UNIT
Local Objective
SUB-UNIT: DESCRIBE, COMPARE AND MEASURE PROPERTIES
1. Describe and compare the physical properties of objects by using
simple tools (i.e., thermometer, magnifier, centimeter ruler, balance,
magnet) and the five senses
Describe physical properties of material—use tools
Generate properties that can be used—senses, volume, mass, etc.
2. Measure, describe, and compare the masses (the amount of matter in
an object) of objects to the nearest gram using balances and electronic
scales.
Measuring Mass (use the activity in the kit with 3 different canisters
of dif masses)
Observe and explain that the total mass of a material remains constant
whether it is together, in parts, or in a different state.
3. Describe and compare the volumes (the amount of space an object
occupies) of objects using a graduated cylinder.
4. Identify situations where no two objects can occupy the same space at
the same time (e.g., water level rises when an object or substance, such
as a rock, is placed in a quantity of water).
Measuring Volume with Water Displacement
PART 2. CLASSIFY/IDENTIFY/COM,CONT/ COMBINE/
SEPARATE ONE MATERIAL VS. MIX & SOLUT
Distinguish between the components in a mixture/solution (e.g., trail
mix, conglomerate rock, salad, soil, salt water).
Lead to description of different physical properties--color, shape,
texture, etc. Use a hand lens to examine rocks with obvious mixtures to
identify the "mixture."
Explain “dissolve” so that students see solution as a special type of
mixture.
INTRO FROM HARCOURT: Mixture, solution, solids, liquids,
gases-pages474-483
Lab Manual 138: Which Solids Will Dissolve?
Classify types of materials (e.g., water, salt, sugar, iron filings, salt
water) into "like" substances (materials that have specific physical
properties) or mixtures of substances by using their characteristic
properties.
Intro mixture/solution
A mixture is two or more substances that are combined without being
changed. Mixtures can contain different amounts of the substances.
Mixtures can be separated. The components of a mixture are not changed by
the process of being combined.
Can be separated b/c retain physical properties and each can be acted upon
in different ways
Classify objects/substances as “one kind of material” or a mixture (e.g.,
M&M’s® vs. trail mix, water vs. Kool-Aid®).
Review properties of materials and separation methods.
Show that mixtures/solutions are composed of different kinds of matter,
each with distinct properties.
Further develop above
Observe and describe how mixtures are made by combining solids or
liquids, or a combination of these.
Create mixtures and solutions
Describe ways to separate the components of a mixture/solution by their
properties (i.e., sorting, filtration, magnets, screening).
Identify water as a solvent that dissolves materials. (MAP will NOT
assess the term solvent.) Dissolving/solute/suspension,etc
Session 3 Intro
Teacher and
School
•Lesson and
Curriculum
A Closer Look
Children's Ideas
Featured Class
Dissolving Race; NSRC Science and Technology for Children
Lesson at a Glance:
Curriculum: NSRC Science and Technology for Ch
Carolina Biological Supply Company
Grade: Second
Topic: Dissolving Race
Rosinda follows the STC “Changes” lesson plans fai
Rosinda: “In Lesson 7 (A Dissolving Race: Two For
simply compared two forms of the same substance, a sugar cube and gra
Students observed that both forms are sugar and differ only in the overal
pieces. After dropping a sugar cube and an equal volume of granulated s
separate cups of water, the students observed that sugar dissolved faster
smaller pieces and when it is stirred.
“When we moved on to Lesson 8 (A Dissolving Race: Warm and Cold W
students quickly picked up from the previous lesson and were enthusiast
experiment mixing granulated sugar with cold and warm water, and disc
relationship between water temperature and the speed at which sugar dis
particularly pleased when one of my students, mindful of ‘controlling’ th
admonished her lab partner to ‘put the sugar in the hot and cold water at
In the following lesson (Changing Salt Water to Crystals), Rosinda’s stu
their earlier observations where they had set up salt and water solutions
Students observed and discussed the process of evaporation, and compar
of salt before and after evaporation. When the students added water to th
the petri dishes, they discovered that the crystals could dissolve again to
water solution.
Rosinda: “After summarizing the comparisons in a Venn diagram, we th
predict what would happen if water were again added to the petri dishes.
investigations helped my students to understand that a substance can som
change in appearance, yet remain the same substance.”
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