I. Grade Level: Second Grade

Grade Two Goal 3

Messy Matter

Writers: Kimberly Newman Jill White

1 I. Grade Level: Second Grade

II: Unit Title: Changes in Matter

III. Unit Length: 3-4 weeks

IV. Major Unit Goal/Learning Objectives: The learner will be able to: o Observe and conduct investigations identifying the three states of matter: solids, liquids, and gases o Observe the changes in the states of matter due to heating and cooling o Explain how heat can move from one object to another o Identify the properties of each form of matter o Observe that mixtures can be combined and separated again o Observe how to mix materials together to form a new material which is different from original materials

V. Objective Chart Unit Title: Changes in Matter Number of Weeks: 3-4 Number Competency or Objective RBT Tag 3.01 Identify three states of matter: B 2  Solid  Liquid  Gas 3.02 Observe changes in state due to heating and cooling C 2 of common materials. 3.03 Explain how heat is produced and can move from C 3 one material or object to another. 3.04 Show that solids, liquids, and gases can be B 2 characterized by their properties. 3.05 Investigate and observe how mixtures can be made C 2 by combining solids, liquids, and gases and how they can be separated again. 3.06 Observe that a new material is made by combining C 2 two or more materials with properties different from the original material.

2 VI. ELD/EC: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

LEP Modifications:  Write vocabulary words on sentence strips with the definition. Put picture(s) next to the word for visual support or use a physical action(s) as needed. Post words on a word wall throughout the unit and/or have students make a mini- dictionary.  During experiments partner Entering LEP students with someone who can give additional support with directions and recording data. Beginning, Developing, Expanding, and Bridging LEP students will function best in mixed ability groups.  Create a realia shelf, and display and label all items to be used in the unit (I.E., thermometer, goggles, measuring cup)  Find additional multi-media resources, trade books, and posters to provide visual support while building background.

VII. Materials and Equipment This is a list of all the materials necessary for the activities in this unit. What you need of each item is also listed at the beginning of each lesson plan. Each lesson will have a list of materials needed for the lesson. Please read through each lesson prior to teaching and make preparation for the necessary materials.

o access to a freezer o solid antacid table containing sodium bicarbonate o aluminum foil o aluminum pan o baking soda o balloons o bathroom cups o book Bartholomew and the Oobleck by Dr. Seuss o bowl for mixing

3 o bubble recipe o buttons o chex cereal o clothes pins o construction paper o corn starch o corn syrup o crayons o cups (clear plastic) o cups (clear, preferably glass) o data sheet o dish detergent o film canisters (empty) o flashlights o flour o food coloring o glue o glycerin o goggles (one pair for each student) o heat source (hot plate, sun, candle) o helium balloon (blown up) o ice cubes o Jello o large container o large jar o marshmallows o measuring cups o measuring spoons o milk or half and half o mixing bowl (large) o model of the rocket students will build o nails o newspaper o oil o pans (small aluminum tart pans work well) o paper o paper towels

4 o peanuts (if no allergies) o pencils o pictures of hot air balloons o pie pans o plastic bottles with lids (small) o plastic trays o post-it notes o pretzels o raisins o rice o rock salt o rubber bands o shelf/table (waterproof) o spoons o spoon (large for mixing – wooden or plastic) o stop watches o sugar o tape o thermometers o trays o vanilla o vinegar o washers o water o wooden geometric solid shapes o yardsticks o zipper bags (pint and gallon size)

VIII. Big Ideas a. Systems, order and organization b. Evidence, models and explanation c. Constancy, change and measurement

IX. Unit Notes This unit is designed to take 3 - 4 weeks. Some lessons and experiments may take several days to complete. Pace it as you need to depending on your classroom and children. All experiments need to be set up ahead of

5 time. All examples need to be tried by the teacher before doing it with the students. Depending on your student population and access to materials, you may want to make a finished product ahead of time to show them. Some examples of a finished product need to be put together ahead of time. Materials can be modified and changed as necessary. Be sure you have all rules in place before an experiment begins. This unit is designed to be interactive and fun.

Be sure to use appropriate protective eyewear when substances may get into students’ eyes. It’s never too early to think safety!

A book is a great lead in for a lesson or an event to motivate students or create interest in the topic during the engagement stages. Using fiction is great for young children to peak their interest. When using non-fiction be careful not to give too much information. You will want students to discover as much as possible independently.

The vocabulary in this unit is intended to introduce the students to new science related terminology. It is mainly for exposure and does not need to be taught in isolation. It will be in bold face print throughout the unit. Help your children incorporate the words in their daily studies in verbal, pictorial, and written form.

X. Global Content

NC SCS Grade 21st Century Skills Activity

Communication Skills

3.01, 3.02, 3.03, Conveying thought or opinions Lesson E, Lesson G, 3.04, 3.06 effectively Lesson H, Lesson J

3.01, 3.06 When presenting information, Lesson C distinguishing between relevant and irrelevant information

Explaining a concept to others

6 n/a Interviewing others or being interviewed

Computer Knowledge

n/a Using word-processing and database programs

n/a Developing visual aides for presentations

n/a Using a computer for communication

n/a Learning new software programs

Employability Skills

3.01, 3.02, 3.03, Assuming responsibility for own Lesson A – J 3.04, 3.05, 3.06 learning

3.01, 3.02, 3.03, Persisting until job is completed Lesson A-J 3.04, 3.05, 3.06

3.01, 3.02, 3.03, Working independently Lesson A-J 3.04, 3.05, 3.06

n/a Developing career interest/goals

3.01, 3.02, 3.03, Responding to criticism or Lesson A-J 3.04, 3.05, 3.06 questions

Information-retrieval Skills

n/a Searching for information via the computer

n/a Searching for print information

7 n/a Searching for information using community members

Language Skills - Reading

3.01, 3.02, 3.03, Following written directions Lesson A-J 3.04, 3.05, 3.06

3.01, 3.02, 3.03, Identifying cause and effect Lesson A –J 3.04, 3.05, 3.06 relationships

Summarizing main points after n/a reading

n/a Locating and choosing appropriate reference materials

n/a Reading for personal learning

Language Skill - Writing

n/a Using language accurately

3.01, 3.02, 3.03. Organizing and relating ideas Lesson C, Lesson C, 3.04, 3.05, 3.06 when writing Lesson G, Lesson H, Lesson J

n/a Proofing and Editing

n/a Synthesizing information from several sources

n/a Documenting sources

n/a Developing an outline

n/a Writing to persuade or justify a

8 position

n/a Creating memos, letters, other forms of correspondence

Teamwork

3.01, 3.02, 3.03, Taking initiative Lesson A-J 3.04, 3.05, 3.06

3.01, 3.02, 3.03, Working on a team Lesson A-J 3.04, 3.05, 3.06

Thinking/Problem-Solving Skills

3.01, 3.02, 3.03, Identifying key problems or Lesson A-J 3.04, 3.05, 3.06 questions

3.01, 3.06 Evaluating results Lesson C

3.01, 3.06 Developing strategies to Lesson C address problems

n/a Developing an action plan or timeline

Changes in Matter Unit Content Overview

All forms of matter have different properties. In this unit students will observe and conduct investigations in the changes of those properties. They will observe that matter can be mixed and separated as well as react together to form new material(s) through a chemical reaction. They observe how heat is an important factor in the changes of states.

