Changes Page 1
Lesson By Lesson Guide
Changes
(STC)
Changes Page 2
Table of Contents NC Essential Standards and Clarifying Objectives ........................................................................ 3
Essential question for Unit .............................................................................................................. 4
Unit pre-assessment ........................................................................................................................ 4
Notes Regarding the Changes Unit................................................................................................. 4
Lesson 1 - Thinking About How Things Change ........................................................................... 5
Lesson 2 - Freezing and Melting .................................................................................................... 7
Lesson 3 - Where Did the Water Go? ........................................................................................... 10
Lesson 4 - Mixing and Separating Solids ..................................................................................... 13
Lesson 5 - Mixing Solids and Liquids .......................................................................................... 15
Lesson 6 - Separating Solid and Liquid Mixtures ........................................................................ 17
Lesson 7 - A Dissolving Race: Two Forms of Sugar ................................................................... 19
Lesson 8 - A Dissolving Race: Warm and Cold Water ................................................................ 21
Lesson 9 - Changing Salt Water to Crystals ................................................................................. 23
Lesson 10 - Separating Mixtures of Color .................................................................................... 25
Lesson 11 - Separating a Mystery Mixture ................................................................................... 27
Lesson 12 - Bubbles and Fizz: Observing a Chemical Reaction .................................................. 29
Lesson 13 - Gas in a Bag .............................................................................................................. 31
Lesson 14 - Looking at Rust ......................................................................................................... 33
Lesson 15 - Writing Our Recipe For Change ............................................................................... 35
Lesson 16 - Presenting our Recipe for change.............................................................................. 37
Changes Page 3
NC Essential Standards and Clarifying Objectives
2.P.2 Understand properties of solids and liquids and the changes they
undergo.*
2.P.2.1 Give examples of matter that change from a solid to a liquid and from a
liquid to a solid by heating and cooling.
2.P.2.2 Compare the amount (volume and weight) of water in a container before
and after freezing.
2.P.2.3 Compare what happens to water left in an open container over time as to
water left in a closed container.
3.P.2 Understand the structure and properties of matter before and after they
undergo a change.
3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
3.P.2.3 Summarize changes that occur to the observable properties of materials
when different degrees of heat are applied to them, such as melting ice or ice
cream, boiling water or an egg, or freezing water.
3.P.3 Recognize how energy can be transferred from one object to another.
3.P.3.1 Recognize that energy can be transferred from one object to another by
rubbing them against each other.
3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler
one by contact or at a distance and the cooler object gets.
*This 2nd
grade Essential Standard and related Clarifying Objectives are addressed
in the 3rd
grade Changes unit. Students studied basic properties of solids and
liquids in the 2nd
grade Solids and Liquids unit as well as the basic properties of air
(a mixture of gases) in the 2nd
grade Air and Weather unit. The Solids and Liquids
unit in 2nd
grade is a pre-requisite for the Changes unit in 3rd
grade as both units
address concepts in physical science.
Changes Page 4
Essential question for Unit
How can matter change?
Unit pre-assessment Lesson 1 is a pre-unit assessment opportunity however; you might consider
administering the formative assessment probe called “Where Did the Water Come
From?” The formative assessment probe is available on page 163 of Uncovering
Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley, et al. This
particular probe elicits students’ understanding of condensation and that it is
caused by water vapor in the air. When administering this probe, it is
recommended to eliminate choice F, because elementary students have not yet
learned about hydrogen and oxygen atoms.
Another formative assessment probe opportunity is “Wet Jeans” found on page
155 of Uncovering Student Ideas in Science Volume 1 (Pink Cover), also by Page
Keeley et al. This probe elicits students’ understanding of where water goes right
after it evaporates.
Lesson 3 is a good opportunity to administer one or both of the recommended
formative assessment probes.
Notes Regarding the Changes Unit To address Clarifying Objective 2.P.2.3 it is important to set up a closed
container as well as an open container when evaporation is studied in this unit. Of
course, the water in the open container will evaporate, while the water in the closed
container will not – it’s important for students to observe these phenomena.
This unit is critical as it reviews basic properties of solids, liquids, and gases. It
introduces students to the concept of chemical changes, which will be paired with
the study of physical changes in the Landforms unit in 4th
grade. Additionally, this
unit addresses changes in states due to the addition of heat or the removal of it
(freezing), which provides important ground work for studying the water cycle in
the 5th grade Investigating Weather Systems unit.
Changes Page 5
Lesson 1 - Thinking About How Things Change A baseline assessment of student’s knowledge of solids, liquids, gases, and some changes when
solids and liquids are mixed.
Make copies of Change Cards (available in the Teacher Guide); one card for each pair of
students. Identify and separate different sizes of cups. This can be done by a volunteer. Many of
the lessons in this unit require advanced preparations which could be handled by a volunteer.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different
degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or
freezing water.
Focus question How do things change around us?
Activity Guiding Questions
Invite students to share what they know
about solids and liquids. Ask students
to explain the meaning of the
word change. Record student responses
on the "What We Know about
Solids…" poster.
Distribute one Change Card to each
pair of students. Prompt students to
think about the solids and liquids in the
illustrations and how these might
change.
Invite each pair to discuss the picture
on their Change Card and identify the
different states of matter.
Record students’ observations on the
"Looking At Changes" chart as shown
in figure 1-4.
Tell students they will add a solid to a
liquid and record the changes that take
place.
Guide students to use a hand lens to
observe an effervescent tablet.
Circulate the classroom and pose
questions to guide students'
observations. Prompt students to record
their observations on record sheet 1-A.
What solids do you see?
What liquids do you see?
How might the solids or liquids in the
pictures change over time?
What did the water look like?
What did the water look like before and
after the tablet was dropped in?
Describe the tablet.
How did the water and tablet change?
What words could you use to describe
the new matter that was formed?
Did anything surprise you?
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Lead a making meaning discussion so
that students can share their
observations and drawing with the
class.
Fill ice cube trays for the next lesson
and predict what will happen to the
water in them.
