![Page 1: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/1.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 1
MatterandItsInteractions
PhysicalScience/Grade5Thisunitexploresappropriatescientificequipmentuse,theconceptofmatterandthe3formsthatitcantake(solid,liquid,andgas)aswellasthechemicalandphysicalreactionsthatallowforphasechangesandothertransformations.ThisunitalsointroducestheLawofConservationofMass,aswellasqualitativeandquantitativeanalysis.Throughoutthecourseofthisunit,studentswillencounternewvocabularyandscientificprinciplesthathelptoformthebasisforfurtherscientificthoughtandinquiry.Thelessonsofthisunitincorporatehands-onexperiments,theuseoftechnology,respondingtojournalprompts,recordingdata,anddiscussionswithpeersandteachersinordertofacilitatethelearningexperience.
AuthorsJeanBacon,AdministratorforTeachingandLearning,NorthAdamsPublicSchoolsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsLisaTanner,Grade5Math/ScienceTeacher,NorthAdamsPublicSchoolsVeronicaGould,Undeclaredmajor,WilliamsCollegeCindyLe,AsianStudiesandEconomicsmajor,WilliamsCollegeKatieSwoap,Undeclaredmajor,WilliamsCollegeDvividTrivedi,Economicsmajor,WilliamsCollegeRevisions,June2015GregFerland,Mathematicsmajor,WilliamsCollegeMichaelSmith,ElementaryEducationandEnglishLiteraturemajor,MassachusettsCollegeofLiberalArts
![Page 2: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/2.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 2
License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0
(CCBY-NC-SA3.0). Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedbythewithfundingfromtheNationalScienceFoundationGrantNo.1432591Underthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn)
![Page 3: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/3.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 3
TableofContentsUnitPlanTieredVocabularyLesson1:TheWho,What,When,Where,Why&HowofBeingaScientist:LessonLesson2:MatterIsEverywhere:LessonLesson3:ModelingMatter:Lesson4:WhoPassedtheGas?Lesson5:PhysicalChanges:Lesson6:ChemicalChanges:Lesson7:Solutions,SuspensionsandSeparatingMixtures:Lesson8:IntroductiontoQualitativeAnalysis:LessonLesson9:ElectricalandThermalConductivity:Lesson10:ConservationofMass,Part1Lesson11:ConservationofMass,Part2UnitResources
![Page 4: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/4.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 4
UNITPLANStage1DesiredResults
5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.[ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]5-PS3-1.Useamodeltodescribethatthefoodanimalsdigest:a.containsenergythatwasonceenergyfromthesun,andb.providesenergyandmaterialsforbodyrepair,growth,motion,bodywarmth,
MeaningUNDERSTANDINGS UStudentswillunderstandthat● Matterofanytypecanbesubdividedintoparticlesthataretoosmalltosee,buteventhenthematterstillexistsandcanbedetectedbyothermeans.Amodelshowsthatgasesaremadefromparticlesthataretoosmalltoseeandaremovingfreelyaroundinspacecanexplainmanyobservations,includingtheinflationandshapeofaballoon;theeffectsofaironlargerparticlesorobjects.(5-PS1-1)
● Theamount(weight)ofmatterisconservedwhenitchangesform,evenintransitionsinwhichitseemstovanish.(5-PS1-2)
ESSENTIALQUESTIONS Q• Whatstructuresallowplantsand
animalstosurvive?• Whyarethesestructuresimportant,
andhowdidtheyaideinsurvival?
StudentLearningTargetsBytheendofthisunit,studentswillbeabletosay:
● Icanfollowrulesforsafeandappropriateuseofscientifictools● Icanidentifythefollowingtoolsandthepurposeofeach:microscope,scale,thermometer,beaker,andhandlens.
● Icansummarizeanarticleaboutmatter.
![Page 5: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/5.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 5
andreproduction.[ClarificationStatement:Examplesofmodelscouldincludediagramsandflowcharts.][AssessmentBoundary:Detailsofphotosynthesisorrespirationarenotexpected.]5-LS1-1.Supportanargumentwithevidencethatplantsgetthematerialstheyneedforgrowthandreproductionchieflythroughaprocessinwhichtheyuseair,water,andenergyfromthesuntoproducesugarsandplantmaterials.[AssessmentBoundary:Thechemicalformulaordetailsabouttheprocessofphotosynthesisisnotexpected.3-5LS-2Identifythestructuresinplants(leaves,roots,flowers,stem,bark,wood)thatareresponsibleforfoodproduction,support,watertransport,reproduction,growth,andprotection.3-5LS.11Describehowenergyderivedfromthesunisusedbyplantstoproducesugars(photosynthesis)andistransferredwithinafoodchainfromproducers(plants)toconsumerstodecomposers.
● Icanrestatekeypointsfromanarticle.● Icanidentifyevidencethatsupportsthemainideaofthetext.● Icandefinematterandgiveexamplesofbothmatterandnon-matter.● Icandescribethethreephasesofmatter(solid,liquid,orgas)andgiveexamplesofeach.
● Icanlabeldrawingsofdifferentphasesofmatterbyitspropertiesofshapeandvolume.
● Icanusethetermsmelting,evaporating,condensing,andfreezingtodescribephasechanges
● Icandescribephasechangesintermsofheatgainorheatloss.● Icandefineanddescribethecharacteristicsofgases.● Icandifferentiatethecharacteristicsofgasesfromthoseofliquidsandsolids.● Icanobserveanddescribephenomenainvolvinggasesandusethesetocreateamodelofagas.
● Icandefinephysicalchangeandgiveexamplesofphysicalchanges.● Icandifferentiatebetweenasolution,asuspension,andamixture.● Icanrecordobservationsandusethoseobservationstovalidate,orrefute,predictions.
● Icanformconclusionsaboutdifferenttypesofchemicalchangestomatter.● Icandifferentiatebetweenphysicalandchemicalchangestomatter.● Icanidentify,define,anddescribethecharacteristicsofdifferenttypesofmatter.
● Icanutilizethecharacteristicsofmattertocompareandcontrastdifferenttypesofmatter.
● Icandefineanddescribethecharacteristicsofthedifferentstatesofmatter.● IcandescribeandapplytheLawofConservationofMass.
![Page 6: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/6.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 6
ELAReadingStandard2.Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.ELAWritingStandard:1 Writeopinionpiecesontopicsortexts,
supportingapointofviewwithreasonsandinformation.a. Introduceatopicortextclearly,
stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
b. Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.
ELAWritingStandard(2017)3. Writenarrativesinproseorpoemform
todevelopexperiencesoreventsusingeffectiveliterarytechniques,descriptivedetails,andclearsequences.d.Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesoreventsprecisely.
● Icanmeasurequantitativepropertiesofmatterincludingthermalconductivity,electricalconductivity,responsetomagneticforces,andsolubility.
● Icandistinguishdifferentstatesofmatterbytheircharacteristics.● Icanusethecharacteristicsofmattertoseparatematterinmixtures.
![Page 7: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/7.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 7
Stage2–EvidenceEvaluativeCriteria AssessmentEvidence
TheprocedureoftheCEPAis:● ReviewLesson8:QualitativeAnalysis.● Reviewthesubstancesexploredthroughoutthecourseoftheunit.● Breaktheclassintogroupsof3students.● DistributetheCEPAhandout.● Explainthateachgroupwillbegivenanunknownsubstanceandthattheymust
usethequalitativemethodslearnedinLesson8,aswellasthroughoutthecourseoftheunit,topredict,observe,andconcludewhattheythinktheirsubstanceis.
● Thesubstances(bakingsoda,chalkdust,salt,wax,orflour)willthenbedistributedinbagslabeledA-E(respectively).
● ThestudentswillhaveaccesstoalltheequipmentusedinLesson8.● Thestudentswillrecordtheirobservationsusingtextorillustrations,andafter thehavefinishedtheirexaminations,willprepareapresentationbasedonthose observationsusingapieceofchartpaper.
● Thegroupswillsharetheirdata,predictions,observations,andconclusionswith theclass.
● ThegroupswillbegradedbasedontheCEPArubric.● Theposterscanbehungthroughouttheclassroomorhallwaytoexemplify
studentwork.
![Page 8: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/8.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 8
OtherAssessments StudentswillbeassessedontheirresponsestothevariousScienceJournalprompts,the“exitticket”activities,theattachedworksheets,andparticipationinclassdiscussionsandactivities.
Stage3LearningPlan
Lesson1:TheWho,What,When,Where,Why&HowofBeingaScientist:Studentswillstudythepracticesofeffectivescientistsandreviewtheeightscientificpractices.TheshortYouTuberapvideo“HowtobeaScientist”alsoemphasizesimportantscientificpracticessuchascuriosityandkeenobservation.Thislessonalsogivesanintroductiontosomescientifictoolsthatwillbeusedthroughouttheunitandhowtouseeachtoolappropriatelyandsafely.Lesson2:MatterIsEverywhere:Theclassroomteacherwillteachthislessonasanintroductiontotheunit.Thestudentswillactivatepriorknowledgebycompletingthelessonopening,inwhichtheydiscusswhattheybelieve“matter”tobeasaclass,creatingaworkingdefinitionforthisvocabularyterm.Thestudentswillbeintroducedtothevocabularyandthenwillbebrokenupinto“homegroups”of4studentstocompleteajigsawactivitywiththeprovidedarticle.Eachmemberofthegroupwillberesponsibleforreading1sectionofthearticlewiththemembersoftheothergroupsreadingthesamepassage.Thestudentswillworktogethertogathercontextualdefinitionsforthevocabularyandthenwill“teach”theothermembersoftheir“homegroup”aboutthesectionofthearticlethattheyreadbeforepresentinganoverallsummarytotheclassasawhole.Thissummaryandtherelateddefinitionswillbeusedtosynthesizeaclasswidesummaryandavocabularychartthatwillbehungonthewallthroughouttheremainderofthisunit.Lesson3:ModelingMatter:Studentswilllearnaboutthethreephasesofmatterandhowmattercanchangefromonephasetoanother.Akinestheticactivity,inthesecondhalfofthelesson,helpsstudentstounderstandthedifferentphasesofmatterbybehavinglikeparticlesofmatterthemselves.
![Page 9: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/9.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 9
Lesson4:WhoPassedtheGas?Thislessonreviewsthecreationofmodelsrepresentingthethreestatesofmatter(solid,liquid,gas)andexploresthecharacteristicsofgasesthroughexperimentsinvolvingdryice.Thestudentsarecontinuallyaskedtomakepredictionsthroughoutthecourseofthislessoninordertofurthertheirunderstandingofkeyconceptssuchasdiffusion,volume,anddensity,aswellastouchinguponothervocabularysuchassublimation.Thislessonalsoincludesapossibleliteracyextensionthatcanbecompletedbytheclassroomteachertofurtherstudentcomprehensionandretention.Thislessonhastwopossiblebreakpoints(dividingthelessonintothreeclassperiods)tobeutilizedasdeemedappropriatebyindividualclassroomteachersduetopossibletimeconstraints.Lesson5:PhysicalChanges:Thislessonrequiresexperimentalstationsthatmustbepreparedaheadoftime.Inthislessonstudentswillinvestigatephysicalchangesthroughaseriesofexperimentsanddemonstrations.Thedifferenttypesofphysicalchangesthatappearinthelessonarechangesinshape/size,solutions,suspensions,mixtures,andphasechanges.Lesson6:ChemicalChanges:Thislessonwillbeginwithareviewofphysicalchangesaswellasthethreetypesofmatter(solids,liquids,andgases).TheClassroomTeacherorScienceFellowwillthendemonstrateachemicalchangeusingbakingsoda,vinegar,aflask,andaballoonbeforediscussingstudentobservationsanddemonstratingtheproceduresforthe4stations.Thestudentswillthencompletethechangesateachofthe4stationsingroupsandwillrecordtheirpredictions,observations,andconclusionsontheprovideddatasheetbeforediscussingtheirfindingsasaclassandcompletingtheexitticketactivity.Lesson7:Solutions,SuspensionsandSeparatingMixtures:Thislessonrequiresdemonstrationsthatneedtobepreparedaheadoftime.Studentswillinvestigateuniquepropertiesofmatterinmixturesandusethosepropertiestoseparatethemixtures.Lesson8:IntroductiontoQualitativeAnalysis:Thislessonwillintroducestudentstotheconceptofqualitativeanalysisthroughhands-onactivitiesandobservations.Thevocabularyforthislessonwillbepre-taught,andthestudentswillusetheirobservationalskillstofirstseparateandclassifyajarofpebblesbeforemovingonto5“unknown”substances.Studentswillexaminethe5substancesusingcolor,hardness,andreflectivityinordertocreateaclaimaboutwhateachsubstanceis.Studentswillalsodiscussthedifferencesbetween
![Page 10: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/10.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 10
qualitativeandquantitativeanalysisandthepositiveandnegativeaspectsofqualitativeanalysis.ThislessondirectlyrelatestotheCEPAsoensurestudentscomprehendtheinformationbeforeproceedingontolesson9.
Lesson9:ElectricalandThermalConductivity:Thislessonrequiresmaterialsthatmustbepreparedaheadoftime.Studentswillobservequantitativecharacteristicsofmatterthroughaseriesofexperimentsanddemonstrations.Thepropertiestobestudiedareelectricalconductivity,thermalconductivity,responsetomagneticforces,andsolubility.Thelessonwillconcludewithabriefdiscussionoferrorinmeasurementduringexperiments.
Lesson10:ConservationofMass,Part1:Studentswillbeginthislessonbydrawingmolecularmodelsofsolids,liquids,andgases.TheywillalsobeintroducedtotheLawofConservationofMassandwilltestthislawusingwaterinitsvariousforms(ice,water,andwatervapor).Thestudentswillexperimentwiththemeltingoficeandwillwatchavideodescribingevaporationandcondensation.Thislessonwillprovidethefoundationofscientificknowledgenecessaryforthenextlessonofthisunit.Lesson11:ConservationofMass,Part2:Studentswillbeginthislessonbyparticipatinginahands-onactivitywithmodelingclaythatexemplifieshowtheLawofConservationofMassappliestomixturesaswellastowhatwaslearnedinthepreviouslesson.ThestudentswillthenproceedtowatchavideobeforecompletinganexperimentinwhichtheyweighwaterandKool-Aidindividuallybeforeweighingthemixture(theywillcompletethisexperimentwithsaltafter).Thislessonallowsstudentsmoreopportunitytopracticepredicting,observing,andconcludingandwillfurthertheirmasterywithunderstandingandapplyingtheLawofConservationofMass.
