Atlas Curriculum Management Unit Map 2012-2013 P.S. 105 the Blythebourne Post, Ellen

Unit Map 2012-2013 P.S. 105 The Blythebourne Post, Ellen / Unit 3 2011-2012 / Grade 4 (P.S. 105 The Blythebourne) Wednesday, November 28, 2012, 11:25AM

Unit: Unit 3 Science –Our Physical World (2/4/2013-4/19/2013 or approx. 9 complete school weeks)

Standards NYS Core Science Curriculum

 2.1c Water is recycled by natural processes on Earth. • evaporation: changing of water (liquid) into water vapor (gas) • condensation: changing of water vapor (gas) into water (liquid) • precipitation: rain, sleet, snow, hail • runoff: water flowing on Earth’s surface • groundwater: water that moves downward into the ground3.1a Matter takes up space and has mass. Two objects cannot occupy the same place at the same time.

 3.1a Matter takes up space and has mass. Two objects cannot occupy the same place at the same time.

 3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.

 3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

 3.1d Measurements can be made with standard metric units and nonstandard units. (Note: Exceptions to the metric system usage are found in meteorology.)

 3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers, and graduated cylinders.

 3.1f Objects and/or materials can be sorted or classified according to their properties.

 3.1g Some properties of an object are dependent on the conditions of the present surroundings in which the object exists. For example: • temperature - hot or cold • lighting - shadows, color • moisture - wet or dry

 3.2a Matter exists in three states: solid, liquid, gas. • solids have a definite shape and volume • liquids do not have a definite shape but have a definite volume • gases do not hold their shape or volume

 3.2b Temperature can affect the state of matter of a substance.

 3.2c Changes in the properties or materials of objects can be observed and described. NYS: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects PreK–5 NYS: 4th Grade , Reading: Informational Text Key Ideas and Details 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

NYS: 4th Grade , Writing Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Big Ideas Essential Questions What makes up our world? Essential Question Scientific Content • Why does the mass of an object remain constant regardless of its location? Enduring Understandings • How can I determine the physical properties of matter? •Matter is neither created nor destroyed •How can matter be changed? •An object is the sum of its parts • How are mass and volume different? (particles) and can be grouped by its • How do different forms of water exist on Earth? observable and measurable properties. Scientific Inquiry •Physical properties can be observed • How can we identify problems to solve in science? through the senses or measured with • How can we investigate a problem we select? measuring tools. • Why is it important to make and follow a written plan or procedure •The mass of an object will always stay when we carry out an investigation? the same, but the weight can change. • How do we communicate the results of our investigations to others? •Some objects are too small to be seen without magnification.

•Temperature variations cause a physical change to the state of water. Leading Questions •Our questions about the world can be tested • What is matter? through experimentation using the scientific • What are the 3 states of matter? method • How are solids, liquids and gases similar? How are they different? • How can we change the state of matter? • What are the properties of matter? • How can we observe the properties of matter? • How can we measure the properties of matter? • With which units do we use to measure the properties of matter? • How is water recycled? • How do we conduct an experiment?

Content Skills/Strategies A Suggested Progression of Learning Students will do the following: Intentions/Lessons:  apply the principles of the scientific method when s/he experiments Weeks 1 - 2  ask questions about matter in the world around him or her 1.Matter, an overview  form hypotheses at the beginning of an experiment a. has mass (the amount of matter inside) and volume (takes up space)  make predictions about what will happen during the experiment b. made of particles you cannot see with your  observe what happens with his or her senses eyes  measure the results with appropriate tools and units c. can be changed, for example, by adding  record and organize the results using different visual and heat, but never destroyed graphic representations  interpret what was observed orally and in writing Weeks 3 - 4 2. Properties of matter  analyze the causes and effects of different phenomena observed a. 3 States: solid (rigid shape, crystalline  draw conclusions about his or her research particles), liquid (take the shape of what holds  reflect on his or her research and learning and use it as a it, sliding particles) and gas (no shape, springboard for new questions bouncing particles) b. Has mass, volume, density c may have color/shadows, texture, temperature (hot/cold), moisture (wet/dry), definitive shape, length, width, height and flexibility

Weeks 5 - 6 3. Observing and describing properties of matter a. with the 5 senses b. with hand lenses, microscopes and view finders c. sketch or write descriptions in science journals

Weeks 5 - 6 4. Measuring properties of matter a. measurement tools for: length (rulers, tape measures), mass/weight (scales, balances), volume (measuring cup, dropper, graduated cylinder), temperature (thermometer, signs of boiling)

Week 7 and reinforced during experimentation throughout the unit 5. Units of measure for matter a. metric (meter, gram, liter, Celsius) b. metric pre-fixes (math tie-in for operations in base ten): milli-, centi-, deci-, kilo-…) c. non-standard (inches, pounds, cups, farenheit)

Weeks 8-9 6. Water is recycled a. water cycle b. parts (evaporation, condensation, precipitation, runoff, groundwater)

*Opportunities for Experimentation throughout all 9 weeks (see activities below) 7. The Scientific Method a. steps of the process b. interpreting, displaying and communicating results

Assessment/ Performance Task Performance: Authentic Task Students will choose an experiment on matter to conduct in groups using the scientific method. After they observe what happens, collect and organize their data and analyze their results, students will write a lab write-up or a report of information that does the following: explains their hypothesis (introduction), describes their steps (body), interprets their results (body) and states their conclusion. They may choose to present their data with a table, graph or diagram depending on the nature of their experiment.

