5th Grade Science (Next Generation Science Standards) • Matter and Its Interactions

Use graphs to identify patterns showing weight remains the same

Discover why matter is never lost — even when things look totally different!

A microscope with leaf and experiment flask for elementary science discovery
Inside this lesson 9 sections 5 questions 5 figures

SECTION 1

Why Do Scientists Care About Weight?

Imagine you tear a piece of paper into tiny bits. It looks very different now! But did any paper disappear? Scientists asked this same kind of question hundreds of years ago. They wanted to know if matter (the stuff that makes up everything around us) could ever just vanish.

For a long time, people thought that burning wood destroyed the material. They saw flames, smoke, and ash — and assumed some matter was gone forever. It took careful experiments and accurate scales to find the truth.

1630s • Early Balance Experiments

Jan Baptist van Helmont grew a tree in a pot. He weighed the soil before and after. The soil barely changed, showing matter moves but does not vanish.

1770s • Lavoisier's Careful Measurements

Antoine Lavoisier used sealed containers and precise scales. He showed that the total weight before and after a change stayed the same.

1789 • Conservation of Mass Published

Lavoisier published his famous law. It said that matter is neither created nor destroyed. This idea is called the conservation of matter.

Today • Graphing Data in Science Class

Modern students use bar graphs and data tables to see patterns. Graphs help us spot the pattern that weight stays the same during physical changes.

Here is the big question we will investigate: When we change what matter looks like, does its weight change too? Graphs will help us find the answer!

SECTION 2

Core Ideas: Matter, Weight, and Patterns

Before we look at graphs, we need to understand a few key ideas. These ideas come from the NGSS Disciplinary Core Idea that the total weight of matter is conserved (stays the same) when it changes form. We also practice the Science and Engineering Practice of analyzing data. The Crosscutting Concept we use is Patterns — we look for repeating results in our data.

1

Matter Has Weight

Everything made of matter can be weighed on a scale. Even tiny pieces still have weight. Air has weight too!
2

Weight Is Conserved

Conservation of matter means the total weight before a change equals the total weight after. Nothing is created or destroyed.
3

Graphs Show Patterns

A bar graph makes it easy to compare weights. When the bars are the same height, we see the pattern that weight stayed the same.
4

Physical Changes Do Not Change Weight

Cutting, folding, dissolving, or freezing are physical changes. The matter looks different, but its weight stays the same.

SECTION 3

Anchoring Phenomenon: The Frozen Juice Experiment

Here is our anchoring phenomenon: A student pours orange juice into a cup and weighs it. Then she puts the cup in the freezer overnight. The next day, the juice is a solid block of ice. She weighs it again. The graph below shows what happened.

Frozen Juice Experiment — Weight Before and AfterWeight (grams)Condition0100200300400350 gBefore Freezing(liquid juice)350 gAfter Freezing(solid ice)Same height!
This bar graph compares the weight of orange juice before and after freezing. Both bars reach 350 grams. The green dashed line shows they are the same height, which means the weight did not change.

Look at the two bars in the graph. The orange bar shows the weight of the liquid juice. The blue bar shows the weight after it froze into solid ice. Both bars reach exactly 350 grams. Even though the juice changed from a liquid to a solid, its weight stayed the same. This is the pattern we are looking for!

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Phenomenon Question

SECTION 4

How to Read a Graph for Weight Patterns

Scientists use graphs to spot patterns quickly. Instead of just reading numbers in a table, a graph lets you see the pattern. Here is how to read a bar graph that shows weight before and after a change.

Step-by-Step: Reading a Weight Graph

  • Read the title. The title tells you what the graph is about — for example, "Weight Before and After Dissolving Salt."
  • Check the y-axis (up and down). This axis shows the weight, usually in grams. Each line on the axis stands for a number.
  • Check the x-axis (left to right). This axis shows the conditions, like "Before" and "After."
  • Compare bar heights. If both bars reach the same height, that tells you the weight is the same. This is the conservation pattern!
  • State the pattern. Write or say what you notice: "The weight before and after the change is the same."
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Science Practice Spotlight

Remember, the Crosscutting Concept of Patterns helps us across all of science. Whenever you see a repeating result — like weight staying the same over and over — you have found a pattern. Patterns give us evidence to support a scientific idea.

