physical science unit c

Set Up Unit C
Getting Started C2
Curriculum Connections C4
Professional Development C6
Reaching All Learners C8
Chapter Pages
8 Properties of Matter 233–264
Planning Chapter 8 233A
Directed Inquiry Explore What happens
when oil is mixed with water? 236
Lesson 1 What is matter? 239
Lesson 2 What are the states of matter? 242
Lesson 3 How can matter be changed? 248
Lesson 4 How can cooling and heating
change matter? 252
Guided Inquiry Investigate How can
water change? 256
9 Energy 265–296
Planning Chapter 9 265A
Directed Inquiry Explore Which color
heats faster? 268
Lesson 1 What is energy? 271
Lesson 2 How do living things use energy? 274
Lesson 3 What are some sources of heat? 278
Lesson 4 How does light move? 282
Lesson 5 What are other kinds of energy? 286
Guided Inquiry Investigate How can
you change light? 290
10
Forces and Motion 297–328
Planning Chapter 10 297A

Directed Inquiry Explore How can you
measure force? 300
Lesson 1 How do objects move? 303
Lesson 2 What is work? 308
Lesson 3 How can you change the way
things move? 310
Lesson 4 How can simple machines help
you do work? 314
Lesson 5 What are magnets? 318
Guided Inquiry Investigate What can
magnets do? 322
11 Sound 329–360
Planning Chapter 11 329A
Directed Inquiry Explore How can
you make sound? 332
Lesson 1 What is sound? 335
Lesson 2 What is pitch? 338
Lesson 3 How does sound travel? 340
Lesson 4 How do some animals make sounds? 342
Lesson 5 What are some sounds around you? 344
Guided Inquiry Investigate How can
you change sound? 346
Wrap-Up Unit C
Test-Taking Strategies 353
Unit C Wrap-Up 354
Full Inquiry Experiment What kinds
of objects reflect light clearly? 356
Full Inquiry Science Fair Projects 360
Unit C • Physical Science
C1

art tk
• Switch On, Switch Off
by Melvin Berger
ISBN: 0-328-11791-9
C2
UNIT C • Physical Science
Includes:
• illustrated border
• punch-out picture
• label cards in English
and Spanish
• suggestions for use
• Forces Around Us
by Sally Hewitt,
Helaine Cohen (Editor).
ISBN: 0-516-26390-0
• Plastic
by Rhonda Donald Lucas
ISBN: 0-7368-2514-2
• Solids, Liquids and
Gases
by Louise Osborne,
Deborah Hodge, and
Adrienne Mason.
ISBN: 1-550-74401-1
Includes:
• materials in
chapter bags
• mobile storage carts
• activity placemats

and trays
• Teacher’s Activity
Guides
Activities Kit materials School-supplied
materials
Chapter
8
p. 236
What happens when
oil is mixed with
water?
graduated plastic cups
plastic cups
small plastic jars
jar lids
vegetable oil
blue food coloring
safety goggles
water
pp. 256–257
How can water
change?
plastic cups
thermometer
water
Chapter
9
p. 268
Which color heats
faster?

thermometers white constuction paper
black construction paper
tape
pp. 290–291
How can you change
light?
flashlights
D batteries
plastic mirrors
plastic tubs
water
white posterboard
crayons or markers
Chapter
10
p. 300
How can you measure
force?
rubber bands
string
books
safety goggles
metric rulers
pp. 322–323
What can magnets do?
bar magnets
plastic cups
paper clips
small objects (magnetic
and nonmagnetic)

water
paper
Chapter
11
p. 332
How can you make
sound?
plastic rulers safety goggles
pp. 346–347
How can you change
sound?
rubber bands tissue boxes
unsharpened pencils
safety goggles
Unit
C
Experiment
Activity
pp. 356–357
What kinds of objects
reflect light clearly?
plastic mirrors
flashlights
D batteries
aluminum foil
construction paper
white paper
UNIT C • Getting Started
C3
Chapter 8: Draw

Conclusions
Chapter 9: Infer Chapter 10:
Put Things in Order
Chapter 11:
Important Details
C4
UNIT C • Physical Science
Target Reading
Skills and Strategies
Chapter
8

Draw Conclusions
SE, pp. 237, 247, 249, 261
Below-Level Reader: Properties of
Matter
On-Level Reader: Matter
Advanced-Level Reader: Air is
Everywhere
Chapter
9

Infer
SE, pp. 269, 274, 289, 295
Below-Level Reader: Energy
On-Level Reader: What is Energy?
Advanced-Level Reader: Ships and
Boats
Chapter
10

Put Things in Order
SE, pp. 301, 307, 312, 327
Below-Level Reader: Forces and
Motion
On-Level Reader: Motion and Force
Advanced-Level Reader: Magnet Fun
Chapter
11

Important Details
SE, pp. 333, 338, 343, 351
Below-Level Reader: Sound
On-Level Reader: All About Sound
Advanced-Level Reader: How Sound
Travels
Connecting science skills
with reading skills can
help improve scores
and comprehension
in both Reading and
Science. Students
receive introductory
instruction, have two
opportunities to practice,
and are assessed on a
reading skill over the
course of each chapter.
Science
Process Skills

Chapter
8
Infer
SE, p. 236
• Predict, pp. 256–257
• Observe, pp. 256–257
Chapter
9
Infer
SE, pp. 268, 291
• Observe, p. 290
Chapter
10
Communicate
SE, p. 300
• Interpret data,
pp. 322–323
• Predict, p. 322
• Observe, p. 323
• Measure, p. 300
Chapter
11
Observe
SE, p. 332
• Predict, pp. 346–347
• Infer, pp. 346–347
Text
Social Studies in Science, SE/TE, pp. 279, 287, 315
Extracting Salt from Water, TE, p. 250
Origins of Foods, TE, p. 277

