grade 5 sampler

Teacher’s EditionGrade 5

TABLE OF CONTENTS

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Stucture and Properties of MatterMODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2A

THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . . . . 2E

INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . 2G

LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . . . . 2H

MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

LESSON 1 Matter’s Structure . . . . . . . . . . . . . . . . 4A

�INQUIRY ACTIVITYCompare Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

�INQUIRY ACTIVITYDensity and Buoyancy . . . . . . . . . . . . . . . . . . . . . 15

�PERFORMANCE TASKModeling Matter . . . . . . . . . . . . . . . . . . . . . . . . . . 17

LESSON 2 Matter’s Properties . . . . . . . . . . . . . .20A

�INQUIRY ACTIVITYWhat is Inside Matter? . . . . . . . . . . . . . . . . . . . . 23

�PERFORMANCE TASKTesting Matter’s Properties . . . . . . . . . . . . . . . 31

LESSON 3 Metals and Nonmetals . . . . . . . . . . . .34A�INQUIRY ACTIVITY

Metal or Not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

�PERFORMANCE TASKUsing Metals and Nonmetals . . . . . . . . . . . . . . 47

MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

�PERFORMANCE TASKBuild a Better Boat . . . . . . . . . . . . . . . . . . . . . . . . 50

Physical and Chemical ChangesMODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52A

THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . . . 52E

INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . 52G

LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . . . 52H

MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

LESSON 1 Physical Changes . . . . . . . . . . . . . . . . .54A

�INQUIRY ACTIVITYFrozen or Unfrozen . . . . . . . . . . . . . . . . . . . . . . . . 57

�PERFORMANCE TASKBuild a Dam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

LESSON 2 Mixtures and Solutions . . . . . . . . . . .68A

�INQUIRY ACTIVITYSolubility Solutions . . . . . . . . . . . . . . . . . . . . . . . 71

�INQUIRY ACTIVITYSeparating Mixtures . . . . . . . . . . . . . . . . . . . . . . 76

�PERFORMANCE TASKMaking Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . 78

LESSON 3 Chemical Changes . . . . . . . . . . . . . . . .80A

�INQUIRY ACTIVITYConservation of Mass . . . . . . . . . . . . . . . . . . . . . 83

�INQUIRY ACTIVITYRate of Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . 89

�PERFORMANCE TASKChanges in Matter . . . . . . . . . . . . . . . . . . . . . . . . . 91

MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

�PERFORMANCE TASKPlan Your Own Procedure. . . . . . . . . . . . . . . . . . 94

Table of Contents�xxxix

TABLE OF CONTENTS

Plant and Animal NeedsMODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96A

THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . . . 96E

INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . 96G

LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . . . 96H

MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

LESSON 1 Plants and Photosynthesis . . . . . . .98A

�INQUIRY ACTIVITYVirtual Plant Simulation . . . . . . . . . . . . . . . . . . 101

�INQUIRY ACTIVITYPlant Investigation . . . . . . . . . . . . . . . . . . . . . . . 108

�PERFORMANCE TASKSolution for Survival . . . . . . . . . . . . . . . . . . . . . 110

LESSON 2 Animals and Cellular Respiration . . . . . . . . . . . . 112A

�INQUIRY ACTIVITYFood and Respiration . . . . . . . . . . . . . . . . . . . . . 115

�PERFORMANCE TASKComparing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . 123

LESSON 3 Plants and Cellular Respiration . . . . . . . . . . . . 126A

�INQUIRY ACTIVITYVirtual Plant Simulation Revisit . . . . . . . . . . 129

�INQUIRY ACTIVITYArea of a Plant Leaf . . . . . . . . . . . . . . . . . . . . . . 133

�INQUIRY ACTIVITYPlant Tropisms . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

�PERFORMANCE TASKHow Plants Use Energy . . . . . . . . . . . . . . . . . . . 138

MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

�PERFORMANCE TASKWith or Without Soil . . . . . . . . . . . . . . . . . . . . . . 140

Matter in EcosystemsMODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142A

THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .142E

INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . 142G

LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . 142H

MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

LESSON 1 Interactions of Living Things . . . 144A

�INQUIRY ACTIVITYFoxes and Rabbits . . . . . . . . . . . . . . . . . . . . . . . . 147

�PERFORMANCE TASKBuild a Food Web . . . . . . . . . . . . . . . . . . . . . . . . . 156

LESSON 2 Balance in Ecosystems . . . . . . . . . 158A

�INQUIRY ACTIVITYOverfi shing Simulation . . . . . . . . . . . . . . . . . . . 161

�INQUIRY ACTIVITYLimiting Plant Growth . . . . . . . . . . . . . . . . . . . . 164

�PERFORMANCE TASKSolve for an Invasive Species . . . . . . . . . . . . . 172

LESSON 3 Cycles in Ecosystems . . . . . . . . . . . 174A

�INQUIRY ACTIVITYCycling Matter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

�PERFORMANCE TASKPlan a Terrarium . . . . . . . . . . . . . . . . . . . . . . . . . . 187

MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 �PERFORMANCE TASK

Composting at Home . . . . . . . . . . . . . . . . . . . . . 190

xl�Table of Contents

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Interactions of Earth’s Major SystemsMODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192ATHREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .192EINSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . 192GLEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . 192HMODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

LESSON 1 Earth’s Major Systems . . . . . . . . . . 194A�INQUIRY ACTIVITY

Landform Models . . . . . . . . . . . . . . . . . . . . . . . . . 197�PERFORMANCE TASK

Earth’s Systems Poster . . . . . . . . . . . . . . . . . . . 205

LESSON 2 Effects of the Geosphere . . . . . . . 208A�INQUIRY ACTIVITY

Modeling Earth Movements . . . . . . . . . . . . . . 210�INQUIRY ACTIVITY

Landform Models Part 2 . . . . . . . . . . . . . . . . . . 219�PERFORMANCE TASK

Rain Shadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

LESSON 3 Effects of the Hydrosphere . . . . 224A�INQUIRY ACTIVITY

Using Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224�INQUIRY ACTIVITY

Clean Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235�PERFORMANCE TASK

Where Water is Found . . . . . . . . . . . . . . . . . . . . 237

LESSON 4 Effects of the Atmosphere . . . . . 240A�INQUIRY ACTIVITY

Warm and Cold Air Masses . . . . . . . . . . . . . . . 242�PERFORMANCE TASK

Water Cycle Model . . . . . . . . . . . . . . . . . . . . . . . 250

LESSON 5 Effects of the Biosphere . . . . . . . 252A�INQUIRY ACTIVITY

Mining Cookies . . . . . . . . . . . . . . . . . . . . . . . . . . . 255�INQUIRY ACTIVITY

Effects of Acid Rain . . . . . . . . . . . . . . . . . . . . . . 261�PERFORMANCE TASK

Human Impact Research Project . . . . . . . . . 263


Plan a Planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

The Solar System and BeyondMODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268A

THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .268E

INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . 268G

LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . 268H

MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

LESSON 1 Movements of the Sun, Earth, and the Moon . . . . . . . 270A

�INQUIRY ACTIVITYShadow Movements . . . . . . . . . . . . . . . . . . . . . . 273

�INQUIRY ACTIVITYRole of Gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

�PERFORMANCE TASKThree Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

LESSON 2 Patterns of the Moon . . . . . . . . . . . 284A

�INQUIRY ACTIVITYMoon Phases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

�PERFORMANCE TASKPhases of the Moon . . . . . . . . . . . . . . . . . . . . . . 295

LESSON 3 Objects in Space . . . . . . . . . . . . . . . . 298A

�INQUIRY ACTIVITYModeling Moon Craters . . . . . . . . . . . . . . . . . . 300

�PERFORMANCE TASKModel the Solar System . . . . . . . . . . . . . . . . . . 309

LESSON 4 Stars and Star Patterns . . . . . . . . 312A

�INQUIRY ACTIVITYStar Brightness. . . . . . . . . . . . . . . . . . . . . . . . . . . 314

�PERFORMANCE TASKModel a Constellation . . . . . . . . . . . . . . . . . . . . 322


Modeling Space Objects . . . . . . . . . . . . . . . . . . 325

Table of Contents�xli

STRUCTURE AND PROPERTIES OF MATTER

MODULE PLANNINGModule OverviewIn this module, students will develop a model and carry out investigations using computational thinking to explore states of matter and identify properties of matter. Students will engage in scientifi c experiences to answer questions such as: What are the structures of matter? What is matter made of? What are some properties of metals and nonmetals?

SUMMARY

MODULE OPENER.5 days

The module opens by engaging students to think about how large boats and barges are able to fl oat. Students are introduced to the STEM career of a materials engineer and prompted to use the Science and Engineering Practices of Planning and Carrying Out Investigations and Developing and Using Models throughout the module.

LESSON 1:

MATTER’S STRUCTURE

8 days

This lesson focuses on matter and that matter is all around us and has different structures. Models can be made to explain the structure of matter as it appears in a solid, a liquid, or a gas. Students will explore that matter can be measured with different tools to help determine its structure.

LESSON 2:

MATTER’S PROPERTIES

8 days

This lesson focuses on how matter is made up of elements that determine its properties. These different properties are used to classify matter and can be used to identify unknown types of matter. Students will discover that understanding the properties of matter allows us to use matter to solve problems.

MODULE PLANNER CONTINUED ON PAGE2C

ANTONIORobotics Engineer

Look for my friends and me. We will guide you through this module,

Structure and Properties of Matter.

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2A�Module�Structure and Properties of Matter

�Science and Engineering PracticesDeveloping and Using ModelsPlanning and Carrying Out Investigations

For Professional Development resources that will help you throughout the module, Go Online at connectED.mcgraw-hill.comt c

PLAN AHEAD MODULE MATERIALS

Compare Objects Review with students how to make a chart to list characteristics.

Density and Buoyancy Have extra water on hand in case of spills.

Modeling Matter Students will need 100 small objects; an example of these objects can be buttons, pennies, beads, or beans.

• golf ball • table tennis ball • marble• pan balance • markers •tank of water

• 250mL of water • large graduated cylinder

• 100 beads or buttons per student

• safety goggles •paper plates • glue

What Is Inside Matter? Secure boxes so student cannot open them easily.

Testing Matter’s Properties Prepare iodine solution.

