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6.2.1-6.2.2

Matter & Energy

Storyboard

Teacher instruction and hints are included within the speaker notes section

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6.2.1 - 6.2.2 Matter and Energy Matrix

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Teacher Overview: Episode 1

Phenomenon: A blade of grass under a microscope looks completely different than what we can see with our eyes.�

Student Learning Expectation: Students will discover that all matter is made of atoms and molecules, and these particles are made of specific types and quantities of atoms.�

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Scale, Proportion, and Quantity: Atoms and molecules are too small to see but make up all matter.

� SEPs:� SEPs are actions that students complete to interact with the phenomena.

Obtain information through observing grass at smaller and smaller scales

Obtain and evaluate information about atoms and molecules by reading an article

Construct an explanation to describe what makes up matter.�

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Episode 1

Today’s Objective: I can construct an explanation about

what makes up matter.

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Phenomenon Observation

There is more to matter than what is observable to your eyes alone.

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Gather

Students investigate a patch of grass, an individual blade of grass, a magnified blade of grass, and a blade of grass under a microscope to help them develop a model of scale.
Students will observe and record patterns from their models and write an explanation of why the things they observe change as scale increases.

Teacher suggestions: Show students the following slides of a patch of grass, then a blade of grass, then a blade of grass under a magnifying glass, and then a blade of grass under a microscope. At each level, allow students time to draw the model and note patterns they are seeing.

Encourage students to pay attention to detail as they make models of the grass. The more detailed their models, the easier it is for them to see patterns and understand scale.

The patterns that students observe will change as the scale changes. Students should notice that they can see more details as we go from small scale to large scale

Patterns that could be observed:

Blades of grass stand up straight

Blades of grass are all close to the same color

Blades of grass are long, thin, and usually flat

The veins in grass are vertical

The edge of grass blades have little hairs

In between the veins there are “pockets” of stuff

The grass slide show is contained within this powerpoint but here is a copy of the presentation. Grass Slideshow

See Student Science Journal page 2

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Reason

Based on the patterns that you observed from your models, what do you predict a blade of grass would look like on an even smaller scale?

What evidence do you have to support your prediction?

Using the evidence that you have gathered, what would you predict to see if you could zoom into the smallest level of any type of matter?

Reason

Students will use their models as evidence to predict what they would see if they could keep zooming in on a blade of grass at a smaller and smaller scale.

Teacher Suggestions: Use the following questions to guide student reasoning. After students answer the first question about the blade of grass, discuss what evidence students have to support their predictions. Use the questions below to facilitate a discussion to support student learning. Then have students answer the 2nd prediction.

Teacher Questions:

Are you able to investigate everything that could be happening in a blade of grass?
What differences or similarities do you think occur as you zoom in on different types of matter?
Using the evidence that you have gathered, how small do you think the building blocks of matter are?

See Student Science Journal page 3

Students obtain and evaluate information about atoms and molecules to help them understand what is happening at a scale that is unobservable with the naked eye.

Teacher Suggestions: Have students read the short article about atoms and molecules to help them understand what is happening at the scale that is unobservable with the naked eye.

Article is found on pages 4 of the student journal.

Printable copy of article: Atoms and Molecules Intro

Students should use the information in the article to reason through what makes up grass and all other matter. Help students to reason about the scale of atoms and molecules by discussing their previous predictions of what they will see if they keep zooming in on a blade of grass.

Discuss that we don’t have tools strong enough to see atoms or molecules.

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Communicate

Using the evidence that you have gathered, create an explanation of what is matter.

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Teacher Overview: Episode 2

Phenomenon: A floppy bag of fabric becomes a chair when filled with air

Learning Goal: Students will reason about how different combinations and quantities of atoms create a wide variety of materials in the world.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: The types and quantities of atoms in molecules follow patterns that explain differences in substances.

Scale, Proportion, and Quantity: Ratio and arrangement of atoms in a molecule determine its properties and structure.

Structure and function: The way atoms combine give each molecule unique characteristics.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Develop and use models to represent molecules make from different types and quantities of atoms.

Analyze and compare models to explain what makes each molecule unique.

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Episode 2

Today’s Objective: I can construct a model showing that molecules are made of different types and proportions of atoms.

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=691c627a0dcbada6c30e11dfcda3953a-1&oc=user-created&utm_source=link

Episode 2

Time: 60 minutes (can be taught over 2 class periods)

Phenomenon: A floppy bag of fabric becomes a chair when it is filled with air.

Performance Expectation(s): Students will construct models to show that molecules are made of different types and proportions of atoms.

Materials and Set up:

Zip top sandwich bag (enough for individuals or small groups)
Student Science Journal pages 6-10
Article: What Gases Make up the Air We Breathe? (See Student Science Journal page 7)
Optional: Atoms and Molecules Simulator: https://www.seedstorylines.org/6-2-1-6-2-2-molecules
Optional: Molecule building materials (Legos, gumdrops and toothpicks, molecule set)

Air lounger video:

Youtube: https://www.youtube.com/watch?v=5yN9U_GBk5c

Nocookies: https://youtu.be/5yN9U_GBk5c

Safeshare: https://safeshare.tv/x/5yN9U_GBk5c#edit

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Phenomenon Observation

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Gather

What do you notice when you squeeze the bag?

