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Page 1: Sample Unit: Tiny things really MATTER! Investigating ...scnces.ncdpi.wikispaces.net/file/view/Grade6chemistryunit032317... · Periodic Table of elements ... Tiny things really MATTER!

Participant Workbook: strategic conversations on achieving alignment

Sample Unit: Tiny things really MATTER! Investigating MATTER with Kimberly and Keith

on Mr. Green Gene’s Farm

wfor the Public Schools of North Carolina

HOME

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Science Summer Institute 2017 Workshop Use Only

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Preface:

The Standards-based Unit Planning Framework provides a structure to guide professional collaborative conversations among vertical team members. The focus of the conversation stems from the notion that vertical teaming enhances teacher understanding of the NC Science Essential Standards and how the standards inform teacher decision-making.

This sample unit serves as a model that sets forth the principles valued by the NC Department of Public Instruction as representative of best practices when teaching the NC Science Essential Standards. It is by no means intended to be all inclusive; rather, it is meant to be a springboard for collaboration yielding a teacher’s best thoughts and creativity. This collaboration – and the accompanying tools to document important findings – can help guide the work of vertical teams to determine the criteria for developing common high quality lessons.

While each lesson suggests a timeframe for implementation, timings are approximate and will depend on the needs of each class.

This unit is a work in progress and is continually revised as it is for workshop purposes only. Teachers may (a) use this bundle as it is described above within PLCs; (b) integrate parts of this unit into a currently existing curriculum unit ; or (c) use this bundle as a model or support for a currently existing unit on a different topic. Please note: It must be revised to meet your specific needs.

Science Matters (http://sbsciencematters.com/ ) Many of the lessons featured in the Instructional Sequence appear in the Grade 5 Physical Science Unit written by Christine Lindblad, Claire Poissonniez and Vanessa Scarlett. See weblink for full unit: http://sbsciencematters.com/lesson-units/5th-grade/5physical-chemistryandmatter/While this unit was written to align to the California Grade 5 Science Standards , many of the lessons may be adapted to better align to the NC Grades 6 and 8 Science Standards.

The digital tools used during the course of the NCDPI Science

Summer Institute 2017 have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI

does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the Summer Institutes. Likewise, use of materials found on various websites does not constitute endorsement ; rather,

they are for the purpose of demonstrating the process of alignment.

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Science Summer Institute 2017 Workshop Use Only

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Tiny things really MATTER! Investigating Matter with Kimberly &Keith

on Mr. Green Gene’s Farm

North Carolina Science Framework for the Public Schools of North Carolina

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Sample Unit Plan Summer Institute 2017 – Workshop Use Only

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Obj. # Lesson Title Page #

Preface 2

Ice cream lab 5

CTS: Matter: Properties and Change 6

Key Terms 8

Unit Instructional Resources 10

Curriculum Design Process 14

Unit Description 15

Unit Map of Standards and Overview 16

Yearly Map of Units 17

Steps 1-5: Unit Theme, Conceptual Lens, Big Ideas & Guiding Questions 18

6.P.2.1 Step 6: Sample Deconstruction of Standard 6.P.2.1 22

6.P.2.2 Step 6: Sample Deconstruction of Standard 6.P.2.2 23

6.P.2.3 Step 6: Sample Deconstruction of Standard 6.P.2.3 24

3. The Assessment Question: Formative Assessment Plan 25

Grades 6-12 Sample Concept Map ~ Matter: Structures & Properties 26

6.P.2.1 Sample Assessment of Learning~ 6.P.2.1 28

6.P.2.2 Sample Assessment of Learning~ 6.P.2.2 30

6.P.2.3 Sample Assessment of Learning~ 6.P.2.3 33

6.P.2.1 Step 7a Sample Sequenced Learning Targets & Learning Experiences 36

6.P.2.2 Step 7a Sample Sequenced Learning Targets & Learning Experiences 37

6.P.2.3 Step 7a Sample Sequenced Learning Targets & Learning Experiences 38

Step 8: Culminating Activity 40

Step 9: 4. The Alignment Question (Sample here) 42

Step 10: Unit Overview 44

Unit Notes: Interaction, Explanations & Models 45

Special Notes: Teaching Compare (The Research Behind Compare & Contrast) 47

Pitfall 1: (… the use of comparisons after learning) 48

Pitfall 2: (…students rush to compare before knowing the characteristics…) 49

Pitfall 3: (...knowing what to look for when comparing) 50

Pitfall 4: (…students require an efficient way to visualize “compare”) 51

Pitfall 5: (…end of comparison) and Pitfall 6: (…apply & transfer learning) 52

Comparing Properties of Matter: density and weight 53

Sample Student Notes: Describing Matter – Physical Properties 54

Sample Student Notes: Describing Matter – Chemical Properties 59

6.P.2.3 Explore: Lesson – Investigating Physical Properties of Matter 60

6.P.2.3 Explore (1): Lesson – PBS Learning Media: Mass vs. Weight 61

6.P.2.3 Explore (2): Lesson – Investigating Physical Properties of Matter 62

6.P.2.3 Explore (2): Sample Data and Calculations 66

6.P.2.3 Explore (2): Lesson – Graphing your data (sample graph: mass vs volume) 69

Modeling Matter 73

Comparing processes of matter: dissolve(ing) and melt(ing) 75

Comparing properties of matter: solubility and melting point 76

Investigating Physical Properties of Matter: Solubility 77

EVALUATE: Culminating Activity 79

Class Project: Element Advertisement 80

Investigating Matter with Kimberly and Keith on Mr. Green Gene’s Farm

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HERE

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Tiny things really MATTER!

Investigating Matter with Kimberly and Keith on Mr. Green Gene’s Farm

I Scream, You Scream…

We All Scream for Ice Cream!

After the unit, continue your investigation

of matter by making ice cream!

See lesson 12 here.

Why is salt a necessary ingredient for making ice cream?

How do the properties of meting point and solubility relate to

the role of salt in the process of making ice cream?

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Teacher Domain Knowledge: HOME

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VI. Terms: Acid

Atoms Boiling point Chemical property Compounds

Density Electrons Elements

Exercise Food Not-food Gas

Heat Liquid Mass

Matter/ Not-Matter Melting point Metals/ Non-metals Mixtures

Models Molecules Natural materials

New Substance Periodic Table of elements Phase

Physical property Plasma Property

Protons Pure Substances Reactivity Solid

Solubility State Temperature

Volume Warmth Weight

Tiny things really MATTER! Investigating Matter with Kimberly and Keith on

Mr. Green Gene’s Farm

How can particles too small to be seen explain the size and mass of your body?

Sc 21

45.0 Chemistry really MATTERs to our daily Lives!

It’s a MATTER of Measurement!

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Tiny things really MATTER! Investigating MATTER

with Kimberly and Keith on Mr. Green Gene’s Farm

Rainfall

Do atoms really explain the diversity of ALL materials that exist in the world?

State your claim and prove it! How can particles too small to be seen explain the size and mass of your body?

Farmer Frank’s Home

Mr. Green

Gene’s Farm

pig

horse

It’s a MATTER of Measurement!

Figure 1. Mr. Green Gene’s Farm

Chemistry really MATTERs to our daily Lives!

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Unit Instructional Resources (NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students)

Clarifying

Obj. Brief Description of Unpacking & Instructional Activities

6.P.2 Understand the structure, classifications and physical properties of matter. (EQ)How can one explain the diversity of materials that exist based on the structure, properties, and

interactions of the building blocks of matter? (Enduring Understanding)

Different arrangements of atoms into groups compose (make-up) the structure of all matter (materials). The

structure of materials influences their physical properties, interactions and use.

Text Reference: Rader’s CHEM4KIDS! http://chem4kids.com/index.html

American Chemical Society: Middle School Chemistry; Inquiry in Action

Literacy: ReadWorks.org www.readworks.org

Literacy Design Collaborative: States of Matter: https://coretools.ldc.org/mods/d04c378b-59da-4c83-9461-494ef9e277f8/title

Science Generation: http://wordgen.serpmedia.org/science.html

Technology: PhET Teacher Ideas: Build an Atom https://phet.colorado.edu/en/contributions/view/3341

6.P.2.1 (4D/M1a)

(4D/M1b)

Recognize that all matter is made up of atoms (4D/M1a) and atoms of the same element are all alike, but are different from the atoms of other elements. (4D/M1b)

The Physics Front: Particles and Interactions and the Standard Model Units http://www.compadre.org/precollege/static/unit.cfm?sb=14&course=1 Matter Is Everywhere!: http://www.readworks.org/passages/matter-everywhere (Free site Login Required)

Unpacking References/Questions/Activities

NCDPI Unpacking: http://www.ncpublicschools.org/docs/curriculum/science/scos/support-

tools/unpacking/science/6.pdf

AAAS Benchmarks: (4D/M1a,b)http://www.project2061.org/publications/bsl/online/index.php?chapter=4#D3

The Framework: PS1.A: http://www.nap.edu/read/13165/chapter/9#108 Content for teachers: ~helpful for teacher background knowledge and some may be adapted for classroom use~ The Physics Front: An Introduction to Chemistry: http://www.compadre.org/precollege/items/detail.cfm?ID=11142 PowerPoint pdf.: http://preparatorychemistry.com/2Bishop.pdf

Annenberg Learner: Physical Science: Session 1. What is Matter? Properties and Classification of Matter Website: http://www.learner.org/courses/essential/physicalsci/session1/index.html Session 2. The Particle Nature of Matter: Solids, Liquids, and Gases

Website: http://www.learner.org/courses/essential/physicalsci/session2/index.html Jefferson Lab: Exploring the Nature of Matter Jefferson Lab Virtual Tour: https://www.jlab.org/virtual-tour (How do scientist explore inside atoms?) Jefferson Lab Teacher Resources: http://education.jlab.org/indexpages/teachers.html

Vertical Team Planning: Structure of Matter: http://scnces.ncdpi.wikispaces.net/Strand+Maps

NSDL Map (Conservation of Matter): http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1332 Essential/

Guiding

Questions

EQ: How do the building blocks of matter distinguish elements and help to explain how matter is

described and classified? 6.P.2.1 Guiding Questions:

1. What is matter? 2. What does it mean to be a property of matter?/ What are examples of properties? 3. What distinguishes something that is matter from something that is not matter? 4. Why are elements sometimes called the building blocks of matter? 5. How do the terms atom, element, and compound relate with regards to classifying matter? 6. How do atoms influence physical properties of matter such as mass, weight and volume?

7. How do the building blocks of matter determine how matter is used?

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8. How do scientists distinguish one atom from another atom? 9. How do scientists determine when a new atom has been discovered?

Activities:

“Observation Boxes.” In this lesson students learn that matter is all around us and can be described. Students also learn that matter has physical properties (e.g., color, relative size, shape, texture, composition, patterns, and odor) that can be observed, described, and used to identify matter. “Black Boxes,” students connect what they have learned about the properties of matter to the

structure of matter. Matter has observable physical properties at both a macro and micro level. Everything is made of something smaller, including matter. Matter is made of elements. The ways elements are put together make different types of matter. “Build an Atom” PhET Teacher Ideas:http://www.compadre.org/precollege/items/detail.cfm?ID=11312

This is a lesson plan developed specifically to accompany the PhET simulation Build an Atom. Created by a PhET "Gold-Star" teacher, the lesson contains a complete student guide in printable pdf

format, and pre-lab/post-lab assessments. By following the student guide, learners will be able to create models of stable and unstable atoms, identify elements and their position on the periodic table, and determine if a model depicts a neutral atom or an ion. The atom builder simulation, which must be open and displayed to complete this activity, is available from PhET at: Build An Atom. Our Ideas About Matter/“Matter All Around Us” 2004 NCSCOS Grade 8 Unit 2, pg. 9. http://scnces.ncdpi.wikispaces.net/6-8+Resources Text Reference: “Matter is the Stuff Around You”: http://chem4kids.com/files/matter_intro.html

“Atoms Around Us”: http://chem4kids.com/files/atom_intro.html

“Periodic Table and the Elements”: http://chem4kids.com/files/elem_intro.html

“Elements as Building Blocks”: http://chem4kids.com/files/elem_pertable.html

6.P.2.2 (4D/M3 a,b)

Explain the effect of heat on the motion of atoms through a description of what happens to

particles during a change in phase.

Unpacking/Questions/Activities

NCDPI Unpacking: http://www.ncpublicschools.org/docs/curriculum/science/scos/support-

tools/unpacking/science/6.pdf AAAS Benchmarks: (4D/M3a,b)

http://www.project2061.org/publications/bsl/online/index.php?chapter=4#D3

The Framework: PS1.A: http://www.nap.edu/read/13165/chapter/9#108 Content for teachers: ~helpful for teacher background knowledge and some may be adapted for classroom use~ Annenberg Learner Physical Science: Session 7. Heat and Temperature Website: http://www.learner.org/courses/essential/physicalsci/session7/index.html

Vertical Team Planning:

Structure of Matter: http://scnces.ncdpi.wikispaces.net/Strand+Maps

NSDL Map (States of Matter): http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1341

Essential/

Guiding

Questions

EQ: What happens to the building blocks when transformations occur (sub-microscopic)? At this level,

only non-nuclear transformations are considered. 6.P.2.2 Guiding Questions:

1. What are three general states that characterize all matter? 2. What criteria would you use to distinguish between each state of matter? Are these the only states of matter? Explain your answer. 3. On a particle level, what are the differences between the relative amounts of energy and spacing

for the states of matter? 4. How might a model of a (solid, liquid or gas) appear different after adding/removing heat (thermal energy)? Construct a model to demonstrate your answer. 5. How does adding and removing heat (thermal energy) affect the motion and spacing of atoms when matter changes phases?

