Unit #: 1 – What is Matter Made of?

Grade: 5

June 2017

Unit of Study:What is Matter Made of?

PE’s:5-PS1-15-PS1-25-PS1-35-PS1-43-5-ETS1-3

Storyline: Students observe different materials and describe their differences. They investigate how materials change when they mix together. They learn to recognize chemical reactions and develop a model of matter being made of particles. These particles move and their arrangement changes, but their mass always stays the same.

DCI’s:PS1.APS1.BETS1.BETS1.C

Anchoring Phenomena:Matter makes up everything on Earth, goes through changes, and is conserved throughout those changes.

SEP’s:Developing and Using ModelsPlanning and Carrying Out InvestigationsUsing Mathematics and Computational ThinkingConstructing Explanations and Designing Solutions

Essential Questions:1. What causes different materials to have different properties? 2. How do materials change when they dissolve, evaporate, melt, or mix together? 3. What are the differences between solids,

CC’s: Cause and EffectScale, Proportion, and QuantityStructure and Function

liquids, and gases?

Foundational Skills:Lab Safety – See article "Scope on Safety: Don't Bench Lab Safety" on NSTA.org

Notebooks – See article "Methods and Strategies: Science Notebooks as Learning Tools" on NSTA.org

CSTA Science Notebookshttp://www.classroomscience.org/the-how-and-why-of-science-notebooking-in-the-classroom

Academy of Scienceshttp://www.calacademy.org/educators/science-notebooks-for-notetaking?

Models – See article "Incorporating Models Into Science Teaching to Meet the Next Generation Science Standards" on NSTA.org

Engineering and Design Process - See article "Engineering Encounters: An Engineering Design Process for Early Childhood" on NSTA.org

Additional Resources:

NSTA

www.nsta.orgTUSD’s LOGIN: User name: SchneiderPassword: 1999176

Crash Course Kids videos on YouTubehttps://www.youtube.com/playlist?list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O

Mystery Science Lessonshttps://mysteryscience.com/ecosystems/ecosystems-the-food-chain

Academic Discourse - See article "Meta-Sticks" in Science and Children April/May 2016 Pg. 32-35 or on NSTA.org

Recording Observations – See article "Making and Recording Observations" in Science and Children April/May 2016 Pg. 54-60 or on NSTA.org

SuggestedPhenomena

Performance Expectation(PE)

Disciplinary Core

Idea (DCI)

Suggested Activity

Science & Engr.Practices (SEP)

Crosscutting Concepts (CCC)

Whipped Cream How does a pint of whipping cream change to whipped cream?

5-PS1-1 PS1.A Observe and investigate the States of Matter PhET simulation on www.phet.colorado.edu to understand how the states of matter interact.

Developing and Using Models

Cause and Effect

Whipped Cream How does a pint of whipping cream change to whipped cream?

5-PS1-1 PS1.A Give students materials to create a model that shows matter is too small to be seen. Ex. Air in syringe, evaporating salt water, air in basketball or balloon.

Developing and Using Models

Scale, Proportion, and Quantity

Rock and a piece 5-PS1-3 PS1.A Students are given a Planning and Structure and

of chalk. Ask the students what is the difference between the two minerals? Investigate the word properties with this phenomenon.

tray of materials such as tan bark, magnets, paper, aluminum foil, etc. They sort these materials into groups of their choice. Use images1 of properties such as color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Have students resort materials based on pictures.

Carrying Out Investigations

Function

Rock and a piece of chalk. Ask the students what is the difference between the two minerals? Investigate the word properties with this phenomenon.

5-PS1-3 PS1.A "Cinderella Separates a Mixture" activity from Science and Children Dec. 2014 Pgs. 49-53

www.nsta.org

TUSD’s LOGIN: User name: SchneiderPassword: 1999176

Planning and Carrying Out Investigations

Structure and Function

Rock and a piece of chalk.

5-PS1-3 PS1.A Investigation: Melting Ice Cube. Students take initial measurement of

Planning and Carrying Out Investigations

Structure and Function

Ask the students what is the difference between the two minerals? Investigate the word properties with this phenomenon.

temperature after ice is placed in cup. Then records temp. after every 5 minutes. This activity can be extended by boiling water with hot plates or heating water in the sun to show temperature increase along with thermal conductivity.

Rock and a piece of chalk Ask the students what is the difference between the two minerals? Investigate the word properties with this phenomenon.

3-5-ETS1-3 ETS1.BETS1.C

Design a tower with choice of materials based on properties to meet a required height and hold a specified weight/item

Planning and Carrying Out Investigation

Constructing Explanations and Developing Solutions

Structure and Function

Elephant Toothpaste

What happens when the substances are mixed?

5-PS1-4 PS1.B The “Mystery Powders” activity can be used to mix substances and investigate chemical reactions. Choose four powders and two liquids where at least one reaction occurs.

Planning and Carrying Out Investigations

Cause and Effect

Extension: Vigenette 4.3 Pancake Engineering (from CA framework).

Pop Rocks in Soda with Balloon

Is the weight affected by the reaction?

5-PS1-2 PS1.APS1.B

Have students measure weight of ice cube before and after it changes to a liquid. Then, have the students measure the weight of water and salt separately. Dissolve the salt in water and measure total weight. Finally, place a teaspoon of baking soda into a baggie and then 10 ml of vinegar into a small container and place in baggie without spilling vinegar. Measure baggie of materials before mixing to get a weight. Then mix the vinegar with the baking soda. Then have students record the weight of the baggie after the chemical reaction has occurred. Students should notice

Using Mathematics and Computational Thinking

Scale, Proportion, and Quantity

that with all three investigations that the weight stayed the same before and after changes were made. As students are experimenting they should be collecting data on the weights. When all the weights have been collected students take the data and create a graph.

1. Properties Images

Suggested 5E Lesson Sequence –

Lesson Sequence Concept:

Performance Expectation:

Practices:

DCI :

Cross Cutting Concept:

Phenomena:

Teacher Does Student Does Concepts

Engage: ESR:

Explore: ESR:

Explain: ESR:

Explore:

Explain:

Reading

(see below)

Have students read.

Use close reading strategy.

Extend/Elaborate:

ESR:

Evaluate: ESR:

Revisit Essential Questions

Ask students to answer the essential question again drawing a line of learning using what they learned today.

Students answer questions based on what they've learned or complete a project.