- SC.5.P.8.2: Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.
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Recognize examples of materials that will dissolve in water.
Access Point #: SC.5.P.8.Su.2
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
SC.5.P.8.Su.2
Category:
Supported
Date Adopted or Revised:
02/08
Big Idea:
Properties of Matter : A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
Clarification for grades K-2: The use of the more familiar term ‘weight’ instead of the term “mass” is recommended for grades K-2.
Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
Clarification for grades K-2: The use of the more familiar term ‘weight’ instead of the term “mass” is recommended for grades K-2.
Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases.
Access Point Courses
- Science - Grade Five (#5020060):
- Access Science Grade 5 (#7720060):
- STEM Lab Grade 5 (#5020120): This course offers students an opportunity to deepen science, mathematics, engineering, and technology skills. The primary content focus will be to expand knowledge of current grade level standards in mathematics and science by applying that content in a real world, hands-on situation involving engineering and technology. For fifth grade, themes will focus on the investigation of number sense, measurement, geometry, and physical science concepts.
Students will participate in various hands-on STEM activities in this supplemental course to assist in the mastery of current grade level mathematics and science standards.
Instructional Practices
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- Providing extensive research and writing opportunities (claims and evidence).
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics, information and computer technology, and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English Language Learners (ELL) to communicate information, ideas and concepts for academic success in science and math. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.
Access Point Resources
Unit/Lesson Sequence
- Mysterious M&Ms | Molecules in Motion | Inquiry in Action:In this unit, students will investigate M&Ms in water by posing questions, designing and conducting experiments to answer these questions, and developing explanations based on their observations. Students will investigate the effects of variables, such as temperature, on the rate at which the colored coating of M&Ms dissolves.