Title: Structure and Properties of Matter Grade: 6 Length: 40 days

Transcription

1 Title: Structure and Properties of Matter Grade: 6 Length: 40 days Enduring Understandings: Objects in the universe are composed of matter which is anything that takes up space and has mass. Matter is composed of elements which are made of small particles called atoms. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. All objects and substances are composed of matter with physical and chemical properties. Matter is classified as a pure substance or a mixture of substances. Pure substances have characteristic properties and are made from a single type of atom or molecule. Components of a mixture keep their individual properties. Alloys are used more than pure metals because they are generally stronger and less likely to react with air or water. Matter has properties related to its structure that can be measured and used to identify, classify and describe substances or objects. Scientific methods are useful tools in making sense of the natural world and in solving problems. Scientists don t follow the traditional scientific method, instead they hypothesize, try out their ideas, and constantly revise their thinking to deepen their understanding of how the universe works. Scientists gather, classify, sequence, and interpret information and visual data in order to recognize how objects, substances, places, and events shape our world. Scientists make inferences and generalizations about various types of information and draw conclusions from a variety of sources. Standards to be addressed: NGSS MS PS1 1 Develop models to describe the atomic composition of simple molecules and extended structures. MS PS1 4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. CCSS ELA/Literacy RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (MS PS1 3) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS PS1 6) RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,model, graph, or table). (MS PS1 1),(MS PS1 4) WHST Conduct short research projects to answer a question (including a self generated question), drawing on several sources and

2 Scientists analyze and interpret evidence to solve problems and make decisions. Scientists recognize and analyze how ideas change over time. Scientists examine cause and effect to see relationships between objects, substances, places, ideas and events. generating additional related,focused questions that allow for multiple avenues of exploration. (MS PS1 6) WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS PS1 ) Mathematics MP.2 Reason abstractly and quantitatively. (MS PS1) MP.4 Model with mathematics. (MS PS1 1) 6.RP.A.3 Use ratio and rate reasoning to solve real world and mathematical problems.(ms PS1 1) 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real world contexts, explaining the meaning of 0 in each situation.

3 6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS PS1 2) 6.SP.B.5 Summarize numerical data sets in relation to their context (MS PS1 2) (MS PS1 4) 8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS PS1 1) Essential Questions: What provocative questions will foster inquiry, understanding, and transfer learning? What questions can you use to connect this unit to Cross Cutting Concepts? How can the properties of matter identify an unknown substance? How have scientific research and discoveries affected our quality of life? How can we model the structure of the atom as the basic building block of matter? How can one model the structure of an atom based on information from the periodic table? How can characteristic properties be used to distinguish one form of matter from another? How does the physical property of a substance determine its appropriate use? How do atomic and molecular interactions explain the properties of matter that we see and feel? How do scientists quantitatively gather, classify, sequence, and interpret information and visual data? How can making inferences about various types of information and drawing conclusions help us understand our world? How can one use evidence to solve problems and make decisions? To what extent can studying evidence from the past help us prevent future problems and make decisions that will affect the future? How can differing points of view affect relations between and within societies? How can scientific research affect the use of and impact the environment? How can the study of science help us connect continuity and change? Why are scientist concerned about cause and effect? How have scientific research and discoveries affected our quality of life? Possible Phenomena: magnification of an aluminum can to its individual atoms.

4 Lightning Diamond formation Chromatography The Hindenburg bronze statues: The Thinker or Degas Ballerina or other art connections to elements or alloys Disciplinary Core Ideas: PS1.A Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS PS1 3) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. Scientific & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena. Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to predict and/or describe phenomena. (MS PS1 1),(MS PS1 4) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6 8 builds on K 5 and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS PS1 4) Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS PS1 1) Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.(ms PS1 3)

