Matter: Structure and Properties
Mystery Science Unit: Chemical Magic
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 3 George’s Secret to the Universe A Black Hole Is NOT a Hole
(5-PS1-3: Material Properties)
Mystery Science 5th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
5-PS1-1: Particle Model of Matter
Develop a model to describe that matter is made of particles too small to be seen. (Scale, Proportion, and Quantity)
Clarification & Boundary Statements
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.
Boundary Statement: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.
Clarification & Boundary Statements
Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.
Boundary Statement: Assessment does not include distinguishing mass and weight.
5-PS1-3: Material Properties
Make observations and measurements to identify materials based on their properties. (Scale, Proportion, and Quantity)
Clarification & Boundary Statements
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.
Boundary Statement: Assessment does not include density or distinguishing mass and weight.
5-PS1-4: Mixing Substances
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: Why are the gargoyles changing over time?
Anchor
Students generate observations and questions about why the stone gargoyles seem to disappear over time. They will create an initial argument to explain what is happening and write an argument supporting the alchemist's claim about why the gargoyles change over time that they most agree with. Students will gather evidence after each Mystery to help them revise their argument at the end of the unit. It is important to encourage students to recognize that even if they don't know the perfect answer yet, they are going to learn a lot throughout the unit and have an opportunity to change or add to their first argument.
Mystery Science Lesson / Connections to Anchor Phenomenon
Chemistry & Conservation of Matter / Are magic potions real?
Dissolving & Particulate Nature of Matter / Could you transform something worthless into gold?
Acids, Reactions & Properties of Matter / What would happen if you drink a glass of acid?
Chemical Reactions / What do fireworks, rubber and silly putty have in common?
Gasses & Particle Models / Why do some things explode?
Performance Task: Particle Model & Argumentation - What happened to the stone gargoyles over time?
Local Colorado Phenomena Connections
Exploring local phenomena can be an engaging way to teach students about the structure and properties of matter. Here are a few local phenomena in Colorado that you might consider:
Hot Springs: Colorado has numerous hot springs, such as those in Glenwood Springs and Pagosa Springs. These can be used to discuss geothermal energy, states of matter (liquid water vs. steam), and mineral deposits.
Rocky Mountain Minerals and Mining: Colorado's mining history offers insights into mineral properties and extraction processes. You could discuss the physical properties of minerals found in Colorado, like gold, silver, or molybdenum.
Snow Formation and Avalanches: The Rocky Mountains provide a perfect backdrop for studying how snow forms and the properties of snowflakes. This can lead into discussions about the solid state of water and the conditions that lead to avalanches.
Denver's Air Quality and Pollution: Investigate the chemical composition of pollutants and how they affect matter, such as the smog often seen in Denver. This can tie into discussions about gases and mixtures.
Red Rocks and Erosion: The iconic Red Rocks Amphitheater in Morrison can be used to explore erosion and the weathering of rocks, discussing how these processes change the structure of rocks over time.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
5th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 5th Grade Student Notebook
Chemical Magic - In this unit, students investigate the properties of matter by dissolving everyday chemicals to make solutions and by exploring simple yet surprising chemical reactions. Through these investigations, students begin to build conceptual models for the particulate nature of matter.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Mixtures & Solutions - Enhancement Kit for 5th Grade Mystery Science Chemical Magic Unit. This module has four investigations that introduce students to these fundamental ideas in chemistry. Chemistry is the study of the structure of matter and the changes or transformations that take place in it. Learning about the makeup of substances gives us knowledge about how things go together and how they can be taken apart.
TedEd Video
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
1-1 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding structure, properties and interactions of matter.
Grade Level Expectation:
1.1 Matter exists as particles that are too small to be seen; measurements of a variety of observable properties can be used to identify particular materials.
1.2 Chemical Reactions that occur when substances are mixed can be identified by the emergence of substances with different properties; the total mass remains the same.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
Connecting science topics to real-world careers can greatly enhance student engagement and understanding. Here are several Colorado-based career connections related to the study of matter, structure, and properties:
Chemical Engineer: Many chemical engineers work in industries that focus on the design and operation of chemical processes. In Colorado, companies like Ball Aerospace or CoorsTek offer opportunities to explore the practical applications of understanding matter's properties and structures.
Materials Scientist: Companies such as Lockheed Martin and local universities like the University of Colorado Boulder have research teams focused on materials science, studying how different materials behave and interact at the molecular level.
Pharmaceutical Scientist: With a growing biotech industry in Colorado, companies like Array BioPharma engage in drug discovery and development, requiring a deep understanding of chemical properties and molecular structures.
Environmental Scientist: Organizations such as the National Renewable Energy Laboratory (NREL) in Golden, Colorado, employ scientists who study materials for sustainable energy solutions, which involves understanding the properties and structures of various substances.
Geochemist: In Colorado, geochemists may work with organizations like the U.S. Geological Survey (USGS) to study the chemical composition of the earth's crust, which ties into understanding mineral properties and structures.
These career connections can provide students with a tangible understanding of how their studies of matter apply in various professional contexts. Consider reaching out to these organizations for potential guest speakers or field trip opportunities.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
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