physical science unit c

• The student identifies and describes the different states of matter: solids, liquids, and gases.. states of matter property liquid gas solid mass mixture Directions: Read the words and

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Directed Inquiry Explore What happens

when oil is mixed with water? 236

Lesson 1 What is matter? 239

Lesson 2 What are the states of matter? 242

Lesson 3 How can matter be changed? 248

Lesson 4 How can cooling and heating

Guided Inquiry Investigate How can

Directed Inquiry Explore Which color

Lesson 1 What is energy? 271

Lesson 2 How do living things use energy? 274

Lesson 3 What are some sources of heat? 278

Lesson 4 How does light move? 282

Lesson 5 What are other kinds of energy? 286

Directed Inquiry Explore How can you

Lesson 1 How do objects move? 303

Lesson 3 How can you change the way

Lesson 4 How can simple machines help

Lesson 5 What are magnets? 318

Guided Inquiry Investigate What can

Directed Inquiry Explore How can

Lesson 3 How does sound travel? 340Lesson 4 How do some animals make sounds? 342 Lesson 5 What are some sounds around you? 344

Wrap-Up Unit C

Full Inquiry Experiment What kinds

of objects reflect light clearly? 356

Full Inquiry Science Fair Projects 360

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• materials in chapter bags

• mobile storage carts

• activity placemats and trays

• Teacher’s Activity Guides

graduated plastic cupsplastic cups

small plastic jarsjar lids

vegetable oilblue food coloring

safety goggleswater

pp 256–257

How can water change?

plastic cupsthermometer

thermometers white constuction paper

black construction papertape

waterwhite posterboardcrayons or markers

bookssafety gogglesmetric rulers

pp 322–323

What can magnets do?

bar magnetsplastic cupspaper clips

small objects (magnetic and nonmagnetic)water

D batteriesaluminum foil

construction paperwhite paper

UNIT C • Getting Started C3

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Chapter 8: Draw Conclusions

Chapter 9: Infer Chapter 10:

Put Things in Order

Chapter 11:

Important Details

C4 UNIT C • Physical Science

Target Reading Skills and Strategies

Chapter

8 SE, pp 237, 247, 249, 261 Draw Conclusions

Below-Level Reader: Properties of

Infer

SE, pp 269, 274, 289, 295

Below-Level Reader: Energy On-Level Reader: What is Energy? Advanced-Level Reader: Ships and

Boats

Chapter

10 SE, pp 301, 307, 312, 327 Put Things in Order

Below-Level Reader: Forces and

Motion

On-Level Reader: Motion and Force Advanced-Level Reader: Magnet Fun

Chapter

11 SE, pp 333, 338, 343, 351 Important Details

Below-Level Reader: Sound On-Level Reader: All About Sound Advanced-Level Reader: How Sound

Travels

Connecting science skills

with reading skills can

help improve scores

and are assessed on a

reading skill over the

course of each chapter

Science Process Skills

Chapter 8

Infer

SE, pp 268, 291

• Observe, p 290

Chapter 10

Observe

SE, p 332

• Predict, pp 346–347

• Infer, pp 346–347

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Social Studies in Science, SE/TE, pp 279, 287, 315

Extracting Salt from Water, TE, p 250

Origins of Foods, TE, p 277 Math in Science, SE/TE, pp 241, 243, 253, 258, 285, 292, 311, 324, 348

Sorting Solids, TE, p 243 Force and Distance, TE, p 312

My Science Journal, TE, pp 235, 273, 281, 285, 289,

Reading Strategy, Infer, SE/TE, pp 269, 275, 289, 295

Reading Strategy, Put Things in Order, SE/TE, pp 301,

307, 313, 327

Reading Strategy, Important Details, SE/TE,

pp 333, 339, 343, 351

All About Gravity, TE, p 307

Technology in Science, SE/TE,

p 317

NSTA SciLinks, SE, pp 304, 338

Discovery Channel School DVDStudents may access the Online Student Edition at

www.sfsuccessnet.com

Health in Science, SE/TE, p 277

Art in Science, SE/TE, pp 251, 283,

319, 341

Using Changed Materials, SE/TE,

p 249

A Sunny Day, SE/TE, p 273

Musical Sounds, TE, p 336

Integrate the following cross-curricular ideas into your lessons as you teach this Physical Science unit

UNIT C • Curriculum Connections C5

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Matter is anything that has mass and takes

up space Matter is made of parts that are very small Matter can take the form of a solid, a liquid, or a gas The properties and state of matter can change Different types

of matter can be mixed together

Facilitate Understanding

Have children make a list of five objects

in the classroom Challenge children to describe the objects in as many different ways as possible

Ask children to compare an ice cube with the water in a glass Encourage children to be descriptive and note that both consist of water Have children explain how each one can change into the other

Chapter 9

What are some kinds

of energy?

Energy is anything that can cause change

or do work Solar energy is energy from the Sun Energy can be stored in food

Heat, light, and electricity are other kinds

of energy

Have children list things that give off heat Encourage children to include electrical devices, such as toasters and heaters, and natural processes, such as sunlight

Ask children different ways in which they use electricity Remind children to include devices that use batteries

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Additional Resources

Chapter 10

How do forces cause

objects to move?

A force is a push or a pull An object at

rest will not move and a moving object will

not stop moving unless a force is applied

to it Gravity is a force that pulls objects

toward the ground Friction is a force that

acts opposite to the direction that an object

is moving A magnet applies a force that

attracts or repels certain other objects

Whenever a force causes an object to

move some distance, work is done

Have children describe three objects that are moving Then ask children to identify the force that caused the motion

Ask children to name ways in which they use magnets Encourage children

to describe how the magnet pulls, or attracts, another object

Chapter 11

How is sound made?

Sound is made when something vibrates

The vibration can travel through gases,

liquids, or solids Humans make sounds

with their vocal chords Many animals

make sounds in different ways

Ask children to name musical instruments As a class, discuss how each instrument on the list makes sound

Ask children to draw a picture of a scene they might come across Then tell children to identify sources of sound in the picture For example, children might circle birds, dogs, and children to show they make sounds Or children might write words to describe the sounds

UNIT C • Professional Development C7

for Professional Development

Background information

is available on the Physical Science volume

of the Discovery Channel

Professional Development DVD Relevant segments

include:

Matter Energy Forces and Motion Waves, Light, and Sound

Additional content support is available

online at http://www.

nasa.gov/vision/ earth/features/

index.html

Also refer to these technology resources:

at sfsuccessnet.com

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Essential Question: What are some kinds of energy?

Brainstorm and Group

20 minutes Small groups

• Challenge children to think of different ways that people use electricity Make a list on the board

• Ask groups to place the examples on the list into different groups For example, one group might be things that make pictures, such as televisions and video games,

or things that store information, such as computers

• As a class, discuss how each group classified the examples Allow each group

to explain their reasoning

Special Needs

Utilize visuals to reinforce concepts throughout the unit Select a variety of visuals, such as pictures, graphic organizers, and real objects.

