Week 2: Physical Science

Week 2 Agenda

Link to Week Agendas and Lesson Plans

Physical Science Resources

Links to Each day in Week 2

Day 6: Why are Atoms Important to Understand?

Learning Goals:

Students will be able to explain the atomic structure and identify elements and their subatomic particles.

Week's Focus: Physical Science

Big Question: Why are Atoms Important to Understand?

From explaining the properties of materials to advancing technology and medicine, knowledge of atoms provides the foundation of many scientific disciplines and everyday applications.

To better understand atoms and how they work, the structure of an atom must be understood.

All interactions, systems, and behavior of matter at the molecular level can only be understood if you understand atoms.

https://www.linkedin.com/posts/sbusisomncwangodatasystems-4b1b9219b_chemistry-appreciation-post-the-atom-atomic-activity-7117228916049666049-KgEJ

Preparation

Day 6 - Before the Day Begins:

Print the Warm-Up Basic Atomic Structure Concept Map worksheet for each student
Print the Practice: Identifying Parts of Atom worksheet for each student
Print the Paper Plate Atom Lab worksheet for each student.
Create notecards of different elements that will be assigned to each student to complete the Paper Plate Atom Lab.
- - Elements Suggested: Oxygen, Fluorine, Neon, Sodium, Magnesium, Sodium, Aluminum, Phosphorus, Sulfur, Chlorine, Argon, Potassium (listed from least to most subatomic particles)
Have cheerios ready in bowls, red markers, blue markers, orange markers, pencils, and glue ready.
You can pass out fresh cheerios to kids while they work or at the end of the lab* Remind them not to eat the cheerios in the bowls, that they are going to be touched and used by students.

Photo Credit: https://www.mobileedproductions.com/blog/easy-diy-classroom-chemistry-project-atom-models

Tasks for the Day

Tasks for Day 6:

1) Warm Up: Basic Atomic Structure Concept Map: Guide the students to complete the worksheet as a whole-class. (Est. 20 minutes)

2) Practice: Identifying Parts of Atom: check for understanding by having each student complete the worksheet independently and by floating around the room to check their work. (Est. 15 minutes)

3) Activity: Paper Plate Atom Lab: Explain and demonstrate the activity. Pass out the worksheets and their notecard + paper plate. Remind the students to use their Practice: Identifying Parts of Atom worksheet as a reference to complete the activity. (Est. 45 minutes)

Supplementary Materials:

Resources & Materials

Link to Basic Atomic Structure Concept Map

Link to Quick Practice: Identifying Parts of Atom

Link to Paper Plate Modeling Atoms Lab

Grading Recommendations

Observe and take note which students may need to be scaffold after the warm-up. Make sure you touch base during the Practice: Identifying Parts of Atom to identify which students need scaffolding during the Paper Plate activity.
Grade the "Practice: Identifying Parts of Atom" worksheet by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Paper Plate Modeling Atoms. Grade their lab report as followed:
- Not Yet Met Expectations = The student shows no evidence or no clear understanding of how to design and execute an investigation.
- Nearly Met Expectations = The student has some knowledge of what the scientific method is and what an investigation consists of.
- Met Expectations = The Student has a clear understanding of the scientific method is and how to design, execute, collect data and reason predictions.

NGSS

MS-PS1-1: Matter and its Interactions

Develop models to describe the atomic composition of simple molecules and extended structures.

Day 7: How are Atoms, Elements, molecules, and compounds related?

Learning Goals:

Students will be able differentiate between an element, molecule and a compound.

Week's Focus: Physical Science

EQ: What can Atoms Become?

Photo Credit: https://learnabout-electronics.org/Semiconductors/semiconductors_01.php

Atoms are the building blocks to everything in the universe. Initially, they are too small to see with our eyes, but when they combine in different ways to create everything in our universe, they become large enough to observe.

The atom is the smallest unit possible with a specific number of protons, electrons and neutrons, for example Oxygen - with 8 protons, 8 electrons, and 8 neutrons.

An element is a substance that is made up of only ONE type of atom, for example oxygen (O), and carbon (C).

A molecule is a group of two or more atoms bonded together. It can be the same or different elements. The smallest unit of a compound** is a molecule.