9 Matter makes up all things and has mass and volume. Matter can be described by the amount of material in it (mass) or the amount of space it takes up (volume). We use the properties of matter to investigate matter. Properties tell us how something looks, tastes, smells, feels or sounds. All substances are made of small particles. How close the particles are depends on the temperature and the state of matter they are in. There are 3 forms of matter: solid, liquid, and gas.

A solid has its own shape and keeps its shape unless acted upon by something external. The particles of a solid are very close together. Some solids are magnetic. An example of a solid is a wooden block. An example of a solid which can be magnetized is a paperclip. One tool that helps solids be compared to each other is a balance, which measures the mass of the object.

A liquid is a form of matter that does not have its own shape. It takes the shape of its container. A liquid does have a definite volume, regardless of the shape of its container. The molecules of a liquid have more space between them than a solid. All liquids can flow--some slow, some fast. Some things float on liquids and some things sink in liquids. An example of a liquid is water. When you pour a liquid to another container, it takes the shape of that new container.

A gas does not have a definite shape or volume. It fills up all the space of the container that it is in—taking the shape and volume of that container. We cannot see most gases. An example of a gas is oxygen. Air is a mixture of gases. Air fills up a balloon. The molecules of a gas are very far apart. Gases can expand to fill a container or compress to fill a container. The shape and volume of a gas is determined by the shape and volume of the container it is in.

Adding heat can cause a substance to undergo a change of phase (another name for changing physical state). Changing from a solid to a liquid is called melting. The melting point of a substance is the temperature where the solid has an increase in heat that changes it from a solid to a liquid (i.e. ice melting to water). Removing heat (cooling) can also cause a substance

10 to undergo a phase change. Changing from a liquid to a solid is called freezing. The freezing point of a substance is the temperature where a liquid loses enough heat to change from a liquid to a solid (i.e. water turning to ice). Melting point and freezing point of a substance are the same temperature; they are just named differently depending on whether the substance is being heated from solid to liquid (melting) or being cooled from liquid to solid (freezing).

The temperature at which a liquid boils is called the boiling point of that substance. When a gas cools, it will change to its liquid state and this is called condensing. The temperature at which the gas changes to liquid is called the condensing point. Boiling point and condensing point of a substance are the same temperature; they are just named differently depending on whether the substance is being heated from liquid to gas (boiling) or being cooled from gas to liquid (condensing).

Water is a substance that everyone is familiar with in all three states of matter: ice (solid), water (liquid), and water vapor (gas). When heat is added to ice, it changes from a solid to liquid (water). When more heat is added, it changes its state of matter yet again to a gas (water vapor). As the heat is removed from water vapor, the cooling process begins and water can change back to a liquid (if enough heat is removed). Continuing the cooling process once the vapor has condensed to form a liquid can lead to the state becoming solid (if enough heat is removed).

Resources and Children’s Books Bartholomew and the Oobleck by Dr. Seuss Balloon Farm by Harvey Potter Make Mine Ice Cream by Melvin Berger Magic School Bus Gets Baked In A Cake Magic School Bus Ups and Downs

11 Table of Contents

Lesson A - Properties of Solids NCSCOS 3.04 Lesson B - Properties of Liquids NCSCOS 3.04 Lesson C - Rocket Power NCSCOS 3.01 & 3.06 Lesson D - Mix it up, Shake it up, Take it all apart NCSCOS 3.05 Lesson E – What’s The Matter? (notebooking) NCSCOS 3.01, 3.02, 3.03, & 3.04 Lesson F - Watch It Wiggle NCSCOS 3.01, 3.02, & 3.06 Lesson G – Will it Blow? (notebooking) NCSCOS 3.01 & 3.04 Lesson H – Can You Make it Dance? (notebooking) NCSCOS 3.01 & 3.04 Lesson I – Making Ice Cream NCSCOS 3.01, 3.02, 3.04, & 3.06 Lesson J – Oobleck (notebooking) NCSCOS 3.01 & 3.06

12 Lesson A - Properties of Solids

Objective: 3.04 Show that solids, liquids, and gases can be characterized by their properties. Language (ELP) Objectives for LEP Students: The student will be able to:  Listen and respond to an oral discussion about different properties of solids

 Explain how an ice cube can change properties

Content Blast: A solid is one form of matter. Solids have various properties and can be sorted by these properties. Solids have shapes of their own and can be observed using our senses. Solids have a definite shape and volume. Solids have a distinct use because of their properties.

Materials: o Various solids such as: . wooden geometric solid shapes . buttons . nails . washers . clothes pins . rubber bands . pencils . crayons

Place these objects in zipper bags prior to lesson. The number of bags you need will depend on the number of groups you plan to work with. Prepare other bags for introduction (engage lesson). You will need one of each. o 1 bag with solid shapes o 1 bag with water o 1bag with air o 1 bag closed with nothing in it. (Make sure the bag is flattened, with all the air out of it.)

13 Engage: Show students the bag with the water in it. Ask them what is in the bag. Most likely they will say water. Explain that water is a liquid. Show students the bag with the solids in it. Ask them what is in the bag. Hopefully they will name the object that you put in the bag. Refer to the object as being a solid. Next show students the bag with the air in it. Ask them what is in the bag. Most likely they will say “nothing”. Show them the bag that is still closed and flat. Explain that that bag contains nothing. Refer back to the bag of air for discussion to lead to identification of air and explain that air is a gas. Tell students that most materials may be classified as a solid, liquid, or gas.

Ask students to list some things that are solids. Explain that today they will learn about solids and will later learn about liquids and gases. Make a list on chart paper or on the board. In a 21st century classroom you could use a word document to make the list. Accept all reasonable answers. After the list is generated ask students to tell some of the characteristics or properties of the solids.

LEP Modification: Begin a word box/list for the unit, and add these words: solid, liquid, gas, properties, characteristics. Provide visuals and/or physical action when introducing vocabulary.

Explore: Give students the prepared bags of solid materials. Have them observe the objects in the bag and list the properties of each solid and record on the data sheet (attached). LEP Modification: Teacher needs to model recordkeeping on the data sheet using an overhead projector or white board. Ensure that Entering and Beginning LEP students have additional support during group activities (I.e., peer buddy).

Explain: Each solid has properties of its own. Some of the solids share the same properties even though they are different items. The properties of the solids are essential to its use.

Elaborate: Ask students if the properties of a solid can be changed? Change the properties of a solid. Give each student an ice cube in a zipper bag. Challenge each student to change the properties of that solid as quickly as possible. They should be able to time the results and record the

14 methods they used to change the properties. Follow-up in a group by discussing the different methods used to melt the ice cubes and the results.

Evaluate: o Accurate recording of data on sheet o Discussion during engagement o Discussion among groups during exploration LEP Modification: Entering and Beginning LEP students will not be able to participate fully in the discussion, but may be called upon to give one word or short phrase answers if pictures and vocabulary words are available in a word box to assist them. Ask simple WH-questions and allow more wait time for students to process question and give a response. To be able to recall/use vocabulary, LEP students need the support of a word box on the whiteboard or a word list on chart paper.

15 Lesson B - Properties of Liquids

Objective: 3.04 Show that solids, liquids, and gases can be characterized by their properties.

Language (ELP) Objectives for LEP Students: The student will be able to:  Discuss with group and class about recorded findings from P observations.

 Describe the properties of a liquid.

