Office of Elementary Education Page | 1 Grade 5 Science Instruction Unit Guide Standard 4: Chemistry WCPS 2010 Grade 5 Standard 4: Chemistry
Nov 27, 2014
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 1
Grade 5
Science Instruction
Unit Guide
Standard 4: Chemistry
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 2
Table of Contents
Standard 4: Chemistry
Topic PageMaryland State Curriculum for Science Skills and Processes 3-6
Maryland State Curriculum for Science Alignment 7-13Vertical Content Map 14-20
Planning Guide 21-45Instructional Support for Science Objectives 46-155
Word Cards and Vocabulary Sort 156-177Careers in Chemistry 178
Concept Attainment for Matter and Energy and Mixtures and Solutions 179-191Formative Assessments for Mixtures and Solutions 192-202
Literature To Support Chemistry 203-216netTrekker Directions 218-222
Websites To Support Chemistry 223-229Assessment and Answer Key 230-261
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 3
Maryland State Curriculum for Science
Standard 1.0 Skills and Processes
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 4Students will demonstrate the thinking and acting inherent in the practice of science.A. CONSTRUCTING KNOWLEDGE
1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.
b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.
c. Explain that comparisons of data might not be fair because some conditions are not kept the same.
d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why.
e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered.
f. Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations.
g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:
Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 5
WCPS 2010 Grade 5 Standard 4: Chemistry
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
B. APPLYING EVIDENCE AND REASONING
1. Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others.
a. Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.
b. Offer reasons for their findings and consider reasons suggested by others.
c. Review different explanations for the same set of observations and make more observations to resolve the differences.
d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.C. COMMUNICATING SCIENTIFIC INFORMATION
1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
a. Make use of and analyze models, such as tables and graphs to summarize and interpret data.
b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing.
c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas.
d. Construct and share reasonable explanations for questions asked.
e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 6D. TECHNOLOGY
1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?"
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance).
c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails.2. DESIGNED SYSTEMS: Investigate a variety of mechanical systems and analyze the relationship among the parts.
a. Realize that in something that consists of many parts, the parts usually influence one another.
b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected.3. MAKING MODELS: Examine and modify models and discuss their limitations.
a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works.
b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it.
c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail.
d. Realize that one way to make sense of something is to think how it is like something more familiar.Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
WCPS 2010 Grade 5 Standard 4: Chemistry
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Maryland State Curriculum for ScienceStandard 2.0 Earth/Space Science
Students will use scientific skills and processes to explain chemical and physical interactions (i.e. natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
Science Correlations Other Correlations
E. Interactions of Hydrosphere and Atmosphere
1. Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.
a. Describe how water on Earth changes.
See Lesson Seeds
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 8 Condensation Precipitation Evaporation
b. Explain that the sun is the main source of energy that causes the changes in the water on Earth.
c. Describe the relationship between the amount of energy from the sun and the quantity of water that is changed.
d. Describe the processes that maintain a continuous water cycle.
Standard 4.0 Chemistry
Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
GRADE 4
Science Correlations Other Correlations
A. STRUCTURE OF MATTER
1. Provide evidence to support the fact that matter has
observable and measurable properties
a. Identify examples of matter.
b. Describe and compare the physical properties of samples of matter.
Matter and Energy Investigation 3
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 9
Strength Hardness Flexibility Ability to conduct heat Ability to conduct electricity Ability to be attracted by magnets
c. Compare samples of like materials using appropriate tools to measure, estimate, and calculate size, capacities, masses and weights.
d. Cite evidence that supports the statement, "All matter takes up space and contains a certain amount of material."
Standard 4.0 ChemistryStudents will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Science Correlations Other Correlations
B. CONSERVATION OF MATTER
1. Cite evidence to support the statement that, "No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts."
a. Use magnifying instruments to investigate samples of matter, such as a leaf, sugar cube, color photograph, and granite to describe the minute parts from which they are made.
b. Use evidence from investigations with a variety of materials,
Mixtures and Solutions, Investigation 1, Parts 3
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 10
such as water to describe how matter can change from one form to another without the loss of any mass.
c. Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
Matter and Energy Investigation 3 Parts 2-3
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 11Standard 4.0 ChemistryStudents will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Science Correlations Other Correlations
C. STATES OF MATTER
1. Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.
a. Observe and describe the changes heating and cooling cause to the different states in which water exists.
Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).
Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.
b. Based on data explain the importance of water's ability to exist in all three states within the temperatures normally found on Earth.
c. Analyze data from observations to support the idea that when materials change from one state to another the amount of material stays the same.
Matter and Energy Investigation 4 Part 2
Mixtures and Solutions Investigation 1 Part 2-4Mixtures and Solutions Investigation 2 Part 2
Matter and Energy Investigation 2 Part 2
Matter and Energy Investigation 2 Part 2
HM Themes 2 and 4
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 12 Standard 4.0 ChemistryStudents will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Science Correlations Other Correlations
D. PHYSICAL AND CHEMICAL CHANGES
1. Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.
a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk.
b. Based on observations from investigations and video technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as baking soda combined with vinegar.
c. Share data gathered and construct a reasonable explanation of the results.
Mixtures and Solutions Investigation 1 Part 1Mixtures and Solutions Investigation 2 Parts 1-4Mixtures and Solutions Investigation 3 Parts 1-2
Matter and Energy Investigation 4 Part 3Mixtures and Solutions Investigation 1 Parts 2-4Mixtures and Solutions Investigation 3 Part 3Mixtures and Solutions Investigation 4 Parts 1-3
Matter and Energy Investigation 4 Part 3Mixtures and Solutions All Investigations
Standard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Science Correlations Other Correlations
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 13 A. NATURAL RESOURCES AND HUMAN NEEDS
1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.
a. Identify and compare Maryland's renewable resources and nonrenewable resources.
b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.
c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals .
Matter and Energy, Science Resources, pp. 4-5
Matter and Energy, Science Resources, pp. 2-3, 9-10
Consider fostering a classroom environment that continuously cares for the environment.
B. ENVIRONMENTAL ISSUES
1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.
a. Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.
b. Identify and describe that individuals and groups assess and manage risk to the environment differently.
Mixtures and Solutions, Science Stories, pp. 21-22Consider fostering a classroom environment that continuously cares for the environment.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 14Standard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Science Correlations Other Correlations
2. Recognize and describe that consequences may occur when Earth's natural resources are used.
a. Explain how human activities may have positive consequences on the natural environment.
Recycling centers Native plantings Good farming practice
b. Explain how human activities may have a negative consequence on the natural environment.
Damage or destruction done to habitats Air, water, and land pollution
c. Identify and describe that an environmental issue affects individual people and groups of people differently.
Mixtures and Solutions, Science Stories, pp. 21-22
Consider fostering a classroom environment that continuously cares for the environment.
Vertical Content MapWCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 15
WCPS 2010 Grade 5 Standard 4: Chemistry
Grades 3 & 4 Grade 5 Grade 6Standard 2.0 Earth/Space Science
Students will use scientific skills and processes to explain chemical and physical interactions (i.e. natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
E. INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE
2. Recognize and describe that each season has different weather conditions
a. Describe different seasonal weather conditions using data collected from weather instruments, models or drawings.
b. Compare average daily temperatures during different seasons.
c. Compare average daily wind speed and direction during different seasons.
d. Compare average daily precipitation during different seasons.
Amount Type
E. Interactions of Hydrosphere and Atmosphere
1. Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.
a. Describe how water on Earth changes. Condensation Precipitation Evaporation
b. Explain that the sun is the main source of energy that causes the changes in the water on Earth.
c. Describe the relationship between the amount of energy from the sun and the quantity of water that is changed.
d. Describe the processes that maintain a continuous water cycle.
None Provided by MSDE
Grades 3 & 4 Grade 5 Grade 6
4.0 Chemistry Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
None Provided By MSDE
B. Conservation of Matter
1. Cite evidence to support the statement that, “No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts.”
a. Use magnifying instruments to investigate samples of matter, such as a leaf, sugar cube, color photograph, and granite to describe the minute parts from which they are made.
b. Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass.
c. Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
None Provided By MSDE
Instructional Note: Have students prove the theory of conservation of matter by conducting their own experiments with different objects.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 16
Grades 3 & 4 Grade 5 Grade 6WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 174.0 Chemistry Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
C. States of Matter
1. Provide evidence from investigations to describe the effect that changes in temperature have on the properties of materials.
a. Based on data gathered from investigations, identify and describe the changes that occur to the observable properties of materials when different degrees of heat is applied to them, such as melting chocolate pieces, boiling an egg.
b. Observe and describe the changes cooling causes to the observable properties of materials when they are cooled, such as freezing water in a straw, milk in an ice cream maker.
c. Cite examples of similar changes that observable properties of various other materials.
C. States of Matter
1. Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.
a. Observe and describe the changes heating and cooling cause to the different states in which water exists.
Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).
Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.
c. Analyze data from observations to support the idea that when materials change from one state to another the amount of material stays the same
C. States of Matter
1. Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature.
a. Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on the rate at which the matter changes from one state to another.
b. Based on data from investigations describe the effect that removing heat energy from different types of matter has on the rate at which the matter changes from one state to another.
c. Analyze data gathered and formulated a conclusion on the effects of temperature change on most substances.
Grades 3 & 4 Grade 5 Grade 6
4.0 Chemistry Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 18
None Provided by MSDE
D. Physical and Chemical Changes
1. Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.
a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk
b. Based on observations from investigations and video technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as:
Baking soda combined with vinegarc. Share data gathered and construct a reasonable explanation of the results.
D. Physical and Chemical Changes
1. Cite evidence to support the fact that some substances can be separated into the original substances from which they were made.
a. Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components.
Magnetism Boiling Point Solubility in Water
b. Based on data gathered, identify and describe various processes used to separate mixtures.
Filtration Evaporation Paper chromatography
c. Used data gathered to provide a reasonable explanation for the idea that mass of a mixture is equal to the sum of the masses of its components.
Grade 4 Grade 5 Grade 6
Standard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 19
None Provided by MSDE
A. NATURAL RESOURCES AND HUMAN NEEDS
1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.
a. Identify and compare Maryland's renewable resources and nonrenewable resources.
b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.
c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals .
None Provided by MSDE
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 20Grade 4 Grade 5 Grade 6
Standard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
None Provided by MSDE
B. ENVIRONMENTAL ISSUES
1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.
a. Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.
b. Identify and describe that individuals and groups assess and manage risk to the environment differently.
None Provided by MSDE
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 21
WCPS 2010 Grade 5 Standard 4: Chemistry
Grade 4 Grade 5 Grade 6
Standard 6.0 Environmental Science
Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
None Provided by MSDE
2. Recognize and describe that consequences may occur when Earth's natural resources are used.
a. Explain how human activities may have positive consequences on the natural environment.
Recycling centers Native plantings Good farming practice
b. Explain how human activities may have a negative consequence on the natural environment.
Damage or destruction done to habitats Air, water, and land pollution
c. Identify and describe that an environmental issue affects individual people and groups of people differently.
None Provided by MSDE
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 22
Standard 4: Chemistry Planning Guide
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 1
4.4.A.1.a-d FOSS: Matter and Energy
Investigation 3 Part I: Fact of the Matter
Guiding the Investigation
1. Steps 1-7
2. Closure: Have the students discuss in their small groups what they have learned so far from sorting the samples of matter.
matterstatesolidliquidgas
Focus Question
What are the properties of solids, liquids, and gases?
Matter is the stuff from which everything is made. The three states of matter are solid, liquid, and gas. A solid keeps a definite shape, liquid flows and fills its container to a level, and a gas fills all parts of a container.
Guiding Questions
What are some examples of matter?
Describe and compare the physical properties.
What tools could you use help make comparisons about what you are observing?
Session 2
FOSS: Matter and Energy
Investigation 3 Part I: Fact of the Matter
Guiding the Investigation
1. Steps 8-14
Wrapping Up Part 1
2. Steps 13-16
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 3
4.4.A.1.a-d FOSS: Matter and Energy
Investigation 3 Part I: Fact of the Matter
Reading in Science Resources
1. Steps 17-18
Focus Question
What is matter?
Matter is anything that takes up and contains a certain amount of material. The three states or matter are solid, liquid, and gas.
Session4
4.4.A.1.c
1.A.1.b, g
FOSS: Matter and Energy
Investigation 3 Part 2: Weighty Matters
Guiding the Investigation
1. Steps 1-14
2. Closure: Step 15
massgrammetric systemkilogrambalance
Focus Questions
What is mass?
How can you measure the mass of an object?
Mass is a measure of how much stuff is in an object? A gram is the standard unit of mass in the metric system. A kilogram is 1,000 grams. A balance is a tool used for weight objects. When the balance beam is level, the objects on either side are equal in mass.
Guiding Question
What tools could you use help make comparisons about what you are observing?
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session5
4.4.A.1.c
4.B.1.c
1.A.1.b, g
FOSS: Matter and Energy
Investigation 3 Part 2: Weighty Matters
Guiding the Investigation
1. Steps 16-20
2. Closure: Have the students discuss in their small group some of the objects they found on their hunt.
massgrammetric systemkilogrambalance
Focus Questions
What is mass?
How can you measure the mass of an object?
Mass is a measure of how much stuff is in an object? A gram is the standard unit of mass in the metric system. A kilogram is 1,000 grams. A balance is a tool used for weight objects. When the balance beam is level, the objects on either side are equal in mass.
Guiding Question
What tools could you use help make comparisons about what you are observing?
BE SURE TO ADDRESS
4.B.1.c
Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
See Lesson Seeds for more ideas to address 4.B.1.c.
Session6
FOSS: Matter and Energy
Investigation 3 Part 2: Weighty Matters
Guiding the Investigation
1. Steps 21-24
Wrapping Up Part 2
2. Steps 25-26
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session7
4.4.A.1.c
4.B.1.c
1.A.1.b, g
FOSS: Matter and Energy
Investigation 3 Part 2: Weighty Matters
Reading in Science Resources
1. Steps 27-29
metricmetertitercentimeter
Focus Question
What is the metric system?
A measuring system based on multiples of ten. Scientists use the metric system to measure length, mass, and volume.
Visit Fossweb.com to hear the audio of this science resource.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session8
4.4.A.1.c
1.A.1.b, g
FOSS: Matter and Energy
Investigation 3 Part 3: A Matter of Volume
Guiding the Investigation
1. Steps 1-8
2. Closure: Have the students discuss in their small groups the observations they made in their station.
predictionvolumemillilitergraduated cylindersyringe
Focus Questions
What is volume?
How can you measure the volume of a liquid?
Volume is the three-dimensional space occupied by something. Capacity is the volume of fluid a container can hold when full. Liquid volume is measured in liters and milliliters in the metric system. Syringes and graduated cylinders are used to measure liquid volume in the metric system.
Guiding Question
What tools could you use help make comparisons about what you are observing?
Session9
FOSS: Matter and Energy
Investigation 3 Part 3: A Matter of Volume
Guiding the Investigation
1. Steps 9-16
Wrapping Up Part 3
2. Steps 17-18
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 23
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session10
4.4.A.1.c
1.A.1.b, g
FOSS: Matter and Energy
Investigation 3 Part 3: A Matter of Volume
Reading in Science Resources
1. Steps 19-20
Visit Fossweb.com to hear the audio of this science resource.
Session11
4.4.A.1.c
4.B.1.c
1.A.1.b, g
FOSS: Matter and Energy
Investigation 3
Concluding Investigation 3 and Assessment
1. Steps 21-23
See questions addressed in Investigation 3.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session12
1.A.1.b, g FOSS: Matter and Energy
Investigation 4 Part 1: Measuring Temperature
Guiding the Investigation
1. Steps1-11
Wrapping Up Part 1
2. Steps 12-13
temperaturethermometerdegree Celsius
Focus Question
How can you measure the temperature of a liquid?
Temperature is a measure of how hot or cold something is. A thermometer is a tool used to measure temperature. The metric unit of temperature is degree Celsius.
Guiding Question
What tools could you use help make comparisons about what you are observing?
Instructional Decision:
You may decide to not do this investigation. Students have had exposure to measuring temperature in previous grades.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session13
4.C.1.a-c FOSS: Matter and Energy
Investigation 4 Part 2: Melting and Evaporation
Guiding the Investigation
1. Steps 1-8
2 Closure: Step 9
meltingevaporationparticle
Focus Questions
How can melt a solid?
What happens to the water in a container if you leave it out and heat it up?
Melting is changes of state from solid to liquid resulting from heat. Evaporation is change of state from liquid to gas resulting from heat. Matter on Earth is made of tiny pieces called particles.
BE SURE TO ADDRESS
4.B.1.b
Use evidence from investigations with a variety of materials, such as water to describe how matter from one form to another without the loss of any mass.
See Lesson Seeds for more ideas to address 4.B.1.b.Session
14FOSS: Matter and Energy
Investigation 4 Part 2: Melting and Evaporation
Guiding the Investigation
1. Steps 10-14
Wrapping Up Part 2
2. Steps 15-16
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session15
4.C.1.a-c FOSS: Matter and Energy
Investigation 4 Part 2: Melting and Evaporation
Reading in Science Resources
1. Steps 17-20
water vapor Focus Question
How do states of matter change?
Heating and cooling causes the different states of matter to change. Liquids change to gas when they are heated. Solids change to liquids when they are heated. Liquids change to solids when they are cooled. Gas changes to liquid when it is cooled.
Visit Fossweb.com to hear the audio of this science resource.
Session 16
2.E.1.a-d
4.C.1.a-c
Water Cycle
See Lesson Seeds
evaporation
condensation
precipitation
transpiration
energy
water cycle
Focus Question
How does water change on earth?
Water changes through condensation, precipitation, and evaporation ~ the water cycle.
Response includes a description of the process of the water cycle.
Guiding Questions
What is the main source of energy that causes changes in water on Earth?
