Grade 4: Chemical Tests
Overview
This unit is a Science and Technology for Children (STC) kit developed by
the National Science Resources Center at the Smithsonian Institute in
Washington D.C. Throughout the unit, students explore the properties of five
common "mystery" powders. They mix water with the powders and conduct
various experiments involving solubility, filtration, evaporation, and
crystallization. Students also test the powders with heat, iodine, and red
cabbage juice and describe the changes that occur. After establishing the
identity of the powders, students apply their skills to identify the
components of combinations of powders.
Building Successful Foundations in Science - Elementary science
integrates and organizes student scientific knowledge through a foundation
made up of 'Bricks" of Big Ideas put together with the "Mortar" of Unifying
Concepts. |
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- A common vocabulary is needed to communicate about the scientific
procedure.
- A hypothesis is a testable prediction as to the outcome of a
scientific investigation.
- A well designed investigation involves the use of a
written plan that identifies the materials to be used, the procedure to
follow, and the variables. A plan needs to be followed to make sure all
steps in an investigation are completed. A scientist uses many tools when conducting an
investigation. Complete data makes it possible to explain the
results of an investigation and compare it with the prediction.
- When data is analyzed, the results can be
communicated in a variety of ways.
- Materials can be measured, described, classified, and
compared by looking at common physical properties.
- Evaporation and filtration are methods for separating
mixtures.
- Chemicals undergo changes in form, color, or texture
when they are mixed together, separated, or heated.
- Chemical and physical changes occur as the results of
mixing, separating, or heating the substance.
- Changes can be recorded by recording accurate data
and displaying it through diagrams, charts, or graphs.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- How are scientists able to describe, classify, and compare
materials?
- How can mixtures be separated? What causes physical and chemical changes in materials?
- How can physical and chemical changes be identified? How can changes be recorded?
- What happens when one part of the system is taken away? What happens to a substance when heat is added?
- How can we visually represent data? How can data be graphically represented?
- How does data help us make better predictions? How can models help complete a scientific investigation?
- What are safety procedures to follow when completing an
investigation?
- What tools are available to help gather data?
Highest
Frequency Standards
 High
Frequency Standards  Other
Standards & E-skills
Standard 1: Students understand the process of scientific
investigation and design, conduct, communicate about, and evaluate such
investigations. (1.a., 1.b., 1.c., 1.d.)
Standard 2: Physical Science: Students know and understand common
properties, forms, and changes in matter and energy. (2.1.a., 2.1.b.,
2.1.c., 2.2.a., 2.2.b., 2.3.a.)
Standard 4: Earth and Space Science: Students know and understand the
processes and interactions of Earth's systems and the structure and dynamics
of Earth and other objects in space. (4.3.b.)
Standard 6: Students understand that science involves a particular way
of knowing and understand common connections among scientific disciplines.
(6.a., 6.b.) |
Sample Units
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
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Vocabulary: chemical,
predict, property, observe, texture, variable, reaction, describe,
crystals, matter takes up space and has mass, physical states of
matter as solids, liquids, and gases,
chemical and
physical changes |
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