Matter and Energy

Science Teaching Unit

Introduction & Overview

In our unit we talked about matter, energy, and magnetism. In our matter lessons we talked about what matter is, the states of matter, air as matter, and changes in matter. In the energy lessons we talked about types of energy, energy chains, kinetic and potential energy, and electrical energy (specifically electricity). In the magnetism lesson we talked about sizes, shapes and strengths of magnets, the earth as a magnet, natural magnets, poles, what magnets are made of, and magnetic and non-magnetic materials.

There were 24 students in the class. One girl had a hearing disability so we had to wear a microphone so she could hear us. There was a pretty equal number of girls and boys. Overall they were well behaved but the last week there was a little trouble. Our lessons were 1 hour long and we had 8 lessons.

Rationale

The things taught in the lesson are very useful to the students. All of the things they learned will be on the MEAP test. It is also good for them to have some knowledge of these things when they get into junior high and high school. It will give them a better understanding of everyday things and how the world works.

Broad Goals

Our goals with these lessons are to give the students a basic understanding of matter, energy, electricity, and magnetism, and how they are used. We also wanted them to have some background knowledge for the future. There are many Michigan standards that fit these lessons too. They are PME IV.1.1-4, PCM IV.2.1, and PME IV.3.3.

Specific Student Objectives

The students will be able to understand what the three states of matter are. They will be able to classify matter into different categories. Finally the students will understand that two pieces of matter can't be in the same place at the same time.

They will be able to understand the meaning of the words solid, liquid, and gas. They will develop a concept of what a molecule is.

They will learn that there are all different sizes, shapes, and strengths of magnets. The students will recognize that the earth has a magnetic field with a north and south pole. They will learn that magnets can be natural or man-made. They will recognize that magnetite is a mineral that is a natural magnet. They will learn that man-made magnets are made out of steel. They will be able to see that some items are magnetic and others are not.

To help students understand that energy is the capacity to move, heat, or light things. To help students understand there are many different types of energy sources. To help the students understand that an energy source releases energy in the form of heat, light, sound, electricity, or motion.

The students will be able to define matter. TSW be able to give properties of different types of matter. TSW know the 2 properties that all matter shares. TSW determine whether or not air is matter.

The students will learn what electricity is. TSW be able to identify conductors and insulators. TSW be able to make a circuit. TSW be able to state the difference between electrical circuits and static electricity.

The students will know the different types of energy and an example of each. TSW be able to identify which of two objects has more potential energy. TSW make an energy chain to show how the energy changes in common phenomena.

Content Analysis

During our lessons we gave the students a lot of practice with other skills and used other curriculum areas. These include reading, writing, predicting, experimenting, critical thinking, discussing, classifying, art, and math. The students had to take a lot of notes on their own and do experiments in which they were given materials and had to figure out how to solve the problems. They also had to color and draw and read directions.

Instructional Activities and Strategies

We found that with our students we always had to keep them busy. If we let them go for a while they would start getting into mischief. We used a variety of activities, not only to keep them busy, but also to meet the diverse needs of the learners.

In the matter lessons we began with the basics of matter. The students learned about properties of matter by doing a game where they described different objects and the rest of the class guessed what was being described. The next activity focused on matter having weight and taking up space. For this the students used books on their desks. The last experiments had the students trying to figure out if air is matter by determining if it has weight and takes up space. The next lesson used activities that dealt with the different types of matter. The last lesson had activities that used the types of matter and asked the students to classify different objects.

The energy lessons began with a discussion of the different types of energy. The students learned what the different types of energy are used for. The next lesson worked with the types of energy and put them together into energy chains. Then the students learned about kinetic (mechanical) and potential energy and put them into the chains. The last lesson used electrical energy and electricity. The students experimented with electrical circuits, conductors and nonconductors, and static electricity.

The final lesson was on magnetism and included activities to show the students magnetic fields and the poles. They talked about natural magnets and the earth as a magnet. Last they worked with magnetic and nonmagnetic items.

The unit was wrapped up wit a test that covered all of the information given in the unit.

Methods of Evaluation

During the lessons we evaluated the students as they worked to ensure that they were understanding what they were working on. We asked questions as they did the activities to see if they knew what they were doing.

At the end of the lessons we went over the material together to see if they knew the right answers. All of the students were allowed to correct their papers at this time to make sure they knew what to study.

The unit was wrapped up with a test to see what they learned and remembered from the unit.

Resources

Knapp curriculum packets on the material covered

Many of our own ideas, for example the test questions

Debbie & Co. packets

Books from the teacher

Teaching Physical Science through Children’s Literature. McGraw-Hill, 1996.

“Searching for Empty Space” p47

“Rubber Band Banza” p221

Lessons

(see other files)

Unit Evaluation

We believe that the unit went well. The students seemed to enjoy it and gave positive feedback to us. Mrs. Gould also appeared to be happy with our teaching, although she did not give us much feedback.