Read aloud the poem "Changes All
Around Us" found in the Teacher's
Guide.
Science Content Words Use these terms or phrases when teaching the lesson:
gas A substance that has no shape or volume; most have no color and cannot be
seen
liquid A substance that has no shape but has volume; it takes the shape of its
container
matter Anything that has weight and takes up space
property Something about an object that helps tell what it is
solid A substance that takes up space and has its own shape
states of
matter
Three forms matter may take - solid, liquid, and gas
Integration Hints - SMARTboard Lesson 1 (available on CMAPP)
- Set up a center where students can practice using a hand lens to observe objects and use
different senses.
-Use the poem Changes All Around Us as a language arts activity. List the words that rhyme and
identify the verbs, nouns, adjectives.
-Homework: Think about how you’ve changed. Make a list of 10 ways that you’ve changed.
Can you think of 3 ways that you’ve changed so far this school year?”
Science Notebook Helper Students will write observations and a drawing of the tablet and water experiment
Record sheet 1-A, available in the Teacher Guide (describe solid and liquid)
Have children write about changes that have taken place in their classroom or school
Assessment Opportunities Record children’s observations and discussions of Change Cards. Have children complete
Record Sheet 1-A. Save this, and all student work, for use with the post-assessment.
Changes Page 7
Lesson 2 - Freezing and Melting Water becomes solid when frozen. Melting returns solid water to its liquid state by applying
heat energy.
Each pair of students needs one ice cube. Be sure to set parameters as to what the children can do
to melt the ice cube, i.e. can they go outside, use a heat source.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
2.P.2.2 Compare the amount (volume and weight) of water in a container before and after
freezing.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different
degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or
freezing water.
3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them
against each other.
3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact
or at a distance and the cooler object gets warmer.
Focus question How can a liquid such as water change to a solid or a gas?
Activity Guiding Questions
Invite students to think about the water
you poured into the ice cube trays at the
end of Lesson 1. Ask students in what
ways do they think the water has
changed in the freezer. Tell students
they will design a method for melting
an ice cube in the quickest time
possible.*Weigh an ice cube with the
class and record the weight before
doing this investigation*
Explain the Melting Race procedures.
Guide students to record the time their
ice cube melts (If you have rubber
clock stamps - you can stamp 2 clocks
in their science notebook, for students
to record the start and end times of the
race). If your students can tell time to
the minute, they can just use the school
How has the ice cube changed?
What method did you use to melt the
ice cube?
Did anything surprise you as you
attempted to melt the ice cube?
Why did some of the ice cubes melt
faster than others?
What will happen to the covered and
uncovered water as it sits for two or
three days?
Changes Page 8
clock to record the time.
Circulate the classroom reminding
students to keep the bag sealed and to
record the time the ice cube in the bag
is completely melted.
Lead a class discussion for students to
describe how the ice cube has changed.
Record students' responses in the
appropriate columns of the "Properties"
poster.
Invite each pair of students to describe
the method they used to melt the ice.
*Weigh the water from the melted ice
cube with the class and record the
weight.
Tell students they will observe another
change in water and assist students as
they pour the water from the zip bag
into the Petri dish.
Have students predict what they think
will happen to water in both the
covered and uncovered Petri dishes
over two or three days.
Science Content Words Use these terms or phrases when teaching the lesson:
boiling point The temperature at which a heated liquid turns into gas
condensation The process by which water vapor cools and changes to a liquid
evaporation The process by which a liquid becomes a gas
freezing When a liquid changes to a solid because heat is removed from the liquid
freezing point The temperature at which a liquid become a solid
humid A weather condition when the air is saturated with moisture
melting When a solid changes to a liquid because heat is added to the solid
melting point The temperature at which a solid becomes a liquid
the water
cycle
The process by which water moves through the ground, evaporates from earth
into the air, forms clouds, and falls back to earth as rain or snow
water vapor Water that has changed to gas
Integration Hints
-SMARTboard Lesson 2 (link available on CMAPP)
Changes Page 9
-Students could graph the time that each ice cube took to melt. They can write the digital time
that they start and stop. They could work in groups to design their own “ice cube keeper”. This
is a good tie to make ice cream or at the end of the unit.
Science Notebook Helper Students can write about why they think some methods worked better than others to melt the ice
cubes. Students write predictions for Petri dish experiment. Students document time used for
melting and methods used.
Assessment Opportunities Observe students as they experiment with different ways to melt the ice cube. Question them
about why they chose certain methods.
Changes Page 10
Lesson 3 - Where Did the Water Go? Water evaporates into the air as it changes from a liquid to a gas. Condensation occurs when
water changes from a gas to a liquid.
This lesson cannot be taught until the water in the Petri dishes has evaporated; it can take 3 or
more days to evaporate. You might move on to Lesson 4 and return to Lesson 3 for students to
make observations of the Petri dishes when the water has evaporated. If necessary- use a hotplate
to speed up the process.
Clarifying Objectives 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
Focus question Where does water that has evaporated go?
Activity Guiding Questions
Begin the investigation by
administering a formative assessment
probe.
Ask students to collect their Petri
dishes and discuss with their partners
the changes they observe. Invite
students to share their observations
with the class and compare their results
with the predictions they made at the
end of lesson 2. Ask students to
brainstorm what happened to the water
and discuss how the covered Petri
dishes may be different. Let students
know they will set up an investigation
to explore how water changes from a
liquid to a gas.
Ask students to draw a line down the
center of a page in their science
notebooks and label one column "cool"
and the other "warm."
Select students to distribute the
materials for the investigation.
Guide students to set up an
investigation of cool and warm water in
cups, and observe the process of
condensation.
Circulate the classroom filling cups
with warm water from the thermos.
Direct students to draw their
What observations can you make about
these cups?
Has the inside of each cup changed? If
so, how?
How did the water change when it was
in the freezer?
How did the water change when it was
removed from the freezer?
How did the water change when it was
in the uncovered dish? Where did the
water go?
