grade 5
overview
Mixtures and Solutions
content goals
Chemistry is the study of the structure of matter and the changes or
transformations that take place in it. Learning about the makeup of
substances gives us knowledge about how things go together and
how they can be taken apart. Learning about changes in substances
is important for several reasons: changes can be controlled to
produce new materials; changes can give off energy to run machines.
The Mixtures and Solutions Module has four investigations that
introduce students to these fundamental ideas in chemistry.
FOSS expects students to
• Gain experience with the concepts of mixture and solution
and the physical properties of substances that are used to
identify them as mixtures and solutions.
• Gain experience with the concepts of saturation and
supersaturation.
• Identify properties of common solid, liquid, and gaseous
substances.
Overview CONTENTS
• Understand that during chemical reactions, atoms rearrange
to form products with different properties.
FOSS and California Standards 2
• Learn that all matter is made of very small particles called
atoms and that atoms combine to form molecules and
compounds.
• Know that the 90 naturally occurring elements and their
combinations account for all the varied types of matter in the
world.
• Understand that the periodic table organizes the elements by
their chemical properties.
• Plan and conduct simple chemical investigations.
• Use measurement and appropriate tools in the context of
scientific investigations.
• Record data, develop scientific evidence, and draw
conclusions from that evidence.
• Acquire vocabulary associated with chemistry and the
periodic table.
Content Goals
1
Mixtures and Solutions Module
Matrix
4
Science Background
6
FOSS Components
14
The FOSS Teacher Guide
Organization
16
The FOSS Investigation
Organization
17
FOSS Instructional Pedagogy 18
Science Notebooks
22
Working in Collaborative
Groups
25
FOSS for All Students
26
Connecting the Experience
28
Safety in the Classroom
30
Scheduling the Module
31
FOSS K–5 Scope and Sequence32
Mixtures and Solutions
Mixtures and Solutions overview
FOSS and california Standards
The Mixtures and Solutions Module supports the following Physical
Sciences Content Standards for grade 5.*
Physical sciences
PS1
“In grade five the introduction
to chemical reactions and the
concept that atoms combine
to form molecules require
students to clearly distinguish
between molecules and atoms
and chemical compounds
and mixtures. They will be
introduced to the idea that the
organization of atoms on the
periodic table of the elements is
related to similarities and trends
in the chemical properties of the
elements.Ӡ
†Science
Framework for
California Public Schools:
Kindergarten through Grade
Twelve (Sacramento: California
Department of Education, 2003),
page 66.
Elements and their combinations account for all the varied
types of matter in the world. As a basis for understanding
this concept:
PS1a
Students know that during chemical reactions the
atoms in the reactants rearrange to form products with
different properties.
PS1b
Students know all matter is made of atoms, which may
combine to form molecules.
PS1c
Students know metals have properties in common, such
as high electrical and thermal conductivity. Some metals,
such as aluminum (Al), iron (Fe), nickel (Ni), copper
(Cu), silver (Ag), and gold (Au), are pure elements;
others, such as steel and brass, are composed of a
combination of elemental metals.
PS1d
Students know that each element is made of one kind of
atom and that the elements are organized in the periodic
table by their chemical properties.
PS1e
Students know scientists have developed instruments
that can create discrete images of atoms and molecules
that show that the atoms and molecules often occur in
well-ordered arrays.
PS1f
Students know differences in chemical and physical
properties of substances are used to separate mixtures
and identify compounds.
PS1g
Students know properties of solid, liquid, and gaseous
substances, such as sugar (C6H12O6), water (H2O),
helium (He), oxygen (O2), nitrogen (N2), and carbon
dioxide (CO2).
PS1h
Students know living organisms and most materials are
composed of just a few elements.
PS1i
Students know the common properties of salts, such as
sodium chloride (NaCl).
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
full option science system
The Mixtures and Solutions Module supports the following
Investigation and Experimentation Content Standards for grade 5.*
Investigation and Experimentation
I&E6
Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for
understanding this concept and addressing the content in
the other three strands, students should develop their own
questions and perform investigations. Students will:
I&E6a Classify objects (e.g., rocks, plants, leaves) in accordance
with appropriate criteria.
