learning segment: matter author: grade...

LEARNING SEGMENT: MATTER

AUTHOR: Katie Miszewski GRADE LEVEL: 6th RATIONALE:

A learning segment is a set of lessons that build upon one another toward a central purpose with a clearly defined beginning and end. I have chosen to develop the following learning segment on matter for my sixth grade students for several reasons. First of all, this learning segment aligns with the learning targets set forth by the Milwaukee Public Schools and standards set forth by the Wisconsin Department of Public Instruction. According to these MPS Learning Targets, students in sixth grade should be able to explain how matter changes. According to the WDPI, by eighth grade, students should be able to observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them. In addition, they should be able to describe physical and chemical interactions among substances and understand how chemical interactions lead to new substances with different properties. This learning segment on matter will help students to be successful in achieving these outcomes.

Secondly, by sixth grade, students are naturally curious and inquisitive about matter. In previous grades, they might have learned “the basics” about matter; it is my hope that these explorations of matter have left them “wanting more.” In sixth grade, students will delve deeper into particular topics within the broad concept of matter. This learning segment will reinforce that everything we see and touch is matter. Students will explore how matter is made up of atoms, has mass, and occupies space. Furthermore, they will examine the transformations that matter undergoes during physical and chemical changes.

During the matter learning segment, in addition to achieving the content standards described above, students will strengthen their scientific process skills, including observing, classifying, measuring, communicating, inferring, and predicting. Students will be engaged in hands-on exploration throughout this eight-to-ten day inquiry-based learning segment. During the first lesson, the students will review the basic notion of matter. Then, they will explore, make observations about, and classify various solids, liquids, and gases. Although I have an approximate plan in place, it is my hope that these explorations will provoke students to ask a plethora of questions about matter, which will guide our explorations for the rest of the learning segment.

During lessons two and three, we will respond to student questions about how to detect matter by discussing mass and volume. Students will measure the mass and volume and various solids, liquids, and gases. By this time, I would anticipate that students are asking an important question: What is matter, anyways? In lesson four, we will explore how everything in the universe is composed of atoms. Special combinations of atoms, called molecules, help us understand the properties of matter. Students will create models of common compounds to visualize this idea. Based on their explorations of what matter is and how to identify it, it is natural for students to wonder about the changes that matter undergoes. In our final two content-based lessons of the learning segment, we will discuss and examine physical and chemical changes. Students will facilitate and observe what happens during physical and chemical

changes. By the end of these lessons, they should be able to differentiate between the two types of changes.

As you can see, the matter learning segment also includes a meaningful integration of mathematics. Students will be engaged in measuring mass and volume and performing calculations necessary to refine these measurements. They will also explore inverse operations in mathematics in order to better understand how inverse scientific operations work. As always, students will be constantly sketching, recording, and communicating their observations, inferences, classifications, and predictions. This ensures that the students are constantly refining their balanced literacy practices. In addition, the learning segment incorporates the science themes of modeling and constancy and change. Overall, it encompasses meaningful learning experiences which support students with various learning styles. It also provides opportunities for students to work cooperatively and collaborate to develop a thorough understanding of these particular aspects of matter. Students will be informally assessed throughout the learning segment based on their active engagement during in-class activities and demonstrations, their contributions to classroom discussion, and their thoughtful and complete reflections and notations in their science journals. At the end of the learning segment, students will engage in an authentic performance assessment in which they are asked to describe what matter is, how to detect it, and the changes it undergoes to an alien who has never encountered matter before. Their criteria for this assessment will be made clear to students before they participate in it, and their performance will be evaluated based on a single-point analytic rubric.

The outcomes and objectives for the learning segment are listed explicitly below. I have also included a list of benchmarks set forth by the American Association for the Advancement of science that I used a guide for planning the segment (in addition to the WDPI Standards and MPS Learning Targets). Finally, you will find the basic layout of the unit, broken down my lesson. I hope that these resources, in addition to this rationale, will help you to visualize and understand my vision for this learning segment. If you have any further questions about the learning segment, please do not hesitate to contact me. OUTCOMES: WDPI Standards D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases D.8.3 Understand how chemical interactions and behaviors lead to new substances with different properties D.8.5 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges

AAAS Benchmarks All matter is made up of atoms, which are far too small to see directly through a microscope. 4D/M1a The atoms of any element are like other atoms of the same element, but are different from the atoms of other elements. 4D/M1b* Atoms may link together in well-defined molecules, or may be packed together in crystal patterns. Different arrangements of atoms into groups compose all substances and determine the characteristic properties of substances. 4D/M1cd* Equal volumes of different materials usually have different masses. 4D/M2* Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion, so most substances expand when heated. 4D/m3ab In solids, the atoms or molecules are closely locked in position and can only vibrate. In liquids, they have higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another expect during occasional collisions. 4D/M3cd An important kind of reaction between substances involves the combination of oxygen with something else—as in burning or rusting. 4D/m6b* No matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same. 4D/M7a* The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same. 4D/m7b Most substances can exist as a solid, liquid, or gas depending on temperature. 4D/M8** (SFAA) Substances react chemically in characteristic ways with other substances to form new substances with different characteristic properties. 4D/M11** (NSES) The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways. 4D/M13** MPS Learning Target Explain how matter changes. Explore concepts of solubility, melting point, and density. Connect heat energy to the different states of matter – gas, liquid, or solid. Know that matter is made up of atoms.

OBJECTIVES: • Students will identify and describe the characteristics of each form of matter • Students will recognize that matter cannot be destroyed, only changed in form • Students will identify mass and volume as properties of matter • Students will recognize that matter is made up of atoms • Students will recognize that different arrangements of atoms compose all substances and

determine their characteristics • Students will describe the two types of changes that matter undergoes • Students will differentiate between physical and chemical changes and provide examples

PROCESS SKILLS: Observing, classifying, measuring, communicating, inferring, predicting THEMES: Models, constancy and change TIME: Eight to ten 45-60 minute class periods (depending on students’ comprehension and achievement of learning objectives) OVERVIEW Lesson Major Concept(s) Students Will …

1 Matter is Everywhere Everything that we see and touch is matter.

• Investigate various solids, liquids, and gases

• Classify things as a solid, liquid, or a gas 2 How to Detect Matter (Mass)

If it is matter, it has mass. • Use various methods to determine the

mass of solids, liquids, and gases 3 Another Way to Detect Matter (Volume)

If it is matter, if occupies space. • Use various methods to measure the

volume of solids, liquids, and gases 4 What is Matter?

Everything in the universe is composed of atoms. Special combinations of atoms, called molecules, help us understand the properties of matter. A small number of different elements can join to form many different combinations.

• Explore the properties of molecules • Investigate how molecules can move

through solids

5 Matter Changes in Appearance Matter can change its appearance through a physical change while its weight and volume remain the same.

• Explore various physical changes that matter can undergo

• Investigate how the mass of matter does not change when it undergoes a physical change

6 A Substance Can Change Mass • Explore various chemical changes that

Matter can change its mass through a chemical change; its weight and volume can change through chemical reactions.

matter can undergo • Investigate the difference between

physical and chemical changes 7 What’s the Matter? Review • Review all of the major concepts of this

learning segment 8 Matter Performance Assessment • Describe what matter is, how to detect it,

and the changes it undergoes to an alien who has never encountered matter before

LESSON PLANS Attached SUMMATIVE PERFORMANCE ASSESSMENT MATERIALS Attached RESOURCES American Association for the Advancement of Science. (2009). Benchmarks Online. Retrieved

from http://www.project2061.org/publications/bsl/online/index.php.

Bass, J.E., Carin, A.A. & Contant, T.L. (2009). Methods for Teaching Science As Inquiry.

Boston: MA: Pearson Education, In.

Brown, T, Rushton, G. & Van Haute, E. (2009). Modeling changes in matter, magnifying interest

in science. Science Scope, 32(5), 14-16. Retrieved from EBSCOhost on Tuesday, April

26, 2011.

Liftif, I. (2010). A matter of confusion. Science Scope, 34(4), 1. Retrieved from EBSCOhost on

Tuesday, April 26, 2011.

Milwaukee Public Schools. (2006). Learning targets work!

Retrieved from http://www.milwaukee.k12.wi.us/portal/server.pt/comm/parents/334/

learning_targets/38448.

Peters, E. (2006). Building student mental constructs of particle theory. Science Scope, 30(2),

53-55. Retrieved from EBSCOhost on Tuesday, April 26, 2011.

