5-PS1-2

SCUSD NGSS Curriculum Guide ====**5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. ** [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [//Assessment Boundary: Assessment does not include distinguishing mass and weight.//] ====

Science Background for the Teacher:
Students must know that when you mix substances, it either reacts and forms something new or creates a mixtures. In both cases, matter is conserved. Conservation of mass through/in/during chemical processes. Mass is the amount of matter that something has. Weight is the force of gravity upon your mass.

Key Vocabulary:

 * || [key vocab term for this performance expectation] || [key vocab term for this performance expectation] || [key vocab term for this performance expectation] ||
 * || mixtures || solutions || reactions ||
 * || properties || temperature || weight ||
 * || phase/ phase change || dissolving || heating ||
 * || substance ||  ||   ||

Possible Assessments (formative and/or summative):
Explain the results that are shown through the graph.

Key Student Activities:
Measure the mass before and after reactions. Graph the results. Measure the mass and temperature of an ice cube and periodically as it melts, then graph the results to show that even though the temperature changes, the mass is not changing.

Common Student Misconceptions:
Students think that gas doesn't have weight or that gas takes up space.

Things to Avoid/Correct:
====Other Resources (text, video, simulations, activities, models, etc..): ==== Bill Nye video of 2 balloons balanced where one pops and the gas in the other pulls that side down. Bill Nye video of filling a paper bag on one side of a balance scale with carbon dioxide to show that it pulls that side down.