Matter

6th Grade Science

Prepared by:
Nicholas J. Ciambrone
for
Dr. Ralph M. Feather, Jr.
SECED 453.01: Teaching Science in Secondary School
Fall 2014, BU

Introduction
Unit Title/Theme: Matter
Grade Level: 6th
Unit Summary and Rationale:
This unit covers the theme of matter for 6th graders. As a growing dependence on the
understanding of scientific processes develop in our modern society, it is essential that students
have a deep understanding of the building blocks of the world. These building blocks are the
matter that makes up everything around us, including ourselves. Each lesson is designed to build
on the prior, leading to more developed quality learning for the students. This unit uses the 5E
inquiry based teaching methods in two of its lessons, as well as hand-on learning throughout
each lesson. This will provide students with experiences they will remember when these topics
come up again in future grade levels. This unit benefits students to see hands-on science first
hand. It will utilize the constructivist approach to classroom management using high level
cognitive thinking.
Students will find this unit covers their many interests and needs. As students progress
through school, they tend to get into a comfortable mold of drill and practice classrooms.
Unfortunately, students are often bored by this type of approach. This unit strives to make
connections to students and grow their interest in science. By using experiments that are with
everyday items, students will see the importance of these experiments. Throughout the unit,
lessons are presented to be of realistic purposes as well. Interests will be peaked and engage each
type of learner in multiple ways. It is the goal of each lesson to have students actively engaged in
the experimentation process, using their various interests in guiding instruction.
Writing this unit allow me to practice and use a constructivist approach in my classroom. I
am able to use experiences like this as a novice teacher to grow my understanding of how a
2

Comment [N1]: INTASC STANDARD 1: Using

inquiry based teaching methods will allow my
students to grow as learners and demonstrates my
knowledge of the subject area. It is difficult to teach
in an inquiry classroom, but with proper content
knowledge it can be done. My willingness as a
teacher to teach in this way is essential for students
and their learning experience.

classroom can operate. As with all teachers, I use my own spin on how to handle the classroom
and this unit in particular. I grow ideas from various sources that provide a background for my
lessons. Using my own ideas allows me to try new things that may not be possible once I become
a professional teacher. It is my hope that through this unit I can grow as an educator and increase
my ability to teach science to young adults. This unit is a practice in the field of teaching that
allowed me to take risks and work out the problems that may develop in a real classroom.

Topical Outline:
I. Lesson 1: Phases of Matter
A. Standards:
1. 3.2.6.A1: Distinguish the differences in properties of solids, liquids, and gases.
Differentiate between volume and mass. Investigate that equals volumes of different
substances usually have different masses.
2. 3.2.6.A4: Differentiate between physical changes and chemical changes.
B. Anchors:
1. S6.C.1.1: Explain that matter has observable physical properties.
2. S6.C.1.2: Describe that matter can undergo chemical and physical changes.
3. S6.C.1.2.1: Describe how water changes from one state to another.
C. Objectives:
1. Students will identify the 3 types of matter with no error and provide examples from
the lecture.
2. Given the demonstrations, students will correctly draw the molecular make up of each
state of matter.
3. Students will compare and contrast the differences of physical and chemical changes,
given the pop rocks experiment.
D. Integration:
1. Chemistry
2. Reading
II. Lesson 2: Volume and Mass
3

A. Standards:
1. 3.2.6.A1: Distinguish the differences in properties of solids, liquids, and gases.
Differentiate between volume and mass. Investigate that equals volumes of different
substances usually have different masses.
B. Anchors:
1. S6.C.1.1: Explain that matter has observable physical properties.
2. S6.C.1.2: Describe that matter can undergo chemical and physical changes.
3. S6.C.1.2.1: Describe how water changes from one state to another.
C. Objectives:
1. Students will write an experiment to do at home involving volume and mass, given
todays group experimental procedures.
2. Students will explain (write) the difference of volume and mass without referring to
notes.
3. Students will state (say out loud) why equal volume does not also mean equal mass,
using examples from the experiment conducted in class.
D. Integration:
1. Chemistry
2. Mathematics
3. Reading
III. Lesson 3: Pure Substances and Mixtures
A. Standards:
1. 3.2.6.A2: Compare and contrast pure substances with mixtures.
B. Anchors:
1. S.6.C.1: Structure, Properties, and Interaction of Matter and Energy
C. Objectives:
1. Given practice in making mixtures, students will identify homogeneous mixtures and
heterogeneous mixtures each time asked.
2. Students will write the difference of homogenous mixtures and compounds, given the
class lecture.
3. Given the exploring lab, students will label all of their own compounds and mixtures in
the correct category.
4

D. Integration:
1. Chemistry
2. Reading
IV: Lesson 4: Law of Conservation of Mass
A. Standards:
1. 3.2.6.A3: Explain and give examples of how mass is conserved in a closed system.
B. Anchors:
1. S.6.C.1: Structure, Properties, and Interaction of Matter and Energy.
C. Objectives:
1. Given the class discussion, students will say aloud what a chemical reaction is, provide
at least two examples.
2. Given the teachers demonstration, students will write how a closed system works
providing an example of what the system will look like.
3. Given the laboratory experiment, students will write what the Law of Conservation of
Mass is each time asked.
D. Integration:
1. Chemistry
2. Mathematics
3. Reading
V. Lesson 5: Separating Matter
A. Standards:
1. 3.2.6.A5: Identify characteristic properties of matter that can be used to separate one
substance from the other.
B. Anchors:
1. S.6.C.1: Structure, Properties, and Interaction of Matter and Energy.
C. Objectives:
1. Students will write a laboratory procedure on how to separate two substances, given
practice in the laboratory experiment.
2. Given the class discussion, students will list at least 4 properties of matter that allow us
to separate substances from another.