![Page 11: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/11.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 11
TieredVocabularyListTierOne TierTwo TierThree
MeasureLiquidSolidMeltingFreezingSolidLiquidGasTemperatureBoilingWeight
ScaleMatterEvaporateCondenseVolumeReactionEvaporationReflectivityMassProperties
ThermometerBeakerHandLensParticlesDiffusionMohsScaleAtomMassMoleculeVolumePhase/statePhaseChangeSublimationDensityMixtureSolutionSuspensionChemicalChangeFiltrationLusterQuantitativeQualitativeConductivitySolubility“LawofConservationofMass”Proximity
![Page 12: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/12.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 12
Lesson1:TheWho,What,When,
Where,Why&HowofBeingaScientistTaughtbytheClassroomTeacher
BACKGROUNDOverviewofLessonStudentswillstudythepracticesofeffectivescientistsandreviewtheeightscientificpractices.TheshortYouTuberapvideo,“HowtobeaScientist”alsoemphasizesimportantscientificpracticessuchascuriosityandkeenobservation.Thislessonalsogivesanintroductiontosomescientifictoolsthatwillbeusedthroughouttheunitandhowtouseeachtoolappropriatelyandsafely.FocusStandard(s)3-5.TE.1.2Identifyandexplaintheappropriatematerialsandtoolstoconstructagivenprototypesafely.ELAReadingStandard(2017)2.Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.ELAWritingStandard(2017)1.Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.StudentLearningTargets
• Establishrulesforsafeandappropriateuseofscientifictools.
![Page 13: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/13.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 13
• Identifythefollowingtoolsandthepurposeofeach:microscope,scale,thermometer,beaker,andhandlens.AssessmentHavethestudentsrespondtooneormoreofthefollowingquestionsintheirsciencejournals:
• Whatmakesaneffectivescientist?• Chooseascientificpracticeandgiveaconcreteexampleofthatpractice.• Chooseascientifictool;describeasituationinwhichascientistappropriatelyandsafelyusesthattool.
TargetedAcademicLanguage/KeyVocabulary
Tier1:MeasureTier2:ScaleTier3:Thermometer,Beaker,Handlens
RESOURCESANDMATERIALS
Quantity Item Source1 Scale Bin1 Thermometer Bin1 Beakers Bin1 HandLens Bin1perstudent ScienceJournals ClassroomTeacher1 Projector ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
![Page 14: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/14.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 14
LESSONDETAILSLessonOpening/ActivatorBeginwithaclassdiscussionofatleastoneofthefollowingquestions:Whatdoscientistsdo?Whatdoesascientistlooklike?Whatmakesaneffectivescientist?Feelfreetoaddmorequestionsifneeded.Thenwatch“HowtobeaScientist”YouTuberapvideoasaclasshttps://www.youtube.com/watch?v=MwvOCTdIaSE.Discusswhatitmeanstobeascientist.Whocanbeascientist?Howcanyou“thinklikeascientist?”Doyouneedfancytoolstobeascientist?Emphasizethatqualitieslikecuriosity,open-mindedness,andformingargumentsbasedonevidencearewhatmakeascientist.NOTE:Besurestudentsunderstandanybodycanbeascientist:female,male,etc.Thereisno“rightperson”—scienceisonlyaboutaskingquestionsandfindinganswerstothemintheworldaroundus.DuringtheLesson
1. Reintroducethestudentstotheeightscientificpractices.Brieflyexplainwhateachpracticemeansandwhyitisimportant.Canaskstudentswhichpracticesarereflectedinthe“HowtobeaScientist”video.Displaytheposteroftheeightscientificpracticesprominentlyintheclassroom.
The8ScientificPractices1.Askquestionsanddefineproblems2.Developandusemodels3.Planandcarryoutinvestigations4.Analyzeandinterpretdata5.Usemathematicsandcomputationalthinking6.Constructexplanations(forscience)anddesignsolutions(forengineering)7.Engageinargumentfromevidence8.Obtain,evaluate,andcommunicateinformation
![Page 15: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/15.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 15
2. Establishasetofsafetyguidelinesforclassroomexperimentsandappropriateuseoftools.Usethelabsafetychecklistattachedtotheendofthislessonplanasabasisfortheclassroomguidelines.Considerhavingtheclasssignacontractorpledgethattheywillabidebythesafetyguidelines.
Someexampleguidelinesmayinclude(FromMassachusettsDOEScienceandTechnology/EngineeringCurriculumFramework,October2006,pp.128-129):
• Alwaysusetoolsonaclean,flatsurface(i.e.table)• Nevereatordrinkduringscienceexperiments• Nevereatordrinkmaterials/toolsusedinexperiments• ReportallaccidentstotheClassroomTeacherimmediately• Donottouchtools/materialswithoutthepermissionofateacherorsciencefellow• Onlyusetools/materialsfortheirintendedpurpose• Carrymicroscopeswithonehandonthebaseandonehandonthearm• Alwayswashhandsbeforeandafteranexperiment• Cleanupworkspaceafteryou’redone
3. Presentthefollowingscientifictoolstotheclass:scale,thermometer,beaker,andhandlens.Demonstrateappropriate
useofeachtool,andthenhavethestudentsmodelappropriateuseofeachtool.Tellthestudentstheywillbeusingthesetoolsthroughoutthematterunit.Youmayusetheattachedpicturesofeachtoolasposterstohangintheclassroom.
4. Introducethedistinctionbetweenqualitativeandquantitativemeasurement.Explainthattoolssuchasthehandlenscanbeusedtomakequalitativemeasurementsbasedonobservablecharacteristics(color,texture,sizedescriptions,etc.).Toolssuchasthescaleandthermometerprovidequantitativemeasurementsbygivinganexactnumberthatcanbeassociatedwithanobject(weightortemperature,inthiscase).
![Page 16: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/16.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 16
5. Tellstudentsthatineachlessontheywillbediscoveringanswerstotheunit’sessentialquestion.Postthequestiononlargechartpaperandhavestudentsthink,pair,shareresponses:Howdoesmatterchange?
6. Addtheideastothelargechart,towhichyouwillreturnoverthecourseoftheunitstoreviewandrevise.
7. Letthestudentsknowtheywillbestudyingthefollowingtopicsinthematterunit.Perhapshavethempastethegraphicorganizerbelowintotheirsciencejournals.
AssessmentHavethestudentsrespondtooneormoreofthefollowingquestionsintheirsciencejournals:
• Whatmakesaneffectivescientist?• Chooseascientificpracticeandgiveaconcreteexampleofthatpractice.• Chooseascientifictooldescribeitsuse.
![Page 17: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/17.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 17
Lesson2:MatterisEverywhereTaughtbytheClassroomTeacher
BACKGROUNDOverviewofLessonTheclassroomteacherwillteachthislessonasanintroductiontotheunit.Thestudentswillactivatepriorknowledgebycompletingthelessonopening,inwhichtheydiscusswhattheybelieve“matter”tobeasaclass,creatingaworkingdefinitionforthisvocabularyterm.Thestudentswillbeintroducedtothevocabularyandthenwillbebrokenupinto“homegroups”offourstudentstocompleteajigsawactivitywiththeprovidedarticle.Eachmemberofthegroupwillberesponsibleforreadingonesectionofthearticlewiththemembersoftheothergroupsreadingthesamepassage.Thestudentswillworktogethertogathercontextualdefinitionsforthevocabularyandthenwill“teach”theothermembersoftheir“homegroup”aboutthesectionofthearticlethattheyreadbeforepresentinganoverallsummarytotheclassasawhole.Thissummaryandtherelateddefinitionswillbeusedtosynthesizeaclasswidesummaryandavocabularychartthatwillbehungonthewallthroughouttheremainderofthisunit.FocusStandard(s)5.RI.1Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext5.RI.2Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext
5.RI.8Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext,identifyingwhichreasonsandevidencesupportwhichpoint(s).
![Page 18: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/18.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 18
StudentLearningTargets• Icansummarizeanarticleaboutmatter.• Icanrestatekeypointsfromanarticle.• Icanidentifyevidencethatsupportsthemainideaofthetext.
AssessmentAftercompletingthejigsawactivity,havethestudentsrespondtothefollowingassessmentquestionintheirScienceJournals:
• Whatismatter?Useevidencefromthearticletosupportyouranswer.[SP7-EngaginginArgumentfromEvidence].Thestudentswillthenrespondtothe10questionsfoundattheendofthearticle(intheirScienceJournals).Theseresponsescanbesharedasaclassifthereistime.TheteacherwillcollecttheScienceJournalsattheendofthislessonforassessment.
AcademicLanguage/KeyVocabulary
Tier1:Liquid,SolidTier2:MatterTier3:Particles,Diffusion,MohsScale,Atom
![Page 19: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/19.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 19
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal ClassroomTeacher1perstudent MatterisEverywhereArticleandQuestions Binder1pergroup Chartpaper ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**LessonOpening/ActivatorThestudentswillbeginthislessonbybreakingintopairsanddiscussingwhattheythinktheword“matter”means(basedonpreviouslearningandopinions)withtheirpartner.Theclasswillthenregroupanddiscussthevariousideasthatwerediscussed,withtheteacherlistingpossibledefinitionsonthewhiteboard.Theclasswilldecidewhichdefinitiontheybelieveisthemostaccurate.Theteacherwillguidethisdiscussioninordertotouchonimportantconceptsrelatedto“matter”andtoensuretheaccuracyandeffectivenessofthisopeningactivity.DuringtheLessonIntroducethefollowingvocabularytermsfromthearticlebywritingeachwordontheboard.Makesureeachstudentcanreadthewords.Explaintothestudentsthattheywillcreateworkingdefinitionsthroughoutthecourseoftheirreadingusingcontextualcluesandthenwillworkwiththerestoftheclasstowritethecorrectdefinitionforeachvocabularyword.
• Mohshardnessscale• Liquid
![Page 20: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/20.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 20
• Gaseous• Solid• Matter• Particle• Atom• Diffusion
1. Breakthestudentsintogroupsoffour(“homegroups”)andassigneachmemberofthegroupwithanumber(1-4).
Explainthateachmemberofthegroupwillberesponsibleforreading1sectionofthearticlecorrespondingwiththeirassignednumber(1readstheintroduction,2readsthesectionentitled“HowDoWeKnow?”,etc…)andtheyshouldwritedownthevocabularywordsthatappearintheirsection,aswellaswhattheythinkthedefinitionofthosewordsarebasedoncontextualcluesandpriorknowledge.
2. Havethestudentsmovetodifferentlocationsoftheclassroombasedontheirnumberandallowthemtocompletethe
readingwiththeirpeers.Theywillthendiscussthereadingwiththosepeerstoinsurecomprehensionbeforeregroupingintotheir“homegroups”and“teaching”theothermembersoftheir“homegroups”aboutwhattheyreadandthevocabularytheycameacross.
3. The“homegroups”willthensynthesizeacompletesummaryofthearticlebasedontheircombinedreadingsandwill
writethissummaryonapieceofchartpaper.Theywillincludethepreviouslymentionedlistofvocabularyonthischartpaper,aswellastheircontextualdefinitionsforthesewords.Thegroupswillthenpresenttheirsummaryanddefinitionstotheclassandwillhangtheirposternearthewhiteboardfortheremainderofthislesson.[SP8-Obtaining,Evaluating,andCommunicatingInformation]
![Page 21: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/21.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 21
4. Theclasswillthenworkasawholetocreateacomprehensivesummaryofthereading,andwilldiscussthevarious
contextualdefinitionsoftheprovidedvocabulary(withtheteacherprovidingguidanceandinformationasnecessary)inordertocreateworkingclassroomdefinitionstobeusedthroughoutthecourseofthisunit.Thisvocabulary(andthecorrespondingdefinitions)willthenbewrittenonapieceofchartpaperandhungonthewallthroughouttheremainderofthisunittoprovideguidancetothestudentsasnecessary.[SP8-Obtaining,Evaluating,andCommunicatingInformation]Doasaclassbutmaybeaddanexittickettoseewhatthekidslearnindividually
AssessmentAftercompletingthejigsawactivity,havethestudentsrespondtothefollowingassessmentquestionintheirScienceJournals:
• Whatismatter?Useevidencefromthearticletosupportyouranswer.[SP7-EngaginginArgumentfromEvidence].Thestudentswillthenrespondtothe10questionsfoundattheendofthearticle(intheirScienceJournals).Theseresponsescanbesharedasaclassifthereistime.
• TheteachercouldcollecttheScienceJournalsattheendofthislessonforassessment.
![Page 22: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/22.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 22
Lesson3:ModelingMatterBACKGROUNDOverviewoftheLessonStudentswilllearnaboutthethreephasesofmatterandhowmattercanchangefromonephasetoanother.Akinestheticactivity,inthesecondhalfofthelesson,helpsstudentstounderstandthedifferentphasesofmatterbybehavinglikeparticlesofmatterthemselves.FocusStandard5-PS1-1.Useamodelofmatterasmadeofparticlestoosmalltobeseentoexplaincommonphenomenainvolvinggasses,phasechangesbetweengasandliquid,anddissolving.StudentLearningTargets
• Icandefinematterandgiveexamplesofbothmatterandnon-matter.• Icandescribethepropertiesofthethreephases:solid,liquid,orgas.• Icanrecognizedrawingsofdifferentphasesofmatterbyitspropertiesofshapeandvolume.• Icanuseappropriatescientificterms--melting,evaporating,condensing,andfreezing–todescribethechanges
betweenphases.• Icandescribephasechangesintermsofheatgainorheatloss.
Assessment
• Identifysolidsliquidsandgasesbytheirpropertiesrelatingtoshapeandvolume.• Completegrade-levelappropriateMCASquestionsaboutmatter.
![Page 23: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/23.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 23
TargetedAcademicLanguage/KeyVocabulary
Tier1:Melting,Freezing,Solid,Liquid,GasTier2:Matter,Evaporate,CondenseTier3:Mass,Atom,Molecule,Volume,Phase/State,PhaseChange,
RESOURCESANDMATERIALS
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**LESSONDETAILSVocabulary(tobedonebytheclassroomteacherbeforesciencefellowarrives)Usethistimetoreviewtheconceptofmatterfirstintroducedinthearticlefromthepreviouslesson.Keyvocabularytofocusonfortheupcominglesson:matter,atom,molecule,solid,liquid,andgas.Somequestionsthatmighthelpthestudentsrememberthearticleandthevocabularywordsinclude:Whatismadeofmatter?Whatismattermadeof?Whatarethethreestatesofmatter?The“MatterisEverywhere”articledoesnotprovideascientificdefinitionfortheword“matter,”sopleasemakesurethestudentsknowit.Definitionsofmassandvolumemayhelpstudentstobetterunderstandthedefinitionofmatter.
