# Matter and Its Interactions

### Students who demonstrate understanding can:

#### Performance Expectations

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 and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

### Science and Engineering Practices

#### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 3–5 level builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

### Connections to Nature of Science

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

## Planning Curriculum

### Common Core State Standards Connections

#### ELA/Literacy

• W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2)
• W.5.8 - 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)
• W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2)

#### Mathematics

• 5.MD.A.1 - 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)
• MP.2 - Reason abstractly and quantitatively. (5-PS1-2)
• MP.4 - Model with mathematics. (5-PS1-2)
• MP.5 - Use appropriate tools strategically. (5-PS1-2)

## Resources & Lesson Plans

• More resources added each week!
A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
•   This article shows how formative assessment probes can be embedded into a sequence of  5E Instructional Model lessons for grade 5 students focusing on the conservation of matter. In the lessons, students make their thinking visibl ...

• "Nails in a Jar" is a formative assessment from Page Keeley's Uncovering Student Ideas in Science, Volume 4. Studens are asked whether the mass of a sealed jar of wet nails would change as the nails rusted. The probe elic ...

• Students investigate and describe multiple indicators of both physical and chemical changes over a 10 day unit. The learning opportunities students were provided specifically addressed misconceptions about the reversibility of changes and the co ...

• In this probe, teachers are trying to elicit student ideas about conservation of matter in a closed system. Students read through the scenario and then choose the statement that best describes the matter in the jar and explain their thinkin ...

• Students are presented with 4 possibilities about what happens to the weight of a cookie when it is broken. They are asked to choose one and then explain their thinking. The intent of this formative assessment probe is to determine student ...

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• Students will investigate the physical change that occurs as milk is turned into butter.

• This is a file of a unit plan on Chemistry and Matter for the 5th grade

• Snap Blocks

• Back and Forth

• This resource is for teachers who want to help their students learn about the small particle model of matter—that is, the idea that (1) all matter is made of particles that are too small to see, even with a microscope; (2) there is empty space betwee...

Planning Curriculum gives connections to other areas of study for easier curriculum creation.