5 supported by evidence (MS PS1 3) Possible Preconceptions/Misconceptions: Solutes melt into water. Most of air is oxygen. Only one model of the atom is correct. The electrons in an atom orbit its nucleus like planets in our solar system orbit the sun. Electron clouds are pictures of electrons in their orbits. The electron cloud is like a rain cloud, with electrons inside of it like drops of water. An electron cloud has electrons in it, but the cloud itself is made of some other material. Electrons, protons, and neutrons are all the same size and mass. The current model of the atom is the right model. Atoms can disappear after time. Atoms are microscopic versions of elements hard or soft, liquid or gas, and so forth. Atoms can be seen with a microscope. Atoms move, so they are alive. An electron shell is hard, like an eggshell. Atoms are solid. Elements can form other elements. There is no empty space in an atom or between atoms. All metals are attracted to a magnet. All silver colored items are attracted to a magnet. All magnets are made of iron. Larger magnets are stronger than smaller magnets. Possible Performance Expectations: Develop models to describe the atomic composition of simple molecules and extended structures. Examples: atomic structure using Bohr diagrams showing nuclear structure with protons with neutrons in the center and electrons in orbits surrounding nucleus molecule or compound structure using clay, small marshmallows, beads, toothpicks, or manufactured kits with beads and connectors Models could also be made digitally builder/ chemistry/resource/res /build an atom simulation?cmpid=cm P

6 Big Ideas I want students to understand: What scientific explanations and/or models are critical for student understanding of the content?so what? Who cares? What is the most important for students to understand about this topic? Atomic Structure Major scientific advancements in the development of the model of the atom and how each theory was built upon the one before. All elements are made up of the same basic components but contain different numbers of those components. Elements and their properties on the periodic table Importance of the periodic table and how it is used by chemists. Elements and substances have specific properties that help identify what they are. Why the periodic table is constructed in the manner that it is and what information is found on the table. The difference between physical and chemical properties and how they can be used to describe and identify matter. The difference between a pure substance and a mixture. All matter can be grouped into different categories based on similar properties. Do I want students to be able to: What scientific practices will we explicitly focus on in this unit? What key knowledge and skills will students develop as a result of this unit? (Use verb phrases) Atomic Structure Create and revise models of the atom. Create a timeline and trace the historical development of the atomic model. Use the periodic table to find information about different elements. Elements and their properties on the periodic table Research information about elements from credible sources and relate to real world applications. Use chemical and physical properties (density, melting point, boiling point, ph, luster, brittleness, conductivity, magnetism, solubility, reactivity) to classify, compare, identify and separate substances. Explain that all elements have physical and chemical properties, which are determined by their atomic structure and are reflected in the element s position on the periodic table. Scientific Practices Appropriately select and safely use tools to conduct scientific investigations. Identify major sources of error or uncertainty within an investigation. Communicate and evaluate scientific thinking that leads to particular conclusions. Present information in a variety of formats (poster, Power Point, Prezi, infographic, etc.) Organize and report information in a variety of ways (tables, graphs, charts, labeled diagrams) Collaborate with others to identify problems and seek solutions. Use technology to gather, organize, analyze, and communicate about data.

7 Know What are the basics?: What vocabulary formations or other facts do students need to know in order to understand the big ideas? Scientific Practices mass volume length metric system analyzing and creating graphs Using: graduated cylinder beaker thermometer mass balances meter sticks Atomic Structure matter atom atomic structure Nucleus protons neutrons electron cloud shells or orbitals electrons valence electrons Bohr diagram most mass in nucleus most volume in electron cloud particle element Atomic structure history development of atomic structure timeline Democritus Aristotle (earth, air, fire, water) Dalton Thomson (Plum pudding model) Ruther (gold foil experiment and how did this help explain the idea of a small dense nucleus?) Chadwic (neutron) Schrodinger Elements and their properties on the periodic table Mendeleev Elements and compounds are pure substances (not a mixture) Chemical symbol atomic mass (aka weight) mass number atomic number isotopes Metals nonmetals metalloids or semimetals Most reactive metal family (Alkali metals) most reactive nonmetal family (Halogens) inert gases (Noble gases) Chemical (reactivity, flammability) Physical properties density D=m/v, mp/fp, bp, odor, solubility, expansion rates, ductility, malleability, conductivity, magnetism Luster Malleability Hardness Brittleness Elasticity Boiling Point Freezing point Color Matter Solid Liquid Gas Molecule Particle Mass Volume Carbon graphite, diamonds, fullerenes, nanotubes coal mining S H O P Si (semiconductors) Ca P Na Cl I Fl N nitrogen cycle fertilizers Solubility Solutions mixture parts of a mixture keep their properties not a chemical change conservation of mass Temperature pressure solution solute solvent dilute vs. concentrated saturated unsatur separating mixtures based on their properties filter (filtrate, residue) decanting Distillation (using different BP) evaporation chromatography magnetism centrifuge (using different densities) Alloys Au Ag Fe Al Sn Mg Pb Pt Hg Cu Ni Zn coins steel karats Technology and the Nature of Science: What connections are there between the unit content and technology or nature of science?