• Matter-anythingthathasmassandtakesupspace(volume)• Mass-theamountofmatterinanobject• Volume-theamountofspacetakenupbyanobject
![Page 24: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/24.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 24
LessonOpening/ActivatorGivethestudentstwominutestomakealistofeverythingintheclassroom.Theteachercanstretchtheclass’understandingbyaskingsuchquestionsas“Whatdowebreathein?”Whatdowebreatheout?”Invitethestudentstoaddtheirclassmates’itemstotheirownlistsintheirScienceJournals.Afterthetimeisup,havestudentssharetheitemsfromtheirlistsandcreateafullclasslistontheboard.Donoterasethelistattheendofthisactivator,foritwillbeneededinthenextpartofthelesson.IntroductiontoMatterandPhasesofMatter
1. Regroupthelistofwordsfromtheactivatoractivitysothatallitemsofthesamephase(solid,liquid,gas)aretogether,butdonotlabelthecategories(yet).Beginbyaskingstudentstogroupsimilaritemstogether,andcorrectforerrorsifnecessary.
2. Wheneachlistiscomplete,discussasaclassthereasonsforhowtheitemsaregrouped.Whatpropertiesdoitems
withineachcategoryshare?
3. Now,labeleachcategoryappropriatelyassolid,liquid,orgas.Remindthestudentsthatthesearethethreephasesofmatter.(Note:theword“state”isasynonymfor,andthereforeinterchangeablewith,theword“phase”).Everyformofmatterbelongstooneofthethreephases.Defineeachphasebythearrangementoftheparticlesofmatter(atomsormolecules)inthatphase.Aftereachphasehasbeendefined,youmayerasethelistofclassroomitems.
• Solid-matterhasfixedvolumeandfixedshape;particlesvibrateinplace.• Liquid-matterhasfixedvolumebuttakesontheshapeofitscontainer;particlesflowfreelyacrossoneanother• Gas-mattertakesonthevolumeandtheshapeofitscontainer;particlesmoverandomlyinalldirections
![Page 25: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/25.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 25
4. UsethePhasesofMattergraphic(below)toaidwiththedefinitionofeachphase.Drawtheparticlerepresentationsofeachphaseontheboard,clearlyshowingtheshapeandvolumeofeachphase.Keepthesedrawingsontheboardforuselaterinthelesson.[SP-2Developingandusingmodels].
![Page 26: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/26.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 26
![Page 27: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/27.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 27
PhaseChanges
1. Havestudents“turnandtalk”(think-pair-share)withaclassmatetodiscussthefollowingquestion:Doesmatteralwaysstayinthesamephase?Havestudentsthinkaboutwheretheyhaveseenphasechangesbefore.Haveyoueverhadicecreamonahotday?Whathappenstothesolidicecreamifyoudon’teatitfastenough?Whathappenstolakesinthewinter?Whathappenstopuddleswhenthesuncomesoutafteritrains?[PS-1Askingquestions].
2. Aphasechangeisachangeofmatterfromonestatetoanother.Whatdoallofthesephasechangeshaveincommon?
Willicecreammeltifitisleftinthefreezer?Dolakesfreezeinthesummer?Phasechangesareonlypossiblewhenmattergainsorlosesheat.(Note:itmaybeeasiertoexplainthisintermsoftemperatureratherthanheat.Sincetemperatureisameasurementofheat,thetwowordscanbeinterchangedinthislesson).
3. Everyphasechangehasitsownspecialname.Someofthesenamesarepartofourcommonspeechandsomearenot.
Addarrowsbetweenthepicturesofthedifferentphasesontheboard,labelingeacharrowwiththeappropriatescientificterm.Alsoindicatewhetherheat(temperature)isaddedorlostduringthephasechange.
• Melting-solidtoliquid(heatgain)• Evaporating-liquidtogas(heatgain)• Condensing-gastoliquid(heatloss)• Freezing-liquidtosolid(heatloss)• Fortheadventurous:Sublimating–solidtogaswithoutbecomingaliquid(heatgain)
Letstudentsknowtheywillbeexploringphasechangesmoreinthenexttwolessons.
![Page 28: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/28.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 28
Activity
1. Studentswillnowtesttheirnewlyacquiredknowledgeaboutmatterbybehavinglikeparticlesofmatterthemselves.Thisactivitycanbedonebythewholeclassatonceprovidedthereissufficientspace,orinsmallergroupsof4-6students.Geteveryoneparticipatingintheactivityupoutofhisorherseatandtothefrontoftheclassroom.
2. Studentswillactoutthethreephasesofmatterasfollows:
a. Solid:studentsformatightclumptogetherb. Liquid:studentsspreadoutacrossthefrontoftheclassroom,demonstratinghowliquidstakeontheshapeof
theircontainersc. Gas:studentsspreadoutacrosstheentireclassroom,demonstratinghowgasestakeontheshapeandthe
volumeoftheircontainers
3. Beginbycallingoutaphase:solid,liquid,orgas.Ensurethatthestudentsperformthecorrectactionassociatedwitheachphase.Ifsomestudentsseemlost,providehintsabouttheshapeandvolumeeachphasetakeswithrespecttoitscontainer.
4. Whenallstudentsaredemonstratingtheappropriateactionforthegivenphase,calloutthenameofanotherphase.If
thestudentsareorganizedinsmallgroupsforthisactivity,switchoutgroupseveryfewroundstogiveeverybodyachance.
5. Tomaketheactivitymoredifficult,refertoeachphasechangebyitsscientificname(melting,evaporating,condensing,
andfreezing).
![Page 29: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/29.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 29
6. Tomaketheactivityevenmoredifficult,describethephasechangesintermsofheatgainandlossratherthanexplicitly
namingeachphase.Forexample,ifthestudentsareinitiallyinthesolidphaseandtheactivityleadersays,“I’maddingheat,”thestudentsshouldchangetotheliquidphase.Reinforcethatmattercanonlychangefromonephasetoanotherwhenheatisaddedorlost.
Extension:introducethemovementofindividualparticlesintotheactivity.
• Solid:particlesvibrateinplace• Liquid:particlesmovebackandforthpasteachother• Gas:particlesmoverandomlyinalldirections
LessonClosing
• Recapthelessonwithsomequestionsaboutmatter,propertiesofmatter,andphasesofmatter.Whataresomeexamplesofmatter?Whataresomenon-examplesofmatter?Whatdoesallmatterintheuniversehaveincommon?Howisatablesimilartoaglassofwater?(Bothmadeofmatter,bothhavefixedvolume).Howisatabledifferentfromaglassofwater?(Differentphases:tablehasfixedshapeandhasmoremass).
• Connecttoday’slessontotheessentialquestion:Howdoesmatterchange?
Assessment
• Identifysolidsliquidsandgasesbytheirpropertiesrelatingtoshapeandvolume.• Completegrade-levelappropriateMCASquestionsaboutmatter.
![Page 30: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/30.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 30
MCASQuestions
![Page 31: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/31.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 31
![Page 32: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/32.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 32
![Page 33: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/33.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 33
Lesson4:WhoPassedtheGas?BACKGROUNDOverviewoftheLessonThislessonreviewsthecreationofmodelsrepresentingthethreestatesofmatter(solid,liquid,gas)andexploresthecharacteristicsofgasesthroughexperimentsinvolvingdryice.Thestudentsarecontinuallyaskedtomakepredictionsthroughoutthecourseofthislessoninordertofurthertheirunderstandingofkeyconceptssuchasdiffusion,volume,anddensity,aswellastouchinguponothervocabularysuchassublimation.Thislessonalsoincludesapossibleliteracyextensionthatcanbecompletedbytheclassroomteachertofurtherstudentcomprehensionandretention.Thislessonhastwopossiblebreakpoints(dividingthelessonintothreeclassperiods)tobeutilizedasdeemedappropriatebyindividualclassroomteachersduetopossibletimeconstraints.FocusStandard(s)5-PS1-1Useamodelofmatterasmadeofparticlestoosmalltobeseentoexplaincommonphenomenainvolvinggasses,phasechangesbetweengasandliquid,anddissolving.5.W.4Produceclearandcoherentwritinginwhichthedevelopmentandorganizationareappropriatetotask,purpose,andaudience.5.SL.1Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.[Referencesoptionalliteracyactivity]
![Page 34: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/34.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 34
ELAWritingStandard(2017)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
StudentLearningTargets• Icandefineanddescribethecharacteristicsofgases.• Icandifferentiatethecharacteristicsofgasesfromthoseofliquidsandsolids.• Icanobserveanddescribephenomenainvolvinggasesandusethesetocreateamodelofagas.
AssessmentHavestudentsdefineanddescribethecharacteristics,aswellastheirobservationsregardingthesecharacteristics,ofgasesintheirScienceJournal.Usethesecharacteristicstocompareandcontrastthecharacteristicsofgaseswiththecharacteristicsofliquidsandsolids.TargetedAcademicLanguage/KeyVocabulary
Tier1:GasTier2:VolumeTier3:Sublimation,Density
![Page 35: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/35.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 35
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal ClassroomTeacher1perstudent SafetyGlasses Bin1perclass SprayableAirFreshener Bin
1perclass EssentialOilofOrange Bin1perclass PlasticBucket Bin1perclass TallDrinkingGlass Bin1perclass RollofPaperTowels Bin1perclass 10GallonAquarium Bin1perclass LiquidBubbles Bin1perclass UnitofDryIce(includingtongs,goggles,andgloves) ContactCollegeLiaison3
dayspriortolesson10perclass Balloonsorrubbergloves Bin5perclass FilmCanister Bin1perstudent “StatesofMatter”Comic Binder**Itemsinboldshouldbereturnedforusenextyear**
![Page 36: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/36.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 36
LESSONDETAILSLessonOpening/Activator
1. Reviewtheinformationfromthepreviouslessonregardingthesimilaritiesanddifferencesbetweensolids,liquids,andgases.Breakthestudentsupintogroupsoffourandhavethemdrawmolecularmodelsofasolid,aliquid,andagas.Thestudentswillthenreconveneasaclassandvolunteerssharetheirdrawings,allowingtimeforquestionsandcommentsattheendofeachpresentation.(Limitpresentationstotwominuteseach.)Theteacherwillusetheinformationpresentedbythestudentstodrawmodelsofasolid,aliquid,andagasonthewhiteboardforreferencethroughoutthecourseofthislesson.Thiswillactivatepriorknowledgeandwillallowstudentstomoreeffectivelyengagewiththislesson.[SP2-DevelopingandUsingModels]
2. Afterthecompletionofthereview,theClassroomTeacherorScienceFellow(s)willtellthestudentstodaytheywillbe
exploringanddiscussingthepropertiesofgases.Sprayairfreshener(ortheessentialoiloforangeforahypoallergenicalternative)on1sideoftheclassroom.Askthestudentstoraisetheirhandswhentheycansmelleithertheairfresheneroressentialoil.Asthesmellpermeatestheclassroom,havethestudentsnotetheirobservationsintheirScienceJournals.Afterthecompletionofthisportionofthelesson,discusswhatthestudentsnoticedaboutthesmellandwhatthatleadsthemtobelieveaboutthecharacteristicsofgases.Introducethefollowingvocabularyduringthisactivity:
• Diffusion• Volume
![Page 37: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/37.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 37
DuringtheLessonIntroductiontoGases
1. Discussthefactthatgasesspreadouttofilltheavailablespace(refertothepreviousintroductiontodiffusion).Startingfromonespotintheclassroom,theaircarryingthescentwillspreadthroughouttheclassroom,outthedoor,intothehallway,andeventuallyoutside.Thisiswhysmellsintheaireventuallygoaway.Explainthatdiffusionisoneofthecharacteristicsofgases.
2. GoontoexplaindiffusionallowsagastospreadandfillANYcontainerthatitisin,regardlessofthesizeorshape.This
meansthatthevolumeofagaschangesasitdiffusestotaketheshapeofagivencontainer.Theteachercandrawamodelofdiffusiononthewhiteboard,withthestudentscopyingthismodelintotheirScienceJournalsinordertoincreasecomprehension.Explaintothestudentstheclasswillnowconductaseriesofexperimentstoexplorethevariouscharacteristicsofgases.
GasandVolume
1. TheteacherorScienceFellowwillthenaskthestudentswhatisinvisibleandallaroundthem.Thiswillallowfortheclasstoparticipateinadiscussionaboutair.Throughoutthecourseofthisdiscussion,havethestudentsthinkabouthowtheyknowtherearegases(air)allaroundthem.
2. Followingthediscussion,fillabucketwithwaterandplaceitinfrontoftheroom,explainingthisexperimentwillprovetherearegasesallaroundthestudents.AskthestudentstowriteanyobservationsthattheymayhaveintheirScienceJournals.
3. Crumpleapieceofpaperorapapertowelintoaballandpushitintothebottomofthecleardrinkingglass.Holdtheglassverticallywiththeopenendfacingdown,andpushitstraightdownintothewater.Lifttheglassstraight
![Page 38: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/38.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 38
outofthewater.RemovethepaperandhavethestudentsobserveandrecordtheresultsintheirScienceJournals.
4. Afterthecompletionofthisdemonstration,discussthefollowingquestionsandideaswiththeclass:• Whathappenedtothepaper?• Whydidn’titgetwet?• Whatwasintheglassbesidesthepaperthatkeptthewaterfromgettingin?
Note:Throughoutthediscussion,besuretohighlighttothestudentsgastakesupspace(volume)likeallmatter,sothewatercouldn’tfitallthewayintheglass.[SP6-ConstructingExplanations]
Thisisapossiblebreakpointduetotimeconstraints(thisdecisioncanbemadeatthediscretionoftheClassroomTeacher)DryIce
1. Ifthisportiontakesplaceonadifferentdaythanthebeginningofthislesson,besuretoreviewtheconceptspreviouslydiscussedinordertoinsurestudentcomprehensionandretentionoftheinformation.
2. TheClassroomTeacherwillthentelltheclasstheywillbeobservingandexperimentingwithatypeofgascreatedfromdryice.TheClassroomTeacherorScienceFellow(s)willexplaintothestudentsthatdryiceissolidcarbondioxideanditmustbekeptverycoldandatroomtemperaturedryiceundergoessublimationandisconvertedfromawhitesolidtoacleargas(carbondioxide),skippingtheliquidphasebecausethetemperaturechangeissogreat.Atthispoint,theClassroomTeacherorScienceFellowshoulddefinesublimationanddiscussthisconceptwiththestudentsinordertogaugecomprehension,providinginformationasnecessarytoallowforthiscomprehensiontotakeplace.Goon
![Page 39: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/39.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 39
toexplainthat,duetoitsextremelycoldtemperature,dryicecancausedamagetoskinifhandleddirectly,sostudentsshouldalwaysusetongsorinsulatedgloveswhenhandlingit.Stateitisalsoimportantnottogetanydryicedustintoyoureyeswhencrushingorgrindingthesolid,sostudents(andteachers)shouldalwayswearprotectivegoggles.