I&E6c Plan and conduct a simple investigation based on a
student-developed question and write instructions
others can follow to carry out the procedure.
I&E6f Select appropriate tools (e.g., thermometers, meter
sticks, balances, and graduated cylinders) and make
quantitative observations.
I&E6g Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams)
and make inferences based on those data.
I&E6h Draw conclusions from scientific evidence and indicate
whether further information is needed to support a
specific conclusion.
I&E6i Write a report of an investigation that includes
conducting tests, collecting data or examining evidence,
and drawing conclusions.
“The Science Content Standards
and the Mathematics Content
Standards also reinforce each
other as students analyze,
strategize, and solve problems,
finding solutions to apply to
new circumstances. Students
in grade five will also develop
testable questions and learn to
plan their own investigations,
selecting appropriate tools to make
quantitative observations.Ӡ
†Science
Framework for
California Public Schools: Kindergarten through Grade
Twelve (Sacramento: California
Department of Education, 2003),
page 66.
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
Mixtures and Solutions
Mixtures and Solutions Module Matrix
Synopsis
1. Separating mixtures
Students make mixtures of water
and solid materials (salt, gravel, and
diatomaceous earth) and separate
the mixtures with screens and filters.
They find that water and salt make
a special kind of mixture, a solution,
that cannot be separated with a filter
but only through evaporation.
CA Science content Standards
PS1f
PS1g
I&E6c
I&E6f
Students know differences in chemical and physical properties of substances are used to
separate mixtures and identify compounds.
Students know properties of solid, liquid, and gaseous substances, such as sugar
(C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide
(CO2).
Plan and conduct a simple investigation based on a student-developed question and write
instructions others can follow to carry out the procedure.
Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
2. Reaching saturation
Students make a saturated solution
by adding salt to water until no more
PS1b
PS1f
salt will dissolve. They also make a
PS1g
saturated Epsom-salts solution. Using
a balance, they compare the solubility
of the two solid materials by comparing
the mass of the salt and Epsom-salts
PS1i
I&E6f
dissolved in the saturated solutions.
I&E6h
They use the property of solubility to
I&E6i
identify an unknown material.
Students know all matter is made of atoms, which may combine to form molecules.
Students know differences in chemical and physical properties of substances are used to
separate mixtures and identify compounds.
Students know properties of solid, liquid, and gaseous substances, such as sugar
(C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide
(CO2).
Students know the common properties of salts, such as sodium chloride (NaCl).
Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
Draw conclusions from scientific evidence and indicate whether further information is
needed to support a specific conclusion.
Write a report of an investigation that includes conducting tests, collecting data or
examining evidence, and drawing conclusions.
3. fizz quiz
Students systematically mix
combinations of solid materials (calcium
chloride, baking soda, and citric acid)
with water and observe changes that
occur. The changes (formation of a gas
and a white precipitate) are identified as
chemical reactions. Students investigate
these reactions and the materials they
produce.
PS1a
PS1b
PS1d
PS1f
I&E6f
I&E6g
I&E6h
I&E6i
4. Elements
Students are introduced to the
periodic table as a graphic display
of the elements showing increasing
atomic number in rows and similar
chemical properties in columns.
They learn about metals and alloys
and that most matter on Earth
is made from a small number of
elements.
PS1c
PS1d
PS1e
PS1h
Students know that during chemical reactions the atoms in the reactants rearrange to form
products with different properties.
Students know all matter is made of atoms, which may combine to form molecules.
Students know that each element is made of one kind of atom and that the elements are organized
in the periodic table by their chemical properties.
Students know differences in chemical and physical properties of substances are used to separate
mixtures and identify compounds.
Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and
make quantitative observations.
Record data by using appropriate graphic representations (including charts, graphs, and labeled
diagrams) and make inferences based on those data.