Content Blast: A liquid is a form of matter. Liquid can be characterized by many properties by color, thickness and smell. Liquids also pour and flow. It does not have a shape of its own, but a liquid takes the shape of the container it is in. Liquids also have a definite volume, regardless of the shape of the container.

Materials:

LEP Modification: Add measuring cups and spoons to the realia shelf and label them.

o water o cups o measuring cups o measuring spoons o dish detergent o food coloring o oil o corn syrup o small plastic bottles with lids o glycerin o bubble recipe o flashlights o bags from previous lesson on solids

16 Engage: Show students the bag with solids again. Ask students to tell what is in the bag. This time they should identify the objects as a solid. Show the bag with the water. Hopefully they will identify as a liquid. Showing the bag with air will hopefully be identified as a gas. If not, review from the previous lesson. Ask students to give you a list of the properties of liquids. What makes a liquid different from a solid? What are some of the properties that are alike for both? Does a liquid have a shape of its own? LEP Modification: Write the differences and similarities about the properties of solids and liquids on a Venn Diagram (chart size). Use gestures and modeling during discussion. Explore: Set up stations to allow students a chance to explore various liquids. The number of centers you set up will depend on the number of groups you will choose to manage. For this lesson it is suggested that you set up three. In one station students will need the bottles containing water, water with food coloring, and oil. The second station will need water, dish detergent, milk, and corn syrup. They will need to observe the liquids in each container without opening the containers. If necessary you might want to tape the lids so they will not be able to open them. The third station should contain water, dish detergent, measuring cups, measuring spoons, glycerin, recipe for making bubbles and bubble wands. Bubble wands can be made using florist wire. Allow students to work at each station and then rotate to the other stations. Have students record their findings on the data sheet provided.

Explain: Liquids can change shape in the bottle. This is demonstrated when the bottle is turned on its side, slightly to one side, and even upside down. The thickness of the liquid determines the time it takes the liquid to move in the container. Dish detergent, water, and glycerin bonds together to form a solution that can be used to blow bubbles. When light is introduced it interacts with the liquid in different ways. Clear liquids allow the light to pass through meaning it is transparent. Translucent liquids allow some light through, but you cannot see through a translucent liquid. Opaque liquids do not allow any light to pass through.

LEP Modification: Add the words “transparent” , “translucent”, and “solution” to the unit word box/list. Provide students with a visual and/or physical action for each new word.

17 Elaborate: Is it possible to separate liquids when they are mixed? (example: oil and water) What about mixing solids with solids? Can they be separated? What about solids and liquids mixed together? (example: Italian dressing) Any combinations can be made to elaborate on the lessons. Additional information can be obtained by searching on the Internet. As you use these lessons, it is very easy to include math concepts such as measurement. (Ex. capacity, weight, and/or temperature)

Evaluate: o Accurate collection of data or notebooking o Accurate measurement o Use of vocabulary in discussion

LEP Modification: Entering and Beginning LEP students will not be able to participate fully in the discussion, but may be called upon to give one word or short phrase answers if pictures and vocabulary words are available in a word box to assist them. Ask simple WH- questions and allow more wait time for students to process question and give a response. To be able to recall/use vocabulary, LEP students need the support of a word box on the whiteboard or a word list on chart paper.

18 Lesson C - Rocket Power (Day 1) This lesson will take at least three days to complete. It can be done in three consecutive days or spread out to accommodated the classroom schedule.

Objective: 3.01 Identify three states of matter:  Solid  Liquid  Gas 3.06 Observe that a new material is made by combining tow or more materials with properties different from the original material.

Language (ELP) Objectives for LEP Students: The student will be able to:  Construct a rocket by following written and oral directions

 Discuss different ways to create a gas to launch a rocket

Content Blast: There are three states of matter: solids, liquids, and gases. When matter combines chemically to form substance, a chemical reaction takes place. The product is a new substance (compound) and may also be in the form of a different state of matter than the material(s) you started with, the reactants. A mixture is made when two substances are physically combined (example: placed together and stirred, like making lemonade) and no new substance is made.

Materials: LEP Modification: Add a film canister to the realia shelf and label it.

o empty film canisters o construction paper o glue o model of the rocket students will build o geometric shapes

19 Engage: Show students a model of the rocket they will construct. You will need to make one ahead of time to show them. By having this visual the discussion of geometric shapes should flow more easily. Ask them what they will need to make a rocket. Discuss and review geometric shapes and measurements.

Explore: Students will be given materials to build rockets. Give them the opportunity to measure, cut, and construct their rockets based on the engagement activity above. Students will need at least 30 minutes (maybe more) depending on the ability level, to construct their rocket. LEP Modification: Provide directions both orally and written with visuals, facial expressions, gestures, and teacher modeling. Entering, Beginning, and Developing LEP students may need additional support from a partner. Students should do this activity with a partner.

Explain: The film canister is a cylinder and will be used to hold the solid and liquid that will form a gas to power or launch their rocket. Attached to the cylinder will be a rectangle (3” X 5”) that will go around the rocket and give the canister a little more height. A circle cut in half is used to construct the cone at the top. Two triangles are cut and then cut in half to glue to the bottom of the rocket for the fins.

Elaborate: Discuss ways students will be able to launch their rockets using a gas. What solids and liquids do they think could be combined to produce a gas? LEP Modification: LEP Students will need visual support and modeling to complete these activities. During the ELABORATE discussion, provide Entering, Beginning, and Developing LEP students with a list of choices and solicit “yes/no” answers as needed.

Evaluate: o Use or rulers and measurement o Following directions o Discussion about geometric shapes

20 Lesson C - Rocket Power (Day 2)

Objective: 3.01 Identify three states of matter:  Solid  Liquid  Gas 3.06 Observe that a new material is made by combining two or more materials with properties different from the original material.

Language (ELP) Objectives for LEP Students: The student will be able to:  Discuss with group the best mixture to make a gas.

 Write or draw the steps used to find the best mixture for a launching gas.

Materials: LEP Modification: Add solid antacid tablet containing sodium bicarbonate, baking soda, flour, vinegar, and thermometers to the realia shelf and label them.

o solid antacid table containing sodium bicarbonate o baking soda o flour o sugar o water o vinegar o cups o trays

21 o measuring cups o measuring spoons o stop watches o data sheet o paper towels o thermometers o goggles (one pair for each student)

Engage: Discuss ways we might be able to launch rockets. Ask students what might be a safe way to power their rockets. Ask them to think about what they know about solids, liquids, and gases. What could they combine to cause a chemical reaction that would power their rocket?

Explain that they will be mixing solids and liquids to produce a gas that will build pressure inside the canister and pop the cap off so the rocket is propelled into the air. (Make sure the students understand that simply mixing any solid and liquid will not produce gas. This is depended on the reactants and the products formed.) Each center will need to be set up for exploration and students will need to record their data to determine the best combination for launch day. Remind students of safety rules such as wearing goggles at all times, cleaning up spills as soon as possible to prevent slipping, do not taste any mixtures and waft to smell.

LEP Modification: Students will need a few examples to understand a chemical reaction (e.g. paper or wood burning). It might be helpful for them to see a video or a series of pictures of a rocket launch. Use modeling, gestures, and facial expressions when giving safety instructions.

