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Science 21 Grade 5 Unit 1

Curriculum Companion Reproducible EDITION

Fall 2020

This file is a collection of reproducible materials from the Science 21 curriculum for the convenience of teachers for copying purposes.

We have created NEW student pages for the potential of school closure due to the COVID-19 pandemic. The new pages will be shown using a purple fill color in the upper right-hand corner.

Unmodified or the original student pages will show in yellow in the upper right-hand corner.

Some of these reproducible materials are provided in the kit, but we have placed all the materials here in case a teacher wants more copies or wish to use with smaller group sizes. Page number, headers, and footers were intentionally removed, so a copy will be without student distraction.

Dear At Home Lesson Facilitator,

In the unfortunate event that students are learning from home for a period of time, as happened in the Spring of 2020, we have plans in place so that their science instruction will continue in a meaningful way. We have materials from our science kits that can be sent home with your student so that investigations can be conducted at home [with teacher support, with synchronous (“live, via video”) or asynchronous (“watch at any time”) video interactions]. However, there are several items that we may not be able to provide, so you may want to try to prepare to have these on hand. You may also wish to have disposable gloves for your student.

● Straw

● Penny (2 or 3)

● A piece of cardstock or oaktag (file folder material)

● Masking tape

● Stopwatch or online timer or watch

● Metric measuring tape or ruler

● Alka-Seltzer (1-3 tablets)

● Thermometer (to determine water temperature)

● Cups (that could hold hot or cold liquid)

● Funnel (or equivalent)

● Viscous substance (e.g., corn syrup, molasses, ketchup, honey, mustard, or thick pancake syrup)

● Measuring Cup (with mL markings, e.g., a medicine cup from an Over the Counter medicine)

Helpful Hints for the At Home Lesson Facilitator

Science 21 Interactions of Chemical Matter Grade 5 Unit 1 – Lesson1

Developing a Fair ComparisonLesson 1 Overview:Students will reflect on the nature of science and experience the importance of being careful when developing a plan of investigation. Through the use of a simple question, they will recognize the importance of making accurate observations and drawing a conclusion while observing that altering one variable may impact another.By the end of this Unit students will need to begin demonstrating their understanding of the Science Practice of Planning and Carrying Out an Investigation. While there are a number of components and depth of understanding of these within the science practice, if students practice within each lesson they will be adopting the practices that scientists use on a daily basis. These skills are also important in other fields of study, professions and careers. This is all part of thinking in the 21st Century. Lessons 1 through 6 in Unit 1 will incorporate the following investigation components:

1) Plan and conduct investigations collaboratively2) Evaluate appropriate methods and/or tools for collecting data3) Make predictions about what would happen if a variable changes4) Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution

In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly below. It’s likely that different parts of this lesson will be completed with the

classroom teacher as well as at home or remotely.

2) An eye dropper is used to drop water droplets onto the surface of a penny. If an eyedropper is unavailable the student may use a straw. The classroom teacher has a video on how this may be done. The student may try different sized straws to see if that changes the results. In all cases, start by placing a dry penny on an absorbent surface such as a paper towel. If paper towel is unavailable, use any type of absorbent material. In all cases make sure the penny is lying on a flat surface.

3) This process should be repeated more than once – preferably 3 to 10 times. The average number of drops should be calculated when filling out and responding to 1 thru 5 on the student pages “How Many Drops of Water Fit on a Penny?” The remaining parts of those pages, 6 thru 11, are completed while working with the teacher either remotely or in class.

4) Be sure to help your student complete the pages as well as hand or turn them in when completed by the due date determined by the teacher.

Directions for Lesson 1

1) Begin the lesson by completing the Student page “My Thoughts About Science at the Beginning of the Year. (Journal Page 1). (Their thoughts will serve as a baseline for where they are starting this Unit. There are no “Right” or “Wrong” answers at this point. This Journal can be used later to see where their thinking has changed within the Unit as well as the Units that follow.)

2) Using Student Journal Page 2 (How many Drops Fit on a Penny?) the student should predict how many drops can fit on a penny prior to starting the activity. (#1 on the Student Journal Page). [If this part of the Investigation is completed at home we would suggest that the facilitator also attempts the same steps to acquire a value of drops of water for comparison. Basically, there is going to be variation. The idea is that the student needs to reach a realization that variation exists due to many factors. These procedures or factors are “variables.” These VARIABLES affect the outcome of the investigation. Well, what if we could control these factors, would our results all be the same? THAT is really what we are discovering in this activity. It’s important that the student discovers for many trials in different investigations that there are multiple factors. Humans enter all sorts of variables and the control of these factors is difficult requiring creativity and a close examination of the procedure used. From the list above of components in Planning and Carrying Out an Investigation this is #3. internalizing this idea will take a number of practice exercises. We know were successful when, as the student designs the investigation for Lesson #2 on Alka-Seltzer that they suggest variables that will need to be controlled.]

3) Place a dry penny on an absorbent material such as a sheet of paper towel.4) Using an eyedropper, place drops of water carefully onto the surface of the penny counting as you go along.5) When the point is reached where the water is no longer held above the surface and pours onto the absorbent material record

that as the “Observation” (#2 on the Student Journal Page)6) Complete # 4 & # 5 drawing the setup and completing another 2 attempts to see what values are found. Each time use a dry

penny to start. 7) The remaining steps should be completed with the teacher either in class or remotely. If this is not possible, arrange with the

teacher how data from other groups may be shared so that the Journal pages may be completed.

You will need:Student Journal PagesMy Thoughts About Science at the Beginning of the YearHow many drops of water fit on a penny?What did I learn TODAY when I acted as Scientist?* Cooperative Group Evaluation * Self-Assessment (* TBD by Teacher, if needed)Reading in the Content Area Passage:Think Like a Scientist

Materials:StrawPennies (2 to 3)Eyedropper (or straw)Paper towel (or other water absorbing material)

Water

Name Science 21 – Interactions of Chemical MatterG5 U1 L1 – My Thoughts About Science at the Beginning of

the YearJournal Page 1 - My Thoughts About Science at the Beginning of the Year

Reflections Science Drawings1. What is Science?

2. What do scientists do?

3. How do scientists work?

Name Science 21 – Interactions of Chemical MatterG5 U1 L1 – My Thoughts About Science at the Beginning

of the Year Journal Page 2 – Developing a Fair Comparison

Lesson 1: How many drops of water fit on a penny?Question: How many drops of water fit on a penny?

