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Grade 5: Matter & Energy
Grade 5: Matter & Energy
Properties of and Changes of Matter
Properties of and Changes of Matter
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
Nature Journaler: @billiejooutdoors
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to compare what items looked like prior to being changed. For example what does a tree look like before being turned into lumber? A cotton plant before it is turned into a t-shirt? Use their I wonder questions to further investigate the process of change and the environmental impact. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
Nature Journaling is an incredible tool for students to compare what items looked like prior to being changed. For example what does a tree look like before being turned into lumber? A cotton plant before it is turned into a t-shirt? Use their I wonder questions to further investigate the process of change and the environmental impact. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Make leaf prints ( paint the leaf and press the print into the journal)
Make leaf rubbings
Trace the items they are looking at
Add leaves into the journal using tape
Count the birds/squirrels/insects etc.
Measure as much of the phenomena as the students can using non standard and standard units of measurement.
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encourage to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Photos by: Lisa Cafaro
Ice Sun Catchers
Ice Sun Catchers
Materials needed:
Materials needed:
- 2 containers of the same size, for example: plastic containers from recycling bin, pie plates, bread pan (avoid glass)
- A measuring cup or a container that you know the amount it holds
- Boiling and room temperature water
- Found objects from inside or outside, for example: banana peel, apple seeds, leaves, flowers, pine needles, etc.
- String or rope (approximately 30 cm per sun catcher)
- Tape (or scrap piece of paper) and marker
- A way to freeze your experiment, for example: freezer, balcony, backyard, etc.
- A place to write down your hypothesis and your results, for example: online document, paper and pencil, etc.
Before you start the activity gather the materials needed and find a space where you can pour boiling water safely. Follow the steps below:
Before you start the activity gather the materials needed and find a space where you can pour boiling water safely. Follow the steps below:
1.Write down your hypothesis: which will freeze first boiling water or tap water, and why do you think this?
1.Write down your hypothesis: which will freeze first boiling water or tap water, and why do you think this?
2. Fill one container with 1 cup of room temperature water and 1 container with 1 cup of boiling water
2. Fill one container with 1 cup of room temperature water and 1 container with 1 cup of boiling water
3. Label your water temperature (boiling or room temperature) on a piece of paper or tape and attach it to the middle of a 30cm piece of string
3. Label your water temperature (boiling or room temperature) on a piece of paper or tape and attach it to the middle of a 30cm piece of string
4. Place both ends of the string (tied together) and your natural objects in the water. Try to use the same objects in both tins to keep consistent variables
4. Place both ends of the string (tied together) and your natural objects in the water. Try to use the same objects in both tins to keep consistent variables
5. Monitor how long they take to freeze. Check in on the containers after every hour and record your observations. Once you see slush forming then make sure to check the containers more frequently (every 30 minutes or even every 10 minutes). Record the timing and the observations at each check.
5. Monitor how long they take to freeze. Check in on the containers after every hour and record your observations. Once you see slush forming then make sure to check the containers more frequently (every 30 minutes or even every 10 minutes). Record the timing and the observations at each check.
6. Once totally frozen, remove from tins and hang on a nearby tree. You can record your results of how quickly they melt as you enjoy the beauty of the sun catcher changing.
6. Once totally frozen, remove from tins and hang on a nearby tree. You can record your results of how quickly they melt as you enjoy the beauty of the sun catcher changing.
Extension ideas:
Extension ideas:
Use the data collected to create comparative graphs and predict the probabilities of different volumes of water freezing over time (Data Management & probability).
Conduct a similar experiment but instead look at boiling time when using room temperature water versus hot water from a tap.
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Sweet Water to Sweet Treats
Sweet Water to Sweet Treats
An important part of this land is the trees. We, in Southern Ontario, are extremely fortunate to live next to our special Sugar Maple trees. Long before Europeans arrived on this land Indigenous people received the gift of sweet water from the maple trees. This provided them a much needed first harvest of the year. Sweet water, commonly known as sap, contains minerals, oligosaccharides, amino acids, organic acids, and phenolic compounds. Check out the activity in Life Systems to learn more about the benefits of sweet water.
An important part of this land is the trees. We, in Southern Ontario, are extremely fortunate to live next to our special Sugar Maple trees. Long before Europeans arrived on this land Indigenous people received the gift of sweet water from the maple trees. This provided them a much needed first harvest of the year. Sweet water, commonly known as sap, contains minerals, oligosaccharides, amino acids, organic acids, and phenolic compounds. Check out the activity in Life Systems to learn more about the benefits of sweet water.
Tapping trees remains an important part of our history and still today sweet water is a gift the trees provide and for that we are thankful.
Tapping trees remains an important part of our history and still today sweet water is a gift the trees provide and for that we are thankful.
There are many ways sweet water can be harvested and used. Research how sweet water (sap) is processed and the different changes of state that must occur to get to the yummy sweet treats of maple syrup, maple sugar and maple candies. Include a diagram and explanation for each change of state.
There are many ways sweet water can be harvested and used. Research how sweet water (sap) is processed and the different changes of state that must occur to get to the yummy sweet treats of maple syrup, maple sugar and maple candies. Include a diagram and explanation for each change of state.
Now get outside and thank the trees for all they provide. Remember they are alive even in the winter time, but need to slow down and conserve energy during the cold months. Sound familiar?
Now get outside and thank the trees for all they provide. Remember they are alive even in the winter time, but need to slow down and conserve energy during the cold months. Sound familiar?
Curriculum Link:
see Life Systems
see Media Literacy
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Water Cycle - Changes of State
Water Cycle - Changes of State
One important place that we see water changing states is in nature. For this activity research how water changing states is related to weather. Report your findings in a diagram and explain each of the steps of change in your own words. Include the following:
One important place that we see water changing states is in nature. For this activity research how water changing states is related to weather. Report your findings in a diagram and explain each of the steps of change in your own words. Include the following:
The name of the step (evaporation, condensation, etc.)
The location of the state (where does this happen in the natural world)
The state of water in that stage (vapour, droplets, etc.)
The impact this stage has on other parts of the natural world (what is dependent on this cycle)
After learning about the water cycle, get outside or look out a window to see the cycle in action. Document where you see different stages in the water cycle by continuing on to one or all of the following activities.
After learning about the water cycle, get outside or look out a window to see the cycle in action. Document where you see different stages in the water cycle by continuing on to one or all of the following activities.
Curriculum Links:
see Writing
see Dance
see Drama
see Music
see Visual Arts
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Video by: Lisa Cafaro
Photo by: C. Chapel
What Does it Matter? - The Science of Making Butter
What Does it Matter? - The Science of Making Butter
To set up the experiment you will need:
To set up the experiment you will need:
A mason jar with lid (Choose your size 250ml or 500ml)
A 500ml of heavy whipping cream, at least 35% fat
A bowl
A strainer
Watch the video on the left. Gather your equipment and set up the experiment. Create a method for recording your findings.
Identify the state and properties of the matter of the cream before and after this experiment.
Does this experiment demonstrate a Physical (reversible) or Chemical (irreversible) change of state - what indicators lead you to these conclusions?
What form of energy must be applied to the cream in order to create butter?
How does the change in the matter, determine the use of the substance created?
Document examples of physical and chemical changes of state that you can observe in nature.
Extension:
Extension:
Try this experiment a second time but change the temperature of the cream. What, if any difference do you notice in the time it takes to create butter? Is the final product different? What can you conclude? Record your observations and explain your conclusions.
NOTE: This can be used with the Nature Journaling activity at the top of the page.
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