Grade Five Unit Four Mixtures and Solutions 5/Grade 5 Unit … · Grade Five Unit Four Mixtures and...

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Science Curriculum

Grade Five Unit Four

Mixtures and Solutions

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Course Description

In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students will analyze everyday systems and subsystems as well as analyze food chains and food webs as a way to study the biosphere. They will make and analyze a worm habitat as a decomposition system. Hands-on investigations include exploring the nutrient-getting systems of yeast, plants, and animals, including humans and model transport systems in plants and animals. In unit three, students engage in five investigations that introduce students to fundamental ideas about matter and its interactions. Students come to know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state—from solid to liquid to gas—when it dissolves in another substance, and when it is part of a chemical reaction. Students have experiences with mixtures, solutions of different concentrations, and reactions forming new substances. They also engage in engineering experiences with separation of materials. In Unit four, students will focus on Earth’s place in the solar system and use models to build explanations regarding the movement of heavenly bodies. They will observe and compare shadows, analyze data observational data to discover the sequence of changes that occur during the Moon’s phase cycle. Students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and e ect; scale, proportion, and quantity; systems and system models; and energy and matter.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

Pacing Chart

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This pacing chart is based upon 160 minutes of instruction per cycle.

Unit 1 Engineering Challenge 2 weeks

Unit 2 FOSS Sun, Moon & Planets

10 weeks

Unit 3 FOSS Living Systems

11 weeks

Unit 4 FOSS Mixtures & Solutions 11 weeks

Culminating Projects 2 weeks

Unit Summary

Chemistry is the study of the structure of matter and the changes or transformations that take place within those structures. Learning

about the properties and behaviors of substances and systems of substances gives us knowledge about how things go together and how they can

be taken apart and gives us the opportunity to use and develop models that explain phenomena too small to see directly. Learning about changes

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in substances can lead to the development of new materials and new ways to produce energy and resources such as clean drinking water.

This module has five investigations that introduce students to fundamental ideas about matter and its interactions. Students come to

know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state—from

solid to liquid to gas—when it dissolves in another substance, and when it is part of a chemical reaction. Students have experiences with mixtures,

solutions of different concentrations, and reactions forming new substances. They also engage in engineering experiences with separation of

materials. Students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and effect; scale,

proportion, and quantity; systems and system models; and energy and matter.

This unit is based on 5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4, 3-5-ETS1-1, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3, 3-5-ETS1-4

Student Learning Objectives

Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to

expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include

the atomicscale mechanism of evaporation and condensation or defining the unseen particles.] (5-PS1-1)

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total

weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new

substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]. (5-PS1-2)

Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could

include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity,

thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does

not include density or distinguishing mass and weight.] (5-PS1-3)

Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5-PS1-4)

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NJDOE Student Learning Objective

Essential Questions Content Related to DCI’s Sample Activities Resources

Investigation 1 Part 1: Making & Separating Mixtures

Students will identify,

How can a mixture be separated?

● A mixture is two or more

materials intermingled.

● An aqueous solution is a

mixture in which a substance

● Students make three mixtures of solid materials (salt, gravel, and diatomaceous earth) and water.

Science Notebook Entry:

Mixtures

Separations

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create, and separate mixtures with different solutions and materials.

5-PS1-2

disappears (dissolves) in water to

make a clear liquid.

● Students will observe the mixtures, they attempt to separate them with screens and filters. They discover that water and salt make a special kind of mixture—a solution—that cannot be separated with a filter.

Benchmark Assessment: Survey Embedded Assessment: Science Notebook Entry: Mixtures Separations

Online Activities

"Tutorial: Mixtures"

Investigation 1 Part 2: Separating a Salt Solutions

Students will measure

solids and liquids to

compare the mass of a

mixture to the mass of

its parts.

5-PS1-2

Where does the solid material go when a solution is made?

● Mixtures can be separated into

their constituents by using screens,

filters, and evaporation.

● The mass of a mixture is equal

to the mass of its constituents.

● Students add a measured amount of salt to a measured amount of water to make a solution.

● Students will compare the total mass of a mixture to the mass of its parts to infer that the invisible salt is still present.

● Students evaporate the salt solution to reclaim the salt as crystals.

Embedded Assessment: Response Sheet


Making a Solution

Science Resources Book

"Mixtures"

Online Activities

"Tutorial: Solutions"

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Investigation 1 Part 3:

Separating a Dry

Mixtures

Students will separate a

given mixture using

magnets, screens,

filters and evaporation.

