Matter Master Facilitator Guide Matter Master Labs
Facilitator Guide: Station Rotation Model
TEKS ALIGNMENT
5.5A, 5.5B, 5.5C, 5.5D
Instructional Overview
This lesson uses a Station Rotation Model to engage students in hands-on classification and investigation of matter. Students will rotate through four "Research Wings" to collect evidence, culminating in a Claim-Evidence-Reasoning (CER) reflection.
Pacing (90 Min)
Engagement/Hook: 10 min
Station Rotations (4 x 15 min): 60 min
Assessment/STAAR Practice: 15 min
CER Wrap-up: 5 min
Key Vocabulary
Mass, Magnetism, Relative Density, Solubility, Conductivity, Mixture, Solution, Physical Change, Chemical Change.
Station Descriptions & Materials
Station 1: Physical Property Lab (TEKS 5.5A)
Focus: Classifying objects based on measurable and observable properties.
Materials: Triple beam balance (or digital scale), magnets, beakers of water, copper wire, plastic spoons, iron nails, wooden blocks.
Station 2: Mixture & Solution Recovery (TEKS 5.5B)
Focus: Separating mixtures and demonstrating how properties of ingredients change or stay the same.
Materials: Sand/iron filing mixture, salt water, coffee filters, sieves, magnets, hot plates (teacher supervised) or evaporation dishes.
Station 3: Change Research Wing (TEKS 5.5C/D)
Focus: Differentiating between changes in state and physical vs. chemical changes.
Materials: Ice cubes, thermometers, stopwatches, baking soda, vinegar, balloon, empty bottle.
Station 4: STAAR Review & CER Writing
Focus: Application of knowledge to rigorous assessment formats and scientific writing.
Materials: STAAR Question Cards, CER Graphic Organizers.
Facilitator Strategy
Monitoring Prompts
"Why did the salt 'disappear' but the sand stayed visible? What property does that demonstrate?"
"If we change the shape of the clay, does its mass change? What about its density?"
"What evidence do you have that a chemical change occurred vs. just a change in state?"
Scaffolding
ELL/SpEd: Provide sentence stems for CER. Use visual aids for physical properties (e.g., a "sink/float" anchor chart).Enrichment: Challenge students to design a separation method for a 3-part mixture (sand, salt, and iron). Physical Properties Lab Manual Matter Master Lab Manual
Station 1: Physical Property Research Wing
Subject: Matter & Energy
Name: __________________________
Date: __________________________
Mission Objective: Classify each sample item by testing its physical properties. Use the laboratory equipment provided at your station to collect accurate data.
Item Sample Mass (g) Magnet? (Y/N) Physical State Relative Density (Sink/Float) Conductivity (Conductor/Insulator) Solubility (Soluble/Insoluble) Iron Nail Solid Plastic Spoon Solid Copper Wire Solid Wooden Block Solid Salt Crystals Solid TEST ME!
CER Reflection: Classification
Scientific Question: How can we classify the Iron Nail and the Copper Wire into different groups based on their physical properties?
Claim (Your Answer)
Evidence (Data from Table)
Reasoning (Scientific Principles)
Lab Procedure: Test density by placing items in water. Test conductivity by placing items in a simple circuit. Test solubility by adding salt to water and stirring.
Mixture Recovery Lab Activity Matter Master Lab Manual
Station 2: Mixture & Solution Recovery
Name: __________________________
Section: _________________
Recovery Mission
A shipment of laboratory materials was accidentally mixed. Use your knowledge of physical properties to recover each individual substance. Identify if the combination was a mixture or a solution!
Log 01: Sand and Iron Filings
Physical Property: Magnetism
Step 1: Recovery Strategy
Describe how you will use a magnet to separate this mixture...
Results
Individual ingredients were easily visible.
Physical properties of ingredients did NOT change.
Type: Mixture (Non-Solution)
Log 02: Salt and Water
Physical Property: Evaporation
Step 1: Observation
What happened when you added salt to the water? Can you still see the salt?
Recovery Method
The water must be evaporated to leave behind the salt.
Type: Solution
CER Analysis: Mixtures & Solutions
Question: Why is a salt-water mixture considered a special type of mixture called a solution?
Claim
Evidence
Reasoning
Matter Master Protocol: Observe. Separate. Document.
Matter Change Observation Log Matter Master Lab Manual
Station 3: Change Research Wing
Subject: States & Changes
Section: _________________
Energy Alert
Investigate how adding or removing thermal energy (heat) changes the state of matter. Compare physical changes to chemical changes.
Part A: Thermal Energy Observation Log
Freezing / Melting Points
Water freezes at ______________ °C.
Water melts at ______________ °C.
Boiling Point
Water boils at ______________ °C.