8 Influence of Engineering, Technology, and Science, on Society and the Natural Worl d Every human made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (2 PS1 2) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science searches for cause and effect relationships to explain natural events. (2 PS1 4) How do I reinforce or build literacy or mathematics skills? Literacy: Reading textbook, science news or content related articles to enhance class or group discussions, vocabulary studies and close reading activities. Interacting with their reading through summaries, and connections to their world, Using context clues to uncover the meaning of new science terms and citing the text evidence that they used. Using credible internet or other resources to gather information. Mathematics skills: Interpreting data tables and graphs Creating data tables and graphs Solving one variable equations such as density = mass/volume Using the metric system to make measurements. Using critical and higher order thinking to problem solve. Assessment: How will I know what students have learned? Performance Expectations: Does the performance expectation require students to show their understanding in an observable way? Does it make students thinking visible? Are there criteria and are the criteria relevant to the big ideas for the unit? Other evidence: Include multiple types of learning to give a more accurate picture of learning. Quizzes / tests Performance based assessments (station oriented) Examples : Differentiated input and output station learning. Input station examples : Read a short content related passage and answer questions. Watch a short video on device and answer questions relevant to learning. Illustration student sketch or diagram the concept that they are learning. Exploration students complete a hands on demo or experiment to connect with and discover information about the concept. Output Station examples: write a response to short answer prompts, organize manipulatives related to topic research using websites to learn more information about the topic then perform guided tasks and answer questions, and assessment of the learning through a series of task cards or formal questioning. Lab Journals Common unit assessments Authentic assessments using scenarios and real world problems Lab investigations Research papers and/or projects given a rubric before their work to guide them Embedded performance assessment in class activities Modeling of key concepts Scientific dialogue with students and their lab groups Whiteboard responses, lab journals, exit slips, thumbs up/down, group discussions

9 What learning experiences will encourage student engagement in the essential questions? How shall we teach for understanding? Incorporate different learning styles as well hands on and engaging activities? Use a 5E model for planning your instructional sequence. Individual and small group work and discussions Examples: Three column chart Before (Prediction), During ( What was observed), and After (Possible explanations) the phenomena. Done individually then discussed and revised as a group. Station learning Inquiry based, problem based, project based activities Examples: Building preliminary models, researching and discussing, then revising models. PowerPoint presentations and notes Research with student presentations Use 5E model for planning and instruction: Engage, Explore, Explain, Elaborate, Evaluate.

10 Title: States of Matter and Their Changes Grade: 6 Length: 30 days Enduring Understandings: Matter can change form or state but will always be conserved. Science is both a process of learning and a body of knowledge. Changes in matter is accompanied by changes in energy. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. Energy occurs in different forms and is necessary to do work or to cause change. Phase change is a consequence of how particles relate to one another. Scientific methods are useful tools in making sense of the natural world and in solving problems. Scientists don t follow the traditional scientific method, instead they hypothesize, try out their ideas, and constantly revise their thinking to deepen their understanding of how the universe works Scientists gather, classify, sequence, and interpret information and visual data in order to recognize how objects, substances, places, and events shape our world. Scientists make inferences and generalizations about various types of information and draw conclusions from a variety of sources. Scientists analyze and interpret evidence to solve problems and make decisions. Scientists recognize and analyze how ideas change over time. Scientists examine cause and effect to see relationships between objects, substances, places, ideas and events. Standards to be addressed: NGSS MS PS1 4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS PS3 4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. CCSS ELA/Literacy RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (MS PS1 3) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS PS1 6) RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS PS1 1),(MS PS1 4)

11 WHST Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration. (MS PS1 6) WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS PS1 ) Mathematics MP.2 Reason abstractly and quantitatively. (MS PS1 ) MP.4 Model with mathematics. (MS PS1 1) 6.RP.A.3 Use ratio and rate reasoning to solve real world and mathematical problems.(ms PS1 1) 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation

