Science Unit Plan

Unit Planning/Stage 1: Desired Results

Established Goals (Standards) Transfer (Learning Targets)
Students will be able to independently use their learning to… Students will
Properties of Matter Unit 2 accurately and independently identify mystery materials based on their physical
and chemical properties. Students will utilize measurement skills, knowledge of
5-PS1-3. Make observations and density and create a data table to determine the substance that makes up an
measurements to identify
materials based on their
unknown object. Students will be able to independently utilize their knowledge
properties. and skills to interpret tables, diagrams, graphs and experiments.
SEP: Planning and Carrying Out Investigations
Planning and carrying out investigations to Meaning
answer questions or test solutions to problems in UNDERSTANDINGS ESSENTIAL QUESTIONS
3–5 builds on K–2 experiences and progresses Students will understand that… Students will keep considering…
to include investigations that control variables
and provide evidence to support explanations or Substances have different  How does different matter combine
design solutions. properties that determine their to make a new object?
DCI: PS1.A: Structure and Properties of Matter
usefulness, function, and  How does knowing about the
Measurements of a variety of properties can be danger. physical properties help us?
used to identify materials.
 What can I find out about substances
CCC: Scale, Proportion, and Quantity Standard by observing physical and chemical
units are used to measure and describe physical properties?
quantities such as weight, time, temperature, and
volume.
Acquisition of Knowledge & Skill
Students will know… Students will be skilled at…
 the 3 states of matter:  classify matter based on physical
solid, liquid, and gas properties
 relative density is the  categorize information, organize
ability of a material to information into a chart
sink or float in water  discover what materials will or will
 some substances not form a solution in water
dissolve in water to  Identifying a mineral based on
create solutions physical properties such as hardness,
 some substances color, shape and sheen/luster.
maintain physical
properties when
combined in a mixture
 substances can change
states of matter
 Materials can be
identified by observing
physical and chemical
properties.
 Materials will have
different uses and
functionality based on
physical and chemical
properties.

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State 2: Evidence
Evaluative Criteria Students will show their learning by …
PERFORMANCE TASK(S): Students will use physical and chemical properties to
identify 10 mystery materials

Summative Assessment (Quiz / Project / OTHER EVIDENCE:

Report): Identification of 10 mystery Formative Monitoring (Questioning / Discussion):
materials and creation of data table to Picture and Vocabulary sorts
support claim Teacher observations & data records
Post Assessment: Students will rank Scientific dialogue with students
vocabulary terms and concepts based on .
understanding. Each ranking must be
supported with reasoning and evidence
as to why the student the ranked the
way they did.
Quick Quizzes/Card reviews
Student Science
Notebooks/drawings/observations/data
Student Lab Sheets

Stage 3: Learning Plan

Summary of key learning events and instruction
Unit Pre-Assessment: Students will rank vocabulary terms and concepts based on understanding. Each ranking must be
supported with reasoning and evidence as to why the student the ranked the way they did.

Week 1: Introduction and States of Matter

Day 1:
Pre-Assessment: Place a rubber ball on each table. Ask students to write the physical properties of the ball.
Engage: Turn and talk - why is ___ the best for ___? Football, throwing - Ice, keeping drinks cold - Play-doh, making shapes,
Coffee mugs, keeping drinks warm
Their physical properties make them perfectly suited for their task
Engage: Flubber physical properties clip. Why does knowing about physical properties help us?
Exit Ticket: What physical properties would you add to your rubber ball list? Why?

Day 2:
Pre-assessment: Ask students to use their bodies to make a model of the atoms in a solid, liquid, and gas. (bodies close
together, spread out, really spread out) Discuss why they placed themselves the way they did.
Lesson on states of matter, anchor chart creation, foldable in science notebooks.
After the lesson ask students to make a model of the atoms with their bodies in a solid, liquid, and gas. Discuss changes and
what they know now.

Day 3
Give students a collection of objects (at least 10) and have them sort into categories (pictures of different shoes)

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How did you sort your objects?

Observe how other groups sorted their objects.
How else could you have sorted them?
Day 4
Mystery Powder Lesson- See attached lesson plan
Day 5
Lab: Oobleck

Week 2

Day 1
Chocolate cake and clay ball/candle: Chocolate cake activity: Measure mass as a class, then smoosh cake into smaller
container Ask: Is there the same amount of cake? (yes), What has changed? (the amount of matter taking up a smaller
amount of space, the density) Clay/play-doh ball and candle activity: measure mass and make predictions about which one
will float/sink.
Mass of the candle should be greater than the mass of the ball
Record predictions/observations/results in science notebook

Day 2
Relative density lab with coke, diet coke and water. Will both float or sink? Will one sink and one float?
Write a claim
Record results and observations in notebook
Whole group discussion, realizations

Day 3
Put SMART water in freezer for several hours, or even overnight (it will stay a liquid), remove and shake vigorously and it
will turn to a solid before your eyes
Explore: Ice on hot plate, use thermometers, written observations in science notebook
Review states of matter
Boiling, melting, freezing points of water
Do solids have temperatures? Use temperature probe
Crayon and chocolate
Record temperature in science notebook

Day 4

Formative assessment: more/less dense sort in groups

Foldable for science notebook and extra support/intervention time from teacher

Day 5
Physical properties poster mini-project: select an object and answer question in science notebooks: What can I find out
about this substance/material?
A mind web is the most effective organization

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Week 3
Day 1

Physical properties of minerals kit and lab – See Lesson Plan

Day 2

Field Trip to UNR Keck Museum to observe scientists at work. How do scientists use physical and chemical properties to
discover new minerals? How might chemical properties be used to classify rocks and minerals? Why is it important that all
scientists know and use physical and chemical properties to identify materials and objects.

Day 3-5
Students will begin their final project of using what they have learned to identify 10 mystery materials using physical and
chemical properties and density to identify the materials. Students will identify the materials on their lab sheet. Reflect on
their observations and identifications in science notebook. For presentation to the class, students will each create a poster
with observations and data collected, similar to the data table created in week one.

Source: Goals 2000 CA DOE & 2004 ASCD