Students will review

the engineering design

process in order to

create an efficient

system to separate the

dry mixture.

5-PS1-3

How can you separate a mixture of dry materials?

● Mixtures can be separated into

their constituents by using screens,

filters, and evaporation.

● Possible solutions to a problem

are limited by available materials

and resources (constraints).

● The success of a designed

solution is determined by

considering the desired features of

a solution (criteria).

● Possible solutions to a problem

are limited by available materials

and resources (constraints).

● The success of a designed

solution is determined by

considering the desired features of

a solution (criteria).

● Students are given a dry mixture (gravel, powder, and salt) to separate. The mixture includes a new mystery material, magnetite.

● Students separate the mixture by using magnets, screens, filters, and evaporation.

● Students review the elements of engineering design as they design an efficient system to separate a dry mixture.

● They discuss their efforts in terms of science and engineering practices.

Embedded Assessment: Performance Assessment


Answer the focus question

Science Resource Book:

“Taking Mixtures Apart”

"Science Practices"

"Engineering Practices"

Online Activity:

"Separating Mixtures"

"Virtual Investigation:

Separating Mixtures"

Video:

Elements, Compounds,

and Mixtures


Outdoor Solutions

Students will

investigate if natural

materials found in the

schoolyard will make

solutions when mixed

Are there materials outdoors that will dissolve in water?

● A mixture is two or more

materials intermingled.

● An aqueous solution is a

mixture in which a substance

disappears (dissolves) in water to

make a clear liquid.

● Students are challenged to discover if natural materials in the schoolyard will make solutions when mixed with water. When students observe that organic material changes the color of the water,


"Extracts”

“The Story of Salt”

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with water.

5-PS1-3

they are introduced to the concept of an extract.

Embedded Assessment: Science Notebook Entry Benchmark Assessment: Investigation 1 I-Check


Black Boxes

Students use multi

sensory observations to

determine and create a

replica of a black box.

5-PS1-1

What is the process to develop a model of the black box?

● M

odels are explanations of objects,

events, or systems that cannot be

observed directly.

● M

odels are representations used for

communicating and testing.

● D

eveloping a model is an iterative

process, which may involve

observing, constructing, analyzing,

evaluating, and revising.

● Students make multisensory observations of sealed black boxes in an effort to determine what is inside. They develop models and try to reach consensus with other students who investigated the same boxes.

● Students construct physical models of black boxes in an effort to replicate the behaviors of the original black boxes.

Embedded Assessment: Science Notebook Entry


"Scientists and Models"

"Celsius and Fahrenheit"



Online Activities

"Black Box"

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Drought Stopper

Students develop a

conceptual model to

explain how they think

the device works. 5-

PS1-1

How does drought-stopper system work?

● M

odels are explanations of objects,

events, or systems that cannot be

observed directly.

● M

odels are representations used for

communicating and testing.

● Students observe a device that delivers 600-700 mL of water when only 100 mL of water is put in. They develop conceptual models to explain how they think the device works.

Embedded Assessment: Performance Assessment


Drought-stopper drawing

Science Resources Book:

"Beachcombing Science"

Investigation 2 Part 3: Models for Change in Properties

Students will heat

common solid material

and make observations

to the physical changes

that occur. Students

will then develop

models of dissolving

and melting

substances.

5-PS1-1, 5-PS1-2

What is the difference between dissolving and melting?

● Dissolving is an interaction

between two (or more)

substances: a solute which

dissolves, and a solvent, which

does the dissolving and into

which the solute disappears.

● Melting is a change in a single

substance from solid to liquid

caused by heat (energy

transfer).

● The amount of matter is

conserved when it changes

form.

● Students use hot water to heat four common solid materials and observe that one melts, two soften, and one is unchanged. With this review of phase change and melting, students are asked to develop models of dissolving and melting and tell how they are different.

Embedded Assessment: Performance Assessment Benchmark Assessment: Investigation 2 I-Check




"Solid to Liquid"

"Liquid and Gas Changes"

“Celsius and Fahrenheit”

Videos

Changes in Properties of

Matter

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Soft Drink Recipes

Students observe and

compare soft-drink

solutions to develop

the concept of

concentrations.

5-PS1-1, 5-PS1-3

Are all solutions made with soft-drink powder and water the same?

● Concentration is the amount of

dissolved solid material per

unit volume of water.

● Solutions with a lot of solid

dissolved in a volume of water

are concentrated; solutions

with little solid dissolved in a

volume of water are dilute.

