Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B States
Session Eight

Math and Science
Mastery Objective
Materials
Describe changes in the motion of molecules as a substance is heated and
cooled. Use evidence from an experiment to make an inference about
molecular motion.
 4.OA.5 Generate a number or shape pattern that follows a given rule.
Identify apparent features of the pattern that were not explicit in the rule
itself.
Teacher Note: Pre-read the Inquiry in Action, Investigating Matter Through Inquiry
(3rd ed.,) Investigation 6 “States of Matter” unit overview provided on pp. 323-333
prior to using this new curriculum resource. Not all investigations are used. See
details in the individual Young Scholars Program Session Planners.
For videos, animations, and other information related to this investigation, go
online to: www.inquiryinaction.org, click on the “States of Matter” link in the
Review States of Fundamentals column. Click on the light gray “Hot and Cold” and
“Heat Affects the Motion of Molecules” tabs to preview videos of the first teacher
demonstration. Videos can be downloaded in PC and Mac formats.
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Class set of Math Forum Problem Missing Pages
Missing Pages Math Fundamentals Problem Packet for Teachers
Calculator
Teacher Resources for Investigation 6.1 Matter on the Move, pp. 334-337
Student copies of Activity Sheet 6.1 Matter on the Move, pp. 338-342
Activity 6.1 Materials needed for the teacher demonstration:
 Hot tap water
 Cold water
 2 small bottles of blue food coloring
 2 small bottles of yellow food coloring
 Tall clear plastic cups
 Wide clear plastic cup
 Plastic bottle with lid, 1/2 pint or 1/2 liter
Activity Sheet 6.1 Materials needed for each group:
 Hot tap water
 Cold water
 3 wide clear plastic cups
 Bubble solution (made with dishwashing liquid, sugar, and water)
 Plastic bottle with lid, 1/2 pint or 1/2 liter
Students should use caution when handling hot tap water.
Young Scholars Instructional Plans
“What’s the Matter?”
Activator
8:45 am – 9:15 am
(30 minutes)
Fourth Grade
Unit 1B States
Question of the Day? (Math Forum Activity)
Missing Pages [Problem #17069]
In Missing Pages solvers use what they know about consecutive numbers to find the
page numbers on a missing leaf in a book. In the Extra they learn about pagenumbering conventions and apply that knowledge to think about possible page
numbers on a missing leaf.
Science Focus
Lesson
9:15 am – 9:45 am
(30 minutes)
Sensory Break
9:45 am - 10:00 am
(15 -20 minutes)
As with the upcoming Four Dates Math Forum problem in Session 9, and Pauline the
Plumber Math Forum problem in Session 10, students may use the strategy of Make
a Mathematical Model. In addition to the Missing Pages Teacher Packet, also refer
to the Problem Solving Communication and Activity Series Round 19: Make a
Mathematical Model to see how the strategy is applied to this series of problems.
Use the accompanying questions as prompts.
1. Tell students that they will explore consecutive number patterns and
relationships to solve for an unknown number. Define and give examples of
consecutive numbers.
2. Remind students to use a method of organizing their numbers, like using a chart
or list, to see what number and place value patterns are revealed as they solve
the problem.
Investigation 6, Activity 6.1 “Matter on the Move”
In this two-part demonstration and activity, students will be introduced to
revisit the idea that heating and cooling have an effect on matter. They will see
that food coloring mixes significantly faster in hot water than in cold water and
begin to develop the idea that adding heat energy increases the movement of
water molecules. Students will extend this idea to realize that adding heat energy
increases the movement of gas molecules, too. Students will then do an activity
where they heat and cool the air inside a bottle that is covered with a film of
bubble solution. These demonstrations and activities will help students develop a
foundation for why substances change from one state to another.
1. Distribute Activity Sheet 6.1 “Matter on the Move.” Present the question “Do
heating and cooling have an effect of matter?” Follow Activity 6.1 Steps 1-3.