Can you see what is inside?

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Gather

Obtain information from the reading to describe the types of matter and their proportions in the air?

Salt Lake City, Utah

Gather

Students obtain information on the types and proportions of matter found in the air.

Teacher suggestions: Have students read the article “What Gases Make Up the Air We Breathe?” and complete the chart in their student science journal. Students should record the names of the gas, the percent it makes up in the air, the chemical formula (ex. O₃), and facts about the gas. *Students will not draw the diagram of the molecules at this time.

Teacher suggestions: Facilitate a class discussion using information from the article.

Q. Which substances make up most of the air? (compare to predictions)

Q. Which substances are present in smaller amounts?

Q. Did anything surprise you?

Q. Why can’t we see the particles that make up air?

Q. What about water? If we could zoom in to the air and see water, what would it look like? (possible misconception is that the hydrogen and oxygen would separate into atoms and not stay as a water molecule.)

See Student Science Journal Page 6

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Gather

Oxygen

Chlorine

Carbon

simulator

Gather

Students construct explanations about atoms and molecules by looking for patterns in how they are organized in different types of matter.

Teacher suggestions: Have students list their observations and questions about the pictured atoms and molecules OR using the atoms and molecules simulator.

Discuss: Scientists use models to show how atoms are arranged in different substances. By looking for patterns in these models, we can reason about how atoms bond to form molecules and how those molecules make up the gases in the air.

(students can share as small groups or as a whole class) what they observed about the atoms and molecules.

Listen for student understanding:

Within substances atoms do not change, ig. an oxygen atom is still oxygen even when it is a part of water.
Some molecules have more than one of the same kind of atom, ig. water has 2 hydrogen atoms
The same kind of atom can be used to make many different substances, ig. oxygen is found in both carbon dioxide and water
Each combination of atoms used to make a molecule is unique
The number of atoms that you use is important, ig. adding an extra oxygen make water turn to hydrogen peroxide

Students should compare and contrast hydrogen peroxide and water by writing down similarities and differences between the two substances. (this is a great teamwork activity as students can share ideas with each other) Students main focus should be on the molecular make-up of the substances but physical properties of the substances can be used as well.

Possible student responses:

similarities:

both are made of atoms
both use 2 hydrogen atoms
both use oxygen and hydrogen atoms exclusively
both are clear liquids
both can be used for cleaning

differences:

water only has 3 atoms and hydrogen peroxide has 4
hydrogen peroxide has 2 oxygen atoms
you should not drink hydrogen peroxide
hydrogen peroxide is used to disinfect and can be poisonous

Have students pick two other substances from the pictures of atoms and molecules. (depending on your student’s needs and understanding, you might want to give a brief explanation of what each substance is)

See Student Science Journal page 8-9

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Reason

Scientists use models to show how atoms are arranged in different substances. By looking for patterns in these models, we can reason about how atoms bond to form molecules and how those molecules make up the gases in the air.

Using patterns from the diagrams we observed, label the atoms and molecules with their molecular formulas. (page 8 in your Student Science Journal)

Then, create diagrams of the molecules found in the air. (page 6 in your Student Science Journal)

Reason

Students will label models of atoms and molecules using appropriate quantities and proportions of atoms.

Teacher suggestion: Students will label the atoms and molecules on page 7 of the journal with their chemical formula, based on the quantity and proportion of atoms used to make-up the molecule. It is not important to go into the details of what atom is listed first - focus on using the proper chemical symbol and subscript to accurately represent the number of atoms used. This will help students with the next activity of drawing models using chemical formulas.

See Student Science Journal page 8

Students will draw models of atoms and molecules using appropriate quantities and proportions of atoms.

Using the “What’s In the Air?” student journal page, students will create models made of different kinds, quantities and proportions of atoms. It is not important to focus on how the colors of atoms or how they are connected, just that they are connected together and that they become one molecule instead of separate atoms.

See Student Science Journal page 6

Optional: Provide students with Legos, gumdrops, or molecule kits to construct simple models of atoms and molecules that exist in matter. Have a “Molecule Walk” to allow students to observe the possible patterns of molecules found in matter.

Teacher Resource: Build a Molecule Student Simulation

https://phet.colorado.edu/en/simulations/build-a-molecule

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With your group, Develop a Model to show the proportion and quantity of matter in the air if you could zoom in and see it.

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Reason

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Communicate

A student was asked to draw what is in the air if you could zoom all the way in to see it.

Do you agree with how the model is drawn?

If not, what would you change and why?

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Teacher Overview: Episode 2b

Phenomenon: A large body of water, like a lake, is made of the same thing as a drop of water.