Then, a compound** is a substance made up of two or more different elements bonded together, for example H2O (two hydrogens and 1 oxygen ~ water).

A molecule is the smallest unit of a compound**

Lastly, a compound is a substance made of two or more different elements bonded together. For example, Carbon Dioxide (CO2)

Photo Credit: https://www.bbc.co.uk/bitesize/guides/z463rwx/revision/1

Preparation

Day 7 - Before the Day Begins:

Print the Warm-Up Atoms and the Periodic Table worksheet for each student
Make sure students have access to a periodic table to complete the worksheet
Print the Classification of Matter Foldable activity notes for each student.
- The foldable will help students complete the Marshmallow Matter Lab
Prepare the mini marshmallows and toothpicks for the Marshmallow Matter Lab
Review the Marshmallow Matter Lab preface and print out copies of the Marshmallow Matter Report (page 2) and the Marshmallow Matter Procedure (page 3-4).
Each student should have the following # of materials:
- - 8 Orange marshmallow= Hydrogen atom
  - 8 Pink marshmallow =Oxygen atom
  - 3 Yellow marshmallow = Carbon atom
  - 4 Green marshmallow = Nitrogen atom
  - 13 toothpicks

Tasks for the Day

Tasks for Day 7:

1) Warm Up: Atoms and the Periodic Table. Guide the students to complete the worksheet as a whole-class. (Est. 10 minutes)

2) Classification of Matter Foldable: Guide the students to complete the worksheet as a whole-class. Remind students that their foldable notes will help them complete the lab. (Est. 20 minutes)

3) Marshmallow Matter Lab: Have students follow the procedure to complete the lab independently or in groups of 2. Scaffold any students who needs it and collect the report for evaluation. (Est. 40 minutes)

Supplementary Materials:

Resources & Materials

Link to Atoms and the Periodic Table

Link to Classification of Matter Foldable

Link to Marshmallow Matter Lab

Grading Recommendations

Observe and take note which students may need to be scaffold after the warm-up. Make sure you touch base during the Classification of Matter Foldable with the students who struggled in the warm up.
Grade the "Marshmallow Matter Lab" report by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Toilet Paper Investigation. Grade their lab report as followed:
- Not Yet Met Expectations = The student shows no evidence or no clear understanding of how to differentiate between an atom, element, molecule, and compounds.
- Nearly Met Expectations = The student has some knowledge of how to differentiate between an atom, element, molecule, and compounds.
- Met Expectations = The Student has a clear understanding of how to differentiate between an atom, element, molecule, and compounds..

NGSS

MS-PS1-1: Matter and its Interactions

Develop models to describe the atomic composition of simple molecules and extended structures.

Day 8: What are the Different States of Matter?

Learning Goals:

SWBAT investigate the physical properties of matter and explore chemical/physical changes.

Week's Focus: Physical Science

EQ: What are the different states of matter?

Photo Credit: https://www.slideserve.com/carina/matter-lessons-powerpoint-ppt-presentation#google_vignette

Lesson Background and Concepts for Teachers

Matter

Matter is defined as anything that takes up space and has mass. It is anything made up of atoms and molecules. Matter has five different states, though there are three that are most commonly discussed: solid, liquid and gas.

Solids are items that you can hold that have a certain size and shape. Some examples of solids would be blocks of wood, a desk, the floor, etc. Solids do not have to be hard; they can be soft and fluffy, like a pillow or a cotton ball. Solids hold their shape unless a force is applied. The shape of a solid can be changed by squishing, cutting or twisting the object.

Liquids are items that have volume, but no set shape. Liquids take the shape of the container in which they are placed. Some examples are soda or juice in cans/containers, a glass full of water, or even a spoon full of cough syrup. When you pour a liquid from one container to the other, the shape of the liquid changes, but the volume of liquid stays the same.

Gas is matter that has no set size or shape. Gas will expand to fill a container or if not contained, will continue to spread. An example would be the gas filling a pressurized bag of chips. The air we breathe is made up of many different gases.