Activities http://sbsciencematters.com/ (Grade 5 Physical Science)

“Three States of Matter,” students learn that the physical properties of matter can be observed on

the macro and micro levels. On the macro level solids keep their shape, liquids take the shape of their container, and gases expand to fill the container. On the micro level the spacing and movement of

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particles defines whether a substance is a solid, liquid or gas. Students make a model of the three

states of matter using green peas. “Ice Cube Demonstration,” students learn that heating or cooling (adding or taking away energy) may cause a physical change. Matter changes physically during phase change, however, it is still the same substance.

Text Reference: Jefferson Lab “Cold Stuff” http://education.jlab.org/beamsactivity/6thgrade/coldstuff/overview.html

Science Generation: “Why do we make models?” http://wordgen.serpmedia.org/science.html Easy Science for KIDS: All About States of Matter

http://easyscienceforkids.com/all-about-states-of-matter/#

6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter

present including density, melting point, boiling point, and solubility to properties that are

dependent on the amount of matter present to include volume, mass and weight.

Unpacking/Questions/Activities

NCDPI Unpacking: here AAAS Benchmarks: (4D/M10) http://www.project2061.org/publications/bsl/online/index.php?chapter=4#D3

The Framework: PS1.A: http://www.nap.edu/read/13165/chapter/9#108 Content for teachers: ~helpful for teacher background knowledge and some may be adapted for classroom use~ Annenberg Learner Physical Science: Session 3: Physical Changes and Conservation of Matter Website: http://www.learner.org/courses/essential/physicalsci/session3/index.html Session 4: Chemical Changes and Conservation of Matter

Website: http://www.learner.org/courses/essential/physicalsci/session4/index.html Session 5. Density and Pressure Website: http://www.learner.org/courses/essential/physicalsci/session5/index.html Session 6. Rising and Sinking

Website: http://www.learner.org/courses/essential/physicalsci/session6/index.html Vertical Team Planning: Structure of Matter: http://scnces.ncdpi.wikispaces.net/Strand+Maps

NSDL Map (Conservation of Matter): http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1332 Essential/

Guiding

Questions

(EQ) How can we reliably distinguish between pure substances?

Guiding Questions:

1. What are examples of physical and chemical properties of matter? 2. What does it mean for a property to be “dependent on the amount of matter present” o r “independent of the amount of matter present”? 3. Which types of properties of matter are most useful for identifying pure substances: those that are “dependent on the amount of matter present” or those that are “independent of the amount of matter present”? Explain why.

4. How do pure substances compare to mixtures? 5. What is the difference between a physical change and a chemical change? Give examples of each? 6. Where does water go when it evaporates? 7. What is the difference between melting and dissolving? 8. How does one explain the difference between boiling and burning? (cause and effect) boiling and evaporating?

9. How does one distinguish between the properties of volume, weight, and density? 10. How can we reliably distinguish between pure substances and identify unknown samples?

Activities

http://sbsciencematters.com/ (Grade 5 Physical Science)

“Measuring Matter,” students learn how to measure some of the physical properties of matter using the tools of science: a graduated cylinder, balance, and a ruler. Students will then make quantitative observations of the physical properties of matter, such as, length, mass, and volume.

“Density,” students become aware that density is a physical property of matter that is determined as the relationship between mass and volume. Students investigate how closely the molecules of a substance are packed in a given space through hands-on experiences with brown sugar. Students also investigate the density of liquids through a liquid layers activity.

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“Physical Changes,” students learn how the physical properties of a substance may change, yet the substance remains the same. In Lesson 5 students learned that when matter changes state or phase, it is still the same substance. Chapter 4: Dissolving Solids, Liquids, and Gases (ACS: Inquiry in Action here ) Defining Dissolving: How can you tell when a substance is dissolved?

In this introductory activity students see that sugar and food coloring dissolve in water but neither dissolves in oil. Based on their observations, students can conclude that both solids and liquids can dissolve, but they don't necessarily dissolve in all liquids. Through this activity, students will refine their definition of dissolve. Dissolving a substance in different liquids: Does colored sugar dissolve equally well in water, vegetable oil, and alcohol?

Many drink mixes are sugar, coloring, and flavoring. In this activity, students make colored sugar and add it to water, alcohol, and oil to discover some interesting differences in dissolving. Temperature Affects Dissolving: Does cocoa mix better in hot water or cold water? Most solids dissolve better in a liquid when the liquid is heated. Students will begin this activity by comparing how well cocoa mix dissolves in cold and hot water. They will see that cocoa mix dissolves much better in hot water.

Dissolving different liquids in water: Do all liquids dissolve in water? n this activity, students add different liquids to water and apply their working definition of “dissolving” to their observations. After observing isopropyl rubbing alcohol, vegetable oil, and corn syrup in water, students can conclude that while some liquids may dissolve in water, different liquids dissolve in water to different extents.

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Course/Grade level:_________ Unit Length _____________Start Date:__________________ End Date:_________________

Unit Title _____________________________________Unit Theme:______________________ Conceptual Lens:_____________

Curriculum Topic Study Guide: _______________________________________________________________________________

AAAS Strand Map: _________________________________________________________________________________________

NCDPI Strand Map: ________________________________________________________________________________________

Cross-cutting Concepts: ______________________________________________________________________________________

Science and Engineering Practices: _____________________________________________________________________________

Enduring Understandings:____________________________________________________________________________________

____________________________________________________________________________________________________________

Essential Questions:__________________________________________________________________________________________

Collaborative Planning Time/Lesson Study Day(s):

Matter: Structure,

Properties & Change

Tiny things really MATTER!

Team Research Question: How can one use knowledge of chemistry to solve environmental problems guided by

life principles of COURAGE (strength to act even when afraid or uncertain), INITIATIVE 9taking action;

originating new ideas) and CURIOSITY (desire to learn, to investigate)?

Interactions

6

Matter: Properties and Change

5-6 weeks

Matter: Structure, Properties and Change

NSDL: Atoms & Molecules; Conservation of Matter; Chemical Reactions; States of Matter;

Chemical Reactions

Developing and Using Models; developing evidence-based explanations

Structure & function; Cause & Effect; Scale proportion & quantity

Different arrangements of atoms into groups compose (make-up) the

structure of all matter (materials). The structure of materials influences their physical properties,

interactions and use.

How can one explain the diversity of materials that exist based on the structure,

properties, and interactions of the building blocks of matter?

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Subject Area/Grade:_________________ Unit Title___________________________ Unit Length________________

Unit Theme:__________________________________ Conceptual Lens:_____________________

Unit Map of Standards: (List Concepts by Essential Standard, ES and Clarifying Objective, CO)

Design Team:

6

Interactions Matter: Structure, Properties & Change

Tiny things really MATTER! 5-6 weeks

6.P.2.1 6.P.2.2

6.P.2.3

MODELS of Matter: Structure & Properties of

Matter

Interactions of Matter & Energy:

Changing Phase – Solid to Liquid to Gas

Physical Properties of Pure Substances: Mass “dependent”

Physical Properties vs.

Mass “independent”

Physical Properties

6.P.2: Understand the structure, classifications and physical properties of matter.

Beverly G. Vance

Have you ever wondered what things are made of? Scientists often make things in labs. But, what about living things? What is an orange made of? An apple? A strand of hair or a piece of glass? Could they all be made of the same building blocks found in nature? Mr. Green Gene says his farm is a living, breathing chemistry lab. He says, “everyday, energy from the sun is captured by plants and gets changed into the chemical energy that eventually forms all of the “stuff” (matter)

found on the farm”. Is everything on the farm considered matter and what makes up matter? Mr. Green Gene says matter is made of something so tiny it can’t be seen with the naked eye or even an ordinary microscope. So, how can something so tiny make so many things that are so big? Let’s investigate matter to find out. Mr. Green Gene says if you want to know more about

matter, you must first study the atom. He says atoms determine the structure of matter, how matter is classified and all of the physical properties of matter. Mr. Green Gene says it will take a lot of investigating to learn so much about matter. “It’s a MATTER of measurement!” He says all matter has

properties like mass, volume and something called density and each of these properties can be measured or calculated. He also says, when we’re done, we’ll discover how a sweet treat forms in a cold, salty bath if the measurements are just right! Sounds like an “ice cream dream” to me. You try it! Investigate your favorite element. Share some interesting information

in an Ad Campaign. “Which element is the most important of the 100+ currently

known elements?” Take the challenge! Can you 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? (NGSS MS-PS1-4) NOTE: [Clarification Statement:

Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding

or removing thermal energy increases or decreases kinetic energy of the particles until a change of

state occurs. Examples of models could include drawing and diagrams. Examples

of particles could include molecules or inert atoms. Examples of pure substances could

include water, carbon dioxide, and helium.]

Literacy Standards:

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

WHST.6-8.9 Draw evidence from

informational texts to support

analysis, reflection, and research.

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1. The Learning Question: What is important for students to learn in the limited school and classroom time available?

Plan your units by the week. Prepare your daily plan from your weekly plan. 6-8 units per year is a general rule for good curriculum design.

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STEP 1 Unit Theme

Matter: Structure, Properties & Change STEP 2 Conceptual Lens

Interactions

STEP 3 Identify the Big Ideas:

6.P.2 Understand the structure, classifications and physical properties of matter. AAAS www.Project2061.org (4D/M1-14)

Enduring Understanding: Different arrangements of atoms into groups compose (make-up) the structure of all matter (materials). The structure of materials influences their physical properties, interactions and use.

(How can one explain the diversity of materials that exist based on the structure, properties, and interactions of the building blocks of matter?)

STEP 4 Clarifying Objective # (Generalizations)

STEP 5 Unpacking & Essential Question (EQ)

(Guiding Questions) (Include unpacking from each clarifying objective included in the unit.)

6.P.2.1 Recognize that all matter is made up of atoms

(4D/M1a) and atoms of the same element are all alike, but are

different from the atoms of other elements. 4D/M1b

(Generalizations)

6.P.2.1 Matter is composed of small particles (atoms) that are in constant motion, have mass and take up space and pure

substances are composed of matter that has unique properties that are useful for identification.

(EQ)How do the building blocks of matter distinguish elements and help explain how matter may be

described and classified?

Describing Matter: Matter is the “stuff” from which all objects and substances in the universe are made. A property is a feature of matter or the way matter behaves. Matter takes up space, meaning it has volume.

Matter contains a certain amount of material; therefore, it has mass. Structure of Matter: Students recognize that matter is composed of extremely small particles, too small to be seen with a classroom microscope, called atoms. Atoms have all of the properties of matter in that all atoms have mass and occupy space. Atoms are the smallest part of an element that has the chemical

properties of the element. Students recognize that all atoms of the same element have the same properties; e.g. all iron atoms have the same mass and occupy the same amount of space; therefore, all matter made of iron has the same properties because of the iron atoms. Also, iron atoms are different from carbon atoms or from any other element. Investigations of matter lead students to recognize that there are more than 100 elements that combine in a multitude of ways that make up all of the living and nonliving things that we encounter and can conclude that “all matter is made up of atoms.” (4D/M1a)

Properties of Matter: Properties are useful for describing matter. All matter has both physical and chemical properties. Matter can be classified according to these physical and chemical properties. Classifications of matter: NAEP, 2009

P8.1: Properties of solids, liquids, and gases are explained by a model of matter that is composed of tiny particles in motion. P8.2: Chemical properties of substances are explained by the arrangement of atoms and molecules. P8.3: All substances are composed of 1 or more of approximately 100 elements. The periodic

table organizes the elements into families of elements with similar properties. P8.4: Elements are a class of substances composed of a single kind of atom. Compounds are composed of two or more different elements. Each element and compound has physical and chemical properties, such as boiling point, density, color, and conductivity, which are independent of the amount of the sample. P8.5: Substances are classified according to their physical and chemical properties. Metals and acids are examples of such classes. Metals are a class of elements that exhibit common physical properties such as conductivity and common chemical

properties such as reacting with nonmetals to produce salts. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water. Ref. PS1A pg. 108, Framework

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Sub-ideas AAA Science Assessment: http://assessment.aaas.org/topics/AM#/,tabs-31/1,tabs-40/1,tabs-29/0

Students are expected to know that:

Light and heat are not matter.

All matter – solids, liquids, and gases – is made up of discrete particles (atoms), rather than being continuous, and that these atoms are the matter. In other words, the atoms are not floating or embedded in some other substance, such as air or a liquid.

Matter can exist even when it cannot be seen. For example, gases or vapors are matter even though

some of them cannot be seen.

