Unit Title: Physical Science: Discovering The Properties of Matter
Lesson Title: What’s the Matter With You?
Curriculum Area: Science
Grade: Fifth
Author(s): Rebekah Flora
Time Required: 1 fifty to sixty minute block
Instructional Grouping: 6 groups of students/4 students per group based on interest
Standards of Learning (Virginia SOL):
Science
5.1
The student will plan and conduct investigations in which
b) estimations of length, mass, and volume are made;
c) appropriate instruments are selected and used for making quantitative observations of
length, mass, volume, and elapsed time;
e) data are collected, recorded, and reported using the appropriate graphical
representation (graphs, charts, diagrams);
5.4
The student will investigate and understand that matter is anything that has mass, takes
up space, and occurs as a solid, liquid, or gas. Key concepts include
a) atoms, elements, molecules, and compounds;
b) mixtures including solutions; and
c) the effect of heat on the states of matter.
Oral Language
5.1
The student will listen, draw conclusions, and share responses in subject-related group
learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present reports of group activities.
c) Summarize information gathered in group activities.
Materials:
- beakers
- balance
- magnet packets (magnets, rubber bands, erasers, pennies, etc.)
- various household items (pens, erasers, soda caps, batteries, etc.)
- rulers/metersticks
- empty soda/water bottles
- vegetable oil
- straws
- water
- beads
- pipe cleaners
- glue
-
scissors
food coloring
funnels
ping pong balls
paper towels
copies of instructions for each station
Know: Students should know:
 the definitions of matter, volume, mass, and density, and magnetism,
 the properties of molecules in solids, liquids, and gasses,
 how to use a balance to find the comparative mass of objects,
 how to use a beaker with water to find the comparative density of objects,
 the formula needed to calculate the volume of an object (L x W x H), and
 how the use a magnet to test the magnetic properties of various items.
Understand: Students should understand:
 that matter is all around us and makes up all of the things that we have in our
world, and
 that matter has certain properties that we use to define what it is and how it
behaves in our world.
Do: Students will choose to:
 test the properties of magnetism and complete a chart showing items that are
magnetic versus items that are not magnetic,
 compare the masses of two objects and choose the object with the most mass,
 compare the density of objects with the density of water, choosing whether an
object is more dense or less dense than water,
 perform calculations using a given formula to determine the volume of objects,
 create a model showing the way that molecules behave in solids, liquids, and
gasses, or
 examine a bottle with liquids of various densities and write about why the liquids
behave in the way that they do.
Pre-Assessment
*see attached
Procedures:
1. Today we will be spending the majority of class in the science lab (where we can
have a little more room to spread out and perform our activities). Before going to
the lab, students should be reminded of lab safety rules.
2. Also before going to the lab, students will hear an explanation of how a choice
menu works. I will explain to the students that, just like in a restaurant students
will receive a menu that contains:
a. main course (everyone must complete this activity),
b. side dishes (students must choose two out of three), and
c. desserts (students may complete as many as they choose, as long as
the main course and the sides are completed first).
3. Once students have received the menu that they will be using for the day they will
be placed into lab groups so that we can make the most of our resources in the
science lab and students can work with their lab partners to complete the chosen
activities.
4. When we go into the lab I will explain to students where the materials are that
they will need and where each station is located. There should be only one group
at any activity at a given time. Also, students should be reminded that they have
to show a completed main course and side dishes before they can move on to
desserts.
- *It is important to note that due to the size of this class, three groups
will start this activity at their seats with the required main course,
while three other groups begin at one of the three side dish stations.
This way (ideally) everyone can be working on something and no one
has to wait on a station to open up.
5. Once students have been reminded of what they are to do they may begin
working. Each station has a set of directions that students will read to figure out
what they will be doing in that section of the room. (The directions for each
station follow this lesson plan.)
Closure (Survey)
1. Before students can leave they will have to complete a survey to tell how they feel
about what they have learned today. The survey will have only five questions and
they will have to circle if they feel confused, okay, or great about each category.
a. Phases of matter
confused
okay
great
b. Mass
confused
okay
great
c. Volume
confused
okay
great
d. Density
confused
okay
great
e. Magnetism
confused
okay
great
What is Differentiated and How?
The content of this lesson is differentiated by interest.
Culminating Product
The culminating product of this lesson is the completed main courses, side dishes,
and desserts.
Magnetism
What does it mean if an object is magnetic?
Is all matter magnetic?
Could you use one magnetic object to pick up another magnetic object?
At this station you will be exploring the property of magnetism in different
types of matter. There are baggies at this table with different types of
matter inside. It is your job to use a magnet to test these items and see if
they are magnetic. If the object sticks to the magnet, then that object is
magnetic.
As you test your items you will want to make a list of what items were
magnetic and what items were not on your loose-leaf paper. (Be sure that
everyone in the group completes a paper of their own.) Your list of items
should look something like this (but you may need more rows than I have):
Magnetic
Not Magnetic
After you are finished with your investigation answer the following questions
at the bottom of your paper:
1. Were there any items that surprised you? (What I mean is, was
there something that you thought was magnetic, but it turned out
not to be? Or, was there something that you thought would not be
magnetic and it turns out that it was?)
2. Take a magnet and go around the room and find three more things
that are magnetic and list them below. What made you test these
items?
