Standards Alignment ................................. 5
Safe Science............................................ 11
Scientific Inquiry ...................................... 13
Scientific Investigation Plan ..................... 17
Assembling Rubber Band Books .............. 19
A Printed Circuit ............................... 233
A Series Printed Circuit ..................... 243
Circuits in Series............................... 251
Long Distance Circuits...................... 253
Conductor Printed Circuit.................. 259
Parallel Printed Circuit ...................... 267
Circuits in Parallel ............................. 275
Circuit Diagrams .............................. 277
Parallel Tracks .................................. 283
The “Click” Heard Around
the World .................................... 289
Hands-On, Hands-Off ....................... 303
Light Energy ..................................... 309
Hole Cards........................................ 311
What’s Blocking the Light? ............... 319
Light Reflections ............................... 327
The Pharaoh’s Chambers .................. 335
Light Rays Slow Down ...................... 353
Matter and Energy
Property Management ........................ 21
A Matter of States ............................... 23
Magnets and Metal.............................. 29
The Orange’s Secret ........................... 37
Denser Sensor .................................... 49
Heat Energy: Conduction.................... 55
Cool Conductors ................................. 57
Cartons ’n’ Cotton .............................. 65
All Wrapped Up .................................. 73
Scaling Up Temperature ..................... 83
Reaching a Point................................. 93
Flipping Over Ice Cream................... 101
A Sorted Mixture .............................. 109
Messing With Mixtures ...................... 117
Does It Dissolve? .............................. 127
Involving Dissolving .......................... 135
Souper Solubility .............................. 143
Assessment ........................................... 359
Meter Tape ............................................ 365
Family Letter ......................................... 367
Materials List ......................................... 369
The AIMS Program ................................ 371
Model of Learning .................................. 372
Chinese Proverb .................................... 375
Force, Motion, and Energy
Forms of Energy............................... 153
Mechanical Energy:
Potential and Kinetic ................... 155
Frog Legs ......................................... 157
Rubber Band Shoot!.......................... 171
Coaster Construction ........................ 177
The Art of Hurling ............................. 185
The Sun’s Energy ............................. 195
Hot Pockets ...................................... 197
Soaking Up the Sun .......................... 205
Sound As Energy.............................. 213
Musical Bottles ................................. 215
Electricity Overview/Electrical
Safety ......................................... 225
Electricity for the 21st Century .......... 227
Making Electrical Components ......... 231
Core Curriculum/Texas
3
© 2011 AIMS Education Foundation
TM
Texas Essential Knowledge
and Skills
Physical Science
Fifth Grade
Flipping Over Ice Cream
Messing With Mixtures
Does It Dissolve?
Involving Dissolving
Souper Solubility
Frog Legs
Rubber Band Shoot
The Art of Hurling
§112.16. Science, Grade 5.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The
student conducts classroom and outdoor
investigations following home and school
safety procedures and environmentally
appropriate and ethical practices. The
student is expected to:
(A) demonstrate safe practices and the use
of safety equipment as described in the
Texas Safety Standards during classroom and outdoor investigations; and
Safe Science
Frog Legs
Rubber Band Shoot
The Art of Hurling
Hands-On, Hands-Off
(D) analyze and interpret information to
construct reasonable explanations
from direct (observable) and indirect
(inferred) evidence;
The Orange’s Secret
Denser Sensor
Cool Conductors
Cartons ’n’ Cotton
All Wrapped Up
Flipping Over Ice Cream
Messing With Mixtures
Does It Dissolve?
Involving Dissolving
Souper Solubility
Frog Legs
Rubber Band Shoot
The Art of Hurling
(B) make informed choices in the
conservation, disposal, and recycling
of materials.
Messing With Mixtures
(2) Scientific investigation and reasoning. The
student uses scientific methods during
laboratory and outdoor investigations. The
student is expected to:
(A) describe, plan, and implement simple
experimental investigations testing
one variable;
Souper Solubility
(E) demonstrate that repeated
investigations may increase the
reliability of results;
Frog Legs
Rubber Band Shoot
(B) ask well-defined questions, formulate
testable hypotheses, and select and
use appropriate equipment and
technology;
All Wrapped Up
Messing With Mixtures
Souper Solubility
(F) communicate valid conclusions in
both written and verbal forms; and
The Orange’s Secret
Cartons ’n’ Cotton
All Wrapped Up
Flipping Over Ice Cream
Messing With Mixtures
Does It Dissolve?
