Science Content Module 6 - Tennessee

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ScienceModule 6Physical Science: Structure of Matter1

Module GoalThe goal of this module is to provide information that will help educators increase their knowledge ofgrade-appropriate science concepts, knowledge, and skills to support effective planning or modificationof their existing science instructional units for students with significant cognitive disabilities. The moduleincludes important concepts, knowledge, and skills for the following instruction: Matter and Its Interactions (elementary)—Different kinds of matter exist (e.g., wood, metal, water),and many of them can be either solid or liquid, depending on temperature. Matter of any type canbe subdivided into particles that are too small to see, even though the matter still exists and can bedetected by other means (e.g., by weighing or by its effects on other objects). The amount (weight)of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g.,sugar in solution, evaporation in a closed container). Measurements of a variety of properties (e.g.,hardness, reflectivity) can be used to identify particular materials. When two or more substances (atype of matter) are mixed, a new substance with different properties may occur. Matter and Its Interactions (middle)—Atoms form molecules that range in size from two tothousands of atoms. Pure substances are made from a single type of atom or molecule; each puresubstance has characteristic physical and chemical properties (for any bulk quantity under givenconditions) that can be used to identify it. Many substances react chemically with other substancesto form new substances with different properties. This change in properties results from the ways inwhich atoms from the original substances are combined and rearranged in the new substances.Even though the new substance has different properties from the reactants, the number of atomsremains the same. Solids, liquids, and gases have distinctive molecules, spacing, and motion.Temperature and pressure can result in a change in state of matter.Module ObjectivesThe content module supports educators’ planning and implementation of instructional units in scienceby: Developing an understanding of the concepts and vocabulary that interconnect with information inthe module units. Learning instructional strategies that support teaching students the concepts, knowledge, and skillsrelated to the module units. Discovering ways to transfer and generalize the content, knowledge, and skills to future school,community, and work environments.The module provides an overview of the science concepts, content, and vocabulary related to PhysicalScience: Structure of Matter and provides suggested teaching strategies and ways to supporttransference and generalization of the concepts, knowledge, and skills. The module does not includelesson plans and is not a comprehensive instructional unit. Rather, the module provides information foreducators to use when developing instructional units and lesson plans.The module organizes the information using the following sections:I.II.III.Tennessee Academic Standards for Science and Related Knowledge and Skills Statements andUnderlying Concepts;Scientific Inquiry and Engineering Design;Crosscutting Concepts;2

IV.V.VI.VII.VIII.Vocabulary and Background Knowledge information, including ideas to teach vocabulary;Overview of Units’ Content;Universal Design for Learning (UDL) Suggestions;Transference and Generalization of Concepts, Knowledge, and Skills; andTactile Maps and Graphics.Section ITennessee Academic Standards for Science and Related Knowledge and SkillsStatements and Underlying ConceptsIt is important to know the expectations for each unit when planning for instruction. The first step in theplanning process is to become familiar with the identified academic standards and the Knowledge andSkills Statements (KSSs) and Underlying Concepts (UCs) covered in the module. The KSSs are specificstatements of knowledge and skills linked to the grade-specific science academic standards. The UCs areentry-level knowledge and skills that build toward a more complex understanding of the knowledge andskills represented in the KSSs and should not be taught in isolation. It is important to provide instructionon the KSSs along with the UCs to move toward acquisition of the same knowledge and skills.Table 1 includes the academic standards and related KSSs and UCs for Physical Science: Structure ofMatter. While only the academic standards targeted for the Tennessee Comprehensive AssessmentProgram/Alternate (TCAP/Alt) are included, instruction on additional standards will aid in studentunderstanding. Standards that are not included still represent important content for students to master.Therefore, the KSSs and UCs included in the table do not cover all the concepts that can be taught tosupport progress and understanding aligned to the standards.3

