matter and its interactions€¦ · i can define physical change and give examples of physical...

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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


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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


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.


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.


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.


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.


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.


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


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.


TieredVocabularyListTierOne TierTwo TierThree

MeasureLiquidSolidMeltingFreezingSolidLiquidGasTemperatureBoilingWeight

ScaleMatterEvaporateCondenseVolumeReactionEvaporationReflectivityMassProperties

ThermometerBeakerHandLensParticlesDiffusionMohsScaleAtomMassMoleculeVolumePhase/statePhaseChangeSublimationDensityMixtureSolutionSuspensionChemicalChangeFiltrationLusterQuantitativeQualitativeConductivitySolubility“LawofConservationofMass”Proximity


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.


• 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**


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


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).


5. Tellstudentsthatineachlessontheywillbediscoveringanswerstotheunit’sessentialquestion.Postthequestiononlargechartpaperandhavestudentsthink,pair,shareresponses:Howdoesmatterchange?

6. Addtheideastothelargechart,towhichyouwillreturnoverthecourseoftheunitstoreviewandrevise.

7. Letthestudentsknowtheywillbestudyingthefollowingtopicsinthematterunit.Perhapshavethempastethegraphicorganizerbelowintotheirsciencejournals.

AssessmentHavethestudentsrespondtooneormoreofthefollowingquestionsintheirsciencejournals:

• Whatmakesaneffectivescientist?• Chooseascientificpracticeandgiveaconcreteexampleofthatpractice.• Chooseascientifictooldescribeitsuse.


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).


StudentLearningTargets• Icansummarizeanarticleaboutmatter.• Icanrestatekeypointsfromanarticle.• Icanidentifyevidencethatsupportsthemainideaofthetext.

AssessmentAftercompletingthejigsawactivity,havethestudentsrespondtothefollowingassessmentquestionintheirScienceJournals:

• Whatismatter?Useevidencefromthearticletosupportyouranswer.[SP7-EngaginginArgumentfromEvidence].Thestudentswillthenrespondtothe10questionsfoundattheendofthearticle(intheirScienceJournals).Theseresponsescanbesharedasaclassifthereistime.TheteacherwillcollecttheScienceJournalsattheendofthislessonforassessment.

AcademicLanguage/KeyVocabulary

Tier1:Liquid,SolidTier2:MatterTier3:Particles,Diffusion,MohsScale,Atom


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


• 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]


4. Theclasswillthenworkasawholetocreateacomprehensivesummaryofthereading,andwilldiscussthevarious

contextualdefinitionsoftheprovidedvocabulary(withtheteacherprovidingguidanceandinformationasnecessary)inordertocreateworkingclassroomdefinitionstobeusedthroughoutthecourseofthisunit.Thisvocabulary(andthecorrespondingdefinitions)willthenbewrittenonapieceofchartpaperandhungonthewallthroughouttheremainderofthisunittoprovideguidancetothestudentsasnecessary.[SP8-Obtaining,Evaluating,andCommunicatingInformation]Doasaclassbutmaybeaddanexittickettoseewhatthekidslearnindividually

AssessmentAftercompletingthejigsawactivity,havethestudentsrespondtothefollowingassessmentquestionintheirScienceJournals:

• Whatismatter?Useevidencefromthearticletosupportyouranswer.[SP7-EngaginginArgumentfromEvidence].Thestudentswillthenrespondtothe10questionsfoundattheendofthearticle(intheirScienceJournals).Theseresponsescanbesharedasaclassifthereistime.

• TheteachercouldcollecttheScienceJournalsattheendofthislessonforassessment.


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.



Tier1:Melting,Freezing,Solid,Liquid,GasTier2:Matter,Evaporate,CondenseTier3:Mass,Atom,Molecule,Volume,Phase/State,PhaseChange,


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


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


4. UsethePhasesofMattergraphic(below)toaidwiththedefinitionofeachphase.Drawtheparticlerepresentationsofeachphaseontheboard,clearlyshowingtheshapeandvolumeofeachphase.Keepthesedrawingsontheboardforuselaterinthelesson.[SP-2Developingandusingmodels].


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.


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).


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.


MCASQuestions


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]


ELAWritingStandard(2017)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.

a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.

StudentLearningTargets• Icandefineanddescribethecharacteristicsofgases.• Icandifferentiatethecharacteristicsofgasesfromthoseofliquidsandsolids.• Icanobserveanddescribephenomenainvolvinggasesandusethesetocreateamodelofagas.

