Click "Print Lesson" button to use your browser print Student Name: Alethea
Date Printed: Jan 11, 2015
Science 3
Unit 5: Properties of Matter
Lesson 1: States of Matter
Duration: Approx. 60 min.
There are one or more assessments in this lesson. Offline assessments and answer keys can be printed from the materials lists. Online assessments must be printed from the assessment itself within the lesson.
Firefox cannot print Flash images. The on-screen images might print as blank spaces. If you need to print this lesson, try using Internet Explorer so that all the images print.
For the Adult
*cornstarch - 2 cups
*clothespin - wooden
*cup, plastic, 8 oz.
*aluminum foil
*ruler, metric
*spoon
*bowl
*container - any shape or size
*timer - with second hand
*candle, votive
Lesson 1: States of Matter
| | matter |
| Anything that takes up space and has mass. The three states of matter are solid, liquid, and gas. |
| properties | |
| Ways of describing an object, such as its size, color, shape, or texture. I listed the properties of the rock as red, rough, and round. |
| state | |
| Typical forms that matter takes. Solid, liquid, and gas are all states of matter. |
This activity is best completed online.
| Can you tell whether something is a solid, a liquid, or a gas? Learn about the properties of matter and tell whether a mystery substance is a solid, liquid, or gas. | | |||||||
| Lesson Overview
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This activity is best completed online.
| Matter, Matter, Everywhere Everything around us is matter. Matter is anything we can see or measure. Matter can be as light as a cloud or as hard as diamond. Understanding matter is key to understanding nature itself. |
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| When you look at this scene, maybe the last thing you might think is, "Look at all that matter!" Even so, everything you see in the picture is matter. The water, rocks, air, and snow are all matter. Everything in our natural world is made of matter. Matter is anything that takes up space. Matter exists in three main forms called states. The water in this picture is in all three states of matter. Do you know what they are? The icy snow you see is water in its solid state. A second state is liquid--the water in the hot spring. Water also exists in a third state--gas. Water in the state of a gas is there in the picture, but you can’t see it. It's water vapor. The clouds and steam you see are made up of very small water droplets, not water vapor. The invisible water vapor in the air is water in its gaseous state. | |
| How can we explain that ice, liquid water, and water vapor are water in three different states? The answer came in the form of a group of ideas called the atomic theory, which says that all matter is composed of very tiny particles, too small to see, called atoms. Atoms combine to form more complex particles, some of which are called molecules. Atoms and molecules do not sit still--they wiggle. Depending on how fast the particles in a substance move, that substance will usually take the form of a solid, a liquid, or a gas. | |
| A solid is a state of matter that keeps its shape. Most of the matter we see around us is in the solid state. Wood is a solid. So are bone and stone and metal. Many solids exist at room temperature. Water is a liquid at room temperature. But as the temperature drops, water becomes ice--a solid. How are the particles in ice arranged and how do they move? They move more slowly than the particles in liquid water and gaseous water. Because particles in a solid move so slowly, they stick together with their neighbors in regular patterns called crystals. Each atom jiggles back and forth around a fixed position. | |
| Unlike a solid, a liquid fits the shape of any container you put them in. Most of the liquid we see around us is water or a substance dissolved in water. Milk is a liquid, as are juice, soda, and coffee. So are oil and rubbing alcohol. As you already know, water becomes liquid at room temperature. How are the particles in liquid water arranged and how do they move? The particles in liquid water move faster than the particles in ice, but more slowly than the particles in water vapor. The particles in a liquid move rapidly enough to break out of the stiff pattern that ice particles have. The particles of water still keep close together, but they move freely around, bumping up against each other. | |
| Now let's find out about gases. Gas is a state of matter that fills the shape of any closed container you place it in. Helium fills up a balloon. The air in a submarine gets into every nook and cranny. Water that boils becomes a gas called water vapor. How are the particles in water vapor arranged and how do they move? They move faster than the particles in liquid water do. They move so rapidly, in fact, that they completely break away from the other molecules. They are able to move freely around in the air, and can fly to any corner of a container. Now that you know about the three main states of matter, let's test a mystery substance to see what our observations tell us about its state! | |
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This activity is best completed online.
| What State of Matter Is It? Make a mystery substance in order to explore the characteristics of a solid, liquid and gas. Follow the instructions in the learning coach guide to complete this activity. |
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Lesson Assessment: States of Matter
Print this offline assessment and answer key using the links below. You will need to enter your student's results online later.