Draw conclusions from scientific evidence and indicate whether further information is needed to
support a specific conclusion.
Write a report of an investigation that includes conducting tests, collecting data or examining
evidence, and drawing conclusions.
Students know metals have properties in common, such as high electrical and thermal
conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu),
silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are
composed of a combination of elemental metals.
Students know that each element is made of one kind of atom and that the elements are
organized in the periodic table by their chemical properties.
Students know scientists have developed instruments that can create discrete images of
atoms and molecules that show that the atoms and molecules often occur in well-ordered
arrays.
Students know living organisms and most materials are composed of just a few elements.
full option science system
Concepts
Reading and Writing
Assessment
Pretest
Embedded Assessment
• A mixture combines two or more materials
that retain their own properties.
• A solution forms when a material
dissolves in a liquid (solvent) and cannot
be retrieved with a filter.
• All mixtures can be separated based
on the properties of the constituent
substances.
• Evaporation can separate a liquid from a
solid in a solution.
• Crystal form can be used to identify
substances.
• Mixtures
• Taking Mixtures Apart
• Summary: Separating Mixtures
• Science Notebook: Students record
how they assembled mixtures
and the methods used to separate
mixtures.
• Solubility is the property that substances
have of dissolving in solvents. Solubility
is different for different materials and
can change with temperature and
solvent.
• Solubility can be used to differentiate
and identify substances.
• A solution is saturated when a solvent
has dissolved as much solute as possible.
• Decompression sickness is caused by
supersaturation of the gas nitrogen in
blood.
• Solutions Up Close
• The Bends
• Summary: Reaching Saturation
• Science Notebook: Students follow
a procedure and record results. They
use solubility data to determine the
identity of a mystery substance.
Embedded Assessment
• When a change results from mixing
two or more materials, that change
is a chemical reaction, which can be
represented with chemical formulas and
chemical equations.
• Atoms are the fundamental building
blocks of matter; all substances are
composed of atoms.
• Atoms in reactants rearrange during
reactions to form new substances.
• Atoms combine to form molecules.
Molecules are the fundamental units of
substances.
• When Substances Change
• Chemical Formulas
• Reactants = Products
• Summary: Fizz Quiz
• Science Notebook: Students record
reaction observations and rationale
for identification of products. They
complete chemical equations to
demonstrate production of new
substances and conservation of atoms.
Embedded Assessment
• Earth has 90 naturally occurring
elements, each defined by a unique atom.
• Most matter on Earth is made from only a
few elements.
• Most elements on Earth are metals;
metals share properties of malleability
and conduction of heat and electricity.
• The periodic table provides information
about the composition of an element’s
atom and the element’s chemical
properties.
• Atoms and molecules can be imaged with
scanning tunneling microscopes.
• Organizing the Elements
• The Periodic Table of the Elements
• Metals
• Earth Elements
• New Technologies
• Ask a Chemist
• Summary: Elements
• Science Notebook: Students
describe metals and record the
occurrence of elements in ordinary
materials.
Embedded Assessment
Mixtures and Solutions
• Science Notebook
• Response sheet
• Teacher observation
Benchmark Assessment
• I-Check 1
• Teacher observation
• Response sheet
Benchmark Assessment
• I-Check 2
• Science Notebook
• Response sheet
Benchmark Assessment
• I-Check 3
• Teacher observation
• Science Notebook
Benchmark Assessment
• I-Check 4
Posttest
Mixtures and Solutions overview
safety in the classroom
Following the procedures described in
each investigation will make for a very safe
experience with chemistry in the classroom.
You should also review your district safety
guidelines and make sure that everything
that you do is consistent with those
guidelines.
Look for the safety-note icon in the Getting
Ready section, which will alert you to safety
concerns throughout the module.
Materials Safety Data Sheets (MSDS) for
materials used in the FOSS program can
be found on the Delta Education website
(http://www.delta-education.com/msds.
shtml). If you have questions regarding any
MSDS, call Delta Education toll free at 800258-1302 (Monday-Friday 8 a.m. to 6 p.m.