Students will make a prediction, then observe and discuss the food coloring
demonstration. Students will complete #1-3 of their Activity Sheet.
2. Continue with Activity 6.1 Steps 4-5. Students will complete #3-4 of their
Activity Sheet.
3. Introduce the student investigation in Step 6. Set up materials for the small
group investigation during the Sensory Break.
Measuring Temperature (4:40)
http://www.neok12.com/php/watch.php?v=zX6b6f7c7d79750d4f007102&t=HeatTemperature
1. Show the video then guide/ask students to make connections to what they
learned about the movement of molecules (food coloring) in the hot and cold
water demonstration.
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1B States
Temperature vs. Heat (4:38)
http://www.neok12.com/php/watch.php?v=zX406d1b4667484b5e63597f&t=Hea
t-Temperature
2. Tell students that this video segment will explain the differences between
temperature and heat. Afterwards, take time to clarify misconceptions and
highlight the following key concepts:
a. Temperature is a measure related to the motion of the atoms or
molecules of a substance. Since the motion of these particles is based
on the speed or energy of the substance, temperature is a measure of
the average speed or energy of the particles. Speed is the determining
factor for temperature.
b. Heat, however, is the energy that is transferred from a substance with a
higher temperature to a substance with a lower temperature. A
substance can only be cooled by allowing some of its heat energy to be
transferred to something of a lower temperature. For example, if cans
of room-temperature soda pop are placed in a cooler filled with ice, the
temperature of the soda goes down. This is because heat energy is
transferred from the warmer soda to the cooler ice. A loss of some
heat energy from the soda results in less motion of the molecules
within the soda, which can be measured as a lower temperature.
c. The “quantity of heat” is determined by the speed AND mass of
molecules. Mass is a measure of amount of matter. The big bucket of
50 degree Celsius water warmed the water in the pool because it had a
much greater mass, which made up for the slower speed of the water
molecules (lower temperature). By comparison, the water molecules in
teacup moved at a faster speed of (higher temperature), but there just
was not enough mass to warm the pool.
Science Focus
Lesson
10:00 am – 10:45 am
(40-45 minutes)
Closure
10:45 am-11:00 am
(15 minutes)
1. Communicate expectations and safety guidelines. Post and review the
procedures for the student investigation, “What happens to a film of bubble
solution when the air inside a bottle is warmed and cooled?”
2. Follow Activity 6.1 Steps 6-8. -Students should follow along on their Student
Activity sheet and complete #6-8.
3. Allow 5-8 minutes for student groups to clean up and return their materials.
1. Ask students to record important information they learned about how heating
and cooling affect the motion of molecules. They must provide a brief
explanation and 1-2 examples in their lab book.
2. Go back to the “Chemistry Review: States of Matter” link and click on the tabs
“Heat vs. Temperature” and “Heat vs. Temperature: an Example” tabs for a brief
review of the key concepts explained above. Allow students to add information
to their journal entry.
http://www.inquiryinaction.org/chemistryreview/states_of_matter/
Young Scholars Instructional Plans
“What’s the Matter?”
Name ____________________________________
Fourth Grade
Unit 1B States
Date ___________________
Missing Pages [Problem #17069]
Mr. Dawkins asked his class to open their math books to a new lesson. Drew reported that a
page was missing from his book. When Mr. Dawkins asked him what page it was, Drew told
him that the sum of the page numbers on either side of the missing page was 219.
Question: What are the page numbers on the missing page?
(Reminder - Organize your information to better keep track of the numbers you have tried.)
Explain how you solved the problem and show how you know your answer is correct.
Extra: Alexa reported that a page was missing from her book, too, and that the numbers on
the pages on either side of the missing one added to 129. Drew thought for a few seconds,
looked in several books in his desk, and said that a sum of 129 was not very likely.
What did Drew discover about page numbering? How did he know 129 was not possible?
Explain your thinking.
Consecutive Numbers-