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Subject: Matter and Energy Classifying Matter, Properties of Water, and Mixtures
Time: 45 minutes
TEKS objectives:
5.5A classify matter based on physical properties, including mass, magnetism, physical state (solid,
liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or
5.5B identify the boiling and freezing/melting points of water on the Celsius scale;
ESL/SPED Accommodations
GT Accommodations
Opportunity for further enrichment through the 6th-grade website and Accelerated Learning
Observe water changing between the different phases and explain energys role in this process.
Identify the boiling and freezing/melting points of water on the Celsius scale and use this
Determine that in some mixtures the physical properties do not change while in others the
substances may undergo a physical change and be able to determine the properties changed
ELPS:
2(C) learn new language structures, expressions, and basic and academic vocabulary heard during
3(D) and 3(E) speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency and share information in cooperative learning
interactions
Instructional Strategies
*Video *Inquiry
Key Vocabulary
Matter Mass
Volume Melt
Physical Property Physical State
Solid Liquid
Gas Magnetism
Temperature Conductor
Insulator Solubility
Relative Density
Classify Melt
Melting Point Evaporate
Boiling Point Condensation
Freeze Freezing Point
Ingredient Mixture
Physical Change Solution
Dissolve
Materials:
Science Notebooks Characteristic cards
Various tools for measuring and observing worksheet (titles solid, liquid, gas)
Golf Balls Salt
Ping Pong Balls Water
Ice Beans
5 empty water bottles Plastic Cups
Glass Beakers Hot Plates
Circuit Materials Rubbing Alcohol
Vegetable Oil Corn Syrup
Density Cube Sets Sand
Flour Powered Sugar
Projector Teacher laptop
ENGAGEMENT
I started to my lesson with a question. I bring students attention to the announcement: you know,
everything is made of matter. Ask the students, "If everything is made of matter, how do we know matter
exists?" Through a couple offers, we decide matter exists in the structures, for example, solids, liquids,
and gasses. Next, I ask students to write a report about that what is the identify characteristics that
distinguish solids, liquids, and gasses. I give out all students three column chart and the pack of
characteristic cards and I ask students to work with their group to arrange the characteristics under titles
solid, liquid, gas on their worksheet. As I walk around and check their answer. After, I ask every group
one characteristic identify. I asked what you think of water. Is it solid or liquid? Provide the students with
a frozen water bottle and ask them to record their observations as it sits out on their table. Provide them
with a thermometer and hand lens to assist with their observations. What is happening and what is causing
these changes? I listen to pertinent discussions about the characteristics as they figure out where to place
the card on the worksheet. At that point, I ask the students What are physical properties? When a
student provides you with an example ask them to write it on the board. Provide the students with a golf
ball, ping pong ball and a Venn diagram. Tell them to compare and contrast the balls using some of the
physical properties on the board. Ask them if they need any tools to help them with these observations
(examples: hand lens, thermometers, balances, etc.) and provide those tools so they can make those
observations. Students will create a mixture of two different kinds of beans and then a mixture of salt and
water. Then students will compare and contrast the two mixtures.
EXPLORATION
I hand out students with a variety of different item and a data table. Working as a group they will
decide the items mass (utilizing a triple beam balance), magnetism (utilizing a magnet), state of matter
(using their sense of sight and touch), capability to sink or float in water (using a plastic bowl and water)
and ability to conduct or insulate electricity (by placing each item in a circuit). At that time students will
observe and takes note how different powders or grainy substances react when placed in water. I ask them
do they dissolve. Are they water soluble? Students will be seeing how frozen water performs when sugar
and salt are added. They will take notes their perceptions in their science notebook. What is occurring to
the ice and why? Next, I give each group three different clear liquids in fixed containers and ask them
which fluid is water? How can you tell? Is there a test that figures out which fluid is water? (Put the fluids
in the cooler overnight and have students observe them the following day.) Which liquid is water? Did
EXPLANATION
Around then, when the class decides the contrasts between the conditions of matter: solid, liquid,
and gas states, I demonstrate a fast summary (utilizing parts in the video) of physical characteristics on
each one. As a class, we will read a few students notes and they will practice effectively reading by
stopping to talk about main ideas and highlighting essential information. I ask the students create a
vocabulary foldable or graphic organizer in their science notebooks for all their Matter and Energy
vocabulary words.
ELABORATION
Once class defines and identifies physical characteristics of a solid, liquid, and gas. Students will watch
different of wood types, plastics, and metals float or sink in water or other fluids including vegetable oil
and corn syrup. At that moment, they will layer the liquids and make a density column. Students will
watch that changing the size of an item won't affect whether or not the item floats or sinks since density is
mass per unit volume. Students will then find out about buoyancy and this activity student will decide
whether different objects sink or float in water. I give students with the phase change graph of water and
I ask class summaries the lesson today. I draw them in conversations by encouragement them with
questions like, "Let's think about a solid. How is it different from a liquid and gas? Students reply to the
assignment given at the start of the unit. They will be tested on this topic. They supposed to answers all
questions it will be gone over in class. I pull out characteristic cards and worksheet. I collect notebooks at