Explore: Set up stations for students to combine solids and liquids to make a gas. Provide data sheet for recording so they will be able to determine the best combination to launch their rocket. One station will need vinegar, flour, solid antacid tablet containing sodium bicarbonate, cups, trays, measuring cups, spoons. The second station will need water, baking soda, flour, cups, measuring cups, spoons. (This station will not cause a reaction.) Station three needs vinegar, baking soda, sugar, cups, measuring cups, spoons. Station four needs water, solid antacid tablet

22 containing sodium bicarbonate, baking soda, cups, measuring cups, spoons. You may need to encourage students to use some of the tools such as thermometers or stop watches. They will also need to be reminded to record the data on their sheet. This will be the information they will need to decide what they will actually use to launch their rocket. They will only get one chance to launch so information needs to be carefully analyzed.

LEP Modification: Entering LEP students will need to be with a partner that can offer additional support with recording data. Other LEP students can participate in mixed ability groups.

Explain: Some solids and liquids when mixed can cause a chemical reaction and produce a gas. Students will want to come up with the best combination with the best reaction time to successfully launch their rockets. Flour and sugar are not necessarily needed but give them more options for exploration. Students should be able to determine this with some guidance from the teacher. Most students will choose a combination that will be effective. If not, further guidance will be needed for those students.

Elaborate: Students could research how rockets are fueled in NASA’s space program. Have students write about the process they used to test the various materials to find a combination for launching their rockets. They can also predict how high the rocket might travel when launched.

LEP Modification: Find trade books and websites commensurate with LEP students’ reading level for the research activity.

Allow Entering LEP students to draw pictures and Beginning LEP students to draw and label pictures of their process used for testing.

A sentence frame can be used to assist students with writing predictions.

I think my rocket will travel ______.

Let students use measuring tools to make predictions.

Evaluate:

23 o Discussion during engagement o Recording of data on sheet o Selection of combination to launch rocket. LEP Modification: Entering LEP students can point to their group’s choices of materials.

24 Lesson C - Rocket Power Launch Day (Day 3)

Objective: 3.01 Identify three states of matter:  Solid  Liquid  Gas 3.06 - Observe that a new material is made by combining two or more materials with properties different from the original material. Language (ELP) Objectives for LEP Students: The student will be able to:  Record rockets’ altitudes and discuss reasons for the different altitudes.

 Write or draw a reflection about making and launching a rocket.

Materials: o shelf/table (waterproof) o yardsticks o tape o post-it notes o small bottles (4) o water o vinegar o solid antacid table containing sodium bicarbonate o baking soda o stop watches o data sheets (from previous lesson) o paper towels

25 Engage: Make preparations for launch. Students should have decided the combination they will use to launch their rocket. Set up a place outside for the launch since this activity is messy. An example of the workable set up uses a plastic shelving unit. Attached with Velcro to the legs are a series of yardsticks. A tag is placed on the yardstick marking each foot beginning at the base of the top shelf. Using the shelf unit eliminates the need to bend over the rocket that is getting ready to pop.

Explore: Allow each student to launch their rocket while others watch and determine the distance each rocket travel in the air. Place water, and vinegar in small containers with lids that can squirt the liquid from the container. It is more manageable for working with excited children. Students should place their solids in the canister first and then put in the liquid. The reaction can be delayed slightly by placing a small piece of paper towel in the canister after the solid is placed in and before the liquid is placed in the canister. This delay will give you time to put the cap on the canister and sit it on the shelf.

Explain: Remind students that this solid (sodium bicarbonate) when mixed with the liquid (vinegar) produces a gas (carbon dioxide) which as it builds up inside the film canister takes up so much space the lid from the canister is forced off and propels the rocket in the air. (Note that there are other products beside the carbon dioxide such as aqueous solution of sodium acetate (NaC2H3O2).) The amount of solids and liquids contribute amount of carbon dioxide gas which contributes to the height of the launch.

Elaborate: Write about the process of building the rockets, testing the various materials, and the launching of the rockets. Make a graph of the estimated height of each launch. Which rockets went higher than the others? What might have been the causes?

LEP Modification: Entering, Beginning, and Developing LEP students will need support with writing their reflection. Accept labeled drawings from Entering LEP students. Short phrases with drawings are acceptable from Beginning LEP students. Developing LEP students can write short phrases or sentences using a sentence frame. Teacher should provide students with a word/phrase bank for the activity. I made a rocket using_____. I used ____ and ____ for the fuel. I launched my rocket and it went up ______feet.

Allow Expanding and Bridging LEP 26students to use a word box/list to work independently. 27 Lesson D - Mix it up, Shake it up, Take it all apart

Objective: 3.05 Investigate and observe how mixtures can be made by combining solids, liquids, and gases and how they can be separated again.

Language (ELP) Objectives for LEP Students: The student will be able to:  Follow written directions for making trail mix.

 Describe process for making trail mix and separating solids using transitional words (i.e., first, second, next, then, finally). Content Blast: A mixture is made when two substances are physically combined, but no chemical reaction takes place (no new, different substance is made). When combining solids, some solids can be combined and then taken apart. Some solids when mixed with liquids can also be taken apart using evaporation. Mixing liquids with other liquids together can be difficult to separate. A heterogeneous mixture is one in which the components are not integrated throughout the entire mixture such that they cannot easily be “picked apart.” An example of a heterogeneous mixture is a box of rocks and marshmallows—easy to pick apart, not integrated throughout. A homogeneous mixture is one in which the components are spread evenly throughout…and generally more difficult to “pick apart.” An example of a homogeneous mixture is flat soda (after the gas bubbles have been released). Another example is vinegar (acetic acid and water). When two or more substances combine to form a homogeneous mixture, it is called a solution.

Materials: LEP Modification: Add a recipe written on a recipe card to the realia shelf and label it.

o chex-type cereal o peanuts (if no allergies) o marshmallows o pretzels

28 o raisins o zipper bags

Engage: LEP Modification: Add the following words to the unit word box/list: recipe, separate, and mixture. Provide students with a visual or physical action when adding words to the unit word box/list.

Ask students to think about solids they could mix together. Generate a list of ideas students give. Ask them what they might do if they mixed solids together but no longer wanted them together. Can the solids be separated again? How? (You may need to remind students that mixing does not mean reaction. In this lesson, the focus is on mixing and physically separating the matter.) Use pattern blocks and unifix cubes as an example. Have students come and mix the items together in a bowl or zipper bag. Have other students come and separate the items. Tell students they are going to make a snack where they will combine solids together to make a trail mix. Let them know that if they do not like something they will be able to take it out of the mixture.

Explore: Provide each group with the snack materials listed above. Include measuring spoons and the recipe they will need to follow. Each student will need a zipper bag to combine their snack food in and mix. Allow time for students to follow the written directions on the recipe, measure the ingredients, and mix their snack. After everyone has mixed their snack allow time for students to eat their snack, reminding them to separate any ingredients they do not like.

Alternate: If you do not wish to use food to illustrate this concept, LegosTM/building blocks of different size/color may be substituted to make the “goodie bags.”

LEP Modification: Entering and Beginning LEP students may have difficulty reading and following the recipe, so they can be the ones who measure or mix. Encourage students to rehearse transition words, “first, second, next, then, finally” as they add ingredients. This will support subsequent writing activities.

29 Explain: Solids maintain a shape of their own making it easier to separate them from each other.

Elaborate: If time permits you can have students mix sugar and water or salt and water together and evaporate the water leaving behind the solid.