This activity is best completed online.
| Act It Out How do molecules of water act when they are in the form of ice? Water vapor? Liquid? Use your body to act out the movement of water molecules in its three states of matter. Follow the instructions in your student guide to complete this optional activity. | |||||||||
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Click "Print Lesson" button to use your browser print Student Name: Alethea
Date Printed: Jan 11, 2015
Science 3
Unit 5: Properties of Matter
Lesson 2: Changes in the States of Matter
Duration: Approx. 60 min.
There are one or more assessments in this lesson. Offline assessments and answer keys can be printed from the materials lists. Online assessments must be printed from the assessment itself within the lesson.
Firefox cannot print Flash images. The on-screen images might print as blank spaces. If you need to print this lesson, try using Internet Explorer so that all the images print.
Investigation: Freezing Points
1 day
Prepare four solutions of water and rubbing alcohol to show how the freezing points of different kinds of matter are not all the same.
Label four paper cups A, B, C, and D. Use a graduated cylinder to prepare four different solutions of water and alcohol.
Cup A: 50 mL of water.
Cup B: 30 mL of water, 20 mL of rubbing alcohol.
Cup C: 25 mL of water, 25 mL of rubbing alcohol.
Cup D: 50 mL of rubbing alcohol.
In an ice cube tray, fill one spot with liquid from Cup A. Repeat with Cups B, C and D. If you need to, make a note of which liquid is in each spot in the tray.
Put the tray in the freezer until the liquid from Cup A becomes a solid. For best results, leave the tray in the freezer at least 5 hours or overnight.
Label four paper cups A, B, C, and D. Use a graduated cylinder to prepare four different solutions of water and alcohol.
Cup A: 50 mL of water.
Cup B: 30 mL of water, 20 mL of rubbing alcohol.
Cup C: 25 mL of water, 25 mL of rubbing alcohol.
Cup D: 50 mL of rubbing alcohol.
In an ice cube tray, fill one spot with liquid from Cup A. Repeat with Cups B, C and D. If you need to, make a note of which liquid is in each spot in the tray.
Put the tray in the freezer until the liquid from Cup A becomes a solid. For best results, leave the tray in the freezer at least 5 hours or overnight.
Lesson 2: Changes in the States of Matter
| altitude | |
| The height of a thing above a reference level, especially above sea level or above the Earth's surface. The plane flew at a very high altitude when it passed over the mountains. |
| condense | |
| To change from gas to liquid. Water vapor condenses on the glass of ice water, forming droplets of liquid water. |
| evaporate | |
| To change from a liquid into a vapor. Liquids are also said to boil. After the water began to evaporate, it slowly disappeared from the pan. |
| | freeze |
| The process by which a liquid turns into a solid. Water at the North Pole freezes into glaciers. |
| | melt |
| The process by which a solid turns into a liquid. You can melt butter in a pan on the stove. |
| state | |
| Typical forms that matter takes. Solid, liquid, and gas are all states of matter. |
Investigation: Freezing Points
Supervise children carefully when working with rubbing alcohol. Avoid contact with eyes.
This activity is best completed online.
| What do ice, water, and water vapor have in common? Investigate the three states of matter to find out how molecules move as matter changes states. | | |||||||
| Lesson Overview
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This activity is best completed online.