Math in Science, SE/TE, pp. 241, 243, 253, 258,
285, 292, 311, 324, 348
Sorting Solids, TE, p. 243
Force and Distance, TE, p. 312
My Science Journal, TE, pp. 235, 273, 281, 285, 289,
295, 305, 311, 317, 321, 337, 339
Writing in Science, SE/TE, pp. 245, 255, 261, 273, 281,
305, 309, 321, 327, 337, 345
Onomatopoeia, TE, p. 345
Reading Strategy, Draw Conclusions, SE/TE, pp. 237,
247, 249, 261
Reading Strategy, Infer, SE/TE, pp. 269, 275, 289, 295
Reading Strategy, Put Things in Order, SE/TE, pp. 301,
307, 313, 327
Reading Strategy, Important Details, SE/TE,
pp. 333, 339, 343, 351
All About Gravity, TE, p. 307
Technology in Science, SE/TE,
p. 317
NSTA SciLinks, SE, pp. 304, 338
Discovery Channel School DVD
Students may access the
Online Student Edition at
www.sfsuccessnet.com
Health in Science, SE/TE, p. 277
Art in Science, SE/TE, pp. 251, 283,
319, 341
Using Changed Materials, SE/TE,
p. 249
A Sunny Day, SE/TE, p. 273

Musical Sounds, TE, p. 336
Integrate the following
cross-curricular ideas into
your lessons as you teach
this Physical Science unit.
UNIT C • Curriculum Connections
C5
C6
UNIT C • Physical Science
• overarching
questions that tie
questions and
concepts together
• cannot be answered
in single sentence
• help children
develop a richer
understanding of
science
Chapter
8
What are some
properties of matter?
Matter is anything that has mass and takes
up space. Matter is made of parts that are
very small. Matter can take the form of a
solid, a liquid, or a gas. The properties and
state of matter can change. Different types
of matter can be mixed together.
Facilitate Understanding

Have children make a list of five objects
in the classroom. Challenge children to
describe the objects in as many different
ways as possible.
Ask children to compare an ice cube
with the water in a glass. Encourage
children to be descriptive and note that
both consist of water. Have children
explain how each one can change into
the other.
Chapter
9
What are some kinds
of energy?
Energy is anything that can cause change
or do work. Solar energy is energy from
the Sun. Energy can be stored in food.
Heat, light, and electricity are other kinds
of energy.
Facilitate Understanding
Have children list things that give off
heat. Encourage children to include
electrical devices, such as toasters and
heaters, and natural processes, such as
sunlight.
Ask children different ways in which
they use electricity. Remind children to
include devices that use batteries.
Additional
Resources

Chapter 10
How do forces cause
objects to move?
A force is a push or a pull. An object at
rest will not move and a moving object will
not stop moving unless a force is applied
to it. Gravity is a force that pulls objects
toward the ground. Friction is a force that
acts opposite to the direction that an object
is moving. A magnet applies a force that
attracts or repels certain other objects.
Whenever a force causes an object to
move some distance, work is done.
Facilitate Understanding
Have children describe three objects that
are moving. Then ask children to identify
the force that caused the motion.
Ask children to name ways in which
they use magnets. Encourage children
to describe how the magnet pulls, or
attracts, another object.
Chapter
11
How is sound made?
Sound is made when something vibrates.
The vibration can travel through gases,
liquids, or solids. Humans make sounds
with their vocal chords. Many animals
make sounds in different ways.
Facilitate Understanding

Ask children to name musical
instruments. As a class, discuss how each
instrument on the list makes sound.
Ask children to draw a picture of a
scene they might come across. Then tell
children to identify sources of sound in
the picture. For example, children might
circle birds, dogs, and children to show
they make sounds. Or children might
write words to describe the sounds.
UNIT C • Professional Development
C7
for Professional
Development
Background information
is available on the
Physical Science volume
of the Discovery Channel
Professional Development
DVD. Relevant segments
include:
Matter
Energy
Forces and Motion
Waves, Light, and Sound
Additional content
support is available
online at http://www.
nasa.gov/vision/
earth/features/

index.html
Also refer to these
technology resources:
at sfsuccessnet.com
C8
UNIT C • Physical Science
These suggested
strategies can help you
customize instruction
for children with
individual needs.
Advanced Learners
Help children extend their thinking as they
focus on essential questions for Physical
Science.
Essential Question: What are some
kinds of energy?
Brainstorm and Group
20 minutes Small groups
• Challenge children to think of different
ways that people use electricity. Make a
list on the board.
• Ask groups to place the examples on the
list into different groups. For example, one
group might be things that make pictures,
such as televisions and video games,
or things that store information, such as
computers.
• As a class, discuss how each group
classified the examples. Allow each group

to explain their reasoning.
Special Needs
Utilize visuals to reinforce concepts
throughout the unit. Select a variety of
visuals, such as pictures, graphic organizers,
and real objects.
Compare and Contrast
20 minutes Small groups
• Have groups study a visual for 1 minute.
• Ask volunteers to describe one thing
about the visual. Encourage as many
descriptions as possible.
• Use their descriptions to discuss how the
visual can do work or cause change. Help
children see how their descriptions can be
used to compare different visuals.
Multi-Age Classroom
Children working together in cooperative
multi-age teams have the chance to learn
from one another and to find inconsistencies
in their own thinking.
Compare and Discuss
20 minutes
Pairs
• Have children work individually on
assigned Lesson Checkpoint questions,
Scaffolded questions, or Chapter Review
questions.
• Pair each child with a child from another
grade and have them compare and

discuss their answers to the questions.
English Language Learners
Modify the presentation of content to support
English Language Learners.
Guided Reading
20 minutes Whole class
• Draw children’s attention to a selection
from the unit. Have children examine and
describe illustrations or photos on the
page and use them to make predictions
about the text.
• Read the selection to and then with
children. Have children choral read or
echo read (that is, repeat after you read
one or two sentences at a time).
• Ask children to locate text on the page
that may confirm their predictions.
CHAPTER 8 • Differentiating Instruction
233A
Below-Level Leveled Reader has
the same content as Chapter 8, but is
written at a less difficult reading level.
On-Level Leveled Reader has the
same concepts as Chapter 8, and is
written at grade level.
Advanced Leveled Reader is
above grade level and enriches the
chapter with additional examples and
extended ideas.
Leveled Readers deliver the same concepts and skills as the chapter.