Learning Goal: Students will make sense of how the amount of matter depends on the number and proportion of atoms and molecules that make it up.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Scale, Proportion, and Quantity: Molecules and atoms exist on a scale too small to see, but their quantities determine how much matter exists.

Structure and function: The composition and ratio of molecules influence how a material looks and behaves.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Obtain and evaluate information to describe how matter is made of different quantities of molecules.

Analyze and compare models to explain what makes each molecule unique.

Construct explanations for why increasing the number or ratio of molecules changes the amount or type of matter.

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Episode 2b

Today’s Objective: I can construct an explanation as to why there are so many different types and sizes of matter.

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Phenomenon Observation / Gather

What molecules are found in:

Glass of Water Water Vapor Ice

Gather

Students will obtain information about scale and proportion of molecules.

Teacher Suggestions: Show students the pictures of water on the slide. Have the students draw what molecules are in each object. They do not need to draw quantities, just types of molecules.

Teacher questions:

What is a glass of water made of?
What is the water in water vapor made of?
What is ice made of?

Students should understand that all things made of water are made of water molecules, so all three pictures should show a water molecule.

Teacher Questions:

If we broke up the water in your bathtub and the water in a glacier into individual molecules, what would you find?
If we broke up water in your bathtub and the water in a glacier into individual atoms, what would you find?
Why do you think a drop of water and the water in a lake are made of the same thing?

See Student Science Journal Page 11

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Reason

How many molecules?

Using a marker or pen draw as many dots as you think there are molecules in a drop of water.

There are approximately 4,800 drops of water in 1 cup of water. Calculate how many molecules are in 1 cup of water.

Reason

Students obtain and evaluate information about what makes up matter to help them understand types and proportions of molecules in matter.

Teacher Suggestions: Place a drop of water on a surface. Ask students to guess how many molecules are in the drop of water. Have students draw a model of their guess of how many molecules are in a single drop of water in their journal. Then have students discuss with each other why they made their specific prediction. Based on their discussion have the student groups come up with one estimation of how many molecules are in a drop of water. Have students write their group’s prediction in their journal and then have them share and write their predictions on the board.

Teacher Questions:

How big is a molecule?
Can we see individual molecules?
How big is an atom … How many atoms make up a molecule of water?

Do not give answers, let students discuss and think about this concept.

Watch the video: How many Atoms are in a Single Drop of Water?

After the video have students discuss what number the video gave about how many molecules are in a drop of water. Let students know that a single drop of water has 1.67 x 10²¹ molecules of water in it. You can write this number on the board so that students can better understand the proportion of molecules in a single drop of water. (1,670,000,000,000,000,000,000) Have students reevaluate their guesses to see if anyone was even close. Have students put the number 1.67 x 10²¹ into the formula on page 12 of their student journal and then calculate the total number of molecules in a glass of water.

Teacher questions:

Why was it hard for us to guess the proportion of molecules in a single drop of water?
Do you think that other molecules are the same size as water molecules?

The exact size of molecules varies but it is important for students to know that all molecules are too small for us to see with our eyes.

What can you think of that is comparable in size and proportion to molecules in a drop of water?
Why is it important for us to understand the size of atoms and molecules?

Students will write an explanation about why there are so many molecules in a cup of water.

See Student Science Journal page 12

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Reason

Read the article about how matter is made.

Compare and contrast playdough and pasta. Consider what type of molecules and how many molecules make up each type of matter.

Reason

Students obtain and evaluate information about what makes up matter to help them understand types and proportions of molecules in matter.

Teacher suggestions: Students will read the article on page 13 of the student journal about what matter is made of.

Discuss the differences between different types of matter. You should discus physical differences and molecular differences. Use the examples of pasta noodles and playdough given in the article to move the discussion forward.

Teacher Questions/Possible Answers

What are the similarities and differences between playdough and pasta noodles?

Playdough: not edible, salty, grainy texture, dries out, moldable, leaves salty substance on table, etc. Pasta Noodles: edible, plain taste, smooth texture, dries out, moldable, cookable, etc.

Why are playdough and pasta noodles different? (focus on why different quantities of molecules make the matter different

Playdough has more salt molecules which makes it taste salty and leave salt residue, Playdough has more salt molecules which make the texture more grainy, Pasta noodles have less salt molecules which makes the taste more bland, etc.

Have students discuss why it is important to keep the original ratios for each type of matter. Have them fill out the charts on page 13 to show how to keep the ratio the same for playdough and pasta noodles as the amount increases. (you can have the students increase the ratios in whatever way you like, but to make it easier to compare the 2 substances you might want to increase the starch in playdough to 12 (multiply entire recipe by 6))

What would happen if we changed the ratios in the recipe for pasta noodles?

We would not get pasta noodles or we would get noodles that did not look like, behave like, or taste like pasta noodles.

Optional: You can start your discussion with water and lemonade if students need additional discussion about how different molecules in different quantities create different matter.

Teacher questions / possible answers:

How is water different than lemonade?

taste, color, texture, etc.

What is the difference between the molecules found in water and those found in lemonade?