| How Does Matter Change States? Does water stop being water when it freezes into ice? What about when it evaporates and becomes a gas? Whether it's ice, vapor, or liquid, it is still water. It just changed states. Find out what really happens when matter changes states. |
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| Imagine that you go to the freezer and take out an ice cube. You put it in a pan and wait a while. What happens to the ice cube? It melts, of course! Now imagine that you put the pan on the stove and heat the pan. What happens now? First the cold water warms up, and then it boils. If you leave it on the stove long enough, all the water in the pan disappears. What made the ice cube melt and the water boil away? Let's find out. As you know, matter exists in three states. Solids have a specific shape. Liquids take the shape of their container. Gases spread out in all directions, and so will disappear from any container that is not sealed. You also know that ice can change into liquid water, and liquid water can change into water vapor. Scientists call these events changes of state of matter. You can see the ice melt and the water boil, but what is going on inside the melting ice cube or the boiling water that makes them change from one state of matter to another? | |
| If you could look closely inside matter you would see moving particles, which move much more slowly in liquids than in gases. When you take ice out of the freezer, heat from the air makes its particles move more and break apart. If you put melted ice back into the freezer, the particles cool off, stick tightly to each other and the water changes from liquid to solid. Water changes from solid to liquid at 0°C - its melting point. Play the animation onscreen. Watch how the ice cube remains at 0°C until it melts. If you were to cool the warm water to 0°C it would begin to freeze. The melting and freezing point of water is the same temperature, 0°C. When you heat water, the particles in the water move faster, until at last they break completely away from each other and escape into the air. The water changes from liquid to gas. It reaches its boiling point and evaporates into the air as water vapor. If you cooled down water vapor, the particles slow down until the water vapor changes from a gas state back to a liquid state. This process is called condensation. | |
| All matter can change from one state to another, but what causes it to change? Think about your imaginary game with the ice cube. What changed the ice to water? Heat energy is the key factor that causes matter to change states. If you heat ice, it melts into a liquid. If you continue heating the liquid, it boils away as a gas. If you cool the gas, it condenses back into a liquid. If you cool the liquid, it freezes back into a solid. Scientists often use graphs to help them understand things. In this graph, the interesting thing is that the temperature of the solid-liquid mixture stays the same during the time the solid is melting. All the heat energy goes into melting the solid--breaking the particles apart--not raising the solid's temperature. The same is true when you boil water. The water stays exactly at the boiling point until the bonds between all the particles are broken and all the water has turned to gas. | |
| Let's look at some other kinds of matter. Melting and boiling points vary from material to material. The melting point of ice is 0° C (32° F). The boiling point of water is 100° C (212° F). But lead--a metal--melts at 327° C (621° F) and boils at 1,740° C (3,164° F). Water is liquid at room temperature, while lead, like most metals, is solid at room temperature. But mercury, which is another metal, melts at 39° below 0 degrees Celsius (-38° F). Some matter skips a state as it changes from one state to another. Dry ice, for example, is a frozen gas. As dry ice warms up it goes right from the solid state to the gaseous state. Ice-cream vendors use dry ice because it is colder than ice (it keeps the ice cream frozen) and it doesn't melt into a watery mess. It just disappears into the air! So next time you're enjoying a melting ice-cream cone, keep this in mind--you're really enjoying a change in a state of matter! | |
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This activity is best completed online.
SAFETY: Supervise children carefully when working with rubbing alcohol. Avoid contact with eyes.
| Freezing Points Do different liquids freeze at the same temperature? Investigate different concentrations of alcohol in water to find out about their freezing and melting points. Follow the instructions in your student guide to complete this activity. |
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Lesson Assessment: Changes in the States of Matter
Print this offline assessment and answer key using the links below. You will need to enter your student's results online later.
This activity is best completed online.
| Temperature Changes How do molecules move at high temperatures? Low temperatures? Look at the thermometer and see how they move at different temperatures. | |||||||||
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| Visit Miami's Museum of Science Atoms Family website. Choose oxygen, water, or copper to investigate the changes in molecules at different temperatures. Pay careful to the temperature on the thermometer, and to how the molecules move. |
Click "Print Lesson" button to use your browser print Student Name: Alethea
Date Printed: Jan 11, 2015
Science 3
Unit 5: Properties of Matter
Lesson 3: Length and Volume
Duration: Approx. 60 min.
There are one or more assessments in this lesson. Offline assessments and answer keys can be printed from the materials lists. Online assessments must be printed from the assessment itself within the lesson.
Firefox cannot print Flash images. The on-screen images might print as blank spaces. If you need to print this lesson, try using Internet Explorer so that all the images print.
