MIXING MATTER

UNIT OVERVIEW Everything is made of matter. Some things are made of just one kind of
matter, but most everyday items are made of a mixture of materials. The
Mixing Matter unit provides a solid foundation for introducing the principles
of chemistry. It allows students to explore what makes up each kind of
matter as well as the results that can come from combining matter. The unit
addresses the parts of an atom, the formation of molecules and compounds,
physical and chemical changes, the mixing of solids and liquids, and several
properties of matter. It also provides an introduction to the use of symbols
and formulas to identify substances.

Certain reading resources are provided at three reading

levels within the unit to support differentiated instruction.
Other resources are provided as a set, with different titles
offered at each reading level. Dots on student resources
indicate the reading level as follows:
low reading level
middle reading level
high reading level

THE BIG IDEA  verything is made of tiny particles called atoms. These atoms combine
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to form molecules. What allows us to have so many different things all
around us is that these atoms and molecules combine with other atoms
and molecules in many ways.
It is important to understand how materials change when combined. Some
materials retain their own properties, such as raisins and peanuts being
mixed in a bowl. Other materials form something new when combined, such
as water, lemon juice, and sugar becoming lemonade. Throughout our day,
we see, use, and even consume combinations of materials. When we prepare
a meal, mix soil for a garden, put fluids in our cars, or choose paint for our
walls, it is useful to understand how materials will react when combined.
This knowledge can keep us safe by preventing accidents and poisonings.
Through the ages, people have researched ways to mix matter that have led
to the development of medicines that help us when we are ill, fuels to power
our vehicles, recipes that nourish us, and much, much more.

Other topics
This unit also addresses topics such as: emulsions and suspensions; mixing
materials to use in construction, food, and drink; and properties of matter
that allow people to make art and bake.

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UNIT GUIDE Mixing Matter

SPARK  he spark is designed to get students thinking about the unit’s topics and
T
to generate curiosity and discussion.
Materials
n paper plates n assortment of small snack foods
n plastic spoons (for example, chocolate chips,
raisins, peanuts*, jelly beans,
n hand lenses (optional)
miniature marshmallows)
n microwave oven (optional)
n clear glass filled with tap water
*Please substitute another item for peanuts if any students are allergic to them.

Activity
Place students into groups. Give each group a paper plate and a plastic
spoon. Ask volunteers from each group to place one spoonful of each snack
food onto their plate, keeping each item in its own pile as best they can.
Ask each group to observe one of the items on their plate at a time and discuss
its properties. Allow students to use hand lenses if available. They might
describe the color, texture, size, weight, and shape of each item (no tasting).
Then, as a whole class, record these observations on the board.
Now have each group use its plastic spoon to stir all the snack foods together
into a mixture. Invite volunteers to describe the overall mixture using the
same properties from earlier. Ask students to observe and then discuss
whether the properties of the individual ingredients have changed as a
result of being mixed with other ingredients (probably not).
Challenge students to predict how the mixture’s properties might change if
you stirred it in a cup of water or heated it in a microwave. Then demonstrate
each of these tests and ask students to observe and discuss how the mixture
and its components have changed.

Below are questions to spark discussion.

Why didn’t the properties of the ingredients change when we stirred them together
on the plate?
How did the properties of the ingredients change when we stirred them in water?
Heated them in a microwave? Why do you think this was so?
How might the results of this activity have been different if we had combined
pancake syrup, apple juice, and salt? Why do you think these results would
have been different?
During the course of a day, what kinds of things do you mix together?

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UNIT GUIDE Mixing Matter

Use this activity to begin an introductory discussion about mixing matter.

Explain that everything students see is made of matter. Some things are
made of only one kind of matter, and some things are made of combinations
of matter. Some materials’ properties change when combined, and other
materials retain their properties. Throughout the unit, students will learn
more about mixing matter.
Many of the unit’s vocabulary terms are related to the spark activity and can
be introduced during the spark. For vocabulary work, see the Vocabulary
section in this Unit Guide.

PRIOR I nvite students to explain their understanding of what happens when

KNOWLEDGE various materials are combined. Discuss how students’ lives might be
different if materials could not be combined.
Probing Questions to Think About
Use the following questions to have students begin thinking of what they
know about mixing matter.
n  hat is matter?
W
n 
What is the smallest part of something?
n 
What is water made of, and why is it called H2O?
n 
When a glass breaks, what are the pieces made of?
n 
Why do you think some metal turns to rust as time passes?
n 
Is it possible to separate the materials in a tossed salad?
If so, how would you do it? If not, why not?
n 
Is it possible to separate the materials in a can of soda?
If so, how would you do it? If not, why not?
n 
How might understanding the ways in which matter can mix
help keep you safe?
n 
Do all cubes that are 1 centimeter on each side weigh the same?
Why or why not?
Tell students they will learn more about these topics soon.

