rttt mc unit template - center for learning in action web viewin this unit students explore the...

Matter and Its InteractionsPhysical Science, Grade 5

In this unit students explore the various states of matter and explore the complex interactions of materials

In the fall of 2014, North Adams Public Schools will begin to use the December 2013 draft version of the Massachusetts Science Frameworks. This summer a team of classroom teachers and students from MCLA and Williams College developed this unit plan to assist you in that endeavor. Over the course of the next three years this unit will be revised and edited.

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Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….………………………………………………… 3

Lesson # 1 The Who, What, When, Where, Why & How of being a Scientist [classroom teacher only] ………………………………………………………5

Lesson # 2 Matter is Everywhere [classroom teacher only] ………………………………………………………………………………………………………………………..8

Lesson #3-What’s the “Matter” with you? [classroom teacher and college students] ………………………………………………………………………………..11

Lesson #4 Who passed the gas? [Omit this year] ………………………………………………………………………………………………………………………………………..18

Lesson #5: It Doesn’t “Matter” What State You’re In, We are all Just Atoms Anyway [classroom teacher and college students] …………………22

Lesson #6 : What’s the “Matter” with Change? [classroom teacher and college students] …………………………………………………………………………27

Lesson# 7: Scientists Describe With Their Senses (Introduction to Qualitative Analysis) [classroom teacher and college students] …….……32

Lesson # 8 Scientists Describe using Numbers (Introduction to Quantitative Analysis)[classroom teacher and college students] ………………39

Lesson # 9 Introduction to Conservation of Mass [classroom teacher and college students] ………………………………………………………………………45

Lesson #10 Complex Interactions of Materials [classroom teacher and college students] …………………………………………………………………..………48

Lesson # 11The Matter with Matter [Classroom teacher only] …….………………………………………………………………………………………………….…………51

CEPA ………………………………………………………………………………………………………………………………………………………………………………54

Sage 1 Desired ResultsStandards5-PS1-1. Use a model of matter as made of

particles too small to be seen to explain common phenomena involving gasses, phase changes between gas and liquid, and dissolving. [Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling or combining substances, the total weight of matter is conserved. [Clarification Statement: Assume that reactions with any gas production are conducted in a closed system.] [Assessment Boundary: Assessment does not

UNDERSTANDINGSStudents will understand that…PS1.A: Structure and Properties of Matter

Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. (5-PS1-1)

The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.(5-PS1-2)

ESSENTIAL QUESTIONS1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter?

objectives1. Use scientific skills such as observation and critical thinking skills.2. Use scientific tools appropriately.3. Summarize articles4. Define and describe the characteristics of gases.5. Use a scale to measure the weight of a substance.

6. Define and describe the characteristics of gases.7. Use a scale to measure the weight of a substance.8. Use a scale to measure the weight of a substance before and after a chemical

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include distinguishing mass and weight.]

5-PS1-3. Make observations and measurements to identify substances based on their unique properties, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. [Clarification Statement: Examples of substances to be identified could include baking soda and other powders, metals, minerals, and liquids.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.

reaction9. Observe color, hardness and reflectivity to identify matter10. Describe and explain the differences between physical and chemical changes11. Define solution and suspension and explain how mixtures of matter can form

solutions and suspensions12. Record observations13. Form conclusions about different types of physical and chemical changes of

matter14. Define and describe the characteristics of different types of matter (substances)15. Define and describe the characteristics of the different states of matter.

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceCEPA See CEPA Information


Lesson # 1 The Who, What, When, Where, Why & How of being a ScientistThis lesson will be taught as an introduction to the unit by the classroom teacher.

Standard(s) to be addressed in this lesson:PS1-3 Make observations and measurements to identify substances based on their unique properties, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

Student Learning Objectives:Students will be able to…

1. Use scientific skills such as observation and critical thinking 2. Use scientific tools appropriately

VocabularyMicroscopeBeakerHand lens

Instructional Materials/Resources/Tools: Microscope 1Scale 1Thermometer 1Beakers 1Hand Lens 1

Science Journals 1 per student

Assessment: Observe that students are using tools and materials correctly. North Adams Public Schools 4 of 54

Opening (Activator)

1. In this lesson students will become familiar with some of the tools that scientists use and some of the tools that they will use in the unit. Each group will be handed a profession that they will have to come up with a minimum of 6 tools this profession uses and what they use the tools for. (Note: OBSERVATION is considered a tool)Jobs: Doctor, Lawyer, Teacher, Fireman, Salesperson, Cashier, Thief (not honest, but it is useful here)

2. Everyone in the group must contribute at least one tool. They will have 5 minutes for this activity.During the Lesson (Sequence of Activities)

3. All groups will share what they have worked on.

4. After all groups have shared; everyone will have 5 minutes to come up with 6 tools they think a scientist (Any kind of scientist) will use, and what they use them for.

Activity:

1. Tell the students that adults use many tools in their professions and they will be introduced to some tools that scientists use. Watch “How to be a Scientist” YouTube rap video as a class https://www.youtube.com/watch?v=MwvOCTdIaSE. Before watching the video tell the students to look for the tools in the video that a scientist might use.