BE SURE TO ADDRESS
4.B.1.b
Use evidence from investigations with a variety of materials, such as water to describe how matter from one form to another without the loss of any mass.
See Lesson Seeds for more ideas to address 4.B.1.b.
Session 17
Session 18
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 24
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 19
4.D.1.b-c FOSS: Matter and Energy
Investigation 4 Part 3: Reactions
Guiding the Investigation
1. Steps 1-10
2. Closure: Steps 11-12
substancereactioncarbon dioxide
Focus Question
What happens when you mix baking soda and vinegar?
A substance is a material that has unique, describable properties. A reaction occurs when two or more substances are mixed and form a new substance that has properties that are different from the original substance.
Guiding Questions
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Session 20
FOSS: Matter and Energy
Investigation 4 Part 3: Reactions
Guiding the Investigation
1. Step 13
Wrapping Up Part 3
2. Steps 14-16
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 21
4.D.1.b FOSS: Matter and Energy
Investigation 4 Part 3: Reactions
Reading in Science Sources
1. Steps 17-18
properties Visit Fossweb.com to hear the audio of this science resource.
Session 22
4.C.1.a
4.D.1.b
FOSS: Matter and Energy
Concluding Investigation 4 and Assessment
1. Steps 19-21
See questions addressed in Investigation 4.
Session 23
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 1 Part 1: Making and Separating Mixtures
Guiding the Investigation
1. Steps 1-18
Wrapping Up Part 1
2. Steps 19-20
mixturepropertysolutiondissolving
Focus Question
How can a mixture be separated?
A mixture is two or more materials stirred together. Water and solid material make a mixture. Some mixtures can be separated with filters. Dissolving is a process in which one material disperses uniformly into another material, so that the first material seems to disappear.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 24
4.C.1.a
4.D.1.b-c
FOSS Mixtures and Solutions
Investigation 1 Part 2: Separating a Salt Solution
Guiding the Investigation
1. Steps 1-10
Wrapping Up Part 2
2. Steps 1-12
Focus Question
How can a solution be separated?
A solution is a special mixture formed when a material dissolves in water. Dissolving is a process in which one material disperses uniformly into another material, so that the first material seems to disappear. Solutions can be separated through evaporation.
Guiding Question
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Session 25
4.D.1.b FOSS Mixtures and Solutions
Investigation 1 Part 2: Separating a Salt Solution
Science Stories: Mixtures and Solutions
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 26
4.B.1.a
4.C.1.a
4.D.1.b-c
FOSS Mixtures and Solutions
Investigation 1 Part 3: Observing Crystals
Guiding the Investigation
1. Steps 1-5
Wrapping Up Part 3
2. Steps 6-7
evaporationcrystal
Focus Question
What is the shape and pattern of a salt crystal?
When a solution evaporates, it leaves the dissolved solid material behind. If the evaporation material forma a crystal, it can be identified by its properties, such as shape, color, and pattern. Evaporation causes liquids to dry up ~ the liquid turns to gas and disperses into the air, leaving any dissolved solid material behind.
Guiding Question
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Session 27
4.B.1.a
4.C.1.a
4.D.1.b-c
FOSS Mixtures and Solutions
Investigation 1 Part 3: Observing Crystals
Science Stories
A Salty Story
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 25
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 28
4.C.1.a
4.D.1.b-c
FOSS Mixtures and Solutions
Investigation 1 Part 4: Separating A Dry Mixture
Guiding the Investigation
1. Steps 1-7
Wrapping Up Part 4
2. Steps 8-9
Focus Question
How can you separate a dry mixture of gravel, powder, and salt?
Some mixtures can be separated with filters. Dissolving is a process in which one material disperses uniformly into another material, so that the first material seems to disappear.
Guiding Question
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Session 29
4.C.1.a
4.D.1.b-c
FOSS Mixtures and Solutions
Investigation 1 Part 4: Separating A Dry Mixture
Science Stories
Earth’s Elements
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
Session 30
4.B.1.a
4.C.1.a
4.D.1.b-c
Investigation 1 Assessment and Reflection
See questions addressed in Investigation 1.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 26
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 31
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 2 Part 1: Salt Saturation
Guiding the Investigation
1. Steps 1-17
Wrapping It Up
2. Steps 18-19
solventsolutesaturated solution
Focus Question
Is there a limit to the amount of salt that can dissolve in 50 ml of water?
A solution is made of two parts, the solvent and the solute. When a solute dissolves in a solvent until no more will dissolve, the result is a saturated solution. Salt will dissolve in water until it reaches saturation. No more salt will dissolve once saturation is reached. The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
Session 32
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 2 Part 1: Salt Saturation
Science Stories
Decompression Sickness
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 27
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 33
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 2 Part 2: Citric-Acid Saturation
Guiding the Investigation
1. Steps 1-14
Wrapping up Part 2
2. Step15-16
solubility Focus Question
How can you determine the amount of citric acid needed to saturate 50 ml of water?
Citric acid is about four times more soluble in water than salt is. Solubility is the property that substances have dissolving in solvents, such as solubility of salt in water.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
Session 34
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 2 Part 2: Citric-Acid Saturation
Science Stories
Sour Power
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 28
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 35
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 2 Part 3: The Saturation Puzzle
Guiding the Investigation
1. Steps 1-1
Wrapping Up Part 3
2. Closure: Have the students discuss observations made during this investigation.
Focus Question
Can an unknown chemical be identified by its solubility?
Unknown chemicals can be found by a saturation test similar to what we did for salt and citric acid.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
Session 36
4.C.1.a
4.D.1.a, c
FOSS Mixtures and Solutions
Investigation 2 Part 4: Comparing the Crystals
Guiding the Investigation
1. Steps 1-3
Wrapping Up Part 4
2. Steps 4-
Focus Question
Can materials be identified by their crystals?
Some materials form crystals with characteristic shapes that can be used for identification.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
Session 37
4.C.1.a
4.D.1.a-c
Investigation 2 Assessment and Reflection
See questions addressed in Investigation 2.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 29
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
OPTIONAL
Session
1.A.1.b, g
4.D.1.a, c
FOSS Mixtures and Solutions
Investigation 3 Part 1: Soft-Drink Recipes
Guiding the Investigation
1. Steps 1-16
Wrapping Up Part 1
2. Steps 17-18
concentrationdilutevolume
Focus Question
What happens to the soft-drink solution when you increase the amount of powder in a given amount of water?
As the amount of solute in a solution increases, the concentration goes up. Concentration is the amount of material dissolved in a measure of liquid. To dilute is to make a solution less concentrated, usually by adding more liquid. Volume is the three-dimensional space occupied by something. In this investigation it is the amount of liquid.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
OPTIONAL
Session
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 3 Part 2: Salt Concentration
Guiding the Investigation
1. Steps 1-14
Wrapping Up Part 2
2. Steps 15-16
Focus Question
How can you determine which of two salt solutions is more concentrated?
When equal volumes of two solutions are compared on a balance the heavier one is more concentrated.
Guiding Questions
What happened to the properties of the materials when they were combined to make a mixture?
What data did you gather to explain your results?
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
OPTIONAL
Session
4.D.1.a, c FOSS Mixtures and Solutions
Investigation 3 Part 2: Salt Concentration
Science Stories
Grow Your Own Crystals?
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
OPTIONAL
Session
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 3 Part 3: Mystery Solutions
Guiding the Investigation
1. Steps 1-6
Wrapping Up Part 3
2. Steps 7-8
Focus Question
How can you tell whether three solutions have different concentrations?
Concentration expresses a relationship between the amount of dissolved material and the volume of the solvent. The more material dissolved in a liquid, the more concentrated the solution. When equal volumes of two solutions made from the same ingredients are compared the heavier one is the more concentrated the solution.
Guiding Questions
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
OPTIONAL Session
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 3 Part 3: Mystery Solutions
Science Stories
The Air You Breathe
Refer to Science Stories folio in the teacher’s manual for lesson.
OPTIONAL SESSION
1.A.1.b, g
4.D.1.a-c
Investigation 3 Assessment and Reflection
See questions addressed in Investigation 3.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 38
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 4 Part 1
Chemical Reaction
Guiding the Investigation
1. Steps 1-17
Wrapping Up Part 1
2. Steps 18-19
chemical reactionprecipitatechange
Focus Questions
What happens when a solution is made with water and two different solutes?
How do you know when a chemical reaction has occurred?
When two or more materials (chemicals) are mixed together and a change occurs, a chemical reaction has taken place. A precipitate is a solid material that forms as a product of a reaction. Change is the process of becoming something different. Sometimes when two or more chemicals are mix, changes take place and a new material form. Changes, such as heat, gas formation, and precipitate formation, are evidence of a chemical reaction.
Guiding Questions
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 39
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 4 Part 1
Chemical Reaction
Science Stories
What a Reaction!
What is Matter Made Of?
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
Session 40
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 4 Part 2: Reaction Products
Guiding the Investigation
1. Steps 1-6
2. Closure: Have the students share the observations they have made so far with their group.
Focus Questions
Can the products of a chemical reaction be separated for further study?
How can you find out if the liquid that came through the filter is a solution?
If a liquid is a solution, it might be separated by evaporation.
Guiding Questions
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 30
WCPS 2010 Grade 5 Standard 4: Chemistry
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 41
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 4 Part 2: Reaction Products
Guiding the Investigation
1. Steps 7-9
Wrapping Up Part 2
2. Step 10
Focus Questions
Can the products of a chemical reaction be separated for further study?
How can you find out if the liquid that came through the filter is a solution?
If a liquid is a solution, it might be separated by evaporation.
Guiding Questions
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Session 42
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 4 Part 2: Reaction Products
Science Stories
Ask a Chemist
The Periodic Table
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 43
4.D.1.b-c FOSS Mixtures and Solutions
Investigation4 Part 3: Reaction in a Zip Bag
Guiding the Investigation
1. Steps 1-13
Wrapping Up Part 3
2. Steps 14-15
Reactant Focus Question
What might happen if you conduct a gas producing reaction in a closed bag?
When two chemicals react when they are mixed, the chemicals are called reactants.
Guiding Questions
Describe the observable properties when materials are combined to make new materials.
What data did you gather to explain your results?
Session 44
4.D.1.b-c FOSS Mixtures and Solutions
Investigation 4 Part 3: Reaction in a Zip Bag
Science Stories
The metals
The History of Rubber
Refer to Science Stories folio in the teacher’s manual for lesson.
Visit Fossweb.com to hear the audio of this science story.
Session 45
4.D.1.b-c Investigation 4 Assessment and Reflection
See questions addressed in Investigation 4.
Time State CurriculumObjectives
Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 46
Unit 2 Reflection
Session 47
Unit 2 Chemistry Assessment
Session 48
Unit 2 Chemistry Assessment
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 31
Instructional Support for Science Objectives
2.E.1.a (Assessed)
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 32
Describe how water on Earth changes. Condensation Precipitation Evaporation
WCPS 2010 Grade 5 Standard 4: Chemistry
Resources to Support 2.E.1.a (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 158, 188-189
Water Cycle ~ Delta Science Readers 1 class set (24 books) per school ~ Delivery for Dec. 2010
Safari Montage Bill Nye: Water Cycle All About The Water Cycle The Magic School Bus: Wet All Over
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 33
Lesson Seeds
Disappearing Water ~ Have the students write their names on clear plastic cups with a permanent marker. Fill the cups half full. Mark the water level on the cup with a permanent marker. Record the data for the next 3-5 days. Mark each water level on the cup and record the changes. Did the water change? Where do you think the water went? Can you think of other places water could be evaporated? (rivers, oceans, pebbles, fishbowls, swimming pools)
Resource: Science Experiments for Young Learners, Even Moor Corp
Water in the Air ~ Put several ice cubes in a jar. Put the lid on the jar and wipe off the outside of the jar with a paper towel. Let the jar sit in a warm place for a little while. Look at the jar to see what has happened. Record observations. What did you find on the outside of your jar? Where did the water come from? When the warm air touches the cold jar, the water in the air forms into drops they can see (condensation). Can you think of another place where you have seen water that came from air? (windshield, pitcher of lemonade, dew on the grass.)
Resource: Science Experiments for Young Learners, Even Moor Corp
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 34
Observing changes of state: water (gas – liquid) ~ Place a saucer of water inside a large glass jar or aquarium. Put some Vaseline around the rim of the container, and cover it with plastic wrap. Be sure it is tightly sealed. Students can observe the saucer periodically to see what happens to the water. (It will evaporate.) Ask where the water went. (It can be seen as droplets on the glass sides of the container.) Students will begin to understand that when water disappears (condenses), it usually becomes a liquid again. Students can repeat this activity using other liquids such as oil or solids such as cubes of ice.
Resource: Everyday Science Sourcebook, Lowery
Observing Condensation ~ Have students watch water condense on the outside of a jar with a seal after adding ice to it. Ask where the water comes from. If students think that the droplets come from the ice water through the glass, prepare an identical jar, but fill it with warm water. They will see that droplets do not form on this jar. They will realize that there is water in the air in the form of an invisible gas and the when the gas cools, as it goes against the glass, it takes on the form of a liquid. You can explain that the term condensation describe what they saw. Some students might tell about dew that they have seen and recall the time of day and conditions when it was observed (usually on cool mornings). Others can describe the droplets that form on windows, mirrors in bathrooms, and eyeglasses. Challenge them to recall the conditions that might have caused the droplets. The surface upon which the droplets formed was probably cool. Students will begin to realize that water in a gaseous state will condense as a liquid against cooler surfaces.
Resource: Everyday Science Sourcebook, Lowery
Observing evaporation ~ Students can take turns dripping a finger or hand in water and waving it until it dries. Let them describe what they feel, and ask them where the water went. Explain that when liquids, like water, seem to disappear, they have charged into an invisible gas. You might tell them that the term evaporation describes what they observe. Next, set a saucer of water in direct sunlight and have students check it periodically as the water evaporates.
Resource: Everyday Science Sourcebook, Lowery
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 35
See Lesson Seeds provided for 2.E.1.d.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 36
2.E.1.b (Assessed)
Explain that the sun is the main source of energy that causes the changes in the water on Earth.
WCPS 2010 Grade 5 Standard 4: Chemistry
Resources to Support 2.E.1.b (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 158, 188-189
Water Cycle ~ Delta Science Readers 1 class set (24 books) per school ~ Delivery for Dec. 2010
Safari Montage Bill Nye: Water Cycle All About The Water Cycle The Magic School Bus: Wet All Over
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 37
Lessons Seeds
See Lesson Seeds provided for 2.E.1.d.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 38
2.E.1.c. Describe the relationship between the amount of energy from the sun and the quantity of water that
is changed.
WCPS 2010 Grade 5 Standard 4: Chemistry
Resources to Support 2.E.1.c
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 158, 188-189
Water Cycle ~ Delta Science Readers 1 class set (24 books) per school ~ Delivery for Dec. 2010
Safari Montage Bill Nye: Water Cycle All About The Water Cycle The Magic School Bus: Wet All Over
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 39
Lesson Seeds
See Lesson Seeds provided for 2.E.1.d.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 40
2.E.2.d
Describe the processes that maintain a continuous water cycle.
WCPS 2010 Grade 5 Standard 4: Chemistry
Resources to Support 2.E.1.d
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 158, 188-189
Water Cycle ~ Delta Science Readers 1 class set (24 books) per school ~ Delivery for Dec. 2010
Safari Montage Bill Nye: Water Cycle All About The Water Cycle The Magic School Bus: Wet All Over
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 41
Lesson Seeds
Water Cycle Bottle
How is water constantly recycled on Earth?
Materials: Clear 2 liter soda bottle for each group (cut the top of the bottles about 20 centimeters from the bottom above the label. You’ll have a cylinder and a funnel. Make sure the caps are screwed on tightly. Remove the labels), 1 cup of warm water, cellophane tape, 3 ice cubes per group, and a sunny window
Pour the cup of warm water into the soda bottle cylinder. Screw the top tightly onto the funnel top of the soda bottle and place it upside down into the soda bottle cylinder. Use cellophane tape to seal the space where the two parts of the bottle join together. Place the bottle in direct sunlight for 5 minutes. What do you think will happen to the air temperature inside the bottle after it is exposed to the sun? Why? Observe the inner surface of the cylinder and the bottom of the funnel. Describe what you see. Place 2 or 3 ice cubes into the funnel and wait 5 minutes. What do you think will happen to the air temperature near the top of the soda bottle cylinder? Why? What is happening to the bottom of the funnel inside the soda bottle cylinder? Why? How does this model the way the water cycle works in nature?
Resource: Soda Bottle Science, Scholastic
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 42
Water Cycle Observations
What happens to water when it is left in a warm, closed system such as inside a Ziploc bag?
Materials: graduated cylinder, small plastic cups, large Ziploc bags, tape
Use the graduated cylinder to measure 40 mL of water into a small cup. Place the cup in the corner of the bag. Tape the cup to the back to hold it in place. Zip the bag shut and tape it to a window where it will get sunlight and heat. Predict what will happen to the water inside the cup over time. Observe the bag each day for 4 days and record the observations. At the end of day 4 write a summary of what happened to the water in the cup. Estimate or measure how much water is in the Ziploc bag. Record the measurements and compare it to the amount of water you put in the bag. Relate the process observed in the closed system to the water cycle in nature. Describe the evidence for each process ~ condensation, evaporation, and precipitation. Draw and label the water cycle as it occurred in the bag.
Extension: Follow the directions above adding 5 mL of salt to the 40 mL of water in the cup.
Resource: Integrating Science With Mathematics and Literacy, Hammerman
Use a three part fold to create a Foldable of the water cycle ~ use a diagram to show evaporation, condensation, precipitation
Resource: Dinah Zike’s Big Book of Science, Zike
Use a 4 part fold to create a Foldable that describes four types of precipitation ~ rain, snow, hail, and sleet.
Resource: Dinah Zike’s Big Book of Science, Zike
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 43Focus Question: What is the water cycle?