UNIT MATERIALS Each unit provides a wide variety of resources related to the unit topic.
Students may read books and other passages, work in groups to complete
hands-on experiments and investigations, discuss science ideas as a class,
watch videos, complete writing tasks, and take assessments.
Resources are available for printing or projecting, and many student
resources are also available for students to access digitally on .
Selected unit resources are available in more than one language.
For a complete list of materials provided with the unit, see the Mixing
Matter unit page on the Science A–Z website.

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UNIT GUIDE Mixing Matter

VOCABULARY Use the terms below for vocabulary development throughout the unit.
Cut or Fold
They can be found in boldface in the Nonfiction Book, the Quick Reads,
and/or other unit resources. These terms and definitions are available
Mixing Matter Mixing Matter

bits of rock, gravel,

aggregate or sand that are mixed
(noun) with cement and water
to make concrete

$
Mixing Matter
WORD CARD

Mixing Matter
DEFINITION CARD

on Vocabulary Cards for student practice. Additional vocabulary lists are

atom
(noun)

WORD CARD
the smallest part
of an element

DEFINITION CARD
provided in the teaching tips for Investigation Packs and FOCUS Books.
$

Core Science Terms

Mixing Matter Mixing Matter

a connection between
bond atoms that are joined
(noun) together to form
a molecule

These terms are crucial to understanding the unit.

WORD CARD DEFINITION CARD
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atom the smallest part of an element

bond a connection between atoms that are joined together
to form a molecule
chemical change a change in the chemical makeup of a substance
chemical reaction the process by which atoms form bonds
compound a combination of two or more elements
concentration how much of a substance is present in a solution
electron a particle that is part of an atom and that orbits
the nucleus; it has a negative electrical charge
element a substance that cannot be broken down into simpler
substances
formula  umbers and letters that describe how many atoms of
n
each element are included in one molecule or compound
matter anything that takes up space and has weight
mixture a combination of substances in which a chemical reaction
does not occur
molecule t he smallest part of a substance that can exist by itself,
made of two or more atoms
neutron a particle in the nucleus of an atom that has no electrical
charge
nucleus t he positively charged central region of an atom,
consisting of protons and neutrons, and containing
most of the atom’s mass
physical change a change in the size, shape, or color of a substance
that does not change it into a different substance
proton  ne of the tiny particles that make up the nucleus
o
of an atom; it has a positive electrical charge
saturation t he point at which no more of a liquid, solid, or gas
can be absorbed by a solution at a given temperature

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UNIT GUIDE Mixing Matter

solution a mixture in which the atoms of a solid separate

and become invisible in a liquid
suspension a mixture of a liquid and a solid in which the solid
does not dissolve

Other Key Science Terms

The following vocabulary is not essential for comprehending the unit
but may enrich students’ vocabulary.

aggregate  its of rock, gravel, or sand that are mixed with cement
b
and water to make concrete
cement a powder of limestone and clay with which water and
gravel can be mixed to make concrete
concrete a rough, heavy building material usually made
of a mixture of water, cement, and bits of rock
gas  atter that can freely change shape and size; often
m
it can’t be seen
liquid  atter that keeps its size but takes the shape of its
m
container
mass the measure of the amount of matter in an object
property a feature or quality that can be used to describe
something
solid matter that keeps its shape and size
solute a ny substance that is dissolved into a liquid or gas,
creating a solution
solvent i n a solution, the liquid or gas into which a solid, liquid,
or gas is dissolved
state of matter the solid, liquid, or gaseous condition of a substance
substance a particular kind of material

Vocabulary Activities
You may choose to introduce all the terms that will be encountered in the
unit before assigning any of the reading components. Vocabulary Cards with
the key science terms and definitions are provided. Dots on the cards indicate
the reading levels of the Nonfiction Book or the Quick Reads in which each term
can be found. If all level dots appear, the term may come from another
resource in the unit. Students can use these cards to review and practice the
terms in small groups or pairs. The cards can also be used for center activity
games such as Concentration.

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 UNIT GUIDE Mixing Matter

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As students read, encourage them to create a science dictionary by recording

new vocabulary terms and definitions in their SAZ Journal.

BACKGROUND and Use this section as a resource for more background knowledge on unit
MISCONCEPTIONS content and to clarify the content for students if misconceptions arise.
Refer to Using the Internet below for more ways to extend the learning.
Mixing Matter
A Science A–Z Physical Series
Q: Is all matter made of multiple types of chemical elements?
Mixing
Word Count: 1,794

Matter A: No. Most common items are made of more than one element. But
elements can and do exist in their purest form, such as pure carbon,
pure gold, and pure iron. In its pure form, a substance is made of only
Visit www.sciencea-z.com
Written by Lance Campbell

www.sciencea-z.com
one kind of atom throughout.

Q: Are chemical formulas as complex as they seem?

