Look for: None of the substances made bubbles when adde…

3.A.2 Analyze and interpret data to identify patterns in the characteristic properties of substances.

As students report out their observations with the rest of the class in the whole class discussion, listen for these ideas:

• None of the substances made bubbles when added to water.
• Some of the substances dissolved when added to water--these were soluble in water.
• Some of the substances didn’t change in water. They just clumped up or formed a layer--these were insoluble in water.
• A couple of the substances made the water turn murky or cloudy--these were partially soluble in water.

If students are hesitant to share or there are not enough students sharing the patterns they found when they tested the different substances in water, pause the discussion and ask them to turn and talk with someone that was not in their small group and compare what they found in the investigation so they can compare and see if they have similar results.

Share patterns. Guide students to note patterns and categorize these using words/phrases that scientists also use to describe similarities and differences around different kinds of characteristics.

Suggested prompts

Sample student responses

Follow-up questions

What are some of your observations--what did you notice?

There are several of these that are white powdery or crystal stuff.

What do all of these have in common? How are they different?

The coconut oil seems to melt when I hold it in my hand.

What does it mean to melt?

When making observations, what patterns do you notice?

• Lots of them are white but others have a different color.
• When I poured the water and the olive oil, they seemed to pour (flow) out of the cup differently.

So color is one of your observations?

Are you saying the liquids flowed differently?

You have different amounts and masses of each. Are you recording this in your observations?

Not really--that is not going to help me tell the ingredients apart.

Why not? Are there some observations that will?

Students should note these observations as they collect their data. The ingredients in the bath bomb (that we had to start with) have characteristics that we can use to tell them apart (and also to determine what each one is). Say, Let’s add examples of all the characteristics we could use to help identify our ingredients. We will write each characteristic on a separate sticky note and stick them on the Word Wall. Are there examples we can add now?

Let students suggest, write, and post the examples. Listen for these characteristics students bring up after observing the ingredients:

• Some have different colors (color).
• Texture (whether it is granular or powdery).
• Some have a noticeable scent/smell, but others do not (odor).
• One turned to liquid when touched (it went above its melting point of 76 degrees), while others didn’t change phase.
• They are liquid or solid at room temperature (different states of matter at room temperature).
• The liquids flow differently (viscosity).

Mass.

How much space it takes up (volume).

You may notice that students add characteristics that are not properties such as mass, volume, and/or texture. At this point allow these words to be added to the Word Wall. We will sort through all of these words to see which of these characteristics are properties on day 2.