How do you know from this
investigation that the water went into
the air?
Think about the cup of warm water.
What happened when the water in the
air touched the large cup?
Changes Page 11
observations in the appropriate columns
in their science notebooks.
Lead a making meaning discussion.
Guide students to think of situations
when they have observed water
droplets as they did in the lesson (e.g., a
foggy bathroom mirror, a wet, cold
soda can).
Record then new ideas that the students
have about water as a solid, liquid, and
gas on the "Properties" poster.
Science Content Words Use these terms or phrases when teaching the lesson:
boiling point The temperature at which a heated liquid turns into gas
condensation The process by which water vapor cools and changes to a liquid
evaporation The process by which a liquid becomes a gas
freezing When a liquid changes to a solid because heat is removed from the liquid
freezing point The temperature at which a liquid become a solid
humid A weather condition when the air is saturated with moisture
melting When a solid changes to a liquid because heat is added to the solid
melting point The temperature at which a solid becomes a liquid
the water
cycle
The process by which water moves through the ground, evaporates from earth
into the air, forms clouds, and falls back to earth as rain or snow
water vapor Water that has changed to gas
Integration Hints - SMARTboard lesson 3 (link available on CMAPP)
- There is a reading selection, “A Snowman in July,” included with this lesson, which could be
used in a center or as independent reading.
- For homework, students can look for evidence of evaporation and condensation at home.
- Books like The Magic School Bus at the Waterworks by Joanna Cole can be read for
information on the treatment of drinking water.
- Math-students can time evaporation indoors or outdoors if weather permits
- Language arts- students can find pictures of solids, liquids and gases, create a collage and write
adjectives to describe the pictures
Science Notebook Helper Students draw and label their observations of the warm and cool cups of water in their science
notebooks. Students respond to the focus question by writing three or more sentences to explain
where water goes when it evaporates.
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Assessment Opportunities Teacher can circulate, asking questions, while students are doing their investigation.
Changes Page 13
Lesson 4 - Mixing and Separating Solids A mixture can be made by combining two solids and separated by using a sieve.
Use the student directions to make a sieve before the lesson. Be sure to keep everything at the
end of the lesson for use in the next lesson.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
Focus question What happens when two solids are mixed together and do the materials change?
Activity Guiding Questions
Gather students and ask them what they
know about mixing things. Record their
responses on the "What We Know
about Mixing" poster. Place a check
mark beside duplicate responses to
acknowledge all student contributions.
Let students know they will mix two
solids - salt and gravel.
Distribute the Students Instructions and
materials to each pair of students.
Discuss each step of the instructions
and direct students to complete them
step by step.
Circulate the classroom and provide
assistance to students when necessary
and pose questions to focus their
observation.
Conduct a making meaning discussion
so students can discuss the changes
they observed.
Record new ideas or questions students
may have about mixing and separating
substances.
What two solids did you mix?
How did the solids change when you
mixed them? Did they change size?
Color?
How might the pieces of your mixture
change when they are separated?
What happened when you mixed the
salt and gravel? Describe the mixture.
How did using the sieve change the
mixture?
In what ways is the gravel the same as
before you mixed it with the salt?
Did the gravel change as a result of the
mixing?
Science Content Words Use these terms or phrases when teaching the lesson:
dissolve To make or become part of a liquid mixture.
mixture Two or more substances that can be separated from each other and retain their
properties.
Changes Page 14
solution A mixture formed when a substance dissolves in a liquid and cannot be filtered out;
the properties of a mixture are the same throughout the liquid.
Integration Hints - SMARTboard Lesson 4 (link available on CMAPP)
- At a center, students could measure different solids and practice mixing them together and
separating them using different size filters. They could measure ingredients and create a fruit
salad. Look for filters which are used in the home – coffee filters, lint filters, and colanders.
Science Notebook Helper Ask students to write about the different size filters and why they produce different results.
Students record observations and strategies they used to separate the solids. Record their
discoveries.
Assessment Opportunities Students record their observations and draw and write about the strategies they used to separate
the solids.
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Lesson 5 - Mixing Solids and Liquids A mixture can be made by combining a solid and a liquid. In a solution, one substance dissolves
in another so that the properties of the mixture are uniform throughout. Note: It’s important to
guide students to understand that even though the salt in this investigation seems to have
“disappeared”, it remains on the water solution.
Do not throw out the cups of water at the end of this lesson. They will be used in Lesson 6.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
Focus question How do different solids react when they are mixed with water?
Activity Guiding Questions
Gather students and tell them they will
investigate the changes that occur when
they mix a solid with a liquid. Students
will mix three solids - gravel, toilet
tissue, and kosher salt - with water.
Distribute and review Record Sheet 5-
A: Mixing Solids and Liquids
(available in the Teacher Guide).
Distribute materials for the
investigation to the class.
Guide students to place a small amount
of each solid in the appropriate circle
on the test mat, observe each solid with
a hand lens, and glue a small sample of
each solid to the appropriate circle.
Prompt students to share their
observations of the solids with the
class. Record their observations in the
"Properties" column of the "Changes
Observed" chart.
Guide student to add the gravel to water
and record their observation in the
"Before Stirring" column of the record
sheet.
Invite students to stir the gravel and
water mixture with a wooden stirrer for
about a minute.
How does each solid look? What color
is each solid?
How does each solid feel? What shape
is it?
How does each solid smell?
Compare the gravel, salt, and tissue.
How are they alike? Different?
What happened to each solid when you
added it to water?
How did the water change?
What happened to the water and the
solid when you stirred?
How well did the solid and water mix?
Did anything surprise you about the
way each solid changed? If so, what?
Changes Page 16
Prompt students to record their
observation in the "After Stirring"
column of the record sheet.
Invite students to repeat the process
with the toilet tissue and again with
kosher salt.
Circulate the classroom and guide
students' investigation of mixing,
observing, stirring, and observing.
Lead a making meaning discussion so
students can discuss the changes they
observed before and after stirring the
solids and water. Record their
observations and new ideas on the
"Changes Observed" chart.