It is because atoms take up space and have mass that all matter takes up space and has mass. NOTE: It is not essential for students to know the subatomic particles, for example, protons, neutrons, and

electrons, which compose atoms. Atomic models do not need to be constructed or drawn. Students must recognize that all atoms of the same element have the same properties; i.e. all iron atoms have the same mass and occupy the same amount of space; therefore, all matter made of iron has the same properties because of the iron atoms. Also, iron atoms are different from carbon atoms and from all other elements.

6.P.2.1 Guiding Questions:

1. What is matter?

2. What does it mean to be a property of matter?/ What are examples of properties? 3. What distinguishes something that is matter from something that is not matter? 4. Why are elements sometimes called the building blocks of matter? 5. How do the terms atom, element, and compound relate with regards to classifying matter? 6. How do atoms influence physical properties of matter such as mass, weight and volume? 7. How do the building blocks of matter determine how matter is used?

8. How do scientists distinguish one atom from another atom? 9. How do scientists determine when a new atom has been discovered?

6. P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

(Generalizations)

6.P.2.2

The disorderly motion of particles (rate and space) increases

as heat energy increases during a change in phase from solid to liquid to gas. Conversely, the disorderly motion of particles (rate and space) decreases as heat energy decreases during a change in phase from a gas to liquid to solid.

(EQ): What happens to the building blocks when transformations occur (sub-microscopic)? At this level, only

non-nuclear transformations are considered.

A substance in a: Solid phase is relatively rigid, has a definite volume and shape. The atoms that comprise a solid are packed close together and are not compressible. Because all solids have some thermal energy, its atoms do vibrate. However, this movement is very small and very rapid, and cannot be observed under ordinary conditions. When heat is added a solid can become a liquid. Liquids have a definite volume, but

are able to change their shape by flowing. Liquids are similar to solids in that the particles touch. However, the particles are able to move around. Since particles are able to touch the densities of liquid will be close to that of a solid (water is a special exception). Since the liquid molecules can move they will take the shape of their container. When heat is added a liquid can become a gas. Gases have no definite volume or shape. If unconstrained gases will spread out indefinitely. If confined they will take the shape of their container. This is because gas particles have enough energy to overcome attractive forces. Each of the

particles are well separated resulting in a very low density. Energy appears in different forms. Heat energy is in the disorderly motion of molecules. Atoms and molecules are perpetually in motion. Increased

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temperature means greater average energy of motion so most substances expand when heated. Most substances can exist as a solid, liquid or gas depending on temperature. There is a relationship between temperature and kinetic energy of thermal motion. Applying this idea to a particulate model of matter helps explain why temperature changes affect the structure and properties of matter. Observed

patterns of change in a system allow predictions about the future of the system. Under constant conditions, a system starting out in an unstable state will continue to change until it reaches a stable condition (e.g. hot and cold objects in contact). Although a system may appear to be unchanging, changes occurring at the molecular level in opposite directions may occur at equal rates. Ref. PS1A pp. 108-109, Framework

6.P.2.2 Guiding Questions:

1. What are three general states that characterize all matter? 2. What criteria would you use to distinguish between each state of matter? Are these the only states of matter? Explain your answer. 3. On a particle level, what are the differences between the relative amounts of energy and spacing for the states of matter? 4. How might a model of a (solid, liquid or gas) appear different after adding/removing heat (thermal

energy)? Construct a model to demonstrate your answer. 5. How does adding and removing heat (thermal energy) affect the motion and spacing of atoms when matter changes phases?

6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter

present to include volume, mass and weight. (Generalizations)

Physical properties such as volume, mass and weight characterize pure substances based on the amount present but do not distinguish one pure substance from another. Physical properties such as density, boiling point, melting point and

solubility characterize pure substances and distinguish one pure substance from another regardless of the amount present.

(Measurement)

All matter (whether solids, liquids or gases) have characteristic properties such as: volume, mass, weight,

density, boiling point, melting point, and solubility each of which can be measured or calculated.

(EQ) How can we reliably distinguish between pure substances?

A substance has characteristic properties such as density, a boiling point, melting point and solubility, all of which are independent of the amount of the substance and can be used to identify it. Physical properties involve things that can be measured without changing the chemical properties. Matter can undergo physical

changes which affect only physical properties. Physical changes can involve changes in energy. Solubility means the amount of solute that can be dissolved in a specific volume of solvent under certain conditions. A solute’s solubility depends on the chemical nature of the solvent. Another important factor that influences solubility is the temperature of the system (the solute and the solvent). The most common solvent is water. Density is a property that describes the relationship between mass and volume. Investigate the physical properties of pure substances in terms of the unique temperatures at which each substance

undergoes state changes. Investigate that melting and freezing of a pure substance takes place at the same temperature and the boiling temperature is the same as the maximum condensing temperature. The temperature remains constant during state changes of pure substances. Refer to PS1 pp. 106-108, Framework

Guiding Questions:

1. What are examples of physical and chemical properties of matter? 2. What does it mean for a property to be “dependent on the amount of matter present” or “independent of the amount of matter present”?

3. Which types of properties of matter are most useful for identifying pure substances: those that are “dependent on the amount of matter present” or those that are “independent of the amount of matter present”? Explain why. 4. How do pure substances compare to mixtures? 5. What is the difference between a physical change and a chemical change? Give examples of each?

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6. Where does water go when it evaporates? 7. What is the difference between melting and dissolving? 8. How does one explain the difference between boiling and burning? (cause and effect) boiling and evaporating? 9. How does one distinguish among the properties of mass, volume, weight, and density for a given

substance? 10. How can we reliably distinguish between pure substances and identify unknown samples?

(Identify misconceptions)

6.P.2.1 Cells are not made up of atoms (Herrmann-Abell & DeBoer, 2008); Air does not take up space (Driver et al., 1994). Gases are not made up of atoms

(AAAS Project 2061, n.d.). Biological materials are not matter (Stavy, 1991).

6.P.2.2 Weight and density are the same thing and both may be described using the word “heavy”.

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(Deconstruct standards to guide instruction and facilitate the formative assessment process.)

STEP 6: Write out the …

Essential Standard 6.P.2 Understand the structure, classifications and physical properties of matter.

Clarifying objective: 6.P.2.1 Recognize that all matter is made up of atoms (4D/M1a) and atoms of the same element are all alike, but are different from the atoms of other

elements. (4D/M1b)

(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create

Factual Knowledge Targets

(A)

Conceptual Knowledge Targets(B) Procedural Knowledge Targets

(C)

Metacognitive Knowledge

Targets (D)

A1. Recall that all matter is made up of atoms

that are in constant motion and too small to see. A1. Recall the characteristic properties of matter. i. mass ii. volume A1. Recognize that something is “matter” based on the criteria that make something

“matter”. A1. Recognize that there are more than 100

elements that combine in a multitude of ways

to produce compounds that make up all of the

living and nonliving things that we encounter.

A1. Recognize that atoms can be joined (in different proportions) to form molecules or networks—a process that involves forming chemical bonds between atoms.

A1. Recall that molecules have characteristic properties different from the atoms of which they are composed. A1. Recognize that all matter is made up of

atoms (4D/M1a) and atoms of the same

element are all alike, but are different from

the atoms of other elements. 4D/M1b

B4. Organize elements that have familiar

properties into groups. B2. Explain why elements are sometimes called the building blocks of matter.

C3. Use the particle model to represent

the arrangement of particles in a substance.

D1. Recognize that models are

tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power. D11. Remember the importance of why scientists use models.

1.The Learning Question: What is important for students to learn in the limited school and classroom time available?

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STEP 6 Write out the …

Essential Standard: 6.P.2 Understand the structure, classifications and physical properties of matter.

Clarifying objective: 6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase. (1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create

(A) Factual Knowledge Targets (B) Conceptual Knowledge Targets (C) Procedural Knowledge Targets (D) Metacognitive Knowledge Targets

A1. Recall that matter exists in three general phases—solid, liquid, and gas—that vary in their properties. A1. Recall the effects of heat energy on the rate of motion and spacing between the particles that compose matter.

B2. Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

C3. Use the particle model to represent the arrangement of particles in a substance based on its state – solid, liquid or gas. C3. Use the particle model to describe

the behavior of materials in relation to varying amounts of energy.

D11. Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power: e.g. arrows may be used to indicate direction of

motion, solid circles may represent atoms and half circles may be used to show vibrations.

D12. Recall that the length of a direction arrow represents the magnitude of the property and the number of half circles represents the magnitude of the vibration of a particle.

D13. Recognize the characteristics of a good scientific model.

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STEP 6 Write out the …

Essential Standard: 6.P.2 Understand the structure, classifications and physical properties of matter, Clarifying objective: 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and we ight.

(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create (A) Factual Knowledge Targets (B) Conceptual Knowledge Targets (C) Procedural Knowledge Targets (D) Metacognitive Knowledge Targets

A1. Recall a definition (and appropriate units of measurement,

when required) for the following key terms:

a. Density b. Melting point c. Boiling point d. Solubility

e. Mass f. Volume g. Weight h. Chemical property i. Physical property j. Pure Substance

k. Mixture A1. Recognize that weight is the amount of gravitational pull on an object and is subject to change based on the location of matter in the

universe.

B21. Give examples of physical properties of matter.

B22. Compare the procedure for finding the volume of irregularly shaped objects versus regularly shaped objects. B23.Give examples of chemical properties of matter. B4. Differentiate between mixtures and

pure substances. B4. Differentiate between mass and weight. B2. Compare the physical properties of pure substances that are independent of the amount of matter present including density,

melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

C31. Use investigations to determine the requirements for identifying a

substance based on density. C32. Use investigations to obtain evidence that supports a claim that some properties of matter are independent of the amount of matter present while some properties are

based on the amount of matter present. C3. Calculate the volume of regularly shaped objects using the appropriate formula. C3. Use appropriate measuring practices to determine properties of

matter including density, mass, volume.

D11. Remember all matter is made of atoms with specific properties that may or

may be used to identify the material. D12. Recognize that properties that are useful for identifying a substance are not dependent on the amount of matter present. D13 Recognize that the measurement of volume and mass requires understanding

of the sensitivity of measurement tools (e.g., [metric] rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. D14 Recall that quantitative descriptions of matter require both numbers and units of

measurement.

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IF WE BELIEVE ALL KIDS CAN LEARN… DuFour’s Critical Questions

3. The Assessment Question: How does one select or design assessment instruments and

procedures that provide accurate information about how well students are learning?

What will I use to

elicit evidence of my

students’ ideas about

“it”?

What will I use to

document evidence of

students’ ideas about

“it” to plan my next

steps?”

Learning targets are

statements that describe

what “we want students

to learn as a result of our

teaching” so that they will

be able to say…

“I can…”

‘… success criteria are checks

on learning that students can

use as they monitor their own

learning.’

Students rephrase success

criteria as

“I will…”

-reminders of the learning

intention.

Standard IV facilitate learning for

students

“it” should be written in student-friendly language Learning Targets

(written by teachers)

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Matter HOME

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Matter: Properties and Change

6.P.2 Understand the structure, classifications and physical properties of matter. 6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements. (A1)

Learning Target Assessment Prototypes A1.1 Recall the characteristic properties of matter. i. mass

ii. volume

(A1)1 What are the characteristic properties that define all matter?

i What is mass? ii. What is volume?

(A1)1 What is a definition of matter? (A1)1 How can one use a definition of matter to determine if something is matter or not-matter?

A1.2 Recall that all matter is made up of atoms (particles) that are in constant motion and too small to see.

A1.2 Which statement about matter is TRUE? a. Atoms are not matter but they are contained in matter. b. Matter exists only when you can see it. c. Living things are not matter. d. Matter is made up of atoms.

A1.2 Imagine that you remove all the atoms from a chair. What remains?

a. Nothing

b. A pile of dust c. The same chair d. A chair that weighs less

A1.2 Which of the following is NOT made up of atoms? a. Heat

b. Gases c. Cells d. Solids

A1.2 Is air matter? Why or why not?

a. Yes, because air is not alive. b. Yes, because air is made up of atoms.

c. No, because air cannot be seen. d. No, because air does not take up space.

A1.2 Which is bigger, an atom or a grain of sand? a. The atom is bigger.

b. They are the same size. c. The grain of sand is bigger.

d. It depends on the kind of atom.

A1.2 Which of the following is the smallest? a. A germ

3. The Assessment Question:

How does one select or design assessment instruments and pro cedures that provide accurate information

about how well students are learning?

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b. An atom

c. The width of a hair d. A cell in your body

A1.2 Which is bigger, an atom or a blood cell? a. The atom is bigger. b. The blood cell is bigger. c. They are both the same size. d. It depends on the kind of atom.

A1.3 Recognize that something is “matter” based on the criteria that make something “matter”.

A1.3 Two students discussed their question of the day, “Is air matter?”. Which statement is the best answer.

a. Yes, because air is not alive.

b. Yes, because air is made of atoms.

c. No, because air cannot be seen.

d. No, because air does not take up space. C3. Use the particle model to represent the arrangement of

particles in a substance. See Sample 1. Draw a diagram to show the difference in the amount of energy of the

particles and the spacing between the particles in a solid, a liquid, and a gas. Label

your diagram with a key. A1. Recognize that all matter is made up of atoms

(4D/M1a) and atoms of the same element are all alike, but

are different from the atoms of other elements. 4D/M1b

A1. If all matter is made of atoms, can scientist reliably distinguish one substance from another?

a. Yes, because all matter takes up different amounts of space. b. Yes, because all matter can exist as a solid, liquid or gas. c. Yes, because all matter is made of atoms that are di fferent.

d. Yes, because all matter has a different amount of mass.