Use Leveled Readers for original instruction or for needed reteaching.
Key Content and Skill in Leveled Readers and Chapter 8
Content
Properties of
Matter
Vocabulary
mass liquid
property gas
states of mixture
matter solid
Target Reading Skill
Draw Conclusions
Graphic Organizer
sfsuccessnet.com
Use the online database to search for additional
leveled readers by level, title, content, and skill.
Leveled Reader
Teacher’s Guide
Leveled Reader
Teacher’s Guide
Leveled Reader
Teacher’s Guide
by Ann J. Jacobs
Physical Science
Leveled Practice Leveled Practice Leveled Practice
233B
UNIT C • Physical Science
Lesson/Activity Pacing Science Objectives
Build Background pp. 233–235
Flip Chart Activity How are solids different from

liquids?
Flip Chart Activity How can you make an ice cube
melt faster?
20 minutes
• The student identifies words and constructs meaning
from text, illustrations, graphics, and charts using the
strategies of phonics, word structure, and context clues.
Explore What happens when oil is mixed with water? p. 236
How to Read Science p. 237
20 minutes
20 minutes
• The student combines oil and water to show that they
do not mix and that oil floats on water.
• The student makes connections and inferences based
on text and prior knowledge (for example, order of
events, possible outcomes).
1
What is matter? pp. 238–241
30 minutes
• The student describes, compares, and classifies matter
by its properties.
2
What are the states of
matter?
pp. 242–247
40 minutes
• The student identifies and describes the different states
of matter: solids, liquids, and gases.
3
How can matter be

changed?
pp. 248–251
30 minutes
• The student identifies and describes ways that matter
can be changed.
4
How can cooling and
heating change
matter?
pp. 252–255
30 minutes
• The student describes how matter changes when it is
heated or cooled.
Investigate How can water change? pp. 256–257
20 minutes
• The student observes how the properties of water
change as it freezes and thaws.
Wrap-Up Chapter 8 pp. 258–264
Math in Science: How can you measure matter?
Chapter 8 Review and Test Prep
NASA Feature: Space Food
Career: Material Scientist
20 minutes
20 minutes
20 minutes
20 minutes
• The student knows that men and women of all ethnic
and social backgrounds make contributions to science
and technology, practice science and technology,
investigate the world around them, and can answer

scientific questions.
CHAPTER 8 • Planning Guide
233C
Vocabulary/Skills Assessment/Intervention Resources/Technology
Process Skills:
Observe,
Classify
Measure,
Communicate,
Predict
• Chapter Review, SE, pp. 260–261 (1-4) • Science Content
Transparency
• Workbook, p. 91
• Graphic Organizer
Transparency 2
• Vocabulary Cards
• Activity Book, pp. 91–92
• Web game
Process Skill:
Infer
Target Reading Skill:
Draw Conclusions
• Explain Your Results, SE, p. 236
• Activity Rubric
Draw Conclusions, SE, p. 237
• Activity Book, pp. 87–88
• Activity DVD
• Workbook, pp. 92–93
• Every Student Learns, p. 50
• Activity Placemat 17

mass
property
• Scaffolded Questions, TE, pp. 239, 241
• Checkpoint Questions, SE, p. 241
• Chapter Review, SE, pp. 260–261 (10)
• Workbook, p. 94
• Quick Study, pp. 86–87
• Every Student Learns, p. 51
states of matter
solid
liquid
gas
• Scaffolded Questions, TE, pp. 243, 245,
247
• Checkpoint Questions, SE, pp. 243, 245,
247
• Chapter Review, SE, pp. 260–261
(1, 2, 4, 5, 9)
Draw Conclusions, SE, p. 247
• Workbook, p. 95
• Quick Study, pp. 88–89
• Every Student Learns, p. 52
mixture • Scaffolded Questions, TE, pp. 249, 251
• Checkpoint Questions, SE, pp. 249, 251
• Chapter Review, SE, pp. 260–261 (3, 6, 7)
Draw Conclusions, SE, p. 249
• Workbook, p. 96
• Quick Study, pp. 90–91
• Every Student Learns, p. 53
• Scaffolded Questions, TE, pp. 253, 255

• Checkpoint Questions, SE, pp. 253, 255
• Chapter Review, SE, pp. 260–261 (8)
• Workbook, p. 97
• Quick Study, pp. 92–93
• Every Student Learns, p. 54
• Vocabulary Cards
Process Skills:
Predict
• Explain Your Results, SE, p. 257
• Activity Rubric
• Activity Book, pp. 89–90
• Activity DVD
• Activity Placemat 18
Math Skill: Record
data in a chart
• Scaffolded Questions, TE, p. 259
Draw Conclusions, SE, p. 261
Chapter 8 Test
www.sfsuccessnet.com/
successtracker
• Workbook pp. 98–100
• Assessment Book, pp. 57–60
Other quick
options . . .
ACTIVITY
TE pp. 234, 238, 242,
248, 252, 258
TRANSPARENCIES 43,
44, 45, 46
SUMMARY

TE pp. 238, 240, 242,
244, 246, 248, 250, 252,
254
If time is short . . .
• Build Background,
pp. 234–235
• Explore Activity, p. 236
• How to Read Science,
p. 237
• Lesson 1, pp. 238–241
• Lesson 2, pp. 242–247
• Lesson 3, pp. 248–251
233D
UNIT C • Physical Science

Explore What happens
when oil is mixed with
water? p. 236
Time 15 minutes
Grouping small groups
Advance Preparation For each
group, fill a plastic cup with about 40
mL oil and another cup with about 40
mL water. Add a few drops of blue
food coloring to the cup with water.
Materials blue food coloring
(teacher use); vegetable oil (about
40 mL); 2 plastic cups (9 oz.); 2
graduated plastic measuring cups (300
mL/10 oz.); clear plastic jar (4 oz.); jar

lid (for 4 oz. jar); safety goggles (1 per
child); water (about 40 mL)
Teaching Tips Remind children
to screw the jar lid on tightly before
shaking the jar.
What to Expect Children will
observe that oil and water form
separate layers. Shaking will mix the
oil and water. After shaking children
will see separate layers form again.
Safety Notes Have paper towels
on hand to wipe up any water or oil
spills. Children should wear safety
goggles during this activity.