AssessmentHavestudentsdefineanddescribethecharacteristics,aswellastheirobservationsregardingthesecharacteristics,ofgasesintheirScienceJournal.Usethesecharacteristicstocompareandcontrastthecharacteristicsofgaseswiththecharacteristicsofliquidsandsolids.TargetedAcademicLanguage/KeyVocabulary

Tier1:GasTier2:VolumeTier3:Sublimation,Density



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**


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


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


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


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?


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.


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


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.


Lesson5:PhysicalChangesBACKGROUNDOverviewoftheLessonThislessonrequiresexperimentalstationsthatmustbepreparedaheadoftime.Inthislessonstudentswillinvestigatephysicalchangesthroughaseriesofexperimentsanddemonstrations.Thedifferenttypesofphysicalchangesthatappearinthelessonarechangesinshape/size,solutions,suspensions,mixtures,andphasechanges.FocusStandard(s)PS1-4Conductaninvestigationtodeterminewhetherthemixingoftwoormoresubstancesresultsinnewsubstances.ELAWritingStandard(2017)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.


StudentLearningTargets• Icandefinephysicalchangeandgiveexamplesofphysicalchanges• Icandifferentiatebetweenasolution,asuspension,andamixture• Icanobservephasechangesasexamplesofphysicalchanges


AssessmentStudentswillbeassessedonparticipationinclassactivities,completionofthelessonworksheet,andthefollowingprompt:Giveanexampleofasolution,asuspension,andamixtureandexplainhowtheyaredifferentWIDALanguageObjectives

TBDTargetedAcademicLanguage/KeyVocabulary

Tier3:PhysicalChange,Mixture,Solution,Suspension


Quantity Item Source1bottle VegetableOil BinAsneeded Water ClassroomTeacherAsneeded Ice ClassroomTeacher1bag Flour Bin1box Salt Bin4 Beakers Bin1pieceperstudent Play-Doh Bin1perstudent ScienceJournal ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


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.


• 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


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.


Station4:WaterandIce• Theinitialsetupofthestationrequiresabeakerofwater(abouthalffull)andseveralicecubes.Addtheicecubestothe

beakerofwater.Wherearetheicecubesrelativetothewater?Whatcanyousayaboutthedensityoficeversusthedensityofwater?Afterafewminutes,observethebeaker.Whathaschangedontheinsideofthebeaker?Whathaschangedontheoutsideofthebeaker?Whatwouldyoucallthisphysicalchange?Attheendofthestation,havestudentspourthebeakerofwaterdownthesink,fillitagainwithwater,andgetmoreiceforthenextgroup.

AssessmentStudentswillbeassessedonparticipationinclassactivities,completionofthelessonworksheet,andthefollowingprompt:Giveanexampleofasolution,asuspension,andamixtureandexplainhowtheyaredifferent.


Kool-Aidaddedtowaterisasolution Flouraddedtowaterisasuspension Oiladdedtowaterisamixture


Lesson6:ChemicalChangesBACKGROUNDOverviewoftheLessonThislessonwillbeginwithareviewofphysicalchangesaswellasthe3typesofmatter(solids,liquids,andgases).TheClassroomTeacherorScienceFellowwillthendemonstrateachemicalchangeusingbakingsoda,vinegar,aflask,andaballoonbeforediscussingstudentobservationsanddemonstratingtheproceduresforthe4stations.Thestudentswillthencompletethechangesateachofthefourstationsingroupsandwillrecordtheirpredictions,observations,andconclusionsontheprovideddatasheetbeforediscussingtheirfindingsasaclassandcompletingtheexitticketactivity.FocusStandardPS1-4Conductaninvestigationtodeterminewhetherthemixingoftwoormoresubstancesresultsinnewsubstances.StudentLearningTargets

• Icanrecordtheirobservationsandusethoseobservationstovalidateorrefutetheirpredictions.• Icanformconclusionsaboutdifferenttypesofchemicalchangestomatter.• Icandifferentiatebetweenphysicalandchemicalchangestomatter.


AssessmentStudentswilldefinebothphysicalandchemicalchangesandlistthedifferencesintheirScienceJournals.Theywillalsocompletethe“exitticket”activityattheendofthelessonandwillhandintheticketsforassessment.WIDALanguageObjectives

TBDTargetedAcademicLanguage/KeyVocabulary

Tier1:TemperatureTier2:ReactionTier3:ChemicalChange


1perstudent ChemicalChangeRecordingSheet Binder1permemberoftheclass Safetyglasses Bin1box Bakingsoda Bin1bottle Whitevinegar Bin2balloons Latex-freeBalloons Bin1unit Flask Bin1package LongMatches Bin


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


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.


