| Grade 5: Matter and Materials: Properties of and Changes in Matter |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of the three states of
matter and of changes in state; |
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| •investigate common changes of state (e.g., melting,
freezing, condensing, evaporating) and make informed choices about materials
when finding solutions to problems in designing and constructing objects; |
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| •identify the properties that make different materials
useful in everyday products and discuss the environmental impact of their
use. |
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Specific Expectations
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| Understanding Basic Concepts |
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| •identify and describe some changes to materials that
are reversible and some that are not (e.g., freezing and melting are reversible;
burning is not); |
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| •describe changes they observe in the properties of materials
when the materials interact with each other (e.g., when paints are mixed;
when water is combined with gelatine); |
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| •describe examples of interactions between materials
that result in the production of a gas (e.g., antacid tablets in water,
baking soda in vinegar); |
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| •identify the three different states of matter – solid,
liquid, and gas – and give examples of each state (e.g., solid: sugar,
rock; liquid: water, oil, gasoline; gas: water vapour, air, oxygen); |
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| •identify the characteristic properties of each of the
three states of matter and group materials on the basis of these properties
(e.g., solids have definite volume and hold their shape; liquids have definite
volume but take the shape of their container; gases have no definite volume
and take the volume and shape of their container); |
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| •recognize, on the basis of their observations, that
melting and evaporation require heat; |
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| •use a thermometer to measure the temperature of a material; |
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| •identify melting, freezing, condensation, and evaporation
as changes of state that can be reversed; |
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| •describe, using their observations, non-reversible changes
that occur when some materials are heated (e.g., when paper is burnt; when
an egg is cooked); |
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| •investigate and describe the changes in the relative
volume, shape, and temperature of materials when pressure is applied to
them (e.g., the effects of using a hammer on clay or of sitting on a beach
ball with the stopper removed). |
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| Developing Skills of Inquiry, Design, and Communication |
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| •design and make a device or product that minimizes heat
loss (e.g., a coffee mug, a Thermos flask, an insulated lunch bag); |
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| •conduct a fair test to determine the effectiveness of
a variety of commercial products designed for the same purpose (e.g., compare
the adhesive qualities of different types of glue); |
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| •formulate questions about and identify needs and problems
related to the properties and changes in state of familiar materials, and
explore possible answers and solutions (e.g., estimate and then measure
the length of time certain foods take to melt when heated; design a test
to compare the insulating effects of different thicknesses of foam polystyrene); |
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| •plan investigations for some of these answers and solutions,
identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions; |
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| •use appropriate vocabulary, including correct science
and technology terminology, in describing their investigations and observations
(e.g., use terms such as texture, hardness, strength, buoyancy, solubility,
and flexibility to describe properties of materials); |
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| •compile data gathered through investigation in order
to record and present results, using tally charts, tables, and labelled
graphs produced by hand or with a computer (e.g., record the reactions
of different materials when vinegar is dropped on them, and use a data
table to present their findings); |
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| •communicate the procedures and results of investigations
for specific purposes and to specific audiences, using media works, oral
presentations, written notes and descriptions, drawings, and charts (e.g.,
make accurate and detailed drawings of sugar crystals, as seen both with
the unaided eye and through a magnifying glass or microscope). |
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| Relating Science and Technology to the World Outside
the School |
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| •identify the source of the materials found in a product
(e.g., plastic is made from petroleum) and describe the steps required
to modify the natural materials to make the product; |
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| •describe how physical and chemical processes change
materials found at home and materials used in industry (e.g., cooking,
the manufacturing of plastics); |
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| •describe physical changes and chemical reactions that
can take place in household products and explain how these reactions affect
the use of the products (e.g., the role of baking soda in cooking; the
role of heat in cooking an egg); |
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| •measure, in different materials, observable changes
that result from such processes as rusting, dissolving, and bleaching,
and identify products that are affected by these processes (e.g., metals,
powdered foods, fabrics); |
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| •describe chemical changes that can be caused in a substance,
and explain how the changes affect the use and function of the substance
(e.g., changes caused by exposing newspaper or construction paper to light,
exposing an apple section to air); |
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| •compare the mass of a substance in its liquid and solid
states (e.g., compare the mass of ice cubes or chocolate squares with the
mass of the liquid that results when they are melted); |
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| •relate the mass of a whole object to the sum of the
masses of its parts (e.g., measure the mass of a given amount of salt,
the mass of a given amount of water, and the mass of the container for
the water, and compare the sum of those masses with the mass of the container
and the mixture of salt and water; measure the separate masses of the ingredients
for a salad and the salad bowl, and compare the sum of those masses with
the mass of the bowl and the salad). |
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| Student Name: |
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