3. Did you notice a pattern in what was magnetic and what was not?
Mass
What is mass?
Does all matter have the same mass?
If one object is bigger than another does that mean it has a bigger mass?
We know that mass is a measure of how much matter an object has inside of
it. Today you are going to compare sets of objects to see which one has the
highest mass. You will need to use the balance and put one object on either
side. The side that goes down the lowest has the highest mass (in other
words, it contains the most matter).
Record your findings on your paper like this (but you may need to add more
rows than I have):
Object placed on
the left
Object placed on
the right
Object with the
biggest mass
Test as many combinations of objects as you can, using the things that are
at your station. You might even get creative and use some of the things that
you have with you! When you have finished examining the mass of these
objects, answer the following questions on the bottom of your paper:
1. Did any of the items surprise you? (In other words, did you think
something might have a high mass and it turned out that it was very
low? Or, did you think something might have a low mass and it turned
out to be high?)
2. Did you find out that objects that are bigger always have a higher
mass? Explain a time when you tested two objects and the smaller one
actually had the higher mass.
3. Can you put together a combination of items to make the scale
balance? (5 bonus points if you can and list them on your paper!)
Density
What does it mean if an object is dense?
Does all matter have the same density?
Does density mean that something is big?
Density measures how tightly packed the matter inside of an object is.
Today, you are going to compare the density of different types of matter to
the density of water.
Here’s how it works: Very carefully (and without splashing if you can) place
one object in the water. If the object sinks to the bottom then we know
that it is more dense than water. When you have recorded your results, take
that object out and place it on a paper towel to dry. Then, choose another
object to test. If the object can float on top of the water, then we know
that it is less dense than water.
Record your results on a chart like this (you may have to add more columns
than I did):
Object tested
Did the object
float or sink?
Is the object more
dense or less dense
than water?
After you have tested all of the objects at your station answer the
questions that follow at the bottom of your paper.
1. Were there any objects that surprised you? (In other words, did you
think something might float and then it sank? Or, did you think
something might sink and then it floated?
2. Did you find that larger objects are always more dense than water?
What object that was rather large actually floated on top of the
water? Why did that happen?
What are we measuring when we measure volume?
Volume
When we talk about matter, does volume have to do with sound?
Can a small object have a big volume?
When we talk about matter, volume has nothing to do with how something
sounds. Volume measures how much space matter takes up in our world. You
can easily find the volume of an object by completing a simple mathematical
formula:
Length x Width x Height
Here’s an example of what I mean:
2 cm
*cm = centimeters
Let’s say that this object is 2 cm long,
5 cm wide, and 4 cm high. The way that you
would find the volume is to multiply
4 cm
2 cm x 5 cm x 4 cm = _?_ cm³
10 cm x 4 cm = _?_ cm³
= _40 cm³
5 cm
Here’s your chance to try it out. Just follow the example above. Write out
the numbers and multiply the first two together first. Then, multiply that
answer by the last number and there you go – you know how much space that
particular piece of matter takes up in the world!
Complete these problems on your paper – don’t forget to use the units that I
have given you when you do your problem and write your answer. (The answer
should end with cm³.)
1.
2.
3.
4.
L = 2 cm
L = 8 cm
L = 3 cm
L = 1 cm
W = 7 cm
W = 2 cm
W = 3 cm
W = 6 cm
H = 5 cm
H = 6 cm
H = 9 cm
H = 4 cm
5. L = 8 cm W = 5 cm
6. L = 14 cm W = 6 cm
7. L = 9 cm
W = 13 cm
8. L = 11 cm
W = 4 cm
H = 10 cm
H = 8 cm
H = 7 cm
H = 9 cm
When you’ve finished all your math, answer this question on your paper:
 Can you think of a time in your life when it would help you to know the
volume of an object? Tell about that time and write why knowing how
much space an object takes up would be important in that situation.
What are the phases of matter?
Phases of Matter
How are the molecules arranged differently in each phase?
Can the phases of matter change?
We know that there are three phases of matter, or three ways that we
would find matter in our world – solids, liquids, and gasses.
You have learned that each phase of matter has molecules arranged in a
different way. Using pipe cleaners, glue, tape, beads, and construction paper,
make a model of these three phases of matter and show how the molecules
behave in each phase.
Your model can be made in any way you choose and you may use any materials
that you choose. On your model be sure you have done the following things:
 labeled each container as solid, liquid, or gas
 placed your molecules inside the containers correctly
 properly secured all your pieces
 write two facts about the phase you are modeling under the container.
Your model might look something like this (but of course, with your own
creative ideas):
Solid
1.
2.
Liquid
1.
2.
Gas
1.
2.
Pre-Assesment
1.
What are the three states of matter and what are the molecules like in each one?
2.
What is the correct instrument to measure….
a. Temperature? _____________________________________________
b. Weight? _________________________________________________
c. Mass? ___________________________________________________
d. Volume? _________________________________________________
e. Magnetism? ______________________________________________
3.
How does measuring the volume of a solid differ from measuring the volume of a liquid?
Science Investigation Menu
Main Dish (everyone needs to do this):
Phases of Matter
Side Dishes (you must do two of these):
Mass
Density
Volume
Desserts (have as much as you want,
AFTER you finish your other dishes):
Magnetism