Physical Properties of Matter

Grade 5

Science

Unit: 02

Lesson: 01

Suggested Duration: 13 days

Propiedades físicas de la materia

Lesson Synopsis:

This lesson bundles student expectations that address classifying matter based on physical properties. Many process skills will be embedded to support scientific processes and measurement.

TEKS:

5.5 / Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
5.5A / Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy. Readiness Standard
5.5B / Identify the boiling and freezing/melting points of water on the Celsius scale.Supporting Standard

Scientific Process TEKS:

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. The student is expected to:
5.1A / Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations.
5.1B / Make informed choices in the conservation, disposal, and recycling of materials.
5.2 / Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:
5.2C / Collect information by detailed observations and accurate measuring.
5.2D / Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.
5.2F / Communicate valid conclusions in both written and verbal forms.
5.4 / Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
5.4A / 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.
5.4B / Use safety equipment, including safety goggles and gloves.
Getting Ready for Instruction
Performance Indicator(s):

You are taking a cooking class and are assigned the task of analyzing how the properties of the items found in a kitchen determine their use. Choose five items to evaluate. Consider the following properties in your evaluation: magnetism, physical state, relative density, solubility in water, ability to conduct or insulate thermal or electric energy, and the boiling and melting/freezing point of water.Create a display to communicate this information to other students. (5.2F; 5.5A, 5.5B)1E; 5G

Grade 5

Science

Unit: 02 Lesson: 01

Key Understandings and Guiding Questions:

La materia tiene propiedades físicas medibles y esas propiedades determinan cómo se clasifica, se cambia y se utiliza la materia.

—¿Cómo las propiedades físicas determinan la manera en que se clasifica la materia?

—¿Cómo las propiedades físicas determinan la manera en que cambia la materia?

—¿Cómo las propiedades físicas determinan la manera en que se utiliza la materia?

Los cambios en el agua son causados por el calentamiento y el enfriamiento.

—¿Qué causa que cambie el estado del agua cuando el calentamiento y el enfriamiento tienen lugar?

Vocabulary of Instruction:

Grade 5

Science

Unit: 02 Lesson: 01

materia
propiedades
solubilidad
densidad relative

Kindergarten

Science

Unit: 01 Lesson: 01

Materials:

Kindergarten

Science

Unit: 01 Lesson: 01

Refer to Notes for Teacher section for materials.

Attachments:

Teacher Resource: PowerPoint:Physical Properties
Optional Handout: Magnetic Attraction (1 per student)
Optional Teacher Resource: Magnetic AttractionKEY
Optional Handout: Attract and Repel
Handout: Hole Punch Fold Model(1 per student)
Teacher Resource: Triple Beam Balance (1 for projection)
Teacher Resource: Pan Balance(1 for projection)
Teacher Resource: Dissolving Stations Cards (see Advance Preparation, 2 stations per card)
Teacher Resource: Dissolving StationsKEY
Handout: Conductivity Tester (1 per student)
Handout: Spoon Dilemma/Heat Wrappers (1 per student)
Handout: Properties of Matter Semantic Map (1 per student)
Teacher Resource: Evaluate Instructions PI (1 for projection)

Grade 5

Science

Unit: 02 Lesson: 01

Resources and References:

Suggested Websites:
Mass:
Conductivity:
Information on Magnetism:
Suggested Books:

Mass

Curry, D. (2005). What is mass. NY: Children's Press.
Pluckrose, H. (1995). Weight. NY: Children’s Press.
Srivastava, J. (1970). Weighing and balancing. NY: Ty Crowell Co.

Temperature

Maestro, B. (1990). Temperature and you. NY: Lodestar Books.
Munsch, R. (1992). 50 below zero. NY: Annick Press.
Rahn, J. E. (1983). Keeping warm, keeping cool. NY:Atheneum.

Solids and Liquids

Boothroyd, J. (2007) What is a liquid?Minneapolis, MN: Lerner Classroom.
Boothroyd, J. (2007) What is a solid?Minneapolis, MN: Lerner Classroom.
Garrett, G. (2005). Solids,liquids,and gases.NY: Children's Press.
Glover, D. (2002). Solids and liquids.NY: Kingfisher.
Hewitt, S. (1998). Solid, liquid,or gas?NY: Children's Press.

