Matter and Its Interactions
Physical Science, Grade 5
In this unit students explore the various states of matter and explore the complex interactions of materials
In the fall of 2014, North Adams Public Schools will begin to use the December 2013 draft version of the Massachusetts Science Frameworks. This summer a team of classroom
teachers and students from MCLA and Williams College developed this unit plan to assist you in that endeavor. Over the course of the next three years this unit will be revised
and edited.
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Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….………………………………………………… 3
Lesson # 1 The Who, What, When, Where, Why & How of being a Scientist [classroom teacher only] ………………………………………………………5
Lesson # 2 Matter is Everywhere [classroom teacher only] ………………………………………………………………………………………………………………………..8
Lesson #3-What’s the “Matter” with you? [classroom teacher and college students] ………………………………………………………………………………..11
Lesson #4 Who passed the gas? [Omit this year] ………………………………………………………………………………………………………………………………………..18
Lesson #5: It Doesn’t “Matter” What State You’re In, We are all Just Atoms Anyway [classroom teacher and college students] …………………22
Lesson #6 : What’s the “Matter” with Change? [classroom teacher and college students] …………………………………………………………………………27
Lesson# 7: Scientists Describe With Their Senses (Introduction to Qualitative Analysis) [classroom teacher and college students] …….……32
Lesson # 8 Scientists Describe using Numbers (Introduction to Quantitative Analysis)[classroom teacher and college students] ………………39
Lesson # 9 Introduction to Conservation of Mass [classroom teacher and college students] ………………………………………………………………………45
Lesson #10 Complex Interactions of Materials [classroom teacher and college students] …………………………………………………………………..………48
Lesson # 11The Matter with Matter [Classroom teacher only] …….………………………………………………………………………………………………….…………51
CEPA ………………………………………………………………………………………………………………………………………………………………………………54
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Sage 1 Desired Results
Standards
ESSENTIAL QUESTIONS
5-PS1-1. Use a model of matter as made of UNDERSTANDINGS
Students will understand that…
1. When “matter” changes how does it
particles too small to be seen to
PS1.A: Structure and Properties of Matter affect our lives?
explain common phenomena
 Matter of any type can be
2. Why do we have different states of
involving gasses, phase changes
subdivided into particles that are
matter?
between gas and liquid, and
too small to see, but even then the
dissolving. [Clarification
matter still exists and can be
Statement: Examples of common
detected by other means. A model
phenomena the model should be
shows that gases are made from
able to describe include adding
matter particles that are too small
air to expand a basketball,
to see and are moving freely
compressing air in a syringe,
around in space can explain many
dissolving sugar in water, and
observations, including the
evaporating salt water.]
inflation and shape of a balloon;
[Assessment Boundary:
the effects of air on larger particles
Assessment does not include the
or objects. (5-PS1-1)
atomic-scale mechanism of
 The amount (weight) of matter is
evaporation and condensation or
conserved when it changes form,
defining the unseen particles.]
even in transitions in which it
5-PS1-2. Measure and graph the weights
seems to vanish.(5-PS1-2)
of substances before and after a
reaction or phase change to
objectives
provide evidence that regardless
1. Use scientific skills such as observation and critical thinking skills.
of the type of change that occurs
2. Use scientific tools appropriately.
when heating, cooling or
3. Summarize articles
combining substances, the total
4. Define and describe the characteristics of gases.
weight of matter is conserved.
5. Use a scale to measure the weight of a substance.
[Clarification Statement: Assume
that reactions with any gas
6. Define and describe the characteristics of gases.
production are conducted in a
7. Use a scale to measure the weight of a substance.
closed system.] [Assessment
8. Use a scale to measure the weight of a substance before and after a chemical
Boundary: Assessment does not
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include distinguishing mass and
weight.]
5-PS1-3. Make observations and
measurements to identify
substances based on their unique
properties, including color,
hardness, reflectivity, electrical
conductivity, thermal
conductivity, response to
magnetic forces, and solubility.
[Clarification Statement:
Examples of substances to be
identified could include baking
soda and other powders, metals,
minerals, and liquids.]
[Assessment
Boundary: Assessment does not
include density or distinguishing
mass and weight.
reaction
9. Observe color, hardness and reflectivity to identify matter
10. Describe and explain the differences between physical and chemical changes
11. Define solution and suspension and explain how mixtures of matter can form
solutions and suspensions
12. Record observations
13. Form conclusions about different types of physical and chemical changes of
matter
14. Define and describe the characteristics of different types of matter (substances)
15. Define and describe the characteristics of the different states of matter.
Stage 2 - Evidence
Evaluative Criteria
CEPA
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Assessment Evidence
See CEPA Information
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Lesson # 1 The Who, What, When, Where, Why & How of being a Scientist
This lesson will be taught as an introduction to the unit by the classroom teacher.
Standard(s) to be addressed in this lesson:
PS1-3 Make observations and measurements to identify substances based on their unique properties, including color,
hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Student Learning Objectives:
Students will be able to…
1. Use scientific skills such as observation and critical thinking
2. Use scientific tools appropriately
Vocabulary
Microscope
Beaker
Hand lens
Instructional Materials/Resources/Tools:
Microscope
Scale
Thermometer
Beakers
Hand Lens
1
1
1
1
1
Science Journals
1 per student
Assessment: Observe that students are using tools and materials correctly.