Water just has water molecules, Lemonade has to have water molecules in addition to sugar molecules and the molecules that make up lemon (lemon is made up of multiple molecules (citric acid, vitamin C, essential oils, etc.) - it is not necessary to go into that much detail about the different molecules in lemon)

See Student Science Journal pages 13-14

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Communicate

There are only 118 different types of atoms, millions of molecules, and billions of different types of matter.

Construct an explanation to describe how there are so many different sizes and types of matter?

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Teacher Overview: Episode 3

Phenomenon: Two bowling balls are both solid, but one floats in water and the other sinks.

Learning Goal: Students will use models to construct an explanation describing how particle density affects the properties of matter.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Energy and Matter: Different types of matter have different densities

Cause and Effect: Students explore how density affects particle properties.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Ask questions: Students will ask questions about why one bowling ball sinks and one floats.

Use models: Students reason with density simulations and model matter density.

Construct explanations using evidence from models and observations, to justify why matter behaves differently as a solid, liquid, or gas.

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Episode 3

Today’s Objective: I can use models to construct an explanation describing how particle density affects the properties of matter.

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=e8dbe39ec2b8e424e4348227fcf91016-1&oc=user-created&utm_source=link

Episode 3

Time: 60 minutes (could be taught in two sessions)

Phenomenon: Two bowling balls are both solid, but one floats in water and the other sinks.

Performance Expectation(s): Today we will use models to construct an explanation describing how particle density affects the properties of matter.

Materials and Setup:

Large variety of solids, liquids, and gases (see Teacher Support for ideas)
Student Science Journal Pages 15-17
Density Reading (Student Science Journal page 16)
Density Tower Simulation (link should be made available for student use): https://www.seedstorylines.org/6-2-1-6-2-2-density-simulation

Phenomenon Video Link:

youtube: https://www.youtube.com/watch?v=iwt-c5u2qfM

safeshare: https://youtu.be/iwt-c5u2qfM

no cookies: https://watch.safeshare.tv/watch/c66f64f3-f09f-4659-9f18-ac232251a5fa

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Phenomenon Observation

Phenomenon Video

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Gather

Students will recall and obtain information to reason about the characteristics of matter.

Teacher suggestions:

To begin thinking about why one bowling ball sinks and the other floats, we need to think about properties of states of matter, and how our background with solids, liquids, and gases might support our thinking.

Using a variety of solids, liquids, and gases and/or the next 3 slides, have students fill out the second section in the student science journal. Students can write what they already know or notice about each state of matter. This should be a quick recall for students and for you to see where students are with their basic understanding of the states of matter.

Suggestions for objects you could use in class:

Solids: pencil, rock, marble, lego brick, wooden block, coin, crayon, book, ice cube, sand

Liquids: water, vegetable oil, liquid hand soap, hand sanitizer, milk, glue

Gases: air trapped in a zip-top bag, inflated balloon, air filled sports ball, bubbles in soapy water, air inside an empty cup turned upside down in water

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Gather

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Gather

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Reason

simulation

Reason

Students will use a model to reason about patterns relating density and the behavior of molecules in matter.

Teacher suggestions: Have students use the density stacks simulation to observe and use patterns to reason about why different matter stacks when poured or dropped into a beaker.

Students may not know the word density, but should be able to observe that the particles are closer together and further apart.

Teacher questions:

What do you notice happening as each substance is added?
What do you notice about the layers that form?
Which substances end up at the top? Which end up at the bottom?
What do you notice about how the solids behave in the different layers?
What patterns do you notice in the arrangement of the particles in each layer?
How do the particles compare from one layer to another?
What patterns do you notice between the particle models and the order of the layers?
What patterns do you notice about where different solids stop in the beaker?
What evidence from the simulation supports the patterns you observed?

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Reason

Students will obtain and evaluate information from an article about density and the behavior of molecules in matter.

Teacher suggestions: Use the passage in the student journal to support students' understanding about the role of density in the states of matter.

See Student Science Journal page 16

Discuss the similarities between the states of matter and their densities. Return to their previous discussion of the states of matter and use new evidence to reason about density of each state of matter. Students should understand that different substances can have different densities according to the amount of matter in a given volume.

Before going to the next slide:

Teacher questions:

Q. Considering what you know about solids liquids and gases so far, If you could zoom in on the molecules, what would you expect to see, as far as how they are arranged/structured in solids, liquids, and gases?

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Reason

Students will continue to develop a model, focusing on the density and structure of molecules in different states of matter.

Teacher suggestions:

Using the image on the slide, have students discuss what they notice about the structure of solids, liquids, and gases, and make a connection to the behavior of the objects.

See Student Science Journal page 16

Teacher Questions

Q. What do you notice about the structure of the molecules of solids, liquids, and gases?

Q. What differences are there?

Q. Based on what you know about objects that are solid, would you expect the structure to look like this? (liquids? gases?)

