Fossweb Mixtures and Solutions by rogervang

grade 5

overview

Mixtures and Solutions content goals 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. Learning about changes in substances is important for several reasons: changes can be controlled to produce new materials; changes can give off energy to run machines. The Mixtures and Solutions Module has four investigations that introduce students to these fundamental ideas in chemistry. FOSS expects students to • Gain experience with the concepts of mixture and solution and the physical properties of substances that are used to identify them as mixtures and solutions. • Gain experience with the concepts of saturation and supersaturation. • Identify properties of common solid, liquid, and gaseous substances.

Overview CONTENTS

• Understand that during chemical reactions, atoms rearrange to form products with different properties.

FOSS and California Standards 2

• Learn that all matter is made of very small particles called atoms and that atoms combine to form molecules and compounds. • Know that the 90 naturally occurring elements and their combinations account for all the varied types of matter in the world. • Understand that the periodic table organizes the elements by their chemical properties. • Plan and conduct simple chemical investigations. • Use measurement and appropriate tools in the context of scientific investigations. • Record data, develop scientific evidence, and draw conclusions from that evidence. • Acquire vocabulary associated with chemistry and the periodic table.

Content Goals

Mixtures and Solutions Module Matrix 4 Science Background

FOSS Components

The FOSS Teacher Guide Organization

The FOSS Investigation Organization

FOSS Instructional Pedagogy 18 Science Notebooks

Working in Collaborative Groups

FOSS for All Students

Connecting the Experience

Safety in the Classroom

Scheduling the Module

FOSS K–5 Scope and Sequence 32 Mixtures and Solutions

Mixtures and Solutions overview

FOSS and california Standards The Mixtures and Solutions Module supports the following Physical Sciences Content Standards for grade 5.* Physical sciences PS1

“In grade five the introduction to chemical reactions and the concept that atoms combine to form molecules require students to clearly distinguish between molecules and atoms and chemical compounds and mixtures. They will be introduced to the idea that the organization of atoms on the periodic table of the elements is related to similarities and trends in the chemical properties of the elements.”† †Science

Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 66.

Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:

PS1a

Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.

PS1b

Students know all matter is made of atoms, which may combine to form molecules.

PS1c

PS1d

Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

PS1e

Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays.

PS1f

Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

PS1g

Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).

PS1h

Students know living organisms and most materials are composed of just a few elements.

PS1i

Students know the common properties of salts, such as sodium chloride (NaCl).

*Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000).

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The Mixtures and Solutions Module supports the following Investigation and Experimentation Content Standards for grade 5.* Investigation and Experimentation I&E6

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

I&E6a Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria. I&E6c Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. I&E6f Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. I&E6g Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. I&E6h Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. I&E6i Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

“The Science Content Standards and the Mathematics Content Standards also reinforce each other as students analyze, strategize, and solve problems, finding solutions to apply to new circumstances. Students in grade five will also develop testable questions and learn to plan their own investigations, selecting appropriate tools to make quantitative observations.”†

†Science

Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 66.

*Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). Mixtures and Solutions

Mixtures and Solutions Module Matrix Synopsis 1. Separating mixtures Students make mixtures of water and solid materials (salt, gravel, and diatomaceous earth) and separate the mixtures with screens and filters. They find that water and salt make a special kind of mixture, a solution, that cannot be separated with a filter but only through evaporation.

CA Science content Standards

PS1f PS1g I&E6c I&E6f

Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2). Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

2. Reaching saturation Students make a saturated solution by adding salt to water until no more

PS1b PS1f

salt will dissolve. They also make a

PS1g

saturated Epsom-salts solution. Using a balance, they compare the solubility of the two solid materials by comparing the mass of the salt and Epsom-salts

PS1i I&E6f

dissolved in the saturated solutions.

I&E6h

They use the property of solubility to

I&E6i

identify an unknown material.

Students know all matter is made of atoms, which may combine to form molecules. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2). Students know the common properties of salts, such as sodium chloride (NaCl). Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

3. fizz quiz Students systematically mix combinations of solid materials (calcium chloride, baking soda, and citric acid) with water and observe changes that occur. The changes (formation of a gas and a white precipitate) are identified as chemical reactions. Students investigate these reactions and the materials they produce.

PS1a PS1b PS1d PS1f I&E6f I&E6g I&E6h I&E6i

4. Elements Students are introduced to the periodic table as a graphic display of the elements showing increasing atomic number in rows and similar chemical properties in columns. They learn about metals and alloys and that most matter on Earth is made from a small number of elements.

PS1c

PS1d PS1e PS1h

Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. Students know all matter is made of atoms, which may combine to form molecules. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays. Students know living organisms and most materials are composed of just a few elements.

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Concepts

Reading and Writing

Assessment

Pretest Embedded Assessment

• A mixture combines two or more materials that retain their own properties. • A solution forms when a material dissolves in a liquid (solvent) and cannot be retrieved with a filter. • All mixtures can be separated based on the properties of the constituent substances. • Evaporation can separate a liquid from a solid in a solution. • Crystal form can be used to identify substances.

• Mixtures • Taking Mixtures Apart • Summary: Separating Mixtures • Science Notebook: Students record how they assembled mixtures and the methods used to separate mixtures.

• Solubility is the property that substances have of dissolving in solvents. Solubility is different for different materials and can change with temperature and solvent. • Solubility can be used to differentiate and identify substances. • A solution is saturated when a solvent has dissolved as much solute as possible. • Decompression sickness is caused by supersaturation of the gas nitrogen in blood.

• Solutions Up Close • The Bends • Summary: Reaching Saturation • Science Notebook: Students follow a procedure and record results. They use solubility data to determine the identity of a mystery substance.

