Standards Alignment
- 5-PS1-4 primary
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
View 27 supporting standards
- TEKS.SC.5.01A supporting
ask questions and define problems based on observations or information from text, phenomena, models, or investigations; - TEKS.SC.5.01B supporting
use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems; - TEKS.SC.5.01C supporting
demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards; - TEKS.SC.5.01D supporting
use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information; - TEKS.SC.5.01E supporting
collect observations and measurements as evidence; - TEKS.SC.5.01F supporting
construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and - TEKS.SC.5.01G supporting
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. - TEKS.SC.5.02A supporting
identify advantages and limitations of models such as their size, scale, properties, and materials; - TEKS.SC.5.02B supporting
analyze data by identifying any significant features, patterns, or sources of error; - TEKS.SC.5.02C supporting
use mathematical calculations to compare patterns and relationships; and - TEKS.SC.5.02D supporting
evaluate experimental and engineering designs. - TEKS.SC.5.03A supporting
develop explanations and propose solutions supported by data and models; - TEKS.SC.5.03B supporting
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and - TEKS.SC.5.03C supporting
listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion. - TEKS.SC.5.04A supporting
explain how scientific discoveries and innovative solutions to problems impact science and society; and - TEKS.SC.5.04B supporting
research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. - TEKS.SC.5.05A supporting
identify and use patterns to explain scientific phenomena or to design solutions; - TEKS.SC.5.05B supporting
identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems; - TEKS.SC.5.05C supporting
use scale, proportion, and quantity to describe, compare, or model different systems; - TEKS.SC.5.05D supporting
examine and model the parts of a system and their interdependence in the function of the system; - TEKS.SC.5.05E supporting
investigate how energy flows and matter cycles through systems and how matter is conserved; - TEKS.SC.5.05F supporting
explain the relationship between the structure and function of objects, organisms, and systems; and - TEKS.SC.5.05G supporting
explain how factors or conditions impact stability and change in objects, organisms, and systems. - TEKS.SC.5.06A supporting
compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy; - TEKS.SC.5.06B supporting
demonstrate and explain that some mixtures maintain physical properties of their substances such as iron filings and sand or sand and water; - TEKS.SC.5.06C supporting
compare the properties of substances before and after they are combined into a solution and demonstrate that matter is conserved in solutions; and - TEKS.SC.5.06D supporting
illustrate how matter is made up of particles that are too small to be seen such as air in a balloon.
Lesson Overview
In this Grade 5 science lesson, students will conduct an investigation to determine if mixing two or more substances results in the formation of new substances. Through hands-on experiments, observation, data collection, and analysis, students will explore the properties of matter and understand how to identify chemical changes versus physical mixtures. The lesson integrates NGSS and TEKS standards focusing on scientific inquiry, safe laboratory practices, and the structure and properties of matter.
Learning Objectives
- Plan and conduct an investigation to test whether mixing substances creates new substances.
- Make careful observations and measurements during the investigation to collect evidence.
- Use scientific tools safely to observe and measure properties of substances.
- Analyze data to determine if new substances have formed after mixing.
- Communicate findings supported by evidence and scientific reasoning.
Success Criteria
- Students can describe the steps of their investigation clearly.
- Students collect and record accurate observations and measurements.
- Students identify whether a new substance was formed based on evidence such as changes in color, temperature, or formation of solids.
- Students use appropriate scientific vocabulary to explain their results.
- Students participate in discussions and respect others' explanations.
Prerequisite Knowledge
Students should understand basic properties of matter such as solids, liquids, and mixtures. They should be familiar with making observations and using simple scientific tools like beakers and thermometers.
Key Vocabulary
- Substance
- Mixture
- New substance
- Physical change
- Chemical change
- Observation
- Investigation
- Evidence
- Properties of matter
Materials and Resources
- Various safe substances for mixing (e.g., baking soda, vinegar, water, sand, iron filings)
- Beakers or clear cups
- Measuring spoons
- Stirring rods or spoons
- Thermometers
- Digital scales or balances
- Notebooks for recording observations
- Safety goggles
- Gloves
Teacher Preparation
- Prepare stations with different pairs of substances to mix.
- Review safety procedures and ensure all safety equipment is available.
- Prepare observation and data recording sheets for students.
- Familiarize yourself with signs of chemical changes (color change, temperature change, gas production, formation of precipitate).
- Plan grouping of students for collaborative investigation.
Detailed Lesson Notes
Understanding Substances and Mixtures
A substance is a form of matter that has uniform properties throughout, such as water or baking soda. A mixture contains two or more substances combined physically, where each substance keeps its own properties, like sand and iron filings mixed together. When substances are mixed, sometimes they only form a mixture, but other times a chemical reaction occurs creating a new substance with different properties. For example, mixing baking soda and vinegar produces bubbles of gas and a new substance, indicating a chemical change.
