- 1. Fourth Grade Science Unit: 02 Lesson: 01 Suggested Duration:
13 daysMatter MattersLesson Synopsis In this lesson, students will
study the properties of matter and observe changes in the states of
matter.TEKS: 4.7 The student knows that matter has physical
properties. 4.7 A Observe and record changes in the states of
matter caused by the addition and reduction of heat.4.7 B Conduct
tests, compare data, and draw conclusions about physical properties
of matter including matter, conduction, density, and
buoyancy.Process TEKS: 4.1 The student conducts field and
laboratory investigations following home and school safety
procedures and environmentally appropriate and ethical practices.
4.1A Demonstrate safe practices during field and laboratory
investigations.4.2 The student uses scientific inquiry methods
during field and laboratory investigations. 4.2B Collect
information by observing and measuring. 4.2C Analyze and interpret
information to construct reasonable explanations from direct and
indirect evidence. 4.2D Communicate valid conclusions. 4.2E
Construct simple graphs, tables, maps, and charts to organize,
examine, and evaluate information.4.3 The student uses critical
thinking and scientific problem solving to make informed decisions.
4.3C Represent the natural world using models and identify their
limitations. 4.3E Connect Grade 4 Science Concepts with the history
of science and contributions of scientists.4.4 The student knows
how to use a variety of tools and methods to conduct science
inquiry. 4.4A 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.GETTING READY FOR INSTRUCTION
Performance Indicator(s): Develop a superhero and illustrate
his/her special powers to change states of matter using the
reduction or addition of heat, density, and buoyancy. (4.7A, 4.7B)
ELPS: 1C, 1E, 2E, 2I, 3D, 3J, 4E, 5BKey Understandings and Guiding
Questions: The addition or reduction of heat may cause change in
the states of matter. How does the addition or reduction of heat
cause a change in matter? How do the molecules of matter behave
with the addition and reduction of heat? Matter has physical
properties that can be observed including density, buoyancy, and
conduction. How does the density of an object affect its buoyancy?
How do we classify the different kinds of matter found within our
world?Vocabulary of Instruction: solidgasevaporation liquid
freezing melting2009, TESCCC 08/01/09page 1 of 53
2. 4th Grade Science Unit: 02 Lesson: 01dissolvingmass
moleculecondensationvolumeconductionbuoyancydensity
stateMaterials:clear containers with lidsmetric rulerscontainers
arecooking oil (optional)aluminum foilrecommendedsyrup
(optional)stop watch popcorn, pennies, or paperrubber ball
(optional)paraffin candleclipspaper clip (optional) gogglesdensity
blocksrock (optional) milk clayplastic baggies lamp oil graduated
cylinders (plasticballoon (optional)syrupcylinders would be
best)air freshener (optional)food coloringcentimeter cubes
(notmatter examples large transparent cylinder orwood)ice cubes
glasseggstriple beam balance crayons/map colors 3 quart clear
containers forinsulating materialssmall containers with lids demo
or 3 for each groupcotton batting (optional) like water bottles
saltcotton balls (optional) various float/sink items:waternewspaper
(optional)paper clips, wood blocks,wooden or large spoonfabrics
(optional)metal washers, coins, rocks, measuring spoons -
metricpacking peanuts (optional)marbles, toys, etc.ping pong
balldirt or sand (optional) container of water big washers or
uniform weightspaper plate enough to test float/sinkmarblescooler
for ice storageitems (aquarium works well)rocks for third object
ofsmall tea light per group small air tight containers teachers
choice(plastic baby food pencilthumb tackscontainers, over the
countertweezers or forcepscontainers, pill bottles, filmmatches
(teacher) canisters) transparentbaby food jars Appropriate
materials may be substituted as needed to incorporate district
resources and availability
Resources:http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_state.shtmlhttp://www.bbc.co.uk/schools/ks2bitesize/science/activities/gases.shtml
http://en.wikipedia.org/wiki/Atmospheric_diving_suithttp://www.onr.navy.mil/Focus/blowballast/people/submersibles3.htm
http://www.seed.slb.com/labcontent.aspx?id=11586 STATE RESOUCES:
Bridging II TAKS: Using Tools to Explore Matter Grade 4 Connecting
to the Unifying Concepts through Physical Science: MatterAdvance
Preparation:1. Make copies of the following handouts:A Matter of
Observation (1 per group)Solid, Liquid, and Gas Notes (1 per
group)Solid, Liquid, and Gas Notes (ELL) (as needed - optional)
2009, TESCCC08/01/09 page 2 of 53 3. 4th Grade Science Unit: 02
Lesson: 01 Matter Matters (1 per student) Matter Matters KEY (1 per
teacher) Ice Races (1 per student or group) Heat Energy Information
(1 per student or group) Heat Energy Information (ELL) (1 per
student or group as needed) Cool Cubes (1 per student) Conduction
(1 per student or group as needed) Conduction (ELL) (1 per student
or group as needed) Hot Stuff (1 per student or group) Float or
Sink Test (1 per student or group) Float, Sink or Flink? (1 per
student or group) Floating, Flinking, and Sinking (1 per student or
transparency) Are You Dense? (1 per student) Does Density Matter?
(1 per student or group) Drop Me (1 per group or student)
Egg-Citing Eggs (1 per student) Ships Ahoy!! KEY (1 per teacher)
Ships Ahoy!! (1 per student or group) Deep Sea Diver KEY (1 per
teacher) Deep Sea Diver (1 per student) Deep Sea Diver Word Bank (1
per student) Images of Deep Sea Divers (ELL) Department of Matter
Job Vacancy (1 per student) Examples of Super Heroes (1 per
student) Super Hero Rubric (1 per student) 2. Prepare basket full
of matter for each group of students. Suggested examples of matter
are three liquids inclosed, clear containers (water, cooking oil,
syrup, etc), rubber ball, paper clip, rock, plastic baggie, balloon
(full ofair or helium), air freshener, or any other example of
matter that is available. 3. Collect various insulating materials
for the Explain portion of Reduction/Addition of Heat. Materials
can be:cotton batting, cotton balls, newspaper, various fabrics,
packing peanuts, dirt/sand, or any insulating paper of yourchoice.
4. Collect various substances for float/sink tests and place in
baggies: rocks, washers, wood, toys, marbles, craftsticks, paper
clips, coins, etc 5. Fill a container(s) with water to float/sink
test and Float, Sink or Flink on Explore: Density. One container
can workor multiple containers (one per group) can also work. 6.
Prepare containers by labeling them A, B, & C (fill the
containers before class or during the lesson) Fill container A full
of warm water. Fill container B half full of water and add four
spoons of salt. Finish filling container B with water and stir the
solution. Fill container C half full of water and add four spoons
of salt. Slowly pour the fresh water into the top of the container
on top of the layer of salt. Prepare to add three eggs to each
container. 7. Pour the milk into a clear water bottle marked liquid
A. 8. Pour the blue lamp oil into the second clear plastic water
bottle marked liquid B. 9. Pour the clear corn syrup into the third
plastic water bottle marked liquid C. Add three to four drops of
red foodcoloring and shake the bottle until the corn syrup becomes
red.Background Information: In Grade 4, students should begin to
conduct tests on their own. One of the big ideas of this lesson is
for students to begin to organize their own scientific tests. A
valid test should have a well defined problem, a hypothesis (or
prediction), one tested variable (independent and dependent
variables are not expected to be mastered at this time), data
collection, and a drawn conclusion.These tests are used to explain
one of the foundational concepts of chemistry properties of matter.
While understanding the states of matter is a review for the
students, it is also where one of the largest misconceptions of
matter comes into play. Many textbooks, websites, and even the TAKS
test images display molecule models of solids, liquids, and gases.
2009, TESCCCC 08/01/09 page 3 of 53 4. 4th Grade Science Unit: 02
Lesson: 01 The molecules of each state are tight in solids, loose
and spread out in liquids, and really far apart in gases. For the
most part these are correct, but understand that the misconception
comes in the liquid. Liquid molecules are still very close
together. The molecules still have contact with each other. The
density of a solid substance and a liquid state of the same
substance is not significantly different. The molecules of a liquid
flow, while the molecules of a solid vibrate in place. To change
from one state to another heat energy has to be added or removed.
Solids melt into a liquid with the addition of heat energy. Liquids
evaporate into a gas with the addition of heat energy. To change a
gas back into a liquid, heat energy needs to be removed from the
system in a process known as condensation. To change a liquid back
into a solid, heat energy needs to be removed in a process known as
freezing.Another property of matter is density. Density is the
ratio of mass to volume. The density of water is 1 g/mL. Objects
that have a density greater than 1 g/mL will sink in water. Objects
that have a density less than 1 g/mL will float in water. Salt
water is more dense than fresh water.Density is closely related to
buoyancy. The ability of an object to float when it is placed in a
fluid is related to the buoyant force in that fluid as well as the
objects density. When you step into a pool, you feel lighter. You
did not actually lose mass upon entering the pool, but you feel
lighter due to the upward force of buoyancy. Wood floats in water,
but steel does not float. How then do large steel ships float?
Ships hulls are very important. The broad shape helps buoyancy.
