SCIENCE 5
4.0. B. Conservation of Matter
Prepared By:
-Clark Baker
-Keitra Barbour
-Patrick Macana
-Kristine Joy Mortiz
-Jameka Strader
Objectives
-Students will cite evidence to support ht e statement, “No matter how many parts of an object is assembled,
the sum of the whole object made is always the same as the sum of the part.”, in order to describe how
matter can change from one form to another without the loss of mass.
Engagement
Guided Inquiry
-Prepare 2 plastic cups.
- Cup A- 10 ice cubes
- Cup B- 10 melted ice cubes
Question: Which cup has a greater mass? Explain. (See worksheet attached)
Exploration
-Students will rotate from 3 stations with worksheets.
Station 1: Fun with Legos!
Procedure
1. Give 10 pieces of Lego to each student.
2. Find the mass of Lego individually.
3. Solve for the total mass of all the Lego.
4. Have students construct an object then, find the mass of the whole object.
5. Compare and contrast the mass of each object with the mass of the Lego taken in step 3.
Station 2: Clay- Creation
Procedure
1. The group will be given 1 block of clay.
2. Take the mass of the whole block of clay.
3. Divide the block of clay to each student in the group.
4. Find the mass of each piece.
5. Have students create a figure from the clay.
6. Get the mass of the each object then, compare and contrast with the mass of the clay in step 2 and 4.
Station 3: Pizza Dough
Procedure
1. Students will be given a dough recipe.
Example: 1 cup flour and 1 cup water
2. Measure the mass of each ingredient.
3. Solve for the total mass of all the ingredients.
4. Make dough with the recipe.
5. Compare and contrast the mass of the dough with the mass of the ingredients in step 2 and 3.
Explanation
-Go over the questions
-Clear-up any misconception.
-Explain the relationship between the masses of whole objects to the sum of the mass of their parts.
Elaboration
Group Activity
-The group has to come up with a real world example of their understanding of conservation of matter
(make a poster, make a list, use objects in the classroom etc.).
Evaluation
BCR
Which cup has a greater mass? Explain. (See worksheet attached)
Name___________________________________ Date________________
Science 5
Water and Ice
My Prediction
Result
Which glass has a greater mass?
Which glass has a greater mass?
Why?
Why?
Name: ________________________________ Date _________________
Law of Conservation of Matter Activity Centers
Please follow directions at each of the 3 stations. Please use the Pan Balance for lighter items and the Triple Beam
Balance for odd-shaped objects that won’t fit in the pan balance.
Station A – Fun with Legos!
1. Take 10 Legos each from the tray and mass each piece. Record the mass of each of your lLego pieces below:
a. ____ g
b. ____ g
c. ____ g
d. ____ g
e. ____ g
f. ____ g
g. ____ g
h. ____ g
i. ____ g
j. ____ g
2. Now total the mass of all of your Lego pieces up. Show your work above. Total = _____g
3. Next, quickly create any 3-dimensional object with your 10 Lego pieces.
a. Do you think the mass of your object will equal the mass of the total from above? ____
b. Do a quick sketch your object below:
c. Take the mass of your object. Total mass of Lego creation: _____g
d. Were your 2 mass calculations equivalent? _____
i. Why do you think this is?
Station B – Clay-Creation
1. Take a clay stick from the tray and mass it. Record the mass:
a. ____ g
2. Now break your clay stick into 5 separate pieces. Do you think the sum of the 5 pieces will equal the total mass
of the stick? ______. Let’s find out!
3. Mass each of your 5 pieces separately and record:
a. _____g
b. _____g
c. _____g
d. _____g
e. _____g
4. Add them up and record the total: ______g. Was this total the same as above? ______.
5. Now create a simple figure/shape with your clay pieces and record the mass. ______g
a. Was your mass still the same?
b. Why do you think this is?
Station C – Pizza Dough Recipe
The mass of each ingredient is provided for you below:
(Teacher will fill in values)






1
1
1
2
2
1
pack active dry yeast _____g (Place yeast in a cup to measure w/o package)
cup water ____g
1/2 teaspoons sugar _____g
1/2 cups all-purpose flour _____g
tablespoons oil _____g
teaspoon salt _____g
Total mass of all ingredients: _____g
1. Do you think the mass of the dough that you are about to create will equal the sum of your ingredients’
masses? ______.
2. Why or why not?
Now it’s time to make our dough!
Directions to Make Dough:
Put water in a small bowl; sprinkle yeast over water and stir in sugar; let stand for about 5 minutes, or until it begins
to bubble.
Combine 2 1/2 cups flour and the salt in a large bowl; pour in oil and yeast mixture and stir until dough is formed.
Turn dough out onto a cutting board; knead about 5 minutes, or until smooth and elastic. Now make sure the dough
ball you’ve created has any remains collected on it from the board & spoons.
You have just made pizza dough!
3. What is the total mass of the dough ball? _____g
4. Was it equal to the sum of the ingredients’ masses? Why do you think this is?