Activity DVD Unit C,
Chapter 8
Activity Placemat Mat 17

Investigate
How can water
change? pp. 256–257
Time 10 minutes on Day 1; a
few minutes at intervals
on Day 2; a few minutes
on subsequent days
Grouping small groups
Advance Preparation Fill each
plastic cup with about
1

4
c water.
Materials clear plastic cup (9 oz);
thermometer (alcohol); water (about
1
4
c)
Science Center This activity can be
in your Science Center for children to
work on throughout the day.
What to Expect The temperature
of the ice will gradually increase.
The ice will begin to melt. Depending
on the room temperature, it will take
about 4 to 5 hours for the ice to melt
completely and for the water to return
to its original temperature.
Safety Note Have paper towels on
hand to wipe up any water spills.

Activity DVD Unit C,
Chapter 8
Activity Placemat Mat 18
Other Resources The following Resources are available for activities found in the Student Edition.
Demonstration Kit If you wish to
rehearse or demonstrate the Chapter 8
activities, use the materials provided in
the Demonstration Kit.
Classroom Equipment Kit
Materials shown above in italic

print are available in the Classroom
Equipment Kit.
Activity Placemats The Equipment
Kit includes an Activity Placemat for
each activity, a work surface which
identifies the materials that need to
be gathered.
Activity Transparencies
Use a transparency to focus children’s
attention on the Quick Activity for
each lesson.
Teacher’s Activity Guide For
detailed information about Inquiry
Activities, access the Teacher’s Activity
Guide at www.sfsuccessnet.com.
Children learn to ask and answer scientific questions as they
progress to greater independence in scaffolded inquiry.
Directed Inquiry A Directed Inquiry activity begins each chapter.
Guided Inquiry A Guided Inquiry activity closes each chapter.
Full Inquiry Experiments and Science Fair Projects at the end of each
unit provide opportunities for Full Inquiry.
15
Materials
How are solids different from liquids?
What to Do
Observe each of the
materials.
Classify the items into two
groups: solids and liquids.
Discuss with your partner how

they are alike and different.
Write a list of the items that
are solids. Write another list
of the items that are liquids.
Explain Your Results
1. Classify How are the solids
on your list alike? How are the
liquids on your list alike?
2. What other home or school items
could you add to each list?
Use with Chapter 8
Solids
Liquids
milk and juice box
stapler and fruit
water and gelatin
blocks
2 index cards
Observing
can help you
classify objects
as solids or
liquids.
Activity Flip Chart, p. 15
16
How can you make an ice cube melt faster?
What to Do
Put an ice cube in a dish.
Try to make your ice cube
melt as fast as you can. Use

the materials you have.
Use with Chapter 8
Start the stopwatch.
Measure the time it took to
melt your ice cube.
Explain Your Results
1. Communicate Tell, write, or draw what
you did to make your ice cube melt fast.
2. Predict How could you melt an ice cube
even faster?
Measuring
how long it takes
to melt an ice
cube can help
you
predict
how to melt
the ice cube
even faster.
Materials
ice cube and plastic dish
lamp and paper towels
plastic bag
stopwatch or clock
with second hand
Activity Flip Chart, p. 16
CHAPTER 8 • Activity Guide
233E
Activity Flip Chart
How are solids different from

liquids?
Use this center activity after teaching Lesson
2 of the chapter.
Process Skills Observe, classify
Time 20 minutes
Grouping Pairs
Materials half-pint-sized milk carton;
juice box; stapler; fruit; plastic cup of water;
wooden block; gelatin; 2 index cards
Procedure
• Take care to avoid spilling liquids.
• Children may observe correctly that the
containers holding the liquids are solid.
• After children discuss characteristics and
properties of solids and liquids, ask them
Activity Flip Chart
How can you make an ice cube melt
faster?
Use this center activity after teaching Lesson
3 of the chapter.
Process Skills Measure,
communicate, predict
Time 20 minutes
Grouping Pairs or small groups
Materials ice cube; plastic bowl; lamp;
re-sealable plastic bag; paper towels; stop
watch or clock with second hand
Procedure
• Demonstrate how to use a stop watch to
measure time.

• After children complete the experiment,
have them communicate their methods
and results to other groups.
to classify sugar and sand as solids or liquids. (They are solids. Although
sugar and sand can be poured and appear to take the shape of their
container, each individual grain keeps a constant shape, and the grains can
be piled on a flat surface, unlike liquids).
What to Expect Children’s papers will have two lists: solids (stapler,
banana, block) and liquids (milk, soda pop, water).
Think About It
1. The solids are hard and have a shape. The liquids are wet and take the
shape of the container they are in. You can pour a liquid; you can pick up a
solid.
2. Answers will vary.
• Have children predict ways to help solids melt more quickly.
What to Expect Children will find out that heating the ice or breaking it up
can make it melt faster.
Think About It
1. Answers will vary. Students might describe the ice cube being heated or
broken into smaller pieces.
2. Answers will vary. Sample answer: Put the ice cube in a pan on the stove.
233F
UNIT C • Physical Science
Use with
Build Background, pp. 234–235
Workbook, p. 91
Workbook, pp. 92–93
Workbook, p. 94 Workbook, p. 95
Use with How to Read Science, p. 237
Use with Lesson 1, pp. 238–241 Use with Lesson 2, pp. 242–247

Use the following
Workbook pages to
support content and skill
development as you teach
Chapter 8. You can also
view and print Workbook
pages from the Online
Teacher’s Edition.
© Pearson Education, Inc.
92 How to Read Science Workbook
Name ______________________________
Draw Conclusions
Use with Chapter 8.
Read the science activity and look at the
pictures.
Science Activity
Place some ice in a clear cup. Put the cup
in the sun or another warm spot in the
room. Observe what happens. Record the
results in your science journal.
Apply It!
Infer Use the chart on the next page.
Write what you know. Write what you
conclude.
© Pearson Education, Inc.
Name ______________________________
What is matter?
Before You Read Lesson 1
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words

after each sentence that tell what you think.
1. Matter has mass and uses up space. True Not True
2. Properties of matter cannot be
observed. True Not True
3. Size is a property of matter. True Not True
After You Read Lesson 1
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. Matter has mass and uses up space. True Not True
2. Properties of matter cannot be
observed. True Not True
3. Size is a property of matter. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 239–241.
94 Think, Read, Learn Workbook
© Pearson Education, Inc.
Name ______________________________
What are the states
of matter?
Before You Read Lesson 2
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. A solid has its own shape and size. True Not True
2. You measure liquids with a ruler. True Not True
3. Gas takes up all the space inside

its container. True Not True
After You Read Lesson 2
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. A solid has its own shape and size. True Not True
2. You measure liquids with a ruler. True Not True
3. Gas takes up all the space inside
its container. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 242–247.
Workbook Think, Read, Learn 95
© Pearson Education, Inc.
Name ______________________________
Vocabulary Preview
Draw a picture or write a sentence to go with
each word.
states of matter property
liquid gas
solid mass
mixture
Directions: Read the words and draw pictures to illustrate them or write sentences
about them. Cut out the boxes to use as word cards.
Home Activity: Ask your child to identify the words that name states of matter
(gas, liquid, solid) and then explain how mass, property, and mixture are related to
matter.
Use with Chapter 8.

