ALEX Learning Activity

  

Matter Mystery

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Brian Sauls
System:Albertville City
School:Albertville Middle School
  General Activity Information  
Activity ID: 2227
Title:
Matter Mystery
Digital Tool/Resource:
Matter Mystery
Web Address – URL:
Overview:

This activity can be used at the beginning of a unit or lesson on matter. The students will be given a list of items and will need to identify which items they consider to be matter. The students will also be asked to identify items that they don't consider to be matter and give reasons why. This activity can be used independently or with partners.

This activity is a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 5
3 ) Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).

NAEP Framework
NAEP Statement::
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

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.

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:
  • Make observations and measurements to identify materials based on their properties.
Teacher Vocabulary:
  • color
  • hardness
  • reflectivity
  • electrical conductivity
  • thermal conductivity
  • response to magnetic forces
  • solubility
  • density
  • measurement (quantitative and qualitative)
  • data
  • observable properties
  • standard units
  • conductors
  • nonconductors
  • magnetic
  • nonmagnetic
Knowledge:
Students know:
  • Materials have different properties-color, hardness, reflectivity, electrical conductivity thermal conductivity, solubility, and density.
  • Measurements of a variety of properties can be used to identify materials.
  • Measurements should be made in standard units (e.g., grams & liters).
Skills:
Students are able to:
  • Identify the phenomenon through observations about materials, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
  • Identify the evidence and collect data about the observed objects in standard units (e.g., grams, liters).
  • Collaboratively plan the investigation.
  • Identify materials based on their properties.
Understanding:
Students understand that:
  • Standard units are used to measure and describe physical quantities of materials such as weight, time, temperature, and volume. These measurements will assist in the identification of the materials ( e.g. powders, metals, minerals, and liquids).
AMSTI Resources:
AMSTI Module:
Matter and Interactions
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.3- Classify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).
Learning Objectives:

I can identify and describe matter.

I can differentiate between energy and matter.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

This learning activity can be used at the beginning of a unit on matter. The students will be given Matter Mystery and will color in the boxes that they consider to be matter. They will also give a brief description of why they don't consider something to be matter. Students can work independently or with partners. At the conclusion of the activity, the teacher can lead a discussion allowing the students to share their ideas on matter. Discussion questions could include:

  1. Why are heat and light not considered matter?

  2. Why is the sun considered matter but light isn't?
Assessment Strategies:

This activity can be used as a probe to gauge student understanding of matter. Teachers can assess the prior knowledge of the students and also plan future lessons with this information.
Advanced Preparation:

The teacher will need to make copies of the Matter Mystery activity. Paper copies and colored pencils/crayons will be needed to complete the activity.
Variation Tips (optional):

The teacher could vary the activity so that the students would use a certain color if they are sure that the item is made of matter, and another color if they are not sure but want to include the item in the matter list.
Notes or Recommendations (optional):

The teacher can allow students to work independently at first and then work with a partner to check their answers and compare. Student discussion will be more engaging when they have their own ideas and have to come to a consensus.
  Keywords and Search Tags  
Keywords and Search Tags: classify, energy, matter