• four sealed boxes • pan balance • ruler or other testing items as needed

• 15 grams baking soda • wax paper • safety goggles

• empty egg carton • marker • 15 grams baking powder

• 15 grams salt • 60 mL water • 60 mL vinegar

• 60 mL iodine solution • graduated cylinder

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HANNAHWelder

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MODULE PLANNINGModule OverviewIn this module, students will develop a model and carry out investigations using computational thinking to explore states of matter and identify properties of matter. Students will engage in scientifi c experiences to answer questions such as: What are the structures of matter? What is matter made of? What are some properties of metals and nonmetals?

CONTINUED FROM PREVIOUS PAGE SUMMARY

LESSON 3:

METALS AND NONMETALS

9 days

Most types of matter can be classifi ed as either metal or nonmetal. Each has different properties that can be identifi ed to classify them. Metals and nonmetals have different uses based on their properties.

MODULE WRAP-UP.5 days

This module culminates with students designing, building, and testing their design of a boat that can fl oat and hold the most amount of cargo without sinking. Students will apply their understanding of the structure and properties of matter to determine the best material to build their boat, and how the material compares to other materials.

TOTAL = 26 DAYS(1 DAY = 45 MIN)

ANTONIORobotics Engineer

Look for my friends and me. We will guide you through this module,

Structure and Properties of Matter.

S

2C�Module�Structure and Properties of Matter

HANNAHWelder

I will help you guide your students through the Lessons.

�Science and Engineering PracticesDeveloping and Using ModelsPlanning and Carrying Out Investigations

For Professional Development resources that will help you throughout the module, Go Online at connectED.mcgraw-hill.comt c

PLAN AHEAD MODULE MATERIALS

Metal or Not? Gather the objects needed for the investigation.

Reasearching Metals Gather research materials from the library and bookmark appropriate Websites for students to use for their research.

Testing Matter’s Properties Gather various building materials for the students use if you intend to have them build a three-dimensional model.

• acrylic glass • wooden pencil • rubber eraser• stainless steel spoon • plastic spoon • aluminum foil• light with

incandescent bulb • magnet • Be a Scientist Notebook

Build a Better Boat Review the steps of the engineering design process with students.

• construction paper • clay • paper clips• wax paper • aluminum foil • large pan of water

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Prior KnowledgeGrade 2 students should have covered 2.PS1.A Structure and Properties of MatterStudents will understand matter can be described as a solid, liquid, or gas. They should understand matter is made up of smaller pieces

�Disciplinary Core IdeasPS1.A Structure and Properties of Matter

�Science and Engineering PracticesAs students explore the content in this module, they will use the following Science and Engineering Practices: • Planning and Carrying Out Investigations• Developing and Using Models

�Crosscutting ConceptsAs students explore the content, they will also use the following Crosscutting Concept.• Scale, Proportion, and Quantity

THREE DIMENSIONAL LEARNING Three dimensional learning in science engages students through the following strands:

Disciplinary Core Ideas

Science and Engineering Practices

Crosscutting Concepts

These three strands support Performance Expectations, which require a student to apply a Science and Engineering Practice to content knowledge.In this module, Structure and Properties of Matter, students will develop a model and carry out investigations using computational thinking to explore states of matter and identify properties of matter.


2E�Module�Structure and Properties of Matter

Crosscurricular ConnectionsELA/LiteracyRI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem effi ciently.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research.

MathematicsMP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

5.MD.C.3 Recognize volume as an attribute ofsolid fi gures and understand concepts of volume measurement.

PerformanceExpectations

5-PS1-1Develop a model to describe that matter is made of particles to small to be seen.

5-PS1-3Make observations and measurements

to identify materials based on their properties.

More detailed information can be found on pages v-xx.

Module�Structure and Properties of Matter 2FOnline Content at connectED.mcgraw-hill.comt cc

Differentiated Instruction Module Concept Matter is all around us. Different types of matter have different structures and properties.Help students connect these key module concepts.

Approaching Level Have students draw pictures of objects that are identical except for one property, such as two apples of different sizes or colors. Ask students to describe what property differs between the two pictures.

On Level Give each student a 6-inch square of foil. Have students shape the foil into a boat and fl oat it in water. Then have students crumple the foil into a small ball. Make the foil ball as dense as possible. Students will see the same amount of foil now sinks.

Beyond Level Ask students to choose several objects and predict whether the objects will fl oat or sink. Have them test their predictions. Encourage students to share their results with the rest of the class.

ELL StrategiesMake Connections On one side of the board, write fl oat and its Spanish cognate fl otar. Point out cognate to Spanish ELs. On the other side, write sink. Use a gesture to clarify the meaning of sink. For example, hold your hand like it is fl oating, but then say glug, glug, glug as it sinks downward. Then ask, What fl oats when it is in water? Have students answer using a sentence frame: A/an _____ fl oats. Possible answers: feather, piece of paper, ball, boat, stick Then point to sink and ask, What sinks when it is in water? Have students answer using a sentence frame: A/an _____ sinks. Possible answers: rock, metal toy, marble, tire If students have diffi culty answering, consider providing images of objects that fl oat or sink, and have students guide you in categorizing them. Direct students into small groups to discuss why they think some objects fl oat and others sink. Try to include students of varying degrees of English profi ciency in each group. Afterward, have the most profi cient English speaker in each group share their group’s ideas.

Emerging Level Multiple Word Meanings Write the words matter, mass, and volume on the board. Discuss and compare the common and scientifi c meanings of each word. Then have students work with partners to review the scientifi c meaning of each word found in the Glossary. Next read aloud a defi nition for one of the words, without identifying which word it is. Have students respond chorally to identify the word you have defi ned. Repeat for the other two words.

Expanding Level Developing Oral Language Ask volunteers to take turns reading aloud sentences from the Materials Engineer notes on page 2 in the Be a Scientist Notebook. Listen carefully for proper differentiation between the /s/ and /z/ sounds made by the letter s, especially when it appears at the ends of plurals. As a gentle reminder to students who use the /s/ sound when it should be /z/, hold up an index card with a Z written on it whenever you hear the mispronunciation. Words to listen for include: barges, materials, using, use, vessels.

Bridging Level Exploring Language Structures On the board, write physicist. Underline the suffi x -ist, and say, This word part means “someone who.” Circle the base word physic and say, A physicist is someone who studies physics, or the science of matter and energy. Have students work with partners to compile a list of at least three other words that contain the suffi x -ist. Ask each pair to share their list and defi ne each word using the sentence frame: A _____ is someone who _____. Point out the terms that describe people working in scientifi c fi elds of study.

Are you ready to inspire your students with exciting science content? These pages will help you reach all of your students. Use these strategies to scaffold your instruction and plan for successful teaching.

INSPIRING ALL STUDENTSSTRUCTURES AND PROPERTIES OF MATTER

2G�Module�Structure and Properties of Matter

Strong as SteelSummary This book discusses steel, different types of steel, and how it has been used in society.

When to Use Use this book at the end of the Elaborate section in Lesson 3 to support students’ research of metals and how they are used based on their properties.

Lexile LevelApproaching On Level Beyond ELL

700 800 900 750

Before ReadingBuild Background Begin a discussion to learn what students know about metals and nonmetals. Help them record their thoughts in a Venn diagram.

During ReadingModel Cueing Systems Point to the word solution. Model strategies students can use, such as picture and context clues, to figure out the meaning of this multiple meaning word.

After ReadingSummarize Ask students to use their notes to summarize the book.

Discovering the Elements Summary This book explains the elements, including their discovery and arrangement in the periodic table.

When to Use Use this book in the Explain section of Lesson 2 after discussing elements, molecules, and atoms. This book reinforces what students will have learned about elements. Aluminum, iodine, and helium are discussed as examples.

Lexile LevelApproaching On Level Beyond ELL

690 830 900 770

Before ReadingBuild Background Invite students to talk about science experiments they have performed. Ask them to think about the steps they followed. Ask students to complete a sequence chart as they read about science experiments.

During ReadingModel Cueing Systems Point to the word helium. Explain that the word helium comes from helios meaning “Sun.” Lead students to recognize that knowing the etymology (or origin) of a word can help them figure out its meaning.

After ReadingSummarize Have pairs use their sequence charts to write a summary for each of these elements: aluminum, iodine, and helium

Using the Leveled ReadersInspire Science offers fi ve versions of each Leveled Reader (Approaching, On Level, Beyond, ELL and Spanish) to ensure success for all learners. A fi ctional story included in each Leveled Reader engages students in key lesson topics. The nonfi ction portion of each Leveled Reader focuses on real-world topics and makes informational text accessible to all learners. This approach enables students to further develop their literacy skills in science.

Additional Literature Selections Use these books, available at your local library or bookstore, to further develop student’s literacy skills in science.

Experiments with Solids, Liquids, and Gases. Tocci, Salvatore. Children’s Press, 2001.

Matter. Cooper, Christopher. Dorling Kindersley, 1992.

Solids, Liquids, and Gases. Farndon, John. Marshall Cavendish, 2002.

States of Matter. Oxlade, Chris. Heinemann Library, 2002.

Materials. Smith, Alastair, Clarke, Philip, and Henderson, Corrine. Usborne Publishing, 2001.

The Elements. Miller, Ron. Twenty-First Century Books, 2004.

A Guide to the Elements. Stwertka, Albert. Oxford University Press, 2002.

Module�Structure and Properties of Matter 2HOnline Content at connectED.mcgraw-hill.comt cc

Breathless

Nonfiction

by Meish Goldish

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Breathless

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by Meish Goldish

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Stainless

by Suzanne Sherman

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Stainless

by Suzanne Sherman

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Science in Our WorldPhenomenon Introduce the module phenomenon by showing the photo of the large barges. Ask students to think of questions they have about the barges. Have students record questions on page 2 in the Be a Scientist Notebook. Use the questions below to elicit student responses. ASK:

▸What do you observe about the barges? They are floating and they are very heavy and large. ▸How do you think these large barges are able to float?The barge needs to be designed so that force of the water pushing up on barge is more than the force pushing down of the boat. ▸What might make a barge sink?There would need to be enough weight pushing down to be greater than the force of the water pushing up.

Key VocabularyStudents are shown Key Vocabulary in the Module Opener of the Be a Scientist Notebook.

alloy atom buoyancy

compound density element

mass matter metal

molecule nonmetal volume

These words are a selection of important vocabulary that will be used throughout the module. Tell students to listen for these Key Vocabulary words as they complete the module. Students begin each lesson by making observations in the Engage and Explore sections, prior to learning the lesson vocabulary. In this part of the lessons, students are expected to explain what they observe using familiar words. Vocabulary is introduced at the beginning of the Explain section. After learning the vocabulary and definitions, students are expected to transition to using these academic vocabulary words in their observations and explanations. Students will learn these words and use them in context by the end of the lesson.