Advance Preparation:

Prepare “Mystery Bags” by placing a variety of 8–10 magnetic and non-magnetic objects, such as paper clips, aluminum foil,staples, chalk, crayons, markers, pens,highlighters, scissors, thumb tacks, fishingweights, copper wire, nickels, pennies, pencils, lead, steel nails,wood, pieces of soap, cork, brass brads, or steel brads, in a brown, paper lunch bag (1 per group).
Prepare the phase models. Three Petri dishes will be required to create the physical models of the solid, liquid, and gaseous states of matter. After filling the Petri dishes with the BBs, use hot glue to affix the lids to the base to prevent spillage. (1 set per teacher)
Solid- Fill the first Petri dish with BBspacked closely together to impair movement.
Liquid- Fill the second Petri dish with about half the number of BBs that were used in the first Petri dish.
Gas- Fill the third Petri dish with about a dozen BBs.
For the Properties of Matter- States of Matter you will need to have 30 hole punch dots for every student.
For the Explore/Explain – Properties of Matter – Relative Density/Mass, you will need to gather objects for measuring mass. You will need to collect enough for each group to have one set.Examples of these objects include the following: paper clips, pencils, pens, crayons, markers, pennies, washers, pebbles, blocks of wood, and plastic items.
For the Explore/Explain – Properties of Matter – Solubility in Water, you will need Teacher Resource: Dissolving Station Cards. Please note there are instructions for two different stations on each card. Page 1 has instructions for Station 1 and Station 2, and page 2 has instructions for Stations 3 and 4. The teacher resource should be copied on cardstock or other sturdy paper and cut apart. The station cards will be placed at the appropriate station for the investigation.
Gather the objects that will be used in the Explore/Explain: Properties of Matter - Electrical Conductors and Insulators. The insulated wire may need to have ½–1 inch of the insulation stripped from each end. The light bulbs needed for this phase are miniature and should be 3.8-V or Christmas lights cut apart with leads.
Prepare attachment(s) as necessary.

Background Information:

This lesson bundles SEs that address physical properties of matter in order to set a foundation for understanding and classifying chemical and physical changes.

During this unit, students will classify matter according to their physical properties. Additionally, students will focus on the physical properties of mixtures and solutions.Throughout the year,many process skills will be embedded to support scientific methods and measurement.

STAAR Note:

Students’ Grade 5 understanding of physical properties of matter will be foundational to the concept of elements and their location on the periodic table in middle school curriculum. Readiness Standard 5.5Awill be tested on STAAR Grade 5 under Reporting Category 1: Matter and Energy.Supporting Standard 5.5B will be tested on STAAR Grade 5 under Reporting Category 1: Matter and Energy.

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE–Physical Properties…Does it Matter / NOTE: 1 Day = 50 minutes
SuggestedDay 1

Show the Teacher Resource: PowerPoint: Physical Properties.

Instruct students to list the properties in their notebook and place a √ by any properties they have studied and understand.

You may wish to consider also having students write a brief explanation of their own understanding of the term ‘physical properties’ based upon their past experience; this may provide an opportunity for insight on their knowledge on a deeper level.

/ Attachments:

Teacher Resource: PowerPoint: Physical Properties

Science Notebooks:
Instruct students to list the properties listed in the Power Point that they will learn about.
EXPLORE/EXPLAIN–Properties of Matter - Magnetism / SuggestedDays 1 (continued) and 2

The teacher will conduct a demonstration to introduce the concept of magnetism.
Tie a paper clip to one end of a 70 cm long kite string or sewing thread. Tape the other end of the string on a stable surface, such as a desk. Allow the paper clip to rest on top of the table.
Pick up the paper clip, and lay it on your palm, extending your palm the length of the string.

Place the magnet about 1 cm away from the paper clip. As soon as the magnetic attraction is felt, release the paper clip from the palm of your hand.

As the paper clip begins to float, move the magnet up, down, and side to side so that the paper clip follows it.

Instruct students to carefully place a piece of paper in between the paper clip and the magnet so they can see if the paper clip is still floating inthe air.

Ask:

Can you think of another object that might exhibit the same properties as the paper clip and magnet? Answers may vary, but students should suggest metals.
What are the characteristics of magnetism?Answers may vary, but could include: a magnetic force surrounds the magnet, Magnets have two poles, North-seeking and South-seeking. There is a force of attraction between unlike poles or repulsion between like poles.
How do you know when an object interacts with a magnet? The object will be attracted (pulled) toward the magnet.

Instruct students to draw the floating magnet set-up and record observations and reflections in their notebook. Instruct students to record and answer the question: What does the property of magnetism show about matter?

Divide the class into groups of 4 or 5 students. Give each group a Mystery Bag.

Instruct students to create a data table in their notebook, or distribute the Optional Handout: Magnetic Attraction.

Provide students the directions for the Mystery Bag activity:

Remove and list items in the Mystery Bag.
Predict whether the item is attracted or not attracted to a magnet.
Test each item with a magnet.
Place an X or a √ in the proper column, and answer the questions at the bottom of the page.