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


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).


4. Theclasswillthenreconveneandthegroupswillsharetheirpredictions,observations,andconclusionsfromthestations(limitthisto3minutespergroup).Theclasswillthenusetheinformationgatheredfromthestationstodescribethedifferencesbetweenphysicalandchemicalchanges,withtheClassroomTeacherorScienceFellowlistingthedifferencesonthewhiteboardandthestudentscopyingthedifferencesintotheirScienceJournals.

LessonClosingThestudentswillthenworkinpairstocreateVenndiagramscomparingandcontrastingphysicalandchemicalchanges.(ApossibleVennDiagramtemplatecanbefoundattheendofthislesson.)Theycanuseexamplesinthediagramsiftheydeemitappropriate.Thesewillthenbepresentedtotheclass,withtimeforquestionsandcommentsaftereachpresentation.(Thepresentationsshouldlastnomorethantwotofourminuteseach).AssessmentStudentswilldefinebothphysicalandchemicalchangesandlistthedifferencesintheirScienceJournals.Theywillalsocompletethe“exitticket”activityattheendofthelessonandwillhandintheticketsforassessment.


Matter:Lesson6ExitTicketPleaseshowinthetablebelowwhethereachofthefollowingisaphysicalchangeorachemicalchange.

PhysicalChange ChemicalChange

1. Acarrusting

2. Addingwatertoorangejuice

3. Eatinganddigestingapieceofcake

4. Burningwoodinafire

5. Makingsaladdressing

6. Bakingbread

7. Runningacarengine

8. Takingashower

9. MakingKool-Aid(oranotherpowdereddrink)


Lesson7:Solutions,SuspensionsandSeparatingMixtures

BACKGROUNDOverviewoftheLessonThislessonrequiresdemonstrationsthatneedtobepreparedaheadoftime.Studentswillinvestigateuniquepropertiesofmatterinmixturesandusethosepropertiestoseparatethemixtures.FocusStandard(s)PS1-3MakeobservationsandmeasurementstoidentifysubstancesbasedontheiruniquepropertiesStudentLearningTargets

• Icandistinguishdifferenttypesofmatterbytheircharacteristics.• Icanusethecharacteristicsofmattertoseparatematterinmixtures.• Icanexplainthephysicalchangesthatareinvolvedinformingandseparatingmixtures.• Icanidentifyamixtureasasolutionorasuspension.

AssessmentAssessmentwillbebasedonparticipationinexperimentalstationsandthefollowingprompt:IntheirScienceJournals,havestudentsmakealistofallthephysicalandchemicalchangestheyobservedduringthelesson.



Tier2:EvaporationTier3:Filtration


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**


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.


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


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.


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


components,includingbysize,shape,color,ortexture.

4. AftertheyhavesortedtheChexMixoneway,askthemtosortitinadifferentway.YoumayhavetoremindthestudentstothinkaboutdifferentpropertiesoftheChexmix.

5. HaveafriendlycompetitiontoseewhichgroupcansorttheChexMixinthemostwaysinthegiventimeperiod.

6. YoumaywanttoalsohavesomeextraChexMix(orotherkindoffood)handytogivetothekidsattheendoftheexperiment,sincetheywillbeverytemptedbytheChexMix.

AssessmentAssessmentwillbebasedonparticipationinexperimentalstationsandthefollowingprompt:IntheirScienceJournals,havestudentsmakealistofallthephysicalandchemicalchangestheyobservedduringthelesson.


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.



StudentLearningTargets• Icanidentify,define,anddescribethecharacteristicsofdifferenttypesofmatter.• Icanutilizethecharacteristicsofmattertocompareandcontrastdifferenttypesofmatter.

AssessmentStudentswillbeassessedbasedonparticipationintheclassdiscussionsandactivitiesandontheirresponsetothefollowingpromptintheirScienceJournals:Howdothemethodsusedinthefirstactivityrelatetothemethodsusedinidentifyingandclassifyingthematerialslaterinthelesson?Arethereotherwaysthatonecandistinguishbetweendifferenttypesofmatter?Isqualitativeanalysisapreciseorimprecisemethodofdistinguishingbetweendifferenttypesofmatter?WIDALanguageObjectives

TBD

TargetedAcademicLanguage/KeyVocabularyTier2:Reflectivity,Tier3:Luster,Qualitative,Quantitative


1pergroup Flashlight Bin1 LargeGlassJar Bin1bag Pebblesofdifferentsize,shape,color,reflectivity,etc. Bin


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


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.