Science Content Words Use these terms or phrases when teaching the lesson:
dissolve To make or become part of a liquid mixture.
mixture Two or more substances that can be separated from each other and retain their
properties.
solution A mixture formed when a substance dissolves in a liquid and cannot be filtered out;
the properties of a mixture are the same throughout the liquid.
Integration Hints - SMARTboard Lesson 5 (link available on CMAPP)
- Students can keep a record of solids and liquids they eat and graph the results. Art projects
could include mixing plaster of Paris or making papier-mâché.
Science Notebook Helper Students could be encouraged to write about the differences in mixing two solids and a solid and
a liquid. Document the observations and strategies used in mixing the solids and liquid.
Assessment Opportunities - In response to the focus question, students draw and write about the three
mixtures created during the investigation.
- Students complete record sheet 5-A during the investigation. The completed
record sheet can be pasted or stapled into students' science notebooks.
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Lesson 6 - Separating Solid and Liquid Mixtures Some mixtures can be separated using a sieve or filter.
The salt water solution in this lesson will be saved to use after it evaporates in Lesson 8.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
Focus question What methods can be used to separate a solid and a liquid mixture?
Activity Guiding Questions
Invite students to observe their
mixtures from lesson 5. Encourage
them to share their thoughts and
observations with the class. Introduce
the term "dissolve" to students. Then
tell students they will try to separate the
gravel, salt, and tissue from the water in
their mixtures.
Prompt students to brainstorm possible
ways to separate the solid from the
water in their mixtures. Record their
ideas on the brainstorming list.
Show students a filter and a sieve.
Guide students to notice how they are
alike and different.
Demonstrate how to place the filter
inside the funnel and how to hold the
funnel over the cup.
Distribute materials for the
investigation to students.
Guide students through the process of
separating the gravel from the water.
Circulate the classroom and provide
assistance as students try to separate the
tissue mixture and the salt mixture with
a partner.
Lead a making meaning discussion so
students can share the changes they
observed as they tried to separate each
mixture. Lead the students to discover
how the salt passed through the filter.
How have your mixtures changed
overnight?
How are the mixtures the same?
Different?
Where is the gravel in the gravel-and-
water mixture?
Where is the tissue in the tissue-and-
water mixture?
What happened to the salt that was
mixed with the water?
What do you think it means to
"dissolve" a solid?
Which solids dissolved? Which did
not?
How do you know if something has
dissolved? What solids outside of the
classroom have you seen dissolve in
liquid?
Did filtering change any of the
mixtures?
Which solid changed the most after
mixing with water? Which changed the
least?
Where is the salt?
Changes Page 18
Invite students to pour their salt-and-
water solution into a labeled, uncovered
Petri dish.
Science Content Words Use these terms or phrases when teaching the lesson:
dissolvable Able to be dissolved in a liquid.
filter Any substance through which a liquid or gas is passed to remove suspended solids.
Integration Hints - SMARTboard Lesson 6 (link available on CMAPP)
- Read The Magic School Bus at the Waterworks or Bakes a Cake. Brainstorm other real world
situations where filtration is useful. There are directions given in the manual for making paper
out of toilet paper. There is also a blackline in the Teacher Guide to graph responses to a survey
on recycling.
Science Notebook Helper Have students answer questions such as were they able to separate each solid from the water,
which solid changed the most or least, and where is the salt.
Assessment Opportunities Students draw and label pictures/diagrams and write sentences about the methods they tried to
separate the solids from the solid-and-water mixtures.
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Lesson 7 - A Dissolving Race: Two Forms of Sugar Sugar dissolves faster when it is in smaller pieces and when it is stirred.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
Focus question How do variables affect the time it takes a substance to dissolve?
Activity Guiding Questions
Direct students' attention to the two
samples of sugar added to the "Changes
Observed" chart. Tell students they will
describe the two new solids and
observe the changes that occur when
they mix each one with water.
Distribute record sheet 7-A and review
it with students. Then distribute
investigation materials.
Prompt students to place the sugar cube
(without crushing it) and sugar granules
on black paper and observe and
compare two forms of sugar using a
hand lens.
Invite students to share their
observations and record them in the
"Properties" column of the "Changes
Observed" chart.
Challenge students to predict which
form of sugar will dissolve faster in
water and to record their prediction in
their science notebooks.
Direct student pairs to put each form of
sugar in a cup and stir. One student will
stir both cups of water at the same time
while the other student holds the cups
in place. (The other partner will get to
stir in Lesson 8.)
Direct students to record their
observations on record sheet 7-A.
Conduct a making meaning discussion
so students can discuss how and why
What does the solid look like? Describe
its size and shape.
How does the solid smell? Feel?
Compare the sugar cube and the sugar
grains. How are they alike? Different?
Which solid won the dissolving race?
Why do you think that solid won?
How is the sugar cube different from
the sugar grains?
What happened to the sugar cube while
you stirred?
Changes Page 20
each solid changed at different rates.
Record student observations and new
ideas in the "Changes with Water"
column on the "Changes Observed"
chart.
Science Content Words Use these terms or phrases when teaching the lesson:
variable an aspect of an investigation that can be changed; in this investigation the
variable is the size and shape of the sugar (grains vs. cube)
Integration Hints - SMARTboard Lesson 7 (link available on CMAPP)
-Students can use the clock to time how long it takes for the sugars to dissolve. They could make
a graph of the times it took for each pair’s sugar to dissolve.
-Make Kool-Aid with the class - it involves mixing and dissolving to prepare.
-Demonstrate that sugar grains make up the sugar cube. Place a sugar cube in a zip bag and crush
it with a pencil or book. The students can then see that the amount of sugar in the cube is about
the same as the amount of sugar grains they used in the investigation.
Science Notebook Helper Students should be encouraged to answer questions such as why do they think the solid “won”
the dissolving race, how is the sugar cube different from the granules and what happened to the
sugar cube as they stirred.
