Laura Tzunun

June 5, 2014

Lesson plan created by: Chiaverina, C. (2005). Exploring Matter: Chemistry

Demonstrations. Arbor Scientific. Retrieved from
http://www.arborsci.com/cool/exploring-matter-chemistry-demonstrations
Adapted by Laura Tzunun

Domain: Science
Activity Name: Classifying Matter

Grade: Fifth

Objectives: 1. Students will be able to classify matter into groups. They will be
able to determine if matter is a pure substance, homogenous
mixture, or heterogeneous mixture.
2. Students will experiment and observe non-Newtonian
substances. They will observe that non-Netonian substances
share traits of solids and liquids.
Science Standard 1: Students will understand that chemical and physical changes occur
in matter
Objective 2: a. Identify the physical properties of matter (e.g., hard, soft,
solid, liquid, gas).
Language Standard b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., photograph,
4: photosynthesis).
Materials:  Matter Graphic Organizer
 Classifying matter worksheet.
 Matter for students to observe and classify. One of each item
for each group.
o Pure substances: Aluminum foil, and table salt.
o Homogenous mixtures: Paper, felt, plastic eggs,
rubber band, nickel, wood sticks, volcanic rock, and
Kool-Aid.
o Heterogeneous mixtures: Trail mix, button, stuffed
animal, Oil and water, and sugar, poppy seed and
sesame seed mixture.
 Materials for Oobleck: Paper cups with water in them,
spoons, bowls, corn starch, and paper towels.
 Close Read on Ooblec – a non-Newtonian substance
1. What is matter? Ask students if they remember what matter is. Remind them that
matter is anything that has a mass or takes up space. Give a few examples of matter in
the class room, ask students to give a few examples as well.
2. Two types of matter: Tell students that matter can be classified into two groups. Pure
substances and mixtures. Draw a graphic organized on the board, have students follow along
with their graphic organizer.
3. Pure substances: Matter that is made up of the same type of particle all throughout is
called a pure substance. There are two kinds of pure substances, elements, and compounds.
An Element is the simplest pure substance and cannot be broken down any further by
physical or chemical means. Elements are made up of the same type of atom all throughout.
There are 118 elements located on the Periodic Table. Example Pure gold.
A Compound is a pure substance made up of the same molecule all throughout. Each
molecule is made up of two or more different atoms (different elements).Compounds can be
broken down into the separate elements through a chemical reaction. Example Pure water
(H2O) (Pure Substances vs Mixtures).
4. Mixtures: All matter that is not either an element or compound is considered a mixture. A
mixture is a combination of two or more substances that are physically combined. The
substances that are mixed together can be elements, compounds, or other mixtures. Most
matter that you see around you are classified as mixtures. A mixture can be a solid, liquid, gas
or a combination of these. There are two types of mixtures homogenous mixtures and
heterogeneous mixtures (Pure Substances vs Mixtures).
5. Suffix: Teach students the suffix homo and hetero, ask them if they know what it means. Tell
them the homo is Greek for same. Homo = Same. Hetero is Greek for different. Hetero=
Different.
Homogenous mixtures look the same throughout. They have the same composition and
look the same all throughout. They are considered “well mixed” mixtures. Example sugar water
Heterogeneous mixtures look different throughout. You can see the different
substances that are combined together. They are considered to be "poorly-mixed" mixtures.
Example: Salad (Pure Substances vs Mixtures).
Before starting the next step asses students knowledge on pure substances,
homogenous mixtures, and heterogeneous mixture by telling the students that you are going to
name different objects they will hold up one finger for pure, two for homogenous and three for
heterogeneous. If there is a large discrepancy reteach what makes each type of matter different.
6. Let’s Classify Matter: Tell students that we can group or classify matter by observing
their traits. They can be grouped as a pure substance, homogenous mixture, or heterogeneous
mixture. They can also be grouped as a liquid, solid, or gas. Tell students to observe the groups
and have them pay attention to the things each group has in common. Have students fill out
the classifying matter worksheet. They can work in groups of four at their tables.
7. Discussion: What did group did you put each object in? What did they have in common?
After observing liquids and solids can you give me a simple definition describing what they
 are? What do they all have in common? Solids have a definite volume and a distinct shape (at