A: No, not at all. A chemical formula simply expresses the types and
quantities of chemical elements found in a molecule of a substance. The
letters represent certain elements, and the number of atoms of each element
within the molecule is indicated with numbers, often written in subscript.
For example, the formula for common table sugar (sucrose), C12H22O11,
simply tells us that one sugar molecule contains twelve carbon atoms,
twenty-two hydrogen atoms, and eleven oxygen atoms, all bound together.

Q: Are atoms really the smallest parts of matter?

A: Atoms are often described as being the smallest parts of matter.
Technically, the parts within an atom (protons, neutrons, and electrons)
are smaller than the atom itself. And even tinier particles such as quarks
are thought to exist and to be even smaller. But for practical purposes, it is
reasonable to say that atoms are the smallest building blocks of all matter.

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UNIT GUIDE Mixing Matter

Q: How can I tell whether something has gone through a physical change
or a chemical change?
A: In simplest terms, if the materials that have been mixed retain their own
properties, it is a physical change. If the combination of materials forms
something new and takes on new properties, it is a chemical change. One
way students might decide whether or not an item has undergone a chemical
change is to ask, “Can I easily identify the materials that make up this item?”
For example, when looking at the contents of a box of cereal, it may be easy
to identify bran flakes and raisins. But when looking at a plastic shopping
bag with a painted logo on the side, it is not immediately obvious which
materials were used to make the bag or the logo because these materials
underwent chemical changes.

Q: Can all liquids mix with all other liquids? What about solids and gases?
A: Many liquids do mix with other liquids to form new substances. This
is true for milk and chocolate syrup, for example. But some liquids, such
as oil and vinegar, do not mix when poured into one container; they stay
separate and retain their own properties. Many gases also mix with one
another fairly easily. When exhaust (CO2) is released from a car, it quickly
mixes with the surrounding air, as does the helium from a balloon that pops.
But solids do not mix as easily with one another to create a new substance.
Often, solids have to be melted into liquids, combined, and then cooled
back into a solid to blend together. This is the case with the brass (an alloy
of copper and zinc) in a musical instrument and the steel (an alloy of iron
and carbon, primarily) in a building’s frame. Many solids, such as wood
and rock, can only be mixed physically.

Q: Can I see atoms?

A: You cannot see atoms with your eyes alone. But high-powered
microscopes do allow scientists to see materials at the atomic level.

Q: I have learned that all matter is made of atoms and molecules. But I’ve also
heard that living things are made of cells. Which is correct?
A: Both are correct. All living and nonliving things are made of atoms.
Atoms join to form molecules. In living things, certain molecules have
combined to form cells. Cells are the smallest components of living things.

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 UNIT GUIDE Mixing Matter

EXTENSION Using the Internet

ACTIVITIES Most search engines will yield many results when a term such as matter
or mixtures and solutions is entered. You can search for information on
a known mixture or compound, such as salt water or carbon monoxide.
© Jupiterimages Corporation

Be aware that some sites may not be educational or intended for the
elementary classroom. More specific inquiries are recommended, such as:
n mixtures, solutions, and suspensions n chemistry for kids
n periodic table of the elements n saturation and concentration
n protons, neutrons, and electrons model n diagram of an atom
n chemical formula of _______________ (for example, table salt)
n how to measure volume/weight/density/magnetism

Projects and Activities

n Arts: Have pairs or small groups of students brainstorm examples
of how mixing materials can be dangerous. Then invite students
to design and display posters cautioning others to avoid potential
dangers that can result from mixing the wrong things together.
n Arts: Have students clip pictures from magazines showing items that
have been combined. They can classify the pictures based on any
logical criteria. Then students can glue the pictures onto posterboard
to create a collage, or they can make a mobile with a picture on one
side of each card and an explanation of the mixture on the other.
n Guests: Invite professionals who rely on mixing or separating matter
to discuss their work with the class. Examples might include a chemist,
pharmacist, baker, mining engineer, or waste-management worker.
n Field Trip: Bring students to a factory or other location to help them
learn how various materials are combined to produce something new.
n Project/Research: Let students invent and play a mixing matter game.
For example, students might create paper cards with the names of
various elements on them. After researching a variety of chemical
compounds, you can read off the chemical formula for a compound
and see which group can compile their cards the fastest to show the
correct composition of the compound.

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UNIT GUIDE Mixing Matter
n  roject/Home Connection: Invite students to bring in a homemade
P
food or drink to share with the class. Have each student describe
the concoction to the class and have the rest of the students try to
guess its ingredients. Challenge students to identify which items
are mixtures, solutions, and suspensions. Then enjoy a class feast!
n Project/Technology: Encourage students to monitor newspapers and
selected websites for current news stories and advertisements related
to chemicals, mixtures, solutions, and other concepts from the unit.
Then have groups of students each create and videotape a newscast
of real and/or invented news related to mixing matter, including
weather, sports, and human-interest stories.
n Research/Home Connection: Students can conduct
research as a family/home project or in the library/
media center to extend the learning about a topic
in one of the Quick Reads or other unit resources.

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