Mississippi Science P.5.5A.2
The Standard
- P.5.5A
- Students will demonstrate an understanding of the physical properties of matter.
Collect, analyze, and interpret data from measurements of the physical properties of solids, liquids, and gases (e.g., volume, shape, movement, and spacing of particles).
2026 Mississippi College- and Career-Readiness Standards for Science · Organization of Matter and Chemical Interactions
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students measure how much space solids, liquids, and gases take up. They record what happens to shape and volume when materials change containers or are pressed. They use those observations to describe how particles move and how far apart they are.
What Mastery Looks Like
- A student finds a pebble's volume by water displacement and reads a graduated cylinder and syringe correctly. They use their measurements to explain why water changes shape but keeps its volume, while air can be compressed. Their particle sketches show solid particles close together, liquid particles sliding past one another, and gas particles far apart.
Common Misconceptions
- Some students think water has more volume in a tall, narrow container than in a short, wide one. Others say air has no volume because they cannot see it, or that particles in a solid do not move at all.
How to Assess It
- Exit ticket: Water rises from 30 to 38 mL when a pebble is added. Ask for the pebble's volume, then ask students to draw particles explaining why air in a capped syringe can be pressed into less space.
Lesson moves
Ways to Teach It
Measure a pebble by water displacement, pour 20 mL of water between cups, and press a capped syringe holding 20 mL of air; record changes.
Ask: Why does water take a bottle's shape while air fills its empty space? Draw particles to support your answer.
Give pairs cards labeled cube, poured water, and compressed air; have them match each card to a particle sketch and explain their choice.
Pour 50 mL of water from a measuring cup into a narrow glass, then explain why drink labels give volume instead of shape.
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Printable P.5.5A.2 Worksheet
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