4 th Grade Science Unit: Matter Matters Conservation of Matter Unit Snapshot

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1 4 th Grade Science Unit: Matter Matters Conservation of Matter Unit Snapshot Grade Level: 4 Topic: Electricity, Heat and Matter Duration: 14 days Summary This series of activities is for students to develop an understanding of the conservation of matter by collecting experimental evidence from investigations. When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid, gas); the total amount of matter remains constant. CLEAR LEARNING TARGETS I can statements based on experimental experiences, explain that matter remains constant when it undergoes a change. explain that when an object is broken into smaller pieces, the total amount of matter remains constant. explain that when a solid is dissolved in a liquid, the total amount of matter remains constant. explain that when matter changes state (solid, liquid, gas), the total amount of matter remains constant. explain that the sum of all of the parts in an object equals the mass of the object. Activity Highlights and Suggested Timeframe Days 1-3 Days 4-6 Day 7-10 Days Day 13 and on-going Days 14 Engagement: Students are engaged in mass and volume comparisons, as well as formatively assessed through a KWL chart, and small hands-on activities using air, balloons, and water. Exploration: Students investigate mass changes when an object is broken into smaller pieces (clay and paper), when matter changes state (melting crayons), when a solid is dissolved (sugar cube in water). In each example, the matter is changed and the amount of mass remains constant or is conserved. Explanation: In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). Students will explore textbook resources and videos related to matter and conservation of matter. Elaboration: In this investigation students will work in small groups to investigate the conservation of matter using vinegar and baking soda in two different experiments. to create a reaction in a zip lock bag. The first time students will do the investigation with a zip lock bag that is not sealed and repeat the investigation with a sealed bag. Evaluation: Conduct formative and summative assessments of student understanding of concepts related to the conservation of matter. Results from the formative assessments should inform the teacher of instructional planning and decision-making. A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities as listed. 1

2 LESSON PLANS NEW LEARNING STANDARDS: 4.PS.1 The total amount of matter is conserved when it undergoes a change. When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid, gas); the total amount of matter remains constant. Note 1: At this grade, the discussion of conservation of matter should be limited to a macroscopic, observable level. Note 2: States of matter are found in PS grade 3. Heating and cooling is one way to change the state of matter. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term weight in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the difference between mass and weight until Grade 6. CONTENT ELABORATION: Some properties of objects may stay the same even when other properties change. For example, water can change from a liquid to a solid, but the mass* of the water remains the same. Parts of an object or material may be assembled in different configurations, but the mass* remains the same. The sum of all of the parts in an object equals the mass* of the object. When a solid is dissolved in a liquid, the mass* of the mixture is equal to the sum of the masses* of the liquid and solid. At this grade level, the discussion of conservation of matter should be limited to a macroscopic, observable level. Conservation of matter must be developed from experimental evidence collected in the classroom. After the concept has been well established with experimental data and evidence, investigations can include interactions that are more complex where the mass* may not appear to stay constant (e.g., fizzing tablets in water). Note: Mass* is an additive property of objects and volume is usually an additive property for the same material at the same conditions. However, volume is not always an additive property, especially if different substances are involved. For example, mixing alcohol with water results in a volume that is significantly less than the sum of the volumes SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices 2

3 COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other ideas and expressing their own clearly. *For more information: STUDENT KNOWLEDGE: Prior Concepts Related to Changes in Matter PreK-2: Simple measuring instruments are used to observe and compare properties of objects. Changes in objects are investigated. Grade 3: Objects are composed of matter, which has weight mass* and takes up space. Matter includes solids, liquid and gases (air). Phase changes are explored. Future Application of Concepts Grades 6-8: Conservation of matter in phase changes and chemical reactions is explained by the number and type of atoms remaining constant. The idea of conservation of energy is introduced. MATERIALS: Engage Balloon Over Bottle digital scale or triple beam balance per small group: deep bowl of hot water and deep bowl of ice water, small balloon and plastic bottle o Balloon Balance (per group or demonstration): meter stick string two balloons Explore o Clay and Paper (per group or for demonstration): ball of clay 4 notecards access to a digital scale o Melted Crayons (per group or for demonstration): 3 crayons to be melted in microwave small dish access to digital scale. o Involving Dissolving: (per group or for demonstration): beaker or cup 4 sugar cubes spoon access to a digital scale VOCABULARY: Primary Conservation of Matter Constant Dissolving Evaporation Experimental Evidence Gas Liquid Mass Matter Melting Phase Change Phases or States of Matter Property Solid Volume Weight 3

