Matter


 * Standard**
 * 5.2 Physical Science:** Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

** Content Statements ** **Strand A**. **Properties of Matter:** All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia//.//


 * CPI # Cumulative Progress Indicator (CPI)**

5.2.6.A.1 Determine the volume of common objects using water displacement methods. 5.2.6.A.2 Calculate the density of objects or substances after determining volume and mass. 5.2.6.A.3 Determine the identity of an unknown substance using data about intrinsic properties. 5.2.6.E.4 Predict if an object will sink or float using evidence and reasoning.

** Unit Essential Questions ** How do the properties of materials determine their use? ** Unit Enduring Understandings ** · The structures of materials determine their properties. · The density of an object can be determined from its volume and mass.

=**__Unit Learning Targets (Lessons and Activities)__**=

** reasoning. **

 * PowerPoint on Volume
 * BrainPop on Measuring Matter
 * Have students select regular objects around the room (i.e. tissue box, textbook, eraser, box of crayons, package of index cards, etc. Students will predict how many cubic centimeters each object is, measure and calculate volume, and compare their measurements with their predictions.


 * Calculate Volume using Water Displacement - Have stations set up around the room. Each station will include a container of colored water, a graduated cylinder, a spoon, and 2 objects. Students will pour colored water into the graduated cylinder, record measurement, drop the object into the water, and then record the measurement after. Subtracting the after measurement - the before measurement will give them the volume of the irregular object.
 * [[file:Volume Water Displacement Lab.doc]]

** a characteristic of their own choosing. **

 * Using the same objects from the Volume Water Displacement Lab ("Where Did the Water Go?"), have students predict whether each object will sink or float when dropped into a liquid. Have students weigh each object, and copy their volume results from the "Where Did the Water Go?" lab. Discuss their predictions, as well as their reasoning, as a class. The following worksheet can be used to make predictions.




 * Floaters and Sinkers lab (Science Curriculum Binder)

** predictions. **

 * Discuss with students lab safety rules, and review the Scientific Method.




 * Sponge Bob Lab Safety Story**


 * [|Science Safety Smart Exchange]**



[|Scientific Method Smartexchange]

@Scientific Method and Safety Videos


 * Experiments in Science Curriculum Binder
 * Comparing Bubbles Experiment (to be scanned)
 * Aims Experiment Rubber Band STRETCH (to be scanned)
 * AIMS Experiment Rubber Band SHOOT (to be scanned)
 * **Student Generated Mass/Volume Experiment** Students will break into small groups, and design an experiment using the Scientific Method in order to te their predictions. They will present their results to the class. Discuss how mass and volume may not necessarily affect buoyancy, but how density affects buoyancy. Use the following websites as examples/activities.

Floating/Sinking Demonstrations

BrainPop Jr. Float/Sink Activities

Buoyancy Activity

** volume measurements. **

 * Introduce the concept of density using demonstration [|Density Lesson Plan] or [|How to teach Concept of Densit]
 * Using results from "Where Did the Water Go?" lab, have students calculate density using the formula Density = mass/volume. Discuss how density results correlated with their sink/float results.
 * Density experiments in Science Curriculum Binder
 * Density Investigations and 1 Assessment (to be scanned)
 * Wave Bottle experiment (to be scanned)
 * What Makes Boats Float? Activity
 * Mass Volume Density Virtual Lab
 * [|Density - smartexchange]

** · A3- Identify constituents of various pure materials or objects using a number of standard laboratory techniques (heating, cooling, dissolving, etc.). **
Determining the boiling point of water under different conditions is a wonderful one day science fair project idea. We all know that pure water boils at 100°C. But have you ever tried to notice the difference in boiling point of water when solutes are added to it? So why not experimenting this for your science fair project? Take three beakers and fill it with water. The first beaker will contain pure water while in the second beaker add a pinch of salt to water. The water contained in the third beaker will be mixed with one teaspoon of sugar. Label each bottle to avoid confusion. You can insert a thermometer separately in each vessel for measuring the temperature. Now record the temperature and note it down in your practical record. You will observe that the boiling temperature of water containing dissolved salt and sugar is higher than that of pure water.
 * Activity: Mystery Substances (to be scanned)
 * Mystery Powders (to be scanned)
 * Mystery Liquids (to be scanned)
 * Mystery Powders from Science Curriculum Binder
 * [|Melting Points Game]
 * [|That's A Nice Temperature]
 * Boiling Point of Water**



**Assessments:**
Chemical Change: Burning Paper, Nails in a Jar, The Rusty Nails Properties of Matter: Pennies, Hot and Cold Balloons, Is it Made of Molecules, Is it Made of Molecules, Sugar Water, Salt Crystals, Boiling Time and Temperature, What's in the Bubbles? Density: Floating Logs, Floating High and Low, Comparing Cubes, Solids and Holes Scientific Method: What is a Hypothesis**?** Doing Science
 * Probes**


 * ** Summative Assessment: These assessment examples were included on the state website. The pictures did not copy, so we will set up a direct link in the near future. **.

Rocks and other solid objects have many different shapes. Sometimes it is hard to tell which of two different-shaped objects takes up more space. Explain how you can compare the volumes of small, irregularly-shaped solid objects.

2. As shown in the picture below, Christina has two identical cups that are filled to the same level with water. She also has two solid steel balls.

3. Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the most? Tell why you think so.

4. Christina has another ball that is the same size as ball 2, but this ball is made of wood and is hollow. If she put this hollow ball in one of the cups, do you think the water level would rise more or less than it would if ball 2 were put in the cup? Tell why you think so. (NAEP) 5. You are a naval architect who has been asked to design, build, and test a new boat. Research and explain how and why two real-life ships sank (the British Titanic and the Swedish Vasa) sank. Based on your findings about these two ships, explain how even good designs can fail and that the solution to one problem often leads to another. Use these new understandings to design, build and test the specifications (water displacement and load line) for your model boat. Once you have developed a successful model ship, write an original song about your ship. See: [|What Floats Your Boat?] at: []

6. The same brick is placed on a scale in three different ways, as shown below.

What will the scale show?


 * 1) 1 will show the greatest weight.
 * 2) 2 will show the greatest weight.
 * 3) 3 will show the greatest weight.
 * 4) //All will show the same weight.//

You are a forensic scientist who has just been presented with an unknown material. It is your job to identify the substance to the best of your scientific ability. Begin by examining general properties, the presence or absence of which can eliminate whole classes of substances.


 * 1) A few of the basic starting questions are:


 * How does the substance respond to heat?
 * Does it dissolve in water?
 * Does it dissolve in any other solvent?
 * If it dissolves in water, how does the solution behave?
 * Compare your findings with those known substances that you worked with in your classroom investigations to determine the identity of the substance.

//The Properties of Unknown Substances, an Interview with Sherlock Holmes// offers a vignette for use as a guide related to the sample assessment. []

MSS) ||
 * ** Formative Assessments: These assessment examples were included on the state website. ** ||
 * * The picture below shows three solid objects of the same size floating in water.
 * ** Formative Assessments: These assessment examples were included on the state website. ** ||
 * * The picture below shows three solid objects of the same size floating in water.

Which object weighs the most?


 * 1) Object A
 * 2) Object B
 * 3) Object C
 * 4) //They all weigh the same.// ||   ||