See Student Science Journal page 16

Listen for:

the structure of molecules in a solid are rigid, close together, have a fixed shape, and have a fixed volume
the structure of molecules in a liquid are close together but not tightly packed like a solid, randomly arranged without a fixed or repeated structure, maintain a fixed volume
the structure of molecules in a gas are not rigid, very loosely packed, have no fixed shape, and no fixed volume

Before going to the next slide:

Teacher questions:

Q. How would you expect the molecules to be moving in solids, liquids, and gases?

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Reason

Students will continue to develop a model, focusing on the behavior of molecules in different states of matter.

Teacher suggestions:

Using the image on the slide, have students discuss what they notice about the behavior of molecules in solids, liquids, and gases, and make a connection to the behavior of the objects.

See Student Science Journal page 16

Teacher Questions

Q. What do you notice about the behavior of the molecules of solids, liquids, and gases?

Q. What differences are there?

Q. Based on what you know about objects that are solid, would you expect the behavior to be like this? (liquids? gases?)

See Student Science Journal page 16

Teacher Questions:

Do the physical characteristics of matter reflect how the molecules are behaving?
In a solid is there a lot of room for particles to move?
In a gas is there a lot of room for particles to move?
Do you think that the way molecules behave affects the properties of matter?
From what you can see, does that reflect what is happening with the molecules?
From what you know about states of matter and their properties, how do you think the molecules are behaving?
What is the motion of the molecules in the different states of matter?
Would a specific state of matter contain more or fewer molecules than the others?

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Reason

Word Bank:

less dense farther apart matter sink

bottom closer top dense more

more dense less dense float

different less

Reason

Students will argue from evidence, the effects of density on properties of matter.

Teacher suggestions:

Have students use evidence from this episode as they fill in the blanks of a passage using words from a word bank. This should help students understand the effect of density on properties of matter.

See Student Science Journal page 17

Density describes how much matter is packed into a certain amount of space. When particles are packed closer together, a substance has more density. When particles are farther apart, a substance has less density. In general, solids are the most dense, liquids are often less dense, and gases are the least dense.

In the density tower simulation, substances with more density settled closer to the bottom, while substances with less density stayed closer to the top. Even though the steel bolt, bottle cap, ping pong ball, grape, and cork are all solids, they have different densities. A solid will sink through liquids that are less dense than it is, but it will float when it reaches a liquid that is more dense than the solid.

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Communicate

One bowling ball sinks, but the other floats.

How is this possible?

Construct an explanation describing how particle density affects the properties of matter to explain why one bowling ball sinks while the other floats.

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Teacher Overview: Episode 4

Phenomenon: Toothpicks on a rod fall when over a lit candle.

Learning Goal: Students will explain what heat is and how it affects the molecules in a system.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Cause and Effect: Adding heat energy causes particles to move faster, transferring energy through collisions and causing changes in matter.

Energy and Matter: Energy flows through a system as heat and is transferred between particles.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Make predictions from observations of an image before investigating a phenomenon.

Develop and use molecular models to explain the transfer of heat energy through conduction.

Observe and analyze a video to identify patterns in how heat moves through a system.

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Episode 4

Today’s Objective: I can explain what is heat and how it affects the molecules in a system.

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=beede0cdb64666a2a5a6811561ff02ad-1&oc=user-created&utm_source=link

Episode 4

Time: 60 minutes

Phenomenon: Toothpicks on a rod fall off when over a lit candle.

Performance Expectation(s): Students will construct an explanation for thermal energy as movement of molecules.

Materials and Set up:

Student Science Journal
What is heat? Worksheet for each student (See Student Science Journal page 18)
Article: How Heat Moves (See Student Science Journal page 19)
Role Play cards (See Student Science Journal page 20)
Additional Simulation: https://www.seedstorylines.org/6-2-3-6-2-4-thermal-energy-effect

Video: Heat Transfer - Timelapse

https://www.youtube.com/watch?v=iXuA3U41hGA

https://www.youtube-nocookie.com/embed/iXuA3U41hGA

https://safeshare.tv/x/iXuA3U41hGA#

Simulator: PHET Phase changes Matter

https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html

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Phenomenon Observation

Toothpicks on a rod will fall off when over a lit candle.

PLAY

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Gather

PLAY

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Gather

Students will read the article, “Explainer: How Heat Moves” and construct an explanation of what is heat and how heat energy moves through a system.

Teacher Suggestions: Have students read through the article, “How Heat Moves”. Student Science Journal page 23. Students will write an explanation about how heat energy affects matter on the molecular model. Student explanation should include that heat causes molecules to move more and to spread out, therefore causing them to “bump” into other molecules and create a flow of energy.

Teacher Suggestions:

Discuss what heat is. Students should understand heat as the rapid movement of molecules. The faster the molecules are moving, the more heat energy they have.

Teacher Questions:

Is heat a liquid, solid, or a gas - if it is not any of these things, it is matter?

If heat is not matter what is heat?

Additional Simulation: https://www.seedstorylines.org/6-2-3-6-2-4-thermal-energy-effect

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Reason

Create a model using your bodies to show how the the heat energy causes the toothpicks to fall.

