Science SCI.IV.2.1 Grade: 5

Grade: 5
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 2:
Changes in Matter - All students will investigate, describe and analyze
ways in which matter changes.
Benchmark 1:
Describe common physical changes in matter: evaporation,
condensation, sublimation, thermal expansion and contraction
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
• Construct questions for each of the investigations suggested below to guide the design of the investigation.
SCI.I.1.2 -Design and conduct scientific investigations.
• Investigate the solidification of various substances.
• Design an investigation that shows how smells move from one place to another.
• Experiment with ice to discover if ice will melt faster in fresh water or salt water.
• Design and conduct an experiment to show that heat energy is required to change ice into water and water into water
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
• Use a thermometer to measure the temperature of substances.
SCI.II.1.4 - Describe the advantages and risks of new technologies.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
States of matter:
• solid
• liquid
• gas
States of matter:
• solid
• liquid
• gas
Process that cause changes in states or thermal
• heating
• cooling
• boiling
Changes in state:
• water evaporating as clothes dry
• condensation on cold window panes
• disappearance of snow or dry ice
without melting
• expansion of bridges in hot weather
• contraction of balloons with heating and
• solid air fresheners
Mass/weight remains constant during physical
changes in closed systems.
Knowledge and Skills
Describe common physical changes in matter.
Coloma Resources:
How Science Works – Readers Digest 1991 pgs
23, 34, 185
Other Resources:
MSU Matter & Molecules
Bill Nye
Science Explosion: “Physical Changes”,
“Chemical Changes”
Michigan Teacher Network Resources
Water, Precious Water. AIMS.
Optional Assessment:
Angelo wanted to make some spaghetti. He put
a pot of water to heat on the stove. When he
MATERIALS: 1 can butane lighter fluid, Ziplock
returned he observed the following: the water
bags, small pieces of dry ice.
was bubbling, the water gave off heat, steam was
rising from the pot, water droplets were on hood
For safety precautions: This activity should be
above stove, and the water level was lower in
done as a demonstration only.
pan. He was puzzled about the source of the
water droplets on the hood above the stove.
Zip a small Ziplock bag, almost closed, leaving
Write a letter to Angelo explaining where the
an opening just large enough to insert the nozzle water came from on the hood (you may also
of a Butane can. Squirt a small amount of butane include a drawing)
(about 1 teaspoon) into the bag and quickly seal
(Give students rubric before activity.)
it. The body heat of a student’s hands and
Scoring Rubric
fingers will cause the butane to boil, becoming a
Criteria: Accuracy of explanation-evaporation:
gas that inflates the bag. Discuss with students
Apprentice - Explains the process of evaporation
why the bag inflates (molecular motion). Rub the with many misconceptions/ contradictions.
bag over a small block of dry ice to return the gas Basic - Explains the process of evaporation with a
to a liquid state. Repeat as often as desired,
few misconceptions/ contradictions.
discussing the evaporation and condensation
Meets - Explains the process of evaporation with
process. Sublimation of the dry ice can also be
one misconception/ contradiction
Exceeds - Explains the process of evaporation with
Focus Question: What physical changes does
butane undergo during heating and cooling?
Have the students draw a picture of the
molecular motion for each phase change the
butane undergoes.
• Students to be aware of the dangers of
butane gas (do not inhale, flammable).
• Dispose of properly.
• Ventilate room during activity.
• Do not reuse bag for other activities.
NOTE: Due to the porous property of the
Ziplock bag, bags cannot be prepared in
no misconceptions/ contradictions and provides a
labeled diagram.
Criteria: Accuracy of explanation-condensation:
Apprentice - Explains the process of
condensation with many misconceptions/
Basic - Explains the process of condensation with
a few misconceptions/ contradictions.
Meets - Explains the process of condensation with
one misconception/ contradiction.
Exceeds - Explains the process of condensation
with no misconceptions/ contradictions and provides a
labeled diagram.
Teacher Notes:
Physical changes are ones in which no new substance is produced; chemical changes result in new substances. The
difference between physical and chemical changes can sometimes be subtle or obscure, but generally physical changes
can be reversed more easily than chemical changes. Heat energy is involved in the physical changes of melting,
evaporation, thermal expansion, etc. “Substances react chemically in characteristic ways with other substances to form
new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved.
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)
Focus Questions
What are the common physical changes of matter and the processes that occur?
What are the reactants and products that are involved in a chemical change?
How does the arrangement and motion of molecules change when heat is added or taken