N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 1
Properties of Matter
Rev. Spring 2008
PROPERTIES OF MATTER
Matter is the “stuff” from which all objects and substances in the universe are
made. Matter takes up space, meaning it has volume. Matter contains a certain
amount of material, therefore it has mass. Because all matter has mass and
volume, all matter can be detected, though some more easily than others. All
matter has both physical and chemical properties. Matter can be classified
according to these physical and chemical properties. The 6th grade student will
continue to build on their previous understanding of the properties of matter by
classifying substances by their physical and chemical properties. Students in
elementary school explored physical properties of matter, but they did not
address chemical properties. Activities at the 6th grade level should focus on
chemical as well as physical properties of matter.
Physical Properties
Physical properties are those that can be observed without changing the make-up,
or identity, of the matter. The chart below lists some common physical properties
of matter. Properties and/or concepts listed in blue are being introduced for
the first time at the 6th grade level.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
1
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Physical
Properties
Appearance
What It Means
Color, size, shape,
texture, luster
(how a substance
reflects light)
Unit 1
Properties of Matter
What Students Should
Understand
Tendency to float or
rise in a fluid (liquid or
gas)
Boiling Point
Temperature at which a
substance changes from
a liquid to a gas
Most substances have a
unique boiling point that can
be used with other
properties to identify
substances.
Conductivity
Ability of a substance
to conduct heat, sound,
or electricity
Heat, sound, and electricity
travel better through some
substances (conductors)
than through others
(insulators).
Density
Amount of matter in a
given volume; expressed
as D = m/v
Graphic
Physical properties can be
observed using the senses
to identify and describe
matter.
Buoyancy applies to both
liquids and gases and is
determined in part by
density and fluid
displacement.
Buoyancy
Rev. Spring 2008
When two substances have
the same volume, the one
with greater mass has
greater density. For
example, a cup of feathers
and a cup of marbles have
the same volume, but
because the cup of marbles
has greater mass it has a
greater density. Students
will calculate density.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
2
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Physical
Properties
What It Means
Unit 1
Properties of Matter
What Students Should
Understand
Ductility
Hardness
Ability of a substance
to resist being
scratched
A harder substance will
scratch a softer substance.
Ability to attract iron
Without touching them, a
magnet pulls on all things
made of iron and either
pushes or pulls on other
magnets.
Ability of a substance to
be pressed or pounded
into a thin sheet
This property is used to
determine if a substance
can be rolled into thin
sheets. (example: aluminum
foil).
Malleability
Graphic
This property is often used
to determine if a substance
can be used to make wire.
Ability of a substance
to be pulled into a thin
strand, such as a wire
Magnetism
Rev. Spring 2008
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
3
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Physical
Properties
Mass
Melting Point
Odor
What It Means
Unit 1
Properties of Matter
What Students Should
Understand
Measure of the amount
of matter in a solid,
liquid, or gas (measured
in grams)
All solids, liquids, and gases
have mass because they are
all made of matter rather
than energy. At this level
the mass of an object
should be measured using a
triple beam balance.
Students should understand
the difference between
mass and weight.
Temperature at which a
substance changes from
a solid to a liquid
Most substances have a
unique melting point that
can be used with other
properties to identify
substances. The
temperature at which a
substance melts and
freezes is the same
(melting point = freezing
point).
Ability of a substance to
give off a certain smell
This is not always the best
physical property to use to
describe substances
because odor is difficult to
distinguish and it can be
considered subjective.
However, some substances
have distinct odors, such as
sulfur which smells like
rotten eggs.
Rev. Spring 2008
Graphic
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
4
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Physical
Properties
Solubility
State of
Matter
Unit 1
Properties of Matter
What It Means
What Students Should
Understand
Ability of a substance to
dissolve in another
substance
A solution is a mixture that
appears to be a single
substance. It is composed
of particles of two or more
substances that are
distributed evenly among
each other.