Evaluate: o Mixing solids to make snack o Reading recipe o Measuring ingredients o Discussion during engagement

LEP Modification: Entering, Beginning, and Developing LEP students will need support of visuals and vocabulary word box/list to participate in a class discussion. Teacher should ask simple, direct WH-questions and provide ample wait time for LEP students to respond. Gesturing and modeling during the discussion, and reinforcing pronunciation also need to be included.

30 Lesson E – What’s The Matter? (notebooking)

Objective: 3.01 Identify three states of matter: solid, liquid, gas 3.02 Observe changes in state due to heating and cooling of common materials 3.03 Explain how heat is produced and can move from one material or object to another 3.04 Show that solids, liquids, and gases can be characterized by their properties

Language (ELP) Objectives for LEP Students: The student will be able to:  Predict what will happen to water when it is placed in a freezer.

 Explain why ocean water does not freeze.

Content Blast: Water is a substance that everyone is familiar with in all three states of matter: ice (solid), water (liquid), and water vapor (gas). When heat is added to ice, it changes from a solid to liquid (water). When more heat is added, it changes its state of matter yet again to a gas (water vapor). As the heat is removed from water vapor, the cooling process begins and water can change back to a liquid (if enough heat is removed). Continuing the cooling process once the vapor has condensed to form a liquid can lead to the state becoming solid (if enough heat is removed).

Materials: LEP Modification: Add aluminum foil to the realia shelf and label it.

o plastic trays (for an ice cube to melt on) o ice cubes o 2 clear cups, preferably glass o pans (small aluminum tart pans work well) o aluminum foil (cut in squares to place on ice cubes) o spoon

31 o access to a freezer o heat source (hot plate, sun, candle) Due to safety, this part will be done by the teacher with the children observing ** Each set of children (4) will need a pan, ice cube and small piece of aluminum foil. If you have enough supplies, the children can work in smaller groups or alone

Engage: Show the children a cup full of ice. Ask the children “What is this? How did it get like this? Where did I get the ice from? What will happen to the ice if it stays in the cup in the room on the counter? Why will that happen? Where could we put the cup of ice so it would stay ice? Why there?” Show them the cup of water. Ask “Where can you get water from? Where do you think the water in this cup came from? How do you know? Is the water in this cup warmer or cooler than the ice cubes? What will happen to the ice if the water is poured into the cup of ice? Why? How do you know? What will happen to the water if it is poured into the cup of ice? Why? How do you know? What sometimes happens to the outside of cups that have ice and liquid in them? Why?”

LEP Modification: Gesturing and modeling need to be included during engagement discussion. Provide direct, simple WH-questions to Entering and Beginning LEP students. Students at these levels may point to responses, or give one word or short phrase responses.

Explore: Give each set of 4 children a pan, an ice cube and a square piece of aluminum foil. Have the ice cube in the pan. Ask the children to observe the ice cube and describe what is happening and why. Have them pick up the pan carefully and feel under it. Ask them to tell you how it feels and why. Have them put the pan back down and place the square piece of aluminum foil, shiny side up, on the ice cube and watch what happens. Ask them what is happening and why. Have them feel the spot that appears on the foil and describe how it feels. Note to teacher: This next part is teacher-led due to safety. Scoop up a spoon full of water in the spoon. Hold the spoon over the flame of a candle (modify this as you need to depending on what heat source you have). Ask the children to watch what is happening and have them describe it and why it is happening. Put the pans of water in a freezer. Discuss what they think will happen and why. After a bit, pull them out and see if their predictions were correct.

32 Explain: When the ice was in the cup, the air was warmer than the ice and therefore the ice began to melt, turning into water. As ice it was a solid. The melting caused it to turn into liquid, water. When you put the water in the spoon over the open flame, the water heated up causing it to evaporate. It changed to another state of matter, gas which was the water vapor.

Changing from a solid to a liquid is called melting. The melting point is the temperature where a solid has an increase in heat to change from a solid to a liquid (example: ice melting to water). Changing from a liquid to a solid is called freezing. The freezing point is the temperature where a liquid loses enough heat to change from a liquid to a solid (example: water turning to ice). These temperatures are the same, just called different things depending on what process is going on.

The temperature at which a liquid changes to a gas (example: water changing to steam) due to heating is called the boiling point. When a gas cools, it will change to its liquid state and this is called condensing (example: steam condensing to liquid, like on the underside of the lid of a pot used in cooking). The temperature at which this occurs is called the condensing point. These temperatures are same, just called different things depending on which process is occurring.

LEP Modification: Add the following words to the unit word box/list: freezing, melting, condense, boiling point, and freezing point. Provide a visual and/or physical action for each new term.

Elaborate: Discuss the ocean and seas. Do they freeze? Why or why not? Do another experiment and try to freeze salt water. You’ll want to do some research on salinity. Do it with the children on the internet. You could also try to freeze different kinds of water (pond, lake, river, bottled, etc.) and see if there are any differences. A fun thing to freeze is make homemade freeze pops.

Evaluate: Discussion, participation, notebooking, demonstrations, vocabulary

33 LEP Modification: Allow Entering and Beginning LEP students to draw and label predictions. A sentence frame can also be used to assist Developing LEP students (i.e., I think the water will ______.) Provide Entering LEP students with a peer buddy to assist with writing experiment data in notebook. Additional teacher modeling will need to be given to Beginning and Developing LEP students with writing experiment Lesson F data.

34 Lesson F - Watch It Wiggle

Objective: 3.01 Identify three states of matter: solid, liquid, gas 3.02 Observe changes in state due to heating and cooling of common materials 3.06 Observe that a new material is made by combining two or more materials with properties different from the original material

Language (ELP) Objectives for LEP Students: The student will be able to:

 Explain the process for making Jell-O.

 Compare the trail mix and the Jell-O experiment using key vocabulary

Content Blast: Matter makes up all things and has mass and volume. Matter can be described by measuring the amount of material in it (mass) or the amount of space it takes up (volume). We use the properties of matter to investigate matter. Properties describe how something looks, tastes, smells, feels or sounds. Properties can also tell us how a substance reacts (or doesn’t react): for example, Lessons C and D.

All substances are made of small particles. How close the particles are depends on the temperature and the state of matter they are in. There are 3 forms (states) of matter: solid, liquid, and gas.

When you combine 2 or more types of matter, you either have a chemical reaction (like when brownies are baked—different substance than the batter) or no chemical reaction (a mixture is formed, like trail mix).

Materials: o 1 package of flavored gelatin (ex: Jell-OTM) (check number of servings – be sure you have enough for all the children to have some) o items for making gelatin (read package for ingredients) o pan to put gelatin in o spoon

35 o bowl for mixing (If possible, you could have little plastic bathroom size cups or ice trays and pour the gelatin mixture into the cups and refrigerate them individually.)

Engage: Discuss different things kids eat. Have the kids tell you things they eat and make a list. Pick an item and discuss how it is made (list ingredients). Discuss if you use heating or cooling to make it. Ask the kids what would happen if you tried to take it apart after you have used the heat or cooling to make it? Could you do it?

LEP Modification: Direct simple WH-questions to Entering and Beginning LEP students. All LEP students can participate in discussion about a familiar topic.

Explore: Show the children all the items you have to make gelatin. Have them tell you what you need to do. Ask them how we know how to make it. Have a child read it and others help with the mixing of the ingredients. If you want to/feel like you can, you can have the children make the gelatin in groups and work together to make individual servings.

