This unit builds toward the following NGSS Performance Expectations (PEs):

• 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.

• 5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• 5-PS1-3: Make observations and measurements to identify materials based on their properties.
• 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
• ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

This unit builds towards the following Disciplinary Core Ideas (DCIs):

PS1.A: Structure and Properties of Matter

• Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects.

PS1.A: Structure and Properties of Matter

• The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.

PS1.A: Structure and Properties of Matter

• Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)

PS1.B: Chemical Reactions

• No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.)

PS1.B: Chemical Reactions

• When two or more different substances are mixed, a new substance with different properties may be formed.

ETS1.A: Defining and Delimiting Engineering Problems

• Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

ETS1.B: Developing Possible Solutions

• Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.

ETS1.C: Optimizing the Design Solution

• Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

This unit intentionally develops students’ engagement in these practice elements:

Asking Questions and Defining Problems

• Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (AQDP-E3)
• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (AQDP-E5)

Planning & Carrying Out Investigations

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (INV-E1)
• Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (INV-E3)
• Make predictions about what would happen if a variable changes. (INV-E4)
• Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success. (INV-E5)

Constructing Explanations and Designing Solutions

• Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. (CEDS-E2)
• Apply scientific ideas to solve design problems. (CEDS-E4)
• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (CEDS-E5)

In this unit, there are opportunities to practice the following Science and Engineering Practices:

• Developing and Using Models
• Using Mathematics and Computational Thinking
• Obtaining, Evaluating, and Communicating Information

This unit intentionally develops students’ engagement in these Crosscutting Concepts:

Cause and Effect

• Cause and effect relationships are routinely identified, tested, and used to explain change. (CE-E1)

Scale, Proportion, Quantity

• Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. (SPQ-E1)
• Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (SPQ-E2)

Energy and Matter

• Matter is made of particles. (EM-E1)
• Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems. (EM-E2)
• Energy can be transferred in various ways and between objects. (EM-E3)

This unit makes these connections to the Nature of Science:

• Science assumes consistent patterns in natural systems.

The anchoring phenomenon for this unit is determining if different types of water are healthy or unhealthy and how the unhealthy waters could become healthy again. Students are presented with five simulated samples of water: Lake Water, Pool Water, Rusty Water, Rain Water, and Drinking Water. Each of the first four samples contains a soluble and insoluble substance, which students will work over the course of the unit to remove or change to be more healthy, for a purpose that can be determined by students. As a localizable unit, you are encouraged to, if possible, add a sixth water sample from a source that is local and significant to your students such as a school water fountain or a nearby beach, pond, or lake. Students are also encouraged to explore their relationships with water as well as relationships that other cultures and living things have with the water that surrounds us all. Students investigate what it means for water to be healthy and for whom it is healthy.  Students learn that our observations and measurements of matter (like the water samples) are known as properties, and the properties can help to identify materials that are present in the water samples. Students will also explore and engineer ways for water that is unhealthy to become healthy again such as filtering, heating slowly and quickly, or adding a substance. Throughout the unit, students are encouraged to consider the importance of having healthy water available and the implications of when healthy water is not accessible. This phenomenon was chosen as the unit anchor for the following reasons:

• Fifth graders were surveyed about their interest in three possible phenomena, and students were interested in the implications that healthy and unhealthy water have for their communities. Educators from our nine partner states also provided feedback in support of the healthy/unhealthy water phenomenon, given the compelling community connections for students throughout the world.
• Two rounds of pilot testing the anchor lesson revealed that students’ models and questions about healthy and unhealthy water aligned with the targeted disciplinary core ideas, science and engineering practices, and crosscutting concepts for this unit. Teachers reported high engagement with the phenomenon, with many of students’ corresponding with the design team’s anticipated direction for the unit.  

This unit is composed of two lesson sets, summarized in the table below.

The goal of integrating literacy within OpenSciEd units is to offer opportunities for practicing reading, writing, speaking, and listening to support science learning. Literacy is fundamental to science because reading, writing, speaking, and listening are the primary means for students to understand and communicate their science ideas. Students use oral (speaking, listening) and written (reading, writing) language to communicate their science ideas and to support their ongoing science sensemaking. Literacy integration throughout the program also helps students learn how to use their oral and written language to mirror the work of scientists and engineers. The tables below explain the different types of books and texts that students will engage with across the unit to support their sensemaking.

ELA standards are also integrated throughout the unit to highlight the link between literacy and science for teachers and students. Many ELA standards are incorporated into lessons as needed for specific science learning objectives. Teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific ELA connection standards happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

The goal of integrating mathematics in the OpenSciEd units is to build a strong base of knowledge to reinforce and strengthen science learning. Mathematics integration is intentional – to help the storyline along, clarify pieces of the puzzle students are figuring out, or provide students with tools to highlight, analyze, model, and interpret important patterns in the data they are exploring. Mathematical practices (MP2, MP3, and MP6) and crosscutting concepts are employed throughout the unit to develop student understanding of science ideas and deepen science practices. In this unit, students collect and/or analyze data, including acidity level, chlorine concentration, and weight, to make sense of how properties of matter in water samples change after filtering, boiling, using a solar still, or adding substances. In lesson 3, students determine how much visible matter was removed from their water samples using the filters they designed by subtracting the weights, measured to the nearest hundredth (part of 5.NBT.B.7), before and after filtering. In lesson 4, after students optimize their filter design, they determine the new design’s effectiveness by comparing the difference in weight before and after filtering, measured to the nearest hundredth (part of 5.NBT.B.7), to the data from the previous lesson. In lesson 12, using the data collected from the lab conducted in lesson 11, where a substance was added to a water sample, students make sense of the conservation of mass by comparing the sum of the weight of the substance and the weight of the water sample, measured to the nearest hundredth (part of 5.NBT.B.7) as well as rounded to the nearest whole number (5.NBT.A.4), to the total weight of the mixture. See the Teacher Handbook for additional support and differentiation options.

Math standards are incorporated into lessons as needed for specific science learning objectives. Teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific math standard connections happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

• Amy McGreal, Unit Lead, Northwestern University
• Jamie Noll, Field Test Unit Lead, BSCS Science Learning
• Elaine Klein, Field Test Unit Lead, BSCS Science Learning
• Amy Baeder, Writer, Independent Consultant
• Areal Joplin, Writer, Northwestern University
• Rachel Patton, Writer, Independent Consultant
• Sarah Ridder, Writer, Independent Consultant
• Ashley Stanley, Writer, Independent Consultant  
• Aristotle Ou, Math Support, The University of Texas at Austin
• Letty Garza, CLS Unit Support, The University of Texas at Austin
• Amanda Dahl, Text Development Lead, Michigan State University
• Christie Morrison Thomas, Assessment Team Support, Michigan State University
• Dan Voss, Coherence Reviewer, Northwestern University
• Amy Belcastro, PL Lead, BSCS Science Learning
• Ilana Lowe, Co-Design Teacher, Main Street Elementary
• Shawna Short, Co-Design Teacher, Mio Elementary

• Gen Zoufal, Project Manager, Northwestern University
• Stephanie Roberts, Copy Editor, Independent Consultant
• Lauren Rollins, Copy Editor, Independent Consultant
• Chris Moraine, Graphic Designer, BSCS Science Learning
• Maddie Hammer, Production Support, Independent Contractor
• Ken Roy, Safety Consultant, National Safety Consultants, LLC

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by the NSTA using the EQuIP Rubric for Science. We are proud that this unit has earned the highest score and rating available and has been awarded the NSTA NGSS 3D Design Badge. You can find additional information and read this unit’s review on NSTA’s website.