Involving Dissolving
Souper Solubility
Frog Legs
Rubber Band Shoot
(C) collect information by detailed
observations and accurate measuring;
The Orange’s Secret
Denser Sensor
Cartons ’n’ Cotton
All Wrapped Up
Core Curriculum/Texas
5
© 2011 AIMS Education Foundation
Does It Dissolve?
Involving Dissolving
Souper Solubility
Frog Legs
Rubber Band Shoot!
Coaster Construction
The Art of Hurling
(G) construct appropriate simple graphs,
tables, maps, and charts using
technology, including computers,
to organize, examine, and evaluate
information.
Cartons ’n’ Cotton
All Wrapped Up
Frog Legs
Rubber Band Shoot
Hot Pockets
(B) use safety equipment, including
safety goggles and gloves.
Safe Science
Frog Legs
Rubber Band Shoot!
The Art of Hurling
(3) Scientific investigation and reasoning. The
student uses critical thinking and scientific
problem solving to make informed
decisions. The student is expected to:
(C) draw or develop a model that
represents how something works
or looks that cannot be seen such
as how a soda dispensing machine
works; and
A Matter of States
Coaster Construction
(5) Matter and energy. The student knows that
matter has measurable physical properties
and those properties determine how matter
is classified, changed, and used. The
student is expected to:
(A) classify matter based on physical
properties, including mass,
magnetism, physical state (solid,
liquid, and gas), relative density
(sinking and floating), solubility in
water, and the ability to conduct or
insulate thermal energy or electric
energy;
Property Management
A Matter of States
Magnets and Metal
The Orange’s Secret
Denser Sensor
Heat Energy: Conduction
Cool Conductors
Cartons ’n’ Cotton
All Wrapped Up
Flipping Over Ice Cream
A Sorted Mixture
Messing With Mixtures
Does It Dissolve?
Involving Dissolving
Conductor Printed Circuit
(D) connect grade-level appropriate
science concepts with the history
of science, science careers, and
contributions of scientists.
Scaling Up Temperature
The “Click” Heard Around the
World
(4) Scientific investigation and reasoning. The
student knows how to use a variety of tools
and methods to conduct science inquiry.
The student is expected to:
(A) collect, record, and analyze
information using tools, including
calculators, microscopes, cameras,
computers, hand lenses, metric
rulers, Celsius thermometers, prisms,
mirrors, pan balances, triple beam
balances, spring scales, graduated
cylinders, beakers, hot plates, meter
sticks, magnets, collecting nets,
and notebooks; timing devices,
including clocks and stopwatches;
and materials to support observations
of habitats or organisms such as
terrariums and aquariums; and
A Matter of States
Magnets and Metal
The Orange’s Secret
Cartons ’n’ Cotton
All Wrapped Up
Flipping Over Ice Cream
A Sorted Mixture
Messing With Mixtures
Core Curriculum/Texas
(B) identify the boiling and freezing/melting
points of water on the Celsius scale;
Scaling Up Temperatures
Reaching a Point
Flipping Over Ice Cream
(C) demonstrate that some mixtures
maintain physical properties of their
ingredients such as iron filings and
sand; and
A Sorted Mixture
Messing With Mixtures
6
© 2011 AIMS Education Foundation
(D) identify changes that can occur in the
physical properties of the ingredients
of solutions such as dissolving salt in
water or adding lemon juice to water.
Does It Dissolve?
Involving Dissolving
Souper Solubility
(C) demonstrate that light travels in a
straight line until it strikes an object
or travels through one medium to
another and demonstrate that light
can be reflected such as the use of
mirrors or other shiny surfaces and
refracted such as the appearance of
an object when observed through
water; and
Light Energy
Hole Cards
What’s Blocking the Light?
Light Reflections
The Pharaoh’s Chambers
Light Rays Slow Down
(6) Force, motion, and energy. The student
knows that energy occurs in many forms
and can be observed in cycles, patterns,
and systems. The student is expected to:
(A) explore the uses of energy, including
mechanical, light, thermal, electrical,
and sound energy;
Forms of Energy
Mechanical Energy: Potential
and Kinetic
Frog Legs
Rubber Band Shoot!