SEDL. (n.d.). Integrating math, science, and language: An instructional program. Matter.

Retrieved from http://www.sedl.org/scimath/pasopartners/pdfs/matter.pdf.

Young, S. (2010). An inquiry into the phases of matter. Science Scope, 34(2), 60-63. Retrieved

from EBSCOhost on Tuesday, April 26, 2011.

LESSON PLANS Lesson: 1 Title: Matter is Everywhere Length: 75-90 minutes Goals: D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests Objectives:

• Students will identify and describe the characteristics of each form of matter • Students will recognize that matter cannot be destroyed, only changed in form

Assessment: • Observation and notation of students’ in-class exploration • Observation and notation of students’ contributions to in-class discussion • Formative assessment of students journal entries

Materials: • Interactive white board or butcher-block paper (and appropriate writing utensils) • Perfume bottle with stopper • Pitcher of kool-aid and various different-sized cups • Marbles • Exploration materials: Ice cubes, water, paper towel, beakers, hot plates, plastic baggies, and

access to a freezers • Science journals

Procedures: Engage (Introduction)

• To review the characteristics of matter that students have studied in previous grades, ask the students: What do you know about solids, liquids, and gases? Instead of imposing definitions, ask them to come up with their own ideas about the phases of matter. Write solid, liquid, and gas on the interactive white board or a large piece of butcher-block paper (you’ll want to save this document). Provide each student a turn to come up and write one characteristic under one of the states of matter and then pass the writing utensil to a classmate. Students may provide examples if the majority of characteristics have already been listed. This brainstorming session will serve as a jumping-off point for our investigation into the phases of matter. We will return to it in lesson 7.

• Remind students that solids, liquids, and gases are all types of matter. Engage in a classroom discussion about how everything we see and touch is matter. Our bodies are made of matter, the water we drink is made of matter, as is the air around us. Sometimes we can see matter and feel it, but sometimes we can’t. Even if we cannot see it or feel it, as with air, it is still matter. Let’s look at some examples of matter.

• (Ensure there are no perfume allergies before engaging in this demonstration.) Take the stopper off of a perfume bottle. Instruct students to raise their hands when they can smell the perfume. Ask the students: Why can you smell the perfume even if it is far away? (Although the perfume is a liquid, the smell is a gas vapor. A gas can go all over the room. It doesn’t stay in one place. ) What does this tell us about a gas? (It has no shape. It won’t stay in a container unless covered. It goes into the air that takes it everywhere.)

• Show the students a pitcher of kool-aid. Ask the students: Is that kool-aid a solid, liquid, or gas? (Liquid) Pour the kool-aid into different sized cups. What can we say about a liquid? (We can see it and feel it, but it doesn’t have a definite shape. It takes the shape of the container it’s in.)

• Provide each student with a marble. Ask students: Is this marble a solid, liquid, or gas? (Solid) What can we say about the marble? (We can see it and feel it. It is hard and has a definite shape.)

• Now let’s look at what happens when matter changes forms. Explore (Investigation)

• Provide each science lab group with the following materials: ice cubes, water, paper towel, beaker, hot plate, plastic baggies, and access to a freezer. Simply instruct the students to use the materials provided to explore what happens as matter changes state. They should record their ideas, observations, notes about their process, conclusions, and questions in their science journals. They should also sketch pictures to accompany their written notes. Provide students with 20-30 minutes to explore and circulate the classroom to ask probing questions as they do so. Ideally, students will be melting ice cubes, boiling water, freezing water, etc. Although this may not be enough time for water to completely freeze, the students can make observations and inferences based on their prior knowledge.

Explain (Discussion) • After the investigation, engage students in a meaningful discuss about their observations

and findings. Help students come to the conclusion that matter while matter can change form from solid to liquid to gas and back, it cannot be destroyed.

Elaborate (Extension) • Ask students: How did you impose a change of state on the matter you were working

with today? (Changing the temperature) Discuss how changing the temperature is one way to create physical changes in matter. Then, ask students: Were the changes that you imposed permanent? (No) These questions will get students thinking about physical changes, the major concept in lesson 5.

Evaluate (Closure) • Record any questions this activity sparked for students and return to these questions

when possible throughout the remainder of the learning segment. • Instruct student’s their AHA understandings from today’s lesson in their science journals.