1. Prediction:

2. Observation:

3. Materials: ● a dry penny

● eyedropper

● water

● paper towel 4. Draw a labeled diagram of your investigation:

5. Additional attempts:

2nd Attempt ______________

3rd Attempt ______________

Average number of drops _______________________

6. Hypothesize as to why there may have been group variation(s): (Why did other people, doing the same investigation, get different results?)

____________________________________________________________________________________________ ____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Creating a “Fair Test”

7. What variables may have to be controlled to make a “fair” test?

8. Results when variables are controlled:

9. What are your observations of the results after each group controlled the variables?

10. What are your conclusions about determining and controlling variables?

11. If you are acting as a scientist now, what question would you ask at the start of an investigation as you determine a procedure?


of the Year Journal Page 3 – What did I learn TODAY when I acted as a Scientist?

The drops of water on the penny was just “a means to an end”. It was really the process of getting there that was the important part to being a scientist. The Investigation was really about the Practices of Science – the steps scientists do to find answers.Question: What question did you find an answer to today

Question: Along the way to finding answers to the question, what did you discover about how scientists Plan and Carry Out Investigations?

Question: What was the most important thing you learned today?

Oh yeah, one more thing, Scientists ask a lot of questions…..and that’s a good thing!

“A wise man can learn more from a foolish question than a fool can learn from a wise answer.”- Bruce Lee


of the Year Journal Page 4 – Cooperative Group Evaluation

Reporter: Investigation:

SCIENTISTS: JOBS:___________________________________________ _________________________________________________

___________________________________________ _________________________________________________

___________________________________________ _________________________________________________

___________________________________________ _________________________________________________

In your group, decide how you worked together and circle the answer that best describes the way the group feels.

1. WE FINISHED ON TIME. Never Sometime Often Always

2. WE SHARED MAKING DECISIONS. Never Sometime Often Always

3. WE HELPED EACH OTHER. Never Sometime Often Always

Provide one example a statement someone made to help in decision-making.

Provide one example of how the group helped each other.

What would you do next time to improve working together?

CIRCLE THE NUMBER THAT YOU FEEL DESCRIBES YOUR GROUP’S COOPERATIVE BEHAVIOR IN LESSON 1

MY GROUP…….NEEDS WORK SUPER

1. SHARES 1 2 3 4

2. LISTENS TO EACH OTHER 1 2 3 4

3. IS POLITE TO EACH OTHER 1 2 3 4

4. PRAISES EACH OTHER 1 2 3 4

5. FOCUSES ON THE TASK WE ARE ASSIGNED 1 2 3 4


of the Year Journal Page 5 – Self Assessment

Journal entry for self-assessment:

In the investigation group, my role was:

In my role, I was responsible for:

Things that I did well in that role included:

Things I will try to improve to be more successful:

Name Science 21 – Interactions of Chemical MatterG5 U1 Reading in the Content Area: Passage 1

Think Like a Scientist

Do you think like a scientist? If you needed to find out information on a particular subject, where would you look? Good places to start are encyclopedias, nature magazines, other magazines, and the Internet. You must be careful using information that you find in these sources. A good scientist never believes what he or she reads without carefully questioning the information and how it was obtained.

Suppose you are researching information about how fast animals can run and you locate the following information in one of your sources:

Using the information from this chart, do you think a person could ever outrun a cheetah in a foot race? A good scientist would question this chart before answering the question. Does the information on animal speeds appear logical? What do miles per hour mean? Does it mean that if an animal runs at its fastest speed for one hour it will travel the number of miles stated? For example, if an elephant runs at its top speed for one hour, it will travel 25 miles.

Thinking like a scientist, do you believe that an elephant can run for one hour without stopping? Have you ever seen a cat run for a mile without stopping to rest? Most animals can run at high speeds for only a short period of time. They tire and need to stop to rest. An elephant is speedy, but only for a short distance. Other animals can keep up fast speeds for longer distances, but not for one hour.

If most animals are unable to maintain top speed while running a mile, where do the speeds on the chart come from? These speeds were based on the recorded speeds of animals over short distances. These speeds are then converted into the number of miles these animals could travel in one hour, if they were able to maintain their top speeds all the time. This information could therefore be misleading if you didn’t investigate and carefully think about it.

Answer the following questions:

1.According to the chart in the article, how fast can the fastest human travel?

__________________________________________________________________________________________

2. In a marathon (about 26 miles) the fastest time ever recorded was a few minutes more than two hours. According to the chart, a human should be able to run much faster. Explain why the chart is misleading.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. If the animals listed in the chart had a race, do you believe they would always finish in the order in which they are listed in the chart? Explain your answer.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________4. Could a person ever win a foot race with a cheetah? Explain your answer.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


Science 21 Interactions of Chemical Matter Grade 5 Unit 1 – Lesson 2

Testing Alka-SeltzerLesson 2 Overview:Using the model of a controlled study, students will investigate and consider how temperature affects the rate at which a substance dissolves. Students will move further into Planning an Investigation prior to Carrying it Out. Keep in mind the four components of Planning and Carrying Out an Investigation in this Unit. All are found, at some point, within this investigation.

1) Plan and conduct investigations collaboratively2) Evaluate appropriate methods and/or tools for collecting data3) Make predictions about what would happen if a variable changes.4) Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solutionIn the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.

1. There are step by step instructions directly below. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.

2. In the Classroom Kit, the teacher is supplied with enough tablets of Alka-Seltzer so that EACH student would get 1 Tablet. It’s important to keep in mind that this tablet is considered medication and should not be ingested by the student as well as kept out of reach of small children. Ideally, each student would have 3 tablets. If you have access to additional Alka-Seltzer so that the student could test 3 different temperatures. If not, they will have one part of the Investigation to collect data and share with the rest of the class.

3. Ideally (also), if a student is testing 3 different temperatures, the student is using hot cups that are all the same type as well as having complete tablets (not broken). equal amounts of water, have a concrete idea of the “end point” (when the tablet is considered “dissolved.”) It will be up to the teacher what temperature they would like each group to collect data on. A group/team may investigate one temperature or all three temperatures. It’s important that you are aware before the tablet is used. It is also important to find the procedural steps designed by your student’s team or class so that everyone is carrying out the same procedures to reduce the variables (VARIABLE concept from Lesson #1)

4. Be sure to help your student complete the pages as well as hand or turn them in when completed by the due date determined by the teacher.