3. Given the laboratory experiment, students will say aloud at least 3 different procedures
we can use to separate sand and water.
D. Integration:
1. Chemistry
2. Reading

Essential Questions for the Unit

1. Why is it important that we have all three phases of matter on Earth?
2. How does volume and mass play a role in the way matter interacts with each other?
3. In what ways are pure substances and mixtures important to our society?
4. What is the significant that mass is neither generated nor lost in a chemical reaction?
5. Why would separating mixtures into pure substances be useful to humans?
Preassessment
As a class, students will create Graffiti Wall. To do this, each student will create their own
wall on a sheet of paper and write everything they know about matter. These individual sheets
will be collected to see what each individual student knows. After being give 5 minutes to create
their own wall, the class will come together and create a big Graffiti Wall to hang up on the
wall for the unit. This will allow the opportunity for individual students to add more to the wall
as we go through the lesson, and the chance to give some background knowledge to each student
when progressing into the unit. Students are encouraged to use colors, pictures, and words as
they see fit. The individual sheets will be collected from each student to gain an understanding of
what each student knows. They will be asked to provide explanations of words as well to give a
more well-rounded insight. The worksheet is attached on the following page.

Comment [N2]: INTASC STANDARD 7: The

essential questions and preassessment are used to
plan the lessons in this unit. The essential questions
are based off of the academic standards put in place
by the state of Pennsylvania, and used by teachers to
guide lessons. The preassessment grabs the students
past knowledge to grow lessons around what they
already know or dont know. This will provide a
solid foundation for a plan to teach students.

NAME:_______________________________________DATE:____________
Write or draw everything you know about Matter:

UNIT: Matter

DATE: October 13, 2015

LESSON: Phases of Matter

TIME LENGTH: 40 min.

PA CORE STANDARDS:
1. 3.2.6.A1: Distinguish the differences in properties of solids, liquids, and gases.
Differentiate between volume and mass. Investigate that equals volumes of different
substances usually have different masses.
2. 3.2.6.A4: Differentiate between physical changes and chemical changes.
ASSESSMENT ANCHOR DESCRIPTORS:
1. S6.C.1.1: Explain that matter has observable physical properties.
2. S6.C.1.2: Describe that matter can undergo chemical and physical changes.
3. S6.C.1.2.1: Describe how water changes from one state to another.
INSTRUCTIONAL OBJECTIVES:
1. Students will identify the 3 types of matter with no error and provide examples from the
lecture.
2. Given the demonstrations, students will correctly draw the molecular make up of each
state of matter.
3. Students will compare and contrast the differences of physical and chemical changes,
given the pop rocks experiment.
ESSENTIAL QUESTIONS (Include three high level questions):
1. Why are the three types of matter important for life on Earth?
2. Why is the alignment of molecules in each state of matter significant?
3. How do physical and chemical changes affect matter?
FORMATIVE ASSESSMENTS (Include at least two):
1. One-on-one student conferences during the laboratory experiment allow me to ask each
student questions to gain an understanding of what they understand. This will allow me to
make corrections and instruction further if necessary.
2. Collect the A-mazing matter worksheet as an exit card. This will allow me to view
misconceptions to use as a guide to start the next lesson.
LESSON TYPE (Pedagogy): (Guided Inquiry)
LESSON ELEMENTS:
I. Lesson Introduction (5 min)
8

A. Show Bill Nye States of Matter video from 56 sec to 4:00 min.
B. Ask: What would our world look like without matter?
II. Lesson Outline
A. What is matter? (10 min)
1. Explain that matter has three main types.
2. Demonstrate how each state looks at the molecular level throughout the lecture
with the Cheerios worksheet.
3. Tell students solid has a definite shape and definite volume. Explain.
4. Ask: What does this mean?
5. Liquid does not have a definite shape but has a definite volume. Explain.
6. Ask: What is an example of a liquid?
7. Gas does not have definite shape or definite volume.
8. Ask: Where is gas?
9. Explain Chemical and Physical Changes.
10. Check for understanding.
B. Pop Rocks Experiment (20 minutes)
1. Pass out materials and experiment sheet.
2. Give students lab sheet.
3. Instruct the students to work in pairs and complete lab experiment.
4. Help students as necessary, prompting them with questions to check their
understanding of the states of matter.
5. Review the questions on the lab.
6. Ask: What did we learn in this lab?
III.

Summary/ Closure (5 min)

A. Review the questions on the lab.
1. Ask each question to students
2. Ask: What did we learn in this lab?
B. Closure: Pass out A-Mazing Matter worksheet.
1. Have students complete the maze.
2. Once complete, they will hand in the A-Mazing Matter worksheet.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):

9

1. Provide structured inquiry directions to students for the pop rocks lab.
2. Group students to allow them to investigate the pop rock lab in different ways by using
different types of soda and different flavors of pop rocks.
3. Provide a PowerPoint with pictures and labels to help students better understand the
differences of solid, liquid and gases that they can use when conducting the lab. This will
allow students to better understand each type of matter they are working with.
INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:
1. Materials: Pop Rocks, Soda, Balloon
2. Technology: Projector, Computer
3. Resources:
Youtube. (2014, 6 October). Bill Nye The Science Guy & Phases of Matter FULL EPISODE
[Video file]. Retrieved from http://www.youtube.com/watch?v=c_6rzSOgo3k
Pop rocks expander- candy science. (2013). Retrieved from
http://www.stevespanglerscience.com/lab/experiments/poprocks
HOMEWORK: Read pages 123-130 in the textbook, and answer questions 1,3,4, 5 in chapter
review section on page 130.
REFLECTION AND ANALYSIS:
1. Could I have explained my lecture better?
2. How can I make sure every student is actively involved in the experiment?
3. What could be improved about the pop rocks lab?

