1. office of Academics and transformation
Grade 4 Practicing Science: Introduction to Matter Using the Science Process Skills
office of Academics and transformation
Department of Science

2. Department of Mathematics and Science
Benchmarks
SC.4.N.1.1 Raise questions about the natural world, investigate them in teams through free explorations, and generate appropriate explanations based on those explorations. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Department of Mathematics and Science

3. What do all scientists do?
Engage: Ask students to write what is science in their notebooks. Students can also make and read the AIMS Gr. 4 Science of Science. Share out/discuss within their group and then with the whole class. Pass out the AIMS foldable: Scientists at Work for students to fold, read and discuss. Have students look at the clip art and make a list of what scientists do. Click on the hyperlink: What do all scientists do? To play a 2 min. video of a scientist at work. You can also share the book , Scientists Ask Questions by G. Garrett.

4. Scientists at Work 1. Look/watch things with a purpose Process Skills:
2. Think ahead about what might happen
3. Use tools to make precise or specific
information with numbers
4. Put things into definite categories by common
properties
5. Use reasoning to draw conclusions
6. Describe and share information with others
Process Skills:
Observe
Predict
Measure
Classify
Infer
Communicate
Optional: More Exploring with Discovery: Click on the hyperlink and open Scientists at Work: Ask Questions and Make Observations during Fast Plants Investigations
Explain: Have students share things that they do when they are working as scientists. Then reveal the 6 process activities shown. Then have students identify the process skill that goes with each one at a time. Clicking for accuracy. Remind students that using these process skills as scientists do will lead to the development of their scientific knowledge.

5. How do Scientists Make Observations?
Scientists at Work – They…
look closely at something
use any of their five senses to
collect information
make qualitative observations
use measurement tools to collect information
make quantitative observations
Explain/Evaluate: Ask How do Scientists Make Observations? Have students share ideas. Students can list and take notes in their notebooks.

6. How do Scientists Make Observations?
Scientists use their Five Senses
Sight - Looks
Touch - Feels
Hearing – Sounds
when moving…
Odor – Smells
Tastes SAFETY FIRST!! Never taste anything or put anything in your mouth without permission!
What do we call these observations?
Qualitative Observations
Explore: Ask the question. Discuss and click on hyperlink for content video: Five Senses . Ask: What do we call these observations? Qualitative Observations

7. How do Scientists get precise or specific size information about objects?
Scientists use measurement tools
to make observations
that involve numbers or quantities.
We call these quantitative observations.
Explain: Ask question - How do Scientists get precise or specific size information about objects? After students respond click and show Scientists use measurement tools… Then ask what tools do scientists use to measure length… (ruler, tape measure, meter stick) Click for clip art. What else can these tools measure? (width, height, volume) What metric units are used? (meter, centimeter, millimeter) Continue in same format for mass, weight (Newtons, grams), volume (liters), temperature(Celsius, Fahrenheit and time.
Explore/Explain/Evaluate: Pass out the lab sheet for Measurement Stations hands-on activity.

8. Making Observations Lab
Need:
Scientists at Work:
Making Observations Lab
A small object
Your senses and Measurement
Tools
Explore/Explain, Evaluate: Pass out the Making Observations Lab directions. Students complete the lab in their notebooks. See lab sheet for materials needed. Candy can be a tootsie roll, caramel, Now and Later, Star Burst, etc. After students complete the lab, they make reflections. Click on the hyperlink: Observing a Tootsie Roll See next slide.

9. Making Observations Lab
Reflection Questions
Which of the senses was best for making observations about the candy? Explain your answer.
Is the sense listed above always the best one to use?
Why or why not? Give reasons to support what you
think.
Use evidence to explain why using tools to make
observations is useful to scientists.
Based on your observations, write at least three new
questions you could ask about the candy.
Explain/Evaluate: Have students share reflections focusing on the new questions.

10. Practicing Science: Observing the Natural World of Matter
What Is Matter? Matter is the material or “stuff” everything is made of. What are you doing if you are observing matter? Observing matter means to carefully explore all of its properties. Look around the room using your senses to identify some matter. What did you observe? What are some physical properties matter can have? Color, texture, odor, shape… What states of matter did you observe? Were you able to observe some solids, liquids and gases?
Explore and Explain: Ask the questions as you move through the slide and discuss students’ responses. Also click on hyperlinks for content videos: Matter, properties, and states of matter .

11. What is a Solid? A solid has its own shape.
A solid does not change unless you cut, bend, or break it.
Solids take up space and have mass.
Teacher: Ask the question, what is a solid? Before showing the properties of a solid allow students to answer the question in their collaborative groups, as a think pair share. Then discuss and clarify misconceptions. Have students take notes in their science journals.

12. What is a Liquid? Liquids do not have their own shape.
Liquids take the shape of their container.
Liquids take up space and have mass.
Teacher: Ask the question, what is a liquid? Before showing the properties of a liquid allow students to answer the question in their collaborative groups, as a think pair share. Then discuss and clarify misconceptions. Have students take notes in their science journals.