● Students observe and compare soft-drink solutions that differ in the amount of powder (water held constant) and in the amount of water (powder held constant) to develop the concept of concentration


Soft-Drink Recipe


"Solutions Up Close"

Online Activity:

"Tutorial: Conservation of

Mass"


Salt Concentration

Students create salt

solutions and compare

the results using a

balance to determine

the relative

concentration of the

salt solutions.

5-PS1-1, 5-PS1-4

How can you determine which salt solution is more concentrated?




● A concentrated solution can

be diluted with water.

● Students make salt solutions and compare their concentrations. Taste is no longer a viable indicator, so students use a balance to determine the relative concentration of the salt solutions.

Science Notebook Entries:

Salt Solution 1 & 2

Comparing Salt Solution


"Concentrated Solutions"

"Tutorial: Density" Embedded Assessment

Science notebook entries

Response sheet

Performance assessment


Mystery Solutions

Students will determine

How can you determine the relative concentrations of three mystery




● Students determine the relative concentrations of three mystery salt solutions (the most



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the concentrations of 3

mystery solutions b

comparing volumes

and masses.

5-PS1-2

solutions? ● When equal volumes of two

salt solutions are weighed, the

heavier one is more

concentrated.

concentrated and the most dilute) by comparing equal volumes on a balance. More concentrated solutions have a greater mass.


"The Air"

"Famous Scientists"

Online Activities:

"Tutorial: Concentration”

Virtual Investigation:

Saltwater Concentration


Liquid Layers

Students use liquids

with different densities

to investigate four salt

solutions to discover

which is more

concentrated.

5-PS1-1, 5-PS1-2

What is the relationship between salt-solution concentration and density?

● Density is mass per unit

volume.

● The greater the concentration

of a salt solution, the greater

the density.

● Less dense liquids and more

solid objects float on more

dense solutions.

● Students observe that a mass piece sinks in one liquid and floats in another, because the liquids are different densities. Armed with the knowledge that less dense objects float on more dense liquids, students investigate four salt solutions to discover which is more concentrated based on how they layer.


Liquid Layers


"Carbon Dioxide

Concentration in the Air"

"The Frog Story"

Video

Why Are Oceans Salty?

Online Activity:

Tutorial: Density

Benchmark Assessment

Investigation 3 I-Check


Salt Saturations

Is there a limit to the amount of salt that will dissolve in 50 mL

● A solution is saturated when as

much solid material as possible

has dissolved in the liquid.

● Students make a

saturated solution by

adding salt to water until


Saturating a Solution

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Student will determine

the mass of salt needed

to saturate water.

5-PS1-3

of water? ● Solutions are composed of a

solvent (liquid) and a solute

(solid), which is dissolved in the

solvent.

no more salt will

dissolve.

● After separating the

undissolved solid salt,

students use a balance to

determine the mass of

salt needed to saturate

50 milliliters (mL) of

water. The two

components of a solution

are identified as the

solvent and solute.


"The Bends"


Epsom Salt Saturations

Students use epsom

salt to determine its

mass in a saturated

solution in order to

compare solubility. 5-

PS1-1, 5-PS1-3

Does it always take the same amount of solid materials to saturate 50 mL of water?

● A

solution is saturated when as

much solid material as possible has

dissolved in the liquid.

● S

olubility is the property that

indicates how readily a solute

dissolves in a solvent.

● S

olubility varies from substance to

substance.

● Students add Epsom salts to 50 mL of water to make a saturated solution. They use a balance to determine the mass of Epsom salts in the saturated solution in order to compare the solubility of salt and Epsom salts.



Response Sheet

Investigation 4 Part 2: What is the identity of the mystery

● Solubility is the property that

indicates how readily a solute

● Students are given an unknown substance


Solubility Table

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The Saturation Puzzle

Students must identify

an unknown substance

by determining

solubility and other

unknowns.

5-PS1-3

substance? dissolves in a solvent.

● A substance is a single, pure

material

● Substances form predictable,

identifiable crystals.

(citric acid) to identify based on its properties. They determine the unknown’s solubility and compare their results to a table of known solubilities for five substances.

● Students evaporate the unknown solution and compare the crystals to photographic images to confirm their identification.


"A Sweet Solution"

"Sour Power"

Online Activity

"Tutorial: Saturation"

"Virtual Investigation:

Solubility"

Investigation 4 Part 3: What’s in Your Water?

Students use

observation and

evaporation to

determine the

substances in each

sample while

investigates sources

and treatment of local

water.

