Topic: Structure and Properties of Matter
Fifth Grade
Standard/Performance Expectation
5-PS1-1. Develop a model to describe that matter is made of
particles too small to be seen. [Clarification Statement:
Examples of evidence could include adding air to expand a
basketball, compressing air in a syringe, dissolving sugar in
water, and evaporating salt water.] [Assessment Boundary:
Assessment does not include the atomic-scale mechanism of
evaporation and condensation or defining the unseen
particles.]
What



students need to Know:
What a model is
What matter is
What all matter is made of
What students need to be able to Do/needed skills:
 Develop a model
How you will teach and how the students will learn/Science
& Engineering Practice: Developing & Using Models
 Develop a model to describe phenomena
Cross Cutting Concept: Scale, Proportion, and Quantity
 Natural objects exist from the very small to the
immensely large

Instructional Resources
Teaching Grade 5 Structure and Properties of Matter Through Modeling
5-PS1-1,5-PS1-2
Structure and Properties of Matter Unit 5-PS1-1,5-PS1-4, 5-PS1-2, 5-PS1-3
The science behind the Macy’s day parade 5-PS1-1
Matter is Everywhere Read Works passage with questions
Adventures in a Hot Air Balloon Read Works passage with questions
http://mrdenney.weebly.com/uploads/1/3/7/6/13767597/on7sb_010.pdf
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour
/particle_model/activity/
https://betterlesson.com/next_gen_science/browse/2161/ngss-5-ps11-develop-a-model-to-describe-that-matter-is-made-of-particles-toosmall-to-be-seen
variety of lessons
Structures and Properties of Matter
Matter and Its Interactions
http://thehappyscientist.com/content/next-generation-sciencestandards-fifth-grade
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5-PS1-2. Measure and graph quantities to provide evidence that
regardless of the type of change that occurs when heating,
cooling, or mixing substances, the total weight of matter is
conserved. [Clarification Statement: Examples of reactions or
changes could include phase changes, dissolving, and mixing
that forms new substances.] [Assessment Boundary:
Assessment does not include distinguishing mass and weight.]

What students need to Know:
 How to measure
 How to graph
 What evidence is
 What quantities mean
 How matter can be changed
 The types of changes to matter
 What conserved means
 Mass and weight are considered the same in
elementary
What students need to be able to Do/needed skills:
 Measure and graph quantities to provide
evidence
How Students will Learn/Science & Engineering
Practice: Using Mathematics and Computational
Thinking
 Measure and graph quantities such as weight to
address scientific and engineering questions
and problems
Crosscutting Concept: Scale, Proportion, and
Quantity
Instructional Resources:
Ice Cubes in a Bag 5-PS1-2
Also open and closed systems
https://betterlesson.com/next_gen_science/browse/2162/ngss-5-ps1-2measure-and-graph-quantities-to-provide-evidence-that-regardless-of-thetype-of-change-that-occurs-when-heating-coo
variety of lessons
http://www.uen.org/Lessonplan/preview?LPid=631
http://www.uen.org/Lessonplan/preview?LPid=26725
http://www.uen.org/Lessonplan/preview?LPid=28360
http://www.uen.org/Lessonplan/preview?LPid=2685
http://www.uen.org/Lessonplan/preview?LPid=2686
http://www.uen.org/Lessonplan/preview?LPid=16250
Shaking Water 5-PS1-2
http://www.nclark.net/conservation_of_matter_lab.pdf
http://www.asminternational.org/content/CityOfMaterials/pdfs/9%20Conservation%20of%20Matter%205.09.10.pdf
http://blog.teachersource.com/2010/10/05/simple-conservation-of-massactivity/
Ice Melting Blocks for this activity are at ISC. Email
paula.roll@covington.kyschools.us if you would like to use them.
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
Standard units are used to measure and
describe physical quantities such as weight,
time, temperature, and volume
Common Core Writing Connection
W5.7 Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic
http://www.sciencefix.com/home/2011/11/24/conservation-of-matterheavy-whipping-cream.html
http://thehappyscientist.com/content/next-generation-science-standardsfifth-grade
scroll down to 5-PS1-2
W.5.8 Gather relevant information from print and
digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of
sources.
W.5.9 Draw evidence from informational texts to
support analysis, reflection, and research.
5-PS1-3. Make observations and measurements to identify
materials based on their properties. [Clarification Statement:
Examples of materials to be identified could include baking
soda and other powders, metals, minerals, and liquids.
Examples of properties could include color, hardness,
reflectivity, electrical conductivity, thermal conductivity,
response to magnetic forces, and solubility; density is not
intended as an identifiable property.] [Assessment Boundary:
Assessment does not include density or distinguishing mass
and weight.]
What