Parts of the student-led action model:

Rod: a rod is a solid object whose molecules are packed tightly together and are moving slightly in place.

Wax: wax is a solid object that can easily change into a liquid. Its molecules are packed closely together and are moving slightly in place.

Toothpick: toothpicks are solid objects whose molecules are packed closely together and are moving slightly in place.

The Flame: the flame is a source of heat energy that causes the molecules to move faster.

Reason

Students will physically model the previous phenomenon, acting as molecules to show how energy flows in the system.
Using their ideas and models, students will construct a model about the flow of energy.

Teacher Suggestions: Students should be allowed to direct as much of the modeling as they are capable of understanding on their own. Teachers can provide students with role cards for each part of the model that explain how that molecule should act in this situation. Role cards are included in the student journal on page 20.

The human model should include the following:

The molecules of the rod.
The flame.
The molecules of the wax.
The molecules of the toothpicks.
The movement of the molecules with and without the flame.

Have a whole-class discussion, guide students to focus on the molecules to describe the way the heat energy moved. As the model is being created, each student will be given the opportunity to explain their role in the model and how the heat energy affects them. The human model should show that heat energy is the increased movement of the molecules and that molecules only move when other molecules collide into them.

Have students return to their journals to draw out the model that they just enacted. Before they create their models they should create a model bank of things that they should include in their model. You can have a class discussion or small group discussions about what needs to be included in the model. Here are suggested items to be included in the model bank:

Physical model (heat source, metal rod with wood handle, toothpicks, wax)
Description/drawing of the molecules and their properties before and after heat was introduced into the system
Arrows to show flow of energy

See student science journal page 18, model question in the table.

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Communicate

Use your model to explain what is heat and how it affects a system on the molecular level.

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Teacher Overview: Episode 5

Phenomenon: Ice melts in a pan and becomes water; boils and becomes steam.

Learning Goal: Students will develop a model to demonstrate the effects of adding heat energy to a solid and a liquid.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Cause and Effect: Adding or removing heat energy causes changes in the motion and arrangement of particles.

Energy and Matter: Heat energy flows into or out of a system and affects how particles move and interact.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Develop and revise models showing visible and molecular level differences during phase changes.

Analyze videos of melting, freezing, and boiling water to identify patterns and changes over time.

Communicate scientific explanations about how heat energy affects particle movement and state of matter.

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Episode 5

Today’s Objective: I can create a model to demonstrate the effects of adding heat energy to a solid and liquid.

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Phenomenon Observation

Ice melts and becomes water; boils and becomes steam.

Gather

Students will gather information and develop a model for the flow of thermal energy in a system.

See Student Student journal page 21 (video #1)

Teacher suggestions: Have students watch the video, Phase Changes in Water. Students should create models of what is happening at the visible level and the molecular level. Models should include the heat source and the flow of heat energy.

Discuss: ask students to describe their developing ideas on their models in order to understand students’ current levels of understanding of the system.

Phase Changes in Water

https://www.youtube.com/watch?v=8kpkrL7h1WY

https://www.youtube-nocookie.com/embed/8kpkrL7h1WY

https://safeshare.tv/x/ss5e90e7b21a45c

Information on Models

There are a variety of ways to have students create models from this video and the videos on the following slides. Here are some suggestions … choose what is best for your students.

Option 1: Have the students watch the video and create their models based on the visible and non-visible changes they observe. Go through the models and have students share key points that they noticed - including molecular structure and movement, heat source, and heat energy flow. Have students update and fill in the missing information on their models.

Option 2: Have the students watch the video and create models based on the visible changes they can see. Follow up the video with a discussion and have the students explain what is happening at the molecular level. As students explain molecular behavior have them draw call-out boxes on their models to show the molecules. Discuss heat energy flow and help students draw in arrows showing how heat energy is moving.

Option 3: Let students know that they are creating a storyboard of what is happening in the video. Have them divide their box into 3 separate sections. Have students draw 3 points in time from the video that explain the story of what is happening. Go through the models and have students share key points that they noticed, including heat source, heat energy flow, and molecular structure and movement. Discuss any important information that is missing and have students update their models.

Option 4: Have the students watch the videos and create their models based on the visible changes they observe. Then have students go the following simulation to see what happens to the molecules as the state of matter changes. As they interact with the simulation have them add to their models to show the molecular structure and movement. Follow up with a discussion about where the heat energy is coming from and how it is moving.

Simulation: Phase Change (Phase Diagrams, Phase Diagram for Water, Heating and Cooling Curves, Change of State) | Chemistry | CK-12 Exploration Series (CK-12 simulations may require a login)

There are many ways that models for this type of phenomenon can be drawn. Students may want to focus on one specific moment in time, they might want to draw the end results, they can draw a beginning and an end, or they can draw multiple images. You might want to remind students that scientific models should be include a title, labels, and descriptions. Models should be clear, accurate, include details, and they should convey factual information.