Students will
make predictions and observations. measure volume to the nearest milliliter. make inferences based on observations. describe the sequence of the water cycle. identify the processes involved in the water cycle.
Time
Session 1 - 20 minutes
Session 2 - 30 minutes, one hour after Session 1
Vocabulary
water cycle
model
observe
infer
evidence
precipitation
Materials (provided by the teacher)
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 44clear plastic cups, three per group of students
tape, clear
water, warmed
ice, small bag
markers, wet-erase
rocks, one per group, warm
labels, self-adhesive
Water Cycle Model Science Notebook Sheet (pages 1-3)
Preparation
1. Copy the science notebook sheets for each student.2. Warm some water prior to the lesson. 3. Collect small rocks and place them in direct sunlight until they are warm.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 45Guiding the Activity
Session One
1. Tell students that they are going to build a model of the water cycle. Have students describe the meaning of model in their own words. (A model is a representation of something else.)
2. Distribute a copy of the Water Cycle Model Science Notebook Sheets (pages 1-3) to each student.
3. Explain to students how to set up the model. In a cup, place one rock that has been warmed. Using a graduated cylinder or beaker, pour 75 ml of warm water into the cup. Cover the cup with a second cup, placed upside down. You may want to place a few pieces of tape to keep the two cups attached. Place a third cup right side up on top of the first two cups. Fill the top cup with ice.
4. Have one student from each group come up and get 3 cups, a rock, and some tape pieces. Tell students to begin to set up their water cycle models. One student from each group should also collect a cup of ice, and one student should measure 75 ml of water and pour it into the cup with the rock.
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 46A picture of the completed water cycle model
WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 475. Explain to students that the air in the bottom two cups represents the atmosphere, the air around Earth. The rock represents Earth’s land. Direct students to write a prediction on page 1 of the Water Cycle Model Science Notebook Sheet about what they think will happen in the water cycle model. Remind students to explain their thinking in the “I think this because…” section of the sheet.
6. Have students turn to page 2 of the Water Cycle Model Science Notebook Sheets. Ask them to draw a picture of their water cycle model in the box on the left side of that page (under “Water Cycle Model – start”).
7. Have students place their models next to a window for one hour.
Session 2, one hour after Session 1
8. Have students observe their water cycle models. Have students answer questions 3a and 3b on page 3 of the Water Cycle Model Science Notebook Sheet to guide their observations. Students should look for changes in the model.
9. Have students turn back to page 2 of the Water Cycle Model Science Notebook Sheets. Ask them to draw a picture of what their water cycle model looks like now in the box on the right side of that page (under “Water Cycle Model – 1 hour later”). When they have completed their drawings, take time to have students compare and contrast the “start” and “1 hour later” drawings as a class.
10. Write evaporation on the board. Review with students that evaporation is when water changes from a liquid to a gas, like when a puddle dries up. Ask students if they think evaporation happened in their model. (Some students should say yes.) Ask the students if they saw, or observed, evaporation happening. (No, students could not actually observe evaporation happening.) Ask students what made them think evaporation might have happened. (They may have observed that the water level in the bottom cup was lower.). Tell students that they inferred that evaporation occurred. They did not observe evaporation, but they found evidence to suggest that evaporation occurred. The lower water level and identification of water in places where it wasn’t before provides evidence for evaporation. Have students record their thinking in question 4a on page 3 of the science notebook sheets.
11. Write condensation on the board. Review with students that condensation is when water changes from a gas (such as water vapor) to a liquid, like the example of dew on grass that they read about. Ask students if they think condensation happened in their model. (Answers will vary.) Ask if any students observed WCPS 2010 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e | 48condensation occurring. (No, students could not actually observe condensation occurring.) Ask students what made them think condensation might have happened. (They may have observed that the water droplets formed at the top of the cup.) Tell students that they inferred that condensation occurred. They did not observe condensation, but they found evidence to suggest that condensation occurred. Water droplets formed in another location in the model, near the cold ice. When you infer, you make a statement that something happened based on evidence, but not direct observation. Have students record their thinking in question 4b on page 3 of the science notebook sheets.
Note Students may also observe that the outside of the plastic cup of ice is “wet.” Ask students how they think the water got there. (Accept all responses.) Remind students that water vapor is part of the air all around us. Water vapor is part of the air all around the water cycle model, too. Ask students if they know what happens to water vapor when it is cooled. (Accept all responses.) Point out that the ice has made the outside of the top cup colder. The cold cup cools the air around it. Water vapor in the air turns into droplets of water on the outside of the cup. This is not really part of the model of the water cycle they have created, but it certainly is another example of condensation.
12. Write precipitation on the board. Tell students that precipitation is any form of water falling from clouds to Earth. Rain, snow, sleet, and hail are forms of precipitation. Ask students if they think they observed precipitation in the model. If students see drops of water fall from the top of one cup to the other, then they are observing precipitation. Have students record their thinking in question 4b on page 3 of the science notebook sheets.
13. Have students use the markers to draw arrows on the cups to show the water cycle process. Use a different color marker to make the arrow for each of the three stages: evaporation, condensation, and precipitation. Have students place self-adhesive labels that say evaporation, condensation, and precipitation on the model.
14. Have students begin to think about the sequence, or steps of the water cycle. Ask students what causes the water cycle. Students may suggest evaporation. If so, ask them what causes evaporation. If students suggest condensation, ask where the water comes from for condensation to occur. Take students through the water cycle process to the sun. Energy causes motion. The water is put into motion because of the energy from the sun. The sun drives the water cycle. The energy from the sun causes evaporation. The water vapor rises into the cool air in the atmosphere. The vapor cools and forms droplets of water. This is called condensation. When the droplets get too big and heavy, they fall to the ground as precipitation. The water accumulates in streams, rivers, ponds, oceans, and puddles. The water is also absorbed by the soil for plants and rocks. The sun can then cause the cycle to start all over again.
15. Review the vocabulary words and post word cards on the word wall.
water cycle model
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16. Have students summarize the lesson in their own words. Have students think about one thing they observed and one thing they inferred. Select students to share their observations and inferences.
What Do I Know about the Water Cycle?
Draw and label a picture of the water cycle.
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Water Cycle Anticipation Guide
Draw a circle around “Agree” if you think the statement is true. Draw a circle around “Disagree” if you think the statement is not true.
Before Statement After
Agree DisagreeWater can be
found in plants.
Agree Disagree
Agree DisagreeWater covers more of Earth
than land.Agree Disagree
Agree Disagree
Evaporation happens
when water cools.
Agree Disagree
Agree Disagree
Water on Earth moves
in a cycle that never stops.
Agree Disagree
Sources of Water
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1. Water covers much of Earth’s surface. Water can be found in many places on Earth. List sources of salt water and fresh water in the table.
Sources of Salt Water Sources of Fresh Water
2. What did you learn about sources of water that surprised you?
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3. Where is most of Earth’s salt water?
4. Where is most of Earth’s fresh water?
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How Water Changes
Water changes one state of matter to another. Make a concept map. Tell how water changes form. Describe each change in your own words or by using pictures.
WCPS 2010 Grade 5 Standard 4: Chemistry
How Water Changes
How Water Changes
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Water Cycle Model (page 1)
Set up the model of the water cycle.
1. PredictWhat do you think will happen in the water cycle model?
________________________________________________________________
________________________________________________________________
________________________________________________________________
I think this because ________________________________________________
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________________________________________________________________
________________________________________________________________
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Water Cycle Model (page 2)
2. Observe and Record
Water Cycle Model - start Water Cycle Model – 1 hour later
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Water Cycle Model (page 3)
3. What changes did you observe in the model?a. Did the water level in the bottom of the model change?
b. Did you see water in new places? Where?
4. What caused those changes?a. Did evaporation happen? How do you know?
b. Did condensation happen? How do you know?
c. Did you see precipitation? Where?
d. Where did the water accumulate?
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Water Cycle
Tell about the sequence of the water cycle. Complete each sentence below.
1. The Sun’s __________________________________________________________________________________________________
2. The water evaporates and ________________________________________________ _________________________________________________________________________________________________.
3. Water vapor in the air condenses when ________________________________________________.
It forms _________________________________________________________________________________________________.
4. The water falls to Earth as __________________________________________________________________________________________________________________________________________________.
5. Tell about three things that can happen to water after it falls to Earth.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Water Conservation Project
We have been exploring the water cycle. As part of our unit we have also talked about conserving water. For this project you will make a water conservation postcard. First choose one way that water can be used wisely, or conserved. Follow the directions below to make a postcard showing the way you chose. Then prepare a one-minute talk about your postcard to present to the class.
Requirements
1. The postcard should not be bigger than 5 inches by 8 inches.
2. On the front of the postcard write your water conservation idea clearly and neatly. draw a picture of your water conservation idea.
3. On the back of the postcard
write your name. write why this is an important conservation tip and tell
why you chose it.
3. Postcard is due on _____________
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Teacher Script for
Water Cycle Bracelet
Materials:
Pony beads ~ 1 of each color (see below) per student
String ~ approximately one 6” piece per student
Directions:
Below are suggested bead colors for each description of the water cycle. However, it is best to just read the description and allow the students to pick the bead color. This way gives them ownership so they will remember what their beads represent when they describe the water cycle. For example some students may want to use the dark blue bead for precipitation and the light blue bead for oceans, lakes, ponds, and stream based on their interpretation.
Light blue bead ~ This bead represents precipitation (rain or snow that falls to the ground).
Dark blue bead ~ This bead represents oceans, lakes, ponds and streams where some of the rainfall flows. When water falls to the ground some of it runs off directly into streams and rivers and some of it soaks into the soil to become ground water.
Green bead ~ This bead represents the plants and trees that use the water. Transpiration is the process through which excess water is released from plants through tiny openings called stomata, as water vapor.
Yellow bead ~ The Sun provides energy needed for water to change from a liquid to a gaseous state so that transpiration and evaporation can occur.
Clear/silver bead ~ Evaporation takes place from open surface areas of water. When water is heated by the sun it changes from a liquid to a gas, water vapor, and rises into the air. Water evaporates faster the higher the temperature and the larger the surface area of the water body.
White bead ~ This bead represents the way water vapor forms clouds. Water vapor condenses or comes together into tiny droplets that attach to specks of dirt or dust that then forms clouds.
Tie the bracelet into a knot. The water cycle is continuously reoccurring. The water on earth today is the same water that existed billions of years ago.
Teacher Resource: Water Cycle Vocabulary
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accumulation - the process in which water pools in large bodies (like oceans, seas, lakes, ponds, and reservoirs)atmosphere - the air around Earth
condensation - the process by which water vapor (a gas) changes to liquid water. Examples: clouds in the sky and water drops that form on the outside of a glass of icy water are condensed water
evaporation - the process by which liquid water becomes water vapor (a gas). Examples: water in a puddle drying up and becoming water vapor in the air; a wet towel or wet hair drying
precipitation - the process by which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky
renewable resource - a resource that can be replaced easily or cannot be used up
resource - something found in nature that is valuable and useful Examples: soil, water, air, energy from the Sun
transpiration - the process by which water evaporates through tiny holes in a plant’s leaves
water cycle – constant movement of water from Earth to the atmosphere and back to Earth
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Water Cycle
Background information
Energy from the Sun drives the water cycle. The Sun’s heat warms the water on Earth’s surface. It makes water from oceans, lakes, rivers, and plants evaporate. During evaporation, liquid water becomes water vapor, a gas in the air. The water vapor rises high into the atmosphere. There, the water vapor cools and condenses. It forms tiny water droplets. The water droplets form clouds. The water droplets in clouds become larger and heavier. They fall to Earth as precipitation. Precipitation can be rain, snow, sleet, or hail. The temperature determines the type of precipitation that reaches Earth.
When precipitation hits Earth, most flows downhill into streams, rivers, and the oceans. This water is called runoff. Some precipitation soaks into the ground. This is called groundwater. Some runoff and groundwater become our water supply. Some precipitation is absorbed by plants.
The Sun’s energy keeps warming the water in streams, rivers, and the oceans. The water evaporates. The cycle continues.
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Water Cycle Reflections
1. List at least 3 ways to conserve water.
2. Draw and label a diagram of the water cycle. Include the source of energy the sources of water the processes that change the state of water where the water goes when it returns to Earth
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Water Cycle Formative Assessment
Choose the word that best completes the sentence.
Draw a line around the word.
1. The air around Earth is called the _________________________.
a) condensation b) accumulation
c) atmosphere d) precipitation
2. The process by which liquid water becomes water vapor is ______.
a) evaporation b) condensation
c) accumulation d) precipitation
3. Rain, snow, sleet, and hail are forms of _____________________.
a) evaporation b) accumulation
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c) condensation d) precipitation
4. Tiny water droplets form in the cool atmosphere during _________.
a) freezing b) accumulation
c) condensation d) precipitation
5. The _____________ is main source of energy for the water cycle.
a) cloud b) Sun
c) water d) Earth
6. Rainwater that seeps deep into the soil is called ________.
a) runoff b) wells
c) polluted d) groundwater
7. The _____________ determines the type of precipitation that falls.
a) time of day b) temperature of the air
c) type of cloud d) size of water droplet
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8. Tell about three places where water accumulates.
9. Tell about some places where communities get their water supply.
10. List at least 3 ways to conserve water.
Water Cycle Formative Assessment
11. Draw and label a diagram of the water cycle. Include:
the source of energy the sources of water the processes that change the state of water
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where the water goes when it returns to Earth
Word Bank
condensation precipitation evaporation transpiration runoff groundwater
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Writing About Science
You are a water drop. Write a story that describes your life as a gas, a liquid, and a solid. Start from the time you were water vapor in the clouds, and then describe what it was like to fall to the ground as rain. Finally, tell the reader how you then became an icicle!
4.A.1.a (Assessed ~ Grade 4)
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Identify examples of matter.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Resources to Support 4.A.1.a (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 242-247
FOSS: Matter and Energy Investigation 3 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Matter Matter Everywhere 1 Class set (24 books) per grade 5 teacher in each school
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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4.A.1.b (Grade 4)
Describe and compare the physical properties of samples of matter.
Strength Hardness Flexibility
Ability to conduct heat Ability to conduct electricity
Ability to be attracted by magnets
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WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Resources to Support 4.A.1.b (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 242-247
FOSS: Matter and Energy Investigation 3 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Matter, Matter Everywhere 1 Class set (24 books) per grade 5 teacher in each school
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 73
Lesson Seeds
Have the students make a vocabulary Foldable with 6 tabs. Label the outside of the tabs ~ Hard/Soft, Strong/Weak, Conducts Heat, Conducts Electricity, Stiff/Flexible, and Attracted to Magnets. On the inside of the tabs the students record examples of matter they are working with in science that meet the criteria of the labeled tab of the Foldable.
Resource: Dinah Zikes Big Book of Science, Zike
Use a 3 part fold to create a Foldable that shows a Venn diagram of two solids and determine what they both have in common.
Resource: Dinah Zikes Big Book of Science, Zike
Use a 5 part fold to create a Foldable that lists and describes 5 examples of solids.
Resource: Dinah Zikes Big Book of Science, Zike
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What can you learn about objects by classifying them?
Classify objects based on physical properties. Identify the three states of matter. Use a Venn diagram to classify objects based on their states of matter. What are the physical properties of matter? What are the three most common states of matter on Earth? Why do you think it is easier to find solids than liquids and gases? How can you convince someone that all three sates of matter are present in a can of soda?
Resources: Chemistry Matters, AIMS
Sensing that solids conduct heat ~ Have students fill a glass with very hot water, place a silver spoon into it, and hold the end of the spoon for a few minutes to feel it increase in temperature. Students will realize that the heat has been transferred from the water and conducted through the spoon. Let them test other solid objects in the same way and compare how well each conducts the heat.
Resource: Everyday Science Sourcebook, Lowery
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Water, Rice, and Salt
Resource: Puddle questions for Science Gr. 3
QUESTION
How can you compare water, rice, and salt?
Materials
Water, salt, rice each in a large container
Clear plastic cups
Hand lenses
Paper and pencil
Grouping ~ individualWCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Time frame ~ about an hour
1. Show the students the large containers of water, rice, and salt. Explain their task is to find as many ways as they can in which the three substances are alike and different. Let the students know that they should examine a variety of different aspects of each substance in order to make interesting comparisons. Think about how each of these things look, feels, smells, moves, and sounds. How are the three things alike and different? What other ways can you think of to compare them?
2. Students should use the small clear containers to collect samples of water, rice, and salt to study. Pairs of students may share samples of the three substances and the hand lenses. Students could use additional containers to pour the materials back and forth or to study tiny quantities.
3. Each student should make a report listing all the similarities and difference noted. Students may show their comparisons in various forms such as lists, charts, or possibly diagrams.
Prompts For Getting Started
What are some good ways to compare these three things?
What do you thing are some important differences among these substances?
How can you show how these substances all look (feel, move)?
Assessing the work
Find out how keen the students’ powers of observation are, and how well they are able to use their observations to make comparisons.
How many different comparisons does the student describe?
How clearly does the student communicate the similarities and differences that were noted?
Scoring Rubric
Low Response Few points of comparison are made, and those tend to be the most obvious. Organization of information may
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be confused, and communication unclear or incomplete.
Medium Response Several comparisons have been noted, some going beyond the most obvious to show evidence of closer observation of the substances. Communication of ideas is adequate, although details or use of specific descriptive language may be limited.
High response The report presents a variety of comparisons among the substances. The details observed show some understanding of the properties of matter. Written expression is clear and includes fairly precise descriptive language.
Extending the Learning
Were there any similarities or differences that you both wrote about? What comparisons did your partner make that you did not?
Who wrote about how the substances felt? Looked? Sounded? What was the most interesting thing each of you noticed about how the substances were alike or different?
Talking It Over
What are some interesting ways you found to compare the substances?
Did anyone have different ways to compare?