Draw the particles at each stage:
Ice (Solid)
Water (Liquid)
Steam (Gas)
Part B: Transformation Lab
Action Observations New Substance Formed? Change Type Tearing Paper Example: Still paper, just smaller. No Physical Baking Soda + Vinegar Melting Ice Rusty Nail
CER Checkpoint:
Claim: Adding thermal energy to ice is a physical change, not a chemical change.
Reasoning (Provide 1 scientific reason why):
Matter Master STAAR Quiz Matter Master Quiz
Texas STAAR Grade 5 Practice - Reporting Category 2
STATION 4
TEKS 5.5A-D
1
A student adds 10 grams of white crystals to a beaker of water and stirs for three minutes. After three minutes, the crystals are no longer visible. Which physical property was demonstrated?
A. Relative density
B. Magnetism
C. Solubility
D. Electrical conductivity
2
A teacher asks students to separate a mixture of sand, salt, and iron filings. Which sequence of tools should the students use to separate the substances efficiently?
A. Magnet, Sieve, Filter, Evaporation
B. Filter, Magnet, Triple Beam Balance
C. Sieve, Thermometer, Stopwatch
D. Magnet, Graduated Cylinder, Filter
3
Four objects are placed in a tank of water. Object W floats on the surface, Object X sinks to the bottom, Object Y stays in the middle, and Object Z sinks half-way. Which object is MORE dense than water?
A. Object W
B. Object X
C. Object Y
D. Object Z
4
A student uses a thermometer to measure the temperature of water as it is heated on a hot plate. At what temperature will the water begin to boil?
F. 0°C
G. 32°F
H. 100°C
J. 212°C
5
Why is lemon juice in water considered a solution rather than just a simple mixture?
A. The juice changes color when added.
B. The lemon juice dissolves and is evenly distributed.
C. The lemon juice is magnetic.
D. The lemon juice sinks to the bottom.
6
Which list contains ONLY objects that are good conductors of electrical energy?
F. Copper wire, iron nail, silver spoon
G. Plastic straw, glass marble, wood pencil
H. Rubber band, aluminum foil, iron nail
J. Paper clip, cotton string, copper penny
Matter Master Mission Slides System Initializing...
Matter Master Labs
Mission: Reporting Category 2 Analysis
The CER Protocol
Claim
A one-sentence answer to the scientific question. "I think..."
Evidence
Data and observations collected during your lab. "In the lab..."
Reasoning
The scientific "why." Connect your evidence to the claim. "This happens because..."
Station 1
Physical Property Research
TEKS 5.5A
Test and classify matter based on:
Mass & Magnetism
Relative Density (Sink/Float)
Solubility & Conductivity
"Observe the invisible forces that define matter."
Station 2
Mixture Recovery
TEKS 5.5B
Separation
Key Task
Recover iron from sand and salt from water.
Discussion
Does dissolving change the identity of the salt?
Station 3
Change Research Wing
TEKS 5.5C/D
Thermal energy investigations:
Physical
State changes (ice to water to steam).
Chemical
New substances (bubbling, rusting).
100°C
Boiling Point Target
Rotation Rules
01
Move quietly when the alarm sounds.
02
Clean your station before rotating.
03
Data must be complete before leaving.
Start Mission
Matter Master Answer Key Matter Master KEY
Teacher Reference Guide
Answer Key
STAAR Quiz Answer Key
Question 1
C (Solubility)
Question 2
F (Sequence)
Question 3
B (Sinks)
Question 4
H (100°C)
Question 5
B (Solution)
Question 6
H (Insulator)
Question 7
B (Magnet)
Question 8
H (Chemical)
Lab Station Expectations
Station 1: Physical Properties
Iron Nail: Magnetic, Sinks (Dense), Conductor, Insoluble.
Plastic Spoon: Non-magnetic, Floats (Less dense), Insulator, Insoluble.
Copper Wire: Non-magnetic, Sinks (Dense), Conductor, Insoluble.
Salt: Non-magnetic, Sinks (Dense), Insulator (Solid), Soluble (Solves).
Station 2: Separation Methods
Iron Recovery: Use a magnet to pull filings away from sand.
Salt Recovery: Add water to dissolve salt, filter the sand, then evaporate the water to recover salt.
Station 3: State & Change Points
Freezing/Melting Point: 0°C (32°F)
Boiling Point: 100°C (212°F)
Note: Chemical change (Baking Soda + Vinegar) should produce CO₂ gas (bubbles/inflated balloon).
CER Exemplar (Station 2)
Claim
Salt and water create a solution because the salt dissolves and spreads out evenly.
Evidence
When I stirred the salt, it was no longer visible to the eye, even though the water still tasted salty. After evaporation, the solid salt crystals returned.
Reasoning
A solution is a special type of mixture where one substance dissolves into another. Because the salt maintained its property (taste) and could be recovered through a physical process (evaporation), no chemical change occurred.