Directions for Lesson 2:Here is a sample procedure that could be used by the class:

1. Measure out 100 mL each of cold, medium, and hot water, using a measuring cup. (NOTE: if you have measuring cups at home for cooking or the small cups provided on over-the-counter medications the mL markings are on the side of the cup.) Pour each amount into 3 separate cups or provide one temperature sample per group (suggested in the manual.) [NOTE: The 3 separate cups are only used IF THE STUDENT HAS 3 ALKA-SELTZER TABLETS…..If they are supplied by the teacher with 1 tablet they will only need one cup of water.]

2. Make sure to measure the temperature of the water in each cup just before the Alka-Seltzer tablet is dropped into the cup. [NOTE: Each student should be supplied with an alcohol thermometer. If this is the first time they are using an thermometer of this type they will need to demonstrate to you that they can “read” the temperature on the side of the thermometer. The distance between two lines is usually 2 degrees. Therefore, the student needs to be able to “skip count” i.e. 2-4-6-8-10…., etc.]

3. (If using multiple cups…) Label cups cold, room temperature, hot…….4. Measure and record the temperature of the water. [The hot water will cool quickly and the cold water will

warm quickly.]5. Open one Alka-Seltzer tablet and gently drop in the cup of water (NOTE: Prior to dropping it make sure that

the student has a clear idea what “dissolved tablet” should look like. This should be determined by his class or group. Alka-Seltzer will usually drop to the bottom of the cup. But, as it dissolves, it will rise to the surface. When it rises to the surface it is usually not completely dissolved. So, it’s important that the idea of “dissolved” is determined ahead of dropping in the tablet.)

6. Record starting time. Observe and record.7. When the tablet is dissolved, record time again.8. Calculate dissolving time. Create a data table and make a graph of the class results.

Name Science 21 – Interactions of Chemical MatterG5 U1

Graph Paper

Name Science 21 – Interactions of Chemical MatterG5 U1 L2 – Testing Alka-Seltzer

Journal Page 10 – Controlled Study Checklist Questions – Lesson 2

What is the problem being studied?

What is another possible hypothesis?

Why is it important to list all the materials needed before starting the investigation?

What is an independent (manipulated) variable?

What is a dependent (responding) variable?

Why is it important that the procedure be done in a defined step-by-step order?

Why is it important to record only what you see, hear, and/or smell?

In what other ways can observations be recorded?

Will hypotheses or predictions always agree with your conclusions? Explain.

Why is it important to conduct controlled investigations?


Journal Page 7-9 – Controlled Study Lab Format – Lesson 2Fill in these sections in the order in which it makes sense to you.

(That may not necessarily be in the numerical order they were assigned.)1. Question: (What is the Question you are studying in this Investigation?)

2. Hypothesis: (State what you think will happen “If…….then……….because……….”

3. What are the Variables in this Investigation?Controlled Variables:Manipulated (Independent) Variable:Responding (Dependent) Variable:

4. Materials: (What will be needed to carry out this investigation?)

5. Procedure:

6. Observations:

7. Data Table:

8. Draw a labeled diagram of your investigation: (If someone were looking at your set-up for the investigation what would they see?)

9. Graph: What type of graph will you be using? (Circle one) Histogram Bar Graph Line GraphWhy did you choose that particular type of graph?

(attach graphed data)10. Conclusions: (What did you learn during this investigation? Does the Independent Variable you changed have

any effect on the Dependent Variable? If so, what was the effect and what might be the cause of it?)


TEMPERATURES: PREDICTED VS. ACTUAL


Journal Page 11-12 – COOPERATIVE GROUP EVALUATION – LESSON 2

Reporter: Investigation:

SCIENTISTS: JOBS:___________________________________________ _________________________________________________

___________________________________________ _________________________________________________

___________________________________________ _________________________________________________

___________________________________________ _________________________________________________

In your group, decide how you worked together and circle the answer that best describes the way the group feels.

1. WE FINISHED ON TIME. Never Sometime Often Always

2. WE SHARED MAKING DECISIONS. Never Sometime Often Always

3. WE HELPED EACH OTHER. Never Sometime Often Always

Provide one example a statement someone made to help in decision-making.

Provide one example of how the group helped each other.

What would you do next time to improve working together?

CIRCLE THE NUMBER THAT YOU FEEL DESCRIBES YOUR GROUP’S COOPERATIVE BEHAVIOR IN LESSON 1

MY GROUP…….NEEDS WORK SUPER

1. SHARES 1 2 3 4

2. LISTENS TO EACH OTHER 1 2 3 4

3. IS POLITE TO EACH OTHER 1 2 3 4

4. PRAISES EACH OTHER 1 2 3 4

5. FOCUSES ON THE TASK WE ARE ASSIGNED 1 2 3 4

Name Science 21 – Interactions of Chemical Matter

G5 U1 L2 – DATA COLLECTION TABLE SAMPLE DATA COLLECTION TABLE

STARTING TEMPERATURE

TABLET DISSOLVING TIME

COLD WATER

MEDIUM WATER (ROOM TEMPERATURE)HOT WATER


G5 U1 L2 – Teacher Observation Chart TEACHER OBSERVATION CHART – A Model Rubric

4Exemplary

3Proficiency

2Competency

1No Attempt

Questioning

Observing

Predicting

Hypothesizing

Journal Keeping*

Model Building

Presenting Skills*

Listening

(*- The teacher may want to develop a more detailed rubric for journal keeping and presentation skills.)

SCIENCE PROCESS RUBRIC KEY:4 points - ExemplaryStudent demonstrates that she/he clearly understood the objectives. Student performed the science process skill at a high level of competency. Student was able to communicate strategies used for the task.3 points - ProficiencyStudent demonstrates that she/he understood the objectives. Student performed the science process skill at a satisfactory level of competency. Student had some difficulty in communicating the skill or strategy for the task.2 points - CompetencyStudent did not completely understand the objectives. Student was unable to perform the science process skill. Student was unable to communicate the skill or strategy for the task.1 point - No attempt

Student did not understand the objective. Student did not attempt to perform the science process skill. Student did not attempt to communicate the skill or strategy for the task.Name Science 21 – Interactions of Chemical Matter

G5 U1 Reading in the Content Area: Passage 2 Daniel Gabriel Fahrenheit

Since early times people have known that many substances expand when they are heated and contract when they are cooled. In the 1500's, scientists used this knowledge to build instruments for measuring temperature. The liquid in the narrow tube would expand as it was heated. (This is principle used in our present-day thermometers.) These instruments were of limited use in studying the weather since they were filled with water which would freeze when the weather was cold. The first thermometers were constructed around 1600 by Galileo. These were gas thermometers, in which the expansion or contraction of air raised or lowered a column of water, but fluctuations in air pressure caused inaccuracies.