5-PS1-3

What is in our water samples?

What is a design to remove salt from ocean water?

● Apply techniques used to

separate mixture and solutions.

● Students collect water samples from the school and use observation and evaporation to determine what’s in each sample.

● Students find out about the source of their local water, where it is stored, and how it is treated. They apply their knowledge of solution chemistry to design a process to make ocean water suitable for drinking.


Answer the Focus Question


"East Bay Academy for

Young Scientists"

"Drinking Ocean Water"

"Creative Solutions"

Videos

The Water Cycle

Investigation 4 I-Check

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Chemical Reactions

Students will create a

new product as an

evidence of chemical

reaction.

5-PS1-3, 5-PS1-4

What is the effect of mixing two substances with water?

● Some mixtures result in a

chemical reaction.

● During reactions, starting

substances (reactants) change

into new substances

(products).

● Formation of a gas or

precipitation is evidence of a

chemical reaction.

● Students use three substances (calcium chloride, baking soda, and citric acid) to make three different combinations of two substances. They add water and observe the changes that occur. The new products that form (a gas and a white precipitate) are identified as evidence of a chemical reaction.


Two-Substance Mixtures


"Ask a Chemist"

Online Activity

"Fizz Quiz"


Reaction Product

Students will use the

techniques they

designed earlier

through the

engineering process to

separate the products

of a reaction.

5-PS1-1, 5-PS1-3, 5-

PS1-4

How can we identify the products from the baking soda and calcium chloride reaction?



chemical reaction.

● Some products of reactions are

soluble and can be identified

by crystal structure after

evaporation.

● Students use techniques from earlier investigations (filtering and evaporation) to separate the products of the reactions.

● Students identify the products by testing the precipitate with vinegar to see if it is chalk, and by evaporating the liquid to discover the typical square crystals of salt.




"When Substances Change"

Video:

Chemical Reactions

Investigation 5 Part 3: What happens when you ● Some mixtures result in a ● Using combinations of Science Notebook Entry:

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Reaction in a Zip Bag

Students create a

chemical reaction while

effectively observing

new precipitate.

5-PS1-1, 5-PS1-3, 5-

PS1-4

mix substances with water in a bag?

chemical reaction.



chemical reaction.

the substances used in Parts 1 and 2, students produce chemical reactions in zip bags.

● The closed systems allow students to effectively observe the volume of gas and discover a new precipitate when all three substances are mixed in a bag.



"Air Bags"

Video:

Changes in Properties of

Matter

Online Activity

"Tutorial: Reaction or

Not?"

Post-Test

Unit Project (Choose 1)

Fizz Quiz: Students make three solutions with water, calcium chloride, baking soda, and citric acid. They systematically mix pairs of those solutions and observe changes that occur. The changes (formation of a gas and a white precipitate) are identified as evidence of a chemical reaction. Students repeat the reactions in sealed zip bags to observe the volume of gas produced. This allows students to tie in all previously learned concepts.

What It Looks Like in the Classroom

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In this unit of study, students will use mathematical and computational thinking to understand the cause and effect relationship between physical

changes in matter and conservation of weight. Throughout the unit, students need multiple opportunities to observe and document changes in matter due to

physical changes, and to analyze data to explain changes that do or do not occur in the physical properties of matter.

Students begin by planning and conducting investigations to determine whether or not a new substance is made when two or more substances are

mixed. As they work with a variety of substances, they should:

❏ Measure, observe, and document physical properties (e.g., color, mass, volume, size, shape, hardness, reflectivity, conductivity, and response to

magnetic forces) of two or three substances.

❏ Mix the original substances.

❏ Measure, observe, and document the physical properties of the substance produced when the original substances are mixed.

❏ Compare data from the original substances to data from the substance produced, and determine what changes, if any, have occurred.

❏ Use observations and data as evidence to explain whether or not a new substance was produced, and to explain any changes that occurred when the

original substances were mixed.

With each set of substances that students investigate, it is important that they use balances to measure the mass of the original substances

and the mass of the substance made when the original substances are mixed. These data should be documented so that students can analyze the data.

As they compare the data, they should recognize that when two or more substances are mixed, the mass of the resulting substance equals the sum of

the masses of the original substances. In other words, the total mass is conserved. Students are not expected to understand density as a physical

property, and no attempt should be made to define unseen particles or explain the atomic-scale mechanism of evaporation and condensation.

Conservation of mass is a critical concept that is developed over time; therefore, students need multiple opportunities to investigate this phenomenon.