For the Adult
*rocks - to fit in cylinder
*household items - of varying lengths
*container - assorted sizes (3)
*cylinder, graduated
*meter stick
*ruler, metric
Lesson 3: Length and Volume
| | meniscus [muh-NIS-kuhs] |
| A curved upper surface of a column of liquid. When we looked at the cylinder from the side, we could see the water's meniscus. |
| prefix | |
| One or more syllables that can be attached to the front of another word to change its meaning. In the word millimeter, milli- is a prefix. |
This activity is best completed online.
| How long is an eyelash? How much water will fit in a bathtub? Can you measure eyelashes and water with the same unit of measurement? Measure the lengths and volumes of several objects using various units of measurement. | | |||||||||||
| Lesson Overview
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This activity is best completed online.
| Measuring Matter How can we measure matter when it has so many different states? Learn about an easy and exact way that scientists--and you--can measure things, and discover the "power" of multiplying by 10. | |||||||||
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| With matter all around us in three states--solid, liquid, and gas--we need a good way to measure it. How else can we find out things like how tall we've grown or how much chocolate we should put in a cookie recipe? The most efficient method scientists have to measure matter is called the metric system. The basic unit of measurement in the metric system is the meter. And every measurement in the system is based on dividing or multiplying by 10. The metric system is an easy and organized way to tell the sizes of things. | |
| Measuring Length The metric system has rules for naming units of measurement. Names begin with a prefix, which determines the unit's size. The prefix kilo, for example, means 1000, so the term kilometer means 1000 meters. Below are some common names and abbreviations.
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| Measuring VolumeOnce we know how to measure length in meters, we can use meters to calculate an object's volume. Volume is the amount of space an object takes up, or the amount of space inside a container. Suppose we measure a block and find that it is 10 centimeters long, 10 centimeters wide, and 10 centimeters thick. To find the block's volume, we multiply 10 by 10 by 10 to get 1,000. But there is a special way to express volume. An object that is 1 cm by 1 cm by 1 cm is 1 centimeter cubed, or 1 cubic centimeter. The volume of our block, then, is 1,000 cubic centimeters--also written as 1,000 cm³. | |
| The cubic centimeter (cm3) is the basis for another measure of volume, the liter. A liter is 1,000 cubic centimeters. A liter is about 10 percent bigger than a quart. The rule on prefixes applies to units of volume as well. A milliliter (mL), for example, is 1/1000th of a liter. A milliliter is therefore equal in volume to a cubic centimeter. You can use either term or abbreviation. The metric system gives us a consistent way to measure. Because the metric system works so well, scientists around the world use it as the standard way to measure. Many countries have adopted the system for everyday use as well. Did your family buy a liter or a gallon of milk this week? | |
| The Power of 10 Multiplying and dividing by 10 is an easy way to measure everything, from the tiniest particle to the largest measurements in the universe. Visit Florida State University's Molecular Expressions website, and get carried away by the power of 10. |
This activity is best completed online.
| Measure Length Measure the lengths of several objects. Compare the measurements in millimeters, centimeters, and meters, and convert measurements from one unit to another. Follow the instructions in your student guide to complete this activity. |
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This activity is best completed online.
| Measure Volume How many mL of water will a bathtub hold? The amount of water a bathtub will hold is called the bathtub's volume. Practice finding the volume of various containers. Follow the instructions in your student guide to complete this activity. |
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Lesson Assessment: Length and Volume
Print this offline assessment and answer key using the links below. You will need to enter your student's results online later.
This activity is best completed online.
| More Marvelous Metrics! Visit these websites to learn more fun facts about the metric system. | |||||||||
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| Flex your metric muscles and put your powers of 10 to the test when you visit these sites. Play games to test your metric know-how. These sites make measuring volume a snap. Gamequarium: Metric System Games AAA Math: Compare Metric Prefixes Learn more about the old system called the English system. NY State Regents Exam Prep Center |
This activity is best completed online.
| Zlugs are small creatures that come in a variety of shapes and sizes. These alien creatures must be studied and catalogued, and you are just the person to do it! Use your knowledge of metric measurements to scan the Zlugs. If you do not know everything there is to know about metric measurements or Zlugs, you will learn along the way. Click on the link below to play. ZlugQuest: Measurements | |
Click "Print Lesson" button to use your browser print Student Name: Alethea
Date Printed: Jan 11, 2015
Science 3
Unit 5: Properties of Matter
Lesson 4: Mass and Weight
Duration: Approx. 60 min.
There are one or more assessments in this lesson. Offline assessments and answer keys can be printed from the materials lists. Online assessments must be printed from the assessment itself within the lesson.