students need to Know:
How to make observations
How to measure
What is meant by properties
Instructional Resources:
Cinderella Separates a Mixture 5-PS1-3
Taking the Mystery out of Argument 5-PS1-3
http://www.inquiryinaction.org/classroomactivities/activity.php?id=22
http://www.teachingideas.co.uk/science/materialproperties.htm
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/characteristics_mat
erials.shtml
http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/5c2.pdf
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What students need to be able to Do/needed skills:
 Make observations and measurements to identify
materials based on their properties
How students will learn/Science & Engineering Practice:
Planning and Carrying out Investigations
 Make observations and measurements to produce data
to serve as the basis for evidence for an explanation
of a phenomenon
Cross Cutting Concept: Scale, Proportion, and Quantity
 Standard units are used to measure and describe
physical quantities such as weight, time, temperature,
and volume
http://www.education.com/science-fair/article/mystery-powders/ (does
not include data sheets-you will have to create these)
http://cstl-csm.semo.edu/coleman/OpSci/Mystery%20Powder&DS.pdf
(has recording sheets)
Mystery Substances (has data sheets)
https://betterlesson.com/next_gen_science/browse/2163/ngss-5-ps1-3make-observations-and-measurements-to-identify-materials-based-ontheir-properties
variety of lessons
http://www.earthsciweek.org/classroom-activities/gold-panning
5-PS3-1 lesson
Common Core Writing Connections
W.5.7 Conduct short research projects that use several
sources to build knowledge through investigation of different
aspects of a topic.
W.5.8 Gather relevant information from print and digital
sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
W.5.9 Draw evidence from informational texts to support
analysis, reflection, and research.

5-PS1-4. Conduct an investigation to determine whether the
mixing of two or more substances results in new substances.
What students need to Know:
 How to conduct an investigation
Instructional Resources:
https://betterlesson.com/next_gen_science/browse/2164/ngss-5-ps1-4conduct-an-investigation-to-determine-whether-the-mixing-of-two-ormore-substances-results-in-new-substances
variety of lessons
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
The difference between physical and chemical
changes (from 5-PS1-2)
What students need to be able to Do/needed skills:
 Conduct investigations to determine outcomes
Assessing for Achievement 5-PS1-4 lesson
From Science and Children
http://www.uen.org/Lessonplan/preview?LPid=2683
How Students will Learn/ Science & Engineering Practice:
Planning and Carrying Out Investigations
 Conduct investigations collaboratively to produce data
to serve as the basis for evidence, using fair tests in
which variables are controlled and the number of
trials considered
http://www.superteacherideas.com/science7-matter.html
Common Core Writing Connections
W.5.7 Conduct short research projects that use several
sources to build knowledge through investigation of different
aspects of a topic.
W.5.8 Gather relevant information from print and digital
sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
W.5.9 Draw evidence from informational texts to support
analysis, reflection, and research.
http://sbsciencematters.com/5th/physical/5.5PhysicalChanges.pdf
http://www.vrml.k12.la.us/5th/scien/activity_by_unit/unit2/act5/un2_act
5.htm
http://ww2.valdosta.edu/~lamartin/topic.html
http://sbsciencematters.com/5th/physical/5.7MixturesandSolutions.pdf
https://www.teachingchannel.org/videos/teaching-physical-and-chemicalchanges
http://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf
interactive
http://www.qldscienceteachers.com/juniorscience/chemistry/experiments/physical-and-chemical-changes
http://mypage.direct.ca/k/kasmith/gina/page4.html
Foam It
http://www.education.com/activity/article/Leaves_Change_fifth/
chemical change
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Unit Critical Vocabulary for Word Wall
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