Compare and Contrast

20 minutes Small groups

• Have groups study a visual for 1 minute

• Ask volunteers to describe one thing about the visual Encourage as many descriptions as possible

• Use their descriptions to discuss how the visual can do work or cause change Help children see how their descriptions can be used to compare different visuals

Multi-Age Classroom

Children working together in cooperative multi-age teams have the chance to learn from one another and to find inconsistencies

in their own thinking.

Compare and Discuss

20 minutes Pairs

• Have children work individually on assigned Lesson Checkpoint questions, Scaffolded questions, or Chapter Review questions

• Pair each child with a child from another grade and have them compare and discuss their answers to the questions

English Language Learners

Modify the presentation of content to support English Language Learners.

Guided Reading

20 minutes Whole class

• Draw children’s attention to a selection from the unit Have children examine and describe illustrations or photos on the page and use them to make predictions about the text

• Read the selection to and then with children Have children choral read or echo read (that is, repeat after you read one or two sentences at a time)

• Ask children to locate text on the page that may confirm their predictions

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CHAPTER 8 • Differentiating Instruction 233A

Below-Level Leveled Reader has

the same content as Chapter 8, but is

written at a less difficult reading level

On-Level Leveled Reader has the

same concepts as Chapter 8, and is written at grade level

Advanced Leveled Reader is

above grade level and enriches the chapter with additional examples and extended ideas

Leveled Readers deliver the same concepts and skills as the chapter

Use Leveled Readers for original instruction or for needed reteaching

Key Content and Skill in Leveled Readers and Chapter 8

Target Reading Skill

Leveled Reader Teacher’s Guide

by Ann J Jacobs

Physical Science

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Lesson/Activity Pacing Science Objectives

20 minutes • The student identifies words and constructs meaning

from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues

Explore What happens when oil is mixed with water? p 236

20 minutes

• The student combines oil and water to show that they

do not mix and that oil floats on water

• The student makes connections and inferences based

on text and prior knowledge (for example, order of events, possible outcomes)

1 What is matter? pp 238–241 30 minutes • The student describes, compares, and classifies matter by its properties.

• The student identifies and describes the different states

of matter: solids, liquids, and gases

• The student observes how the properties of water change as it freezes and thaws

Math in Science: How can you measure matter?

Chapter 8 Review and Test Prep

NASA Feature: Space Food

Career: Material Scientist

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CHAPTER 8 • Planning Guide 233C

Vocabulary/Skills Assessment/Intervention Resources/Technology

• Scaffolded Questions, TE, pp 239, 241

• Checkpoint Questions, SE, p 241

• Chapter Review, SE, pp 260–261 (10)

• Every Student Learns, p 52

mixture • Scaffolded Questions, TE, pp 249, 251

• Checkpoint Questions, SE, pp 249, 251

• Chapter Review, SE, pp 260–261 (3, 6, 7)

Draw Conclusions, SE, p 249

• Workbook, p 96

• Quick Study, pp 90–91

• Every Student Learns, p 53

• Scaffolded Questions, TE, pp 253, 255

• Checkpoint Questions, SE, pp 253, 255

• Chapter Review, SE, pp 260–261 (8)

• Scaffolded Questions, TE, p 259

Draw Conclusions, SE, p 261

Chapter 8 Testwww.sfsuccessnet.com/

successtracker

• Workbook pp 98–100

• Assessment Book, pp 57–60

Other quick options

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Explore What happens

when oil is mixed with

water? p 236

Time 15 minutes

Grouping small groups

Advance Preparation For each

group, fill a plastic cup with about 40

mL oil and another cup with about 40

mL water Add a few drops of blue

food coloring to the cup with water

Materials blue food coloring

(teacher use); vegetable oil (about

40 mL); 2 plastic cups (9 oz.); 2

graduated plastic measuring cups (300 mL/10 oz.); clear plastic jar (4 oz.); jar lid (for 4 oz jar); safety goggles (1 per

child); water (about 40 mL)

Teaching Tips Remind children

to screw the jar lid on tightly before shaking the jar

What to Expect Children will

observe that oil and water form

separate layers Shaking will mix the oil and water After shaking children will see separate layers form again

Safety Notes Have paper towels

on hand to wipe up any water or oil spills Children should wear safety goggles during this activity

Activity DVD Unit C,

Chapter 8

Activity Placemat Mat 17

change? pp 256–257

Time 10 minutes on Day 1; a

few minutes at intervals

on Day 2; a few minutes

on subsequent days

Grouping small groups

Advance Preparation Fill each

plastic cup with about 14 c water

Materials clear plastic cup (9 oz);

Science Center This activity can be

in your Science Center for children to work on throughout the day

What to Expect The temperature

of the ice will gradually increase

The ice will begin to melt Depending

on the room temperature, it will take about 4 to 5 hours for the ice to melt completely and for the water to return

to its original temperature

Safety Note Have paper towels on

hand to wipe up any water spills

Activity DVD Unit C,

Chapter 8

Activity Placemat Mat 18

Other Resources The following Resources are available for activities found in the Student Edition

Demonstration Kit If you wish to

rehearse or demonstrate the Chapter 8

activities, use the materials provided in

the Demonstration Kit

Classroom Equipment Kit

Materials shown above in italic

print are available in the Classroom

Equipment Kit

Activity Placemats The Equipment

Kit includes an Activity Placemat for each activity, a work surface which identifies the materials that need to

be gathered

Activity Transparencies

Use a transparency to focus children’s attention on the Quick Activity for each lesson

Teacher’s Activity Guide For

detailed information about Inquiry Activities, access the Teacher’s Activity

Guide at www.sfsuccessnet.com.

Children learn to ask and answer scientific questions as they progress to greater independence in scaffolded inquiry Directed Inquiry A Directed Inquiry activity begins each chapter Guided Inquiry A Guided Inquiry activity closes each chapter Full Inquiry Experiments and Science Fair Projects at the end of each

unit provide opportunities for Full Inquiry

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groups: solids and liquids.

Discuss with your partner how they are alike and different.

Write a list of the items that are solids Write another list

of the items that are liquids.

Explain Your Results

1 Classify How are the solids

on your list alike? How are the liquids on your list alike?

2 What other home or school items could you add to each list?

Use with Chapter 8

Solids

Liquids

milk and juice box stapler and fruit water and gelatin blocks

Activity Flip Chart, p 15

16

How can you make an ice cube melt faster?

What to Do

Put an ice cube in a dish.

Try to make your ice cube melt as fast as you can Use the materials you have.

Use with Chapter 8

Start the stopwatch

Measure the time it took to melt your ice cube.

1 Communicate Tell, write, or draw what you did to make your ice cube melt fast.

2 Predict How could you melt an ice cube even faster?

Measuring

how long it takes

to melt an ice cube can help you predict

how to melt the ice cube even faster.