In creating the Celsius scale, Andres Celsius arbitrarily decided that the freezing and boiling points of water would be separated by 100 degrees, and he pegged the freezing point at 100 degrees. His scale was later inverted, so the boiling point of water became 100 degrees and the freezing point became 0 degrees.

As you can see, the temperature scales we commonly use are completely arbitrary! You could come up with your own scale if you wanted to. The freezing and boiling points of water are nice because they are easily reproduced, but there is nothing to say you couldn’t use another scale.

In 1709, Daniel Gabriel Fahrenheit, a German physicist, developed an alcohol-filled thermometer that could be used to measure temperatures below the freezing point of water. In 1712, Fahrenheit improved his thermometer by using mercury. This allowed people to measure temperatures even farther below the freezing point of water and above water’s boiling point. The mercury thermometer was also more accurate since mercury expands and contracts at a more constant rate than alcohol and water.

Fahrenheit arbitrarily decided that the freezing and boiling points of water would be separated by 180 degrees, and he pegged freezing water at 32 degrees. So, he made a thermometer, stuck it in freezing water and marked level of the mercury on the glass as 32 degrees. Then he stuck the same thermometer in boiling water and marked the level of the mercury as 212 degrees. He then put 180 evenly spaced marks between those two points thus creating the Fahrenheit scale.

3. What was the advantage of using alcohol in a thermometer?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

4.What did Fahrenheit decide the freezing and boiling points of water should be? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________ 5. If you were to create a temperature scale, what would you call it and what would you peg as the freezing and

boiling points?__________________________________________________________________________________________

__________________________________________________________________________________________ 6.

Answer the following questions:1. What is the word used in the article that means to get smaller?

__________________________________________________________________

2. What was the problem with the early thermometers?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


“Speedy” Alka Seltzer

Why does Alka Seltzer fizz? The fizzing you observe when you drop an Alka Seltzer tablet into water is the same type of fizzing that you also see from baking soda. This reaction is caused by the meeting of an acid (citric acid), with the baking soda (sodium bicarbonate.) If you look at the ingredients contained in Alka Seltzer, you willdiscover that it contains citric acid and sodium bicarbonate. When you drop the tablet in water, the acid and

baking soda react producing the fizz.

Alka Seltzer was first introduced in 1929 as an antacid (an alkaline remedy for stomach acidity.) After World War II, the Miles Pharmaceutical Company was looking for a spokesperson to represent their product “Alka Seltzer” and help sell this bicarbonate product.

Bob Watkins, submitted several sketches of a character he originally called “Sparky” to the pharmaceutical company. His Alka Seltzer tablet body with hat and “effervescent” wand first appeared in a woman’s magazine in the spring of 1952, under the name “Speedy.” However, it wasn’t until his appearance on television, that Speedy really came to life.

From 1953 - 1964, Speedy appeared in 212 commercials. Speedy was shelved in the late 1960's, but returned for America’s Bicentennial in 1976 and the 1980 Winter Olympics. He now periodically appears sporting glasses and a Hawaiian shirt. This is not bad for a little guy that took only three hours to be developed as a character.

Answer the following questions:1. Why does Alka Seltzer fizz?

________________________________________________________________________________

________________________________________________________________________________

2. What is an antacid?

________________________________________________________________________________

________________________________________________________________________________

3. Why do you think they chose to call the spokesperson Speedy?

________________________________________________________________________________

________________________________________________________________________________

4. Why do you think Speedy was displayed at the Bicentennial celebration in 1976?

________________________________________________________________________________

________________________________________________________________________________

5. Why is it important to come up with a “catchy” name when trying to sell a product?

________________________________________________________________________________

________________________________________________________________________________

Helpful Hints for the At Home Lesson Facilitator Science 21 Interactions of Chemical Matter Grade 5 Unit 1 – Lesson 3

Testing Another Real-World SubstanceLesson 3 Overview:

Students refine their ability to develop an investigation and use the controlled study model. They will investigate the way a water grabbing polymer, sodium polyacrylate, absorbs great quantities of water. Students will then apply this idea to the way disposable diapers work to absorb liquid as well as dog training pads (for them to urinate on as it absorbs and locks the liquid in a gel form.)This will most likely be done as a demonstration where the teacher will follow a lab procedure the class suggests. The teacher will act as a member of their group and carry out a procedure planned by the students.Sodium polyacrylate (sometimes referred to as “waterlock”) may be used in a number of ways. It is a substance used in baby diapers and puppy training pads as well as in gardening to help retain water around a growing plant. If you were to cut open one of these pads a fine dust would be that very chemical. (WARNING: While that may sound like a suggestion, this material is an irritant when in contact with the skin and should be kept away from the eyes. It is easily transferred to the eyes by the hands. If the skin is in contact with the material, wash thoroughly.) In class, under proper supervision with the use of eye goggles and gloves, students may use this. Only a small amount is needed to demonstrate its properties.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.

1. Students will be designing the procedure for this investigation. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.

2. Students will be shown a sample of this material by the teacher. The students are to design a procedure that would collect data on the properties of this material. As they have just completed an exercise on the effects of Water on Alka-Seltzer ask them to hypothesize what would happen if water is added to this material.

3. If actually using this material Safety Procedures need to be adhered to. That would include wearing goggles and, in this case, gloves. Under no circumstances should a student inhale, taste, or ingest this substance.