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Gather

Draw models to represent all of the matter and energy in the system for the following videos.

Gather

Students will gather information and develop a model for the flow of heat energy in a system.

See Student Science Journal page 21-22 (videos 2-4)

Teacher suggestions:

Have students draw models as they watch the following videos. Students should create models of what is happening at the visible level and the molecular level. Models should include the heat source and the flow of heat energy.

Teacher questions:

What details do you notice about how the physical properties of matter are changing?
When do you notice a change of state?
Does the change in the properties of matter happen all at once or gradually?
What is happening with the heat source … is the heat the same or does it get more or less intense?

Ice cubes melting

https://www.youtube.com/watch?v=YRU5vkZUTOg

https://www.youtube-nocookie.com/embed/YRU5vkZUTOg

https://safeshare.tv/x/ss5e90e7fa2b7b9

Time Lapse Test - Freezing A Glass of Water

https://www.youtube.com/watch?v=xFRu2mt6SgQ

https://www.youtube-nocookie.com/embed/xFRu2mt6SgQ

https://safeshare.tv/x/ss5e90e8489098a

Boiling water in slow motion

https://www.youtube.com/watch?v=0xcxumccf8Q

https://www.youtube-nocookie.com/embed/0xcxumccf8Q

https://safeshare.tv/x/ss5e90e87eba560

Additional Simulation: https://www.seedstorylines.org/6-2-3-6-2-4-thermal-energy-effect

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Reason

Use your model, to complete the cause and effect sentence. Use the word bank to help you.

Word bank: sold, liquid, gas, particles, moving, removing, adding, more, less

________________ heat energy causes a ________________ to change to a _______________ because the molecules become ________________dense.

Reason

Students will use their models to write cause and effect relationships concerning what happens to matter when heat energy is added.

Teacher suggestions:

Have students create cause and effect statements using the sentence frame and word bank. The student journal has one example partially completed. A completed cause and effect sentence will resemble this:

“Adding heat energy causes a liquid to change to a gas because the molecules become less dense.”

Students’ statements should include the effect of heat energy in both a solid and a liquid.

Have students share their cause and effect statements in small groups. Within their groups students should discuss whether they agree with the statements or disagree and why. Students should correct their statements if they are inaccurate.

See Student Science Journal page 23.

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Communicate

Use your models to describe the effect of adding heat energy to a solid and a liquid at a visible and a molecular level?

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Teacher Overview: Episode 6

Phenomenon: A cup of ice water stays at 32 degrees F no matter how much additional ice is added.

Learning Goal: Students will revise their models to show how energy flows from matter with higher energy to matter with lower energy.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Cause and Effect: Removing or adding energy causes matter to change state and affects particle motion.

Energy and Matter: Energy flows between substances within a system and affects the movement and state of matter.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Develop and revise models showing how energy flows during melting, freezing, evaporation, and condensation.

Communicate scientific explanations using models that show the relationship between energy flow and changes in matter.

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Episode 6

Today’s Objective: I can develop a model and construct and explanation that shows the effect of energy on matter

Nearpod lesson link: https://np1.nearpod.com/sharePresentation.php?code=42ca93df7394c09e724e2172aa878523-1&oc=user-created&utm_source=link

Episode 6

Time: 60 minutes

Phenomenon: A nice refreshing cup of ice water never gets colder than 32 ^oF no matter how much ice I add.

Performance Expectation(s): Students will develop a model and construct an explanation that shows the effect of energy on matter.

Teacher background: Three different systems will be analyzed in this episode. A system refers to all of the energy and matter within a defined investigation or area of study. For example, when looking at a pot of water boiling, the matter includes burner, pan, water, and air. The energy includes heat in the air, heat from the flame, and heat in the water.

Materials and Set up:

Student Science Journal
Additional Simulation: https://www.seedstorylines.org/6-2-3-6-2-4-thermal-energy-effect

Videos:

Phase Changes in Water

https://www.youtube.com/watch?v=8kpkrL7h1WY

https://www.youtube-nocookie.com/embed/8kpkrL7h1WY

https://safeshare.tv/x/ss5e90e7b21a45c

condensation

https://www.youtube.com/watch?v=2EaDKZ2NnB4

https://youtu.be/2EaDKZ2NnB4

https://safeshare.tv/x/ss6a17546386d56#edit

Time Lapse Test - Freezing A Glass of Water

https://www.youtube.com/watch?v=xFRu2mt6SgQ

https://www.youtube-nocookie.com/embed/xFRu2mt6SgQ

https://safeshare.tv/x/ss5e90e8489098a

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Phenomenon Observation

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Gather

Draw models to represent all of the matter and energy in the system for the following video.

Video #1

Video #2

Gather

Students will use their models of the melting and evaporating system to make sense of matter and energy in the video.

Teacher suggestions: Using their models from episode 4, students will gather information from the condensation video to continue to make sense of energy and matter in a system. Students should label all matter and energy within the system. As they are labeling energy, facilitate a discussion for students to rank energy from highest to lowest.

