T E A C H E R ’ S N O T E S - Scholastic Canada · • about choosing appropriate materials to...

Learning Goals: Students will have opportunities to learn

• howtocorrectlyusethetermssolid, liquid, gas, particle, property, reversible, non-reversible, physical change, chemical change, biodegradable

• whatmatteris• thethreestatesofmatter• aboutpropertiesofmatter• aboutchoosingappropriatematerialstomake

products• aboutphysicalandchemicalchangestomatter• whatbiodegradablematterisandhowitbreaks

down• whyitisharmfultotheenvironmenttoburn,bury,

orthrowawayobjects

Discussion Prompts:• Whatismatter?• Whatarethethreestatesofmatter?• Whataresomepropertiesofmatter?• Whyisitimportanttochoosetherightmaterialto

makeaproduct?• Whatisaphysical/non-reversiblephysicalchange?• Whatisachemicalchange?Isitreversible?• Whatisbiodegradablematter?• Whyisitimportanttorecycleorreusematterthat

isnotbiodegradable?

Assessment Prompts:• Dostudentsdemonstrate,intheirdiscussionand

answerstoquestions,understandingofthesciencevocabularyusedinthecardsforthisunit?

• Arestudentsabletocarryouttheskillsofscientificinquiry,followingactivityprocedurestepssafelyandaccurately,makingobservationswhenappropriate?

• Assessstudents’responsesduringdiscussions. -Canstudentsdescribewhatmatterisanditsthree

states? -Arestudentsabletoidentifysomepropertiesof

matter? -Canstudentssuggestreasonswhyitisimportant

tochoosetherightmaterialstomakeaproduct? -Canstudentsdescribewhataphysicalchangeis

withanexample?Cantheygiveanexampleofanon-reversiblephysicalchangeandexplainwhyitisnon-reversible?

-Canstudentsdescribewhatachangeiswithanexample?

-Canstudentsexplainwhatbiodegradablematterisandhowitbreaksdown?

Links to PCSP Student Book What’s the Matter?:Card1:seeLessons1,2,5–8,and11Card2:seeLessons2–4,and11Card3:seeLessons5–8,and11Card4:seeLessons7,9,and11Card5:seeLessons4and9–11

T E A C H E R ’ S N O T E S©

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Students explore matter: what it is, its three states, its properties, its physical and chemical changes, and what happens to it when we throw it away.

Focus:

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PCSP Interactive Science Teacher’s Notes

Introduce students to the topic with the video of icebergs. Discuss the video and any comments or questions students may have.

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Students explore what matter is and its three states.Focus: Activity Description: Text describes that some liquids pour more easily than others due to how densely its particles are packed together. Students click on the orange icon and are taken to a screen that shows four liquids: oil, water, honey, and paint. Students watch animations of these liquids being poured from containers to compare the speed at which each pours. Students click on the orange icon and are taken to a timed drag-and-drop activity.

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Activity Description: Text describes to students how a gas takes on the shape and volume of a container it is in. The text continues to describe that gases are found in Earth’s atmosphere, which we inhale and exhale from our lungs. Students click on the orange icon and are taken to a timed activity. They are shown many pictures and must select the five things that contain or use gas.

Learning Goal: Students expand their knowledge of gases.

Ask Students: How does a gas move about in a container? ( It floats freely, taking on the shape and volume of the container. ) Can you think of other objects or things that contain or use gas? ( e.g., balloons are inflated with gas from our lungs or helium; oxygen tanks contain gas to help people breathe under water or in a hospital; tires are inflated with gas )

Assessment: Are students able to describe how a gas behaves in a container? Are students able to identify the five things in the activity that use or contain gas? Can students identify other objects in daily life that use or contain gas?

Activity Description: Students are taken to a series of three screens that show and describe the particles of water in solid, liquid, and gas states.

Learning Goal: Students expand their knowledge of the three states of matter using water as an example.

Activity Description: Students engage in a timed drag-and-drop activity in which they drag the correct tool that would be used to change the shape of different solids.