4 Explain o Disappearing Act (per small group or for demonstration) two identical glasses access to a digital scale water plastic wrap o Research: access to the internet textbook resources picture books. Elaborate o A Whiz at Fizz (per small group or for demonstration): 1 gallon sized zip lock bag access to a digital scale or triple beam balance 4 small plastic cups baking soda vinegar goggles. SAFETY All lab safety rules, procedures, and precautions should be taken into consideration, especially when working with hotplates, candles, or other heat related tools. Have fire extinguisher available, and understand how to use it properly. Tie loose clothing and hair away from face Wear safety glasses/goggles and lab apron if available ADVANCED PREPARATION TEACHER BACKGROUND A digital scale is the best tool for teaching the concept of conservation of matter. However, a triple beam balance or other scale that can measure to the nearest tenth of a gram will also work. Gather all necessary materials and supplies for demonstrations/labs. Read the teacher background and possibly watch the videos related to matter to develop a deep understanding of the content and common student misconceptions. Essential Science for Teachers: Physical Science is a content course designed to help K-6 teachers enhance their understandings of matter as one of the big ideas in the physical sciences. The following videos on demand produced by Annenberg, are designed for teachers to improve their understanding of physical science and make them aware of common student misconceptions. It also highlights ways to help students overcome misconceptions. The main goal of this course is to provide teachers with learning opportunities that will directly inform their own classroom practice. While teachers should be aware of the ideas of physical and chemical changes and the particle nature of matter, these topics are not appropriate for this grade level. Each video is about an hour in length and is highly recommended for the development of teacher content knowledge. 4

5 Essential Science for Teachers: Physical Science Session 3. Physical Changes and Conservation of Matter: What happens when sugar is dissolved in a glass of water or when a pot of water on the stove boils away? Do things ever really "disappear?" In everyday life, observations that things "disappear" or "appear" seem to contradict one of the fundamental laws of nature: matter can be neither created nor destroyed. In this session, teachers learn how the principles of the particle model are consistent with conservation of matter. Essential Science for Teachers: Physical Science Session 4. Chemical Changes and Conservation of Matter: How can the particle model account for what happens when two clear liquids are mixed together and they produce a milky-white solid? What happens when iron rusts? Where do the elements come from? In this session, participants extend the particle model by looking inside the particles, learn about some early chemical pioneers, and in the process discover how the law of conservation of matter applies even at the scale of atoms and molecules. ENGAGE (3 days) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?) Case Studies in Science Education These case studies take science education reform to a personal level, where individuals struggle to make changes that matter. Follow Donna, Mike, Audrey, and other science teachers as they work to improve one aspect of their teaching. Each case follows a single teacher over the course of a year and is divided into three modules: the teacher's background and the problem he or she chooses to address, the chosen approach and implementation, and the outcome with assessment by the teacher and his or her advisor. Objective: On Day 1 students develop a KWL chart to discuss concepts related to matter to pre-assess student understanding of matter concepts. On Day 2, students place a balloon over a bottle and place the bottle in cold and warm water to determine any changes that take place in the mass and volume of the system. Misconceptions are addressed and development of an understanding conservation of mass is started. On Day 3, students create a balance and compare the mass and volume of a balloon with and without air to address common student misconceptions that mass and volume are the same property and to demonstrate that air has mass. What is the teacher doing? What are the students doing? For all activities: Gather all supplies and determine if activities will be done in small groups or as a demonstration. A postal scale is very useful as a digital scale or triple beam balance. -Any scale that measures to the nearest tenth of a gram will work well. When conducting the activities with the digital scale, allow for a slight margin of error due to sensitivities of the scale. 5

6 Students have many misconceptions about matter. Look for and address these as they arise. for student discussion of the data and observations. Observe student participation in all aspects of the lessons while asking higherorder questions. Assist in the management of the lab materials. As a formative assessment strategy, instruct students to write 3 things they learned in their science journal daily. Read the journals frequently to determine any student misunderstandings. KWL Chart (Day 1) Use the KWL (or other graphic organizer) to discuss matter and concepts from 3 rd grade as a preassessment to student understanding. Balloon over Bottle (Day 2) See teacher page Copy and distribute the attached student worksheets: Balloon Over Bottle Facilitate the activity and followup with a discussion. Balloon Balance (Day 3) See Teacher page Copy and distribute the attached student worksheets: Balloon Balance Facilitate the activity and followup with a discussion. KWL Chart (Day 1) 1. Students will use this chart to track what they know, want to know, and what they learn related to matter. Balloon over Bottle (Day 2) 2. Students actively participate in the activities and discussions. 3. Follow all safety guidelines. 4. Record 3 things daily in their science journal that they learned as an exit ticket and formative assessment strategy. Balloon Balance (Day 3) 5. Students actively participate in the activities and discussions. 6. Follow all safety guidelines. 7. Record 3 things daily in their science journal that they learned as an exit ticket and formative assessment strategy. EXPLORE (3 days) (How will the concept be developed? How is this relevant to students lives? What can be done at this point to identify and address misconceptions?) Objective: The standard indicates that students must develop an understanding of conservation of matter though macroscopic observations. This investigation investigates mass changes when an object is broken into smaller pieces (clay and paper), when matter changes state (melting crayons), when a solid is dissolved (sugar cubes in water). In each example, matter is changed and the amount of mass remains constant or is conserved. What is the teacher doing? What are the students doing? Teacher directions for the 3 Explore activities are located with the student worksheets. 6

