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Properties and changes of materials

Properties and changes of materials. Grade 5 science. Unit outcomes MC5.1 Investigate the physical and chemical properties of different materials in all three states of matter . MC5.2 Investigate how materials are altered during physical and chemical changes, including changes of state .

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Properties and changes of materials

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  1. Properties and changes of materials Grade 5 science

  2. Unit outcomes MC5.1 Investigate the physical and chemical properties of different materials in all three states of matter. MC5.2 Investigate how materials are altered during physical and chemical changes, including changes of state. MC5.3 Assess societal and environmental impacts of process involved in the production use and disposal of everyday products.

  3. Unit overview • 12 lessons • -can possibly be extended according to time and group of students • Mainly inquiry-based lessons • Incorporation of 5Es • Variety of learning styles

  4. Lesson 1: Be safe! • Safety scenarios • Discussion at end of lesson of each

  5. Lesson 2: What does that mean? • Students will each be given a scientific term or two. They will need to define it and come up with an example of it. • They will then present it to a small group or to the class. After, each student will put together their own Chemistry mini-dictionary.

  6. Lesson 3: Measurement in science • Using scientific devices (e.g. balance, thermometer), students will measure various substances' temperature and mass. Before measuring, students will predict their results and know what instruments they are using. • Students will observe the procedure and record their findings in their science journal.

  7. Lesson 4: Matter, what does it matter? • Students and I will identify matter as anything that takes up space. • They will then investigate, pose questions and find answers regarding the properties of matter

  8. Lesson 5: States of matter • We will watch the Brain Pop video "States of matter." • Students will complete the activity. • After, I will give students the opportunity to come up with reasons as to why this could be a good system. Or not.

  9. Lesson 6: Matter changing states • Students will watch the Brain Pop video "Matter changing states." • They will then complete the graphic organizer provided on the website (printing off might be a good option). • After, students and I will do the experiment tying into this concept from the Brain Pop website. • Students will record their observations in their journal.

  10. Lesson 7: What's different? • Brief class discussion about what separates some materials from others. I will ask students to describe several materials I am holding • Each group will receive three or four objects. They will then have to identify qualities that will allow them to distinguish the materials from each other and record their findings in their journal.

  11. Lesson 8: Changing an object • Students will receive an object. • They then have to come up with ways to change the object without modifying its properties • After doing so, they will record what procedures they went through to change their object in their journal.

  12. Lesson 9: Physical or Chemical? • I will do a physical and chemical change for the students. • They will then complete a chart comparing the two changes done in class • Students will contribute their ideas as a class. I will give students the definitions of physical and chemical change, after, we will discuss them. • Chemical change: • Put one drop of food colouring into a clear plastic cup and add 1/4 cup of water. Mix with a toothpick and observe the colour. Put some bleach in another cup and add some bleach to the coloured water solution using an eye dropper. Keep mixing with the toothpick and observe what happens to the colour of the solution. • Physical change: • Boil some water.

  13. Lesson 10: Milk interaction • Students will collect materials, and then drop some food colouring into the first bowl containing the milk and then put a few drops of dish soap on top. • After, they will drop a few drops of food colouring in their second bowl. They will dip the Q-tip in dish soap and dip the Q-tip in the food colouring. • Students will write down their observations and write down the reasoning as to why the food colouring separated. • To support this activity, students could complete a Predict-Observe-Explain chart throughout the lesson.

  14. Lesson 11: How did I get to be the way I am? • Students will be given a manufactured object or material. • They will then need to describe how it has made human living conditions better in their science journal. • If time allows, students will present their observations to the class.

  15. Lesson 12: Environmental impacts • I will do a reflection regarding pollution in Canada. • I will have the students imagine they were First Nations in Canada 200 years ago and will discuss the impact of introduction of new technologies to Canada. • After I will ask a series of questions • Students will record their opinions/answers in their journal.

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