Embedded Assessment

• When a change results from mixing two or more materials, that change is a chemical reaction, which can be represented with chemical formulas and chemical equations. • Atoms are the fundamental building blocks of matter; all substances are composed of atoms. • Atoms in reactants rearrange during reactions to form new substances. • Atoms combine to form molecules. Molecules are the fundamental units of substances.

• When Substances Change • Chemical Formulas • Reactants = Products • Summary: Fizz Quiz • Science Notebook: Students record reaction observations and rationale for identification of products. They complete chemical equations to demonstrate production of new substances and conservation of atoms.

Embedded Assessment

• Earth has 90 naturally occurring elements, each defined by a unique atom. • Most matter on Earth is made from only a few elements. • Most elements on Earth are metals; metals share properties of malleability and conduction of heat and electricity. • The periodic table provides information about the composition of an element’s atom and the element’s chemical properties. • Atoms and molecules can be imaged with scanning tunneling microscopes.

• Organizing the Elements • The Periodic Table of the Elements • Metals • Earth Elements • New Technologies • Ask a Chemist • Summary: Elements • Science Notebook: Students describe metals and record the occurrence of elements in ordinary materials.

Embedded Assessment

Mixtures and Solutions

• Science Notebook • Response sheet • Teacher observation

Benchmark Assessment • I-Check 1

• Teacher observation • Response sheet

Benchmark Assessment • I-Check 2

• Science Notebook • Response sheet

Benchmark Assessment • I-Check 3

• Teacher observation • Science Notebook

Benchmark Assessment • I-Check 4

Posttest

Mixtures and Solutions overview

safety in the classroom Following the procedures described in each investigation will make for a very safe experience with chemistry in the classroom. You should also review your district safety guidelines and make sure that everything that you do is consistent with those guidelines. Look for the safety-note icon in the Getting Ready section, which will alert you to safety concerns throughout the module. Materials Safety Data Sheets (MSDS) for materials used in the FOSS program can be found on the Delta Education website (http://www.delta-education.com/msds. shtml). If you have questions regarding any MSDS, call Delta Education toll free at 800258-1302 (Monday-Friday 8 a.m. to 6 p.m. EST). General classroom safety rules to share with students include

6. Always protect your eyes. Wear safety goggles when necessary. Tell your teacher if you wear contact lenses. 7. Always wash your hands with soap and warm water after handling chemicals, plants, or animals. 8. Never mix any chemicals unless your teacher tells you to do so. 9. Report all spills, accidents, and injuries to your teacher. 10. Treat animals with respect, caution, and consideration. 11. Clean up your work space after each investigation. 12. Act responsibly during science investigations. These rules are provided for your class on the FOSS Safety poster and are in the Science Resources book for each student.

1. Listen carefully to your teacherâ&#x20AC;&#x2122;s instructions. Follow all directions. Ask questions if you donâ&#x20AC;&#x2122;t know what to do. 2. Tell your teacher if you have any allergies. 3. Never put any materials in your mouth. Do not taste anything unless your teacher tells you to do so. 4. Never smell any unknown material. If your teacher asks you to smell something, wave your hand over the material to draw the smell toward your nose. 5. Do not touch your face, mouth, ears, nose, or eyes while working with chemicals, plants, or animals.

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scheduling the module For comprehensive teaching of the science standards at grade 5, with multiple exposures, science should be taught every day. Active-investigation sessions (including wrap-up) and reading sessions might be 40â&#x20AC;&#x201C;45 minutes, I-Check and assessmentreview sessions 20â&#x20AC;&#x201C;25 minutes. Active-investigation (A) sessions include hands-on work with mixtures, solutions, and chemical reactions, active thinking about the concrete experiences, small-group discussion, writing in science notebooks, learning new vocabulary in context, and completing written embedded assessments to inform instruction.

Week

Day 1

Day 2

Pretest

1 2 3 4 5

Reading (R) sessions (Science Resources book) include individual and interactive reading, answering review questions, and discussing the reading to ensure that students integrate the information. I-Checks are short summative assessments. Students respond to written prompts. The next day, after you have scored the assessments, students review their written responses to reflect on and improve their understanding.

Day 3

Day 4

Day 5

A/W

I-Check 1

Review

A/W

I-Check 2

Review

A/W

Start Inv. 1 part 2

Start Inv. 1 part 1

Wrap-up (W) sessions are teacher-directed vocabulary reinforcement and science content review.

R (optional) A/W session A/W

Start Inv. 1 part 3

Start Inv. 2 part 1

A/W

Start Inv. 2 part 2

Start Inv. 2 part 3

A/W

Start Inv. 3 part 1

A/W

Start Inv. 3 part 2

Start Inv. 3 part 3

A/W

Start Inv. 3 part 4

A/W

I-Check 3

Review

A/W

Start Inv. 4 part 2

Start Inv. 4 part 3

Start Inv. 4 part 1

A/W

I-Check 4

Review

Posttest

Mixtures and Solutions

Mixtures and Solutions overview Scope and Sequence for FOSS California 2007 Edition

Grade

Physical Sciences

Life Sciences

Earth Sciences

Mixtures and Solutions

Living Systems

Water Planet

Magnetism and Electricity

Environments

Solid Earth

Matter and Energy

Structures of Life

Sun, Moon, and Stars

Balance and Motion

Insects and Plants

Pebbles, Sand, and Silt

Solids and Liquids

Plants and Animals

Air and Weather

Wood and Paper

Animals Two by Two Trees

Wood and Paper Trees

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P.O. Box 3000 80 Northwest Boulevard Nashua, NH 03063-4067 1-800-258-1302

The FOSS program was developed with the support of National Science Foundation grants nos. MDR-8751727 and MDR-9150097. However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF.

Developed by

Full Option Science System Lawrence Hall of Science University of California Berkeley, CA 94720 510-642-8941

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