Ships also have lots of space filled with air in their hulls. This
affects the overall density of the ship, making it less dense than
water. If the hull is compromised, as it was in the Titanic, and
water floods in to replace the air compartments, the ship will
sink. Submarines work on similar concepts. They flood compartments
when they want to dive and fill the compartments with air when they
want to rise. 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. A
Microsoft Word template for this planning document is located at
www.cscope.us/sup_plan_temp.doc. If a supplement is created
electronically, users are encouraged to upload the document to
their Lesson Plans as a Lesson Plan Resource in your district
Curriculum Developer site for future reference.Instructional
ProceduresNotes for TeacherNOTE: 1 Day = 50 minutesENGAGESuggested
time: Day 11. Place matter baskets in the middle of each table or
group of students (3-4 students per group). 2. Distribute handout:
A Matter of Observation. Tell students that they willMATERIALS: be
given five to ten minutes to classify each item in the basket
intoHandout: A Matter of Observation categories according to the
observable properties. (1 per group)Handout (optional): Solid,
Liquid,3. Ask students to be prepared to share why and how they
classified eachand Gas Notes (1 per group) item into its specific
category. Handout (optional): Solid, Liquid,and Gas Notes (ELL) (as
needed)4. After giving students the appropriate amount of time, ask
students to shareHandout: Matter Matters (1 per how they classified
the various items. student)Handout: Matter Matters KEY (15.Ask each
group to explain why they chose these categories.per teacher)matter
baskets6. This discussion and sharing time will lead into the
classification of the three3 liquids (water, oil, syrup or liquid
of states of matter. Students will share why they classified items
into their teachers choice) categories. This will open discussion
on how scientists classify various closed containers items in our
world today leading into the review of matter.rubber balls Ask:
paper clips What do you know about matter? baggies Record responses
on board or overhead. Place a definition of matter on balloons
board or overhead for students to copy into their scientific
notebooks.air freshenerHow do we classify the different kinds of
matter found within our world? Matter Baskets can be created
from2009, TESCCC08/01/09 page 4 of 53 5. 4th GradeScienceUnit: 02
Lesson: 01 Instructional ProceduresNotes for Teacher Discuss as a
class & record student responses on board or overhead. local
available resources. The above list is a suggested list. The main
7. Explain that all matter is classified into three states or
phases or matter. concern is for all three states of matterThe
phase or state of matter is another important physical property of
to be represented.matter. Matter on Earth most commonly exists in
three states: solid, liquid,and gas. Plasma is a fourth state of
matter and can be found in stars like The states of matter should
be a reviewour Sun. from grade 2 and 3 (TEKS 2.7 A and 3.7 A and
B). Plasma may be 8. Have students read and discuss a non-fiction
text on Solid, Liquid, andmentioned as the fourth state of
matter,Gas. (The optional handout: Solid, Liquid, and Gas Notes
might help with but students are not expected to masterthis.) the
concept of plasma in grade 4.9. Students should then make
inferences using the factual information and The purpose of this
activity is to allowanswer the questions on the handout: Matter
Matters. students to classify items based on their prior knowledge.
Some groups 10. After students finish their reflections:may
organize these items according to Ask:shape, size, color, etc. This
will provide What are some physical properties of a solid? A
liquid? A gas? Aan idea of how much the students solid has definite
shape and volume, a liquid has definite volume but already know
about matter and how takes the shape of its container, a gas will
expand to fit the container in much extra time needs to be spent
which it is placed. It has no shape or volume.reviewing the states
of matter. Can you name some objects that are examples of a solid?
A liquid? A gas? Answers will vary. Can you name any other objects
from outside of your home that The handout: Matter Observations is
would be good examples of the states of matter? Answers willleft
blank so that the students can vary. decide how they want to
represent their When you add heat energy to a solid what happens?
It melts. classification scheme. Graphic When you add heat energy
to a liquid (boil) what happens? The organizers (charts, tables,
Venn liquid evaporates into a gas. diagrams, T-Charts) should be
How would you reverse this process? Gas to a liquid? You
wouldencouraged. do the opposite; take away heat energy or cool a
gas down. This is called condensation. How do you change a liquid
into a solid? You take away heat energy. You freeze the
liquid.Matter Notes: All matter is defined as anything that has 11.
Tomorrow, we are going to investigate what happens when energy is
mass and takes up space. This definition added and removed from a
solid. involves two properties: mass and volume. Mass is the amount
of material in an object and is measured with a balance or scale.
Volume is the amount of space taken up by an object. All matter has
physical properties that can help distinguish one kind of matter
from another kind. Some properties of matter are color, shape,
composition, size, density, buoyancy, conduction, along with many
others.Textbooks are one source of a non- fiction text. Included in
the handouts is a small discussion of solids, liquids, and
gases.States of Matter Interactive Website changing states of
matter 2009, TESCCC08/01/09page 5 of 53 6. 4th Grade Science Unit:
02 Lesson: 01 Instructional Procedures Notes for TeacherCool Matter
Quiz States of Matterinteractive website and quiz EXPLORESuggested
time: Day 2 Reduction/Addition of Heat Energy1. Reflect on student
experiences with solids, liquids, and gas
fromyesterday.MATERIALS:Handout: Ice Races (1 per student 2. Tell
students that today they will be investigating how matter changes
fromor group)one state to another. The students objective is to
design a test that will cubes of icemelt a piece of ice quickly.
All tests must have teacher approval beforecooler for ice
storageexperimentation can begin. Experiment is detailed on the two
page triple beam balancehandout: Ice Races. paper plate or shallow
bowlsealable baggies 3. Before the experiment remind students about
the characteristics of a good various forms of heatscientific
test:The problem needs to be clearly stated. What we are
investigating isKeep the investigation simple. Studentsthe problem.
In this case, it is, How fast can ice melt?can place their ice bag
system in theA prediction or hypothesis needs to be included based
on research orSun, they can hold it in their hand, theyprior
knowledge. For example, rubbing the ice/bag system between can heat
the system with a hair dryer,my hands will cause it to melt the
fastest.etc. Use common classroom items forOnly one variable needs
to be tested. You can test how rubbing andthis
exploration.blow-drying both affect the ice melt rate. You can only
test onevariable. Everything else needs to be kept
constant.Control: One ice cube needs to beExperiments need a
control. In this case, an ice cube in a bag that isplaced in a
baggie, set aside, and timednot manipulated in any way is the
control. This gives studentsfor a control. No action should
besomething to compare to when they are done testing. applied to
the baggie system.Data needs to be taken. In this case, students
will be taking the massof the ice/bag system before and after the
test (which should be thesame) and also they will be monitoring the
time it takes for their ice to Safety note:melt. Safety needs to be
addressed in theStudents need to draw conclusions based on their
data. They shouldteacher approval process. Somerefer to their
hypothesis to see if they were correct or not. students may want to
use a tea light orcandle. While this will work well, the bag 4. To
Reflect on their learning experience ask:system may be compromised.
Use of What state of matter was the ice? Solid. flame heat or hot
plates is not What state of matter was the melted ice? Liquid.
encouraged. What methods were used to melt the ice? Answers will
vary. Lead the students to discuss melting point or the process of
melting. Tool: Students may or may not Which group had the fastest
method?understand how to operate a triple Regardless of the method,
what did every group use to melt the beam balance. Time may need to
be ice? Heat energy was applied causing the solid ice to change
into aspent introducing the students to liquid.carrying, zeroing
out, and using this Describe how the molecules of the ice cube were
arranged. Thetool. molecules were tightly packed, touching each
other, and vibrating or moving in place. Students were introduced
to fair tests Once heat energy was applied, what began to happen to
the ice? in the third grade. Instead of using the The ice began to
melt. word hypothesis, students may haveused the word prediction.
In the fourth How were the molecules of the ice affected by the
heat energy?grade, students should begin to master Molecules began
to absorb the energy and this caused the bondsexperimental design.
between the molecules to weaken allowing the ice to melt and loose
its rigid shape. How could you reverse this melting process? Remove
heat energy and refreeze the liquid water back into ice.2009,
TESCCC 08/01/09page 6 of 53 7. 4th GradeScienceUnit: 02 Lesson: 01
Instructional ProceduresNotes for TeacherMISCONCEPTIONS:Mass and
weight are the samething.Measurement can be measured onin a linear
method.The temperature of an objectdepends on its size.EXPLAIN
Suggested time: Day 2 Reduction of Heat Energy1. Place the word
"Energy" on the board or overhead.Ask: MATERIALS: Handout: Heat
Energy InformationWhat do you know about energy and its forms? How
would youdescribe it? Answers will vary.(1 per student or group)
Handout: Heat Energy Information 2. List and discuss answers on the
board. Most students will relate energy to (ELL) (1 per student or
group aselectricity, but in this lesson students need to focus on
the heat energyneeded)given to the Earth by the Sun. The term
molecule is introduced in the 3. Explain to students that heat
energy is transferred from the Sun to thesolid, liquid, and gas
handout. In theEarth. This heat energy provides the Earth with warm
air that is necessary third grade, students used the wordfor all
living things to survive. Heat energy flows naturally from
hotterparticle.objects to cooler ones just like the Sun passes its
heat energy on to us.When objects are in direct contact, this
energy transfer occurs through theIn the previous unit, students
studiedprocess called conduction. about the Sun. Solar energy
should be easy for the students to recall. 4. Explain to students
that water forms ice at 0 degrees Celsius or 32Knowledge of other
forms of energydegrees Fahrenheit. When exposed to temperatures
above freezing, ice may not be mastered at this time.remains at 0
degrees Celsius, but begins to melt as it absorbs the heatenergy
from its surroundings. Heat energy travels from the warmer air to
The purpose of this explanation is tothe cooler ice. Conductors of
heat energy speed up this movement but provide an example to
students of howinsulators of heat slow it down. heat energy is
transferred. Prepare students by dividing them into small
groups.Heat Energy explanation may be given orally or through the
reading of the supplied handout: Heat Energy Information.Students
have very limited information on the ways heat can be transferred.
