1. Revised May 2017
Grade 5 Nature of Science P-SELL Big Idea 1: Nature of Science (pp. 1-10) Properties of Matter P-SELL Big Idea 8: Properties of Matter (pp. 1 – 33)
Part 1: Practicing like a Scientist
Part 2: Working like a Scientist
Part 3: Thinking like a Scientist
Revised May 2017
This power point can be used as an instructional tool to teach Gr. 5 Quarter 1 Topic 1: Using Science Process Skills to Investigate Properties of Matter.
Open up Discovery Education from your Employee Portal to be ready for DE hyperlinks.

2. Benchmarks
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification. (Not assessed on Gr. 5 Statewide Assessment)
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence. AA
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. AA
MAFS.5.MD.1.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

3. Practicing like a scientist part 1 What do all scientists do?
Engage: Have students look at the clip art and make a list of what scientists do.
Explore: Click on the hyperlink: What do all scientists do? To learn what a food scientist does from PBS Learning Media. Discuss. Pass out the AIMS foldable: Scientists at Work for students to fold, read and discuss for more information on what scientists do.
Extend: You can also share the book , Scientists Ask Questions by G. Garrett.

4. How Do Scientists Work? We call these Science Process Skills
1. Look/watch things with a purpose
2. Think ahead about what might
happen
3. Use tools to make precise or specific
information with numbers
4. Put things into definite categories
by common properties
5. Use reasoning to draw conclusions
6. Describe and share information with
others
Observe
Predict
Measure
Classify
Infer
Communicate
Explore: Ask the question: How Do Scientists Work? Discuss students responses. Then click on the hyperlink to view a mud scientist at work to see what she does. Discuss. Explain: Have students share things that they saw the mud and food scientists doing. Click on return to reveal examples of what scientists do. Then have students identify the process skill that goes with each one at a time. Clicking for accuracy. Did we see our mud and food scientists using any of these skills. Students give examples.
Remind students that their using these process skills as scientists do will lead to the development of their own scientific knowledge.
We call these Science Process Skills

5. How do Scientists Make Observations?
Scientists use their Five Senses
Sight - Looks
Touch - Feels
Hearing – Sounds
when moving…
Odor – Smells
Tastes SAFETY FIRST!! Never taste anything or put anything in your mouth without permission!
What do we call these observations?
Qualitative Observations
Explore: Ask the question. Discuss and click on hyperlink for content video: Five Senses . Ask: What do we call these observations? Qualitative Observations

6. Scientists use measurement tools that involve numbers or quantities
How do Scientists get precise or specific size information about objects?
Scientists use measurement tools
to make observations
that involve numbers or quantities
Explain: Ask question - How do Scientists get precise or specific size information about objects? After students respond click and show Scientists use measurement tools… Then ask what tools do scientists use to measure length… (ruler, tape measure, meter stick) Click for clip art. What else can these tools measure? (width, height, volume) What metric units are used? (meter, centimeter, millimeter) Continue in same format for mass, weight (Newtons, grams), volume (liters), temperature(Celsius, Fahrenheit and time.

7. Practicing Science: Observing the Natural World of Matter
What Is Matter? Matter is the material or “stuff” everything is made of. What are you doing if you are observing matter? Observing matter means to carefully explore all of its properties. Look around the room using your senses to identify some matter. What did you observe? What are some physical properties matter can have? Color, texture, odor, shape… What states of matter did you observe? Were you able to observe some solids, liquids and gases?
Explore and Explain: Ask the questions as you move through the slide and discuss students’ responses. Also click on hyperlinks for content videos: Matter, properties, and states of matter .

8. Practicing Science: Observing the Natural World of Matter
What are two properties that all matter share? All matter has mass and takes up space or has volume.
Explore and Explain: Ask the questions as you move through the slide and discuss students’ responses. Also click on hyperlinks for content videos: mass and takes up space.

9. What tools do scientists use to measure mass?
Balance & gram pieces
Pan balance & gram pieces
Triple Beam Balance
Electronic balance
Explain: Ask the question: What tools do scientists use to measure mass? Show students examples of any balances you have available.