Lesson: 2 Title: How to Detect Matter (Mass) Length: 45-60 minutes Goals: D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests Objectives:

• Students will identify and describe the characteristics of each form of matter • Students will identify mass and volume as properties of matter


Materials: • White board or other medium (and appropriate writing utensil) • Exploration materials: rocks, balloons, cups, scales, meter sticks, string, and access to a faucet • Science journals


• Yesterday, we discussed the forms of matter. We talked about how we can usually see and feel matter when it is in the form of a solid or a liquid, but if it is a gas, we may not be able to see it, smell it or even feel it. Ask students: If that is true, how do we know matter is there? Pause for some possible suggestions and write them on the board for later consideration. Today we are going to engage in some activities to help us discover an answer to this question.

• Ask students: What is mass? (Mass is the amount of matter there is in an object.) Discuss how mass is an important property of matter. We describe mass in matter by saying that it has weight. Weight tells us how much earth’s gravity is pulling on something. If there were no gravity, then we would not weigh any amount, but we would still have the same amount of mass. Weight only describes how much gravity is pulling on matter, and it is a way of describing matter.

Explore (Investigation) • Provide each science lab group with the following materials: a rock, a balloon, a cup, a

scale, meter sticks, string, and access to a faucet. Instruct the students that they are to use these materials to identify a solid, liquid, and gas, and determine if these things have mass. As always, they should record their ideas, observations, notes about their process, conclusions, and questions in their science journals and sketch pictures to accompany their written notes if necessary. Ideally, the students will: 1. Weigh the rock on the scale and simply record the weight 2. Weigh a cup of water, then dump out of the water and weigh only the cup, then subtract the weight of the cup from the total weight to find the weight of the water 3. Create a homemade balance using two meter sticks. Attach an empty balloon to each end with a piece of string and adjust until they balance. Then, inflate one balloon, replace it, and see what happens. Of course, students may need some prompting, especially on the last item. Circulate the classroom, answering students’ questions, asking probing questions, and making suggestions if necessary to help guide students in their process. Allot 20-30 minutes for this exploration.

Explain (Discussion) • After the investigation, engage students in a meaningful discuss about their process,

observations, and findings. Invite students to share how they determined if the various items had mass. Model any of the activities described above if necessary. Help students come to the conclusion that if an object has mass, it is matter – even if we cannot see, smell, or feel it (like with the air that was inside of the inflated balloon).



Lesson: 3 Title: Another Way to Detect Matter (Volume)

Length: 60-75 minutes

Goals: D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests Objectives:

• Students will identify and describe the characteristics of each form of matter • Students will identify mass and volume as properties of matter


Materials: • Materials that students explored during lesson 2 (marbles, cup of water, balloon filled with air,

etc.) • Exploration materials: boxes, books, whiteboard erasers, irregularly-shaped rocks, soda cans,

cartons of milk, cups of water, small measuring cups, large measuring cups, large tubs or containers of water, balloons, rulers, and graduated cylinders

• Science journals Procedures: Engage (Introduction)

• Have some of the materials (marbles, cup of water, balloon filled with air, etc.) that students explored in the last lesson out for students to examine. Ask students: What do we know these items have in common? (They are all matter; they have mass shown as weight.) Probe students to think about what else they might have in common. (They take up space.)

• Ask students: What is volume? (Volume is how much space an object takes up. All matter has volume or capacity.) How do we measure volume? Today, in your labs groups, you will discover some methods for doing so.

Explore (Investigation) • Provide each science lab group with the following materials: a box, a book, a whiteboard

eraser, an irregularly shaped rock, a soda can, a carton of milk, a cup of water, a small measuring cup, a large measuring cup, a large tub or container of water, a balloon, rulers, and a graduated cylinder. Instruct the students that they are to use these materials to determine the volume of various solids, liquids, and gases. As always, they should record their ideas, observations, notes about their process, conclusions, and questions in their science journals and sketch pictures to accompany their written notes if necessary. Ideally, the students would: 1. Measure the dimensions of the box, book, and eraser and calculate the volume 2. Look at the labels on the soda can and milk carton to determine their volume 3. Pour the cup of water into the graduated cylinder to determine its volume 4. Examine the labels on the small measuring cup and submerge it without turning it sideways to see what happens (does not fill completely with water, because there is air in the way) 5. Blow up a balloon and submerge it completely into the large measuring cup of water and measure the change in volume of the water. 6. Place the irregularly-shaped rock into the measuring cup and measure the change in the volume of water. Of course, students may end up trying some other techniques that do not work. This is okay! Allow students to play around with the materials and make discoveries on their own. This is the

purpose of inquiry-based learning. Circulate the classroom, answering students’ questions, asking probing questions, and making suggestions if necessary to help guide students in their process. Allot about 30 minutes for this exploration.

