Science
SCI.IV.1.4
Grade: 5
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 1:
Matter and Energy - All students will explain what the world around us is
made of.
Benchmark 4:
Describe the arrangement and motion of molecules in solids, liquids, and
gases
Constructing and Reflecting:
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Arrangement:
• regular pattern
• random
Distance between molecules:
• closely packed
• separated
Molecular motion:
• vibrating
• bumping together
• moving freely
See IV.2.MS.4 Addresses the molecular
explanations of changes of state
Context
Common solids, liquids, and gases: such as
those listed at left
Knowledge and Skills
Describe the arrangement and motion of molecules
in solids, liquids and gases.
Resources
Coloma Resources:
How Science Works – Readers Digest – 1991
pgs 46-48
Other Resources:
•
MSU Instructional Unit Matter &
Molecules – available through BCISD
• MDE Instructional Units Steamed Up and
Hard As Ice
• Scope Unit – Atoms in Action (sixth)
• Bill Nye: Chemical Phases in Matter
• Science Explosion: “Elements, Compounds,
Mixtures,” “Elements”
• Michigan Teacher Network Resources
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
IV.1.MS.4
Heart of the Matter from COSI Toledo
5th Grade Science Curriculum
Technology Resources
IV.2.MS.4
Vernier probes available: Microphone,
Temperature Probe
Instruction
Benchmark Question: How are molecules
arranged in matter?
Assessment
Required Assessment:
Have the students respond to the following prompt:
It is a hot, summer day; you are an ice cube left in a
Focus Question: What is the molecular motion
and arrangement of the molecules in the states of glass. Describe the phases that you experience.
Include your molecular motion and arrangement of
matter: solid, liquid and gas?
molecules during each phase.
Observe models of molecular motion in solids, liquids
and gases. For gas, pour peppermint extract into a
petri dish placed on the overhead projector. Note the
time it takes for everyone in class to notice the smell.
For solid, pre-make a petri dish with clear, thick
gelatin and drop dark food coloring around inside wall
of dish. Note time it takes to evenly color gelatin. For
liquid, place a water-filled petri dish on overhead and
drop food coloring into water. Note the time it takes to
color the water throughout. Compare the rate of
movement to the molecular motion in different states
of matter. Have students discuss real-world
observations (e.g. room fresheners, scratch and sniff).
Go beyond: Have students design an
experiment to test the effect of temperature by
using cold and warm water.
(Give students rubric before activity.)
Scoring Rubric:
Criteria: Correctness of identification:
Apprentice - Identifies few or none of the states of
matter correctly.
Basic - Identifies some of the states of matter
correctly.
Meets - Identifies most of the states of matter
correctly.
Exceeds - Identifies all of the states of matter
correctly.
Criteria: Accuracy of description:
Apprentice - Provides few or no correct
descriptions of molecular motion and many
misunderstandings of molecular motion.
Basic - Provides some correct descriptions of
molecular motion and shows a few
misunderstandings of molecular motion.
Meets - Provides many correct descriptions of
molecular motion and shows no misunderstandings of
molecular motion.
Exceeds - Provides all correct descriptions of
molecular motion, shows no misunderstandings, and
includes additional real-world examples.
Criteria: Correctness of arrangement:
Apprentice - Describes few or none of the
molecular arrangements correctly.
Basic - Describes some of the molecular
arrangements correctly.
Meets - Describes all of the molecular
arrangements correctly.
Exceeds - Describes all of the molecular
arrangements correctly and includes the terms
melting, evaporating, and condensing.
Teacher Notes:
“All matter is made up of atoms, which are far too small to see directly through a microscope. The atoms of any element
are alike but are different from atoms of other elements. Atoms may stick together in well-defined molecules or may be
packed together in large arrays. Different arrangements of atoms into groups compose all substances.” (BSL) “Chemical
elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric
current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce
compounds, which account for the living and nonliving substances that we encounter.” (NSES) “Atoms and molecules are
perpetually in motion. Increased temperature means greater average energy of motion, so most substances expand when
heated. In solids, the atoms are closely locked in position and can only vibrate. In liquids, the atoms or molecules have
higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to
escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another except during
occasional collisions.” (BSL)
Focus Questions
• How are elements, compounds and mixtures different from each other in terms of atoms and
molecules?
• What is the arrangement and motion of molecules in solids, liquids and gases?
• How can you use the idea of atoms and molecule to explain why solids are hard, liquids flow
and gases are invisible?
Notes
Students often hold the following misconceptions about atoms and molecules:
1. There is no empty space between molecules; rather students believe there is dust, germs, or “air” between the
particles of air.
2. Particles possess the same properties as the materials they compose. For example, copper atoms are “orange” and
molecules of a solid are “hard.”