10. Metric Units kg g What is mass?
Mass is the amount of matter in an object.
The base unit of mass in the metric system in the gram and is represented by g.
Metric Units
1 Kilogram (km) = 1000 Grams (g)
1 Gram (g) = 1000 Milligrams (mg)
Click the image to watch a short video about mass.
Explore and Explain: Have students measure the mass of a crayon and other small objects. .
Find the mass of a crayon?
What is it?
About 5 grams
Adapted from T. Trimpe

11. What is Length? Length- is the distance between two points.
How long is the screw in centimeters?
It is 5.1 centimeters.
Remember to measure to the smallest place value the tool allows and use decimals.
What are the metric units for measuring length or distance?
Units include the meter, centimeter and the millimeter.
The basic unit of length in the metric system in the meter and is represented by a lowercase m.
Explore/Explain: Ask the question: What is Length? Discuss the slide content.

12. 1 centimeter = 10 millimeters
Measuring Length
How many millimeters are in 1 centimeter?
1 centimeter = 10 millimeters
What is the length of the blue line in centimeters? _______cm
What is the length of the blue line in millimeters? _______mm
HINT: Measure to the smallest place value the tool allows – use decimals.
The line is 3.2 cm and 132 mm.
Explore: Students explore the questions and measure a single marker and a crayon and compare.
Crayola Marker 13.8 cm
Crayon varies from amount of use: ≤ 9.1cm ≥
Measure the length of one marker.
How long is it?
Measure the length of a crayon?

13. What tools do scientists use to measure volume?
Measuring cups
Graduated cylinders
Beakers
Measuring spoons
Rulers or meter sticks or tape measures
Explain: Show actual tools. Ask the question: What tools do scientists use to measure volume?

14. Click the image to watch a short video about volume.kL
Metric Units cL mL L
What is volume?
Volume is the amount of space an object takes up.
The base unit of volume in the metric system in the liter and is represented by L or l.
Metric Units
1 liter (L) = 1000 milliliters (mL)
1 milliliter (mL) = 1 cm3 (or cc) = 1 gram (with water)
Explore: Demonstrate with a liter pitcher and liter measuring cups using colored water.
Click the image to watch a short video about volume.
*Which is larger?
A. 1 liter or 1500 milliliters
B. 200 milliliters or 1.2 liters /
Adapted from T. Trimpe

15. Measuring Volume
Graduated cylinders are tools used to find the volume of liquids. Here’s how:
Read the measurement based on the bottom of the meniscus or curve.* When using a real cylinder, make sure you are eye-level with the level of the water.
What is the volume of water in the cylinder?
43 mL
Explore and Explain
Let students explore measuring water with food coloring added.
*What causes the meniscus?
The liquid in the graduated cylinder generally tends to stick to the sides of the cylinder. That is why for water and similar liquids we read the bottom.
Adapted from T. Trimpe

16. Measuring Volume of Liquids
What is the volume of liquid in each cylinder?
Explain/Evaluate: Ask students to find the volume of cylinders A, B, and C. C A B
22.5mL
52 mL
37 mL
Adapted from T. Trimpe

17. Measuring Volume of Solids
What tool can be used to measure the volume of an object with the shape of a rectangular prism?
We can measure using a ruler and the formula:
length ___ x width ___ x height ___ = ______ cm3
10 cm
9 cm
8 cm
What can be used to measure the
volume of irregular shaped object (rock) ?
Explore and Explain
Give each group a container of water and one small rock that will fit into the graduated cylinder available. Have them follow the steps to find its volume.
water displacement using
a graduated cylinder
Amount of H2O with object = ______ About of H2O without object = ______ Difference = (rock) Volume = ______
Adapted from T. Trimpe

18. Your senses and Measurement
Need:
Scientists at Work:
Making Observations Lab
A small object
Your senses and Measurement
Tools
Explore/Explain, Evaluate: Pass out the Making Observations Lab directions. Students complete the lab in their notebooks. See lab sheet for materials needed. After students complete the lab, they make reflections (See next slide). Students can
observe another object such as a starburst candy or a tootsie roll or a small rock.

19. Making Observations Lab
Reflection Questions
1. Which of the senses was best for making
observations about your object? Explain your claim.
2. Is the sense listed above always the best one to use?
Why or why not? Give reasons to support claim.
3. Use evidence to explain why using tools to make
observations is useful to scientists.
4. Based on your observations, write at least two new
questions you could ask about the object
and/or a part of the lab.
Explain/Evaluate: Have students share reflections focusing on the new questions.

20. Qualitative Observations Class Results
Sight
Touch
Hearing
Smell
Quantitative Observations
Mass
Length
Explain: Teacher: Head a chart paper with above words students: Share out by adding their observations to chart.
Department of Mathematics and Science

21. What Measurement Tools are you Using?
Name of Tool
Use of Tool
(Quantitative Observation)
Metric Units
Balance
Measure mass
Ruler
Explain/Evaluate: Students copy chart in their notebooks and keep a record of tools as they use them when they do any observation activities. (See slide for for tool images.)

