blowing in the wind, the formation of “sweat” on the side Curricular Materials Teacher Overview of glass provide evidence for existence of invisible A physical change occurs when matter changes in How do you Describe objects? Hand lens, classroom particles. Their existence can be further inferred by objects size, shape, or state, but the type of matter itself actions such as blowing up a balloon, or even by tracking does not change. Matter can be put together and Comparing Solids, Liquids, and Gases: safety goggles, 3 the weight of objects that seem to disappear. (Students are broken apart. Mass is the amount of matter an resealable plastic bags, water rock not responsible for explaining the interactions between object contains. The mass of matter remains the Classifying Matter: classroom objects hand lens molecules, which govern the process of evaporation, and same, even though the shape of matter may change. Performance Task: Comparing similar objects: Variety condensation.) For example, the total mass of a board will remain of balls, hand lens Misconceptions the same if the board is cut into two pieces. The Students may use the word weight to refer to mass. Mass mass of a lump of clay stays the same even if the is “the amount of matter an object has.” Weight describes shape of the clay changes. Additional Resources how strongly the force of gravity pulls on an object. Student Packets What Is Matter? How do you Describe objects? Comparing Solids, Liquids, and Gases Classifying Matter Vocabulary Performance Task: Comparing similar objects States of Matter SIM State of Matter The Language of Science Pre-teach vocabulary: too, particle, matter Provide word banks to support language learners in describing the properties of matter. Provide sentence frames to support speaking and writing about matter: This is a solid because___________. Water is a liquid because____________. Create a 3-column chart for students to categories matter into solid,
blowing in the wind, the formation of “sweat” on the side of glass provide evidence for existence of invisible particles. Their existence can be further inferred by actions such as blowing up a balloon, or even by tracking the weight of objects that seem to disappear. (Students are not responsible for explaining the interactions between molecules, which govern the process of evaporation, and condensation.) Misconceptions Students may use the word weight to refer to mass. Mass is “the amount of matter an object has.” Weight describes how strongly the force of gravity pulls on an object. Curricular Materials How do you Describe objects? Hand lens, classroom objects Comparing Solids, Liquids, and Gases: safety goggles, 3 resealable plastic bags, water rock Classifying Matter: classroom objects hand lens Performance Task: Comparing similar objects: Variety of balls, hand lens Teacher Overview A physical change occurs when matter changes in size, shape, or state, but the type of matter itself does not change. Matter can be put together and broken apart. Mass is the amount of matter an object contains. The mass of matter remains the same, even though the shape of matter may change. For example, the total mass of a board will remain the same if the board is cut into two pieces. The mass of a lump of clay stays the same even if the shape of the clay changes. Additional Resources Student Packets What Is Matter? How do you Describe objects? Comparing Solids, Liquids, and Gases Classifying Matter Vocabulary Performance Task: Comparing similar objects States of Matter SIM State of Matter The Language of Science Pre-teach vocabulary: too, particle, matter Provide word banks to support language learners in describing the properties of matter. Provide sentence frames to support speaking and writing about matter: This is a solid because___________. Water is a liquid because____________. Create a 3-column chart for students to categories matter into solid,