Learning Goal: Students identify tools that change the shape of different types of solids.

Ask Students: What tools do you use at home or in class to change the shape of solids? What are the solids that you change? How are they changed?

Assessment: Are students able to identify the correct tools that

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PCSP Interactive Science Teacher’s Notes 3

change the shape of solids in the activity? Can students name tools that they use at home or in class that change the shape of solids? Can they identify the solids they change and how they are changed—what form the solids take after the change?

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Learning Goals: Students expand their understanding of liquids and how the particles of different liquids are packed together more tightly than others. Students explore the speed at which four different liquids pour from containers and they identify which liquids are the easiest and hardest to pour.

Ask Students: Why do some liquids pour from containers more easily than others? ( The particles that make up that liquid are less tightly packed together than the particles in liquids that are harder to pour. ) Can you name some other liquids, not shown in the activity, which pour at different speeds? ( e.g., juice, cough syrup, maple syrup, shampoo, glue )

Assessment: Are students able to explain why some liquids pour more quickly than others? Can students identify the order of liquids in the activity from easiest to hardest to pour? Can they identify other liquids that pour at different speeds?


Activity Description: Students follow steps to make a “slime” mixture. Text asks if the mixture is a solid or a liquid. Students discover the answer to this question when they click on the orange icon.

Learning Goals: Students carry out the steps of a procedure to make a mixture with unusual properties. They identify whether the mixture is a liquid or solid.

Ask Students: Is your mixture a liquid or solid? Explain your reasoning. Did your mixture turn out as the activity suggests—a liquid, but which seems like a solid when force is applied to it?

Assessment: Did students follow procedure steps using materials correctly and safely? Were students able to produce a mixture with the properties suggested in the activity?

Ask Students: What are the three states of matter? ( solid, liquid, and gas ) What do we call water when it is a solid? ( ice ) What do we call water when it is a liquid? (water ) What do we call water when it is a gas? ( steam) How do the particles of water compare in the three states? (as a solid, the particles are tightly packed together and do not move around; as a liquid,

the particles are less tightly packed and move a bit; the particles of gas move freely )

Assessment: Are students able to explain what the three states of matter are? Can students describe the three states of water and how the particles behave in each state? (Some students may wish to demonstrate their understanding by drawing labelled diagrams of the three states of water. )


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Introduce students to the topic with the video of teens playing basketball. Discuss the video and any comments or questions students may have.

Activity Description: Text describes that not all metals are hard. Gold is used as an example of a metal that is soft and pliable. Students click the orange “continue” button. They are taken to a screen that describes that, by combining certain things with metals, the metal is made stronger and/or shinier—these are alloys.

Learning Goals: Students explore two properties of metals: hardness and softness. Students expand their knowledge of metals by learning about alloys.

Ask Students: Are all metals hard? (no) What is one example of a metal that is soft? (gold ) Can you find other example of soft metals on the Internet? (e.g., lead, tin) What is an alloy? (a mixture of two or more metals ) How are metal alloys useful? (combinations of metals can be stronger and/or shinier than individual metals )

Assessment: Can students describe that not all metals have the property of hardness? Can they identify some examples of metals that are soft? Can students explain what a metal alloy is and why they are useful?

Students explore properties of matter and the materials used to make products.

Focus:

Activity Description: Text describes that all matter has mass and takes up space (volume) and that these two properties can change. Text also describes temperature as another property of matter. Students click on the orange icon. They are taken to a screen that describes that the volume of some matter will change if its temperature is changed. Students drag and drop a balloon into a freezer and they watch an animation that shows how temperature affects the volume of the gas inside the balloon.

Learning Goal: Students expand their understanding of the properties of matter.

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Activity Description: Students engage in a timed drag-and-drop activity in which they unscramble words that represent different properties of matter.

Learning Goal: Students expand their knowledge of properties of matter.