MODULE OPENER

Be a Scientist Notebook, p. 2

2�Module�Structure and Properties of Matter

MODULE OPENER Science in Our World

Key Vocabularyalloy

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Science in Our WorldMODULE OPENER Science in Our World

Structure and Properties of Matter

BEGIN MODULE OPENER PRESENTATIONGo online to connectED.mcgraw-hill.com

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2 Module Opener Structure and Properties of Matter

alloy

compound

mass

molecule

atom

density

matter

nonmetal

buoyancy

element

metal

volume

Look and listen for these words as you learn about the structure and properties of matter.

Key Vocabulary

Science in Our WorldBarges can be used to transport large quantities of goods from one place to another. Look at the photo of the large barges and other boats floating on the open water. What questions do you have about these boats?

Structure and Properties of Matter

Sample answer: How are these large boats able to float? How much cargo can they carry and still float?

STEM Career Connection Materials EngineerHave students respond to the Materials Engineer journal prompt on page 3 in the Be a Scientist Notebook. Encourage students to study the image of a barge and the journal entry of the materials engineer. Explain that a materials engineer works with metals, plastics and ceramics to make new materials and products. Ask students to think and talk about how a materials engineer may have helped with the building and design of the barge in the photo. Encourage students to share their thought and ideas..

Science and Engineering Practices I will plan and carry out investigations.

I will develop and use models.Have students read the “I will…” statements on page 3 of their Be a Scientist Notebook. The “I will…” statements for this lesson reference these Science and Engineering Practices.

If this is the first time you are teaching these Science and Engineering Practices, then tell students that planning and carrying out investigation takes many steps including: making observations, asking questions, forming a hypothesis, determining if the results support the hypothesis and drawing conclusions based upon the evidence. Scientists must also be able to develop and use models. A model is a representation of a part of an idea, event, process, structure, or object. Models allow scientists to answer questions and engineers to solve problems because they help people understand how things are made and how they work. They can be diagrams, math problems, computer simulations, maps, or physical reproductions.

See also Science Handbook pages 10-11 and 8-9. Be a Scientist Notebook, p. 3

Module�Structure and Properties of Matter 3Online Content at connectED.mcgraw-hill.comt cc

Science and Engineering PracticesMODULE OPENER

ANTONIO

Robotics Engineer

I will plan and carry out investigations.

I will develop and use models.

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A materials engineer develops new ways to use different types of matter based on its properties. They may also study ways to combine different materials to find new and innovative solutions to problems. Materials engineers need to know how to test and improve these solutions.

STEM Career Connection Materials Engineer

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Online Content at� connectED.mcgraw-hill.com c Module Opener Structure and Properties of Matter 3


I will plan and carry out investigations.I will develop and use models.

Draw how you think the cargo should be loaded on the barge.

How can I use what I know about different types of metals

to identify how they can be used?

STEM Career ConnectionMaterials EngineerJune 12

A local cargo company asked me to analyze the stability of their shipping barges. My goal is to help the cargo company move their materials by using less fuel. From what I can tell, the barges are overloaded and are displacing a lot of water, making it more difficult for them to move smoothly.

June 27

I suggested they load less cargo onto each barge or invest in barges made out of lighter weight material. That way, less fuel will be needed to move the ships at the speed required to get them to their destination on time.

ANTONIO

Robotics Engineer

Drawings should show organized cargo that is not overloaded.

Disciplinary Core Ideas PS1.A Structure and Properties of Matter

Crosscutting Concepts Scale, Proportion, and Quantity

Science and Engineering Practices Developing and Using Models

LESSON 1

PACING VOCABULARY DAY-TO-DAY RESOURCES

ASSESS LESSON READINESS

0.5 DAYS

Page Keeley Science Probe


ENGAGE 0.5 DAYS

Science in Our World Essential Question


Be a Scientist Notebook, pp. 5–6 Science Handbook, pp. 8–9

EXPLORE 1 DAY Inquiry Activity Be a Scientist Notebook, pp. 7–8

EXPLAIN 3 DAYS

mattermassvolumeweightdensitybuoyancy

Obtain and Communicate Information

Refl ect and Refi ne Science and Engineering Practices

Be a Scientist Notebook, pp. 9-12 Science Handbook , pp. 252, 524–255 Notebook Foldables ®, p.TR10

Measuring Matter Science Handbook, pp. 260–261 Particles in Matter Science Handbook, pp. 256–257

ELABORATE 1 DAY Research, Investigate, and Communicate

Be a Scientist Notebook, pp. 13–15

EVALUATE 2 DAYS Performance Task

Essential Question Science and Engineering Practices

Be a Scientist Notebook, pp. 16–19 eAssessment

8 DAYS 1 DAY = 45 MINUTES DIGITAL INTERACTIVE� eBOOK� VIDEO� SCIENCE FILE

Matter’s StructureEssential QuestionHow are the particles in matter organized?ObjectiveStudents will design a model to show their understanding of the structure of the three states of matter.

4A�Module�Structure and Properties of Matter

Science BackgroundMatter is anything that has mass and takes up space. Matter can be measured and described by its mass, weight, volume, density, and buoyancy. The three states of matter—solid, liquid, and gas—are electrically neutral. Plasma is a fourth form of matter that consists of ions and freely moving electrons. Ions are atoms that have acquired an electrical charge by gaining or losing one or more electrons (subatomic particles that have a negative charge). Although plasma is like a very hot gas, it has properties that are distinct from those of solids, liquids, and gases. For this reason, scientists consider plasma to be a fourth state of matter. The matter inside stars and some of the gases between stars, which make up more than 99 percent of the known universe, are plasma. Plasmas are structurally more complex than solids, liquids, and gases. Plasma physics is a fi eld of active research.

Possible Misconception Students may think that mass and weight are the same thing. The mass of an object remains constant, because it is the measure of the amount of matter in an object. The weight of an object is relative to the gravitational pull on the object. Whereas an object will have the same mass no matter where it is located, the weight of an object will be different on Earth than it would be on the Moon because of the difference in gravitational pull. Students may also think that there are only three states of matter: solid, liquid, and gas. Guide them in understanding that plasma is a fourth state of matter that is present throughout the universe and on Earth. Provide the example of lightning, which does not meet the defi nition a solid, liquid, or gas.

INQUIRY ACTIVITIES / PERFORMANCE TASK MATERIALS FAST TRACK

PACING RESOURCES

0.5 DAYS

Be a Scientist Notebook, pp. 5–6 Science Handbook, pp. 8–9

Compare Objects Students will explore and compare the structure of matter by measuring mass and volume.

safety goggles, marble, golf ball, table tennis ball, pan balance, 50-mL graduated cylinder, 250 mL of water

3 DAYS

Be a Scientist Notebook, pp. 9–12 Science Handbook , pp. 252, 524–255 Notebook Foldables ®, p.TR10

Measuring Matter Science Handbook, pp. 260–261 Particles in Matter Science Handbook, pp. 256–257

Density and Buoyancy Students will observe various objects in a tank of water to investigate the relationship between mass, volume, density, and buoyancy.

safety goggles, tank of water, golf ball, table tennis ball, pan balance

Modeling Matter Students will weigh models of the states of matter and an-swer questions to show understanding of the properties and structure of matter.

safety goggles, paper plates, marker, 100 small objects, glue

1 DAY

eAssessment

SIMULATION� GAME� VKV� NOTEBOOK FOLDABLES 5 DAYS 1 DAY = 45 MINUTES

Lesson 1�Matter’s Structure�4BOnline Content at connectED.mcgraw-hill.comttt cc

BEGIN LESSON PRESENTATIONGo online to connectED.mcgraw-hill.com

ASSESS LESSON READINESSAAAAAAAAAAASSSSSSSSSSSSSSSSSSEEEEEEEEEESSSSSSSSSSSSSSSSSS LLLLLLLLLLEEEEEEEEEESSSSSSSSSSSSSSSSSSOOOOOOOOONNNNNNNNNNN RRRRRRRRRREEEEEEEEEEAAAAAAAAAAADDDDDDDDDDIIIIIIIIINNNNNNNNNNNEEEEEEEEEESSSSSSSSSSSSSSSSSSASSESS LESSON READINESS

of matter in order to determine whether they are still holding onto a misconception. You can use this information to decide if further instruction is needed.

Science and Engineering PracticesThis probe supports the scientific practice of argumentation. In choosing a person to agree with, students must construct an argument supported by evidence to explain why they agree with one person and disagree with the other.

Common MisconceptionsThis probe is intended to uncover students’ ideas about matter. Researchers have extensively studied matter and have identified several common misconceptions. Students may think the concepts of mass and weight are the same. The mass of an object remains constant, because it is the measure of the amount of matter in an object. The weight of an object is relative to the gravitational pull on the object. Whereas an object will have the same mass no matter where it is located, the weight of an object will be different on Earth than it would be on the Moon because of the difference in the gravitational pull. Students may also think there are only three states of matter: solid, liquid, and gas. Guide them in understanding that plasma is a fourth state of matter that is present throughout the universe and on Earth. Use the example of lightning, which does not meet the definition of a solid, liquid, or gas. Students who choose Abe have a common misconception that matter refers only to solid things. These students may think of matter as things that are hard and can be held. Students who choose Kayla fail to recognize gases as matter. They tend to think of matter as something tangible that you can see or feel. Students who choose Lori correctly understand that matter can exist as a solid, liquid, or gas, but they fail to generalize matter across all materials, objects, and substances. This is usually due to prior instructional experiences in which matter is taught only in the context of physical science.

Teacher ExplanationThe best answer is Curtis: “I think matter can be a solid, liquid, or a gas.” Matter is anything that has mass and takes up space. Matter is measured and described by its mass, weight, volume, density, and buoyancy. Matter is made of particles and can be in the general form of a solid, liquid, or gas. Matter is what makes up all the objects, materials, and substances in our natural world and throughout the universe.

Page Keeley Science Probe Is It Matter?PurposeThe probe is intended to uncover students’ basic ideas about matter. Use this probe to assess prior knowledge and uncover misconceptions that will drive lesson instruction. Do not give students the answer. Students will return to the probe after completing the lesson to see how their thinking has changed.

Using the ProbeThis probe can be used to introduce the concept of matter. Examine students’ written explanations and listen carefully as they discuss the probe to determine whether students recognize that matter can be in the form of a solid, liquid, or gas. Look for evidence of common research-identified misconceptions as described above.