Follow Up
Compare and contrast several white powders such as cornstarch, baking powder, baking soda, powdered sugar.
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Writing About Science
Write three fun riddles for your friends. First, describe a solid, but don’t tell your friends what it is. Give clues about the object. Start with its size and shape, how it feels, where you might find it, and its color, but remember not to name it. Then do the same for a liquid and a gas.
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4.A.1.c (Grade 4)
Compare samples of like materials using appropriate tools to measure, estimate, and calculate size, capacities, masses and weights.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Resources to Support 4.A.1.c
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 242-247
FOSS: Matter and Energy Investigation 3 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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Lesson Seeds
Measuring Liquid Volumes ~ The volumes of a liquid can be measured in a number of ways by using any small container to fill a larger one. Each filling from the small container represents a unit of measure.
a. Arrange containers of various sizes and shapes for students to see. Fill a drinking glass to the brim with water or another liquid (the liquid should be colored so that it can be easily observed). Ask students to estimate how high the liquid would be if it were pointed into one of the other containers. Empty the contents into one container, refill the glass, and repeat for several containers. Discuss the various levels observed. Note: Liquids take on the shape of the
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container that holds them. This fact often misleads children, because a tall, narrow, container seems to contain more liquid than a shallow, wider one.) Ask how the different levels might be measured. The amounts have already been measured; the same tumbler was used to each case.
b. Fill a large container to see how many tumblers or other units of measurement it will hold.c. Partially fill a large bucket with water or other liquid. Ask students to determine how much water is in the bucket. They can use tumblers or other containers
to find out the volume of the water (the water can be withdrawn in equal units.) Possible measuring containers range from thimbles to buckets. Students can choose the best size unit to use.
Resource: Everyday Science Sourcebook, Lowery
Weighing liquids ~ To help students realize that any weighing is a comparison of a known amount (mass) whose weight has been decided against an unknown amount (mass), ask them to determine the actual weight of an amount of water (mass) in a carton that is filled to the brim. They can use arbitrary units of measure (e.g., washers, nails, pennies, marbles) or standard units. Compare results with the weights of other liquids in identical cartons.
Resource: Everyday Science Sourcebook, Lowery
4.A.1.d (Assessed ~ Grade 4)
Cite evidence that supports the statement, “All matter takes up space and contains a certain amount of material.”
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WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Resources to Support 4.A.1.d (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 242-247
FOSS: Matter and Energy Investigation 3 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Matter Matter Everywhere 1 class set (24 books) per grade 5 teacher in each school
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 83
Lesson Seeds
Determining that liquids occupy space and have weight ~ Obtain two empty half pint milk cartons. Ask students to fill the cartons with a liquid such as water. Hang the cartons from an arm balance and adjust unit it balances. Let one student hold an empty container under one carton and, with a small nail, puncture the bottom of the carton. As the water runs out, students will observe a change in the balance and realize that the water has weight.
Resource: Everyday Science Sourcebook, Lowery
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4.B.1.a
Use magnifying instruments to investigate samples of matter, such as a leaf, sugar cube, color photography, and granite to describe the minute parts from which they are made.
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WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Resources to Support 4.B.1.a
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 242-247
FOSS: Mixtures and Solutions Investigation 1 Part 3 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Matter Matter Everywhere 1 class set (24 books) per grade 5 teacher in each school
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 86
Resources to Support 4.B.1.b (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 242-247, 260-267
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
4.B.1.b (Assessed)
Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass.
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Lesson Seeds
DOES MASS CHANGE DURING A CHANGE OF STATE?
Part IPour some water into a paper drinking cup. Find the mass of the water and the cup using a triple beam balance or equal pan balance and record. Place in freezer overnight. The next day, find the mass of ice and cup and compare.
Part IIPlace a frozen Popsicle in a cup or container. Find the mass of the Popsicle in the container and record. Allow the Popsicle to melt. Find the mass of the melted Popsicle and container and record.
Part IIIUsing the data collected in Parts I and II of the activity, discuss how changing materials from one state to another affects its amount of material. Be sure to include the following:
how the materials were changed. data from before and after the change. what the data tells you about how the amount of material in a substance is affected when it changes from one state to another.
Resource: mdk12.org
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Watch It Melt ~ Put an ice cube on a plastic plate. Measure the mass of the ice cube and plate. Put the plate in a warm place. Watch to see what will happen. Students make and share observations. Why did the ice melt? Do all solids melt? Have the students measure the mass again. Look at a Popsicle, a pebble, and a crayon. Have the students predict which will melt. Leave the three items in a hot place and test the predictions. Have the students suggest other solids that will melt (butter, chocolate, ice cream, etc.). What happens to the mass when the objects change from one state to another?
Resource: Science Experiments for Young Learners, Even Moor Corp
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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 89
Resources to Support 4.B.1.c (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 244
FOSS: Matter and Energy Investigation 3 Parts 2-3 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
4.B.1.c (Assessed)
Describe the relationship between the masses to whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
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Lesson Seeds
I Challenge You
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Task: I challenge you to find an item that has a difference in mass when the item is taken apart or broken up.
Reward: If you can find an item that the mass is different when taken apart or broken up, our class will have an extra recess.
Rules:
1. Do not destroy selected objects. 2. Please only select items with your teacher’s approval.3. All parts must be measured.
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Object Mass of Object as a
Whole
Mass of Parts Total Mass of All the Parts
Was there a difference in the mass of all the
parts and the mass of the object as a whole? Yes or No
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4.C.1.a (Assessed)
Observe and describe the changes heating and cooling causes to the different states in which water exists.
Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).
Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.
MSDE Clarification
Heating and cooling cause changes in the properties of materials. When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or a solid if cooled below the freezing point of water. Water turns from a solid to a liquid when it absorbs enough heat. If it absorbs even more heat, the water will turn to a gas (steam or vapor). Melting and boiling points are the temperatures at which matter changes state.
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Classroom Example
CHANGE OF STATE OF WATER
State of Water Type of Change
Water (liquid) Add heat
Ice (solid) Add heat
Vapor/steam (gas) Cool / remove heat
Water (liquid) Cool / remove heat
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Resources to Support 4.C.1.a (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 188-189, 260-267
FOSS: Matter and Energy
FOSS: Mixtures and Solutions
Investigation 4 Part 2
Investigation 1 Parts 2-4
Investigation 2 Part 4
Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage All About Solids, Liquids, and Gases Bill Nye: Water Cycle All About The Water Cycle
The Magic School Bus: Wet All Over
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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Lesson Seeds
How does the puddle change?
Materials: jug of water, chalk, measuring tape, warm sunny day, string to help measure perimeter
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Pour water onto the concrete, and then draw a chalk line around the edge of the puddle. Note the time. Draw a picture of the puddle and measure the perimeter. Repeat drawing the puddle when there has been significant change until the puddle disappears. Note the times of when the observations and drawings were made. What might change the amount of time that the puddle took to disappear? Describe what happened to the water. Where did it go?
Resource: Standards-Based Investigations Science Labs, Grades 3-5, Shell Education
Where does the water come from?
Materials: ice cubes and small container with a lid
Put as many ice cubes as you can into the container. Seal the container. Describe the outside of the container. Leave the container alone for half an hour. Then observe the outside of the container. Describe it again. Draw and label diagrams of what happened. What do you think happened? Where did the water come from? What could make more water appear on the sides of the container?
Resource: Standards-Based Investigations Science Labs, Grades 3-5, Shell Education
Use a 3 part fold to create a Foldable describing the states of matter.
Resource: Dinah Zike’s Big Book of Science, Zike
Use a 2 parts fold to create a Foldable that compares and contrasts solids and liquids.
Resource: Dinah Zike’s Big Book of Science, Zike
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Use a 2 part fold to create a Foldable that compares and contrasts solids and gases.
Resource: Dinah Zike’s Big Book of Science, Zike
Use a 2 part fold to create a Foldable that compares liquids and gases.
Resource: Dinah Zike’s Big Book of Science, Zike
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Observing Changes of State
Ice (solid ~ liquid) ~ Have the students watch ice cubes melt in dishes placed in different parts of the classroom. After seeing which melts fastest, let them try to tell why. (It is usually because of heat.) Challenge the students to bring a solid ice cube to school from home. (They will have to be inventive to keep it from melting.) Discuss factors that contributed to those that were brought successfully to school. Next, challenge students to devise ways to make ice cubes spherical, hollow, or various other shapes. They might discover that the shape (i.e., amount of surface area) influences the rate at which each melts. For controlled comparisons, differently shaped ice of equal volumes can be made by pouring equal amounts of water into paper cups with flat bottoms and pointed bottoms; various candy cups; cookie molds; round lids or covers; tall cylinders. Set the frozen shapes of dishes in the same locations to keep temperature conditions the same. Students can record and compare the time it takes each to melt.
Resource: Everyday Science Sourcebook, Lowery
Determining the melting point of different solids ~ Students can harden some olive oil in a jar by placing it in a refrigerator for a day. When hard, set the jar of oil in a sunny place. As the oil stars to melt, tip the jar so that the students can take the oil’s temperature. Have them record the melting point, then follow the same procedure using margarine, butter, lard, ice, and ice cream. The different materials can be seriated by their melting points.
Resource: Everyday Science Sourcebook, Lowery
Observing Condensation (liquid ~ gas) ~ Fill a quart or liter jar with ice water, let it stand out in the room, and have student observe the moisture that collects on the outside of the jar. Add some food coloring or ink to the water in the jar, and they will realize that because moisture on the outside is clear, it probably did not come through glass. Students can also exhale against the glass and watch the moisture form. Tell them what they observed is called condensation. You might make analogies to common experience such as the formation of moisture on mirrors and windows.
Resource: Everyday Science Sourcebook, Lowery
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Comparing the times at which different liquids freeze ~ Place a plastic water bottle for of each of the following liquids in the freezer compartment of a refrigerator: water, syrup, oil, lemon juice, and vinegar. Have students observe the containers every half-hour for a 4 hour period. List the liquids in the order by which they froze. (Note: Some materials may not freeze.)
Resource: Everyday Science Sourcebook, Lowery
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Melt an Ice Cube
Resource: Puddle Questions for Science Grade 4
QUESTION
Suppose you want an ice cube to melt as fast as possible. What are some things you could do? What would be the fastest way?
Make a list of things you think you could do to make an ice cube melt fast. Design an experiment to test your ideas. Write about what you find out.
Materials
Ice cubes
Miscellaneous materials as requested by students
Paper and pencil
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Grouping: Individual or small groups
Time frame: 1.5-2 hours
1. Show the class an ice cube, and pose the following question: Suppose you want an ice cube to melt as fast as possible, what are some things you could do? Make sure the student understand they should think of ways to melt an ice cube that they could actually try out, and that fire and artificial heat are not options.
2. Think of different things you could do to melt an ice cube quickly. Make an experiment to test your ideas. Use the ice cubes in the cooler. Let the students use what material they need to set up their tests )paper cups water, paper towels, self-lock bags, jar lids, foil, straws, paper plates, and salt for instance)
3. Students should record the ideas they had for melting ice cubes quickly, along with the results of their experimentation.
Assessment criteria
What different methods they can think of to melt an ice cube
How they test their different ideas to find out which is fastest
How clearly they describe their ideas and findings
Prompts For Getting Started
What kinds of things would speed up the ice’s melting?
Which of those ideas could you try out for this investigation?
Does trying out your first ideas give your idea for more methods to see which is fastest?
Does trying out your first ideas give you ideas for more methods to try?
How can you report your results clearly?
Assessing the Work
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How students are able to hypothesize, test their hypotheses, and compare rates of change to determine an optimal plant.
How did the student go about testing the ideas?
Was the student able to think of and describe several possible melting methods?
How precise have the students been in comparing rates of change?
How clearly has the student communicated ideas and findings?
Scoring Rubric
Low response Some ideas are proposed, but testing may not have been done, or the testing may have been poorly focused or incomplete. The ideas may be unrealistic to test in the classroom setting, or may focus on obvious methods such as cooking or boiling, what are not allowed. One “best” idea may be identified.
Medium response Several melting methods are suggested, and written report is fairly clear in describing each one. Testing was conducted, but was not very precise. Melting rate comparisons are expressed in relative terms only (faster, slower, etc.)
High response The proposed melting methods and the identified “best” solution have been clearly described. Melting rates have been observed and simultaneous testing of the various ideas.
Extending the Learning
How did you plan your experiment so you could tell which of your ideas was fastest?
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What did you learn about melting ice? What kinds of things seem to help it melt fast? Were there any ideas you tried that seemed to melt the ice more slowly than it would normally have melted? Why is that, do you think?
How did you compare your different ideas to see which one was fastest?
What kinds of things seem to help ice melt faster?
Follow Up
Have a race with the difference models. Have the students organize a chart to keep the elapsed time of all the models.
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Writing About Science
Your custodian wants to make some iced tea, but he only has ice and no water. He wants to know how long it takes for an ice cube to melt. Conduct an experiment: Put an ice cube in cup, and time how long it takes to melt. Write down what you did and the result of the experiment for your custodian. Also, tell him what would make the ice cube melt faster so he can have his iced tea sooner.
Writing About ScienceWCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Solids and liquids are very different. They have different properties and don’t act the same way. As you follow these directions, write down what you observe along the way, because at the end you will be writing about how solids and liquids are different.
1. Take two clear plastic cups. Fill one with water and the other with ice cubes.2. Describe how ice looks different from water in a cup. Does it take the shape of the cup glass like a water drop?3. Next, carefully swirl the water and ice around and around in the cups. Do they make the same sound?4. Touch the cup of ice with your hand, and then touch the glass of water. Are they the same temperature, or is one
colder than the other?5. Finally, throw the ice out onto the playground and then the water. Did they act the same way when they hit the
playground?
Use all the information you gather to write how solids and liquids are different from each other.
Writing About Science
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Imagine that you were turned into a snowman while you slept. You know the sun will soon come out and start melting and evaporating your body. Write a story about how you survived the day without melting and evaporating. Be sure to use science words such as solid, liquid, and gas.
4.C.1.b (Assessed)
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 108
Based on data explain the importance of water’s ability to exist in all three states within the temperatures normally found on Earth.
MSDE Clarification
Classroom Example
Water exists in three states of matter on Earth. This iceberg--floating on liquid water in the Arctic Ocean--represents water in its solid state. The atmosphere surrounding the iceberg contains water in a gaseous form known as water vapor.
The water cycle helps to sustain life on Earth through the constant cycling of water between the atmosphere, the ocean, organisms and the land. Although water continuously changes states from solid to liquid to gas, the amount of water on Earth stays the same. There is as much water now as there was hundreds of millions of years ago. The properties of water in the liquid state are most important to life on Earth. Water’s ability to dissolve nutrients and gases is critical to sustaining life in terrestrial and aquatic environments. Sea water and fresh water provide habitats for many organisms. Water in the gaseous state in the atmosphere is transported to most parts of the Earth. As it condenses and falls to Earth as precipitation, it helps provide a suitable habitat for terrestrial organisms.
Resources to Support 4.C.1.b (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
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ScienceSaurus® Pages 187-189
FOSS: Matter and Energy Investigation 4 Part 2 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage All About Solids, Liquids, and Gases Bill Nye: Water Cycle All About The Water Cycle
The Magic School Bus: Wet All Over
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 110
Lesson Seeds
WHICH STATE IS MOST IMPORTANT?Ask students to brainstorm examples of different states of water found on Earth. Give a reason or use for each example. Divide ideas into the three states of water: solid, liquid, and gas. Students use various reference materials to research their example and determine its importance on Earth. (Students may use a scale of 1-5, less important to most important.) Have each group present their research and defend their importance ratings.
Resource: mdk12.org
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See Lesson Seeds for 2.E.1.d.
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Assessment
Is It a Solid?
What types of things are solid forms of matter? Put an X next to the things on the list that are solid.
rock rubber band Milk
feather cloth baby powder
sugar foam-rubber ball Styrofoam
air flour Dust
cooking oil sponge iron nail
ice wood Soil
melting wax salt cotton ball
Explain your thinking. What definition, rule, or reasoning did you use to decide whether something is a solid?
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Assessment Teacher Notes
The purpose of this assessment is to find out the students’ ideas about solids. The best responses are rock, rubber band, Styrofoam, ice, feather, flour, wood, cloth, dust, oil, baby powder, sugar, sponge, salt, foam rubber ball, iron nail, and cotton ball. The items on the list that are liquids are milk, cooking oil, and melting wax. The only gas on the list is air. However, be sure to listen/read the responses of the other students who did not pick the items mentioned above. Their explanations may
be correct depending on how they may have interpreted the other statements.
rock rubber band milk
feather cloth baby powder
sugar foam-rubber ball Styrofoam
air flour Dust
cooking oil sponge iron nail
ice wood soil
melting wax salt cotton ball
4.C.1.c
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Analyze data from observations to support the idea that when materials change from one state to another the amount of material stays the same.
MSDE Clarification
When materials change from one state to another, although the properties change, the mass stays the same. Also, when matter expands or contracts because of the gaining or losing of heat, the amount of matter does not change. The mass of a cup of water, before and after freezing, will remain the same. A plastic bottle that expands when held in warm water has the same amount of mass as the same bottle contracting when placed in a bowl of ice.
Classroom Example
Object Mass before Type of Change
Chocolate bar 9 grams Melted
Orange juice 2 grams Frozen
Popsicle 4 grams Melted
Resources to Support 4.C.1.c
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Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 187-189, 260-265
FOSS: Matter and Energy Investigation 4 Part 2 Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 116
Lesson Seeds
DOES MASS CHANGE DURING A CHANGE OF STATE?
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Part IPour some water into a paper drinking cup. Find the mass of the water and the cup using a triple beam balance or equal pan balance and record. Place in freezer overnight. The next day, find the mass of ice and cup and compare.