Ask Students: What are some properties of matter? (e.g., hard, soft, elastic ) What is an example of matter that is soft, hard, or elastic, and so on? Why is it useful that a pillow has the property of being soft? Or why is it useful that a desk has the property of being hard? ( It is useful for a pillow to be soft because a pillow is used to cushion parts of the body. It is useful for the

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Ask Students: What are two properties shared by all matter? (Matter takes up space and has volume. ) What is a third property of matter? ( temperature ) Does a large chocolate rabbit have more mass than a small chocolate rabbit? (yes ) Why? (because the large rabbit takes up more space) Are both chocolate rabbits made of the same kind of matter? (yes—chocolate ) Can properties of matter change? (yes ) What is one way you could change a large chocolate rabbit? (eat some of it and it would become smaller; break it into two or more pieces, and so on) Does temperature affect matter? (yes; if you warm chocolate, it melts; if you cool chocolate, it will become colder, and may become more brittle ) (Students work in pairs. ) Can you come up with a different example of matter? How would you change its properties? (There are many everyday examples students can choose from; if they are stuck for ideas, ask them to go back to one they have already studied: water. Some students may wish to draw a labelled diagram to demonstrate their knowledge. )

Assessment: Can students identify and describe the two properties shared by all matter? Can students give a specific example of matter and how these properties can be changed in that matter? Do students recognize temperature as another property of matter? Can they describe how temperature affects matter using a specific example? Are students able to describe why the volume of the balloon decreases when it is placed in a freezer?


Activity Description: Students choose five objects from the classroom and they identify the materials from which they are made. Students then write down the properties of the materials and how that makes them useful in that object. Students click on the orange icon and are shown a picture of a classroom. Students can click on the orange icons to find out about the different kinds of matter in the classroom.

Learning Goals: Students expand their knowledge of materials; their properties, and how those properties are useful to a particular object. Students read about the properties of materials found in everyday objects in a classroom.

Ask Students: What five objects in the classroom did you choose? What materials are they made of? What are the properties of those materials? Are they the right properties for these objects? How so? Can you describe your results to the class or create a poster with illustrations to describe what you’ve discovered?

Assessment: Were students able to identify five objects in the classroom, identify the materials from which they are made, and describe the properties of those materials? Could students explain how the materials have the right properties for each object?

top of a desk to be hard to be able to write on paper or hold objects such as a computer.)

Assessment: Can students identify different properties of matter? Are they able to identify specific examples of matter that have or show those properties? Can students describe why a property of matter is useful in a particular object?


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Introduce students to the topic with the video that shows hot liquid metal being processed and moulded. Discuss the video and any comments or questions students may have.

Students explore physical changes to matter.Focus:

Activity Description: Visuals and text describe the physical changes that occur in glass when it is blown, shaped, and decorated.

Learning Goal: Students explore the physical changes glass can go through.

Ask Students: What does the term physical change mean? ( the particles of matter do not change, but are rearranged ) What physical change does the blown glass go through? (The glass starts as a hot mass of glass that doesn’t have any recognizable shape; it ends up as a cooled piece of glass with a recognizable design or shape.) Though the glass looks quite different in the finished product, have the particles of glass been changed into something else or just rearranged to look different? ( rearranged )

Assessment: Can students explain what physical change means in relation to matter? Are students able to identify that blown glass goes through a physical change?

Activity Description: Students click on the orange icon and are taken to a picture of chalk being used to write on a board. Text describes how some physical changes are very complex and cannot be undone—they are non-reversible. Students click the orange “continue” button and are taken to the picture of popcorn. Text describes how a popped kernel is also a non-reversible change. Students click on the final “continue”

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Activity Description: Text describes why some people believe broken glass has gone through a physical reversible change, and how they think it can be reversed. Text also states that some people believe it is a non-reversible change. The text asks students to develop a view on this question. Students then click the orange icon to play a timed drag-and-drop activity.

Learning Goal: Students expand their knowledge of changes that are reversible or non-reversible.

Ask Students: You may wish to do the drag-and-drop activity as a class. For each example in the activity, you could ask, “Can you explain why this change is reversible (or non-reversible)?” (e.g., Once the branch is cut, it cannot be reattached, so it is a physical change that is non-reversible.)