3. Explaintothestudentswhendryiceisplacedinwarmorhotwater,cloudsofwhitefogarecreated;thisfogisnotCO2gas,butcondensedwatervapormixedwithCO2.Thefogisheavy,becauseitismixedwithCO2;itwillsettleatthebottomofacontainerandcanbepoured.Introducetheconceptofdensitytothestudentsatthispointandexplainhowmatterthatisdenserwillsink,whilematterthatislessdensewillfloat(usetheexampleofamarblesinkinginapoolwhileaninflatedballfloatstohelpclarifythisconceptifnecessary).
4. Instructthestudentstoputontheirsafetyglassesandinsurethatthestudentsremainatasafedistanceforalloftheexperiments.Beforestartingthisactivity,havestudentsmakepredictionsaboutwhatwillhappenintheirScienceJournals(afterexplainingbrieflytheactivity).Theycanusedrawingsortexttorecordtheirpredictions.Holdopenaballoonandputafewsmallpiecesofdryiceinside.Tietheballoonclosed.Atthispoint,volunteerscansharewhattheirpredictionsareandwhytheythinkthatwillhappen.Theclasswillthenobservewhatishappeningtotheballoon(isitinflating?deflating?)anddiscusswhytheythinkthisishappening.
5. TheClassroomTeacherorScienceFellowwillthenaskthefollowingquestions:
• Whydidtheballooninflate?• Whatishappeningtothesoliddryiceinsidetheballoon?• Whydoestheballoongetbiggerwhenthedryiceturnsintoagas?• Howdotheseobservationshelpexplainthedifferencebetweensolidsandgases?
![Page 40: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/40.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 40
WARNING:THEBALLOONMAYPOPDEPENDINGUPONHOWMUCHDRYICEWASPUTINIT.
6. Beforethisnextactivity,againaskstudentstopredictwhatwillhappenwhenafewpiecesofdryiceareplacedinafilmcanistereitherthroughdrawingortext.Discussthepredictionsasawholeclass.Placeafewsmallpiecesofdryiceinafilmcanister.Observethereactionanddiscusswhatoccurs,focusingonthefollowingquestions:
• Whydoesthetopofthecanistercomeoff?• Whatishappeningtothesoliddryiceinsidethecanister?• Howdoesthisshowhowsolidsandgasesaredifferent?• Howfastdogasmoleculesmove?(Refertothetopofthecanisterflyingoff)• Howfastdosolidmoleculesmove?• Usetheobservationsofthestudentsaswellasguideddiscussiontorelatetheseideastovolumeandhowthe
volumeofagasdependsonthecontaineritisin.
WARNING:THETOPOFTHECANISTERWILLFLYOFFDUETOTHEINCREASEINPRESSURE.AIMTHECANISTER AWAYFROMTHESTUDENTSANDOTHERSINTHECLASSROOM.
Thisisapossiblebreakpointduetotimeconstraints(thisdecisioncanbemadeatthediscretionoftheClassroomTeacher)
Iftherewasabreakpriortothisstep,besuretoreviewthepreviouslylearnedinformationwiththestudentsthroughaguideddiscussiononwhattheyremember,focusingonvolume,density,anddiffusion.
![Page 41: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/41.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 41
1. Placedryiceinafishtankandaddwarmwater(quantityisnotafactor).Awhitefogshouldformandsettleonthebottomofthetank.Theteacherwillaskthestudentswhytheythinkthefogisonthebottomofthetank(onceagainreferringtotheconceptofdensity––thewhitefogisdenserthantheairarounditbutlessdensethanthewaterbeneathit).
2. Theteacherwillthentellstudentsthatvolunteerswillblowbubblesintothefishtankandaskthestudentstomake
predictionsintheirScienceJournals(throughdrawingorwriting)aboutwhatwillhappentothebubbles(willtheyfloatontopofthefog?Sinkbeneathit?).Tellthestudentsnottobreatheinthegasasasafetyprecaution!
3. Theclasswillthenobservetheensuingprocessanddiscusswhatoccurredandwhetherthestudents’predictionswere
correctorincorrect.Thefollowingquestionscanbeaskedduringthisstepinordertoguidetheclassdiscussionintheappropriatedirection:
• Whichgashasahigherdensity(refertothepreviousdiscussionondensityandhavethestudentsdefinethisvocabularywordandwriteitintheirScienceJournalifnecessary):thebreathinthebubbleorthecarbondioxideandwatervapor?
• Howcanyoutell?Relatethistoaheliumballoonthatrisesintotheair(unlikeaballoonfilledwithyourbreath).Relatethisquestiontothedensityofliquidandsolids––whichstateofmatteristhedensest?Whichistheleast?[SP7-EngaginginArgumentfromEvidence]
4. Ifstudentsarestrugglingwiththeconceptofdensity,putsomeofthedryiceinabowlwithhotwaterandthenpour
thegasontothefloor.Askthestudentswhythegasstaysonthefloor(isitdenserthantheairaroundit?).Theteacherwillthenrelatethistothebubbleexperimentinordertoincreasestudentcomprehensionofanimportantscientific
![Page 42: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/42.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 42
concept.Youcouldalsore-definedensity:Densityistheamountofstuffinagivenspace.Ifthereismorestuffinthatspace,thentheobjectwillbedenser.Forexample,ifyouhavetwoballsofthesamesize,onemadeofStyrofoamandtheothermadeofmetal,themetalobjectwillbedenserbecauseit’sheavier.Withourgases,it’sverysimilar.Thewhitegasfromthedryicehasmore“stuff”initthanthenormalairdoes,andthat’swhyitsinks.
LiteracyExtension
1. Havethestudentsbreakintogroupsofthreeandreadtheprovidedcomic(http://chogger.com/comics/neLw4/states-of-matter).Thegroupswillthenworktogethertofinishthecomic,explainingthesimilaritiesanddifferencesbetweenthethreedifferentstatesofmatterusingtheirownideas.Thegroupscandividetherolesofillustrator,writer,andcreativedesigneramongthemselvesorcansharetheresponsibilities.Aftercompletion,thegroupswillpresenttheirfinishedcomicstotheclass.Timewillbeallottedinbetweenpresentationsforquestions/compliments.(Thisextensioncanbecompletedby,andatthediscretionof,theClassroomTeacher).
LessonClosingTheClassroomTeacherwillaskthestudentstothinkbacktothefirstdemonstrationoftheemptyglass,ballofpaperandbucketofwater.ThestudentswillthenwriteintheirScienceJournalaboutwhatthedryiceexperimentsallowedthemtoconcludeaboutthedensityofagascomparedtothedensityofaliquid.Thestudentscanalsodiscussthevaryingdensitiesofthedifferentgasesasdemonstratedinthedryiceexperiments.Inordertogetthestudentstothinkaboutthetopicsinthenexttwolessons(physicalandchemicalchanges),askstudentsifmattercan‘change’andifso,how.AssessmentHavestudentsdefineanddescribethecharacteristics,aswellastheirobservationsregardingthesecharacteristics,ofgasesintheirScienceJournal.Usethesecharacteristicstocompareandcontrastthecharacteristicsofgaseswiththecharacteristicsofliquidsandsolids.
![Page 43: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/43.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 43
Lesson5:PhysicalChangesBACKGROUNDOverviewoftheLessonThislessonrequiresexperimentalstationsthatmustbepreparedaheadoftime.Inthislessonstudentswillinvestigatephysicalchangesthroughaseriesofexperimentsanddemonstrations.Thedifferenttypesofphysicalchangesthatappearinthelessonarechangesinshape/size,solutions,suspensions,mixtures,andphasechanges.FocusStandard(s)PS1-4Conductaninvestigationtodeterminewhetherthemixingoftwoormoresubstancesresultsinnewsubstances.ELAWritingStandard(2017)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
StudentLearningTargets• Icandefinephysicalchangeandgiveexamplesofphysicalchanges• Icandifferentiatebetweenasolution,asuspension,andamixture• Icanobservephasechangesasexamplesofphysicalchanges
![Page 44: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/44.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 44
AssessmentStudentswillbeassessedonparticipationinclassactivities,completionofthelessonworksheet,andthefollowingprompt:Giveanexampleofasolution,asuspension,andamixtureandexplainhowtheyaredifferentWIDALanguageObjectives
TBDTargetedAcademicLanguage/KeyVocabulary
Tier3:PhysicalChange,Mixture,Solution,Suspension
RESOURCESANDMATERIALS
Quantity Item Source1bottle VegetableOil BinAsneeded Water ClassroomTeacherAsneeded Ice ClassroomTeacher1bag Flour Bin1box Salt Bin4 Beakers Bin1pieceperstudent Play-Doh Bin1perstudent ScienceJournal ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
![Page 45: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/45.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 45
LESSONDETAILSVocabulary(tobetaughtbyClassroomTeacherbeforeScienceFellowarrives).Makesurestudentsarefamiliarwiththefollowingwordsbeforethelesson.Picturesareprovidedattheendofthelessontobeusedasateachingreference.
• Physicalchange:achangeinanobjectthatdoesnotchangethematterthatmakesuptheobject• Mixture:acombinationoftwoormoretypesofmatter• Solution:amixtureofonetypeofmatterthatisdissolvedinanothertypeofmatter• Suspension:amixtureofonetypeofmatterthatisfinelyspreadoutinanothertypeofmatter
LessonOpening/ActivatorGiveeachofthestudentsapieceofPlay-Doh.AskthestudentstomakesomethingusingthePlay-Doh.AskthestudentstoanswerthefollowingquestionintheirScienceJournal:ThinkaboutthePlay-Dohwhenyoufirstreceivedit.IsthePlay-Dohstillmadeofthesamekindofmatterordiditchangeafteryoumadesomethingwithit?PhysicalChanges
• Reviewthedefinitionofphysicalchange.AphysicalchangeisachangeinanobjectthatdoesNOTalterthematterthatmakesuptheobject.Forexample,eachstudenthaschangedtheshapeofhisorherobject,butitisstillmadeupofPlay-Doh.Therefore,thePlay-Dohhasundergoneaphysicalchange.
• Otherexamplesofphysicalchangesincludechangingthecolor,mass,volume,orstateofmatter;mixingonekindof
matterwithanother(ormanyothers);anddissolvingmatterinaliquid,suchaswater.Amixtureoftwoormorekindsofmattercanalwaysbeseparatedbackintothedifferentkindsofmatter.
![Page 46: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/46.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 46
• Giveafewmoredemonstrationsofphysicalchangestohelpthestudentsbetterunderstandtheidea.Somequickand
easydemonstrationsarerippingorcrumplingapieceofpaperormakingamarkonthewhiteboard.
• Thestudentswillcontinuetheirstudyofphysicalchangesbytravelinginsmallgroupsthroughaseriesoffourstationsaroundtheclassroom.Eachstudentwillcompleteaworksheetastheypassthrougheachstation.Youwillneedtohavethematerialsforeachstationorganizedaheadoftime.Also,whengroupsrotatestations,thestudentswillneedassistancecleaninguptheirstationandreadyingitforthenextgroup.
• Eachstationwillprovidethestudentswithanopportunitytoperformaphysicalchangeononeormoretypesof
matter.Explainthedirectionsforeachstationtothestudents.
• Ateachstation,studentswillfirstmakeapredictionaboutwhattheythinkwillhappenwhentheymixthetwosubstances,thenperformthephysicalchangeandmakeobservations.Finally,theywillmakeconcludingremarksbyansweringthefollowingquestions:Whatphysicalchangehastakenplace?Howdoyouknowit’saphysicalchange?[SP-3Planningandcarryingoutinvestigations].
PhysicalChangeDemonstrationStationsStation1:SaltandWater
• Theinitialsetupofthestationrequiresabeakerofwater(abouthalffull)andsomesalt(onlyafewtablespoonsareneededforeachgroup).Studentsmaytaketurnsslowlypouringthesaltintothewater,stirringaftereachaddition.Whathappenstothesaltwhenitfirsthitsthewater?Whathappenstothesaltafterthewaterhasbeenstirred?Isthisa
![Page 47: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/47.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 47
mixture,solution,orasuspension?Whatistheevidencefortheiranswer?(Saltandwaterformsasolution).Attheendofthestation,havethestudentspourthebeakerdownthesink,fillitagainwithwater,andrefillthesaltforthenextgroup.
Station2:FlourandWater
• Theinitialsetupofthestationrequiresabeakerofwater(abouthalffull)andsomeflour(onlyafewtablespoonsareneededforeachgroup).Studentsmaytaketurnsslowlypouringtheflourintothewater,stirringaftereachaddition.Whathappenstotheflourwhenitfirsthitsthewater?Whathappenstotheflourafterthewaterhasbeenstirred?Isthisamixture,solution,orasuspension?Whatistheevidencefortheiranswer?(Flourandwaterformsasuspension).Attheendofthestation,havethestudentspourthebeakerdownthesink,fillitagainwithwater,andrefilltheflourforthenextgroup.
Station3:OilandWater• Theinitialsetupofthestationrequiresabeakerofwater(abouthalffull)andsomeoil(onlyafewtablespoonsare
neededforeachgroup).Studentsmaytaketurnsslowlypouringtheoilintothewater,stirringaftereachaddition.Whathappenstotheoilwhenitfirsthitsthewater?Whathappenstotheoilafterthewaterhasbeenstirred?Isthisamixture,solution,orasuspension?Whatistheevidencefortheiranswer?(Oilandwaterformsamixture).
• Thinkbacktolesson4andtheterm“density.”Whatdoesthisexperimentshowaboutthedensityofoilrelativetothedensityofwater?Attheendofthestation,havethestudentspourthebeakerdownthesink,fillitagainwithwater,andrefilltheoilforthenextgroup.
![Page 48: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/48.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 48
Station4:WaterandIce• Theinitialsetupofthestationrequiresabeakerofwater(abouthalffull)andseveralicecubes.Addtheicecubestothe
beakerofwater.Wherearetheicecubesrelativetothewater?Whatcanyousayaboutthedensityoficeversusthedensityofwater?Afterafewminutes,observethebeaker.Whathaschangedontheinsideofthebeaker?Whathaschangedontheoutsideofthebeaker?Whatwouldyoucallthisphysicalchange?Attheendofthestation,havestudentspourthebeakerofwaterdownthesink,fillitagainwithwater,andgetmoreiceforthenextgroup.
