and conclusions.

Materials: Handout: Family Connection:

Investigating Product Claims (1 per student)

Safety Note:Emphasize the importance of adult supervision and wise safety practices.

Instructional Notes: Refer to link in the lesson resource section for more information related to these ideas.

TEKS Note: This activity targets the Scientific Process TEKS 3.3B. Media literacy is also addressed in ELAR and Social Studies TEKS.

EVALUATE – Performance Indicator Suggested Day 14 (continued)

©2012, TESCCC 05/06/13 page 21 of 22

Grade 3 Science

Unit: 01 Lesson: 02

Instructional Procedures Notes for TeacherPerformance Indicator

Create a mixture using ingredients such as gravel and sand, metal and plastic paper clips, or water and pepper. Separate the mixture using the appropriate tools and methods. Use a graphic organizer to record observations, data, and conclusions including the unique physical properties of the materials. (3.2B, 3.2D; 3.4A; 3.5A, 3.5D)

1C, 1E

Time: approximately 40 minutes

1. Decide if students will conduct Mixtures Matter in groups or individually. If working individually, the student Handout: Investigation: Mixtures Matter PI can be modified to say “I” rather than “we.” Students will follow the same procedures and format for observing, identifying, measuring, and recording the properties of the ingredients used to create and separate a mixture(s).

2. To verify the accuracy of student mass measurements, the teacher will need to mass bagged ingredients.

3. Goggles are recommended for those students who are creating, and separating the sand and gravel mixture.

4. As a review before the students begin the Performance Indicator, How can matter be described and classified? What are some measureable physical properties of matter? How do the properties of matter make it useful for our needs? What is a mixture? How can physical properties be useful in separating a mixture?

5. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment.

6. Answer any questions students may have regarding the assessment.

Materials: hand lenses (1 per student) pan balance (1 per group) cube stackers (gram, 25-50 per

group) stackers (gram, per group) magnet (1 per group) containers filled with water

(clear, 6–12 oz., 1 per group) strainers or slotted spoons (1

per group) sieves, strainers, or screens (for

separation of sand and gravel, 1 per group)

safety goggles (1 pair per student)

trays (see Advance Preparation, 4 per class)

plates (paper or plastic, 1 per group)

separately bagged ingredient items (see Advance Preparation, per class) resealable plastic bags (several

per group) sand (¼ cup, per class) gravel (¼ cup, per class) paperclips (metal, 10 per class) paperclips (plastic, 10 per class) beads (glass, ¼-1/8 cup, per

class) beads (wax or plastic, ¼-1/8

cup, per class)

Attachments: Handout: Investigation:

Mixtures Matter PI (re-copy, 1 per student)

©2012, TESCCC 05/06/13 page 22 of 22