A1. During science class, Mr. Johnson made four groups A, B, C and D, like the following: A. iron nails B. copper nails C. an iron knife D. an iron chair

He asked his students to make careful observations of each group and answer the following:

(a) Which groups are more alike, A and B, or C and D? Explain why. (b) Do you think groups A and D have anything in common in their basic structure? Explain your reasoning. Then Mr. Johnson added the following groups: E. a picture of heat F. a picture of sunlight

G. a picture of sound H. a picture of air He asked the students to make two groups, things that are matter, and things that are not matter. What do you think the students placed in each group? Justify your thinking with criteria.

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Matter: Properties and Change

6.P.2 Understand the structure, classifications and physical properties of matter. 6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase. Learning Target Assessment Prototypes A11. Recall that matter exists in three general phases—solid, liquid, and gas—that vary in their properties.

Assess formatively as this target is a repeat from early elementary grades. A11. What are three phases of matter? How does each phase of matter vary with regards to the movement and spacing of the particles?

A12. Recall the effects of heat energy on the rate of motion

and spacing between the particles that compose matter.

A12 What happens when a cup of cold water warms up to room temperature?

a. The size of the water molecules decreases.

b. The number of water molecules increases.

c. The mass of the water molecules decreases.

d. The distance between the water molecules increases. C31. Use the particle model to represent the arrangement of particles in a substance based on its state – solid, liquid or gas.

See Sample 1

C32. Use the particle model to describe the behavior of materials in relation to varying amounts of energy.

See Sample 2.

B2. Explain the effect of heat on the motion of atoms

through a description of what happens to particles during a change in phase.

See Sample 3.

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Sample 1. Figure 1 represents a particle model of a substance in three states: gas, liquid and solid.

Figure 1

Describe the difference in the amount of energy of the particles AND the spacing between the particles in a solid, a liquid, and a

gas.

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Sample 2. C31 Use the particle model of matter to describe how the atoms of nitrogen gas might appear different from liquid nitrogen. Include a key that is

useful for identifying the direction of motion and spacing of the particles of nitrogen gas versus liquid nitrogen.

C32. Use the particle model to describe the behavior of materials in relation to varying amounts of energy.

Sample 3. You drink all of the water from a plastic bottle. You put the cap on the bottle and tighten it. Then you put the bottle in the refrigerator. An hour later,

you notice that the bottle is dented. Respond to the following statements based on the contents of the bottle.

1. Use the particle model to describe the motion and spacing of the air inside the bottle before cooling.

2.Use the particle model to describe the motion and spacing of the air inside the bottle after cooling. Explain

how the refrigerator caused this effect.

3. Describe the impact of adding heat to the bottle, include the description of the motion and spacing of the

particles.

Nitrogen Gas Liquid Nitrogen??

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Matter: Properties and Change

6.P.2 Understand the structure, classifications and physical properties of matter. 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

Learning Target Assessment Prototypes A11. Recall a definition (and appropriate units of

measurement, when required) for the following key terms: a. Density b. Melting point c. Boiling point d. Solubility e. Mass

f. Volume g. Weight h. Physical property

A11. Have students maintain journal entries of relevant terminology that include student

generated definitions based on credible references. Include pictures of what the terms mean and non-examples of the term, when possible. Consider using the Frayer model. Have students complete their entries without benefit of reference materials. (Assess formatively. As students

engage with investigations and learning activities, permit students to refine their definitions

based on new knowledge gained & teacher feedback.)

A12. Recognize that weight is the amount of gravitational pull on an object and is subject to change based on the location of matter in the universe.

A12 A student observed data collected by NASA that showed the weight of an object was different on different planets. What would account for the differences in the weight of an object on different planets?

B21. Give examples of physical properties of a substance. B21 The teacher placed a solid lead cube on a table in front of the class. What physical properties might a student observe about the cube without performing mathematical

calculations? The teacher provided a metric ruler, overflow can, triple beam balance and calculator. What additional physical properties might students determine about the cube by using the additional materials? Explain your choices.

B22. Compare the procedure for finding the volume of irregularly shaped objects versus regularly shaped objects.

B22. Notes to teacher: (Performance Assessment) Provide students with opportunities to measure the volume of irregularly shaped objects by displacement of fluids using instruments such as an overflow can. Also, allow students to measure solid objects such as cubes, spheres and other 3D geometric shapes.

B4. Differentiate between mixtures and pure substances. B4. You find two containers filled with different substances. One container holds a mixture

but the other is a pure substance. What can be done to determine which sample is the mixture and which sample is the pure substance? What evidence would be needed to support your claim?

C31. Use investigations to determine the requirements for identifying a substance based on density.

You find an object that is made of a pure metal. What could you do to identify which metal the object is made of?

a. Determine its density and compare it to the density of other metals.

b. Measure its length and compare it to the length of other metals.

c. Determine its shape and compare it to the shape of other metals. d. Measure its mass and compare it to the mass of other metals.

Constructed Response: Design an investigation to determine the properties required for

identifying a substance based on density.

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C32. Use investigations to obtain evidence that supports a claim that some properties of matter are independent of the amount of matter present while some properties are based on the amount of matter present.

Performance: Have students perform investigations that will enable them to answer questions

similar to the following. A student has an unknown liquid sample to identify. The liquid is a pure substance. The student spills some of the liquid before collecting any data. Which statement is True about the

remaining sample compared to the original sample? a. Both the mass and the density of the remaining sample are the same as the original. b. Both the volume and the density of the remaining sample are less than the original. c. The mass of the remaining sample is less than the original sample but the

density is the same as the original.

d. The volume of the remaining sample is less but the density is more than the original.

C33. Calculate the volume of regularly shaped objects using

the appropriate formula. Performance Task: See sample here.

C34. Use appropriate measuring practices to determine properties of matter including density, mass, volume, solubility melting point and boiling point.

Performance Task: See sample here.

B23. Compare the physical properties of pure substances

that are independent of the amount of matter present

including density, melting point, boiling point, and

solubility to properties that are dependent on the amount of

matter present to include volume, mass and weight.

B23A student has a ball of wax. The wax is a pure substance. The student removes a small piece of wax from the ball. Which of the following statements is TRUE about what happens to the mass and melting point of the ball of wax after the piece is removed? (AAAS)

a. Both the mass and melting point of the ball of wax change.

b. Both the mass and melting point of the ball of wax stay the same. c. The mass of the ball of wax changes, and its melting point stays the same.

d. The melting point of the ball of wax changes, and its mass stays the same. B23

Mass Melting Point Color

Solid 1 3.0 g 776oC white

Solid 2 3.0 g 445oC white

Solid 3 9.0 g 445oC white

Could any of the solids be the same substance and why? A. a. Solids 1 and 2 could be the same substance. Even though they do not have the same

melting point, they have the same mass. B. b. Solids 2 and 3 could be the same substance. Even though they do not have the

same mass, they have the same melting point and color.

C. c. Solids 1, 2, and 3 could all be the same substance. Even though they do not all have the same mass and melting point, they have the same color.

D. d. Solids 1, 2, and 3 cannot be the same substance because they have different

combinations of color, melting point, and mass.

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B23When selecting a material to use for designing a boat, which property is most useful, density or weight? Defend your answer. B23What is the most important di fference to remember between properties of pure substances that are independent of the amount of matter present and

properties that are dependent on the amount of matter present?

B23Some people often use the word weight when referring to the density of a substance. What is the most important difference between density and weight? Explain your choice. B23 You find a container filled with a liquid. The liquid is a pure substance. Which of the following is least likely to help you identify the liquid?

A. a. Determining the freezing point of the liquid and comparing its freezing point to the freezing point of other liquids

B. b. Determining the mass of the liquid and comparing its mass to the mass of other liquids

C. c. Observing the color of the liquid and comparing its color to the color of other liquids D. d. Smelling the liquid and comparing its odor to the odor of other liquids

--------------------------------------

See Project 2061 AAAS Science Assessment for additional items:

http://assessment.aaas.org/topics/SC#/,tabs-100/1

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Subject/Grade Level:__Science/Grade ______ STEP 7a.: (Targets from Step 6) 6.P.2.1 A1. Recognize that all matter is made up of atoms (4D/M1a) and atoms of the same element are all alike, but are different

from the atoms of other elements. 4D/M1b

TARGET TYPE: A- Factual B– Conceptual C– Procedural D – Metacognitive

Sequence Learning Targets/ Target Type (A1, B2, etc.)

Methods of Assessment

(Guiding Questions/Assessment Tools) Learning Experiences

(Refer to Critical Content & Develop Success

Criteria) A1. Recall that all matter is made up of atoms that are in constant motion and too small to see. A1. Recall the characteristic properties of matter. i. mass ii. volume

A1. Recognize that something is “matter” based on the criteria that make something “matter”. A1. Recognize that there are more than 100 elements that

combine in a multitude of ways to produce compounds

that make up all of the living and nonliving things that we

encounter.

C3. Use the particle model to represent the arrangement of particles in a substance. B4. Organize elements that have familiar properties into

groups. B2. Explain why elements are sometimes called the building blocks of matter.

Text related standards:

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.9 Draw evidence from informational texts to

support analysis, reflection, and research.

A1. Recognize that all matter is made up of atoms

(4D/M1a) and atoms of the same element are all alike,

but are different from the atoms of other elements.

4D/M1b

6.P.2.1 Guiding Questions:

1. What is matter? 2. What is a property of matter?/ What are

examples of properties?

3. What can be identified according to a variety of properties?

4. What distinguishes something that is matter from something that is not matter?

5. Why are elements sometimes called the building blocks of matter?

6. How do the terms atom, element, and compound relate with regards to classifying matter?

7. How do the building blocks of matter determine how matter is used?

8. How do atoms influence physical properties of matter such as mass, weight and volume?

9. How do scientists distinguish one atom from another atom?

10. How do scientists determine when a new atom has been discovered?

Our Ideas About Matter Matter All Around Us Observation Boxes

Black Boxes

Build an Atom

Text References: “Matter is the Stuff Around You”: http://chem4kids.com/files/matter_intro.html

“Atoms Around Us”:

http://chem4kids.com/files/atom_intro.html

“Periodic Table and the Elements”:

http://chem4kids.com/files/elem_intro.html

“Elements as Building Blocks”: http://chem4kids.com/files/elem_pertable.html “Scientific Measurement” http://wordgen.serpmedia.org/science.html

“Matter”

http://wordgen.serpmedia.org/science.html

ReadWorks.org http://www.readworks.org/passages/matter-

everywhere

Text:

“Matter is Everywhere!”

Paired Text:

“Adventures on a Hot Air Balloon”

2. The Instruction Question:

How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?

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STEP 7a.: (Targets from Step 6)

6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase . TARGET TYPE: A- Factual B– Conceptual C– Procedural D – Metacognitive

Sequence Learning Targets/ Target Type (A1, B2, etc.)

Methods of Assessment

(Guiding Questions/Assessment Tools) Learning Experiences

(Refer to Critical Content & Develop Success Criteria)

A11. Recall that matter exists in three

general phases—solid, liquid, and gas—that vary in their properties.

A12. Recall the effects of heat energy on the rate of motion and spacing between the particles that compose matter.

C31. Use the particle model to represent the arrangement of particles in a substance based on its state – solid, liquid or gas.

C32. Use the particle model to describe the behavior of materials in relation to varying amounts of energy.

B2. Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change

in phase.

Text related standards:

Passage & Question Set CCSS.ELA-LITERACY.CCRA.R.1 CCSS.ELA-LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.10

Vocabulary Material CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.L.6

Guiding Questions:

1. What are three general states that characterize all matter? 2. What criteria would you use to distinguish between each state of matter? 3. On a particle level, what are the differences between the relative amounts of energy and spacing for the states of matter?

4. How might a model of a (solid, liquid or gas) appear different after adding/removing heat (thermal energy)? Construct a model to demonstrate your answer. 5. How does adding and removing heat (thermal energy) affect the motion and spacing of atoms when matter changes phases?

Three States of Matter

Ice Cube Demonstration

Jefferson Lab: Cold Stuff

Text: Easy Science for KIDS: All About States of

Matter

Science Generation: “Why do we make models?”

http://wordgen.serpmedia.org/science.html

Literacy Design Collaborative: States of Matter: here

ReadWorks.org What is Heat?

http://www.readworks.org/passages/what-heat

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See sample alignment chart for 6.P.2.2 here.

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STEP 7a.: (Targets from Step 6)

6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight. Teacher Notes on Compare TARGET TYPE: A- Factual B– Conceptual C– Procedural D – Metacognitive

Sequence Learning Targets/ Target Type (A1, B2, etc.)