10

Comment [N3]: INTASC STANDARD 3 and 4:

These differentiated learning activities demonstrate
both standard 3 and 4. They do so because it shows
that I am working with the diverse learners in my
classroom. I also and using multiple instructional
strategies that will help my students learn. By using
differentiated activities in each lesson in this unit, I
am able to help students see and develop themselves
as learners better. It is the job of the teacher to allow
students to develop at their own pace and with
proper supports. My d7ifferentiated learning
activities on this lesson, and others, do just that.

Name:__________________________________________Date:___________
Use the Cheerios provided as molecules inside of matter. Take your cheerios and
glue them in each container below:

SOLID

LIQUID

GAS

11

Name:__________________________________________Date:___________
POP ROCKS EXPANDER LAB
Materials:
- Pop Rocks Packet(s)
- Soda Bottle
- Balloon

Instructions:
Your job is to make the balloon inflate with the materials provided.
HINT: DO NOT LET THE POP ROCKS FALL INTO THE SODA BEFORE THE
BALLOON IS FIRMLY ATTACHED!
Before the Experiment:
In this experiment what is a solid? What is a liquid? What is a gas?

What do you think will happen to

the balloon?

Why do you think this will occur?

What is your hypothesis?

12

After the experiment:

What happened to the balloon?

Does this match your hypothesis? Explain.

Is the reaction a chemical or physical change? How do you know?

13

14

UNIT: Matter

DATE: October 13, 2015

LESSON: Mass and Volume

TIME LENGTH: 30 min.

PA CORE STANDARDS:
1. 3.2.6.A1: Distinguish the differences in properties of solids, liquids, and gases.
Differentiate between volume and mass. Investigate that equals volumes of different
substances usually have different masses.
ASSESSMENT ANCHOR DESCRIPTORS:
1. S6.C.1.1: Explain that matter has observable physical properties.
2. S6.C.1.2: Describe that matter can undergo chemical and physical changes.
3. S6.C.1.2.1: Describe how water changes from one state to another.
INSTRUCTIONAL OBJECTIVES:
1. Students will write an experiment to do at home involving volume and mass, given todays
group experimental procedures.
2. Students will explain (write) the difference of volume and mass without referring to
notes with 100% accuracy.
3. Students will state (say out loud) why equal volume does not also mean equal mass,
using examples from the experiment conducted in class with 100% accuracy.
ESSENTIAL QUESTIONS:
1. In what other ways could you experiment with mass and volume?
2. How are volume and mass related?
3. How do volume and mass differences affect our lives every day?
FORMATIVE ASSESSMENTS:
1. The experiment report will test what the students understand about todays lesson. This will be
used to build on for the opening of the next class period.
2. Prompt students with though-provoking questions during experiment to redirect and
instruction on what students are have not fully understood.
LESSON TYPE: Discovery Learning
LESSON ELEMENTS:
I. Lesson Introduction (5 min)
A. Ask: What did we learn yesterday?
B. Explain that another property of matter is volume and mass.
15

C. Tell students we will conduct an experiment to explore volume and mass.

II. Lesson Outline
A. Volume and Mass experiment (25 min)
1. Pass out lab worksheet and materials to each lab group.
2. Have students follow directions laid out in lab.
3. Walk around room verifying students understand.
4. Prompt students with questions to get them thinking about the experiment.
5. Allow students to come up with volume and mass definitions themselves.
6. Prompt students with questions to help them get to their own definitions.
7. Ask: What is volume?
8. Ask: What is mass?
9. Come together as a class to discuss each of these questions after prompting students.
10. Give students a proper definition of both volume and mass.
11. Review each conclusion question in the laboratory worksheet.
III. Summary (5 min)
A. Verify what students learned.
B. Explain how mass and volume are related.
C. Closure: Have students write 3 things they learned, 2 things they have questions about,
and 1 thing they want the teacher to know.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Open Inquiry: Give the lesson without any worksheet and allow students to figure out how to
prove volume and mass are not always equal.
2. Demonstration Inquiry: Use a demonstration to present this lab. Doing so will allow students
to work as a whole group to discover information.
3. Provide worksheets to low level students explaining exactly how to use a the scale and the
formulas provided.
RESOURCES, MATERIALS AND TECHNOLOGY:
Resources:
Trach, Bob. (2004, September 9). Mass and Volume Relationship. Message posted to
http://www.newton.dep.anl.gov/askasci/chem03/chem03104.htm
Materials: Ruler, Scale, Wood/Metal/Paper cubes
16

Technology: Projector, Digital Scale

HOMEWORK: Students are to answer questions on page 122 # 1, 2, 4, 5-8, and 10 from
Section 3.1 (Volume and Mass) in their science textbooks.
REFLECTION AND ANALYSIS:
1. Have the students fully understand the difference of volume and mass?
2. Was the experiment useful and well organized?
3. Could time have been utilized more effectively?