AssessmentStudentswillbeassessedonparticipationinclassactivities,completionofthelessonworksheet,andthefollowingprompt:Giveanexampleofasolution,asuspension,andamixtureandexplainhowtheyaredifferent.
![Page 49: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/49.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 49
Kool-Aidaddedtowaterisasolution Flouraddedtowaterisasuspension Oiladdedtowaterisamixture
![Page 50: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/50.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 50
Lesson6:ChemicalChangesBACKGROUNDOverviewoftheLessonThislessonwillbeginwithareviewofphysicalchangesaswellasthe3typesofmatter(solids,liquids,andgases).TheClassroomTeacherorScienceFellowwillthendemonstrateachemicalchangeusingbakingsoda,vinegar,aflask,andaballoonbeforediscussingstudentobservationsanddemonstratingtheproceduresforthe4stations.Thestudentswillthencompletethechangesateachofthefourstationsingroupsandwillrecordtheirpredictions,observations,andconclusionsontheprovideddatasheetbeforediscussingtheirfindingsasaclassandcompletingtheexitticketactivity.FocusStandardPS1-4Conductaninvestigationtodeterminewhetherthemixingoftwoormoresubstancesresultsinnewsubstances.StudentLearningTargets
• Icanrecordtheirobservationsandusethoseobservationstovalidateorrefutetheirpredictions.• Icanformconclusionsaboutdifferenttypesofchemicalchangestomatter.• Icandifferentiatebetweenphysicalandchemicalchangestomatter.
![Page 51: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/51.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 51
AssessmentStudentswilldefinebothphysicalandchemicalchangesandlistthedifferencesintheirScienceJournals.Theywillalsocompletethe“exitticket”activityattheendofthelessonandwillhandintheticketsforassessment.WIDALanguageObjectives
TBDTargetedAcademicLanguage/KeyVocabulary
Tier1:TemperatureTier2:ReactionTier3:ChemicalChange
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ChemicalChangeRecordingSheet Binder1permemberoftheclass Safetyglasses Bin1box Bakingsoda Bin1bottle Whitevinegar Bin2balloons Latex-freeBalloons Bin1unit Flask Bin1package LongMatches Bin
![Page 52: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/52.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 52
25units Beaker Bin1bottle Milk ContactSueBeauchamp1unit Squeezebottle Bin5tablets Alka-Seltzertablets Bin Water ClassroomTeacherAtleast125mL Lemonjuice Bin2units Thermometer Bin2units Spoon Bin6pieces Steelwool Bin1roll Aluminumfoil Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
1. Thislessonwillbeginwithareviewofphysicalchangesandthethreetypesofmatterfromthepreviouslessons.Thestudentswillbepairedoffandaskedtodefinephysicalchangeaswellasdrawingmolecularmodelsofthe3typesofmatter(solids,liquids,andgases).TheClassroomTeacherorScienceFellowwillthenaskwhathappensifyoubakesomething;cantheingredientsbeseparatedout?Ifthischangeisn’tphysical,whatcoulditbecalled?TheClassroom
![Page 53: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/53.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 53
TeacherorScienceFellowwillusethesequestionstoguidethediscussiontowardstheintroductionofchemicalchanges(whichoccurwhentwoormoretypesofmatterreacttoformadifferenttypeofmatter).[SP2-DevelopingandUsingModels]
2. TheClassroomTeacherorScienceFellowwillthendemonstrateachemicalchangeusingvinegar,bakingsoda,aflask,andaballoon.Theadultsandstudentswillwearsafetyglassesforthissection.TheClassroomTeacherorScienceFellowwillaskthestudentstopredictwhatwillhappenwhenthebakingsodaandvinegarmix,andthestudentswillsharetheirpredictionsbeforethisexperimenttakesplace.Afterthediscussionisover,theClassroomTeacherorScienceFellowwillmixthebakingsodaandvinegarintheflaskandplacetheballoonoverthetop.Theensuingreactionwillcausetheballoontofillwithcarbondioxide,indicatingachemicalchange.Aftertheconclusionofthisexperiment,theteacherorScienceFellowwillaskthestudentsifthepreviouschangewasachemicalorphysicalone(cantheingredientsbeseparatedout?).Thisdiscussionwillallowstudentstoactivatepriorlearningbyexposingthemtoafamiliarreactionwhileatthesametimelayingthegroundworkforfurtherstudyofchemicalchanges.
DuringtheLesson
1. TheClassroomTeacherorScienceFellowwillwrite“chemicalchange”onthewhiteboardanddefineitforthestudents.Thestudentswillthenbreakintopairsandcomeupwithalistofpossiblechemicalchanges(baking,lightingamatch,fire,etc…)andsharetheirideaswiththeclass.TheClassroomTeacherorScienceFellowwilllistpossiblechemicalchangesonthewhiteboardanddiscusswhetherthelistedreactionsarecorrectornot(providingaccuratebutrelatedalternatives,sothatthepairsdonotfeelostracizedforprovidingincorrectanswers).Atthispoint,theClassroomTeacherorSciencefellowshouldhighlightchemicalchangesareusuallyaccompaniedbyachangeintemperature(asenergyisreleasedorabsorbed),andtheresultingmatterisdifferentthantheoriginalandcannotbeseparatedintotheoriginalsubstances.
![Page 54: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/54.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 54
2. Makesureyouarenearawindoworoutsideforthisstepsothefirealarmdoesn’tgooff!TheClassroomTeacher
orScienceFellowwillthentellthestudentstheywillbelightingamatch.Allmembersoftheclasswillwearsafetyglasses.Thestudentswillworkwiththeirpartnertopredictwhatwillhappenandifthechangethatoccursisaphysicalchangeorachemicalchange.TheClassroomTeacherorScienceFellowwillthenlightthematchandholditsoallthestudentscanseewhatishappening.Duringthistime,theClassroomTeacherorScienceFellowwillhighlightthesmokethatthematchisgivingoffandthedifferentcoloroftheburnedmatch.Afterthematchisblownout,theteacherorFellowwilldiscussthechangefromwoodtoashandwillshowthestudentshowtheburnedsectionofmatchisdifferentfromtheunburnedsection.Thestudentswillthensharetheirobservationsandwilldecideasaclassifthepreviousreactionwasachemicalorphysicalchange.TheteacherorFellowwillguidethediscussioninsuchawaythestudentscancometotherealizationthatitwasinfactachemicalchangebasedonwhattheyobserved.Ifstudentsarestrugglingtocomprehendthedifferencebetweenchemicalandphysicalchanges,havethemworkwiththeirpartnertolistthedifferencesbetweentheburningofthematchandthephysicalchangesthatwereshowninthepreviouslessonandtosharethosedifferenceswiththeclass.[SP7-EngaginginArgumentBasedonEvidence]
3. TheClassroomTeacherorScienceFellowwillthenexplainstudentswillbeworkingatstationstocreatechemical
changes.TheClassroomTeacherorScienceFellowwilldemonstratethefourchangestotheclass.Studentswillthendivideinto4groups,witheachgroupgoingtoaseparatestation.Theywillwearsafetyglassesforthedurationofthisactivity.Thegroupswillremainateachstationforfivetosevenminutesandwillrecordtheirpredictions,observations,andconclusionsontheprovideddatasheet.TheClassroomTeacherandScienceFellowwillcirculateasnecessaryto
![Page 55: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/55.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 55
insurethattheappropriatesciencesafetypracticesarebeingfollowed(asdescribedinLesson1)andthatthedirectionsarebeingfollowed.Instructionsforeachstationcanbelistedonapieceofchartpaper(ifdeemedappropriatebytheclassroomteacher).The4stations,andtheinstructionsforeachstation,are:
1. Materials:Milkinbeakers,vinegarinasqueezebottle,andaspoon.Thestudentswillmixthemilkandthevinegarandstirthesolution,predictingandthenobservingwhatoccurs.(liquidtosolid).
2. Materials:1Alka-Seltzertablet,abeakerfilledwithwater.ThestudentswilladdHALFoftheAlka-Seltzertablettothewaterandobservewhatoccurs(liquidtogas).
3. Materials:Bakingsoda,25mLoflemonjuiceinbeakers,aspoon,andathermometer.Thestudentswillmixthebakingsodawiththelemonjuice,stirthesolution,andthenusethethermometertorecordthetemperaturechange(takingmeasurementseveryminute).(Thetemperaturewilldropasthechemicalchangeoccurs).
4. Materials:Vinegarinabeaker,steelwool,thermometer,anemptybeaker,aluminumfoil.Thestudentswillsoakthesteelwoolinthevinegar,wringitout,wrapthesteelwoolaroundthethermometer,placeitintheemptybeakerandcoverthebeakerwithaluminumfoil(insurethatthethermometerremainsvisible).Theywillrecordthetemperaturechangeeveryminute.(Thetemperaturerisesandthecolorchangesduringthischemicalchange).
![Page 56: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/56.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 56
4. Theclasswillthenreconveneandthegroupswillsharetheirpredictions,observations,andconclusionsfromthestations(limitthisto3minutespergroup).Theclasswillthenusetheinformationgatheredfromthestationstodescribethedifferencesbetweenphysicalandchemicalchanges,withtheClassroomTeacherorScienceFellowlistingthedifferencesonthewhiteboardandthestudentscopyingthedifferencesintotheirScienceJournals.
LessonClosingThestudentswillthenworkinpairstocreateVenndiagramscomparingandcontrastingphysicalandchemicalchanges.(ApossibleVennDiagramtemplatecanbefoundattheendofthislesson.)Theycanuseexamplesinthediagramsiftheydeemitappropriate.Thesewillthenbepresentedtotheclass,withtimeforquestionsandcommentsaftereachpresentation.(Thepresentationsshouldlastnomorethantwotofourminuteseach).AssessmentStudentswilldefinebothphysicalandchemicalchangesandlistthedifferencesintheirScienceJournals.Theywillalsocompletethe“exitticket”activityattheendofthelessonandwillhandintheticketsforassessment.
![Page 57: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/57.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 57
Matter:Lesson6ExitTicketPleaseshowinthetablebelowwhethereachofthefollowingisaphysicalchangeorachemicalchange.
PhysicalChange ChemicalChange
1. Acarrusting
2. Addingwatertoorangejuice
3. Eatinganddigestingapieceofcake
4. Burningwoodinafire
5. Makingsaladdressing
6. Bakingbread
7. Runningacarengine
8. Takingashower
9. MakingKool-Aid(oranotherpowdereddrink)
![Page 58: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/58.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 58
![Page 59: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/59.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 59
Lesson7:Solutions,SuspensionsandSeparatingMixtures
BACKGROUNDOverviewoftheLessonThislessonrequiresdemonstrationsthatneedtobepreparedaheadoftime.Studentswillinvestigateuniquepropertiesofmatterinmixturesandusethosepropertiestoseparatethemixtures.FocusStandard(s)PS1-3MakeobservationsandmeasurementstoidentifysubstancesbasedontheiruniquepropertiesStudentLearningTargets
• Icandistinguishdifferenttypesofmatterbytheircharacteristics.• Icanusethecharacteristicsofmattertoseparatematterinmixtures.• Icanexplainthephysicalchangesthatareinvolvedinformingandseparatingmixtures.• Icanidentifyamixtureasasolutionorasuspension.
AssessmentAssessmentwillbebasedonparticipationinexperimentalstationsandthefollowingprompt:IntheirScienceJournals,havestudentsmakealistofallthephysicalandchemicalchangestheyobservedduringthelesson.
![Page 60: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/60.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 60
TargetedAcademicLanguage/KeyVocabulary
Tier2:EvaporationTier3:Filtration
RESOURCESANDMATERIALSQuantity Item Source
1bag Kool-Aidpowder Bin Dirt Bin4 IronFilings/Sandintubes Bin1bag Sand Bin1bag ChexMixoralternativeforthosewhohaveallergies ClassroomTeacher3 LargeBeaker Bin1 SmallBeaker Bin1 HotPlate Bin4 Filter Bin1 Funnel Bin2 Bowl Bin1perstudent ScienceJournal ClassroomTeacher2-3 Magnets(tomoveironfillings) Bin**Itemsinboldshouldbereturnedforusenextyear**
![Page 61: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/61.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 61
LESSONDETAILSLessonOpening/ActivatorReviewtheconceptofscientificpropertiesfirstintroducedinLesson2.Allmatterhasmanyproperties,anddifferenttypesofmattercanbedistinguishedbytheirproperties.Intheirsciencejournal,haveeachstudentthinkoftwoobjectsintheroom.Listasmanypropertiesforeachobjectastheycan.Whichpropertiesaresimilarandwhicharedifferent?Whatsortsofphysicalchangescouldyouperformontheobject?Whatsortsofchemicalchangescouldyouperformontheobject?Discussasaclasssomedifferentobjectsandtheirproperties.Solutions,Suspensions,andSeparatingMixtures
1. Reviewsolutionsandsuspensions(lesson5)bymixingKool-Aidpowderandwaterinonebeaker,anddirtandwaterinanotherbeaker.
2. Askthestudentswhichbeakercontainsasolution(Kool-Aid),whichcontainsasuspension(mud),andaskthemto
provetheirstatementusingevidencetheyobserveabouteachmixture.ThefactKool-Aidisclear(transparent)showsthatthepowderhasdissolved,acharacteristicofasolution.Mudiscloudy(opaque)becausethedirtparticlesdonotdissolveinthewater,acharacteristicofasuspension.[PS-7Engaginginargumentfromevidence].
3. Explainthegoalofthislessonistoseparatetheseandothermixtures.Remindstudentsthatallmattercanbe
distinguishedbyitsproperties,andscientiststakeadvantageofthisfacttobeabletoseparatemixtures.
![Page 62: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/62.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 62
4. Dividethestudentsintofourgroupsandexplaintothemtheywillbetravelingaroundtodifferentstationsusingdifferenttechniquestoseparatedifferentmixtures.Eachstationshouldbecompletedin5-10minutes.Passoutthelessonworksheet,oneperstudent.[PS-3Planningandcarryingoutinvestigations].
5. Reviewthestationdescriptionsaheadoftime,soyoucangiveclearandaccurateinstructionstothestudentsasthey
movefromstationtostation.
6. Setupthefourstationsasfollows.Pleasehavethematerialsorganizedaheadoftime.Station1:EvaporationSeparation(requiresaClassroomTeacherorScienceFellowtooperatehotplate)
1. PourasmallamountoftheKool-Aidpreparedatthebeginningofthelessonintoasmallbeakeronthehotplate.Turnonthehotplate.
2. Afterafewminutes,theKool-Aidwillbegintoboil.Asitboils,askstudentstowritedowntheirobservationsontheworksheetorintheirsciencejournals.