2. Introduce the following scientific tools to the class: beaker, thermometer, and hand lens. Demonstrate appropriate use of each tool. Have a few students model appropriate use of each tool. Tell the students that they will be using the tools in the study of matter that they will be beginning.

3. Tell students that in each lesson they will be discovering answers to the unit’s essential question. Post these two questions in the front of the room:


https://www.youtube.com/watch?v=MwvOCTdIaSE

When “matter” changes how does it affect our lives?

Why do we have different states of matter?

4. Let the students know they will be studying the following topics in the matter unit.

Lesson Closing: Summarize possible uses and ways to handle the materials presented in today’s lesson.

Assessment: In your journal write down a skill a scientist might use and a tool they might use.


Matter

Types of Matter Modeling Molecules

Physical and Chemical Changes

Observing Matter

Lesson # 2 Matter is EverywhereThis lesson should be taught by the classroom teacher. It can be taught during ELA or Science.

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter?

Standard(s) to be addressed in this lesson:5.R1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text5.R1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text5.R1.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


1. Summarize an article about matter.2. Restate key points from an article.3. Identify evidence that supports the main idea of the text.

Vocabulary (key vocabulary) Moh’s scaleLiquidGaseousSolidPlasmaMatterParticle AtomDiffusion Instructional Materials/Resources/Tools: North Adams Public Schools 7 of 54

Science Notebook 1 per student“Matter is Everywhere” 1 copy per student

Assessment: Journal entry: What is matter? Use evidence from the article to support your answer. In addition, there are questions at the end of the reading that can be used for assessment

Activator: Have students work with a partner to complete the following activity.

Activity:

1. Introduce the following vocabulary terms that will be the passage. Write each word on the board and make sure students can read the word.

Mohs scale Liquid Gaseous Solid Plasma Matter Particle Atom Diffusion

2. There are 4 sections in the article. Break your class into 4 groups, have them work together to read through their assigned paragraph

3. After reading have the groups of students write key points of their summary on a piece of chart paper.


4. Each group will share their summary verbally and present their poster to the class

5. Once all summaries have been given, read the whole article as a class, making sure that everyone’s summary makes sense and all vocabulary words defined.

6. Assign the 10 questions at the end of the reading.

Lesson Closing (Wrap up, exit ticket, etc.) After completing the reading have students add responses to the essential questions chart. 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter?


Lesson #3- What’s the “Matter” with you?

This lesson can be taught by the college student and the teacher. The classroom teacher should do the vocabulary part and the college student should instruct students during the making of the models. The vocabulary can be completed prior to the

college students coming in.

Unit Level Essential Question(s) addressed in this lesson:1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter? Standard(s) to be addressed in this lesson:

PS1-1 Use a model of matter as made of particles too small to be seen to explain common phenomena involving gases, phase changes between gas and liquid, and dissolving.

PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Vocabulary (key vocabulary): Mass, Volume, Atom, Molecules, Mixture, Solution, Properties, Elements, Saturation, Density Materials:

Science Journals 1 per student

Containers for water (and water) 2

Balls 1 or 2


Index cards

Balloons 1 or 2

Needle 1

Corn oil

Magnifying glasses 10

Small plastic containers of salt 1 or 2

Small plastic containers of water 2

Toothpicks 2 boxes

Spice drops 2 bags

Made balances 3

Washers 1 bag

Paper clips 1 bag

Hook 1 bag

Pins 1 bag

Assessments:1. Journal prompt: What do you and a salt crystal have in common? 2. Model of an atom.


Opening (Activator): Students will then be told to make a list of everything in the classroom they can in 5 minutes. Teacher will stretch their understanding by asking such questions as “what do we breathe in?” what do we breathe out?” The teacher will list on board as student groups share. The teacher explains that all of the objects on the board may seem very different but also share some similarities. The main similarity is that they are all made up of matter.

ACTIVITY:

1. As a review, discuss with the students the various instruments scientists use. Tell them that today they will be using some of those skills and tools to investigate matter.

2. Students write the word Matter in their journal in a vocabulary section then brainstorm what they know about matter.

3. Make a master list of ideas about matter on the board and have students write the properties of matter in their journals.

4. Refer back to the properties of the objects in classroom as necessary to make sure that the properties include how something looks (size, shape, and color), feels, (texture), smells, tastes and sounds. This is information that we gather from our senses. Explain that all matter has properties.

5. Start with a definition, explanation, and demonstration of matter. Walk around and check to make sure that all students have “Matter” written in journal and correctly set up with 4-square. matter: Anything that has mass and takes up space (has volume). Students could have written that scientists describe and compare based on properties or use the word characteristics. You are going to demonstrate mass and volume by using a balance to measure the mass of a ball and a full container of water to show the volume of the ball. (Drop the ball into the container of water to displace some of the water).


6. Write the definitions for mass and volume on the board as well.MASS: The amount of matter in an object.VOLUME: The amount of space matter takes up.

7. Demonstrate that air has mass and volume by doing the following demonstration. Blow up 2 balloons so that they are roughly equal in size. Tape one balloon to either end of a wooden dowel (balance). Hang the balance so that balloons are equally balanced. Place a drop of cooking oil on the surface of one of the balloons and insert a long needle into the balloon. Allow the balloon to deflate and make observations as a class. Discuss the following questions: What happens to the balloon that is punctured? Why? (Relate to volume) What happens to the balance? Why? (Relate to mass)

8. Give students time to complete their vocabulary words. Make sure they have 4 sections done for all 3 words (matter, mass, volume) before moving on.