Directions for Lesson 3:1. Use the “Controlled Study Lab Report” for Lesson 3.2. Ask students “Could this powder be crushed Alka-Seltzer?” “What would happen when this powder is added

to water?”3. Using the Lab Report Format, students should write down their Hypothesis in this format: “If….

then...because….”4. “What would be needed to test this hypothesis?” “What materials would be needed?” (Create a Materials

list.)5. “How can we test our hypothesis?” (Create a procedure.)6. Within the procedures ask for what SAFETY PROCEDURES/ PROTOCOLS should be followed?7. The teacher would then follow the suggested procedure. All should record their observations and develop

conclusions.8. During a class discussion results should be discussed along with possible conclusions. (What could happen

prior to this is that the discussion could occur between the student and the home facilitator. Students could crystallize what comments they would make in a general class setting. This would help with their communication skills. ---- as to WHEN and WHAT to say within the class discussion.)

You will need:Student Journal PagesControlled Study Lab Format* GROUP ASSESSMENT* Self-Assessment Reading in the Content Area Passages(No Reading Passage for this Lesson)Materials:The teacher may ask you to supply an “unknown” or “Mystery Substance” that may be different than what he/she demonstrates via the internet – if this is a remote lesson (e.g., Crushed Alka-Seltzer in a cup with no water) for the student(s) to observe

Name Science 21 – Interactions of Chemical MatterG5 U1 L3 – Testing Another Real-World

Substance Journal Pages 13-15 – Controlled Study Lab Format – Lesson 3

Fill in these sections in the order in which it makes sense to you.(That may not necessarily be in the numerical order they were assigned.)

1. Question: (What is the Question you are studying in this Investigation?)




5. Procedure:

6. Observations:

7. Data Table:


9. Graph: What type of graph will you be using? (Circle one) Histogram Bar Graph Line Graph

Why did you choose that particular type of graph?




G5 U1 L3 – Testing Another Real-World Substance

Journal Page 16 – GROUP ASSESSMENT – LESSON 3Note: Since this is a cooperative group activity, students should participate in assessing the progress of the group. It is suggested that group members be engaged in developing the criteria for group performance.

1. We completed all the necessary tasks for this investigation. 1 2 3 4 Highly Disagree Agree Highly Disagree Agree

Evidence (A Statement or Action that occurred while working together) Improvement (What would be the next action to make your group even better at this?):

2. We are satisfied with the quality of the work we completed for this investigation. 1 2 3 4

Highly Disagree Agree Highly Disagree Agree


3. We are more skillful observers as a result of engaging in this investigation. 1 2 3 4



4. After taking part in this investigation, we understand what predictions and hypotheses are and how to go about making them. 1 2 3 4



5. We kept neat and organized notes of the investigation. We recorded all of our predictions, hypotheses, and findings in our journals.

1 2 3 4 Highly Disagree Agree Highly

Disagree AgreeEvidence (A Statement or Action that occurred while working together) Improvement (What would be the next action to make your group even better at this?):

6. We organized our findings into charts and tables and effectively communicated our results to the rest of the class. 1 2 3 4

Highly Disagree Agree Highly Disagree AgreeEvidence (A Statement or Action that occurred while working together) Improvement (What would be the next action to make your group even better at this?):

Name Science 21 – Interactions of Chemical MatterG5 U1 L3 – Testing another Real-World

Substance Journal Page 16 – Self Assessment

Lesson 3Journal entry for self-assessment:






Changing the Amounts of WaterLesson 4 Overview:

Students will develop a controlled study to investigate what happens to the properties of sodium polyacrylate when different amounts of water are added to it. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1. There are step by step instructions directly below. It’s likely that different parts of this lesson will be completed with the

classroom teacher as well as at home or remotely.

2. Thicker solutions are more “viscous” because they still have the ability to absorb greater amounts of water. As more water is added, its viscosity decreases and it’s easier to stir. Students are asked to observe changes in viscosity as more water is added to the sample.

3. While this investigation is about the viscosity of the “Mystery Substance” (sodium polyacrylate), you could substitute another very viscous substance in its place (e.g., molasses, honey, jam, pancake or cake batter, corn syrup, pancake syrup, ketchup, mustard, mayonnaise, tomato paste, pudding). Students are being asked to observe changes in viscosity as more water is added to the sample. they will need to develop a means to judge or to measure viscosity or consistency. (This can be done by seeing how well it supports the stirrer used. Thicker materials will hold the stirrer upright. Those that are less viscous will be unable to support the stirrer in a near-vertical position.)


Directions for Lesson 4:1. After giving a brief description of what the students are to do, ask the student “What do you think the

manipulated and dependent variables will be in this investigation?” (The amount of water added = manipulated variable; the consistency of the liquid = dependent variable).“What are the controlled variables in this investigation?” (Possible acceptable responses: the amount of sample, type of cup, stirrers, temperature of water, time of sample preparation, location of work, environmental condition, etc.)The student is to set up a controlled study to solve this problem. (This may be done remotely with their group or the class.)

2. It is recommended that some measurement consistency be used (i.e “X” am’t of the substance, start with 30 mL of water added, then in 10 mL increments.)

3. GOAL: add water in set amounts see how well the substance supports a stirrer, or measure its “thickness”, viscosity, or consistency

4. Create a table to record the descriptions.5. Create a graph using the measurement decided by the student. (This may not be a number but a

“qualitative” measurement e.g., less thick, very thin or “soupy” ....)

Name Science 21 – Interactions of Chemical MatterG5 U1 L4 – Changing the Amounts of Water

Journal Pages 19-22 – Controlled Study Lab Format – Lesson 4Fill in these sections in the order in which it makes sense to you.





5. Procedure:

6. Observations:

7. Data Table:


9. Graph: What type of graph will you be using? (Circle one) Histogram Bar Graph Line GraphWhy did you choose that particular type of graph?



DATA COLLECTION TABLE – LESSON 4

Amount Description of the Viscosity Of Water or Thickness of Substance

(starting amount) 30 mL _________________________ ___________________________________________________________

_________________________ ___________________________________________________________

_________________________ ___________________________________________________________

_________________________ ___________________________________________________________

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Controlled Study Rubric Evaluation

Criteria Overview Distinguished Proficient Apprentice Novice

Communication

Degree to which student’s book work/ explanations areclear and organized.

Clear, coherent,organized studentwork/ explanations.

Reasonably clear,consistently organizedstudent work/explanations.

Partially clear,inconsistentlyorganized studentwork/ explanations.

Ability to organizeand communicate is still developing.

Degree to which student’sillustrations/ diagrams are clear and accurate.

Precise, scientificallyaccurate illustrations/diagrams.