Assessment Opportunities
- In their science notebooks, students record their prediction about which form of sugar will
dissolve the fastest.
- Students record their observations on Record Sheet 7-A and write how the size and shape of
the sugar (variables) affected the time it took to dissolve the sugar cube and sugar grains. The
completed record sheet can be stapled or pasted into the students' science notebooks.
Changes Page 21
Lesson 8 - A Dissolving Race: Warm and Cold Water Increasing the temperature of the liquid often increases how fast a solid dissolves.
You will need to have two containers of water, one at110 degrees F and one with very cold
water. If tap water is warm, add a couple of ice cubes or use water from the refrigerator. It is
helpful to have another adult with you for this lesson, particularly if you need to leave the room
to heat up water.
Clarifying Objectives 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different
degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or
freezing water.
Focus question How does the temperature of water affect the time it takes for a substance to dissolve?
Activity Guiding Questions
Begin lesson 8 by reviewing the
investigations in lesson 7. Tell students
they will explore another variable that
affects how fast sugar dissolves in
water: the temperature of the water.
Ask students to share their experiences
of dissolving solids in warm or cold
liquids at home. Then tell students they
will dissolve sugar grains in two
different cups of water - one cold and
one warm - and observe the results.
Students work with a partner to repeat
the previous lesson's basic activity
using granulated sugar and dissolving it
in cold water and hot water.
Lead a making meaning discussion so
students can discuss how and why each
solid changed at different rates. Record
students' observations and new ideas on
the "Dissolving Sugar" chart.
What happened when you put the solid
in the liquid? How did the solid and the
liquid change?
In which water temperature did the
sugar grains dissolve faster?
Did anything surprise you about your
results? If so, what?
How do your results compare with
those of other student teams? If they are
different, why do you think this
happened?
Science Content Words Use these terms or phrases when teaching the lesson:
variable an aspect of an investigation that can be changed; in this investigation the
variable is the temperature of the water (hot vs. cold)
Changes Page 22
Integration Hints - SMARTboard Lesson 8 (link available on CMAPP)
- At a center, students could time how long it takes to dissolve a sugar cube in hot or cold water
and compare with the sugar granules. The manual has a recipe for making finger paint with
cornstarch.
- Make a gelatin dessert. Why is it important to add very hot water to the gelatin? How does
adding ice cubes affect the gelatin-and-water solution?
Science Notebook Helper Students should report their results and how the results differed between the two temperatures of
water.
Assessment Opportunities Students draw, label, and write about their results and how the results differed between the two
temperatures of water.
Changes Page 23
Lesson 9 - Changing Salt Water to Crystals A salt-and-water solution can be separated by the process of evaporation.
In this lesson, you will use the salt which has evaporated from Lesson 6.
Clarifying Objectives 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different
degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or
freezing water.
Focus question How does a substance change or remain the same after evaporation?
Activity Guiding Questions
Begin lesson 9 by reviewing how
gravel and tissue were separated from
water and how the filter did not
separate salt from water. Tell students
they will use a method scientists use to
separate solids that have dissolved in a
mixture - evaporation.
Direct students to collect their test mats
and observe the salt which is left over
from the evaporation process started in
lesson 6.
Guide students to compare the salt
crystals with salt that has not been
recovered from evaporated water.
Distribute record sheet 9-A and tell
students they will use the Venn
diagram to record properties of kosher
salt before it was mixed with water and
after the water evaporated.
Lead a making meaning discussion and
have students predict the changes that
would happen if they added water to
the salt crystals. Allow students to
explain the reasons for their predictions
based on previous experiments and
prior knowledge. Record predictions
and new ideas.
Direct students to stir the recovered salt
crystals back into room temperature
Were you able to separate the salt from
the water? If so, how?
What happened to the water?
What happened to the salt? Does it look
or feel the same? Is it still salt?
Did anything surprise you? If so, what?
How did the salt crystals in the Petri
dish change when you added water this
time?
Do you think this salt-and-water
mixture is the same as the mixture in
lesson 5?
What do you think would happen if you
let the dish sit for a few days? Why do
you think so?
Changes Page 24
water.
Science Content Words Use these terms or phrases when teaching the lesson:
crystal A solid substance with a regular geometric shape.
evaporation The process through which a liquid such as water changes into a gas.
water vapor The gas that forms when water evaporates.
Integration Hints - SMARTboard Lesson 9 (link available on CMAPP)
- In a center, set out dishes which contain different types of crystals (minerals, such as quartz).
Have students write adjectives to describe the crystals.
- Measure different amounts of water and time how long it takes salt or sugar to evaporate out of
each. Display the results on a graph. Students can write about they way they have changed.
- Make rock candy or grow crystal from alum (available at a drug store).
Science Notebook Helper Students can predict what would happen if the Petri dishes were allowed to sit for a few more
days. Record predictions with explanations and observations.
Assessment Opportunities
- Student complete the Venn diagram on record sheet 9-A to compare salt crystals before and
after evaporation. The completed record sheet can be pasted or stapled into students' science
notebooks.
Changes Page 25
Lesson 10 - Separating Mixtures of Color Chromatography is a way to separate a mixture into its components.
The background information in this lesson is very informative and useful for answering students’
questions. You may want to have the students practice using the eye droppers before this
activity. This investigation will take up to 45 minutes however, you may want to plan for an hour
or an additional session as students really enjoy this introduction to chromatography.
Clarifying Objectives 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
Focus question Can mixtures be separated even if the components cannot be seen?
Activity Guiding Questions
Gather students and ask them about
times when they mixed paints, blended
colors, or mixed drops of food coloring.
Prompt students to explain how each
color changed. Record students' ideas
on the "What We Know..." poster. Let
students know that they will separate
ink into its hidden colors during this
investigation.
Distribute investigation materials.
Prompt students to practice releasing
one drop of water at a time onto the
cardboard tray.
Guide students through the process of
separating colors with the black
marker: make a dot in the center of the
filter with the black marker and then
separate the colors by adding one drop
of water at a time to the dot.