Conduction is the only way being formally explored in this lesson.
Radiation and convection may be mentioned, but do not expect the
students to master all three ways at this time. EXPLORE Suggested
time: Days 2 and 3 1.The challenge of this activity is to find a
good way to insulate the ice cubeto keep the heat transfer from
occurring. This will keep the ice from meltingas quickly as the
control. MATERIALS:2009, TESCCC08/01/09page 7 of 53 8. 4th Grade
Science Unit: 02 Lesson: 01 Instructional ProceduresNotes for
Teacher 2. To begin Cool Cubes activity, ask students how long they
think it takes ice cubesan ice cube to melt, given the current air
temperature. Gather their oral cooler for ice storageresponses and
record these on the board or overhead. Then ask what they sealable
plastic bagsmight do to keep an ice cube from melting. Gather and
record ideas. insulator of some kind (studentchoice) 3.Start the
activity by explaining that the objective is to build a structure
or Handout: Cool Cubes (1 perinsulator to keep an ice cube from
melting. This can be done by preventingstudent)the transfer of heat
energy from the air into the ice cube. Student groups can choose
any material 4.The rules of this investigation are to use the
provided materials that do to be their insulating material. If aNOT
include an electrical appliance, a thermos, or an ice chest. Also,
the student group decides to use ainsulator must fit on top of
their desk area.combination of materials, then their combination
has to be referred to as an 5.Also, explain that all groups will
receive the same amount and shape of aninsulation system. Do not
discourageice cube that must be kept inside of a sealed plastic
baggie to avoidthe use of a multi-material system.messes.6.
Distribute insulating materials to students.7.Provide students with
time to devise a plan possibly drawing or designingtheir model in
an interactive notebook or journal. Students should alsoScience
Notebook:make a list of materials necessary to build their
insulator in their interactive Time must be provided for students
tonotebook or journal. build their insulator. This point may be a
natural break to end the day. 8. Give students time to create their
insulator using the provided materials. Make sure to leave out one
ice cube in 9. When all groups are ready, give each group one ice
cube in a plastic bag.a baggie out in the room as a
control.Students will need to record the mass of their ice cube
& baggie using a Have students compare the melting ofbalance in
grams on their activity sheet.this non-insulated cube to those with
their insulated protection. 10. After the given amount of time,
instruct students to record the ending time, then drain the melted
water from the plastic bags and find the ending mass It is best to
leave the ice cubes in the by massing the remaining cube &
baggie. Students record this result.insulators one to two hours if
possible before recording results. If this is not 11. Have students
to determine the elapsed time and write a number sentence possible,
then leave the ice cube to show how the mass changed. Ask student
groups to orally share this baggies in the containers for as long
as information to use for class comparisons. These could be
recorded on theyour class time allows. board or overhead. Students
may need help writing a 12. Tell students to study their results
and determine which types of insulationnumber sentence. worked
best. Using their handout: Cool Cubes, students should answerMass
before mass ending = change in the following questions:mass. Ask:
How did your ice cube change? Melted but at a slower rate.A class
graph of the information can be What caused it to melt? The warmer
air around it began to transfercreated but understand that students
the heat energy to the cube.have not created two dimensional What
would happen to the cube if the temperature were below graphs
(coordinate pairs) yet in freezing? It would not melt, but remain
frozen. mathematics. Bar graphs are most What kind of insulating
material worked the best? The class might appropriate for this age
group. Line order these materials from least to most
successful.graphs are the best to represent data What other kinds
of materials might you try if the activity wereassociated with
time. To use a line repeated? Answers will vary.graph, will require
teacher support. If you were taking refrigerated or frozen food to
a picnic and did not have a cooler, how would you insulate it? Is
your ideaIce cubes could also be tested in practical? Answers will
vary. different places to test melting rates in the Sun, shade,
refrigerator, etc. 2009, TESCCC08/01/09 page 8 of 53 9. 4th Grade
Science Unit: 02 Lesson: 01 Instructional ProceduresNotes for
Teacher EXPLAIN Suggested time: Day 4 Addition of Heat Energy1.
Start class by reminding students about yesterdays lesson.Ask:
MATERIALS:Who had the best cool cube yesterday? Answers will vary.
tea lightWhat about their design stopped the flow of heat energy?
The baby food jarsinsulating material. tweezersWhat are objects
that do not allow heat energy to flow called?
tacksInsulators.paraffin candle aluminum foil 2. Review the word
conduction aloud or through a non-fiction text source. metric
rulerThe handout: Conduction may help review this concept.stop
watch goggles 3. Explain to the students that in today's activity,
a candle will be used as the matches (teacher)source of heat
energy. During the investigation, think about how heatHandout:
Conduction (1 perenergy is being moved or transferred from one
place to another. Look for student or group as needed)patterns of
heat transfer. Handout: Conduction (ELL) (1 per student or group as
needed) 4. The activity today will include the transfer of heat
that we call conduction.Handout or transparency: Hot Stuff (1 per
student or group) 5. Begin handout: Hot Stuff investigation. The
students will observe the direction Hot Stuff Activity- heat
travels by watching the melting 6. Students should wear safety
goggles. patterns of falling thumb tacks. 7. Cover the testing area
with a sheet of aluminum foil.8. Light paraffin candle and place in
a safe position in the lab area. Observe MISCONCEPTIONS:all safety
rules for an open flame in lab. Heat and temperature are the same
thing. 9. Have each student group prepare their testing area by
placing the twoTemperature is a property of ababy food jars with
lids (or other heat resistant structure that is stable particular
material or object (metal isenough to hold an aluminum bridge)
approximately 15 centimeters apart. naturally colder than plastic
to mostThese will act as the base for the aluminum
bridge.students).10. Cut a piece of aluminum foil that is 18 cm
long.11. Have the students fold their piece of aluminum foil four
or more times into a foil bridge, approximately 4 cm wide. Note:
12. Students need to make a pencil mark 6 cm from one end of the
bridge.Review heat energy transfer by conduction with students by
explaining 13. Students need to continue to make pencil marks at 8
cm, 10 cm, 12 cm, that conduction is the flow of heat and 14
cm.through a material from areas of higher temperature to areas of
lower 14. Students carefully use tweezers to place the head of a
thumb tack into thetemperature. Write this definition on the
buildup of wax at the base of the burning candle. Then the students
place board for students to copy into their the tack head with wax
down on the first mark (8cm) on the aluminum notebooks. bridge.
Students will need to repeat this procedure until they have
placedExplain that conduction can be from one tacks at the 10 cm,
12 cm, and 14 cm marks. area of a material to another or from one
material to another material in direct 15. Students need to allow
the tacks and wax to cool. contact. For example, if you hold a 16.
Invert the cool bridge and place the aluminum foil bridge on top of
the two metal spoon, the heat energy from your baby food jar lids.
warmer hand is conducted to the cooler spoon. Your hand actually
warms it up.2009, TESCCC08/01/09 page 9 of 53 10. 4th
GradeScienceUnit: 02 Lesson: 01 Instructional Procedures Notes for
Teacher 17. Place the small candle (tea light) directly below the
first tack.18. Before lighting each candle, ask students to feel
the end of the aluminum foil bridge, which should feel very cool to
the touch. Remind them not toSafety note: touch the bridge or tacks
during the experiment for safety reasons.Before beginning the
experiment, stress 19. Teacher lights the candles and students
begin their stopwatches. the importance of safety to the
students.Take every precaution necessary to 20. Have students
record the time it takes for each tack to drop. Remind ensure a
safe environment and keep a students to keep the stopwatch going to
record the total amount of time it fire extinguisher handy. This
activity took for each tack to drop indicating melting of the wax
has occurred. should be done in small groups so thatstudents can
observe and record the 21. After all tacks have fallen or the
teacher calls time, extinguish the candles. physical changes.
Safety issues todiscuss with students include the 22. After a few
minutes of cooling time, Students should feel the same end
offollowing: the aluminum foil to describe the increase in
temperature. Remove coats or fold up arms oflong sleeved shirts.
23. Tell students to use their recorded information on their data
chart to drawTie any long hair back. conclusions about the
conduction of heat and the falling thumb tacks.Place non-flammable
surface like Ask: aluminum foil under work area.What patterns did
you notice? Answers will vary but lead students toHave teacher
light and extinguish thethe understanding the heat started above
the candle and traveled outcandle flame.from there. Do not use the
lab equipmentWhy do you think this happened? Answers will
vary.inappropriately (tacks).Do not touch any surface until it has
24. Lead or redirect student answers to reflect that as the candle
flame completely cooled. radiates heat energy to the particles in
the foil directly above it, the tacksDo not remove any lab item
from lab anchored in wax will display the transfer of heat energy
by dropping. The heated molecules of aluminum will start to vibrate
rapidly, bumping intoTacks work well in this experiment nearby
molecules and passing energy to them. This next set of
vibratingbecause they have a flat surface and molecules bumps into
their neighbors and passes heat energy on. Theare light weight.