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Opening (Activator)
1. In this lesson students will become familiar with some of the tools that scientists use and some of the tools that they will
use in the unit. Each group will be handed a profession that they will have to come up with a minimum of 6 tools this
profession uses and what they use the tools for. (Note: OBSERVATION is considered a tool)
Jobs: Doctor, Lawyer, Teacher, Fireman, Salesperson, Cashier, Thief (not honest, but it is useful here)
2. Everyone in the group must contribute at least one tool. They will have 5 minutes for this activity.
During the Lesson (Sequence of Activities)
3. All groups will share what they have worked on.
4. After all groups have shared; everyone will have 5 minutes to come up with 6 tools they think a scientist (Any kind of
scientist) will use, and what they use them for.
Activity:
1. Tell the students that adults use many tools in their professions and they will be introduced to some tools that scientists
use. Watch “How to be a Scientist” YouTube rap video as a class https://www.youtube.com/watch?v=MwvOCTdIaSE. Before
watching the video tell the students to look for the tools in the video that a scientist might use.
2. Introduce the following scientific tools to the class: beaker, thermometer, and hand lens. Demonstrate appropriate use of
each tool. Have a few students model appropriate use of each tool. Tell the students that they will be using the tools in the
study of matter that they will be beginning.
3. Tell students that in each lesson they will be discovering answers to the unit’s essential question. Post these two questions
in the front of the room:
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When “matter” changes how does it affect our lives?
Why do we have different states of matter?
4. Let the students know they will be studying the following topics in the matter unit.
Matter
Types of Matter
Modeling
Molecules
Physical and
Chemical
Changes
Observing
Matter
Lesson Closing: Summarize possible uses and ways to handle the materials presented in today’s lesson.
Assessment: In your journal write down a skill a scientist might use and a tool they might use.
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Lesson # 2 Matter is Everywhere
This lesson should be taught by the classroom teacher. It can be taught during ELA or Science.
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson:
5.R1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
5.R1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
5.R1.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support
which point(s).
Student Learning Objectives:
Students will be able to…
1. Summarize an article about matter.
2. Restate key points from an article.
3. Identify evidence that supports the main idea of the text.
Vocabulary (key vocabulary)
Moh’s scale
Liquid
Gaseous
Solid
Plasma
Matter
Particle
Atom
Diffusion
Instructional Materials/Resources/Tools:
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Science Notebook
“Matter is Everywhere”
1 per student
1 copy per student
Assessment: Journal entry: What is matter? Use evidence from the article to support your answer. In addition, there are questions at the end of
the reading that can be used for assessment
Activator:
Have students work with a partner to complete the following activity.
Activity:
1. Introduce the following vocabulary terms that will be the passage. Write each word on the board and make sure students can read the
word.









Mohs scale
Liquid
Gaseous
Solid
Plasma
Matter
Particle
Atom
Diffusion
2. There are 4 sections in the article. Break your class into 4 groups, have them work together to read through their assigned paragraph
3. After reading have the groups of students write key points of their summary on a piece of chart paper.
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4. Each group will share their summary verbally and present their poster to the class
5. Once all summaries have been given, read the whole article as a class, making sure that everyone’s summary makes sense and all
vocabulary words defined.
6. Assign the 10 questions at the end of the reading.
Lesson Closing (Wrap up, exit ticket, etc.) After completing the reading have students add responses to the essential questions chart.
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
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Lesson #3- What’s the “Matter” with you?
This lesson can be taught by the college student and the teacher. The classroom teacher should do the vocabulary part and
the college student should instruct students during the making of the models. The vocabulary can be completed prior to the
college students coming in.
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson:
PS1-1 Use a model of matter as made of particles too small to be seen to explain common phenomena involving gases, phase
changes between gas and liquid, and dissolving.
PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Vocabulary (key vocabulary): Mass, Volume, Atom, Molecules, Mixture, Solution, Properties, Elements, Saturation, Density
Materials:
Science Journals
1 per student
Containers for water (and water)
2
Balls
1 or 2
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Index cards
Balloons
1 or 2
Needle
1
Corn oil
Magnifying glasses
10
Small plastic containers of salt
1 or 2
Small plastic containers of water
2
Toothpicks
2 boxes
Spice drops
2 bags
Made balances
3
Washers
1 bag
Paper clips
1 bag
Hook
1 bag
Pins
1 bag
Assessments:
1. Journal prompt: What do you and a salt crystal have in common?
2. Model of an atom.
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Opening (Activator):
Students will then be told to make a list of everything in the classroom they can in 5 minutes. Teacher will stretch their
understanding by asking such questions as “what do we breathe in?” what do we breathe out?” The teacher will list on board
as student groups share. The teacher explains that all of the objects on the board may seem very different but also share
some similarities. The main similarity is that they are all made up of matter.
ACTIVITY:
1. As a review, discuss with the students the various instruments scientists use. Tell them that today they will be using
some of those skills and tools to investigate matter.
2. Students write the word Matter in their journal in a vocabulary section then brainstorm what they know about matter.
3. Make a master list of ideas about matter on the board and have students write the properties of matter in their
journals.
4. Refer back to the properties of the objects in classroom as necessary to make sure that the properties include how
something looks (size, shape, and color), feels, (texture), smells, tastes and sounds. This is information that we gather
from our senses. Explain that all matter has properties.
