5-PS1-2: Structure of Properties and Matter
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Topic: Structure of Properties and Matter |
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Performance Expectation: 5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substance, the total weight of the matter is conserved. |
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Disciplinary Core Idea: The amount (weight) of matter is conserved when it changes form, even in transitions when it seems to vanish. No matter what reaction or change in properties occurs the total weight of the substances does not change. |
Science and Engineering Practice: Measure and graph quantities such as weight to address scientific and engineering questions and problems.
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Cross Cutting Concept: Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. |
Literacy: RI.5.7 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text W.7 Conduct short research projects to investigate different aspects of the topic. W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. |
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HOT Questions 1. In what ways can matter change? 2. In what ways is it important to understand what matter is made of? 3. Why do different types of matter come in different forms and how might these be useful in engineering and scientific innovation?
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Math:
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
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Learning Target: “I Can” · I can explain the difference in a chemical and physical change. · I can make predictions about physical and chemical changes prior to their occurrence. · I can explain the total weight of matter is conserved in any state. · I can use various scientific tools to measure and graph weight. · I can create a variety of graphs and tables to display information gathered from experiments.
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Key Vocabulary: Mixture |
Chemical Change Solution |
Physical Change |
Conservation of Matter |
Dissolve
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Formative Assessment Plan |
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Target |
Target Type |
Assessment Type |
Formative Assessment Options |
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I can explain the difference in a chemical and physical change. |
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Performance Assessment |
-Exit Slip -Students write in their science journal after observing two small experiments representing the difference between chemical and physical reactions. |
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I can make predictions about physical and chemical changes prior to their occurrence. |
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I can explain the total weight of matter is conserved in any state.
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Performance Assessment |
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I can use various scientific tools to represent chemical/physical changes.
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Performance Assessment |
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I can create a variety of graphs and tables to display information gathered from experiments. |
Performance Assessment |
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Activities: Students work independently to convert heavy whipping cream in to butter by shaking of the liquid in baby food jars. Students will then journal results in their science notebook as well as record the weight of the before and after product in a bar graph.
After student observation of a liquid nitrogen experiment, students will write an informative article explaining or describing the previously described scientific phenomena. Students place a sugar cube and a beaker of water on a triple beam balance scale. Students then dissolve the sugar in the beaker and graph the change in weight (none) using a bar graph.
Students investigate the conservation of matter by measuring the mass of an ice cube when it is frozen and melted. Students will record observations in a student created data table.
Students work independently and weigh an Alka-Seltzer Tablet with a sandwich bag with 20 mL of water. Students will predict if the mass of the bag will change after the Tablet is placed into bag.
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