Firefox cannot print Flash images. The on-screen images might print as blank spaces. If you need to print this lesson, try using Internet Explorer so that all the images print.
For the Adult
*bowl - small cereal
*bowl - Large Mixing
*plastic wrap, clear
*household item - bathtub
*string - 2'
*household item - baby oil
Investigation: Experimenting with Mass
1 day
In this Science lesson, your student will begin to understand mass by observing the force needed to move large and small blocks of ice. Prepare the ice blocks at least one day before the lesson to ensure that the blocks are frozen solid.
1. Gather two bowls--a large mixing bowl and a small cereal bowl.
2. Line each bowl with plastic wrap. Completely cover the inside of each bowl, letting the extra wrap drape down the sides.
3. Fill each bowl ¾ full of water.
4. Drape half of a 1-foot length of string into each bowl. When the water freezes, you will need to be able to pull the ice block with the string, so allow some length for doing so.
5. Freeze the water overnight, or until it is solid.
1. Gather two bowls--a large mixing bowl and a small cereal bowl.
2. Line each bowl with plastic wrap. Completely cover the inside of each bowl, letting the extra wrap drape down the sides.
3. Fill each bowl ¾ full of water.
4. Drape half of a 1-foot length of string into each bowl. When the water freezes, you will need to be able to pull the ice block with the string, so allow some length for doing so.
5. Freeze the water overnight, or until it is solid.
Lesson 4: Mass and Weight
| mass balance | |
| A tool that measures mass, sometimes just called a balance. We used the mass balance to find the mass of the toy. |
| spring scale | |
| A tool that measures weight. We weighed the coins with the spring scale. |
Investigation: Experimenting with Mass
The bathtub will be very slippery. Don't allow student to stand in the tub until you've thoroughly washed it with soap and water.
This activity is best completed online.
| Imagine going to the moon as an astronaut. Would you weigh the same there as you do here on Earth? No. On the moon you could bounce all around because you would weigh less. But how is that possible? Your body is the same size and shape. It's made of the same stuff. The answer is that your body's mass doesn't change, but its weight does. | | |||||||||
| Lesson Overview
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This activity is best completed online.
| Understanding Mass and Weight Gain an understanding of mass, defining it as resistance by an object to change of its motion by a force. Learn about the units of mass and how to use a balance to measure mass. Finally, begin to see how mass and weight differ from one another. |
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| Do you remember what weight is? What about mass? Would you weigh the same on the moon as you do here on Earth? Would you have the same mass? | |
| Everything that you see around you--from a cloud to a lazy dog to a piece of spaghetti--is made up of matter. Even things you can't see, like air, are also matter. Matter just means "stuff." And all matter has mass. But what is mass? Imagine holding two stones made of the same material, but one stone is five times as big as the other. You could say they are different because one weighs more. But what if you took them to outer space? Now you have two stones that both weigh the same--zero! But they are still very different. How would you explain the difference now? You might say one stone has "more to it" than the other does. It's bigger, bulkier--it has more stuff. A scientist would say that the smaller stone has less mass and the larger stone has more mass. One way to think of mass, then, is the amount of matter an object has. | |
| Think of those two stones again. You could see they were different by their size, even far out in space where both stones are weightless. Is there any other way to tell which one has more mass? Sure--the more massive stone will be harder to get moving. Even if they were sitting on a block of slippery ice, it would take more to move the big stone than the little one. Imagine you start with both stones not moving. Now apply the same force to both stones on ice. You'd see that, after a few seconds, the smaller one would be going much faster than the larger one. If you did this same experiment in outer space, you'd get the same result. Mass is really the amount of resistance to force. Having more mass means it is harder to change the object's motion. | |
| We can compare masses using a mass balance (or balance for short). By placing the large stone on one side of the balance and the small stone on the other side, you can tell which stone has more mass. The side with the large stone will move down and the side with the small stone will move up. In this way you can compare any two objects to determine which has more mass. A balance will even work on the moon, or anywhere else, except in zero gravity. As long as the objects weigh something, the object with more mass will be heavier than the object with less mass. You can also use a balance to measure mass precisely. Place the object you want to measure on one side and slowly add blocks of a known mass to the other side. When the balance is level, add up the total masses of the blocks to find the mass of the object. | |