Throughout the LessonYou will use the students’ explanations to build a bridge between students’ initial concept of matter and the lesson content. The probe can also be revisited after students have had an opportunity to develop a conceptual understanding


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4 Module Structure and Properties of Matter

Who do you agree with most?

Explain why you agree.

Is It Matter?

Matter’s Structure

PAGE KEELEYSCIENCEPROBES

Four friends were talking about matter. They each had different ideas about the kinds of things that are matter. This is what they said:

Abe: I think something needs to be solid to be matter.

Kayla: I think matter can be a solid or a liquid.

Curtis: I think matter can be a solid, liquid, or gas.

Lori: I think matter can be a solid, liquid, or gas, but it doesn’t include living things.

Curtis

Sample answer: Matter is made of particles and is what makes up all objects. Matter can be in the form of a solid, a liquid, or a gas.


ASSESS LESSON READINESS Page Keeley Science Probe

Abe: I think something needs to be solid to be matter.Kayla: I think matter can be a solid or a liquid.Curtis: I think matter can be a solid, liquid, or gas.Lori: I think matter can be a solid, liquid, or gas but it

doesn’t include living things.


Is It Matter?

ASSESS LESSON READINESS Page Keeley Science Probe

PAGE KEELEY

Who do you agree with most? Explain why you agree.

Structure and Properties of MatterLesson 1: Matter's Structure

ENGAGEENGAGE

STEM Career Connection Physics TeacherIntroduce the physics teacher STEM Career Connection. ▸Why would the career connection be a physics teacher? Sample answer: Matter is all around us. A physics teacher wants to understand the properties and structures of matter. ▸What role does a physics teacher play in teaching students about the structure of matter? Sample answer: Physics teachers need to be able to teach students how to understand the different states of matter’ and how different states of matter behave.

Mention that physics teachers use models and investigations to answer questions that students have about the world around them. Ask students whether this is a career that interests them. Do they know someone who is a teacher or professor? Have students read the STEM Career Connection on page 5 in the Be a Scientist Notebook to learn more about what a physics teacher does. Then have them answer the questions about the physics teacher on page 6 in the Be a Scientist Notebook.

Science in Our WorldPhenomenon Science often begins when someone makes an observation about an everyday situation or occurrence. Scientists refer to an everyday occurrence as phenomenon. Spark your student’s curiosity about the world by introducing the lesson phenomenon by showing the video of the glacier.

Play the video and ask students what questions they have about a glacier, and have them record them on page 5 in the Be a Scientist Notebook. If students are having trouble generating their own questions, then use the questions below to help guide a class discussion and to get students thinking about what they saw and what they will learn in the lesson. ASK:

▸What did you see in the video? ▸What did you wonder about the glacier that you saw in the video? ▸Have you seen a glacier before?

Help students turn their observations from the video into questions that they can refer to during the lesson. Tell students that they do not need to be able to answer the questions that they generate right now. They will return to them later in the lesson.

Online Content at connectED.mcgraw-hill.comtt cc Lesson 1�Matter’s Structure 5


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1. What does the physics teacher help students do?

2. What is a tool physics students might use? How would they use it?

Essential Question How are the particles in matter organized?

Like a physics teacher, you will develop a model to show the structure

of matter.

Sample answer: Physics teachers help students design their own experiments based on questions that they want to answer.

Sample answer: Students might use a computer to make a model that shows what they have learned about physics.

Sample answer: The organization of particles depends on whether the state of the matter is solid, liquid, or gas.

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Lesson 1 Matter's Structure 5Online Content at� connectED.mcgraw-hill.com c

STEM Career ConnectionPhysics Teacher I’m a physics teacher at Roosevelt High School, and I love what I do! There is much to explore in the world of physics, and although we have to take notes and do complex math, my students have fun. They work hard and even use computer models to show what they have learned.

My favorite days are when we do investigations. Sometimes I have all the materials ready to go and the students make predictions and follow instructions to complete the experiment. But sometimes I let them design their own experiments based on questions they want to answer about the physical world. These days are great. Sometimes they ask questions and find answers that I never thought of. And that is what science is all about—finding ways to discover new things!

Physics teachers can use

models to help students understand

the structure of different types of matter.

Science in Our World Watch the video of the iceberg. What is it made of?

What questions do you have about this mass of ice in the ocean?

Read about a physics teacher and answer the questions on the next page.

HANNAH

Welder

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Sample answer: I think the iceberg is frozen ocean water. How is the iceberg able to float? Is the iceberg solid ice? Does the iceberg move across the water?


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ENGAGE

Being able to understand the world around us starts with understanding matter. A physics teacher is able to instruct students on how the structure of different types of matter can be different.

STEM Career ConnectionPhysics Teacher

ENGAGE Science in Our World

of the iceberg.

Watch the VideoPlay the video on the next slide.

EXPLOREENGAGE

Essential Question How are the particles in matter

organized? Have students read the Essential Question on page 6 in the Be a Scientist Notebook. Have them use prior knowledge and observations to try to answer the question. Remind students that they are not expected to know the answer to this question right now, but throughout the lesson they will learn more and be able to apply what they have learned to add to and to revise their answer at the end of the lesson. You might want to record students’ thoughts and questions about the Essential Question by using chart paper or the whiteboard so they can reference them throughout the lesson.

Science and Engineering Practice I will develop and use models.

Have students read the “I will…” statement on page 6 in the Be a Scientist Notebook. Throughout the lesson, students will develop and use models relating to the structure of matter. If this is the first time you are teaching the Science and Engineering Practice of developing and using models, then use pages 8–9 in the Science Handbook to explore developing and using models.ASK:▸What materials might a student need to make a model that a physics teacher could use to teach about matter? Sample answer: I think a student could use materials such has cylinders, marbles, and a liquid to make a model of a solid, liquid, and a gas.

Inquiry Activity Compare Objects

small group � 30 mins

Materials safety goggles, marble, golf ball, table tennis ball, pan balance, 500 mL graduated cylinder, 250 mL of water

Purpose Students will explore how to compare the structure of matter through measuring mass and volume.

What to Expect Students will measure and calculate the volume and mass of their objects.

Advanced Preparation Point out that students just saw a video of a glacier and read about a physics teacher. Now they will look at how a physics teacher would calculate mass and volume. Have students make a chart on a separate piece of paper to list the properties of each object that they have gathered. This will get students used to identifying properties of matter similar to the way scientists investigate the properties of matter.

Read the steps of the investigation on page 7 in the Be a Scientist Notebook together with students.



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Materials

safety goggles

marble

golf ball

table tennis ball

pan balance

graduated cylinder

250 mL of water

Inquiry Activity Compare Objects

How can you compare different types of matter to determine the structure of matter?

Make a Prediction Do heavier objects always take up more space than lighter objects? Explain your answer.

Carry Out an InvestigationBE CAREFUL Use caution to not spill any water.

�1 Record Data Measure the mass of each object and record it in the table.

�2 Measure about 250 milliliters (mL) of water in a graduated cylinder. Note the exact water volume.

�3 Place each object in the water one at a time. You may need to hold it below the surface of the water with your finger.

�4 Record Data Record the water level after you add each object. The difference between this amount and the original water volume is the volume of the object. Record this in the table as well.

Mass (g)Water Level with

Object (mL)Volume (mL)

Marble

Golf Ball

Table Tennis Ball

Sample answer: No, a larger object like an inflated balloon takes up more space than an apple but the apple is heavier.

ENGAGE Science and Engineering Practices


EXPLORE Inquiry Activity

Compare ObjectsHow can you compare different types of matter to determine the structure of matter?

Make a Prediction Do heavier objects always take up more space than lighter objects? Explain your answer.

ENGAGE Essential Question

How are the particles in matter organized?

HANNAH

Welder

Make a Prediction Help students make a prediction. Remind them that a prediction is a statement of what they expect to observe in the future. Tell them to write their prediction on page 7 in the Be a Scientist Notebook. Then have students explain their prediction based on previous observations.

Carry Out an InvestigationRecord Data Have students record their data on page 7 in the Be a Scientist Notebook.

Students will measure and record the mass of the objects in the table. Students will also be testing the density of each ball by placing it in a container of water.

Record Data When students measure the amount of change, they will need to subtract 250mL from the level of the water with the object in it. This will give them the volume of the object for their table. Have students record their data on page 7 in the Be a Scientist Notebook .

�1

�2

�4

Talk About ItHave students share their observations and data with those of their classmates. ASK:

▸Did the results match your prediction? Explain why or why not. Sample answer: Yes, my results match my prediction that the marble and golf ball would sink and the table tennis ball would float due to the mass of each object. ▸How do your results compare to the results of your classmates? Sample answer: The results of my classmates are similar: The table tennis ball floated but the marble sank due to its mass.

What you should observe in this discussion are the student’s ability to articulate the relationship between the mass and the volume of an object. ASK:

▸Which ball is heaviest for its size? Sample answer: The marble is heaviest for its size. ▸What other sports objects might have a large mass compared to its size? Sample answer: Bowling balls and billiard (pool) balls have a larger mass than other balls of the same size.

Have students complete the questions on page 8 in the Be a Scientist Notebook.

Lesson 1�Matter’s Structure 7Online Content at connectED.mcgraw-hill.comtt cc

EXPLORE Inquiry Activity

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Communicate Information 1. Did the results support your prediction? Why or why not?

2. How are the three objects different?

3. Which object has the most mass?

4. Which object has the most volume?

5. Construct an Explanation If the table tennis ball were made of the same materials as the marble, what property would change?

Sample answer: Yes, because the heavier objects did not always take up more space.

Sample answer: All three objects have different masses and volumes.

the golf ball

the golf ball

Sample answer: The mass of the table tennis ball would change. The volume would stay the same.

EXPLORE EXPLAIN

� Obtain and CommunicateInformation

VocabularyHave students open to page 9 in the Be a Scientist Notebook. Read the vocabulary words listed aloud. Have students circle vocabulary words that they have heard before. Using the teacher presentation slide, display the words and their definitions. You might want to have students add the words to a word wall so they can reference them as they move through the lesson. Explain to students that they will see the words used in the content that they will be learning.

matter anything that has mass and takes up space

mass a measure of the amount of matter in an object

volume a measure of how much space an object takes up

weight a measure of gravitational force on an object

density the amount of matter in certain volume of a substance; found by dividing the mass of an object by its volume

buoyancy the upward push of a liquid or a gas on an object placed on it

Differentiated InstructionApproaching Level Have students compare objects in the classroom according to mass. Challenge them to fi nd a small object that has more mass than a much larger object.