7 Clay and Paper (Day 4) Melting Crayons (Day 5) Involving Dissolving (Day 6) See teacher pages Copy and distribute the attached student worksheets Facilitate the activity and followup with a discussion. Clay and Paper (Day 4) Melting Crayons (Day 5) Involving Dissolving (Day 6) 1. Students are expected actively participate in the activities and discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their science journal that they learned as an exit ticket and formative assessment strategy. EXPLAIN (4 days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) Objective: Students have been given many opportunities to gain an understanding of conservation of mass through experimental evidence collected in the Engage and Explore activities. In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). In this case, the mass doesn t stay the same in the open container as the water changes to a gas due to evaporation. Students must be able to explain what happened to the mass of the open container if the law states that matter is conserved when a change is made. Students should conclude that the water has changed to a gas and that gas has mass and the mass of the evaporated water has gone into the air. Students will also explore textbook resources and videos related to matter and conservation of matter. What is the teacher doing? Disappearing Act (Days 7-10) See teacher page Copy and distribute the attached student worksheets Students will be gathering data on these days for the Disappearing Act activity but time should also be spent on further developing an understanding of the conservation of matter through the use of the internet, videos and text resources. Read Chapter 5, Lesson 1 pp Answer the Reading Review questions on page 217 of the Grade 4 Harcourt School Publishers textbook. Appropriate videos on the Conservation of mass are limited but this 5 minute one is worth viewing with students. Watch and discuss the video: g/videos/conservation-of-mass What are the students doing? Disappearing Act (Days 7-10) 1. Students are expected actively participate in the activities and discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their science journal that they learned as an exit ticket and formative assessment strategy. 4. Assist in the management of the lab materials. 7

8 ELABORATE (2 days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) EVALUATE (1 day and on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) Objective: In this investigation students will work in small groups to investigate the conservation of matter. Student will mix vinegar and baking soda to create a reaction in a zip lock bag. The first time students will do the investigation with a zip lock bag that is not sealed and repeat the investigation with a sealed bag. The mass will be measured before and after the reaction and students will be asked to determine the differences in the mass of the two experiments. What is the teacher doing? A Whiz at Fizz (Days 11 and 12) 1. See teacher page 2. Copy and distribute the attached student worksheets, Conservation of Matter Elaborate Activity. 3. Facilitate the activities and followup with a discussion. What are the students doing? A Whiz at Fizz (Days 11 and 12) 1. Students are expected actively participate in the activities and discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their science journal that they learned as an exit ticket and formative assessment strategy. Assist in the management of the lab materials. Objective: To conduct formative and summative assessments of student understanding of concepts related to conservation of matter. Results from the formative assessments should inform the teacher of instructional planning and decision-making. Formative How will you measure learning as it occurs? 1. Consider developing additional teacher-created formative assessments based upon student understanding or lack of understanding of the concepts. 2. Student knowledge and skills will be assessed through completion of student journal assignments, student performance, completed lab worksheets, and research. Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Teacher-created short cycle assessment will assess all clear learning targets. EXTENSION/ INTERVENTION (1 day or as needed) EXTENSION 1. Students create their own demonstrations of conservation of matter and present to the class. 2. Evaluate research data providing information about the decomposition time for paper, glass, plastic and aluminum. Propose a sustainable plan that might be adopted by a larger population of citizens for minimizing waste products and reserving more space in our landfills. Develop a presentation that could be for an outside audience with the authority to implement the plan within a community. INTERVENTION 1. related videos 2. Provide picture books that explain the concepts visually for struggling students. 3. Keeping Warm, an interactive simulation from BBC Schools, allows students to measure temperature changes over time for different insulating materials. science/materials/keeping_warm/p lay/ 4. Melting and Freezing from Science NetLinks gives an example of using inquiry to explore the mass of water, margarine and chocolate chips 8

