INSTRUCTIONAL FOCUS DOCUMENT Grade 5 ... - McAllen ISD

INSTRUCTIONAL FOCUS DOCUMENT 

Grade 5/Science 

UNIT: 02 TITLE: Physical Properties of Matter SUGGESTED DURATION: 18 days 

Exemplar Lesson 01: Physical Properties 

Exemplar Lesson 02: Properties of Mixtures, Solutions, and Water 

State Resources: 

Texas Safety Standards 

Bridging II TAKS Module 2 – Tools 

Connecting to Unifying Concepts through Physical Science: Matter 

RATIONALE: 

This unit bundles SEs that address physical properties of matter in order to set a foundation for understanding and classifying chemical and physical changes. 

Prior to this unit, in Grade 3, students measured, tested, and recorded physical properties of matter. In Grade 4, the focus is on measuring, comparing, and 

contrasting the physical properties. Prior to this unit, students also received in-depth experiences that led to a conceptual understanding of the similarities and 

differences between mixtures and solutions. During this unit students will classify matter according to their physical properties. Note that this concept was 

moved from Grade 6 to Grade 5 when the TEKS were revised. During this unit, students will also focus on the physical properties of mixtures and solutions and 

whether those physical properties change or remain the same. In order to truly understand the differences between mixtures and solutions, students will have to 

be provided with experiences that include the concepts of dissolving and solubility. After this unit, students will be introduced to new properties of matter that can 

be used for classification which include luster, malleability, hardness, and streak. Students’ grade 5 understanding of physical properties of matter will be 

foundational to the concept of elements and their location on the periodic table in middle school curriculum. 

At this time of the school year, many process skills will be embedded to support scientific methods and measurement. 

According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], “by the 

end of 5 th Grade, students should know that all materials have certain physical properties, such as strength, hardness, flexibility, durability, resistance to water 

and fire, and ease of conducting heat.” 

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: 

MISCONCEPTIONS: 

Students may think that mass and volume, which both describe an "amount of matter," are the same property. 

Students may think that gases are not matter because most are invisible and do not have mass. 

Students may think that density is the thickness of something. 

Students may think that heavy objects always sink and light objects always float. 

Students may think that a solid added to water disappears or melts into the water. 

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS 

You are taking a cooking class and have been assigned the 

task of analyzing how the properties of the items found in a 

kitchen determine their use. Create a display to 

communicate this information to other students. (5.2F, 

Properties – Matter 

Properties – Changes 

Matter has measurable physical properties, and those 

properties determine how matter is classified, changed, 

and used. 

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5.2G; 5.5A, 5.5B) 

1E; 5G 

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS 

Make two mixtures; one must be a solution. Identify 

whether or not the physical properties of the original 

substances in each change when the new mixtures are 

created. Produce a chart that documents changes, if any, in 

properties. (5.2D, 5.2F; 5.5C, 5.5D) 

1C; 5G 

Nature of Science 

Properties – Matter 

Properties – Changes 

Nature of Science 

Changes in water are caused by heating and cooling. 

Physical properties may remain the same in some 

mixtures, but may change in other mixtures. 

The physical properties of ingredients can change when 

they are combined into a solution. 

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT 

Matter – substance that has mass and takes up space 

Properties – characteristics used to identify matter 

Solution – a type of mixture in which the particles of one or more substances are uniformly dissolved throughout another substance 

Relative density – floating or sinking when compared to water 

TEKS# 

SE# TEKS 

5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor 

investigations following home and school safety procedures and environmentally 

appropriate and ethical practices. The student is expected to: 

5.1A Demonstrate safe practices and the use of safety equipment as described in the 

Texas Safety Standards during classroom and outdoor investigations. 

SPECIFICITY 

Demonstrate 

SAFE PRACTICES 

Including, but not limited to: 

Washing hands 

STAAR Note: 

The process skills will be incorporated into at least 40% of the test questions and will 

be identified along with content standards. 

5.1B Make informed choices in the conservation, disposal, and recycling of materials. Make 

INFORMED CHOICES 


In the conservation, disposal, and recycling of materials 

Laboratory materials 

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TEKS# 

SE# TEKS 

5.2 Scientific investigation and reasoning. The student uses scientific methods during 

laboratory and outdoor investigations. The student is expected to: 

5.2D Analyze and interpret information to construct reasonable explanations from direct 

(observable) and indirect (inferred) evidence. 

