Grade 5 – Matter and Materials

1 33 Grade 5 Matter and MaterialsSlippery Shapes Level 3, Sample 1AB34 The Ontario Curriculum exemplars , Grades 5 and 6: Science and TechnologyCD35 Grade 5 Matter and MaterialsETeacher s Notes Understanding of Basic Concepts The student demonstrates considerable understanding of the three statesof Matter and the changes that Matter can go through ( , [V] I knewthere was a gas because the steam coming out of the kettle had no definiteshape, colour or odour, and it would float in the air ; [P] What Did I Learn?)

2 [3]: Boiling the water in the kettle and causeing evaporation .. liquid gelatin inthe refrigerator causeing solidification .. ).Inquiry Skills The student applies most of the skills and strategies required to plan aninvestigation to select an appropriate lining material for the moulds ( ,[P] Inquiry Recording Sheet [1]: identifies the main criteria for the test; and[6]: completes a sequential plan with ten clearly identified steps). The student meets most requirements of a fair test ( , [P] Inquiry Record-ing Sheet [3] and [4]: clearly identifies the variable to be changed and thoseto be held constant, including the amount of material: the amount of gela-tin, the temperatures of the ingredients, how long it will set ).

3 The student makes and records specific observations about the propertiesof the lining Materials ( , [P] Observation Chart: wax paper sticky,quiet, transparent, fibre filled, doesn t hold its shape ). The student draws valid conclusions based on observations and knowledgeof properties of the Materials ( , [V] refers to the shape of the SlipperyShapes in the conclusion and relates this to the properties of the liningmaterials: .. it held the shape until it set. It didn t leak into the cup or themould. It was basically the same when I took it out.)

4 It was extremely easy toget out. ).Communication of Required Knowledge The student provides detailed explanations for the choice of lining ( , [P] Inquiry Recording Sheet [7]: I would recommend .. the wax paper ..the wax paper held its shape best .. The other liners were less flexible .. ;[V] .. it was very thick and strong and it also had a waxy lining .. ). The student makes general use of appropriate science and technologyvocabulary ( , [P] translucent, evaporates, procedure ; [V] evaporation,flexible, solidification ).

5 36 The Ontario Curriculum exemplars , Grades 5 and 6: Science and TechnologyRelating of Science and Technology to Each Other and to the World Outside the School The student offers complete explanations when identifying examples ofchanges in states of Matter found in the outside world ( , [P] What Did ILearn? [3]: Boiling the water in the kettle and causeing evaporation is justlike when the water in a puddle evaporates. ; [V] When you re holding anice cream cone and the ice cream starts to melt, it changes from a solid toa liquid.)

6 I knew there was a change in state .. the ice cream s no longercold and hard. It turned into a runny, liquid substance. ).Comments/Next Steps The student demonstrates the ability to conduct an investigation, includingadministering a fair test. The student should include more detail ( , specific ingredients and quan-tities) when identifying the steps of the procedure. The student should continue to develop science and technology vocabularyand use it more 5 Matter and MaterialsSlippery Shapes Level 3, Sample 2AB38 The Ontario Curriculum exemplars , Grades 5 and 6: Science and TechnologyCD39 Grade 5 Matter and MaterialsETeacher s Notes Understanding of Basic Concepts The student demonstrates considerable understanding of the three statesof Matter and the changes that Matter can go through ( , [V] names thestates and offers some examples and properties of each.

7 It was liquidbecause it had a definite volume but not a definite shape. ; [P] What Did ILearn? [2]: .. when the teacher mixed the jello powder with water whichwas solid to liquid and when the jello setted [set] which was liquid to solid. ).Inquiry Skills The student applies most of the skills and strategies required to plan aninvestigation to select an appropriate lining material for the moulds ( ,[P] Inquiry Recording Sheet [1]: identifies all three criteria when explainingthe problem; and [6]: provides a clear and detailed plan).

8 The student meets most requirements of a fair test ( , [P] Inquiry Record-ing Sheet [3] and [4]: identifies the variable to be changed: The variable Iam going to change is the lining material .. ; and those to be held constant: .. the cup, the amout [amount] of jello .. ). The student makes and records specific observations about the propertiesof the lining Materials ( , [P] Observation Chart: plastic bag it is able tofloat, rough and crumply, it is flexible, it is not that strong, it is not hard anddosn t desolve.)

9 The student draws valid conclusions based on observations and knowledgeof properties of the Materials ( , [P] Inquiry Recording Sheet [7]: offersrecommendations based on observed results that meet the criteria: Iwould recommend plastic bag material .. because the material containedthe jello mix and the jello had a minimum of damage when I took it out ).Communication of Required Knowledge The student provides detailed explanations for the choice of lining ( , [V] I would recommend a plastic bag .. because the jello, it stayed in one piecethe most, and it didn t leak and it was pretty much the shape of the cup.)

10 The student makes general use of appropriate science and technologyvocabulary ( , [V] condensed, solution, flexible, dissolved, volume ; [P] variable, observations, freezing, desolve, definite shape ).40 The Ontario Curriculum exemplars , Grades 5 and 6: Science and TechnologyRelating of Science and Technology to Each Other and to the World Outside the School The student offers complete explanations when identifying examples ofchanges in states of Matter found in the outside world ( , [V] When youhave a cold pop can and the air goes from gas to liquid and condenses onthe outside ; [P] What Did I Learn?)