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5th, 6th Grades  Project 2 weeks

7/8th Grade Matter Mix-Up: Models, Properties & Mixtures!

Teri M
1.1.a
1.1.b
1.1.c
1.1.d
1.3.a
+ 26 more
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Purpose

The purpose of this project is to engage students in hands-on investigations that deepen their understanding of matter and its properties through familiar, everyday contexts. Students will explore mixtures found in their kitchens, analyze changes, and document their findings, fostering scientific inquiry and critical thinking skills. This project encourages students to connect their learning to real-life situations, enhancing their self-directed learning and academic mindset.

Learning goals

Students will learn to classify and describe matter by exploring physical and chemical properties through engaging, hands-on activities. They will conduct simplified kitchen-based investigations to separate and analyze mixtures, documenting their findings with photos and simple reflections. Students will practice scientific inquiry by making observations and interpreting data to identify changes in matter. Through collaborative activities, students will develop self-directed learning skills and strengthen their academic mindset by reflecting on their experiences and sharing insights with classmates.
Standards
  • [Virginia] 1.1.a - The student will demonstrate an understanding of scientific and engineering practices by asking questions and defining problems. (i) Ask questions and make predictions based on observations. (ii) Identify a simple problem that can be solved through the development of a new tool or improved object.
  • [Virginia] 1.1.b - The student will demonstrate an understanding of scientific and engineering practices by planning and carrying out investigations. (i) With guidance, conduct investigations to produce data. (ii) Identify characteristics and properties of objects by observations. (iii) Use tools to measure relative length, weight, volume, and temperature of common objects.
  • [Virginia] 1.1.c - The student will demonstrate an understanding of scientific and engineering practices by interpreting, analyzing, and evaluating data. (i) Use and share pictures, drawings, and/or writings of observations. (ii) Describe patterns and relationships. (iii) Classify and arrange objects based on a single physical characteristic or property. (iv) Organize and represent various forms of data using tables, picture graphs, and object graphs. (v) Read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to.
  • [Virginia] 1.1.d - The student will demonstrate an understanding of scientific and engineering practices by constructing and critiquing conclusions and explanations. (i) Make simple conclusions based on data or observations. (ii) Recognize unusual or unexpected results.
  • [Virginia] 1.3.a - Objects are made of one or more materials with different physical properties and can be used for a variety of purposes.
  • [Virginia] 1.3.b - When a material is changed in size most physical properties remain the same.
  • [Virginia] 1.2.b - Objects may vibrate and produce sound.
  • [Virginia] 1.2.a - Objects may have straight, circular, spinning, and back-and-forth motions.
  • [Virginia] 1.1.f - The student will demonstrate an understanding of scientific and engineering practices by obtaining, evaluating, and communicating information. (i) Communicate observations and data using simple graphs, pictures, drawings, numbers, speech and/or writing.
  • [Virginia] 1.1.e - The student will demonstrate an understanding of scientific and engineering practices by developing and using models. (i) Use physical models to demonstrate simple phenomena and natural processes.
  • [Virginia] 2.3.c - Heating and cooling can change the phases of matter.
  • [Virginia] 2.3.b - Solids, liquids, and gases have different characteristics.
  • [Virginia] 2.3.a - Matter has mass and takes up space.
  • [Virginia] 5.7.a - Matter is composed of atoms.
  • [Virginia] 5.7.b - Substances can be mixed together without changes in their physical properties.
  • [Virginia] 5.7.c - Energy has an effect on the phases of matter.
  • [Next Generation Science Standards] K-2.AG.7.1 - Some things stay the same while other things change.
  • [Next Generation Science Standards] K-2.AG.7.2 - Things may change slowly or rapidly.
  • [Next Generation Science Standards] 6-8.AG.1.1 - Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
  • [Next Generation Science Standards] 6-8.AG.1.2 - Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.
  • [Next Generation Science Standards] 6-8.AG.1.3 - Patterns can be used to identify cause and effect relationships.
  • [Next Generation Science Standards] 6-8.AG.1.4 - Graphs, charts, and images can be used to identify patterns in data.
  • [Next Generation Science Standards] 6-8.AG.5.1 - Matter is conserved because atoms are conserved in physical and chemical processes.
  • [] LS.1.C - Organization for Matter and Energy Flow in Organisms
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • SCI.1 - Lead Scientific Investigations | Critical Thinking | Academically Prepared - Ask a scientific question (SCI.1.1)
  • SCI.3 - Develop and Use Models | Critical Thinking | Academically Prepared - Use the model to communicate ideas (SCI.3.2)
  • SCI.3 - Develop and Use Models | Critical Thinking | Academically Prepared - Evaluate and refine models (SCI.3.3)
  • SCI.2 - Analyze and Interpret Data | Critical Thinking | Academically Prepared - Make meaning of data collected (SCI.2.1)
  • SCI.1 - Lead Scientific Investigations | Critical Thinking | Academically Prepared - Plan and organize an investigation (SCI.1.4)
  • SCI.1 - Lead Scientific Investigations | Critical Thinking | Academically Prepared - Formulate a hypothesis (SCI.1.2)
  • SCI.3 - Develop and Use Models | Critical Thinking | Academically Prepared - Create a model to represent a system (SCI.3.1)

Products

Students will create a digital portfolio documenting their kitchen-based investigations, including photos and reflective journal entries that capture their process of classifying and separating mixtures. They will produce a simple presentation of their findings from the 'Science Sleuths' investigation day, showcasing their analysis of chemical reactions. Additionally, students will compile a 'Mixture Mastermind' photo journal, highlighting their scavenger hunt discoveries of homogeneous and heterogeneous mixtures. These products will demonstrate their understanding of matter and its properties through hands-on exploration.

Launch

Kick off the learning experience with the 'Matter Mystery Box' challenge, where students work together to classify and describe household items based on their physical properties. Then, host a simplified 'Kitchen Chemistry Cook-off,' where students identify mixtures in recipes and observe how cooking affects them, focusing on basic changes. These activities will engage students in hands-on exploration, sparking curiosity and laying the groundwork for understanding matter's properties and classifications.

Exhibition

Host a "Kitchen Chemistry Expo" where students present their digital portfolios, highlighting their investigations and findings. Invite peers, teachers, and family members to explore stations where students demonstrate the classification and separation of mixtures. Encourage students to share their reflective journal entries and discuss the scientific principles behind their experiments. Include a "Science Sleuths Showcase" where students present their data analysis on chemical reactions through skits or presentations.
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