3. Askquestionstohelpguidetheirobservations.Dotheynoticethebubbles?Whatdoesthisindicate?(Itindicatesaphasechangeastheliquidwaterevaporatesintogas).Whathappenstothevolumeofliquidinthebeaker?(Itdecreasesasthewaterevaporates).
4. Aftermostofthewaterhasevaporated,theremainingpowderwillcolorthebottomofthebeaker.Ifthewateriscompletelyboiledoff,thehotplatemayburnsomeofthepowderatthebottomofthebeaker.Askthestudentsifthe
![Page 63: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/63.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 63
powderisstillthesameafterit’sburned.(Hint:Burningisachemicalchange).
5. Beforethestudentsleavethestation,makesurethattheyunderstandhowtheKool-AidwasseparatedandthecoloringonthebottomofthebeakeristheKool-Aidpowder.
6. Washoutthesmallbeakerinthesinktoprepareforthenextgroup.MixmoreKool-Aidifnecessary.Station2:MagneticSeparationTubeswithironfillingsmixedinsand
1. Askstudentsiftheycanthinkofanypropertiesofironorsandthatmightbehelpfulinseparatingtheironfillingsfromthesand.Ironismagnetic,butsandisnot.
2. Passthemagnetoverthemixtureandobservewhathappenstotheironfilings.Giveeachstudentaturnwiththemagnet.
Station3:FiltrationSeparation1. Prepareamud-and-watermixtureforthisstation.
2. Explaintheconceptofafiltertothestudents.Afilterisamaterialwithverysmallholesthatallowcertainthings
throughbutnotothers.Filtersseparatebasedonsize––particlesthataresmallpassthrough,whileparticlesthatarebigdonot.
![Page 64: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/64.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 64
3. Havestudentsthinkofsomeobjectstheyknowthatactlikefilters.Someexamplesstudentsmighthaveseenintheirownhouseincludeacolander,awindowscreen,andacoffeefilter.
4. Tofilterthemud,placeapieceoffilterpaperinafunnelandinsertthefunnelintoanemptybeaker.
5. Slowlypoursomeofthemudpreparedatthebeginningofthelessonintothefunnel.Studentscantaketurnspouringaswell.
6. Askthestudentstowritedowntheirobservationsontheirworksheetorintheirsciencejournals.Somequestionstohelpguidetheirobservationinclude:Whatcoloristheliquidpouringintothebeaker?Isitcompletelyclear?Whatmightthatsayaboutsomeoftheparticlesinmud?Whatdoesthesubstancelooklikethat’sleftbehindinthefunnel?Isitcompletelydry?Howmightyouseparatetherestofthewaterinit?
Station4:ManualSeparation
1. PresentthestudentswithabowlofChexMix(oralternative).MakeitclearthattheChexmixisnottobeeatenbecauseitispartofanexperiment.
2. BrainstormvariouswaystosorttheChexMix.Especiallyforthegroupswhovisitthisstationtowardstheendofclass,askifanyofthetechniquestheyhaveseenbeforemightbehelpful.
3. Afteraminuteorsoofbrainstorming,havethestudentssorttheChexMix.StudentscanmakedifferentpilesofChexMixpiecesonthetabletop.Initially,beintentionallyvague:therearemanydifferentwaystosortthevarious
![Page 65: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/65.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 65
components,includingbysize,shape,color,ortexture.
4. AftertheyhavesortedtheChexMixoneway,askthemtosortitinadifferentway.YoumayhavetoremindthestudentstothinkaboutdifferentpropertiesoftheChexmix.
5. HaveafriendlycompetitiontoseewhichgroupcansorttheChexMixinthemostwaysinthegiventimeperiod.
6. YoumaywanttoalsohavesomeextraChexMix(orotherkindoffood)handytogivetothekidsattheendoftheexperiment,sincetheywillbeverytemptedbytheChexMix.
AssessmentAssessmentwillbebasedonparticipationinexperimentalstationsandthefollowingprompt:IntheirScienceJournals,havestudentsmakealistofallthephysicalandchemicalchangestheyobservedduringthelesson.
![Page 66: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/66.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 66
Lesson8:IntroductiontoQualitativeAnalysis
BACKGROUNDOverviewoftheLessonThislessonwillintroducestudentstotheconceptofqualitativeanalysisthroughhands-onactivitiesandobservations.Thevocabularyforthislessonwillbepre-taught,andthestudentswillusetheirobservationalskillstofirstseparateandclassifyajarofpebblesbeforemovingontofive“unknown”substances.Studentswillexaminethefivesubstancesusingcolor,hardness,andreflectivityinordertocreateaclaimaboutwhateachsubstanceis.Studentswillalsodiscussthedifferencesbetweenqualitativeandquantitativeanalysisandthepositiveandnegativeaspectsofqualitativeanalysis.ThislessondirectlyrelatestotheCEPA,soensurestudentscomprehendtheinformationbeforeproceedingontolesson9.FocusStandardsPS1-3Makeobservationsandmeasurementstoidentifysubstancesbasedontheiruniqueproperties,includingcolor,hardness,reflectivity,electricalconductivity,thermalconductivity,responsetomagneticforces,andsolubility.ELAWritingStandard(2017)1.Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
![Page 67: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/67.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 67
StudentLearningTargets• Icanidentify,define,anddescribethecharacteristicsofdifferenttypesofmatter.• Icanutilizethecharacteristicsofmattertocompareandcontrastdifferenttypesofmatter.
AssessmentStudentswillbeassessedbasedonparticipationintheclassdiscussionsandactivitiesandontheirresponsetothefollowingpromptintheirScienceJournals:Howdothemethodsusedinthefirstactivityrelatetothemethodsusedinidentifyingandclassifyingthematerialslaterinthelesson?Arethereotherwaysthatonecandistinguishbetweendifferenttypesofmatter?Isqualitativeanalysisapreciseorimprecisemethodofdistinguishingbetweendifferenttypesofmatter?WIDALanguageObjectives
TBD
TargetedAcademicLanguage/KeyVocabularyTier2:Reflectivity,Tier3:Luster,Qualitative,Quantitative
RESOURCESANDMATERIALSQuantity Item Source
1pergroup Flashlight Bin1 LargeGlassJar Bin1bag Pebblesofdifferentsize,shape,color,reflectivity,etc. Bin
![Page 68: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/68.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 68
1bagpergroupand1bagforteacher,labeled“A”
Salt Bin
1bagpergroupand1bagforteacher,labeled“B”
BakingSoda Bin
1bagpergroupand1bagforteacher,labeled“C”
ChalkPowder Bin
1bagpergroupand1bagforteacher,labeled“D”
Wax Bin
1bagpergroupand1bagforteacher,labeled“E”
Nails Bin
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSVocabularyActivityTeacherscanpre-teachthevocabularyusinganymethodthattheydeemtobeappropriate.Anexampleofthisisthe“4-square”method.LessonOpening/ActivatorDividestudentsintogroupsofthreeandshowthemthejarfilledwithdifferentpebbles.Askthegroupstoobservethejarandwritedownatotaloffivecharacteristicsofthedifferenttypeofpebbles.Thenaskthegroupstoraisetheirhandsandusethecharacteristicstheywrotedowntoidentifythedifferenttypeofpebbles.(Forexample:thebluepebbles,thelargestpebbles,thesmoothpebbles,theshinypebbles,etc.).Performthisactivityuntilallthedifferenttypesofpebbleshavebeenidentified
![Page 69: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/69.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 69
anddifferentiatedbasedontheiruniquecharacteristics.Explainthatthistypeofidentificationis“qualitative”,meaningitissense-based(sight,touch,smell,etc…)asopposedto“quantitative”(number-based).Ifstudentsarestrugglingdifferentiatingbetweenqualitativeandquantitative,breakdownbothvocabularywordstotheirroots(“quality”and“quantity”)andusethosetoassistthestudentsincomprehendingthedifferences.[SP8-Obtaining,Evaluating,andCommunicatingInformation]
DuringtheLesson(Makesurethestudentsdonottastethesubstancesinthefollowingsteps!)1. Discusshowscientistsusedifferentmethodsofobservationandmeasurementtodifferentiatebetweenthedifferent
substancesintheworld.Tellstudentsdependingonhowthesecharacteristicschangethechangeinmattercanbeclassifiedaschemicalchanges(wherethepropertyofmatterchanges)andphysicalchanges(wherethestateofmatterchanges).Thisallowsfortheopportunitytoreviewinformationfrompreviouslessonsandbolsteritasneeded.
2. Explaintostudentsthatcharacteristicsofmattercanbefoundbyobservingthe:
• Color• Hardness• Reflectivity
Displaytheincludedpicturesofthedifferentcriteriathroughanimageprojectortogivethestudentsavisualaidforthisportionofthelesson.
3. Dividetheclassintogroupsoffourandpresenttoeachgroupasmallquantityofsalt,bakingsoda,chalkpowder,waxandnails.Substancesshouldbelabeledwithaletterbutotherwiseshouldnotbenamedoridentifiedinanyway.
![Page 70: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/70.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 70
4. InstructthestudentstoexamineallofthesubstancesandwritedowntheobservationsofthedifferentcharacteristicsintheirScienceJournals:
• Color-studentswritedownthecolorobserved.• Hardness–studentsusetheirfingersinordertofeeleachtypeofmatterinordertoascertaintherespective
relativehardness.Instructthestudentstowashtheirhandsaftercompletingthisqualitativetest.• Reflectivity–studentsuseaflashlighttoseeifthereisanyreflectivity.
5. Afterallthesubstanceshavebeenanalyzed,askeachgroupwhattheypredicteachsubstanceisandwritedownthose
predictionsonthewhiteboard.Alloweachgrouptimetoexplainwhytheypredictedwhattheydid.
6. Writethenamesofthedifferenttypesofmatteronthewhiteboard,holdingupeachdistincttypeasyouexplainwhattheyare.Thisstepwillallowthestudentstoconnectauditorylearningwithvisuallearning.
7. Afterreviewingtheactualnamesofthesubstances,givethegroupstimeforreflectiononwhethertheirpredictions
weresupportedorrefuted,andgivethemtheopportunitytosharethemainpointsoftheirdiscussionswiththeclass.[SP4-AnalyzingandInterpretingData]
![Page 71: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/71.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 71
LessonClosing1. Afterthepreviousdiscussionhasbeencompleted,givethestudentstimetorespondtothefollowingpromptintheir
ScienceJournals:Howdothemethodsusedinthefirstactivityrelatetothemethodsusedinidentifyingandclassifyingthematerialslaterinthelesson?Arethereotherwaysthatonecandistinguishbetweendifferenttypesofmatter?Isqualitativeanalysisapreciseorimprecisemethodofdistinguishingbetweendifferenttypesofmatter?
2. Afterthestudentshavefinishedrespondingtothisprompt,havethemsharewhattheywrotewiththerestoftheclass
(thiscanbeextendedorshortenedbasedontimeconstraints).AssessmentStudentswillbeassessedbasedonparticipationintheclassdiscussionsandactivitiesandontheirresponsetothefollowingpromptintheirScienceJournals:Howdothemethodsusedinthefirstactivityrelatetothemethodsusedinidentifyingandclassifyingthematerialslaterinthelesson?Arethereotherwaysthatonecandistinguishbetweendifferenttypesofmatter?Isqualitativeanalysisapreciseorimprecisemethodofdistinguishingbetweendifferenttypesofmatter?
![Page 72: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/72.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 72
Usethispageaspossiblecolorexamplesbutexplaintostudentstheycanuseanycolordescriptortheyfinduseful.Qualitativeassessmentscanvarybasedonwhoismakingtheobservation(thoughthey’reusuallyfairlyconsistent).
![Page 73: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/73.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 73
![Page 74: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/74.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 74
![Page 75: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/75.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 75
Lesson9:ElectricalandThermalConductivityBACKGROUNDOverviewoftheLessonThislessonrequiresmaterialsthatmustbepreparedaheadoftime.Studentswillobservequantitativecharacteristicsofmatterthroughaseriesofexperimentsanddemonstrations.Thepropertiestobestudiedareelectricalconductivity,thermalconductivity,responsetomagneticforces,andsolubility.Thelessonwillconcludewithabriefdiscussionoferrorinmeasurementduringexperiments.FocusStandardsPS1-3Makeobservationsandmeasurementstoidentifysubstancesbasedontheiruniqueproperties,includingcolor,hardness,reflectivity,electricalconductivity,thermalconductivity,responsetomagneticforces,andsolubility.SpeakingandListeningStandards(2017)Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnerson
grade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationandother
informationknownaboutthetopictoexploreideasunderdiscussion.(Seegrade5ReadingLiteratureStandard1andReadingInformationalTextStandard1forspecificexpectationsregardingtheuseoftextualevidence.)
![Page 76: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/76.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 76
StudentLearningTargets• Icanmeasurequantitativepropertiesofmatterincludingthermalconductivity,electricalconductivity,responseto
magneticforces,andsolubility.• Icandiscusshowerrorsinmeasurementcanleadtodifferentresultsforthesameexperiment.
AssessmentStudentswillbeassessedonparticipationinclassexperimentsandresponsestothefollowingsciencejournalprompt:Havestudentswriteintheirsciencejournalsabouthowanexperimentcouldbeaffectedbyerrorsofmeasurement(forquantitativemeasures)orerrorsinobservation(forqualitativemeasures).TargetedAcademicLanguage/KeyVocabularyTier3:Conductivity,Solubility
RESOURCESANDMATERIALSQuantity Item Source
1 HotPlate Bin Water ClassroomTeacher1 MetalSpoon Bin1 WoodenSpoon Bin1 PlasticSpoon Bin4pergroup(16-20total) Beaker Bin
![Page 77: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/77.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 77
1 Candle Bin1bag Salt Bin1bag Sugar Bin1box BakingSoda Bin1box ChalkPowder Bin1pergroup NailsorScrews Bin4pergroup(16-20total) Laminatednutritionlabelsfromvariousdrinks Bin1pergroup ElectricalCircuitwithmultimeter Bin1pergroup LED Bin1pergroup Scale Bin1pergroup Magnet Bin1perstudent ScienceJournal ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSVocabularyActivityThevocabularyforthislessonshouldbepre-taughtbytheClassroomTeacherinanymannertheydeemappropriate.Anexampleofthisisthe“four-square”method.