5. Start with a definition, explanation, and demonstration of matter. Walk around and check to make sure that all
students have “Matter” written in journal and correctly set up with 4-square. matter: Anything that has mass and takes
up space (has volume). Students could have written that scientists describe and compare based on properties or use the
word characteristics. You are going to demonstrate mass and volume by using a balance to measure the mass of a ball
and a full container of water to show the volume of the ball. (Drop the ball into the container of water to displace some
of the water).
6. Write the definitions for mass and volume on the board as well.
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MASS: The amount of matter in an object.
VOLUME: The amount of space matter takes up.
7. Demonstrate that air has mass and volume by doing the following demonstration. Blow up 2 balloons so that they are
roughly equal in size. Tape one balloon to either end of a wooden dowel (balance). Hang the balance so that balloons
are equally balanced. Place a drop of cooking oil on the surface of one of the balloons and insert a long needle into the
balloon. Allow the balloon to deflate and make observations as a class. Discuss the following questions: What happens
to the balloon that is punctured? Why? (Relate to volume) What happens to the balance? Why? (Relate to mass)
8. Give students time to complete their vocabulary words. Make sure they have 4 sections done for all 3 words (matter,
mass, volume) before moving on.
9. When students are done with vocabulary words pass out a hand lens to each student. Pass out objects such as rocks,
leaves, etc., they can observe. They can also observe their clothing or fingers. Explain that they are observing small
parts of objects around them. However matter is made of even tinier objects that can’t be seen, even using a high
powered microscope. Write the following sentence on the board: All matter is made of tiny particles called atoms.
10. Have students write atom in their vocabulary section and define it as, “the smallest piece of matter that can still be
identified”
11. Go the following website: http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html It starts
with a view of the Milky Way Galaxy and magnifies to the level of a quark. You may choose to simply go to the level of
an atom. It also goes in reverse. It’s a good way to give students a sense of how much matter exists in the universe and
how tiny atoms and molecules are.
12. Students may wonder how matter can be so different if all matter is made of atoms. Tell students that different
objects are made of different types of atoms and some types of matter are made of molecules. Have students write the
definition of molecules: Two or more atoms bonded together.
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13. Place a container of salt, a container of water and a balloon that you inflate with your breath (a mixture of carbon
dioxide, oxygen, and nitrogen gases) in front of your class. Tell students they will make models of the molecules of salt,
water and carbon dioxide. The atoms are too small to see, you would have to use a special microscope to view them.
Ask students if they remember the name of the microscope from the reading they did with their teacher.
14. Have students make models of molecules using the spice drops and toothpicks provided. Students can work in small
groups and each student can make one type of model and then compare and contrast. Write the following information
on the board for the student to use in constructing their model and designate different colors of spice drops to
represent different types of atoms:
a. NaCl - Salt (sodium chloride)
b. H2O – Water
c. CO2 - Carbon dioxide - you can also make models of Oxygen (O2) and Nitrogen(N2)
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Draw or display the picture of the atoms so students know what their model should look like.
Ask students to draw a picture of their molecules in their science journals and label the different atoms.
11. Discuss the different models with the class. How are the models different? How are they the same? What represents
atoms in the models? How do the models represent the molecules? How does an atom compare to a molecule? What are the
differences between salt, water, and carbon dioxide? This discussion may serve as a hint of what is to come: solids, liquids,
and gases.
Lesson Closing:
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Discuss the following questions as a class...What does all matter in the universe have in common? How are you like a glass of
water? (Both are matter, made of atoms, have properties, etc.) How are you different from a glass of water? (Different shape,
size, color, smell, texture, etc.)
Connect today’s lesson to the essential questions:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
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Lesson #4 Who Passed the Gas?
Omit this lesson in 2014-2015 until we research proper safety precautions.
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson:
5-PS1-1Use a model of matter as made of particles too small to be seen to explain common phenomena involving gasses,
phase changes between gas and liquid, and dissolving.
Student Learning Objectives:
1. Define and describe the characteristics of gases.
Vocabulary (key vocabulary)
Density
Resources:
Science journals
1 per student
Spray room freshener
1 per class
Plastic bucket
1 per class
Tall drinking glass
Paper or paper towel
1 per class
10 gallon aquarium
1 per class
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Bubbles
Dry ice (tongs, goggles and gloves)*
Balloons
Film canisters
*Please notify Jen and Molly at least 3 days before you need the dry ice.
Assessment: Have students define and describe the characteristics of gases in their journal.
Opening (Activator):
Review the investigation of matter from the previous lesson. Tell the students that today we will be discussing the properties
of gas. Spray air freshener on one side of the room. Ask the students to raise their hands when they can smell the scent. Ask
the students to record their observations about who can smell the scent at what time in their journal and explain the results.
Introduction
Discuss the fact that gases spread out to fill the available space. Starting from one spot in the classroom, the air carrying the
scent will spread throughout the classroom, out the door, into the hallway, and eventually outside. This is why smells in the
air eventually go away. Relate this to the characteristics of gases:
Gases take on the shape of the container.
The volume of gases change (gases spread out to fill the container)
Activity:
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1. Ask the students what is all around us and invisible? Get them to start thinking about air (gases). How do we know that
there are gases all around?
a.
Fill a bucket with water and place it in front of the room.
b. Crumple a piece of paper or a paper towel into a ball and push it into the bottom of a clear glass. Hold the glass vertically
with the open end facing down, and push it straight down into the water. Lift the glass straight out of the water. Remove the
paper and observe the results.
c. Discuss the following questions and ideas with the class.
What happened to the paper? Why didn’t it get wet? What was in the glass besides the paper that kept the water from
getting in? Discuss with the class that gas takes up space (volume) like all matter, so the water couldn’t fit in the glass.