Map of Room

(see next page)

Lesson 1

Topic

Matter—Physical Science (to be used in a 3rd grade class)

Purpose

The purpose of this lesson is to teach students what matter is and help them see that air is matter.

Objectives

The students will be able to define matter. TSW be able to give properties of different types of matter. TSW know the 2 properties that all matter shares. TSW determine whether or not air is matter.

PME IV.1.2

Materials

Book—Wilbur’s Space Machine by Lorna Balian

Pencils

Desks

Text books

Balloons—enough for one for each student and 4 for teacher experiments

Yard stick

Envelopes

Water

Small containers for water

8 oz. clear plastic cups

Paper towel

2 1-liter bottles—1 with a small hole in the bottom

Procedure

Begin the lesson by defining the words property and matter. Have the students help so they get a definition they understand. Next play a guessing game sort of like “I spy” with the students. Use properties of matter to describe the objects. After that have the students come up with some properties of matter and write them down. Then talk about the 2 properties that all matter has—it has weight and takes up space.

Do the textbook activity with them. Have them put a book in the middle of their desks. Have them list some properties of the book. Next have them decide what they can do with their books so that they give their desks as much space as possible. After they do that have them decide what they can do with their books to give the books as much space as possible.

Once they see that anything they can touch and hold is matter ask them if they think air is matter. Tell them that they are going to determine whether or not air is matter by finding out if it has weight and takes up space. Read the book at this time.

The first thing they will do is find out if air has weight. Tape a balloon to each end of a yard stick. Balance the yard stick on your hand and ask the students what they think will happen when you pop one of the balloons. They will be making predictions. Tell them that predicting is what scientists do to learn new things. Now pop the balloon and discuss the result and compare it to their predictions.

Now they have seen that air has weight so they have to see if air also takes up space. Give the students balloons and envelopes. Ask them to list properties of the balloons and envelopes and compare them to each other. Now have them blow up their balloons and compare the balloons and envelopes again. Make sure they note differences from the first time.

Another activity to see if air takes up space uses the cups, paper towel, water, and containers. Fill the containers half way with water. Take a paper towel, wad it loosely, and stick it in the bottom of the cup so it won’t fall out when the cup is turned upside-down. (A small piece of tape can be used to hold the paper towel if it won’t stay on its own.) The first thing the students will do is put the cup in the water completely upside-down. Before they do have them predict what they think will happen to the paper towel. Have them record their answers after they do the experiment too. The next thing they will do is repeat the experiment but this time tip the cup slightly. Make sure they record their predictions and the actual results.

After these experiments they should be able to see that air has weight and takes up space. If they are still having trouble there is another experiment you can do. Put balloons in the mouths of the bottles and fold them over the tops so they stay in place and you can blow up the balloons. Make sure one of the bottles has a whole in the bottom to allow air to escape. Have a student try to blow up the balloon in the bottle without the hole. Then have a student blow up the balloon in the bottle with the hole. Ask them to figure out why they could blow up the balloon in the bottle with the whole but not in the bottle without a whole. They should be able to see that the air can get out of the bottle with the whole so you can put air in the balloon instead.

After these activities review the material and re-teach anything they don’t understand. Correct the papers and let the students use their papers to study from. For extra review give the students the word search to find key words from the lesson. The above sheets are to be used with this lesson.

Properties of Matter

Name______

C / O / L / O / R / Q / W / E / R / T / Y / U / I / O / E / P / A / H / S / H
P / A / S / D / F / G / H / J / K / S / L / Z / X / C / V / B / N / M / Q / E
H / A / Z / W / B / S / X / E / D / P / C / R / F / V / T / G / L / B / Y / A
H / C / N / U / J / I / M / I / K / A / O / L / P / M / Q / I / N / W / B / V
E / V / U / R / C / T / G / X / Y / C / Z / U / A / I / G / S / O / D / P / Y
F / L / G / O / K / H / J / P / Q / E / O / W / I / H / E / U / R / Y / T / L
A / K / S / J / T / D / H / F / G / M / M / A / T / T / E / R / Z / N / X / B
C / V / W / W / Q / Z / A / X / W / S / C / D / E / R / F / V / T / B / G / N
Y / D / R / A / H / H / M / U / S / O / L / I / D / J / K / I / L / O / P / M
Z / A / D / E / F / G / E / H / T / J / J / Y / M / L / Y / O / W / I / S / F
G / S / E / I / T / R / E / P / O / R / P / J / T / T / B / F / S / E / A / D
J / O / V / A / D / E / R / R / V / A / C / U / L / J / Q / E / T / T / U / O
A / F / D / G / J / L / Z / C / B / M / R / O / U / G / H / W / R / C / I / S
P / T / S / F / R / A / E / L / C / H / K / X / V / N / P / M / N / I / O / M
I / N / R / B / U / Y / V / C / T / R / X / Z / E / W / A / Q / Q / D / Z / O
L / X / W / A / E / C / R / V / T / B / Y / N / A / U / M / I / L / E / O / O
L / A / S / D / I / F / G / H / J / K / L / P / O / I / I / U / Y / R / T / T
A / R / E / W / Q / T / Z / X / C / V / B / N / M / Q / R / S / C / P / J / H
M / W / E / D / V / G / Y / N / I / K / T / F / S / H / J / K / R / S / N / O
S / A / V / C / S / G / H / Y / T / I / L / A / U / Q / J / D / J / K / T / C