![Page 78: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/78.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 78
LessonOpening/ActivatorDividetheclassintosmallergroupsandgiveeachgroupasamplingofthelaminatednutritionlabels.Givethestudentsafewminutestowritedownthenutritionfactsfromthedrinknutritionlabels,usingthepercentofdailyvalueastheunitofmeasurement.Askthemwhichonehasthehighestofeachcategory.Showthemhowdifferentsubstancescanbecategorizedbymeasuringquantitativedifferences.IntroductiontoQuantitativeAnalysis
1. Reviewwiththestudentswhattheyrememberaboutqualitativeanalysis.Askthemhowtheyfiguredouthowdifferentmaterialshaddifferentproperties.Further,discusshowscientistsusedifferentmethodsofobservationandmeasurementtodifferentiatebetweenthedifferentsubstancesintheworldthataren’tbasedonqualitativereasoning.Talkabouthownumbersandprecisemeasurementscanalsobeusedtodifferentiatematerials.
2. Introducethefollowingpropertiesaswaysscientistsusetodifferentiatebetweendifferenttypesofmatter.Picturesof
eachpropertyareincludedattheendofthelesson.• Electricalconductivity• Thermalconductivity• Responsetomagneticforces• Solubility
3. Explainthatlikethenutritionfactsonthedrinks,eachofthesepropertiescanbemeasuredwithasinglenumberthatis
uniquefordifferenttypesofmatter.Inthislesson,thestudentswillmeasureelectricalconductivityandsolubilityquantitativelybutusequalitativemethodstomeasurethermalconductivityandresponsetomagneticforces.
![Page 79: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/79.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 79
ThermalConductivity1. Theteacherwilldemonstratethepropertiesofthermalconductivityfortheclass,sincethisrequirestheuseofahot
plate.
2. Boilabeakerofwateronthehotplate.
3. Whilethewaterisboiling,useasmallcandletomeltwaxontotheendofthreespoons:onemetal,onewooden,andoneplastic.Allowthewaxtocoolandharden.
4. Whenthewaterhasboiled,placeallthreespoonsintothewater,waxsideup.Trytoanglethespoonssothatthewaxisnotinthecolumnofsteamrisingfromtheboilingwater.
5. Observethespoonsandnotewhichspoonmeltsthewaxthefastest.Whatdoesthisindicateaboutthethermalconductivityofeachsubstance?Makesurethestudentsunderstandthematerialwiththehighestthermalconductivitymeltsthewaxthefastest.
6. Explainalthoughthermalconductivitywasmeasuredqualitativelyinthisexperiment,scientistscanusequantitativedatatorepresentthermalconductivity.Itistypicallymeasuredintheamountofenergytransferredinaspecificdistanceataspecifictemperature.
![Page 80: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/80.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 80
ExploringOtherQuantitativeProperties1. Dividetheclassintosmallgroupsandpresenttoeachgroupasmallquantityofsalt,sugar,chalkpowder,bakingsoda,
andnailsbesuretolabelthesewithaletter(A-E)butdonotidentifytheminanyway.
2. Eachgroupwillalsoreceivethreebeakersofwater,anelectricalcircuitwithanLEDandamultimeter,paperclips,amagnet,andascale.
3. Asthestudentsperformtheexperiments,tellthemtowritedowntheirqualitativeandquantitativeobservationsintheirScienceJournals.
Solubility
1. Studentswillmeasuresolubilitybythequantity(mass)ofamaterialthatcanbedissolvedinagivenvolumeofwater.2. Studentswillbegivenfourbeakerseachfilledwith50mLofwater.3. Weigheachbeakerusingthescale,andwritedownthisnumberinyoursciencejournal.4. Now,slowlyaddsalttothefirstbeaker,stirringconstantly.Keepaddingsaltuntilitstopsdissolving.Stopaddingas
quicklyaspossibleafteryouobserveparticlesthatdonotdissolve.5. Weighthebeakeragain.Howdoesitcomparetotheweightofjustwaterinthebeaker?Writethisnumberdownin
yoursciencejournal.6. Subtracttheweightofthebeakerofwaterfromthebeakerofsaltwatertoobtainthemassofsaltaddedtothewater.7. Dividethemassofsaltby50toobtainthesolubilityofsaltinunitsofgramspermilliliter.8. Repeatsteps4-7withthesugar,chalkpowder,andbakingsoda,usinganewbeakereachtime.9. Rankthematerialsfromhighestsolubilitytolowestsolubility.[PS-4Analyzingandinterpretingdata].10. Endbydiscussingwhetherthenailscanbedissolvedinwaterornot(andwhytheycannotbe).
![Page 81: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/81.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 81
ElectricalConductivityTheClassroomTeacherorScienceFellowwillprepareacircuitwithamultimetertomeasurecurrentaheadoftime.Connectthebatterydirectlytothemultimeterbyconnectingtheblackwireonthebatterytotheblackelectrodeonthemultimeter.Then,attachonealligatorcliptotheredwireonthebatteryandtheotheralligatorcliptotheredelectrodeonthemultimeter.Then,turnthemultimeteronto200mA(exactlyonequarterturnclockwise).Totestthatthecircuitissetupcorrectly,connectthetwoalligatorclipstogether.Themultimetershouldgiveanon-zeroreading.Experimentalsamplescanbetestedbyfasteningthealligatorclipsonoppositeendsofanail,orbyattachingthealligatorclipstopaperclipsandsubmergingthepaperclipsinasolution.”
Usethealligatorclipsonthewiresofthecircuittoconnecttothedifferentmaterialsandmeasuretheirelectricalconductivity.
1. Testthenailfirst.Placeonecliponeachsideofthenail.Writedownthenumberdisplayedonthemultimeter(thisisaquantitativeobservation).Then,observewhethertheLEDislitornot(aqualitativeobservation).Askthestudents
![Page 82: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/82.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 82
whichofthesemeasurements––multimeterorLED––isquantitativeandwhichisqualitative.
2. Totesttheremainingmaterials,usethebeakerswithdissolvedmaterialsfromthesolubilityexperiment.
3. Insteadofplacingthealligatorclipsdirectlyinthebeakers,attachthemtopaperclipsandplacethepaperclipsinthewater.
4. Foreachmaterial,writedownthenumberdisplayedonthemultimeterandobservewhethertheLEDislitornot.
5. RankthematerialsfromhighestelectricalconductivitytolowestelectricalconductivityfirstusingonlytheLEDmeasurements.Then,havestudentscompletetherankingusingthemultimetermeasurements.Howdothesetworankingscompare?Whichismoreaccurate?Why?
ResponsetoMagneticForces
1. Passamagnetovereachsubstance.Observeifthesubstanceisattractedtothemagnetornotandwritedownobservationsinyoursciencejournals.
2. Whereasotherquantitativepropertiesaremeasuredwithnumbers,magneticattractionisquantifiedasallornone.LessonClosingDiscussasaclasseachgroup’smeasuredresults.Areallofthenumbersthesameoraretheydifferent?Isthisbecauseeachgroup’smaterialsaredifferentoristhereanotherexplanation?[PS-6Constructingexplanations].
![Page 83: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/83.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 83
AssessmentStudentswillbeassessedonparticipationinclassexperimentsandresponsestothefollowingsciencejournalprompt:Havestudentswriteintheirsciencejournalsabouthowanexperimentcouldbeaffectedbyerrorsofmeasurement(forquantitativemeasures)orerrorsinobservation(forqualitativemeasures).
![Page 84: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/84.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 84
![Page 85: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/85.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 85
![Page 86: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/86.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 86
Lesson10:ConservationofMass,Part1
BACKGROUNDOverviewoftheLessonStudentswillbeginthislessonbydrawingmolecularmodelsofsolids,liquids,andgases.TheywillalsobeintroducedtotheLawofConservationofMassandwilltestthislawusingwaterinitsvariousforms(ice,water,andwatervapor).Thestudentswillexperimentwiththemeltingoficeandwillwatchavideodescribingevaporationandcondensation.Thislessonwillprovidethefoundationofscientificknowledgenecessaryforthenextlessonofthisunit.FocusStandardsPS1-2Measureandgraphtheweightsofsubstancesbeforeandafterareactionorphasechangetoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,coolingorcombiningsubstances,thetotalweightofmatterisconserved.ELAWritingStandard(2017)1.Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
StudentLearningTargets
• Icandefineanddescribethecharacteristicsofthedifferentstatesofmatter.
![Page 87: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/87.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 87
• IcandescribeandapplytheLawofConservationofMass.AssessmentStudentswillbeassessedbasedontheirparticipationinclassdiscussionsandactivitiesaswellasbytheirresponsetothefollowingpromptintheirScienceJournal:Describe,inyourownwords,theLawofConservationofMass.Whydoyouthinkthislawisimportant?TargetedAcademicLanguage/KeyVocabulary
Tier1:Freezing,Boiling,MeltingTier2:MassTier3:LawofConservationofMass,Proximity
RESOURCESANDMATERIALSQuantity Item Source
1 Hotplate Bin IceCubes ClassroomTeacher2 IceCubeTray Bin2 OvenMitts Bin1 Beaker Bin1perclass Scale(thatcanmeasureingrams) Bin1perclass ProjectorandInternetAccess ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
![Page 88: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/88.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 88
VocabularyActivityThevocabularyforthislessonshouldbepre-taughtbytheClassroomTeacherinanymannertheydeemappropriate.Anexampleofthisisthe“four-square”method.LessonOpening/Activator
1. Havethestudentsdrawmolecularmodelsforthethreestatesofmatter(solid,liquid,andgas).Usethesemolecularmodelstodescribethethreestatesofmatterandhowtheatomsormoleculesofthesubstanceremainthesameduringthephasechangesbuttheproximity(closeness)oftheatomsormoleculeschanges.Askthestudentstodescribehowthis“looseness”ofatoms/moleculesisobservedwhenwaterchangesstatefromasolidtoaliquidtoagas.(Somecorrectanswerstothispromptwouldbe:describehowthedensitygoesdownduringthesephasechanges,howthevolumechangesduringthephasechanges,etc…)
2. Toreviewthethreedifferenttypesofstateofmatter,showthevideo(http://easyscienceforkids.com/all-about-states-of-matter/).
DuringtheLesson
1. Beginthislessonbyreviewingwhatstudentshavealreadylearnedaboutqualitativeandquantitativeanalysis.TheClassroomTeacherorScienceFellowwilllistthedifferentattributesofqualitativeandquantitativeanalysisonthewhiteboard.Guidethediscussionbyaskingifthosecharacteristicschangewhenanygivenmattergoesthroughaphasechange.
2. Write“LawofConservationofMass”onthewhiteboard.Askstudentsiftheycandefinewhatthislawis,andifnot,guidethestudentstothecorrectdefinitionbybreakingdownthelawinto“conservation”and“mass”inordertoprovidehintsforthestudents.Afteraworkingdefinitionhasbeencreated,askstudentsif,accordingtothislaw,the
![Page 89: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/89.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 89
massofagivensubstancechangeswhenitgoesthroughaphasechange.Afteraskingthisquestion,breakstudentsintopairsandhavethemcompletea“think-pair-share”(inwhichthestudentscomeupwiththeirownanswertothequestion,discussthisanswerwiththeirpartner,andthensharethepair’scombinedanswerwiththeclass).
3. Afterthepreviousdiscussioniscomplete,havethestudentsbringtheirattentiontothefrontoftheroomforademonstrationaboutwhetherasubstancelosesmasswhenitgoesthroughphasechange.Grababeaker,icecubes,andhotplate,andscale.Placeicecubsintheglassbeakerandthenweighthebeakerandhavestudentsrecordtheweightintheirsciencejournals.ThenhavestudentspredictwhattheythinkwillhappentotheweightofthebeakerwhentheiceismeltedandhavethemrecordtheirpredictionsintheirScienceJournals.
4. Turnonthehotplateandplacethebeakeronthemuntiltheiceismelted.Donotletthewaterboil!Assoonastheicefinishesmelting,removethebeaker(usingovenmitts)andweighthebeaker.Havethestudentsrecordthesecondweightanddiscussamongthemselveswhetherornottheirpredictionwassupportedorrefutedbeforesharingtheirresultswiththeclass.[SP4-AnalyzingandInterpretingData]
5. ShowtheYouTubevideo(https://www.youtube.com/watch?v=wBUeXssJvz0)demonstratingtheevaporationandcondensationofwaterasitisheatedandcooled.Makesureyoustopthevideoat1:17(1minuteand17seconds).
6. Discusswhetherthevideosupportedorrefutedeachgroup’spredictions.[SP8-Obtaining,Evaluating,andCommunicatingInformation]
![Page 90: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/90.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 90
LessonClosingDiscusshowmattercanexistindifferentstates.Discusstheimportanceofhavingmatterindifferentstatesintheworld(talkspecificallyabouthowwaterexistsinallthreestatesonEarth––whatdoesthismeanforourenvironmentsandecosystems?).Askstudentswhathappenswhendifferentmaterialsmixwitheachother.Inpreparationofthenextlesson,askstudentsiftheoriginalmaterialsmaintaintheirproperties.
AssessmentStudentswillbeassessedonparticipationinclassexperimentsandresponsestothefollowingsciencejournalprompt:Havestudentswriteintheirsciencejournalsabouthowanexperimentcouldbeaffectedbyerrorsofmeasurement(forquantitativemeasures)orerrorsinobservation(forqualitativemeasures).
![Page 91: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/91.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 91
Lesson11:ConservationofMass,Part2
BACKGROUNDOverviewoftheLessonStudentswillbeginthislessonbyparticipatinginahands-onactivitywithmodelingclaythatexemplifieshowtheLawofConservationofMassappliestomixturesaswellastowhatwaslearnedinthepreviouslesson.ThestudentswillthenproceedtowatchavideobeforecompletinganexperimentinwhichtheyweighwaterandKool-Aidindividuallybeforeweighingthemixture(theywillcompletethisexperimentwithsaltnext).Thislessonallowsstudentsmoreopportunitytopracticepredicting,observing,andconcludingandwillfurthertheirmasterywithunderstandingandapplyingtheLawofConservationofMass.FocusStandardsPS1-2Measureandgraphtheweightsofsubstancesbeforeandafterareactionorphasechangetoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,coolingorcombiningsubstances,thetotalweightofmatterisconserved.SpeakingandListeningStandard(2017)Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnerson
grade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationandotherinformation
knownaboutthetopictoexploreideasunderdiscussion.
![Page 92: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/92.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 92
(Seegrade5ReadingLiteratureStandard1andReadingInformationalTextStandard1forspecificexpectationsregardingtheuseoftextualevidence.)ELAWritingStandard(2017)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
StudentLearningTargets
• IcanapplytheLawofConservationofMasstothemixingoftwoseparatetypesofmatter.• Icanidentifyandexplainthedifferentphasechangesthatcanoccurtomatter.• Icanexplainhow,whendifferenttypesofmatteraremixed,somepropertieschangewhileothersremainthesame.