Part IIPlace a frozen Popsicle in a cup or container. Find the mass of the Popsicle in the container and record. Allow the Popsicle to melt. Find the mass of the melted Popsicle and container and record.
Part IIIUsing the data collected in Parts I and II of the activity, discuss how changing materials from one state to another affects its amount of material. Be sure to include the following:
how the materials were changed. data from before and after the change. what the data tells you about how the amount of material in a substance is affected when it changes from one state to another.
Resource: mdk12.org
Watch It Melt ~ Put an ice cube on a plastic plate. Measure the mass of the ice cube and plate. Put the plate in a warm place. Watch to see what will happen. Students make and share observations. Why did the ice melt? Do all solids melt? Have the students measure the mass again. Look at a Popsicle, a pebble, and a crayon. Have the students predict which will melt. Leave the three items in a hot place and test the predictions. Have the students suggest other solids that will melt (butter, chocolate, ice cream, etc.). What happens to the mass when the objects change from one state to another?
Resource: Science Experiments for Young Learners, Even Moor Corp
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AssessmentIce Cubes in a Bag
You are having a disagreement with your friend about what happens to the mass when matter changes from one form to another. To prove your idea, you put three ice cubes in a sealed bag and record the mass of the ice in the bag. You let the ice cubes melt completely. Ten minutes later you record the mass of the water in the bag. Which
of the following best describes the results? Circle your prediction.
A. The mass of the water in the bag will be less than the mass of the ice in the bag.B. The mass of the water in the bag will be more than the mass of the ice in the bag.C. The mass of the water in the bag will be the same as the mass of the ice cubes in the bag.
Describe your thinking. Provide an explanation for your answer.
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Assessment Teacher Notes
The purpose of this assessment is to find out the students’ ideas about conservation of matter in the context of substances and change in state. The best response is C ~ the mass would be the same. However, be sure to listen/read the responses of the other students who did not pick C. Their explanations may be correct depending on how they may have interpreted the other statements.
4.D.1.a (Assessed)
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in
milk.
MSDE Clarification
When materials are physically combined, they form a mixture. In mixtures, the parts blend together without forming a new substance. The materials in a mixture keep their original properties.
A solution is a mixture that is blended completely and can be separated into the original substances using one or more properties (color, shape, density, boiling point, solubility).
Saltwater is a mixture of salt dissolved in water. This is an example of a physical change since no new materials were formed in the process. This mixture could be separated by evaporating the water, leaving the salt behind.
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Lesson Seeds Separating a Mixture
Materials mixture of sand, salt, iron filings, and tiny foam pellets bowl spoon water magnet filter paper hand lenses
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Resources to Support 4.D.1.a (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 256-259
FOSS: Mixtures and Solutions Investigation 1 Part 1
Investigation 2 Parts 1-4
Investigation 2 Part 1-2
Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage All About Properties of Matter These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 122
Directions1. Give each group or pair of students a sample of the mixture, a magnet, filter paper, water, and a spoon. Tell them that one of the substances is salt. Have students
examine the mixture and determine how many substances are in the mixture. (4) 2. Have each group write a procedure explaining how they will separate the parts of the mixture. 3. Have each group follow their procedure to separate the mixture.
Sample procedure:
Use the magnet to remove the iron filings. Add water to make foam pieces float. Stir to dissolve salt. Sand will sink so salt water can be poured through filter to separate sand and salt water. Evaporate water to leave salt behind. Discuss as a class which methods were most successful.
Students should follow all local school system safety guidelines during investigations.
Resource: mdk12.org
Observing Some Solids That Dissolve ~ After students examine the characteristics of solid pieces of salt and sugar with a hand lens, let them place 1 teaspoon of each in different jars of water. The materials will dissolve. Next, set the jars in the sunlight or near a heat source to allow the water to evaporate. When the water has evaporated, the students can examine the solid materials again with a hand lens. They will realize that water can contain unseen, dissolved solid materials. Encourage them to test other solid materials to see which dissolved and which do not.
Resource: Everyday Science Sourcebook, Lowery
Observing materials dissolving in water ~ Have students bring several tea bags to school. Cut a hole in the top of each bag and remove the tea. Pour dissolvable material into each tea bag (for example, salt, sugar, etc.) Place each bag in a separate beaker of warm water. Let students observe and describe what WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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they see. (Note: A sheet of black paper placed behind the beakers will aid the observations.) Test other materials in a similar way. Students will find that some dissolve and some do not.
Resource: Everyday Science Sourcebook, Lowery
Comparing the times at which different solutions freeze ~ Give students four or five plastic water bottles without the lids containing water in which different amounts of salt have dissolved (e.g. 0 teaspoons full, 1 teaspoons full, 2 teaspoons full, or use 5 ml spoon full.) Have them place the jars in plastic bags and set the bags in a freezer. Compare the times it takes for different solutions to freeze by checking them at half hour intervals. (Note: Some may never freeze.) Remove the jars after four hours and record the results. The jars can be left in the schoolroom to see which frozen solution melts first. Students will see whether or not a salt solution inhibits the melting of water. This activity can be repeated using different solutions such as sugar.
Resource: Everyday Science Sourcebook, Lowery
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Dissolving Rates
Resource: Puddle Questions for Science Gr. 4
QUESTION
What factors might affect how quickly a breath mint dissolves? Choose one possible factor and design an experiment to find out how much of an effect it has.
Describe your experiment. Tell exactly what you did and what you found out. Be as detailed as possible.
Tools
Breath mint or hard candy
Clear plastic cups
Miscellaneous materials
Paper
Pencil
Grouping: Pairs
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Time frame: About an hour
1. Show the students a breath mint or hard candy and pose the following question: What are some things you think might affect how quickly a piece of candy like this would dissolve? Have student in small groups brainstorm factors. Choose just one of those factors to experiment with. Try to find out whether or not it really does affect how quickly the candy dissolves in liquid.
2. Help the student procure any materials they will need for their experiments. For example, if students are testing with water temperature, they will need access to a range of hot and cold water, and possibly a thermometer. If they are comparing dissolving rates in different types of liquids, they might want to use water, vinegar, seltzer water, juice, etc. Other materials (salt or stirring sticks, for example) might also be requested. Most students will set up their experiments in their clear plastic cups provided, but even the containers could be considered a factor to be tested. If the materials requested by the students are not available, have them choose a different factor to test.
3. After the students have set up and run their experiments, have them describe their procedures and summarize their results.
Assessment Criteria
Whether the experiment they designed is a valid test of the factor they have selected How clearly they describe their experiment and communicate their results Whether the conclusion they draw are valid
Prompts for Getting Started
What will your experiment tell you? How can you make your experiment a fair test of the factor? What do you predict might happen in your experiment?
Assessing the Work
How well students can isolate and test one factor (variable)? Did the student conduct a well-organized and reliable experiment? Did the student’s experiment test one factor only, with controlling all others? Is the experiment clearly described? Are the experimental results or conclusions clearly stated and reasonable?
Scoring Rubric
Low Response The student has been unable to identify, isolate, and test a factor for its effect. The concept of dissolving may
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have been explored informally, but a controlled experiment has not been conducted. The report may be fairly clear in detailing the student’s procedures.
Medium Response An experiment has been set up and conducted, although the experimental procedures may be flawed. The experiment is fairly clearly described. Because of problems in experimental procedures, conclusions are based on questionable evidence.
High Response The experiment is well organized and a valid test of the factor in question. Experimental procedures are clearly described, and a reasonable conclusion has been drawn.
Extending the Learning
Have the students make a list of the factors the students thought might influence the dissolving rate of a piece of candy in water. Pick one of the factors from the list. Have the students discuss how they think and experiment for that factor should be conducted.
Talking It Over
What is the best way to find out if the temperature of the water makes a difference? What are the steps we should go through?
What does everyone think? Is stirring alright?
Which liquid mixtures will separate?
Materials: for each group 3 cups labeled for vinegar, water, and cooking oil ~ add 5 mL of each liquid to the cups, goggles, marking pen for each group, stirring sticks, and post it notes
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Label the three cups as vinegar and water, vinegar and oil, and water and oil. Predict which mixtures will separate after the liquids are combined. Add about half of each liquid to the appropriate cups, and mix with a stirring stick. After five minutes, observe each cup to see if the mixture separated. Record the results. Try other liquids such as honey, lemonade, or milk mixed with water or oil.
Resource: Hands On Standards ~ Science Grades 4-5, Learning Sources
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Change Matters Stations
Students record their observations ~ Did you observe a chemical reaction, physical reaction, or both? Explain why.
Station 1: Ice Cube
Materials: Ice cube and plastic cup
Observe an ice cube in a plastic cup over a few minutes
Station 2: Steel Wool in Vinegar
Materials: Steel wool, plastic cup with vinegar, tongs, and paper towels
Use tongs to dip a small piece of steel wool into a cup of vinegar. Place the steel wool on a paper towel and observe for a few minutes. Clean up the station.
Station 3: Baking soda and vinegar
Materials: Plastic spoon, plastic cup, baking soda, vinegar
Place a spoonful of baking soda into a plastic cup. Pour vinegar in the cup of baking soda.
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Changing Matter Stations (Continued)
Station 4: Apple Slice
Materials: Apple, plastic knife, plastic cup
Place a small wedge from the apple in the plastic cup. Observe it for a few minutes.
What are the characteristics of a physical change? What are the characteristics of a chemical change?
If you were to crack an egg and stir it, would this be a physical or chemical change? Explain. Where would it go on a Venn diagram?
What if you were to cook that egg? Would that be a physical or chemical change? Explain. Where would it go on a Venn diagram?
Did everyone come up with the same results? If not, describe the problems you had in determining whether things at the station were physical or chemical changes.
Resources: Chemistry Matters, AIMS
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Assessment
Sugar Water
Deanna stirred a teaspoon of sugar into a glass of warm water. The sugar completely dissolved in the water. Put an x next to the statements that are true about the dissolved sugar.
A The sugar melts.B The sugar loses mass.C The sugar turns into water.D The sugar forms a mixture with the water.E The sugar can be separated from the water.F The sugar disappears and no longer exists
Explain your thinking. Describe what happens to sugar when it dissolves in water.
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Teacher Notes
The purpose of this assessment is to find out the students’ ideas about dissolving. Statements D and E are true statements. However, be sure to listen/read the responses of the other students who did not pick D and
E. Their explanations may be correct depending on how they may have interpreted the other statements.
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4.D.1.b (Assessed)Based on observations from investigations and video technology, describe what happens to the
observable properties of materials when several materials are combined to make a new material, such as baking soda combined with vinegar.
MSDE Clarification
When substances are chemically combined, they form a compound, a new material. When a new material is formed by combining two or more materials, its properties are different from those of the original materials.
Lighting a match is an example of a chemical change. The wood burns to release heat energy and produce carbon dioxide, water and other compounds.
Resources to Support 4.D.1.b (Assessed)
Name of Resource Where Can the Resource Be Found? NotesWCPS 2010-2011 Grade 5 Standard 4: Chemistry
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ScienceSaurus® Pages 256-259
FOSS: Matter and Energy
FOSS: Mixtures and Solutions
Investigation 4 Part 3
Investigation 1 Part 2-4
Investigation 3 Part 3
Investigation 4 Parts 1-3
Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
Safari Montage Bill Nye: Chemical Reactions These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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Lesson Seeds
Changing Properties
Materials: Bowl or similar container, baking soda, vinegar, goggles
Students observe the properties of a new substance formed during a chemical change.
Directions
Observe and record the properties of the vinegar and the baking soda.
Pour baking soda into the bowl. Slowly add the vinegar.
Observe and record any changes.
Discuss with students: What has happened to the properties of the original substances? Can the two original substances be separated into their original forms? (The vinegar and baking soda cannot be separated. When mixed, the vinegar and baking soda form a new substance, a gas, carbon dioxide, with new and different properties.)
Students should follow all local school system safety guidelines during investigations.
Resource: mdk12.org
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How Can I Inflate a Balloon?
Gas ~ Chemical Reaction
Materials: vinegar, baking soda, paper cups, measuring cups, funnels, large balloons, empty plastic water bottles, spoons, marker, goggles
Pour 150mL of vinegar into the empty plastic water bottle. Use a funnel to pour 1 spoonful of baking soda into the balloon. Put the end of the balloon over the top of the bottle. Be sure not to spill any baking soda into the bottle. Draw a diagram of the set up. Lift the balloon so that the baking soda falls into the bottle. Be sure to hold the balloon on the bottle. Have the students draw another diagram to show what happened. How did the balloon inflate?
Resource: Hands On Standards ~ Science Grades 4-5, Learning Sources
4.D.1.c
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Share data gathered and construct a reasonable explanation of the results.Resources to Support 4.D.1.c
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 15-21
FOSS: Matter and Energy
FOSS: Mixtures and Solutions
Investigation 4 Part 3
Investigation1 Parts 1-4
Investigation 2 Parts 1-4
Investigation 3 Parts 1-3
Investigation 4 Parts 1-3
Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.
PLEASE BE SURE TO VISIT net Trekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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6.A.1.a (Assessed)
Identify and compare Maryland’s renewable resources and nonrenewable resource.
Resources to Support 6.A.1.a (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 308-309, 311, 315, 317, 320-323
Safari Montage U.S. Industries and Resources Magic School Bus: Recycling The Southeast What is Economics?
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
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PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
6.A.1.b (Assessed)
Describe how humans use renewable natural resources, such as plants, soil, water, animals.
Resources to Support 6.A.1.b (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 308-309, 311, 315, 317, 320-323
Safari Montage U.S. Industries and Resources Magic School Bus: Recycling The Southeast What is Economics?
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of
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your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
6.A.1.c (Assessed)
Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals.
Resources to Support 6.A.1.c (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 308-309, 311, 315, 317, 320-323
Safari Montage U.S. Industries and Resources Magic School Bus: Recycling The Southeast What is Economics?
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
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PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
6.B.1.a
Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.
Resources to Support 6.B.1.a
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 326-339
Safari Montage Bill Nye: Pollution Solutions Environmental Health Fresh Water: Resource at Risk
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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SEE DIRECTIONS ON PAGE 218.
6.B.1.b
Identify and describe that individuals and groups assess and manage risk to the environment differently.
Resources to Support 6.B.1.b
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 326-339
Safari Montage Bill Nye: Pollution Solutions Environmental Health Fresh Water: Resource at Risk
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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6.B.2.a (Assessed)
Explain how human activities may have positive consequences on the natural environment.
Recycling centers Native plantings
Good farming practice
Resources to Support 6.B.2.a (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 326-339
Safari Montage Bill Nye: Pollution Solutions Environmental Health Fresh Water: Resource at Risk
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
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SEE DIRECTIONS ON PAGE 218.
6.B.2.b (Assessed)
Explain how human activities may have a negative consequence on the natural environment.
Damage or destruction done to habitats Air, water, and land pollution
Resources to Support 6.B.2.b (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 326-339
Safari Montage Bill Nye: Pollution Solutions Environmental Health Fresh Water: Resource at Risk
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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6.B.2.c (Assessed)
Identify and describe that an environmental issue affects individual people and groups of people differently.
Resources to Support 6.B.2.c (Assessed)
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus® Pages 326-339
Safari Montage Bill Nye: Pollution Solutions Environmental Health Fresh Water: Resource at Risk
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 218.
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Unit Vocabulary
Please note the following:
These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need.
At the bottom of each vocabulary card is a code. This code indicates the unit and investigation the vocabulary word is found. For example, U2I1 is Unit 2 Investigation 1. Mat ~ Matter and Energy Mix ~ Mixtures and Solutions.
Vocabulary should be reviewed at the end of each investigation. Science vocabulary may be added to the Word Wall. Have your students help you determine at
the end of the module what words should be displayed on the Word Wall. If you choose not to add the vocabulary words to your Word Wall, be sure these words are
displayed where they are visible to all students during the time the module is being taught.
matter U2I3Mat
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state U2I3Mat
solid U2I3Mat
liquid U2I3Mat
gas U2I3Mat
mass U2I3Mat
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gram U2I3Mat
metric system U2I3Mat
kilogram U2I3Mat
balance U2I3Mat
temperature U2I4Mat
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thermometerU2I4Mat
degree Celcius U2I4Mat
melting U2I4Mat
evaporationU2I4Mat
particle U2I4Mat
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substance U2I4Mat
reaction U2I4Mat
carbon dioxide U2I4Mat
mixture U2I1Mix
property U2I1Mix
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solution U2I1Mix
dissolving U2I1Mix
evaporation U2I1Mix
crystal U2I1Mix
solvent U2I2Mix
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solute U2I2Mix
saturated solution U2I2Mix
solubility U2I2Mix
concentrationU2I3Mix
dilute U2I3Mix
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volume U2I3Mix
chemical reactionU2I4Mix
precipitate U2I4Mix
change U2I4Mix
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reactant U2I4Mix
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Ongoing Vocabulary from the State Curriculum
data U2SC
investigation U2SC
balance U2SC
mass U2SC
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Celsius thermometer U2SC
temperature U2SC
liquid volume U2SC
matter U2SC
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solid U2SC
liquid U2SC
gas U2SC
mixture U2SC
natural resources
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U2SC
community behaviors U2SC
environment U2SC
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Student Vocabulary for Content Sort
mixture 1 mixture 1
property 1 property 1
solution 1 solution 1
dissolving 1 dissolving 1
evaporation 1 evaporation 1
crystal 1 crystal 1
solvent 2 solvent 2
solute 2 solute 2
saturated solution 2
saturated solution 2
solubility 2 solubility 2
concentration 3 concentration 3
dilute 3 dilute 3
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volume 3 volume 3
chemical reaction 4
chemical reaction 4
precipitate 4 precipitate 4
change 4 change 4
reactant 4 reactant 4
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matter 3 matter 3
state 3 state 3
solid 3 solid 3
liquid 3 liquid 3
gas 3 gas 3
mass 3 mass 3
gram 3 gram 3
metric system 3 metric system 3
kilogram 3 kilogram 3
balance 3 balance 3
temperature 4 temperature 4
thermometer 4 thermometer 4
degree Celcius U3I4 degree Celcius 4
melting 4 melting 4
evaporation 4 evaporation 4
particle 4 particle 4
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substance 4 substance 4
reaction 4 reaction 4
carbon dioxide 4 carbon dioxide 4
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Careers in Chemistry
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Agricultural chemistry
Analytical chemistry
Biochemistry
Biotechnology
Catalysis
Chemical education
Chemical engineering
Chemical information specialists
Chemical sales
Chemical technology
Colloid and surface chemistry
Consulting
Consumer product chemistry
Environmental chemistry
Food and flavor chemistry
Forensic chemistry
Geochemistry
Hazardous waste management
Inorganic chemistry
Materials science
Medicinal chemistry
Organic chemistry
Oil and petroleum
Physical chemistry
Polymer chemistry
Pulp and paper chemistry
R&D management
Science writing
Textile chemistry
Water chemistry
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Sorts(Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts?
Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
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For Example: What are foods we can eat?
Yes No
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Yes No
***The following statements should be used for concept attainment.
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Matter and Energy
Investigation 3 Part 1
1. Matter is the stuff everything is made of.
2. A state is a form of matter, such as solid, liquid, or gas.
3. Solid is a state of matter that keeps definite shape.
4. Liquid is a state of matter that keeps a definite shape.
5. A gas is a state of matter that fills all parts of a container.
Investigation 3 Part 2WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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1. The gram (g) is the standard unit of measure for volume in the metric system.
2. A balance is a tool used to compare unknown masses to known masses.
3. Mass is a measure of how much stuff is in an object.
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Investigation 3 Part 3
1. A prediction is a guess based on experience and information.
2. Volume is the three-dimensional space occupied by something.
3. Capacity is the volume of fluid a container can hold when full.
4. A graduated cylinder is a transparent cylinder marked with evenly spaced lines to determine capacity.
5. A syringe is a cylinder and piston system used to draw up, measure, and transfer solids.
6. Liquid volume is measured in inches and feet.
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Investigation 4 Part 1
1. The graduated cylinder is the tool used to measure temperature.
2. Temperature is a measure of how hot or cold something is.
3. The metric unit for temperature is degree Celsius.
Investigation 4 Part 2
1. Evaporation is the change of state from solid to liquid resulting from heat.
2. Melting is the change of state from liquid to gas resulting from heat.
3. Matter on Earth is made of tiny pieces called particles.
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Investigation 4 Part 3
1. A substance is a material that has unique, describable properties.
2. A reaction occurs when two or more substances are mixed to form a new substance that has properties that are different from the original substances.
3. Carbon dioxide is a liquid.
Mixtures and Solutions
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Investigation 1 Part 1
1. Water and solid material make a mixture.
2. Mixtures can not be separated with filters.
3. A mixture is one material stirred.
4. A solution is a special material formed when a material dissolves in water.
Investigation 1 Part 3
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1. When a solution evaporates, it leaves the dissolved solid material behind.
2. Evaporation causes liquids to remain wet.
3. A crystal is the solid form of a material that can be identified by it’s properties.
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Investigation 2 Part 1
1. Salt will dissolve in water until it reaches evaporation.
2. When a solution dissolves in a solvent unit no more will dissolve, the result will be a saturated solution.
3. A solution is made of a solvent and the solution.
4. The solvent is the liquid.
5. The solute is the solid that dissolves is the solvent.
6. The amount of salt in a saturated solution can not be determined.Investigation 2 Part 2
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1. Citric acid is about ten times as soluble in water than salt.
2. Solubility is the property that substances have of dissolving in solvents.
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Investigation 4 Part 1
1. Sometimes when 2 or more chemicals are mixed, changes take place and new materials form.
2. A change in heat can cause a chemical reaction.
3. A change in gas formation can cause a chemical reaction.
4. A change in precipitate formation will not cause a chemical reaction.
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Formative Assessments
“Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both “gathering information about children’s ongoing development of ideas and skills and using this in modifying activities and the teacher’s interventions to meet the children’s needs” (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.”
Resource: Science and Learning, March 2007, “Assessing for Science Learning”, Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported.
Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes.
The formative assessments do not serve as a “practice” for the end of the unit assessment.
A formative assessment is provided for each unit investigation.A key is provided for each formative assessment.
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Name_______________________ Date________________
Investigation 1: Separating Mixtures
Formative Assessment
1. A ______________ combines two or more materials that maintain their own properties.
A. solutionB. solidC. mixtureD. liquid
2. A _______________ is a mixture in which one material seems to disappear in another.
A. solutionB. solidC. mixtureD. liquid
3. A _______________ can be identified by its properties such as shape and pattern.
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A. mixtureB. solutionC. filterD. crystal
4. Alexis and Christopher want to separate their salt solution. A friend said they could use evaporation. Explain what you think the friend said to them. In your response,
describe the process Alexis and Christopher would go through to evaporate their salt solution describe what they will observe the next day
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Investigation 1: Separating Mixtures
Formative Assessment Key
6 Points Possible
Item Indicator Scoring Tool Performance Criteria/Answer
1. 5.4.D.1.a 1 – Correct Answer C. mixture
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0 – Incorrect Answer
2. 5.4.D.1.a 1 – Correct Answer
0 – Incorrect Answer
A. solution
3. 5.4.B.1.a 1 – Correct Answer
0 – Incorrect Answer
D. crystal
4. 5.4.C.1.a 3 – The student defines evaporation as when liquids dry up and leaves behind any dissolved solid material.
AND
The student states that they can identify the material left behind by its properties, such as shape and pattern.
2 – Includes only 2 parts of the above answer
1 – Includes only 1 part of the above answer
0 – Incorrect answer
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Name______________________ Date_____________
Investigation 2: Reaching SaturationFormative Assessment
1. A ______________ is made up of two parts, the solvent and the solute.
A. mixtureB. liquidC. solidD. solution
2. The _______________ is the liquid part of a solution.
A. solventB. soluteC. mixtureD. saturation3. The _______________ is the solid part that dissolves in a solution.
A. solvent
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B. soluteC. mixtureD. saturation
4. A solution is _________________ when no more solute will dissolve in it.
A. solventB. liquidC. mixtureD. saturated
5. Charlie and Patty were making chocolate milk. Charlie added 2 spoonfuls of chocolate powder to his glass. Patty added 5 spoonfuls of chocolate powder to her glass. Both filled their cups half full with milk. Charlie stirred his mixture and it dissolved. Patty stirred hers, and some of it didn’t dissolve. In your response,
explain why Patty’s mixture didn’t dissolve explain what she could do to make the powder dissolve
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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Investigation 2: Reaching Saturation
Formative Assessment Key
6 Possible Points
Item Indicator Scoring Tool Performance Criteria/Answer
1. 5.4.D.1.a 1 – Correct Answer
0 – Incorrect Answer
D. solution
2. 5.4.D.1.a 1 – Correct Answer A. solvent
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0 – Incorrect Answer
3. 5.4.D.1.a 1 – Correct Answer
0 – Incorrect Answer
B. solute
4. 5.4.D.1.a 1 – Correct Answer
0 – Incorrect Answer
D. saturated
5. 5.4.D.1.a 2 – The student states that Patty’s mixture is saturated.
AND
The student suggests that Patty could add more liquid or suggests that Patty could heat up the liquid.
1 – Includes only 1 part of the above answer
0 – Incorrect answer
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Name______________________ Date_________________
Investigation 4: Fizz Quiz
Formative Assessment
1. A ______________ is when two or more materials are mixed together and a change occurs.
A. chemical reactionB. precipitateC. changeD. gas
2. A _______________ is a solid material that forms as a product of a reaction.
A. chemical reactionB. precipitateC. changeD. gas3. A _____________ is sometimes a product of a reaction.
A. chemical reaction
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B. reactantC. changeD. gas
4. Neerav mixed one spoonful of calcium chloride and one spoonful of baking soda with 50 ml of water. He observed that the solution fizzed and a white material settled to the bottom. Lucy mixed one spoonful of citric acid and one spoonful of calcium chloride. She observed that the solution was clear and the solid disappeared. Compare the two observations. Be sure to
explain why Neerav’s solution fizzed. explain why the chemicals in Lucy’s solution disappeared.
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Investigation 4: Fizz Quiz
Formative Assessment Key
5 Possible Points
Item Indicator Scoring Tool Performance Criteria/Answer
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1. 5.4.D.1.b 1 – Correct Answer
0 – Incorrect Answer
A. chemical reaction
2. 5.4.D.1.b 1 – Correct Answer
0 – Incorrect Answer
C. precipitate
3. 5.4.D.1.b 1 – Correct Answer
0 – Incorrect Answer
D. gas
4. 5.4.D.1.b 2 – Explains that Neerav’s solution caused a chemical reaction which produced the release of a gas and the formation of a precipitate.
AND
Explains that the chemicals in Lucy’s solution dissolved when combined with the water.
1 – Includes only 1 part of the above answer
0 – Incorrect answer
Literature in the Science Classroom
“The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real-life situations.” Resource: Fossweb.com
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“Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a child’s understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it.”
Resource: Science and Language Links, Johanna Scott
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AluminumAuthor: John Farndon Level: 3-5 Description: A review of the periodic table, specifically noting where aluminum belongs. Explains how aluminum is purified, how it is used, and why recycling aluminum is important. Includes a glossary and index.
Antoine Lavoisier: Founder of Modern ChemistryAuthor: Lisa Yount Level: 4-7 Description: A life of the Frenchman who is considered the founder of modern chemistry and biochemistry. Lavoisier lived from 1743 to 1794, when he was beheaded in the French Revolution.
Atoms and MoleculesAuthor: Chris Woodford, Ashley Brown, Martin Clowes Level: 4-6 Description: Traces the history of atomic discovery from ancient Greek theories about four basic elements to today’s research into nanotechnology.
Chemical ChaosAuthor: Nick Arnold Level: 4-8 Description: A wacky look at chemistry with fact files and experiments.
Chemical ReactionAuthor: Roberta Baxter Level: 4-8Description: Explains how chemicals react and describes different types of reactions from acid-base interactions and reactions with oxygen to photosynthesis and digestion. Also covered is the future of chemical reactions in space and in computers.
Chemistry (Vol. 1)Author: Chris Oxlade WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Level: 4-8 Description: Introduces the basic concepts of chemistry through a variety of experiments, exploring such topics as solutions, chemical reactions, distillation, and catalysts.
CopperAuthor: Richard Beatty Level: 4-8 Description: Reviews the periodic table, specifically noting where copper belongs. Sidebars discuss how molecules interact in chemical reactions, showing how to balance the equations. Also explains how copper is purified and how it is used, for instance, to make electric wiring and antifouling paint for boats. Includes glossary and index.
ElementsAuthor: Tom Seddon Level: 4-6 Description: Shows that everything on Earth is made of elements.
The Ever-Changing AtomAuthor: Roy A. Gallant Level: 5-6 Description: Introduces atoms, the tiny particles that make up everything in the world, discussing their different parts, how they were discovered, and how they can be used as a source of energy.
Facts about Solids, Liquids, and GasesAuthor: Rebecca Hunter Level: 4-6 Description: Investigates the nature and behavior of the materials in our world. What causes a liquid to change into a gas? When is a change irreversible? How can materials be mixed together or separated?
Fizz, Bubble, and Flash! Element Explorations and Atom Adventures for Hands-on Science FunAuthor: Anita J. Brandolini Level: 4-8
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Description: Introduces the elements and explains the periodic table. Describes the families of the periodic table from the alkali metals to the actinides, presenting information about certain elements. Sidebars highlight interesting facts, and pronunciation guides help with difficult words.
GoldAuthor: Sarah Angliss Level: 6-8 Description: Explores the history of the precious metal gold and explains its chemistry, how it reacts, its uses, and its importance in our lives.
Guide to the ElementsAuthor: Albert Stwertka Level: 5-8 Description: Presents the basic concepts of chemistry and explains complex theories before offering a separate article on each of the building blocks that make up the universe.
Investigating Solids, Liquids And Gases With ToysAuthor: J. Sarquis, L. Hogue. M. Sarquis, L. Woodword Level: 5-8 Description: Ideas for toy-based activities and projects.
IronAuthor: Heather Hasan Level: 5-6 Description: Explains the characteristics of iron, where it is found, how it is used by humans, and its relationship to other elements in the periodic table.
Louis Pasteur, Young ScientistAuthor: Francene Sabin Level: 3-6 Description: Traces the childhood and young adult years of the renowned French microbiologist whose interest in chemistry resulted in the process called pasteurization.
Marie Curie and the Discovery of RadiumAuthor: Ann E. Steinke Level: 6-8 Description: Examines the life of Marie Curie, her discovery of radium, and the implications of that discovery.WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Marie Curie, Brave ScientistAuthor: Keith Brandt Level: 3-6 Description: A brief biography focusing on the youth of the scientist who twice received the Nobel Prize for her work with radium.
MatterAuthor: Christopher Cooper Level: 5-6 Description: Examines the elements that make up the physical world and the properties and behavior of different kinds of matter.
MatterAuthor: Sharon Yates Level: 3-5 Description: Explains how everything on Earth can be grouped into four states of matter and how to change matter from one state to another by applying heat or pressure.
Matter and MaterialsAuthor: Sarah Angliss Level: 2-5 Description: Addresses the fundamental question: What makes matter? Suggests many experiments to investigate solids, liquids, gases, separating mixtures, rocks, and soils, among other things.
MetalsAuthor: Steve Parker Level: 4-6 Description: Discusses how metals are created, extracted, and worked. Looks at the uses of metal in the past, present, and future, including artificially produced metal and metal from outer space.
MicroscopesAuthor: Gail Stewart Level: 4-6 Description: A general overview of microscopes from the discovery and use of early lenses to their many uses today.
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The Mystery of the Periodic TableAuthor: Benjamin D. Wiker Level: 5-8 Description: Introduces van Helmont, Boyle, Stahl, Priestley, Cavendish, Lavoisier, and many others, all incredibly diverse in personality and approach, who laid the groundwork for a search that is still unfolding.
NickelAuthor: Giles Sparrow Level: 4-6 Description: Explains where nickel is found, how it was discovered, special properties or reactions, and its importance to the body and to everyday life. Includes glossary and index.
NitrogenAuthor: Heather Hasan Level: 5-6 Description: Explains the characteristics of nitrogen, where it is found, how it is used by humans, and its relationship to other elements in the periodic table.
OxygenAuthor: Michele Thomas Level: 5-6 Description: Explains the characteristics of oxygen, where it is found, how it is used by humans, and its relationship to other elements in the periodic table.
SaltAuthor: Brenda Walpole Level: 2-4 Description: Looks at the history and characteristics of salt, describes uses of salt, and explains how table salt is made.
Science Experiments and Amusements for ChildrenAuthor: Charles Vivian Level: K-6 Description: The 73 scientific experiments described in this book can easily be done by children on their own, often with minimal supervision. Explicit directions are given for each step, and the only equipment required can be found around the house.
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Science Experiments You Can EatAuthor: Vicki Cobb Level: 4-8 Description: Experiments with food demonstrate various scientific principles and produce an edible result. Includes rock candy, grape jelly, cupcakes, and popcorn. A classic worth looking for!
SilverAuthor: Susan Watt Level: 4-6 Description: Describes the element’s history, where it is found, and how it is extracted and purified, as well as how it is used and its chemical reactions.
Simple Chemistry Experiments With Everyday MaterialsAuthor: Louis V. Loeschnig Level: 4-8 Description: Dozens of sensational experiments that are fun and easy to do. The explanations of the results are at the end of each experiment.
Soda Science: Designing And Testing Soft DrinksAuthor: Bernie Zubrowski Level: 4-8 Description: Explores how soft drinks are made, with experiments and activities that demonstrate the scientific principles involved.
States of MatterAuthor: Delta Education Level: 2-3Description: Introduces students to matter, its physical properties, and the three states of matter: solid, liquid, and gas. Describes matter changing from one state to another by melting, freezing, and evaporation, and how heating gases keeps a hot-air balloon afloat.
Super Science Concoctions: 50 Mysterious Mixtures for Fabulous FunAuthor: Jill Frankel Hauser Level: K-6 Description: Over 75 safe and inexpensive science experiments with mixtures that illustrate changes in form and chemical composition.
What Is the World Made of? All about Solids, Liquids, and GasesAuthor: Kathleen Weidner Zoehfeld WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Level: K-2 Description: Introduces young readers to the differences between solids, liquids, and gases.
What’s Smaller than a Pygmy Shrew?Author: Robert E. Wells Level: 3-4 Description: The composition of smaller and smaller particles is explored. Includes illustrations of paramecia, bacteria, molecules, atoms, electrons, protons, neutrons, and quarks and explains that in order to view these, a special microscope is needed. Includes a small glossary.
Discovering DensityAuthor: Jacqueline Barber, Marion E. Buegler, Laura Lowell, Carolyn Willard Level: 6-10 Description: Why does ice cream float in root beer? Exploring real-life connections, students delve into the concept of density with secret formula sheets, a number of Puzzling Scenarios, and a liquid-layering activity. The mathematical equation for density is also introduced.
Oobleck: What Do Scientists DoAuthor: Cary I. Sneider Level: 4-8 Description: In this immensely popular unit, the strangely behaving substance called Oobleck provides students authentic insight into real-world scientific inquiry. Students are totally engaged in observation, hands-on investigation, a scientific convention, and spacecraft design.
Of Cabbage And ChemistryAuthor: Jacqueline Barber Level: 4-8 Description: In this unit students explore acids and bases using the special indicator properties of red cabbage juice. They learn that chemicals can be grouped by behaviors, and relate acids and bases to their own daily experience.