SECTION 5

More Experiments, Same Pattern

Is the frozen juice experiment a one-time thing? Not at all! Let's look at data from three different experiments. Each one involves a physical change — a change in shape, size, or state — but not a change in the type of matter.

ExperimentWeight BeforeWeight AfterSame?
Tearing paper into pieces15 g15 g✔ Yes
Dissolving salt in water250 g250 g✔ Yes
Breaking a cracker into crumbs30 g30 g✔ Yes

Data from three physical-change experiments

Three Experiments — Weight Before vs. AfterWeight (grams)05010015020025015 g15 gTearing Paper250 g250 gDissolving Salt30 g30 gBreaking CrackerBeforeAfter
Each pair of bars shows weight before (orange) and after (blue) a physical change. In all three experiments, the bar pairs are the same height. That is the conservation pattern!

Notice the pattern. Even though the three experiments are very different, every pair of bars matches. The paper bars are both 15 grams. The salt-water bars are both 250 grams. The cracker bars are both 30 grams. This repeating pattern is strong evidence that weight is conserved during physical changes.

SECTION 6

Worked Example: Dissolving Sugar in Lemonade

Let's walk through a full example together. Maya is making lemonade. She wants to test whether dissolving sugar in water changes the total weight.

Worked example

  1. 1

    Step 1 — Gather Materials and Weigh Before

    Maya places a cup of water (200 g) and a spoonful of sugar (20 g) on the scale together. She records the total weight.
    Total weight before: 220 grams
  2. 2

    Step 2 — Make the Change

    Maya stirs the sugar into the water. The sugar dissolves and disappears from sight. The water looks clear again.
  3. 3

    Step 3 — Weigh After

    Maya places the cup of sugar water back on the scale. She reads the weight carefully.
    Total weight after: 220 grams
  4. 4

    Step 4 — Graph the Data

    Maya draws a bar graph with two bars: "Before Dissolving" and "After Dissolving." Both bars reach 220 grams. They are the same height.
  5. 5

    Step 5 — Identify the Pattern and Explain

    Maya writes: "The graph shows both bars are the same height. The weight did not change when the sugar dissolved. Even though I cannot see the sugar anymore, the matter is still there. This supports the idea that weight is conserved."
    Pattern: Weight before = Weight after
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Key takeaway

WHY THIS MATTERS

SECTION 7

Graphs vs. Tables: Which Shows Patterns Better?

Scientists often collect data in tables first. Then they make graphs. Both are useful, but they have different strengths. Let's compare.

FeatureData TableBar Graph
Shows exact numbers✔ Very easy to read exact valuesHarder — must read from the axis
Shows patterns quicklyHarder — must compare numbers yourself✔ Easy — just compare bar heights
Good for many experiments at onceCan get long and hard to scan✔ Great — groups of bars are easy to compare
Best use in this lessonRecording data during an experimentCommunicating the conservation pattern to others

Comparing data tables and bar graphs

SECTION 8

From Physical Changes to Chemical Changes

So far, we have focused on physical changes like freezing, dissolving, and tearing. But what about chemical changes — changes that make a brand-new type of matter? Do those follow the same rule?

Physical Changes (This Lesson)Chemical Changes (Coming Soon)
ExamplesFreezing, dissolving, cutting, meltingBurning, rusting, baking a cake
What changes?Shape, size, or stateA new substance forms
Does weight change?No — weight is conservedNo — weight is still conserved (as long as nothing escapes!)
Graph patternBars are the same heightBars are the same height (in a sealed system)

Physical changes vs. chemical changes

The exciting news is that conservation of matter works for all changes. In later lessons, you will test chemical changes and discover the same pattern on your graphs. As long as nothing escapes (like gas floating away), the total weight before equals the total weight after.

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Watch Out!

SECTION 9

Practice Problems: The Clay Experiment

Question 1: Foundational

A student weighs a block of butter on a scale. It weighs 200 grams. She then cuts the butter into 4 equal pieces and weighs all the pieces together. What does the graph of total weight before and after cutting look like?
  • A. The bar for "after cutting" is shorter than the bar for "before cutting."
  • B. Both bars are the same height, showing 200 grams.
  • C. The bar for "after cutting" is taller than the bar for "before cutting."
  • D. The bar for "after cutting" shows 50 grams because each piece weighs 50 grams.
Show answer
Correct: B. When you cut butter into pieces, no matter is added or removed, so the total weight stays at 200 grams. Both bars on the graph are the same height. A is wrong because cutting does not remove any matter, so the total weight does not decrease. C is wrong because cutting does not create new matter, so the weight does not increase. D is wrong because the question asks about the total weight of all pieces together, not the weight of one piece.