9. When students are done with vocabulary words pass out a hand lens to each student. Pass out objects such as rocks, leaves, etc., they can observe. They can also observe their clothing or fingers. Explain that they are observing small parts of objects around them. However matter is made of even tinier objects that can’t be seen, even using a high powered microscope. Write the following sentence on the board: All matter is made of tiny particles called atoms.

10. Have students write atom in their vocabulary section and define it as, “the smallest piece of matter that can still be identified”

11. Go the following website: http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html It starts with a view of the Milky Way Galaxy and magnifies to the level of a quark. You may choose to simply go to the level of an atom. It also goes in reverse. It’s a good way to give students a sense of how much matter exists in the universe and how tiny atoms and molecules are.


http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html

12. Students may wonder how matter can be so different if all matter is made of atoms. Tell students that different objects are made of different types of atoms and some types of matter are made of molecules. Have students write the definition of molecules: Two or more atoms bonded together.

13. Place a container of salt, a container of water and a balloon that you inflate with your breath (a mixture of carbon dioxide, oxygen, and nitrogen gases) in front of your class. Tell students they will make models of the molecules of salt, water and carbon dioxide. The atoms are too small to see, you would have to use a special microscope to view them. Ask students if they remember the name of the microscope from the reading they did with their teacher.

14. Have students make models of molecules using the spice drops and toothpicks provided. Students can work in small groups and each student can make one type of model and then compare and contrast. Write the following information on the board for the student to use in constructing their model and designate different colors of spice drops to represent different types of atoms:

a. NaCl - Salt (sodium chloride)

b. H2O – Water

c. CO2 - Carbon dioxide - you can also make models of Oxygen (O2) and Nitrogen(N2)North Adams Public Schools 14 of 54

Draw or display the picture of the atoms so students know what their model should look like.

Ask students to draw a picture of their molecules in their science journals and label the different atoms.

11. Discuss the different models with the class. How are the models different? How are they the same? What represents atoms in the models? How do the models represent the molecules? How does an atom compare to a molecule? What are the differences between salt, water, and carbon dioxide? This discussion may serve as a hint of what is to come: solids, liquids, and gases.

Lesson Closing:


Discuss the following questions as a class...What does all matter in the universe have in common? How are you like a glass of water? (Both are matter, made of atoms, have properties, etc.) How are you different from a glass of water? (Different shape, size, color, smell, texture, etc.)

Connect today’s lesson to the essential questions: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter?


Lesson #4 Who Passed the Gas?Omit this lesson in 2014-2015 until we research proper safety precautions.

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter? Standard(s) to be addressed in this lesson: 5-PS1-1Use a model of matter as made of particles too small to be seen to explain common phenomena involving gasses, phase changes between gas and liquid, and dissolving.

Student Learning Objectives:1. Define and describe the characteristics of gases.

Vocabulary (key vocabulary) Density Resources:

Science journals 1 per student

Spray room freshener 1 per class

Plastic bucket 1 per class

Tall drinking glass

Paper or paper towel 1 per class


10 gallon aquarium 1 per class

Bubbles

Dry ice (tongs, goggles and gloves)*

Balloons

Film canisters

*Please notify Jen and Molly at least 3 days before you need the dry ice.

Assessment: Have students define and describe the characteristics of gases in their journal.

Opening (Activator):Review the investigation of matter from the previous lesson. Tell the students that today we will be discussing the properties of gas. Spray air freshener on one side of the room. Ask the students to raise their hands when they can smell the scent. Ask the students to record their observations about who can smell the scent at what time in their journal and explain the results.

Introduction Discuss the fact that gases spread out to fill the available space. Starting from one spot in the classroom, the air carrying the scent will spread throughout the classroom, out the door, into the hallway, and eventually outside. This is why smells in the air eventually go away. Relate this to the characteristics of gases:Gases take on the shape of the container.

The volume of gases change (gases spread out to fill the container)


Activity:

1. Ask the students what is all around us and invisible? Get them to start thinking about air (gases). How do we know that there are gases all around?

a. Fill a bucket with water and place it in front of the room.

b. Crumple a piece of paper or a paper towel into a ball and push it into the bottom of a clear glass. Hold the glass vertically with the open end facing down, and push it straight down into the water. Lift the glass straight out of the water. Remove the paper and observe the results.

c. Discuss the following questions and ideas with the class.What happened to the paper? Why didn’t it get wet? What was in the glass besides the paper that kept the water from getting in? Discuss with the class that gas takes up space (volume) like all matter, so the water couldn’t fit in the glass.