Table 1. Tennessee Academic Standards for Science and Related KSSs and UCs 1Academic StandardsKnowledge and SkillsStatement (KSS)Underlying Concept (UC) of theAcademic StandardMatter and Its Interactions (Elementary)3.PS1.1: Describe the propertiesof solids, liquids, and gases andidentify that matter is made upof particles too small to beseen.3.PS1.1.a: Ability to describethe different observableproperties of solids, liquids, andgases3.PS1.1.UC: Identify a materialas a solid or liquid or gas.3.PS1.3: Describe and comparethe physical properties ofmatter including color, texture,shape, length, mass,temperature, volume, state,hardness, and flexibility.3.PS1.3.a: Ability to describematerials by their observableproperties5.PS1.1: Analyze and interpretdata from observations andmeasurements of the physicalproperties of matter to explainphase changes between a solid,liquid, or gas.5.PS1.1.a: Ability to identify thephase changes that occurbetween a solid, liquid, or gasusing evidence provided fromdata5.PS1.1.UC: Recognize thatwater may undergo a change instate from liquid to solid orfrom solid to liquid.5.PS1.4: Evaluate the results ofan experiment to determinewhether the mixing of two ormore substances result in achange of properties.5.PS1.4.a: Ability to useevidence provided from data toidentify the changes that occurwhen two or more substancesare mixed5.PS1.4.UC: Identify qualitativechanges (e.g., color or clarity)which occur to water afterbeing mixed with anothersubstance.3.PS1.1.b: Ability to identify in amodel (e.g., picture, diagram,drawing) that all matter can bebroken down into smaller andsmaller pieces until they are toosmall to be seen by human eyes3.PS1.3.UC: Match materialswith similar physical properties(e.g., color or shape).3.PS1.3.b: Ability to comparedifferent kinds of materials bytheir observable propertiesMatter and Its Interactions (Middle)7.PS1.3: Classify matter as puresubstances or mixtures basedon composition.7.PS1.3.a: Ability to identifymodels of pure substances ormixtures in situations withmacroscopic objects (e.g.,mixture of sand or rocks andpebbles, a container of one typeof marbles)7.PS1.3.UC: Identify membersof a group of objects as all thesame or different (e.g., a basketof produce being all applesversus a mixture of apples,bananas, and oranges).4

7.PS1.4: Analyze and interpretchemical reactions to determineif the total number of atoms inthe reactants and productssupport the Law ofConservation of Mass.7.PS1.4.a: Ability to recognizethat the total number of atomsin the reactants of a chemicalreaction is equal to the totalnumber of atoms in theproduct(s)7.PS1.4.UC: Recognize that thetotal mass of a mixture is equalto the sum of the mass of theparts.7.PS1.6: Create and interpretmodels of substances whoseatoms represent the states ofmatter with respect totemperature and pressure.7.PS1.6.a: Ability to use aparticle representation in a rigidcontainer to identify the effectof adding or removing thermalenergy on particle motion andthe state of a pure substance7.PS1.6.UC: Recognize thearrangement or movement ofparticles in solids, liquids, andgases.7.PS1.6.b: Ability to use aparticle representation in a rigidcontainer to identify the effectof adding or removing pressureon particle motion and the stateof a pure substance (i.e., gas)1Instruction is not intended to be limited to the concepts, knowledge, and skills represented by the KSSs and UCslisted in Table 1.5