Methods of Assessment

(Guiding Questions/Assessment Tools) Learning Experiences

(Refer to Critical Content & Develop

Success Criteria) C3. Use appropriate measuring practices to determine properties of matter including density, mass, volume. C3. Calculate the volume of regularly shaped objects using the appropriate formula. B21. Give examples of physical properties of matter. B22. Compare the procedure for finding the volume of

irregularly shaped objects versus regularly shaped objects. B23.Give examples of chemical properties of matter. B4. Differentiate between mixtures and pure substances.

C31. Use investigations to determine the requirements for identifying a substance based on density. C32. Use investigations to obtain evidence that supports a claim that some properties of matter are independent of

the amount of matter present while some properties are based on the amount of matter present. A1. Recall a definition (and appropriate units of measurement, when required) for the following key terms:

a. Density b. Melting point

c. Boiling point d. Solubility e. Mass f. Volume g. Weight h. Physical property

A1. Recognize that weight is the amount of gravitational pull on an object and is subject to change based on the location of matter in the universe.

(EQ) How can we reliably distinguish between pure substances?

Guiding Questions:

1. What are examples of physical and chemical properties of matter? 2. What is meant by “mass-dependent” property and “mass-independent property”?

3. Which types of properties of matter are most useful for identifying pure substances, “mass-dependent” or “mass-independent”? Why? 4. How do pure substances compare to mixtures? 5. What is the difference between a physical change and a chemical change? Give examples of each?

6. Where does water go when it evaporates? 7. What is the difference between melting and dissolving? 8. How does one explain the difference between boiling and burning? (cause and effect) 9. How does one distinguish between the concepts of volume, weight, and density.

10. How can we reliably distinguish between pure substances and identify unknown samples?

Scientific Measurement

Measuring Matter

Density

Investigating Physical Properties of Matter

Comparing Densities

Physical Changes

Dissolving Solids, Liquids & Gases

Solubility Lab

Student Notes: Physical Properties

Design a Solubility Lab

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B2. Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

D11. Remember all matter is made of atoms with specific properties that may or may be used to identify the material. D12. Recognize that properties that are useful for identifying a substance are not dependent on the amount of matter present.

D13 Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., [metric] rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. D14 Recall that quantitative descriptions of matter require both numbers and units of measurement.

Mass vs Weight

PBS Learning Media:

Access the full lesson here.

Solubility Notes Solubility vs Melting point

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STEP 8. Write a culminating activity with scoring rubric to show the depth of learning. The culminating activity should answer the question, “What do I want students to know, understand and be able to do as a result of this unit of study?” Plan an alternative summative assessment that takes into account differentiation based on interest and ability.

Course/Grade Level:_____________________________________________________________

STEP 8 Culminating Activity and Scoring Rubric

[What] Investigate... Matter: the structure, properties and interactions that result in change.

(EQ) How can one explain the diversity of materials that exist based on the structure, properties, and interactions of the building blocks of matter?

[Why] in order to understand that... different arrangements of atoms into groups compose (make-up) the structure of all

matter (materials) and the structure of materials influences their physical properties, interactions and use.

[How] Demonstrate understanding by... Scenario: Kimberly and Keith have 5 samples to identify. All samples are pure except 1. Help Kimberly and Keith determine a few physical properties about the samples. Use technology and skills of investigation to identify each sample. If the sample cannot be identified explain why.

Write a scientific explanation that includes a claim about the identity of each sample, the supporting evidence and the scien tific principles that serve as justification for using the evidence to support your claim. Sample Volume

MASS Boiling

point Melting point

Density COLOR STATE Identity (?)

A 10 cm3 2,4700C 660.30C silver solid B 10 cm3 89.6g 8.96 g/cm3 Shiny

brown solid

C 10 cm3 327.50C silver solid D 10 cm3 2,8630C silver solid E 10 cm3 10.0 g 4450 C 1.0 g/cm3 Shiny

brown solid

Science/Grade 6 HOME

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Class Project: “Which element is most the important of the 100+ currently known elements?” Element Advertisement

Create an advertisement for an element. Use the information from your fact sheet to create your element advertisement. Please use 8 ½ by 11 in. paper. You must include 5 sections in your advertisement: 1. Give a slogan to your advertisement (a catchy phrase to sell your element). 2. Show the element ID- its name, its symbol, its atomic number and its atomic mass. 3. Give 5 examples of uses and information about the element. 4. Give background information about the element including: its period and its group, subatomic particles, melting point, boiling point and by whom and when it was discovered. 5. Draw two pictures or paste in two pictures (from a magazine or Internet site) showing examples of uses or information related to the element. Describe why this atom is used to make this item based on the structure and physical properties of your atom.

6. Write a persuasive narrative supporting your claim that your element is the most important element to society.

Literacy:

“Can you really claim that?”

http://wordgen.serpmedia.org/science.html

Note: Performances of deep understanding “pick up language” from the Generalization (the WHY statement above) and build it into the

task (the How). Erickson, 2007

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4. The Alignment Question: How does one ensure that objectives, instruction, and assessment are consistent with one another?

STEP 9

The Knowledge

Dimension

The Cognitive Process Dimension 1.

Remember

2.

Understand

3.

Apply

4.

Analyze

5.

Evaluate

6.

Create

A.

Factual

Knowledge

B.

Conceptual

Knowledge

C.

Procedural

Knowledge

D.

Meta-

Cognitive

Knowledge

(NC Professional Teaching Standard V: Teachers Reflect on Their Practice

Key: Tag Objectives, Instruction and Assessments

Clarifying Objective: Activity:

Assessment:

Standard V: Teachers Reflect on Their Practice

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STEP 9

The Knowledge

Dimension

The Cognitive Process Dimension 1.

Remember

2.

Understand

3.

Apply

4.

Analyze

5.

Evaluate

6.

Create

A.

Factual

Knowledge

B.

Conceptual

Knowledge

C.

Procedural

Knowledge

D.

Meta-

Cognitive

Knowledge

Key: Tag Objectives, Instruction and Assessments Clarifying Objective: 6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

Learning Targets: Obj. 1 Recall that matter exists in three general phases—solid, liquid, and gas—that vary in their properties.

Obj. 2 Recall the effects of heat energy on the rate of motion and spacing between the particles that compose matter. Obj. 3 Use the particle model to represent the arrangement of particles in a substance based on its state – solid, liquid or gas.

Obj. 4 Use the particle model to describe the behavior of materials in relation to varying amounts of energy. Activity: Lesson 1(Days 4-6) “Three States of Matter”

Assessment: (3,4) Standard V: Teachers Reflect on Their Practice:

ref. Anderson, et.al. pg.

224

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STEP 10 Unit Overview: Have you ever wondered what things are made of? Scientists often make things in labs. But, what about living things? What is an orange made of? An apple? A strand of hair or a piece of glass? Could they all be made of the same building blocks found in nature? Mr. Green Gene says his farm is a living, breathing chemistry lab. He says, “everyday, energy from the sun is captured by plants and gets

changed into the chemical energy that eventually forms all of the “stuff” (matter) found on the farm”. Is everything on the farm considered matter and what makes up matter? Mr. Green Gene says matter is made of something so tiny it can’t be seen with the naked eye or even an ordinary microscope. So, how can something so tiny make so many things that are so big? Let’s investigate matter to find out. Mr. Green Gene says if you want to know more about matter, you must first study the atom. He says atoms determine the structure of matter, how matter is classified and all of the physical properties of matter.

Mr. Green Gene says it will take a lot of investigating to learn so much about matter. “It’s a MATTER of measurement!” He says all matter has properties like mass, volume and something called density and each of these properties can be measured or calculated. He also says, when we’re done, we’ll discover how a sweet treat forms in a cold, salty bath if the measurements are just right! Sounds like an “ice cream dream” to me. You try it! Investigate your favorite element. Share some interesting information in an Ad Campaign. “Which element is the most important of the 100+

currently known elements?” Take the challenge! Can you 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? (NGSS MS-PS1-4) NOTE: [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic

energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure

substances could include water, carbon dioxide, and helium.]

(NC Professional Teaching Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students)

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Unit Level Teacher Notes:

Additional Notes: How do the building blocks of matter help explain the diversity of materials that exist in the world? (sub-microscopic (Link to PS1.B)

Substances can exist in different states: solid, liquid and gas, depending on the temperature and pressure. Regardless of the state, all mat ter has mass, and the

mass does not change when matter goes from one state to another. Models of matter consisting of extremely tiny particles that are constantly in motion, with interactions between the particles, can explain states of matter and changes of matter with temperature (in these models particles are non-specific). The particles that make up matter are so small that they cannot be observed through a light microscope, but can be detected and manipulated by modern tools. Despite the immense variation and number of substances, all are made from a limited number of types of atoms, called elements. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in s ize from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk

quantity under given conditions) that can be used to identify it. 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 each other; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids may be formed from molecules, o r they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (Boundary: Predictions here are qualitative, not quantitative.) Each type of atom has distinct mass and chemical properties. The Periodic Table organizes the elements by their mass and chemical properties and provides a useful reference for predicting how they will combine. Molecules

form due to interactions between atoms; molecules range in size from two to hundreds of atoms. Atoms may interact to form distinct molecules or arrange in extended patterns with no defined endpoint (e.g. crystals, metals). The chemical composition, the arrangement of atoms, and the way they interact and move determines the state and properties of a substance. The thermal motion of the atoms increases with temperature. PS1A pg. 108

Interaction

Interaction is a statement of causality in science: Two objects or systems interact when they act on or influence each other to cause some effect. The effect is

an observable change (e.g., change in motion, shape, mass, temperature, state or function) to one or both objects or systems. Everyday events and processes usually involve multiple interactions occurring simultaneously and/or chains of interactions. The duration of events and processes varies from very short to very long. CBSCS (College Board), 2009 pg. 3

Explanations

A critical focal point of these investigations is the explanation that addresses the scientific question or the prediction that guided the investigation. In this

standards document, the term “explanation” means a statement that is composed of the following: at least one claim, the evidence that is related to the claim, and the reasoning that makes clear the nature of the relationship between them. Scientists in different fields of science may use different vocabulary to describe claim/evidence/reasoning statements, as many things that scientists do (e.g., formulating hypotheses, proposing models, drawing conclusions, developing theories) involve making claims and justifying them with evidence. In this document, the term “explanation” is used in its most generic sense so that it encompasses these more specialized terms. Throughout the performance expectations, the term “explain” means that students construct an explanation of a natural phenomenon that has all three of the necessary component parts. A simple description of a phenomenon without evidence and reasoning is not explaining as it is used in these standards. CBSCS (College Board), 2009 pg. 6

Models as Explanations, Evidence and Representations

A model represents an object, system, event or idea, and may describe and/or predict the behavior of objects, systems or events. In the course of scientific discovery, models are developed, modified or abandoned based on the available evidence. Models and representations play a critical role in the development of scientific ideas and understanding. CBSCS (College Board), 2008 pg. 4.

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Resources: (Materials/Equipment)

Student Teacher

Bibliography

(Printed Text and Web links)

Printable rulers: http://www.vendian.org/mncharity/dir3/paper_rulers/

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(Generalizations)

Physical properties such as volume, mass and weight characterize pure substances based on the amount present but do not distinguish one pure substance from another. Physical properties such as density, boiling point, melting point and solubility characterize pure substances and distinguish one pure substance from another regardless of the amount present.

(Measurement)

All matter (whether solids, liquids or gases) have characteristic properties such as: volume, mass, weight, density, boiling point, melting point, and solubility each of which can be measured or calculated. Essential Question: How can we reliably distinguish between pure substances?

A substance has characteristic properties such as density, a boiling point, melting point and solubility, all of which are independent of the amount of the substance and can be used to identify it. Physical properties involve things that can be measured without changing the chemical properties. Matter can undergo physical changes which affect only physical properties. Physical changes can involve changes in energy. Solubility means the amount of solute that can be dissolved in a specific volume of solvent under certain conditions. A solute’s solubility depends on the chemical nature of the solvent.

Another important factor that influences solubility is the temperature of the system (the solute and the solvent). The most common solvent is water. Density is a property that describes the relationship between mass and volume. Investigate the physical properties of pure substances in terms of the unique temperatures at which each substance undergoes state changes. Investigate that melting and freezing of a pure substance takes place at the same temperature and the boiling temperature is the same as the maximum condensing temperature. The temperature remains constant during state changes

of pure substances. Ref. PS1 pp. 106-108, Framework

Special Notes: Teaching Compare

The following notes are based on chapter 2: Compare & Contrast of the text, The Core Six:

Teaching with the Common Core in Mind, by Harvey F. Silver, R. Thomas Dewing, and

Matthew J. Perini (#PD12OC00).

Although the strategies of this chapter are intended for use with teaching the Common Core

State Standards, the information is excellent for use with the NC Science Essential

Standards when addressing the verb – compare.

The instructional process teaches students to conduct a thorough comparative analysis of a

topic. In this case, 6.P.2.3 requires students to “compare” the physical properties of pure

substances that are independent of the amount of matter present to properties that are dependent

on the amount of matter present. Analyzing this standard using the S-V-O process reveals that

the verb is “compare” and the objects, or content, to be compared are: (1) the physical

properties that are independent of the amount of matter present and (2) the physical properties

that are dependent on the amount of matter present. The following strategies show how teachers

may teach students to properly compare the two types of properties in meaningful ways, while

addressing some of the pitfalls suggested in the text.