COLORSHAPE

BIGSMALL

ROUGHSMOOTH

HEAVYLIGHT

SPACEHARD

SOFTCLEAR

SOLIDMATTER

PROPERTIESAIR

QUALITYTRAIT

PREDICTTOUCH

Name______

Define the following words.

Property-- ______

Matter-- ______

Now list some properties of matter:

______

Two properties of all matter:

Takes up spaceandhas weight.

Take a book out of you desk and put it in the center of your desk.

(This is to be done alone.)

List some properties of the book:

______

What can you do with the book to give your desk the most space possible?

______

What can you do to give your book the most space possible?

______

Is air matter?

Weight of air

Predict what you think will happen to the yardstick when one of the balloons is popped. ______

______

Was your prediction right or wrong? Why? ______

Space of air

(To be done in groups.)

Take the balloons out of the envelope. Give each person a balloon.

List properties of the balloons and envelopes, and compare them with each other. ______

______

Now blow up the balloons.

Compare the balloons and envelopes again. Do you think air takes up space?

______

Set aside the balloons and envelopes and take out the cups, tubs, and paper towel. Wad up the paper towel and stick it in the bottom of the cup. Make sure it won’t fall out if the cup is turned upside-down. Fill your tub about half way with water.

Talk with your group and predict if you think the paper towel will get wet if the cup is put in the water upside-down.

______

Now turn the cup completely upside down and lower it into the water. What happens?

______

Repeat the experiment one more time.

(Good scientists always do things more than once.)

What happened the second time? What do you think is happening in the cup?

______

Was your prediction right? ______

Now do the same thing as before but tip the cup slightly when you put it in the water.

What happened? Why do you think this happened?

______

Based on all your work and predictions do you think air is matter? Why or why not?

______

______

Lesson 2

  1. Subject/ Topic: States of Matter. The differences and meanings of solids, liquids, and gases.
  1. Rationale/ Purpose: To understand that solids, liquids and gases are all forms

of matter, and that matter is anything that takes up space and has weight.

  1. Objectives:

a. They will be able to understand the meaning of the words solids,

liquids, and gases.

b. They will develop a concept of what a molecule is.

  1. Content:

a. They will realize that they are exposed to states of matter every day.

b. They will explore with materials that they use and know well to represent

states of matter.

c. By using common objects they will realize the importance of states of

matter and the functions they serve.

  1. Strategies:
  2. Activity1: Hold up zip lock bag filled with a solid (rock). Introduce the term “solid” Take it out. Ask the children to feel it, look at it, etc. Does it take up space? Does it have weight? Does it keep its shape? Ask for other examples of solids, other properties of solids suggested by children record on board. Hold up baggie with water. Introduce “liquid.” Pass around Does it take up space? Can you see it? Does it have weight? Does it keep its shape? (Pour water into cup so children can see that liquid takes the shape of its container.) List other liquids; discuss their properties, record on board. Blow air into third empty bag. Discuss with children. What’s in the bag? Does it take up space? Does it have weight? Does it keep its shape? (Let air out of bag and discuss where the air went.) Discuss other properties, gases if any that children may know the names of.
  3. Activity 2: Pass out to each group the materials for Activity #2. Tell children they are going to investigate the contents of the three balloons and write their observations down on paper. They will feel the frozen balloon; cut the rubber band off with scissors. Discuss what they see and feel. Do the same with the water balloon, observing the properties of water both when it is in the balloon and as they pour into cup. Record observations. Fill balloon with air. Let it out. Write observations Encourage use of descriptive words such as wet, splashy, invisible, etc. Discuss all groups’ observations. Write on board three headings solid, liquid, gas and combine all of the groups’ answers.
  4. Activity 3: Begin by telling the children that all matter is composed of

tiny particles called molecules. Pass out colored papers. Have all children with “yellow” come up and demonstrate what molecules in a solid might look like. (Packed tightly together; this is why a solid keep its shape and may feel hard.) The next group of children come up and demonstrate how the molecules of a liquid act (farther apart moving, which allows us to pour liquid. Third group demonstrates molecules of a gas (far apart; moving rapidly).