Assessment: Are students able to explain the difference between a change that is reversible and non-reversible? Can students explain what makes each example in the activity either reversible or non-reversible?

Activity Description: Students engage in a timed drag-and-drop activity about the different changes of state (evaporation, melting, sublimation, solidification, condensation).

Learning Goal: Students expand their knowledge of changes of state.

Ask Students: What are some examples of changes of state? (Students can use examples from the activity, but encourage them to think of new examples or use the Internet as a research tool. )

Assessment: Are students able to complete the activity correctly? Can students identify examples of changes of state, either from the activity or discovered through research?

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Activity Description: Text describes how salt spread on icy surfaces in winter lowers the melting temperature of the ice. This helps to keep roads and sidewalks free of ice. Students are then asked to perform an experiment to measure and compare the temperatures of the contents of two tin cans: one containing crushed ice and water; the second containing crushed ice and salt. Students click on the orange icon near the Think question to find out what happens to the outside of the tin cans and why.

Students go back to the first screen and click on the orange icon near the top right of the screen. Text discusses freezing, melting, and boiling points.

Learning Goals: Students conduct an experiment and expand their knowledge of melting, freezing, and boiling points.

Ask Students: Which tin has the lowest temperature—the one with the salt or the one without salt? (The tin with salt has the lowest temperature. ) Can you explain what the term freezing point

means? ( the temperature at which a substance changes state from a liquid to a solid—this temperature varies with different kinds of matter ) Melting point? ( the temperature at which a substance changes state from a solid into a liquid—this temperature varies with different kinds of matter ) Boiling point? ( the temperature at which a liquid starts to change to a gas) What is the freezing and melting point of water? (0°C )

Assessment: Did students follow procedure steps using materials correctly and safely? Were they able to identify which tin had the lowest temperature? Can students describe the meaning of melting point, freezing point, and boiling point? Are they able to recognize that different substances melt, freeze, and boil at different temperatures?


icon and are shown a picture of sugar on a spoon held over a cup. Text explains that when sugar is mixed in water, the change is described as reversible. Students are given an activity that can help them remove sugar from a sugar water mixture—in essence, reverse the physical change of mixing sugar and water.

Learning Goal: Students expand their understanding of physical changes as being reversible or non-reversible.

Ask Students: Before students read the information in this activity, challenge them to make predictions. What is your prediction? Why? What does the word “reversible” mean? (something that can be changed back to how it was before it was changed; it can be undone) What does the word “non-reversible” mean? (something that cannot be undone; it cannot go back to how it was before it was changed)

Assessment: Were students able to provide explanations for their predictions before reading the information in the activity? Are students able to explain the difference between a change that is reversible and one that is non-reversible?


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Introduce students to the topic with the video of muffins baking and rising in an oven. Discuss the video and any comments or questions students may have.

Students explore chemical changes of matter.Focus:

Activity Description: Students play a timed drag-and-drop activity where they drag one of two labels (physical or chemical) onto a picture to identify whether it represents a physical or chemical change in matter.

Learning Goal: Students identify which food preparation activities represent physical or chemical changes.

Ask Students: What is the difference between a physical and chemical change? ( physical change: particles of a substance are rearranged—often this change is reversible, though not in all cases; chemical change: some particles of a substance change to produce a new substance—this kind of change is non-reversible ) What are some examples of physical and chemical changes that take place in the kitchen? (e.g., slicing bread is a physical change; frying food causes chemical change. ) Of the physical changes shown in the activity, which ones are reversible and which are non-reversible? (All of the examples of physical change in the

Activity Description: Visuals and captions asks students to identify which example is a physical change and which is a chemical change. Students click on the orange icon near the top right corner of the screen. The first screen describes that cooking an egg is a chemical change. Students click on the orange “continue” button and the new text describes that whipping cream is a physical change. Text poses one more question to students about whipping cream. The final screen describes that when a cut apple turns brown, it has gone through a chemical change.

Learning Goals: Students expand their knowledge of physical and chemical changes.