Matter exists as a solid,
liquid, or gas
A solid has a definite shape
and volume. A liquid has a
definite volume and takes
the shape of the container
it is in. A gas has no
definite shape or volume
but changes to match the
shape and volume of the
container it is in. Students
should also understand that
a liquid or a gas can be
referred to as a fluid.
Changes in the state of
matter are caused by the
addition or reduction of
energy.
Rev. Spring 2008
Graphic




Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
5
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Physical
Properties
Temperature
Volume
What It Means
Unit 1
Properties of Matter
What Students Should
Understand
Amount of energy in
matter (measured in
degrees Celsius or
Fahrenheit)
A change in temperature is
a measure of the loss or
gain of energy in matter.
Scientists generally
measure temperature in
degrees Celsius.
Amount of space an
object or substance
takes up, measured in
cm3 or ml.
Graduated cylinders allow
precision in measuring
volume. Students should
practice reading a meniscus.
The volume of an irregular
solid can be found by
displacement of water.
Rev. Spring 2008
Graphic
Chemical Properties
Chemical properties describe matter based on its ability to change into new matter
with different properties. This is a new concept in 6th grade. Chemical properties
can be identified only when the new substance has chemical and physical properties
that are different from the original substance. A chemical reaction takes place
when one or more substances change to form one or more new substances.
Substances that undergo the change are called reactants and the new substances
resulting from this chemical change are called products. Reactivity refers to the
ability of two or more substances (reactants) to combine to form a new substance
or substances (products) with different chemical and physical properties. An
example of this process is when wood burns and results in ash and smoke. Ash and
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
6
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 1
Properties of Matter
Rev. Spring 2008
smoke cannot be changed back into wood. The chart below lists some common
chemical properties of matter:
Chemical
Property
What It Means
Reactivity with
oxygen
Ability of a substance to react
with oxygen
Non-reactivity with
oxygen
Ability of a substance to resist
reacting with oxygen
Flammability
Non-flammability
Ability of a substance to burn
Ability of a substance to resist
burning
What Students Should Understand
A reaction with oxygen results in
processes such as rusting and tarnishing
of some metals.
Not all substances react with oxygen.
This knowledge is used in the real world to
prevent rusting and tarnishing. For
example, a metal that is reactive with
oxygen can be coated or galvanized with a
non-reactive substance to prevent rusting
or tarnishing.
Everything will burn, given a high enough
temperature. When a substance burns,
ash and smoke may not be given off.
Fumes, which may be toxic, can be a
product of the reaction.
This property is useful in the real world
when selecting certain substances that
must withstand extreme heat.
Physical and Chemical Changes
As 6th grade students explore physical and chemical properties, they encounter the
concepts of physical and chemical change. Physical and chemical changes in
properties of matter are introduced at this grade level as the TEKS states that
students are expected to “demonstrate that new substances can be made when two
or more substances are chemically combined and compare the properties of the
new substances to the original substances.” Chemical changes will be further
explored in 7th grade, but it is the 6th grade teacher that lays the foundation for
this concept.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
7
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 1
Properties of Matter
Rev. Spring 2008
Students should know that physical change alters only the physical properties of
matter, but not the chemical properties. For example, folding or cutting paper still
results in paper. When a chemical change occurs, the chemical properties have
changed, producing new substances. For example, burning changes the matter into
new substances. In the case of burning paper, the new products are ash, gases,
and smoke. These products have different physical and chemical properties from
the original paper.
A table, such as the following, might be helpful for students to have as a ready
reference regarding what are physical versus chemical changes:
Description
Burning coal
Mixing salt & pepper
Dissolving sugar in tea
Melting an iron rod
A can rusting
Cooking scrambled eggs
Water freezing into ice cubes
Fireworks exploding
Sawing wood to make a cabinet
Bread baking
Some





Is it Physical?
Is it Chemical?
X
X
X
X
X
X
X
X
X
X
signs that may indicate a chemical change has taken place include:
change in color
production of heat
foaming, fizzing, or release of gas bubbles
sound is produced
light is given off
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
8
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 1
Properties of Matter
Rev. Spring 2008
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
9