Unit Plan 9 (Grade 5 Science): Matter & Reactions — Quarter Synthesis

Focus: Synthesize learning about matter, properties, conservation of mass, and chemical reactions, and apply engineering design to solve a problem involving mixing, heating/cooling, or reacting substances.

Grade Level: 5

Subject Area: Science (Physical Science • Engineering Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this quarter-synthesis unit, students pull together everything they’ve learned about matter and reactions. They revisit models showing particles too small to see, use data to show how mass is conserved during changes, and apply properties to identify unknown substances. Students also demonstrate that some mixtures are physical changes while others are chemical reactions that form new substances. The week culminates in a small engineering challenge where students design, test, and improve a matter-based solution (such as a separation system, cleanup method, or reaction-based device) using an organized engineering design process.

Essential Questions

• How does the particle model of matter help us understand what happens when substances are heated, cooled, mixed, or react?
• How can we use measurements and graphs to show that matter is conserved, even when it changes form or appears different?
• How do properties of substances help us identify materials and predict how they will behave in mixtures and reactions?
• How can evidence from investigations (gas, color change, temperature, new solids) tell us whether new substances formed?
• How do scientists and engineers use matter and reactions to solve real problems while respecting criteria and constraints?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use particle models to explain that all matter is made of tiny particles that are too small to see but still present.
2. Measure and graph mass before and after heating, cooling, or mixing to provide evidence that total mass is conserved.
3. Observe and measure properties (e.g., hardness, conductivity, solubility, state, color) to help identify materials and distinguish between substances.
4. Conduct and interpret mixing investigations to decide whether new substances formed, using evidence such as gas formation, color change, temperature change, and new solids (precipitates).
5. Define a simple design problem involving matter, generate multiple solution ideas, and plan and carry out fair tests to compare designs, identify failure points, and suggest improvements.

Standards Alignment — 5th Grade (NGSS-Aligned)

• 5-PS1-1 — Develop a model to describe that matter is made of particles too small to be seen.
• 5-PS1-2 — Measure and graph quantities to provide evidence that, regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• 5-PS1-3 — Make observations and measurements to identify materials based on their properties.
• 5-PS1-4 — Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
• 3-5-ETS1-1 — Define a simple design problem reflecting a need or a want that includes criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2 — Generate and compare multiple solutions to a problem based on how well each meets the criteria and constraints.
• 3-5-ETS1-3 — Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Success Criteria — Student Language

• I can draw or explain a model showing that matter is made of tiny particles that are always there, even when I can’t see them.
• I can measure and graph mass before and after a change and explain how this shows that total matter stays the same.
• I can observe and measure properties to help identify substances and tell them apart.
• I can use evidence (gas, color change, temperature, new solid) to decide whether a change is physical or a chemical reaction that forms new substances.
• I can describe a design problem, list criteria and constraints, compare solution ideas, and test a prototype fairly to see how it can be improved.