2. Tell the class that they will be observing and experimenting with a special type of a gas. Dry Ice is solid carbon dioxide it must be kept very cold. At room temperature it undergoes sublimation and is converted from a white solid to a clear gas (carbon dioxide). Due to its extremely cold temperature, dry ice can cause damage to skin if handled directly. Use tongs or insulated gloves when handling. It is also important not to get any dust into your eyes when crushing or grinding the solid, so wear protective goggles. When you place dry ice in warm or hot water, clouds of white fog are created; this fog is not CO2 gas, but condensed water vapor, mixed with CO2. The fog is heavy, because it is mixed with CO2; it will settle at the bottom of a container and can be poured. Make sure students remain at a safe distance for all of the experiments.

a. Hold open a balloon and put a few small pieces of dry ice inside. Tie the balloon closed and ask the students to make predictions about what will happen. They should make drawings in their journals. Observe and discuss. Why did the balloon


inflate? What is happening to the solid dry ice inside the balloon? Why does the balloon get bigger when the dry ice turns into a gas? How are solids and gases different? WARNING!!THE BALLOON MAY POP DEPENDING UPON HOW MUCH DRY ICE YOU PUT IN IT.b. Place a few small pieces of dry ice in a film canister. Ask students to predict what will happen. (Have them make drawings in their journals). Observe and discuss. Why does the top of the canister come off? What is happening to the solid dry ice inside the canister? How does this show how solids and gases are different? How fast do gas molecules move? How fast do solid molecules move? Relate these ideas to VOLUME.WARNING!!!!! THE TOP OF THE CANISTER WILL FLY OFF. AIM THE CANISTER AWAY FROM PEOPLE.

c. Put some dry ice in a fish tank and then add some warm water. A white fog should form and settle on the bottom of the tank. Tell students that volunteers will blow bubbles into the fish tank. Ask the students to make predictions in their journals (draw pictures and/or write) about what will happen to the bubbles. Observe and discuss. Which gas has a higher DENSITY (Have students define this in vocab section of journal), the breath in the bubble or the carbon dioxide and water vapor? How can you tell? Relate this to a helium balloon that rises into the air (unlike a balloon filled with breath). Relate to the density of liquid and solids. WARNING!!!NO ONE SHOULD BREATHE IN THE WHITE FOG DIRECTLY.

Extension: Put some of the dry ice in a bowl with hot water and then pour the gas onto the floor. Ask the students what happens to the gas? Why? Relate this to the bubble experiment.

3. Blow up a balloon and then place it in the container with the dry ice. Ask the students to make predictions about what will happen. Have them write/draw them in their journals. Take the balloon out and observe what happens. Discuss with class. What happens to the gas molecules when they get cold? What happens to the gas molecules when they warm up again?

Closing: Ask students to think back to the first demonstration of the empty glass, ball of paper and bucket of water. Ask students to write in their journal about what the dry ice experiments allows them to conclude about the density of air compared to the density of water. To get the students to think about the next lesson, ask students if matter can ‘change’ and if so how. Make sure students provide an explanation for their conclusion.


Lesson #5: It doesn’t “Matter” What State You’re In; We are all Just Atoms Anyway

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter?

Standard(s) to be addressed in this lesson: PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Student Learning Objectives:1. Use a scale to measure the weight of a substance.2. Use a scale to measure the weight of a substance before and after a chemical reaction3. Observe color, hardness and reflectivity to identify matter4. Describe and explain the differences between physical and chemical changes5. Define solution and suspension and explain how mixtures of matter can form solutions and suspensions

Vocabulary: Physical Change, Chemical Change, Solution, Suspension, Solubility, Dissolve, Evaporate

Instructional Materials/Resources/Tools:Play Dough 4 containersSalt 1 boxSugar 1 bagPlastic Bowl 1Flashlights 2North Adams Public Schools 21 of 54

Beakers 2Water In ClassroomFlour 1 bagSpoons 20Corn Oil 1 bottleFood Coloring 5 boxesGlass or Plastic Jar 1Lighter 1Candle 1Clay 1 boxAluminum Foil 1 rollBaking Soda 1 boxVinegar 1 bottleBalloons 2 bagsGlass Flasks 3

Assessments:Journal responses, including vocabulary definitions, participation in class observations, active participation in differentiating between physical and chemical changes and listing two examples of each kind of changes as an exit ticket at the end of lesson.

Opening (Activator):Give each of the students a piece of Play-Doh. Ask the students to make something using the Play-Doh. Ask the students to answer the following question in their journal: Is the Play-Doh still made of the same kind of matter or did it change after you made something with it?

Introduction:


Introduce the idea of physical changes. Explain that matter can be mixed, separated, or be in a different state, but if it is still the same type of matter then this is a physical change. All types of matter (solids, liquids, and gases) can undergo physical changes. Relate this to water changing states (i.e. ice, liquid water, and water vapor are all the same type of matter)

Activity:1. Rip a piece of paper. Ask the students: has the type of matter in the paper changed? Or is the same? Mix some sugar and salt in a bowl. What is the container? Are the types of matter the same or different? Show a melting piece of ice. Review that this is a physical change because both ice and liquid water are made of the same matter - water.

2. Many examples of physical changes involve mixtures-mixing two or more types of matter together. All mixtures can be separated. Many types of matter are mixed with water. Get two beakers of water. Add some salt to one beaker and some flour to the other beaker. Ask students helpers to stir each beaker so that they are both mixed well. Darken the room and use a flashlight to illuminate the contents of each beaker. Ask students to share their observation and discuss as a class. (Extension: You could ask the students to think about how these mixtures could be separated).