Explain (Discussion) • After the investigation, engage students in a meaningful discuss about their process,

observations, and findings. Invite students to share how they found the volume of the various items provided. Model any of the activities described above if necessary. Discuss different concepts involving matter and volume such as how gases conform to the shape of a container and always fill it up completely. Further discuss how this is one difference between liquids and gases. Although liquids must be put into a container and they conform to the shape of the container, they don’t expand to cover the entire container. Gases also conform to the shape of the container, but the container must be closed or the gas will escape. The gas takes the shape of the entire container; gases keep expanding unless we close them off. Help students come to the conclusion that both mass and volume are properties of matter.



Lesson: 4 Title: What is Matter? Length: 60-75 minutes Goals: D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases Objectives:

• Students will recognize that matter is made up of atoms • Students will recognize that different arrangements of atoms compose all substances and

determine their characteristics Assessment:

• Observation and notation of students’ in-class exploration • Observation and notation of students’ contributions to in-class discussion • Formative assessment of students journal entries

Materials: • Piece of coal, hammer, piece of aluminum foil • Molecular model toolkits • Science journals

Procedures: Engage (Introduction) By this time in the learning segment, students should be asking questions such as “What is matter anyways?” This lesson will address this question.

• Remind students that so far in this learning segment we have talked about the forms that matter takes, for example, solids, liquids and gases. We also talked about matter having special properties — it has mass and we can weigh it, and it has volume, or takes up space. But have we actually said what matter is? This is one of the most important questions that scientists are trying to answer. What we think that matter is today has been handed down to us by scientists who have tried to find out about matter.

• Show students a piece of coal. Ask: What is this? (Pure carbon or coal) What happens if I hit it over and over with the hammer? (It breaks into very small pieces.) Is it still coal, or carbon? (It looks like it; breaking only changes its appearance.) How long do I have to hammer this coal until it is not coal anymore? (You can’t change it by just breaking it.)

• Then show students a piece of aluminum foil? Ask: What is this? (Pure aluminum) When I cut it into very small pieces is it still aluminum? (Yes) Can you change the aluminum foil just by making it into small pieces? (No)

• Many hundreds of years ago, the Greeks asked the same question. Can we continue cutting the carbon into smaller and smaller pieces forever, or is there a very small piece that we can no longer cut into smaller pieces? The Greeks solved their problem like this: the smallest piece that matter can be cut into without changing the matter into something else, they called — and to this day we call — an atom. All matter is made up of these small units that cannot be cut into smaller units using ordinary processes. A collection of the same kind of atoms is called an element. Groups of atoms, sometimes of the same kind and sometimes of different kinds of elements that cling together like tiny magnets are called molecules.

• Matter usually does not exist in its pure form as an element, like carbon or gold. Matter exists in the form of molecules. Atoms and molecules are so very small that we cannot see them, not even with a microscope. Thus, we group these molecules into the forms of matter we call solids, liquids and gases. Since atoms and molecules are so small, it is sometimes hard for us to understand how they work? Today we are going to use a model

to try and gain a greater understanding of how different types of atoms can combine to form many different combinations that are the molecules

Explore (Investigation) “Molecular model kits provide an excellent tool for bridging the gap between our observable and invisible worlds (Brown, Ruston& Van Haute, 2009).”

• Provide each science lab group with a molecular model kit. Each kid contains colored plastic atoms to represent the four key atoms (hydrogen, oxygen, nitrogen, and carbon) that make up 95% of matter in most living things. Each of the atom models has a distinct number of holes that represent the number of bongs the atom must form with other atoms to gain stability. Allow students to explore with toolkits and see what different combinations of atoms they can create. By grouping these atoms in a variety of ways students can infer and model key differences among atoms and elements. Such a hands-on practical approach provides the kind of scaffolding needed to bridge the gap between the seen and unseen. As always, students should be making notes in their science journals and sketching pictures of the models they create. While students are exploring, circulate the classroom and ask probing questions. If they are not already, support students in modeling the following molecules: hydrogen, oxygen, water, carbon monoxide, ammonia, and diamond.

