Properties of Matter: Identifying and Classifying Materials

Properties of Matter: Identifying and Classifying Materials

Grade 5 · Science · NYSSLS 5-PS1-3 · 55 Minutes

NYS-Aligned Standard

5-PS1-3 — Make observations and measurements to identify materials based on their properties. NYS P-12 Science Learning Standards / NYSSLS (2017)

Three-Dimensional Alignment

Learning Objectives — “I Can” Statements

• I can identify measurable physical properties of matter: mass, volume, density, solubility, conductivity.
• I can use tools (balance scale, graduated cylinder, thermometer) to measure properties.
• I can use property data to identify an unknown material.

Essential Question

If you couldn’t read the label, how would you figure out what something is made of?

Materials & Prep (per group of 4)

• 4 mystery material samples (unlabeled) — suggestions: rock, wood block, foam, metal washer
• Balance scale and gram weights
• Graduated cylinder (100 mL) and water
• Conductivity tester (simple circuit with LED)
• Property Observation Chart (1 per student)
• Magnifying glass

Safety: No taste testing. Supervise water use. Ground conductivity testing before students use circuits.

Vocabulary

Lesson Sequence

Hook / Warm-Up (8 minutes)

1. Show two identically sized cubes — one wood, one foam. “They look the same. How could you figure out which is which WITHOUT reading a label?”
2. Students brainstorm: feel it, weigh it, see if it floats…
3. Introduce: “All of those are PROPERTIES — characteristics we can measure. Scientists use properties to identify mystery materials.”

Direct Instruction (12 minutes)

1. Walk through each property with a demonstration:
   • Mass: balance scale demonstration
   • Volume: graduated cylinder, water displacement method (submerge object, read the change)
   • Conductivity: LED circuit — does it light up?
2. Connect: “If we collect enough data, we can build a ‘fingerprint’ of each material.”

Investigation (20 minutes)

1. Groups receive 4 unlabeled material samples (A, B, C, D).
2. Students rotate through stations measuring each property.
3. Students record all data on the Property Observation Chart.
4. After data collection: “Based on your data, which sample is the metal washer? How do you know?”

Closure (15 minutes)

1. Groups share findings; class builds a comparison data table.
2. Discuss: “Which property was most useful? Which was least useful? Why?”
3. Connect to real-world: “Geologists, jewelers, and engineers all use property data to identify materials.”
4. Exit ticket: “Name two properties you would measure to tell the difference between a rock and a foam cube.”

Property Observation Chart

Name: _______________ Date: ________ Group: _________

| Property | Sample A | Sample B | Sample C | Sample D |
|----------|---------|---------|---------|---------|
| Mass (g) | | | | |
| Volume (mL displacement) | | | | |
| Density (mass÷vol) | | | | |
| Floats or sinks? | | | | |
| Conducts electricity? | | | | |
| Other observations | | | | |

My identification:
Sample A is probably: _____ because: _____________________
Sample B is probably: _____ because: _____________________
Sample C is probably: _____ because: _____________________
Sample D is probably: _____ because: _____________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Bilingual property cards with visuals and L1 equivalents
• Allow student to draw observations in addition to or instead of writing words
• Sentence frame: “Sample ___ has a mass of ___ g. It ___ (floats/sinks). I think it is ___ because ___.”
• Pair with bilingual science partner

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Property vocabulary anchor card at desk
• Pre-teach measurement tools before the investigation: “This tool measures ___ and is called ___.”
• Academic sentence frame for conclusions: “The evidence shows that Sample ___ is ___ because the data for ___ and ___ match.”

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Reduce to 2 properties (mass and float/sink); provide a pre-filled partial chart; reduce to 2 samples
• Methodology: Provide step-by-step station instruction cards with pictures; pre-measure one sample with student watching; use a partner rotation so student observes first then records
• Delivery: Allow extended time; allow verbal responses; provide larger-print chart; adapt tools for fine motor needs (pre-marked cylinders, digital scale)

Suggested Placement: ICT, Resource Room

Answer Key / Model Response

Exit ticket: Mass (balance scale tells you how heavy it is) and float/sink observation or conductivity. The rock is denser and sinks; foam is less dense and floats. Metal conducts electricity; foam does not.

Alignment Record