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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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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.

Patterns: Patterns in molecule structures help identify substances.

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

Ask questions about what matter is made of at small scales.

Obtain and evaluate information about atoms and molecules.

Develop models to show different molecules made of different types and quantities of atoms.�

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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 4-5 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: There are so many different materials in the world, but only 118 different types of atoms.

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.

Communicate findings by describing how specific combinations of atoms form different substances.

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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 molecules.

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Phenomenon Observation

There are so many different materials in the world, but there are only 118 different atoms.

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Phenomenon Observation

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Gather

Oxygen

Chlorine

Carbon

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.

Discuss: (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.

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 7-8

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Reason

A chemical formula represents the exact number and type of atoms present in a single molecule of a compound. Put the correct chemical formula in the box next to the name of the atoms and molecules on page 7 of your journal.

Draw models of the molecules on pages 9-10 using the chemical symbols and subscripts to determine which atoms and how many atoms to use.

Reason

Students will develop 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.

Students will create models made of different kinds, quantities and proportions of atoms. Have students color the “atoms key” using a different color or pattern for each atom. Then have the students go through the 8 molecules listed and draw models of each using the proper colors and quantities of atoms. It is not important to focus on how the atoms are connected, just that they are connected together and that they become one molecule instead of separate atoms.

See Student Science Journal page 9-10

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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Communicate

Based on the evidence you have gathered, create a model of what a molecule is and why there are so many different molecules.

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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.

Patterns: The quantities and ratios of molecules follow consistent patterns that affect properties of matter.

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 in a Water Tower 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 a water tower 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?

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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?

https://safeshare.tv/x/5-bUibElYRI#

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.

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Reason

Read the article about how matter is made.

What are the differences between 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 12 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)

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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: Solids, liquids, and gases have different characteristics.

Learning Goal: Students will make sense of how density and particle motion explains the characteristics of states of matter.

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

Structure and function: The way molecules are arranged and move explains the properties of matter.

Patterns: Molecules in different states follow predictable behaviors that explain the differences between solids, liquids, and gases..

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

Develop and refine models to represent molecular arrangements and motion in each state of matter.

Analyze similarities and differences between the states of matter based on molecular behavior and 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 construct an explanation for why solids, liquids, and gases have different characteristics.

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Phenomenon Observation

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Gather

Students will obtain information about a basic solid, liquid, and gaseous substance and their structure aso they can construct a model of each state of matter.

Using the next 3 slides have students fill out the small table on page 15 of the student journal. At this point students will probably not have a firm understanding of what the molecules within matter look like, but have them make their best educated guess based on the characteristics of the state of matter. To help students discuss the similarities between the characteristics of each state of matter and their molecular behavior.

Teacher Questions:

From what you know about states of matter, what do you think the structure of molecules is going to look like?
Can the substance move freely?

So … can the molecules move freely?

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Gather

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Reason

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Reason

What is different about the water in these pictures?

Reason

Students will develop a model of the structure of molecules in different states of matter.

Teacher Suggestions: Have students look at the images of water in the form of a solid, liquid and gas and discuss how molecules behave in solids, liquids, and gases. Use the information discussed to fill out the second and third row in the table on the table on page 14 of the student science journal.

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?

Students should understand

in a solid, particles are packed together and have very little movement. You can see this because a sold is firm and holds its shape
In a liquid, particles are less packed together and have a more movement than solids. You can see this because a liquid is flexible and can mold to the shape of the container it is in
In a gas, particles are not packed together and have a lot of movement. You can see this because a gas has no fixed shape

See Student Science Journal page 14

Teacher background:

CK 12 Article to help with the understanding of the characteristics of matter: States of Matter (6.2.2) | CK-12 Foundation

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Reason

What is density?

https://www.ck12.org/chemistry/density/lesson/Density-MS-PS/?referrer=featured_content

Reason

Students will develop their models further through research about density and its role in the behavior of molecules in matter.

Teacher suggestions: Use the following website to support students' understanding about the role of density in the states of matter. Students should not yet learn how temperature affects density as that will be addressed in later episodes.

ck12-density

Discuss the similarities between the states of matter and their densities. Students should return to their previous models of the states of matter and use new evidence to add density of each state as part of the substances’ defining characteristics. Make certain students understand the characteristics 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.

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Communicate

Draw a model and construct an explanation of how the particle motion and density within solids, liquids, and gases affects the properties of matter.

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Teacher Overview: Episode 4 (under construction)