17

Name:__________________________________________Date:___________
Volume and Mass Experiment
Directions: Fill in the blanks and follow the instructions as outlined for each part
of this experiment.

Part 1: Measuring Volume

For this part of the experiment, you will need one ruler and three blocks.
Make sure one cube is wood, one is metal, and one is paper. Using your ruler
to measure the length, width and height of each block and write down the
measurements in the box below. Make sure all measurements are done in
centimeters.
Wood
Metal
Paper
(2cmx2cm) (2cmx2cm) (2cmx2cm)
Length
(cm)
Width
(cm)
Height
(cm)

Now calculate
each substance by multiplying each column together:
(ex. Length x Width x Height = Volume)
Volume of Wood:________cm3
Volume of Metal:________cm3
Volume of Paper:________cm3

the volume of

1. What do you notice about the volumes of each of these cubes in relation to each
other?

Part 2: Measuring Mass

18

2. Now we look at the mass of each cube. First write down any and all observations
you can make about how heavy each object feels. What feels the heaviest? What
feels the lightest?

Once you have completed your observations, get a scale and place it on your
table for your group. Be careful with these, as they are very fragile. Plug in
the scale and calibrate it to zero, by holding in the calibrate button. The
scale should read 0.00g. Place one cube at a time on the scale and record the
mass of that object.

Mass of Wood:_____ g
Mass of Metal: _____ g
Mass of Paper:______g
3. What do you notice about these masses? Which is the heaviest? Which is the
lightest? Where your observations correct?

Part 3: Conclusion
Answer the following questions with your group members. Make sure everyone
gets to contribute to the answers.
4. What conclusion can you make about volume and mass? Do objects that have the
same volume always have the same mass? Explain why or why not.

5. How does volume relate to the phases of matter? Will the same volume of liquid
water and water vapor have the same mass? Why or why not?

6. What about a block of ice and a bucket of water with the same volume? Which
one has a greater mass? Explain your reasoning.
19

UNIT: Matter

DATE: November 3, 2015

LESSON: Pure Substances and Mixtures

TIME LENGTH: 30 min.

PA CORE STANDARDS:
1. 3.2.6.A2: Compare and contrast pure substances with mixtures.
ASSESSMENT ANCHOR DESCRIPTORS:
1. S.6.C.1: Structure, Properties, and Interaction of Matter and Energy
INSTRUCTIONAL OBJECTIVES:
1. Given practice in making mixtures, students will identify homogeneous mixtures and
heterogeneous mixtures each time asked.
2. Students will write the difference of homogenous mixtures and compounds, given the
elaboration portion of the class lecture.
3. Given the exploring lab, students will label all of their own compounds and mixtures in
the correct category.
ESSENTIAL QUESTIONS:
1. What factors are responsible for the difference in homogeneous and heterogeneous
mixtures?
2. How are homogeneous mixtures and compounds different?
3. Why are some classes of matter harder to identify then others?
FORMATIVE ASSESSMENTS:
1. Have students classify their created substances into the correct class. This will allow
verification of if students understand correctly or if there needs to be a reinvestigation
into the content.
2. Short quiz on the essential questions to be used as a guide on how to begin the next lesson.
LESSON TYPE: 5E Inquiry
LESSON ELEMENTS:
I. Lesson Introduction (30 seconds)
A. Motivational Device: Show Kool-Aid commercial
B. Ask: What is Kool-Aid made of?
II. Lesson Outline
A. Engage (1 minute)
1. Have a student demonstrate making Kool-Aid.
20

2. State that Kool-Aid is a homogeneous mixture.

B. Explore (10 minutes)
1. Tell students: Make pure substances and mixtures from the ingredients given.
2. Provide a set of ingredients on the main lab table.
3. Students will make their own mixtures.
3. Have students make data sheets to record their mixtures.
4. Guided Practice: Walk about and assist students as necessary.
C. Explain (5 minutes)
1. Discuss how matter is divided into two classes (pure substances and mixtures).
2. Explain and show pure substances into elements and compounds.
3. Explain and show mixtures into heterogeneous and homogeneous.
D. Elaborate (5 minutes)
1. Have students use the mixtures they created and place them into their correct
class (Element, compound, heterogeneous mixtures and homogeneous mixtures).
2. Review the students answers as a whole class.
E. Evaluate (2 minutes)
1. Put essential questions on the overhead.
2. Have students choose 1 question and answer it.
3. Collect from students once completed.
III. Summary (6 minutes)
A. Review the terms pure substance, homogeneous/ heterogeneous mixture, compound.
1. Prompt with questions to students.
2. Call on a different student each time to answer.
B. Closure: Pass out index card, have students write a postcard about what we learned
today to an adult in their home.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Open Inquiry: Take away the data sheet, and have students create one themselves.
2. Structured Inquiry: Provide step-by-step instructions for the lab experiment.
3. Demonstration Inquiry: Conduct the mixing of substances as a large group, with
students telling the teacher what to mix together.
INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:
21

1. Resources:
Youtube. (2014, 29 October). Kool-Aid commercial [Video file]. Retrieved from
http://www.youtube.com/watch?v=nBeUGqeYsQg
2. Materials: Safety Goggles, cups/ bowls to mix substances in, 10-15 different things
students can mix together (simple kitchen supplies, such as sugar, salt, pepper, water, etc.)
3. Technology: PowerPoint, Projector
HOMEWORK: Read page 132-136 in the textbook, answer questions 3, 4, and 5 on page 136.
REFLECTION AND ANALYSIS:
1. How could I have made the lab experiment run more smoothly?
2. What could be changed on the PowerPoint to make it more effective?
3. How can I make sure every student is actively throughout the lesson?