AssessmentStudentswillbeassessedonparticipationinclassdiscussions,activities,andexperiments,aswellasontheirresponsetothefollowingpromptintheirScienceJournal:If,accordingtheLawofConservationofMass,mattercanneitherbecreatednordestroyed,onlychanged;doyouthinkthatmatterpermanentlykeepsanyofitspropertiesasitgoesthroughphasechanges?Arethereanyapplicationsofphasechangestoorfromliquidsthatareespeciallysignificanttoeverydaylife?
![Page 93: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/93.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 93
TargetedAcademicLanguage/KeyVocabularyTier1:WeightTier2:PropertiesTier3:LawofConservationofMass
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal ClassroomTeacher1pergroupand1fortheteacher
2ballsofmodelingclay(differentcolors) Bin
2pergroup WeighBoats Bin2pergroup Beaker Bin1perclass ContainerofKool-Aid Bin1perclass ContainerofSalt Bin3perclass Scale(thatmeasuresingrams) Bin1pergroup Spoon Bin**Itemsinboldshouldbereturnedforusenextyear**
![Page 94: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/94.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 94
LESSONDETAILSVocabularyActivityThevocabularyforthislessonshouldbepre-taughtbytheClassroomTeacherinanymannertheydeemappropriate.Anexampleofthisisthe“four-square”method.LessonOpening/Activator
1. TheClassroomTeacherorScienceFellowwillbreakthestudentsintopairsanddistributethemodelingclay(eachpairgetstwodifferentcolorsofclay)andaskthepairstolistallofthepropertiesofbothcolorsofmodelingclaytheyobserve.Ascalewillbeavailableforthestudentstoweigheachballofmodelingclay.TheClassroomTeacherorScienceFellowwillthenaskforvolunteersandhavethosevolunteerssharetheirobservedpropertieswiththeclass,witheithertheClassroomTeacherorScienceFellowrecordingthepropertiesonthewhiteboard.TheClassroomTeacherorScienceFellowthendemonstratehowtomixthetwoseparatecolorsofmodelingclaytogetherbeforeinstructingthestudentstodothesame.Aftertheclayhasbeenmixed,theClassroomTeacherorScienceFellowwillaskthepairstoonceagainlistthepropertiesofthemodelingclay(usingthescaleonceagain).Thepairswillthencompareandcontrastthe2differentlistsofpropertiesandwillsharewhatpropertiesremainedthesame(texture,etc…)andwhatchanged(weight,color,etc…).
2. TheClassroomTeacherorScienceFellowwillusethisdiscussiontoemphasizethatweightisadditive(sothecombinedclayweighsthesameasthetwoseparateballsofclayaddedtogether).TheClassroomTeacherorScienceFellowwillguidethediscussiontofocusonwhatpropertiesremainedthesameandwhatpropertieschangedinordertoactivatepriorknowledgeregardingmixturesandtheLawofConservationofMass.[SP4-AnalyzingandInterpretingData]
![Page 95: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/95.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 95
3. Toexemplifyhowsubstancesmixtogetherandtoemphasizethelearningfromtheopeningactivity,theteacherwillshowthevideoaboutmixingliquids(http://www.youtube.com/watch?v=P5Y9Axrh7zA)(includingthesoundofthisvideoisoptionalanduptotheteacher’sdiscretion––itismainlyavisualaid)andtalkabouthowevenwhenliquidsaremixed,thecombinationstillcontainstheoriginalmaterialsanddisplayssomeoftheoriginalproperties.
DuringtheLesson
1. TheClassroomTeacherorScienceFellowwillreviewthedifferentstagesofmatterbyonceagainbreakingthestudentsintopairsandaskingthemtolistallofthephasechangestheycanthinkof(evaporation,condensation,deposition,sublimation,etc.)beforesharingtheirlistswiththeclass.This“think-pair-share”activitywillremindstudentsmattercanchangeconstantly.
2. TheClassroomTeacherorScienceFellowwillthenaskvolunteerstolisthowtheyhavemeasuredthedifferentpropertiesofdifferenttypesofmatterinpreviouslessons.TheClassroomTeacherorScienceFellowwillusethisdiscussiontoposethefollowingquestion:whendifferentstatesandtypesofmattermix,wouldthemixturehaveanynewproperties?Ifso,whatdoyouthinktheywouldbe?Wouldyoupredictthattheweightofthemixtureisthesumoftheingredients?Theteacherwillonceagainemphasizethatweight,asaproperty,isadditive.
3. TheClassroomTeacherorScienceFellowwillthendividethestudentsintofivegroups.TheClassroomTeacherorScienceFellowwillthenaskthegroupstopredictwhatwillhappentotheweightofwaterwhenKool-Aidisaddedtoit.ThesepredictionswillbewrittendownintheScienceJournals,andvolunteerswillsharetheirpredictionswiththeclass,providingreasoningfortheirassertionsasnecessary.
![Page 96: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/96.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 96
4. Thegroupswillthentaketurnsusingweighboatstomeasureout15gramsofKool-Aidonthescale.
5. Thegroupswillthenmeasureout240mLofwater,weighit,andrecordthatweightintheirScienceJournals.
6. ThegroupswillthenmixtheKool-Aidandwater(usingthespoons)andweightheresultingmixtureandthenrecordthatweightintheirScienceJournals.ThegroupswillthenworktoidentifyanycorrelationbetweentheweightofthemixtureandtheweightsofthewaterandKool-Aid.TheClassroomTeacherorScienceFellowwillwaitthreetofiveminutestoallowthegroupstimetoanalyzethedatabeforeaskingthestudentsiftheweightofthemixtureisthesameasthecombinedweightsoftheKool-Aidandwater,andifeachgroup’sobservationssupportedorrefutedtheirpredictions.[SP8-Obtaining,Evaluating,andCommunicatingInformation]
7. ThegroupswillthenbeaskedtopredictifthesameresultswouldoccuriftheKool-Aidwerereplacedwithsalt.Afterthesepredictionshavebeenmadeandshared,thepreviousexperimentwillberepeatedwithsaltinsteadofKool-Aid.
8. Aftertheexperimenthasconcluded,theClassroomTeacherorScienceFellowwillonceagainaskthegroupstosharetheirobservationsandwhethertheirsecondpredictionwascorrectornot?Iftheirhypothesiswasrefuted,whydotheythinktheirpredictionwaswrong?
LessonClosingAfterthecompletionoftheexperiments,theClassroomTeacherorScienceFellowwillaskthestudentstocompletea“think-pair-share”(orotheractivitythatcanbechosenbytheClassroomTeacherorScienceFellow)forthefollowingquestion:HowdotheexperimentsthatwerejustcompletedsupportorrefutetheLawofConservationofMass?Afterthepairshavecompletedtheiranswers,theywillsharethemwiththeclass.
![Page 97: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/97.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 97
AssessmentStudentswillbeassessedonparticipationinclassdiscussions,activities,andexperiments,aswellasontheirresponsetothefollowingpromptintheirScienceJournal:If,accordingtheLawofConservationofMass,mattercanneitherbecreatedordestroyed,onlychanged,doyouthinkthatmatterpermanentlyretainsanyofitspropertiesasitgoesthroughphasechanges?Arethereanyapplicationsofphasechangestoorfromliquidsthatareespeciallysignificanttoeverydaylife?
![Page 98: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/98.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 98
CurriculumEmbeddedPerformanceAssessment(CEPA):Studentswill:
• Workingroupsofthreetoidentifyanunknownsubstanceusingqualitativeanalysis.• Predictwhatthesubstanceisbasedoninitialobservations.• Concludewhetherthegroup’sinitialpredictionwassupportedorrefutedbythequalitativeobservations.
ClassroomTeacherwill:
• Createahandoutdesignedtoexplaintheproceduretothegroupsofstudents.• Developarubrictoaccuratelyandeffectivelygradethemembersofeachgroupbasedonparticipation,useofscientific
equipment,presentation,accuracy,andanyotherfacetoftheCEPAactivitythattheteachersdeemsfittobegraded.• Assistthegroupsasnecessarytoinsurecomprehension.
Explanationofprocedure:1. TheClassroomTeacherwilldecidewhattypeofmatterthateachgroupisgivenbasedonthesubstancesexamined
throughoutthecourseofthelesson(bakingsoda,chalkdust,salt,wax,orflour).2. Thestudentswillrecordtheirpredictions,observations,andconclusionsintheirScienceJournals.3. Thegroupswillusethisinformationtosynthesizeapresentationinwhichtheyintroducetheirunknownsubstance,
explaintheirpredictionsandobservations,andconcludewhatthesubstanceactuallyis.(TheClassroomTeacherorScienceFellowcaninterjectasappropriatetoguidediscussion).
Procedure(fortheteacher):
• ReviewLesson8:QualitativeAnalysis.• Reviewthesubstancesexploredthroughoutthecourseoftheunit.
![Page 99: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/99.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 99
• Breaktheclassintogroupsofthreestudents.• DistributetheCEPAhandout.• Explaineachgroupwillbegivenanunknownsubstanceandthattheymustusethequalitativemethodslearnedin
Lesson8andthroughoutthecourseoftheunit,topredict,observe,andconcludewhattheythinktheirsubstanceis.• Thesubstances(bakingsoda,chalkdust,salt,wax,orflour)willthenbedistributedinbagslabeledA-E(respectively).• ThestudentswillhaveaccesstoalltheequipmentusedinLesson8.• Thestudentswillrecordtheirobservationsusingtextorillustrations,andafterthehavefinishedtheirexaminations,
willprepareapresentationbasedonthoseobservationsusingapieceofchartpaper.• Thegroupswillsharetheirdata,predictions,observations,andconclusionswiththeclass.• Thegroupswillbegradedbasedonthefollowingrubric.• Theposterscanbehungthroughouttheclassroomorhallwaytoexemplifystudentwork.
![Page 100: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/100.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 100
ListofUnitResourcesLesson1
Quantity Item Source1 Scale Bin1 Thermometer Bin1 Beakers Bin1 HandLens Bin1perstudent ScienceJournals ClassroomTeacher1 Projector ClassroomTeacher
Lesson2
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent MatterisEverywhereArticleandQuestions Binder1pergroup Chartpaper ClassroomTeacher
Lesson3
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher
![Page 101: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/101.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 101
Lesson4Quantity Item Source
1perstudent ScienceJournal ClassroomTeacher1perstudent SafetyGlasses Bin1perclass SprayableAirFreshener Bin
1perclass EssentialOilofOrange Bin1perclass PlasticBucket Bin1perclass TallDrinkingGlass Bin1perclass RollofPaperTowels Bin1perclass 10GallonAquarium Bin1perclass LiquidBubbles Bin1perclass UnitofDryIce(includingtongs,goggles,andgloves) ContactCollegeLiaison3
dayspriortolesson10perclass Balloonsorrubbergloves Bin5perclass FilmCanister Bin1perstudent “StatesofMatter”Comic BinderLesson5
Quantity Item Source1bottle VegetableOil BinAsneeded Water ClassroomTeacher
![Page 102: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/102.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 102
Asneeded Ice ClassroomTeacher1bag Flour Bin1box Salt Bin4 Beakers Bin1pieceperstudent Play-Doh Bin1perstudent ScienceJournal ClassroomTeacherLesson6
Quantity Item Source1perstudent ChemicalChangeRecordingSheet Binder1permemberoftheclass Safetyglasses Bin1box Bakingsoda Bin1bottle Whitevinegar Bin2balloons Latex-freeBalloons Bin1unit Flask Bin1package LongMatches Bin25units Beaker Bin1bottle Milk ContactSueBeauchamp1unit Squeezebottle Bin5tablets Alka-Seltzertablets Bin Water ClassroomTeacher
![Page 103: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/103.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 103
Atleast125mL Lemonjuice Bin2units Thermometer Bin2units Spoon Bin6pieces Steelwool Bin1roll Aluminumfoil BinLesson7
Quantity Item Source1bag Kool-Aidpowder Bin Dirt Bin4 IronFilings/Sandintubes Bin1bag Sand Bin1bag ChexMixoralternativeforthosewhohaveallergies ClassroomTeacher3 LargeBeaker Bin1 SmallBeaker Bin1 HotPlate Bin4 Filter Bin1 Funnel Bin2 Bowl Bin1perstudent ScienceJournal ClassroomTeacher2-3 Magnets(tomoveironfillings) Bin
![Page 104: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/104.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 104
Lesson8Quantity Item Source
1pergroup Flashlight Bin1 LargeGlassJar Bin1bag Pebblesofdifferentsize,shape,color,reflectivity,etc. Bin1bagpergroupand1bagforteacher,labeled“A”
Salt Bin
1bagpergroupand1bagforteacher,labeled“B”
BakingSoda Bin
1bagpergroupand1bagforteacher,labeled“C”
ChalkPowder Bin
1bagpergroupand1bagforteacher,labeled“D”
Wax Bin
1bagpergroupand1bagforteacher,labeled“E”
Nails Bin
Lesson9
Quantity Item Source1 HotPlate Bin Water ClassroomTeacher1 MetalSpoon Bin
![Page 105: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/105.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 105
1 WoodenSpoon Bin1 PlasticSpoon Bin4pergroup(16-20total) Beaker Bin1 Candle Bin1bag Salt Bin1bag Sugar Bin1box BakingSoda Bin1box ChalkPowder Bin1pergroup NailsorScrews Bin4pergroup(16-20total) Laminatednutritionlabelsfromvariousdrinks Bin1pergroup ElectricalCircuitwithmultimeter Bin1pergroup LED Bin1pergroup Scale Bin1pergroup Magnet Bin1perstudent ScienceJournal ClassroomTeacherLesson10
Quantity Item Source1 Hotplate Bin IceCubes ClassroomTeacher2 IceCubeTray Bin
![Page 106: Matter and Its Interactions€¦ · I can define physical change and give examples of physical changes. I can differentiate between a solution, a suspension, and a mixture. I can](https://reader034.vdocument.in/reader034/viewer/2022042206/5ea8885ca68b5c23e3598e13/html5/thumbnails/106.jpg)
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
Page 106
2 OvenMitts Bin1 Beaker Bin1perclass Scale(thatcanmeasureingrams) Bin1perclass ProjectorandInternetAccess ClassroomTeacherLesson11
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroupand1fortheteacher
2ballsofmodelingclay(differentcolors) Bin
2pergroup WeighBoats Bin2pergroup Beaker Bin1perclass ContainerofKool-Aid Bin1perclass ContainerofSalt Bin3perclass Scale(thatmeasuresingrams) Bin1pergroup Spoon Bin