Circulate the classroom and provide
assistance as student pairs repeat the
process for the green marker.
Lead a making meaning discussion so
students can share the changes they
observed and add any questions they
may have about separating colors.
Students use water soluble markers,
coffee filters and droppers of water to
separate the colors in the markers.
They make a dot in the center of the
filter with the black marker and then
How did the black ink change?
How did the green ink change?
From what you observed, what colors
were mixed to make black ink? What
colors were mixed to make green ink?
Did anything surprise you? If so, what?
Were you able to answer any of your
own questions recorded on the
newsprint?
Changes Page 26
separate the colors by adding one drop
of water at a time to the dot.
They repeat the activity with the green
marker.
Science Content Words Use these terms or phrases when teaching the lesson:
chromatography A process in which a liquid or gas "carries" a mixture along a special paper
and separates it into its components
Integration Hints This activity can be repeated using round coffee filters, different inks or food coloring, or liquids
other than water. This is a good activity to recreate in a center. Use the resulting patterns to
make a picture or a wall hanging.
Science Notebook Helper Before the lesson, students can predict about what will happen when they add water to the
different markers. Students draw, label, and write about the changes they observe during the
investigation of separating colors. Students may want to cut the filters with the separated colors
and attach a piece to their science notebooks.
Assessment Opportunities There will be lots of student discussion during this activity. Circulate and listen to students’
understanding of concepts.
Changes Page 27
Lesson 11 - Separating a Mystery Mixture Methods learned in previous lessons are used to separate “mystery” mixtures into their
components.
Each pair of students will need many supplies for this activity. Soliciting the assistance of a
volunteer to help set would be very helpful. This investigation can take up to 60 minutes. Be sure
to revisit this lesson once the water has evaporated for students to record their observations and
make a comparison to their predictions.
Clarifying Objectives 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
Focus question How can you separate and identify the components of a mystery mixture?
Activity Guiding Questions
Tell students they will become
detectives, using what they have
learned to identify and separate the
components of a mystery mixture.
Prompt students to recall the methods
they have used so far to investigate
mixtures and record their ideas on the
"Ways We Have Tested…" poster.
Distribute record sheet 11-A and
explain that the record sheet will help
guide the investigation.
Distribute investigation materials and
prompt students to identify the two
solids in the mixture.
Circulate the classroom to provide
assistance and pose questions as student
pairs work to separate the mixture.
Conduct a making meaning discussion
so students share what processes work
best for separating the mixture.
Have students predict what will happen
to the liquid over the next few days.
What are the two solids in the mixture?
How could you separate the dissolved
white solid from the liquid?
How could you dry the black solid?
What do you suppose will happen to
the liquid over the next few days?
Science Content Words Use these terms or phrases when teaching the lesson:
mixture two or more substances that can be separated from each other and retain their
properties
Changes Page 28
suspend to keep from falling, sinking, or forming a deposit as if by hanging: to suspend
solid particles in liquid
Integration Hints - SMARTboard Lesson (reviews solids and liquids; Link available on CMAPP)
- Make salt dough or play dough. Read a mystery to the class such as Nate the Great by
Marjorie Weinman. Organize a treasure hunt.
- In a center, have children write notes to each other using “invisible ink” (milk or lemon juice)
and then hold the paper to a light bulb to read the writing.
Science Notebook Helper - Students can write about how they decided which methods to use to separate their mixture.
- Students complete record sheet 11-A to record their prediction, track the steps of their
investigation, and to record the results. The completed record sheets can be pasted or stapled into
the students' science notebooks.
Assessment Opportunities This lesson serves as an embedded assessment. Students should be able to use methods from
previous experiments to separate the mystery mixture.
Changes Page 29
Lesson 12 - Bubbles and Fizz: Observing a Chemical Reaction Chemical reactions occur when some solids and liquids react when they are mixed, forming a
new substance such as a gas.
Clarifying Objectives 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
Focus question What changes occur when solids and liquids react chemically?
Activity Guiding Questions
Begin lesson 12 by telling students they
will mix baking soda with water, and
then with vinegar. They will observe
and compare the changes that occur in
each case. Distribute investigation materials to
students. Circulate the classroom and
use your spoon to place a sample of
baking soda on students' black
construction paper.
Invite students to use hand lenses and
other senses (except taste) to observe
the baking soda and discuss its
properties with their partner.
Distribute liquids and ask students to
observe the liquids, reminding them of
the proper technique for smelling an
unknown substance in science. Direct
students to describe each liquid.
Guide students to pour a cup of baking
soda into the water and the other cup of
baking soda into the vinegar at the
same time.
Call for attention and prompt students
to share their observations. Record their
observations on the chart.
Direct students to stir the mixtures and
share additional observations.
Lead a making meaning discussion so
students discuss the changes they have
observed. Explain that the new
substance (gas) was formed as a result
of a chemical reaction.
How are the water and vinegar alike?
Different?
How did stirring the mixtures change
them?
What changes did you observe when
you added baking soda to water? To
vinegar?
What happened that surprised you?
Did a new substance form in either
cup?
How did the changes you observed
compare with those you observed in
earlier lessons?
Changes Page 30
Science Content Words Use these terms or phrases when teaching the lesson:
chemical
reaction
the activity that occurs when substances encounter each other and form a new
substance, such as a gas or rust
indicators clues
reaction the activity that occurs when a substance either combines with another
substance or breaks apart to produce new substances
Integration Hints - SMARTboard Lesson 12 (link available on CMAPP)
- This is a good time to make other kinds of mixtures such as “goop” or “oobleck.” Read Fritz
and the Mess Fairy or Bartholomew and the Oobleck.
- Any kind of baking activity is a good example of a chemical reaction. Making pancakes is a
great activity for this unit.
- This experiment can also be done with a bottle and balloon by putting vinegar in the bottle and
baking soda in a balloon stretched over the top of the bottle. When you lift the balloon over the
bottle, the baking soda falls into the vinegar and balloon inflates.
