PESTL 5Th Grade Lesson Idea Alignment

PESTL 5th Grade Lesson Idea Alignment

2010 – 11
Nov 18, 2010

Washington ii, Iron ii, Nebo ii, Ogden ii, Millard ii,

Standard 1: Students will understand that chemical and physical changes occur in matter.

Objective 1: Describe that matter is neither created nor destroyed even though it may undergo change.

a. Compare the total weight of an object to the weight of its individual parts after being disassembled.

b. Compare the weight of a specified quantity of matter before and after it undergoes melting or freezing.

c. Investigate the results of the combined weights of a liquid and a solid after the solid has been dissolved and then recovered from the liquid (e.g., salt dissolved in water then water evaporated).

d. Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance).

Fifth Grade Activity - Washington
Standard 1 / Title
Weigh to Freeze
Objective 1
Describe that matter is neither created nor destroyed even though it may undergo change.
Activity
Place water in a soufflé cup, mark the water level, and place in a plastic bag. Weigh and then freeze. Weigh after freezing.

Have student predict the outcome
Record before and after
Analyze results

Science Essentials
Science Practices / Compare the mass before and after freezing by measuring. Predict the results of phase changes. Describe and explain the process of freezing. Record measurements
Compare, measure, predict, describe, record, use evidence to explain
Crosscutting Concepts / The state of matter changes as it gets very cold and freezes, but the matter does not change. The same particles are in the water as in the ice.
Change and stability
Models /

Matter is conserved
Energy is involved in all changes of matter
Mass of an object is equal to the sum of its parts
Matter is made of particles

Matter, Energy
Fifth Grade Activity – Iron
Standard 1 / Title
The Biggest Loser
Objective 1
Describe that matter is neither created nor destroyed even though it may undergo change.
Activity
Use two soccer balls, two recyclable grocery bags and a balance beam (meter stick). Add to measure the mass of air. Use a pump to add more air to one ball to demonstrate air has mass.
Have student predict the ball that will weigh more.
Science Essentials
Science Practices / Students will explain the differences in the mass of the ball due to the principle of matter have mass. Air is matter and has mass.
Students predict the results of adding air to the one of the balloon.
Explain observations using science principles, Use data to construction a reasonable conclusion
Predict
Crosscutting Concepts / Adding air increases the mass of the ball with the added air.
Cause and Effect
Models / Matter is conserved
Matte made of particles
Matter

Standard 1
Objective 2: Evaluate evidence that indicates a physical change has occurred.

a. Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas).

b. Compare changes in substances that indicate a physical change has occurred.

c. Describe the appearance of a substance before and after a physical change.

Fifth Grade Activity - Washington
Standard 1 / Title
Clays the Same
Objective 2
Evaluate evidence that indicates a physical change has occurred.
Activity
Students weigh clay before they play with the clay making various shapes. Students weigh the clay after shaping the clay. They then identify the evidence that this is a physical change.

Account for loss of clay (e.g., under finger nails, on desk)

Activity
Students weigh a cup of hot water with unmixed hot chocolate mix dumped on top. They then stir it the mix making a suspension and weigh at the end.

Describe the changes in terms of evidence of a physical change
Account for loss of mass due to drops on spoon etc.

Science Essentials
Science Practices / Students observe the physical changes in the matter. They measure the amount before and after the physical change. They describe the process.
Observe, measure, describe
Crosscutting Concepts / The matter is changes by physical appearance but is made of the same clay, the same particles.
The clay changes shape when forces mold it. The chocolate become suspended in the water when we stir it.
Change and stability
Cause and effect
Models / Matter is made of particles
Mass of the object is equal to the parts
Energy is involved in all changes in matter
Matter
Energy

Standards 1
Objective 3: Investigate evidence for changes in matter that occur during a chemical reaction.

Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).
Explain why the measured weight of a remaining product is less than its reactants when a gas is produced.

c. Cite examples of chemical reactions in daily life.

d. Compare a physical change to a chemical change.

e. Hypothesize how changing one of the materials in a chemical reaction will change the results.

