# Structure and Properties of Matter

### Students who demonstrate understanding can:

#### Performance Expectations

1. Develop a model to describe that matter is made of particles too small to be seen.

Clarification Statement and Assessment Boundary
2. 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
3. Make observations and measurements to identify materials based on their properties.

Clarification Statement and Assessment Boundary
4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

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

#### Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

#### Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

#### 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.

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

• RI.5.7 - 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)
• 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), (5-PS1-3), (5-PS1-4)
• 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), (5-PS1-3), (5-PS1-4)
• W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2), (5-PS1-3), (5-PS1-4)

#### 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)
• 5.MD.C.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
• 5.MD.C.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)
• 5.NBT.A.1 - Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (5-PS1-1)
• 5.NF.B.7 - Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
• MP.2 - Reason abstractly and quantitatively. (5-PS1-1), (5-PS1-2), (5-PS1-3)
• MP.4 - Model with mathematics. (5-PS1-1), (5-PS1-2), (5-PS1-3)
• MP.5 - Use appropriate tools strategically. (5-PS1-2), (5-PS1-3)

## 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 is a two part review of a 10-day module in which students work on several mini-design challenges that culminate in a multi-day engineering design challenge. In the first 6 modules, students focus on Structure and Properties of Matter t ...

• In the lesson outlined in this article, students use kinesthetic modeling to explain the states of matter. Solids have a definite shape and volume. Liquids have a definite volume, but take the shape of their container and gases take the shape of ...

•   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 ...

• In this engineering design challenge, students use their knowledge of science to help design and build a vehicle that is powered solely by a chemical reaction. First, they figure out the most effective combination of substances and water to create a ...

• This NSTA Science & Children article details how fifth graders used the context of oil spills and soil contamination to model how scientists separate mixtures. This work has students in the role of environmental engineers designing solu ...

• Billy's bike has been stolen and it is up to your students to crack the case by analyzing the soil tagged as evidence at the crime scene. Students use handheld digital microscopes connected to iPads to capture images of the soil for analysis ...

• "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 ...

• This is a chart designed to assist teachers in facilitating and supporting scientific discourse between students in their classrooms. The "teacher's back pocket" chart is double sided: one with prompts for teachers, and t ...

• This probe introduces the phenomena of dissolving sugar and elicits students understanding of what happens when substances are added to a liquid, what happens when sugar dissolves in water. The probe is designed as a formative ass ...

• Students explore mixtures and solutions in this 5E lesson. Students add soil to water, stir it and repeat the procedure with salt, then compare the two. Students then collaborate to explain differences in changes between the mixtures, ...

• This lesson invites students to plan an investigation and use their collective knowledge to identify individual substances in a “mystery mix.” The resource includes a story that provides context and relevance for st ...

• 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 ...

• Students investigate the physical properties of five powders to determine their identity. In a follow up investigation, students observe changes to the powders when a drop of iodine is added to determine whether or not new ma ...

• In this instructional sequence students investigate air to better model and understand how it is a form of matter, has weight, and takes up space like solids and liquids, but is invisible because the particles are spread too far a ...

• In this set of learning experiences arranged in a the linear 5 E lesson format, students will perform a series of investigations to further their understanding of the structures and properties of matter;and more specifically, what happens to matter w ...

• This classroom read-aloud leads students to engage in the science and engineering practices through the exploration of the structure and properties of matter. Questions presented by Mr. Whisker's facilitates student obser ...

• This is the first instructional sequence in a teacher's guide built with the purpose of helping students build a deeper understanding of the Structures and Properties of Matter standard.Students have the opportunity to engage with interactive simula ...

• This review is on the first segment of the Grade 5 curriculum of "The Inquiry Project: Seeing the World Through the Scientists' Eyes." Water, A Liquid is a series of 5 investigations about water. Students use readily available materials ...

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• Future Goals - Hockey Scholar™ brings science, technology, engineering, and math (STEM) concepts to life using the exciting, fast-paced game of hockey. Through immersive real-life simulations, students build their understanding of fundamental STE...

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

• This is a Template of how to construct lessons on 5th Grade Structures and Properties of Matter

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

• This lesson is having students test an object's different physical properties to identify the material it is made out of.

• This is the original article from Science and Children April/May 2017 Vol. 54 No. 8.

• From TeachEngineering - Student groups conduct a scientific experiment to help an engineering team determine which type of insulation conserves the most energy—a comparison of newspaper, wool, aluminum foil and thin plastic. They learn about differen...

• From TeachEngineering - Students construct small-sized model rocket-powered boats—"aqua-thrusters"—that are made from film canisters propelled by carbon dioxide gas produced from a chemical reaction between antacid tablets and water. They make predic...

• From TeachEngineering - By watching and performing several simple experiments, students develop an understanding of the properties of air: it has mass, it takes up space, it can move, it exerts pressure, it can do work.

• Scientists and Engineers are Curious

• Scientists and Engineers are Dedicated

• Scientists and Engineers are Dreamers

• Scientists and Engineers are Confident

• Scientists and Engineers are Courageous

• Scientists and Engineers are Innovative

• Scientists and Engineers Use Design Process

• Scientists and Engineers Use Idea Development

• Scientists and Engineers Use Modification

• Watermelon and Grape

• 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...

• In the first lesson, students create marshmallow molecules and discover what types of molecules they might find in a garden. Then for the second lesson, students create models in groups to portray how plants create their own food using the molecules ...

• Grade: 5th. Duration: Two 45 minute class periods. I love that in this lesson you get to demonstrate the chemical reaction, but then ask the students "What do you think is going on here?" so that they can observe, predict, ask questions, etc.

• Grade: 5th. Duration: One to Two 45 minute class periods. What I love about this lesson is that students get to rotate through stations to observe and identify different materials.

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