2.
Tell the class that they will be observing and experimenting with a special type of a gas. Dry Ice is solid carbon dioxide it
must be kept very cold. At room temperature it undergoes sublimation and is converted from a white solid to a clear gas
(carbon dioxide). Due to its extremely cold temperature, dry ice can cause damage to skin if handled directly. Use tongs or
insulated gloves when handling. It is also important not to get any dust into your eyes when crushing or grinding the solid, so
wear protective goggles. When you place dry ice in warm or hot water, clouds of white fog are created; this fog is not CO2
gas, but condensed water vapor, mixed with CO2. The fog is heavy, because it is mixed with CO2; it will settle at the bottom
of a container and can be poured. Make sure students remain at a safe distance for all of the experiments.
a. Hold open a balloon and put a few small pieces of dry ice inside. Tie the balloon closed and ask the students to make
predictions about what will happen. They should make drawings in their journals. Observe and discuss. Why did the balloon
inflate? What is happening to the solid dry ice inside the balloon? Why does the balloon get bigger when the dry ice turns into
a gas? How are solids and gases different? WARNING!!THE BALLOON MAY POP DEPENDING UPON HOW MUCH DRY ICE YOU
PUT IN IT.
b. Place a few small pieces of dry ice in a film canister. Ask students to predict what will happen. (Have them make drawings
in their journals). Observe and discuss. Why does the top of the canister come off? What is happening to the solid dry ice
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inside the canister? How does this show how solids and gases are different? How fast do gas molecules move? How fast do
solid molecules move? Relate these ideas to VOLUME.
WARNING!!!!! THE TOP OF THE CANISTER WILL FLY OFF. AIM THE CANISTER AWAY FROM PEOPLE.
c. Put some dry ice in a fish tank and then add some warm water. A white fog should form and settle on the bottom of the
tank. Tell students that volunteers will blow bubbles into the fish tank. Ask the students to make predictions in their journals
(draw pictures and/or write) about what will happen to the bubbles. Observe and discuss. Which gas has a higher DENSITY
(Have students define this in vocab section of journal), the breath in the bubble or the carbon dioxide and water vapor? How
can you tell? Relate this to a helium balloon that rises into the air (unlike a balloon filled with breath). Relate to the density of
liquid and solids. WARNING!!!NO ONE SHOULD BREATHE IN THE WHITE FOG DIRECTLY.
Extension: Put some of the dry ice in a bowl with hot water and then pour the gas onto the floor. Ask the students what
happens to the gas? Why? Relate this to the bubble experiment.
3. Blow up a balloon and then place it in the container with the dry ice. Ask the students to make predictions about what will
happen. Have them write/draw them in their journals. Take the balloon out and observe what happens. Discuss with
class. What happens to the gas molecules when they get cold? What happens to the gas molecules when they warm up
again?
Closing: Ask students to think back to the first demonstration of the empty glass, ball of paper and bucket of water. Ask
students to write in their journal about what the dry ice experiments allows them to conclude about the density of air
compared to the density of water. To get the students to think about the next lesson, ask students if matter can ‘change’ and
if so how. Make sure students provide an explanation for their conclusion.
Lesson #5: It doesn’t “Matter” What State You’re In; We are all Just Atoms Anyway
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Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson:
PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Student Learning Objectives:
1. Use a scale to measure the weight of a substance.
2. Use a scale to measure the weight of a substance before and after a chemical reaction
3. Observe color, hardness and reflectivity to identify matter
4. Describe and explain the differences between physical and chemical changes
5. Define solution and suspension and explain how mixtures of matter can form solutions and suspensions
Vocabulary: Physical Change, Chemical Change, Solution, Suspension, Solubility, Dissolve,
Evaporate
Instructional Materials/Resources/Tools:
Play Dough
4 containers
Salt
1 box
Sugar
1 bag
Plastic Bowl
1
Flashlights
2
Beakers
2
Water
In Classroom
Flour
1 bag
Spoons
20
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Corn Oil
Food Coloring
Glass or Plastic Jar
Lighter
Candle
Clay
Aluminum Foil
Baking Soda
Vinegar
Balloons
Glass Flasks
1 bottle
5 boxes
1
1
1
1 box
1 roll
1 box
1 bottle
2 bags
3
Assessments:
Journal responses, including vocabulary definitions, participation in class observations, active participation in differentiating
between physical and chemical changes and listing two examples of each kind of changes as an exit ticket at the end of lesson.
Opening (Activator):
Give each of the students a piece of Play-Doh. Ask the students to make something using the Play-Doh. Ask the students to
answer the following question in their journal: Is the Play-Doh still made of the same kind of matter or did it change after you
made something with it?
Introduction:
Introduce the idea of physical changes. Explain that matter can be mixed, separated, or be in a different state, but if it is still
the same type of matter then this is a physical change. All types of matter (solids, liquids, and gases) can undergo physical
changes. Relate this to water changing states (i.e. ice, liquid water, and water vapor are all the same type of matter)
Activity:
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1. Rip a piece of paper. Ask the students: has the type of matter in the paper changed? Or is the same? Mix some sugar and
salt in a bowl. What is the container? Are the types of matter the same or different? Show a melting piece of ice. Review
that this is a physical change because both ice and liquid water are made of the same matter - water.