Paper Assessment: Life Cycle Assessment from Harcourt Press (handed-out)

Learning Activities Resources/Touchtone Texts/Field Trips Learning Activities Lab Sheets Measurement: On-line Lab Report Maker Measuring the length, mass and volume of a http://www.teach-nology.com/web_tools/science_lab/ regular solid Template http://www.vrml.k12.la.us/4th/science/Science http://www.sd91.bc.ca/frenchj/Students/Lab%20Sheet _by_Unit08/4th_SC_Unit1/UN1Act2_SC.htm %20Template%20MS%20Word.htm

Eureka! The greater the mass an object has, the greater the displacement of water when the object is placed in a basin or tub http://explorable.com/displacement- Lab Sheets for the Lab “Does air have mass?” experiment http://www5.mgsd.k12.nc.us/staffsites/jpendleton/Great_ Barrier_Reef/Does_Air_Have_Mass_files/Air%20Mass Which container has the greatest volume? %20Lab%20Report.pdf Put the same volume of liquid in several containers with very different shapes. Ask the children to choose the container they think has Suggested Shared Reading Texts: the greatest volume and explain why. Then, Science Text Book: ask them how you would design an experiment “Changes in the State of Water” and “Heat Makes the to figure out which container had the greatest Difference,” Chapter 10, pp. 352-353 volume [using measurement]. Conclusion: our “The Water Cycle,” Chapter 8, pp. 268-273 perceptions can be deceiving! We need to measure accurately to find out true results. Common Core Science Books: Solid, Liquid, Gas: What is matter? By Erica Smith Scientific Method through Group A Drop of Water: a Book of Science and Wonder by Walter Experiments: Wick Which liquid has the greatest density (same Nature’s Patterns: Water Cycle by Monica Hughes volume, different mass)? Pg. 341 of science text book Suggested Read Alouds:

Does water contain molecules? Common Core Science Books: https://wow.osu.edu/experiments/States The Cloud Book by Tommy DePaola %20of%20Matter/Is%20the%20Glass%20of Water Dance by Thomas Lockner %20Water%20Full%3F Cloud Dance by Thomas Lockner Letting Swift River Go by Jane Yolen Which solids will dissolve? Pg. 357 of the text book Additional Read Aloud Books: The Magic School Bus at the Water Works Do all liquids evaporate at the same rate? The Magic School Bus Wet all Over https://wow.osu.edu/experiments/States %20of%20Matter/Evaporation Instructional Websites to Explore:

Will salt or sugar affect water evaporation? Harcourt Science Text Book Site (Chapter 8 (water) and http://www.scienceprojectlab.com/4th-grade- Chapter 10 (matter)) science-fair-project.html#Salt_evaporation http://www.harcourtschool.com/menus/science/grade4_nl .html Sink or float? Testing buoyancy http://sciencenetlinks.com/lessons/sink-or- MathMol – Matter is discussed at an elementary level float/ http://www.nyu.edu/pages/mathmol/textbook/4gradecover.html

How can we design a boat that will float? Brainpop – States of Matter and States of Matter Advanced http://sciencenetlinks.com/lessons/buoyant- http://www.brainpop.com/science/matter/statesofmatter/ boats/ BBC – Shows particles in solids, liquids and gases and how they interact Does air have mass? when heat is added http://www.bbc.co.uk/schools/gcsebitesize/chemistry/structure/particlesfr http://www5.mgsd.k12.nc.us/staffsites/jpendle ev1.shtml ton/Great_Barrier_Reef/Does_Air_Have_Mass. html Reference: Introduction information on the states of matter (Some of this Does air have volume? information is above fourth grade level) https://wow.osu.edu/experiments/Gases/Air http://www.chem4kids.com/files/matter_intro.html %20Takes%20Up%20Space%20-%20Tissue %20in%20a%20Cup%20%20 Interactive: Play games to reinforce skills about the states of matter http://www.quia.com/custom/2202main.html

States of Matter Activities: Reference: Good information to use with Matter unit TONS of Graphic Organizers http://www.cdli.ca/CITE/matter.htm http://webs.morton709.org/elementary/4th/sci ence/web-based-projects/States%20of Discovery Education %20Matter%20Unit.pdf http://streaming.discoveryeducation.com/

Field Trip:

Marine Park Environmental Center