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]


LessonClosing1. Afterthepreviousdiscussionhasbeencompleted,givethestudentstimetorespondtothefollowingpromptintheir

ScienceJournals:Howdothemethodsusedinthefirstactivityrelatetothemethodsusedinidentifyingandclassifyingthematerialslaterinthelesson?Arethereotherwaysthatonecandistinguishbetweendifferenttypesofmatter?Isqualitativeanalysisapreciseorimprecisemethodofdistinguishingbetweendifferenttypesofmatter?

2. Afterthestudentshavefinishedrespondingtothisprompt,havethemsharewhattheywrotewiththerestoftheclass

(thiscanbeextendedorshortenedbasedontimeconstraints).AssessmentStudentswillbeassessedbasedonparticipationintheclassdiscussionsandactivitiesandontheirresponsetothefollowingpromptintheirScienceJournals:Howdothemethodsusedinthefirstactivityrelatetothemethodsusedinidentifyingandclassifyingthematerialslaterinthelesson?Arethereotherwaysthatonecandistinguishbetweendifferenttypesofmatter?Isqualitativeanalysisapreciseorimprecisemethodofdistinguishingbetweendifferenttypesofmatter?


Usethispageaspossiblecolorexamplesbutexplaintostudentstheycanuseanycolordescriptortheyfinduseful.Qualitativeassessmentscanvarybasedonwhoismakingtheobservation(thoughthey’reusuallyfairlyconsistent).


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.)


StudentLearningTargets• Icanmeasurequantitativepropertiesofmatterincludingthermalconductivity,electricalconductivity,responseto

magneticforces,andsolubility.• Icandiscusshowerrorsinmeasurementcanleadtodifferentresultsforthesameexperiment.

AssessmentStudentswillbeassessedonparticipationinclassexperimentsandresponsestothefollowingsciencejournalprompt:Havestudentswriteintheirsciencejournalsabouthowanexperimentcouldbeaffectedbyerrorsofmeasurement(forquantitativemeasures)orerrorsinobservation(forqualitativemeasures).TargetedAcademicLanguage/KeyVocabularyTier3:Conductivity,Solubility


1 HotPlate Bin Water ClassroomTeacher1 MetalSpoon Bin1 WoodenSpoon Bin1 PlasticSpoon Bin4pergroup(16-20total) Beaker Bin


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.


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.


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.


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).


ElectricalConductivityTheClassroomTeacherorScienceFellowwillprepareacircuitwithamultimetertomeasurecurrentaheadoftime.Connectthebatterydirectlytothemultimeterbyconnectingtheblackwireonthebatterytotheblackelectrodeonthemultimeter.Then,attachonealligatorcliptotheredwireonthebatteryandtheotheralligatorcliptotheredelectrodeonthemultimeter.Then,turnthemultimeteronto200mA(exactlyonequarterturnclockwise).Totestthatthecircuitissetupcorrectly,connectthetwoalligatorclipstogether.Themultimetershouldgiveanon-zeroreading.Experimentalsamplescanbetestedbyfasteningthealligatorclipsonoppositeendsofanail,orbyattachingthealligatorclipstopaperclipsandsubmergingthepaperclipsinasolution.”

Usethealligatorclipsonthewiresofthecircuittoconnecttothedifferentmaterialsandmeasuretheirelectricalconductivity.

1. Testthenailfirst.Placeonecliponeachsideofthenail.Writedownthenumberdisplayedonthemultimeter(thisisaquantitativeobservation).Then,observewhethertheLEDislitornot(aqualitativeobservation).Askthestudents


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].


AssessmentStudentswillbeassessedonparticipationinclassexperimentsandresponsestothefollowingsciencejournalprompt:Havestudentswriteintheirsciencejournalsabouthowanexperimentcouldbeaffectedbyerrorsofmeasurement(forquantitativemeasures)orerrorsinobservation(forqualitativemeasures).