9 COMMON MISCONCEPTIONS before and after melting. To extend this, students can put the substances in the refrigerator or freezer to reform the solid and find the mass again. water-3-melting-and-freezing/ Gases do not have mass*. Gases are not matter because most are invisible. When things dissolve, they disappear. Melting and dissolving are confused. Mass* and volume, which both describe an amount of matter, are the same property. Breaking something or dissolving makes it weigh less. Changing the shape changes the mass* and volume. Students believe matter is lost during burning. Students believe that a warmed gas weighs less than the same gas that is cooler (Driver, Squires, Rushworth & Wood-Robinson, 1994). *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Strategies to address misconceptions: Misconceptions can be addressed through the use of United Streaming video clips, pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Provide additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. Consider assigning the appropriate level information sheet to particular students. Higher-Level: Consider having students create their own investigations related to conservation of matter, including pursuing research about this topics based on real-world applications ( DIFFERENTIATION Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: Gifted Learners: Students with Disabilities: load.aspx?documentid=

10 Textbook Resources: Harcourt School Publishers, Grade 4, Chapter 5, Lesson 1, pages ADDITIONAL RESOURCES Websites: &parent=8015 Discovery Ed: There are many videos on matter but nothing specific to conservation of matter that is appropriate for this grade level. Movies/Videos: Appropriate videos on the Conservation of mass are limited but this 5 minute one is worth viewing with students. Watch and discuss the video: 10

11 Engage Activities - Teacher Page Day 1: Pre-Assessment: Use a KWL (or other graphic organizer) to discuss matter and concepts from 3 rd grade as a pre-assessment to student understanding. Day 2: Balloon Over Bottle (Air has Mass) Materials: a digital scale or triple beam balance; per small group: deep bowl of hot water and deep bowl of ice water, small balloon and plastic bottle. 1. Set up a bowl of hot and cold water for each group or as a demonstration. 2. Part 1: Place a small balloon over a water bottle and measure the mass using a digital scale and record in Part 1 #3 of the data table on the student worksheet. 3. Part 2: Ask students to make to predict and record what will happen to the volume (Part 2 #1) and mass (Part 2 #3) when the bottle is placed in hot water. 4. Place the bottom of the bottle in the hot water. (The air will expand and the balloon will begin to inflate creating an increase in the volume of the balloon) 5. Remove the bottle from the hot water and quickly place on digital scale (The mass should be the same-mass has been conserved). 6. Record the mass (Part 2 #3) on the data sheet. Instruct students to complete Part 2 #4-5 on the data sheet to analyze any changes. 7. Part 3: Next, ask students to predict and record what will happen to the volume (Part 3 #1) and mass (Part 3 #2) when the bottle is placed in the ice water. Place the bottle in the ice water. Discuss the visible changes. (The volume of the balloon decreases) 8. Measure and record the mass (Part 3 #3) on the data sheet. (The mass should be the same-mass has been conserved) 9. Misconceptions: This activity clears up misconceptions that warmed gas weighs less than cool and that gases are not matter because most are invisible. 10. Discuss the following concepts: -The sum of all the parts equals the mass of the object. -Matter: has mass and takes up space; Distinguish between mass* and volume; heating and cooling (as described in 3 rd grade) are ways matter can be changed. 11. Misconception: This discussion should clear up the misconception that mass* and volume, which both describe an amount of matter, are the same property. 12. Summarizing the Data: Instruct students to summarize the data by answering the questions on the student worksheet. (Students should conclude that the change in temperature did not affect the mass of the system. Changes in temperature did affect the volume of the system; warm air in the bottle had a greater volume than the cold air in the bottle. 11

12 Day 3: Balloon Balance Materials: (per group or demonstration): meter stick, string and two balloons 1. This can be done in small groups or as a demonstration. Tie a string to the center of the meter stick or dowel rod and test that the system is level. 2. Attach a deflated balloon to each end of the stick to demonstrate that the system is in balance and the balloons have the same mass. 3. Remove a balloon from one end of the balance and inflate and reattach to the balance. 4. Observe and record the changes that took place. 5. Misconception: This activity clears up misconception that air has mass and that mass and volume, which both describe an amount of matter, are the same property. All matter (solids, liquids and gases) have mass and take up space. 6. Discuss mass and volume. (The volume of the inflated balloon is greater than the deflated balloon and the mass of the balloon with air is greater than the balloon without air) 7. Discuss that the balloon has changed by adding air. Air has mass. The balloon with air (which has mass) has more mass and volume than a balloon without air. 8. Instruct students to complete the attached worksheet. 12

13 Name: Date: KWL What do you know about matter? What do you know about changes in matter? Complete the first two columns of the chart. As we work through this unit, record new information learned under the Leaned heading. KNOW WANT TO KNOW LEARNED 13