Coaster Construction
The Art of Hurling
The Sun’s Energy
Hot Pockets
Soaking Up the Sun Light Energy
Hole Cards
What’s Blocking the Light?
Light Reflections
The Pharaoh’s Chambers
Light Rays Slow Down
Sound As Energy
Musical Bottles
A Printed Circuit
A Series Printed Circuit
Long Distance Circuits
Conductor Printed Circuit
Parallel Printed Circuit
Circuit Diagrams
Parallel Tracks
The “Click” Heard Around the
World
Hands-On, Hands-Off
(D) design an experiment that tests the
effect of force on an object.
Coaster Construction
The Art of Hurling
(B) demonstrate that the flow of
electricity in circuits requires a
complete path through which an
electric current can pass and can
produce light, heat, and sound;
A Printed Circuit
A Series Printed Circuit
Long Distance Circuits
Conductor Printed Circuit
Parallel Printed Circuit
Circuit Diagrams
The “Click” Heard Around the
World
Hands-On, Hands-Off
Core Curriculum/Texas
7
© 2011 AIMS Education Foundation
Activity
Safe Science
Scientific Investigation Plan
TEKS
1A, 4B
2
Matter and Energy
Property Management
A Matter of States
Magnets and Metal
The Orange’s Secret
Denser Sensor
Heat Energy: Conduction
Cool Conductors
Cartons ’n’ Cotton
All Wrapped Up
Scaling Up Temperature
Reaching a Point
Flipping Over Ice Cream
A Sorted Mixture
Messing With Mixtures
Does It Dissolve?
Involving Dissolving
Souper Solubility
5A
5A, 4A, 3C
5A, 4A
5A, 4A, 2C, 2D, 2F
5A, 4A, 2C, 2D
5A
5A, 2D
5A, 4A, 2C, 2D, 2F, 2G
5A, 4A, 2B, 2C, 2D, 2F, 2G
5A, 5B, 3D
5B
5A, 5B, 4A, 2C, 2D, 2F
5A, 5C, 4A
5C, 4A, 1B, 2B, 2C, 2D, 2F
5A, 5D, 4A, 2C, 2D, 2F
5A, 5D, 4A, 2C, 2D, 2F
5A, 5D, 2A, 2B, 2C, 2D, 2F
Force, Motion, and Energy
Forms of Energy
Mechanical Energy: Potential and Kinetic
Frog Legs
Rubber Band Shoot!
Coaster Construction
The Art of Hurling
The Sun’s Energy
Hot Pockets
Soaking Up the Sun
Sound As Energy
Musical Bottles
Electricity Overview/Electrical Safety
Electricity for the 21st Century
Making Electrical Components
Core Curriculum/Texas
6A
6A
6A, 4A, 4B, 2C, 2D, 2E, 2F, 2G, 1A
6A, 4A, 4B, 2C, 2D, 2E, 2F, 2G, 1A
6A, 6D, 4A
6A, 6D, 4A, 4B, 2C, 2D, 1A
6A
6A, 4A, 2C, 2D, 2G
6A, 4A, 2C, 2D
6A
6A
1A
6A, 6B
9
© 2011 AIMS Education Foundation
A Printed Circuit
A Series Printed Circuit
Circuits in Series
Long Distance Circuits
Conductor Printed Circuit
Parallel Printed Circuit
Circuits in Parallel
Circuit Diagrams
Parallel Tracks
The “Click” Heard Around the World
Hands-On, Hands-Off
Light Energy
Hole Cards
What’s Blocking the Light?
Light Reflections
The Pharaoh’s Chambers
Light Rays Slow Down
6A, 6B
6A, 6B
6A, 6B
6A, 6B
6A, 6B
6A, 6B
6A, 6B, 3D
6A, 6B, 1A
6A
6A, 6C
6A, 6C
6A, 6C
6A, 6C
6A, 6C
Assessment
Meter Tape
Family Letter
Materials List
The AIMS Program
Model of Learning
Chinese Proverb
Core Curriculum/Texas
10
© 2011 AIMS Education Foundation
Topic
Solubility
Key Question
Which materials will dissolve in water and which
will not?
Learning Goals
Students will:
• predict whether each of six materials will dissolve
in water, and
• test their predictions.