Materials

ice cube and plastic dish lamp and paper towels plastic bag stopwatch or clock with second hand

Activity Flip Chart, p 16

CHAPTER 8 • Activity Guide 233E

Activity Flip Chart

How are solids different from

Materials half-pint-sized milk carton;

juice box; stapler; fruit; plastic cup of water;

wooden block; gelatin; 2 index cards

Procedure

• Take care to avoid spilling liquids

• Children may observe correctly that the

containers holding the liquids are solid

• After children discuss characteristics and

properties of solids and liquids, ask them

Activity Flip Chart

How can you make an ice cube melt

Grouping Pairs or small groups

Materials ice cube; plastic bowl; lamp;

re-sealable plastic bag; paper towels; stop

watch or clock with second hand

Procedure

• Demonstrate how to use a stop watch to

measure time

• After children complete the experiment,

have them communicate their methods

and results to other groups

to classify sugar and sand as solids or liquids (They are solids Although sugar and sand can be poured and appear to take the shape of their container, each individual grain keeps a constant shape, and the grains can

be piled on a flat surface, unlike liquids)

What to Expect Children’s papers will have two lists: solids (stapler,

banana, block) and liquids (milk, soda pop, water)

Think About It

1 The solids are hard and have a shape The liquids are wet and take the shape of the container they are in You can pour a liquid; you can pick up a solid

2 Answers will vary

• Have children predict ways to help solids melt more quickly

What to Expect Children will find out that heating the ice or breaking it up

can make it melt faster

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Use with Build Background, pp 234–235

Use with How to Read Science, p 237

Use the following

Workbook pages to

support content and skill

development as you teach

Chapter 8 You can also

view and print Workbook

pages from the Online

Teacher’s Edition

92 How to Read Science Workbook

Name

Draw Conclusions

Use with Chapter 8.

Read the science activity and look at the pictures.

Science Activity

Place some ice in a clear cup Put the cup

in the sun or another warm spot in the room Observe what happens Record the results in your science journal.

Apply It!

Infer Use the chart on the next page

Write what you know Write what you conclude.

Name

What is matter?

Before You Read Lesson 1

Read each sentence Do you think it is true? Do you think it is not true? Circle the word or words after each sentence that tell what you think.

2 Properties of matter cannot be

observed True Not True

After You Read Lesson 1

Read each sentence again Circle the word or words after each sentence that tell what you think now Did you change any answers? Put an

X by each answer that you changed.

observed True Not True

Home Activity: Together talk about your child’s answers Have your child explain

why his or her answers may have changed after reading the lesson.

Think, Read, Learn

Use with pages 239–241.

94 Think, Read, Learn Workbook

Name

What are the states

of matter?

3 Gas takes up all the space inside

its container True Not True

Workbook Think, Read, Learn 95

Name Vocabulary Preview

Draw a picture or write a sentence to go with each word.

states of matter property

liquid gas

solid mass

mixture

Directions: Read the words and draw pictures to illustrate them or write sentences

about them Cut out the boxes to use as word cards.

Home Activity: Ask your child to identify the words that name states of matter

(gas, liquid, solid) and then explain how mass, property, and mixture are related to

matter.

Use with Chapter 8.

Workbook Vocabulary Preview 91

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CHAPTER 8 • Workbook Support 233G

Use with Math in Science, pp 258–259

Read each sentence Do you think it is true? Do

you think it is not true? Circle the word or words

after each sentence that tell what you think.

1 The shape of matter does not

change True Not True

Read each sentence again Circle the word or

words after each sentence that tell what you

think now Did you change any answers? Put an

change True Not True

Name

How can cooling and heating change matter?

1 To change the state of matter,

change the temperature True Not True

2 Cold can change a solid to

a liquid True Not True

Name

98 Math in Science Workbook

Anna measured two solids and two liquids Look

Directions: Look at the measuring tools Tell what the lengths and volumes are

Write them in the chart.

Home Activity: Your child learned to read measures of length and volume Ask

your child to explain how to use a ruler and a measuring cup Then have him or

her measure the length of a spoon and the volume a favorite glass holds.

Use with Chapter 8.

5

12

50 150

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Use the following Assessment Book pages and ExamView to assess Chapter

8 content You can also view and print Assessment Book pages from the Online Teacher’s Edition

Name Chapter 8 Test

58 Chapter 8 Test Assessment Book

scissors

paper brush cup

1 2 3 4 5 6 7 8 9 10

inches What is the order of these solids from longest to shortest?

훽 cup, paper, brush, scissors

훾 cup, scissors, brush, paper

훿 paper, brush, scissors, cup  paper, cup, brush, scissors kind of matter is milk?

 gas  solid  liquid  none of the above

The pencil and feather float The paper clip and rock sink.

Answers may vary, including pour the mixture through

a container with holes or let the rocks sink. © Pearson Education, Inc.

60 Chapter 8 Test Assessment Book

freezer What happens to it?

 The ice cream and the container melt.

 The ice cream and the container stay the same.

 The ice cream melts The container stays the same.

 The ice cream stays the same The container melts.

Write the answers to the questions on the lines.

the things in the water.

Which things float? Which things sink? (2 points)

쐅 How can you separate a mixture of rocks and water? (2 points)

Assessment Book Chapter 8 Test 59

balloon.

 gas  solid  liquid  none of the above without changing its state?

훽 Melt ice.

훾 Freeze water.

훿 Evaporate water.

 Add color to water.

Assessment Book Chapter 8 Test 57

Read each question and choose the best answer.

Then fill in the circle next to the correct answer.

What properties does this baseball bat have?

훽 rough and soft

훾 rough and hard

훿 smooth and soft  smooth and hard lens to see the parts that make up matter?

 Matter is made of parts that are very big.

 Matter is made of parts that have no mass.

 Matter is made of parts that are very small.

 Matter is made of parts that take up no space.

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Properties of Matter

233

the three states of matter

ways that matter can be changed

Chapter 8

T E A C H I N G

P L A N

Professional Development

To enhance your qualifications in science:

• preview content in Physical Science DVD Segment Matter

• preview activity management techniques described in Activity

DVD Unit C, Chapter 8

Chapter 8 Concept Web

Children can create a concept web to organize ideas about properties of matter

CHAPTER 8 • Properties of Matter 233

knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape) recognizes that the same material can exist in different states

verifies that things can be done

to materials to change some of their physical properties (e.g., cutting, heating, freezing), but not all materials respond the same way (e.g., heating causes water to boil and sugar to melt) recognizes systems of matter and energy

uses the senses, tools, and instruments to obtain information from his or her surroundings

Matter

such as being

is anythingthat hasweight

can bedescribed by

comes

in thestates of

can change states by

properties

solid liquid gas

condensingfreezing

hard

or soft cool or warm

heavy or light

space

and takes up

To access student resources:

1 Go to www.sfsuccessnet.com.

2 Click on the register button

3 Enter the access code frog and your school’s zip code.

★ Science Objectives

The student

The studentThe student

If time is short…

Use Build Background page to engage children in chapter content Then do Explore Activity, How to Read Science, and Lessons 1, 2, and 3

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Name Vocabulary Preview

Draw a picture or write a sentence to go with each word.

states of matter property

mixture

Directions: Read the words and draw pictures to illustrate them or write sentences

about them Cut out the boxes to use as word cards.

