PARAMUS ELEMENTARY SCHOOL PARAMUS, NEW JERSEY CURRICULUM OUTLINE DEPARTMENT: Science REVISION DATE: January, 2004 COURSE: Matter: Chemical and Physical Changes GRADE LEVEL: Grade 5 I. COURSE DESCRIPTION: This course explores the world of matter and its properties. Through hands-on experiences, the student investigates the phases (states) of matter and how matter can change chemically and physically. Some properties of common household substances and ways of detecting their presence in a mixture are also investigated. A number of tests (heat, iodine, vinegar) are conducted to determine the reaction in some ΑMystery Powders. Some materials used in this course were developed through funding by the National Science Foundation. II. COURSE OBJECTIVES: Science Generalization: When matter changes from one form to another form, its total amount is the same. Major Concept to be Reviewed: Matter exists in general forms whose basic units can be altered by heat energy. (Grade 4) Major Unit Concept: Matter can be changed physically or chemically General Objectives: The student will: 1. Understand the relationship of temperature to motion of molecules and to change in the state (phase). (5.6.8.A.2) Grade5-Matter-1
2. Identify the properties of three states (phases) of matter - solids, liquids, gases. (5.6.8.A.2) 3. Identify the differences between physical and chemical changes. (5.6.6.B.1 & 5.6.8.B.1) 4. Analyze chemical and physical properties of a variety of solids and liquids. (5.6.6.B.1 & 5.6.8.B.1) 5. Identify the differences between mixtures and solutions. (5.6.6.A.3) 6. Identify the differences between the melting, boiling, and freezing points. (5.6.6.A.4) 7. Identify the differences between evaporation and condensation. (5.6.6.A.4) 8. Identify the differences between acids and bases. (5.6.8.A.3) 9. Use equipment and materials safely. (5.1.8.C.1) 10. Apply problem solving skills. (5.1.8.B.2 & 5.1.8.B.3) 11. Identify related careers. (5.1.8.A.2) 12. Appreciate matter and its effect on our daily lives. (5.2.8.B.1 & 5.2.8.B.2) 13. Integrate technology into science investigations. (5.2.8.B.1 & 5.2.8.B.2) 14. Demonstrate how people of various cultures have contributed to the advancement of science and technology. (5.1.8.B.2 & 5.1.8.B.3) III. MAJOR CONCEPTS AND TOPICS: I. Physical and Chemical Properties A. Physical 1. Size, shape, color, odor, mass 2. Solubility 3. Reaction to heat, vinegar, iodine B. Chemical 1. Reaction to heat, vinegar, iodine 2. Combining with substances II. Physical and Chemical Changes A. Physical 1. Melting, freezing, and boiling 2. State (phase) changes 3. Evaporation and condensation B. Chemical Grade5-Matter-2
1. Combining elements 2. Separating elements 3. Slow changes 4. Fast changes III. Classifying Matter A. Mixtures and solutions B. Acids and bases C. Tests and indicators 1. Iodine - starches 2. Lime water - carbon dioxide 3. Litmus paper - acids and bases IV. Chemical Changes in our daily living A. natural and man-made B. Examples and uses V. Scientists A. Introduction to scientists B. Contribution of scientists C. Careers IV. STUDENT SKILL OBJECTIVES: 1. After observing a variety of substances, the student will state orally or in writing a number of their physical properties, i.e., size, color, odor, solubility, mass, etc. 2. After observing physical and chemical changes occurring in class investigations and in the student=s daily life, the student will state orally or in writing a definition for and an example of each. 3. Given the necessary equipment and materials, the student will determine the boiling point of water. Grade5-Matter-3
4. Given the necessary equipment and materials, the student will determine the freezing point of water. 5. After observing, reading, or discussing melting, boiling and freezing points, the student will define orally or in writing a definition for each. 6. After observing reading or discussing changes in state (phase) of matter, the student will state orally or in writing the effect temperature has on the motion of molecules. 7. Given the necessary equipment and materials, the student will conduct an investigation of evaporation. 8. Given the necessary equipment and materials, the student will conduct an investigation of condensation. 9. After observing investigations of evaporation and condensation, the student will state orally or in writing a definition for each. 10. Given a variety of Αmystery powders, the student will perform a number of tests (heat, vinegar, iodine) to determine some of their chemical and physical properties. 11. Given a variety of Αmystery powders, the student will identify them as being either salt, sugar, cornstarch, baking soda, or plaster or Paris by their identifiable properties. 12. Given the necessary equipment and materials, the student will make and separate a mixture of sand, iron filings, and water. 13. After making and separating a solution of salt or sugar and water, the student will identify the solvent (water) and the solute (salt or sugar). 14. After observing investigations of a mixture and a solution, the student will state orally or in writing a definition for each. 15. Given some examples of acids and bases, the student will use an indicator to identify each as an acid or a base. 16. After observing investigations of acids and bases, the student will state orally or in writing a definition for each. Grade5-Matter-4
17. After reading about and/or discussing related careers, the student will state orally or in writing the name of a career, some duties involved, and likes and dislikes about it. 18. The student will demonstrate an understanding of matter by writing a paragraph starting how the chemical and physical changes matter undergoes affect his/her daily life. 19. The student will demonstrate an understanding of how people of various cultures have contributed to the advancement of science and technology by completing ab activity such as: listening to stories or poetry, reading biographies, writing stories and/or research papers, construction time lines, making an oral presentation to recognize that scientific ideas and knowledge have come from men and women of all cultures. 20. Incorporate the use of technology to design, present, and/or investigate an activity or problem in science. V. EVALUATION PROCEDURES: 1. Class participation and preparation 2. Assignments, projects, homework 3. Lab reports 4. Unit criterion referenced test 5. Observable mastery of performance objectives and process skills 6. Tests and quizzes 7. Attendance VI. SUGGESTED MATERIALS: 1. Resource unit, Matter: chemical and Physical Changes 2. Scott, Foresman Science, Grade 5, Michael R. Cohen and others, Scott, Foresman & Co. 3. Mystery Powders, Elementary Science Study Grade5-Matter-5
Grade5-Matter-6 4. Variety of media and technology