22. What is weight?
Weight is the measure of the pull of gravity on an object.
What tool is used to measure weight?
Spring Scale or a pan scale
What units are used to measure weight?
Newtons (N) and grams (g)
Explore/Explain: Ask the question and play the hyperlink: What is weight? Discuss.

23. How to use a spring scale
Hold the spring scale in one hand so that the hook is hanging downward.
Be sure that you hold it high enough so you can see the scale clearly.
Look at the center of the scale for the units the scale uses. It will be grams and /or Newtons.
Check that round platform is set at zero (x) on the scale.
Hook the object you are weighing onto the hook that hangs down from the scale. If there is a basket or pan suspended below the scale, place the object on the pan.
Wait for the spring to stop moving up and down. Once it stops moving, look at the markings on the side of the scale and record the weight. On most scales it can be recorded in both grams and Newtons. X
Explore: Pass out spring scales to every two to three students to use with a few objects at their tables to measure.

24. What are these WEIGHT measurements?
Explain: Students read the scales. A. B C
3.4 N N N

25. Observing and Measuring Matter Center
List as many properties as you can about that object.
What do you observe about that object quantitatively?
What are all the things you observe directly about….?
Describe how this object looks, feels,
sounds, and/or smells.
Choose an Object to Observe
Choose an Observation Type
Thumb Pencil Book Desk Chair Penny Drop of Water Rock Shell Plant Leaf Flower Other
Explore: On going Center Activity and/or home learning assignment

26. What is temperature?
Temperature is a measure of how hot or cold something is.
It is the measure of the heat or thermal energy in a substance.
It is the average speed of the particles in a substance.
What tools do scientists use to measure temperature?
thermometers
Explore/Explain: Ask the question: What is temperature? Pass out some thermometers. Have students read the room temperature. Then place the thermometer in their hands with the bulb in between. Wait for a minute or two. What happened to the temperature on the thermometer? Why?

27. Measuring Temperature
There are two different scales we will use to measure temperature.
Fahrenheit scale – water freezes at 320 and boils at 2120F
Celsius (centigrade) scale- water freezes at 00C and boils at 1000C
Click on the hyperlink below for an
Interactive Thermometer
Explore: Have students look at thermometers. Identify the scale and read the room temperature. If temperatures are different, Ask for possible reasons.

28. Part 2: Working Like a Scientist Measurement Stations
Directions:
1 As you move through the Stations, record the name of the
tool(s) used, its use and metric units on your Measurement
Tools table in your science notebook.
2. Use the tools and materials provided to measure and answer
the questions for each station.
3. When recording your measurements, record both the number
and the unit of measurement (i.e 10.2 centimeters).
4. When you are finished at the designated station, clean up and
reorder materials for the next group.
Explore/Explain/Evaluate: Ahead of time set up the six measurement stations. The masters for the lab stations and lab sheet handouts are included in the Gr. 5 Quarter 1 Instructional Resources.
Duplicate and pass out the lab sheet for Measurement Stations hands-on activity for students to record their observations.

29. Oh Dear What Can This Matter Be? Part A
Essential Question: How can you learn about objects by classifying them according to their properties?
Materials Per Group: bag of 8 – 10 small objects
Group Directions:
Observe and discuss the properties of your objects.
Develop three different ways (a physical property that each object has in common) to classify the objects into groups.
Record each of the three classification categories and list the objects that fit into each.
Present one category to the class and explain how the objects in this category were classified.
Explore/Explain/Evaluate:
Resource: Grade 5 AIMS Physical Science pp Oh Dear What Can This Matter Be? Part A slides
Objective: Students will classify objects based on their physical properties, identify the three states of matter and
use a Venn diagram to classify objects based on their states of matter.
Materials: ahead of time collect samples of solids, liquids and gases that will be needed for parts 2 & 3. Many of the items can be found in the classroom or at home. (liquids: small or sample bottles of glue, water, shampoo, etc. and for gas: balloons that could be filled with air or helium)
Students can bring in a collection of 5 or more objects that will fit in a brown paper bag the part 1 activity. Use students’ or your own to create a bag of objects for each group that has 8 – 10 objects.