22

Name:__________________________________________Date:___________

Pure Substances and Mixtures Data Sheet

Name

Ingredients

Homogeneous
Mixture?

Choose One:

23

Heterogeneous
Mixture?

Pure
Substance?

UNIT: Matter

DATE: October 13, 2015

LESSON: Law of Conservation of Mass

TIME LENGTH: 34 min.

PA CORE STANDARDS:
1. 3.2.6.A3: Explain and give examples of how mass is conserved in a closed system.
ASSESSMENT ANCHOR DESCRIPTORS:
1. Structure, Properties, and Interaction of Matter and Energy.
INSTRUCTIONAL OBJECTIVES:
1. Given the class discussion, students will say aloud what a chemical reaction is, provide
at least two examples.
2. Given the teachers demonstration, students will write how a closed system works
providing an example of what the system will look like.
3. Given the laboratory experiment, students will write what the Law of Conservation of
Mass is each time asked.
ESSENTIAL QUESTIONS:
1. How can chemical reactions be used to explain the Law of the Conservation of Mass?
2. What factors must be taken into consideration when creating a closed system?
3. Why is it useful to know and understand the Law of Conservation of Mass when
conducting scientific experiments?
FORMATIVE ASSESSMENTS:
1. Have students create their own experiment to prove the Law of Conservation of Mass, this
will provide insight to if students understand the major theme of the lesson.
2. Ticket out the Door: Explaining the Law of Conservation of Mass which will be used as a
guide to correct misconceptions that students have for the start of the following lesson.
LESSON TYPE: 5E Guided Inquiry
LESSON ELEMENTS:
I. Lesson Introduction (2 min)
A. Blow up a balloon and tie it.
B. Ask: What is inside the balloon?
C. Pop the balloon?
D. Ask: Did the air go away or is it still there?
II. Lesson Outline
24

A. Engage: (1 min)
1. Drop Alka-Seltzer tablet into a beaker of water.
2. Explain the Law of Conservation of Mass.
3. Ask: Why is it hard to prove the law when gas is produced?
B. Explore: (5 min)
1. Teacher will have all the materials needed (vinegar, baking soda, cups, plastic bags,
triple-beam balance) for the demonstration experiment
2. Fill the cups halfway (one with vinegar, the other with baking soda) and place them
in a plastic bag, making sure they do not spill into each other
3. Use the balance to get the initial mass of the bag with both cups and record
4. Dump the baking soda into the vinegar, being careful to keep the bag sealed.
5. Record the final mass of the bag after the reaction is complete
C. Explain: (5 min)
1. Ask: What happened when the vinegar was poured into the baking soda?
2. Explain a chemical reaction.
3. Ask: How does conservation of mass relate to this exercise?
D. Elaborate: (15 min)
1. Students will be given a seltzer tablet and water bottle.
2. They will create an experiment and data tables to create a closed system, make
sure to have balloons or plastic bags on hand to capture the gas produced.
3. Allow students to create the experiment and ask for something to capture the
gas, the teacher must approve the experiment before it is carried out.
4. Guided practice: Check for understanding throughout the experiment,
prompting students with questions.
E. Evaluate (2 min)
1. Give each student a rubric to grade themselves after the lab experiment
III. Lesson Summary (3 min)
A. Ask: What is the law of the conservation of mass?
B. Closure: Students will write their own definition of the Law of the Conservation of
Mass on an index card, and hand it to the teacher on their way out the door.
DIFFERENTIATED LEARNING ACTIVITIES:
25

1. Open Inquiry: Allow students to figure out the Law of Conservation of Mass by
conducting their own experiment.
2. Structured Inquiry: Provide step-by-step directions to students on how to do their own lab
experiments.
3. Demonstration Inquiry: Do the entire lesson as a whole class demonstration, having
students provide answers and explanations on how to create our own experiment.
INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:
1. Resources:
Clark, Nancy. (2014). Law of conservation of matter. Retrieved from
www.nclark.net/conservation_of_matter_lab.pdf
2. Materials: Zip lock bags, small plastic cups, vinegar, baking soda, triple beam balances,
Alka-Seltzer tablets, water bottles, balloons.
3. Technology: None
HOMEWORK: Create an experiment based on objects at home that proved the Law of
Conservation of Mass.
REFLECTION AND ANALYSIS:
1. Was the demonstration as effective as having students does it themselves?
2. What could be structured differently about this lesson?
3. Did my students meet the learning objectives?

26

NAME:_____________________________________DATE:______________
Create Your Own Experiment
Directions: Write a laboratory procedure to solve the problem of having sand in
Mr. Cs drinking water. Be sure to verify your procedure with Mr. C, and then
conduct the experiment.
PROCEDURE:

DATA:

27

UNIT: Matter

DATE: October 13, 2015

LESSON: Separating Matter

TIME LENGTH: 30 min.