Science Notebook Helper
- Students list the properties of baking soda, water, and vinegar in their science notebooks.
- Students respond to the focus question in their science notebooks by drawing, labeling, and
writing sentences about the chemical reactions they observed.
Assessment Opportunities Through discussion and observation, ensure that students understand that a new substance
formed in one of the cups (bubbles, which are full of air). Have students describe the new
substance they observed. Ask them to describe how the changes in this lesson differed from
changes they have observed in previous lessons.
Changes Page 31
Lesson 13 - Gas in a Bag Some changes produce new substances with new properties.
Clarifying Objectives 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
Focus question What properties of gas can we observe?
Activity Guiding Questions
Begin the lesson by asking students to
brainstorm some things that "fizz" or
produce bubbles such as soda pop.
Remind students about the vinegar and
baking soda they mixed in lesson 12
and the effervescent tablet and water
they observed in lesson 1.
Direct students to divide a page in their
science notebook into two columns.
The left column is labeled "Tablet in a
Cup" and the other column "Tablet in a
Bag.
Distribute materials for the
investigation.
Guide students to remove the half tablet
and observe it with the hand lens and
other senses (not taste).
Direct students to drop the half tablet
into the cup of water and observe any
changes that occur. Invite students to
record their observation in the "Tablet
in a Cup" column of their science
notebook page.
Call for attention and have students
compare their observation of the
effervescent tablet with the observation
of baking soda and vinegar recorded on
the "Comparing Changes" chart.
Guide students to place a small amount
of water in the zip bag and gently
squeeze it to remove air.
Direct students to leave a small opening
for the whole tablet to be dropped in.
Tell students to quickly seal the bag,
Gently squeeze the bag between your
hands. What do you feel?
What happened to the tablet when you
put it in the bag of water?
How did the tablet change? How did
the water change?
What happened to the bag when you
sealed it? Why?
What do you think made the bag
change?
What was left in the bag?
Did anything happen that surprised
you? If so, what?
Have you ever tasted soda pop?
What makes the bubbles?
Why does it fizz when you open it?
Changes Page 32
shake it, then gently squeeze the bag
between their hands and describe what
they feel.
Prompt students to record their
observations in the "Tablet in a Bag"
column on their science notebook page.
Lead a making meaning discussion for
students to share their observations.
Record their observations and
discoveries on the "Comparing
Changes" chart. Add additional
properties of gases to the "Properties"
chart from Lesson 3.
Science Content Words Use these terms or phrases when teaching the lesson:
chemical
reaction
the activity that occurs when substances encounter each other and form a new
substance, such as a gas or rust
indicators clues
reaction the activity that occurs when a substance either combines with another
substance or breaks apart to produce new substances
Integration Hints - SMARTboard Lesson (reviews properties of solids, liquids, and gases; link available on
CMAPP)
- There are lots of variations on this activity that are great fun. Use vinegar and baking soda in a
resealable bag or make a rocket out of a film canister. (You might want to do these activities
outdoors.)
- Read the story Soda Pop by Arlene Erbach. Writing suggestion- BEFORE reading Soda Pop
have students do a creative writing explaining how they think the “pop” gets into Soda Pop.
Encourage them to use what they know from their study of matter.
- In a center, have children work in pairs to make lists of Solids, liquids and gases they see in the
classroom.
Science Notebook Helper
- Students list the properties of the effervescent tablets in their science notebooks.
- Students draw, label, and write about the two chemical reactions they observed.
- Students respond to the focus question in their science notebooks by listing additional
properties of gases.
Assessment Opportunities Use the students’ science notebooks to assess how their observations and descriptions have
changed since the beginning of the unit. Students should be able to list the properties of gas.
Changes Page 33
Lesson 14 - Looking at Rust The formation of a solid, a change in color, and/or a change in temperature are indicators of a
change caused by a chemical reaction.
Make sure students do not touch the steel wool with their hands. Use forceps and wash hands
with soap and water after the lesson.
Clarifying Objectives 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
Focus question What changes can be indicators of a chemical reaction?
Activity Guiding Questions
Gather students and let them know they
will investigate a solid they may have
seen before -rust. Ask students to share
what they know about rust, where they
may have seen it, and what they want to
learn about it. Show students a cup with
the steel wool and survey them to
determine who has seen steel wool
before. Let students know they will
rinse two steel wool samples with
different liquids.
Direct students to title one page of their
science notebook "Dry Steel Wool," a
second page "Steel Wool and Vinegar,"
and a third page "Steel Wool and
Water." The left hand column should be
dated with today's date. (The right hand
column will be used to record final
observations in a day or so.)
Demonstrate the proper use of forceps
when handling steel wool and distribute
the materials needed for the
investigation.
Prompt students to use a hand lens to
observe a sample of steel wool through
the side of the cup. Direct students to
draw the steel wool and list words to
describe it in their science notebooks.
Guide students to pour vinegar over the
steel wool and use forceps to move it
around in the vinegar.
Remind students that each partner
What are some rusty things you have
seen? What did they look like?
How did you know they were rusty?
Where was the rusty object located?
Where do you think rust comes from?
What questions do you have about rust?
What happened to the steel wool rinsed
with water? With vinegar?
Did anything surprise you? If so, what?
Did any new substance appear in either
cup? If so, what was it?
How are the three samples of steel wool
alike? Different?
Changes Page 34
needs a turn holding the cup. Prompt
students to share their observations
with one another.
Invite students to repeat the process
using water. Circulate the classroom
and provide assistance when necessary.
Lead a making meaning discussion so
students can share the changes they
observed. (One of the changes you
want the children to observe is that the
steel wool in the vinegar will get warm.
This is easier to observe if you make a
class sample in a plastic bag which the
students can pass around.)
Science Content Words Use these terms or phrases when teaching the lesson:
chemical
reaction
The activity that occurs when a substances encounter each other and form new
substances, such as a gas or rust.
iron oxide Rust; the result of a chemical reaction when iron combines with oxygen.