Home Activity: Ask your child to identify the words that name states of matter

(gas, liquid, solid) and then explain how mass, property, and mixture are related to

matter.

Use with Chapter 8.

Workbook Vocabulary Preview 91

Workbook, p 91

Graphic Organizer Transparency 2

T Chart

Graphic Organizer Transparency 2

234Build Background

Build Background Resources

ELL SupportAccess Content Before reading the chapter text, lead children on a

picture/text walk

identifies words and constructs

meaning from text, illustrations, graphics, and

charts, using the strategies of phonics, word

structure, and context clues

Chapter 8 Vocabulary Words

Introduce the Concept

Discuss Essential Question

Read the Chapter 8 Essential Question to children,

What are some properties of matter?

Explain to children that matter is anything that

takes up space and has mass Ask children: Are

people matter? Yes Tell children that Earth

contains many different types of matter The food

we eat, the toys we play with, and the animals we

see around us are all types of matter

A C T I V I T Y

Have children look at the pictures on pages 234–

235 Remind children that our world is made up

of many different types of objects Ask children:

What kinds of objects do you see? Answers

may include chairs, crayons, table, fruit, paints,

bubble What do all of the objects have in

common? Accept all reasonable answers

★ Science Objective

The student

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mass page 239

property page 240

states of matter page 242

Use the following T-Chart provided on

sfsuccessnet.com or Graphic Organizer

Transparency 2

mass property states of matter solid

liquid gas mixture

Give a copy of Graphic Organizer Transparency

2 to each child Write the vocabulary words on the board and have children copy the words in the left column of the chart

• Pronounce each word as you write it Ask

children to think of something they know about each word In the right column of the chart, have children write an example of each word they have written in the left column Some children may have prior knowledge that can help them do this To stimulate thinking, ask:

How would you describe milk? What do you think it means if I say “Having fur

is a property of kittens”?

• As each word is studied, have children check their T-Charts to make sure the example they listed is accurate

Word Recognition Use the Vocabulary Cards

to reinforce recognition of each written word and its definition

Practice

Vocabulary Strategy: Which Word?

Using the Vocabulary Cards, read the definition of

a vocabulary word aloud Ask: Which word is

that?

Ask children to participate in a form appropriate

to their level of skill:

• choral response

• telling a partner

• pointing to the word in the pictures

• selecting the word from the Vocabulary Cards

My Science Journal

Keeping a Matter Log

Have children write entries about the different kinds of matter they see

around them Remind them that some kinds of matter are hard to see

without special tools Have children continue to add to their log as they

read the chapter When they have completed the chapter, have them

return to their log and identify each entry as solid, liquid, or gas

CHAPTER 8 • Build Background 235

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Student measured equal amounts of

oil and water and mixed the liquids together.

Student observed the results of

shaking oil and water in a jar.

Student reported that oil and water do not stay mixed together when shaken.

Student inferred that oil could be

separated from water by allowing the mixture to stand until all the oil floats to the top, at which time the oil could be poured out.

Scoring Key

4 points correct, complete, detailed

3 points partially correct, complete, detailed

2 points partially correct, partially complete, lacks

some detail

1 point incorrect or incomplete, needs assistance

Activity Rubric

Use with Chapter 8, p 236

Activity Book Directed Inquiry T81

Activity Rubric

Name

Activity Book Directed Inquiry 87

Use with Chapter 8, p 236

Explore What happens when

oil is mixed with water?

Notes for Home: Your child combined oil and water and learned that these two

liquids do not stay mixed

Home Activity: Mix salad oil and vinegar and shake to mix Observe the results

Ask your child to compare this mixture with the mixture of oil and water made

at school.

1 What happened when you mixed the oil and

8 to preview this activity

1 What happened when you mixed the oil and the water?

from water?

You infer

when you get ideas from what you know.

Measure the oil in one cup Measure the water in the other cup

30 mL oil 30 mL

water

Call1-888-537-4908 with activity questions

This activity encourages children to combine oil

and water and find that they do not mix

Managing Time and Materials

Time: 15 minutes

Groups: small groups

Materials: blue food coloring (teacher use);

vegetable oil; 2 plastic cups; 2 graduated plastic measuring cups;

clear plastic jar with lid; safety

goggles (1 per child); water

*Materials listed in italic are kit materials.

What to Do

of oil and water? Water is a clear, colorless

liquid and oil is a thicker liquid that can have a

yellowish color

to the oil and water after they are shaken together

Explain Ask children to describe what they

observed when the oil and water were combined

water and oil did not mix together? They

are two substances with different characteristics

and other liquids to see how well they mix

1 The oil and water separated into layers

2 Infer You could use a spoon to scoop the oil

from the top of the water

Have children infer the inability of water and oil to

mix by making observations

Activity Resources

Find more about this activity at our Web site

• See the Teacher’s Activity Guide for more support.

• An alternative activity is also available to download

The student

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92 How to Read Science Workbook

Name

Draw Conclusions

Use with Chapter 8.

Read the science activity and look at the

pictures.

Science Activity

Place some ice in a clear cup Put the cup

in the sun or another warm spot in the

room Observe what happens Record the

results in your science journal.

Apply It!

Infer Use the chart on the next page

Write what you know Write what you

Mix the sand into the water

Record the results in your science journal.

Apply It!

you mix the sand and the water?

For more practice on Draw Conclusions, use Every Student

Learns Teacher’s Guide, p 50.

CHAPTER 8 • How to Read Science 237

makes connections and inferences based on text and prior knowledge (for

example, order of events, possible outcomes)

About the Target Skill

The target skill for Properties of Matter is Draw

Conclusions Children are introduced to the skill

as you guide them through this page

Model the Skill

Read the Science Activity as a class Explain to children that they draw conclusions when they make a decision about something they have seen

or read Ask children to predict what will happen when the sand and the water are mixed together Demonstrate the activity for the class After the sand and the water are mixed, ask children:

Were your conclusions right?

Practice

Graphic Organizer

Look at the Graphic Organizer together Work with children to complete the Graphic Organizer using the facts from the Science Activity

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Name

What is matter?

Workbook, p 94

You Are There

Sung to the tune of “Old MacDonald”

Lyrics by Gerri Brioso & Richard Freitas/The Dovetail Group, Inc.

Anything that takes up space

knows that common objects are

composed of parts that are too small to be seen

without magnification (for example, hair, cloth,

paper)

knows that a variety of tools can

be used to examine objects at differing degrees

of magnification (for example, a hand lens,

layered hand lenses, a microscope)

Introduce

Access Prior Knowledge

Ask children: What different types of objects

do you see in this classroom? Accept all

reasonable answers Explain to children that they

are going to learn ways to describe the objects

around them

Set Purpose

Tell children they are going to read about matter

Help them set a purpose for reading, such as

to discover what matter is

Teach

Sing or play “They’re All Matter!” for children

Read page 239 together

S U M M A R Y

• Matter is anything that takes up space and has

mass

• Mass is the amount of matter in an object

• Matter is made of parts that are very small A

hand lens can be used to see tiny parts

A C T I V I T Y

Show children an inflated balloon Ask: Can you

see and touch the balloon? Yes Can you

see and touch what’s inside the balloon?

