![]() ![]() “What is water called when it is a liquid?” ( water).“What is water called when it is a solid?” ( ice, a glacier, an iceberg, etc.).Say, “Matter can change from one state to another and today we are going to look at the phase changes of water.” Have students work with a partner to answer these questions: Work can continue over two class periods. Students experience activities that move from hands-on investigations to teacher-led discussions to partner and individual applications. Students experience activities that appeal to various learning styles, along with the extension activities, which provide additional differentiated instruction. ![]() Students express their understanding of the states of matter through designing and implementing group investigations, participating in large-group discussions, and reflecting with partners. Students are paired with partners for discussion and reflection on water’s phase changes in the “The Magic School Bus Wet All Over” video. ![]() Students participate in hands-on investigations, large-group discussions, and partner work based on water’s phase changes, and an individual scavenger hunt reviewing the properties of matter. Students design and implement investigations that illustrate the phase changes of water, as well as watch a Magic School Bus video in order to identify those phase changes. Students recognize that matter can change from one state to another and they investigate the phase changes of water. Scaffolding, Active Engagement, Modeling, Explicit Instruction W: The Magic School Bus at the Waterworks by Joanna Cole.computer access for “The Magic School Bus Wet All Over” video.prizes such as a sticker or pencil for students who have completed the Scavenger Hunt worksheet.Matter Suitcase Scavenger Hunt worksheet ( S-3-6-3_Matter Suitcase.docx), one per student.materials for Group 4 (depends on what the group says it needs, but they will need to show condensation).materials for Group 3 (depends on what the group says it needs, but they will need to evaporate water).materials for Group 2 (depends on what the group says it needs, but they will need to melt water).materials for Group 1 (depends on what the group says it needs, but they will need to freeze water).The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. ![]() Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.Ask questions about objects, organisms, and events.Distinguish between scientific fact and opinion. ![]()
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