[PDF] [PDF] Mixtures and Solutions - Delta Education

[PDF] 70681387pdf - PowerSchool Learning

INVESTIGATION 1 I-CHECK Date MIXTURES AND SOLUTIONS 2 A student dissolves 10 g of salt in 90 g of water The solution is then heated on a hot plate to The mass of the solution in the balance is one of the answers listed below

[PDF] separating mixtures - Teacher Resources

They will also learn techniques for separating the resulting mixtures and solutions Date Investigation 1: Separating Mixtures No 2—Student Sheet PART 2 Add 50 ml of Explain your answer Find out if each mixture makes a solution

[PDF] Mixtures and Solutions - Delta Education

The Mixtures and Solutions Module has five investigations that introduce Investigation 1 I-Check NGSS Performance Expectations 5-Ps1-1 5-Ps1-2 3–5 -ets1-1 Recording in science notebooks to answer the focus question • Reading in 

[PDF] Mixtures and Solutions Journal

Date Investigation 1: Separating Mixtures No 2—Student Sheet PART 2 Add 50 to describe various mixtures and solutions and ways you can separate them SALT AND FOLKLORE: Read the sidebar on page 10 and answer the following In order to know what flavors to sell, they surveyed the fifth grade to find out

[PDF] Mixtures and Solutions - NWESD 189

25 avr 2014 · misconceptions of the differences between mixtures and solutions You will give this assessment tool again at the end of investigation 2 Also give the Give “ Sugar Water” Probe here in order to check for student misconceptions defend their answer, based on the definition of mixtures and solutions

[PDF] Foss Science Grade5 Icheck Investigation 2 - Ruforum

notes energy and electromagnetism, harcourt science answer key grade 4 bing login page, quia foss investigation 2 i check for mixtures amp solutions, 6

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Full option science system 1contents

Introduction ............................1

Module Matrix ........................2

FOSS Components ..................6

FOSS Instructional Design .....10

Differentiated Instruction .......18

FOSS Investigation

Organization

.........................20

Managing the Classroom ........22

Safety in the Classroom

and Outdoors ........................24

Scheduling the Module ..........25

FOSS Contacts ......................26MIXTURES AND SOLUTIONS

Overview

intrOductIOn Chemistry is the study of the structure of matter and the changes or transformations that take place within those structures. learning about the properties and behaviors of substances and systems of substances gives us knowledge about how things go together and how they can be taken apart and gives us the opportunity to use and develop models that explain phenomena too small to see directly. learning about changes in substances can lead to the development of new materials and new ways to produce energy and resources such as clean drinking water. the

Mixtures and Solutions Module

has ve investigations that introduce students to fundamental ideas about matter and its interactions. students come to know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state - from solid to liquid to gas - when it dissolves in another substance, and when it is part of a chemical reaction. students have experiences with mixtures, solutions of dierent concentrations, and reactions forming new substances. they also engage in engineering experiences with separation of materials. students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and eect; scale, proportion, and quantity; systems and system models; and energy and matter. nO

þÿttE

The three modules for grade 5

in F

OSS ne

xt Generation are

Mixtures and

Solutions

Ear th and Sun

Living Syst

ems

Physical Sciences

5-P S1-1 5-p S1-2 5-p S1-3 5-p S1-4

Engineering

, Technology, and

Applications of Science

3-5- E tS 1-1 3-5- E tS 1-2 3-5- E tS

1-31487579_MS_IG_OV.indd 16/2/15 12:40 pM© Copyright The Regents of the University of California Berkeley

Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com

Full option science system2

Mixtures and solutions

Overview

Inv. 2:

d eveloping Models

Inv. 1: Separating Mixtures

Module SummaryFocus Questionscontent related to disciplinary core Ideasreading/technology Assessment

Students make mixtures of water and solid

ma terials and separate the mixtures with screens and filters. they find that w ater and salt make a special kind of mixture, a solution, which cannot be separated with a filter but only through evaporation.

Students ar

e challenged with a problem: how to separate a mixture of three dry solid materials. the inv estigation concludes with students going outdoors to see what natural materials make solutions with water.How can a mixture be separated?

Where does the solid material go when a solution

is made?

How can you separate a mixture of dry materials?

Are there materials outdoors that will dissolve in water? A mixture is two or more materials intermingled.

An aqueous solution is a mixture in which a

substance disappears (dissolves) in water to make a clear liquid.

Mixtures can be separated into their constituents

by using screens, filters, and evaporation. the mass of a mixture is equal to the mass of its constituents. possible solutions to a problem are limited by available materials and resources (constraints). the success of a designed solution is determined by considering the desired features of a solution (criteria).

Science Resources Book

“Mixtures"

“taking Mixtures Apart"

Science practices"

E ngineering practices" E xtracts"

“the Story of Salt" (optional)

Videos

Elements, Compounds, and

Mixtures

Online Activities

tutorial: Mixtures" tutorial: Solutions"

Separating Mixtures"

“virtual

Investigation:

Separating Mixtures"

Embedded Assessment

Science notebook entry

response sheet performance assessment

Benchmark Assessment

Survey

Investigation 1 I-Check

NGSS Performance

Expectations

5-p S 1-1 5-p S 1-2 3-5- EtS 1-1 3-5- EtS 1-2 3-5- EtS 1-3

Students make multisensory observations of sealed

black bo xes in an effort to determine what is inside. they develop models and tr y to reach consensus with other students who investigated the same boxes.

Students c

onstruct physical models of black boxes in an effort to replicate the behaviors of the original black boxes.