Clear and accurateillustration/ diagrams.

Partially clear,inaccurateillustrations/diagrams.

Developing theability to illustrateand/or creatediagrams.

Knowledge

Degree to which student’suse of scientific content isaccurate and thorough.

Masterful control ofscientific contentincluding anelaboration on allimportant elements.

Accurate control ofscientific contentincluding all importantelements.

Adequate control ofscientific contentincluding moreimportant elements.

Developingcontrol ofscientific contentincluding fewessential elements.

Degree to which student’suse of vocabulary isaccurate.

Precise, scientificallyaccurate vocabulary.

Adequate vocabulary.

Inadequatevocabulary.

Developing theability to usecorrect scientificvocabulary.

Process Degree to which student’suse of process skills are proficient.

Confidently usesprocess skills as tools.

Uses process skills as tools.

Uses process skillswith support.

Experimentingwith processskills.


RUBRIC FOR LAB REPORTS

Criteria 1 2 3 4

Purpose & Hypothesis

• problem stated with no explanation of lab’s purpose• no hypothesis stated

• problem stated with minimal explanation of lab’s purpose

• hypothesis stated, but not correlated to problem

• problem stated with clear explanation of lab’s purpose

• hypothesis stated and correlated to problem

• problem is stated with a clear and detailed explanation of lab’s purpose

• hypothesis stated and correlated to problem

Methods/Procedure

• procedure/ method inappropriate to problem

• steps are missing or significantly out of sequence

• no materials are listed• no evidence of appropriate use of technology

• procedure/ method appropriate to problem

• no steps are missing, but method is out of sequence

• partial list of materials, or some are misnamed

• little evidence of appropriate use


• all steps are present and in sequence

• all materials are correctly listed and named

• adequate evidence of appropriate use of technology


• all steps are present and in a clear, detailed, logical sequence

• all materials are correctly listed and named

• extensive evidence of appropriate use of technology

Presentation of Data

• some data is missing or is inaccurate

• no units are used• data is not presented in a clear/ organized format

• tables or graphs are not labeled or are labeled incorrectly

• all data is present & accurate

• incorrect units are used

• some attempt at organization of data is apparent

• tables or graphs are labeled correctly


• correct units are used• data is organized• tables and graphs are

labeled correctly and intervals are effectively spaced

• a summary caption


• correct units are used• data is clearly

organized• tables and graphs are

labeled correctly and intervals are effectively spaced

• a key is used in all tables & graphs

• graphs are color-codedInterpretation of Data • illogical conclusions • logical conclusions are • logical conclusions are • logical conclusions are

are made• some questions are

unanswered

made without supporting evidence

• all questions must be answered

made with supporting evidence

• all questions answered correctly

made with supporting evidence

• all questions answered correctly

• use of additional outside research to support conclusions (sources must be identified)

Mechanics

• no abbreviations identified

• 5 or more misspellings• several grammar

errors are present• more than one

sentence is either incomplete or run-on

• fifty percent of abbreviations identified

• 3-4 words are misspelled

• some grammar errors• one sentence is

• seventy-five percent of abbreviations identified

• less than 3 words are misspelled

• grammar used throughout

• no run-on or incomplete sentences

• all abbreviations identified

• all words are spelled correctly

• correct grammar used throughout

• no run-on or incomplete sentences

Neatness/Presentation

• handwriting is illegible• 5 or more cross-outs• paper is crinkled

• handwriting is at times illegible

• 3-4 cross-outs• paper is crinkled

• handwriting is good• 1-2 cross-outs• paper is flat

• handwriting is extremely neat

OR• answers/data are

typed• no cross-outs• paper is flat

Use of Scientific Vocabulary

• no explanations contain scientific vocabulary

• explanations contain limited or incorrect scientific vocabulary

• explanations contain appropriate scientific vocabulary

• explanations contain extensive and additional scientific vocabulary


G5 U1 L4 – Changing the Amount of Water Journal Page 23 – CONTROLLED STUDY CHECKLIST QUESTIONS – LESSON 4

1. What is the problem being studied?

2. Why is it important to list all the materials needed before starting the investigation?

3. What is a manipulated (independent) variable?

4. What is a responding (dependent) variable?

5. What conditions remain the same (the constants/controlled variables)?

6. Why is it important that procedure be done in a step-by-step, specified order?

7. Why is it important to record only what you see, hear, and/or smell?

8. In what other ways can observations be recorded?

9. In this investigation, did your hypothesis agree with your conclusions? Explain.

10. Will hypotheses or predictions always agree with the conclusions? Explain.

11. Why is it important to conduct controlled investigations?


The History of the Baby Diaper

The need for a diaper for a baby dates as far back as the history of mankind. No matter how beautiful the Garden of Eden was, Adam & Eve had a need for the baby diaper. Many ancient documents refer to special clothing used for babies in early times. Milkweed wraps, animal skins, and other creative natural resources were used as a diaper. The Egyptians, the Aztecs, and the Romans, all left documentation of the use of special clothing for wrapping babies.

Infants have been wrapped in swaddling bands in many European societies since antiquity. Swaddling bands were strips of linen or wool that were wrapped tightly around each limb and then crosswise around the body (like many yoga advocates still do in India.) In Elizabethan times, babies were treated to a fresh diaper only every few days. In some Native American tribes, mothers packed grass under a diaper cover made of rabbit skin, and this same method was also used by the Incas in South America.

In warmer tropical climates, babies were mostly naked and mothers tried to anticipate a baby’s bowel movement to avoid any mess near the house. In the American West, during pioneer times, wet diapers were seldom washed. Most times, these diapers were just hung by the fireplace to dry and then used again. In Europe, it wasn’t until the Industrial Revolution in the 1820's, that workersstarted to make an effort to carefully contain their babies’ waste, since acquiring sufficient wealth they now needed to protect the new furnishings they could now buy for their homes.

By the late 1800's, infants in Europe and North America were wearing what is considered the beginning of the modern diaper. A square or rectangle of linen, cotton flannel, or stocking net, was folded into a rectangular shape and held in place with safety pins. At the beginning of the twentieth century, with a better understanding of bacteria, viruses, fungi and how to control and eliminate them, many mothers started to use boiling water to wash diapers, in order to reduce the common diaper rash problem. A big steel pot was used to boil water for the used diapers to be washed, and then the wet diapers were hung to dry in the sun.

