Matter and Energy Classifying Matter, Properties of Water, and Mixtures

Teacher: Toraman Yayla

Date:03/28/2016

Subject area & grade level: Science 5th Grade

Duration: 90 minutes
Accommodations to meet diverse learner needs:
ESL/SPED Accommodations
Provided oral and written instructions
Checking for understanding
Reminding students to be on task
Choice to work independently, with a partner, or with a small group
Extra time on activities that include reading or writing
Not grading based on grammar
Able to verbally share answers
Small group testing for quizzes and tests
Extra time on tests and quizzes
Adequate time to compete for homework assignments
Placement near visuals, helpful students, or teacher
Access to vocabulary or larger print questions
GT Accommodations
Active Exploration Activities
Higher level thinking questions
Use of teachers personal science library
Opportunity for further enrichment through the 5th-grade website and Accelerated Learning

TEKS:

Matter and Energy Classifying Matter, Properties of Water, and Mixtures

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;
5.5B identify the boiling and freezing/melting points of water on the Celsius scale;

Unit or Lesson objectives:

Students will be able to:

Observe water changing between the different phases and explain energys role in this
process.

Identify the boiling and freezing/melting points of water on the Celsius scale and use this
information to determine waters characteristics at a given temperature,

Determine that in some mixtures the physical properties do not change while in others the
substances may undergo a physical change and be able to determine the properties changed.

ELPS:
1(A) Use prior knowledge and experiences to understand meanings in English
1(E) internalize new basic and academic language by using and reusing it in meaningful ways in
speaking and writing activities that build concept and language attainment;
2(C) learn new language structures, expressions, and basic and academic vocabulary heard during
classroom instruction and interactions

3(D) and 3(E) speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency and share information in cooperative learning
interactions

Matter and Energy Classifying Matter, Properties of Water, and Mixtures

Instructional Strategies
Daily Outline

Academic Vocabulary

Collaborative Learning

Word Wall

Discussion

Concept Map

Video
Key Vocabulary

Inquiry

Matter

Mass

Volume

Melt

Physical Property

Physical State

Solid

Liquid

Gas

Magnetism

Temperature

Conductor

Insulator

Solubility

Relative

Density

Classify

Melt

Melting Point

Evaporate

Boiling Point

Condensation

Freeze

Freezing Point

Ingredient

Mixture

Physical Change

Solution

Dissolve

Matter and Energy Classifying Matter, Properties of Water, and Mixtures

Materials:
Science Notebooks

Various tools for measuring and observing

Golf Balls

Salt

Ping Pong Balls

Water

Ice

Beans

5 empty water bottles

Plastic Cups

Glass Beakers

Hot Plates

Circuit Materials

Rubbing Alcohol

Vegetable Oil

Corn Syrup

Density Cube Sets

Sand

Flour
ENGAGEMENT

Powered Sugar

Ask the students What are physical properties? When a student provides you with an
example ask them to write it on the board. Provide the students with a golf ball, ping pong
ball and a Venn diagram. Tell them to compare and contrast the balls using some of the

physical properties on the board. Ask them if they need any tools to help them with these
observations (examples: hand lens, thermometers, balances, etc.) and provide those tools so
they can make those observations.

Ask the students what state of matter they think of when they hear the word water. Can
water also be found as a solid or liquid? Provide the students with a frozen water bottle and
ask them to record their observations as it sits out on their table. Provide them with a
thermometer and hand lens to assist with their observations. What is happening and what is

Matter and Energy Classifying Matter, Properties of Water, and Mixtures

causing these changes?

Students will create a mixture of two different kinds of beans and then a mixture of salt and
water. Then students will compare and contrast the two mixtures.

Begin each class period with a warm-up activity. Students will begin learning about and
practice the ICE problem-solving strategy in class.

EXPLORATION

Provide students with a variety of different item and a data table. Working as a group they
will determine the items mass (using a triple beam balance), magnetism (using a magnet),
state of matter (using their sense of sight and touch), ability to sink or float in water (using a
plastic bowl and water) and ability to conduct or insulate electricity (by placing each item in
a circuit).

Then students will observe and record how different powders or grainy substances react
when placed in water. Do they dissolve? Are they water soluble?

Students will be observing how frozen water behaves when sugar and salt are added. They
will record their observations in their science notebook. What is happening to the ice and
why?

Provide each group of students with 3 different clear liquids in sealed containers. Which
liquid is water? How can you tell? Is there a test that we can do to determine which liquid is
water? (Place the liquids in the freezer overnight and have students observe them the next
day.) Which liquid is water? Did their answer change?

The mixtures in our engagement were made from a solid mixed with a solid and a solid

Matter and Energy Classifying Matter, Properties of Water, and Mixtures

mixed with a liquid. Can the students come up with examples of mixtures using the other
states of matter (solid and gas, gas and gas, liquid and gas, liquid and liquid)?
EXPLANATION

As a class, we will read some notes and they will practice actively reading by stopping to
discuss key points and highlighting important info.

Have the students create a vocabulary foldable or graphic organizer in their science

notebooks for all their Matter and Energy vocabulary words.

ELABORATION

Students will be observing whether or not a wider variety of wood types, plastics, and metals
float or sink in water or other liquids including vegetable oil and corn syrup. Then students
will layer the liquids and create a density column. Students will observe that changing the
size of an item will not affect whether or not the item floats or sinks since density is mass
per unit volume. Students will then learn about buoyancy and its role in

whether or not objects sink or float.

Provide students with the phase change graph of water and have students answer questions
using the graph.

Introduce students to different methods of separating substances and have them practice

separating simple mixtures.

EVALUATION (Summative Assessment)

Go over the answers to the HW assignment given at the beginning of the unit.

Students will be tested on this topic (combination of the post assessment and open-ended
responses .

Answers will be gone over in class

Matter and Energy Classifying Matter, Properties of Water, and Mixtures

Students will check these TEKS off their yearly checklist in their science notebook.