Bundle 1 1 st Suggested Days: 28

Transcription

1 Course: Science Grade 5 Unit: Safety/Processes/ Notebooks Science Properties of Matter & Mixtures and Solutions Bundle 1 1 st Suggested Days: 28 Understandings Set-up science interactive notebooks. Scientist use safe practices to investigate, record, and communicate their data and conclusions. Matter has observable and measureable physical properties and those properties determine how matter is classified, changed, and used. Physical properties may change when substances are combined Solutions are mixtures when one substance dissolves into anther substance Rigor Questions How are science safety rules like school rules? How are physical properties used to identify and classify matter? How can that same temperature be both the melting and freezing point of a substance? How can the relative density of a substance determine if an object will sink or float? What would happen if you changed from water to another safe liquid? How do physical properties change when substances are combined? Vocabulary: English: scientific method, research, problem, hypothesis, observation/data, conclusion, scientist, inference, variable, control, science, model, matter, solid, liquid, gas, mass, solubility, solvent, solute, saturation, relative density, thermal, conduct, insulate, boiling point, freezing point, melting point, mixture, solution, dissolve, classify, temperature, volume, viscosity, freezing, melting, condense/condensation, evaporation, boiling, magnetic, nonmagnetic Spanish: asunto, la material, sólido, mezcla de líquidos, gases, la masa, la solubilidad, la saturación del disolvente, soluto, densidad relativa, térmicas, de conducta, aislamiento, punto de ebullición, punto de congelación, punto de fusión, solución, dissolver, At the beginning of this bundle, students set up science notebooks, which should incorporate an introductory investigation(s) allowing them to practice and explore the expectations for the different notebook entry types. TEKS/Student Expectations TEKS Integration Instructional Strategies Resources

2 5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. 5.1.A demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry 5.4.B use safety equipment, including safety goggles and gloves Safety considerations are part of planning any observation or investigation. Questions and Stems: How can we protect ourselves when we? Safety instructions and safe use of tools should be instructed as they are needed for specific investigations. Review safety rules from safety contract. Handout Safety Rules Contract. Set up science interactive notebooks. Model expectations in using the notebooks. Houghton, Mifflin, Harcourt (Science Fusion) STEMscopes 5.5a Classifying Matter 5.5b Properties of Water 5.5c,d Mixtures and Solutions 5.6d Experimenting with Forces AIMS: Physical Science 4th Grade Physical Science Matter Jeopardy Some Like it Salty Oh Dear, What Can This Matter Be 5th Grade Physical Science Messing with Mixtures Chromatographic Circles (extension) Involving Dissolving Reaching a Point Heat Energy Moves

3 5.5.A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy (Readiness Standard) 5.5.B identify the boiling and freezing/ melting points of water on the Celsius scale 5.5.C demonstrate that some Mixtures maintain physical Properties of their ingredients Such as iron filings and Sand. 5.4.A collect, record, and Analyze information Using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums To appropriately adhere to the standard, students should be provided with experiences that allow them to classify various types of matter based on their physical properties including mass, magnetism, physical state (solid, liquid, gas), relative density, solubility in water, and the ability to conduct or insulate. Measure and identify properties of matter. [Wait to study solubility (5.5B and C) and conduction/insulation (4.8C) in context with those TEKS.] Include: Mass (grams g) Triple Beam Balance Review mass/weight Volume (milliliters - ml) Graduated Cylinder Temperature English - Degrees Fahrenheit ( F) Metric Degrees Celsius ( C) States of Matter Solid, liquid, gas Shape and volume Particle Energy Relative Density Sinking or floating based on shape, volume, arrangement of particles, and energy Freezing/melting point of water 0 C Boiling point of water: 100 C Questions and Stems: What properties make unique or different from? Solubility in water (ability to dissolve) Relative density evaluate how objects or substances sink/float when combined with others (Not formula based; which is absolute density) Teacher Background: Each type of matter has its own, unique boiling and freezing/melting point.

4 5.2.C collect information by detailed observations and accurate measuring Create many opportunities for students to observe physical properties of matter and record in their science notebooks Mixtures and Solutions ~ Big Idea/Enduring Understanding Physical properties may change when substances are combined. Guiding Question How do physical properties change when substances are combined? What changes occur to the physical properties of ingredients within mixtures and solutions? TEKS/Student Expectations TEKS Integration Instructional Strategies Resources

5 5.5.C demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand Students should be provided the opportunity to work with a variety of mixtures to determine which mixtures maintain the physical properties of their ingredients. Students combine substances that keep their physical properties so that those properties can be used to help separate the mixture. Questions and Stems: Describe how you would make a. (ex: hamburger, salt water, tossed salad, chocolate chips in cookie dough, water and oil, Chex mix, Raisin Bran) Mixture The physical combination of two or more substances; each retaining its properties; the individual components can be seen Can be separated into its original components Ex: salt water, salad, cake

6 5.5.D identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water Students should be provided the opportunity to work with a variety of solutions including, but not limited to, water + salt and water + lemon juice to identify the changes that occur in the physical properties of these solutions. Students combine substances where one or more of their properties change Questions and Stems Solution a type of a mixture - One substance dissolves into another and is evenly mixed throughout Solutions Type of a mixture Components are not individually able to be seen Difficult to separate Solute: substance being dissolved Solvent: part of the solution that does the dissolving Saturation: the point at which a solution of a substance can dissolve no more of that substance (for example: salt dissolves in water but when the solution becomes saturated you can begin to SEE the salt in the water) Solids dissolved in liquids, gases dissolved in liquids, gases dissolved in other gases, and liquids in other liquids. Examples: milk, salt water, brewed tea or coffee, soapy water

7 5.3.B evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels Students read nutritional and other product labels to determine ingredients of products. These are excellent models of mixtures. Questions and Stems: How do the ingredients of this mixture support what the product claims to do? How does a label identify a product as a mixture or solution? This TEKS is a great opportunity to use real life materials to model every day mixtures and solutions. 5.2.B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology 5.2.E demonstrate that repeated investigations may increase the reliability of results Students ask their own questions about mixtures and solutions and how to separate them after initial exploration of the concepts Questions and Stems: - How can this mixture be separated? - How do the properties of these materials affect how they can be separated in a mixture or solution? Provide time for additional exploration of materials in the context of mixtures/solutions. As student groups share their data on explorations of mixtures, use the opportunity to discuss variations in measurement and other data. Use these discussions to ask students how they can better support their ideas with data