On Level Have students explain the difference in meanings between mass and size.

Beyond Level Ask students to discuss how a sport would change if it used a ball of greater or lesser mass.


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Lesson 1 Matter's Structure 9Online Content at� connectED.mcgraw-hill.comc

matter

weight

mass

density

volume

buoyancy

Use these words when explaining the structure of matter.

Obtain and Communicate Information

Vocabulary

Matter Read page 252 in the Science Handbook. Answer

the following question after you have finished reading.

1. What is the difference between mass and weight?

Physical Properties Read pages 254–255 in the Science Handbook. Answer

the following questions after you have finished reading.

2. What are some properties of matter that can be identified without testing or measuring?

3. What are some properties of matter that are identified by testing or measuring?

Sample answer: Mass is the amount of matter in an object. Weight is how strongly the force of gravity pulls on an object. An object’s mass stays the same, however its weight changes depending on the force of gravity.

Sample answer: The color and shape of matter can be identified just by observing the matter.

Sample answer: Mass and volume of matter are measured using tools, and magnetism is tested.

EXPLAIN Obtain and Communicate Information




weight a measure of gravitational force on an object

density the amount of matter in a certain volume of a substance, found by dividing the mass of an object by its volume

buoyancy the upward push of a liquid or a gas on an object

Vocabulary


ELL Support Utilize tiered questions to assess students’ understanding of vocabulary. Emerging students might respond only with gestures or single-word answers. Expanding students might use phrases or short sentences. Bridging students might elaborate.

Emerging Level Ask questions such as, Is volume how much or how many? Do we measure mass or see it? Does matter have mass?

Expanding Level Write each vocabulary word on an index card. At random, have students draw cards and defi ne the word on their card. Allow others to help.

Bridging Level Assign pairs of vocabulary words to student partners. Have partners discuss how the two words are related, and then share their ideas.

Students should have encountered the following words in their previous learning: solid, liquid, and gas. If students need to review these words, have them look them up in the Science Handbook. Make sure students understand what these words mean before continuing in the lesson.

Ma tterHave students read pages 252 in the Science Handbook.

Students will be introduced to the vocabulary words mass, weight, and matter. By the end of this reading, students will understand how these words can be used to describe the physical properties of an object. Have students complete the question on page 9 in the Be a Scientist Notebook.


MatterMatter is anything that takes up space and has mass.

The water you drink, the air you breathe, and you are all made up of matter.

Physical PropertiesA property is a characteristic that you can observe.

Scientists describe matter by its properties. Physical properties can be observed or measured without changing what matter is made of. Color, texture, and size are three of the many physical properties of matter.

Mass and WeightMass is the amount of matter in an object. All matter

is made of tiny particles. In general, the more particles an object has, the more mass it has. Think about holding a golf ball and a table tennis ball. They are about the same size, but the golf ball feels heavier. The golf ball is made up of more particles. It has more mass.

As you hold the golf ball and table tennis ball, you are also feeling their weight. Weight is how strongly gravity pulls on an object. If an object has more mass, it also has more weight. In places where gravity is stronger, such as on Jupiter, an object will weigh more. The mass of that same object, however, will be the same whether it is on Earth or on Jupiter. The mass stays the same because the amount of matter in the object does not change.

Mass stays the same under other circumstances too. A material's mass does not change if you cut it up or change its shape.

The mass of a piece of paper does not change if it is flat or folded into a different shape.

252�Physical Science

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change its shape.


Read the Science Handbook.

Launch the Science Handbook on the next slide.

MatterMatter is anything that takes up space and has mass.

The water you drink, the air you breathe, and you are all made up of matter.

Physical PropertiesA property is a characteristic that you can observe.

Scientists describe matter by its properties. Physical properties can be observed or measured without changing what matter is made of. Color, texture, and size are three of the many physical properties of matter.

Mass and WeightMass is the amount of matter in an object. All matter

is made of tiny particles. In general, the more particles an object has, the more mass it has. Think about holding a golf ball and a table tennis ball. They are about the same size, but the golf ball feels heavier. The golf ball is made up of more particles. It has more mass.

As you hold the golf ball and table tennis ball, you are also feeling their weight. Weight is how strongly gravity pulls on an object. If an object has more mass, it also has more weight. In places where gravity is stronger, such as on Jupiter, an object will weigh more. The mass of that same object, however, will be the same whether it is on Earth or on Jupiter. The mass stays the same because the amount of matter in the object does not change.

Mass stays the same under other circumstances too. A material's mass does not change if you cut it up or change its shape.

The mass of a piece of paper does not change if it is flat or folded into a different shape.


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Science Handbook, p. 252


Physical Science

Other Physical PropertiesThere are many other physical properties that scientists use to

identify materials. Some of these are listed in the table below.

Other Physical Properties

Color and Shape Color helps you quickly identify which backpack is yours. The shape of the pack allows it to fit snuggly against your back.

Hardness Hardness is a measure of how resistant a material is to scratching, bending, or denting. Chalk is very soft. It is easily rubbed onto the sidewalk. Other materials such as metal or stone are much harder.

Magnetism Magnetism is the ability of an object or material to be pushed or pulled by a magnet. Some metals, including iron, cobalt, and nickel, are magnetic. Objects can be identified based on whether they are attracted to a magnet or not.

Reflectivity Reflectivity is the way light bounces off an object. Smooth, flat surfaces, such as mirrors and shiny pans, reflect light evenly. You can see your reflection. Rough surfaces scatter light. They do not produce a reflection you can see.

Texture Texture describes how an object feels. Imagine touching the balls shown here. The basketball would feel rough, or pebbly. The soccer ball would feel smooth. Both would feel rubbery.

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Physical Properties - SolubilityThe ability of matter to dissolve in a liquid is

called solubility. When a substance dissolves, the tiny particles it is made of become too small to be seen. Think about dissolving sugar in a glass of iced tea. It looks like the sugar disappears, but it is easy to tell it is still there because the tea tastes sweet.

ConductivityElectrical and thermal conductivity are two more

properties of matter. Electrical conductivity describes how well electricity can move through a material. Metals, such as copper, gold, iron, and silver, are good conductors of electricity. A conductor is a material that transfers heat or electricity easily. Wood, glass, and plastic stop or slow the flow of electricity. These materials are called electrical insulators. An insulator is a material that stops or slows the flow of energy, such as electricity or heat.

Thermal conductivity is a measure of how well a material conducts thermal energy. Thermal conductors allow thermal energy to easily flow through them. Metal pots and pans are good thermal conductors. They quickly transfer thermal energy from the burner to the food in the pan. Some materials, such as wood, rubber, glass, and plastic, slow or stop the flow of thermal energy. These materials are called thermal insulators.

Flexibility and ElasticityObjects that can bend without breaking are

flexible. A thin wire that is bent into the shape of a paper clip is flexible. Objects that can stretch and then return to their original shape are elastic. Rubber bands are elastic.

The beach demonstrates solubility. The taste of ocean water comes from dissolved salts, but the sand does not dissolve.

Electrical wires are often covered with plastic to protect people and objects from the flow of electricity.

Knowing which materials are conductors and which are insulators of thermal energy can keep you from being burned when cooking.


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liquid, and gas?

EXPLAIN

Develop Vocabulary mass Word Origin The word mass comes from the Latin word massa, which means “lump.” A lump is a relatively large mass of something.

weight Word Origin The word weight comes from the Latin word vehrer, which means “to carry or bring.” Point out that when people carry items they often describe these loads by their weight.

matter Scientific vs. Common Use Remind students that the word matter is often used as a verb meaning “to be of importance of consideration,” as in This matters to me.

Physical Properties Have students read pages 254–255 in the Science

Handbook. By the end of this reading, students will understand the different physical properties that can be used to describe matter. Have students complete the questions on page 9 in the Be a Scientist Notebook.

Talk About ItUse the Talk About It question to assess students’ understanding of what they have learned so far. If students do not demonstrate understanding about matter having different properties, then have them revisit some activities in this lesson. ASK:

▸How do you think these properties of matter change from a solid, liquid, and gas? Sample Answer: The mass stays the same, but the volume can change when matter changes from a solid, liquid, and gas.

Differentiated InstructionApproaching Level Have students use classroom objects to explain the difference between weight and mass.

On Level Have students create an anchor chart showing how buoyancy is determined by density.

Beyond Level Have students research why a hot-air balloon fl oats; and then create a labeled diagram sharing what they learned.


Science Handbook, pp. 254–255

Physical Properties - SolubilityThe ability of matter to dissolve in a liquid is

called solubility. When a substance dissolves, the tiny particles it is made of become too small to be seen. Think about dissolving sugar in a glass of iced tea. It looks like the sugar disappears, but it is easy to tell it is still there because the tea tastes sweet.

ConductivityElectrical and thermal conductivity are two more

properties of matter. Electrical conductivity describes how well electricity can move through a material. Metals, such as copper, gold, iron, and silver, are good conductors of electricity. A conductor is a material that transfers heat or electricity easily. Wood, glass, and plastic stop or slow the flow of electricity. These materials are called electrical insulators. An insulator is a material that stops or slows the flow of energy, such as electricity or heat.

Thermal conductivity is a measure of how well a material conducts thermal energy. Thermal conductors allow thermal energy to easily flow through them. Metal pots and pans are good thermal conductors. They quickly transfer thermal energy from the burner to the food in the pan. Some materials, such as wood, rubber, glass, and plastic, slow or stop the flow of thermal energy. These materials are called thermal insulators.

Flexibility and ElasticityObjects that can bend without breaking are

flexible. A thin wire that is bent into the shape of a paper clip is flexible. Objects that can stretch and then return to their original shape are elastic. Rubber bands are elastic.

The beach demonstrates solubility. The taste of ocean water comes from dissolved salts, but the sand does not dissolve.

Electrical wires are often covered with plastic to protect people and objects from the flow of electricity.

Knowing which materials are conductors and which are insulators of thermal energy can keep you from being burned when cooking.


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No tebook Foldables ∏

whole class� 20 mins

Have students use Notebook Foldables® as a tool to organize important lesson information. Copy page TR10 of your Teacher’s Edition for each student. Have students cut out the foldable and glue the anchor tabs to the designated areas on page 10 in the Be a Scientist Notebook.

Have students use their understanding of matter to define their terms in their own words using the picture that is provided. Make sure that students are not using the given definition but a definition that is relevant to the picture that is provided on the foldable. Students can return to the foldable throughout the lesson or module for reference or at the end of the lesson or module as a study guide.