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Activity Description: Text describes what fire is. Students then click on the orange icon and engage in a timed drag-and-drop activity.

Learning Goals: Students explore what fire is and how it is made or put out.

Ask Students: What is a chemical change? ( When a substance goes through a chemical change, some of its particles change to produce a new substance or substances—the particles are not just rearranged as in a physical change. ) When fire is burning, are you seeing a physical change or chemical change? ( chemical change between oxygen and a fuel such as wood ) What are some new substances produced from fire? ( smoke, ash, char )What are some things that help fires to burn? ( oxygen, fuel such as wood or gas ) What things help to put out fires? (water, chemicals sprayed from fire extinguishers, blankets )

Assessment: Are students able to describe what a chemical change is? Can students explain

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Activity Description: Students perform the steps of a science investigation, in which they: 1. fill three glasses—one with cold water, one with hot water, the third with ice water; 2. measure and record the temperature of the water in each glass; 3. drop an effervescent tablet into the first glass of water, then time and record how long the tablet takes to stop fizzing; 4. repeat the previous step for the remaining two glasses of water. Students then click on the Think question. Text describes that when the tablets in water fizz, students are seeing a chemical reaction. Text also explains that hotter water causes the chemical change to occur more quickly because the hotter water particles move faster.

Learning Goal: Students extend their knowledge of chemical change.

Ask Students: What were the differences in the time it took for the tablets to stop fizzing in the different glasses of water? (Ask students or student groups to compare the times they recorded for the tablets to stop fizzing. ) Did the tablets go through a physical change or chemical change in the glasses of water? (The tablets went through chemical change.) What conclusions can you draw from your experiment? (Effervescent tablets fizz more quickly in hotter water—the chemical change occurs faster because the hot water particles move more quickly than water particles at a cooler temperature. ) Can you suggest a reason why this is the case? (Listen to students’ explanations for sense—even if they do not suggest the correct answer—and then explore the correct answer with them.)

Assessment: Did students record their measurements clearly and accurately? Were they able to identify that the effervescent tablets went through a chemical change? Were students able to conclude that different water temperatures changed the rate of chemical change of the effervescent tablets?

that fire occurs because of chemical change between oxygen and a fuel? Can students successfully identify in the activity which objects help to make fires burn and which objects help to put them out?


activity are of food items being sliced, cut, grated, or chewed. Although the particles of the substance of the carrot, for example, do not change—they are only rearranged—it is not possible for the grated carrot to be made a whole carrot again. )

Assessment: Can students describe the difference between physical and chemical changes? Are students able to identify physical changes and chemical changes? Are students able to identify which physical changes are non-reversible and explain why? Can they describe examples of physical and chemical changes that take place in their own kitchens?

continued from page 8Ask Students: Before you click on the orange icon, make predictions about each question: Which picture is an example of a physical change and which is an example of a chemical change? (Ask students to record their predictions and explain their reasoning before they click the icon to read the answers. ) What kinds of clues should you look for when deciding if something has gone through a chemical change? (e.g., change in colour or smell )

Assessment: Were students able to accurately predict which pictures were examples of physical change and which were examples of chemical change? Did students provide reasonable and clear explanations for their predictions? Can students identify clues to chemical change such as a change in colour or smell?


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Introduce students to the topic with the video of food breaking down. Discuss the video and any comments or questions students may have.

Students explore biodegradable matter and objects that are recyclable and non-recyclable.

Focus:

Activity Description: Text describes that by recycling plastic drink bottles, we can make plastic garbage cans. Students then click on the orange “continue” button. They are taken to a screen that shows the process of recycling plastic.

Learning Goal: Students explore the process of recycling plastic.

Ask Students: Why is it better to put a plastic bottle in a recycling bin rather than in the garbage? (Rather than creating new plastic every time we make a new product, we recycle the plastic materials that already exist. This reduces the amount of waste we put into landfills. ) Can you name other plastic products that are made from recycled plastic? (Ask students to use the Internet. )

Assessment: Are students able to describe why it is better to recycle plastic rather than throw it away? Are students able to effectively conduct research into other types of plastic products that are made with recycled plastic?