| Scientists use units of the metric system to measure mass. The basic unit of mass is called a kilogram. How much is a kilogram? By holding a liter of water, you can feel how massive a kilogram is (minus the container). In the metric system, the units that measure mass are powers of 10 (10, 100, 1000, etc.) larger or smaller than a kilogram. For example, a gram is 1/1000th of a kilogram. A penny's mass is about 2 grams. Below are units of mass in the metric system: 1 gram (g) = 0.001 kg 1 milligram (mg) = 0.001 g = 0.000 001 kg 1 tonne (t) = 1000 kg (In the United States, 1000 kg is sometimes called a metric ton.) The important thing to remember is that a gram is a unit of mass. | |
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| Now think about those two stones once more. We know about their mass, but what about their weight? Weight is different than mass, but the difference is a simple one. Mass is how much stuff is in an object. Weight is the force of gravity on that stuff. How do we measure the weight of an object? A spring scale is a tool that measures weight directly. You place an object on the tray. Gravity pulls down on the object and the spring stretches by a certain amount. Now you can read the object's weight on the scale's indicator. In the metric system, force is measured in units called newtons. | |
| Imagine taking the spring scale and the stone back to the moon on your next trip. Would the rock weigh the same on the moon? No. Because gravity is six times less on the moon, the stone would weigh six times less than it does on the Earth--just as your body would. But the mass of the stone would stay the same. It would be just as hard to get the stone moving on the moon as it was on Earth. Can you see how mass and weight are different? | |
This activity is best completed online.
SAFETY: The bathtub will be very slippery. Don't allow student to stand in the tub until you've thoroughly washed it with soap and water.
| Experimenting with Mass How easy is it to move two blocks of ice with different masses? Which one will be easier to move? Experiment and find out! |
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Lesson Assessment: Mass and Weight
Print this offline assessment and answer key using the links below. You will need to enter your student's results online later.
This activity is best completed online.
| What Do You Weigh on Jupiter? Do you weigh the same on Jupiter as you do on Earth? Visit this website to find out! Follow the instructions in your student guide to complete this activity. | |||||||||
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| Exploratorium: Your Weight on Other Worlds Enter your weight and click Calculate. Scroll down to see what you would weigh on the moon and on all of the planets in our solar system. |
This activity is best completed online.
| Zlugs are small creatures that come in a variety of shapes and sizes. These alien creatures must be studied and catalogued, and you are just the person to do it! Use your knowledge of metric measurements to scan the Zlugs. If you do not know everything there is to know about metric measurements or Zlugs, you will learn along the way. Click on the link below to play. ZlugQuest: Measurements | |
Click "Print Lesson" button to use your browser print Student Name: Alethea
Date Printed: Jan 11, 2015
Science 3
Unit 5: Properties of Matter
Lesson 5: Properties of Matter Unit Review and Assessment
Duration: Approx. 60 min.
There are one or more assessments in this lesson. Offline assessments and answer keys can be printed from the materials lists. Online assessments must be printed from the assessment itself within the lesson.
Firefox cannot print Flash images. The on-screen images might print as blank spaces. If you need to print this lesson, try using Internet Explorer so that all the images print.
For the Adult
*gelatin dessert mix - 1pkg.
*bowl - Large Mixing
*ruler, metric
*ice - cubes, 1 cup
*plastic wrap, clear
*pan - baking, 9"x13"
*club soda - or soda, 1 cup
*pot - medium
Biography: Properties of Matter Unit Review
1 day
Your student will review the properties of matter by making a simple gelatin recipe. Before the lesson, you will need to purchase a 4-serving package of gelatin dessert mix, and some club soda or carbonated fruit drink. You will also need a 9" x 13" glass baking dish or gelatin mold.
Your student will measure her ingredients. Clean the metric ruler and graduated cylinder thoroughly before using them to measure food.
Your student will measure her ingredients. Clean the metric ruler and graduated cylinder thoroughly before using them to measure food.
Biography: Properties of Matter Unit Review
This lesson involves eating or working with food. Check with your doctor, if necessary, to find out whether your student will have any allergic reaction to the food.
Never leave your student unattended near a stove, oven, or microwave.
