# ALEX Learning Activity

## Matter Mystery

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Brian Sauls System: Albertville City School: Albertville Middle School
General Activity Information
 Activity ID: 2227 Title: Matter Mystery Digital Tool/Resource: Matter Mystery Web Address – URL: https://docs.google.com/document/d/18QWtdNtbDsLShnrAorHxnqhp_H69jTgIZdA5GElPXdk/edit?usp=sharing Overview: This activity can be used at the beginning of a unit or lesson on matter. The students will be given a list of items and will need to identify which items they consider to be matter. The students will also be asked to identify items that they don't consider to be matter and give reasons why. This activity can be used independently or with partners.This activity is a result of the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 Science SC2015 (2015) Grade: 5 3 ) Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density). NAEP Framework NAEP Statement:: P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.* NAEP Statement:: P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers. Unpacked Content Scientific And Engineering Practices:Planning and Carrying out InvestigationsCrosscutting Concepts: Scale, Proportion, and QuantityDisciplinary Core Idea: Matter and Its InteractionsEvidence Of Student Attainment:Students: Make observations and measurements to identify materials based on their properties.Teacher Vocabulary:color hardness reflectivity electrical conductivity thermal conductivity response to magnetic forces solubility density measurement (quantitative and qualitative) data observable properties standard units conductors nonconductors magnetic nonmagneticKnowledge:Students know: Materials have different properties-color, hardness, reflectivity, electrical conductivity thermal conductivity, solubility, and density. Measurements of a variety of properties can be used to identify materials. Measurements should be made in standard units (e.g., grams & liters).Skills:Students are able to: Identify the phenomenon through observations about materials, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Identify the evidence and collect data about the observed objects in standard units (e.g., grams, liters). Collaboratively plan the investigation. Identify materials based on their properties.Understanding:Students understand that: Standard units are used to measure and describe physical quantities of materials such as weight, time, temperature, and volume. These measurements will assist in the identification of the materials ( e.g. powders, metals, minerals, and liquids).AMSTI Resources:AMSTI Module: Matter and Interactions Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.5.3- Classify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).
Learning Objectives:

I can identify and describe matter.

I can differentiate between energy and matter.

Strategies, Preparations and Variations
 Phase: Before/Engage Activity: This learning activity can be used at the beginning of a unit on matter. The students will be given Matter Mystery and will color in the boxes that they consider to be matter. They will also give a brief description of why they don't consider something to be matter. Students can work independently or with partners. At the conclusion of the activity, the teacher can lead a discussion allowing the students to share their ideas on matter. Discussion questions could include:Why are heat and light not considered matter?Why is the sun considered matter but light isn't? Assessment Strategies: This activity can be used as a probe to gauge student understanding of matter. Teachers can assess the prior knowledge of the students and also plan future lessons with this information. Advanced Preparation: The teacher will need to make copies of the Matter Mystery activity. Paper copies and colored pencils/crayons will be needed to complete the activity. Variation Tips (optional): The teacher could vary the activity so that the students would use a certain color if they are sure that the item is made of matter, and another color if they are not sure but want to include the item in the matter list. Notes or Recommendations (optional): The teacher can allow students to work independently at first and then work with a partner to check their answers and compare. Student discussion will be more engaging when they have their own ideas and have to come to a consensus.
Keywords and Search Tags
 Keywords and Search Tags: classify, energy, matter