Students should measure the mass of each substance, document the data they collect in a table or chart, and use the data as evidence that regardless of

the changes that occur when mixing substances, the total weight of matter is conserved.

In addition to observing changes that occur when substances are mixed, students should also have opportunities to investigate other types

of physical changes. For example, students can observe changes in matter due to heating, cooling, melting, freezing, and/or dissolving. As before,

students should measure, observe, and document the physical properties of the substance before and after a physical change, and use the data as

evidence to explain any changes that occur. The data should also provide evidence that regardless of the type of change that matter undergoes, the mass

is conserved.

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Although engineering design is not explicitly called out in this unit, students could incorporate engineering design in a number of ways as

they explore the particle nature of matter. Students can design ways/tools to measure a given physical property, such as hardness, reflectivity, electrical

or thermal conductivity, or response to magnetic forces. The engineering design process can be used to analyze students’ models using criteria. Then

students can improve their designs based on analysis.

Modifications

(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and

explanations of the modifications.)

● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures,

illustrations, graphs, charts, data tables, multimedia, modeling).

● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the

community helping with a project, journal articles, and biographies).

● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple

representation and multimodal experiences).

● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate

their understandings.

● Use project-based science learning to connect science with observable phenomena.

● Structure the learning around explaining or solving a social or community-based issue.

● Provide ELL students with multiple literacy strategies.

● Collaborate with after-school programs or clubs to extend learning opportunities.

● Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

http://www.nextgenscience.org/sites/ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf

http://www.nextgenscience.org/sites/ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf

http://www.nextgenscience.org/appendix-d-case-studies

http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA

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Research on Student Learning

Student thinking about chemical change tends to be dominated by the obvious features of the change. For example, some students think that when something is

burned in a closed container, it will weigh more because they see the smoke that was produced. Further, many students do not view chemical changes as

interactions. They do not understand that substances can be formed by the recombination of atoms in the original substances. Rather, they see chemical change

as the result of a separate change in the original substance, or changes, each one separate, in several original substances. For example, some students see the

smoke formed when wood burns as having been driven out of the wood by the flame (NSDL, 2015).

Elementary school students may think everything that exists is matter, including heat, light, and electricity. Alternatively, they may believe that matter does not

include liquids and gases or that they are weightless materials (NSDL, 2015).

Prior Learning

● Grade 2 Unit 2: Properties of Matter • Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter

can be described and classified by its observable properties. • Different properties are suited to different purposes. • A great variety of objects can be

built up from a small set of pieces.

Grade 2 Unit 3: Changes to Matter • A great variety of objects can be built up from a small set of pieces. • Heating or cooling a substance may cause

changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Future Learning

● Grade 7 Unit 1: Structure and Properties of Matter

• Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from

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two to thousands of atoms.

• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

● Grade 7 Unit 2: Interactions of Matter

• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.

• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms

are closely spaced and may vibrate in position but do not change relative locations.

• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

• The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.

● Grade 7 Unit 3: Chemical Reactions

• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different

molecules, and these new substances have different properties from those of the reactants.

• The total number of each type of atom is conserved, and thus the mass does not change.

• Some chemical reactions release energy, others store energy.

Interdisciplinary Connections

English Language/Arts:

Students can conduct short research projects, using both print and digital sources, to build their understanding of physical changes to matter. While reading,

they should take notes of relevant information, and summarize that information so that it can be used as evidence to explain the changes that occur as

substances are heated, cooled, dissolved, or mixed. When drawing evidence from texts to support analysis, reflection, and research, students should provide a

list of sources.

Mathematics :

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• Use appropriate tools in strategic ways when measuring physical properties of substances, such as weight or volume.

• Model with mathematics when organizing data into tables or charts, and using the data as evidence to explain changes that occur.

• Convert among different-sized standard measurement units within a given measurement system and use these conversions to explain changes that occur.