Notes to Teacher:

6.P.2.3 Compare the physical properties of pure

substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

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The Research Behind Compare & Contrast (pp. 17-19)

What I find to be most interesting about this statement is the difference between the use of “Compare

& Contrast” as a “learning strategy” versus the use of “Compare” as a cognitive process as in the

Revised Bloom’s Taxonomy (RBT). As a learning strategy, the author proposes that teachers must

provide a clear purpose for the lesson. In other words, students must know why they are engaging in the

lesson. In short, it is for the purpose of learning that which two concepts have in common and how they

differ. As a cognitive process, compare involves detecting similarities and differences between two or

more objects, events, ideas, etc. Hence, only the word compare appears in the standard. Nonetheless,

both the “learning strategy” and the cognitive process require students to interact with the content in a

manner that results in learning how the properties are alike and how they differ. This comparison

should be done during instruction not only as an assessment at the end of instruction.

Implications for Classroom Teachers when teaching 6.P.2.3

6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter

present including density, boiling point, melting point and solubility to properties that are dependent on the

amount of matter present to include volume, mass and weight.

1. Take time to analyze the standard in order to establish a well aligned, clear purpose for the

lesson. Analyzing this standard using the S-V-O process reveals that the verb is “compare” and the

objects, or content, to be compared are: (1) the physical properties (of pure substances) that are

independent of the amount of matter (volume) present and (2) the physical properties (of pure

substances) that are dependent on the amount of matter present (volume). 6.P.2.3 requires students to

“compare” the physical properties of pure substances that are independent of the amount of matter

present to properties that are dependent on the amount of matter present. Ex. How does density compare

to weight?

Now that we know what we are comparing, let’s address the purpose. The purpose of any lesson

aligned to 6.P.2.3 must be to engage students in investigating pure substances and discovering how

their physical properties that are independent of the amount of matter present (density, boiling point,

melting point and solubility) are alike and differ from their physical properties that are dependent on

the amount of matter present (volume, mass and weight).

Ex.: Density and weight are both physical properties of matter that are sometimes confused. Today, we are going to investigate a few pure substances and collect data about their densities and weight. Then we will compare those properties so that we are clear about what density and weight have in common and how they differ.

Other comparisons include:

Density and Volume; Density and Mass

Boiling point and Melting point; Solubility(dissolving) and melting

Pitfall 1: Teachers use comparisons after learning, as either test items or end-of-chapter questions. This emphasis

on evaluation reinforces students’ sense that comparison is about finding the right answer rather than about discovery

and analysis. Because it is a learning strategy, not an assessment strategy, Compare & Contrast requires teachers to

provide a clear purpose for the lesson. For example, “People often confuse meiosis and mitosis. Let’s compare them to

make sure we’re clear about what they have in common and how they differ.

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Regardless of the two properties being compared, students must learn how the properties are alike and

how they differ. In science, physical properties provide useful information that may be observed about

a substance without changing the substance. Thus, all properties give useful information that help

scientist “describe” pure substances. Students will ultimately conclude that properties-independent of

amount (density, boiling point, melting point and solubility) are important for describing and

identifying an unknown pure substance. On the other hand, properties that depend on the amount present

(weight, volume or mass) describe but do not identify unknown substance.

As written, 6.P.2.3 requires students to have knowledge of specific physical

properties: density, boiling point, melting point, solubility, volume, mass and weight.

Well aligned lessons must provide students with an opportunity to construct a clear

description of the meaning of each property: density, boiling point, melting point,

solubility, volume, mass and weight. That which is often overlooked is the idea of

“amount-dependency” represented in the standard as “the amount of matter present”.

Students must understand what it means to be “amount -dependent” and “amount -

independent”. This is best discovered through investigations.

Implications for Classroom Teachers when teaching 6.P.2.3 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the

amount of matter present to include volume, mass and weight.

1 . Design investigations rather than lecture notes and mathematical problems. It is very

easy to rely on the definitions of density, boiling point, mass, weight, etc. Students are

often able to calculate density or define melting point; h owever, the conceptual

understanding of each of these properties often results from engaging in hands-on

investigations. Make every attempt to offer hands-on experiences where students measure

mass and volume and derive density from t he collected data. As students engage in the

activities to identify the characteristics of each physical property, they must continue to

be reminded of the purpose of the activity.

Example: “Today we are going to investigate the density of a few substances to help you develop a clear description of density. This will help you understand the information that is

being described when you state the density of a substance.” Note: Emphasizing the purpose of the investigation and periodically reminding students of the purpose during the investigation will minimize the lik elihood that students are not able to recount what they have done but cannot clearly articulate what they have learned. 2. Reinforce the notion of “independence of the amount present ”. When designing

investigations to explore the “amount-independent” nature of physical properties like

density, boiling point or melting point, focus on varying the volume for each pure

substance. For example, when students investigate density, teachers must include

Pitfall 2: Students rush into the comparison before they know the characteristics of what they are comparing. To

avoid this pitfall, Compare & Contrast begins with a description phase in which students use rich information sources to

identify essential attributes of the items before comparing them. For example, “Use the two readings to help you

develop a clear description of renewable and nonrenewable energy”

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opportunities to discover that the density of an object or substance does not change with

the amount of matter present.

Example: “During this activity, we are going to determine the density of 5 samples of an unknown substance. Each sample has a different volume. We will measure the mass and determine the density for each new volume of the sample. This activity will help you learn if mass and density are properties that are dependent on the amount of matter present or not. ”

Simila r types of activit ies can be done for other comparisons.

6.P.2.3 requires students to “compare” the physical properties of pure substances that are independent

of the amount of matter present to properties that are dependent on the amount of matter present. When

comparing physical properties that are “independent of the amount present” to physical properties that

are “dependent on the amount present”, students must focus on observable changes that result from

varying the amount of matter in a given substance. Thus investigations must include manipulating the

volume of a substance and collecting evidences of changes in each property being observed, such as

its mass, weight, density, boiling point, melting point or solubility. Following the investigation,

students must determine if each measurable property is sufficient to identify an unknown substance.

Implications for Classroom Teachers when teaching 6.P.2.3 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight. 1 . Consider a graphing activity in conjunction with the laboratory investigation. Have

students collect data to be graphed following the investigation. Linear graphs reveal

patterns and relationships among data sets. Using a graph, students will be able to

quickly determine if a property changes as the mass changes. A straight-line graph

confirms a linear relationship between quantities being compared.

2 . Graphical representations of density and solubility are useful for identifying an

unknown sample. After analyzing several graphs of various unknown substances,

students will be able to conclude, that some properties (amoun t-independent) are useful

for identifying unknown samples.

Example: “As you collect data during your investigation, focus on patterns that arise in the

data set and determine if those patterns will help you identify your sample.”

Pitfall 3: Students don’t know what to look for. Any two objects can be compared in multiple ways. Which aspects

are important? How will students know when they are done? Compare & Contrast requires teachers to provide clear

criteria that keep students focused on the relevant information. For example, “As you describe FDR and Winston

Churchill, focus on what made each leader unique, the challenges each faced, and what each accomplished.”

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As noted in Pi tfall 2 , students rush into the comparison before they know the characteristics of

what they are comparing. With regards to 6.P.2.3, students must know how the “amount-independent”

properties compare to each other before being compared to the “amount-dependent” properties. The TOP

Hat organizer may be useful for such comparisons. As students read or take notes on each physical

property, the TOP Hat graphic organizer is an effective means of facilitating meaningful

comparisons.

Implications for Classroom Teachers when teaching 6.P.2.3 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

1. Provide opportunities for students to gain a greater understanding of density, solubility,

melting point and boiling point by analyzing how the properties compare.

Example: Top Hat Organizer for density and solubility

Dens i ty So l ub ility

A property of a single

substance that describes the

relationship between the mass

of a substance and the

volume of the substance.

May be calculated using the

mathematical formula

density = mass÷ volume

An indicator of whether an

object or substance will sink

or float in another substance

A property that describes

whether one substance will

dissolve in another substance.

Is not calculated by a

mathematical formula.

Determined by measuring the

mass of a substance that

dissolves in a specific mass

of a solvent at a given

temperature .

An indicator of how well one

substance dissolves in another

substance.

S i m i lar it ies

The density and solubility of a substance do not change when temperature and pressure remain the

same.

Density and solubility are useful for identifying an unknown sample.

Density and solubility are both independent of the amount of matter present.

Pitfall 4: Students don’t have an efficient way to visualize similarities and differences. The most common

comparison organizer, the Venn Diagram, leaves too little space to write in the middle, and the presence of the

similarities in the middle prevents students from lining up parallel differences. Compare & Contrast uses a TOP Hat

Organizer (below) that gives students sufficient space to record similarities and enables them to record parallel

differences directly across from each other. HOME

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Implications for Classroom Teachers when teaching 6.P.2.3 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

Example quest ions:

1. When selecting a material to use for designing a boat, which property is

most useful, density or weight? Defend your answer.

2. What is the most important difference to remember between properties of pure

substances that are independent of the amount of matter present and

properties that are dependent on the amount of matter present?

3. Some people often use the word weight when referring to the density of a

substance. What is the most important difference between density and

weight?

4. Now that you have compared physical properties of pure substances that are

independent of the amount of matter present to physical properties of matter

that are dependent on the amount of matter present, what can you conclude

about the usefulness of each type of physical property?

Implications for Classroom Teachers when teaching 6.P.2.3

6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present

including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

A description organizer is a useful tool to guide students to a more meaningful comparison of

properties that will more likely enable a transfer of learning.

Example:

Property: Density C r i teria Property: We ight

Def ini tion

How i t ’ s calculated

(or me a sured)

How i t ’ s e xpressed (un its)

When i t ’ s used

Pitfall 5: Teachers treat the identification of similarities and differences as the end of the comparison process.

Instead of comparing and contrasting two items and leaving it at that, Compare & Contrast uses higher-order questions

to help students draw conclusions and extend their thinking about the significance of key similarities and differences.

For example, Are reptiles and amphibians more alike or more different? Defend your position.

Pitfall 6: Students don’t apply or transfer their learning. To sidestep this pitfall, Compare & Contrast includes a

synthesis task that challenges students to put their learning to use in a meaningful way. For example , “Now that you’ve

compared problems that ask you to solve for rate with problems that ask you to solve for time, I want you to create and

solve two new problems. One should require you to solve for rate, and one should require you to solve for time. Then

create a third problem that requires you to solve for distance.”

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Density is like weight because:

1.___________________________

2.___________________________

Density is unlike weight because:

1. __________________________

2.___________________________

Properties of

Matter

After reading the selected text on properties of matter, write a definition for density and weight using your own words…

RANK: After reading the selected text, use information from

the text to describe the top 3 reasons each word is used to

describe matter.

COMPARE:

Illustrate: Draw a picture of each term (density/weight) that shows how each word is used to provide useful information about matter.

Comparing properties of matter: density and weight

In Your Own Words…

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Describing Matter: Matter is the “stuff” from which all objects and substances in the universe are made. A property of matter is a feature of matter or the way matter behaves. Matter takes up a certain amount of space, meaning it has volume.

Matter contains a certain amount of material; therefore, it has mass. Structure of Matter: Matter is composed of extremely small particles, too small to be seen with a classroom

microscope, called atoms. Atoms have all the properties of matter in that all atoms have mass and occupy space. Properties of Matter:

Properties are useful for describing matter. All matter has both physical and chemical properties. Matter can be

classified according to physical and chemical properties. Classifications of matter: NAEP, 2009

P8.1: Properties of solids, liquids, and gases are explained by a model of matter that is composed of tiny particles in

motion. P8.2: Chemical properties of substances are explained by the arrangement of atoms and molecules. Substances are classified according to their physical and chemical properties. Ref. PS1A pg. 108, Framework

Physical Properties Physical properties are those that can be observed without changing the make-up, or identity, of the matter. The chart below lists some common physical properties of matter.

Physical Properties

What It Means What Students Should

Understand Graphic

Appearance

Color, size, shape,

texture, luster

(how a substance

reflects light)

Physical properties can be

observed using the senses to

identify and describe

matter.

Buoyancy

Tendency to float or

rise in a fluid (liquid

or gas)

Buoyancy applies to both

liquids and gases and is

determined in part by

density and fluid

displacement.

Boiling Point

Temperature at

which a substance

changes from a liquid

to a gas

Pure substances have a

unique boiling point that can

be used for identification.

length

rectangle

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Physical Properties

What It Means What Students Should

Understand Graphic

Conductivity

Ability of a

substance to conduct

heat, sound, or

electricity

Heat, sound, and electricity

travel better through some

substances (conductors) than

through others (insulators).

Density

Amount of matter in

a given volume;

mathematical

equation

D = m/v

RETURN

The density of a substance is

the relationship between the

mass of the substance and

how much space it takes up

(volume). The mass of atoms,

their size, and how they are

arranged determine

the density of a substance.

Ductility

Ability of a

substance to be

pulled into a thin

strand, such as a

wire

This property is often used

to determine if a substance

can be used to make wire.