Explain (Discussion) • Engage students in a meaningful discussion about how special combinations of atoms,

called molecules, help us understand the properties of matter. A small number of different elements can join to form many different combinations. Discuss how elements exist in the forms of solid, liquids, and gases. Encourage students to share the molecules they were able to create in their explorations. Help students to conclude that everything in the universe is composed of atoms.

Elaborate (Extension) • Encourage students to explain how the molecular models help them to understand how real

molecules behave. Also, have them describe the shortcomings of the models and describe ways in which they fail to represent realistic interactions. This type of discussion helps students to face their misconceptions about models and understand how models help us to understand science, but still have limitations.



Lesson: 5 Title: Matter Changes in Appearance Length: 45-60 minutes Goals: D.8.3 Understand how chemical interactions and behaviors lead to new substances with different properties D.8.5 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges Objectives:

• Students will describe the two types of changes that matter undergoes Assessment:

• Observation and notation of students’ in-class exploration • Observation and notation of students’ contributions to in-class discussion • Formative assessment of students journal entries

Materials: • Apples, a match, salt and a cup of water, a rusted scouring pad • Exploration materials: large rocks, hammers, cups, ice cubes, scales • Science journals


• Now that we have a better understanding of what matter is and how to detect it, let’s explore another question: What can we do to matter? Can we change it? Ask students: Can anyone remember the type of change that we talked about briefly on the first day of our learning segment? (Physical change) What did we do to impose this physical change? (Changed the temperate of the matter)

• (Ensure that there are no apple allergies before engaging in this demonstration.) Cut a few apples into small pieces. Provide each student with a piece. Ask students: What does it look like? What does it smell like? What would it taste like? What is it? (An apple) What is the only thing that has changed about the apple? (Only its size and shape) We can take the pieces and put them together again, like a puzzle, and it will look like an apple again. This is an example of changing matter. What did we change in the apple? (Its shape, its appearance, its form) Changes like this, in which matter changes its appearance, are called physical changes.

Explore (Investigation) • Provide each science lab group with the following materials: a large rock, an ice cube, a

cup, a hammer, and a scale. Instruct the students that they are to use the materials provided to change the matter in some way and determine whether any matter is destroyed. As always, they should record their ideas, observations, notes about their process, conclusions, and questions in their science journals and sketch pictures to accompany their written notes if necessary. Ideally, the students would: 1. Weigh the rock 2. Break the rock into smaller pieces and weight all of the pieces 3. Weigh the ice cube in the cup 3. Let the ice melt and weight the melted water. Like all lessons, students may not perform the ideal. Allow students to play around with the materials and make discoveries on their own. Circulate the classroom, answering students’ questions, asking probing questions, and making suggestions if necessary to help guide students in their process. Since this is a fairly brief exploration compared to the rest in this learning segment (because students essentially explored physical changes during lesson 1 and can discuss these findings as well), you may wish to engage in some discussion and then have students return to weigh their melted ice cubes.

Explain (Discussion) • Ask students: What type of changes did you impose on the matter? (Physical changes)

Are physical changes permanent? (No; for example when ice turns to water and then freezes again, the changes from ice to water and back are not permanent changes) Ask students to share what they noticed during their explorations. (The mass of the items did not change after a physical change) Engage students in a meaningful discussion about how we use mass and volume to demonstrate that physical changes only change the appearance of matter and not its mass. We were able to see in an activity that mass, as described by the weight of the rocks after they were broken, remains the same. Remind students about how they changed matter during lesson 1. Discuss how these changes only changed the appearance of the ice or water.

Elaborate (Extension) • Explain to students that we can use the idea of inverse operations in mathematics to think

about events that follow each other in such a way that performing one operation after the other takes us back to the place where we started. Two very important inverse operations are addition and subtraction. Provide examples of other inverse operations such as flicking a light switch on and off, opening and closing a door, and inhaling and exhaling. Ask students to provide more examples. Next, discuss how there are some operations that have no inverse. Demonstrate this by burning a match. Ask students: Is there an inverse operation? (No) Next, dissolve salt in water. Ask: Is there an inverse operation? (Yes; heat the water until it evaporates leaving the water in the pan). Finally, show the students a rusted scouring pad. Ask: How can we “undo” the process of rusting. (We can’t; rusting is an irreversible process). This extension will provide a nice lead into lesson 6 on chemical changes.



