Science
SCI.IV.1.3
Strand IV:
Standard 1:
Grade: 5
Using Scientific Knowledge in Physical Science
Matter and Energy - All students will explain what the world around is
made of
Benchmark 3:
Classify substances as elements, compounds, or mixtures and justify
classifications in terms of atoms and molecules.
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.I.1..4 - Use metric measurement devices to provide consistency in an investigation.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
SCI.II.1.6 - Recognize the contributions made in science by cultures and individuals of diverse backgrounds.
Vocabulary / Key Concepts
Context
• element
• compound
• mixture
• molecule
• atom
Common substances such as those listed
above, including
See IV.1.MS.4 Molecular structure of solids,
liquids and gases
elements such as
• copper
• aluminum
• sulfur
• helium
• iron
compounds, such as
• water
• salt
• sugar
• carbon dioxide
mixtures, such as
• soil
• salt and pepper
• salt water
• air
• Iron filings, sand, and salt
Knowledge and Skills
Classify substances as elements, compounds, or
mixtures and justify classifications in terms of
atoms and molecules.
Resources
Coloma Resources:
Scott Foresman Science – Discover the wonder
pgs A22-29: A32-43
Janice VanCleave’s – Chemistry for every kid
pgs 148-161
How the Earth Works – Readers Digest – 100
secrets pgs 8-14
Scott Foresman Science – Making a model of
an atom – pgs A44-45
Observing a chemical change – pgs A30-31
Chemistry for every kid :
Streamers of color – pgs 148-149
Tasty Solution – pgs 150-151
Speedy Soup – pgs 152-153
Rainbow Effect – pgs 154-155
Floating Spheres – pgs 158-159
Strengths – pgs 160-161
Other Resources:
• MSU Instructional Unit Matter & Molecules –
available through BCISD
• MDE Instructional Units Steamed Up and
Hard As Ice
• Bill Nye: Chemical Phases in Matter
• Science Explosion: “Elements, Compounds,
Mixtures,” “Elements”
• Scope Unit – Atoms in Action (sixth)
• 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.3
Mixed-up Mixtures and Solutions from Hook's
Discovery and Learning Center
Heart of the Matter from COSI Toledo
Benchmark Clarification:
Matter consists of extremely small, invisible particles called atoms. Atoms cannot be broken down
into their smaller parts during a physical change, or during a chemical reaction. They can be broken
into smaller particles during nuclear reactions. All elements are made of one kind of atom. See
Periodic Table of Elements.
Atoms may exist alone or be combined together. When two or more atoms join together, they form
molecules. When different kinds of elements join together, they form compounds.
For example, oxygen exists as a molecule containing two oxygen atoms in the atmosphere. When
three oxygen atoms join together, they form the molecule called ozone.
Water is a substance/ a compound made of hydrogen and oxygen atoms. Each water molecule is
made of two atoms of hydrogen and one atom of oxygen.
These molecules/compounds do not break down into individual atoms/elements when they are
heated or cooled during phase changes.
Molecules can be broken down into separate atoms or simpler molecules when exposed to electrical
current or during a chemical reaction. Examples of chemical reactions include:
• a reaction with acids
• decomposition
• burning (a chemical reaction with oxygen. .
When two or more elements and/or compounds are physically combined together, they are called a
mixture. Mixtures can be physically separated into their original components
Instruction
Focus Question: How are elements,
compounds and mixtures classified in terms of
atoms and molecules?
As an introductory activity to the following lesson
the teacher will identify the difference between
element, compounds, and mixtures.
Create a chart, arranging the following items into
the appropriate classification as an element,
compound or mixture. Explain why you placed
each item in its category. (Water is compound
because it is made of the elements hydrogen and
oxygen and cannot be easily separated. Salt
water is a mixture because it is made up of salt
and water and can be separated back into its
parts. Iron is element because it is made of only
one kind of atom which can be found on the
periodic chart.)
Item bank:
Water, gold, chex mix, tossed salad, oxygen,
iron, rust
Assessment
Optional Assessments:
Assessment I
Jack made some Kool-Aid by mixing red powdered drink
mix into water. He wants to use the red liquid Kool-Aid as
an example to talk about atoms and molecules. He
reminded that class that Kool-Aid powder is made of
sweetener, flavoring and the other ingredients listed on the
package.
1. Jack says that liquid Kool-Aid drink is a mixture,
not a compound. What evidence is there to
support this?
2. Jack showed the class what Kool-Aid powder looks
like the microscope. The tiny particles of powder
look like grains of red sand. If Jack were able to
cut the pieces of Kool-Aid powder into smaller and
smaller particles, what are the final particles that he
would be able to produce? (element, compounds,
molecule, or atom) (JCISD)
Assessment II
Students will create a chart, arranging at least nine items
into the appropriate classification as an element,
compound, or mixture. They should justify the classification
in terms of atoms and molecules.
Possible items to choose from: Kool-Aid, water, salt,
aluminum foil, salad dressing, copper wire, soil, chalk, air,
salt water, milk, coal, graphite, helium, sulfur. The teacher
will supply a list of ingredients for each of the items.
Note: Check Benchmark Clarification for proper
classification.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Completeness of chart:
Apprentice - Creates a chart with few headings and
some missing information.
Basic - Creates a complete chart with correct headings
but some missing information.
Meets - Creates a complete and correct chart with
proper headings.
Exceeds - Creates a complete and correct chart with
proper headings and detailed explanations.
Criteria: Correctness of identification:
Apprentice - Identifies three or fewer items.
Basic - Identifies four to six items.
Meets - Identifies seven to eight items correctly and
completely.
Exceeds - Identifies all nine items correctly and
completely.
Criteria: Correctness of justification
Apprentice - Justifies three or fewer items.
Basic - Justifies four to six items.
Meets - Justifies seven to eight items correctly and
completely.
Exceeds - Justifies all nine items correctly and completely
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)
Matter consists of extremely small, invisible particles called atoms. Atoms may exist alone (e.g. inert gases), or combined
together. Atoms combine in different ways to form all substances. All elements are made of one kind of atom. These
elements do not breakdown during lab reactions involving heating, exposure to electrical current, or reaction with acids.
(However, they can be broken down by nuclear reactions!) These elements can also combine to form compounds.
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? (JCISD)
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.” (JCISD)