30. Oh Dear What Can This Matter Be? Part A
What are some physical properties that were used to classify each groups’ objects?
How can these objects’ properties be used to classify them?
How can these properties of matter, be used to compare and contrast solids, liquids and gases?
Let’s find out more about solids, liquids and gases.
Explain/Evaluate: Discuss. Have students names properties and give examples with evidence from any of their classification activity.
If available, duplicate Marvelous Matter Booklet from Gr. 5 AIMS Physical Science pp. 31 – 33 for students to read about the properties of solids, liquids and gases to be used with the following solids, liquids and gases information slides.

31. What physical properties do all solids have in common?
The particles in solids are close together and vibrate in place. For this reason:
A solid has its own definite shape and definite volume.
A solid keeps its shape even when it moves.
atomic
microscope
Explore/Explain/Extend: Have students name some solids they can see in the classroom. Then ask what properties they all have in common? Ask what tool do scientist use to observe the particles that make up solids that can not be seen?
(atomic microscope) Why do scientists need this tool to see the particles that make up matter all matter? (All matter is composed of particles that are too small to be seen without magnification.)
If available, duplicate Marvelous Matter Booklet from Gr. 5 AIMS Physical Science pp. 31 – 33 for students to read about the properties of solids, liquids and gases to be used with the solids, liquids and gases information slides.

32. What physical properties do all liquids have in common?
The particles in liquids are not as close together as the particles in solids and move more freely than particles of solids. For this reason:
Liquids have a definite volume.
Liquids take the shape of their container.
Liquids can be poured from one container to another.
atomic
microscope
Explore and Explain: Have students name some liquids that are in the classroom and in the cafeteria. Then ask what properties they all have in common? Ask what tool do scientist use to observe the particles that make up liquids?(atomic microscope) Why do scientists need this tool to see the atoms that make up matter all matter? (All matter is composed of particles that are too small to be seen without magnification.) Note: This a grade 5 benchmark that is not assessed on the Gr. 5 Statewide Assessment.

33. What physical properties do all gases have in common?
The particles in gases move freely in all directions. For this reason:
Gases have no definite size or shape.
A gas take the shape of its container.
A gas will fill all the space inside a container.
Explore and Explain: Have students name a gas that is all around them. Then ask what properties they all gases have in common? Ask what tool do scientist use to observe the atoms or molecules that make up gases?
(atomic microscope) Why do scientists need this tool to see the atoms that make up matter all matter? (All matter is composed of particles that are too small to be seen without magnification.)
Explain: Have students create a three part match book foldable to compare and contrast the properties of solids, liquids, and gases.
Evaluate: Students will complete a three-circle Venn diagram, comparing and contrasting the properties of the three states.
of water as a solid, liquid, and gas.
Elaborate/Extend: AIMS Physical Science Florida Grade 5 Resource Activities:
A Matter of States p. 21
Oh Dear, What Can This Matter Be? p. 27
Solids, Liquids, Gases, Oh Why? p. 37
Three States foldable
Three States Venn diagram

34. Oh Dear What Can This Matter Be? Part B
Directions:
Use two different colors of yarn to make a Venn diagram.
Classify the new
group of objects based on their states of matter.
Solid
Liquid
Explore/Explain/Evaluate: Oh Dear What Can This Matter Be? Part 2
Ahead of time, Redo each group’s set of objects, use some of the original objects plus add
objects that includes solids and liquids both.
(Grade 5 AIMS Physical Science pp )
Materials: Two pieces of yarn about 1 meter long each (different colors if possible)
Where will you put an
object if it has both states
of matter?
Record the names of the objects classified on the Venn diagram.
Gas

35. Oh Dear What Can This Matter Be? Part C
Liquid
Solid
Directions:
Use another piece of yarn to arrange a Venn with the three states of matter.
Now classify the two balloons you were just given.
Will you need to move some of the other objects since you now have all three states of matter?
Comparing Solids, Liquids & Gases
Grade 5 AIMS Physical Science pp
Add two balloons(one inflated and one not) to each group’s set of objects.
Gas
After you have classified all of the objects, record their names on the Venn diagram. Be ready to present your classifications.

36. What do you know about Matter?
Extend: click on the hyperlink: What do you know about Matter? To play the Properties of Matter Study Jam.
Evaluate: Students take the Test Yourself quiz.

37. Evaluate
Which property of an ice cube will stay the same after the ice cube is melted?
Shape
Physical state
Mass
Texture
Evaluate: Use test taking strategies.

38. Evaluate Which phase of matter has definite volume and definite shape?
Gas
Liquid
Phase
Solid
Evaluate: Use test taking strategies.