During the World War II years (1939 - 1945,) the increase in working mothers created the need for “diaper service.” Fresh cotton diapers would be delivered to the home on an as needed basis and soiled diapers would be picked up.

As with many of the greatest inventions, it is not clear who can be credited as the “single” inventor of the disposable diaper, since it came about by the addition of many gradual steps. In the late 1950's, Vic Mills, a scientist for the Proctor and Gamble company, invented “Pampers” as he was searching for better products to use for a baby grandson. The 1960's and 1970's, saw minorimprovements in the disposable diaper. In 1984, with the introduction of the super-absorbent diaper (sodium polyacrylate) a new generation of diapers was created. Diapers were now thinner, had improved retention, which helped reduce leakage and prevent diaper rash.

Answer the following questions:1. What were some of the early materials that were used for diapers?

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______________________________________________________________________________________2. What problems can arise if diapers are not washed?

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______________________________________________________________________________________3. How did the Industrial Revolution create a need to be more careful in containing a baby’s waste?

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______________________________________________________________________________________4. What caused diaper rash? How was it controlled?

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______________________________________________________________________________________5. What brought on the need for diaper service?

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______________________________________________________________________________________6. What was the major breakthrough in the development of disposable diapers?

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Let’s Go with the Flow!Lesson 5 Overview:

Previously, students investigated how the consistency of the sample changed with different amounts of water. Now, students will design an investigation to measure the actual rate of flow using the same amount of sodium polyacrylate with different amounts of water. They will start making connections to real-world uses for the compound. Much of the inquiry is turned over to the students. If the inquiry is about sodium polyacrylate the investigation could go further researching the issue of which baby diapers are best? Questions could also look into related concerns that a student may have on “is this harmful to children who wear the diapers?”In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.


2. Students are to design an investigation to measure the rate of flow of viscous liquids. This design needs to be discussed with their class group members and other students in the class. The class, in discussion with their teacher, will decide on a safe method that they feel might allow for a controlled study of the flow of “thick” substances. The groups should all follow the class procedure. This procedure will have students pouring their liquids through a funnel

3. Students will collect the data on a Data Table and determine the Flow Rate. (Flow Rate = Volume of Water/Flow Time). Then they should create a graph of the data (X Axis = Amount of Water; Y Axis = Flow Rate)


Directions for Lesson 5:1. The student will need 30 mL of the material to determine the flow rate. (This may be Ketchup, syrup, honey,

or jam, for example). To this add 30 mL of water (A measuring cup such as the type on over-the-counter medications will have mL marking on the side - usually 10 mL)

2. They will need a funnel over a container (to collect the liquid). If a funnel is not available one may be easily made using a light cardstock paper or a piece of thick paper that is fashioned into a cone. Cut the tip off about 1/2 inch from the end. If this needs to be held steady over the container tape it to a tapeable surface with the collecting container underneath it.

3. Pour the mixture of 30 mL of the substance + 30 mL of water through the funnel. Record the time that it takes for all the liquid to pass through the funnel (use the stopwatch feature on a cell phone.)

4. Repeat the process after adding another 10 mL to the solution that is in the collecting container. Record the time, as in the previous step.

5. Repeat twice more.6. Record all the data on a Data table. Graph the results.7. Record your conclusions of what you found over a time period of adding additional water to the original

solution and its Flow Rate as additional water is added.8. Be ready to report the findings to their group at the next class meeting.

Name Science 21 – Interactions of Chemical MatterG5 U1 L5 – Let’s Go With The Flow

Journal Pages 24-27 – Controlled Study Lab Format – Lesson 5Fill in these sections in the order in which it makes sense to you.





5. Procedure:

6. Observations:

7. Data Table:


9. Graph: What type of graph will you be using? (Circle one) Histogram Bar Graph Line Graph

Why did you choose that particular type of graph?



DATA COLLECTION TABLE – LESSON 5

Sample Type

Amount of Polyacrylate

Amount of Water(mL)

Flow Time[Time for liquid to flow through the

tunnel](sec)

Flow Rate[Amount of Water

divided by Flow Time]

(mL/sec)

A 1/4 teaspoonful 30 mL

B 1/4 teaspoonful 60 mL

C 1/4 teaspoonful 90 mL

D 1/4 teaspoonful 120 mL

Name Science 21 – Interactions of Chemical MatterG5 U1 L5 – Let’s Go with the Flow

Journal Page 29 – GROUP ASSESSMENT – LESSON 5Note: Since this is a cooperative group activity, students should participate in assessing the progress of the group. It is suggested that group members be engaged in developing the criteria for group performance.

1. We completed all the necessary tasks for this investigation. 1 2 3 4 Highly Disagree Agree Highly Disagree Agree


2. We are satisfied with the quality of the work we completed for this investigation. 1 2 3 4



3. We are more skillful observers as a result of engaging in this investigation. 1 2 3 4



4. After taking part in this investigation, we understand what predictions and hypotheses are and how to go about making them.



5. We kept neat and organized notes of the investigation. We recorded all of our predictions, hypotheses, and findings in our journals.



6. We organized our findings into charts and tables and effectively communicated our results to the rest of the class. 1 2 3 4

Highly Disagree Agree Highly Disagree AgreeEvidence (A Statement or Action that occurred while working together) Improvement (What would be the next action to make your group even better at this?):

Name Science 21 – Interactions of Chemical MatterG5 U1 L5 – Let’s Go with the Flow

Journal Page 28 – Self AssessmentLesson 5

Journal entry for self-assessment:






Science 21 Interactions of Chemical Matter Grade 5 Unit 1 – Lesson 6

The Strange Case of the Chem Mystery!Lesson 6 Overview:

Students will conduct an investigation to solve a mystery based on the results of a simple experiment. Students are introduced to some evidence that illustrates that matter is made up of small particles we call molecules. (This will help prepare students for Unit 2 when they investigate the microworld.) The focus of this lesson is that particles of one substance can fill the spaces in between the particles of a second material, even when we cannot see the particles. Much of what happens cannot be seen by the students. This is where scientists use indirect evidence to conclude about that which they cannot see.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.


2. While the substances used in this lesson are harmless, students should still be cautioned about tasting or smelling the substance and they should also wear their safety goggles.