No How do you know there is something

inside the balloon? The balloon gets bigger

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Lesson 1

What is matter?

Everything around you is made of matter Matter is anything that takes

up space and has mass Mass is the

amount of matter in an object

Look around your classroom

Everything you see is made of matter.

Some things you cannot see are made of matter The air around you has matter.

239

Matter is made of very small parts You can use a hand lens to take a closer look at things.

Ask children the following scaffolded questions

to assess understanding

Scaffolded Questions

takes up space and has weight

and air alike? They are all made of matter

when we look at some kinds of matter?

A hand lens can help us get a closer look at the small parts of matter

Guide Comprehension

Leveled Readers

Begin to use the Chapter 8 Leveled Readers with appropriate reading

groups at this time

Properties of Matter

has the same content

as Chapter 8, but

is written at a less

difficult reading level

Matter has the same

concepts as Chapter 8 and is written at grade level

Air is Everywhere

is above grade level and enriches the chapter with additional examples and extended ideas

by Ann J Jacobs

Physical Science

CHAPTER 8 • Lesson 1 239

Diagnostic Check

If . children have difficulty understanding

that matter is made up of smaller parts,

then . have them look at a piece of twine

or string with a hand lens They should see that what looks like one piece of string is actually many smaller pieces of string that have been twisted together

Explain to children that any object that takes up space and has mass is considered matter Explain that all of the things they see in the classroom are types of matter, even though they have different sizes Tell children that matter is made of very small parts Different tools can be used to see the very small parts Those tools include a hand lens and a microscope You can see smaller parts with

a microscope than you can with a hand lens.Assign Quick Study pp 86–87 to children who need help with lesson content

The word matter is probably familiar to

children but perhaps not in its scientific sense

Tell children that matter has several meanings

In one meaning, it refers to a topic, question,

or problem that needs to be thought about and dealt with (Pollution is a matter we all should be concerned about.) Another meaning

is “trouble.” (What’s the matter?) The scientific meaning is “anything that takes up space and has mass.” Ask children to volunteer sentences for each meaning of the word

Extend Vocabulary

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Is the brush hard

or soft? Is the cup smooth or rough?

A pipe cleaner is soft outside and hard inside What colors are the pipe cleaners?

Properties of Matter

Different kinds of matter have different

properties A property is something that

you can observe with your senses Some properties of matter are color, shape, and size Mass is a property of matter How something feels is a property of matter.

Science Misconception Mass and Weight

Because the terms are sometimes used interchangeably, children may think that mass and weight are the same thing Mass is the amount of matter in an object, while weight is the pull of gravity on the object The mass of an object remains the same no matter where that object

is An object has the same mass on Earth as it does on the Moon However, the weight of that object on the Moon would be about 1⁄6 the weight of the object on Earth That is because the pull of gravity on the Moon is about 1⁄6 the pull of gravity on Earth

knows ways objects can be

grouped according to similarities or differences

of their physical characteristics

knows how to sort organisms,

objects, and events based on patterns

Teach (continued)

Read pages 240–241 with children Explain

to children that a property is something about

an object that can be described by seeing it,

touching it, smelling it, tasting it, or hearing it

Describing something as hard or soft, smooth

or rough, cool or warm, or heavy or light is

describing that object’s properties Have children

look at the picture of the pipe cleaners on page

240 Give each child a pipe cleaner and have

children feel its soft outside and hard inside Have

children bend the pipe cleaner Explain that the

pipe cleaner has the properties of a soft outside,

a hard inside, and the ability to bend Those

properties could change under certain conditions

For example, the pipe cleaner might be wet or dry,

depending on its surroundings

Have children look at and touch their desks Ask:

What are the properties of your desk?

Answers may include that it is hard, smooth,

heavy, square, and light-colored

S U M M A R Y

• A property is something that can be observed

with the senses

• Properties of matter include color, shape, size,

weight, and feel

The student

Trang 25

This clip is blue and silver This clip feels smooth.

Do you think the sponge is heavy or light? Does it ﬂ oat

or sink? Whether an object sinks or ﬂ oats is a property.

1 What are some properties of matter?

can sort objects using properties

to lightest; by feel from roughest to smoothest;

by color from darkest to lightest; by shape from roundest to least round

about an object that can be observed with the senses

the sponge shown on page 241? It is

light-yellow in color, rectangular, and floats

pipe cleaner compare to the properties

of a plastic bowl? A pipe cleaner is soft on

the outside, hard on the inside, and can bend

A plastic bowl is hard and smooth

Explain to children that the word property is

an example of a word that has more than one meaning Property is also defined as something that a person can own Homes, cars, bicycles, pets, and clothing are all examples of people’s property

ELL Support

Describing Properties

Provide children with a selection of different objects (coin, leaf, cotton

ball, sandpaper, pencil) each placed in a small paper bag Without

looking inside the bag, have children describe the properties of the

object Suggest that children use their various senses to describe the

object Then ask children to try to identify the object in each bag based

on their observations

For scaffolded instruction about matter and its properties, use Every

Student Learns Teacher’s Guide, p 51.

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Name

What are the states

of matter?

Workbook, p 95 242

states of matter are solids,

liquids, and gases.

A solid is matter that has its own

size and shape Solids take up space and have mass.

The box and the things

in it are solids Each thing has its own size, shape, and weight.

Paintbrushes are solids What are some properties of the paintbrush?

You can use a balance

to measure the mass

knows the observable properties

of solids, liquids, and gases

Introduce

In their science journals, have children make a list

of the kinds of things that can be done with ice

Lists may include making food and drinks cool,

making snowballs and ice sculptures

Set Purpose

Tell children you are going to read to them

about solids, liquids, and gases Help them set a

purpose for listening, such as being able to

describe the three states of matter

Teach

Read pages 242–243 to children Explain to

children that there are three main ways matter can

exist—as a solid, a liquid, or a gas Have children

look at the pictures of the solids Explain to children

that a solid takes up space and has mass It also has

its own shape and size

A C T I V I T Y

Ask children: What is solid water called? Ice

Give children a small paper cup with an ice cube

in it In their science journals, have children make

a list of words to describe ice: shape, size, color,

texture, and temperature

S U M M A R Y

• Matter can be a solid, liquid, or gas These

kinds of matter are called the states of matter

• A solid is matter that has its own size and shape.

• A solid takes up space and has mass.