See Student Science Journal page 24

condensation

https://www.youtube.com/watch?v=2EaDKZ2NnB4

https://youtu.be/2EaDKZ2NnB4

https://safeshare.tv/x/ss6a17546386d56#edit

Time Lapse Test - Freezing A Glass of Water

https://www.youtube.com/watch?v=xFRu2mt6SgQ

https://www.youtube-nocookie.com/embed/xFRu2mt6SgQ

https://safeshare.tv/x/ss5e90e8489098a

Additional Simulation: https://www.seedstorylines.org/6-2-3-6-2-4-thermal-energy-effect

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Reason

Use your model to argue from evidence what is causing the water to freeze or the water to condense on the glass?

Reason

Students will evaluate information to construct an explanation of how energy flowed through the system.
Students will argue from evidence whether energy always flows through matter from high to low.

Teacher suggestions: Students should discuss how the energy flowed from the matter with the highest energy to the matter with the lowest energy. Students will use evidence to determine why energy would flow from high to low energy. Consider what would continue to happen in each scenario over time.

Repeat the Gather and Reason sections using the freezing video. Go through each example separately. Students should conclude in each example that the flow of energy in the specific system went from high to low.

In the condensing video, the water molecules in the air were in gaseous state, at high energy. When those water molecules in the air come in contact with the cold glass, the molecules are cooled rapidly, and condense, turning into a liquid, at lower energy.

In the freezing video, the liquid water molecules were at a higher energy level. When energy was removed from the system, the liquid lost more energy, causing the molecules to freeze and become a solid at low energy.

See Student Science Journal page 24

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Communicate

Use your model to explain how either adding or removing energy affects matter.

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Teacher Overview: Episode 7

Phenomenon: Hot water stays above cold water when the two are combined.

Learning Goal: Students will make sense of how adding or removing thermal energy changes the density of matter.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Cause and Effect: Adding or removing thermal energy causes changes in particle movement and spacing, which affects density and movement within a system.

Structure and Function: The arrangement and spacing of molecules determine the density and behavior of substances.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Observe and analyze a hot and cold water experiment to identify patterns in movement and density.

Develop and revise molecular models showing how heating and cooling affect particle spacing and density.

Construct explanations about how thermal energy affects density of matter.

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Episode 7

Today’s Objective: I can develop a model to explain how adding or removing thermal energy affects molecule behavior

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Phenomenon Observation

People can travel through the sky without use of an engine, propeller, or wings.

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Gather

video

Gather

Students will obtain information about how energy flows in a hot/cold water experiment.

Teacher Suggestions: Previously, students pointed out that different substances can have different densities according to the amount of molecules in a given volume. Now students will learn that the same substance can have different densities at different temperatures. The experiment can be shown in person or through the video.

You can perform this experiment in your classroom or you can watch the video or both. Before the plastic sheet is pulled out from between the cups, you may want to pause the video and have the students predict what they think is going to happen

Teacher Suggestions:

Have students watch the video. Stop the cold over hot experiment before they pull the plastic sheet. Have students predict what they think will happen when the sheet is pulled. After the sheet is pulled, have student write down what actually happened*.

Stop the hot over cold experiment before they pull the plastic sheet. Have students prejudice what they think will happen when the sheet is pulled. After the sheet is pulled, have students write down what actually happened*.

*The video has a brief explanation about density that appears on the screen, but you don’t need to explain or have students understand the reasoning behind it at this point, they are just observing.

See student science journal page 26

Video Link of the experiment:

Hot and Cold Water Density Experiment

https://www.youtube.com/watch?v=hYFIlmOebWs&t=11s

https://youtu.be/hYFIlmOebWs

https://safeshare.tv/x/ss5e90e90cde0b7

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Reason

Develop a model to describe, what would cause the hot water stay on top of the cold water?

Why did the cold water sink to the bottom and mix with the hot water?

density simulation

Reason

Students will use a model to construct an explanation about the effect of heat energy on density.

Teacher suggestions: Tell students that to reason about why the hot water stayed at the top and the cold water mixed, they will be investigating with a simulation to see what might be going on at the molecular level to cause this.

Density Simulation

Allow students time to observe the molecules in different temperature liquids. Based on what they see in the simulation, have students model what molecules look like at hot, cold and room temperature.

Teacher questions:

Q. How many molecules are there? (Did the mass change?)

Q. How much space do the molecules take up? (Did the volume change?)

Q. How does the change in the amount of space that the molecules take up affect the density?

Students should understand that the hot water must have a lower density than the cold water so it stays on top. Cold water has a higher density. When the molecules are closer together, they are heavier, gravity has a greater pull on them, so they sink.

Have students work in groups or as a class to create a model showing the density of molecules in the water experiment, and explaining the role of density in the behavior of the water.

Student Science Journal page 26

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What does density measure?

What happens to the density of the water molecules as water is warmed or cooled?

Reason

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Communicate

Develop a model to explain what causes a hot air balloon to fly.

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Assessment