Integration Hints - In a center, students can use various objects (metal spoon, aluminum washer, plastic fork, glass
marble, wooden pencil, and an iron screw or nail) to conduct a similar investigation to determine
which will rust and which will not.
- Students can investigate the effects of protective coatings (vegetable oil, petroleum jelly, and
tape) applied to metals to protect it. Set up an investigation for students to coat three nails with
different substances and leave one nail uncoated. Students can share their results with the class.
Science Notebook Helper
- Students list words that describe the dry steel wool before it is rinsed.
- Students draw the dry steel wool, the steel wool rinsed in water, and the steel wool rinsed in
vinegar in their science notebooks.
- Students write a prediction about what they think will happen to the steel wool samples after
they sit over night.
Assessment Opportunities
Students can fill in a Comparing Changes chart (Figure 14-2) similar to the one in the Teacher’s
Manual.
Changes Page 35
Lesson 15 - Writing Our Recipe For Change Students design and test a recipe in which a solid and liquid are mixed to create a chemical
reaction.
*This lesson may cover two class sessions. You will need 30 dull pennies for this lesson. Thirty
shiny pennies are optional. The materials center will be left up for the next lesson so pick an
area where you can leave it undisturbed. Depending on the skill level of your class, you may
need to model this activity.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
2.P.2.2 Compare the amount (volume and weight) of water in a container before and after
freezing.
2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different
degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or
freezing water.
3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them
against each other.
3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact
or at a distance and the cooler object gets.
Focus question What are the different ways that solids and liquids can interact?
Activity Guiding Questions
Invite student pairs to retrieve their
steel wool samples from Lesson 14 and
observe them with a hand lens. Prompt
students to date their science notebook
pages and record their observations. Call for attention and ask students to
share their observations. Record
students' ideas on the "Comparing
Changes" chart.
Let students know they will use the
information gained in Lessons 12 -14 to
create their own recipes. Each recipe
How have the steel wool samples
changed since lesson 14?
How is the dry steel wool different
from the steel wool rinsed with water or
vinegar?
How is the steel wool rinsed with water
different from the steel wool rinsed
with vinegar? How are they the same?
Did anything surprise you? If so, what?
Changes Page 36
will combine a solid and a liquid and
will cause a chemical reaction.
Guide students to work in pairs to write
a "Recipe for Change," using materials
of their choice. Depending on the skill
level of your class, you may need to
model this activity ahead of time.
Circulate the classroom and offer
support. Guide students to test their
recipes and make changes as needed.
Direct students to place their recipe in
an envelope.
Science Content Words Use these terms or phrases when teaching the lesson:
chemical
reaction
The activity that occurs when a substances encounter each other and form new
substances, such as a gas or rust.
physical
change
a change in the size or shape or the state of matter; examples include breaking a
sugar cube into granules (changing size/shape) or melting ice (changing state
from a solid to a liquid)
Integration Hints - SMARTboard Lesson 15 (link available on CMAPP)
- Have students create two lists; things which rust and things that don’t. Have them make a T
chart showing the results. Students can list objects, draw pictures, or cut pictures out of old
magazines or catalogs.
Science Notebook Helper
Students record observations of the changes which occurred to the steel wool samples.
Students draw, label, and write observations of changes they observed when they mixed their
recipe for change
Assessment Opportunities The teacher guide identifies this investigation as an embedded assessment. Students create a
recipe for change using the kit materials made available for exploration. Students will present
their recipes for change in Lesson 16.
Changes Page 37
Lesson 16 - Presenting our Recipe for change Students gather clues and apply what they know about how solids and liquids can interact.
Replenish the supplies used in Lesson15 if needed.
Clarifying Objectives 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid
by heating and cooling.
2.P.2.2 Compare the amount (volume and weight) of water in a container before and after
freezing.
2.P.2.3 Compare what happens to water left in an open container over time as to water left in a
closed container.
3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
3.P.2.3 Summarize changes that occur to the observable properties of materials when different
degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or
freezing water.
3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them
against each other.
3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact
or at a distance and the cooler object gets.
Focus question What are the different ways that solids and liquids can interact?
Activity Guiding Questions
Student pairs will select one of the
recipes written in Lesson 15 and follow
it. They will record their observations and
predict what will happen over time. If
time permits, they may choose more
than one recipe. After recording their observations
students reflect and share on what they
learned through this unit.
Students answer the unit essential
question- How can matter change?
What changes did you observe in the
solid? What changes did you observe in
the liquid?
How did you know a change occurred?
Can you still see the original parts?
Did any new substances form? If so,
describe it.
Did the changes you observed happen
immediately or over time?
How do you observations compare with
those of the pair of students who
created the recipe? (This is an
opportunity for student pairs to discuss
and compare their observations.)
What other materials in the unit reacted
in the same way?
Changes Page 38
Have you seen solids and liquids
outside of school that reacted in the
same way when mixed? Which ones?
Science Content Words In addition to terms introduced throughout the unit, use these terms when teaching the lesson:
chemical
reaction
The activity that occurs when a substances encounter each other and form new
substances, such as a gas or rust.
physical
change
a change in the size or shape or the state of matter; examples include breaking a
sugar cube into granules (changing size/shape) or melting ice (changing state
from a solid to a liquid)
Integration Hints - Parents can be invited to share in the presentations.
- Students can put together a cookbook of favorite food recipes.
- They can write recipes for new products that they would find useful
- Read aloud Freckle Juice by Judy Blume.
Science Notebook Helper Have students explain how they chose their recipe. They can predict what changes will happen
in the next day or two.
Assessment Opportunities This lesson is a continuation of the embedded assessment opportunity that began in Lesson 15.
Looking ahead: Lesson 17 in the teacher guide is a post-unit assessment that is matched with the
pre-unit assessment in Lesson 1. Students will revisit activities that they have already done. Use
observations of students’ discussions and written responses to assess their growth since the
beginning of the unit. A summative assessment is available on CMAPP for the Changes unit.
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