3. Write the words solution and suspension on the board. Tell the class that the salt and water represents a solution and the flour and the water represents a suspension. Get ideas from the students about how to define each term. Write the definitions on the board.Solution: A mixture of one type of matter that is dissolved in another type of matter.Suspension: A mixture of one type of matter that is finely spread out in another type of matter.

4. Have students get their Science journals out and open to the vocabulary section. Using the 4square model, they will write definitions for solution, suspension and physical change. Make sure they have time to complete a sentence, a drawing and what it isn’t, as well.

5. Do a demonstration for the class showing physical changes. Pour about 3 inches of water in the glass jar. Pour a layer of oil on top of the water and allow the layers to settle. Review density of liquids as necessary. Discuss the water and oil as a


mixture (physical change). Add one drop of food coloring and observe results. Then, add salt to the top. Stop, and observe the effects. Add more salt (of different amounts) to repeat the effects. Discuss the following questions with the class: What happens when we pour the salt on the oil? Does the salt dissolve? Does the salt dissolve in the water? Does this demonstrate a solution? A suspension? Explain.

6.Explain that physical changes are one type of change but there are also chemical changes. Show the class several demonstrations showing chemical changes. a. Light a lighter. Discuss the flame. Is the matter changing? (Discuss light and heat or cold as signs of a chemical change.) b. Mix baking soda with vinegar in a flask and put a balloon on top. (Discuss the production of gas) Is the matter changing? Discuss gas production as a chemical change c. Baking is a good example of a chemical change. Can the ingredients be separated back out after baking?

7. Write Chemical Change on the board and define it: Chemical Change - Two or more kinds of matter reacting to form a different kind of matter. (This can be related to bonding). Have the students write this in their journals using the 4-square method.

8. Attach the candle to the table using the clay. Cut out a small piece of aluminum foil (approximately 1 inch by 4 inches) and fold it in half. Place a tiny amount of sugar at one end. Hold the sugar in the foil a little bit above the tip of the flame of the candle. Ask the students to observe and describe the results in their journals. Discuss this demonstration as a chemical reaction. What was produced? What happened to the sugar?

Exit Ticket: Read of examples from the list below of physical and chemical changes. Ask students to identify the type of change in each example using active participation: Students should hold up one finger to indicate physical change and two fingers to indicate a chemical change. Read an example, give all students time to think, and then ask the students to reveal


their hands. Discuss any examples that cause confusion with the class. If time permits, you can also get ideas for other examples of physical and chemical changes from the students.

- Cars Rusting- Adding water to orange juice- Eating and digesting a piece of cake-Burning wood in a fire- Making salad dressing-Baking bread-Running a car engine- Taking a shower-Making Kool-aid (or other powdered drink)

To get students to think about the next lesson, ask students how they think scientists measure and describe different types of matter.


Lesson #6: What’s the “Matter” with Change? Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives? Standard(s) to be addressed in this lesson:PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Student Learning Objectives:1. Record observations2. Form conclusions about different types of physical and chemical changes of matter

Vocabulary (key vocabulary):There are no new vocabulary terms for this lesson; however, their science journal should be checked at this time to make sure the vocabulary section is complete. Review physical change, chemical change, suspension and solution from previous lessons. Materials:

Physical/chemical changes chart copies 50 to 100

Student instructions for each station

Beakers 30

Spoons 20


Graduated cylinders 10

Thermometers 15 to 20

Flashlights 2

Iron Fillings 1 container

Sand 1 bag

Magnets 3

Corn starch

Vinegar in squeeze bottle 1 bottle

Alka-seltzer tablets 15

Baking soda

Lemon juice 5 or 6 bottles

Glass plate

Alcohol 2

Sugar 1

Bubbles 1 or 2 containers

Metal Pan 1North Adams Public Schools 27 of 54

Steel wool 1 bag

Aluminum foil 1 roll

Salt

Dull Pennies 20-30

Paper Towels

Water

Milk

Assessments:Science journal responses, physical and chemical changes chart including observations and conclusions, participation in class discussions.

Opening (Activator):Ask students to explain the differences between physical and chemical changes in their journal. The can use their vocab section of their journals. Discuss the differences as a class.Introduction: Talk about physical and chemical changes. Are physical changes reversible? Are chemical changes reversible? How can you tell that a chemical change has occurred? (Heat, cold, light, color, gas, or solid production) Tell the students that they will observe and describe different types of changes in class today and classify them as either physical or chemical changes.


Activity:1. Pass out a copy of the physical and chemical changes chart to each student. Allow the students to work individually or in pairs. Set up different stations around the room (with material and instructions) before class, using the instructions provided below. Ask students to follow the instructions at each station, record their observation and results, and explain if the change is a physical or chemical. Assist students individually as necessary as they go to the different stations around the room.