Unit Vocabulary

Investigation 1: Separating Mixtures

● carbon dioxide ● change ● conserve ● crystal ● density ● diatomaceous ● earth ● dissolve ● energy ● evaporate ● extract ● gas ● gaseous ● liquid ● magnetism ● mass ● matter ● melt ● mixture ● particle

Investigation 2: Developing Models

● condensation ● freeze ● model ● nitrogen ● oceanographer ● oxygen ● rain ● temperature ● transfer ● water vapor

Investigation 3: Concentration

● atmosphere ● chemical reaction ● climate ● compress ● concentrated ● dilute ● fossil fuels ● greenhouse ● gas ● herbicide ● pressure ● radioactivity ● ratio

Investigation 4: Reaching Saturation

● bends ● boiling point ● caisson ● chemist ● citric acid ● constraint ● criteria ● decompression ● degree ● Celsius ● desalination ● engineer ● impermeable ● osmosis ● osmotic ● pressure ● permeable ● reverse ● osmosis ● room temperature

Investigation 5: Fizz Quiz ● explosion ● freezing point ● methane ● product ● reactant ● scale

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● physical property ● salt ● sodium chloride ● solid ● solute ● solution ● solvent ● substance ● transparent ● volume

● saturated ● semipermeable

membrane ● soluble ● supersaturated

Educational Technology Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

➢ Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program.

➢ Creativity and Innovation • Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

➢ Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

http://www.state.nj.us/education/cccs/def/8/TECH_OnlineLearning.html

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➢ Digital Citizenship • Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

➢ Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

➢ Critical Thinking, Problem Solving, Decision Making

• Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other

cultures about a current event or contemporary figure.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

http://www.state.nj.us/education/cccs/def/8/TECH_DataCollect.html

http://www.state.nj.us/education/cccs/def/8/TECH_ElectAuthor.html

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CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence

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others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

Appendix A: NGSS and Foundations for the Unit

Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to

expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include

the atomicscale mechanism of evaporation and condensation or defining the unseen particles.] (5-PS1-1)

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total

weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new

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substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]. (5-PS1-2)

Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could

include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity,

thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does

not include density or distinguishing mass and weight.] (5-PS1-3)

Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5-PS1-4)

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations

● Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

● Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Using Mathematics and Computational Thinking • Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

Developing and Using Models • Use models to describe phenomena. (5-PS1-1)

PS1.A: Structure and Properties of Matter

• The amount (weight) of matter is conserved

when it changes form, even in transitions in

which it seems to vanish. (5-PS1-2) PS1.B:

• 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)

• Matter of any type can be subdivided into

particles that are too small to see, but even

then the matter still exists and can be detected

by other means. A model showing that gases

Cause and Effect • Cause and effect relationships are routinely identified and used to explain change. (5-PS1-4) Scale, Proportion, and Quantity • Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2) •Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-3)

• Natural objects exist from the very small to the immensely large. (5-PS1-1) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency

http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm

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are made from matter particles that are too

small to see and are moving freely around in

space can explain many observations, including

the inflation and shape of a balloon and the

effects of air on larger particles or objects. (5-

PS1-1)

Chemical Reactions

• When two or more different substances are

mixed, a new substance with different

properties may be formed. (5-PS1-4)

in Natural Systems • Science assumes consistent patterns in natural systems. (5-PS1-2)

English Language Arts Mathematics ● Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic. (5-PS1-

2),(5-PS1-4) W.5.7

● Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources. (5-

PS1-2)(5-PS1-4) W.5.8

● Draw evidence from literary or informational texts to support analysis,

reflection, and research. (5-PS1-2),(5-PS1-4) W.5.9

● Draw on information from multiple print or digital sources, demonstrating

the ability to locate an answer to a question quickly or to solve a problem

efficiently. (5-PS1-1) RI.5.7

● Reason abstractly and quantitatively. (5-PS1-2) MP.2

● Model with mathematics. (5-PS1-2) MP.4

● Use appropriate tools strategically. (5-PS1-2) MP.5

● Convert among different-sized standard measurement units

within a given measurement system (e.g., convert 5 cm to 0.05

m), and use these conversions in solving multi-step, real-world

problems. (5-PS1-2) 5.MD.A.1

● Explain patterns in the number of zeros of the product when

multiplying a number by powers of 10, and explain patterns in

the placement of the decimal point when a decimal is multiplied

or divided by a power of 10. Use whole-number exponents to

denote powers of 10. (5-PS1-1) 5.NBT.A.1

● Apply and extend previous understandings of division to divide

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unit fractions by whole numbers and whole numbers by unit

fractions. (5-PS1- 1) 5.NF.B.7

● Recognize volume as an attribute of solid figures and understand

concepts of volume measurement. (5-PS1-1) 5.MD.C.3

● Measure volumes by counting unit cubes, using cubic cm, cubic

in, cubic ft., and improvised units. (5-PS1-1) 5.MD.C.4

Rubric(s): Under FOSS Assessment

Field Trip Ideas: The Meadowlands Environmental Center, The Great Falls National Park, The Paterson Museum, Liberty Science Center, Bronx Zoo,

American Museum of Natural History

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