Fifth Grade Activity - Washington
Standard 1 / Title
Plop, Plop, Fizz, Fizz
Objective 3
Investigate evidence for changes in matter that occur during a chemical reaction.
Science Essentials
Place Alka-Seltzer or baking soda in a balloon and vinegar in a glass pop bottle. Place the balloon on top of the bottle and weigh. Then dump contents of the balloon in the bottle and watch the reaction. Weigh after the reaction.
Science Practices / Students observe the reaction and use evidence to describe the process as chemical. They measure the mass and use the evidence to discuss the conservation of matter. They account for some gas leakage through the balloon seal.
Observe, conduct a simple investigation, discussion, use evidence
Crosscutting Concepts / The gas is given off from the chemical reaction
Cause and effect
Models / Matter is made of particles
Interaction of atoms store
Energy is involved in the molecules becoming a gas. The CO2 has more kinetic energy than the solid or liquid.
Matter
Energy
Fifth Grade Activity - Iron
Standard 1 / Title
Message in a Bottle
Objective 3
Investigate evidence for changes in matter that occur during a chemical reaction.
Activity
Use about 2 cm piece of steel wool and place the steel wool in a two liter plastic bottle. Dip the steel wool in vinegar and then place in the bottle with about 100 ml of water. Then observe the bottle as the steel wool rusts. Observe for two days.
Weigh the bottle before and after the experiment.
Need to do some work on this one.
Have student formulate hypothesis about changing the amount of reagents.
Place more or less steel wool or more or less vinegar. Use other materials
Science Essentials
Science Practices / Students observe the reaction. Students formulate hypothesis then test hypothesis.
Observe, formulate a hypothesis
Crosscutting Concepts / The iron combines with oxygen and reduces the amount of gas in the bottle and hence the pressure.
Cause and Effect
Models / Matter is conserved
Chemical reaction recombine elements and compounds into new substances
Elements can chemically bond and rearrange to make new substances
Matter
Fifth Grade Activity - Iron
Standard 1 / Title
Breath of Change
Objective 3
Investigate evidence for changes in matter that occur during a chemical reaction.
Activity
Using a straw and a solution of bromothymol blue, have student put on safety glasses and gently blow into the solution. Observe the color change. Use other solutions of food coloring, blue Kool-Aidthat does not change color and discuss chemical changes.
This is a good activity for discussing color change and chemical reaction.
Science Essentials
Science Practices / Students will observe and discuss reasons for changes in color. They will compare the solutions that change color and the ones that do not change color.
Observe
Compare
Crosscutting Concepts / The carbon dioxide in the breath causes a chemical change that changes the color of the bromothymol blue in the solution.
Cause and Effect
Models / Elements can chemically bond and rearrange to make new substances.
Matter

Standard 2: Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

Objective 1: Describe how weathering and erosion change Earth’s surface.

a. Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind).

b. Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water).

c. Explain the relationship between time and specific geological changes

Fifth Grade Activity- Ogden
Standard 2 / Title
Shake and Break
Objective 1
Describe how weathering and erosion change Earth’s surface.
Activity
Have students make observation on pieces of various types of rock and earth materials (e.g., chalk, shale, sandstone, sea shell), then place the rocks into a plastic jar and shake. Compare the relative rates of weathering of the various surfaces. Have each group shake for a different amount of time.

Compare the relative amounts of weathering of rock for each type.
Discuss the time element
Relate the results to weathering in nature
Graphs are good

Science Essentials
Science Practices / Students will observe, record, and graph changes in rocks. They will describe the changes and explain differences in terms of the evidence they have as to the hardness of various types of rock.
Students will make predictions as to the rate of weathering for 1) longer periods of time, 2) real world weathering or events, 3) location where this occurs, and 4) evidence of weathering in the environment.
Compare processes, predict, observe, record data, describe and explain using evidence, relate to life
Crosscutting Concepts / Shaking the rocks cause them to break down via mechanical weathering.
Cause effect
Models / The earth is shaped throughweathering and erosion. The rocks are weathered as they strike one another and chip off sand or materials.
Frictional forces act to change matter.
Energy is involved in all changes of matter; the energy put into placing the rocks in motion results in mechanical weathering.
Change over time occurs. The rocks that are shaken for a longer period of time will change more.
Universe and Earth
Forces
Matter
Energy
Fifth Grade Activity -Washington
Standard 2 / Title
Solid as a Rock
Objective 1
Describe how weathering and erosion change Earth’s surface.
Activity
Three types of rocks (e.g., granite, limestone, sandstone) and three types of solutions (vinegar, water, club soda) and plastic cups to investigate the chemical weathering.
Students determine the variable in an investigation.
Students observe using a lens and draw detailed pictures.
Place just enough solution in the cup to cover the small rock (any size will do, but about 2 cm diameter is good).
Leave rocks in the solution for a week and observe changes daily.
Science Essentials
Science Practices / Students will make multiple careful observations over time. They will record the observations using drawings and compare the observations they make during the week and they will compare their observations to observations other student make.
Observe, record, compare,
Crosscutting Concepts / The rock weathering is caused by the solutions.
Cause and effect
Change and stability
Models / Matter is made of particles.
The earth reshapes through wreathing and erosion
Matter
Universe and Earth
Fifth Grade Activity - Iron
Standard 2 / Title
Up and Down
Objective 2
Describe how volcanoes, earth quakes and uplift affect Earth’s surface.
Activity
Using the visualization web site; students explore Earth Quakes, Volcanoes and Uplift. Have students discuss the difference and similarities.

Discuss the forces that cause the various movements.
Take them outside and look for land form. Take them on a landform walk.
Science Essentials
Science Practices / Students will observe and communicate their observations of land forms. They will compare the process of Earth processes.
Observe, communicate ideas, comparing process
Crosscutting Concepts / The land forms are stable for thousands of years, but are changed by the forces and processes that change the Earth.
Change and stability
Cause and Effect
Models / The Earth reshapes though weathering, erosion, volcanoes and uplift.
Earth and Universe

Standard 2
Objective 3: Relate the building up and breaking down of Earth’s surface over time to the various physical land features.

a. Explain how layers of exposed rock, such as those observed in the Grand Canyon, are the result of natural processes acting over long periods of time.

b. Describe the role of deposition in the processes that change Earth’s surface.

c. Use a time line to identify the sequence and time required for building and breaking down of geologic features on Earth.

d. Describe and justify how the surface of Earth would appear if there were no mountain uplift, weathering, or erosion.