Lesson10:ConservationofMass,Part1

BACKGROUNDOverviewoftheLessonStudentswillbeginthislessonbydrawingmolecularmodelsofsolids,liquids,andgases.TheywillalsobeintroducedtotheLawofConservationofMassandwilltestthislawusingwaterinitsvariousforms(ice,water,andwatervapor).Thestudentswillexperimentwiththemeltingoficeandwillwatchavideodescribingevaporationandcondensation.Thislessonwillprovidethefoundationofscientificknowledgenecessaryforthenextlessonofthisunit.FocusStandardsPS1-2Measureandgraphtheweightsofsubstancesbeforeandafterareactionorphasechangetoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,coolingorcombiningsubstances,thetotalweightofmatterisconserved.ELAWritingStandard(2017)1.Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.


StudentLearningTargets

• Icandefineanddescribethecharacteristicsofthedifferentstatesofmatter.


• IcandescribeandapplytheLawofConservationofMass.AssessmentStudentswillbeassessedbasedontheirparticipationinclassdiscussionsandactivitiesaswellasbytheirresponsetothefollowingpromptintheirScienceJournal:Describe,inyourownwords,theLawofConservationofMass.Whydoyouthinkthislawisimportant?TargetedAcademicLanguage/KeyVocabulary

Tier1:Freezing,Boiling,MeltingTier2:MassTier3:LawofConservationofMass,Proximity


1 Hotplate Bin IceCubes ClassroomTeacher2 IceCubeTray Bin2 OvenMitts Bin1 Beaker Bin1perclass Scale(thatcanmeasureingrams) Bin1perclass ProjectorandInternetAccess ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


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


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]


LessonClosingDiscusshowmattercanexistindifferentstates.Discusstheimportanceofhavingmatterindifferentstatesintheworld(talkspecificallyabouthowwaterexistsinallthreestatesonEarth––whatdoesthismeanforourenvironmentsandecosystems?).Askstudentswhathappenswhendifferentmaterialsmixwitheachother.Inpreparationofthenextlesson,askstudentsiftheoriginalmaterialsmaintaintheirproperties.

AssessmentStudentswillbeassessedonparticipationinclassexperimentsandresponsestothefollowingsciencejournalprompt:Havestudentswriteintheirsciencejournalsabouthowanexperimentcouldbeaffectedbyerrorsofmeasurement(forquantitativemeasures)orerrorsinobservation(forqualitativemeasures).


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.


(Seegrade5ReadingLiteratureStandard1andReadingInformationalTextStandard1forspecificexpectationsregardingtheuseoftextualevidence.)ELAWritingStandard(2017)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.


StudentLearningTargets

• IcanapplytheLawofConservationofMasstothemixingoftwoseparatetypesofmatter.• Icanidentifyandexplainthedifferentphasechangesthatcanoccurtomatter.• Icanexplainhow,whendifferenttypesofmatteraremixed,somepropertieschangewhileothersremainthesame.

AssessmentStudentswillbeassessedonparticipationinclassdiscussions,activities,andexperiments,aswellasontheirresponsetothefollowingpromptintheirScienceJournal:If,accordingtheLawofConservationofMass,mattercanneitherbecreatednordestroyed,onlychanged;doyouthinkthatmatterpermanentlykeepsanyofitspropertiesasitgoesthroughphasechanges?Arethereanyapplicationsofphasechangestoorfromliquidsthatareespeciallysignificanttoeverydaylife?


TargetedAcademicLanguage/KeyVocabularyTier1:WeightTier2:PropertiesTier3:LawofConservationofMass


1perstudent ScienceJournal ClassroomTeacher1pergroupand1fortheteacher

2ballsofmodelingclay(differentcolors) Bin

2pergroup WeighBoats Bin2pergroup Beaker Bin1perclass ContainerofKool-Aid Bin1perclass ContainerofSalt Bin3perclass Scale(thatmeasuresingrams) Bin1pergroup Spoon Bin**Itemsinboldshouldbereturnedforusenextyear**


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]


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.


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.


AssessmentStudentswillbeassessedonparticipationinclassdiscussions,activities,andexperiments,aswellasontheirresponsetothefollowingpromptintheirScienceJournal:If,accordingtheLawofConservationofMass,mattercanneitherbecreatedordestroyed,onlychanged,doyouthinkthatmatterpermanentlyretainsanyofitspropertiesasitgoesthroughphasechanges?Arethereanyapplicationsofphasechangestoorfromliquidsthatareespeciallysignificanttoeverydaylife?


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.


• 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.


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


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


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


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


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


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


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

matter and its interactions€¦ · i can define physical change and give examples of physical...

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