Make sure each group molecules do not travel along the solid; they
just vibrate in place, bumpingreturns the tacks at the end of the
against their neighbors in a game of "pass it on". Through this
process ofexperiment. conduction, heat energy is carried along the
foil bridge.This activity can be done as a classdemo. If the
teacher is using it as aclass demo, candles larger than tealights
can be used on the aluminumbridge. If students perform
theinvestigation under teacher supervision,tea light candles are
suggested.Safety Note:You must supervise this process.Having one
larger candle producing waxfor all groups is suggested to
minimizerisks. Make sure students record their data ontheir lab
papers. After the lab, go overthe lab questions and be sure to
explainthat just like mass and volume,conduction is a physical
property ofmatter. Explain that through theconduction of heat,
states of matter can 2009, TESCCC 08/01/09page 10 of 53 11. 4th
GradeScienceUnit: 02 Lesson: 01 Instructional ProceduresNotes for
Teacher change from a solid to liquid through melting or from a
liquid to a gas as in evaporation. Ask students to share any
related examples of this with the class. EXPLORE/EXPLAIN Suggested
time: Day 6 1. Currently, we have been studying about the state of
matter and how theaddition or removal of heat energy causes the
states of matter to change.Ask:Another resource: Bridging IIWhat
are physical properties? Observable characteristics of matter.TAKS:
Using Tools to Explore MatterAre states of matter physical
properties? Yes. has a great 4th grade lesson on density.What are
some other physical properties of matter? Size, shape,color, mass,
volume. Note: 2. Today, we are going to explore another physical
property of matter Volume is often referred to indensity.
mathematics as capacity.Ask: Have you ever noticed that some things
float in water and someStudents will not have had lots of things
sink?experience determining volume. They What kind of things have
you seen that float? Sink? may not even know the difference What
makes some things float while others sink? Student answers between
mass, volume, and density. will vary but may include a reference to
mass or heft.MTR (Math TEKS Refinement) has How can boats like
battleships and tankers float when they are so numerous activities
for the fourth grade massive? Do not answer this question at this
time. Just pose thethat develop these concepts. Ask a question to
get students to thinking. math teacher to let you see this state
curriculum for ideas on how to 3. Density is the relationship of
mass to volume. Mass is defined as thesupplement these complex
concepts.amount of matter contained in an object. Volume is defined
as the amountof space an object takes up. Most of the time, the
density of many objectsis compared to the density of water. People
want to know if substances orobjects will sink or float in water.
MATERIALS: Handout: Float or Sink Test (1 per student or group)
Handout: Floating, Flinking, and Sinking (1 per student or group)
Handout: Float, Sink, or Flink? (1 per group or teacher) triple
beam balance (optional)container of watervarious float/sink items:
(paper 4. We are going to take several common substances and see if
they sink orclips, wood blocks, metal washers,float in water.coins,
rocks, marbles, toys, etc.)small air tight containers (plasticbaby
food containers, over thecounter containers, pill bottles,
filmcanisters) transparent containersare recommendedpopcorn
(unpopped), pennies, orpaper clipstriple beam balance 5. After
testing the various objects, allow students to share their results.
large clear water container6. Record the class results on the board
or overhead. Record the objects that The sealed containers need to
be veryare denser than water in one column and the objects that are
less denselight and float high in the water. Yourthan water in the
other column.water test containers could be anything, 2009,
TESCCC08/01/09page 11 of 53 12. 4th GradeScienceUnit: 02 Lesson: 01
Instructional Procedures Notes for Teacherbut containers that are
transparent work Float, Sink, or Flink? (optional) This will take
approximately 1 day.best (aquarium). What you place intothe sealed
container is up to you. 7. Once students have begun to explore
sinking and floating, introduce the Pennies (approximately 2.5
grams ainvented property of flink. To flink means the object doesnt
float on top of piece), large paper clips (approximatelythe surface
and does not sink to the bottom, it flinks half way in-between. one
gram a piece) will all work. Thefilling objects need to be small
enoughto fit in the container but have someheft. Un-popped popcorn
might work ifthe original container is larger enough. Itwill take
more popcorn to sink acontainer than pennies. It is justimportant
to keep the filling objects 8. Two factors contribute to density
mass and volume. In the next activity uniform.on density, we are
going to explore how changing the mass of an objectContainers may
not sit up right in theaffects its density.water. This activity
will still work withcontainers that lay on their sides. 9. After
students have finished their Float, Sink, or Flink? activity,
ask:Did you have to add or remove matter to get the container to
drop The difference between sinking andlower in the water? Matter
had to be added. flinking may be less than the differenceWhen the
empty container was placed in the water, did it float, of one
penny. The student may besink, or flink? The empty container
floated.floating with 10 pennies (25 grams) andHow many __________
did it take to flink the container? Answers sinking with 11 (27.5
grams) pennies.will vary.To flink, they may have to add 10How many
__________ did it take to sink the container? Answerspennies and
one paper clip which wouldwill vary.be 26 grams. Try to keep the
fillingBy adding _______, were we increasing the mass or volume of
the objects uniform but the student maycontainer? We were
increasing the mass. have to manipulate the objects to obtainDid
the volume of the container change in the experiment? The
flink.volume remained constant during the experiment.
EXPLAINSuggested time: Days 7 and 8 Mystery Liquid Activity 1.
Explain to students that they will use their scientific knowledge
and skills tosolve the mystery liquid activity.MATERIALS: 2.
Display the empty cylinder to be used for the three liquids in this
Handout: Are you Dense? (1 perdemonstration. Next, tell students to
closely observe the demonstration student)quietly.MilkLamp Oil 3.
Cover the cylinder with aluminum foil so that the students cannot
see the Syrupresults until the appropriate time. This is easily
done by wrapping the foilFood coloringaround the cylinder
tightly.Large transparent cylinder or glass(This cylinder or tall
glass needs to 4. Then, display the three mystery liquids A (milk),
B (blue lamp oil), and Cbe transparent so that the students(red
syrup). Turn each liquid upside down in its container to show
students can clearly see the results after thehow the liquids flow.
liquids have been combined) Crayons/map colors 5. Remind students
to observe closely. Small containers with lids like waterbottles
for liquids A, B, and C 6. Complete demonstration by pouring the
same amount of all three of liquids Aluminum Foilslowly into the
covered cylinder while the students observe closely.7. After all
three different liquids have been poured into the same
container,ask students to use their crayons or colored pencils to
color in theirprediction of the results of pouring these three very
different liquids 2009, TESCCC08/01/09 page 12 of 53 13. 4th
GradeScienceUnit: 02 Lesson: 01 Instructional ProceduresNotes for
Teacher together on their handout: Are you Dense?8. When all
students have completed coloring their cylinders, ask various Many
students will ask you to sharestudents to share how and why they
made their predictions. more with them, but it is best to tell the
students to use their scientific reasoning 9. Make sure to discuss
each prediction and the logic behind each conclusionskills and
their prior knowledge of mattergiven. to solve the problem. They do
not need to know what the mystery liquids are, 10. Ask other
students to raise their hands in agreement or disagreement to and
you will need to remind them to only discuss other possible
predictions. focus on the liquids physical properties. 11. Finally,
after all predictions have been discussed, unveil the cylinder by
removing the aluminum foil. Explain that the molecules are closer
12. The three liquids will be layered according to their density
with the thick red together in the thick liquid syrup making syrup
on the bottom, the white milk in the middle, and the light blue
lampit extremely dense and heavy. The oil on top. molecules in the
milk are not quite as dense, but are spread out further apart 13.
Have students to share if their prediction was correct by raising
their hands making the liquid less dense than the and discuss the
results.syrup. That is why the milk floats on top of the thick
syrup. Then explain that the 14. Tell students to draw and color
the actual results of the demonstration nextlamp oil molecules are
not very dense to the prediction cylinder on their handout: Are you
Dense? and are spread much further apart Ask:making them lighter
than both the milkCan you guess why the three liquids are layered
this way? They and syrup. All three of these liquidsshould be able
to explain that the different densities of each liquidhave
different densities as their physicalmade it lighter or heavier
than the others displaying a unique physicalproperties of matter.
Density is anotherproperty of that liquid. important physical
property of matter.15. To complete the activity, ask: How can the
density of matter affect its physical properties? Discuss student
answers in relation to the demonstration. Science Notebook: 16.
Notebook Entry- Assign students to write a notebook entry
describing theEntry density of different liquids in their notebook
or interactive notebook. Students will need to explain why the
three liquids layered with the red, white, and blue pattern in
their own words. Tell students to describe the density of each
liquid in relation to its position in the cylinder. MATERIALS: Does
Density Matter? Activity Handout: Does Density Matter? (1 per
student or group) 17. Place all density blocks out for students to
view without touching. density blocks metric ruler 18. Ask students
to brainstorm the physical properties of the blocks together triple
beam balance as a class. Density Blocks can be ordered from a 19.
Record these on the board or overhead and have students record
physical science supply company or check with properties on chart
on their handout: Does Density Matter?your local middle or high
school. Density blocks are commonly used in the upper 20. Some
examples might include color, size, shape, etc. Most students will
grades. recognize that the blocks are very similar in shape and
size.21. Students will complete their charts independently or in a
small group. Students have studied measurement 22. Ask the students
to predict if they think the blocks have the same density. but they
will not use formulas to Some may want to touch them at this point,
but tell them to devise adetermine volume until the 5th grade.
scientific test that the class could do to test for the density of
the blocks.Volume (capacity) is still a conceptual2009, TESCCC
08/01/09page 13 of 53 14. 4th GradeScienceUnit: 02 Lesson: 01
Instructional Procedures Notes for Teacherskill for them at this
time. Demonstrationof volume will allow the class to explore 23.