Hardness

Ability of a

substance to resist

being scratched

A harder substance will

scratch a softer substance.

Magnetism

Ability to attract

metals such as iron,

nickel and cobalt.

Without touching them, a

magnet pulls on all things

made of iron and either

pushes or pulls on other

magnets.

mass (g)

volume (mL)

diamond

Aluminum wire

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Physical Properties

What It Means What Students Should

Understand Graphic

Malleability

Ability of a substance

to be pressed or

pounded into a thin

sheet

This property is used to

determine if a substance can

be rolled into thin sheets.

Mass

Measure of the

amount of matter in a

solid, liquid, or gas

(measured in grams)

All solids, liquids, and gases have

mass because they are all made

of matter. The mass of an

object may be measured using a

triple beam balance or

determined using balance pans.

Mass is independent of location

in the universe. Weight changes

based on the location of the

object which determines the

amount of gravitational force

acting on the object.

Melting

Point

Temperature at which

a substance changes

from a solid to a liquid

Pure substances have a unique melting point that can be

used with other properties to identify the substance. The

temperature at which a substance melts and freezes is the

same (melting point = freezing point). During a change in

state, the temperature stays the same; however, the

motion and spacing of the particles change.

aluminum foil

mass

10g

?

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Physical Properties

What It Means What Students Should

Understand Graphic

Odor

Ability of a substance

to give off a certain

smell

This is not always the best

physical property to use to

describe substances because

odor is difficult to

distinguish and it can be

considered subjective.

However, some substances

have distinct odors, such as

sulfur which smells like

rotten eggs.

Solubility

Ability of a substance

(solute) to dissolve in

a specific amount of

another substance at

a given temperature

A solution is a mixture that

appears to be a single

substance. It is composed of

particles of two or more

substances that are

distributed evenly among

each other.

State of

Matter

Matter exists as a

solid, liquid, or gas

A solid has a definite shape and volume. A liquid has a

definite volume and takes the shape of the container it is

in. A gas has no definite shape or volume but changes to

match the shape and volume of the container it is in.

Changes in the state of matter are caused by the addition

or reduction of energy.

Caution: When smelling any

chemical or substance, do

so by wafting it towards

you. Don’t sniff it from the

container.

SAFETY GLASSES

WAFTING

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Physical Properties

What It Means What Students Should

Understand Graphic

Temperature

The average amount

of energy in the

particles of matter

(measured in degrees

Celsius or Fahrenheit)

A change in temperature is a

measure of the loss or gain

of motion energy in the

particles of matter.

Scientists generally measure

temperature in degrees

Celsius.

Volume

(by

displacement)

Amount of space an

object or substance

takes up, measured in

cm3 or mL.

Graduated containers allow

precision in measuring

volume. The volume of an

irregular solid can be found

by displacement of water.

RETURN

Volume

(by

mathematical

formula)

Amount of space an

object or substance

takes up, measured in

derived units of

length: cm3, m3

How does mL compare

to cm3? 1mL = 1cm3

This means, 1 mL

occupies the same

amount of space as 1

cm3.

The volume (V) of a cube or

cylinder or other regularly

shaped object may be found

using mathematical formulas.

V = (area of the base) x

height

Volume= (l x w) x h

(rectangle base) RETURN

(w) (l)

(h)

oC

BEFORE AFTER

ROCK

INITIAL Volume

FINAL

Volume

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Physical Properties

What It Means What Students Should

Understand Graphic

Weight (Fg)

Fg= m x G m = mass

G = the acceleration

due to

gravity

A measure of the

force exerted by an

object or body that

results from gravity

acting on the mass of

an object or body

Weight is a property of

matter that is dependent on

the mass of an object and

the gravitational force acting

on the object. Thus, the

larger the body, the greater

the attractive gravitational

force & greater the weight

of the object.

Chemical Properties

Chemical properties describe matter based on its ability to change into new matter with different properties. This is a continuation of the idea of “new material” started in Grade 5 (5.P.2.3). Chemical properties can be identified only when the new substance has chemical and physical properties that are different from the original substance. (It is not

essential for students to have extensive examples of chemical properties.) The chart below lists a few common chemical properties of matter:

Chemical Property What It Means What Students Should Understand

Chemical Reactivity

A property of matter that

describes the ability of one substance to interact with another substance and produce

new material.

Not all substances interact to produce new

material. As you move from left to right in

the period, we see that the reactivity

increases. On the other hand, as you move

down a group in the nonmetals, the reactivity

decreases.

Reactivity with oxygen

A property of matter that describes the ability of a substance to react with oxygen.

A reaction with oxygen results in processes such as rusting and tarnishing of some metals.

Non-reactivity with oxygen

A property of matter that

describes the ability of a substance to resist reacting with

oxygen.

Not all substances react with oxygen. This knowledge is used in the real world to prevent rusting and tarnishing. For

example, a metal that is reactive with oxygen can be coated or galvanized with a

non-reactive substance to prevent rusting or tarnishing.

Flammability

A property of matter that

describes the ability of a substance to burn.

Everything will burn, given a high enough

temperature. When a substance burns, ash, smoke and fumes may be produced.

Non-flammability

A property of matter that

describes the ability of a substance to resist burning.

This property is useful in the real world

when selecting certain substances that must withstand extreme heat.

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I nvestigating Phys ical Properties of Matter wi th K imberly and Ke i th

Name___________________________ Date___________ Period___________

How does one distinguish mass and weight?

Scale

lbs.

Essential Standard: 6.P.2.3 Learning target:

I can distinguish mass and weight.

Kimberly and Keith are working together in the lab to solve a mystery. During class, their teacher

challenged the class to discover how astronauts changed their weight simply by landing on Jupiter.

Then she said, “their weight became much larger; however, their mass stayed the same. How could that

be true? Is mass and weight the same? Kimberly grabbed the meterstick, while Keith grabbed a

measuring tape. How can they distinguish mass from weight and make a claim?

Mass (grams)

Weight

How do atoms relate to mass and weight?

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Mass vs. Weight: Introduction Discussion Questions

Before Viewing

Is it possible for an object to change its weight without changing its mass? Explain why or why not.

What does it mean for something to orbit around the Earth? What keeps the space station in orbit anyway? What if it somehow just stopped in its orbit? What would happen?

What if you had a “gravity dial” and could turn the strength of gravity up or down – what would happen to your weight as you did that? What would happen to your mass?

While Viewing

The astronauts do some “tricks” to show that they’re really in space. What are those tricks, and how do they serve as evidence that the astronauts are actually on board the space station?

If the Moon’s gravitational field strength is one-sixth Earth’s, figure out what you would weigh on the Moon. Do you think you would feel lighter – or would you just appear lighter to someone observing?

Tip: Pause before the arm wrestling scene to let students predict what will happen. Also, ask what would happen if one astronauts had much more mass than the other.

After Viewing

What are some other demonstrations the astronauts could do to prove they’re really in space? When you’re on a roller coaster, you’ll feel lighter at the top of the climb, just before you head

down. Is this similar to the weightlessness that the astronauts experience? If so, how are they similar? Also, if so, does it have the same cause? If not, why not?

For a given force, why do objects with less mass accelerate at a higher rate? Does this also apply to objects with lower weight, too? Why or why not?

If you took a bowling ball to the Moon and dropped it onto the Moon’s surface, would it be harder or easier (or the same) to lift up the bowling ball? If you held it at arm’s length in front of you with two hands, would it be harder or easier (or the same) to swing the bowling ball left and right?

Bonus question: Imagine that you’re an astronaut using your own force to move something on board the space station. If your weight is reduced to close to zero, can you still create a force that can affect another object? If not, why not? If so, how is that possible?

Reprinted from PBS LearningMedia: Mass vs. Weight: Introduction

https://www.pbslearningmedia.org/resource/npe11.sci.phys.maf.massweight/mass-vs-weight-introduction/

© 2013 WNET. All Rights Reserved. For personal or classroom use only. Not for redistribution.

Access the full lesson here.

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I nvestigating Phys ical Properties of Matter wi th K imberly and Ke i th

Name___________________________ Date___________ Period___________

Comparing Propert ies of Matte r Sample I nvest igat ion

Essential Question:

How can we reliably identify and distinguish one unknown pure substance from another unknown

pure substance?

Sample Volume State Color Odor

Essential Standard: 6.P.2.3 Learning Targets:

C32. Use investigations to obtain evidence that supports a claim that some properties of matter are independent of the amount of matter present while some properties are based on the amount of matter present. C3. Use appropriate measuring practices to determine properties of matter including density, mass, volume.

It’s a

matter of

measurement!

Kimberly and Keith are working together in the lab. Their task is to identify 3 unknown

samples. Each sample is a different liquid. Can you help them solve this mystery? First,

let’s see what information we can learn about each sample.

RETURN

Sample A

25 mL

Sample B Sample C

25 mL 25 mL

A

B

C

25 mL

25 mL

25 mL

Liquid

Liquid

Liquid colorless

colorless

colorless

odorless

odorless

odorless

EQ: How can we reliably identify and distinguish one unknown pure substance from

another unknown pure substance?

Imagine pouring each sample into the graduated cylinder. Will the new container

have more, less than or the same amount as the total of the three smaller

containers? Prepare a drawing to show how the samples might appear in the

graduated cylinder. Finally, how could we reliably identify and distinguish an

unknown pure substance form another unknown pure substance? Prepare your answer

and drawing on the next page.

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Name___________________________ Date___________ Period___________

Comparing Propert ies of Matte r Sample I nvest igat ion

Essential Question: EQ: How can we reliably identify and distinguish one unknown pure

substance from another unknown pure substance?

Essential Standard: 6.P.2.3 Learning Targets:

C32. Use investigations to obtain evidence that supports a claim that some properties of matter are independent of the amount of matter present while some properties are based on the amount of matter present. C3. Use appropriate measuring practices to determine properties of matter including density, mass, volume.

Key: Answer:

Let’s investigate!

Materials list:

RETURN

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Name___________________________ Date___________ Period___________

Comparing Propert ies of Matte r Sample I nvest igat ion

Essential Question:

How can we reliably identify and distinguish one unknown pure substance from another unknown

pure substance?

Materials Selection: Record your materials list on your lab sheet.

Procedure:

1. Obtain 3 cups of the same size. Label the cups A, B, and C.

2. Determine the mass of each cup. Record these values in a data table*.

3. Measure 5mL of Sample A and pour it into the cup. Determine the combined mass of the cup and

liquid. Record this value in the data table as Data Set 1. (see chart below)

4. Use your recorded values to determine the mass of the liquid**. Record your answer on the data table.

5. Record the volume of your liquid in the data table as Data Set 1.

6. Using your recorded data, calculate the density of your sample A. (Density = mass/volume)

Sample A continued: Collecting values for Data Sets 2-5

7. Pour an additional 5mL into the cup. Mass the cup and liquid. Record the mass of the cup & liquid as

Data Set 2.

8. Record the mass of the cup.

9. Use your recorded values to determine the mass of the liquid**. Record your answer on the data table.

10. Record the total volume of your liquid as Data Set 2.

11. Using your recorded data, calculate the density of your sample A. (Density = mass/volume)

12. Repeat steps 7 – 11 to complete Data Sets 3-5.

Follow the same procedure to complete Samples B and C. Complete the data tables that follow.

Essential Standard: 6.P.2.3 Learning Targets:

C32. Use investigations to obtain evidence that supports a claim that some properties of matter are independent of the amount of matter present while some properties are based on the amount of matter present. C3. Use appropriate measuring practices to determine properties of matter including density, mass, volume.

It’s a

matter of

measurement!

Kimberly and Keith are working together in the lab. Their task is to identify 3 unknown

samples. Their class materials include: a meter stick, safety glasses, a metric measuring

tape, a plastic apron, a triple beam balance, 3- 100 mL beakers, 3- 250 mL graduated

cylinders, 3- 50mL graduated cylinders, safety goggles, a calculator, aprons, 3 small

plastic cups and equal volumes of three unknown samples labeled A, B and C. Can you

help them solve this mystery? First, read the procedure and select the appropriate

materials Kimberly and Keith will need to complete their investigation.