14 Name: Date: Balloon Over Bottle Engage Activity In this experiment you will be exploring changes in the mass and volume of a balloon and bottle system when placed in cold and hot water. Follow the directions and complete the lab worksheet. Important Vocabulary: Matter (solids, liquids and gases) has mass and takes up space. Mass is the sum of all the parts. Volume is the amount of space something occupies. Directions: Part 1-Balloon Over Bottle: 1. Place a balloon over a water bottle and measure the mass (Part 1 #3) using a scale and record on the data table. Part 2-Bottle in Hot Water: 2. Make predictions about changes in the volume (Part 2 #1) and mass (Part 2 #2) of the balloon/bottle system and record on the data table. 3. Place the bottom of the bottle in the hot water using caution not to get burned. 4. Remove the bottle from hot water and quickly place on digital scale. Record the mass (Part 2 #3) on the data sheet. 5. Complete the remaining Part 2 questions. Part 3- Bottle in Cold Water: 6. Make predictions about changes in the volume (Part 3 #1) and mass (Part 3 #2) of the balloon/bottle system and record on the data table. 7. Place the bottom of the bottle in the ice water. 8. Remove the bottle from ice water and quickly place on digital scale. Record the mass (Part 3 #3) on the data sheet. 9. Complete the remaining Part 3 questions. Summarizing the Data: 10. Answer the questions. 14

15 Name: Date: Balloon Over Bottle Data Sheet Data: Part 1 Balloon Over Bottle Part 2 Bottle in Hot Water Part 3 Bottle in Cold Water 1. Do you predict the volume of the balloon will change? 2. Do you predict the mass will change? 3. Actual mass of balloon and bottle 4. Did the mass change? 5. What changes happened to the volume of the balloon? Summarizing the Data: Did the change in temperature affect the mass of the system? Explain. Did the change in temperature affect the volume of the system? Explain. 15

16 Name: Teacher Answer Key Date: Data: Balloon Over Bottle Engage Activity 1. Do you predict the volume of the balloon will change? Part 1 Balloon Over Bottle Part 2 Bottle in Hot Water Answers will vary Part 3 Bottle in Cold Water Answers will vary 2. Do you predict the mass will change? Answers will vary Answers will vary 3. Actual mass of Answers will vary Answers will vary balloon and bottle 4. Did the mass change? No No 5. What changes happened to the volume of the balloon? Summarizing the Data: The volume of the balloon increased The volume of the balloon decreased Did the change in temperature affect the mass of the system? Explain. The temperature did not affect the mass of the balloon and bottle. The mass was the same for both hot and cold. Mass was conserved. Did the change in temperature affect the volume of the system? Explain. The change in temperature affected the volume of the balloon. The balloon s volume increased when placed in hot water and decreased when placed in the cold water 16

17 Name: Date: Balloon Balance Engage Activity The purpose of this activity is to compare the mass and volume of a balloon that is inflated to a balloon that is deflated. Important Vocabulary: Matter (solids, liquids and gases) has mass and takes up space. Mass is the sum of all the parts. Volume is the amount of space something occupies. Directions: 1. Tie a string at the 50 cm mark of a meter stick and attach a string to both ends. Attach a deflated balloon to the strings at each end of the stick. Hold the center string and check that the stick is balanced. 2. Remove one balloon from the end of the balance and inflate and reattach to the balance. 3. Observe and record the changes. You may draw models to help explain your thinking. Answer the questions that follow. When both balloons are deflated: Draw a model: Compare the mass of the two balloons: Compare the volume of the two balloons: When one balloon is inflated and the other balloon is deflated: Draw a model: Compare the mass of the two balloons: Compare the volume of the two balloons: 17

18 Name: Date: Balloon Balance ANSWER KEY The purpose of this activity is to compare the mass and volume of a balloon that is inflated to a balloon that is deflated. Important Vocabulary: Matter (solids, liquids and gases) has mass and takes up space. Mass is the sum of all the parts. Volume is the amount of space something occupies. Directions: 4. Tie a string at the 50 cm mark of a meter stick and attach a string to both ends. Attach a deflated balloon to the strings at each end of the stick. Hold the center string and check that the stick is balanced. 5. Remove one balloon from the end of the balance and inflate and reattach to the balance. 6. Observe and record the changes. You may draw models to help explain your thinking. Answer the questions that follow. When both balloons are deflated: Draw a model: Compare the mass of the two balloons: The mass of the balloons is equal. Compare the volume of the two balloons: The volume of the balloons is the same or equal. When one balloon is inflated and the other balloon is deflated: Draw a model: Compare the mass of the two balloons: The mass of the inflated balloon is greater than the mass of the deflated balloon. This is evident because on the balance the side with the inflated balloon is lower than the side with the deflated balloon. Compare the volume of the two balloons: The volume of the inflated balloon is greater than the deflated balloon. 18