Ask students to share their ideas and discuss the relationship of
mass towith volume without having to density. understand how to
calculate it at this Ask: time.Would a heavier item have more
density?Would a lighter object be less dense? Note:How could we
test this? Other household items can be easilytested for their
density and buoyancy 24. Have students measure and record the mass
of each block. Students will including plastic lids, gallon milk
jugs, need to record this information on their chart.two liter soda
plastic bottles, andvarious kinds of fruit 25. Demonstrate for the
class how to determine the volume of each block.26. Tell the
students to record the volume on their handout. Ask:What do
students think will happen when the blocks are placedinto the
container of water?Will they have buoyancy and float?Will they sink
to the bottom?27. Have students share their predictions aloud and
record in their notebooks.Science Notebook: 28. Test each block and
record the results.29. Explain that we already know that all solids
are made up of molecules that are closely fit together, and remind
them that not all solids are the same. Some solids contain more
molecules which are fit very tightly together compared to other
solids in which the molecules are spread further apart. The concept
of a solids density is another physical property of matter.30. Have
students share their results of their testing with their small
group or class.31. Discuss and review the relationship of the
physical properties of density, mass, and buoyancy. EXPLORE
/EXPLAIN Suggested time: Day 9 Buoyancy1. During this unit, we have
been working with matter and how its densitydetermines if it floats
or sinks in water.MATERIALS: Handout: Drop Me (1 per student or 2.
Today, we are going to continue to investigate what is happening
whengroup)objects are placed in water. watergraduated cylinder
(clear plastic 3. Displacement Activity: Drop Me. works best
because it will not breakwhen objects are added) 4. A Greek
mathematician named Archimedes worked with water
displacementnon-wood centimeter cubesin a way very similar to what
you have just explored. From his work, a law marblesof science was
discovered. Archimedes Principle states that any objectthird object
(rocks) of the teacherspartially or completely immersed in a liquid
is pushed upward by a buoyant choiceforce equal to the weight of
the liquid displaced.Note:Centimeter cubes are used here 5. Teacher
Demonstration or group activity:because they should displace 1 mL
of 2009, TESCCC08/01/09 page 14 of 53 15. 4th Grade Science Unit:
02 Lesson: 01 Instructional ProceduresNotes for Teacher water. Wood
centimeter cubes can not be used because they will float. Marbles
are also used as a second object. The third object is at the
discretion of the teacher. It could be small rocks or other objects
that will sink in water.Students can look up information on
Archimedes using computers or search for local library books about
his life and work. One book that covers this story is Who Sank the
Boat? by Pamela AllenThis activity can be done as a teacher demo or
in groups. EXPLORE/EXPLAIN Suggested time: Day 9 Egg-citing Eggs!
Activity 1. This lab addresses buoyancy as well as density.
Students will identify thatall the eggs have the same physical
properties including density, but willreact differently when the
buoyant force is placed upon each egg in thethree different
solutions. This can be done as a demonstration for the
MATERIALS:whole class or in small groups of three to five
students.Handout: Egg-citing Eggs (1 per student) 2. Label the
three quart containers A, B, & C.raw eggs water 3. Fill
container A with 450 mL of warm water.salt (Kosher salt will
dissolve and leave the solution clear) 4. Fill container B with 250
mL of warm water and add 7 grams of salt. Stir 3 quart containers
(clear)the salt into solution.measuring spoons graduated cylinder
5. Point out that the salt, a solid, disappears into the
liquid.wooden spoonAsk:Where does the salt go? The water molecules
that make up the Explain the process of dissolving as thiswater
allow the salt molecules to be incorporated into the water
makinglab progresses.a salt solution.6. Finish filling container B
with 200 mL of water and stir the solution. Sea water has a
consistency of pound of salt per gallon of water. This 7. Fill
container C with 250 mL of warm water and add 7 grams of salt. Stir
works out to be about 0.1 L of salt tothe salt into solution.every
3.8 L of water in the metric system. 8. Place the spoon inside
container C and slowly pour 200 mL the fresh waterdown the spoon
into the container. Be careful not to mix the two layers. Afresh
water layer will develop on top of the layer of salt water. As the
water Using the spoon is very important. It islevel rises, lift the
spoon up also to minimize the mixing of fresh water with important
that the two layers do not mix.the salt water.9. Add one egg to
each container. It is best to place the egg in the spoon andlower
the spoon into the liquid gently rolling the egg into the
liquid.10. Observe what happens and record on the data &
observations chart.11. The egg in the first container will sink to
the bottom of the container. The egg in the first container (fresh
water) is denser than the water. The egg in2009, TESCCC 08/01/09
page 15 of 53 16. 4th Grade Science Unit: 02 Lesson: 01
Instructional ProceduresNotes for Teacher the second container will
float. The egg is less dense than the salt water. The third egg is
denser than the fresh water, but less dense than the salt water, so
it floats in the middle.12. Tell students to give their own
explanations for the results to record in their science notebook or
interactive notebook.13. Place the word Buoyancy on the board or
overhead. Have students explain what buoyancy is and to give some
examples of buoyancy. Record student answers and relate buoyancy to
the density blocks in previous lessons.14. Explain to students that
all liquids have what is called a buoyant force. It is the force of
molecules in the liquid that push up on a foreign body that is in
Buoyant the liquid.force Ask:Have you ever been in a pool and tried
to hold a beach ball or anair-filled ball under water? Balls filled
with air are very hard to holdunder water. As soon as you loose
your grip, the ball will shoot to thesurface.Demonstration: 15.
Using a graduated cylinder or other water container (clear is
better) and a ping pong ball, have a student volunteer try to
submerge the ping pong ball MATERIALS: in the water with a pencil.
Ask:ping pong ball or other small objectthat is less dense than
waterDo you feel a push against you when you try to submerge
theping pong ball? Students should feel a push against the pencil.
If theycontainer of water or large graduated cylinderdo not have
the pencil in the right position the ping pong ball willescape and
pop to the top of the water.pencilWhat is in the inside of a ping
pong ball? Air.What happens if you let go of the ping pong ball
under water? Itshoots to the top.Since a force is called a push or
a pull, would you say the action Explanation:of the ping pong ball
as it rises is due to a force? Yes, because the Container A
contained fresh water. Theping pong ball is pushed to the waters
surface. downward force of weight of the egg was greater than the
upward force of 16. This force that pushes up is called buoyancy.
buoyancy of the water, so the egg sank. In container B, the salt
increased the 17. Now lets apply what we have learned about this
upward force in water to buoyant force of the water so much that
our egg experiment. the weight of the egg was supported by the
liquid. Container C was filled with 18. Explain to the students
what happened in the egg experiment. both salt and fresh water. The
weight of the egg was too great for the buoyant 19. Have students
complete filling in their scientific notebook explaining their
force of the fresh water in the top half of own conclusions briefly
while filling in the chart. the container. When the egg sank to the
middle of the container, it reached the 20. Complete this lesson by
asking students to explain what they think would salt water layer
and stopped sinking. happen to their own buoyancy if they tried to
float in a fresh water lake as The buoyant force of the salt water
was compared to a highly dense salt water lake. great enough to
support the weight of the egg. 21. Also allow the students to
explore if a ship loaded with cargo should be more worried going
from the open sea into a fresh water port or when they are going
from a fresh water port and to the open seas. Students need to use
what they have learned to explain their answers. Students need to
understand that a loaded cargo ship should be more concerned coming
into a fresh water port because fresh water is less buoyant than
salt water 2009, TESCCC 08/01/09 page 16 of 53 17. 4th Grade
Science Unit: 02 Lesson: 01 Instructional Procedures Notes for
Teacher and it could run aground easier. EXPLORE/EXPLAINSuggested
time: Day 10 Buoyancy 1. To further explain buoyancy, we are going
to explore using clay and thesport of boating.Ask:MATERIALS:Has
anyone ever gone boating? Answers will vary.Handout: Ships Ahoy!!
(1 perWhat does a boat look like? Answers will vary. Lead students
to student or group)include that all boats have a hull. Handout:
Ships Ahoy!! KEY (1 perAre boats all the same size? No some boats
are very large. They are teacher)even referred to as
ships.container of waterWhat do people use boats for? Boats are
used for a variety of clayreasons. Some people use boats for
recreation. Sometimes boats areuniform weights like washersused to
transport cars and people over bodies of water. Ships also
areimportant because they can hold lots of material that countries
tradewith one another. Ships have also been used throughout history
in warbattles.Students may have had differentHow do boats stay
afloat, especially big ships? That is what we are experiences with
boats or ships. Theygoing to explore today. Boats and ships stay
afloat because they aremight enjoy discussing these
questionsdesigned to use the buoyant force of water or seawater to
keep them in small groups and reporting to theafloat. Ship builders
make many calculations to build ships that cangroups as a
whole.hold lots of mass and still float!Activity: Ships Ahoy!!2. In
this activity, you will be exploring what makes a boat float.
