Lesson 44 covers:

• Elementary Level: Properties of Liquids
• Mid Level: Changes in Matter (Physical and Chemical)
• High Level: Elements, Compounds, and Mixtures

Elementary Level (Kinder to Grade 2)

Subject: Properties of Liquids

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • K-2-ETS1-3: Analyze data from tests of an object or tool to determine if it works as intended.
  • 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
• Common Core State Standards (CCSS) – ELA:
  • CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations.
  • CCSS.ELA-LITERACY.SL.1.5: Add drawings or other visual displays to descriptions when appropriate.

Lesson Objectives

By the end of this lesson, the student will be able to:

1. Define a liquid as a form of matter that flows and takes the shape of its container.
2. Observe and describe how different liquids flow when poured.
3. Compare and contrast the properties of different liquids (e.g., water, oil, syrup).

Materials Needed

• Clear plastic cups (3-4)
• Small bowls or containers
• Water
• Vegetable oil
• Corn syrup or honey
• Food coloring (optional, for visibility)
• Pipettes or spoons for pouring
• Paper towels (for spills)
• Worksheet or journal for recording observations (drawing/writing)

Lesson Activities

1. Introduction (5-10 minutes)

• Engage: Show the student an image of different liquids (water, oil, syrup) in separate containers.
  • Discussion Questions:
    • “What do you notice about these substances?”
    • “Do they look the same or different?”
    • “What happens when you pour them?”
• Explain: Introduce the term liquid—a type of matter that flows and takes the shape of its container.

2. Hands-On Experiment: Pouring Liquids (15-20 minutes)

• Procedure:
  1. Fill three cups with:
     • Water (add food coloring if desired)
     • Vegetable oil
     • Corn syrup/honey
  2. Have the student predict how each liquid will pour.
  3. Let the student slowly pour each liquid into a new container and observe:
     • “Which one flows fastest/slowest?”
     • “Do they look different when moving?”
  4. Compare by tilting containers—notice how some liquids stick to the sides.

3. Recording Observations (5-10 minutes)

• Have the student draw or write in a science journal:
  • “Which liquid was the thickest? Which was the thinnest?”
  • “Which one poured the fastest?”
• Encourage labeling (e.g., “water = fast,” “syrup = slow”).

4. Wrap-Up Discussion (5 minutes)

• Review Key Concepts:
  • Liquids flow and take the shape of their container.
  • Some liquids flow faster (water) than others (syrup).
• Real-World Connection:
  • “Where do we see liquids in everyday life?” (Milk, juice, rain, etc.)

Assessment & Extension Ideas

• Informal Assessment: Ask the student to explain in their own words what a liquid is.
• Extension Activity:
  • Freeze liquids overnight and compare solids vs. liquids the next day.
  • Explore mixing liquids (e.g., oil and water) to observe separation.

Mid Level (Grade 3 to 5)

Subject: Changes in Matter (Physical & Chemical)

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
  • 5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change (physical or chemical), the total weight of matter is conserved.
• Common Core State Standards (CCSS) – ELA & Math:
  • CCSS.ELA-LITERACY.RI.4.3: Explain events in a scientific text.
  • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of measurement units (e.g., grams, milliliters).

Lesson Objectives

By the end of this lesson, the student will be able to:

1. Define physical and chemical changes in matter.
2. Compare reversible (physical) and irreversible (chemical) changes.
3. Conduct experiments to observe dissolving (physical change) and a simple chemical reaction (baking soda + vinegar).
4. Record and analyze data to differentiate between the two types of changes.

Materials Needed

• For Physical Change (Dissolving Salt):
  • Table salt
  • Warm water
  • Clear cups
  • Spoon for stirring
  • Measuring spoons
  • Small plate (for evaporation extension)
• For Chemical Change (Baking Soda + Vinegar):
  • Baking soda
  • White vinegar
  • Small bowl or cup
  • Measuring spoons
  • Balloon (optional, for gas demonstration)
• General Supplies:
  • Science journal or worksheet
  • Magnifying glass (optional)

Lesson Activities

1. Introduction (10 minutes)

• Engage: Show an image of ice melting vs. a rusted nail (or burning paper).
  • Discussion Questions:
    • “What is happening in these pictures?”
    • “Can you reverse these changes? Why or why not?”
• Explain:
  • Physical Change: Alters form but not substance (e.g., dissolving, melting).
  • Chemical Change: Forms new substances (e.g., rusting, burning).

2. Hands-On Experiment 1: Dissolving Salt (Physical Change) (15 minutes)

• Procedure:
  1. Have the student measure 1 tsp salt into a cup of warm water.
  2. Stir and observe—ask: “Does the salt disappear? Can we get it back?”
  3. Extension: Leave the solution on a plate for a few days to observe evaporation (salt reappears!).
• Key Takeaway: Dissolving is reversible (physical change).