13. What is a Gas? Gases have no definite size or shape.
Gases take the shape of its container.
A gas will fill all the space inside a container.
Gases take up space and have mass.
Teacher: Ask the question, what is a gas? Before showing the properties of a gas allow students to answer the question in their collaborative groups, as a think pair share. Then discuss and clarify misconceptions. Have students take notes in their science journals.

14. Practicing Science: Observing the Natural World of Matter
What are two properties that all matter share? All matter has mass and takes up space or has volume.
Explore and Explain: Ask the questions as you move through the slide and discuss students’ responses. Also click on hyperlinks for content videos: mass and takes up space.

15. What tools do scientists use to measure mass?
Balance & gram pieces
Pan balance & gram pieces
Triple Beam Balance
Electronic balance
Explain: Ask the question: What tools do scientists use to measure mass? Show students examples of any balances you have available and allow students to explore using small objects in the classroom.

16. Metric Units kg g What is mass?
Mass is the amount of matter in an object.
The base unit of mass in the metric system in the gram and is represented by g.
Metric Units
1 Kilogram (km) = 1000 Grams (g)
1 Gram (g) = 1000 Milligrams (mg)
Click the image to watch a short video about mass.
Explore and Explain: Have students measure the mass of a crayon and other small objects. .
Find the mass of a crayon?
What is it?
About 5 grams
Adapted from T. Trimpe

17. What is Length? Length- is the distance between two points.
How long is the screw in centimeters?
It is 5.1 centimeters.
Remember to measure to the smallest place value the tool allows and use decimals.
What are the metric units for measuring length or distance?
Units include the meter, centimeter and the millimeter.
The basic unit of length in the metric system in the meter and is represented by a lowercase m.
Explore/Explain: Ask the question: What is Length? What tools do scientists use to measure length? Show students tools to measure length you have available and allow students to explore using objects in the classroom.

18. 1 centimeter = 10 millimeters
Measuring Length
How many millimeters are in 1 centimeter?
1 centimeter = 10 millimeters
What is the length of the blue line in centimeters? _______cm
What is the length of the blue line in millimeters? _______mm
HINT: Measure to the smallest place value the tool allows – use decimals.
The line is 3.2 cm and 132 mm.
Explore: Students explore the questions and measure a single marker and a crayon and compare.
Crayola Marker 13.8 cm
Crayon varies from amount of use: ≤ 9.1cm ≥
Measure the length of one marker.
How long is it?
Measure the length of a crayon?

19. What tools do scientists use to measure volume?
Measuring cups
Graduated cylinders
Beakers
Measuring spoons
Rulers or meter sticks or tape measures
Explain: Show actual tools. Ask the question: What tools do scientists use to measure volume? Let students explore using measuring tools for volume (with water add food coloring for better view) and take notes in the science journals.

20. Click the image to watch a short video about volume.kL
Metric Units cL mL L
What is volume?
Volume is the amount of space an object takes up.
The base unit of volume in the metric system in the liter and is represented by L or l.
Metric Units
1 liter (L) = 1000 milliliters (mL)
1 milliliter (mL) = 1 cm3 (or cc) = 1 gram (with water)
Explore: Demonstrate with a liter pitcher and liter measuring cups using colored water.
Click the image to watch a short video about volume.
*Which is larger?
A. 1 liter or 1500 milliliters
B. 200 milliliters or 1.2 liters
Adapted from T. Trimpe

21. Measuring Volume
Graduated cylinders are tools used to find the volume of liquids. Here’s how:
Read the measurement based on the bottom of the meniscus or curve.* When using a real cylinder, make sure you are eye-level with the level of the water.
What is the volume of water in the cylinder?
43 mL
Explore and Explain
Let students explore measuring water with food coloring added.
*What causes the meniscus?
The liquid in the graduated cylinder generally tends to stick to the sides of the cylinder. That is why for water and similar liquids we read the bottom.
Adapted from T. Trimpe

22. Measuring Volume of Liquids
What is the volume of liquid in each cylinder?
Explain/Evaluate: Ask students to find the volume of cylinders A, B, and C. C A B
22.5mL
52 mL
37 mL
Adapted from T. Trimpe

23. Measuring Volume of Solids
What tool can be used to measure the volume of an object with the shape of a rectangular prism?
We can measure using a ruler and the formula:
length ___ x width ___ x height ___ = ______ cm3
10 cm
9 cm
8 cm
What can be used to measure the
volume of irregular shaped object (rock) ?
water displacement using
a graduated cylinder
Explore and Explain
Give each group a container of water and one small rock that will fit into the graduated cylinder available. Have them follow the steps to find its volume. Take notes on their science journals about their discovery.
Amount of H2O with object = ______ About of H2O without object = ______ Difference = (rock) Volume = ______
Adapted from T. Trimpe

24. Temperature Degrees (°F)
Quantitative
Temperature
Degrees (°F)
Fahrenheit is a unit used to measure temperature.
Degrees (°C)
Celsius is a unit used to measure temperature.
Thermometer
Teachers: Allow students to hold a thermometer in the their hand has you introduce the tool scientist use to measure temperature. Ask students to look carefully at the tool besides the numbers and ask: what else do you see on the thermometer? °C and °F yes, these are the units of measurement we use to measure temperature. Now look at the numbers under C=Celsius and now look at the numbers under F=Fahrenheit.
What do you notice about those numbers?
Students should notice that Celsius measures in smaller units, or numbers, while Fahrenheit measures in larger units or numbers. This is because Celsius belongs to the metric system which are small precise units which scientist use to measure. Fahrenheit measures belongs to the customary units of measurement.