LEP Modification: Ensure that groups for this activity are mixed ability. Entering and Beginning LEP students may not be able to assist with reading directions, but can participate by mixing or measuring ingredients.

Explain: Discuss with the children about mixing different forms/kinds of matter. The gelatin powder is a solid; water is a liquid; and when you put them together as the directions say and cool them, it makes a solid-like substance. (The gelatin, once congealed, is a colloid--which is a special type of heterogeneous mixture. No chemical reaction has taken place.) You have to use cold to make it turn into the solid-like substance that you can eat. You can leave some out after it has been refrigerated and as it gets warm, it will turn back into a liquid mixture. But, show and stress that you cannot separate the gelatin by letting it stand or filtering it.

Elaborate: Make other things such brownies, bread, etc. Show heating and cooling can make other kinds of matter that cannot be broken back into

36 their original forms. (Note that brownies and bread have chemical reactions occurring not simply changing a state of matter.)

Evaluate: Demonstration, participation, vocabulary, discussion

LEP Modification: Provide Entering, Beginning, and Developing LEP students with additional visuals, gesturing, and modeling during discussions. Ask direct, simple WH-questions to Entering and Beginning LEP students and accept one word or short phrase responses during discussion. Make sure new vocabulary list is present and that pronunciation of new words is reinforced.

37 Lesson G – Will it Blow? (notebooking)

Objective: 3.01 Identify three states of matter: solid, liquid, gas 3.04 Show that solids, liquids, and gases can be characterized by their properties

Language (ELP) Objectives for LEP Students: The student will be able to:  Listen and respond to class discussion about the properties of gas

 Write or draw in science notebook the results of the balloon experiment.

Content Blast: A solid has its own shape and keeps its shape unless it is acted upon externally (example: cutting a piece of paper). The molecules of a solid are very close together. An example of a solid is a wooden block. Some solids are magnetic. An example of a solid which can be magnetized is a paperclip. One way in which solids can be compared is with a balance, which measures the mass of the object.

A liquid is a form of matter that does not have its own shape. It takes the shape of its container. The molecules of a liquid have more space between them than a solid. All liquids can flow, some slow, some fast. Some things float on liquids and some things sink in liquids. An example of a liquid is milk. When you pour a liquid to another container, it takes the shape of that new container.

A gas has no shape of its own. It fills up all the space and extra space it can find. We cannot see most gases. An example of a gas is air. Air fills up a balloon. The molecules of a gas are very far apart. Gases will expand to fill a container or compress to fill a container. The shape and volume of a gas is determined by the shape and volume of the container it is in.

Changing from a solid to a liquid is called melting. The melting point is the temperature where a solid has an increase in heat to change from a solid to

38 a liquid (example: ice melting to water). Changing from a liquid to a solid is called freezing. The freezing point is the temperature where a liquid loses enough heat to change from a liquid to a solid (example: water turning to ice). These temperatures are the same, just called different things depending on what process is going on.

Materials: LEP Modification: Add a picture of a hot air balloon to the realia shelf and label it.

o pictures of hot air balloons o different things that need to be blown up or are blown up o helium balloon (blown up) o water bottles o balloons (to fit over the mouth of the water bottles) o baking soda o vinegar o paper

Engage: Bring in different things that are blown up/inflated or need to be blown up/inflated. Discuss with the children how these things get blown up/inflated. How do we make it so they are full of air? (You can also bring in a helium balloon which is a different kind of gas that is used to blow up/inflate something up). You can show pictures of hot air balloons too. Discuss how they get blown up/inflated.

Explore: Show the children the vinegar, water bottles, balloons, baking soda, and vinegar (I have the baking soda in a plastic bag and ask the children what it is. They say lots of things! This is a great time for a quick lesson on safety and what you do if you find something like that and don’t

39 know what it is. I also do the same thing with the vinegar, but put it in a clear cup.) Tell the children we need to make the balloon blow up/inflate with these ingredients. Give them a clue: Tell them we are going to use a solid and a liquid to make a gas. The gas will blow up/inflate the balloon. Remind the students that this is a chemical reaction and not simply a change of state. Let them explore and see if they can figure out what needs to be done. (Teacher information: Make a funnel with the paper (twist it into a megaphone type shape with a very small end and put that end in the balloon). Put the funnel in the mouth of the balloon. Add about a teaspoon of baking soda in the funnel and shake it into the balloon. Fill the water bottle about 1/3 of the way full with vinegar. Put the mouth of the balloon on the mouth of the water bottle (be sure it is on there good or it will pop off! If it does, it will make a little mess, but will not hurt anything.). Lift the balloon up and let the baking soda fall into the vinegar. The baking soda will react with the vinegar making a gas which will blow up/inflate the balloon. The gas that is made is carbon dioxide (which is the same thing we exhale).) LEP Modification: Add carbon dioxide to the unit word box/list, and practice pronunciation. Provide a visual and/or physical action for students.

Explain: The baking soda reacts with the vinegar and makes a gas which blows up/inflates the balloon. The baking soda is a solid, the vinegar a liquid and when you mix the two, they make a gas, carbon dioxide, which blows up/inflates the balloon.

Elaborate: Try the experiment with other liquids the children suggest and see what happens. Investigate as to why the other liquids have a reaction or not.

Evaluate: Demonstration, discussion, participation, vocabulary, notebooking LEP Modification: Ask direct, simple WH-questions to Entering and Beginning LEP students. Provide visuals, gesturing and modeling during experiment and follow-up discussion. Accept one word or short phrase responses from Entering and Beginning LEP students. Provide Entering and Beginning LEP students with a peer buddy to assist with entering responses in science notebook. Accept labeled drawings as responses.

40 Lesson H – Can You Make it Dance? (notebooking)

Objective: 3.01 Identify three states of matter: solid, liquid, gas 3.04 Show that solids, liquids, and gases can be characterized by their properties

Language (ELP) Objectives for LEP Students: The student will be able to:

 Predict what will happen to the “solids” in the experiment.

 Describe the results of the experiment using key vocabulary.

Content Blast: A solid has its own shape and keeps its shape unless acted upon by something external. The particles of a solid are very close together. Some solids are magnetic. An example of a solid is a wooden block. An example of a solid which can be magnetized is a paperclip. One tool that helps solids be compared to each other is a balance, which measures the mass of the object.

41 Materials: o rice o vinegar o baking soda o pan for overflow o something to stir the baking soda in the jar o large jar (Like a pickle jar from a restaurant--just ask, they’ll often give it to you. You can do this on a smaller scale with mayonnaise-size jars and let the children do it on their own. Be sure to have pans under their jars for overflow!)

Engage: (I have the baking soda in a plastic bag and ask the children what it is. They say lots of things! This is a great time for a quick lesson on safety and what you do if you find something like that and don’t know what it is. I also do the same thing with the vinegar, but put it in a clear cup.)

Discuss Will It Blow? and/or Rocket Power which both contained the chemical reaction between vinegar and baking soda. Discuss how they worked and what happened. Show the children the materials. Tell them this experiment is kind of the same reaction, but this time we want to make the rice dance.