Chemical vs. Physical Changes
Physical changes affect the form of a substance but not its identity, such as dissolving sugar in water or mixing sand and water. Chemical changes result in new substances with different properties, such as color change, temperature change, gas production, or solid formation (precipitate). Students should learn to observe these signs carefully to determine if a new substance has formed.
Planning and Conducting Investigations
Students will plan an investigation by asking questions like: What happens when we mix these substances? They will decide what to observe and measure, such as color, temperature, or formation of bubbles. They will use tools like thermometers and scales to collect data. Safety is critical: students must wear goggles and gloves and handle substances carefully. They will conduct fair tests by mixing the same amounts and controlling variables.
Collecting and Analyzing Data
Students will record observations in tables or charts, noting any changes before and after mixing. They will look for patterns such as consistent color change or temperature increase. They will analyze whether these changes indicate the formation of new substances or just a physical mixture. Teachers should guide students to distinguish between evidence of chemical reactions and physical mixing.
Communicating Scientific Explanations
After the investigation, students will explain their findings using evidence from their observations and measurements. They should use scientific vocabulary to describe whether new substances formed and why. Students will share explanations in groups and listen respectfully to others, comparing results and reasoning. This practice supports scientific communication and critical thinking.
Worked Examples
Worked Example 1
Scenario
Students mix baking soda and vinegar and observe bubbling and temperature change. What does this tell us about the substances?
Explanation
The bubbling indicates gas is produced, and the temperature change shows energy is involved. These are signs of a chemical reaction forming new substances, not just a physical mixture.
Answer Guide
Mixing baking soda and vinegar creates new substances because gas bubbles form and temperature changes, showing a chemical reaction.
Worked Example 2
Scenario
Students mix sand and iron filings and see no change in color or temperature. What does this mean?
Explanation
Since no new properties appear and the substances remain separate, this is a physical mixture, not a new substance.
Answer Guide
Sand and iron filings form a mixture where each substance keeps its properties; no new substance is formed.
Engage
Teacher Activity
Introduce the lesson by asking students if they have ever mixed substances like baking soda and vinegar or sugar and water. Prompt them to share what they noticed happened during those mixtures.
Student Activity
Students share their experiences and predictions about what happens when substances are mixed. They discuss whether they think new substances are formed or not.
Explanation
This activity activates prior knowledge and curiosity about mixtures and chemical changes, setting the stage for the investigation.
Examples
- Students recall examples of mixtures and chemical reactions.
- Students express ideas about changes in substances when mixed.
Explore
Teacher Activity
Guide students to plan and conduct an investigation mixing pairs of substances such as baking soda and vinegar, sand and iron filings, and sugar and water. Provide tools and safety equipment and monitor safe practices.
Student Activity
Students work in groups to mix substances, observe changes, measure temperature or weight if applicable, and record detailed observations in their notebooks.
Explanation
Hands-on investigation allows students to gather evidence about whether new substances form when substances are mixed, distinguishing physical mixtures from chemical reactions.
Examples
- Baking soda and vinegar produce bubbles and temperature change indicating a new substance.
- Sand and iron filings remain physically separate with no new substance.
- Sugar dissolves in water without new substance formation.
Explain
Teacher Activity
Facilitate a class discussion where students share their observations and explain whether new substances were formed in each mixture, using evidence from their data.
Student Activity
Students explain their findings using scientific vocabulary and support their conclusions with observations and measurements.
Explanation
This phase helps students connect evidence to scientific concepts about chemical and physical changes and practice communicating scientific explanations.
Examples
- Students use evidence such as gas bubbles or temperature change to identify new substances.
- Students distinguish between mixtures and chemical reactions.
Elaborate
Teacher Activity
Challenge students to think of other examples where mixing substances might create new substances in everyday life or industry. Discuss how understanding these changes is important in science and society.
Student Activity
Students brainstorm and research examples like cooking, rusting, or medicine production where chemical changes occur due to mixing substances.
Explanation
This extends learning by connecting investigation results to real-world applications and the impact of chemical changes on society.
Examples
- Students identify examples like cooking or rusting as chemical changes.
- Students appreciate the relevance of scientific investigations.
Evaluate
Teacher Activity
Assess students' understanding through a written or oral exit ticket where they explain whether mixing substances always creates new substances and provide evidence from the investigation.
Student Activity
Students respond to prompts summarizing their understanding and use evidence from their investigation to support their answers.
Explanation
This assessment checks for mastery of the lesson objective and ability to use evidence in scientific explanations.
Examples
- Students correctly explain that not all mixing creates new substances.
- Students use observations like color change or bubbles as evidence.