39. Part 3 Thinking like a Scientist: Compare and Contrast
Senses
Observations
Inferences
What is an Observation?
What are Inferences? To infer is to use observations to reach a conclusion based on evidence. What is an Opinion? A personal belief that does not need proof.
To observe is to look closely at something using any of the five senses and/or measurement tools.
Explain: AIMS booklet: Science of Science p. 7-8 and share ideas. Compare and contrast observations, inferences and opinions. Students can give examples. Students can make a 3 column foldable in their notebooks:
Observations / Inferences / Opinions
Define each.
Give examples for each.

40. Observations versus Inferences
Make 3 Observations Make 3 inferences
Explore/Explain/Evaluate: Have students share observation lists after they’re finished. The class can check if anyone included inferences by mistake which will reinforce their observation skills. Next have students share their inferences and
describe how the observations were used to support the inferences.

41. Scientists at Work: Write one observation, one inference and one opinion about what you see in the photo.
Explain/Evaluate: Have students write responses in their notebooks and share out their responses with the class.
Remind students that making observations and inferences is commonplace in everyone’s life. In fact we make observations and inferences so readily that we seldom notice when we are doing so. In fifth grade we must learn to go beyond the casual observations of everyday life to move to more accurate and formal observations used in science. Review definitions of both Evaluate: Ask students to describe an example of how scientists use observations and inferences to understand some aspect of the natural world.

42. How do Scientists Communicate?
List several ways to communicate.
Sharing notes & drawings
Giving talks
Body Language
Making posters
Making charts or graphs
Using models
ing
Texting
Blogging
Message boards
Writing papers or articles
Computer animation
Digital videos
Explain/Evaluate: Play the PBS Video by clicking on the hyperlink: How do Scientists Communicate? Ask: What did you learn from the video about how scientists communicate? Discuss how scientists use new technology to communicate. Ask students as scientists how they communicate. Conclude with why is communicating important?
Why is communicating important?

43. Practicing Science Processes Match Up
1. Observing
2. Predicting
3. Measuring
4. Classifying
5. Inferring
6. Communicating
Putting things into definite categories by
common properties
B. Looking/watching things with a purpose
C. Using reasoning to draw conclusions
D. Describing and sharing information with
others
E. Thinking ahead about what might happen
F. Using tools to make precise or specific
information with numbers
Evaluate: Quiz
Answer Key: 1. B 2. E 3. F 4. A 5. C 6. D

44. Brain Check Quiz 1. Collecting information using the senses
2. To put thing in groups
3. Collecting information using
measurement tools
4. The sharing of information
5. An idea or a conclusion
based on an observation
6. The study of the natural
world
7. A personal belief or
judgment
8. Facts and information
collected
A. evidence
B. science
C. qualitative
observations
D. quantitative
E. inference
F. opinion
G. classify
H. communication
Evaluate: Quiz - Students can copy and complete in their notebooks.

45. Apply Concepts
1. Compare these two animals. List how they look similar and different.
2. Imagine you are on a
camping trip. Upon waking
up you notice a garbage can
tipped over outside your
cabin. Plastic bags are torn
open. What could you infer?
Give evidence for
your claim.
Explain and Evaluate

46. Draw a picture of a scientist doing his or her job.
Include details such as
- What kind of environment he/she
is working in (lab, outdoors, planetarium, museum, space, etc.)
- What kinds of tools the scientist is using
- What he/she is learning about
Include a short sentence that describes the drawing in the form of “Scientists _______”
For example, “Scientists ask questions” or
“Scientists study fossils”
Extend/Elaborate: Have students work in a group and draw a picture of a scientist doing his or her job on a large piece of chart paper.
Include details such as
- What kinds of tools the scientist is using
- What kind of environment he/she is working in
(lab, outdoors, planetarium, museum, space, etc.)
- What he/she is learning about
Include a short sentence that describes the drawing in the form of “Scientists _______”
(for example, “Scientists ask questions”
or “Scientists study fossils”)
Evaluation: Students can post their pictures and do a gallery walk so that all posters are shared. Then ask students to share some observations about the drawings.

47. Scientists at Work
Sample posters

48. Big Idea 8: Properties of Matter Resources
Fremont Magnet Elementary: 5th Grade Science Matter Review
Common Properties of Matter
Chem4Kids Matter:
Discovery Education
Fun-damental: What’s the Matter?
Animation: Matter
Reading Passage: What Is Matter?
Video: Identifying Properties of Matter
Big Idea 8: Properties of Matter Resources