Texas Essential Knowledge and Skills for Science
5.5A Classify matter based on physical properties,
including mass, magnetism, physical state
(solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the
ability to conduct or insulate thermal energy or
electric energy
5.5D Identify changes that can occur in the physical
properties of the ingredients of solutions such as
dissolving salt in water or adding lemon juice
to water
5.4A Collect, record, and analyze information using
tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers,
Celsius thermometers, prisms, mirrors, pan
balances, triple beam balances, spring scales,
graduated cylinders, beakers, hot plates, meter
sticks, magnets, collecting nets, and notebooks;
timing devices, including clocks and stopwatches; and materials to support observations
of habitats or organisms such as terrariums and
aquariums
5.2C Collect information by detailed observations and
accurate measuring
5.2D Analyze and interpret information to construct
reasonable explanations from direct (observable) and indirect (inferred) evidence
5.2F Communicate valid conclusions in both written
and verbal forms
Math
Measurement
volume
Core Curriculum/Texas
Science
Physical science
properties of matter
solubility
Integrated Processes
Observing
Predicting
Comparing and contrasting
Collecting and recording data
Materials
For each group:
granulated sugar
brown sugar
salt
pepper
cinnamon
cocoa powder
six paper cups, 3 oz (see Management 1)
graduated plastic cup, 9 oz (see Management 2)
bottle of water (see Management 3)
plastic trashcan (see Management 4)
teaspoon measure
stir stick
paper towels
Background Information
Solubility is a property of matter that indicates
ability to dissolve in a solvent to form a solution.
Water is a good solvent because of its polarity. In fact,
it is often known as the universal solvent because so
many materials are soluble in water. In order for a
material to dissolve in water, it must be able to match
or overcome the attractive forces between the water
molecules. If it is able to do this, the ions, atoms, or
molecules that make up the solute break down and
become associated with the water molecules and form
a solution.
The ability of water to act as a solvent for so many
materials has many implications. Not only does it
account for the formation of natural features like
stalactites and stalagmites, it also allows for ground
water contamination by pesticides and fertilizers,
chemical pollution in rivers and lakes, and acid rain.
In this activity, students will be testing the solubility
of six familiar kitchen materials. They will see that while
many things dissolve in water, not all materials will.
127
© 2011 AIMS Education Foundation
Management
1. Number the 3-oz paper cups from 1 to 6. Put at
least one teaspoon of each of the six materials to
be tested—sugar, brown sugar, salt, pepper,
cinnamon, and cocoa powder—in a cup. Each
group needs one set of six cups.
2. Copy the page of graduated scale strips onto
transparency film. Make a graduated cup for each
group by taping a strip to the outside of a clear
plastic 9-oz cup.
3. Clean two-liter bottles that are filled about halfway
will give each group enough water.
4. Each group will need a small plastic trash can or
similar container in which to dump the water after
each trial. Appropriate containers can be made by
cutting the top several inches off empty two-liter
bottles.
Procedure
1. Challenge students to describe dissolving in their
own words. Discuss the contexts in which they have
experienced dissolving in their daily lives. [making
hot cocoa or lemonade, doing laundry, etc.]
2. Ask if anyone has ever heard the term “universal
solvent,” and if so, what they think it means.
Discuss the fact that water is called the universal
solvent because so many things are able to dissolve
in water. Remind students that when something is
dissolved, a solution is formed. In a solution, the
individual parts (molecules, ions, atoms) of the
solute are broken apart. They are mixed uniformly
throughout the solvent.
3. Explain that students will be testing several familiar
materials and their abilities to dissolve in water.
They will use prior knowledge and experiences
to make predictions about whether each of six
materials will dissolve in water and will then test
their predictions to see if they were correct.
4. Divide students into groups and distribute the
student pages to each student. Give each group
its six cups and explain that these cups contain six
materials that are commonly found in the kitchen.
Challenge students to use their observational skills
to identify each of the six materials. Tell them that
while they should never taste unknown materials,
you can verify that all of these materials are safe
to eat, so they may use taste to identify them.
Core Curriculum/Texas
5. Once students have correctly identified all six
materials, allow time for them to record their
observations of the materials including taste, smell,
color, texture, etc.