PA CORE STANDARDS:
1. 3.2.6.A5: Identify characteristic properties of matter that can be used to separate one
substance from the other.
ASSESSMENT ANCHOR DESCRIPTORS:
1. Structure, Properties, and Interaction of Matter and Energy.
INSTRUCTIONAL OBJECTIVES:
1. Students will write a laboratory procedure on how to separate two substances, given
practice in the laboratory experiment.
2. Given the class discussion, students will list at least 4 properties of matter that allow us
to separate substances from another.
3. Given the laboratory experiment, students will say aloud at least 3 different procedures
we can use to separate sand and water.
ESSENTIAL QUESTIONS:
1. How can we separate two substances from each other?
2. Why are some properties of matter easier to use to separate substances then others?
3. Which procedure is most effective in separating a solid substance and why?
FORMATIVE ASSESSMENTS:
1. Use the laboratory procedure as a guide for individualized instruction. Spend more time
with groups that have trouble creating a working procedure.
2. Prompt students with questions throughout the lesson using a one-on-one approach to see
if they understand the concept. Redirect students to the correct information if they need extra
help.
LESSON TYPE: Discovery Learning
LESSON ELEMENTS:
I. Lesson Introduction (3 minutes)
A. Motivational Device: Tell sand and water story about your drinking water.
B. Say: I need your help to separate this so I can drink my water!
II. Lesson Outline (22 minutes)
A. Break students into groups of 2.
28

B. Discuss laboratory safety procedures.

C. Explain each group will need to create an experiment to separate the water and sand.
1. Students must get the teacher to verify their experimental procedure before it is
conducted.
2. Once verified, allow students to conduct their experiment.
3. Guided Practice: Ask each lab group questions throughout their experiment checking
for understanding.
4. Allow students to create their procedure, but be sure to emphasize that it is detailed.
5. Ask: Is this detailed enough?
6. Ask: Could I give this to another class and they run the experiment completely
through?
7. Walk around to each group answering questions they have.
8. Verify each groups lab experiment.
9. Conduct the experiments.
10. Oregano will get stuck to the cup. Ask: Now what can we do to unstick it?
11. Allow students to make changes to their procedure.
12. Ask each group what was wrong with their first procedure.
13. Give students a few minutes to answer the questions on the back of the lab worksheet.
D. Get back together as a whole class
1. Ask: What about these substances allowed us to separate them?
2. Ask: How could we separate a salt and sand mixture?
III. Lesson Summary (5 minutes)
A. Say: Properties of matter allow us to separate them in different ways.
1. Ask: What are properties that we can use to separate them?
2 Fill in addition methods that students do not know.
B. Closure: Write a step-by-step procedure to Mr. C, telling me what to do if I
accidentally spill the last bit of salt I have into my drinking water.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Provide a structured lab with the procedure already created.
2. Allow a group of high level students to work to separate salt and water.

29

3. Create the procedure as a class, and then allow each group to conduct the experiment,
while allowing some groups to work independently.
INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:
Resources:
Etacude. (2010). Separating mixture, part 1. Retrieved from
http://sciencepark.etacude.com/projects/separations/separation1.php
Materials: Water, Sand, Filter paper, Clear plastic cups, Safety goggles
Technology: Doc cam
HOMEWORK: Write a laboratory procedure to separate salt and sand.
REFLECTION AND ANALYSIS:
1. Was the laboratory experiment effective?
2. Did my instructional questioning provide adequate responses to gain the content knowledge
for students?
3. How could I have provided better questions to students throughout the lesson?

30

NAME:_____________________________________DATE:______________
Create Your Own Experiment
Directions: Write a laboratory procedure to solve the problem of having sand in
Mr. Cs drinking water. Be sure to verify your procedure with Mr. C, and then
conduct the experiment.
PROCEDURE:

31

1. What went well about your procedure?

2. What could be improved about your procedure?

3. What about the oregano and water allowed us to separate them?

4. How could we separate a salt and sand mixture?

CLOSURE: Write a step-by-step procedure to Mr. C, telling me what to do if I

accidentally spill the last bit of salt I have into my drinking water.

32

Test Blueprint
Test Blueprint for Unit Based on Instructional Objectives
(Cognitive Domain)
Instructional
Know.
Objective
1-1

1-2
1-3

Comp. Application Analysis Synthesis Evaluation

12

2-2

10

19

1, 2

2-3

3-1
3-2

5
7

3-3

16
20

18

1
17

4-2

4-3

13

5-1

11

5-2

5-3
4

14

20

Note: Include other Domains (Affective and/or Psychomotor), if needed.

33

1
1

15

2
2

4-1

Totals

2-1

Totals

Unit Test
NAME:_____________________________________DATE:_______________
DIRECTIONS: Answer each question to the best of your ability.
Part 1: Multiple Choice:
Directions: Circle the best answer.
1. What is the volume?
A. Volume is how much space matter takes up.
B. Volume is the amount of matter an object has.
C. Volume is how close molecules are together.
D. Volume is how dense an object is.
2. What is mass?
A. Mass is how much space matter takes up.
B. Mass is the amount of matter an object has.
C. Mass is how close molecules are together.
D. Mass is how dense an object is.
3. How are physical and chemical changes different?
A. Physical changes will change the molecules in matter, chemical changes will
change how matter looks, but it is still the same chemically.
B. Chemical changes will change the molecules in matter, Physical changes will
change how matter looks, but it is still the same chemically.
C. Physical and chemical changes both will produce the same results when done
in a laboratory.
D. All of the above are possible.
4. Choose one of the following that best explains why equal volume does not always
mean equal mass.
A. Object that takes up the same amount of space will have the same amount
of matter.
B. Objects that Mr. C says are equal will always be equal.
34

Comment [N4]: INTASC STANDARD 8: This

formal assessment is used to gain an understanding
of what students have learned in the unit. The test is
written in a way that reflects with how the unit was
taught, and only has a small section where students
are asked to directly recite their knowledge. A test of
this type allows students to process their content and
develop ideas that will allow for life-long learning.

C. Objects that take up the same amount of space can have more or less
matter depending on the substance.
D. Objects that have the same amount of mass will usually be the same
volume.
5. Identify which of the following is not a classification of matter?
A. Compound
B. Homogeneous Mixture
C. Heterogeneous Mixture
D. Solid Mixture
6. Which of following is an example of a solid?
A. Water
B. Gasoline
C. Oxygen
D. Gold
7. Which of the following is an example of a homogeneous mixture?
A. Chocolate Chip Cookie
B. Salad
C. Salt Water
D. Soup
Part 2: Short Answer:
Directions: Answer each question completely.
8. Draw the molecular make up of each type of matter.

9. Explain how a closed system works in a chemical reaction.

35

10. Compare and Contrast physical and chemical changes.

11. Compose a laboratory procedure to separate a salt and sand mixture.

12. Create a chart that clearly explains each state of matter.

13. Design and Explain an experiment that demonstrates the Law of the
Conservation of Mass.

14. Argue three procedures that can be used to separate sand and water.

15. Distinguish 4 properties of matter that will allow us to separate them.

36

16. Prepare an argument as to if Kool-Aid is a homogeneous or heterogeneous

mixture. Be sure to explain your answer.

Part 3: Laboratory:
Material you have are: Water, soda, filter paper, pop rocks, sand, salt, oil,
carbon, sugar, Kool-Aid, salt water, vinegar, baking soda
17. Create a chemical reaction from the material provided. Show Mr. C when it is
prepared.

18. Identify the 5 substances as a compound, homogeneous mixture, heterogeneous

mixture or an element.
1. Salt:__________________ 2. Oil and Water:____________
3. Carbon:________________ 4. Sand, Salt, Water:__________
5. Salt Water:_____________
19. Produce a brief experiment using volume and mass from the material provided.

20. Using the material provided, select 2 substances that are compounds and 2
substances that are homogeneous mixtures.

37

UNIT TEST ANSWER KEY:

NAME:_____________________________________DATE:_______________
DIRECTIONS: Answer each question to the best of your ability.
Part 1: Multiple Choice:
Directions: Circle the best answer.
1. What is the volume?
A. Volume is how much space matter takes up.
B. Volume is the amount of matter an object has.
C. Volume is how close molecules are together.
D. Volume is how dense an object is.
2. What is mass?
A. Mass is how much space matter takes up.
B. Mass is the amount of matter an object has.
C. Mass is how close molecules are together.
D. Mass is how dense an object is.
3. How are physical and chemical changes different?
A. Physical changes will change the molecules in matter, chemical changes will
change how matter looks, but it is still the same chemically.
B. Chemical changes will change the molecules in matter, Physical changes will
change how matter looks, but it is still the same chemically.
C. Physical and chemical changes both will produce the same results when done
in a laboratory.
D. All of the above are possible.
4. Choose one of the following that best explains why equal volume does not always
mean equal mass.
A. Object that takes up the same amount of space will have the same amount
of matter.
B. Objects that Mr. C says are equal will always be equal.
38

C. Objects that take up the same amount of space can have more or less
matter depending on the substance.
D. Objects that have the same amount of mass will usually be the same
volume.
5. Identify which of the following is not a classification of matter?
A. Compound
B. Homogeneous Mixture
C. Heterogeneous Mixture
D. Solid Mixture
6. Which of following is an example of a solid?
A. Water
B. Gasoline
C. Oxygen
D. Gold
7. Which of the following is an example of a homogeneous mixture?
A. Chocolate Chip Cookie
B. Salad
C. Salt Water
D. Soup
Part 2: Short Answer:
Directions: Answer each question completely.
8. Draw the molecular make up of each type of matter.

9. Explain how a closed system works in a chemical reaction.

39

A closed system hold does not lose or gain any matter during a reaction. If you
weigh the reaction before and after the experiment it will remain the same as long
as nothing is lost.

10. Compare and Contrast physical and chemical changes.

Physical changes will change how a substance look, ex. Water is frozen into ice
Chemical changes will change the molecular make up of a substance, ex. Water is
broken down into hydrogen and oxygen gas.

11. Compose a laboratory procedure to separate a salt and sand mixture.

1.
2.
3.
4.

Place mixture in water. Stir.

Filter new mixture through filter paper to capture sand.
Heat water.
Boil away water, to leave salt behind.

12. Create a chart that clearly explains each state of matter.

Solid
Has a definite
shape and definite
volume

Liquid
Has definite
volume but no
definite shape

Gas
No definite volume
or shape

13. Design and Explain an experiment that demonstrates the Law of the
Conservation of Mass.
1. Place Pop Rocks in a balloon.
2. Open soda bottle
3. Weigh all of this together. Record.
4. Seal balloon around soda bottle and drop pop rocks inside.
40

5. Let reaction to fully take place.

6. Reweigh the items.
Experiment should mention that matter is not gained our lost in the experiment.
So, if produced, gas, liquid, etc must be captured.

14. Argue three procedures that can be used to separate sand and water.
1. Scoop out sand: Because sand is a solid, while water is a liquid.
2. Filter Paper: This will capture the solid sand.
3. Boil water away: This will take the water away leaving behind sand.
15. Distinguish 4 properties of matter that will allow us to separate them.
1.
2.
3.
4.

Solids can be captured

Ions will remain when water is boiled away
Gases can be capture in a container
Water can be used to filter out and differentiate substances

16. Prepare an argument as to if Kool-Aid is a homogeneous or heterogeneous

mixture. Be sure to explain your answer.
Homogeneous mixture: It is the same throughout. Sugar is evenly spread
throughout the water.

Part 3: Laboratory:
Material you have are: Water, soda, filter paper, pop rocks, sand, salt, oil,
carbon, sugar, Kool-Aid, salt water, vinegar, baking soda
17. Create a chemical reaction from the material provided. Show Mr. C when it is
prepared.

41

Must be Vinegar and baking soda. All others wont be chemical reaction, but instead
physical reactions.

18. Identify the 5 substances as a compound, homogeneous mixture, heterogeneous

mixture or an element.
1. Salt:___compound______ 2. Oil and Water:___heterogeneous__
3. Carbon:_element________ 4. Sand, Salt, Water:___heterogeneous_
5. Salt Water:___homogeneous_______

19. Produce a brief experiment using volume and mass from the material provided.
Measure volume of pop rocks packet
Measure mass of pop rocks packets
Calculate density
Any variation of this will work.

20. Using the material provided, select 2 substances that are compounds and 2
substances that are homogeneous mixtures.
Compounds: Salt, Sugar, Water, Vinegar, Oil
Homogeneous Mixture: Salt water, Kool-Aid, Filter paper

42

Reflection
This unit provides students with the opportunity to experience learning science in a hand-on
inquiry based experiment. While about have of the lessons are technique inquiry, each lesson
provides the opportunity for students to discover information for themselves. As a teacher, it
allows me to teach process before content. This is important in developing the students problem
solving skills. This comes to a head at the final lesson, which has students creating a full
experimental procedure for them. As students grow in understanding in this unit, they are asked
to do more in depth activities that involve high level thinking skills. For students that are not
quite to that level, the differentiated learning activities provide an excellent platform for the
students to lean on to gain to success. The Pop Rocks and Coke laboratory experiment open up
the unit to give students a fun and interesting insight into the world of matter. The unit allows
students to do hand-on activities, which are included in each lesson. Ultimately, the unit finishes
with an experiment that allows the students to take the role as a scientist. Students were able to
better understand science by using the practice of inquiry. They were able to reach objectives in
a hands-on constructivist way, which is essential for learning.
This unit was a practice into a constructivist approach in the classroom. I was able to use
different techniques to help grow and uncover what is important to me as a teacher. I placed a
large focus on achieving each objective which was based off of the standards. This unit let me
experiment and develop the objectives throughout the lesson, ensuring my students have reached
them. I used a student-centered instructional practice that took the focus off of me, as the teacher.
This allowed my students uncover information themselves and use that to grow. The classroom
environment was focused in the laboratory. Students were able to be on their feet and moving as
they experimented, allowing for them to feel as if they were scientists. I placed a large emphasis

43

Comment [N5]: INTASC STANDARD 10:

Reflecting on the unit is key to being an effective
educator. I strive to reflect on each of my lessons as
well as my units. This will allow me to analyze what
needs to be fixed and changed for future lessons.
Ultimately, students benefit from reflective practices,
as they are the ones that will experience the lessons
and units.

on planned and preparing for each lesson. I felt well prepared and confident going into each
lesson before teaching it. The lessons were well received by students due to this. Each one ran
smoothly, and allowed me to become for comfortable in a classroom. I would develop the
differentiated learning activities more so, but these can very much be dependent on the students
in my classroom. For each lesson, they will become different, and for each specific class. This
unit allowed me, as a novice teacher, to practice and experience what it will be like to be a future
professional teacher.

44

Bibliography
Clark, Nancy. (2014). Law of conservation of matter. Retrieved from
www.nclark.net/conservation_of_matter_lab.pdf
Etacude. (2010). Separating mixture, part 1. Retrieved from
http://sciencepark.etacude.com/projects/separations/separation1.php
Paiz, J. M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., . . . Keck, R.
(2013, Jan. 3). General format. OWL Purdue Online Writing Lab. Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01/
Pennsylvania Department of Education. (2014). PA core standards. Standards Aligned System.
Retrieved from, http://www.pdesas.org/standard/PACore
Pennsylvania Department of Education. (2014). View standards. Standards Aligned System.
Retrieved from, http://www.pdesas.org/Standard/Views
Pop rocks expander- candy science. (2013). Retrieved from
http://www.stevespanglerscience.com/lab/experiments/poprocks
Trach, Bob. (2004, September 9). Mass and Volume Relationship. Message posted to
http://www.newton.dep.anl.gov/askasci/chem03/chem03104.htm
Youtube. (2014, 6 October). Bill Nye The Science Guy & Phases of Matter FULL EPISODE
[Video file]. Retrieved from http://www.youtube.com/watch?v=c_6rzSOgo3k
Youtube. (2014, 29 October). Kool-Aid commercial [Video file]. Retrieved from
http://www.youtube.com/watch?v=nBeUGqeYsQg

45