2. Many examples of physical changes involve mixtures-mixing two or more types of matter together. All mixtures can be
separated. Many types of matter are mixed with water. Get two beakers of water. Add some salt to one beaker and some
flour to the other beaker. Ask students helpers to stir each beaker so that they are both mixed well. Darken the room and
use a flashlight to illuminate the contents of each beaker. Ask students to share their observation and discuss as a
class. (Extension: You could ask the students to think about how these mixtures could be separated).
3. Write the words solution and suspension on the board. Tell the class that the salt and water represents a solution and
the flour and the water represents a suspension. Get ideas from the students about how to define each term. Write the
definitions on the board.
Solution: A mixture of one type of matter that is dissolved in another type of matter.
Suspension: A mixture of one type of matter that is finely spread out in another type of matter.
4. Have students get their Science journals out and open to the vocabulary section. Using the 4square model, they will write
definitions for solution, suspension and physical change. Make sure they have time to complete a sentence, a drawing and
what it isn’t, as well.
5. Do a demonstration for the class showing physical changes. Pour about 3 inches of water in the glass jar. Pour a layer of
oil on top of the water and allow the layers to settle. Review density of liquids as necessary. Discuss the water and oil as a
mixture (physical change). Add one drop of food coloring and observe results. Then, add salt to the top. Stop, and observe
the effects. Add more salt (of different amounts) to repeat the effects. Discuss the following questions with the class: What
happens when we pour the salt on the oil? Does the salt dissolve? Does the salt dissolve in the water? Does this demonstrate
a solution? A suspension? Explain.
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6.Explain that physical changes are one type of change but there are also chemical changes. Show the class several
demonstrations showing chemical changes.
a. Light a lighter. Discuss the flame. Is the matter changing? (Discuss light and heat or cold as signs of a chemical
change.)
b. Mix baking soda with vinegar in a flask and put a balloon on top. (Discuss the production of gas) Is the matter
changing? Discuss gas production as a chemical change
c. Baking is a good example of a chemical change. Can the ingredients be separated back out after baking?
7. Write Chemical Change on the board and define it: Chemical Change - Two or more kinds of matter reacting to form a
different kind of matter. (This can be related to bonding). Have the students write this in their journals using the 4-square
method.
8. Attach the candle to the table using the clay. Cut out a small piece of aluminum foil (approximately 1 inch by 4 inches)
and fold it in half. Place a tiny amount of sugar at one end. Hold the sugar in the foil a little bit above the tip of the flame of
the candle. Ask the students to observe and describe the results in their journals. Discuss this demonstration as a chemical
reaction. What was produced? What happened to the sugar?
Exit Ticket: Read of examples from the list below of physical and chemical changes. Ask students to identify the type of
change in each example using active participation: Students should hold up one finger to indicate physical change and two
fingers to indicate a chemical change. Read an example, give all students time to think, and then ask the students to reveal
their hands. Discuss any examples that cause confusion with the class. If time permits, you can also get ideas for other
examples of physical and chemical changes from the students.
- Cars Rusting
- Adding water to orange juice
- Eating and digesting a piece of cake
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-Burning wood in a fire
- Making salad dressing
-Baking bread
-Running a car engine
- Taking a shower
-Making Kool-aid (or other powdered drink)
To get students to think about the next lesson, ask students how they think scientists measure and describe different types of
matter.
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Lesson #6: What’s the “Matter” with Change?
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
Standard(s) to be addressed in this lesson:
PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Student Learning Objectives:
1. Record observations
2. Form conclusions about different types of physical and chemical changes of matter
Vocabulary (key vocabulary):
There are no new vocabulary terms for this lesson; however, their science journal should be checked at this time to make sure
the vocabulary section is complete. Review physical change, chemical change, suspension and solution from previous
lessons.
Materials:
Physical/chemical changes chart copies
50 to 100
Student instructions for each station
Beakers
30
Spoons
20
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Graduated cylinders
10
Thermometers
15 to 20
Flashlights
2
Iron Fillings
1 container
Sand
1 bag
Magnets
3
Corn starch
Vinegar in squeeze bottle
1 bottle
Alka-seltzer tablets
15
Baking soda
Lemon juice
5 or 6 bottles
Glass plate
Alcohol
2
Sugar
1
Bubbles
1 or 2 containers
Metal Pan
1
Steel wool
1 bag
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Aluminum foil
1 roll
Salt
Dull Pennies
20-30
Paper Towels
Water
Milk
Assessments:
Science journal responses, physical and chemical changes chart including observations and conclusions, participation in class
discussions.
Opening (Activator):
Ask students to explain the differences between physical and chemical changes in their journal. The can use their vocab
section of their journals. Discuss the differences as a class.
Introduction: Talk about physical and chemical changes. Are physical changes reversible? Are chemical changes
reversible? How can you tell that a chemical change has occurred? (Heat, cold, light, color, gas, or solid production) Tell the
students that they will observe and describe different types of changes in class today and classify them as either physical or
chemical changes.
Activity:
1. Pass out a copy of the physical and chemical changes chart to each student. Allow the students to work individually or in
pairs. Set up different stations around the room (with material and instructions) before class, using the instructions provided
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below. Ask students to follow the instructions at each station, record their observation and results, and explain if the change
is a physical or chemical. Assist students individually as necessary as they go to the different stations around the room.