2. Physical and Chemical Changes Stations: a. Materials: Iron filings, sand, spoons, beaker, magnetStudents will mix the sand and iron filings and then use the magnets to separate the mixture. (Physical change)

b. Materials: Cornstarch, spoon, beakers with water, flashlightStudents will mix some cornstarch into the water, stir well and use the flashlight to observe the mixture. (Physical change, suspension)

c. Materials: Milk in beakers, vinegar in a squeeze bottle, spoonStudents will mix the milk and vinegar and stir, observing what forms. (Chemical change, solid forms)

d. Materials: Alka-Seltzer tablet, beakers with waterStudents will add a half of an Alka-Seltzer tablet to water and observe (Chemical change, gas forms)

e. Materials: Baking soda, 25 ml of lemon juice in beakers, spoon, thermometerStudents will mix the baking soda and lemon juice and then record the temperature every minute. (Chemical change, temperature drops)`

f. Materials: Alcohol, glass plateStudents will pour a small amount on a plate and observe (Physical, evaporation)


g. Materials: Sugar, spoon, beakers with water, flashlightStudents will mix some sugar into the water, stir well, and use the flashlight to observe the mixture (physical, solution)

h. Materials: Bubbles and a metal panStudents will blow bubbles onto a metal pan and observe (physical change) i. Materials: Vinegar in a beaker, steel wool, thermometer, beakers, aluminum foilStudents will soak some steel wool in vinegar, wring out the steel wool, wrap it around a thermometer, place it in a beaker, cover the beaker with aluminum foil, and record the temperature every minute(Chemical change, temperature rises, color changes)

j. Materials: Vinegar and salt solution in beakers (60 ml vinegar mixed with 1 spoon of salt) pennies (dull), paper towels.Students will hold pennies in the solution and observe the results (Chemical change, color changes)

3. Ask the students to share their results and conclusions with the class. Discuss each station and ask if it demonstrated a chemical or physical change. Get different groups or individuals to share their ideas with the class and discuss any differences of opinion. Reinforce the concepts of physical change and chemical change through this discussion.

Lesson Closing (Wrap up, exit ticket, etc.):Review the major concepts of this unit with the class. What is matter? What are the three states of matter? How is the energy of each state different? Explain how water changes states. What type of change is this? What other types of changes can happen to matter?


Lesson#7: Scientists Describe Using Their Senses (Introduction to Qualitative Analysis)

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter? Standard(s) to be addressed in this lesson: PS1-3Make observations and measurements to identify substances based on their unique properties, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.


1. Define and describe the characteristics of different types of matter (substances). Vocabulary (key vocabulary): reflectivity, lustrous, microscope, microscopic, qualitative. Resources and Materials:

Item Amount

Jar 1

Pebbles of different size and color 1 bag

Weigh boats 1 per studentNorth Adams Public Schools 31 of 54

Salt, Baking soda, Chalk, Wax, and Nails

1 bag full of each

Rubber gloves 1 pair per student

Microscopes 1 per student group

Flashlight 1 per student group

Assessments:Journal responses, observations and class participation

Vocabulary activity:Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four-square is drawn. There is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written. On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is not (an antonym), a pictorial representation of the word, and using the word in a sentence.

Opening (Activator):Show the students the jar filled with different pebbles and ask them to write down a total of five characteristics of the different type of pebbles. Then ask the students to raise their hands and use the characteristics they wrote down to identify the different type of pebbles. (For example: the blue pebbles, the largest pebbles, the smooth pebbles, the shiny pebbles, etc.). Perform this activity until all the different types of pebbles have been differentiated based on their unique characteristics.


During the Lesson (Sequence of Activities):Introduction:Discuss how scientists use different methods of observation and measurement to differentiate between the different substances in the world. Tell students that depending on how these characteristics change, the change in matter can be classified as chemical changes (where the property of matter changes) and physical changes (where the state of matter changes). Do not go in-depth with this idea, but introduce it so that the students are ready for the forthcoming chapter on it. Characteristics of matter can be found by observing the:ColorHardnessReflectivitySizeAnd show the attached pictures of the different criteria.

Activity:1. Go over the vocabulary that is unfamiliar.2. Divide the class into small groups and present to each group a small quantity of salt, chalk powder, baking soda, nails (or long screws), and wax. Substances should be labeled A, B, C, D, and E, respectively. 3. Tell the students to observe all substances and write down the observations of the different characteristics: a) color- students write down the color observed. b) hardness – students could use tweezers or wear gloves and touch the substances to see if the substance is hard, soft, or in the middle. c) reflectivity – students can use any light source (like a flashlight) to see if there is any reflectivity.

d) size – students can comparatively write down the size of each substance. For the finer substances like chalk, salt, and baking soda wait until all the other observations are complete and then present a microscope to each group and let


them observe the substances under the microscope. Students should write down any other observations they notice separately.

4. After all the substances have been analyzed, ask each group what they think each substance is and write down the prediction of each group on the board.

5. Reveal the substances.

6. Discuss why it is important for scientists to be able to distinguish between different materials and why there are special machines for it.

Journal Responses: Ask students to think back to the first activity of the different pebbles and relate that to the methods that were used in main activity. Ask students whether there are other ways one can distinguish between substances. Raise questions about the imprecision of qualitative analysis (example: what if one scientist thinks chalk look more yellow than white, or what if he disagrees with how reflective one metal is versus another). Talk about how there are more precise methods which would involve more precise measurements (quantitative analysis).