12 above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real world contexts, explaining the meaning of 0 in each situation. 6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS PS1 2) 6.SP.B.5 Summarize numerical data sets in relation to their context (MS PS1 2) (MS PS1 4) 8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS PS1 1) Essential Questions: What provocative questions will foster inquiry, understanding, and transfer learning? What questions can you use to connect this unit to Cross Cutting Concepts? How does particle arrangement and energy change in different states of matter? What is the difference between a chemical property and physical property of matter? How can matter be observed using qualitative and quantitative and direct and indirect information? How are changes in matter accompanied by changes in energy? How do gases behave? What are the relationships among the measurable quantities of a gas? How do scientists quantitatively gather, classify, sequence, and interpret information and visual data? How can making inferences about various types of information and drawing conclusions help us understand our world? How can one use evidence to solve problems and make decisions? To what extent can studying evidence from the past help us prevent future problems and make decisions that will affect the future? How can differing points of view affect relations between and within societies?

13 How can scientific research affect the use of and impact the environment? How can the study of science help us connect continuity and change? Why are scientist concerned about cause and effect? How have scientific research and discoveries affected our quality of life? Possible Phenomena: Water boiling on the stove Ice cube melting in water Dry Ice Frost on my windshield on a cold morning Water on my windshield even though it didn t rain the night before Lava flow Party balloons popping after being in the summer heat or changes from an air conditioned house to the hot car. Car tires deflating in colder weather Non newtonian fluids (oobleck, Silly Putty, ketchup, Flubber) Ice cracking concrete (contraction vs. expansion) Ice spikes on ice cubes Animals survival in a frozen lake. Condensation on mirror after shower or on a cold water bottle Snow doughnuts doughnuts Brinicles Mpemba effect Prince Rupert s Drops ruperts drops 2 Glue The Cheerios Effect effect/ My hands are still sticky after washing my hands with only cold water I dropped my soda and it exploded and overflowed when I opened it. My seltzer water overflows from the bottle more when it s warm than cold. Disciplinary Core Ideas: PS3.A Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B The amount of energy transfer needed to change the temperature of a matter sample by a given amount Scientific & Engineering Practices: Planning and Carrying Out Investigations Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many Crosscutting Concepts: Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

14 depends on the nature of the matter, the size of the sample, and the environment. PS1.A Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. PS3.A The term heat as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning MS PS1 1 Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). MS PS1 4 In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. data are needed to support a claim. Developing and Using Models Develop a model to predict and/or describe phenomena. Possible Preconceptions/Misconceptions: The size of a solid particle is bigger than a liquid particle and a liquid particle is bigger than a gas particle. The particles of solids cannot move. When water boils and bubbles, the bubbles are air, oxygen or hydrogen, or heat. Steam is hot air. When steam is no longer visible, it becomes air. Water in an open container is absorbed by the container, disappears, changes into air, or dries up and goes into the air. Condensation on the outside of a container is water that seeped (or sweated) through the walls of the container. Expansion of matter is due to the expansion of the particles rather than increased space

15 between the particles. The white substance coming from boiling water is smoke. The bubbles are oxygen or hydrogen. Heat is a substance. Heat is not energy. Heat and cold are different. Temperature is a property of a particular material or object. (For example, students may believe that metal is naturally cooler than plastic.) The temperature of an object depends on its size. Cold is transferred from one object to another. Objects that keep things warm (sweaters, mittens, blankets) are sources of heat. Some substances (flour, sugar, air) cannot heat up. Objects that readily become warm (conductors of heat) do not readily become cold. Substances cannot change directly from a solid to a gas or from a gas directly to a solid. Possible Performance Expectations: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Examples: models could include drawing and diagramming particle placement and motion in each state of matter Demonstration of heating and cooling of an air filled balloon. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. Examples: Comparing final water temperatures after different masses of ice are melted in the same volume of water. Changes of temperature of different samples of materials with the same mass as they cool or heat in the environment. Example: Determine how animals survive in a frozen lake. Big Ideas I want students to understand: What scientific explanations and/or models are critical for student understanding of the content? So what? Who cares? What is the most important for students to understand about this topic? States of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position, but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (ex. crystals). What is meant by a solid, liquid and gas in terms of their particle composition and motion, and their shape and volume. Physical changes do not form new substances while chemical changes do form new substances. The qualitative relationship between pressure, temperature and volume for all gases. Changes in States of Matter The changes of state that occur with variations in temperature or pressure can be described