2. Physical and Chemical Changes Stations:
a. Materials: Iron filings, sand, spoons, beaker, magnet
Students will mix the sand and iron filings and then use the magnets to separate the mixture. (Physical change)
b. Materials: Cornstarch, spoon, beakers with water, flashlight
Students will mix some cornstarch into the water, stir well and use the flashlight to observe the mixture. (Physical change,
suspension)
c. Materials: Milk in beakers, vinegar in a squeeze bottle, spoon
Students will mix the milk and vinegar and stir, observing what forms. (Chemical change, solid forms)
d. Materials: Alka-Seltzer tablet, beakers with water
Students will add a half of an Alka-Seltzer tablet to water and observe (Chemical change, gas forms)
e. Materials: Baking soda, 25 ml of lemon juice in beakers, spoon, thermometer
Students will mix the baking soda and lemon juice and then record the temperature every minute. (Chemical change,
temperature drops)`
f. Materials: Alcohol, glass plate
Students will pour a small amount on a plate and observe (Physical, evaporation)
g. Materials: Sugar, spoon, beakers with water, flashlight
Students will mix some sugar into the water, stir well, and use the flashlight to observe the mixture (physical, solution)
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h. Materials: Bubbles and a metal pan
Students will blow bubbles onto a metal pan and observe (physical change)
i. Materials: Vinegar in a beaker, steel wool, thermometer, beakers, aluminum foil
Students will soak some steel wool in vinegar, wring out the steel wool, wrap it around a thermometer, place it in a beaker,
cover the beaker with aluminum foil, and record the temperature every minute(Chemical change, temperature rises, color
changes)
j. Materials: Vinegar and salt solution in beakers (60 ml vinegar mixed with 1 spoon of salt) pennies (dull), paper towels.
Students will hold pennies in the solution and observe the results (Chemical change, color changes)
3. Ask the students to share their results and conclusions with the class. Discuss each station and ask if it demonstrated a
chemical or physical change. Get different groups or individuals to share their ideas with the class and discuss any differences
of opinion. Reinforce the concepts of physical change and chemical change through this discussion.
Lesson Closing (Wrap up, exit ticket, etc.):
Review the major concepts of this unit with the class. What is matter? What are the three states of matter? How is the energy
of each state different? Explain how water changes states. What type of change is this? What other types of changes can
happen to matter?
Lesson#7: Scientists Describe Using Their Senses
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(Introduction to Qualitative Analysis)
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson: PS1-3
Make observations and measurements to identify substances based on their unique properties, including color, hardness,
reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Student Learning Objectives:
Students will be able to…
1. Define and describe the characteristics of different types of matter (substances).
Vocabulary (key vocabulary): reflectivity, lustrous, microscope, microscopic, qualitative.
Resources and Materials:
Item
Amount
Jar
1
Pebbles of different size and color
1 bag
Weigh boats
1 per student
Salt, Baking soda, Chalk, Wax, and Nails 1 bag full of each
Rubber gloves
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Microscopes
1 per student group
Flashlight
1 per student group
Assessments:
Journal responses, observations and class participation
Vocabulary activity:
Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four-square is drawn. There
is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written.
On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is
not (an antonym), a pictorial representation of the word, and using the word in a sentence.
Opening (Activator):
Show the students the jar filled with different pebbles and ask them to write down a total of five characteristics of the
different type of pebbles. Then ask the students to raise their hands and use the characteristics they wrote down to identify
the different type of pebbles. (For example: the blue pebbles, the largest pebbles, the smooth pebbles, the shiny pebbles,
etc.). Perform this activity until all the different types of pebbles have been differentiated based on their unique
characteristics.
During the Lesson (Sequence of Activities):
Introduction:
Discuss how scientists use different methods of observation and measurement to differentiate between the different
substances in the world. Tell students that depending on how these characteristics change, the change in matter can be
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classified as chemical changes (where the property of matter changes) and physical changes (where the state of matter
changes). Do not go in-depth with this idea, but introduce it so that the students are ready for the forthcoming chapter on it.
Characteristics of matter can be found by observing the:
Color
Hardness
Reflectivity
Size
And show the attached pictures of the different criteria.
Activity:
1. Go over the vocabulary that is unfamiliar.
2. Divide the class into small groups and present to each group a small quantity of salt, chalk powder, baking soda, nails (or
long screws), and wax. Substances should be labeled A, B, C, D, and E, respectively.
3. Tell the students to observe all substances and write down the observations of the different characteristics:
a) color- students write down the color observed.
b) hardness – students could use tweezers or wear gloves and touch the substances to see if the substance is hard,
soft, or in the middle.
c) reflectivity – students can use any light source (like a flashlight) to see if there is any reflectivity.
d) size – students can comparatively write down the size of each substance. For the finer substances like chalk, salt, and
baking soda wait until all the other observations are complete and then present a microscope to each group and let
them observe the substances under the microscope. Students should write down any other observations they notice
separately.
4. After all the substances have been analyzed, ask each group what they think each substance is and write down the
prediction of each group on the board.
5. Reveal the substances.
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6. Discuss why it is important for scientists to be able to distinguish between different materials and why there are special
machines for it.
Journal Responses: Ask students to think back to the first activity of the different pebbles and relate that to the methods that
were used in main activity. Ask students whether there are other ways one can distinguish between substances. Raise
questions about the imprecision of qualitative analysis (example: what if one scientist thinks chalk look more yellow than
white, or what if he disagrees with how reflective one metal is versus another). Talk about how there are more precise
methods which would involve more precise measurements (quantitative analysis).