Students in

vestigate melting and freezing in terms of models and conservation of mass and clarify the difference between the processes of melting and dissolving. What is the process to develop a model of the black box?

How does a drought-stopper system work?

What is the difference between dissolving and melting?

Models are explanations of objects, events, or

systems that cannot be observed directly.

Models are representations used for

communicating and testing. developing a model is an iterative process, which may involve observing, constructing, analyzing, evaluating, and revising. d issolving is an interaction between two (or more) substances: a solute which dissolves, and a solvent, which does the dissolving and into which the solute disappears.

Melting is a change in a single substance from

solid to liquid caused by heat (energy transfer). the amount of matter is conserved when it changes form.

Science Resources Book

Scientists and Models"

“Beachcombing

Science"

“celsius and Fahrenheit"

Solid to liquid"

l iquid and gas changes" Video

Changes in Properties of Matter

Online Activity

“Black Box"

Embedded Assessment

Science notebook entries

response sheet

Benchmark Assessment

Investigation 2 I-Check

NGSS Performance

Expectations

5-p S 1-1 5-p S 1-2

1487579_MS_IG_OV.indd 26/1/15 9:19 AM© Copyright The Regents of the University of California Berkeley

Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com

Mixtures and solutions Module - Foss next Generation3

Module Matrix

Module summaryFocus QuestionsContent related to disciplinary core Ideasreading/technologyAssessment

Students make mixtures of water and solid

materials and separate the mixtures with screens and filters. They find that water and salt make a special kind of mixture, a solution, which cannot be separated with a filter but only through evaporation.

Students are challenged with a

problem: how to separate a mixture of three dry solid materials. The investigation concludes with students going outdoors to see what natural materials make solutions with water.How can a mixture be separated?

Where does the solid material go when a solution

is made?

How can you separate a mixture of dry materials?

Are there materials outdoors that will dissolve in water?

A mixture is two or more materials intermingled.

An aqueous solution is a mixture in which a

substance disappears (dissolves) in water to make a clear liquid.

Mixtures can be separated into their constituents

by using screens, filters, and evaporation.

The mass of a mixture is equal to the mass of its

constituents.

Possible solutions to a problem are limited by

available materials and resources (constraints).

The success of a designed solution is determined

b y considering the desired features of a solution (criteria).

Science Resources Book

“Mixtures"

taking M ixtures Apart

Science p

ractices" Eng ineering practices" Ex tracts" the Stor y of Salt" (optional) Video elements, Compounds, and M ixtures

Online Activities

"Tutorial: Mixtures" Tutor ial:

Solutions"

Separa

ting Mixtures"

“Virtual

Inv estigation:

Separa

ting Mixtures"

Embedded Assessment

Science notebook entry

response sheet per formance assessment

Benchmark Assessment

survey investigation 1 i-Check

NGSS Performance

Expectations

5-PS1-1

5-p S1-2 3-5- E tS 1-1 3-5- E tS 1-2 3-5- E tS 1-3

Students make multisensory observations of sealed

black boxes in an effort to determine what is inside. they develop models and try to reach consensus with other students who investigated the same boxes.

Students construct physical models of black

boxes in an effort to replicate the behaviors of the original black boxes.

Students investigate melting

and freezing in terms of models and conservation of mass and clarify the difference between the processes of melting and dissolving. What is the process to develop a model of the black box?

How does a drought-stopper system work?

What is the difference between dissolving and melting?

Models are explanations of objects, events, or

systems that cannot be observed directly.

Models are representations used for

communicating and testing.

Developing a model is an iterative process, which

ma y involve observing, constructing, analyzing, evaluating, and revising.

Dissolving is an interaction between two (or

more) substanc es: a solute which dissolves, and a solvent, which does the dissolving and into which the solute disappears.

Melting is a change in a single substance from

solid to liquid caused by heat (energy transfer).

The amount of matter is conserved when it

changes f orm.

Science Resources Book

“Scientists and Models"

“B eachcombing

Science

“celsius and Fahrenheit"

Solid to Liquid

Liquid and G

as changes" Video

Changes in Properties of Matter

Online Activity

“Black Box"

Embedded Assessment

Science notebook entries

response sheet

Benchmark Assessment

investigation 2 i-Check

NGSS Performance

Expectations

5-PS1-1

5-p S1-2

1487579_MS_IG_OV.indd 36/2/15 12:40 pM© Copyright The Regents of the University of California Berkeley

Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com

Full option science system4

Mixtures and solutions

Overview

Inv. 5: Fizz Quiz

Inv. 4:

r eaching Saturation

Inv. 3:

c oncentration Module SummaryFocus Questionscontent related to disciplinary core Ideasreading/technology Assessment

Students observe and compare soft-drink solutions

tha t differ in the amount of powder (water held constant) and in the amount of water (powder held constant) in order to develop the concept of concentration. they make salt solutions of differ ent concentrations and compare them, using a balance.

Students det

ermine the relative concentrations of three mystery solutions made from the same solid material by comparing the mass of equal volumes of the solutions. Finally, students layer salt

solutions to determine their relative concentrations.Are all solutions made with soft-drink powder and water the same?

How can you determine which salt solution is more

concentrated? How can you determine the relative concentrations of three mystery solutions?

What is the relationship between salt-solution

concentration and density? concentration is the amount of dissolved solid material per unit volume of water. Solutions with a lot of solid dissolved in a volume of water are concentrated; solutions with little solid dissolved in a volume of water are dilute.

When equal volumes of two salt solutions are

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