T alk About ItUse the Talk About It question to assess students’ understanding of what they have learned so far. If students do not demonstrate understanding about the structure of matter, then have them revisit some activiites in this lesson: ASK:

▸What are some of the ways that you have compared objects throughout this lesson? We have compared the mass, weight, volume, density and buoyancy of several objects’ throughout this lesson.”

Lesson 1�Matter’s Structure 11Online Content at connectED.mcgraw-hill.comtt c


How do you measure the volume of a liquid and a

solid differently?


DINAH ZIKE

Use what you havelearned to complete the

Notebook Foldables activity..

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Cut out the Notebook Foldables tabs given to you by your teacher. Glue the anchor tabs as shown below. Use what you have learned about the structure of matter.


Play the video on the next slide.

EXPLAIN

Measuring Matter Have students watch the video Measuring Matter.

Then have students read pages 260–261 in the Science Handbook. Students will learn that we describe matter by its properties. ASK:

▸How do we describe objects? Sample answer: We can describe their properties, such as mass, density, volume, texture, and color. ▸What characteristics of objects do we use to show how one object is different from another? Sample answer: We can compare their properties, such as mass, density, volume, texture, and color.

▸What makes up all objects? Sample answer: Everything around us is made up of matter. Matter is made up of tiny particles.

▸How do we determine what types of materials make up an object? Sample answer: We can look at the object’s properties, such as volume, density, and mass.

Have students complete the question on page 11 in the Be a Scientist Notebook.

Particles in Matter Have the students complete the Particles in Matter

digital interactive. This interactive shows 10 kg of three different types of matter—wood, gold, and ice. When students click on each image, they learn additional information about the matter in the object, including its volume and density.

H ave students read pages 256–257 in the Science Handbook. Students will learn more about how different types of matter have different properties. They will learn how the particles are arranged in a solid, liquid, and gas. ASK:

▸Which state of matter has particles arranged close together? solid ▸Which state of matter has particles arranged close together but allows for movement? liquid

▸Which state of matter has particles arranged farthest apart? gas

Have students complete the question on page 11 in the Be a Scientist Notebook.


Physical Science

Ocean water is a liquid. A liquid has a definite volume, but it does not have a definite shape. It can be poured from one container to another. Whatever shape the container is, the liquid fills that shape from the bottom up. In general, the particles of a liquid are less tightly packed than those in a solid. The particles can move and slide past one another.

The air that makes up the atmosphere is a gas. Gases have no definite shape or volume. The particles in a gas are farther apart than those of solids or liquids, and they can move around each other very easily. Gases spread out and completely fill a closed container. If you make the container bigger, the gas will expand to fill it. That is why you can inflate a balloon with air.

Matter�257

Physical Properties - States of Matter

State is another physical property of matter. Solids, liquids, and gases are the common forms, or states, that matter can take. Each state has specific characteristics.

Ice is a solid. A solid has a definite shape and takes up a definite amount of space. A solid stays in a definite shape with a definite volume no matter what container it is in. The particles of matter in a solid are packed together tightly and vibrate in place. Often they are packed in a regular pattern.


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Physical Properties - States of Matter

State is another physical property of matter. Solids, liquids, and gases are the common forms, or states, that matter can take. Each state has specific characteristics.

Ice is a solid. A solid has a definite shape and takes up a definite amount of space. A solid stays in a definite shape with a definite volume no matter what container it is in. The particles of matter in a solid are packed together tightly and vibrate in place. Often they are packed in a regular pattern.


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to learn about measuring matter.

Watch the Video


Observing and Measuring MatterObserving and measuring are different ways to identify

properties. You can use your senses to observe many properties. You use your ears to hear the sound a harmonica makes as air blows through it. Your senses of taste and smell can be used to tell the difference between a grape and a piece of pineapple, even if you cannot see or feel them. Your sense of sight is used to observe the color of a leaf. Touch helps you tell whether a spoon is warm or cool.

Measuring is a way to compare sizes or amounts. People use tools marked with standard units to measure certain properties of matter. A standard unit is a unit of measurement that people agree to use. Systems of standard measurement include customary measurement units, such as feet, miles, cups, and quarts. You probably use these units every day, but they are not used by scientists. The system of standard measurement used by scientists is the metric system. The metric system is used every day in most countries of the world.

Measuring PropertiesMeasurement Property of the

Object

Sample Units Sample Measuring

ToolsCustomary

System

Metric

System

length how long it is inch, foot, yard, mile

millimeter, meter, kilometer

ruler, meterstick, yardstick, tape measure

volume how much space it takes up

cup, pint, quart, gallon

milliliter, liter, cubic centimeter

measuring cup, graduated cylinder

temperature how warm or cold it is

degrees Fahrenheit

degrees Celsius

thermometer

mass how much matter it contains

slug gram, kilogram

balance

weight how strongly gravity pulls on it

pound newton (N) spring scale

Skill Builder

Read a TableFollow each row of the table from left to right to learn about each type of measurement.

Make ConnectionsJump to the Science Guide section to learn more about units in the metric system.

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Explore the Digital Interactive

about particles in matter.

Launch the Digital Interactive on the next slide.

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Measuring Matter Watch Measuring Matter on different ways to

measure matter.

Then, read pages 260–261 in the Science Handbook. Answer the following questions after you have finished reading.

4. How can making observations and measurements of matter help us determine its structure?

Particles in Matter Explore the Digital Interactive Particles in Matter on how the

properties of matter are related to the structure of its particles.

Then, read pages 256–257 in the Science Handbook. Answer the following questions after you have finished reading.

Crosscutting Concepts Scale, Proportion, and Quantity

5. Compare the particles in the equal amounts of a solid, a liquid, and a gas.

Sample answer: We can observe and measure matter to determine its properties, which helps us determine its structure.

Sample answer: Solids have particles that are closely packed together in a regular pattern. The particles in liquids are usually less tightly packed and they can slide past each other. The particles in a gas are farther apart and move around very easily.


Quick Check Use this opportunity to do a quick assessment to determine whether students are ready to move on. Display the Quick Check slide from the teacher presentation. ASK:

▸Main Idea and Details How does the structure of matter determine its state? Sample answer: Matter can take on three different states: solid, liquid and gas. Solids have a definite volume and a definite shape; liquids have a definite volume, but they do not have a definite shape; and gases do not have a definite shape or a definite volume.

Complete the graphic organizer as a class. Have the students draw in the boxes a representation of the characteristics of each state of matter. If students were not able to understand how structure and matter are related, have them re-watch the Measuring Matter video. Have them compare the structures of matter .

Detail

Detail

Detail

Main IdeaMain IdeaStates of Matter

DetailSolid

DetailLiquidDetail

Gas

ELL Support Clarify the meanings of the three states of matter. On the board, write solid, liquid, and gas. Say each term, and have students chorally repeat. Display pictures depicting each state of matter. Ask students to identify each as solid, liquid, or gas.

Emerging Level Ask students to identify the three states of matter by matching images to labels.

Expanding Level Have students use a sentence frame to provide examples of each state of matter: _____ is a [solid/liquid/gas].

Bridging Level Have students use the comparatives greater and less to compare the densities of solids, liquids, and gases.

Crosscutting Concepts Scale, Proportion, and Quantity If this is the first time you have taught the Crosscutting Concept of Scale, Proportion, and Quantity, help students understand that science studies what occurs at the cellular, molecular, or atmoic level, knowledge of scale and proportion is essential. For instance, DNA is so small that a scale model of it is helpful in understanding its structure. Scale is also important when studying large stystems such as the solar system.Engineers build models to scale to get realistic results from their tests. Exact quantities are necessary so that scientific investigations can be repeated. ASK:

▸Why is it important to know the different properties matter can have? Sample answer: The properties are important so you can know whether it is a solid, liquid, or gas and how the particles are arranged.



Compare the particles in equal amounts of a solid, a liquid, and a gas.

Crosscutting ConceptsScale, Proportion, and Quantity


Main Idea and Details How does the structure of matter determine its state?

Quick Check

Detail

Detail

Detail

Main Idea


EXPLAIN

Differentiated InstructionApproaching Level Have students use what they know about states of matter to explain why a bucket of water weighs less than an equal-sized bucket of sand.

On Level Have small groups write and perform a public-service, style TV commercial informing viewers about one of the states of matter.

Beyond Level Ask students to research plasma and explain to other students what it is like in relation to the other states of matter.

Refl ect and Refi ne Is It Matter?At this point, students can go back to the Page Keeley Science Probe on page 4 in the Be a Scientist Notebook to decide whether they would like to change their response or justify their response. Students have had an opportunity to develop a conceptual understanding of the structure of matter and its properties. Revisiting the probe here will reveal whether students are still holding on to a misconception or have gaps in conceptual understanding.

Science and Engineering Practices I can develop and use models.

Have students complete the “I can…” statement on page 12 in the Be a Scientist Notebook. The “I can…” statement for this lesson references the Science and Engineering Practice of using a model of the particles in the three states of matter to determine their structure. ASK:

▸What models did you use in the activities throughout the lesson? Sample answer: I saw models of the particles in matter in the Science Handbook and the Particles in Matter digital interactive.

The students should understand that the structure of matter is determined by th e arrangement of the particles that make up the matter.


EXPLAIN Reflect and Refine

Abe: I think something needs to be solid to be matter.Kayla: I think matter can be a solid or a liquid.Curtis: I think matter can be a solid, liquid, or gas.Lori: I think matter can be a solid, liquid, or gas but it doesn’t

include living things.


Is It Matter? Has your thinking changed? If so, how?

EXPLAIN Science and Engineering Practices

I can develop and use models…

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I can

Use examples from the lesson to explain

what you can do!

6. How does the organization of particles in matter relate to the matter's state?


Think about how you have used models to understand the structure of the different states of matter. Tell how you can use a model of matter's structure by completing the “I can . . .” statement below.

lain o!

Sample answer: I can use models of particles in the three states of matter to determine their structure.

Sample answer: Since solid particles are closely packed together, they hold their shape. Liquid particles slide past each other and take the shape of their container. Gas particles spread out so they take the shape of their container and fill it.


ELABORATE

� Research, Investigate,and Communicate

Volume, Density, and BuoyancyHave Have students read page 253 in the Science

Handbook. Students will be introduced to the vocabulary words volume, density, and buoyancy. By the end of this reading, students will understand how these terms are properties of matter. Have students answer the questions on pages 13 in the Be a Scientist Notebook.