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Lesson#8: Scientists Describe Using Numbers
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(Introduction to Quantitative Analysis)
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson:
PS1-3Make observations and measurements to identify substances based on their unique properties, including color,
hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Student Learning Objectives:
1. Define and describe the characteristics of different types of matter (substances)
Vocabulary (key vocabulary): electrical conductivity, thermal conductivity, magnetic forces, magnet, solubility,
quantitative.
Materials:
Weigh boats
1 per group / student
Salt
(sufficient for the group)
Baking soda
(sufficient for the group)
Chalk
(sufficient for the group)
Wax
(sufficient for the group)
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Nails
(sufficient for the group)
Rubber gloves
1 pair per student
LED electrical circuit
1 per group / student
Long pieces of copper wire
1 per group / student
Cork
1 per group / student
Magnets
1 per group / student
Assortment of juices and sodas 1 per group / student
Assessments:
Journal responses, observations and class participation.
Vocabulary activity: (This part should be completed by the classroom teacher)
Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four square is drawn. There
is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written.
On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is
not (an antonym), a pictorial representation of the word, and using the word in a sentence.
Opening (Activator):
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Divide the class into smaller groups and give each group one of each different type of soda and juice. Ask the students to write
down the different “percentage of total diet” calories, potassium, fats, etc on each bottle. Ask them which one has the highest
of each category. Show them how different substances can be categorized by measuring quantitative differences.
Introduction:
Review with the students what they remember about qualitative analysis. Ask them how they figured out how different
materials had different properties. Further, discuss how scientists use different methods of observation and measurement to
differentiate between the different substances in the word that aren’t based on qualitative reasoning. Talk about how
numbers and strict measurements can also be used to differentiate materials. Relate this to the idea that the different
characteristics of matter can be found by observing the:
Electrical conductivity
Thermal conductivity
Response to magnetic forces
Solubility
And show the appropriate pictures attached.
Activity:
1. Give students all the worksheets and go over the vocabulary that is unfamiliar.
2. Divide the class into small groups and present to each group a small quantity of salt, chalk powder, baking soda, nails (or
long screws), and wax. Substances should be labeled A, B, C, D, and E, respectively.
3. Tell the students to observe all substances and write down the observations of the different characteristics:
a) electrical conductivity – help students touch the ends of the long nails with the circuit to see if it conducts electricity.
For salts and powders, dissolve them in water and use the water as a conductor.
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b) thermal conductivity – help students by inserting the copper wire through the piece of cork and then using the cord
as a thermal conductor. Apply some wax on one end of the copper wire and put the testing substance in the center and
heat the other end. See if the heat is conducted through the substance and the wax on the other end melts. Use the
cork to hold the wire since it is an insulator and will not burn your hand.
c) response to magnetic forces – students can see if each substance is attracted to magnets.
d) solubility – students can try to dissolve the substances in water and see how much of the substances can dissolve
(they should measure the amount of solute in the same amount of solvent).
4. Discuss why it is important for scientists to be able to distinguish between different materials and why there are special
machines for it.
Journal Responses: Discuss about the problems faced during the experiments. Talk about the importance of measurements
and collection of data for science. Ask students if this measuring of materials can change. Ask students if materials change. Ask
them if there are different ‘states’ of matter. Have students make some connections to EQ.
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Lesson #9 Introduction to Conservation of Mass
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson:
PS1-2Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that
regardless of the type of change that occurs when heating, cooling or combining substances, the total weight of matter is
conserved.
Student Learning Objectives:
1. Define and describe the characteristics of the different states of matter.
Vocabulary :evaporation, condensation, precipitation, freezing, boiling, melting, conservation (of mass).
Materials:
Model balls
1 set for the teachers
Ice cubes
Beakers
1 per group
Weighing balance 1 per group
Pans
1 per group
Assessments:
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Journal responses: Describe what the Law of Conservation of Mass means in your own words.
Vocabulary activity: (This Activity should be completed by the classroom teacher)
Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four square is drawn. There
is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written.
On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is
not (an antonym), a pictorial representation of the word, and using the word in a sentence.
Opening (Activator):
Use the model balls to describe the three states of matter and how the molecules of the substance remain the same during
the phase changes but the proximity (closeness) of the molecules changes. Ask students to describe how is this “looseness” of
molecules observed when water changes state from solid to liquid to gas.
To show the three different types of state of matter, show the video (http://easyscienceforkids.com/all-about-states-ofmatter/ ).
Introduction:
Review the different ways in which students remember to measure different materials based on their different properties.
Talk about how these measurements can change which leads to the fact that matter can change form. Discuss the
conservation of mass and how, like with the model balls, the quantity of substance remains the same in phase change only the
proximity changes.
Activity:
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1. Give students a beaker with water and ice cubes and ask them to weigh them and note that in their notebooks.
2. Ask students to put the beaker on a hot plate and wait for it to melt the ice cubes.
3. Ask students to weight the liquid water now and write it down.
4. Keep the liquid water back on the heating plates and wait for the water to boil and show students how to use a pan to
collect some of the water. Although the conservation of mass would be hard to measure this way, just explain to the students
how the same liquid water is evaporating and is condensing back to water.
5. Ask them if the recorded weight is the same. If not, ask why they think there might be different recorded weights.
Closing: Discuss how matter can exist in different states. Discuss the importance of having matter in different states in the
world. Ask students what happens when different materials mix with each other. In preparation of the next lesson, ask
students if the original materials maintain their properties.