Classroom Activity
Students work in groups to mix substances, observe changes, measure temperature or weight if applicable, and record detailed observations in their notebooks.
Guided Practice
Guided Practice 1
Prompt
What is a mixture?
Teacher Answer Guide
A mixture is when two or more substances are combined physically and each keeps its own properties.
Guided Practice 2
Prompt
Name two signs that a new substance has formed when mixing substances.
Teacher Answer Guide
Signs include color change, temperature change, gas production (bubbles), or formation of a solid (precipitate).
Guided Practice 3
Prompt
If you mix sugar and water and the sugar disappears but the water looks the same, did a new substance form? Explain.
Teacher Answer Guide
No new substance formed; the sugar dissolved, which is a physical change, and both substances keep their properties.
Guided Practice 4
Prompt
Explain how you would design an investigation to test if mixing two substances creates a new substance.
Teacher Answer Guide
I would choose two substances, mix them in controlled amounts, observe and measure changes like color or temperature, record data, and repeat to confirm results.
Guided Practice 5
Prompt
After mixing two substances, you notice bubbles and the temperature increases. How can you use this evidence to explain what happened?
Teacher Answer Guide
Bubbles indicate gas production and temperature increase shows energy change, both signs of a chemical reaction forming new substances.
Independent Practice
- Foundational: What is a mixture?
- Developing: Name two signs that a new substance has formed when mixing substances.
- Application: If you mix sugar and water and the sugar disappears but the water looks the same, did a new substance form? Explain.
- Analysis: Explain how you would design an investigation to test if mixing two substances creates a new substance.
- Challenge: After mixing two substances, you notice bubbles and the temperature increases. How can you use this evidence to explain what happened?
Independent Practice Teacher Answer Key
- 1. A mixture is when two or more substances are combined physically and each keeps its own properties.
- 2. Signs include color change, temperature change, gas production (bubbles), or formation of a solid (precipitate).
- 3. No new substance formed; the sugar dissolved, which is a physical change, and both substances keep their properties.
- 4. I would choose two substances, mix them in controlled amounts, observe and measure changes like color or temperature, record data, and repeat to confirm results.
- 5. Bubbles indicate gas production and temperature increase shows energy change, both signs of a chemical reaction forming new substances.
Guiding Questions
- What happens when we mix these substances?
- How can we observe and measure changes?
- What signs tell us a new substance has formed?
- How do we know matter is conserved during mixing?
- Why is it important to be safe during investigations?
Common Misconceptions
- Mixing substances always creates new substances.
- If substances mix and look different, a new substance must have formed.
- Physical changes are the same as chemical changes.
- Mass changes when substances react or mix.
Differentiation
Support and Intervention
Provide sentence starters and visual aids for recording observations. Use simpler vocabulary and one-step instructions for students needing support.
English-Language Learner Support
Use pictures and demonstrations to explain key vocabulary. Pair ELL students with bilingual peers for discussion support.
Advanced and Extension
Challenge students to research real-world chemical reactions involving mixtures. Have students design and conduct their own investigations with different substances.
Assessment
- Observe students' participation and data recording during investigations.
- Ask students to explain their observations during discussions.
- Explain whether mixing substances always creates new substances and give evidence from the investigation.
- Describe one sign that shows a new substance has formed.
- Write a report describing the investigation process, results, and conclusions about mixing substances.
Answer Guide
- What is a mixture?
Answer: A mixture is when two or more substances are combined physically and each keeps its own properties. - Name two signs that a new substance has formed when mixing substances.
Answer: Signs include color change, temperature change, gas production (bubbles), or formation of a solid (precipitate). - If you mix sugar and water and the sugar disappears but the water looks the same, did a new substance form? Explain.
Answer: No new substance formed; the sugar dissolved, which is a physical change, and both substances keep their properties. - Explain how you would design an investigation to test if mixing two substances creates a new substance.
Answer: I would choose two substances, mix them in controlled amounts, observe and measure changes like color or temperature, record data, and repeat to confirm results. - After mixing two substances, you notice bubbles and the temperature increases. How can you use this evidence to explain what happened?
Answer: Bubbles indicate gas production and temperature increase shows energy change, both signs of a chemical reaction forming new substances.
Real-Life Application
Encourage students to observe and discuss with family members any examples of mixing substances at home, such as cooking or cleaning, and note if new substances form.
Homework or Home Connection
- Encourage students to observe and discuss with family members any examples of mixing substances at home, such as cooking or cleaning, and note if new substances form.
Lesson Summary
Students conducted investigations mixing different substances to determine if new substances formed. They learned to observe changes like bubbling, color, and temperature, distinguishing chemical reactions from physical mixtures. They practiced using scientific tools safely, collecting data, and explaining their findings with evidence, building understanding of matter and its properties.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.