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Delta Map Workshop: Account for Every Gram

Graph mixing results and use measurements from a delta map workshop to explain changes in shape and differences in scale readings.

Grade 5ScienceInteractive · Printable

Aligned to5-PS1-2

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What’s included

Single worksheet
Auto-graded online
1 NGSS standard
Printable answer key
14 questions
Classroom-ready

Details

Format: Interactive · Printable
Grade: Grade 5
Subject: Science
Question types: Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer, Drawing

About this worksheet

What students practice

Students calculate and graph total weights before and after materials are mixed.
Students use measurements to explain why changing shape does not change total weight.
Students account for materials included in or left out of a scale reading.

How to use

Provide graph paper and read the investigation together. If a gram scale is available, repeat a sealed-pouch mixing test with safe classroom materials and compare measurements.

Curriculum

NGSS standard covered

5-PS1-2

Measure and graph to show that the total weight of matter stays the same when it changes or is mixed.

Preview

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Name Date

Delta Map Workshop: Account for Every Gram

Measure, graph, and track materials as they mix, change shape, and move.

Investigate the Map Materials

Read the investigation. Calculate total weights, then graph the mixing results. Include the pouch whenever a question asks for the whole pouch.

The Delta Mapping Room

A class visits a mapping room beside the place where a river enters a lake. Students use felt squares, plastic counters, and modeling clay to represent features on a large map. Before building, they investigate what happens to scale readings when materials are mixed or reshaped. They work indoors with dry supplies, away from the water. Their digital scale displays measurements in grams.

First, the class checks that the empty scale reads zero. For each mixing trial, students measure an empty zipper pouch, the felt squares, and the counters separately. They place both materials inside the pouch, close it, and weigh the whole pouch. Then they gently shake it ten times and weigh it again after the reading settles. Within each trial, they keep the same pouch and materials. Nothing enters or leaves during shaking. They record these measurements:

Trial A: empty pouch, 8 g; felt, 22 g; counters, 30 g; whole pouch after mixing, 60 g.
Trial B: empty pouch, 10 g; felt, 35 g; counters, 45 g; whole pouch after mixing, 90 g.
Trial C: empty pouch, 12 g; felt, 48 g; counters, 60 g; whole pouch after mixing, 120 g.

Next, students investigate shape. A separate, flexible sealed pouch holds 150 g of soft modeling clay. The empty pouch weighs 28 g. With the clay shaped into a thick mound, the whole pouch reads 178 g. Students press through the pouch to spread the clay into a broad, thin layer. They do not open the pouch. After reshaping, the whole pouch reads 178 g again. They record the appearance and weight at both stages.

Finally, the class tests what happens when materials move between containers. A different pouch holds counters and felt pieces. Its empty weight is 20 g. Students weigh the filled pouch, then pour some pieces into a catch tray. Beforehand, they set the scale to ignore the empty tray's weight. No pieces land elsewhere. The graph in Section 2 shows the filled pouch before pouring, the pouch afterward, and the caught pieces. It also shows a final measurement with the pouch and caught pieces together.

Calculate each whole pouch's weight before mixing. Include the pouch, felt, and counters.

Trial A: g
Trial B: g
Trial C: g

Which comparison fairly tests whether mixing changes total weight?