Lesson#8: Scientists Describe Using NumbersNorth Adams Public Schools 37 of 54

(Introduction to Quantitative Analysis)

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter? Standard(s) to be addressed in this lesson: PS1-3Make observations and measurements to identify substances based on their unique properties, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

Student Learning Objectives:1. Define and describe the characteristics of different types of matter (substances)

Vocabulary (key vocabulary): electrical conductivity, thermal conductivity, magnetic forces, magnet, solubility, quantitative. Materials:

Weigh boats 1 per group / student

Salt (sufficient for the group)

Baking soda (sufficient for the group)

Chalk (sufficient for the group)

Wax (sufficient for the group)

Nails (sufficient for the group)


Rubber gloves 1 pair per student

LED electrical circuit 1 per group / student

Long pieces of copper wire 1 per group / student

Cork 1 per group / student

Magnets 1 per group / student

Assortment of juices and sodas

1 per group / student

Assessments:Journal responses, observations and class participation.

Vocabulary activity: (This part should be completed by the classroom teacher)Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four square is drawn. There is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written. On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is not (an antonym), a pictorial representation of the word, and using the word in a sentence.

Opening (Activator):


Divide the class into smaller groups and give each group one of each different type of soda and juice. Ask the students to write down the different “percentage of total diet” calories, potassium, fats, etc on each bottle. Ask them which one has the highest of each category. Show them how different substances can be categorized by measuring quantitative differences.

Introduction:Review with the students what they remember about qualitative analysis. Ask them how they figured out how different materials had different properties. Further, discuss how scientists use different methods of observation and measurement to differentiate between the different substances in the word that aren’t based on qualitative reasoning. Talk about how numbers and strict measurements can also be used to differentiate materials. Relate this to the idea that the different characteristics of matter can be found by observing the:Electrical conductivityThermal conductivityResponse to magnetic forcesSolubilityAnd show the appropriate pictures attached.

Activity:1. Give students all the worksheets and go over the vocabulary that is unfamiliar.

2. Divide the class into small groups and present to each group a small quantity of salt, chalk powder, baking soda, nails (or long screws), and wax. Substances should be labeled A, B, C, D, and E, respectively. 3. Tell the students to observe all substances and write down the observations of the different characteristics:

a) electrical conductivity – help students touch the ends of the long nails with the circuit to see if it conducts electricity. For salts and powders, dissolve them in water and use the water as a conductor.


b) thermal conductivity – help students by inserting the copper wire through the piece of cork and then using the cord as a thermal conductor. Apply some wax on one end of the copper wire and put the testing substance in the center and heat the other end. See if the heat is conducted through the substance and the wax on the other end melts. Use the cork to hold the wire since it is an insulator and will not burn your hand.

c) response to magnetic forces – students can see if each substance is attracted to magnets.

d) solubility – students can try to dissolve the substances in water and see how much of the substances can dissolve (they should measure the amount of solute in the same amount of solvent).

4. Discuss why it is important for scientists to be able to distinguish between different materials and why there are special machines for it.

Journal Responses: Discuss about the problems faced during the experiments. Talk about the importance of measurements and collection of data for science. Ask students if this measuring of materials can change. Ask students if materials change. Ask them if there are different ‘states’ of matter. Have students make some connections to EQ.


Lesson #9 Introduction to Conservation of Mass

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter? Standard(s) to be addressed in this lesson: PS1-2Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling or combining substances, the total weight of matter is conserved.

Student Learning Objectives:1. Define and describe the characteristics of the different states of matter.

Vocabulary :evaporation, condensation, precipitation, freezing, boiling, melting, conservation (of mass). Materials:

Model balls 1 set for the teachers

Ice cubes

Beakers 1 per group

Weighing balance

1 per group

Pans 1 per group


Assessments:Journal responses: Describe what the Law of Conservation of Mass means in your own words. Vocabulary activity: (This Activity should be completed by the classroom teacher)Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four square is drawn. There is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written. On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is not (an antonym), a pictorial representation of the word, and using the word in a sentence.

Opening (Activator):Use the model balls to describe the three states of matter and how the molecules of the substance remain the same during the phase changes but the proximity (closeness) of the molecules changes. Ask students to describe how is this “looseness” of molecules observed when water changes state from solid to liquid to gas.

To show the three different types of state of matter, show the video (http://easyscienceforkids.com/all-about-states-of-matter/ ).

Introduction:

Review the different ways in which students remember to measure different materials based on their different properties. Talk about how these measurements can change which leads to the fact that matter can change form. Discuss the conservation of mass and how, like with the model balls, the quantity of substance remains the same in phase change only the proximity changes.


http://easyscienceforkids.com/all-about-states-of-matter/

http://easyscienceforkids.com/all-about-states-of-matter/

Activity:1. Give students a beaker with water and ice cubes and ask them to weigh them and note that in their notebooks.

2. Ask students to put the beaker on a hot plate and wait for it to melt the ice cubes. 3. Ask students to weight the liquid water now and write it down.

4. Keep the liquid water back on the heating plates and wait for the water to boil and show students how to use a pan to collect some of the water. Although the conservation of mass would be hard to measure this way, just explain to the students how the same liquid water is evaporating and is condensing back to water.

5. Ask them if the recorded weight is the same. If not, ask why they think there might be different recorded weights.Closing: Discuss how matter can exist in different states. Discuss the importance of having matter in different states in the world. Ask students what happens when different materials mix with each other. In preparation of the next lesson, ask students if the original materials maintain their properties.