TRANSPARENCY 44

The student

Trang 27

You can use a ruler

to measure solids

a solid in your classroom Write how long, tall, and wide the solid measures

Notebooks are solids

its own shape and size

pages 242 and 243 alike? How are they different? Alike: They are all solids

Different: They have different colors, textures, shapes, and are made of different materials

to us? A balance can measure the mass of a

solid Mass is one way to compare solids

Write the word solid on the board Ask

children if they are familiar with the expression

“solid as a rock.” Tell children a rock has mass, takes up space, and has its own size and shape Encourage children to think of a rock to help them remember the properties of a solid

Science Background

Microscopes

Some pieces of matter are so small that they cannot be seen with the

unaided eye They must be viewed through a lens or microscope A

hand lens may enlarge an item 10 times (10x) To view smaller pieces

of matter, scientists usually use microscopes Simple microscopes consist

of several lenses, as well as a light source Today, scientists can also use

more powerful tools, called scanning electron microscopes (SEMs) These

can magnify hundreds of thousands of times However, because they use

beams of electrons and powerful magnets, they cannot be used to view

live specimens

Math Link

Sorting Solids

Divide children into pairs Give each pair a group of six to eight small

solids These may include a birthday candle, coin, pencil, pen, rock,

balloon, playing card, index card, and aluminum foil Have each group

sort the objects into at least two different groups by their properties Have

children count how many objects are in each group Have volunteer groups

share with the class which properties they used to sort their objects

that solids have their own sizes and shapes,

then . have children walk around the room and point out various solids Have them describe the size and shape of each

Tell children that a ruler is a tool that can be used

to measure how long, wide, or tall a solid is To measure the mass of a solid, a balance can be used.Assign Quick Study pp 88–89 to children who need help with lesson content

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Liquids

Liquid is one kind of matter that does

not have its own shape Liquids take the shape of their containers.

Liquids take up space and have mass.

Water is a liquid When you pour water into a jar, the water will take the same shape as the jar.

Science BackgroundViscosity

The particles in a liquid are loosely packed, so they are free to flow around each other Some liquids flow more easily than others The resistance of a liquid to flow is called viscosity Thick, slow-moving liquids, such as honey, syrup, and motor oil, all have a high viscosity Liquids such as water, gasoline, and rubbing alcohol all have a low viscosity In general, viscosity increases as temperature drops This means that cold motor oil or cold pancake syrup flows more slowly than warm motor oil or warm pancake syrup

knows examples of solids, liquids,

and gases

Read pages 244–245 to children Explain that

like solids, liquids have mass and take up space

The difference between liquids and solids is that

liquids will change their shape Liquids take the

shape of their containers Fill a 100-mL graduated

cylinder or other tall, thin container with water

Ask children: Is the water in this container

a solid, liquid, or gas? Liquid What is the

shape of the water in this container?

Tall, thin, and round Pour the water into a flat

aluminum cookie sheet Ask children: What is the

shape of the water now? Flat and square

Explain to children that a measuring cup can be

used to measure liquids

S U M M A R Y

• A liquid is one kind of matter that does not have

its own shape A liquid takes the shape of its

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about solids and liquids in your

science journal. Tell how solids and liquids are alike and different

One way to measure liquids

is to use a measuring cup

The amount of space a liquid

takes up is called volume.

Assess

1 A liquid is one kind of matter that does not have its own shape A liquid takes the shape of its container

2 Have children write their answers in their science journals Solids and liquids both have mass and take up space A solid has its own shape and a liquid takes the shape of its container

has mass and takes up space but does not have its own shape

liquid different from the shape of a solid? A solid keeps its shape A liquid takes

the shape of its container

useful tool? It tells how much liquid you have.

Tell children that the word liquid can be used

as both a noun and an adjective When it is used as an adjective, it means “in the form of

a liquid.” A person might say, “We keep a bar

of soap in the bathroom, but we use liquid soap

in the kitchen.” Discuss how liquid soap would differ from a bar of soap (It would pour; it would take the shape of the container.)

Science Misconception

Density

Children might think that liquids that have the same size and shape

share other properties, such as mass Liquids have different densities,

which is a measure of their mass per unit volume The density of a liquid

is a property that helps identify it and distinguish it from other liquids

that liquids take the shape of their containers,

then . have children take a cup of water

and pour it into a wide bowl Have children describe the shape of the water Then have children pour the water in the bowl into a tall, thin glass Have children compare the shape of the water in the glass to the water in the bowl

Ask: Is this still the same amount of

water?

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Gas is another kind of matter that does not

shape of its container Gas always takes up all the space inside its container Gas can change size and shape Gas has mass.

The bubble is

ﬁ lled with gas

Gas takes the size and shape

of the bubble.

These balloons are

ﬁ lled with gas Gas takes the size and shape of the balloons.

246

ELL SupportChart Properties

Make copies of Graphic Organizer Transparency 6 Give each child a

copy Have children label the first column States of Matter and list the words solid, liquid, and gas Have them label the second column Has

weight, the third column Has its own shape, and the fourth column Has its own size Tell children to put a check if the word has the feature and

an X if the word does not have the feature

For scaffolded instruction about solids, liquids, and gases, use Every Student Learns Teacher’s Guide, p 52.

and gases

Read pages 246–247 to children Explain to

children that like solids and liquids, gases have

mass and take up space Tell children that gas is

matter that always fills the space in a container

The balloons and bubble shown on page 246 are

filled with a gas called air The gas fills the entire

space inside the balloons and bubble Tell children

that most gases cannot be seen Air is invisible,

but they are breathing it in every time they take a

breath

Remind children that even though many gases

cannot be seen, they do have mass A small

amount of air does not have much mass, but a

tank full of air used by a scuba diver has a large

mass To show children that air has mass, tape

an inflated balloon of the same size to each end

of a meter stick Balance the meter stick on your

fingertip and then pop one of the balloons (Warn

children first, and keep away from children’s eyes.)

The other side of the meter stick is now heavier

and will go down

S U M M A R Y

• Gas is matter that does not have its own shape.

• Gas takes the size and shape of its container

and always fills the space inside its container

• Gases have mass but they do not have their

own shape

The student

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Breathe in Breathe out The air

you breathe is made of gases.

247

1 What are some properties of gases?

2 Draw Conclusions Is there

more gas in a full balloon or an empty

balloon? Write a sentence to explain

1 Gases have mass, take up space, and fill the space in a container

2 Draw Conclusions There is more gas in

a full balloon than in an empty balloon

takes the size and shape of its container and always fills the space in a container

different from the shape of a solid? A

gas does not have its own shape, but a solid does have its own shape

inside the balloons on page 246 if the balloons are popped? The gas will spread

out and fill its new container, the entire room

Write the word gas on the board Review its

meaning with children Compare the properties

of a gas and a liquid Tell children that the word

gas is often used to describe gasoline, a fuel

used in cars and other devices Emphasize that gasoline is a liquid Remind children to think of air

to help them remember the properties of a gas

Air

The air we breathe is not a single gas but a mixture of gases The

largest portion of air, 78%, is nitrogen, while 21% is oxygen Argon,

carbon dioxide, and ozone make up most of the rest However, the

mixture of gases changes as distance from Earth increases Hydrogen

and helium are the major components of the extreme edge of the

atmosphere This explains why people who travel into space need to

breathe oxygen and other gases from air tanks

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Name

How can matter be changed?