3. Hands-On Experiment 2: Baking Soda + Vinegar (Chemical Change) (15 minutes)

• Procedure:
  1. Mix 1 tbsp baking soda with ¼ cup vinegar in a bowl.
  2. Observe bubbles (CO₂ gas production)—ask: “Is this a new substance?”
  3. Optional: Stretch a balloon over a bottle opening to trap gas.
• Key Takeaway: Bubbles = irreversible chemical change!

4. Data Recording & Analysis (10 minutes)

• Have the student complete a T-chart in their journal:

Physical Change (Salt + Water)Chemical Change (Baking Soda + Vinegar)ReversibleIrreversibleNo new substanceNew substance (gas)

5. Wrap-Up Discussion (5-10 minutes)

• Review Key Concepts:
  • Physical changes = reversible (e.g., cutting paper, freezing water).
  • Chemical changes = irreversible (e.g., cooking an egg, burning wood).
• Real-World Connection:
  • “What changes happen when you bake a cake? (Both physical and chemical!)”

Assessment & Extension Ideas

• Informal Assessment: Ask the student to classify other examples (e.g., folding paper vs. burning paper).
• Extension Activities:
  • Test other reactions (e.g., lemon juice + milk = curdling).
  • Explore conservation of mass by weighing reactants/products.

High Level (Grade 6 to 8)

Subject: Elements, Compounds, and Mixtures

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
  • MS-PS1-2: Analyze and interpret data on the properties of substances before and after interactions to determine if a chemical reaction has occurred.
  • MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
• Common Core State Standards (CCSS) – ELA & Math:
  • CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments.
  • CCSS.MATH.CONTENT.7.SP.C.6: Collect data to draw conclusions.

Lesson Objectives

By the end of this lesson, the student will be able to:

1. Define elements, compounds, and mixtures with examples.
2. Compare homogeneous vs. heterogeneous mixtures.
3. Separate mixtures using filtration, magnetism, or evaporation.
4. Analyze real-world applications of mixture separation (e.g., water purification, recycling).

Materials Needed

For Definitions & Classification:

• Periodic table (visual aid)
• Examples:
  • Element: Iron nail, aluminum foil
  • Compound: Salt (NaCl), sugar (C₁₂H₂₂O₁₁)
  • Mixture: Trail mix, saltwater, iron + sand

For Separation Activities:

1. Filtration:
   • Sand + water mixture
   • Coffee filter or cheesecloth
   • Funnel & clear cup
2. Magnetism:
   • Iron filings
   • Sand or rice
   • Magnet
3. Evaporation (Extension):
   • Saltwater solution
   • Shallow dish
   • Heat source (sunlight or hot plate)

General Supplies:

• Science journal or lab worksheet
• Magnifying glass (optional)

Lesson Activities

1. Introduction (15 minutes)

• Engage: Show an image of a salad, saltwater, and a gold bar. Ask:
  • “Which of these is a single substance, and which are mixtures?”
• Direct Instruction:
  • Element: Pure substance (e.g., gold, oxygen).
  • Compound: Chemically bonded elements (e.g., H₂O, CO₂).
  • Mixture: Physically combined substances (e.g., air, cereal).
    • Homogeneous (uniform, like saltwater) vs. heterogeneous (non-uniform, like trail mix).

2. Hands-On Separation Experiments (30 minutes)

A. Filtration (Heterogeneous Mixture)

1. Mix sand and water in a cup.
2. Pour through a filter into another cup.
3. Observe: “Which part is retained? Which passes through?”

B. Magnetism (Magnetic Separation)

1. Mix iron filings with sand/rice.
2. Use a magnet to isolate iron.
3. Discuss: “Why doesn’t this work for non-magnetic materials?”

C. Evaporation (Extension – Homogeneous Mixture)

1. Leave saltwater in a dish for 24 hours.
2. Observe residual salt crystals.

3. Data Analysis & Real-World Applications (15 minutes)

• Worksheet/Journal Prompts:
  • Classify 10 substances as element/compound/mixture.
  • Compare filtration vs. magnetism: “Which method is best for separating ___?”
• Real-World Discussion:
  • Water treatment plants (filtration).
  • Recycling centers (magnetism for metals).

Assessment & Extensions

• Formative Assessment: Have the student sketch and label separation setups.
• Summative Assessment: Provide a “mystery mixture” (e.g., salt, iron, sand) to separate and identify.
• Extensions:
  • Research chromatography (ink separation).
  • Debate: “Should all drinking water be filtered?”