Set Up Unit C Getting Started C2 Curriculum Connections C4 Professional Development C6 Reaching All Learners C8 Chapter Pages 8 Properties of Matter 233–264 Planning Chapter 8 233A Directed Inquiry Explore What happens when oil is mixed with water? 236 Lesson 1 What is matter? 239 Lesson 2 What are the states of matter? 242 Lesson 3 How can matter be changed? 248 Lesson 4 How can cooling and heating change matter? 252 Guided Inquiry Investigate How can water change? 256 9 Energy 265–296 Planning Chapter 9 265A Directed Inquiry Explore Which color heats faster? 268 Lesson 1 What is energy? 271 Lesson 2 How do living things use energy? 274 Lesson 3 What are some sources of heat? 278 Lesson 4 How does light move? 282 Lesson 5 What are other kinds of energy? 286 Guided Inquiry Investigate How can you change light? 290 10 Forces and Motion 297–328 Planning Chapter 10 297A Directed Inquiry Explore How can you measure force? 300 Lesson 1 How do objects move? 303 Lesson 2 What is work? 308 Lesson 3 How can you change the way things move? 310 Lesson 4 How can simple machines help you do work? 314 Lesson 5 What are magnets? 318 Guided Inquiry Investigate What can magnets do? 322 11 Sound 329–360 Planning Chapter 11 329A Directed Inquiry Explore How can you make sound? 332 Lesson 1 What is sound? 335 Lesson 2 What is pitch? 338 Lesson 3 How does sound travel? 340 Lesson 4 How do some animals make sounds? 342 Lesson 5 What are some sounds around you? 344 Guided Inquiry Investigate How can you change sound? 346 Wrap-Up Unit C Test-Taking Strategies 353 Unit C Wrap-Up 354 Full Inquiry Experiment What kinds of objects reflect light clearly? 356 Full Inquiry Science Fair Projects 360 Unit C • Physical Science C1 art tk • Switch On, Switch Off by Melvin Berger ISBN: 0-328-11791-9 C2 UNIT C • Physical Science Includes: • illustrated border • punch-out picture • label cards in English and Spanish • suggestions for use • Forces Around Us by Sally Hewitt, Helaine Cohen (Editor). ISBN: 0-516-26390-0 • Plastic by Rhonda Donald Lucas ISBN: 0-7368-2514-2 • Solids, Liquids and Gases by Louise Osborne, Deborah Hodge, and Adrienne Mason. ISBN: 1-550-74401-1 Includes: • materials in chapter bags • mobile storage carts • activity placemats and trays • Teacher’s Activity Guides Activities Kit materials School-supplied materials Chapter 8 p. 236 What happens when oil is mixed with water? graduated plastic cups plastic cups small plastic jars jar lids vegetable oil blue food coloring safety goggles water pp. 256–257 How can water change? plastic cups thermometer water Chapter 9 p. 268 Which color heats faster? thermometers white constuction paper black construction paper tape pp. 290–291 How can you change light? flashlights D batteries plastic mirrors plastic tubs water white posterboard crayons or markers Chapter 10 p. 300 How can you measure force? rubber bands string books safety goggles metric rulers pp. 322–323 What can magnets do? bar magnets plastic cups paper clips small objects (magnetic and nonmagnetic) water paper Chapter 11 p. 332 How can you make sound? plastic rulers safety goggles pp. 346–347 How can you change sound? rubber bands tissue boxes unsharpened pencils safety goggles Unit C Experiment Activity pp. 356–357 What kinds of objects reflect light clearly? plastic mirrors flashlights D batteries aluminum foil construction paper white paper UNIT C • Getting Started C3 Chapter 8: Draw Conclusions Chapter 9: Infer Chapter 10: Put Things in Order Chapter 11: Important Details C4 UNIT C • Physical Science Target Reading Skills and Strategies Chapter 8 Draw Conclusions SE, pp. 237, 247, 249, 261 Below-Level Reader: Properties of Matter On-Level Reader: Matter Advanced-Level Reader: Air is Everywhere Chapter 9 Infer SE, pp. 269, 274, 289, 295 Below-Level Reader: Energy On-Level Reader: What is Energy? Advanced-Level Reader: Ships and Boats Chapter 10 Put Things in Order SE, pp. 301, 307, 312, 327 Below-Level Reader: Forces and Motion On-Level Reader: Motion and Force Advanced-Level Reader: Magnet Fun Chapter 11 Important Details SE, pp. 333, 338, 343, 351 Below-Level Reader: Sound On-Level Reader: All About Sound Advanced-Level Reader: How Sound Travels Connecting science skills with reading skills can help improve scores and comprehension in both Reading and Science. Students receive introductory instruction, have two opportunities to practice, and are assessed on a reading skill over the course of each chapter. Science Process Skills Chapter 8 Infer SE, p. 236 • Predict, pp. 256–257 • Observe, pp. 256–257 Chapter 9 Infer SE, pp. 268, 291 • Observe, p. 290 Chapter 10 Communicate SE, p. 300 • Interpret data, pp. 322–323 • Predict, p. 322 • Observe, p. 323 • Measure, p. 