Workbook, p 96 248

You can mold clay to give it a new shape.

You can fold paper to give it

a new shape.

Lesson 3

How can matter

be changed?

verifies that things can be done

to materials to change some of their physical

properties (e.g., cutting, heating, freezing), but

not all materials respond the same way (e.g.,

heating causes water to boil and sugar to melt)

Introduce

Show children a hammer, a piece of sandpaper,

and a pair of scissors Ask children: What is

each tool used for? Hammer: pounding nails;

sandpaper: smoothing down wood; scissors: cutting

Tell children that these and many other tools can

be used to change matter

Set Purpose

Tell children they are going to read about

changing matter Help them set a purpose for

reading, such as learning about changes that can

happen to solids, liquids, and gases

Teach

Read pages 248–249 with children Explain to

children that when you mold, fold, bend, or tear a

solid object, you change its size and shape

A C T I V I T Y

Ask children to look at a sheet of notebook paper

In their science journals, have children describe

its size, texture, color, and shape Have children

crumple the paper into a ball Ask: Is this object

still paper? Yes Are the shape and size the

same? No

S U M M A R Y

• Matter can be changed in many ways, including

its size and shape

• Molding, folding, tearing, and bending can

change solid matter

Lesson 3 Resource

TRANSPARENCY 45

The student

Trang 33

can change the size or shape of matter

2 Draw Conclusions What

might happen to wood if you cut it?

How might it change?

You can tear

paper to change

its size.

You can bend a pipe cleaner to change its shape.

Assess

1 Possible answers: by molding, folding, tearing, cutting, and bending

2 Draw Conclusions It would change by

being broken down into smaller pieces

be changed? Size and shape

matter? It can change its size.

Matter might be changed to make it into things that we need or want

Remind children that a synonym is a word that has the same or nearly the same meaning as another word Have children look at the word

fold on page 248 Ask children: What is a synonym for the word fold? Bend What is

a synonym for the word tear on page 249? Rip

Art Link

Using Changed Materials

Have children use one or more of the ways that matter can be changed

described on pages 248–249 to create an artwork Provide materials

such as paper, glue sticks, scissors, clay, ice-cream-pop sticks, and

pipe cleaners

ELL Support

Language Detectives: Building Vocabulary

Provide the following sentence frames for children to complete:

• The size and shape of can be changed

• By a piece of paper, its and will

change

• with a scissors can change the size and shape of some

solids

For scaffolded instruction about changing matter, use Every Student

Learns Teacher’s Guide, p 53.

If . children have a hard time understanding

how changes can be made to matter,

then . demonstrate each of the ways that

matter can be changed as described on pages 248–249

Discuss the examples shown on the pages Then invite children to suggest other ways that matter might be changed

Assign Quick Study pp 90–91 to children who need help with lesson content

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Mixing and Separating Matter

You can change the size and shape of matter

You can stir matter together to make a mixture.

A mixture is something made up of two or

more kinds of matter Matter in a mixture does not change when mixed This fruit salad is a mixture of different kinds of fruit.

You can separate a mixture to see its parts

Suppose you separate the fruits in the salad

Each piece of fruit will stay the same.

Social Studies LinkExtracting Salt from Water

Because salt has been used to flavor and preserve food, it has always been valued It was valued so highly that Roman soldiers received part

of their wages in salt, and the Latin word sal, meaning salt, forms the basis of the word salary Since early times, humans have known how

to gather salt from salt water In many places, they evaporated water from salt springs In other places, they developed salt ponds along seashores When Spanish explorers first arrived in the San Francisco area, they found Native Americans making and trading salt Today, there are large salt evaporation ponds in various places in the world

recognizes that many things are

made of smaller pieces, different amounts, and

various shapes

Read pages 250–251 with children Explain to

children that when two or more things are put

into a mixture, they keep their old properties Ask

children: If you put a spoonful of sugar into

a glass of water and stir it up, what will

the mixture taste like? It will be sweet like the

sugar and wet like the water

Explain to children that a mixture can be separated

back into its parts Using the photos on pages

250–251, trace with children how the fruit salad

can be separated Tell children that many mixtures

are made with water These mixtures can be

separated by allowing the mixture to stand and the

matter to fall to the bottom, or by letting the water

in the mixture evaporate

S U M M A R Y

• A mixture is something made up of two or more

kinds of matter that do not change when mixed

• Mixtures can be separated to see their parts.

• Some mixtures are made with water They can

be separated in different ways

The student

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Look at the cup on the left It contains a mixture

of salt and water Look at the cup on the right What happened after the water evaporated?

Look at this mixture It is easy to see the sand and the water.

Mixing with Water

251

Some mixtures are made

with water Look at the

pictures One mixture is

made with sand and

water One mixture is

made with salt and water

There are different ways

to separate these mixtures

You can let the matter

sink You can let the water

evaporate.

1 What are 2 ways to separate a mixture?

mixed How could you separate the mixture? Draw it

made of two or more things that do not change

water and sugar be separated? The

water and sugar mixture can be heated to cause evaporation of the water The sugar will stay in the container

be of a mixture made by stirring a spoonful of salt in a glass of water?

The mixture would retain the properties of both substances, so it will be salty and wet

Have children look at the word mixture on

page 250 Explain that this word has several synonyms, or words that mean almost the same

thing: blend and combination are two of the

most common Use each word in a sentence (Salt water is a blend/combination of salt and water) Invite children to make up oral sentences using mixture and its synonyms

Science Misconception

Mixtures

Children might think that most mixtures are liquids However, whenever

two or more substances are mixed together but not chemically

combined, a mixture results Thus there are solid mixtures and gaseous

mixtures, as well as liquid mixtures For example, granite, concrete,

sand, and soil are solid mixtures Air is an example of a gaseous

mixture

Physical and Chemical Changes

The changes in matter described on pages 248–249 are called physical

changes because even though the matter looks different, it is still the

same type of matter A glass breaking is an example of a physical

change because the pieces are made of the same type of matter as the

glass When matter changes into something new, a chemical change

occurs When a piece of paper is burned, a chemical change has

occurred because the paper has changed into ash and smoke

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Name

How can cooling and heating change matter?

of water is below 0° Celsius

The water will freeze The water will change to ice Ice is solid water.

Liquid water is poured into a plastic tray The tray is put in a freezer The water will change

to ice.

252

Lesson 4

How can cooling and

heating change matter?