Section IIScientific Inquiry and Engineering DesignIt is important for students with significant cognitive disabilities to have the opportunity to explore theworld around them and learn to problem solve during science instruction. This approach to scienceinstruction does not involve rote memorization of facts; instead it involves scientific inquiry. AFramework for K–12 Science Education (2012) unpacks scientific inquiry, providing eight practices forlearning science and engineering in grades K–12. These practices provide students an opportunity tolearn science in a meaningful manner. Students should combine the science and engineering practices asappropriate to conduct scientific investigations instead of using a practice in isolation or sequentiallymoving through each practice. Support should be provided as necessary for students with significantcognitive disabilities to actively use the practices. A link to Safety in the Elementary Science Classroom isin the resources of this section. See Section VI. Universal Design for Learning Suggestions for supportideas. Following are the eight science and engineering practices (National Research Council, 2012) withadded examples. Asking questions (for science) and defining problems (for engineering).Examples: What can we learn about the properties of matter through observation? How doestemperature affect matter? What happens to water when it evaporates? The class needs to find away to separate the water and the rocks in the classroom aquarium in order to clean it. Studentsgenerate questions such as, “Does matter still exist if you cannot see it?” At what temperature maythe following change from liquid to solid (or other change)? Developing and using models.Examples: Use a model to build an understanding of matter at the particle level, evaporate saltwater, dissolve sugar in water, and add air to expand a balloon. Develop a model showing effectivemeans to filter sediment out of water. Use models to identify invisible forms of matter. Use thepatterns observed in models to predict the behavior of particles whenever the pressure ortemperature is increased or decreased. Planning and carrying out investigations.Examples: Conduct an investigation on a phenomenon such as mixing salt and water compared withmixing sand and water. Conduct an investigation to find a way to separate water and salt. Collectdata during an investigation to determine if the weight of reactants before a chemical reaction is thesame as the resulting product when in a closed system. Examples of materials to be identified couldinclude baking soda and other powders, metals, minerals, and liquids. Examples of properties couldinclude color, hardness, reflectivity, electrical conductivity, thermal conductivity, response tomagnetic forces, and solubility. Analyzing and interpreting data.Examples: Analyze data on properties before and after a chemical change. Analyze the data showingthe mass of the reactants and the mass of the product created during a chemical change todetermine if the mass is conserved or lost. Make macroscopic observations of matter or analyze datataken directly from samples of matter. Collect data by individual/small groups, and then compare toclass results in histograms to answer scientific problems. Analyze data before and after a phasechange. Using mathematics and computational thinking.6

Examples: Measure the change in temperature when a chemical reaction has occurred (e.g., vinegaras it reacts to baking soda). (Emphasis should be on building student ability to make and comparemeasurements.) Examine the composition of the atmosphere as an example. Explore the question,“Does a balloon gain weight as you fill it?” Constructing explanations (for science) and designing solutions (for engineering).Examples: Explain how a chemical reaction activates a heat or cold pack. Using information fromreliable sources, design a safe water filter. Make and use measurements to construct an explanation. Engaging in argument from evidence.Examples: Organize information about a variety of materials to categorize them by their physicalproperties. Use reasoning to connect the relevant and appropriate evidence and construct anargument that includes the idea that mixtures can be separated because the physical properties ofthe constituent parts remain unaltered. Present an argument based on using the mass of theindividual reactants prior to the reaction and the mass of the final product as evidence for theargument that mass is conserved during chemical reactions. The amount (weight) of matter isconserved when it changes form, even in transitions in which it seems to vanish. Examples oftransitions may include measuring the mass of a set amount of salt and a set amount of water, andthen measuring the mass of the salt dissolved in the water. Obtaining, evaluating, and communicating information.Examples: Communicate the idea that while matter undergoing a physical change looks different, itis still the same (e.g., ice is still water). Express the understanding that a chemical change produces anew substance. Examples of reactions could include burning sugar or steel wool, fat reacting withsodium hydroxide, and mixing zinc with hydrogen chloride.Science Practices Resources2 Safety in the Elementary Science Classroom provides safety information for teachers and ssroom.pdf This site categorizes inquiry into three types: structured inquiry, guided inquiry, and open inquiry.Each type provides a wide range of example lessons grouped by elementary and middle school.http://www.justsciencenow.com/inquiry/ This site provides an animated model of states of solids-liquidsgases/slg2.cfm?coSiteNavigation allTopic 1 This site provides hands-on activities regarding chemical riments-to-learn-about-chemistry) This site has an interactive model showing changes in states of matter given changes intemperature. http://www.bbc.co.uk/schools/scienceclips/ages/9 10/changing state fs.shtml Glencoe provides a virtual lab to observe physical changes and record online data.http://www.glencoe.com/sites/common assets/science/virtual labs/E03/E03.html This site has a variety of experiments regarding chemical reactions (For safety concerns, DO NOTattempt the “Starting a fire with water experiment.” s/chemical-reactions7