19 Clay and Paper - Explore Activities Teacher Page Copy and distribute the attached student worksheets, Conservation of Matter-Explore Activity. Day 4: Clay and Paper Materials (per group or for demonstration): digital scale or triple beam balance; ball of clay and 4 notecards 1. Each small group needs 4 notecards, a ball of clay and access to a digital scale. 2. Instruct students to follow the directions on the student worksheet. 3. Students will be doing the following with the clay and paper: Clay: calculate the mass of the clay/change the shape of the clay and calculate mass again/tear the clay into two pieces and calculate mass again; Notecards: calculate the mass of the notecards/crumble the notecards and calculate mass again/tear the notecards and calculate mass again; 4. Discuss student observations. 5. Explain that the sum of all the parts equal the mass of the object. 6. Misconception: This activity clears up the misconception that breaking something or dissolving makes it weigh less. 7. Misconception: This activity clears up the misconception that changing shape changes mass. 8. Students should conclude that when broken into pieces the total amount of matter remains the same. Students should also conclude that parts of an object or material may be assembled in different configurations but the mass remains the same. 9. Instruct students to complete the lab worksheet. Day 5: Melting Crayons Materials (per group or for demonstration): 3 crayons to be melted in microwave and small dish and access to digital scale 1. This activity can be done as a demonstration or in small groups. 2. Distribute the Melting Crayons worksheet attached. 3. Discuss the melting of the crayons as a change in the state of matter due to heat. 4. Students should follow the directions on the worksheet to determine the mass of the crayons before and after melting. 19

20 5. Students should conclude that the mass of the crayons did not change (mass was conserved) due to melting. 6. Misconception: This activity clears up the misconception that melting something makes it weigh less. 7. Discuss student observations. Day 6: Involving Dissolving Materials: (per group or for demonstration): beaker or cup, 4 sugar cube, a spoon and access to a digital scale 1. This activity can be done as a demonstration or in small groups. 2. Following the directions on the lab worksheet, students must determine the mass of 4 sugar cubes before and after dissolving. 3. Students should conclude that the mass of the sugar cubes before and after dissolving does not change (mass was conserved). 4. Misconception: This activity clears up the misconception that dissolving something makes it weigh less. 5. Discuss student observations. 20

21 Name: Date: Clay and Paper Explore Activity Purpose: to explore mass, as it relates to changes in the size or shape of matter. Directions: Complete the table below. Mass of ball of clay Mass Observations Clay Change the shape of the clay and calculate the mass Tear clay into two parts and calculate the mass of both pieces Mass of notecards Paper Crumple notecards into a ball and calculate the mass Tear the notecards into two pieces and calculate the mass of the pieces Did the total mass change as you made changes to the clay and paper? Explain. 21

22 Name: Date: Clay and Paper ANSWER KEY Purpose: to explore mass, as it relates to changes in the size or shape of matter. Directions: Complete the table below. Mass of ball of clay Mass Observations Clay Change the shape of the clay and calculate the mass Tear clay into two parts and calculate the mass of both pieces Answers will vary on this chart Mass of notecards Paper Crumple notecards into a ball and calculate the mass Tear the notecards into two pieces and calculate the mass of the pieces Did the total mass change as you made changes to the clay and paper? Explain. Students should conclude that when broken into pieces the total amount of matter remains the same. Students should also conclude that parts of an object or material may be assembled in different configurations but the mass remains the same. 22

23 Name: Date: Melting Crayons - Explore Activity The purpose of this activity is to explore mass, as it relates to changes in state of matter. Directions: Complete the table below. Mass of 3 crayons Mass Observations Mass of container Melted Crayons Mass of container + crayons Place crayons in container and melt the crayons in a microwave. What is the mass of the melted crayons + the container What is the mass of the melted crayons (total mass the mass of the container) Did the total mass of the crayons change as you made changes to the crayons? Explain. 23

24 Name: Date: Melting Crayons ANSWER KEY The purpose of this activity is to explore mass, as it relates to changes in state of matter. Directions: Complete the table below. Mass of 3 crayons Mass Observations stuffyoudontwant.com Melted Crayons Mass of container Mass of container + crayons Answers on the chart will vary Place crayons in container and melt the crayons in a microwave. What is the mass of the melted crayons + the container What is the mass of the melted crayons (total mass the mass of the container) Did the total mass of the crayons change as you made changes to the crayons? Explain. Students should conclude that the mass of the crayons did not change after melting. The change in the state of matter did not change the mass of the crayons. Mass was conserved. 24