101 Things Everyone Should Know about ScienceAuthor: Dia Michels and Nathan Levy Level: 3
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Description: 101 Things Everyone Should Know About Science uses a question-andanswer format to entice the reader into learning more about key concepts in biology, chemistry, physics, earth, and general science. This book is perfect for anyone interested in gaining a better understanding of how science impacts everyday life. Some questions include “Why do you see lightning before you hear thunder?” “What keeps the planets orbiting around the sun?” “Why do we put salt on roads when they are icy?”
AtomsAuthor: Cindy Devine Dalton, Ed Sikora, Teresa Sikora, Kathleen Carreiro Level: 1-4 Description: An excellent starting point for primary students learning the concepts of atoms, atomic energy, and matter.
A Drop of WaterAuthor: Walter Wick Level: K-8 Description: Dramatic stop-action photography helps illustrate the properties of water in its various states—ice, steam, frost, dew, and rainbow—and supplies basic explanations of related scientific terms and phenomena, including capillary attraction and surface tension.
Energy and PowerAuthor: Rosie Harlow, Sally Morgan Level: 3-8 Description: Explains what energy is and how we use it. Covers our use of both renewable and nonrenewable resources, as well as various forms of alternative energy.
Energy from the SunAuthor: Allan Fowler Level: 1-2 Description: Defines energy and examines why energy from the Sun is necessary for life on Earth.
From Rock to FireworksAuthor: Gary W. Davis Description: Details the astounding transformations that raw materials experience as they are manufactured into goods that every child knows and uses. Young readers will see mud made into the bricks used to build a house, a cow’s milk turned into ice cream, fiberglass used to make a boat, and more.
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Full of EnergyAuthor: Sally Hewitt Level: K-5 Description: Offers an interactive approach introducing the concept of energy as it is found in food, sun, wind, water, and other sources and as it is used for nutrition, warmth, and motion.
HeatAuthor: Darlene Lauw, Lim Cheng Puay Level: 4-5 Description: Simple text and experiments describe and demonstrate the principles of heat and how heat energy is produced. Reveals topics such as steam power, sun power, how heat travels, heat capacity, and other uses of this form of energy.
How Artists See the ElementsAuthor: Colleen Carroll Level: 3-8 Description: Shows how earth, air, fire, and water have been depicted in works of art from different periods and places.
Machines We UseAuthor: Sally Hewitt Level: K-3 Description: Examines various simple machines and how they are used to make work easier. Provides activities using wheels, levers, pulleys, screws, and more.
MatterAuthor: Sharon Yates Level: 3-5 Description: Explains how everything on Earth can be grouped into four states of matter and how to change matter from one state to another by applying heat or pressure.
MatterAuthor: Sally M. Walker - Illustrated by: Andy KingLevel: 3-5 Description: Divided into chapters concentrating on what matter is, how to measure its volume, the different types of matter, and how it can change its state.
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Matter and MaterialsAuthor: Sarah Angliss - Illustrated by: David Le JarsLevel: 2-5 Description: Addresses the fundamental question: What makes matter? Suggests many experiments to investigate solids, liquids, gases, separating mixtures, rocks, and soils, among other things.
Matter: See It, Touch It, Taste It, Smell ItAuthor: Darlene R. Stille Level: 1-4 Description: Explains the different types of matter and how matter changes from one state to another with heat or pressure.
MoleculesAuthor: Bonnie Juettner Level: 3-6 Description: Gives an overview of the building blocks of elements and compounds, including atoms, molecules, and the various states of matter, and describes their characteristics.
The New Way Things WorkAuthor: David Macaulay, Neil Ardley Description: Explains the science and mechanics behind human inventions such as simple machines, jet engines, and computer keyboards. This volume connects well to the study of forces and motion and encourages analytical thought.
On the Day You Were BornAuthor: Debra Frasier Level: K-8 Description: Short descriptions of some of the natural phenomena of Earth are included in this read-aloud book. Includes information on animal migration, Earth’s rotation, gravity, the Sun, the Moon, stars, tides, rain, photosynthesis, atmosphere, and skin color.
One Small Square: BackyardAuthor: Donald M. Silver - Illustrated by: Patricia J. WynneLevel: 3-5 Description: Explains how to observe and explore plants, animals, and their interactions in one’s own backyard. Topics include adaptations, diverse organisms, food chains, and decomposition. Also discusses how plants use the Sun’s energy.
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Science of Liquids and SolidsAuthor: Krista McLuskey, Janice Parker Level: K-4 Description: Highlights the differences between liquids and solids with practical examples young readers will understand. Defines matter and explains the cycle of water changing from gas to liquid and back.
Solid, Liquid, or Gas?Author: Sally Hewitt Level: K-3 Description: Presents information about the properties of solids, liquids, and gases, using observation and activities.
Solids and LiquidsAuthor: David Glover Level: 3-4 Description: Examines the composition and strength of materials, both solid and liquid, and features experiments, including chemical reactions. Children will learn how the everyday objects around them, both natural and artificial, can change and be changed: metal rusts, liquid evaporates, and plastic can melt and even be recycled.
Solids, Liquids, GasesAuthor: Charnan Simon Level: K-3 Description: An introduction to the properties of matter, discussing solids, liquids, and gases.
States of MatterAuthor: Delta Education Level: 2-3 Description: Introduces students to matter, its physical properties, and the three states of matter: solid, liquid, and gas. Describes matter changing from one state to another by melting, freezing, and evaporation, and how heating gases keeps a hot-air balloon afloat.
States of MatterAuthor: Carol Baldwin
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Level: 3-5 Description: Melting point, density, and tensile strength are but a few of the concepts explained simply.
Temperature: Heating up and Cooling DownAuthor: Darlene R. Stille Level: 1-5 Description: A blanket isn’t hot. So how does a blanket keep you warm? Find the answer to this and other hot facts in this book about temperature.
What Is the World Made of? All about Solids, Liquids, and GasesAuthor: Kathleen Weidner Zoehfeld - Illustrated by: Paul MeiselLevel: K-2 - Description: Introduces young readers to the differences between solids, liquids, and gases.
Fannie in the Kitchen: The Whole Story from Soup to Nuts of How Fannie Farmer Invented Recipes with Precise MeasurementsAuthor: Deborah Hopkinson - Illustrated by: Nancy CarpenterLevel: K-5 Description: A fictionalized account of how Fannie Farmer came to invent the modern recipe. While employed in a Victorian home in Boston, she begins to write down the precise instructions for measuring and cooking, in what becomes one of the first modern cookbooks.
The Librarian Who Measured The EarthAuthor: Kathryn Lasky - Illustrated by: Kevin HawkesLevel: 3-8 Description: Over 2,000 years ago, a boy named Eratosthenes was known for always asking questions. As an adult he became the head of the great library of Alexandria. This story tells how he used the Sun to accurately measure the circumference of Earth. Includes a summary of important discoveries throughout time, many of which use Eratosthenes’ work as their basis.
Water DanceAuthor: Thomas Locker Level: 3-5 Description: Poetry. A poem describes the many forms water takes, including storm clouds, mist, rainbows, and rivers. Includes factual information about the water cycle.
A Handbook to the Universe: Explorations of Matter, Energy, Space, and Time for Beginning Scientific ThinkersAuthor: Richard Paul WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Description: Explains the principles behind subjects ranging from the basic theories of energy, sound, and light to the more sophisticated logic of relativity, nuclear physics, and quantum mechanics.
Hands-On Physical Science Activities For Grades K–6Author: Marvin N. Tolman Description: Provides over 180 easy-to-use activities covering the nature of matter, energy, light, sound, simple machines, magnetism, static electricity, and current electricity.
Science Centers, Grades 3–4Author: Jo Ellen Moor - Illustrated by: Cheryl LightDescription: Concepts include outer space, simple machines, human body systems, energy transformation, and states of matter.
Websites
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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netTrekker
What is netTrekker?
netTrekker is an educational search tool for K-12 that brings digital resources into the classroom in a safe, relevant and engaging way, making it faster and easier to provide a more personalized and productive learning experience for every student.
How do I access suggested sites for this unit of instruction?
1. Login on netTrekker. (See next page for directions.)2. On the far right side select My Portfolio under My Tools.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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3. Select District: Washington County Schools District Portfolio.
4.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 205
4. Select Elementary.
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5. Select Science.
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6. Select your grade level. (example: Grade 5)7. Select the folder identified by the unit of study. (example: Chemistry (Unit 2))8. Select the site you wish to visit. You may select (more) to learn more about the site before leaving the Portfolio. 9. See below for special features once the site you have selected is opened.10. To close a site, close the window the site is opened on. The Portfolio will still remain in an opened window.
Special features for entering websites through net Trekker
Read Aloud ~ Select the Read Aloud tab at the top of the page. Highlight any text you wish to have read aloud. The text highlighted will be read aloud. Make sure that the speaker volume is turned on through your computer settings.
Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translations will appear. If Read Aloud is on, the word selected will be read aloud.
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See the netTrekker Quick Reference Guide for More InformationWCPS 2010-2011 Grade 5 Standard 4: Chemistry
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Web Sites
Borax (student and teacher resource)URL: http://www.borax.com/borates1.htmlDescription: This site explains what the mineral borax is, and where it is mined and refined.
CHEM4KIDS (student resource)URL: http://www.chem4kids.com/index.htmlDescription: This site includes a variety of information, activities, and a glossary relating to chemistry.
Chemical Elements (student and teacher resource)URL: http://www.chemicalelements.com/show/name.htmlDescription: Up-to-date periodic table created especially for K-12 students.
Creating Crystals At Home (student and teacher resource)URL: http://chemistry.about.com/cs/growingcrystals/a/aa012604.htmDescription: Includes information and recipes for homemade crystals, including alum, sodium thiosulfate, and rock candy.
Grow a Borax Snowflake (student and teacher resource)URL: http://chemistry.about.com/cs/howtos/ht/boraxsnowflake.htmDescription: Follow these instructions to create a borax crystal snowflake.
How Fire Works (student and teacher resource)URL: http://science.howstuffworks.com/fire.htmDescription: Find out where fire comes from and see why it behaves the way it does at this How Stuff Works website.
I Know That: Science Lab (student and teacher resource)URL: http://www.iknowthat.com/com/L3?Area=Science%20LabDescription: This is a great site for activities, animations, simulations and other resources related to the human body, sounds, matter the solar system, weather and other science topics to supplement sound.
I Was Wondering: Women's Adventures in Science (student and teacher resource)URL: http://iwaswondering.org
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Description: This project of the National Academy of Sciences showcases the accomplishments of contemporary women in science and highlights the varied and intriguing careers of some of today's most prominent scientists.
Interactive Periodic Table (student and teacher resource)URL: http://www.webelements.com/Description: Welcome to WebElements includes an interactive and clickable periodic table. You can access information about the different elements by clicking on their symbol on the table.
The Periodic Table Comic Books (student and teacher resource)URL: http://www.uky.edu/Projects/Chemcomics/Description: John P. Selegue and F. James Holler of the Chemistry Department of the University of Kentucky developed the Periodic Table of Comic Books, linking all of the known elements to references in historic and modern comic books. Included are pictures, stories, and information on the historical relevance of each reference. Click on an element in this table and see full, referenced comic book pages and covers involving that element. See how comic book heroes have been influenced by chemistry.
Science of Candy: Rock Candy Recipe URL: http://www.exploratorium.edu/cooking/candy/recipe-rockcandy.htmlDescription: Find out about the science of candy and how to make rock candy at this Exploratorium website.
Scientific American/Ask The Experts (student and teacher resource)URL: http://www.sciam.com/askexpert_directory.cfmDescription: This site, maintained by Scientific American magazine, provides visitors with the opportunity to ask questions concerning specific phenomenon in science, mathematics, and technology. Scientific American then passes these queries on to experts in both academia and industry.
Soap Chemistry (teacher resource)URL: http://www.sdahq.org/cleaning/chemistry/Description: An illustrated discussion of the chemistry of soap. Sponsored by the Soap and Detergent Association.
Tryscience.org Field Trips (student and teacher resource)URL: http://www.tryscience.org/fieldtrips/fieldtrip_home.htmlDescription: Use an interactive map of the world to find and explore a science and technology center or museum near you. You can also find online adventures and field trips, ideas for experiments at home, plus live webcams. TryScience.org is your gateway to experience the excitement of contemporary science and technology through on and offline
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interactivity with science and technology centers worldwide. TryScience is brought to you through a partnership between IBM Corporation, the New York Hall of Science (NYHOS), the Association of Science-Technology Centers (ASTC), and science centers worldwide.
Wonderwise: Women in Science Learning Series (student and teacher resource)URL: http://net.unl.edu/wonderwise/index.htmDescription: Introduces you to women who have made science their career. You can take several field trips, including space geology, African plant exploration, and urban ecology.
World of Chemistry (teacher resource)URL: http://members.aol.com/profchm/Description: This website is maintained by Ralph Logan, instructor of chemistry, Dallas County Community College District, North Lake College. It is recommended by NSTA and contains a frequently asked questions section, a good list of chemical education sources, and an extensive list of sites on distance education.
Bill Nye's Online Labs (student and teacher resource)URL: http://www.nyelabs.com/Description: This site contains Bill Nye the Science Guy's online labs which contain chemistry experiments.
CHEM4KIDS (student resource)URL: http://www.chem4kids.com/index.htmlDescription: This site includes a variety of information, activities, and a glossary relating to chemistry.
Chemical Elements (student and teacher resource)URL: http://www.chemicalelements.com/index.htmlDescription: Up-to-date periodic table created especially for K-12 students.
Energy Kids Page (student resource)URL: http://www.eia.doe.gov/kids/Description: This site contains activities, games, glossary, energy history and links to other resources.
History of Measurement (student and teacher resource)URL: http://ellerbruch.nmu.edu/CS255/JONIEMI/metricsystem.htmlDescription: Learn about the history of measurement
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How Many? (student and teacher resource)URL: http://www.unc.edu/~rowlett/units/index.htmlDescription: A dictionary of units of measurement.
I Know That: Science Lab (student and teacher resource)URL: http://www.iknowthat.com/com/L3?Area=Science%20LabDescription: This is a great site for activities, animations, simulations and other resources related to the human body, sounds, matter the solar system, weather and other science topics to supplement sound.
Kids and Energy (student resource)URL: http://www.kids.esdb.bg/index.htmlDescription: Student-friendly site includes energy definitions, activities and resources.
Little Shop of Physics (teacher resource)URL: http://littleshop.physics.colostate.edu/Description: This site contains online experiments that can be done using household items or using the computer.
Matter and Energy (student and teacher resource)URL: http://www.kidskonnect.com/content/view/91/27/Description: Student-friendly explorations of matter and energy.
Physics4Kids.com (student and teacher resource)URL: http://www.physics4kids.com/files/light_intro.htmlDescription: This site includes an overview and information about radiation, visible light, light structure, reflection, refraction, lenses, and lasers.
PlayMusic.org (student and teacher resource)URL: http://www.playmusic.org/Description: The American Symphony Orchestra League presents this site that includes Shockwave games that explore different sections in the orchestra. You can also listen to several musical selections that feature different musical instruments.
Solar Cooking Archive (student and teacher resource)URL: http://solarcooking.org/Description: This site includes plans for solar cookers, photographs, and other information about using solar energy for cooking food.WCPS 2010-2011 Grade 5 Standard 4: Chemistry
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States of Matter (student and teacher resource)URL: http://www.chem4kids.com/files/matter_states.htmDescription: A introduction to the five main states of matter. Solids, liquids, gases, plasmas, and Bose-Einstein condensates are all different states of matter.
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FOSSweb.com offers the following resources for you to use to enhance your science lessons and to support instruction. The website for Matter and Energy includes the following:
Photo gallery of At the Market, Chemist Ellen Lew, Chemist, Kalimba, Medical Measurements, Solar Households, Sun from Space, and
Surveying
Movies ~ Cello Workshop, How a Speaker Works, Levitron, Physical Verses Chemical Changes, and Rides at Santa Cruz Boardwalk
Ask a Scientist ~ Common questions and answers about the matter and energy
Websites with descriptions and links
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Interactive Games ~ Resource ID, Reflecting Light, and Colored Light
Tips and tricks for preparing and teaching the matter and energy moduleFOSSweb.com offers the following resources for you to use to enhance your science lessons and to support instruction. The website Mixtures and Solutions includes the following:
Photo gallery of Chemist Ellen Lew, Glassblowing, and Mobile Chemical Lab
Movies of Materials Testing NASA and Physical Versus Chemical Changes
Ask a Scientist ~ Common questions and answers about mixtures and solutions
Websites with descriptions and links
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Interactive Games ~ Junkyard Analysis
Tips and tricks for preparing and teaching the mixtures and solutions module
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SCIENCE
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Grade 5
Unit 2
Standard 4: Chemistry
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BENCHMARK
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
Standard 4: Chemistry
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Teacher DirectionsPART 1Distribute the Test Materials
Today we are going to take the Unit 2 Science test. Do your best to select or write an answer for each question on the test.I am now going to give you the test materials you will need. Please do not open your Test Book until I tell you to do so.
Distribute the Test Books, No. 2 pencils with erasers, and scratch paper.
The Unit 2 Science consists of Selected Response (SR) questions and Brief Constructed Response (BCR) questions. The SR questions require you to select the correct answer from four choices and darken the appropriate circle in the Test Book. BCR questions require you to write your response in the boxed answer area of the Test Book. Now turn to page 3 in your Test Book. Read the directions to yourself as I read them aloud.
Selected Response Instructions•Be sure to fill in the circle completely and make your mark heavy and dark in your test book and on your scan sheet.• If you want to change an answer, completely erase the mark you made before making a new mark.• Remember to read and follow all directions and information in the Test Book.
Brief Constructed Response Instructions • In addition to Selected Response questions, there will be Brief Constructed Response questions that require a written answer.
• You may underline, mark, and make calculations and notes in your Test Book; however, be sure to mark and write all your answers in the space provided in your Test Book.• Remember, only what you write in the boxed area in your Test Book will be scored.
