TABLE OF CONTENTS - Lindbergh School District

Strand 1: Properties and Principles of Matter and Energy
1. Changes in the properties and states of matter provide evidence of the atomic theory
Major Objectives IS Suggested Activities Suggested Assessments
Concept A: Objects, and the materials they
are made of, have properties that can be
used to describe and classify them
a. Describe and compare the physical
properties of objects by using simple
tools (i.e. thermometer, magnifier,
centimeter ruler, balance, magnet).
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a. Using four objects and a balance with
weights, students will first predict the order
of the objects (according to weight) and then
use the balance to see if they are correct.
They can make corrections as they find and
compare the masses. (1.2; 1.5; 4.1)
a. Using different objects and a balance with
weights, students will complete an individual
chart by listing each object and measuring
and recording the mass of each.
b. Classify objects as “one kind of material”
or a mixture.
Concept B: Properties of mixtures depend
upon the concentrations, properties and
interactions of particles
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b. Students will be asked to bring in individual
ingredients such as cereal, pretzels, peanuts,
M&M’s, etc. (to eventually make a Trail
Mix). Students will use a magnifier and
observe each individual ingredient to infer it
is “one kind of material.” (1.5; 4.1)
b. Looking around the classroom, students will
identify objects and classify that object as
being “one kind of material.” Students will
record findings on a classroom chart.
a. Observe and describe how mixtures are
made by combining solids.
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a. Students will use the above materials to
combine and make into a trail mix. They
will use the magnifier to observe and
describe the mixture in small group
discussions. (2.1; 4.1; 4.6)
a. Students will select four arts and crafts
materials and design an art project. In small
groups, students will give an oral description
of how they combined their solids to create a
mixture.
b. Describe ways to separate the
components of a mixture by their
physical properties (i.e., sorting, magnets
or screening).
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b. Students will use the Trail Mix from above
and sort it back to its original individual
ingredients and use the magnifier to observe
and describe the individual ingredient in
small group discussions. (1.5; 2.2)
b. Using the above art project, students will
write a description about each individual
material selected.
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