Does Matter Still Exist If You Cannot See It?
Performance Expectation:
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.
Disciplinary Core Idea:
Matter of any type can be subdivided into particles that are too smallto be seen. / Science and Engineering Practice:
Develop a model to describe phenomena. / Cross Cutting Concept:
Natural objects exist from the very small to the immensely large. / Literacy:
Conduct short research projects to investigate different aspects of the topic.
HOT Questions
- How can we create a representation showing that matter is made of particles too small to be seen?
- Does matter still exist if you cannot see it?
N/A
Learning Target: “I Can”
- I can explain that matter is made up of particles too small to be seen.
- I can develop a model to describe phenomena.
Key Vocabulary:
particles / change
phenomena / matter
substance / mass
volume / model
Formative Assessment Plan
Target / Target Type / Assessment Type / Formative Assessment Options
I can explain that matter is made up of particles too small to be seen. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
I can develop a model to describe phenomena. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
Activities:
Conduct experiments indicating matter is too small to be seen (Balloon, Basketball, Evaporation of Salt Water, Dissolution of Sugar in Water).
Topic: Structure of Properties and Matter
Performance Expectation:
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substance, the total weight of the matter is conserved.
Disciplinary Core Idea:
The amount (weight) of matter is conserved when it changes form, even in transitions when it seems to vanish.
No matter what reaction or change in properties occurs the total weight of the substances does not change. / Science and Engineering Practice:
Measure and graph quantities such as weight to address scientific and engineering questions and problems. / Cross Cutting Concept:
Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. / Literacy:
RI.5.7 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
W.7 Conduct short research projects to investigate different aspects of the topic.
W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
HOT Questions
- In what ways can matter change?
- In what ways is it important to understand what matter is made of?
- Why do different types of matter come in different forms and how might these be useful in engineering and scientific innovation?
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
Learning Target: “I Can”
- I can explain the difference in a chemical and physical change.
- I can make predictions about physical and chemical changes prior to their occurrence.
- I can explain the total weight of matter is conserved in any state.
- I can use various scientific tools to measure and graph weight.
- I can create a variety of graphs and tables to display information gathered from experiments.
Key Vocabulary:
Mixture / Chemical Change
Solution / Physical Change / Conservation of Matter / Dissolve
Formative Assessment Plan
Target / Target Type / Assessment Type / Formative Assessment Options
I can explain the difference in a chemical and physical change. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment / -Exit Slip
-Students write in their science journal after observing two small experiments representing the difference between chemical and physical reactions.
I can make predictions about physical and chemical changes prior to their occurrence. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
I can explain the total weight of matter is conserved in any state. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment / .
I can use various scientific tools to represent chemical/physical changes. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
I can create a variety of graphs and tables to display information gathered from experiments. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
Activities:
Students work independently to convert heavy whipping cream in to butter by shaking of the liquid in baby food jars. Students will then journal results in their science notebook as well as record the weight of the before and after product in a bar graph.
After student observation of a liquid nitrogen experiment, students will write an informative article explaining or describing the previously described scientific phenomena.
Students place a sugar cube and a beaker of water on a triple beam balance scale. Students then dissolve the sugar in the beaker and graph the change in weight (none) using a bar graph.
Students investigate the conservation of matter by measuring the mass of an ice cube when it is frozen and melted. Students will record observations in a student created data table.
Students work independently and weigh an Alka-Seltzer Tablet with a sandwich bag with 20 mL of water. Students will predict if the mass of the bag will change after the Tablet is placed into bag.
Topic:Structure and Properties of Matter
Performance Expectation:
5-PS1-3: Make observations and measurements to identify materials based on their properties.
Disciplinary Core Idea:
PS1-A: Structure and Properties of Matter
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation. / Science and Engineering Practice:
Planning and Carrying Out Investigations:
Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. / Cross Cutting Concept:
Scale, Proportion and Quantity
Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. / Literacy:
- W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (ELA/literacy)
- W.5.9 Draw evidence from literary or informational text to support analysis, reflection, and research. (ELA/literacy)
HOT Questions
- How can we identify unknown substances?
- MP.2 Reason abstractly and quantitatively. (Math)
- MP.4 Model with mathematics. (Math)
- MP.5 Use appropriate tools strategically. (Math)
Learning Target: “I Can”
- I can observe, explain, and distinguish properties and interactions of matter to potentially identify unknown substances.
- I can investigate materials through measuring a variety of properties.
Key Vocabulary: / Dissolve
Reaction / Particle
Solubility / Properties
Substance / Reflectivity
Conductivity
Formative Assessment Plan
Target / Target Type / Assessment Type / Formative Assessment Options
I can observe, explain, and distinguish properties and interactions of matter to identify unknown substances. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
I can investigate materials through measuring a variety of properties. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
Activities:
Bill Nye Phases of Matter Video:
Dissolving Sugar into hot water:
Topic: Structures and Property of Matter
Performance Expectation:
5 – PS1 – 4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Disciplinary Core Idea:
When two or more different substances are mixed, a new substance with different properties may be formed. / Science and Engineering Practice:
Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. / Cross Cutting Concept:
Cause and effect relationships are routinely identified, tested, and used to explain change. / Literacy:
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
HOT Questions
- How can you identify materials based on their properties?
- When two or more substances are mixed, do they create a new substance?
Model with mathematics.
Use appropriate tools strategically.
Learning Target: “I Can”
- I can conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Key Vocabulary: / Matter
Substance / Mixture / Reaction / Solution
Formative Assessment Plan
Target / Target Type / Assessment Type / Formative Assessment Options
I can conduct an investigation to determine whether the mixing of two or more substances results in new substances. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment
Activities: