Grade 5
Be a Scientist Notebook
Be a Scientist Notebook
Using this book you will learn to:
•be CURIOUS and ASK QUESTIONS
•develop HYPOTHESES
•conduct scientific INVESTIGATIONS
•COLLECT DATA
•RECORD your observations
•SOLVE REAL-WORLD PROBLEMS
Student Journal
•answer BIG QUESTIONS
•BE A SCIENTIST!
•BE AN ENGINEER!
PHOTOS: (f)lightpix/iStock/Getty Images; (b)zorandimzr/iStockphoto/Getty Images
ILLUSTRATIONS: Salvador Ramirez Madriz
Be a Scientist
Notebook
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Grade 5
MODULE OPENER
Name
Date
Structure and Properties of Matter
Science in Our World
Barges can be used to transport large quantities of goods from one
place to another. Look at the photo of the large barges and other
boats floating on the open water. What questions do you have about
these boats?
Key Vocabulary
Look and listen for these words as you learn about
the structure and properties of matter.
atom
buoyancy
compound
density
element
mass
matter
metal
molecule
nonmetal
volume
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alloy
2 Module Opener Structure and Properties of Matter
Name
Date
How can I use what I know
about different types of metals
to identify how they can
be used?
MODULE OPENER
ANTONIO
Robotics Engineer
STEM Career Connection
Materials Engineer
June 12
A local cargo company asked me to analyze the stability of
their shipping barges. My goal is to help the cargo company move
their materials by using less fuel. From what I can tell, the barges
are overloaded and are displacing a lot of water, making it more
difficult for them to move smoothly.
June 27
I suggested they load less cargo onto each barge or invest in
barges made out of lighter weight material. That way, less fuel will
be needed to move the ships at the speed required to get them to
their destination on time.
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Draw how you think the cargo should be loaded on the barge.
Science and
Engineering Practices I will plan and carry out investigations.
I will develop and use models.
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Module Opener Structure and Properties of Matter 3
ASSESS LESSON READINESS
Name
Date
Matter’s Structure
PAGE KEELEY
SCIENCE
PROBES
Is It Matter?
Four friends were talking about matter. They each had
different ideas about the kinds of things that are matter. This
M1_L1_003A_135171
is what they said:
Abe: I think something needs to be solid to be matter.
Kayla: I think matter can be a solid or a liquid.
Curtis: I think matter can be a solid, liquid, or gas.
Lori: I think matter can be a solid, liquid, or gas, but it doesn’t include
living things.
Who do you agree with most? Copyright © McGraw-Hill Education
Explain why you agree.
4 Module Structure and Properties of Matter
Name
Date
ENGAGE
Science in Our World
Watch the video of the iceberg. What is it made of?
What questions do you have about this mass of ice in the ocean?
Physics
teachers can use
models to help
students understand
STEM Career Connection
the structure of different
Physics Teacher
types of matter.
I’m a physics teacher at Roosevelt High School,
and I love what I do! There is much to explore in the
world of physics, and although we have to take notes
and do complex math, my students have fun. They
work hard and even use computer models to show what
they have learned.
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Read about a physics teacher and answer the questions
on the next page.
My favorite days are when we do investigations.
Sometimes I have all the materials ready to go and the
students make predictions and follow instructions to
complete the experiment. But sometimes I let them
design their own experiments based on questions they
want to answer about the physical world. These days
are great. Sometimes they ask questions and find answers
that I never thought of. And that is what science is all
about—finding ways to discover new things!
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HANNAH
Welder
Lesson 1 Matter's Structure 5
ENGAGE
Name
Date
1. What does the physics teacher help students do?
2. What is a tool physics students might use? How would they use it?
Essential Question
How are the particles in matter organized?
Science and
Engineering Practices Copyright © McGraw-Hill Education
I will develop and use models.
Like a physics teacher,
you will develop a model
to show the structure
of matter.
6 Module Structure and Properties of Matter
Name
Date
EXPLORE
Inquiry Activity Materials
Compare Objects
How can you compare different types of matter to determine
the structure of matter?
Make a Prediction Do heavier objects always take up more
space than lighter objects? Explain your answer.
safety
goggles
marble
golf ball
table
tennis ball
pan
balance
graduated
cylinder
Carry Out an Investigation
250 mL
of water
BE CAREFUL Use caution to not spill any water.
1
Record Data Measure the mass of each object and
record it in the table.
2
Measure about 250 milliliters (mL) of water in a
graduated cylinder. Note the exact water volume.
3
Place each object in the water one at a time. You may need
to hold it below the surface of the water with your finger.
4
Record Data Record the water level after you add each
object. The difference between this amount and the original
water volume is the volume of the object. Record this in the
table as well.
Mass (g)
Water Level with
Object (mL)
Volume (mL)
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Marble
Golf Ball
Table Tennis Ball
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Lesson 1 Matter's Structure 7
EXPLORE
Name
Date
Communicate Information
1. Did the results support your prediction? Why or why not?
2. How are the three objects different?
3. Which object has the most mass?
4. Which object has the most volume?
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5. Construct an Explanation If the table tennis ball were made of the
same materials as the marble, what property would change?
8 Module Structure and Properties of Matter
Name
Date
EXPLAIN
Obtain and Communicate Information
Vocabulary
Use these words when explaining the structure of matter.
matter
mass
volume
weight
density
buoyancy
Matter
Read page 252 in the Science Handbook. Answer
the following question after you have finished reading.