There are some forms of matter that exhibit properties from more than one state. One example is Jell-O®. Jell-O® begins as a liquid, but after being refrigerated, changes into a solid. Butter is a solid at room temperature, but when heat is added, the butter melts and becomes a liquid. Water is all around us in all three states: as ice (a solid), as drinking water (a liquid) and as water vapor (a gas). Water goes through phase changes at specific temperatures to alter its state from a solid to a liquid to a gas. Water has a melting point of 0 degrees Centigrade; at this temperature, ice begins to melt and become liquid water. Conversely, water has a vapor point of 100 degrees Centigrade; at this temperature, liquid water boils and becomes steam or water vapor.

Some properties of matter can be identified through observations, such as those found using your five senses: smell, touch, sound, sight and taste.

Preparation

Day 8 - Before the Day Begins:

Print the Activity: Solid, Liquid, or Gas? worksheet for each student.
Review the activity lesson plan at Teach Engineering - CU Boulder

MATERIALS

- - - Sand Paper
    - Glass of Milk
    - Ice Cubes

How to facilitate the Activity

Have samples of sandpaper, glasses of milk, and ice cubes placed around the room. Each student should fill out the Chemical Wonders Worksheet by visiting each sample. Have students sit back down in their seats to discuss the 3 materials. Be sure to explain that solids have a fixed shape and volume, liquids take the shape of their container and gases expand to fill the space available.

Print the Notes: Properties of Matter worksheet for each student.
Print pages 2-4 from the PDF (this will be Page 1-3 in the student lab report) of the Oobleck Lab for each student and prepare the lab experiment.

MATERIALS

- - - Trays (1 per group)
    - Beakers (1 per group)
    - Cornstarch (175 mL per group)
    - Water (100 mL per group)
    - A bowl (1 per group, for mixing)
    - A popsicle stick (1 per student, for mixing)
    - Scissors
    - Food coloring (optional)

What is the difference between a solid and liquid?

Solids: Keep their shape and size. Think of ice, your phone, or a chocolate bar.
Liquids: Change shape but keep their size. Think of water, juice, or shampoo.

How to administer the Oobleck Lab

(A) Answer the question above and complete the hypothesis on page 1 with the students. Then, have the students measure the cornstarch and water with their beakers and an electric scale independently or in groups. Last, have the students complete the procedure on page 2 and 3 independently or in groups.

**Remediate how to "Tare" the scale - Place the beaker on the scale, THEN press "tare" on the scale to set the scale back to zero. The feature will help measure the cornstarch an accurate amount.

(B) MODIFIED: Prepare enough cornstarch and water with the correct measurements for each group prior to the class. During class, answer the question above and complete the hypothesis on page 1 with the students. Then, create the Oobleck along with the students by completing the procedure on page 2 while having the students write the data table independently or in their group. Last, scaffold students with the investigation questions on page 3.

Tasks for the Day

Tasks for Day 8:

1) Activity: Solid, Liquid, or Gas? Students will use their senses to describe 3 different items to practice identifying and describing materials. This will lead into a better understanding of the different states of matter and how they can transition. (Est. 10 minutes)

2) Notes: Properties of Matter Complete the notes as an entire-class to elaborate the different states of matter and have them recall the Activity: Solid, Liquid, or Gas? to help make connections. (Est. 15 minutes)

3) Activity: Oobleck Lab Have students complete the Oobleck lab activity to apply concepts learned in states of matter. (Est. 40 minutes)

Supplementary Materials:

Doodle Notes - What is Matter?

Resources & Materials

Link to Activity: Solid, Liquid, or Gas?

Link to Notes: Properties of Matter

Link to Oobleck Lab

Grading Recommendations

Observe and take note which students may need to be scaffold after the Activity: Solid, Liquid, or Gas?. Make sure you touch base during the Notes: Properties of Matter. Collect both Activity: Solid, Liquid, or Gas? worksheet and the Notes: Properties of Matter after the students before the Oobleck Lab. Grade the activity and note worksheets by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Oobleck Lab. Grade their lab report as followed:
- Not Yet Met Expectations = The student shows no evidence or no clear understanding of how to describe the different states of matter by describing the activity at the molecular level.
- Nearly Met Expectations = The student has some knowledge of how to describe the different states of matter by describing the activity at the molecular level.
- Met Expectations = The Student has a clear understanding of how to describe the different states of matter by describing the activity at the molecular level.