Lesson #10 Complex Interactions of Materials (Continuation of Conservation of Mass)

Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives?2. Why do we have different states of matter? Standard(s) to be addressed in this lesson: PS1-2Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling or combining substances, the total weight of matter is conserved.

Student Learning Objectives:1. Define and describe the characteristics of the different states of matter.

Vocabulary(key vocabulary): Materials:

Different colored model balls 1 set per class

Weigh boats 1 per student

Graduated cylinders 1 per group

Tang 1 container per class

Salt 1 container per class

Weighing balance 1 per group


Spoons (to mix)

Assessments:Journal responses, observations and class participation.

Vocabulary activity: (This activity should be completed by the classroom teacher)Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four square is drawn. There is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written. On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is not (an antonym), a pictorial representation of the word, and using the word in a sentence.

Opening (Activator): Use the different colored balls to show how when two objects are mixed together, they retain some of their original properties (like mass- which is additive).To show how substances mix together, show the video about mixing liquids. (http://www.youtube.com/watch?v=P5Y9Axrh7zA) and talk about how even when liquids are mixed, they combination still contains the original materials.

Introduction:Review the different stages of matter. As students what the transition to different stages of matter is called (evaporation, condensation, deposition, sublimation, etc.). Talk about how students measured the different properties of different types of matter. Now ask the students if the different states of matter of different types of matter mix, how would we know if they have new measurements or not. Discuss the applications of the changes in state of water. Show how weight is additive. Talk about why we need a change of state in matter. For example: why is sweating important, why is it important for water to evaporate and then come down as rain, etc.

Activity:1. Divide the students into smaller groups.2. Ask students to use a weigh boat and measure out 15 grams of Tang.North Adams Public Schools 48 of 54

http://www.youtube.com/watch?v=P5Y9Axrh7zA

http://www.youtube.com/watch?v=P5Y9Axrh7zA

3. Ask students to measure out 240 mL of water and weigh it and record it.4. Tell them to mix the two.5. Weight the collective solution and see if it is the weight of the two substances together. Talk about how this relates to conservation of mass.6. Do the same experiment with salt and show how the solute can be invisible yet has weight.

Journal Responses: Discuss how matter cannot be created or destroyed and how it retains some of its properties always. Discuss the importance of the application of change of states of liquids (weather, sweating, etc). Ask students if there are some mixing of materials that would change their measurements forever. In preparation of the next lesson, ask students what they know about physical and chemical changes.


Lesson # 11 The Matter with Matter Unit Level Essential Question(s) addressed in this lesson: 1. When “matter” changes how does it affect our lives? Standard(s) to be addressed in this lesson:

5.R1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

5.R1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

5.R1.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


1. Students will be able to connect this text to previously learned content through critical questions2. Students will be able to define ‘matter’ and explain its importance to human existence

Vocabulary: Producers, Consumers, Decomposers, Ecosystem

Instructional Materials/Resources/Tools: North Adams Public Schools 50 of 54

The Matter with Matter Article with questions 1 per studentComputer projector

Assessments End of article questions and vocabulary section of science journal

Opening (Activator): Watch the brief video below, it is a good review on everything that has been covered about mass. Ask students how they think matter impacts out lives after watching video. http://mass.pbslearningmedia.org/resource/idptv11.sci.phys.matter.d4kmat/states-of-matter/

During the Lesson (Sequence of Activities):1. Today we are going to talk about how matter is in the world around us. You have already learned that matter is

everywhere, made up of atoms and exists in 4 states and the law of conservation of mass. Pause here to have students recall details from the unit. Today we are going to think about what happens to matter in different ecosystems.You might want to let students know that this lesson connects to another topic they will study this spring, The Food Web

2. Go over unfamiliar vocabulary with the students : Producers, Consumers, Decomposers, Ecosystem3. After reading the article have students answer the questions at the end of the selection.

Closing: You just read and article about how matter is in different ecosystems. Remember that our unit on matter and our investigations will not end when we finish this unit. Matter is all around us.

Lesson Closing (Wrap up, exit ticket, etc.)


MATTER UNITCEPA

Does it MATTER what I am baking with?Krista wants to bake some of her Grammy's favorite muffins to surprise her. She got all of her ingredients out to measure and put them on the counter next to the stove. Krista’s mom, Connie was getting ready to make gravy for supper at the same time and took out the cornstarch. Krista measured out the dry ingredients, including the flour, salt, and sugar. She put them on the counter, right next to where her mom put the cornstarch. Just then, the dog, Sophie, started barking like crazy, distracting both Krista and Connie, there was a bear in the back yard! When Sophie jumped up she mixed up the container but because they are all white, Connie and Krista had no idea which was which.

.

1. Using what you know about how scientists describe matter, observe the ingredients in the container to figure out their identity.

2. You may use: observation, analysis, and tools to determine which ingredient is in each of the four containers. Record your results on the recording sheet.

3. After you have observed and tested the matter inside the containers use the data to write a paragraph predicting what you think is in each container.


CEPA RUBRIC

Place holder/ coming soon

Warning Needs Improvement Proficient Advanced

Observation

Scientific tests

Paragraph


Results from Observation or Test

Test 1 : Test 2: Test 3: Test 4: Test 5:

Container A

Container B

Container C

Container D


rttt mc unit template - center for learning in action web viewin this unit students explore the...

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