1. What is the difference between mass and weight?
Physical Properties
Read pages 254–255 in the Science Handbook. Answer
the following questions after you have finished reading.
2. What are some properties of matter that can be identified without
testing or measuring?
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3. What are some properties of matter that are identified by testing
or measuring?
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Lesson 1 Matter's Structure 9
EXPLAIN
Name
Date
Glue anchor tab here.
Cut out the Notebook Foldables tabs given to you by your
teacher. Glue the anchor tabs as shown below. Use what you
have learned about the structure of matter.
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M1_F1_001A_136431
10 Module Structure and Properties of Matter
Name
Date
EXPLAIN
Measuring Matter
Watch Measuring Matter on different ways to
measure matter.
Then, read pages 260–261 in the Science Handbook. Answer
the following questions after you have finished reading.
4. How can making observations and measurements of matter help
us determine its structure?
Particles in Matter
Explore the Digital Interactive Particles in Matter on how the
properties of matter are related to the structure of its particles.
Then, read pages 256–257 in the Science Handbook. Answer
the following questions after you have finished reading.
Crosscutting Concepts
Scale, Proportion, and Quantity
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5. Compare the particles in the equal amounts of a solid, a liquid,
and a gas.
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Lesson 1 Matter's Structure 11
Name
EXPLAIN
Date
6.How does the organization of particles in matter relate to the
matter's state?
Science and
Engineering Practices Think about how you have used models to understand the structure
of the different states of matter. Tell how you can use a model of
matter's structure by completing the “I can . . .” statement below.
I can
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Use examples from
the lesson to explain
what you can do!
12 Module Structure and Properties of Matter
Name
Date
ELABORATE
Research, Investigate,
and Communicate Volume, Density, and Buoyancy
Read page 253 in the Science Handbook. Answer the following
questions after you have finished reading.
1.What is density?
2. How are buoyancy and density related?
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3. How do you think you could test an object's buoyancy?
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Lesson 1 Matter's Structure 13
ELABORATE
Name
Inquiry Activity Density and Buoyancy
You will explore the relationship between mass and volume,
which determines density. You will also see how an object's
density determines whether it will sink or float.
Write a Hypothesis How will you know whether an object in
the materials list is more dense than water? Write a
hypothesis in the form of an “If..., then...” statement.
Date
Materials
safety
goggles
tank of water
golf ball
table tennis
ball
marble
pan balance
Carry Out an Investigation
1
Record Data In the table on the next page, record
whether you think each object will sink or float. Then,
place each of the materials one at a time in the tank of
water. Record your observations as to whether the object
sinks or floats.
2
Record the volume of each object. You calculated the
volumes of the two balls and the marble in the Explore
activity.
3
Measure and record the mass of each object. You found
this in the Explore activity, or you can use the pan
balance.
4
Calculate the density of each object. Water is considered
to have a density of 1 g/mL. Objects with a density
greater than water should sink. Objects with a density
less than water should float.
14 Module Structure and Properties of Matter
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BE CAREFUL Wear safety goggles and use caution to not
spill any water.
Name
Object
Date
Prediction:
Sink or
Float?
Observation:
Sink or Float?
ELABORATE
Mass
(g)
Volume
(mL)
Density
(g/mL)
Golf Ball
Table Tennis
Ball
Marble
Communicate Information
4. How does calculating the density of each object help explain
whether it sinks or floats in water?
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5. Make an Argument Choose one of the objects from the activity.
Use evidence from the investigation to explain why it either sinks
or floats when placed in water.
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Lesson 1 Matter's Structure 15
EVALUATE
Name
Performance Task Modeling Matter
Think like a physics teacher and use what you have
learned about the structure of matter to develop models
to show how particles are arranged in the three main
states of matter.
Define a Problem How can you use the materials provided
to model the three states of matter?
Date
Materials
3 paper plates
marker
100 small,
same-size
objects
(buttons,
beads, beans)
glue
Make a Model
Label each of the three paper plates as Solid, Liquid,
or Gas. The plates represent the same amount of
space that the particles will take up.
2
hink about the organization of particles in a solid,
T
liquid, and gas. Divide the small objects into three groups
to represent the particles in each state of matter.
3
lace the objects that represent the solid's particles
P
on the plate labeled Solid. Glue the objects on the plate
to represent the arrangement of the particles in a solid.
4
Repeat step 3 for the plate labeled Liquid and Gas.
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1
Think like a physics
teacher and develop
models to represent the
structures of the three
states of matter.
16 Module Structure and Properties of Matter
Name
EVALUATE
Record Data Create a sketch of each model. Explain each sketch.
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5
Date
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Lesson 1 Matter's Structure 17
EVALUATE
Name
Date
Communicate Information
1. Construct an Explanation What does the paper plate represent in
the model of each of the three states of matter?
2. Construct an Explanation Which of your models is the most dense?
How do you know?
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3. Describe how you could use your models to teach younger students
about the structure of matter.
18 Module Structure and Properties of Matter
Name
Date
EVALUATE
Essential Question
How are the particles in matter organized?
Think about the video of the iceberg at the beginning
of the lesson. Explain how the structure of matter in the iceberg
compares to the structure of matter in the ocean and why
the iceberg is able to float.
Science and
Engineering Practices Now that you’re done
with the lesson, share
what you did!
Review the “I can . . .” statement you wrote earlier in the
lesson. Explain what you have accomplished in this lesson by
completing the “I did . . .” statement.
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Lesson 1 Matter's Structure 19