25 Name: Date: Involving Dissolving Explore Activities The purpose of this activity is to explore mass, as it relates to dissolving a solid. Directions: Complete the table below. Mass of 3 sugar cubes Mass Observations Mass of cup of water Dissolving Sugar Cubes Mass of cup of water + 3 sugar cubes Place the 3 sugar cubes in water and stir. What is the mass of the solution + cup? Did the total mass change after the sugar cubes dissolved in the water? Explain. 25

26 Name: Date: Involving Dissolving ANSWER KEY The purpose of this activity is to explore mass as it relates to dissolving a solid. Directions: Complete the table below. noveleats.com Mass of 3 sugar cubes Mass Observations Mass of cup of water Answers will vary on this chart Dissolving Sugar Cubes Mass of cup of water + 3 sugar cubes Place the 3 sugar cubes in water and stir. What is the mass of the solution + cup? Did the total mass change after the sugar cubes dissolved in the water? Explain. Students should conclude the dissolving the sugar cubes did not change the mass. Dissolving something does not make something weigh less. Mass was conserved. 26

27 Disappearing Act - Explain Activities Teacher Page Days 7-10: Disappearing Act Students have been given many opportunities to gain an understanding of conservation of mass through experimental evidence collected in the Engage and Explore activities. In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). In this case, the mass doesn t stay the same in the open container as the water changes to a gas due to evaporation. Students must be able to explain what happened to the mass of the open container if the law states that matter is conserved when a change is made. Students should conclude that the water has changed to a gas and that gas has mass and the mass of the evaporated water has gone into the air. Materials: (per small group or for demonstration) two identical glasses; access to a digital scale; water; plastic wrap 1. Copy and distribute the attached student worksheets, Conservation of Matter Explain Activity Disappearing Act 2. Set up two identical beakers with 150 ml of water. One beaker will be the uncovered beaker and the other will be the covered beaker. 3. Measure the mass of each beaker and record on your data table. Both beakers should have equal mass. 4. Cover the top of one of the beakers with plastic wrap and leave one beaker open. 5. Observe the changes daily for the next 3 days and record the observations on the data table. 6. Record the mass and volume of each container daily. 7. Record your responses to the questions below. 8. Discuss and justify the reasons for the changes. 9. When water evaporates explain why volume of water changes. 10. Discuss why the volume of water decreases when placed in an open container and left to sit for an extended period of time. (From Visions into Practice pg 120 of the standards) 11. Investigate what happens to the total amount of mass during many types of changes. 27

28 Name: Date: Disappearing Act The purpose of this activity is to explore mass, as it relates to open and closed containers. Important Vocabulary: Matter (solids, liquids and gases) has mass and takes up space. Mass is the sum of all the parts. Volume is the amount of space something occupies. Materials: two identical beakers; digital scale preferred; water; plastic wrap Directions: 1. Set up two identical beakers with 150 ml of water. One beaker will be the uncovered beaker and the other will be the covered beaker. 2. Measure the mass of each beaker and record on your data table. Both beakers should have equal mass. 3. Cover the top of one of the beakers with plastic wrap and leave one beaker open. 4. Observe the changes daily for the next 3 days and record the observations on the data table. 5. Record the mass and volume of each container daily. 6. Record your responses to the questions below. 7. Discuss and justify the reasons for the changes. Day 1 (start) Day 2 Covered Beaker Uncovered Beaker Mass Volume Mass Volume Day 3 Day 4 28

29 Name: Date: Record Observations of Changes Covered Beaker Uncovered Beaker Day 2 Day 3 Day 4 Questions: 1. Looking at the information on your data table, compare the changes in the volume (amount) of water in the two containers over the 4 days. Explain. 2. What happened to the total amount of mass in each container at the end of the 4 days? Explain. 3. Where did the missing mass go? 29

30 Name: Date: Disappearing Act ANSWER KEY The purpose of this activity is to explore mass as it relates to open and closed containers. Important Vocabulary: Matter (solids, liquids and gases) has mass and takes up space. Mass is the sum of all the parts. Volume is the amount of space something occupies. Materials: two identical beakers; access to a digital scale; water; plastic wrap Directions: clker.com 1. Set up two identical beakers with 150 ml of water. One beaker will be the uncovered beaker and the other will be the covered beaker. 2. Measure the mass of each beaker and record on your data table. Both beakers should have equal mass. 3. Cover the top of one of the beakers with plastic wrap and leave one beaker open. 4. Observe the changes daily for the next 3 days and record the observations on the data table. 5. Record the mass and volume of each container daily. 6. Record your responses to the questions below. 7. Discuss and justify the reasons for the changes. Questions: 1. Looking at the information on your data table, compare the changes in the volume (amount) of water in the two containers over the 4 days. Explain. Students should indicate that the volume of the water in the covered beaker remained the same at 150 ml while the volume of the water in the open container decreased due to evaporation. 2. What happened to the total amount of mass in each container at the end of the 4 days? Explain. Students should indicate that the amount of mass in the closed beaker remained the same. The amount of mass in the open beaker decreased. The water evaporated and the missing mass is now in the form of a gas. 3. Where did the missing mass go? Students should indicate that the water evaporated into the air and the missing mass is now in the form of a gas. 30