Develop Vocabularyvolume Scientific vs. Common Use Mention to students that volume commonly refers to a book, especially one belonging to a set, such as an encyclopedia. In science, the volume is the amount of space an object takes up.

density Word Origin The word density comes from the Latin word densus, which means “compact or thick.” Have students explain how the word origin relates to the definition of this term. If a material is dense, matter is packed closely together.

buoyancy Show students a picture of an ocean buoy and ask them to explain why it is called a buoy.

Inquiry Activity Density and Buoyancy

small group� 30 min

Materials safety goggles, tank of water, foam cup, golf ball, table tennis ball, pan balance

Purpose Students will observe what happens to objects when they are placed in a tank of water and will see the relationship between mass, volume, density, and buoyancy.What to Expect Students will use the tank of water and place different objects in the water to determine their density and buoyancy. The table tennis ball will float where as the golf ball will sink.Advanced Preparation Students should first measure the mass of each object. Besure to provide students with a tank of water that is about half full.

Safety Students should wear safety goggles and make sure to use caution and not spill any water.

Read the steps of the investigation on page 14 of the Be a Scientist Notebook together with students.


Science Handbook, p. 253


Physical Science

Volume, Density, and BuoyancyThe amount of space an object takes up is its volume. Volume

describes how large or small an object is. Volume does not depend on the number of particles in an object. Compare an inflated balloon and small bag of marbles. The balloon has a greater volume, but the bag of marbles has more mass. The marbles are made up of more particles.

Density is a measure of how closely packed an object's particles are. It shows the relationship between mass and volume. If you add more marbles to the bag, the marbles become more closely packed. The density of the bag increases. Take marbles out, and the density of the bag decreases.

There are many ways you can change the density of a bag of marbles. You can change the volume of the bag. You can add or subtract marble “particles.” Most matter is not like a bag of marbles. With most matter, adding more material also changes the volume. The relationship between mass and volume is fixed, which makes density a useful property for identifying matter.

Density also determines whether an object will sink or float. Buoyancy is an object's resistance to sinking. If the density of an object is less than the liquid it is placed in, it will float. If the object is more dense than the liquid, it will sink.

Did You Know?Heavy ships are buoyant in water because of their shape. Air fills the interior of the ship, making the average density of the ship less dense than water, so the ship floats.

of the ship less dense than water, so the ship floats.

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ELABORATE Research, Investigate, and Communicate

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Research, Investigate, and Communicate ELABORATE


You will explore the relationship between mass and volume, which determines density. You will also see how an object's density determines whether it will sink or float.

Make a Hypothesis How will you know whether an object in the materials list is more dense than water? Write a hypothesis in the form of an “If. . .then. . .” statement.

Physical Science

Volume, Density, and BuoyancyThe amount of space an object takes up is its volume.

Volume describes how large or small an object is. Volume does not depend on the number of particles in an object. Compare an inflated balloon and small bag of marbles. The balloon has a greater volume, but the bag of marbles has more mass. The marbles are made up of more particles.

Density is a measure of how closely packed an object's particles are. It shows the relationship between mass and volume. If you add more marbles to the bag, the marbles become more closely packed. The density of the bag increases. Take marbles out, and the density of the bag decreases.

There are many ways you can change the density of a bag of marbles. You can change the volume of the bag. You can add or subtract marble “particles.” Most matter is not like a bag of marbles. With most matter, adding more material also changes the volume. The relationship between mass and volume is fixed, which makes density a useful property for identifying matter.

Density also determines whether an object will sink or float. Buoyancy is an object's resistance to sinking. If the density of an object is less than the liquid it is placed in, it will float. If the object is more dense than the liquid, it will sink.

Did You Know?Heavy ships are buoyant in water because of their shape. Air fills the interior of the ship, making the average density of the ship less dense than water, so the ship floats.

of the ship lessdense than water, so the shipfloats.

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You will explore the relationship between mass and volume, which determines density. You will also see how an object's density determines whether it will sink or float.

Write a Hypothesis How will you know whether an object in the materials list is more dense than water? Write a hypothesis in the form of an “If..., then...” statement.

Carry Out an InvestigationBE CAREFUL Wear safety goggles and use caution to not spill any water.

�1 Record Data In the table on the next page, record whether you think each object will sink or float. Then, place each of the materials one at a time in the tank of water. Record your observations as to whether the object sinks or floats.

�2 Record the volume of each object. You calculated the volumes of the two balls and the marble in the Explore activity.

�3 Measure and record the mass of each object. You found this in the Explore activity, or you can use the pan balance.

�4 Calculate the density of each object. Water is considered to have a density of 1 g/mL. Objects with a density greater than water should sink. Objects with a density less than water should float.

Materials

safety goggles

tank of water

golf ball

table tennis ball

marble

pan balanceSample answer: If the object is more dense than water, it will sink. If it is less dense than water, it will float.

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Research, Investigate, and Communicate

Volume, Density, and Buoyancy Read page 253 in the Science Handbook. Answer the following

questions after you have finished reading.

1. What is density?

2. How are buoyancy and density related?

3. How do you think you could test an object's buoyancy?

Sample answer: Density is a measure of how closely packed an object’s particles are. It shows the relationship between mass and volume.

Sample answer: Buoyancy is the resistance to sinking, and it depends on density. An object floats when its density is less than the density of the liquid or gas in which it is placed. If it is more dense, it will sink.

Sample answer: I think I could test an object's buoyancy by investigating whether it sinks or floats.


ELABORATE

Make a Hypothesis Help students write a hypothesis. Remind them that a hypothesis is an explanation based on what they already know, and a starting point for a new investigation. Tell them to write their hypothesis on page 14 in the Be a Scientist Notebook. Then have students explain their hypothesis based on previous observations.

Carry Out an Investigation�1 Tell student to carefully place objects in the water, and

to not drop them.

�2 Record Data Remind students that they have already calculated volume once. Volume here will be calculated the same way. Have students record their data on page 15 in the Be a Scientist Notebook.

Talk About ItHave students share their observations from the activity Density and Buoyancy. ASK:

▸How did your results compare to your classmates? Sample answer: The same items floated and sank.

▸Compare the table tennis ball and golf ball. They have the same general shape. Why did one float and the other sink? Sample answer: The golf ball is denser than the water, so the golf ball sinks. The table tennis ball is less dense than the water so it floats. ▸How do volume and mass relate to whether an object will sink or float? Sample answer: Density is the measure of the mass of an object divided by the volume of the object. If the object’s density is less than the fluid, then it will float. If the object’s density is more than the fluid, then it will sink.

Students might have misconceptions about buoyancy. Be sure to explain that buoyancy results from two competing forces—gravity and the water’s upward push. If the weight of the water that is displaced by the volume of the object is greater than the weight of the object, then the object will float—and only displace an amount of water equal to its weight.

Have students answer the questions on pages 15 in the Be a Scientist Notebook.


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Communicate Information4. How does calculating the density of each object help explain

whether it sinks or floats in water?

5. Make an Argument Choose one of the objects from the activity. Use evidence from the investigation to explain why it either sinks or floats when placed in water.

Object

Prediction:

Sink or

Float?

Observation:

Sink or Float?

Mass

(g)

Volume

(mL)

Density

(g/mL)

Golf Ball

Table Tennis

Ball

Marble

Sample answer: Since the density of water is 1 g/mL, a density higher than that will mean the object should sink in water, and a density lower than that will mean the object should float.

Sample answer: The table tennis ball floats when it is placed in water because it has less density than water.

Students should record their predictions, observations, measurements, and calculated densities.


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EVALUATE

Performance Task Modeling Matter

small group� 30 min

Materials safety goggles, 3 paper plates, marker, 100 small objects, glue

Purpose Students will weigh models of the states of matter and answer questions to show understanding of the properties and structure of matter.

Advanced Preparation Students will need 100 small objects; an example of these objects can be buttons, pennies, beads, or beans.

Read the steps of the investigation on page 16 of the Be a Scientist Notebook together with students.

Define a Problem Helps students define the problem that they will solve by carrying out the design process. Remind them that defining the problem is an engineering practice that drives every solution. Tell them to write their probelm on page 16 in the Be a Scientist Notebook.

Make a Model�1 Record Data Students will need to create a sketch on

page 17 in the Be a Scientist Notebook representing their small objects of a solid, liquid, and gas. These sketches should represent the model that they will make on their paper plates. Make sure that students are mimicing the organization of the particles.

�2 Have students take the 100 small objects and divide them up on their paper plates that are marked accordingly. These objects should be divided similar to what they sketched out.

�3 Using a small amount of glue and the objects that they have set aside for solids, students will glue them to the paper plate to represent the particle arrangement. This will be repeated in step 4, for liquid and gas.

Online Content at connectED.mcgraw-hill.comtt cc Lesson 1�Matter’s Structure 17

EVALUATE Performance Task

Modeling MatterThink like a physics teacher and use what you have learnedabout the structure of matter to develop models that show howparticles are arranged in the three main states of matter.

Define a Problem How can you use the materials providedto make models of the three states of matter?

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Be a Scientist Notebook, p. 16 Be a Scientist Notebook, p. 17

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Performance Task Modeling Matter

Think like a physics teacher and use what you have learned about the structure of matter to develop models to show how particles are arranged in the three main states of matter.

Define a Problem How can you use the materials provided to model the three states of matter?

Make a Model�1 Label each of the three paper plates as Solid, Liquid,

or Gas. The plates represent the same amount of space that the particles will take up.

�2 Think about the organization of particles in a solid, liquid, and gas. Divide the small objects into three groups to represent the particles in each state of matter.

�3 Place the objects that represent the solid's particles on the plate labeled Solid. Glue the objects on the plate to represent the arrangement of the particles in a solid.

�4 Repeat step 3 for the plate labeled Liquid and Gas.

Materials

3 paper plates

marker

100 small, same-size objects (buttons, beads, beans)

glue

Think like a physics teacher and develop

models to represent the structures of the three

states of matter.

Sample answer: I will place the objects close together and organized for a solid, close together and unorganized for a liquid, and far apart and unorganized for a gas.

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�5 Record Data Create a sketch of each model. Explain each sketch.

Students should draw the objects close together and organized for a solid.

Students should draw the objects close together and unorganized for a liquid.

Students should draw the objects far apart and unorganized for a gas.

EVALUATE

Talk About ItIn this activity, students learned about the states of matter and established conclusions such as understanding the states of matter help them understand science concepts. ASK:

▸What are the main ways that matter is structured? Matter can be a solid, liquid, or gas. Matter has properties that allow us to describe it and classify it. ▸What kinds of properties are used to describe matter? Density, buoyancy, state of matter, mass, weight, and volume can be used to describe matter.

