Science
SCI.IV.2.3
Grade: 5
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 2:
Changes in Matter - All students will explain how visible changes in
matter are related to atoms and molecules.
Benchmark 3:
Explain physical changes in terms of the arrangement and motion of atoms
and molecules
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 and conduct an experiment to show that heat energy is required to change the motion of molecules
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
Context
Molecular descriptions of states of matter.
Changes in state of matter
• melting
• freezing
• evaporation
• condensation
• thermal expansion and contraction
Examples of physical changes of matter
Speed of molecular motion
• moving faster, slower,
• vibrate
• rotate
• unrestricted motion
• change in speed of molecular motion with
Change in temperature.
Knowledge and Skills
Explain physical changes in terms of the
arrangement and motion of atoms and molecules.
Resources
Coloma Resources:
How Science Works – Readers Digest 1991
pgs 15, 20, 22, 24-25, 186 28-29
Other Resources:
• Scope Unit – Atoms in Action (sixth)
• Michigan Teacher Network Resources
• MSU Matter & Molecules – Available for the
price of the copy from BCISD
• Bill Nye
• Science Explosion: “Physical Changes”,
“Chemical Changes”
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.2.MS.3
Heart of the Matter from COSI Toledo
Instruction
Assessment
Benchmark Question: How does heat energy
change the physical arrangement and motion of
atoms and molecules?
Optional Assessment:
Students will sketch diagrams to illustrate the
motion of molecules in a solid, liquid or gas.
Focus Question: How can BBs in a dish be
manipulated to model the arrangement and motion
of atoms/molecules when heat energy is added and
removed?
Using a Chinese checkerboard set in an open box,
students should manipulate the set to demonstrate
the phase changes from solid to liquid to gas.
Students should explain how heat energy causes
this process to occur. Ask them how they can tell
heat energy is present.
Working in small groups, students will demonstrate
the arrangement and motion of water molecules.
During class discussion, students should describe
each change of phase:
• In a solid, marbles should be next to each
other, remaining in their holes, in a regular
pattern and slightly vibrating.
• In a liquid, marbles should be rotating and
vibrating throughout the checkerboard.
• In a gas, marbles should be far apart with
some marbles bouncing in the box, in
constant movement.
Place about 100 BBs in a tall transparent plastic
dish with a lid. Place the dish on the overhead.
Roll the BBs so they clump in one spot. Move the
dish so that BBs vibrate in place. Discuss with
students that this represents the arrangement and
motion of atoms/molecules in a solid. Tell students
that heat energy is being added as you gently
wiggle the dish (enough movement to make the
BBs move freely but not wildly). Discuss that this
represents a solid to liquid phase change. Shake
dish more rapidly (keep dish flat on overhead). BBs
should rapidly ricochet off sides and each other in
three dimensions. Discuss with students that this
represents more heat being added and a phase
change from liquid to gas. Reverse the process to
show heat energy being removed.
Any small round objects can replace BBs.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Accuracy of demonstration:
Apprentice - Demonstrates movement without
connection to phase changes.
Basic - Demonstrates one phase change for two
states of matter with appropriate amounts of
shaking.
Meets - Demonstrates two phase changes for three
states of matter through appropriate amounts of
shaking.
Exceeds - Demonstrates a complete
understanding of the phase changes of the three
states of matter through the heating and cooling
process.
Criteria: Accuracy of explanation:
Apprentice - Explains the role of heat energy with
significant errors.
Basic - Explains the role of heat energy in causing
phase changes in two states of matter.
Meets - Explains the role of heat energy in causing
phase changes in the three states of matter.
Exceeds -Explains the role of heat energy in
causing phase changes in the three states of
matter and through the heating and cooling
process.
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
away?