31 A Wizz at Fizz Elaborate Activities Teacher Page Lesson adapted from: Purpose: Students are proving the Law of Conservation of Mass after conducting an experiment using vinegar and baking soda. Materials: (per small group or for demonstration): 1 gallon sized zip lock bag; access to a digital scale or triple beam balance; 4 small plastic cups, baking soda, vinegar, goggles. Directions: 1. Fill two small cups equally with a small (1/2 of cup) amount of baking soda. 2. Fill two small cups halfway with equal amounts of baking soda. 3. Carefully place a cup of baking soda and a cup of vinegar in a gallon sized zip lock bag being careful not to allow them to spill. DO NOT SEAL THE BAG. 4. Place on scale and measure and record the mass of the contents. 5. Pour the cup of vinegar into the baking soda. Allow the reaction to take place. 6. Record the mass after the reaction is complete. Answer the questions that follow the chart. 7. Repeat steps 1-6 but SEAL THE BAG. 8. Compare the mass of the sealed bag to the unsealed bag. 9. What do the results indicate about your observations? Results: Student should observe the Law of Conservation of Matter. Even though the properties of the materials have changed by a reaction, the mass stays the same. By comparing the masses of the two experiments, students should understand that the gas given off, carbon dioxide, has mass and escapes from the open bag but not from the sealed bag. Whether the mass after the reaction is captured or released, the mass is not lost but rather goes into the air and is not measurable on the scale. Extension: This activity can be extended by providing alka-seltzer tablets, plastic bottle and a balloon. Students can design their own investigation to observe and prove the Law of Conservation of Matter. By placing an alka-seltzer tablet in water, a reaction takes place. Students can place water in a plastic bottle and drop a tablet inside while quickly placing a balloon over the bottle to capture the gas. 31

32 Name: Date: A Wizz at Fizz Purpose: Students will provide evidence to support the Law of Conservation of Mass after conducting an experiment using vinegar and baking soda. Materials: (per small group or for demonstration): 1 gallon sized zip lock bag; access to a digital scale or triple beam balance; 4 small plastic cups, baking soda, vinegar, goggles. Directions: 1. Fill two small Dixie cups equally with a small amount of baking soda. 2. Fill two small cups halfway with equal amounts of baking soda. 3. Carefully place the cup of baking soda and a cup of vinegar in a gallon sized zip lock bag being careful not to allow them to spill. DO NOT SEAL THE BAG. 4. Place on scale and measure and record the mass of the contents. 5. Pour the cup of vinegar into the baking soda. Allow the reaction to take place. 6. Record the mass after the reaction is complete. Answer the questions that follow the chart. Unsealed Bag: Mass Before Reaction Mass After Reaction What happened? Why do you think this happened? 32

33 Name: Date: 7. Repeat steps 1-6 but SEAL THE BAG. 8. Compare the mass of the sealed bag to the unsealed bag. 9. What do the results indicate about your observations? Sealed Bag: Mass Before Reaction Mass After Reaction What happened? Why do you think this happened? QUESTIONS: 1. How does the mass of the sealed and unsealed bags compare? 2. What does the Law of Conservation of Mass mean in your own words? 3. How does this experiment prove that mass was conserved? 4. What do you predict would happen to the mass of a 2 liter of soda that was left open overnight? Explain. 33

34 Name: Date: A Wizz at Fizz ANSWER KEY Unsealed Bag: Mass Before Reaction Mass After Reaction Answers will vary, but the mass after reaction should be less than mass before the reaction. Sealed Bag: Mass Before Reaction Mass After Reaction Answers will vary, but the mass after reaction should equal the mass before the reaction. 1. How does the mass of the sealed and unsealed bags compare? Explain. The mass of the unsealed bag should be less than the sealed bag. Gas escaped from the unsealed bag and gases have mass. The mass escaped into the air but was not lost. 2. What does the Law of Conservation of Mass mean in your own words? The law says that when a change happens, mass stays the same or is conserved. 3. How does this experiment support the Law of Conservation of Mass? When the bag was sealed the mass after the reaction was the same as before the reaction. 4. What do you predict would happen to the mass of a 2 liter of soda that was left open overnight? Explain. The mass would be less because the gas bubbles would escape into the air from the soda. 34