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Lesson #10 Complex Interactions of Materials
(Continuation of Conservation of Mass)
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
2. Why do we have different states of matter?
Standard(s) to be addressed in this lesson: PS1-2
Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless
of the type of change that occurs when heating, cooling or combining substances, the total weight of matter is conserved.
Student Learning Objectives:
1. Define and describe the characteristics of the different states of matter.
Vocabulary(key vocabulary):
Materials:
Different colored model balls 1 set per class
Weigh boats
1 per student
Graduated cylinders
1 per group
Tang
1 container per class
Salt
1 container per class
Weighing balance
1 per group
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Spoons (to mix)
Assessments:
Journal responses, observations and class participation.
Vocabulary activity: (This activity should be completed by the classroom teacher)
Using their vocabulary section of Science Journals, students will create a ‘four-square’. A box with four square is drawn. There
is a smaller box drawn in the middle (the intersection of the four lines) of the diagram where the vocabulary word is written.
On the rest of the four squares students will write (going clockwise from the top left square): the word’s definition, what it is
not (an antonym), a pictorial representation of the word, and using the word in a sentence.
Opening (Activator): Use the different colored balls to show how when two objects are mixed together, they retain some of
their original properties (like mass- which is additive).
To show how substances mix together, show the video about mixing liquids.
(http://www.youtube.com/watch?v=P5Y9Axrh7zA) and talk about how even when liquids are mixed, they combination still
contains the original materials.
Introduction:
Review the different stages of matter. As students what the transition to different stages of matter is called (evaporation,
condensation, deposition, sublimation, etc.). Talk about how students measured the different properties of different types of
matter. Now ask the students if the different states of matter of different types of matter mix, how would we know if they
have new measurements or not. Discuss the applications of the changes in state of water. Show how weight is additive. Talk
about why we need a change of state in matter. For example: why is sweating important, why is it important for water to
evaporate and then come down as rain, etc.
Activity:
1. Divide the students into smaller groups.
2. Ask students to use a weigh boat and measure out 15 grams of Tang.
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3. Ask students to measure out 240 mL of water and weigh it and record it.
4. Tell them to mix the two.
5. Weight the collective solution and see if it is the weight of the two substances together. Talk about how this relates to
conservation of mass.
6. Do the same experiment with salt and show how the solute can be invisible yet has weight.
Journal Responses: Discuss how matter cannot be created or destroyed and how it retains some of its properties always.
Discuss the importance of the application of change of states of liquids (weather, sweating, etc). Ask students if there are
some mixing of materials that would change their measurements forever. In preparation of the next lesson, ask students what
they know about physical and chemical changes.
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Lesson # 11 The Matter with Matter
Unit Level Essential Question(s) addressed in this lesson:
1. When “matter” changes how does it affect our lives?
Standard(s) to be addressed in this lesson:
5.R1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
5.R1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
5.R1.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point(s).
Student Learning Objectives:
Students will be able to…
1. Students will be able to connect this text to previously learned content through critical questions
2. Students will be able to define ‘matter’ and explain its importance to human existence
Vocabulary:
Producers, Consumers, Decomposers, Ecosystem
Instructional Materials/Resources/Tools:
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The Matter with Matter Article with questions
Computer projector
1 per student
Assessments End of article questions and vocabulary section of science journal
Opening (Activator): Watch the brief video below, it is a good review on everything that has been covered about mass. Ask
students how they think matter impacts out lives after watching
video. http://mass.pbslearningmedia.org/resource/idptv11.sci.phys.matter.d4kmat/states-of-matter/
During the Lesson (Sequence of Activities):
1. Today we are going to talk about how matter is in the world around us. You have already learned that matter is
everywhere, made up of atoms and exists in 4 states and the law of conservation of mass. Pause here to have students
recall details from the unit. Today we are going to think about what happens to matter in different ecosystems.
You might want to let students know that this lesson connects to another topic they will study this spring, The Food
Web
2. Go over unfamiliar vocabulary with the students : Producers, Consumers, Decomposers, Ecosystem
3. After reading the article have students answer the questions at the end of the selection.
Closing: You just read and article about how matter is in different ecosystems. Remember that our unit on matter and our
investigations will not end when we finish this unit. Matter is all around us.
Lesson Closing (Wrap up, exit ticket, etc.)
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MATTER UNIT
CEPA
Does it MATTER what I am baking with?
Krista wants to bake some of her Grammy's favorite muffins to surprise her. She got all of her ingredients out
to measure and put them on the counter next to the stove. Krista’s mom, Connie was getting ready to make
gravy for supper at the same time and took out the cornstarch. Krista measured out the dry ingredients,
including the flour, salt, and sugar. She put them on the counter, right next to where her mom put the
cornstarch. Just then, the dog, Sophie, started barking like crazy, distracting both Krista and Connie, there was
a bear in the back yard! When Sophie jumped up she mixed up the container but because they are all white,
Connie and Krista had no idea which was which.
.
1. Using what you know about how scientists describe matter, observe the ingredients in the container to
figure out their identity.
2. You may use: observation, analysis, and tools to determine which ingredient is in each of the four
containers. Record your results on the recording sheet.
3. After you have observed and tested the matter inside the containers use the data to write a paragraph
predicting what you think is in each container.
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CEPA RUBRIC
Place holder/ coming soon
Warning
Needs Improvement
Proficient
Advanced
Observation
Scientific tests
Paragraph
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Results from
Observation or Test
Test 1 :
Test 2:
Test 3:
Test 4:
Test 5:
Container A
Container B
Container C
Container D
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