6. When students have all recorded their predictions
for which of the materials will dissolve in water,
distribute the remaining materials to each group.
7. Allow time for students to follow the instructions
and measure and mix each of the materials to see
whether it will dissolve in water.
8. Discuss groups’ results and how students’
predictions compared to what actually happened.
Connecting Learning
1. What does it mean for something to dissolve?
2. What are some examples of dissolving? [salt
dissolving in water, sugar dissolving in tea, laundry
detergent dissolving in water, etc.]
3. What are the six materials you tested? How were
you able to identify each one?
4. How did you make your predictions as to which
of the materials would dissolve in water? Describe
your reasoning.
5. How did the results compare to your predictions?
What things surprised you?
6. Was it easy to say whether each of the materials
dissolved or not? Explain. [Some of the materials,
like the cocoa and the cinnamon, may appear to
partially dissolve.]
7. How would you rank the materials we tested from
most to least soluble? Explain your thinking.
8. Name two other materials that you think will
dissolve in water. Name two that you think will not
dissolve in water. Explain your reasoning.
9. What are you wondering now?
Extensions
1. Allow students to test other materials of their
choosing to see if they dissolve in water.
2. Test various liquids for solubility in water. How well
do lemon juice, vinegar, oil, and rubbing alcohol
dissolve in water?
128
© 2011 AIMS Education Foundation
Key Question
Which materials will
dissolve in water and
which will not?
Learning Goals
Students will:
• predict whether each of six materials
will dissolve in water, and
• test their predictions.
Core Curriculum/Texas
129
© 2011 AIMS Education Foundation
Graduated
Scales
for 9-oz cups
Tape graduated
scale strip to
the cup.
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Core Curriculum/Texas
130
© 2011 AIMS Education Foundation
Observe the six substances in your cups. Use your
observations to identify each substance. Record your
observations of each. Include things like taste, smell,
color, and texture.
Cup 1 contains:
_____________
Observations
Cup 2 contains:
_____________
Observations
Cup 3 contains:
_____________
Observations
Cup 4 contains:
_____________
Observations
Cup 5 contains:
_____________
Observations
Cup 6 contains:
_____________
Observations
Predict which of the substances will dissolve in water. Record your predictions below.
Will dissolve
Will dissolve
Will dissolve
Won’t dissolve
Won’t dissolve
Won’t dissolve
Will dissolve
Will dissolve
Will dissolve
Won’t dissolve
Won’t dissolve
Won’t dissolve
Core Curriculum/Texas
131
© 2011 AIMS Education Foundation
You need:
clear plastic cup
bottle of water
teaspoon measure
paper towels
graduated cup
plastic trashcan
stir stick
Do this:
1. Measure 100 mL of water and pour it into the clear plastic cup.
2. Measure 1 teaspoon of the substance in cup 1 and put it in the
cup of water.
3. Stir the water for 1 minute.
4. Record your observations and results.
5. Dump the water in the plastic trashcan. Clean and dry your cup
with paper towels.
6. Repeat the process for each of the substances.
Dissolved
Did not dissolve
Observations
Dissolved
Did not dissolve
Observations
Dissolved
Did not dissolve
Observations
Dissolved
Did not dissolve
Observations
Dissolved
Did not dissolve
Observations
Dissolved
Did not dissolve
Observations
How did your predictions compare to the actual results?
Core Curriculum/Texas
132
© 2011 AIMS Education Foundation
CO
N
NE
C T I NG
Connecting Learning
LEA
RN
I NG
1. What does it mean for
something to dissolve?
2. What are some examples of dissolving?
3. What are the six materials you tested?
How were you able to identify each
one?
4. How did you make your predictions
as to which of the materials would
dissolve in water? Describe your
reasoning.
5. How did the results compare to your
predictions? What things surprised
you?
Core Curriculum/Texas
133
© 2011 AIMS Education Foundation
CO
N
NE
C T I NG
Connecting Learning
LEA
RN
I NG
6. Was it easy to say whether
each of the materials dissolved
or not? Explain.
7. How would you rank the materials
we tested from most to least soluble?
Explain your thinking.
8. Name two other materials that you
think will dissolve in water. Name
two that you think will not dissolve in
water. Explain your reasoning.
9. What are you wondering now?
Core Curriculum/Texas
134
© 2011 AIMS Education Foundation