Property Power Lab Sheet Property Power
Daily Lab Log: Day 1 (TEKS 5.6A)
Scientist:
Date:
Morning Spark
Look at the following objects: Steel Nail, Wooden Block, Plastic Spoon, and a Penny.
Predict which object will be magnetic and which will sink in water:
Magnetized Object:
Magnetized Object:
Object that Sinks:
Object that Sinks:
The Property Hunt
Instructions:
Measure the mass of each object using the triple beam balance or digital scale.
Test for magnetism using a bar magnet.
Place the object in a beaker of water to determine its relative density (sink or float).
Record your observations in the table below.
Object Mass (g) Magnetism (Y/N) Relative Density (S/F) State of Matter Steel Nail Wooden Block Plastic Spoon Marble
Exit Check
Compare and contrast the wooden block and the steel nail based on their magnetism and relative density.
Science Lab Squad Slides Science Lab Squad
Matter & Motion Week
5.6A Readiness 5.6C Supporting 5.7B Supporting
The Weekly Mission
01
Property Power
Testing mass, magnetism, and density.
02
Flow & Dissolve
Energy flow and water solubility.
03
Disappearing Act
Solutions and Conservation of Mass.
04
Gravity Grids
Designing car & ramp experiments.
05
Thrust Trails
Balloon rocket investigations.
Day 1: Property Power
Understanding Density
Relative Density
Density determines if an object sinks or floats compared to water.
The Water Rule
Sinks = More Dense than Water
Floats = Less Dense than Water
METAL BLOCK
WOOD BLOCK
WATER LEVEL
Day 4: Gravity Grids
Controlled Experiments
Independent Variable
The ONE thing you change to test. (Example: Height of the ramp)
Dependent Variable
What you MEASURE as the result. (Example: Distance traveled)
Constants
The things you keep THE SAME. (Example: Same car, same surface)
"If you change more than one thing, you don't know what caused the result!"
Lab Squad Teacher Guide Teacher Facilitation Guide
Unit: Science Lab Squad (TEKS 5.6A, 5.6C, 5.7B)
Weekly Pacing & Materials
Day Focus Key Materials Needed Day 1 Physical Properties (Part 1) Magnets, beakers of water, triple beam balances, steel nails, wood blocks, plastic spoons. Day 2 Solubility & Energy Salt, sand, sugar, beakers, circuit kits (battery/bulb), metal/plastic/wood items. Day 3 Solutions & Conservation Digital scales, graduated cylinders, salt, water, stirring rods. Day 4 Experimental Design: Ramps Toy cars, wooden boards/cardboard for ramps, books (for height), washers (for mass), meter sticks. Day 5 Experimental Design: Rockets Balloons, straws, string (5-10m), masking tape, meter sticks.
Common Misconceptions
Density: Students think "big things sink" and "small things float." Remind them density is about the arrangement of particles, not size.
Conservation: Students think matter is lost when it dissolves because they can't see it. Use the "Scale Proof" to debunk this.
Variables: Students often want to change multiple things at once (e.g., higher ramp AND a faster car).
High-Level Questioning
"How would the relative density change if we used salt water instead of fresh water?"
"If we recovered the salt by evaporating the water, would the mass change? Why?"
"In our ramp experiment, how would adding sandpaper to the ramp affect the motion?"
Differentiation & Scaffolding
For ELL / Struggling Learners
Provide sentence stems for lab conclusions (e.g., "The _______ was more dense because _______."). Use visual property cards for sorting before the lab.
For Advanced Learners
Have them calculate density (\(D=M/V\)) using water displacement for volume. Ask them to design a multi-variable rocket test (straw size + air volume).
Small Group Focus
Focus on the difference between a "Mixture" and a "Solution" on Day 3. Use sorting cards to ensure students can identify physical property types.
Flow and Dissolve Lab Sheet Flow and Dissolve
Daily Lab Log: Day 2 (TEKS 5.6A)
Scientist:
Date:
Morning Spark
Classify the following materials as Conductors or Insulators of electrical energy:
Copper Wire
Rubber Band
Glass Rod
Aluminum Foil
Solubility & Energy Test
Part A: Solubility
Test if the substance dissolves in water.
Substance Soluble? (Y/N) Salt Sand Sugar Iron Filings
Part B: Energy Conductivity
Test if thermal energy or electricity flows through.
Object Result Metal Spoon Plastic Lid Wooden Stick Wire
Exit Check
Define what makes a material a good insulator and give one example you tested today.
Disappearing Act Lab Sheet Disappearing Act
Daily Lab Log: Day 3 (TEKS 5.6C)
Scientist:
Date:
Morning Spark
If you add 10g of sugar to 100g of water, what will the final mass of the solution be?
90g
100g
110g
Explain why you chose your answer.
Mass Protection Lab
The Mission:
Prove that mass is conserved even when a substance dissolves and seems to disappear.
Step 1: Before
Mass of 50mL Water:
Mass of 5g Salt:
Combine & Stir
Step 2: After
Total Mass of Solution:
Combined Prediction:
Observations:
How did the physical properties (appearance, taste - don't taste!, etc.) change after mixing?
Exit Check
True or False: When salt dissolves in water, the salt is destroyed and its mass is lost.
True
False
Evidence:
Gravity Grids Lab Sheet Gravity Grids
Daily Lab Log: Day 4 (TEKS 5.7B)
Scientist:
Date:
Morning Spark
Circle the variable you would change to test how ramp height affects how far a car rolls:
The Car Type
Number of Books
The Floor Texture
Why must you keep all other variables the same?
The Ramp Challenge
Research Question:
Does adding mass to a car affect the distance it travels off a ramp?
Hypothesis:
If I add 3 washers to the car, then it will travel...
Test Group Trial 1 (cm) Trial 2 (cm) Average (cm) Empty Car Car + 3 Washers
Constant Variables:
Independent Variable:
Exit Check
Which force was responsible for pulling the car down the ramp? How did increasing the mass change the effect of this force?
Thrust Trails Lab Sheet Thrust Trails
Daily Lab Log: Day 5 (TEKS 5.7B)
Scientist:
Date:
Morning Spark
Look at the diagram of the balloon rocket below. Label the Force (air coming out) and the Motion (balloon moving).
LABEL 1
LABEL 2
The Balloon Blast
Variable to Test:
How does the amount of air (force) affect the distance the balloon travels?
Low Force:
2 breaths of air
High Force:
5 breaths of air
Force Level Trial 1 (cm) Trial 2 (cm) Result (Longer/Shorter) 2 Breaths 5 Breaths
Conclusion:
Increasing the amount of air in the balloon increased the ___________ (force/mass), which caused the balloon to travel ___________ (further/less distance).
Exit Check
In this system, what acted as the "engine" providing the force? What would happen if you used a larger straw?
