OVERVIEW MATTER AND ENERGY GRADES 3 4 CONTENT GOALS OVERVIEW CONTENTS

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1 GRADES 3 4 OVERVIEW CONTENT GOALS The Matter and Energy Module consists of four sequential investigations. Students experience a variety of forms of matter and energy. They investigate the properties of light, observe the conversion of energy from one form to another, and explore properties of the three common states of matter (solid, liquid, and gas). Students use metric tools to measure the properties of matter mass, volume, and temperature and observe that starting substances can change into new substances as a result of a chemical reaction. FOSS EXPECTS STUDENTS TO Learn that light from the Sun is the source of most of the energy on Earth. Observe energy sources doing work and learn how energy (light, heat, motion, chemical, electric) can be converted from one form to another. Learn that stored energy takes many forms; machines and organisms can convert energy into motion and heat. Describe how energy can be carried from one place to another by waves, electric current, and moving objects. Learn that light energy travels in straight lines from a source. Find out how light can reflect from the surface of a mirror. Learn that white light is a mixture of all colors of light, that matter can absorb and reflect light, and that a shadow is the dark area behind objects that block light. Learn that the apparent color of an object is the result of the light it reflects; observe that the apparent color of an object is affected by the color of light striking it. Explore properties of the three forms of matter (solid, liquid, and gas), including change of state. Learn that all matter is made of particles. Use metric tools to measure mass, volume, and temperature, and make multiple numerical observations to improve accuracy. Observe and analyze a chemical reaction. Collect and analyze data to develop logical conclusions. OVERVIEW CONTENTS Content Goals 1 FOSS and National Standards 2 Matter and Energy Module Matrix 4 Science Background 6 FOSS Components 10 The FOSS Teacher Guide Organization 12 The FOSS Investigation Organization 13 FOSS Instructional Pedagogies 14 Science Notebooks 18 Working in Collaborative Groups 21 FOSS for All Students 22 Connecting the Experience 24 Safety in the Classroom 26 Scheduling the Module 27 Scope and Sequence 28 1

2 OVERVIEW FOSS AND NATIONAL STANDARDS The Matter and Energy Module supports the following National Science Education Standards.* PHYSICAL SCIENCES Develop students understanding of the properties of objects and materials. Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools such as rulers, balances, and thermometers. Materials can exist in different states solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Young children begin their study of matter by examining and qualitatively describing objects and their behavior. The important but abstract ideas of science, such as atomic structure of matter and the conservation of energy, all begin with observing and keeping track of the way the world behaves. When carefully observed, described, and measured, the properties of objects, change in properties over time, and the changes that occur when materials interact provide the necessary precursors to the later introduction of more abstract ideas in the upper grade levels. Develop students understanding of light, heat, and electricity. Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Electricity in circuits can produce light, heat, and sound. *National Science Education Standards (Washington, DC: National Academy Press, 1996). National Science Education Standards (Washington, DC: National Academy Press, 1996), page FULL OPTION SCIENCE SYSTEM

3 SCIENCE AS INQUIRY Develop students abilities to do and understand scientific inquiry. Ask and answer questions. Plan and conduct simple investigations. Use data to construct reasonable explanations. Communicate investigations and explanations. Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge. Understand that scientists review and ask questions about the results of other scientists work. SCIENCE AND TECHNOLOGY Develop students abilities in technological design. Identify a simple problem and propose a solution. Evaluate a product or design. Communicate a problem, a design, and a solution. Develop students understandings about science and technology. People have always had problems and invented tools and techniques to solve problems. Scientists work collaboratively in teams and use tools and scientific techniques to make better observations. 3

4 MODULE MATRIX SYNOPSIS CONCEPTS THINKING PROCESSES 1. ENERGY Students investigate different forms of energy (light, heat, sound, and motion) and determine ways that energy is converted to make things happen. They explore ways that energy forms are carried from one place to another. 2. LIGHT Students use mirrors to reflect light and learn that light travels in straight lines. They are introduced to blocked light (shadows), light absorption, and white light as a mixture of all colors of light. They investigate firsthand and through simulations, video, and readings how the appearance of an object is affected by the color of light striking it. Energy makes things happen. Energy takes many forms. Most of the energy used by organisms, including humans, comes from the Sun in the form of light. Stored energy can be converted to other forms of energy. Energy can be carried from one place to another by waves, electric current, and moving objects. Light is a form of energy that travels in straight lines from a light source. Light can reflect off surfaces that it strikes. An object is seen only when light from that object enters an eye. White light is a mixture of all colors. Light can be absorbed by matter. The apparent color of an object is affected by the color of light striking it. Investigate different energy sources doing work. Summarize how energy is converted into different forms. Investigate how energy moves from place to place. Record observations. Observe how light reflects from the surface of a mirror. Design systems of mirrors to direct light beams. Investigate how different colored light affects the apparent colors of objects. 3. MATTER Students work with different states of matter, measure mass and volume using metric standards and tools, and solve problems using their knowledge of metric measurement. They develop a set of defining characteristics for states of matter. They read about the difference between opinion and evidence. 4. CHANGING MATTER Students use a thermometer to measure and record temperatures as they explore melting of common substances. The class conducts an evaporation investigation, and students use the data to draw conclusions. Students combine substances and observe the results of a chemical reaction. They read about solids, liquids, and gases and about reactions. The behavior of a sample of matter in an open container indicates its state. The gram is the standard unit of measurement used to quantify mass in the metric system. Volume is a measure of the threedimensional space occupied by matter. The liter is the standard for measuring fluid volume in the metric system. Degree Celsius is the unit used when scientists measure temperature. Melting occurs when solids are heated. Different substances melt at different temperatures. When two substances are combined, a reaction may occur, producing a new substance with unique properties. All matter is made of particles. Describe properties of solids, liquids and gases. Determine the need for standard units (gram and liter). Measure and record the mass of objects and volume of fluid using appropriate tools. Compare results to estimates. Solve problems using understanding of standard units and measuring tools. Observe and record what happens when heat is added to different materials. Measure the temperature of water using appropriate tools. Record data and compare the results of an investigation. Conduct multiple trials and average results. Observe and describe a chemical reaction. 4 FULL OPTION SCIENCE SYSTEM

5 READING AND WRITING EXTENSIONS ASSESSMENT Energy Sources Energy Conversion Energy on the Move Summary: Energy : Students write about their observations of energy sources and energy conversions. Math Extensions Start an energy toy collection. Survey Response Sheet I-Check 1 Reflection Throw a Little Light on Sight Summary: Light : Students record the ways they worked with mirrors to solve mirror challenges and what happens to the appearance of objects when different colors of light are used to illuminate the objects. States of Matter Opinion and Evidence The Metric System Summary: Matter : Students record predictions and measurements using metric tools for mass and volume. Math Extension Language Extensions Travel through the looking glass. Write mirror messages. Art Extension Create mirror pictures. s Share light. Look at symmetry of faces. Make a periscope. Math Extensions Estimate capacity of other containers. Determine volume of solid objects. Language Extension Discuss metric prefixes. s Share light. Look at symmetry of faces. Make a periscope. I-Check 2 Notebook Sheet I-Check 3 Change of State Particles Reactions Summary: Changing Matter : Students explain the results of a chemical reaction. Conservation of matter. Notebook Sheet I-Check 4 Posttest 5