25. Weight Ounces, pounds are units used to measure weight of an object.
Quantitative
Ounces, pounds are units used to measure weight of an object.
Personal Scale
Explain: Ask the question: What tools do scientists use to measure weight? Show students examples of any scales you have available and allow students to explore using objects in the classroom.
Spring Scale
Single Pan Scale

26. Scientists Use Measurement Tools
Name of Tool
Use of Tool
(Quantitative Observation)
Metric Units
Ruler, tape measure, meter stick
Explain/Evaluate: Students copy chart in their notebooks and keep a record of tools as they use them. (See slide for 4 for tool images.)

27. Scientists at Work: What do you see when you observe the apple?
Write in your notebook.
Look over your list. Are they all observations?
Remember, observations use the senses to gather information.
Is there anything on the list that is what you think or infer?
Engage: Show a model of an apple that looks real.
Explore: Then ask them to write down their observations in their notebook.
Explain and Evaluate: Have students share out their observations. Ask and discuss are the observations only observations or did they make any inferences and possibly an opinion. Why do think some of you were fooled? Why does being fooled by what you think is real affect what you think you observed?

28. Observations Compare and Contrast
Senses
Inferences
Observations Compare and Contrast
Inferences
Observation
To observe is to look closely at something using any of the five senses and/or measurement tools.
To infer is to use observations to reach a conclusion based on evidence.
Opinion
A personal belief that does not need proof.
Explain: Compare and contrast observations, inferences and opinions. Students can give examples.

29. Observations Versus Inferences
Explore/Explain/Evaluate: Have students share observation lists after they’re finished. The class can check if anyone included inferences by mistake which will reinforce their observation skills. Next have students share their inferences and
describe how the observations were used to support the inferences.
Make Five Observations
Make Five Inferences

30. Scientists at Work: Write one observation, one inference and one opinion about what you see in the photo.
Explain/Evaluate: Have students write responses in their notebooks and share out their responses with the class.
Remind students that making observations and inferences is commonplace in everyone’s life. In fact we make observations and inferences so readily that we seldom notice when we are doing so. In fifth grade we must learn to go beyond the casual observations of everyday life to move to more accurate and formal observations used in science. Review definitions of both (see slide 10)
Evaluate: Ask students to describe an example of how scientists use observations and inferences to understand some aspect of the natural world.

31. Apply Concepts
1. Compare these two animals. List how they look similar and different.
2. Imagine you are on a camping trip. Upon waking up you notice a garbage can tipped over outside your cabin. Plastic bags are torn open. What could you infer?
Explain and Evaluate

32. Scientists at Work: Classify Objects
Look at the
shells in this
photograph.
What are some
ways you could
group them by
their properties?
Explore/Explain/Evaluate: First have students discuss with a partner, next within their group and last share out with the class.

33. Classify Objects 1. You and a partner get a set of objects.
2. Identify properties they share.
3. Organize them into categories by ways they are similar or related.
4. Share how your classification system with another pair of students.
5. Ask them to infer how you classified the objects.
6. Together, try other ways to classify the objects.
7. Discuss when each method could be useful.
Explore: hands-on activity:
Compare the objects and materials based on their physical properties including: Mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.

34. Scientists Communicate in Many Ways
List several ways to communicate.
What did you write?
Telephoning
ing
Texting
Blogging
Body Language
Using Models
Message boards
Giving talks
Sharing drawing
Making posters
Making charts or graphs
Writing papers or articles
Explain/Evaluate

35. Practicing Science Processes Match Up
1. Observing
2. Predicting
3. Measuring
4. Classifying
5. Inferring
6. Communicating
A. Putting things into definite
categories by common properties
B. Looking/watching things with a
purpose
C. Using reasoning to draw conclusions
D. Describing and sharing information
with others
E. Thinking ahead about what might happen
F. Using tools to make precise or specific information with numbers
Evaluate: Quiz

36. Brain Check Quiz 1. Collecting information using the senses
2. To put thing in groups
3. Collecting information using
measurement tools
4. The sharing of information
5. An idea or a conclusion
based on an observation
6. The study of the natural
world
7. A personal belief or
judgment
8. Facts and information
collected
A. evidence
B. science
C. qualitative
observations
D. quantitative
E. inference
F. opinion
G. classify
H. communication
Evaluate: Quiz