Version Version [Version The teacher chaenges audentst@ | The teacher reas loud Mater See |The teacher challenges students to corme up wth examples rm ie Touch Taste. Smelitwhich | branstom examples rom everday everyday lie where matter changes | descrives characteristics of ols, | ifewhere mater changes rom one fromoneformto anther (eg. sold | igus andgoses and how matter | form to another fe, soit id, toque ete). Thecloss dsusses | changes orm Kote) the late cecsees ater they fectorsinolved in these changes think are involved in these changes. Groups of ues sea Frayer Students visita varetyofstatons | Model (graphic organiser toexpain_| Students wer in groupe complete (with sols, quid, ane gases) forthe | the phases of mater they incude a | a challenge—be the ist tear to mek urposeof determining whether all | defintion, characteristics, eramples, | thelce cube you've been provided (r mater a)hasadefinteshape,b) | and non-examples Zoe baggie} Stems think bot takes Up space/nas volume, and «has factors they branstormee and how mass. For example, udentsusea | Students are provided cards depicting | these relat to ice meting. They come sciletocompare themassofa | common objects andare ated to | up witha plan to test thei deas tallon thats inated with one that | sort these based on whether they ae deflated, ‘solid, liquid, or gas—then to fill out 3 | Groups share results of their | chart and explain why they placed _ investigation, and the teacher asks: Students are aske to generate ait _| objects where they did them to notice patterns The dass of things tha are/ are not mate’ recs tat temperature and surface Each group presents a chart to the ‘The teacher then asks students area are two factors that were classand discusses ther reasoning. | whether they think matter could be | important fr le melting. One group more than one phase Students Iso notices tat color played a role ‘Students make ‘icecream ina bag’, | debate this in small groups, and offer_| (they put thes on the sun on top of ‘exploring factors that affect the phase | the idea that some matter can change | black paper). The teacher indicates changes (liquid to solid) that the phases (such as ice metting) but that | that energy played a role—heat | ingredients undergo. They experiment | is solid and then liquid—not both at | energy from the light/sun/their With the recipe to try ta shorten the | the same time. ‘bodies, and that black objects absorb time required for the ice eream to be ‘more heat energy from the sun. She | ready. ‘The teacher then reads Bartholomew | relates this toa black car parked in ‘nd the Ooblect, and has students | the sun versus a white car Students are provided cards depicting | explore this strange substance ‘common objects, and are asked to | (comstarch and water) for ‘The teacher ciscusses how salt used sort these based on whether they are | themselves. Oobleck actually exhibits 3to melt ice in driveways can damage sold, liquid, or gas—then to describe | properties of BOTH solids and liquids. | lawns. She challenges groups to come why they placed objects where they | Itcan be picked up in chunks, ike a | up with a way tome ice on the id. The class tres to reach consensus | solid, when squeezed, but will also | driveway without using salt, Students ‘on how each object should be flow lke aliquid, Students realize the | gather materials, and test their plans. classified. Some interesting tems _| some things are not easly categorized provoke discussion—such as ice 25 sold, liquid, and gas. + Students create a brochure to cream. It can be frozen solid, but left istribute to the community that out it mets. Similarly, chocolate ‘explains how homeowners can melt s2uce—it's liquid when heated, but ice in their driveways without using becomes solid when it cools. salt. They describe their method and ufexplain how it works using the ‘concept of energy and phase changes of matter. VPCSION Cis He SCOMYST LeSSON Decalse i+ gives The grudOnts an oPpEee+Vity H Connect tne 1ES50N +O HW PerSONAL Ives aNdtHEN gives trem NNE Cla se to LO MACHA 10 Answel the AVESION “Whar Factors Cau chande in motiee ae We acing, wee Oa will Connect yr Ides to Whar med SH Gouradeayt 0% | COMPA SAMUS ANE