NGSS

MS-PS1-1: Matter and its Interactions

Develop models to describe the atomic composition of simple molecules and extended structures.

Day 9: What affects the different states of matter?

Learning Goals:

SWBAT elaborate how the states of matter can be changed and display findings mathematically.

Week's Focus: Physical Science

EQ: What affects the different states of matter?

Photo Credit: https://www.tutorialspoint.com/chemistry_part1/chemistry_matter_in_our_surroundings.htm

Photo Credit: https://courses.lumenlearning.com/chemistryformajors/chapter/phase-diagrams-2/

Heating: Increases the energy of particles, leading to transitions from solid to liquid (melting) and liquid to gas (boiling).
Cooling: Decreases the energy of particles, causing transitions from gas to liquid (condensation) and liquid to solid (freezing).
Pressure: High pressure can compress gases into liquids, while reducing pressure can allow liquids to become gases if the temperature permits.

Preparation

Day 9 - Before the Day Begins:

Prepare the States of Matter Reading Comprehension
- DIGITAL or HARD COPY options available.
- AUDIO FILE available
Become familiar with the PhET Simulation - States of Matter Basics
Print out the PhET: States of Matter student worksheet for each student.

Tasks for the Day

Tasks for Day 9:

1) States of Matter Reading Comprehension: There are many options on how to administer this assignment. You can assign the students to complete it independently or as an entire-class. There is a digital interactive Google Slides option, a hardcopy/print out option, and an audio file option. This is a differentiated lesson to get students to explore how the states of matter transition to one another. (Est. 35 minutes)

2) PhET: States of Matter Basic: Have students complete the PhET Simulation: States of Matter student worksheet by following the instructions and completing the virtual lab. (Est. 30 minutes)

Supplementary Materials:

Resources & Materials

Link to States of Matter Reading Comprehension

Link to PhET Simulation - States of Matter Basics

Link to PhET: States of Matter student

Link to PhET: States of Matter student KEY

Grading Recommendations

Grade the "States of Matter Reading Comprehension" worksheet by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the PhET Simulation. Grade their worksheet from the virtual lab as followed:
Not Yet Met Expectations = The student shows no evidence or no clear understanding of how the state that a substance is in is affected by and depends on the temperature and pressure applied to it.
Nearly Met Expectations = The student has some knowledge of how the state that a substance is in is affected by and depends on the temperature and pressure applied to it.
Met Expectations = The Student has a clear understanding of how the state that a substance is in is affected by and depends on the temperature and pressure applied to it.

NGSS

MS-PS1-1: Matter and its Interactions

Develop models to describe the atomic composition of simple molecules and extended structures.

Day 10: Why are Atoms Important to Understand?

Learning Goals:

SWBAT analyze how mass and volume relate to density to better understand how different substances interact and why they behave the way they do, while connecting it to real-life scenarios.

Week's Focus: Physical Science

BQ: Why are Atoms Important to Understand?

Photo Credit: http://mrtremblaycambridge.weebly.com/p13-density.html

Vocabulary/Definitions

density: Mass per unit volume.

mass: The amount of matter in a given object.

meniscus: The convex or concave upper surface of a column of liquid. The curvature is caused by surface tension.

volume: The amount of space an object takes up.

Photo Credit: https://www.teachengineering.org/activities/view/wst_environmental_lesson03_activity1

Photo Credit https://socratic.org/questions/561ece0011ef6b4290f6d9dd

Preparation

Day 10 - Before the Day Begins:

Print the Notes: Density Worksheet worksheet for each student.
Review the Density as a Physical Property presentation.
Make sure students have calculators* to complete the Notes: Density Worksheet OR you can scaffold the calculations with them and present the calculator on the TV or Doc Camera.
(OPTIONAL) Print the Cycles of Matter Word Search activity worksheet for each student.
- - - The word search is a great opportunity to connect the material and concepts to real-world scenarios and applications.
Print the Density Column Lab - Part 1 Worksheet for each student.
Prepare the Density Lab: (LINK TO Teach Engineering Resource)

MATERIALS

Each group needs:

- - - 4 marbles
    - 4 Popsicle or wooden craft stick pieces (break wooden sticks into 1-inch pieces)
    - 4 crayon pieces (break crayons into 1-inch pieces)
    - 4 pasta noodles (dry, uncooked)
    - digital scale (can be shared by entire class)
    - 100-ml graduated cylinder
    - tap water
    - Density Column Lab – Part 1 Worksheet, one per person

At each lab station, place four or five of each of the four items (marbles, Popsicle stick pieces, crayon pieces, pasta noodles), as well as all of the other lab supplies.