Education.com provides a variety of life science activities and -science/Section IIICrosscutting ConceptsGrade-level science content includes Crosscutting Concepts, which are concepts that connectinformation between different science strands and grade levels. The Crosscutting Concepts are intendedto work together with the science inquiry and engineering practices, in addition to core content, toenable students to reason with evidence, make sense of phenomena, and design solutions to problems.Helping students make connections between these types of concepts and new content informationsupports comprehension of the concepts, knowledge, and skills as well as transference andgeneralization (see Section VII for more information). Crosscutting Concepts that are specific to thismodule connect to content across the units within the module as well as across modules.Crosscutting Concepts are a common link between multiple standards and units of study. TheCrosscutting Concepts, by being revisited and linked to multiple units of study, become a strongfoundation of understanding, and support the students in learning new concepts. Physical sciencefocuses on physical and chemical principles that can be observed and applied to new systems andprocesses. For example, understanding that cause and effect relationships may be used to predictphenomena in natural or designed systems is a Crosscutting Concept that applies to predicting theoutcome of such questions such as, “When matter changes, does its weight change?” “What effects doopen and closed systems have on matter and the changes that occur?” Crosscutting Concepts may applyacross multiple content areas and instructional emphases (e.g., Cause and effect of conflicts in socialstudies instruction.).This content module, Physical Science: Structure of Matter, addresses how to identify particularmaterials by measuring a variety of observable properties. It addresses the fact that matter is composedof atoms and molecules and how that fact can be used to explain the properties of substances, diversityof materials, states of matter, phase changes, and conservation of mass. A critical concept is the unifyingprinciple that understanding the types of atoms and their interactions provide information aboutmatter.Teaching Crosscutting ConceptsThe following strategies pulled from the principles of UDL (CAST, 2011) are ways in which to teachCrosscutting Concepts to help students understand the concepts and make connections betweendifferent curricular content. During instruction, highlight: patterns (e.g., Point out patterns in the shape of a graph or repeating pattern on a chart.), critical features (e.g., Provide explicit cues or prompts such as highlighting that help students toattend to the important features.), big ideas (e.g., Present and reinforce the “big ideas” that students should take and apply throughouttheir lives.), and relationships (e.g., Make the connection between the unit concepts and how they apply to thestudents’ lives.).8

Following are Crosscutting Concepts for this Content Module—Physical Science: Structure of Matter.According to A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas(2012), these concepts help provide students with an organizational framework for connectingknowledge from the various disciplines into a coherent and scientifically based view of the world.PatternsPatterns Patterns in the natural and human-designed world can be observed. (e.g., Different materials mayhave similar properties such as hardness and texture).CausalityCause and Effect Cause and effect relationships are routinely identified and used to explain change (e.g., Mixing twoor more materials together may create a new material with different properties.). Cause and effect relationships may be used to predict phenomena in natural or designed systems(e.g., The addition or removal of thermal energy results in the arrangement, motion, and interactionof particles in matter.).Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describehow their functions depend on the shapes, composition, and relationships among their parts;therefore, complex natural and designed structures/systems can be analyzed to determine how theyfunction (e.g., The total number of atoms do not change when a substance changes shape orcomposition.).SystemsScale, Proportion, and Quantity Natural objects exist from the very small to the immensely large (e.g., As water evaporates, it breaksdown into smaller and smaller particles until it is too small to be seen.). Standard units are used to measure and describe physical quantities such as weight, time,temperature, and volume (e.g., The weight of matter before and after it has had a change in itsproperties can be evidence for the conservation of mass.). Time, space, and energy phenomena can be observed at various scales using models to s

The module provides an overview of the science concepts, content, and vocabulary related to Physical . 4 Table 1. Tennessee Academic Standards for Science and Related KSSs and UCs 1 . Using

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