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Dissolving and Back Again

Classroom Resource Information

Title:

Dissolving and Back Again

URL:

https://www.acs.org/content/acs/en/education/resources/k-8/inquiryinaction/fifth-grade/chapter-1-investigating-matter-at-the-particle-level/lesson-1-3--dissolving-and-back-again.html

Content Source:

Other
American Chemical Society

Type:

Lesson/Unit Plan

Overview:

In this lesson, students explore the particle nature of matter by first dissolving salt in water, then allowing the water to evaporate, and finally observing the solid salt left behind. After viewing a model of salt, students help develop models for the processes of salt dissolving, water evaporating to form a gas, and salt re-forming as a crystal. The focus is that matter, whether solid, liquid, or gas, is made up of particles; that dissolving and evaporation happen at the particle level; and that models can help explain these processes that we cannot see.

Content Standard(s):

Science
SC2015 (2015)
Grade: 5

1 ) Plan and carry out investigations (e.g., adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, evaporating salt water) to provide evidence that matter is made of particles too small to be seen.

NAEP Framework

NAEP Statement::
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.

NAEP Statement::
P4.4: Some objects are composed of a single substance; others are composed of more than one substance.

NAEP Statement::
P8.1: Properties of solids, liquids, and gases are explained by a model of matter that is composed of tiny particles in motion.

Unpacked Content

Scientific And Engineering Practices:

Planning and Carrying out Investigations

Crosscutting Concepts: Scale, Proportion, and Quantity

Disciplinary Core Idea: Matter and Its Interactions

Evidence Of Student Attainment:

Students:

Provide evidence based on investigation results that matter is made of particles too small to be seen.

Teacher Vocabulary:

Investigation
Variable
Data
Hypothesis
Conclusion
Matter
Describe
Observe
Evidence
Immensely
Bulk matter
Particle

Knowledge:

Students know:

Matter is made of particles too small to be seen Matter too small to be seen still exists and may be detected by other means.
Gasses are made of matter particles that are too small to see, and are moving freely around in space (this can explain many observations, including the inflation and the shape of the balloon, and the effects of air on larger particles or objects).
The behavior of a collection of many tiny particles of matter and observable phenomena involving bulk matter (e.g., an expanding balloon, evaporating liquids, substances that dissolve in a solvent, effects of wind).
There is a relationship between bulk matter and tiny particles that cannot be seen.

Skills:

Students are able to:

Identify the phenomenon under investigation.
Identify evidence that addresses the purpose of the investigation.
Collaboratively plan the investigation.
Collect and analyze the data.

Understanding:

Students understand that:

Natural objects exist from the very small to the immensely large.

AMSTI Resources:

AMSTI Module:
Matter and Interactions

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.5.1- Recognize that matter is made of particles too small to be seen.

Tags:

dissolve, evaporation, matter, particles

License Type:

Custom Permission Type
See Terms: https://www.acs.org/content/acs/en/terms.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This resource provided by:

Author:

Stephanie Carver

ALEX Classroom Resource

Dissolving and Back Again