Matter and Energy Blog Study Guide

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Matter & Energy 3

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Teacher Page 4 We suggest that students keep a journal. 4 It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.

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A. Physical Properties Classifying Activity 3

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Which of your senses could you use to describe a banana? ? ?

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Did you choose your sense of touch? How would it feel? Discuss your answers, then click for ideas. smooth soft waxy Share your other ideas.

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Did you choose your sense of sight? How would it look? Discuss your answers, then click for ideas. yellow long shiny Share your other ideas. big small

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Did you choose your sense of hearing? How would it sound? Discuss your answers, then click for ideas. It didn’t make a sound. Would you hear anything if you peeled it?

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Did you choose your sense of taste? How would it taste? Discuss your answers, then click for ideas. sweet no taste Share your other ideas. Remember..you only taste when your teacher tells you.

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Did you choose your sense of smell? How would it smell? Discuss your answers, then click for ideas. Share your other ideas. sweet good

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Use your senses to describe this jar. ? ? X X Why wouldn’t you use taste and smell?

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Using your sense of sight write three words that describe the jar. Share your ideas with your class. Click for ideas shiny clear-transparent round bottom curved sides glass

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Using your sense of touch write three words that describe the jar. Share your ideas with your class. Click for ideas smooth slick ridges at the top cool hard

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The jar doesn’t make a sound by itself. Describe one way you could get a sound from the jar. Share your ideas with the class. Click for ideas It rings if you hit it with something. You could drop something in it. End of Activity

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Matter and Energy 4

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A. Physical Properties Activity 4 Classifying

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Matter can be a solid, liquid, or gas. Can you put these things in groups? Answers next

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How are solids alike? Click for answer Solids have a definite size and shape.

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How are liquids alike? Click for answer Liquids have a definite size but take on the shape of the container.

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How are gases alike? Click for answer (May be slow) Gases have no definite size or shape and move into all available space. End of activity

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Second Grade Brenda Rone, Susan Gentry, and Bridgett Niedringhaus Hazelwood School District Matter & Energy 5

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This lesson is designed to reinforce: State Science Standard 3 III Matter and Energy Properties, Characteristics, and Structures of Matter A. Physical Properties are used to identify objects. B. Matter has physical properties that can change. C. Substances/mixtures can exist in different concentrations. D. Materials can be used for a variety of purposes.

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Teacher Page We suggest that students keep a journal. It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.

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B. Physical Properties Changes Activity 1

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What do you think will happen to this ice cream? Answer

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Did you guess that it would melt?

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What caused the ice cream to melt? Click for answer

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Heat changed the shape of the ice cream. What other items change shape with heat? Make a list of at least 5 items. Click for some ideas

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How will this paper look if left in the sun? Draw a picture.

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How did the paper change? Did the paper change? No? Yes? Click to see What caused the change?

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The light caused the color of the paper to change. Share your ideas. End of activity

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Second Grade Brenda Rone, Susan Gentry, and Bridgett Niedringhaus Hazelwood School District Matter & Energy 6

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This lesson is designed to reinforce: State Science Standard 3 III Matter and Energy Properties, Characteristics, and Structures of Matter A. Physical Properties are used to identify objects. B. Matter has physical properties that can change. C. Substances/mixtures can exist in different concentrations. D. Materials can be used for a variety of purposes.

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Teacher Page We suggest that students keep a journal. It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.

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C. Substances/Mixtures Concentrations Activity 1

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m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m Which color m&m has the highest concentration? Click for clue More of Can you explain why? Click for answer

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Which glass has the highest concentration of color? Click for answer A B C

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Draw 12 marbles. Color them orange, green, and blue. Make the greatest concentration blue and the least concentration green.

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Draw this graph to show your concentrations. 9 8 7 6 5 4 3 2 1 0 green blue orange color of marbles number of marbles Color Concentration End