Fifth Grade Activity Ogden
Standard 2 / Title
Mr. Sand Man
Objective 3
Relate the building up and breaking down of Earth’s surface over time to the various physical land features.
Activity
Gather sand and parent rock from the local rock formation. Red lava rock, white quartz, black rock, greys rock, etc. Different color of sand. It is a good thing to have the parent rock.
Have the student pour the sand in a glass jar half full of water to form a layer each day. Be sure to use a different color each day. If you prefer to speed the process do not use water and you can do all the layers in a single day.
This does an excellent job of demonstrating the deposition of material to build up rock layer.
*Relate the layers of sand to the timeline of deposition of the layers. Minutes ago becomes millions of years.
Science Essentials
Science Practices / Students will measure the sand and observe the various layers of rock that are formed and compare to the deposition that occurs on Earth.
Observe, measure, compare
Crosscutting Concepts / Patterns of sand being laid down, lead to patterns in rocks that are formed over time.
Patterns
Models / Weathering, erosion and deposition breakdown and build up rock layers.
Earth and universe
Fifth Grade Activity - Nebo
Standard 2 / Title
Peanut and jelly-ology
Objective 3
Relate the building up and breaking down of Earth’s surface over time to the various physical land features.
Activity
Write this for the next session.

Science Essentials
Science Practices
Crosscutting Concepts
Models

Standard 3: Students will understand that magnetism can be observed when there is an interaction between the magnetic fields of magnets or between a magnet and materials made of iron.

Objective 1: Investigate and compare the behavior of magnetism using magnets.

a. Compare various types of magnets (e.g., permanent, temporary, and natural magnets) and their abilities to push or pull iron objects they are not touching.

b. Investigate how magnets will both attract and repel other magnets.

c. Compare permanent magnets and electromagnets.

d. Research and report the use of magnets that is supported by sound scientific principles.

Fifth Grade Activity Nebo
Standard 3 / Title
Wrapped It Up
Objective 1
Investigate and compare the behavior of magnetism using magnets.
Activity
Students will investigate and predict the effect of the number of turns and the way the wire is wrapped around a variety of cores and the resulting strength of the electromagnet determined by the number of paper clips it can pick up.(Using the number of paper clips to determine the strength of the electromagnet).
Discuss the use of electromagnets.
Science Essentials
Science Practices / Students will conduct an investigation where they will predict, compare, measure, and communicate the results of their findings.
Investigate, compare, predict, project, measuring, conduct an investigation.
Crosscutting Concepts / Students will discuss the use of electromagnets and the effect of the size of the electromagnet in world around us.
The relation between number of turns and the strength of the electromagnet.
Scale, cause and effect
Models / Forms of energy and transfer and transform. Energy flows. Electromagnets operate through the interactions of fields.
Interactions and Forces, energy
Fifth Grade Activity Washington
Standard 3 / Title
Speed Racer
Objective 1
Investigate and compare the behavior of magnetism using magnets.
Activity
Provide the students with a metal car, two magnets, masking tape and a ruler. Students design ways to make the cars race using one magnet attached to the car and the other magnet that cannot touch car or magnet. (Paul does not want to use cars, he wants to use Legos)
Hint: race in the hall or gym, if the magnets touch, they are disqualified.
Tell us more about the magnets, where did you get them.
Science Essentials
Science Practices / Students plan and conduct experiments that help them understand how to make the movement of the cars more efficient. They predict various configuration of the component of the system to make it more or less efficient.
Students solve problems as they engineer and design the system.
Plan and conduct an experiment
Predict results
Problem solving
Crosscutting Concepts / The movement of one magnet causes the other magnet to move due to the repulsion or attraction of the fields
Cause and effect
Models / Forces and interactions consist of pushes and pulls
Forces and interactions
Fifth Grade Activity Nebo
Standard 3 / Title
Magnet Engineers
Objective 1
Investigate and compare the behavior of magnetism using magnets.
Activity
Student will design and build a tool that uses magnets to do a useful task.
Provide magnets, stings, tape, wheels, rulers, cardboard, stick, marble, paper clips, rubber bands, straight pins, and other swell junk.
Discuss other uses of magnets that they encounter in their daily life. Research can also be used to have student find more uses.
Science Essentials
Science Practices / Students will design and build tools
Demonstrate a sense of curiosity.
Design and build
Crosscutting Concepts / The components of a system work together. The structure of a tool determine the function for doing a specific task.
System
Structure and Function
Models / Magnetic materials attract other materials with magnetic properties.
Interactions and forces

Standard 3
Objective 2: Describe how the magnetic field of Earth and a magnet are similar.