Have students answer the questions on pages 18 in the Be a Scientist Notebook.

ELL Support Allow students to work in pairs or small groups to create graphic organizers that demonstrate what they have learned about states of matter, properties of matter, and/or measuring matter.

Emerging Level Have students create a word web titled States of Matter. It should include labeled drawings for solid, liquid, and gas

Expanding Level Have students work together creating a book with one page apiece describing the properties of matter studied in this lesson.

Bridging Level Have students work together to create an anchor chart showing what they have learned about the different ways of measuring matter.


EVALUATE Performance Task

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Communicate Information1. Construct an Explanation What does the paper plate represent in

the model of each of the three states of matter?

2. Construct an Explanation Which of your models is the most dense? How do you know?

3. Describe how you could use your models to teach younger students about the structure of matter.

Sample answer: The paper plate represents the amount of space (or the volume) the matter can take up.

Sample answer: The model of the solid is the most dense because it has more objects (mass) than the model of the liquid or gas in the same amount of space.

Sample answer: I would show the students the models and explain that matter is made up of small particles. I would explain that in general a solid has more tightly packed particles in the same amount of space, which makes it more dense than liquids and gases. The particles in liquids are usually slightly more spread out and they can change arrangement to take the shape of their container. The particles in gases are very far apart and move around to fill their container.


Essential Question How are the particles in matter

organized? Have students look at the video of the iceberg and refer

to the answer they wrote to this question on page 6 in the Be a Scientist Notebook and see whether and how their thinking has changed. Discuss and share their answers as a large group. Have students answer the Essential Question on page 19 in the Be a Scientist Notebook.

Science and Engineering Practice I did develop and use models.

Have the students refer to the “I will…” and “I can…” statements on pages 6 and 14 in the Be a Scientist Notebook. ASK:

▸What are the structures of matter? Sample answer: Matter is made up of tiny particles. The particles can be packed close together as in solids, close together and unorganized for liquids, or far apart as in gases.

Help students record the “I did…” statement on page 19 of the Be a Scientist Notebook.

eAssessment You might want to assign students the lesson test from eAssessment. You can assign the premade lesson test, which is based on the Disciplinary Core Ideas for the lesson, or you can customize a test using the customization tool. For additional help with eAssessment, please reference the “How To” guide under Assessment in the main menu at connectED.mcgraw-hill.com.



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Essential Question How are the particles in matter organized?

Think about the video of the iceberg at the beginning of the lesson. Explain how the structure of matter in the iceberg compares to the structure of matter in the ocean and why the iceberg is able to float.


Review the “I can . . .” statement you wrote earlier in the lesson. Explain what you have accomplished in this lesson by completing the “I did . . .” statement.

I did

Now that you’re done with the lesson, share

what you did!you did!

Sample answer: I did develop and use models to explain that matter is made up of small particles and that the structure of the three states of matter is determined by these particles.

Sample answer: The particles in the iceberg are organized into place because it is a solid. They are tightly packed, but not as much as those in the ocean water. Because the particles in the liquid ocean water are packed together more tightly than the particles in the iceberg, the iceberg floats on the water. Ice is less dense than liquid water, so ice floats on water.

EVALUATEEVALUATE Essential Question

and describe how the particles in the

iceberg are organized.

Watch the Video

EVALUATE Science and Engineering Practices

I did develop and use models…

Play the video on the next slide.

chemical change a change of matter that occurs when atoms link together in a new way, creating a new substance different from the original substances

chemical properties properties that are observed when matter changes

chemical reaction event that occurs as two or more substances are combined to form a new substance

chlorophyll a green chemical in plant cells that allows plants to use the Sun’s energy to make food

chloroplast part of a plant cell that contains chlorophyll; where photosynthesis takes place in the cell

climate the average weather pattern of a region over time

colloid a type of mixture in which the particles of one material are scattered through another and block the passage of light without settling out

comet a mixture of ice, frozen gases, rock, and dust left over from the formation of the solar system

commensalism a relationship between two kinds of organisms that benefits one without harming the other

compound a substance that is formed by the chemical combination of two or more elements

condensation the changing of a gas into a liquid as heat is removed

conductivity the property of a material to be able to transmit heat and electricity

conservation saving, protecting, or using natural resources wisely

conservation of mass a physical law that states that matter is not created or destroyed during a chemical reaction

constellation any of the patterns that are formed by a group of stars in the night sky

consumer an organism that eats plants or other animals

continental drift the slow movement of the continents over many years

core the central part of Earth

corrosion the gradual wearing away of a metal as it combines with nonmetals in its environment

crust Earth’s solid, rocky surface

A

abiotic factors the effects on the ecosystem that are a result of the nonliving parts of that ecosystem

aerobic respiration the process of using oxygen to break down food into energy

alloy a solution of a metal and at least one other solid which is often also a metal

anaerobic respiration the process of breaking down food into energy without using oxygen

aquifer an underground layer of rock or soil filled with water

asteroid one of many small, rocky objects between Mars and Jupiter

atmosphere the layers of gases that surround Earth

atom the smallest unit of an element that has the properties of that element

B

biosphere the part of Earth in which living things exist and interact

biotic factors a living thing in an ecosystem, such as a plant, an animal, or a bacterium

black hole an object whose gravity is so strong that light cannot escape it

boiling point the temperature at which a substance changes state from a liquid into a gas

buoyancy the upward push of a liquid or a gas on an object placed in it

C

cell the smallest unit of living matter

cellular respiration the process of releasing energy from food molecules, such as glucose, which takes place in the mitochondria of a cell

GLOSSARY

Online Content at connectED.mcgraw-hill.comtt cc Glossary�TR31

G

geosphere the layers of rock, dirt, and soil on Earth, including the mantle, cores, and crust

gravity the force of attraction between any two objects due to their mass

groundwater precipitation that seeps into the ground and is stored in tiny holes, or pores, in soil and rocks

H

hydrosphere Earth’s water, whether found on land or in oceans, including the freshwater in ice, lakes, rivers, and underground

I

inertia the tendency of a moving object to keep moving in a straight line or of any object to resist a change in motion

invasive species a specific classification of a plant or animal that is not native to an ecosystem

L

light-year the distance light travels in a year

limiting factors anything that controls the growth or survival of a population

lunar eclipse a situation that occurs when Earth, the Sun, the Moon are in a straight line and Earth’s shadow falls across the Moon

M

magnetism the ability of an object to push or pull on another object that has the magnetic property

malleability the ability to be bent, flattened, hammered, or pressed into new shapes without breaking

mantle the layer of Earth beneath the crust

D

decomposer an organism that breaks down dead plant and animal material

density the amount of matter in a certain volume of a substance; found by dividing the mass of an object by its volume

deposition the dropping off of eroded soil and bits of rock

desalination the process of removing salt from salt water in order to be used by living things

distillation the process of separating the parts of a mixture by evaporation and condensation

ductility the ability to be pulled into thin wires without breaking

E

element a pure substance that cannot be broken down into any simpler substances through chemical reactions

energy the ability to perform work or change an object

erosion the weathering and removal of rock or soil

estuary the boundary where a freshwater ecosystem meets a saltwater ecosystem

evaporation the slow changing of a liquid into a gas when particles vaporize at the water’s surface

F

fault a pattern where a break or crack in the rocks of Earth’s crust where movements can take place

food chain the path that energy and nutrients follow in an ecosystem

food web the overlapping food chains in an ecosystem

freezing point the temperature at which a substance changes state from a liquid to a solid

front the boundary between two air masses; examples include cold fronts, warm fronts, and stationary fronts

TR32�Glossary

P

parasitism a relationship in which one organism lives in or on another organism and benefits from that relationship while the host organism is harmed by it

phase the appearance of the shape of the Moon at a particular time

phloem the tissue through which food from the leaves moves throughout the rest of a plant

photosynthesis the food-making process in green plants that uses sunlight

physical change a change of matter in size, shape, or state that does not change the type of matter

plant tropism the response of a plant toward or away from a stimulus

pollution any harmful substance that affects Earth’s land, air, and water

precipitate a solid formed from the chemical reaction of some solutions

precipitation water that falls from clouds to the ground in the form of rain, sleet, hail, or snow

producer an organism, such as a plant, that makes its own food

product a substance at the end of a chemical reaction

R

reactant an original substance at the beginning of a chemical reaction

renewable resource a resource that can be replanted or replaced naturally in a short period of time

revolution one complete trip of one object around another object

rotation a complete spin on an axis



melting point the particular temperature at which a substance changes state from a solid into a liquid

metal any group of elements that conducts heat and electricity, has a shiny luster, and is flexible

meteor a chunk of rock from space that travels through Earth’s atmosphere

mitochondria oval parts of a cell that supply energy to the cell

mixture a physical combination of two or more substances that are blended together without forming new substances

molecule a particle that contains more than one atom joined together

mutualism a relationship between two kinds of organisms that benefits both

N

nebula a huge cloud of gas and dust in space that is the first stage of star formation

niche the role of an organism in an ecosystem

nitrogen cycle the continuous trapping of nitrogen gas into compounds in the soil and its return to the air

nonmetal an element that does not have the properties of a metal

nonrenewable resource a resource that cannot be replaced within a short period of time or at all

O

orbit the path one object travels around another object

oxygen-carbon dioxide cycle the continuous exchange of carbon dioxide and oxygen among living things

Online Content at connectED.mcgraw-hill.comtt cc Glossary�TR33

weight a measure of how gravity pulls on an object

white dwarf a star that can no longer turn helium into carbon; it cools and shrinks, becoming very small and dense

X

xylem the tissue through which water and minerals move up in a plant

S

satellite a natural or artificial object in space that circles around another object

solar eclipse a blocking of the Sun’s light that happens when Earth passes through the Moon’s shadow

solubility the maximum amount of a substance that can be dissolved by another substance

solution a mixture of substances that are blended so completely that the mixture looks the same everywhere

star an object in space that produces its own energy, including heat and light

supernova a star that has produced more energy than gravity can hold together and has exploded

symbiosis a relationship between two kinds of organisms over time

T

tectonic plates a scientific theory that Earth’s crust is made of moving plates

tide the regular rise and fall of the water level along a shoreline

transpiration the loss of water through a plant’s leaves

V


W

water cycle the continuous movement of water between Earth’s surface and the air, changing from liquid into gas into liquid

water vapor water in the form of a gas that is present during evaporation

TR34�Glossary

grade 5 sampler

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