This activity is best completed online.
| Can you identify the three states of matter? How does matter change when heated or cooled? Test your knowledge on the properties of matter in this Unit Review. | | |||||
| Lesson Overview
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This activity is best completed online.
SAFETY: This lesson involves eating or working with food. Check with your doctor, if necessary, to find out whether your student will have any allergic reaction to the food.
Never leave your student unattended near a stove, oven, or microwave.
| Properties of Matter Unit Review Can you identify the three forms of matter? How does matter change when you heat or cool it? Test your knowledge on the properties of matter in this unit review. |
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Unit Assessment: Properties of Matter
Print this offline assessment and answer key using the links below. You will need to enter your student's results online later.
This activity is best completed online.
| Zlugs are small creatures that come in a variety of shapes and sizes. These alien creatures must be studied and catalogued, and you are just the person to do it! Use your knowledge of metric measurements to scan the Zlugs. If you do not know everything there is to know about metric measurements or Zlugs, you will learn along the way. Click on the link below to play. ZlugQuest: Measurements | |
Click "Print Lesson" button to use your browser print Student Name: Alethea
Date Printed: Jan 11, 2015
Science 3
Unit 5: Properties of Matter
Lesson 6: Semester Review and Assessment
Duration: Approx. 60 min.
There are one or more assessments in this lesson. Offline assessments and answer keys can be printed from the materials lists. Online assessments must be printed from the assessment itself within the lesson.
Firefox cannot print Flash images. The on-screen images might print as blank spaces. If you need to print this lesson, try using Internet Explorer so that all the images print.
For the Adult
*book - Science Notebook
This activity is best completed online.
| Do you remember charting the weather in your area using your weather records? Can you tell how a vertebrate is different from an invertebrate? What is an ecosystem? How do climates in different ecosystems compare? What properties does matter have as you heat and cool it? Prepare for the Semester Assessment by reviewing all the amazing things you've learned. | | |||||
| Lesson Overview
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This activity is best completed online.
| Semester Review Review lesson objectives introduced throughout the semester. |
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| | Precipitation is water that comes from the sky. What are the four types of precipitation? [1] How does each type of precipitation form? [2] |
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Answer(s):
[1]
[1] rain, snow, sleet, and hail
[2] Rain forms as tiny water droplets hit other water droplets and fall to the ground. Snowflakes form as water freezes into crystals. Sleet is rain that freezes on the way to the ground. Hail starts as frozen raindrops, then wind tosses them back up and more layers of ice form around the first frozen drops.
[2] Rain forms as tiny water droplets hit other water droplets and fall to the ground. Snowflakes form as water freezes into crystals. Sleet is rain that freezes on the way to the ground. Hail starts as frozen raindrops, then wind tosses them back up and more layers of ice form around the first frozen drops.
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
[3]
If you prefer, your student can record his/her answers in his/her Science Notebook.
| | Fronts bring changes in the weather. Click Start, and explain what happens at a cold front. [3] What kind of weather often happens at a cold front? [4] How does the weather change as a cold front passes? [5] |
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Answer(s):
[1]
[3] At a cold front, cold air pushes underneath warm air. Warm air cools as it rises. The water vapor in the warm air condenses to forms clouds.
[4] Cold fronts move fast. They make strong winds, heavy rains, and thunderstorms.
[5] The sky clears and the weather gets cooler.
[4] Cold fronts move fast. They make strong winds, heavy rains, and thunderstorms.
[5] The sky clears and the weather gets cooler.
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
| | Click start and explain what happens at a warm front. [6] What kind of weather often happens at a warm front? [7] How does the weather change as a warm front passes? [8] |
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Answer(s):
[1]
[6] Warm, moist air bumps into and creeps up over the cold air.
[7] Light winds and high, wispy cirrus clouds appear. Thick, low stratus clouds can follow and bring rain or snow. Precipitation usually lasts longer at a warm front, because warm fronts usually move slower than cold fronts.
[8] The sky clears and the weather becomes warmer.
[7] Light winds and high, wispy cirrus clouds appear. Thick, low stratus clouds can follow and bring rain or snow. Precipitation usually lasts longer at a warm front, because warm fronts usually move slower than cold fronts.
[8] The sky clears and the weather becomes warmer.