Yourchallenge is to engineer a clay boat that can hold the most
cargo.3. After the activity, ask the following questions:Which boat
design held the most cargo? Answers will vary.What makes boats
float? The ball of clay sank, so the shape of theboat determines if
it will float.Does shape matter? Yes, the buoyant force has to have
a surfaceupon which to push.If a force is defined as a push or a
pull, what makes buoyancy aforce? It is the upward push exerted by
water (salt water or liquid)onto the object. This is a review of
yesterdays topic.Are density and buoyancy related? Yes, density of
a material isdetermined by the objects mass and volume. Buoyancy is
related todensity and the boats bottom surface (volume) affects if
it floats or not..ELABORATESuggested time: Day 11 1. Scuba diving
is a popular sport that relies on understanding buoyancy andweight.
The weight of an object pulls it down toward the Earth, but if
theobject is placed in a liquid, a force called buoyancy acts in
the oppositedirection. The buoyant force is equal to the weight of
liquid that the object MATERIALS:displaces, or pushes
aside.Handout: Deep Sea DiverAsk: Word Bank (1 per student)When you
relax in a pool, do you tend to float? Normally, humans Handout:
Deep Sea Diver (1 perwill feel buoyancy when they relax in a pool.
Relaxing on your backstudent)and floating is one of the first
things life guards teach you when you Handout: Deep Sea Diver KEY
(1are learning to swim. Some people who have lots of muscle mass
may per teacher)not be as buoyant as others because their body is
denser. Muscle Handout: Images of Deep Seatissue is denser than fat
(adipose tissue).Divers (ELL) (1 per student as 2009, TESCCC
08/01/09 page 17 of 53 18. 4th Grade Science Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacherneeded) How do divers
overcome buoyancy of the sea to explore the depths of the ocean
floor? Students will have varied answers.There are many websites
that featurediving information: 2. Have students brainstorm what a
deep sea diver would need to explorePeople Under the Seacoral reefs
on the ocean floor. Students could design a labeled diagram
Cartesian Diver Experiment Linkthat would illustrate how they would
explore the depths of the ocean. A listof words has been supplied
to help the student compose an explanation ofthe forces and physics
at work in a deep sea dive. (optional)3. A handout has been
provided to help ELL students understand what adeep see diver looks
like.Optional: 4. A great extension would be to create a Cartesian
Diver from a pen cap, a bottle, and a ball of clay. A link on this
experiment has been supplied in the teacher notes. EVALUATE
Suggested time: Days 11,12, and 13 1. Explain that during this
unit, we have reviewed the states of matter, howthe addition or
removal of heat can affect matter, how density is related tomass
and volume, and how buoyancy is the upward force in a
liquid.MATERIALS: 2. Tell the students that today they will work on
a project that will demonstrateHandout: Department of Matterwhat
they understand about matter. This project involves the Department
Job Vacancy (1 per student)of Matter. The Department of Matter
(DOM) is looking for recruits or superHandout: Examples of
Superheroes to battle the issues of matter.Heroes (1 per
student)Super Hero Rubric (1 per student 3. Explain that their task
is to create super heroes who have special powers and teacher)to
change matter using the addition of heat, removal of heat, density,
andbuoyancy. They must include an illustration and an explanation
on howtheir super heros powers change the states of matter.4. Tell
them that they can use the handout: Super Hero Rubric to help
themplan their heroes. 2009, TESCCC08/01/09page 18 of 53 19. 4th
GradeScienceUnit: 02 Lesson: 01 A Matter of Observation Directions:
You have been given a group of items that need to be grouped
together according to their observable properties. List and
describe below how you classified these items. You may also choose
to place your similar items in a chart or diagram. 2009,
TESCCC08/01/09 page 19 of 53 20. 4th GradeScienceUnit: 02 Lesson:
01Solid, Liquid, and Gas NotesEverything on Earth can be classified
as matter. Matter is anything that has mass and takesup space.
Matter can be classified as a solid, a liquid, or a gas. A fourth
state of matter, calledplasma, exists but it is not a common form
at the Earths surface. Solids are composed of tiny particles called
molecules. These molecules are rigid. They aretightly packed
together. Often, solid molecules arrange themselves in a pattern.
Solids havedefinite shape. Their molecules move, but they move or
vibrate in place. Solids have adefinite volume. Examples: Ice,
snow, wood Liquids have definite volume, but are able to take the
shape of their containers. Themolecules in a liquid are still very
close together. The molecules still touch, but their motion isvery
different. While solids vibrate in place, liquid molecules flow
around each other. Thisaction is what allows them to take the shape
of their container. Examples: Rain, water, tea Gases are another
common state of matter. The energy in gases is very high.
Theirmolecules move in very random patterns and will take the shape
of a closed container orspread out to fill whatever space they are
in. Gases do not have a definite shape or volume.Each of the
molecules is well separated- resulting in a very low density for
gases. Examples: Helium in balloons and neon gases in lights Plasma
is the fourth state of matter. Plasmas are the most common state of
matter in theuniverse comprising more than 99% of our visible
universe. Plasma occurs naturally andmakes up universe objects like
our star the Sun. On Earth, plasma can be seen in flames,lightning,
and northern lights (auroras).SolidLiquid Gas 2009, TESCCC
08/01/09page 20 of 53 21. 4th Grade Science Unit: 02 Lesson:
01Solid, Liquid, and Gas Notes (ELL) Everything on Earth can be
classified as matter. Matter is anything that has mass andtakes up
space. Matter can be classified as a solid, a liquid, or a gas. A
fourth state ofmatter, called plasma, exists but it is not a common
form at the Earths surface. Plasma canbe found in lightning and in
stars. Solids are composed of tiny particles called molecules.
These moleculesare rigid. They are tightly packed together. Often,
solid molecules arrangethemselves in a pattern. Solids have
definite shape. Their moleculesmove, but they move or vibrate in
place. Solids have a definite volume. Examples: Ice , snow, and
wood Liquids have definite volume, but are able to take the shape
of their containers. Themolecules in a liquid are still very close
together. The molecules still touch, but their motionis very
different. While solids vibrate in place, liquid molecules flow
around each other. Thisaction is what allows them to take the shape
of their container. Examples: rain, water, milk... Gases are
another common state of matter. The energy in gases is very high.
Theirmolecules move in very random patterns and will take the shape
of a closed container orspread out to fill whatever space they are
in. Gases do not have a definite shape orvolume. Each of the
molecules of a gas is far apart resulting in a very low density for
gases. Examples: Helium in balloonsNeon gases in
signsSolidLiquidGas 2009, TESCCC08/01/09page 21 of 53 22. 4th
GradeScienceUnit: 02 Lesson: 01Matter Matters KEY Directions: Make
inferences using the non-fiction text to answer the following
questions about the three states of matter.1. What is matter?
Anything that has mass and takes up space. 2. How is matter
classified into groups? Matter is generally classified into solids,
liquids, and gas here on Earth. 3. Can matter change forms? Yes,
matter can change form with the addition or removal of heat energy.
4. How can the temperature affect the state of matter? When gases
cool to their dew point, they change into a liquid state. When
liquids cool and reach their freezing point, they change into a
solid. The addition of heat works in the same way but reversed. 5.
What are the properties of a solid? A solid has definite shape and
definite volume. The molecules of a solid are held tightly and move
or vibrate at a fixed point. 6. What are some examples of a solid?
Ice, pencils, and desks are examples of solids. 7. What are the
properties of a liquid? A liquid has definite volume but it takes
the shape of its container. Because the molecules are more loosely
held than a solid, they are able to flow and take the shape of
their container. 8. What are the properties of a gas? A gas has no
definite shape or volume. Gas molecules have lots of motion and
energy. When a gas is not contained, it will expand to fill the
space it is given 9. What are some examples of a liquid? Milk,
water, syrup are examples of liquids. 10. What are some examples of
a gas? Helium in balloons, gases in the atmosphere,and bubbles in
carbonated beverages are all examples of gases. 2009,
TESCCC08/01/09 page 22 of 53 23. 4th GradeScienceUnit: 02 Lesson:
01Matter Matters Directions: Make inferences using the non-fiction
text to answer the following questions about the three states of
matter.1. What is matter? 2. How is matter classified into groups?
3. Can matter change forms? 4. How can the temperature affect the
state of matter? 5. What are the properties of a solid? 6. What are
some examples of a solid? 7. What are the properties of a liquid?
8. What are the properties of a gas? 9. What are some examples of a
liquid? 10. What are some examples of a gas? 2009, TESCCC08/01/09
page 23 of 53 24. 4th Grade Science Unit: 02 Lesson: 01Ice Races
(pp. 1 of 2) Your challenge is to engineer a way to melt an ice
cube quickly.1. Observe the physical properties of an ice cube.
Place an ice cube on a paper plate or in a shallow bowl and discuss
in your groups what physical properties it displays. Record your
observations in the space below. 2. Brainstorm with your group ways
to make the ice cube melt quickly. Decide on a test and record it
in the space below.My group is going to melt the ice cube by
____________________________________
_____________________________________________________________________
_____________________________________________________________________3.
Ask your teacher to approve your test. Teacher Approved 4. When you
are approved and ready to begin your test, get another piece of ice
from your teacher. Place it in the baggie. Seal the bag. This is
your ice/baggie system.5. Using a balance, mass the ice/baggie
system. Use grams for mass.Baggie and ice = _______ g6. Keeping the
ice in the baggie, begin your teacher-approved test. Record your
beginning time.Investigation began at ______________.7. When the
ice is completely melted, record the ending time.Investigation
ended at ______________.8. How long did it take using your melting
method for the ice to melt?_________________(Ending time beginning
time = how long it took for the ice cube to melt)9. Mass your
melted ice/baggie system. Record your mass in grams below.Bag with
melted ice = ____________ g 2009, TESCCC08/01/09page 24 of 53 25.