Question 2: Foundational

A class made a bar graph showing the weight of a large ice sculpture (5,000 grams) measured every day for three days. The sculpture was kept in a freezer the whole time. The bars for Day 1, Day 2, and Day 3 are all the same height. What pattern does this graph show?
  • A. The ice sculpture is getting heavier each day.
  • B. The ice sculpture is slowly melting and losing weight.
  • C. The weight of the ice sculpture stays the same when no matter is added or removed.
  • D. The freezer is adding weight to the sculpture each day to keep the bars even.
Show answer
Correct: C. Since the ice is kept frozen and nothing is added or taken away, the weight remains constant at 5,000 grams. The equal-height bars show this pattern. A is wrong because the bars are all the same height, not increasing. B is wrong because the graph shows no decrease in weight; the ice is staying frozen. D is wrong because a freezer keeps things cold—it does not add matter to objects inside it.

Question 3: Moderate

Marcus weighs a whole apple (180 grams), then slices it into 8 pieces and weighs all the pieces together (180 grams). He also weighs a whole banana (120 grams), peels it, and weighs just the peeled banana (90 grams). He puts all four measurements on a bar graph. Which fruit shows a pattern where weight stays the same?
  • A. The banana, because peeling changed its shape.
  • B. The apple, because the total weight of all pieces equals the weight of the whole apple.
  • C. Both fruits, because both were changed in some way.
  • D. The banana, because 90 grams is close enough to 120 grams.
Show answer
Correct: B. Slicing the apple changed its shape but did not add or remove matter, so the total weight stayed at 180 grams. On the graph, the two apple bars match. A is wrong because peeling the banana removed the peel (matter was taken away), so the weight dropped from 120 g to 90 g. C is wrong because only the apple's weight stayed the same; the banana lost weight when the peel was removed. D is wrong because 90 g and 120 g are not the same—the 30 g difference is the weight of the removed peel.

Question 4: Moderate

A student made a line graph showing the total weight of a piece of aluminum foil as she folded it into smaller and smaller shapes. The line on the graph is perfectly flat (horizontal) across all five folds. What conclusion can you draw from this pattern?
  • A. Folding made the foil denser, so it should weigh more.
  • B. The scale must have been broken because the weight should change.
  • C. Changing the shape of an object by folding does not change its total weight.
  • D. Each fold removed a small amount of foil, but it was too small to measure.
Show answer
Correct: C. A flat horizontal line on the graph means the weight did not change across all five folds. Folding changes the shape of the foil but does not add or remove any matter. A is wrong because while folding does make the foil take up less space, the amount of matter (and therefore the weight) stays the same. B is wrong because there is no reason to assume the scale was broken; the flat line is the expected result. D is wrong because folding does not tear off or remove any material from the foil.

Question 5: Challenging

A group of students conducted three different experiments and graphed the results. In Experiment 1, they crumpled a sheet of paper into a ball and weighed it. In Experiment 2, they tore the paper into strips and weighed all the strips together. In Experiment 3, they tore the paper into strips but accidentally dropped one strip on the floor before weighing. Which experiments should show bars at the same height as the original paper's weight on the graph?
  • A. Experiments 1, 2, and 3
  • B. Experiments 1 and 2 only
  • C. Experiment 1 only
  • D. Experiment 2 and 3 only
Show answer
Correct: B. In Experiment 1, crumpling changes only shape—no matter is lost, so weight stays the same. In Experiment 2, all the torn strips are weighed together, so no matter is missing and the total weight equals the original. Both experiments show bars at the same height as the original. A is wrong because Experiment 3 involved dropping a strip on the floor, which means matter was removed from the group being weighed, so the total would be less. C is wrong because Experiment 2 also keeps all the matter together, so it also shows the same weight. D is wrong because Experiment 3 is missing a strip, so its bar would be shorter than the original weight.

Varsity Tutors • 5th Grade Science (Next Generation Science Standards) • Use graphs to identify patterns showing weight remains the same