Lesson 4 Resource

knows that not all objects or

materials respond to change in the same way

(for example, a plastic object in the freezer

compared with water in a freezer)

understands ways energy and

matter interact (for example, heat to boil water)

Introduce

Hold up an ice cube for children to see Ask:

How do we make ice? By freezing water

What will happen to the ice if it stays out

of the freezer? It will melt Explain to children

that when water freezes and ice melts, matter is

changing its state from a liquid to a solid and a

solid to a liquid

Set Purpose

Tell children you are going to read to them about

matter changing from one state to another Help

them set a purpose for listening, such as

learning about liquids changing to solids and

gases changing to liquids

Teach

A C T I V I T Y

Have children write about a time when they saw

or read about hail, sleet, or snow Have children

draw a picture that represents the type of frozen

precipitation they saw or read about Have

volunteers share their stories with the class

S U M M A R Y

• At temperatures below 0° Celsius, water freezes

and changes from liquid water to solid ice

• When cooled, water vapor changes from a gas

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water from a liquid to a solid?

does water become a solid?

Rain will freeze if the air temperature is very cold

Water on these leaves changed from a liquid to

a solid

Water can change from a gas to a liquid

Water as a gas is called water vapor.

Water vapor in the air touches the cold glass

The water vapor changes from a gas to liquid Tiny drops of water form on the glass.

changed from a gas to a liquid? By

cooling it

different from cooling a liquid? A solid

does not change states when it is cooled A liquid may change states

on a tree being covered in ice? The air

temperature was very cold and changed rain

on the leaves to ice

ELL Leveled Support

The States of Matter

Beginning Give children a selection of pictures that show matter in its

different states Have children separate the pictures into solids, liquids,

and gases

Intermediate For each picture, have children describe one way in

which the state of the object shown could be changed

Advanced Review with children the steps of the water cycle (pages

178–179) Have children describe the changes in states of matter that

occur during the water cycle

For scaffolded instruction about changes in states of matter, use Every

Student Learns Teacher’s Guide, p 54.

that matter can change from a liquid to a solid when it is cooled,

then . put water into an ice tray and place

it in the freezer After several hours, show children the ice that has formed

Read pages 252–253 to children Explain to children that when liquids are cooled, they sometimes change into solids That is how we get ice Remind children that in nature, cool temperatures can cause water vapor to turn into a liquid That is how we get rain If it gets very cold, the liquid rain can turn into sleet

Assign Quick Study pp 92–93 to children who need help with lesson content

Trang 38

Heating Matter

Heating can change the state of matter

Heat can change solids to liquids Heat can change liquids to gases.

Ice and snow melt when the air warms

Solid water becomes liquid.

Heat from sunlight evaporates water The liquid water changes to a gas.

Science BackgroundWater: The Universal Liquid

About 75% of Earth’s surface is covered with water About 97% of that water is salt water found in the oceans and about 3% is fresh water About 75% of Earth’s fresh water is in the form of solid ice found at the polar ice caps and in icebergs The other 25% exists as liquid water found in lakes, rivers, and in the ground Studies have been done to determine the feasibility of transporting icebergs to places on Earth that are in need of water, but to date, the tremendous expense involved has kept the idea from serious consideration

and gases

Read pages 254–255 to children Explain that

while cold can change gases into liquids and

liquids into solids, heat can make solids change

into liquids and liquids change into gases When

solid ice changes into liquid water, melting

occurs Tell children that many other substances

besides water can be melted Ask children: What

happens when you put solid butter on a

hot pancake or roll? It melts

Explain that heat causes liquid water to slowly

change into a gas through the process of

evaporation Applying much heat to the water and

boiling it can speed up this process

S U M M A R Y

• Heat can change solids to liquids through a

process called melting

• Heat can change liquids to gases through a

process called evaporation

The student

Trang 39

How can you change

liquid water to a gas?

You can heat it When

you boil water, the

liquid water becomes

a gas This gas is

called water vapor.

Heat can change other matter from solids to

liquids When you burn a candle, the wax

melts You can watch the candle get smaller

and smaller.

1 How can heat change water?

science journal. Describe water as a solid, a

1 Heat can change liquid water into water vapor

their answers in their science journals Check children’s work for accuracy

solid? Heat can make a solid change into a

liquid

evaporation? Both use heat to cause matter

to change states

temperature of water that is put on a hot stove to boil? It will increase.

Explain that compound words are words that are made from two or more smaller words Tell

children that sunlight is a compound word The

definition includes the meanings of both parts

of the word Sunlight is light that comes from the Sun Have children brainstorm some other

compound words of sun (sunshine, sunburn) and some other compound words of light (moonlight,

searchlight)

Freezing Point

The temperature at which water freezes is called its freezing point

That temperature is 0° C if the water is pure However, if salt is added

to the water, the freezing point drops Salt can melt ice because the

salt water that is formed when salt hits ice does not freeze at the same

temperature that plain water freezes It freezes at a lower temperature

This explains why highway departments spread salt on roadways; the

roadways will not freeze at 0° C, but at a lower temperature This also

explains why sea and ocean water freeze at much lower temperatures

than fresh water

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Call1-888-537-4908 with activity questions.

Student measured the temperature of

liquid water and solid water.

Student predicted what would happen

to the temperature of the frozen water and what would happen to the outside

of the cup.

Student compared the properties of liquid water to solid water.

Student predicted how long the liquid

water would take to evaporate.

Scoring Key

4 points correct, complete, detailed

3 points partially correct, complete, detailed

2 points partially correct, partially complete, lacks

some detail

1 point incorrect or incomplete, needs assistance

T82 Guided Inquiry Activity Book

Activity Rubric

Name

Activity Book Guided Inquiry 89

Use with Chapter 8, pp 256–257

Investigate How can water

change?

What is the temperature of the liquid water?

What is the temperature of the water after being in the freezer?

a few hours? Will the temperature go up or down? What will happen to the outside of the cup?

Activity Book, pp 89–90

Use Activity DVDUnit C, Chapter

8 to preview this activity

256

Investigate How can water change?

You can see water in many forms Rain is liquid water Ice is solid water

Materials

cup with water

thermometer

What to Do

liquid water Measure

the temperature

Your teacher will put the water in the freezer.

You tell what you expect to happen when you predict

Find more about this activity at our Web site

• See the Teacher’s Activity Guide for more support.

• An alternative activity is also available to download

Investigate How can

water change?

uses a variety of tools to observe,

measure, analyze and predict changes in size,

mass, temperature, color, position, quantity,

sound, and movement

Build Background

This activity encourages children to observe how

the properties of water change as it freezes and

thaws

Managing Time and Materials

Time: 10 minutes on Day 1; a few

minutes at intervals on Day 2; a few minutes on subsequent days

Groups: small groups

Materials: (about 14 c); clear plastic cup (9 oz);

thermometer (alcohol); water

Center: This activity can be set up in your

Science Center for children to work

on throughout the day

Materials listed in italic are kit materials.

Advance Preparation

Fill each plastic cup with about 12 c water After

children observe water in a liquid state, freeze the

water and thermometer in the cups overnight

Safety Note

The thermometers do not contain mercury

What to Do

Encourage Guided Inquiry

Preview the activity and the materials with

children Ask: How can water change from

one state into another?

Guide children to write an If…/then… statement

such as: If ice is taken from the freezer,

then it will change into a liquid.

Activity Resources

The student

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