Workbook Vocabulary Preview
91
CHAPTER 8 • Workbook Support
233G
Use with Lesson 3, pp. 248–251 Use with Lesson 4, pp. 252–255
Use with Math in Science, pp. 258–259
Workbook, p. 96 Workbook, p. 97
Workbook, p. 98
© Pearson Education, Inc.
Name ______________________________
How can matter be
changed?
Before You Read Lesson 3
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. The shape of matter does not
change. True Not True
2. Parts of a mixture do not change. True Not True
3. Salt water is a mixture. True Not True
After You Read Lesson 3
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. The shape of matter does not
change. True Not True
2. Parts of a mixture do not change. True Not True
3. Salt water is a mixture. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain

why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 248–251.
96 Think, Read, Learn Workbook
© Pearson Education, Inc.
Name ______________________________
How can cooling and
heating change matter?
Before You Read Lesson 4
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. To change the state of matter,
change the temperature. True Not True
2. Cold can change a solid to
a liquid. True Not True
3. Heat can change a liquid to a gas. True Not True
After You Read Lesson 4
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. To change the state of matter,
change the temperature. True Not True
2. Cold can change a solid to
a liquid. True Not True
3. Heat can change a liquid to a gas. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn

Use with pages 252–255.
Workbook Think, Read, Learn 97
© Pearson Education, Inc.
Name ______________________________
98 Math in Science Workbook
Anna measured two solids and two liquids. Look
at her measurements.
Record the data in the table for Anna.
My Measurements
Length of Pencils Volume of Water
Pencil 1. ______ cm Cup 1. ______ mL
Pencil 2. ______ cm Cup 2. ______ mL
Measuring Matter
Directions: Look at the measuring tools. Tell what the lengths and volumes are.
Write them in the chart.
Home Activity: Your child learned to read measures of length and volume. Ask
your child to explain how to use a ruler and a measuring cup. Then have him or
her measure the length of a spoon and the volume a favorite glass holds.
Use with Chapter 8.
5
12
50
150
233H
UNIT C • Physical Science
Assessment
Options
Formal Assessment
• Chapter Review and Test
Prep, SE pp. 260–261

• Assessment Book,
pp. 57–60
• Prescriptions for
remediation are shown
on TE p. 261
Performance
Assessment
• Unit Wrap-Up, SE
pp. 354–355
Ongoing Assessment
• Diagnostic Check, TE
pp. 239, 243, 245, 249,
253
• Scaffolded Questions, TE
pp. 239, 241, 243, 245,
247, 249, 251, 253,
255, 259
Portfolio Assessment
• My Science Journal, TE
p. 235
• Data management
system to assess
Adequate Yearly
Progress (AYP) and
provide intervention
• Alternative test
formats are available
online or through
ExamView CD-ROM
Chapter 8 Test

Chapter 8 Test
Chapter 8 Test Chapter 8 Test
Assessment Book, p. 57 Assessment Book, p. 58
Assessment Book, p. 59 Assessment Book, p. 60
Use the following Assessment Book
pages and ExamView to assess Chapter
8 content. You can also view and print
Assessment Book pages from the Online
Teacher’s Edition.
© Pearson Education, Inc.
Name ______________________________
Chapter 8 Test
58 Chapter 8 Test Assessment Book
ᕣ Look at the graph.
scissors
paper
brush
cup
1 2 3 4 5 6 7 8 9 10
inches
What is the order of these solids from
longest to shortest?
Ꭽ cup, paper, brush, scissors
Ꭾ cup, scissors, brush, paper
Ꭿ paper, brush, scissors, cup
൳ paper, cup, brush, scissors
ᕤ Milk takes the shape of its container. Which
kind of matter is milk?
൵ gas
൶ solid

൷ liquid
൸ none of the above
The pencil and feather float. The paper clip and rock
sink.
Answers may vary, including pour the mixture through
a container with holes or let the rocks sink.
© Pearson Education, Inc.
Name ______________________________
Chapter 8 Test
60 Chapter 8 Test Assessment Book
ᕨ A container of ice cream is taken out of a
freezer. What happens to it?
൵ The ice cream and the container melt.
൶ The ice cream and the container stay
the same.
൷ The ice cream melts. The container stays
the same.
൸ The ice cream stays the same. The
container melts.
Write the answers to the questions on the lines.
ᕩ Look at the picture. Think about ways to sort
the things in the water.
Which things float? Which things sink? (2 points)
µ How can you separate a mixture of rocks
and water? (2 points)
© Pearson Education, Inc.
Name ______________________________
Chapter 8 Test
Assessment Book Chapter 8 Test
59

ᕥ Look at the picture. Think about what fills the
balloon.

What kind of matter is in the balloon?
Ꭽ gas
Ꭾ solid
Ꭿ liquid
൳ none of the above
ᕦ What state of matter does water vapor
become when it is cooled?
൵ gas
൶ solid
൷ liquid
൸ none of the above
ᕧ Which sentence tells about changing matter
without changing its state?
Ꭽ Melt ice.
Ꭾ Freeze water.
Ꭿ Evaporate water.
൳ Add color to water.
© Pearson Education, Inc.
Name ______________________________
Chapter 8 Test
Assessment Book Chapter 8 Test
57
Read each question and choose the best answer.
Then fill in the circle next to the correct answer.
ᕡ Look at the picture.