16 and predicted using these modes of matter. Changes in matter are accompanied by changes in energy. Molecular level accounts of states of matter and changes between states. Do I want students to be able to: What scientific practices will we explicitly focus on in this unit? What key knowledge and skills will students develop as a result of this unit? (Use verb phrases) States of Matter Explain the differences among the three main states of matter. Describe matter using physical and chemical properties. Classify matter into appropriate categories. Changes in states of matter (particle level) Explain a heating/cooling curve through multiple states of matter. Use the gas laws both qualitatively and quantitatively to predict the result of a change to one of the variables. Use the kinetic molecular model of matter, explain and predict phase changes of matter to changes in thermal energy. Scientific Practices Appropriately select and safely use tools to conduct scientific investigations. Identify major sources of error or uncertainty within an investigation. Communicate and evaluate scientific thinking that leads to particular conclusions. Present information in a variety of formats (poster, Power Point, Prezi, infographic, etc.). Organize and report information in a variety of ways (tables, graphs, charts, labeled diagrams) Collaborate with others to identify problems and seek solutions. Use technology to gather, organize, analyze, and communicate about data. Know What are the basics?: What vocabulary formations or other facts do students need to know in order to understand the big ideas? States of Matter energy and particle arrangement solid crystalline (ceramic, minerals) vs amorphous (glass, plastic) Si B crystals borax alum snow salt (salt flats) sugar fluid Liquid viscosity surface tension cohesion adhesion fluid Gas temperature volume pressure plasma Charles law Boyle s law Gay Lussac s law Change of states of matter (particle level) water cycle temperature thermometer (alcohol vs. mercury) Celsius vs Fahrenheit vs Kelvin (absolute zero = no particle movement) thermal energy particle motion how density changes

17 MP/FP BP kinetic energy interpreting diagram sublimation condensation vaporization evaporation boiling freezing deposition melting point = freezing point Water BP 100 C 212F FP 0 C 32 F Solutes affect on MP/FP and BP Technology and the Nature of Science: What connections are there between the unit content and technology or nature of science? Influence of Engineering, Technology, and Science, on Society and the Natural World Every human made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (2 PS1 2) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science searches for cause and effect relationships to explain natural events. (2 PS1 4) How do I reinforce or build literacy or mathematics skills? Literacy: Reading textbook, science news or content related articles to enhance class or group discussions, vocabulary studies and close reading activities. Interacting with their reading through summaries, and connections to their world, Using context clues to uncover the meaning of new science terms and citing the text evidence that they used. Using credible internet or other resources to gather information. Mathematics skills: Interpreting data tables and graphs Creating data tables and graphs Using the metric system to make measurements. Using critical and higher order thinking to problem solve.

18 Assessment: How will I know what students have learned? Performance Expectations: Does the performance expectation require students to show their understanding in an observable way? Does it make students thinking visible? Are there criteria and are the criteria relevant to the big ideas for the unit? Other evidence: Include multiple types of learning to give a more accurate picture of learning. Quizzes / tests Performance based assessments (station oriented) Examples : Differentiated input and output station learning. Input station examples : Read a short content related passage and answer questions. Watch a short video on device and answer questions relevant to learning. Illustration student sketch or diagram the concept that they are learning. Exploration students complete a hands on demo or experiment to connect with and discover information about the concept. Output Station examples: write a response to short answer prompts, organize manipulatives related to topic research using websites to learn more information about the topic then perform guided tasks and answer questions, and assessment of the learning through a series of task cards or formal questioning. Lab Journals Common unit assessments Authentic assessments using scenarios and real world problems Lab investigations Research papers and/or projects given a rubric before their work to guide them Embedded performance assessment in class activities Modeling of key concepts Scientific dialogue with students and their lab groups Whiteboard responses, lab journals, exit slips, thumbs up/down, group discussions What learning experiences will encourage student engagement in essential questions? How shall we teach for understanding? Incorporate different learning styles as well hands on and engaging activities?use a 5E model for planning your instructional sequence? Individual and small group work and discussions Examples: Three column chart Before (Prediction), during ( What was observed), and after (Possible explanations) the phenomena. Done individually then discussed and revised as a group. Station learning Inquiry based, problem based, project based activities Examples: Building preliminary models, researching and discussing, then revising models. PowerPoint presentations and notes Research with student presentations. Use 5E model for planning and instruction: Engage, Explore, Explain, Elaborate, Evaluate.

