Sample Science Unit

What’s the Matter?

Grade 5

Duration of unit: 2 weeks

Purpose: To develop understanding of matter. At the completion of this unit, students will have a better understanding of properties and changes of properties in matter.

National Academy of Sciences (NAS) Standards:

CONTENT STANDARD B:

As a result of their activities in grades 5-8, all students should develop an understanding of properties and changes of properties in matter

Nebraska State Standards:

8.3.1 By the end of eighth grade, students will develop an understanding of properties and changes of properties in

matter.

Rationale: To build a physical science foundation for future science classes. This foundation can increase students’ chances of success in later science courses, thereby increasing students’ self-confidence and self-esteem. A basic understanding of matter and its properties is necessary for the sixth-grade student because of daily decisions that affect the manipulation of matter. It is more likely that student will make correct and safe decisions when they understand what matter is, how it changes form, and how its properties determine its use.

Goals:

1. To understand that all matter is made of atoms.
2. To understand that matter stays constant; it is neither created nor destroyed.
3. To develop basic chemistry lab skills.
4. To develop a positive attitude about chemistry and to be prepared for subsequent science courses.

Objectives:

1. List at least 10 examples of matter.
2. List the three states of matter with one example of each.
3. Calculate the density of an object when given mass and volume.
4. Describe the properties of solid, liquid, and gas.
5. Demonstrate an understanding that matter is made of elements, and elements are made of atoms.

Overview: Throughout this unit, students will be developing a concept map of matter. Information for the map will come from class and lab work, class discussions, lectures, and student readings and research. The overall instructional model is that of concept attainment.

1. What is matter and what are its properties? Students will develop the concept of matter by discovering the properties common to all matter (has mass and takes up space). Students will develop this concept through use of concept attainment model.
2. Students will continue to build on their concept of matter by organizing matter into its three major states (solid, liquid, gas). The concept development will be used to define the attributes of each state of matter, and students will gather information by participating in laboratory activities and discussions.
3. What are some of the physical properties of matter that make certain kinds of matter unique? Students will experiment with properties of matter such as elasticity, brittleness, and density. Lab activities will allow student to contribute their observations and information to the further development of their concept of matter. Density activities enable students to practice lab and math skills.
4. What are the basic units of matter and where did matter come from? Students will continue to develop their concept of matter by dissecting matter into mixtures, compounds, elements, and atoms.

Assessment: Assessment of student achievement will be based on

1. Student participation as evidenced by completion of homework, classwork, lab activities, and discussions.
2. Quizzes
3. Unit test.

Lessons included in unit:

1. Introduction with story
2. Make a model of an atom.
3. The forms of matter
4. Where did it go?
5. Properties of matter
6. Density
7. Solutions
8. Mixtures
9. Suspensions
10. People in chemistry

Adapted from Science for the Elementary and Middle School, eighth edition. E. Victor and R. Kellough, 1997, Merrill (Prentice Hall), Columbus, Ohio

Sample Lesson Plan

Unit: What’s the Matter?

Mission Impossible

Lesson number: 6 Time needed: 1 – 2 hours

Topic: Density of Solids

Concepts:

Density is one of the properties of matter.

Mass and volume are related.

Density is determined by dividing mass by volume.

Objectives:

1. Determine the density of a solid cube.
2. Based on data gathered in class, develop a definition of density.
3. Communicate the results of their experiments to others in the class.

Materials:

1. Two large boxes of cereal and two snack-size boxes of the same cereal.
2. Four brownies (two whole and two cut in halves)
3. Four sandboxes (two large plastic boxes and two small boxes, each filled with sand)
4. Two scales or balances
5. Several rulers
6. Six calculators
7. Eighteen colored pencils (six sets with three different colors per set)
8. Copies of lab instructions, one for each student.

Procedure:

1. Anticipatory set (10-15 minutes).
2. Brainstorm (pre-assessment) what students already know about density.

   Write density on the board or overhead.

   Ask students (using think-write-pair-share) to describe what the word means to them.

   Write their definitions and examples on chart.

   Hold up a large box of cereal in one hand and a snack-size box in the other.

   Ask students which is more dense. Allow them to explain their predictions.

   Tell them that by the end of the lesson they will know the answer to the question.

   Students will develop their own definition f density.

3. Laboratory Investigation (30-60 minutes).

• Divide class into teams of three or four students per team.

  Each team has eight minutes before switching stations.

  Each team completes three stations and then meets to do it s graphs and discuss results.

  Each student has a role:

  • Measure master: In charge of group’s ruler and ruler measurements

    Weight master: Responsible for all weighing

    Engineer: In charge of the group’s calculator and calculations

    Graph master: In charge of plotting data on graph paper

  Station 1: Instructions

1. The density of any object is determined by dividing its mass (weight) by its volume. Density in grams divided by volume (cubic centimeters). Example: 20 g/10cm³ – 2 g/cm³
2. Measure the volume of the small cereal box (length x width x height), and use the balance to determine its weight in grams. The engineer can do the calculations on the calculator. The graph master should graph master should graph the results of each and connect the two points with a straight line.
3. Repeat the procedure using the large box of cereal.
4. The engineer computes the density of the cereal box with the calculator for both cereal boxes. Fill in the density spaces below the graph.

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  •  
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          • Object

1.  
   1.  
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        •  
          1. Large box of cereal
          2. Small box of cereal
          3. Large brownie
          4. Small brownie
          5. Large sandbox
          6. Small sandbox

• Station 2: Brownie density

  Students calculate the density of a full-size brownie and of a half-size brownie. Results are plotted on the same graph, as in Station 1 (with second color).

  Station 2: Instructions

1. The density of any object is determined by dividing its mass (weight) by its volume. Density in grams divided by volume (cubic centimeters). Example 20 g/10cm³ – 2 g/cm³.
2. Measure the volume of the small brownie (length x width x height), and use the balance to determine its weight in grams. The engineer can do the calculations on the calculator. The graph master should graph the results of each and connect the two points with a straight line.
3. Repeat the procedure using the large brownie.
4. The engineer computes the density of the brownie with the calculator for both sizes. Fill in the density spaces below the graph.

• Station 3: Instructions

1. The density of any object is determined by dividing its mass (weight) by its volume. Density in grams divided by volume (cubic centimeters). Example 20 g/10cm³ – 2 g/cm³.
2. Measure the volume of the small sandbox (length x width x height), and use the balance to determine its weight in grams. The engineer can do the calculations on the calculator. The graph master should graph the results of each and connect the two points with a straight line.
3. Repeat the procedure using the large sandbox.
4. The engineer computes the density of the sandbox with the calculator for both sizes. Fill in the density spaces below the graph.

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  • Lab sheet

    Teams return to their seats to do their graphing, to analyze their results, and to answer the following questions from their lab sheet.

1. Is a larger, heavier object always more dense than its smaller counterpart? Explain your evidence.
2. What is your definition of density?
3. Which is more dense, a pound of feathers or a pound of gold? Explain your answer.

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  • 3. Closure. When all are finished, teams should display their graphs, then share and discuss their results.:

Extension:

Use a density graph to calculate the mass and volume of a smaller piece of a brownie. Explore the story of Archimedes and the King’s Crown.

Assessment:.

Lab sheet

Closure

Reflection and Revision: Upon completion of this lesson and of the unit, on the basis of teacher observations and student achievement, this lesson may be revised

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