What properties does this baseball

bat have?
Ꭽ rough and soft
Ꭾ rough and hard
Ꭿ smooth and soft
൳ smooth and hard
ᕢ Why do you need a microscope or hand
lens to see the parts that make up matter?
൵ Matter is made of parts that are very big.
൶ Matter is made of parts that have no
mass.
൷ Matter is made of parts that are very
small.
൸ Matter is made of parts that take up no
space.
Properties of Matter
233
the three states of matter.
ways that matter can be
changed.
Chapter 8
TEACHING
PLAN
Professional Development
To enhance your qualifications in science:
• preview content in Physical Science DVD Segment Matter.
• preview activity management techniques described in Activity
DVD Unit C, Chapter 8
Chapter 8 Concept Web
Children can create a concept web to organize
ideas about properties of matter.

CHAPTER 8 • Properties of Matter
233

knows that objects can be
described, classified, and compared by their
composition (e.g., wood or metal) and their
physical properties (e.g., color, size, and shape).

recognizes that the same material
can exist in different states.

verifies that things can be done
to materials to change some of their physical
properties (e.g., cutting, heating, freezing), but
not all materials respond the same way (e.g.,
heating causes water to boil and sugar to melt).

recognizes systems of matter and
energy.
uses the senses, tools, and
instruments to obtain information from his or her
surroundings.
Matter
such as being
is anything
that has
weight
can be
described by
comes

in the
states of
can change
states by
properties
solid
liquid
gas
condensing
freezing
hard
or soft
cool or
warm
heavy or
light
space
and takes
up
To access student resources:
1. Go to www.sfsuccessnet.com.
2. Click on the register button.
3. Enter the access code frog and your school’s zip code.
★
Science Objectives
The student
The student
The student
The student
The student

If time is short…
Use Build Background page to engage children in
chapter content. Then do Explore Activity, How to
Read Science, and Lessons 1, 2, and 3.
© Pearson Education, Inc.
Name ______________________________
Vocabulary Preview
Draw a picture or write a sentence to go with
each word.
states of matter property
liquid gas
solid mass
mixture
Directions: Read the words and draw pictures to illustrate them or write sentences
about them. Cut out the boxes to use as word cards.
Home Activity: Ask your child to identify the words that name states of matter
(gas, liquid, solid) and then explain how mass, property, and mixture are related to
matter.
Use with Chapter 8.
Workbook Vocabulary Preview 91
Workbook, p. 91
© Pearson Education, Inc.
Graphic Organizer Transparency 2
T Chart
Graphic Organizer
Transparency 2
Vocabulary Cards
mass
mass
liquid

gas
property
234
Build Background
Build Background Resources
ELL Support
Access Content Before reading the chapter text, lead children on a
picture/text walk.

identifies words and constructs
meaning from text, illustrations, graphics, and
charts, using the strategies of phonics, word
structure, and context clues.
Chapter 8 Vocabulary Words
mass, p. 239
property, p. 240
states of matter, p. 242
solid, p. 242
liquid, p. 244
gas, p. 246
mixture, p. 250
Introduce the Concept
Discuss Essential Question
Read the Chapter 8 Essential Question to children,
What are some properties of matter?
Explain to children that matter is anything that
takes up space and has mass. Ask children: Are
people matter? Yes Tell children that Earth
contains many different types of matter. The food
we eat, the toys we play with, and the animals we

see around us are all types of matter.
ACTIVITY
Have children look at the pictures on pages 234–
235. Remind children that our world is made up
of many different types of objects. Ask children:
What kinds of objects do you see? Answers
may include chairs, crayons, table, fruit, paints,
bubble. What do all of the objects have in
common? Accept all reasonable answers.
234
UNIT C • Physical Science
★
Science Objective
The student
states of matter
mixture
solid
235
Chapter 8
Vocabulary
mass page 239
property page 240
states of
matter
page 242
solid page 242
liquid page 244
gas page 246
mixture page 250
Introduce Vocabulary

Use the following T-Chart provided on
sfsuccessnet.com or Graphic Organizer
Transparency 2.
Word An example of
mass
property
states of matter
solid
liquid
gas
mixture
Give a copy of Graphic Organizer Transparency
2 to each child. Write the vocabulary words on
the board and have children copy the words in the
left column of the chart.
• Pronounce each word as you write it. Ask
children to think of something they know about
each word. In the right column of the chart,
have children write an example of each word
they have written in the left column. Some
children may have prior knowledge that can
help them do this. To stimulate thinking, ask:
How would you describe milk? What do
you think it means if I say “Having fur
is a property of kittens”?
• As each word is studied, have children check
their T-Charts to make sure the example they
listed is accurate.
Word Recognition Use the Vocabulary Cards
to reinforce recognition of each written word and

its definition.
Practice
Vocabulary Strategy: Which Word?
Using the Vocabulary Cards, read the definition of
a vocabulary word aloud. Ask: Which word is
that?
Ask children to participate in a form appropriate
to their level of skill:
• choral response
• telling a partner
• pointing to the word in the pictures
• selecting the word from the Vocabulary Cards
My Science Journal
Keeping a Matter Log
Have children write entries about the different kinds of matter they see
around them. Remind them that some kinds of matter are hard to see
without special tools. Have children continue to add to their log as they
read the chapter. When they have completed the chapter, have them
return to their log and identify each entry as solid, liquid, or gas.
CHAPTER 8 • Build Background
235
© Pearson Education, Inc.
Name ______________________________
Explore: What happens when oil is mixed with water?
Scoring Criteria 1 2 3 4
Student followed directions to complete
this activity.
Student measured equal amounts of
oil and water and mixed the liquids
together.

Student observed the results of
shaking oil and water in a jar.
Student reported that oil and water do
not stay mixed together when shaken.
Student inferred that oil could be
separated from water by allowing the
mixture to stand until all the oil floats to
the top, at which time the oil could be
poured out.
Scoring Key
4 points correct, complete, detailed
3 points partially correct, complete, detailed
2 points partially correct, partially complete, lacks
some detail
1 point incorrect or incomplete, needs assistance
Activity Rubric
Use with Chapter 8, p. 236
Activity Book Directed Inquiry T81
Activity Rubric
© Pearson Education, Inc.
Name ______________________________
Activity Book Directed Inquiry 87
Use with Chapter 8, p. 236
Explore What happens when
oil is mixed with water?
Notes for Home: Your child combined oil and water and learned that these two
liquids do not stay mixed.
Home Activity: Mix salad oil and vinegar and shake to mix. Observe the results.
Ask your child to compare this mixture with the mixture of oil and water made
at school.