Explore: Let them explore and try to figure out how to make to work. If no one figures it out, this is how it works. Put quite a bit of baking soda in the bottom of the jar (the more baking soda, the more bubbles you have and those are important in this experiment). Sprinkle a bathroom size cup of rice in the jar (sprinkle it so they spread throughout the bottom of the jar if possible). Generously pour vinegar in the jar. You will see a reaction immediately and it will probably overflow. This is fine and the kids love it. After it slows down a bit, you should start to see gas bubbles and they should be attaching themselves to the rice, picking it up and bringing it to the top. When the bubbles reach the top, they pop and the rice falls back to the bottom of the jar. This will continue as long as there is enough baking soda and vinegar in the jar to react. Sometimes, you have to stir the baking soda up. It is o.k. to add more baking soda and vinegar. If you have had to show the kids, let them now try it on their own.

LEP Modification: Provide Entering LEP students with a partner for this activity. Put pairs or groups together by mixing abilities of students.

42 Explain: The baking soda reacts with the vinegar and makes a gas, which is in the bubbles. Those bubbles attach to the pieces of rice and the float up to the top of the liquid. When they reach the top, they pop. The rice then falls back down to the bottom of the jar. The baking soda is a solid, the vinegar a liquid and when you mix the two, they react to form a gas, carbon dioxide.

Elaborate: Try the experiment again using different liquids and different items like broken pieces of spaghetti, raisins, popcorn kernels, etc.

Evaluate: Discussion, demonstration, vocabulary, participation, notebooking

LEP Modification: Ask direct, simple WH-questions to Entering and Beginning LEP students. Provide visuals, gesturing, and modeling during discussions. Accept one word or short phrase responses from Entering and Beginning LEP students. Provide Entering and Beginning LEP students with a peer buddy to assist with writing responses in science notebook. Accept labeled drawings as responses.

43 Lesson I – Making Ice Cream

Objective: 3.01 Identify three states of matter: solid, liquid, gas 3.02 Observe changes in state due to heating and cooling of common materials 3.04 Show that solids, liquids, and gases can be characterized by their properties 3.06 Observe that a new material is made by combining two or more materials with properties different from the original material

Language (ELP) Objectives for LEP Students: The student will be able to:  Explain the process for changing the ice cream mixture from a liquid to a solid using transitional words (i.e., first, second, next, then, finally)

 Follow oral instructions for making ice cream.

A gas does not have a definite shape or volume. It fills up all the space of the container that it is in—taking the shape and volume of that container.

44 We cannot see most gases. An example of a gas is oxygen. Air is a mixture of gases. Air fills up a balloon. The molecules of a gas are very far apart. Gases can expand to fill a container or compress to fill a container. The shape and volume of a gas is determined by the shape and volume of the container it is in.

Materials: LEP Modification: Add rock salt to the realia shelf and label it.

o 1 tablespoon of sugar o ½ cup of milk or half and half o ¼ teaspoon of vanilla o 6 tablespoons Rock salt o 1 pint-size Ziploc plastic bag o 1 gallon-size Ziploc plastic bag o ice cubes o spoons o bathroom cups (This is enough for 2 children. There are many recipes for this. If this one doesn’t work for you, you can go online and find other ones.) ** This is a good activity to do outside.

Engage:

LEP Note: All LEP students should have prior knowledge about ice cream. LinkThi discussion and engagement activity to what the students already know to help them participate in the activity and the discussion.

Read a book about ice cream. Discuss ice cream and places we can get it. Discuss properties of ice cream how it feels, smells, tastes, looks, etc.) Discuss how it is made and if any of the children have ever made it. Tell the children we are going to make our own ice cream today.

Explore: The teacher will have to set each bag up. To make each bag: 1. Fill the large bag half full with ice, add the rock salt, seal the bag. 2. Put milk (or half and half), vanilla and sugar in the small bag, seal the bag.

45 3. Place the small bag in the large bag and seal the large bag again. 4. Have the children take turns shaking the mixture until it freezes. This usually takes about 5 minutes. 5. Take out the small bag, rinse it off, carefully open it up, fill up each of the bathroom size cups as much as you can and enjoy!

Explain: Changing from a liquid to a solid is called freezing. The freezing point is the temperature where a liquid loses enough heat to change from a liquid to a solid (ie, water turning to ice). In this experiment, the ingredients mixed together because of the shaking and the ice and rock salt made it freeze turning the individual ingredients which were mixed up into a new substance called ice cream which is a solid. You mixed a solid, some liquids and used cooling to cause a change.

Elaborate: Try making different kinds/flavors of ice cream.

Evaluate: Demonstration, participation, vocabulary, discussion

LEP Modification: Ask simple WH-questions to Entering and Beginning LEP students. Provide visuals, gesturing, and modeling during the discussion. Accept one word or short phrase responses from Entering and Beginning LEP students. Pronunciation of new vocabulary should be practiced.

46 Lesson J – Oobleck (notebooking)

Objective: 3.01 Identify three states of matter: solid, liquid, gas 3.06 Observe that a new material is made by combining two or more materials with properties different from the original material

Language (ELP) Objective for LEP Students: The student will be able to:

 Discuss the solid and liquid qualities of oobleck

 Write or draw a reflection about oobleck. Content Blast: A solid has its own shape and keeps its shape unless. The molecules of a solid are very close together. Some solids are magnetic. An example of a solid is a wooden block. An example of a solid which can be magnetized is a paperclip. One way in which solids can be compared is with a balance, which measures the mass of the object.

Materials: LEP Modification: Add a box of corn starch to the realia shelf and label it.

o newspaper (enough to cover all surfaces they will be working on) o pie pans (1 per 2 children) o 4-5 boxes of cornstarch o access to water o large mixing bowl o strong wooden or plastic spoon o food coloring

47 o sandwich size Ziploc bags o large container for water (or a water hose outside) o paper towels o gloves (optional) o Book Bartholomew and the Oobleck by Dr. Seuss

Engage: (I have the cornstarch in a plastic bag and ask the children what it is. They say lots of things! This is a great time for a quick lesson on safety and what you do if you find something like that and don’t know what it is. I also do the same thing with the water, but put it in a clear cup.) A great way to introduce this stuff is to read Bartholomew and the Oobleck by Dr. Seuss. You will want to read it ahead of time to yourself. It is a long story and may need to be paraphrased. After reading this story, discuss the characteristics of Oobleck based on what the children saw in the story. List the characteristics.

LEP Modification: During the story stop to paraphrase or retell parts to LEP students by reducing vocabulary, acting out, and simplifying the text.

Explore: NOTE: Set up rules before playing with Oobleck – 1. It is to stay OVER the newspaper! 2. It is for your hands, ONLY! 3. Do not scratch/itch/wave your hands around, etc. If you do, it will get all on whatever you are over, just like in the book. It needs to stay OVER the newspaper!

Make the Oobleck ahead of time and make different colors. This helps the children see that the color does not affect the actual Oobleck. NOTE: Oobleck should flow when you tip the bowl and resist when you hit or rub it with your fingers. If you rest your hand in it, your hand will slowly sink down. To make the Oobleck, put 2 cups of water in the bowl and add green food coloring. Add 1 box of cornstarch to the water. You will need to fold the Oobleck when mixing it (like kneading bread dough). It is easiest to use your hands, but know that they will be a bit colorful for the rest of the day. Continue to add water and cornstarch until you get the consistency stated above. When you get that consistency, make another batch, but make it a different color. When done, let the children “play” with the Oobleck. Have them investigate with their eyes first and tell you descriptive words about what they see. List those words. Have them touch it with one finger. Ask them again to describe it to you what they are feeling. Have

48 them then play with it. While playing, ask them to try to form it into a ball. It will form, but will not stay in a ball unless it is moving. Place your hand in it and see what it does (slowly sinks). If some drops on the newspaper, that is fine. You will notice that the newspaper begins to look wet. It draws the water out of the Oobleck. If it gets on the carpet, let it dry and then vacuum it up. When you are done letting them explore, have each child fill up a Ziploc bag from their pan to take home. This also helps with clean up. When cleaning their hands, DO NOT USE THE SINK!! It will clog a sink. Have them rinse their hands outside with a water hose or in a large container full of water. When you dispose of the remaining Oobleck, it is fine to put it outside because the water in it evaporates and the cornstarch does not hurt the plant life. Rinse your containers outside as well. LEP Modification: Use gestures, facial expressions, and modeling when going over instructions for the experiment.