a given temperature).Liquids should flow easily, no matter how hard or gently we stir them
around. They take the shape of whatever object they are in.
8. Question: Do you think all solids and liquids act the same? Can you think of a liquid that
shares traits of a solid or can you think of a solid that shares traits of a liquid? Are there
substances that don’t behave the way we think they should? Sure! They’re called non-
Newtonian substances. We are going to experiment and observe a non-Newtonian substance
together!
9. Oobleck: Tell class that we are going to make Oobleck! Show the students how to make
Oobleck. Combine two parts corn starch with one part water. Thoroughly mix the Oobleck.
Ask students if it a homogenous mixture or a heterogeneous mixture. After the Oobleck is
completely mixed together pick up the Oobleck with a spoon and let it drizzle into the bowl. Is
this how a liquid or solid acts? Then as it is drizzling into the bowl grab a piece of the Oobleck
and it will snap apart like a solid.
Have students do the same process by putting them into groups of two. Have them
observe the Oobleck and list the things that it has in common with liquids and solids. Can you
make it into a ball? Can you make shapes inside the bowl or does it take its shape back? Does
it feel like a liquid or a solid? Does it look like a liquid or solid? Slap it with your hand while it is
in the bowl. Does it splash?
After experimenting throw bowls away in trash and clean table of with a wet paper
towel.
10. What is a non-Newtonian Substance?
Wrap up the activity by explaining what a non-Newtonian substance is. Students can do a
close read or the teacher can simply explain to them what it is.
What is a non-Newtonian substance? All fluids have a property known as viscosity that
describes how the fluid flows – commonly thought of as how thick or thin a fluid is. For
instance, honey is much more viscous than water. When a fluid’s viscosity is constant it is
referred to as a Newtonian fluid. Oobleck is an example of a fluid whose viscosity is not
constant, it changes depending on the stress or forces applied to it. If you poke it with your
finger and apply a large force, it becomes very viscous and stays in place. If you gently pour it,
applying little force, it will flow like water. This kind of fluid is called a dilatant material or a
shear thickening fluid. It becomes more viscous when agitated or compressed.
Another non-Newtonian liquid is ketchup. Ketchup behaves in just the opposite way
from Oobleck. It becomes less viscous when agitated. Liquids like this are called thixotropic. If
you leave a bottle of Ketchup on a shelf, it becomes thicker or more viscous. Nearly everyone
has experienced this while trying to pour the liquid from a new bottle – it refuses to move. If
you shake the bottle or stir it up it becomes less viscous and pours easily.
You’ve heard of quicksand, right? It is also a non-Newtonian substance. Maybe you’ve
seen movies where someone is trapped in quicksand and cant’ get out. The harder they thrash
around to get out, the worse it is for them. Can you explain why? Think about your Oobleck.
The harder you force it, the more rigid it becomes, so the person gets even more stuck in the
 quicksand. To save themselves, they should move very slowly to get out so they quicksand
would behave more like a liquid and not resist the person as much.
Other examples of Non-Newtonian Substances: Mayonnaise, magma, blood, silly putty,
and shampoo (Oobleck-a non-newtonian substance).

Formative assessment: When the teacher gives an example of an object the student is able to group it
into the correct category. The teacher will observe the students and ask them questions as they are
classifying matter. The teacher will ask questions like why did you group that object into the pure
substance group. During the Oobleck experiment teacher will ask, what happens if you slap the Oobleck,
can you make it into a ball, can you draw designs in it, does it look like a liquid or solid, and does it feel
like a liquid or solid.

Summative assessment: Students fill out the classifying matter sheet completely and it is done with an
80% correct. Students will do a close read and answer comprehension question about non-Newtonian
substances.

Other references used:

Chiaverina, C. (2005). Exploring Matter: Chemistry Demonstrations. Arbor Scientific. Retrieved from
http://www.arborsci.com/cool/exploring-matter-chemistry-demonstrations

Oobleck – a non-Newtonian substance. Imagination Station. Retrieved from

http://imaginationstationtoledo.org/content/2010/12/oobleck-a-non-newtonian-substance/

Pure Substances vs Mixtures. Retrieved from

https://docs.google.com/presentation/d/14hqeX4vzGrjedCABYUg9SZe68AtyR_7Tk29y_4IzaCY/edit?copi
edFromTrash#slide=id.i0