Sample A

25 mL

Sample B Sample C

25 mL 25 mL

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Data and Calculations

Sample A: ______________________________

Measurements Data Set 1 Data Set 2 Data Set 3 Data Set 4 Data Set 5

Mass of cup & Liquid (g)

*Mass of cup (g)

**Mass of Liquid (g)

Volume of Liquid (mL)

Density

g/mL

Sample B: ______________________________

Measurements Data Set 1 Data Set 2 Data Set 3 Data Set 4 Data Set 5

Mass of cup & Liquid (g)

Mass of cup (g)

Mass of Liquid (g)

Volume of Liquid (mL)

Density

g/mL

Sample C: ______________________________

Measurements Data Set 1 Data Set 2 Data Set 3 Data Set 4 Data Set 5

Mass of cup & Liquid (g)

Mass of cup (g)

Mass of Liquid (g)

Volume of Liquid (mL)

Density

g/mL

mass of cup = ?*

mass of cup = ? B

mass of cup =? C

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Sample Data and Calculations

Sample A: ______________________________

Measurements Data Set 1 Data Set 2 Data Set 3 Data Set 4 Data Set 5

Mass of cup & Liquid (g)

9.25g 13.5g 17.75g 22.0g 26.25g

Mass of cup (g)

5.0g 5.0g 5.0g 5.0g 5.0g

Mass of Liquid (g)

4.25g 8.5g 12.75g 17.0g 21.25g

Volume of Liquid (mL)

5mL 10mL 15mL 20mL 25mL

Density

g/mL

0.85g/mL 0.85g/mL 0.85g/mL 0.85g/mL 0.85g/mL

Sample B: ______________________________

Measurements Data Set 1 Data Set 2 Data Set 3 Data Set 4 Data Set 5

Mass of cup & Liquid (g)

10.0g 15.0g 20.0g 25.0g 30.0g

Mass of cup (g) 5.0g 5.0g 5.0g 5.0g 5.0g

Mass of Liquid (g)

5.0g 10.0g 15.0g 20.0g 25.0g

Volume of Liquid (mL)

5mL 10mL 15mL 20mL 25mL

Density

g/mL

1.0g/mL 1.0g/mL 1.0g/mL 1.0g/mL 1.0g/mL

Sample C: ______________________________

Measurements Data Set 1 Data Set 2 Data Set 3 Data Set 4 Data Set 5

Mass of cup & Liquid (g)

11.3g 17.6g 23.9g 30.2g 36.5g

Mass of cup (g) 5.0g 5.0g 5.0g 5.0g 5.0g

Mass of Liquid (g)

6.3g 12.6g 18.9g 25.2g 31.5g

Volume of Liquid (mL)

5mL 10mL 15mL 20mL 25mL

Density

g/mL

1.26g/mL 1.26g/mL 1.26g/mL 1.26g/mL 1.26g/mL

mass of cup = 5g

mass of cup = 5g B

mass of cup = 5g C

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Analyze your data:

1. During the investigation, you increased the amount of your unknown substance by 5mL for

each trial. Review the entries on your charts and answer the following questions.

a. How did changing the amount of matter affect the total mass of your sample for each trial?

b. How did changing the amount of matter affect the total volume of your sample for each trial?

c. How did changing the amount of matter affect the density of your sample for each trial?

2. Based on the data, which property, mass, volume or density, depends on the amount of matter

present?

3. Density, mass and volume are all properties of matter. Of the three properties, which remained

the same regardless of the amount of matter present?

4. Properties of matter are useful for describing substances. In your own words, explain what is

meant by a “property that is independent of the amount present” and a “property that is

dependent upon the amount present”? Give an example of each type of property.

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Organize your data:

Data tables and graphs are important tools for communicating scientific data. Density is a relationship

between mass and volume. Data tables provide a means for representing the same information that can be

presented on a graph. Analyze your charts and identify the two sets of data that are necessary for

preparing a mass versus volume graph to determine the density of your unknown substances.

Prepare 3 data tables to organize your data prior to graphing. (See sample chart.) Remind students that the mass of the liquid depends on the amount or volume of the sample; therefore, the volume is the independent variable in

this experiment. The mass is the dependent variable. Thus, mass will be in the left column of the data table and volume will be in the right

column.

Mass vs. Volume Data Table

Mass (g) Volume (mL)

4.25g 5mL

8.5g 10mL

12.75g 15mL

17.0g 20mL

21.25g 25mL

-------------------------------------------------------------------------------------

Mass vs. Volume Data Table

Mass (g) Volume (mL)

Mass vs. Volume Data Table

Mass (g) Volume (mL)

Mass vs. Volume Data Table

Mass (g) Volume (mL)

B

C

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Graphing your data: What can you learn from a graph of mass vs. volume?

Graphing is a very important tool in science as it enables us to see patterns that are not

always obvious in data tables.

Plot a point for each mass/volume set of data in the table. Draw the line that best fits the data points. Use

a different color pencil to prepare each graph. Use the graph below to determine the density of each

sample.

Key:

0 5 10 15 20 25 30

Mass

(g)

Volume (mL)

5

10

15

20

25

30

Sample A

Sample B

Sample C

Mass vs. Volume

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Graphing your data: What can you learn from a graph of mass vs. volume?

Graphing is a very important tool in science as it enables us to see patterns that are not

always obvious in data tables.

Plot a point for each mass/volume set of data in the table. Draw the line that best fits the data points. Use

a different color pencil to prepare each graph. Use the graph below to determine the density of each

sample.

Key:

Sample A

Sample B

Sample C

Key:

Mass vs. Volume

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Analyzing your data:

1. Using the graph and data table, try to determine the new mass in grams if you increased the amount of

the sample to 30mL. Describe your process. Use mathematical reasoning and a formula for density to

determine if your answer is correct.

2. Can you guess how to determine the density from the graph? Explain your process. How could the

scale of your graph improve your ability to determine the density of the substance?

3. Which types of properties of matter, “amount-dependent” or “amount-independent”, are most useful for

identifying pure substances? Why?

4. Use your textbook, or computer to identify your substance based on its density.

Record your answers on the appropriate chart.

5. If a student slowly poured all three samples into a large graduated cylinder, where

would each sample settle? Label the drawing that follows to support your claim and

present the supporting evidence.

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6. Imagine that you have a special instrument that allows you to see the tiny particles of

matter that make up each liquid. The large c ircles in the drawing represent a small area

that is magnif ied many times, so that you can observe the packing of t he particles close

up. Draw a particle model of what you would see that explains why one liquid settles on

the bottom and the other liquid settles on top.

?______________

_

?______________

_

?______________

_

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?______________

_

?______________

_

?______________

_

glycerin

water

mineral oil

If a special instrument could enable a student to see the tiny particles of each

layer, a comparison of a similar size area of each layer will reveal that there are

more particles in the bottom layer that are close together and moving freely

than in each top layer. Thus, the top layer has the fewest particles and floats

on top.

Key:

--- tiny particles

--- motion arrow

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Applying your new knowledge:

6. Challenge:

Keith’s teacher gave him another sample to identify. Before he could begin to

measure his sample, he spilled part of it. Can he use the remaining amount to

identify his unknow n sample or will he need to ask his teacher for more? Explain

your answer.

7. Kimberly has a cork box Her box is a cube with sides that measure 4cm each. The box below

is a model of her box. If she cuts her box into two equal parts, what would be the density of each

new part? Use mathematical reasoning and scientific principles of density to support your claim.

Conclusion:

How can we reliably identify and distinguish one unknown pure substance from another unknown

pure substance?

s = 4cm mass = 16g

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Dissolving is like melting because:

1.___________________________

2.___________________________

Dissolving is unlike melting because:

1. __________________________

2.___________________________

Properties of

Matter

After reading the selected text on properties of matter, write a definition for the following terms: dissolve(ing) and melt(ing) using your own words…

RANK: After reading the selected text, use information from

the text to describe the top 3 reasons dissolving and melting

are used to describe matter.

COMPARE:

Illustrate: Draw a picture of each term (dissolving/melting) that shows how each word is used to provide useful information about

matter.

Comparing processes of matter: dissolve(ing) and melt(ing)

In Your Own Words…

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Solubility is like melting point because:

1.___________________________

2.___________________________

Solubility is unlike melting point because:

1. __________________________

2.___________________________

Properties of

Matter

After reading the selected text on properties of matter, write a definition for the following terms: solubility and melting point, using your own words…

RANK: After reading the selected text, use information from

the text to describe the top 3 reasons solubility and melting

point are used to describe matter.

COMPARE:

Illustrate: Draw a picture of each term (solubility/melting point) that shows how each word is used to provide useful information

about matter.

Comparing properties of matter: solubility and melting point

In Your Own Words…

RETURN

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I nvestigating Phys ical Properties of Matter: Solubility

What is solubility? Why do things dissolve?

Solubility is the ability of a substance (solute) to dissolve in a specific amount of another substance

at a given temperature.

Notes from: Middle School Chemistry – www.middleschoolchemistry.com American Chemical

Society; Chapter 5, Lesson 5 – Using Dissolving to Identify an Unknown

Key Concepts:

Different substances are made from different atoms, ions, or molecules, which interact

with water in different ways.

Since dissolving depends on the interaction between water and the substance being

dissolved, each substance has a characteristic solubility.

Reading assignment: cK-12 reading assignment here

Solubility assessment items:

1. A student decided to determine how sweet she could make a solution of sugar in water. She conducted

an investigation by carefully adding sugar, one scoop at a time, to a given volume of water at various

temperatures, stirring until the sugar was dissolved. She stopped adding sugar when it no longer dissolved

in the water, and then counting the number of scoops of sugar that completely dissolved. During the

investigation, she collected the data displayed in the following table.

Beaker Water Volume, mL Total Number of Scoops of Sugar

that Dissolved

Water Temperature, oC

#1 100.0 6 20

#2 100.0 8 30

#3 100.0 9 40

#4 100.0 10 50

(a) What are the controlled variables in this investigation?

[Correct answers should identify (1) volume of water and (2) stirring]

(b) Draw a graph showing the relationship between the independent and dependent variables

in this investigation.

[An appropriate graph must show a direct relationship between the water temperature

and the total number of scoops of sugar that dissolve.]

(c) After completing her investigation, the student decided to determine if salt would interact

with water in the same way. Based on your knowledge of solubility, will the student’s

investigation reveal that a total of 6 scoops of salt will dissolve completely in 100.0 mL

of water at 20oC? Explain your answer.

[Correct answers should indicate that the total quantity of salt that can dissolve

completely in 100.0 mL of water at 20o C will not be the same as for sugar (6 scoops).

Dissolving depends on the interaction between water and the substance being dissolved.

Salt atoms are different from sugar atoms; therefore, the salt atoms will interact

differently than the sugar atoms resulting in a different number of scoops.]

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2. Kimberly and Keith have two additional samples to identify. They have two substances, Sample A

and Sample B. Both are white crystals with a mass of 75 grams. Their samples are salt and sugar;

however, they must distinguish one from the other without tasting either. They have room

temperature (20oC) water but no heating devices. They each have a stirring rod, 200mL graduated

cylinder and a beaker. Use the following graph (figure1.) that shows the solubility of the two samples,

sugar and salt. Figure 2 represents the two samples that need to be identified. Use the information in

figure 1 and your lab materials to design an investigation to determine the identity of each sample.

Use the space below the graph to write your investigation.

------------------------------------------------------------------------------------

Design your investigation here:

Sugar

Salt

Solubility of salt and sugar

Gra

ms

of

salt

or

sugar

dis

solv

ed i

n 1

00 m

L o

f w

ate

r

Temperature (oC)

Sample A Sample B

Figure1. Figure2.

How can you use the information in figure 1 to

design an investigation to determine the identity

of each sample?

75g 75g

RETURN

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Name____________________________ Date_________________ Class Period______

Culminating Activity and Scoring Rubric [What] Investigate... Matter: Structure, Properties & Change (EQ)How can one explain the diversity of materials that exist based on the structure, properties and interactions

of the building blocks of matter?

[Why] in order to understand that... Different arrangements of atoms into groups

compose (make-up) the structure of all matter (materials). The structure of

materials influences their physical properties, interactions and use.

[How] Demonstrate understanding by... investigating the structure and property

of matter to determine the identity of an unknown substance. As a class,

students will demonstrate that the elements on the Periodic Tab le combine in

various ways to make up all the matter in the universe.

Scenario: How do scientists distinguish one atom from another?

Kimberly and Keith have 5 samples to identify. All samples are pure, except 1. Help Kimberly

and Keith determine a few physical properties about the samples. Use technology and skills of investigation to identify each sample. If the sample cannot be identified explain why.

Write a scientific explanation that includes a claim about the identity of each sample, the

supporting evidence and the scientific principles that serve as justification for using the evidence to support your claim. Complete as many missing values as possible in the chart below.

Sample Volume

MASS Boiling point

Melting point

Density COLOR STATE Identity (?)

A 10 cm3

2,4700

C 660.30C silver solid

B 10 cm3

89.6g 8.96 g/cm3

Shiny brown

solid

C 10 cm3

327.50C silver solid

D 10 cm3

2,8630

C silver solid

E 10 cm3

10.0 g 4450 C 1.0 g/cm3

Shiny brown

solid

Tiny things really Matter!

Investigating Matter with Kimberly and Keith

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Class Project: “Which element is most the important of the 100+ currently known elements?”

Element Advertisement

Create an advertisement for an element. Use the information from your fact sheet to create

your element advertisement. Please use 8 ½ by 11 in. paper. You must include 5 sections in your advertisement:

1. Give a slogan to your advertisement (a catchy phrase to sell your element).

2. Show the element ID- its name, its symbol, its atomic number and its atomic mass.

3. Give 5 examples of uses and information about the element.

4. Give background information about the element including: its period and its group,

subatomic particles, melting point, boiling point and by whom and when it was discovered.

5. Draw two pictures or paste in two pictures (from a magazine or Internet site) showing examples of uses or information related to the element. Describe why this atom is used to

make this item based on the structure and physical properties of your atom.

6. Write a persuasive argument supporting your claim that your element is the most important element to society.

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