Provide a word bank of adjectives to describe the oobleck. Solicit “Yes/No” answers to Entering LEP students (e.g. “Did it feel sticky/soft/cold/wet?”). Allow Beginning LEP students to formulate a short phrase response (e.g. How did the oobleck feel? It felt ______.)

Explain: Oobleck shares solid and liquid qualities. It pours like a liquid, but is hard to the touch like a solid. Oobleck acts like a solid when enough pressure is applied and acts like a liquid when little or no pressure is applied. Can you think of anything else that acts like Oobleck? Quicks \and does! Cornstarch is special because it slows the movement of Oobleck!

Elaborate: Write your own story about Oobleck. LEP Modifications: The teacher needs to provide sentence frames for the Beginning, and Developing LEP students. For example: The oobleck feels ____. The oobleck is______. The oobleck looks______. These students will also be supported by the unit word box/list and the realia shelf. Accept drawings that are labeled from Entering LEP students.

49 Evaluate: Participation, demonstration, discussion, vocabulary, notebooking LEP Modification: Ask simple WH-questions to Entering and Beginning LEP students. Provide visuals, gesturing, and modeling during the discussion. Accept one word or short phrase responses from Entering and Beginning LEP students. Pronunciation of new vocabulary should be practiced.

50 Name: ______Date:______

Matter Quiz

1. What kind of matter keeps its shape? RBT Tag B2

(A) gas (B) solid (C) liquid

2. What are substances that have a definite volume but can take many different shapes known as? RBT Tag B2

(A) solids (B) liquids (C) gases

3. Which of the following lists contains the three phases of matter? RBT Tag B2

(A) ice, rock and air (B) color, texture and hardness (C) liquid, solid, and gas (D) wet, dry, and hard

4. Which form of matter can be poured? RBT Tag B2

(A) solid (B) liquid (C) gas

51 5. Which of the following substances has a given volume but takes the shape of its container? RBT Tag B2

(A) liquid water (B) hydrogen gas (C) a bar of steel (D) carbon dioxide gas

6. In order to mix water and salt into a solution, the water must be in ___ phase. RBT Tag B2

(A) solid (B) liquid (C) gas

7. What would be the change in state of matter if you heated a chocolate bar? RBT Tag C2

(A) liquid to gas (B) liquid to solid (C) solid to gas (D) solid to liquid

8. How could you change apple juice to a different state of matter? RBT Tag C2

(A) put ice cubes in it (B) put it into the freezer (C) pour it down a drain

52 9. A dish of sugar water was left on a window sill. One week later, there was only sugar crystals left in the dish. The water was gone. What is the best explanation for the appearance of sugar crystals? RBT Tag C2

(A) some of the water was absorbed by the dish (B) the air condensed (C) the light shining on the window sill produced more sugar (D) the water in the dish evaporated

10. What is an example of a solid turning into a liquid? RBT Tag C2

(A) steam condensing into water (B) water evaporating into steam (C) ice melting into water (D) water freezing into ice

11. When baking soda and vinegar are mixed together, what happens? RBT Tag C2

(A) bread is baking (B) a chemical reaction occurs, causing it to bubble (C) the vinegar freezes creating a cube of ice

12. Which of the following will not dissolve in water? RBT Tag C2

(A) vinegar (B) sugar (C) sand (D) salt

53 13. Which of the following will dissolve in water? RBT Tag C2

(A) sugar (B) sand (C) marbles (D) wood

14. Jamie poured oil and water into a jar, mixed the liquids, and let it sit for 5 hours. Draw the results below and label. RBT Tag C2

15. What is water vapor that condenses on cool surfaces called? RBT Tag B2

(A) dew (B) rain (C) snow (D) sleet

16. At what temperature does water freeze? RBT Tag C2

(A) 0°C (B) 32°C (C) 70°C (D) 100°C

54 17. The diagram below shows an ice cube changing into water. RBT Tag C2

Ice Cube

Water

What phase change is taking place?

(A) freezing (B) condensation (C) evaporation (D) melting

55 Name: ______Date:______

LEP Modified Matter Quiz LEP Modification: This assessment could be modified in a variety of ways. Choose one, or a combination of several modifications based on your student’s proficiency levels and needs:

 Read test aloud

 Allow extended time

 Reduce the number of questions to the most essential for showing mastery

 Eliminate one answer choice per question

 Provide a word box of terms

 Provide pictures to accompany vocabulary in questions and answer choices

 Provide materials for students to manipulate in order to demonstrate the desired skill.

 Provide an oral assessment for Entering and Beginning LEP students using a vocabulary word box, visuals, and realia.

1. What kind of matter stays the same shape?

(A) gas (B) solid (C) liquid

56 2. Matter that can have many shapes but a definite volume are called______.

(A) solids (B) liquids (C) gases

3. What are the three stages of matter?

(A) color, texture and hardness (B) liquid, solid, and gas (C) wet, dry, and hard

4. What state of matter can be poured?

(A) solid (B) liquid (C) gas

5. What matter has a definite volume but takes the shape of its container?

(A) liquid water (B) a piece of metal (C) carbon dioxide gas

6. To mix water and salt into a solution, the water must be a ______.

(A) solid (B) liquid (C) gas

57 7. If you heat chocolate candy, it changes from ______

(A)liquid to solid (B)solid to gas (C) solid to liquid

8. You can change apple juice from a liquid to a different form of matter if you ______.

(A) put ice cubes in it (B) put it into the freezer (C) pour it down a drain

9. You put a dish of sugar water on a table. One week later, there were only sugar crystals in the dish. The water was gone. Why?

(A) some of the water was absorbed by the dish (B) the air condensed (C) the water in the dish evaporated

10. An example of a solid turning into a liquid is ______.

(A) water evaporating into steam (B) ice melting into water (C) water freezing into ice

11. When baking soda and vinegar are mixed together, what happens?

(A) bread is baking (B) a chemical reaction makes bubbles (C) the vinegar freezes and makes a cube of ice

58 12. Which of the following will not dissolve in water?

(A) sugar (B) sand (C) salt

13. Which of the following will dissolve in water?

(A) sugar (B) sand (C) marbles

14. Jamie poured oil and water into a jar, mixed the liquids, and let it sit for 5 hours. Draw a picture to show how it looked.

15. Water vapor that condenses on cool places is ______.

(A) dew (B) rain (C) snow

16. Water freezes at ______.

(A) 0°C (B) 32°C (C) 70°C

59 17. The diagram below shows an ice cube changing into water.

Ice Cube

Water

What is happening?

(A) freezing (B) evaporation (C) melting