19 Title: Chemical Interactions Grade: 6 Length: 30 days Enduring Understandings: Scientific methods are useful tools in making sense of the natural world and in solving problems. Science is both a process of learning and a body of knowledge. Chemical reactions involve regrouping of atoms to form new substances, and of how atoms rearrange during chemical reactions. Design and process engineering strategies to chemical reaction systems. Synthetic materials come from natural resources and impact society. Scientists gather, classify, sequence, and interpret information and visual data in order to recognize how objects, substances, places, and events shape our world. Scientists make inferences and generalizations about various types of information and draw conclusions from a variety of sources. Scientists analyze and interpret evidence to solve problems and make decisions. Scientists recognize and analyze how ideas change over time. Scientists examine cause and effect to see relationships between objects, substances, places, ideas and events. Standards to be addressed: NGSS MS PS1 2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS PS1 3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS PS1 5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS PS1 6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. CCSS ELA/Literacy RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS PS1 2) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS PS1 6)

20 RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS PS1 2), (MS PS1 5) WHST Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS PS1 6) Mathematics MP.2 Reason abstractly and quantitatively. (MS PS1 2), (MS PS1 5) MP.4 Model with mathematics. (MS PS1 5) 6.RP.A.3 Use ratio and rate reasoning to solve real world and mathematical problems. (MS PS1 2),(MS PS1 5) 6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS PS1 2) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS PS1 2)

21 Essential Questions: What provocative questions will foster inquiry, understanding, and transfer learning? What questions can you use to connect this unit to Cross Cutting Concepts? What information does a chemical equation give about a reaction? According to the collision theory, what factors affect the rate of a chemical reaction? Why is it necessary for chemical equations to be balanced? How do the particles that make up matter determine its reactivity? In what ways can matter be changed and conserved? How do the laws of definite composition and law of multiple proportions help us classify matter? How do scientists quantitatively gather, classify, sequence, and interpret information and visual data? How can making inferences about various types of information and drawing conclusions help us understand our world? How can one use evidence to solve problems and make decisions? To what extent can studying evidence from the past help us prevent future problems and make decisions that will affect the future? How can differing points of view affect relations between and within societies? How can scientific research affect the use of and impact the environment? How can the study of science help us connect continuity and change? Why are scientist concerned about cause and effect? How have scientific research and discoveries affected our quality of life? Possible Phenomena: Heat (hand warmers) and cold packs Fire Cooking dinner When cooking chicken, it turns from pink to white. My silver jewelry tarnishes faster on the dresser than in my jewelry box Same species of flowers are different colors when grown in two different spots in the yard (ph) Squirting an orange rind near a balloon makes some balloons pop. does orange peel pop balloon chemistry course Spider webs scientists untangled spider web stickiness.html web/ Candles burning wax/ Statue of Liberty The Hindenburg Ingredients on food labels (examples: powdered cheese such as on Cheetos, Doritos, fruit flavored candy, vitamins). Materials that makeup clothes Dead phone battery lithium batteries My hands are less sticky from touching candy after washing with soap and warm water. Some pool chemicals get hot when dissolved in water. Too much chlorine in the pool fades my bathing suit and makes my blonde hair turn green.

22 Disciplinary Core Ideas: PS1.A Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. PS1.A Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. PS1.B Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Scientific & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Obtaining, Evaluating, and Communicating Information Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Developing and Using Models Develop a model to describe unobservable mechanisms. Constructing Explanations and Designing Solutions Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. ETS1.B A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. ETS1.C Although one design may not perform the best Crosscutting Concepts: Patterns Macroscopic patterns are related to the nature of microscopic and atomic level structure. Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. The transfer of energy can be tracked as energy flows through a designed or natural system.

23 across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process that is, some of the characteristics may be incorpora PS1.B Some chemical reactions release energy, others store energy. Possible Preconceptions/Misconceptions: Rusted or corroded materials are lighter than the original substance. When matter disappears from sight, it ceases to exist. Matter has properties that can continue to exist if the matter is no longer there. Matter can "disappear," whereas its properties (such as sweetness or odor) can continue to exist. Chemical reactions can only go one way. Something on fire is destroyed (not a chemical reaction). Possible Performance Expectations: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. (heat packs) Big Ideas I want students to understand: What scientific explanations and/or models are critical for student understanding of the content? So what? Who cares? What is the most important for students to understand about this topic? Molecular Structure Matter may be in the form of elements, compounds, or mixtures. Atoms form in certain ratios when in a compound. Subscripts are used to show how many atoms are in a compound. Chemical Reactions Chemical reactions involve energy. Matter is not created or destroyed during a chemical reaction only changed form and/or properties. Chemical changes result in the formation of new substances. Physical changes do not. Chemical reactions occur when chemical bonds are formed or broken.