For Constructed Response questions, you do not need to use the entire answer space. Do not write outside the boxed area. Answers written outside the boxed area will not be scored. To answer some of the questions on this test, you will be asked to read a passage or review a diagram. Questions will follow each passage or diagram. If you do not know the answer to a question, do your best but do not spend too much time on any one item. You may return later if time permits during that Test Part. Do you have any questions?
Answer any questions students may have. Repeat any of the instructions, as necessary.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
SAY
SAY
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You may go back over Part 1 and check your answers, but do not go on to Part 2. Make sure that you have marked all Selected Response answers clearly and have only responded to Brief Constructed Response questions in the boxes provided. When you have finished with Part 1, sit quietly until everyone else has finished. Do you have any questions?
When you are sure that all students understand the directions, continue.
Please raise your hand during testing if you have a question. You will have 28 minutes to complete Part 1. I will help you keep track of the time by recording the remaining testing time on the board. If you finish early, you may review your answers in Part 1 only. Do you have any questions about what to do, how to mark an answer, or how to write an answer?
Answer any questions students may have. Repeat any of the instructions, as necessary.
Locate Part 1 by turning to page 3 of your Test Book.
Pause, and make sure all students have found page 3, which says “Part 1.”
You will have 28 minutes to complete Part 1. Turn to page 4 for Part 1. You may begin.
Give students 28 minutes to complete Part 1. Record the starting time, the amount of time for Part 1, and the stopping time on the board. When15 minutes have passed, record the remaining testing time on the board.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
SAY
SAY
SAY
SAY
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Items 1 through 14Items begin on page 4
Record theStarting Time: ___________
Add 28 minutes: + 28
Record theStopping Time: ___________
Record theRemaining Time: __________
While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting toanswer each question, that they are marking their answers appropriately in the Test Book, and that they are not going on to Part 2 or to any other part.Do not offer any help on specific test questions. When 28 minutes have passed, read the next direction.
Please stop working and put down your pencil. This is the end of Part 1. Please close your Test Book. We will take a 10-minute break now.
Students are allowed a short break lasting no longer than 10 minutes. If all students have returned to their seats in less than 10 minutes and are ready to go on, you may continue to Part 2.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
SAY
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PART 2
We will now take Part 2 of the test. Open your Test Book to Part 2 on page 11. Please remember that during testing, you may not talk to other students or look at another student’s Test Book. You may not share materials or use other materials not provided by the Test Examiner. Remember to read all of the directions and information for Part 2 in the Test Book. Choose the best answer for each Selected Response question and write your best response for each Brief Constructed Response question. If you are not sure about an answer, do the best you can but do not spend too much time on any one question. As a reminder, be sure to answer the BCR question completely and do not write outside the boxed area. When you come to the word “STOP” at the bottom of the page, you have finished Part 2.
When you are sure that all students understand the directions, continue.
Please raise your hand during testing if you have a question. Make sure you are on page 11 in your Test Book. You will have 28 minutes to complete Part 2. I will help you keep track of the time by recording the remaining testing time on the board. When you are finished you may go back over Part 2 and check your answers, but do not return to Part 1. When you have finished, sit quietly until everyone else has finished. Do you have any questions about what to do, how to mark an answer, or how to write an answer?
Pause to answer any questions students may have. Repeat any of the instructions, as necessary.
You will have 28 minutes to complete Part 2. Turn to page 12 for Part 2. You may begin.
Give students 28 minutes to complete Part 2. Record the starting time, the amount of time for Part 2, and the stopping time on the board. When 15 minutes have passed, record the remaining testing time on the board.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
SAY
SAY
SAY
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Items 1 through 15-29Items begin on page 12
Record theStarting Time: ___________
Add 28 minutes: + 28
Record theStopping Time: ___________
Record theRemaining Time: __________
While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting to answer each question, that they are marking their answers appropriately in the Test Book, and that they are not going back to Part 1. Do not offer any help on specific test questions. When 28 minutes have passed, read the next direction.
Please stop working and put down your pencil. This is the end of Part 2 and the end of Day 1 of testing. Please close your Test Book. Do not place your scratch paper inside your Test Book. I will now collect your Test Book and scratch paper.
Collect all test materials and scratch paper. Make sure you receive a Test Book from each student taking the test.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
SAY
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UNIT 2 ANSWERSPART 1
The Aztecs were the first to serve chocolate as a drink, but they also mixed it with hot chili pepper to make a really special beverage. You could try something different with your hot chocolate today. Try this recipe.
Ingredients
1 2/3 cups of milk ½ vanilla bean split lengthwise ¼ teaspoon of cinnamon 1 red chili pepper with the seeds removed 1 ½ ounces of grated bitter sweet chocolate
Preparation:
Simmer the milk in a saucepan with vanilla bean, cinnamon, and chili. Whisk in the grated chocolate, and continue to simmer until melted. Remove the saucepan from the heat and let it stand for 10 minutes. Strain out the spices and serve.
1. What is the standard metric unit for measuring the volume of hot chocolate in a cup?
A. grams
B. milliliter
C. degrees
D. inches
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2. What is the standard metric unit for measuring the mass of the cup?
A. gram
B. liter
C. meter
D. inch
3. What do you need to for chocolate to change from a solid to a liquid?
A. water
B. air
C. heat
D. gas
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1.A.1.g
4.C.1.a
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4. If sugar needed to be added to the hot chocolate, when will the sugar dissolve the fastest?
A. when the hot chocolate is cold
B. while the hot chocolate is still hot
C. when the hot chocolate is at room temperature
D. after drinking half of the hot chocolate
5. A student boils 100 grams of water to form water vapor (gas).
What method should the student use to determine that the mass of the water vapor is equal to 100 grams?
A. measuring the amount of water vapor (gas) in the air
B. collecting the water vapor (gas) and cooling it back to a liquid
C. weighing the beaker before and after the water is boiled
D. comparing the temperature of the boiling water to the temperature of the water vapor (gas)
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4.D.1.a
4.B.1.b
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A container is filled with 250 milliliters of water. The total mass of the container and the water is 300 grams.
6. What is the total mass of the container and the water after being in a freezer for 2 hours?
A. 50 grams
B. 250 grams
C. 300 grams
D. 550 grams
7. The same container is removed from the freezer and sits in room temperature for 3 hour. What is the total mass of the container and the water after 3 hours in room temperature?
A. 50 grams
B. 250 grams
C. 300 grams
D. 550 grams
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4.B.1.b
4.B.1.b
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8. From December 2009 to March 2010, Washington County received approximately 7 ½ feet of snow. Luckily the snow was no longer on the ground by our spring break. What happened to the snow?
In your explanation, be sure to include
changes in the state of matter the processes needed to change the states of matter
4.C.1.a Score Student Response3 ~ Full and Complete Understanding
The response includes the following but not limited to: Water exists on Earth in 3 states ~ solid, liquid, and gas Heating causes liquid to change to gas and solids to change to liquid Cooling causes liquid to change to solid and gas to change to liquid The snow is a solid. As the air became warmer the snow turned into a liquid and then a gas. This is called evaporation.
2 ~ General Understanding
The response includes the idea that the snow changed to a liquid and then a gas but does not explain the process of heating/cooling to change the snow.
1 ~ Minimal Understanding
The response includes the idea that the snow melted and the water disappeared or evaporated but does not include the different states of matter or explain the processes of heating/cooling to change the snow.
0 ~ No Understanding Other
9. What are the three forms of matter found on Earth?
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A. solid, liquid, and gas
B. air, water, and light
C. sun, moon, and stars
D. mass, heat, and light
10. Which form of matter has a definite shape?
A. solid
B. liquid
C. gas
D. plasma
The diagram below shows water moving through the environment.
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4.C.1.c
4.4.A.1
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11. Which number in the diagram represents condensation?
A. 1
B. 2
C. 3
D. 4
12. Which number in the diagram represents evaporation?
A. 1
B. 2
C. 3
D. 4
13. Which number in the diagram represents precipitation?
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2.E.1.a.
2.E.1.a.
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A. 1
B. 2
C. 3
D. 4
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2.E.1.a.
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Two students are discussing what causes raindrops.
14. Since water travels in a cycle, both students are at least partially correct. What would you tell these students about the water cycle to help them understand the complete water cycle? In your explanation be sure to include
explanation of the water cycle. the role of the sun.
2.E.1.a Score Student Response3 ~ Full and Complete Understanding
The response includes but not limited to: The sun is our main source of energy. It warms the water and the water begins to evaporate. The water vapor (gas) becomes part of the air and rises into the atmosphere. The higher the air gets the cooler it gets and the water vapor (gas) begins to condense. The
gas turns back into tiny droplets of water. This is called condensation. The droplets become large and heavy and fall back to Earth as precipitation (rain, sleet,
snow, etc.) Without evaporation condensation would not occur. Therefore, precipitation in the form of
raindrops also would not occur.2 ~ General Understanding
The response includes a general description of the water cycle and included the conclusion that without evaporation or condensation, precipitation would not occur.
1 ~ Minimal Understanding
The response includes a minimal description of the water cycle and does not conclude that without evaporation or condensation, precipitation would not occur.
0 ~ No Understanding Other
PART 2
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
“Raindrops are caused by evaporation.”
“No, raindrops are caused by condensation.”
FLOYD KENNY
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15. Which of these best describes a method for separating solutions?
A. hand separation
B. filtering
C. screening
D. evaporation
16. Susan made a dry mixture of pebbles, flour, and Epsom salts. She added 50 ml of water to the mixture. She wants to separate the materials in this order: first pebbles, second flour, and last Epsom salts. What order is the best way to do this?
A. evaporation, filtering, screening
B. screening, filtering, evaporation
C. filtering, screening, evaporation
D. evaporation, screening, filtering
17. A solution in which no more material will dissolve is
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
4.D.1.a
4.D.1.a
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A. saturated
B. diluted
C. concentrated
D. solvent
18. A student mixed 25 grams of salt into 1,000 grams of water.
What is the mass of the saltwater mixture?
A. 975 grams
B. 1,000 grams
C. 1,025 grams
D. 2,500 grams
Jim used salt and water to make Mixtures 1, 3, and 4 as shown below. He stirred each one and observed the results.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
4.D.1.a
4.B.1.c
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19. In Mixtures 1 and 3, what evidence does Jim have that salt and water make a solution?
A. The solute has dissolved and the solution is clear.
B. He put one 5 ml spoonful of salt in the water.
C. He observed material on the bottom of the solution.
D. He separated the solution using a coffee filter.
20. How could Jim separate the salt from the water in Mixture 1?
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4.D.1.a
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A. He can use a coffee filter.
B. He could use notebook paper.
C. He could use a screen filter.
D. He could evaporate the solution.
21. Jim made Mixture 2 with two spoons of salt and 100 ml of water. Which statement best describes his observation?
A. The mixture is cloudy.
B. The mixture is clear with some material on the bottom.
C. The mixture forms a saturated solution.
D. The mixture is clear with nothing on the bottom.
22. Which solution is saturated?
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
4.D.1.a
4.D.1.a
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 236
A. Mixture 1
B. Mixture 2
C. Mixture 3
D. Mixture 4
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
4.D.1.a
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A student mixes water, a powdered drink mix, and sugar to make a flavored drink.
23. Explain what happens when the materials are combined to make a mixture. In your explanation, be sure to include
the properties before they are mixed how the properties were affected
Write your answer in the space provided.
4.D.1.a Score Student Response3 ~ Full and Complete Understanding
Properties BeforeThe water is a clear liquid, the powdered drink mix is a colored solid, and the sugar is a white solid.Properties AfterThe water is still a liquid but change from clear to the same color as the powdered drink mix. The powered drink mix and sugar both dissolved in the water. The mixture shows no solids in the pitcher.The response can include ideas from investigations conducted in class.See students samples and annotations include in the pages to follow.
2 ~ General Understanding
See students samples and annotations include in the pages to follow.
1 ~ Minimal Understanding
See students samples and annotations include in the pages to follow.
0 ~ No Understanding Other
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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 238
Sample Student Response #1
Score for Sample Student Response #1: Rubric Score 0
Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is irrelevant to the question (…make sure you have the sugar…enough sugar…enjoy).
Sample Student Response #2
Score for Sample Student Response #2: Rubric Score 0
Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is irrelevant to the question, providing no observable properties before or after mixing.
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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 239
Sample Student Response #3
Score for Sample Student Response #3: Rubric Score 1
Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The student provides an observable property for each of the ingredients before mixing (liquid, solid, and solid) and a property after mixing (liqiud). The student provides no synthesis of information to explain what happens when the materials are combined to make a mixture.
Sample Student Response #4
Score for Sample Student Response #4: Rubric Score 1
Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The student provides an observable property of the drink mix before mixing (dry and powdery) and a minimal description of the powdered mix after mixing (dissolved partially…wet crystals)
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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 240
Sample Student Response #5
Score for Sample Student Response #5: Rubric Score 2
Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The student provides some synthesis of information by identifying properties before mixing (water…clear and liquid… powdered mix …powdery, and dark… sugar…white crystals, clear, different little pieces) and a property of the mixture (darker). The student provides evidence of a cause-effect relationship by attributing an observable property of the flavored drink to explain how the properties were affected (made the water darker). Although the student refers to the sugar as salt, there is an explanation of what happens to this material when combined in the mixture (The salt probably desinagrated in the container).
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 241
Sample Student Response #6
Score for Sample Student Response #6: Rubric Score 2
Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The student provides observable properties of each of the ingredients before mixing (water: clear and thin Drink mix: powder, colored and solid, sugar: white and solid). The student uses some synthesis of information to explain what properties of the water changed after mixing (difrent color, taste and slightly thicker). The student provides evidence of cause-effect relationship by attributing observable properties after mixing to what caused them (mix … making water difrent taste sugar: ditto), as well as explaining what happened when the materials are combined (mix: has dissolved…sugar: ditto).
Sample Student Response #7
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 242
Score for Sample Student Response #7: Rubric Score 3
Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. Although there are several misconceptions ([Before Mixing] Neither of them conduct heat, conduct electricity...[After Mixing] …does not conduct heat,) the student does provide a complete integration of scientific concepts to explain the observable properties of the substances before (hard little grains…solids…white and frosty…any solid color… smells like the drink it will make… sour bitter odor…the water is a wet liquid, and is clear…does not have a smell…doesn't conduct heat or electricity) and after mixing (not magnetic, does not conduct electricity, and does not conduct heat…wet…will be the color of the powder…smell kind of sour and bitter. It will taste good). The student uses complete synthesis of information to explain the properties after mixing (will be the color of the powder…won't be strong or hard, because the powder and the mix mix in with the water).
Sample Student Response #8
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 243
Score for Sample Student Response #8: Rubric Score 3
Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. The student provides a complete integration of scientific concepts to explain the observable properties of the substances before mixing (water…liquid…clear… powdered drink mix…solid…colored…sugar…solid…white) and after mixing (all liquid…taste is still there…all turns out to be a colored liquid). The student shows a full synthesis of information to explain the properties after mixing (The drink mix gives it a little flavor and the sugar makes it sweet. The water is there to make it a liquid…) The accurate use of scientific terminology (dissolved) to explain what happens when the materials are combined strengthens this response (when all ingredients are mixed the 2 solids are dissolved into the water).
24. A _______________ can be identified by its properties, such as shape and pattern.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 244
A. filter
B. crystal
C. solution
D. mixture
25. Material is added to a beaker of clear, colorless liquid. Which of these is evidence that a chemical reaction has taken place?
A. Bubbles are created.
B. One material dissolves in the other.
C. A solution is formed.
D. The mixture becomes cloudy.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
4.B.1.a
4.D.1.b
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 245
REVIEW
Before bedtime Savannah was reading her book with a flashlight. Savannah was distracted from her book and started to shine her flashlight on objects around her bedroom.
26. Savannah pointed her flashlight at the mirror on the wall. How many different directions can 1 mirror reflect a beam of light?
A. 1
B. 2
C. 3
D. 4
27. How does Savannah’s image appear in the mirror?
A. same size and reversed front-to-back
B. same size and upside down
C. smaller and reversed front-to-back
D. larger and upside down
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
5.D.3.b
5.D.3.a
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 246
28. Savannah used her flashlight to watch the second hand on her clock. Which type of motion would you describe the motion of the second hand?
A. uniform
B. variable
C. periodic
D. frictional
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
5.A.1.a
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 247
This summer we experienced a drought. Local farmers reported that their crops were destroyed and their fields showed evidence of soil erosion.
29. Which natural agent would be responsible for soil erosion? In your explanation be sure to include why other natural agents would not be responsible for the soil erosion during a drought.
2.A.1.a Score Student Response3 ~ Full and Complete Understanding
The response includes but not limited to: The natural agent responsible for the soil erosion is wind. Wind has moved the soil from one place to another. Other natural agents such as water and ice would have not been responsible for the soil
erosion. A drought is a when there is very little or no rain for a period of time. The drought occurred in the summer, so the air would be too warm for ice.
2 ~ General Understanding
The response includes that wind is the natural agent responsible for soil erosion and the other agents that were not responsible but does not explain why.
1 ~ Minimal Understanding
The response includes that wind is the natural agent responsible for soil erosion but does not identify the other agents not responsible and/or does not clearly explain why.
0 ~ No Understanding Other
WCPS 2010-2011 Grade 5 Standard 4: Chemistry
O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 248
MSA Science Rubric
LEVEL 3There is evidence in this response that the student has a full and complete understanding of the question or problem.
The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*
LEVEL 2There is evidence in this response that the student has a general understanding of the question or problem.
The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*
LEVEL 1There is evidence in this response that the student has minimal understanding of the question or problem.
The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted, minimal*
LEVEL 0There is evidence that the student has no understanding of the question or the problem.
The response is completely incorrect or irrelevant or there is no response.
WCPS 2010-2011 Grade 5 Standard 4: Chemistry