3
rd
Grade: Science
Module 6: Matter
Core Idea: PS1 Matter and its interactions
Prerequisite Learning:
K.PS1.1, K.PS1.2, K.PS1.3
Percent of Time: 12%
Standard
Questions and
Phenomenon Prompts
Module
Vocabulary
Teacher Background/
Clarification Statement
3.PS1.1 Describe the properties of solids, liquids, and gases and identify that
matter is made up of particles too small to be seen.
Learning Targets:
• Identify that matter can be in solid, liquid, or gas form and each form has
particles too small to be seen.
•
Identify the properties of a solid (has a definite shape and does not take
the shape of its container).
•
Identify the properties of a liquid (takes the shape of its container and
flows from one place to another when not contained).
•
Identify properties of a gas (takes the shape of its container, can’t be held in
your hands).
•
Sort matter into three categories based on their physical characteristics.
Crosscutting Concept:
• Pattern-Students use patterns as evidence in an argument or to make
predictions, construct explanations, and engage in arguments.
Science and Engineering Practice:
•
Developing and using models-
Student models begin to become abstract
and metaphorical, incorporating relationships between events and
predictive aspects for recurring events.
How do you make ice
cubes? What happens
if you put those ice
cubes in the sun or the
oven?
What is the shape of
water? Ice? Air?
What is inside a helium
balloon? How do you
know?
Phenomena such as
leaves blowing in the
wind and “sweat” on
the outside of glass
provide evidence for
the existence of
invisible particles.
Matter
Solid
Liquid
Gas
Water vapor
Shape
Texture
Mass
Temperature
Hardness
Volume
State
Flexibility
Interaction
Students should
understand that matter
repeatedly divided into
smaller pieces still exists
(particles). Ex: chalk
broken into increasingly
smaller pieces,
eventually powder, does
not cease to exist simply
because it is no longer
visible. Our eyes just
can’t detect it any longer.
Properties should be
those which distinguish
one phase of matter
from another such as
hardness, visibility,
flexibility, has a definite
shape. Students should
understand that all
phases of matter are
constructed of particles
we cannot see.
3
rd
Grade: Science
3.PS1.2 Differentiate between changes caused by heating or cooling that can be
reversed and that cannot.
Learning Targets:
•
Infer based on prior observations, that an increase or a decrease in heat
energy is needed to bring about a change of state in matter.
• Investigate how materials (water, butter, raw egg, piece of paper) change
their state through cooling (decreasing temperature; freezing) and
heating
(increasing temperature; cooking, melting, set on fire).
• Explain that not all materials change the same way when undergoing the
same change.
•
Classify objects that can return back to their original shape/state, and
objects that cannot be returned back to original shape/state.
Crosscutting Concept:
• Cause and Effect- Students routinely search for cause and effect
relationships in systems they study.
Science and Engineering Practice:
• Engaging in argument from evidence- Students can create evidence
based explanations for relationships seen in the natural world as well as
identify evidence that supports other explanations.
Remember those ice
cubes? What do I need
to make a change in
the state of the ice
cube?
What would happen if I
took a cracked open
egg and put it in the
oven or on the stove?
Would I then be able to
put it in the freezer and
it return back to its
original form?
The purpose of this
standard is to prepare
students for 5
th
grade
where they will justify
if chemical reactions
have or have not
occurred.
Students should be
limited to observations
they can make directly
with their senses.
3.PS1.3 Describe and compare the physical properties of matter including color,
texture, shape, length, mass, temperature, volume, sate, hardness, and
flexibility.
Learning Targets:
•
Identify observable and measurable physical properties of matter used to
describe objects (color, texture, shape, length, mass, temperature, state,
hardness, and flexibility).
How is this red crayon
similar to this red piece
of construction paper?
How are they
different?
What about
this red
juice?
Understanding
properties of matter
helps scientists describe
and identify unknown
samples of matter.
There are two varieties of
physical properties
included in this standard.
3
rd
Grade: Science
•
Describe that observable patterns in the properties in materials provide
evidence to classify the different kinds of materials.
•
Classify objects according to similar properties and compare those
properties of matter.
Crosscutting Concept:
• Scale, Proportion, and Quantity- Students make measurements of
physical properties of objects using base units.
Science and Engineering Practice:
• Planning and carrying out controlled investigations- Students carry out
investigations in groups, where conditions and variables are controlled,
utilize appropriate instruments, and deliberately plan multiple trials.
Can I classify objects by
similar features of the
items? What are some
of those features?
Why is a trampoline
bouncy?
Properties can be used as
a set to identify some
materials, while other
properties are included for
measurement.
Properties such as
hardness, reflectivity,
color, conductivity,
magnetism, and solubility
remain fixed and can be
used to identify a material.
Properties such as shape,
length, mass, and
temperature do not
remain fixed for a type of
matter.
For example, the
properties of a sample of
aluminum that will remain
fixed are its gray color, dull
shine, and flexibility.
However, aluminum can
be found in a variety of
shapes, lengths, and
masses.