300 Chapter 11 Observe SE, p. 332 • Predict, pp. 346–347 • Infer, pp. 346–347 Text Social Studies in Science, SE/TE, pp. 279, 287, 315 Extracting Salt from Water, TE, p. 250 Origins of Foods, TE, p. 277 Math in Science, SE/TE, pp. 241, 243, 253, 258, 285, 292, 311, 324, 348 Sorting Solids, TE, p. 243 Force and Distance, TE, p. 312 My Science Journal, TE, pp. 235, 273, 281, 285, 289, 295, 305, 311, 317, 321, 337, 339 Writing in Science, SE/TE, pp. 245, 255, 261, 273, 281, 305, 309, 321, 327, 337, 345 Onomatopoeia, TE, p. 345 Reading Strategy, Draw Conclusions, SE/TE, pp. 237, 247, 249, 261 Reading Strategy, Infer, SE/TE, pp. 269, 275, 289, 295 Reading Strategy, Put Things in Order, SE/TE, pp. 301, 307, 313, 327 Reading Strategy, Important Details, SE/TE, pp. 333, 339, 343, 351 All About Gravity, TE, p. 307 Technology in Science, SE/TE, p. 317 NSTA SciLinks, SE, pp. 304, 338 Discovery Channel School DVD Students may access the Online Student Edition at www.sfsuccessnet.com Health in Science, SE/TE, p. 277 Art in Science, SE/TE, pp. 251, 283, 319, 341 Using Changed Materials, SE/TE, p. 249 A Sunny Day, SE/TE, p. 273 Musical Sounds, TE, p. 336 Integrate the following cross-curricular ideas into your lessons as you teach this Physical Science unit. UNIT C • Curriculum Connections C5 C6 UNIT C • Physical Science • overarching questions that tie questions and concepts together • cannot be answered in single sentence • help children develop a richer understanding of science Chapter 8 What are some properties of matter? Matter is anything that has mass and takes up space. Matter is made of parts that are very small. Matter can take the form of a solid, a liquid, or a gas. The properties and state of matter can change. Different types of matter can be mixed together. Facilitate Understanding Have children make a list of five objects in the classroom. Challenge children to describe the objects in as many different ways as possible. Ask children to compare an ice cube with the water in a glass. Encourage children to be descriptive and note that both consist of water. Have children explain how each one can change into the other. Chapter 9 What are some kinds of energy? Energy is anything that can cause change or do work. Solar energy is energy from the Sun. Energy can be stored in food. Heat, light, and electricity are other kinds of energy. Facilitate Understanding Have children list things that give off heat. Encourage children to include electrical devices, such as toasters and heaters, and natural processes, such as sunlight. Ask children different ways in which they use electricity. Remind children to include devices that use batteries. Additional Resources Chapter 10 How do forces cause objects to move? A force is a push or a pull. An object at rest will not move and a moving object will not stop moving unless a force is applied to it. Gravity is a force that pulls objects toward the ground. Friction is a force that acts opposite to the direction that an object is moving. A magnet applies a force that attracts or repels certain other objects. Whenever a force causes an object to move some distance, work is done. Facilitate Understanding Have children describe three objects that are moving. Then ask children to identify the force that caused the motion. Ask children to name ways in which they use magnets. Encourage children to describe how the magnet pulls, or attracts, another object. Chapter 11 How is sound made? Sound is made when something vibrates. The vibration can travel through gases, liquids, or solids. Humans make sounds with their vocal chords. Many animals make sounds in different ways. Facilitate Understanding Ask children to name musical instruments. As a class, discuss how each instrument on the list makes sound. Ask children to draw a picture of a scene they might come across. Then tell children to identify sources of sound in the picture. For example, children might circle birds, dogs, and children to show they make sounds. Or children might write words to describe the sounds. UNIT C • Professional Development C7 for Professional Development Background information is available on the Physical Science volume of the Discovery Channel Professional Development DVD. Relevant segments include: Matter Energy Forces and Motion Waves, Light, and Sound Additional content support is available online at http://www. nasa.gov/vision/ earth/features/ index.html Also refer to these technology resources: at sfsuccessnet.com C8 UNIT C • Physical Science These suggested strategies can help you customize instruction for children with individual needs. Advanced Learners Help children extend their thinking as they focus on essential questions for Physical