INSTRUCTIONAL PROJECT 4

1) Date:
Teacher:
2)Lesson: Properties of matter
Lesson Type: The development lesson
3) Grade: 5
Subject: Science
4)Timeline: 45 min.
5) Standards
5-PS1-3 Make observations and measurements to identify materials based on their properties.
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances
results in new substances.
Disciplinary Core Ideas:
PS1.A: Structure and Properties of Matter
Measurements of a variety of properties can be used to identify materials. (Boundary: At this
grade level, mass and weight are not distinguished, and no attempt is made to define the
unseen particles or explain the atomic scale mechanism of evaporation and condensation.) (5-
PS1-3)
PS1.B: Chemical Reactions
When two or more different substances are mixed, a new substance with different properties
may be formed. (5-PS1-4)
6) Instructional Objectives:
1. Through a hands-on investigation, students will be able compare relative hardness,
magnetism, physical state (solid, liquid, and gas), solubility and other properties of
various materials correctly.
2. Upon completion of this learning experience, the students will be able to describe an
object using its at least 3 characteristics or properties within 10 seconds.
3. After watching a video of some exciting demonstrations of properties of matter and
given the necessary materials, students will be able to use ingredients with certain
properties and create materials with different properties with 90% accuracy.
4. At the end of the lesson, at least 90% of the students with 85% of proficiency must be
able to define some important contribution of matter in our daily life.
5. Students will be able to answer the 10 assessment questions individually within 10
minutes and achieve a score of 90%.

7) Materials:
Science notebooks Pencils
Hand specimen of quartz Hand specimen of calcite
Aluminum can Steel can (can be full so no sharp edges)
Magnet Three sealable zipper bags
Ice Water
Salt Oil
Two clear plastic cups Two plastic spoons

8) Introduction:
Bell work:
Show students a photo (or real jewelry if you wear it) of a diamond, cubic zirconia, or other gem
commonly mistaken for a diamond. Explain to students that this may be a real diamond that is
worth thousands of dollars, or it may be a fake—how can we tell? Explain to students that
properties of matter help us identify different materials and help us choose the right type of
material for a desired use.
9) Instructional Activities and Procedures:
Explain to students that they will be observing and attempting to identify some matter based on
its properties. Set up the following stations around the room:
STATION 1 Place a piece of quartz labeled A and a piece of calcite labeled B that look similar.
STATION 2 Place both the aluminum and steel cans.
STATION 3 Use three zipper bags here. One should contain ice. The second should contain
about a cup of water. The third should be inflated with a warm breath (some condensation might
help them identify it as water vapor) and sealed.
STATION 4 Place a cup or container of salt (labeled C), a cup or container of oil (labeled D),
and a cup of water, as well as two clear plastic cups and spoons for mixing.
Divide students into four groups. Allow the groups to rotate through the stations, using their
science notebooks to record their observations. (Please note, station 4 will require dumping and
rinsing materials for each group rotation.). Students should answer following questions:
STATION 1 . This station contains two solid materials. One is the mineral calcite, and the other
is the mineral quartz. One property of calcite is that it is soft—soft enough to be scratched with a
fingernail. Quartz is hard. Which material is calcite? Which is quartz?
STATION 2 Before you are two cans—one is made from the material aluminum, the other from
steel—and a magnet. What evidence can you observe that indicates which can is which? Also,
write down why you think each material was used to make each can (what are the properties of
the material that make it useful for that type of can?).
STATION 3 Which of these three bags contains matter? Explain your reasoning. Describe
properties of the matter you observe.
STATION 4 Pour some water into each of the two cups. Mix a spoonful of material C into the
first cup. Using the other spoon, mix a spoonful of material D into the second cup. Which of the
materials dissolves in water? What do you think material C is? What do you think material D is?
What properties informed your guess?
After all groups have completed all four stations, gather all the students and facilitate a
discussion about the properties of matter and how they can be used to identify mystery
substances. Discuss that Station 1 required observing the hardness of solid matter and Station
2 required observing response to magnetic forces as evidence of type of solid matter. Station 3
provided examples of three types of matter—solid, liquid, and gas (students may not recognize
air/gas as matter). Discuss common uses of ice, water, and water vapor. Discuss that matter
takes up space and has weight. Station 4 uses solubility as a property to differentiate two types
of matter. (1st objective assessment). Ask students about some important contribution of matter
in our daily life. (4th objective assessment)
As a class, whatch the properties of matter video
10) Modifications:
Struggling Students:

• Provide more detailed directions

• Allow more time for activity sheet (for assessment)
Advanced Students:

• Group them together

• Give extension assignments after completing their “regular” work. For example, create
one or more scenarios involving mystery substances and have students write in their
science notebooks about how they might use properties of matter to identify them.
• Use higher levels of questioning for formative and summative assessments
11) Evaluation and Assessment:
Exit Ticket: Return to the discussion about the diamond from the Introduction of the lesson.
Students have learned a lot about how to identify materials based on their properties. Ask
students which properties might be able to be used to determine whether a diamond is real or
not (hardness is an identifying property of diamonds as they are one of the hardest minerals).
Diamonds scratch almost all other minerals, but other minerals are not hard enough to scratch
diamonds.
Play “What am I” game with students. A student chooses a card with a picture of any object (
matter) on it and describes at least 3 properties of that object to other students. Students make
predictions and find the answer thanks to the properties of matter. To find the name of each
object is given 10 seconds. (2nd objective assessment)
Students use the DIY Activity to make slime from the video. They should be able to describe
properties of the ingredients as well as properties of the finished slime. They can also
experiment with adding different ingredients and seeing how the properties of the resulting
material compare to the original slime. (3rd objective assessment)
Students will record their observations and answer 10 questions about the activity on the activity
sheet. (5th objective assessment)