3. Students should use the format developed in the earlier lesson for writing a lab report. Of particular importance are the hypothesis, procedure and the conclusions. While not every lab report has a data table or graph, any drawing of the procedure or observations may be accepted as data.


Directions for Lesson 6:1. The classroom teacher will set the “staged scenario.” Students will be told that the teacher followed a recipe

that called for mixing rice and salt. They measured everything carefully. YET, when they mixed them together something strange happened. The teacher will ask their help in uncovering the cause of this mystery.In a dry test tube add salt so that the test tube is 1/4 full. then add an equal amount of rice so that the test tube is now 1/2 full.Place a piece of masking tape so that its bottom edge marks the level of rice and salt in the tube.Cap the test tube with their thumb or a flat palm (if their thumb is too small to completely cover the top of the test tube). Shake the test tube vigorously.

Note the change in the salt and rice mixture.“Did the salt or rice leave the test tube?”“Where did they go?”“Why does the volume not equal what was originally there?” (Ans: The smaller salt particles filled the spaces in between the larger rice particles.) …..List all this in their lab report.

2. Empty the test tube completely.Add salt to 1/4 full.Fill a small cup with water. Slowly and carefully pour the water down the side of the test tube so that it doesn’t disturb the salt. Fill the test tube completely with the water.Seal the test tube with their thumb or hand palm. Gently rock the test tube up and down to mix the water and salt. [Questions to ask: “What occurred?” “Did they notice any sensation on their thumb or palm aside from the wet feeling?” “What is the level of the liquid in the test tube? Is it still to the brim?”

“How do you account for any change?”3. As this is the last lesson of the Unit, students should go back to their first journal entry on “Thoughts about

Science”. Is there anything they would change or add after completing these last 6 lessons? “What do scientists DO? How do they WORK?”

Name Science 21 – Interactions of Chemical MatterG5 U1 L6 – The Strange Case of the Chem

Mystery! Journal Page 32 – Lesson 6

INVESTIGATION REPORT – LESSON 6Use the laboratory report format from Lessons 1-5, using those steps of a scientific approach that you used as you did your work in this investigation. Use additional paper for your report.)

Keep in mind the following:

What question do you want to answer?What procedure would best help you collect data to report on the question asked?What materials would your group need?What is your hypothesis for what you might find?

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SUMMARY ASSESSMENT OF MY WORK IN UNIT 1Keep in mind the following when writing the summary:After working with your group for this Unit what did you learn about the strengths that each person brings to the group?How are you different as a group moving forward than when you first began?What was the biggest challenge you faced as a group working together? How did you grow past that?What is your next area of improvement that your group would like to accomplish?

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SUMMARY ASSESSMENT OF MY GROUP’S WORK IN UNIT 1Keep in mind the following when writing the summary:After working with your group for this Unit what did you learn about the strengths that each person brings to the group?How are you different as a group moving forward than when you first began?What was the biggest challenge you faced as a group working together? How did you grow past that?What is your next area of improvement that your group would like to accomplish?

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Atoms and Molecules

Matter is anything that has mass and takes up space. Everything you can touch is made of matter. All matter is made up of atoms and molecules.

Atoms are the smallest particles of an element. Elements are made up of only one kind of atom. For example, hydrogen, oxygen, iron, gold, calcium, etc. are all elements. All atoms of each element are exactly the same and different from the atoms of any other element. Elements cannot be separated into simpler substances.

When two or more atoms combine, the result is a molecule. Molecules are the smallest particles of a compound. For example, water is a compound and each water molecule is made up of two atoms of hydrogen and one atom of oxygen, hence the formula H2O. (The small two [2] that is lower than the “H” and the “O” is called a subscript and it means that two atoms of hydrogen and one atom of oxygen are combined together.) Molecules can be very, very large as many combinations of atoms join together, but they are still too small to see, even with a very good microscope.

Let’s say that you keep tearing a piece of paper into smaller and smaller pieces. Eventually (using tools that we do not have in our schools) you would reach a point where you could not cut the paper anymore and still have paper. You would then have molecules of paper. Eventually, if you could break the molecules apart (and this is not as easy as it might seem) you would be left with the individual atoms that made up the paper molecule. If you continually cut up a piece of aluminum, you would reach a point where you could no longer divide it and still have aluminum. Then, you would be left with an aluminum atom. So, an atom is thus the smallest particle of an element that is still the element.

Each element and each compound has its own, unique, physical properties. Some of the properties of the element aluminum are: shiny, silver colored, ductile (can be shaped into thin sheets). Some of the properties of the compound water are: liquid at room temperature, colorless, odorless. Elements and compounds are called pure substances because they are made of only one kind of simple particle.Salt water, on the other hand, is not a pure substance. It is a mixture of two compounds, salt and water, and it can be separated into the salt and water by evaporating all the water. Chemists use symbols to represent each element. A symbol is a letter or a picture that represents something. Chemists use one or two letters to represent elements. Some of the ones that you might be familiar with are “Al” for Aluminum; “O” for Oxygen; “He” for Helium; “Fe” for Iron; “C” for Carbon; “Kr” for Krypton.

Even though the atom is the smallest unit of an element, each atom is made of smaller particles. The three main particles in an atom are protons, neutrons, and electrons. The protons and neutrons are located in a tiny center of the atom, called the nucleus. Protons carry a positive (+) electrical charge. Neutrons do not have an electrical charge and they are considered neutral. Electrons carry a

negative (-) charge.

You may remember this from your study of electricity. The nucleus is surrounded by the negatively charged electrons. Electrons can be anywhere in a cloudlike region around the nucleus. Once you understand about the smallest parts of matter, you can begin to see how these various pieces join together to form more and more complex pieces of matter. This is the basic structure of all the things that we are familiar with on Earth!

Answer the following questions:

1. How would you define matter? _____________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. A substance that is made up of only one kind of atom is called: ____________________

3. What are the three main parts of an atom: ________________________________

____________________________ and ________________________________

4. When two of more atoms combine, the result is a _______________________________

5. The symbol for the molecule Carbon Dioxide is CO2. What are the names of the atoms that comprise Carbon Dioxide?

____________________________________________________________________

6. In the Carbon Dioxide molecule, how many of each type of atom need to combine to form the molecule?

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BONUS!

7. What do you call a molecule that is made up only of the same kind of atoms?

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· web viewscience 21 grade 5 unit 1. curriculum companion reproducible edition . fall 2020 ....

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