Science. Essential Question: What are some kinds of energy? Brainstorm and Group 20 minutes Small groups • Challenge children to think of different ways that people use electricity. Make a list on the board. • Ask groups to place the examples on the list into different groups. For example, one group might be things that make pictures, such as televisions and video games, or things that store information, such as computers. • As a class, discuss how each group classified the examples. Allow each group to explain their reasoning. Special Needs Utilize visuals to reinforce concepts throughout the unit. Select a variety of visuals, such as pictures, graphic organizers, and real objects. Compare and Contrast 20 minutes Small groups • Have groups study a visual for 1 minute. • Ask volunteers to describe one thing about the visual. Encourage as many descriptions as possible. • Use their descriptions to discuss how the visual can do work or cause change. Help children see how their descriptions can be used to compare different visuals. Multi-Age Classroom Children working together in cooperative multi-age teams have the chance to learn from one another and to find inconsistencies in their own thinking. Compare and Discuss 20 minutes Pairs • Have children work individually on assigned Lesson Checkpoint questions, Scaffolded questions, or Chapter Review questions. • Pair each child with a child from another grade and have them compare and discuss their answers to the questions. English Language Learners Modify the presentation of content to support English Language Learners. Guided Reading 20 minutes Whole class • Draw children’s attention to a selection from the unit. Have children examine and describe illustrations or photos on the page and use them to make predictions about the text. • Read the selection to and then with children. Have children choral read or echo read (that is, repeat after you read one or two sentences at a time). • Ask children to locate text on the page that may confirm their predictions. CHAPTER 8 • Differentiating Instruction 233A Below-Level Leveled Reader has the same content as Chapter 8, but is written at a less difficult reading level. On-Level Leveled Reader has the same concepts as Chapter 8, and is written at grade level. Advanced Leveled Reader is above grade level and enriches the chapter with additional examples and extended ideas. Leveled Readers deliver the same concepts and skills as the chapter. Use Leveled Readers for original instruction or for needed reteaching. Key Content and Skill in Leveled Readers and Chapter 8 Content Properties of Matter Vocabulary mass liquid property gas states of mixture matter solid Target Reading Skill Draw Conclusions Graphic Organizer sfsuccessnet.com Use the online database to search for additional leveled readers by level, title, content, and skill. Leveled Reader Teacher’s Guide Leveled Reader Teacher’s Guide Leveled Reader Teacher’s Guide by Ann J. Jacobs Physical Science Leveled Practice Leveled Practice Leveled Practice 233B UNIT C • Physical Science Lesson/Activity Pacing Science Objectives Build Background pp. 233–235 Flip Chart Activity How are solids different from liquids? Flip Chart Activity How can you make an ice cube melt faster? 20 minutes • The student identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues. Explore What happens when oil is mixed with water? p. 236 How to Read Science p. 237 20 minutes 20 minutes • The student combines oil and water to show that they do not mix and that oil floats on water. • The student makes connections and inferences based on text and prior knowledge (for example, order of events, possible outcomes). 1 What is matter? pp. 238–241 30 minutes • The student describes, compares, and classifies matter by its properties. 2 What are the states of matter? pp. 242–247 40 minutes • The student identifies and describes the different states of matter: solids, liquids, and gases. 3 How can matter be changed? pp. 248–251 30 minutes • The student identifies and describes ways that matter can be changed. 4 How can cooling and heating change matter? pp. 252–255 30 minutes • The student describes how matter changes when it is heated or cooled. Investigate How can water change? pp. 256–257 20 minutes • The student observes how the properties of water change as it freezes and thaws. Wrap-Up Chapter 8 pp. 258–264 Math in Science: How can you measure matter? Chapter 8 Review and Test Prep NASA Feature: Space Food Career: Material Scientist 20 minutes 20 minutes 20 minutes 20 minutes • The student knows that men and women of all ethnic and social backgrounds make contributions to science and technology, practice science and technology, investigate the world around them, and can answer scientific questions. [...]