/
Materials:

paper clip (1 per teacher)
sewing thread or kite string (70 cm, 1 piece per teacher)
tape (clear, per teacher)
ruler (centimeter, 1 per teacher)
magnet (1 per group)
Mystery Bags (see Advance Preparation, 1 per group)
bags (brown paper, lunch-size, 1 per group)
objects (magnetic and non-magnetic items, 8–10 per group)

Attachments:

Optional Handout: Magnetic Attraction (1 per student)
Optional Teacher Resource: Magnetic AttractionKEY

Science Notebooks:
Instruct students to draw the floating magnet set-up and record observations and reflections in their notebook.
Instruct students to record and answer the question: What does the property of magnetism show about matter?
EXPLAIN–Magnetism / SuggestedDay 2 (continued)

Facilitate a discussion with the students focused on the concept “properties of matter”. Use the following questions to guide the discussion.

What is a property?A property describes how an object looks, feels, or behaves. A property is any characteristic which can be used to describe or identify a substance.
How do properties help us identify substances? Properties are unique to matter.
What can you learn about objects by classifying them? You can learn the identity of objects, common characteristics of similar objects, etc.
What does the property of magnetism show about matter?It shows whether or not the matter is composed of or contains iron-based metal, such as iron, nickel, or cobalt..

Guide class through a whole group discussion as students share data from their Handout: Magnetic Attraction or from their notebooks.
What type of material seemed to be attracted to a magnet?Items with iron or steel seem to be attracted to a magnet.Were all the metals attracted to magnets? No
Why do you think only some metals were attracted to a magnet? Allow students to explain their findings from the activity.
Explain that each magnet has a north-seeking pole and a south-seekingpole. Show students a magnet with a labeled north and south pole.
Continue the discussion:

What else has a north and south pole?Students should respond that the Earth has a north and south pole. Guide students in their thinking to help them draw the conclusion that the Earth is also a magnet.

Opposite poles of magnets (north and south) are attracted to each other. The opposite occurs, repelling, when the same poles (north and north or south and south) come near each other.

Partner students with their nearest neighbors, distribute magnets (2 per group), and direct them to model the magnets attracting and repelling.

Students should be able to answer the following question:

How did the magnets react when opposite poles and like poles were placed near each other?Students should respond that they felt the magnets pulling towards each other when opposite poles attracted and the magnets pushed away from each other when like poles repelled.

Explain the pulling force that was felt during the activity with the two magnets:

The pulling you felt when opposite poles were near each other is called “attract”, and the pushing you felt when like poles were near each other is called “repel”. Direct students to accurately draw and label magnets attracting and repelling on the Handout Attract and Repel or use the Handout as a guide for what to draw in their science notebooks.

Use a projector to show the class the following activity.

Place a magnet (use both a bar and a horseshoe magnet) underneath a sheet of white paper. Gently sprinkle iron filings on top of the magnets. The iron filings will show the lines of force for each of the magnets’ magnetic field.

Where do the lines of force appear to be the strongest?Students should respond that the lines of force are more concentrated around the poles of the magnets.

Provide an explanation to reinforce the concept of magnetism:

As we discussed earlier, the Earth also has a North and South Pole. If we were able to sprinkle iron filings on the Earth, we would see the same lines of force that you saw with the smaller magnets.

Allow time for the students to accurately draw and label the lines of force they saw with the iron filings on the Handout: Attract and Repel, or use the Handout as a guide for what to draw in their science notebooks.
Facilitate a discussion on the ways that attraction and repulsion are seen and used as a part of their lives. Assist the discussion as necessary to ensure that the following points are brought up:

The Earth’s magnetic field protects the Earth from dangerous radiation from the Sun.
A compass points north because the iron needle is attracted to the magnetic north pole.
Magnets are useful in sorting and separating some materials.
Some high speed trains work because of magnetic repulsion.

/
Materials:

magnets (bar, 2 per group)
magnet (bar and horseshoe, for demonstration, 1of each perteacher)
paper (plain, 1 sheet per group)
iron filings (per group)

Attachments:

Optional Handout: Attract and Repel

Instructional Notes:
This discussion is an important foundational piece for the understanding of physical properties and how they help us classify matter.
Students may know that some of the common objects are metals, but they may not know the specific metal(s) that compose each sample. Students do not have to know this material:

Current pennies are zinc coins coated in copper.
U.S. nickels are 25% nickeland 75% copper.
Nails, staples, and thumbtacks are typically composed of steel.
Paper clips are generally made from galvanized steel. Steel is an alloy whose main ingredient is iron. Students may not be familiar with the term alloy. An alloy is a mixture of metals.
Fishing weights may be composed of coated lead or a zinc alloy although brass, tungsten, and steel are replacing these in many areas.
Copper wire and aluminum foil both are named from the elements from which they are made.