EST).
General classroom safety rules to share with
students include
6. Always protect your eyes. Wear safety
goggles when necessary. Tell your
teacher if you wear contact lenses.
7. Always wash your hands with soap and
warm water after handling chemicals,
plants, or animals.
8. Never mix any chemicals unless your
teacher tells you to do so.
9. Report all spills, accidents, and injuries
to your teacher.
10. Treat animals with respect, caution, and
consideration.
11. Clean up your work space after each
investigation.
12. Act responsibly during science
investigations.
These rules are provided for your class on
the FOSS Safety poster and are in the Science
Resources book for each student.
1. Listen carefully to your teacher’s
instructions. Follow all directions. Ask
questions if you don’t know what to do.
2. Tell your teacher if you have any
allergies.
3. Never put any materials in your mouth.
Do not taste anything unless your
teacher tells you to do so.
4. Never smell any unknown material.
If your teacher asks you to smell
something, wave your hand over the
material to draw the smell toward your
nose.
5. Do not touch your face, mouth, ears,
nose, or eyes while working with
chemicals, plants, or animals.
30
full option science system
scheduling the module
For comprehensive teaching of the science
standards at grade 5, with multiple
exposures, science should be taught every
day. Active-investigation sessions (including
wrap-up) and reading sessions might be
40–45 minutes, I-Check and assessmentreview sessions 20–25 minutes.
Active-investigation (A) sessions include
hands-on work with mixtures, solutions,
and chemical reactions, active thinking
about the concrete experiences, small-group
discussion, writing in science notebooks,
learning new vocabulary in context, and
completing written embedded assessments
to inform instruction.
Week
Day 1
Day 2
Pretest
1
2
3
4
5
6
7
8
9
Reading (R) sessions (Science Resources
book) include individual and interactive
reading, answering review questions,
and discussing the reading to ensure that
students integrate the information.
I-Checks are short summative assessments.
Students respond to written prompts.
The next day, after you have scored the
assessments, students review their written
responses to reflect on and improve their
understanding.
Day 3
Day 4
Day 5
A
A/W
R
R
I-Check 1
Review
A
A/W
R
R
I-Check 2
Review
A/W
R
Start Inv. 1 part 2
Start Inv. 1 part 1
Wrap-up (W) sessions are teacher-directed
vocabulary reinforcement and science
content review.
A
R
(optional)
A/W session
A/W
Start Inv. 1 part 3
Start Inv. 2 part 1
A/W
R
Start Inv. 2 part 2
Start Inv. 2 part 3
A/W
Start Inv. 3 part 1
A/W
Start Inv. 3 part 2
R
A
Start Inv. 3 part 3
A/W
Start Inv. 3 part 4
R
A/W
R
I-Check 3 Review
A/W
Start Inv. 4 part 2
Start Inv. 4 part 3
Start Inv. 4 part 1
R
A/W
R
A/W
R
R
R
I-Check 4
Review
Posttest
Mixtures and Solutions
31
Mixtures and Solutions overview
Scope and Sequence for
FOSS California 2007 Edition
Grade
Physical Sciences
Life Sciences
Earth Sciences
5
Mixtures and Solutions
Living Systems
Water Planet
4
Magnetism and
Electricity
Environments
Solid Earth
3
Matter and Energy
Structures of Life
Sun, Moon, and Stars
2
Balance and Motion
Insects and Plants
Pebbles, Sand, and Silt
1
Solids and Liquids
Plants and Animals
Air and Weather
Wood and Paper
Animals Two by Two
Trees
Wood and Paper
Trees
K
Published and distributed by
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Nashua, NH 03063-4067
1-800-258-1302
32
The FOSS program was developed with
the support of National Science
Foundation grants nos. MDR-8751727
and MDR-9150097. However, any
opinions, findings, conclusions, statements, and recommendations expressed
herein are those of the authors and do
not necessarily reflect the views of NSF.
Developed by
Full Option
Science System
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8941
full option science system