laura Casanova Casañas *
3. El caso del Tren Maya
3.3. Una mirada desde las cartografías críticas
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UNIT CONTENT
Assessment criteria
•Defining matter
• Understanding the properties of matter
•Differentiating between physical and chemical changes in matter
•Identifying the properties of solids, liquids and gases
•Identifying changes of state
•Explaining events scientifically Content objectives
1. Understanding the properties of matter
2. Differentiating between pure substances and mixtures 3. Identifying the general properties of matter
4. Learning how the properties of matter are measured and the units used 5. Identifying changes in matter
6. Differentiating physical changes and chemical changes in matter 7. Distinguishing the different states of matter and their properties 8. Identifying changes of state in matter
9. Understanding why water is important in our diet
10. Associating certain changes of state with temperature changes Language objectives
1. Describing mass and unit nouns (uncountable and countable):
Matter is made up of … An element is matter …
2. Giving examples: like mass and volume; for example; such as plastic 3. Making comparisons: … have more mass than others … more matter than
a pencil … the football's mass is greater … the same volume … it weighs more 4. Measuring mass and volume: one litre is equal to … mass per volume
5. Contrasting facts and conditions: When the temperature increases … If the temperature rises …
6. Describing changes: The balloon gets smaller … Iron changes into rust 7. Talking about ability: They can be transported … Gases can be compressed
•Matter and its main properties
•The three states of matter:
solid, liquid and gaseous
•Physical and chemical changes in matter
•Changes of state
•Observe photographs to obtain information
•Explain events around us scientifically
•Use personal experience to comprehend the unit contents
•Appreciation of why water is important in our diet
•Association of certain changes of state with temperature changes
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 6
Matter
UNIT 0
57
RESOURCES
Resource folder
• Reinforcement and extension – Reinforcement: Worksheet 6 – Extension: Worksheet 6
• Assessment
– Assessment: Worksheet 6
•Developing intelligence worksheets
•Working with recent immigrants PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *
Internet resources www.richmondelt.com www.indexnet.santillana.es Matter
http://www.chem4kids.com/index.html
Rader's Chemkids provides a variety of material about matter, changes in matter and changes of state.
For teachers and students.
Matter and energy
http://bengu-pc2.njit.edu/trp-chem/scism.html
Matter and energy and other fundamentals of chemistry are explored. For teachers and students.
Solids, liquids, gases
http://lgfl.skool.co.uk/keystage3.aspx?id=64 Properties of solids, liquids and gases and changes of state are addressed. For students and teachers.
Other resources
•Richmond World Facts
•Richmond Student’s Dictionary
•Flashcards
•Posters
* Not yet available in English
B
ALLOONSwww.richmondelt.com
LEVEL
4
MATTER 23
Matter
LOOK
READ
1. Matter
Everything in the universe is made of matter.
The Sun, rocks, plants, human beings and manufactured objects are all made of matter.
Matter is made up of tiny particles called atoms.
Atoms are extremely small.
They are invisible to the human eye.
There are approximately one hundred different types of atoms. When they are combined in different ways, they make up all the substances in the world.
•An element is matter which consists of only one type of atom.
•A compound is matter which consists of more than one kind of atom.
2. Types of matter
Matter can be classified into two groups:
•Pure substances are made up of a single type of element or compound. For example, gold, iron and salt are pure substances.
•Mixtures are made up of several pure substances.
For example, sea water is a mixture which is formed by water and salt.
3. Properties of matter
We can classify properties into two types:
•General properties: All matter has general properties like mass and volume.
Everything which is made of matter has mass and takes up space.
•Characteristic properties: Properties like odour, colour, shininess and density are characteristic. They are different for each substance.
Look at the photo.
•Which things are solid?
Liquid? Gaseous?
•Is there more water in the river at some times of the year?
True or false?
Make more sentences about matter.
Human beings are not made of matter.
Sea water is a pure substance.
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■ CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Write the following sentences on the BB.
The Ss decide if they are true or false. If they are false, they correct them.
1. Matter is made up of tiny particles called atoms.
2. Atoms are visible to the human eye.
3. There are about 100 similar types of atoms.
4. An element is matter which consists of only one type of atom.
5. Salt is a pure substance.
6. Sea water is a pure substance.
7. All matter has mass and volume.
Answers: 1. True. 2. False. They are invisible to the human eye.
3. False. There are about 100 different types of atoms. 4. True.
5. True. 6. False. Sea water is a mixture. 7. True.
1
Content objectives: 1, 2, 3.
Language objectives: 2, 3, 4.
Vocabulary: compound, element, mass, matter, mixtures, properties, pure substances, volume
Both sentences are false. M.A. The human body has mass and volume. Mayonnaise is a mixture of eggs, oil, salt and lemon juice.
■ Special attention
• Understanding the concept of matter
• Differentiating between pure substances and mixtures
• Identifying the properties of matter
■ Hands on
■ Presentation
• Ss look at the photo and answer the questions.
• Present , , with , , .
Ask: Where can we find matter in the universe? (everywhere because everything is made of matter) What are the tiny particles called that matter is made of?
(atoms)
• Ask: What matter can we find in a cup of coffee with milk and sugar? (milk, sugar, coffee) Is it a mixture of various
substances? (yes) Can you name other mixtures? (mayonnaise, soup, soft drinks, perfume …)
• Choose various objects or materials and talk about their characteristic properties.
For example, show a fork. Ask:What colour is it? (silver) Does it have an odour? (no) Is it shiny? (yes)
Activity Book, page 21.
➔ R
Composition of drinking water
• Ask: Is drinking water a pure substance or a mixture? (a mixture of water and minerals)
• To prove it, bring in labels from bottled water and examine their composition.
Ask: What minerals can you see on the labels? (chloride, calcium, magnesium, silica, sodium …)
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■ Special attention
• Understanding the concept of density
■ Hands on
■ Presentation
• Present , , with , , .
• Ss role-play they are in a small shop and have to ask for different things. They should pay special attention to units of measure. For example: I would like … a kilo of rice … a litre of milk … a hundred grams of sunflower seeds … a quarter of a kilo of almonds.
• Ask: Can we put five litres of water in a two-litre bottle? (no) Why not? (because there is too much volume of water)
• Ask: How do we measure mass? (with scales or balances) Give some examples.
(bathroom scales, kitchen scales, food scales, baby scales)
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