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Science
Strand IV
Use
Scientific Knowledge from the Physical Sciences in Real-World Contexts
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Science/Strand IV
Content
Standard 2
All
students will investigate, describe, and analyze ways in which matter
changes; describe how living things and human technology change matter and
transform energy; explain how visible changes in matter are related to
atoms and molecules; and how changes in matter are related to changes in
energy. (Changes in Matter)
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Science/Strand IV/Content
Standard 2/Elementary
Benchmark
1
Describe
common physical changes in matter: size, shape, melting, freezing (K-2);
dissolving, evaporating (3-5).
Benchmark Clarification
Matter is made of the same
original material even after a physical change such as melting (solid to
liquid), freezing (liquid to solid), dissolving (solid in liquid), or
evaporating (liquid to gas). See Water in three states, (SCI.V.2.E.1)
Students will:
- Describe physical changes in substances
and/or objects, including the change of size, shape, or state of
matter (solid, liquid, gas)
Key Concept / Real World Context / Instructional
Example / Assessment Example / Resources
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Science/Strand IV/Content
Standard 2/Elementary/Benchmark
1
Real World
Context
Changes in
size or shape of familiar objects:
- making snowballs
- breaking glass
- crumbling cookies
- making clay models
- carving wood
- breaking bones
Changes
in state of water or other substances:
- freezing of ice cream
- freezing of ponds
- melting wax or steel
- puddles drying up
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Science/Strand IV/Content
Standard 2/Elementary/Benchmark
1
Instructional
Example
Benchmark Question: What are the common physical changes
in matter?
Focus Question: What happens to matter when there is
a physical change?
K-2 example:
- Bring a snowball in for students to observe.
Using picture or written form, students should record their
observations of changes in the snowball in their journals. Discussion
needs to follow as to the change being a physical change in the state
of matter.
- Take a piece of paper and crumple it.
Discuss how the paper has not changed but the physical properties,
size, and shape have.
3-5 example:
- Use the past Science MEAP investigation
using the sugar cubes dissolving activity.
Constructing: (SCI.I.1.E.1),
(SCI.I.1.E.2), (SCI.I.1.E.3),
(SCI.I.1.E.4), (SCI.I.1.E.5),
(SCI.I.1.E.6).
Reflecting: (SCI.II.1.E.1),
(SCI.II.1.E.4).
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Science/Strand IV/Content
Standard 2/Elementary/Benchmark
1
Assessment
Example
The teacher will prepare the
following models, either real or through pictures:
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Items
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Sample changes and
processes
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Whole cookie to cookie
crumbs
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Change in size, shape
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Clay ball to clay
sculpture
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Change in size, shape
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Ice cube to liquid
water
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Change in size, shape,
melting Ñ solid to liquid
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Glass full of water to
same size glass with little water
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Change in size
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Glass of water and
powdered drink mix to dissolving glass of water with powder mixed in the
water
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Change in color
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Students will describe the
physical changes that have occurred and name the processes that caused the
change.
(Give students rubric before
activity.)
Scoring Rubric
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Criteria
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Apprentice
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Basic
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Meets
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Exceeds
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Correctness of
description
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Incorrectly describes
what happened.
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Correctly describes
what happened.
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Correctly describes
what happened.
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Correctly describes
what happened.
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Accuracy of
identification
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Incorrectly identifies
the physical change, and does not state that the changed object is made
of the same material as the original object.
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Incorrectly identifies
the physical change, and does not state that the changed object is made
of the same material as the original object.
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Correctly identifies
the physical change, but does not state that the changed object is made
of the same material as the original object.
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Correctly identifies
the physical change, and states that the changed object is made of the
same material as the original object.
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