... science activity and look at the pictures Practice Science Activity Place some ice in a clear cup Put the cup in the sun or another warm spot in the room Observe what happens Record the results in your science journal Graphic Organizer Look at the Graphic Organizer together Work with children to complete the Graphic Organizer using the facts from the Science Activity Apply It! 92 How to Read Science. .. Workbook Vocabulary Preview © Pearson Education, Inc © Pearson Education, Inc mixture T Chart 91 Workbook, p 91 Graphic Organizer Transparency 2 ELL Support Access Content Before reading the chapter text, lead children on a picture/text walk 234 UNIT C • Physical Science Introduce Vocabulary states of matter Chapter 8 Vocabulary mass Use the following T-Chart provided on sfsuccessnet.com or Graphic Organizer... matter can be changed 233 TEACHING PLAN If time is short… Use Build Background page to engage children in chapter content Then do Explore Activity, How to Read Science, and Lessons 1, 2, and 3 Professional Development To enhance your qualifications in science: • preview content in Physical Science DVD Segment Matter • preview activity management techniques described in Activity DVD Unit C, Chapter 8 Chapter... successtracker www.sfsuccessnet.com/ CHAPTER 8 • Planning Guide 23 3C Children learn to ask and answer scientific questions as they progress to greater independence in scaffolded inquiry Directed Inquiry A Directed Inquiry activity begins each chapter Guided Inquiry A Guided Inquiry activity closes each chapter Full Inquiry Experiments and Science Fair Projects at the end of each unit provide opportunities... Concept Web is anything that has weight can be and takes described by up To access student resources: 1 Go to www.sfsuccessnet.com 2 Click on the register button 3 Enter the access code frog and your school’s zip code space properties such as being hard or soft can change states by Matter comes in the states of solid freezing condensing liquid gas heavy or cool or light warm Children can create a concept... you wish to rehearse or demonstrate the Chapter 8 activities, use the materials provided in the Demonstration Kit Classroom Equipment Kit Materials shown above in italic print are available in the Classroom Equipment Kit UNIT C • Physical Science Activity DVD Unit C, Chapter 8 Activity DVD Unit C, Chapter 8 Advance Preparation Fill each plastic cup with about 1 c water 4 233D Safety Notes Have paper... Heat can change a liquid to a gas 252 UNIT C • Physical Science Not True Not True Not True Read each sentence again Circle the word or words after each sentence that tell what you think now Did you change any answers? Put an X by each answer that you changed © Pearson Education, Inc • At temperatures below 0° Celsius, water freezes and changes from liquid water to solid ice • When cooled, water vapor changes... support content and skill development as you teach Chapter 8 You can also view and print Workbook pages from the Online Teacher’s Edition property liquid Read the science activity and look at the pictures mass Science Activity Place some ice in a clear cup Put the cup in the sun or another warm spot in the room Observe what happens Record the results in your science journal mixture Infer Use the chart... as liquid mixtures For example, granite, concrete, sand, and soil are solid mixtures Air is an example of a gaseous mixture 1 Letting the matter sink and letting water evaporate from the mixture 2 accuracy Check children’s work for Science Background Physical and Chemical Changes The changes in matter described on pages 248–249 are called physical changes because even though the matter looks different,...Vocabulary/Skills Assessment/Intervention Resources/Technology Process Skills: Observe, Classify Measure, Communicate, Predict • Chapter Review, SE, pp 260–261 (1-4) • Science Content Transparency • Workbook, p 91 • Graphic Organizer Transparency 2 • Vocabulary Cards • Activity Book, pp 91–92 • Web game Process Skill: Infer • Explain Your Results, SE, p 236 • Activity Rubric Draw Conclusions, . lessons as you teach this Physical Science unit. UNIT C • Curriculum Connections C5 C6 UNIT C • Physical Science • overarching questions that tie questions and concepts together • cannot be answered. Projects 360 Unit C • Physical Science C1 art tk • Switch On, Switch Off by Melvin Berger ISBN: 0-328-11791-9 C2 UNIT C • Physical Science Includes: • illustrated border • punch-out picture •. preview content in Physical Science DVD Segment Matter. • preview activity management techniques described in Activity DVD Unit C, Chapter 8 Chapter 8 Concept Web Children can create a concept