Mixtures and Solutions
Students are introduced 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.
Curriculum Map
Unit: Mixtures and Solutions
State Standards
5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid.
5-PS1-2. Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved.
5-PS1-3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
5-PS1-4. Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture).
5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.
5-PS3-1. Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction.
3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.
3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: • Examples of design problems
3-5-ETS1-3. Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.
Essential Questions
What is matter and what happens when samples of matter interact?
What happens when two or more samples of materials are combined?
How can we use models to explain the difference between the phenomena of melting and dissolving?
How can solutions made with the same substances be distinguished from one another?
How can the property of solubility be used to identify a substance?
What observations serve as evidence that a chemical reaction has occurred?
Students will...
Ask questions and defining problems
Developing and use models
Plan and carrying out investigations
Analyze and interpret data
Construct explanations and design solutions
Engage in an argument from evidence
Obtain, evaluate, and communicate information