Activity Description: The first screen shows garbage being burnt and producing toxic ash and smoke, which enter the atmosphere. Students click on the orange “continue” button. They are shown a picture of old paint cans. Text describes that some products we discard are hazardous waste and should be taken to a municipal drop-off site. Students click another orange “continue” button. Text describes that throwing organic—biodegradable waste—in a garbage can, which goes to a landfill, is a waste of the nutrients that would go back to the soil if it were composted. And, in a landfill, this waste takes much longer to break down.

Learning Goal: Students learn about disposing hazardous and organic waste.

Ask Students: Why should you not burn waste in an open fire? ( It creates toxic ash and smoke that enter the environment ) What are examples of hazardous waste? (e.g., batteries, paint ) What should you do when you want to dispose of hazardous waste and why? (Take the waste to hazardous waste drop-off site, because the chemicals in the waste are toxic and will leach into soil and water. ) Where is the nearest municipal drop-off site for hazardous waste in your neighbourhood?

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Activity Description: Text describes what organic matter is and how bacteria, fungi, and insects help to break it down. Students click on the orange icon and are taken to another screen that describes that organic matter takes only a few weeks to break down but that plastic can take thousands of years. Students then click on another orange icon that takes them to a timed activity. Students are shown a series of pictures with different items and are asked to identify the correct amount of time it takes for those items to break down.

Learning Goals: Students explore organic matter and how it breaks down. Students identify the amount of time it

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takes for various inorganic objects to break down. This enables them to compare the differences between organic matter and inorganic matter in terms of impact on the environment.

Ask Students: What is organic matter? ( matter that was once part of a living plant or animal ) What impact might organic matter have on the environment compared to objects that are not organic such as plastic or Styrofoam? ( Organic matter has little or no negative impact on the environment, because it breaks down and is absorbed back into the natural environment; organic matter can be very helpful to the environment, if they are composted; objects that are not organic pollute the environment if it is left in landfills because they take so long to break down. Recycling products that are not organic helps reduce their impact on the environment. )

Assessment: Are students able to describe what organic matter is? Can they identify reasons why objects that are inorganic have a negative impact on the environment compared to organic matter?


Activity Description: Students follow the steps of an activity in which they make a compost bin to break down kitchen waste. Students then click on the orange icon, which takes them to a timed, drag-and-drop activity.

Learning Goals: Students follow procedure steps safely and correctly to create a small compost bin. Students identify where to dispose of throw-away items.

Ask Students: Why do you need to include worms in the compost bin? (Worms help to break down the organic waste more quickly. Worms also allow the compost bin to function more closely to how biodegradable waste would break down in soil. ) Why is it important to choose the right way to throw away items that you are finished with? ( It is important to divert as many waste products away from landfills as possible, because most products will sit in a landfill for many years and pollute the environment. Our waste products even wind up circulating throughout Earth’s oceans. So, to compost, recycle, or reuse are great ways to reduce our impact on the environment. Encourage students to understand that this hazardous waste will badly pollute the environment, harm wildlife, and eventually get into the human food and water supply. ) With a partner, can you come up with a list of 10 throw-away items (different from those shown in the activity ) and say how they should be thrown away?

Assessment: Are students able to safely and successfully create a functioning compost bin? Can students correctly identify how to dispose of different waste items? Can students create their own list of waste products and identify how to dispose of those items?

(Ask students to use the Internet to find this information. ) Why is it better to put organic waste in a compost bin rather than in the garbage? (Organic waste in a compost bin gives back nutrients to the soil, whereas in a landfill site, the nutrients are lost and the waste takes longer to break down. It also increases our reliance on landfill sites, which are expensive and pollute the environment. )

Assessment: Can students relate why it is important to dispose of particular types of waste in specific ways? Do students recognize the dangers of burning garbage?


T E A C H E R ’ S N O T E S - Scholastic Canada · • about choosing appropriate materials to...

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