24 A chemical equation uses symbols for the reactants and products of a chemical reaction. Chemical reactions may be classified by the types of changes in reactants and product. The rate of a chemical reaction can be controlled by such factors as concentration surface area, temperature, and the use of a catalyst or inhibitor. Chemical reactions involve the valence electrons of atoms. Chemical bonds form when electrons are transferred or shared between atoms. Ions form when atoms become charged after gaining or losing electrons. In covalent bonds, pairs of electrons are shared between atoms. In polar covalent bonds, the shared electrons are attracted more to one atom then the other. The stronger the chemical bonds in a mineral crystal are, the harder the crystal is. ph An acid tastes sour, reacts with metals and carbonates, and litmus paper red. An indicator is a substance that turns different colors in an acid or a base. An acid produces hydrogen ions (H+) when it dissolves in water. A base produces hydroxide ions (OH ) when it dissolves in water. ph describes the acidity of a solution. Digestion breaks foods into smaller molecules. Each digestive enzyme works best at a specific ph. Synthetic Materials Synthetic materials come from natural resources. Do I want students to be able to: What scientific practices will we explicitly focus on in this unit? What key knowledge and skills will students develop as a result of this unit? (Use verb phrases) Molecular Structure Develop a model of a molecule or compound. Determine ratios of atoms in a compound. Chemical Reactions Develop a model showing how molecules can react to yield a product that is equal in mass to its reactants. (Number of atoms do not change). Describe how elements chemically combine to form compounds and that chemical changes can be represented in balanced chemical equations. Use quantitative measurements and calculations to demonstrate the conservation of mass and the conservation of energy. Plan and do an investigation that shows a chemical reaction has or has not taken place. Identify whether a change is physical or chemical. Explain why a change is exothermic or endothermic. ph Determine if a substance is acidic or basic. Synthetic Materials

25 Determine how synthetic materials are made from natural resources and explain how their properties are beneficial to society. Scientific Practices Appropriately select and safely use tools to conduct scientific investigations. Identify major sources of error or uncertainty within an investigation. Communicate and evaluate scientific thinking that leads to particular conclusions. Present information in a variety of formats (poster, Power Point, Prezi, infographic, etc.) Organize and report information in a variety of ways (tables, graphs, charts, labeled diagrams). Collaborate with others to identify problems and seek solutions. Use technology to gather, organize, analyze, and communicate about data. Know What are the basics?: What vocabulary formations or other facts do students need to know in order to understand the big ideas? Molecular structure Matter may be in the form of elements, compounds or mixtures. Chemistry molecules vs compounds pure substance Subscripts chemical bond diatomic triatomic H20 CO2 CO CH4 (methane) C3H3 propane sucrose C12H22O11 NaCl Ammonia NH3 rubbing alcohol C3H8O washing soda Na2CO3 baking soda NaHCO3 Hydrocarbons isomers (straight, branched, ring) polyester molecular vs. structural formulas (models) Nonpolar (CH4) vs polar (H2O) Electron dot (aka Lewis dot) diagrams Structural formulas Compounds are substances made of two or more elements chemically combined in a specific r Chemical Reactions chemical energy potential kinetic ozone chemical bond reactant vs. product precipitate Chemical equations Coefficient vs. subscript valence electrons conservation of mass Lavoisier Synthesis vs. decomposition reactions combustion reactions, He vs H, reactivity Thermal energy exothermic vs. endothermic hand warmers cold packs Reaction rate activation energy catalysts ( enzymes) inhibitors temperature concentratio surface area Ions cations anions Corrosion (rust tarnish) reactivity flammability Mass is conserved in a chemical reaction. Chemical reactions involve the valence electrons of atoms. Chemical bonds form when electrons are transferred or shared between atoms. Ions form when atoms become charged after gaining or losing electrons Ionic compounds exist in the form of crystals made of many ions, each attracted to all the surrounding ions of opposite charge. Chemical reactions occur when chemical bonds are formed or broken. Chemical reactions regroup atoms to form new substances with new properties.