With the Students

A) Divide the class into groups of five students each.

B) Hand out the lab worksheets and have students document their density predictions.

C) Measure the mass of each item to obtain the average mass for each component of the density column. Begin with one of the four items. Place all of the pieces of the particular item on the triple balance beam and record the mass. Divide the mass by the number of objects to obtain the average mass of each piece and record it in the data table.

D) Next, fill the graduated cylinder with an initial volume of water (at least 50 ml). Record the initial volume of water you chose. (As necessary, guide students on how to read the water level in the graduated cylinder; explain about the meniscus.)

E) To find the average volume of each of the four items, place all the pieces of the item in the graduated cylinder. Be sure the items are submerged. Record the ending volume. Perform a similar division calculation to obtain the average volume of each piece.

F) Repeat this process for all the remaining items.

G) Use the data from the items (the average mass and average volume) to calculate the density of each object. Write on the board: density = mass per unit volume.

H) Have students answer the questions on their worksheets and hand them in for grading.

I) Conclude by leading a wrap-up class discussion to compare results and conclusions; see questions in the Assessment section.

Tasks for the Day

Tasks for Day 10:

Presentation Slides: Density as a Physical Property, Density Column Lab Resource

1) Notes: Density Worksheet Complete the notes as an entire-class to elaborate how mass and volume relate to density and how density affects the behavior of substances and its state. (Est. 10 minutes)

2) OPTIONAL: Cycles of Matter Word Search Have the students complete the word search independently to connect the physical properties of matter and their state to real-world scenarios. Students will be able to explore how the states of matter affect and contribute to Earth's systems and Natural Cycles. (Est. 10 minutes)

3) Density Column Lab Part 1: (Youtube Video Posted Below) Have students investigate the relationship between mass and density by calculating and comparing the volume, mass, and density between marbles, popsicle sticks, crayons and noodles. Students will collect data during the investigation then design a bar- graph to display their evidence and compare their calculations. (Est. 50 minutes)

Supplementary Materials:

Density Column Lab - Part 2 - An extension to the Density Column Lab - Part 1
Density Warm-Ups

Resources & Materials

Link to Notes: Density Worksheet

Link to Notes: Density Worksheet KEY

Link to OPTIONAL: Cycles of Matter Word Search

Link to Density Column Lab - Part 1 Worksheet

Grading Recommendations

Observe and take note which students may need to be scaffold after the Notes: Density Worksheet. Make sure you touch base during the Optional: Cycle of Matter Word Search to any students who struggled with the Notes: Density Worksheet.
Grade the "Density" worksheet and the "Cycles of Matter" word search by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Density Column Lab. Grade their lab report as followed:
- Not Yet Met Expectations = The student shows no evidence or no clear understanding of how mass and density are related and how density affects the state of matter.
- Nearly Met Expectations = The student has some knowledge of how mass and density are related and how density affects the state of matter.
- Met Expectations = The Student has a clear understanding of how mass and density are related and how density affects the state of matter.

NGSS

MS-PS1-1: Matter and its Interactions

Develop models to describe the atomic composition of simple molecules and extended structures.

Congratulations!

You Completed Week 2 in Summer School!

Students should now have an understanding of:

the basic structure and components of an atom,
how atoms, elements, molecules, and compounds relate,
describe and identify the different states of matter in materials,
how to measure the accurate and correct quantities in lab investigations,
collect data (quantitative and qualitative),
use graphical representation to display data collected,
how to formulate reasoning on why matter changes its state due to temperature and pressure,
the connection between atoms forming substances and its contribution to Earth's systems.

What's Next?

Week 3 will cover the fundamentals of life science. Now that students have an understanding of the basic building blocks of all things in the universe, students can extend their learning and focus on organisms and their habitable ecosystems.

Link to Week 3 Page

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