4th GradeScienceUnit: 02 Lesson: 01 Ice Races (pp. 2 of 2) 10.
Subtract the mass of the ice/baggie from the mass melted ice/baggie
system to determine ifthere is any difference._________ g -
___________ g = ___________ gIce/Baggie Melted ice/bag
difference11. Compare the mass of the baggie system before and
after the test. Was the mass of the melted ice/baggie less than,
greater than, or equal to the mass of the ice/baggie
alone?______________________________________12. Why do you think
the mass before and after was the calculated amount?13. Can you
think of another way to melt your ice quicker and record it?Another
way to melt the ice ever quicker could be:
__________________________________________________________________________________________________________
14. What about your investigation caused the ice to melt?
_______________________________________________________ 17. What in
your experiment did you keep constant? __________________________
18. How long did it take the control to melt? Check with your
teacher. ____________ 19. Was your method more effective than ice
melting on its own in the control? _____ 2009, TESCCC08/01/09 page
25 of 53 26. 4th Grade Science Unit: 02 Lesson: 01Heat Energy
Information The Sun gives off heat energy. This heat energy
provides the Earth with warm air that is necessary for all living
things to live. Heat energy flows from hotter objects to cooler
ones. The Sun is hotter than the Earth. The Sun passes on its
energy to the Earth. When objects touch each other, heat energy
transfer occurs through the process of conduction.Water forms ice
at 0 degrees Celsius. When ice is exposed to temperatures above
freezing, ice remains at 0 degrees Celsius, but begins to melt.
Melting occurs because the ice is absorbing the heat energy from
its surroundings. Heat energy travels from the warmer air to the
cooler ice.Conductors of heat energy speed up this movement of heat
energy from warmer objects to cooler objects. Metal pans are an
example of a conductor.Insulators of heat energy slow the movement
of heat energy down. Styrofoam makes a good insulator. 2009, TESCCC
08/01/09 page 26 of 53 27. 4th GradeScienceUnit: 02 Lesson: 01Heat
Energy Information (ELL)The Sun gives off heat energy. This heat
energy provides the Earth with warm air that is necessary for all
living things to live. Heat energy flows from hotter objectsto
cooler ones. The Sun is hotter than the Earth. The Sun passes on
its energy to the Earth. When objects touch each other, heat energy
transfer occurs through the process of conduction. Water forms ice
at 0 degrees Celsius. When ice is exposed totemperatures above
freezing, ice remains at 0 degrees Celsius, but begins to melt.
Melting occurs because the ice is absorbing the heat energy from
its surroundings. Heat energy travels from the warmer air to the
cooler ice.Conductors of heat energy speed up this movement of heat
energy from warmerobjects to cooler objects. Metal pans are an
example of aconductor. Insulators of heat energy slow heat energy
down. Styrofoam in coffee cups makes a good insulator. It keeps the
hot coffee from burning your hand. 2009, TESCCC08/01/09 page 27 of
53 28. 4th Grade Science Unit: 02 Lesson: 01 Cool Cubes (pp. 1 of
2)Your goal is to find a good way to insulate an ice cube to keep
the heat transfer from occurring and melting the cube. This
physical change would change the ice cube from a solid to a liquid.
Your objective is to build a structure or insulator to keep an ice
cube from melting using the materials provided by your teacher. You
need to develop and design a plan to achieve this goal. Directions:
Answer the following questions and record your information below to
complete theactivity.Beginning Data:1. What items did you use to
build your ice cube insulator?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________2.
Predict how long you think it will take your ice cube to melt
completely from a solid into a liquid
form?________________________________________________________________3.
Record the mass of your ice cube and baggie
_________________________ grams.4. After the ice cube is placed in
insulator, record the time _________________________or begin your
stopwatch.Ending Data:5. Record ending time
_________________________ 6. How much time elapsed? _________ 7.
Record the mass of your melting ice cube and baggie __________
grams 2009, TESCCC08/01/09page 28 of 53 29. 4th Grade Science Unit:
02 Lesson: 01 Cool Cubes (pp. 2 of 2) 8. Did the mass change?
Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________9.
How did your ice cube change?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________Conclusion:10.
What caused it to melt?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
11. What would happen to the cube if the temperature were below
freezing?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________12.
What kind of insulating material worked the best? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________13.
What other kinds of materials might you try if the activity were
repeated?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________14.
If you were taking refrigerated or frozen food to a picnic, how
would you insulate the food items to keep them cold?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2009, TESCCC 08/01/09 page 29 of 53 30. 4th GradeScienceUnit: 02
Lesson: 01Conduction Conduction is the flow of heat through a
material from areas of higher temperature to areas of lower
temperatures.It can occur from one area of a material to another or
from one material to another material in direct contact. 2009,
TESCCC 08/01/09 page 30 of 53 31. 4th GradeScienceUnit: 02 Lesson:
01Conduction (ELL) Conduction is the flow of heat through a
material from areas of higher temperature to areas oflower
temperatures. It can occur from one area of a material to another
or from one material to another material in direct contact. 2009,
TESCCC08/01/09page 31 of 53 32. 4th Grade Science Unit: 02 Lesson:
01 Hot Stuff (pp. 1 of 4)Materials:Aluminum FoilMatches Tweezers or
Forceps2 baby food jars with lids Safety GogglesParaffin candle for
waxThumb TacksStopwatch or clockTea LightMetric Ruler Procedure: 1.
Put on your safety goggles. 2. Cover the testing area with a sheet
of aluminum foil. 3. Light paraffin candle and place in a safe
position in the teacher lab area. Observe all safety rules for an
open flame in lab. 4. Place the two baby food jars with lids (or
other heat resistant structure that is stable enough to hold an
aluminum bridge) approximately 15 centimeters apart. These will act
as the base for the aluminum bridge. 5. Cut a piece of aluminum
foil that is approximately 18 cm in length. 6. Next, fold the piece
of aluminum foil four or more times into a foil bridge, which is
approximately 4 cm wide. 7. Make a pencil mark 6 cm from one end of
the bridge. 8. Continue to make pencil marks at 8 cm, 10 cm, 12 cm,
and 14 cm. 9. Using tweezers or forceps carefully place the head of
a thumb tack into the buildup of wax at the base of the candle that
has been burning at the teacher station. 10. Place the tack head
with wax down on the first mark (6 cm) of the aluminum bridge. 11.
Repeat this procedure until you have placed tacks at the 8 cm, 10
cm, 12 cm, and 14 cm marks. 12. Allow the tacks and wax to cool.
13. Invert the cooled bridge and place the aluminum foil bridge on
top of the two baby food jar lids. 14. Place the small candle (tea
light) directly below the first hanging tack. 15. Before asking
your teacher to light the tea light, feel the end of the aluminum
foil bridge. Record how the bridge feels. 16. Remember do not touch
the bridge or tacks during the experiment for safety reasons. 17.
Teacher lights the tea light and students begin their stopwatches.
18. Record the time it takes each tack to drop. 19. Remember to
keep the stopwatch going to record the total amount of time it
takes for each tack to drop indicating melting of the wax has
occurred. 20. After all tacks have fallen or the teacher calls
time, extinguish the candle. 21. After a few minutes of cooling
time, feel the same end of the aluminum foil to describe the
increase in temperature.2009, TESCCC08/01/09page 32 of 53 33. 4th
GradeScienceUnit: 02 Lesson: 01Hot Stuff (pp. 2 of 4) Data
Chart:Tack Melting or Dropping TimeTack at 6 cm Tack at 8 cm Tack
at 10 cm Tack at 12 cm Tack at 14 cm Results: 1. Which tack dropped
first? 2. How long did it take for the first tack to drop? 3. How
long did it take for the fifth or last tack to drop? 4. How much
longer did the fifth tack take to drop when compared to the first
tack? Conclusions: 1. Describe the tack wax system after it was
placed over the candle.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. In what kind of pattern did the heat energy travel?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Did the tacks drop at even time intervals?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2009, TESCCC08/01/09page 33 of 53 34. 4th Grade Science Unit: 02
Lesson: 01Hot Stuff (pp. 3 of 4)4. How would you describe the
melting pattern of the tacks?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________5.
If we repeated this experiment with five new tacks placed 3 cm
apart as before, but moved the lit candle to a new position under
the center of the aluminum bridge, how do you think the melting
pattern would change?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6. Using what you already know about conduction of heat energy,
which one, the flame or the foil, changed the temperature of the
other one?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
7. What conducted the heat in this activity?
________________________________________________________________________________
________________________________________________________________________________
8. How is the tea light like the Sun?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2009, TESCCC 08/01/09page 34 of 53 35. 4th Grade Science Unit: 02
Lesson: 01Hot Stuff (pp. 4 of 4) Measure in centimeters.Place the
waxy tacks flat side down on the mark. Be careful around flames.