Lesson: 6 Title: A Substance Can Change Mass Length: 45-60 minutes Goals: D.8.3 Understand how chemical interactions and behaviors lead to new substances with different properties D.8.5 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges Objectives:

• Students will describe the two types of changes that matter undergoes • Students will differentiate between physical and chemical changes and provide examples


Materials: • Four days before the beginning of this lesson:

Cut an apple and a potato into several pieces, place on a plate and leave uncovered. Put one piece of steel wool in a plastic bag, put three tablespoons of water in the bag, and

seal the bag. Put another piece of steel wool in a bag, put three tablespoons of water in the bag, but

leave the bag unopened. Put a third piece of steel wool in the where it won’t get wet or be disturbed. Fill a measuring cup with one cup of water, and measure and record its volume daily. Place a rock for students to observe.

• Exploration materials: vinegar, baking soda, beakers, liquid starch, Elmer’s glue, zip lock bags • Science journals


• Remind students that in our last lesson, we discussed one type of change that matter can undergo. Ask for a volunteer to name and describe this type of change. Ask students: Remember when we lit a match and examined a rusted scouring pad and decided that these processes were irreversible? Then, are these considered physical changes? (No)

• Remind students about the preparations completed a few days prior in anticipation of today’s lesson. Students were instructed to observe the items daily and record their observations and a description of what they thought was happening in their science journals.

Explore (Investigation) • Instruct students to go and observe the items prepared for this lesson one last time,

recording their observations, descriptions, and sketches in their journals. Then, student lab groups will engage in two instructor-led activities to see more chemical changes in action.

• Provide each science lab group with 50 mL of mystery liquid (vinegar), mystery powder (baking soda), and a 500 mL beaker. Instruct student groups to put the mystery liquid into the beaker and drop one gram baking soda into the liquid.

• Also provide each science lab group with one cup liquid starch, one cup Elmer’s glue, and a large zip lock bag. Instruct student groups to carefully pour both liquids into the bag and knead the mixture thoroughly. When they pour out water liquidly and discard, they are left with silly putty!

Explain (Discussion) • Engage students in a meaningful discussion about the changes they have been observing over the

past four days. Ask students: What happened to the dry steel wool? (Nothing) Why did the wet steel wool change? What was the only difference in the two pieces of steel wool? (One piece of steel wool was wet and placed in a baggie and sealed. It got no air. The other piece of steel wool was wet, placed in a baggie, but left unsealed or opened. It got air. The iron in the open baggie rusted.) Discuss how rust is a substance made of iron and oxygen. Rust molecules have atoms of iron and of oxygen, with water molecules attached. When these elements (iron, oxygen and water) come together, a chemical change takes place – iron turns to rust.

• Ask students to classify the changes they observed as physical or chemical. Then ask students to defend their decisions: Why do you think that some of these changes are physical, while others are chemical? (The potato and the apple rotted; they got green or they changed color; they are not the same anymore. The wool rusted and became flaky. The water only evaporated. The rock stayed the same.) Discuss how rotting and rusting are examples of chemical changes. Evaporation is a physical change.

• Help students to conclude that when matter goes through a chemical change, we have no way, using ordinary processes, to change it back to what it was before the change.

Elaborate (Extension) • Discuss with students how we can find evidence that a chemical change has occurred:

A change in mass, shown by a change in weight Heat is generated (the burning match) The color of the substance changes (apple and potato) A gas is generated (bubbles when baking soda and vinegar were combined The substance changes in nature (Elmer’s Glue and liquid starch became silly putty)



Students should also read through their journals to review their new understandings from throughout the learning segment.