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
| | Weather forecasters measure changes in air pressure to help them predict what kind of weather is on the way. High pressure usually brings what kind of weather? [9] What kind of weather usually comes with a low-pressure system? [10] |
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Answer(s):
[1]
[9] dry and sunny
[10] clouds and some sort of precipitation
[10] clouds and some sort of precipitation
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
| | What do all vertebrates have in common? [11] What types of vertebrates are pictured here? [12] How could you know for certain that an animal is a fish? What about an amphibian? A reptile? A bird? A mammal? [13] |
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Answer(s):
[1]
[11] All vertebrates have a backbone.
[12] a fish, amphibian (a frog), reptile (a lizard), a bird, and a mammal
[13] All fish have gills, scales, and fins. Amphibians lay their eggs in water. They live part of their life on water and the other part on land. Amphibians breathe using their lungs and their moist skin. Reptiles have dry, scaly skin. They lay their eggs on land. A bird has wings and a constant internal body temperature. Their body temperature remains the same in different weather. A mammal can be born live (but some hatch from an egg). Mammals have hair at some point in their lives. They have a constant internal body temperature.
[12] a fish, amphibian (a frog), reptile (a lizard), a bird, and a mammal
[13] All fish have gills, scales, and fins. Amphibians lay their eggs in water. They live part of their life on water and the other part on land. Amphibians breathe using their lungs and their moist skin. Reptiles have dry, scaly skin. They lay their eggs on land. A bird has wings and a constant internal body temperature. Their body temperature remains the same in different weather. A mammal can be born live (but some hatch from an egg). Mammals have hair at some point in their lives. They have a constant internal body temperature.
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
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Answer(s):
[1]
[14] Living and nonliving organisms interacting with each other and their environment. The desert, tundra, boreal forest, deciduous forest, and tropical rain forest are examples.
[15] Answers vary: Tundra: the climate is cold and icy. Tundra is located near the Arctic Circle. Boreal Forest: the climate includes long, cold winters and short, warm summers. Located in northern Europe, Asia, and Canada. Rain Forest: warm and wet. The rain forest is either tropical or temperate. Located in South East Asia and South America. Decidous Forest: the climate is mild and moist with four different seasons. Located between the equator and the colder north all around the world. Grasslands: are found in Africa, Central America, and Australia. Desert: dry and sandy or dry and rocky. Deserts are found in Africa and Australia. Freshwater: found in all climate zones. Animals include ducks, and geese. Marine: found in all climate zones. Animals include all types of fish, dolphins, sharks, and seals.
[15] Answers vary: Tundra: the climate is cold and icy. Tundra is located near the Arctic Circle. Boreal Forest: the climate includes long, cold winters and short, warm summers. Located in northern Europe, Asia, and Canada. Rain Forest: warm and wet. The rain forest is either tropical or temperate. Located in South East Asia and South America. Decidous Forest: the climate is mild and moist with four different seasons. Located between the equator and the colder north all around the world. Grasslands: are found in Africa, Central America, and Australia. Desert: dry and sandy or dry and rocky. Deserts are found in Africa and Australia. Freshwater: found in all climate zones. Animals include ducks, and geese. Marine: found in all climate zones. Animals include all types of fish, dolphins, sharks, and seals.
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
| | Describe how atoms move in solids, liquids, and gases. [16] |
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Answer(s):
[1]
[16] Atoms in a solid move slightly but do not change their position. In a liquid, atoms vibrate too much to stay in a fixed position. Atoms in a gas move freely.
[2]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
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Answer(s):
[1]
Review your student activity sheets and Science notes from this semester. Spend more time with the experiments that your student found difficult, and discuss the results. Pose a question from the main objectives of these activities (e.g., "How are birds able to fly?" "How are birds different from reptiles?"), and have your student explain his/her answers.
Semester Assessment: Semester 1
Print this offline assessment and answer key using the links below. You will need to enter your student's results online later.
This activity is best completed online.
| Zlugs are small creatures that come in a variety of shapes and sizes. These alien creatures must be studied and catalogued, and you are just the person to do it! Use your knowledge of metric measurements to scan the Zlugs. If you do not know everything there is to know about metric measurements or Zlugs, you will learn along the way. Click on the link below to play. ZlugQuest: Measurements | |
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