2009, TESCCC08/01/09 page 35 of 53 36. 4th GradeScienceUnit: 02
Lesson: 01Float or Sink Test Some things float and some things sink
in water. Objects more dense than water sink. Objects less dense
than water will float when placed in water. Use your prior
knowledge and the help of your group to explore density.Open your
baggie and organize your items on the table. List the items in the
table below. Observe the items carefully and make a prediction
about whether you think the item will float or sink in water. After
predictions are made, test each item by placing it in a container
of water. Item Prediction: Sink or FloatTest List the objects that
were less dense than water: List the objects that were denser than
water: 2009, TESCCC08/01/09page 36 of 53 37. 4th Grade Science
Unit: 02 Lesson: 01 Float, Sink, or Flink?Materials: Sealed
container, packing materials (large paper clips (~1 g), pennies
(~2.5 g) etc), clear container of water, balance. Physical
Characteristics: Mass = ____ g 1. Draw your container. 2. List its
physical characteristics. 3. Using a balance, determine its mass.
4. Place your container in the water. Does it float or sink?Your
challenge is to determine how much matter (pennies, paper clips)
have to be added to get your container to sink and flink (1/2 of
the container above the water line and the container below the
water line floating sinking.flinking). 1. Make a prediction about
how much matter it will take to cause the item to sink and flink.2.
Begin adding matter to the container one piece at a time. After
each addition, test your item to see if it sinks or flinks.3. Once
the object flinks, remove the container and dry it off. Using a
balance, determine its mass. Record the number of pennies or paper
clips it took to flink the container.4. Continue to add matter one
piece at a time until the container sinks. Remove the container.
Dry it off. Using a balance, determine its mass. Record the number
of pennies or paper clips it took to sink the container.Data:Flink
Prediction Number of ________ it tookMass of Container that Flinks
to flink the container Sink Prediction Number of ________ it
tookMass of Container that Sinks to sink the container 2009, TESCCC
08/01/09page 37 of 53 38. 4th Grade Science Unit: 02 Lesson:
01Floating, Flinking, and Sinking Float(0 paper clips)Flink (45
paper clips) Sink (100 paper clips) 2009, TESCCC 08/01/09page 38 of
53 39. 4th Grade Science Unit: 02 Lesson: 01 Are You Dense?
Directions: Color in the cylinders below to show your prediction
and results of the density demonstration. 2009, TESCCC08/01/09 page
39 of 53 40. 4th GradeScienceUnit: 02 Lesson: 01Does Density
Matter?Directions: Complete the following chart on the physical
properties of the blocks. Block Size of ColorMass Volume Sink Other
Facein g in cm3 or or mL Float? 12345 2009, TESCCC 08/01/09 page 40
of 53 41. 4th Grade Science Unit: 02 Lesson: 01 Drop Me Directions:
1. Place 20 mL of water into a graduated cylinder.2. Observe the
water level and record the original volume of water.3. Add one
centimeter cube into the graduated cylinder.4. Observe the water
level and record the volume of water with one cm cube.5. Continue
to add cm cubes one at a time and measure the water level after
each addition.6. Repeat the same experiment with marbles. Record
the volume after each addition.OriginalVolume after Volume
afterVolume after Volume after ObjectVolume1st drop 2nd drop3rd
drop 4th dropCentimeter 20 mL cubes Marbles 20 mL20 mL 7. What
happens to the water level when objects are added to the graduated
cylinder?8. Does every object affect the water in the same way?9.
How much did the water raise with the centimeter cube?10. Compare
the volume amounts, are there any patterns?The method you have been
exploring is called water displacement. When objects are submerged
into water, the water level raises the amount of volume that the
object takes up. 2009, TESCCC08/01/09page 41 of 53 42. 4th Grade
Science Unit: 02 Lesson: 01Egg-Citing EggsDirections: Record your
predictions, results, and conclusions in the chart below. Container
Prediction:Result:Conclusion:Other ofWill egg float What Why did
the egg observations water or sink? happened?float or sink? ABC
2009, TESCCC08/01/09 page 42 of 53 43. 4th Grade Science Unit: 02
Lesson: 01Ships Ahoy!! KEY Gather Materials: Clay (40 grams),
containers of water, weights (must be uniform in weight washers,
marbles, pennies, etc)Phase 1: Ball the clay and place it in water.
Describe what happens. Ball of clay should sink.Phase 2: Mold your
clay into empty boat shapes until you find one that will float
Allow everyone in your group to offer suggestions. Try out as many
different shapes as you need until you find the right shape for the
challenge. Draw your challenge clay boat.Answers will vary.Cargo
Challenge: Which clay boat will hold the most cargo (uniform
weights)? Phase 3: Add uniform weights to see how much cargo your
boat will hold. Record the number of weights your boat could
hold.Using a balance, mass your dry clay boat. ______________
gGather the cargo that your boat would hold and mass it using a
balance. How much mass could your boat hold? ___________ gWhich
mass is greater, the boat or the cargo?What determines why a boat
floats? The amount of surface area that the buoyant force of water
can push on is an important factor in why a boat floats. Mass is
another critical factor. Redesign Phase 4: What could you change
about your boat to get it to hold more cargo? Try it and see 2009,
TESCCC 08/01/09page 43 of 53 44. 4th Grade Science Unit: 02 Lesson:
01 Ships Ahoy!! Materials: Clay (40 grams), containers of water,
weights (must be uniform in weight washers, marbles, pennies,
etc)Phase 1: Ball the clay and place it in water. Describe what
happens.Phase 2: Mold your clay into empty boat shapes until you
find one that will float Allow everyone in your group to offer
suggestions. Try out as many different shapes as you need until you
find the right shape for the challenge. Draw your challenge clay
boat. Now you are ready for the Cargo Challenge: Which clay boat
will hold the most cargo (uniform weights)? Phase 3: Add uniform
weights to see how much cargo your boat will hold. Record the
number of weights your boat could hold.Using a balance, mass your
dry clay boat. ______________ gGather the cargo that your boat
would hold and mass it using a balance. How much mass could your
boat hold? ___________ gWhich mass is greater, the boat or the
cargo?What determines why a boat floats?Redesign Phase 4: What
could you change about your boat to get it to hold more cargo? Try
it and see. 2009, TESCCC 08/01/09page 44 of 53 45. 4th
GradeScienceUnit: 02 Lesson: 01Deep Sea Diver KEY What are the
essential elements a diver needs to consider when going on an
expedition?Deep in the ocean it is coldthe diver needs to protect
his body against temperature. The diver needs to be able to breathe
underwater. The diver needs to be able to descend to explore but
then ascend to get back to the boat. The diver does not need to
fight against density and buoyancy, he needs equipment that will
lower him or raise him. The diver needs to be able to see and
communicate underwater. Draw a labeled diagram of the equipment
(diving suit) that would support your diver in his expedition.
Answers will vary. Explain the science behind diving using some of
the words in the word bank. You must correctly address states of
matter, heat loss or gain, density, and buoyancy. A diver needs
equipment to explore the depths of the ocean. The ocean is salt
water which is a type of liquid. Liquids are one of the three
states of matter found on Earth solids, liquids, and gases. Salt
water is denser than fresh water. Things float easier in salt water
than fresh water. A diver needs help to sink to the bottom. If he
increases his mass he will overcome the upward buoyant force of the
salt water and sink. An oxygen tank is very heavy. Oxygen is a gas
that divers need to breathe. While an oxygen tank is heavy it can
not be left behind, so the diver has to overcome all of its mass to
ascend to the ocean surface. My idea for the diver is to have
bladders or pockets on his diving suit that can be filled with air
with a pull of a string like a cars air bag. When the diver hits
the water, he descends due to the weight of his tanks. To ascend,
he pulls the string, gases flood the pockets and his density
becomes less and he rockets to the surface. As the diver descends,
he encounters another problem. It is cold in the ocean. His suit
needs to be made of thick insulating material that will keep in his
body heat. Even with the suit, the diver will loose some of his
body heat or energy to the surrounding water. Divers should only
stay underwater for a certain length of time to avoid over exposure
to the cold. 2009, TESCCC 08/01/09 page 45 of 53 46. 4th Grade
Science Unit: 02 Lesson: 01 Deep Sea DiverWhat are the essential
elements a diver needs to consider when going on an expedition?
Draw a labeled diagram of the equipment (diving suit) that would
support your diver in his expedition.Explain the science behind
diving using some of the words in the word bank. You must correctly
address states of matter, heat loss or gain, density, and buoyancy.
(Use the back or another sheet of paper if needed.) 2009, TESCCC
08/01/09page 46 of 53 47. 4th Grade Science Unit: 02 Lesson: 01
Deep Sea Diver Word Bank SolidLiquidGasStateMatterMoleculeEnergy
Addition or addsRemoval orRemoves Heat Force MassVolume
DisplacementDensityUpward DownwardBuoyancyWeight 2009, TESCCC
08/01/09page 47 of 53 48. 4th Grade Science Unit: 02 Lesson: 01
Images of Deep Sea Divers (ELL) 2009, TESCCC08/01/09 page 48 of 53
49. 4th GradeScienceUnit: 02 Lesson: 01Department of Matter Job
VacancyThe Department of Matter is looking for super heroes. The
department needs super heroes who have skills for the removal of
heat from matter. Another need of the Department of Matter is to be
able to add heat energy to matter. The Department of Matter also
needs to be able to change the density of an object or the effect
buoyancy had on an object. Sometimes matter needs to be melted and
at other times matter needs to be frozen. Sometimes matter sinks
when we need it to float. Sometimes matter floats when we need it
to sink. Sometimes matter is just too heavy to move on its own. The
Department of Matter needs help to solve the Earths matter
problems. Applicants to the Department of Matter need to be able to
be super heroes when it comes to matter. These super heroes are
needed to save the world. Do you know of any heroes who fit the
description? Send their resumes or descript