Explain Your Results
1. What happened when you mixed the oil and
the water?
2. Infer How could you separate oil from
water?
Activity Book pp. 87–88
Use Activity DVD
Unit C, Chapter
8 to preview this
activity.
236
Explore What happens when oil is mixed
with water?
Materials
safety goggles
cup with oil, cup
with colored water
measuring cups
jar with lid
What to Do
Pour. Observe.
Shake. Observe.
Explain Your Results
1. What happened when you mixed
the oil and the water?
2.
Infer How could you separate oil
from water?
You infer
when you

get ideas from
what you
know.
Measure the oil in
one cup. Measure the
water in the other cup.
30 mL oil 30 mL
water

Call
1-888-537-4908
with activity
questions.
236
UNIT C • Physical Science

Explore What
happens when oil is mixed
with water?
uses metric and standard English
units to measure distance, volume, mass, and
temperature.
Build Background
This activity encourages children to combine oil
and water and find that they do not mix.
Managing Time and Materials
Time: 15 minutes
Groups: small groups
Materials: blue food coloring (teacher use);
vegetable oil; 2 plastic cups; 2

graduated plastic measuring cups;
clear plastic jar with lid; safety
goggles (1 per child); water
*Materials listed in italic are kit materials.
What to Do
Engage Ask What are the characteristics
of oil and water? Water is a clear, colorless
liquid and oil is a thicker liquid that can have a
yellowish color.
Explore Children should observe what happens
to the oil and water after they are shaken together.
Explain Ask children to describe what they
observed when the oil and water were combined.
Evaluate Ask children: Why do you think the
water and oil did not mix together? They
are two substances with different characteristics.
Extend Have children make mixtures of water
and other liquids to see how well they mix.
Explain Your Results
1. The oil and water separated into layers.
2. Infer You could use a spoon to scoop the oil
from the top of the water.
Have children infer the inability of water and oil to
mix by making observations.
Activity Resources
Find more about this activity at our Web site.
• See the Teacher’s Activity Guide for more support.
• An alternative activity is also available to download.
★
Science Objective

The student
© Pearson Education, Inc.
92 How to Read Science Workbook
Name ______________________________
Draw Conclusions
Use with Chapter 8.
Read the science activity and look at the
pictures.
Science Activity
Place some ice in a clear cup. Put the cup
in the sun or another warm spot in the
room. Observe what happens. Record the
results in your science journal.
Apply It!
Infer Use the chart on the next page.
Write what you know. Write what you
conclude.
Workbook, pp. 92–93
237
Draw Conclusions
You draw conclusions when you decide
about something you see or read.
Work with a partner. You
will need one cup with water
and one cup with sand.
Mix the sand into the water.
Record the results in your
science journal.
Apply It!
Infer What do you think will happen when

you mix the sand and the water?
Science Activity
I know. My conclusion.

Draw Conclusions
How to Read Science Resource
ELL Support
For more practice on Draw Conclusions, use Every Student
Learns Teacher’s Guide, p. 50.
CHAPTER 8 • How to Read Science
237

makes connections and inferences
based on text and prior knowledge (for
example, order of events, possible outcomes).
About the Target Skill
The target skill for Properties of Matter is Draw
Conclusions. Children are introduced to the skill
as you guide them through this page.
Introduce
Show children an inflated balloon and a deflated
balloon. Hold up the inflated balloon and ask:
What do you think happened to this
balloon? Children should conclude that air was
introduced into the balloon, probably by someone
blowing it up. Blow into the deflated balloon. Let
children see if their conclusion is correct.
Model the Skill
Read the Science Activity as a class. Explain to
children that they draw conclusions when they

make a decision about something they have seen
or read. Ask children to predict what will happen
when the sand and the water are mixed together.
Demonstrate the activity for the class. After the
sand and the water are mixed, ask children:
Were your conclusions right?
Practice
Graphic Organizer
Look at the Graphic Organizer together. Work
with children to complete the Graphic Organizer
using the facts from the Science Activity.
Apply It!
I Know My Conclusion
Sand and water
mix.
A liquid sand-and-
water mixture will
be made.
★
Reading Objective
The student
© Pearson Education, Inc.
Name ______________________________
What is matter?
Before You Read Lesson 1
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. Matter has mass and uses up space. True Not True
2. Properties of matter cannot be

observed. True Not True
3. Size is a property of matter. True Not True
After You Read Lesson 1
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. Matter has mass and uses up space. True Not True
2. Properties of matter cannot be
observed. True Not True
3. Size is a property of matter. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 239–241.
94 Think, Read, Learn Workbook
Workbook, p. 94
You Are There
Sung to the tune of “Old MacDonald”
Lyrics by Gerri Brioso & Richard Freitas/The Dovetail Group, Inc.
Anything that takes up space
Is made up of matter.
Anything that has some mass
Is made up of matter.
Teddy bears, a crayon box,
Watermelon, rocking chairs,
every wall around you
All have mass and take up space.
That’s why they’re all matter.
238

Chapter 8 Lesson 1
What is matter?
Lesson 1 Resource
Use the Science Songs CD to play “They’re
All Matter!” for the class.

knows that common objects are
composed of parts that are too small to be seen
without magnification (for example, hair, cloth,
paper).

knows that a variety of tools can
be used to examine objects at differing degrees
of magnification (for example, a hand lens,
layered hand lenses, a microscope).
Introduce
Access Prior Knowledge
Ask children: What different types of objects
do you see in this classroom? Accept all
reasonable answers. Explain to children that they
are going to learn ways to describe the objects
around them.
Set Purpose
Tell children they are going to read about matter.
Help them set a purpose for reading, such as
to discover what matter is.
Teach
Sing or play “They’re All Matter!” for children.
Read page 239 together.
SUMMARY

• Matter is anything that takes up space and has
mass.
• Mass is the amount of matter in an object.
• Matter is made of parts that are very small. A
hand lens can be used to see tiny parts.
ACTIVITY
Show children an inflated balloon. Ask: Can you
see and touch the balloon? Yes Can you
see and touch what’s inside the balloon?
No How do you know there is something
inside the balloon? The balloon gets bigger
when it is inflated.
238
UNIT C • Physical Science
TRANSPARENCY 43
★
Science Objectives
The student
The student
Lesson 1
What is matter?
Everything around you is made of
matter. Matter is anything that takes
up space and has mass. Mass is the
amount of matter in an object.
Look around your classroom.
Everything you see is made of matter.
Some things you cannot see are
made of matter. The air around
you has matter.