Lesson: 7 Title: What’s the Matter? Review Length: 30-60 minutes Goals: D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases D.8.3 Understand how chemical interactions and behaviors lead to new substances with different properties D.8.5 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges Objectives:

• Students will identify the three forms in which matter exists, i.e. solid, liquid, and gas • Students will identify and describe the characteristics of each form of matter • Students will recognize that matter cannot be destroyed, only changed in form • Students will identify mass and volume as properties of matter • Students will recognize that matter is made up of atoms • Students will recognize that different arrangements of atoms compose all substances and determine

their characteristics • Students will describe the two types of changes that matter undergoes • Students will differentiate between physical and chemical changes and provide examples

Assessment: • Observation and notation of students’ contributions to in-class discussion

Materials: • Record of student questions from throughout the learning segment • Optional review activity • Student-generated characteristics of matter from lesson 1

Procedures: • Return to the questions that students have been asking throughout and the end of each lesson in the

learning segment. See which questions students can now answer using their newfound knowledge about matter. If necessary, help students answer questions that are applicable to the objectives of the learning segment. For questions that extend beyond the scope of the learning segment, encourage students to keep these wonderings in mind as they progress in their science studies.

• Return to the ideas about matter that students recorded during lesson 1. See if students would like to change or add to their list. This provides another opportunity for students to review their knowledge.

• If necessary and/or desired, prepare an appropriate review activity for the students in your classroom based on their unique needs during this learning segment. The overarching goal of this lesson is to ensure that students have met all of the learning segment objectives and are prepared to succeed on the summative performance assessment.

• Remind students that the performance assessment will take place during the next class period. They should review all of the AHA understandings that they recorded in their science journals in preparation for this assessment, paying special attention to any individual areas of weakness based on instructor feedback.

Lesson: 8 Title: Matter Performance Assessment Length: 30-45 minutes Goals: D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases D.8.3 Understand how chemical interactions and behaviors lead to new substances with different properties D.8.5 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges Objectives:

• Students will identify the three forms in which matter exists, i.e. solid, liquid, and gas • Students will identify and describe the characteristics of each form of matter • Students will recognize that matter cannot be destroyed, only changed in form • Students will identify mass and volume as properties of matter • Students will recognize that matter is made up of atoms • Students will recognize that different arrangements of atoms compose all substances and determine

their characteristics • Students will describe the two types of changes that matter undergoes • Students will differentiate between physical and chemical changes and provide examples

Assessment: • Use rubric to evaluate performance assessment

Materials: • Performance assessments • Performance assessment rubrics

Procedures: • Administer the performance assessment and rubrics to students. Go over all directions and criteria to ensure

clarity and promote students’ success on the assessment.

SUMMATIVE PERFORMANCE ASSESSMENT PROMPT Name: ________________________________________________________________________ XOD, an alien life form, has recently arrived on Earth. One of the first things XOD noticed upon his arrival was that materials (matter) seemed to exist in different forms. Based on your learning during this learning segment, what can you tell XOD about matter? Write your answer in a letter to XOD. If you are able to check off everything on the following list, you have done your best to help XOD understand matter: Checkmark Criteria I identified and described the characteristics of each form of matter and provided

examples. I identified and explained whether matter can be destroyed or changes form.

I discussed two important properties of matter that help us detect it.

I discussed what matter is made up of.

I identified what composes all substances and determines their characteristics.

I described the two types of changes that matter undergoes.

I differentiated between the two types of changes and provided examples.

If you have any questions about the criteria above, you may ask for clarification from the teacher. Otherwise, you are ready to write! Make sure to look over your letter when you are finished and complete the checklist above.

SUMMATIVE PERFORMANCE ASSESSMENT RUBRIC

Expectations Not Yet Met Meets Expectations Exceeds Expectations

Student identifies and describes the characteristics of each form

of matter and provides an example of each.

Student identifies and explains that matter cannot be destroyed,

only changed in form.

Student identifies mass and volume as properties of matter

that help us detect it.

Students identifies that matter is made up of atoms.

Students identifies that different arrangements of atoms compose

all substances and determine their characteristics.

Student describes the two types of changes that matter

undergoes.

Student differentiates between physical and chemical changes

and provides examples.

SUMMATIVE PERFORMANCE ASSESSMENT: STUDENT SELF-ASSESSMENT

Expectations Not Yet Met Meets Expectations Exceeds Expectations

I identified and described the characteristics of each form of matter and provided examples.

I identified and explained whether matter can be destroyed

or changes form.

I discussed two important properties of matter that help us

detect it.

I discussed what matter is made up of.

I identified what all composes all substances and determines their

characteristics.

I described the two types of changes that matter undergoes.

I differentiated between the two types of changes and provided

examples.

learning segment: matter author: grade...

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