SPECIFICITY 

STAAR Note: 



Analyze, Interpret 

INFORMATION 


Construct reasonable explanations 

Direct (observable) evidence 

Indirect (inferred) evidence 

STAAR Note: 



5.2F Communicate valid conclusions in both written and verbal forms. Communicate 

VALID CONCLUSIONS 


Oral 

Written 

5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, 

including computers, to organize, examine, and evaluate information. 

STAAR Note: 



Construct, Organize, Examine, Evaluate 

INFORMATION 

©2011, TESCCC 06/13/11 page 3 of 7 

Use 

TECHNOLOGY 


Using technology 

Computers 

Graphs 

Tables 

Maps 

Charts




TEKS# 

SE# TEKS 

5.4 Scientific investigation and reasoning. The student knows how to use a variety of 

tools and methods to conduct science inquiry. The student is expected to: 

5.4A Collect, record, and analyze information using tools, including calculators, 

microscopes, cameras, computers, hand lenses, metric rulers, Celsius 

thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, 

graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and 

notebooks; timing devices, including clocks and stopwatches; and materials to 

support observations of habitats or organisms such as terrariums and aquariums. 

SPECIFICITY 

STAAR Note: 



Collect, Record, Analyze 

INFORMATION USING TOOLS 


Notebooks 

Calculators 

Hand lens 

Metric Rulers 

Celsius Thermometers 

Triple Beam Balance 

Pan Balance 

Graduated Cylinder 

Beaker 

Hot Plate 

Magnets 

STAAR Note: 



5.4B Use safety equipment, including safety goggles and gloves. Use 

5.5 Matter and energy. The student knows that matter has measurable physical 

properties and those properties determine how matter is classified, changed, and 

used. The student is expected to: 

5.5A Classify matter based on physical properties, including mass, magnetism, physical 

state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, 

and the ability to conduct or insulate thermal energy or electric energy. 

SAFETY EQUIPMENT 


Safety goggles 

Gloves 

STAAR Note: 



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Classify 

MATTER BASED ON PHYSICAL PROPERTIES




TEKS# 

SE# TEKS 

Readiness Standard 

5.5B Identify the boiling and freezing/melting points of water on the Celsius scale. 

Supporting Standard 

5.5C Demonstrate that some mixtures maintain physical properties of their ingredients 

such as iron filings and sand. 


5.5D Identify changes that can occur in the physical properties of the ingredients of 

solutions such as dissolving salt in water or adding lemon juice to water. 


SPECIFICITY 


Mass 

Magnetism 

Physical state 

Solid 

Liquid 

Gas 

Relative density (sinking and floating) 

Solubility in water 

The ability to conduct or insulate thermal or electric energy 

Identify 

CHANGES IN WATER CAUSED BY HEATING AND COOLING 


On the Celsius scale 

Boiling point of water 

Freezing point of water 

Melting point of water 

Density 

Demonstrate 

THAT SOME MIXTURES MAINTAIN PHYSICAL PROPERTIES OF THEIR INGREDIENTS 


Iron filings and sand 

Sand, salt, and water 

Identify 

CHANGES THAT CAN OCCUR IN THE PHYSICAL PROPERTIES OF THE 

INGREDIENTS OF SOLUTIONS 


Salt in water 

Lemon juice in water 

TEKS# 

SE# Scientific Process TEKS: Use appropriate Scientific processes to support instruction. 

5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally 

appropriate and ethical practices. The student is expected to: 

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5.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 

5.1B Make informed choices in the conservation, disposal, and recycling of materials. 

5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 

5.2A Describe, plan, and implement simple experimental investigations testing one variable. 

5.2B Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 

5.2C Collect information by detailed observations and accurate measuring. 

5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 

5.2E Demonstrate that repeated investigations may increase the reliability of results. 

5.2F Communicate valid conclusions in both written and verbal forms. 

5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 

5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 

5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, 

including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 

5.3B Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels. 

5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 

5.3D Connect Grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 

5.4 The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 

5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, 

mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, 

including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums. 

5.4B Use safety equipment, including safety goggles and gloves. 

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency 

level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the 

required curriculum. 

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s 

levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. 

School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is 

linguistically accommodated to help the student acquire English language proficiency. 

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 

ELPS# 

C(1) 

1C 

Subsection C: Cross-curricular second language acquisition essential knowledge and skills. 

Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes 

in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must 

be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is 

expected to: 

Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. 

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1E 

C(5) 

5G 

Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. 

Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in 

all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet 

grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, 

sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do 

not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: 

Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. 

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INSTRUCTIONAL FOCUS DOCUMENT Grade 5 ... - McAllen ISD

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