239
Matter is made of very small
parts. You can use a hand
lens to take a closer look at
things.
Ask children the following scaffolded questions
to assess understanding.
Scaffolded Questions
1. Recall What is matter? Anything that
takes up space and has weight
2. Compare How are paper, water,
and air alike? They are all made of matter.
3. Value Why is a hand lens important
when we look at some kinds of matter?
A hand lens can help us get a closer look at the
small parts of matter.
Guide Comprehension
Leveled Readers
Begin to use the Chapter 8 Leveled Readers with appropriate reading
groups at this time.
Properties of Matter
has the same content
as Chapter 8, but
is written at a less
difficult reading level.
Matter has the same
concepts as Chapter 8
and is written at
grade level.
Air is Everywhere

is above grade
level and enriches
the chapter with
additional examples
and extended ideas.
by Ann J. Jacobs
Physical Science
CHAPTER 8 • Lesson 1
239
Diagnostic Check
If
children have difficulty understanding
that matter is made up of smaller parts,
then. . .
have them look at a piece of twine
or string with a hand lens. They should see that
what looks like one piece of string is actually
many smaller pieces of string that have been
twisted together.
Explain to children that any object that takes up
space and has mass is considered matter. Explain
that all of the things they see in the classroom are
types of matter, even though they have different
sizes. Tell children that matter is made of very
small parts. Different tools can be used to see the
very small parts. Those tools include a hand lens
and a microscope. You can see smaller parts with
a microscope than you can with a hand lens.
Assign Quick Study pp. 86–87 to children who
need help with lesson content.

The word matter is probably familiar to
children but perhaps not in its scientific sense.
Tell children that matter has several meanings.
In one meaning, it refers to a topic, question,
or problem that needs to be thought about
and dealt with. (Pollution is a matter we all
should be concerned about.) Another meaning
is “trouble.” (What’s the matter?) The scientific
meaning is “anything that takes up space and
has mass.” Ask children to volunteer sentences
for each meaning of the word.
Extend Vocabulary
240
Is the brush hard
or soft? Is the cup
smooth or rough?
A pipe cleaner is soft outside
and hard inside. What colors
are the pipe cleaners?
Properties of Matter
Different kinds of matter have different
properties. A property is something that
you can observe with your senses. Some
properties of matter are color, shape, and
size. Mass is a property of matter. How
something feels is a property of matter.
Science Misconception
Mass and Weight
Because the terms are sometimes used interchangeably, children may
think that mass and weight are the same thing. Mass is the amount of

matter in an object, while weight is the pull of gravity on the object.
The mass of an object remains the same no matter where that object
is. An object has the same mass on Earth as it does on the Moon.
However, the weight of that object on the Moon would be about
1
⁄6 the
weight of the object on Earth. That is because the pull of gravity on the
Moon is about
1
⁄6 the pull of gravity on Earth.

knows ways objects can be
grouped according to similarities or differences
of their physical characteristics.

knows how to sort organisms,
objects, and events based on patterns.
Teach (continued)
Read pages 240–241 with children. Explain
to children that a property is something about
an object that can be described by seeing it,
touching it, smelling it, tasting it, or hearing it.
Describing something as hard or soft, smooth
or rough, cool or warm, or heavy or light is
describing that object’s properties. Have children
look at the picture of the pipe cleaners on page
240. Give each child a pipe cleaner and have
children feel its soft outside and hard inside. Have
children bend the pipe cleaner. Explain that the
pipe cleaner has the properties of a soft outside,

a hard inside, and the ability to bend. Those
properties could change under certain conditions.
For example, the pipe cleaner might be wet or dry,
depending on its surroundings.
Have children look at and touch their desks. Ask:
What are the properties of your desk?
Answers may include that it is hard, smooth,
heavy, square, and light-colored.
SUMMARY
• A property is something that can be observed
with the senses.
• Properties of matter include color, shape, size,
weight, and feel.
240
UNIT C • Physical Science
★
Science Objectives
The student
The student
241
This clip is blue
and silver. This clip
feels smooth.
Do you think the sponge is
heavy or light? Does it fl oat
or sink? Whether an object
sinks or fl oats is a property.
1. What are some properties of matter?
2.
Tell four ways you

can sort objects using properties.
Assess
1. Some properties of matter are color, shape,
size, weight, feel, ability to float
2.
Possible answers: By size
from largest to smallest; by weight from heaviest
to lightest; by feel from roughest to smoothest;
by color from darkest to lightest; by shape from
roundest to least round
Ask children the following scaffolded questions
to assess understanding.
Scaffolded Questions
1. Recall What is a property? Something
about an object that can be observed with the
senses
2. Describe What are the properties of
the sponge shown on page 241? It is
light-yellow in color, rectangular, and floats.
3. Compare How do the properties of a
pipe cleaner compare to the properties
of a plastic bowl? A pipe cleaner is soft on
the outside, hard on the inside, and can bend.
A plastic bowl is hard and smooth.
Guide Comprehension
Explain to children that the word property is
an example of a word that has more than one
meaning. Property is also defined as something
that a person can own. Homes, cars, bicycles,
pets, and clothing are all examples of people’s

property.
Extend Vocabulary
ELL Support
Describing Properties
Provide children with a selection of different objects (coin, leaf, cotton
ball, sandpaper, pencil) each placed in a small paper bag. Without
looking inside the bag, have children describe the properties of the
object. Suggest that children use their various senses to describe the
object. Then ask children to try to identify the object in each bag based
on their observations.
For scaffolded instruction about matter and its properties, use Every
Student Learns Teacher’s Guide, p. 51.
CHAPTER 8 • Lesson 1
241