Matter: Structures and Properties
Earthships, Solar Ovens & Penguins
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-PS1-4: Thermal Energy and Particle Motion
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gasses to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.
Boundary Statement: none
MS-PS3-3: Thermal Energy Transfer Solution
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (Energy and Matter)
Clarification & Boundary Statements
Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.
Boundary Statement: Assessment does not include calculating the total amount of thermal energy transferred.
Clarification & Boundary Statements
Clarification Statement: Examples of experiments could include comparing final water temperatures after different
masses of ice melted in the same volume of water with the same initial temperature, the temperature change of
samples of different materials with the same mass as they cool or heat in the environment.
Boundary Statement: Assessment does not include calculating the total amount of thermal energy transferred.
Teacher Notes / Career Connections
The list of resources below provide a full collection of phenomenon, text, videos and activities to introduce thermodynamics and heat transfer to your students and cover the standards listed above. The Earthship is a good phenomenon to introduce the study thermal energy transfer, energy conservation, and human sustainability, while the Solar Oven Design Challenge and Save the Penguins Hands-On Activities paired with the PASCO temperature probes provide an opportunity to create active learners in your classroom who will collect and analyze data. There are also some resources that address topics such as what is an atom? and what is a phase change? that are designed to be used with the Happy Atoms Kit, Ice Melting Blocks and Infrared Thermometers that are provided for all 6th grade teachers.
MS-PS1-4: Thermal Energy and Particle Motion
MS-PS3-3: Thermal Energy Transfer Solution
MS-PS3-4: Thermal Energy Transfer
Atoms & Phase Change - Setting the Stage
What is an Atom?
Happy Atoms Lesson Plans - a physical and digital chemistry teaching tool that allows students to learn, see, and explore the world of chemistry.
Phase Change
Phases of Matter Video Introduction
Ice Melting Blocks Instructional Guide - Heat can be transferred by conduction, convection, or radiation. In this experiment, students will discover the different rates at which materials can conduct heat. Aluminum is a better conductor of heat than high-density foam.
Controlling Heat Transfer Video - Ice Melting Block Demo Video - Videos can be used with Ice Melting Blocks
Earthship Phenomenon
Description: An Earthship is a passive solar house that is designed to be off the electrical grid. It is generally constructed with natural and recycled materials. Much of the structure of the house is made with recycled tires that are filled with dirt. Thermal mass from the dirt, solar energy from the Sun, and cross-ventilation are used to keep the temperature within the house in a comfortable zone. This phenomenon can be used study thermal energy transfer, energy conservation, and human sustainability. Earthship Video Earthship Info
Solar Oven Design Challenge
Description: As issues of pollution and climate change are becoming more and more prevalent, it grows increasingly important for students to be aware of clean energy sources. Solar ovens are just one of the many ways that the sun’s energy can be harnessed for power. Exploring this concept will give students a greater understanding of Earth’s most abundant clean power source.
Save the Penguins - Hands-On Activity
Description: In this series of 5 lessons, students first build up a background knowledge of thermal energy transfer, distinguishing heat from temperature. They then investigate the insulative properties of various materials. They use this background learning to design a structure (igloo) to keep an ice cube (penguin) from melting. The lesson relates this to a climate change, in that penguins will lose habitat, though climate change learning is tangential here. The emphasis is on an engineering design process, where the class discusses results of students’ tests of their designs, and groups have an opportunity to redesign their solution.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Career Connections
To connect your 6th-grade science students with Colorado-based careers related to the structures and properties of matter, consider the following options:
Chemical Engineer: Reach out to local universities or companies like Ball Aerospace or Lockheed Martin, where chemical engineers work on developing new materials and technologies.
Materials Scientist: Contact organizations like the National Renewable Energy Laboratory (NREL) in Golden, where materials scientists research new materials for renewable energy applications.
Environmental Scientist: Look into state agencies like the Colorado Department of Public Health and Environment, where environmental scientists study how different materials impact the environment.
Pharmacologist: Connect with pharmaceutical companies or research institutions in Colorado working on drug development and understanding the properties of chemical compounds.
Geologist: Explore opportunities with the Colorado Geological Survey or universities, where geologists study earth materials and their properties.
Engaging with professionals from these fields can provide real-world insights and inspire students.
Anchor Phenomenon Options
Earthship Phenomena- can be used study thermal energy transfer, energy conservation, and human sustainability. An Earthship is a passive solar house that is designed to be off the electrical grid. It is generally constructed with natural and recycled materials. Much of the structure of the house is made with recycled tires that are filled with dirt. Thermal mass from the dirt, solar energy from the Sun, and cross-ventilation are used to keep the temperature within the house in a comfortable zone.
Solar Oven Phenomena - As issues of pollution and climate change are becoming more and more prevalent, it grows increasingly important for students to be aware of clean energy sources. Solar ovens are just one of the many ways that the sun’s energy can be harnessed for power. Exploring this concept will give students a greater understanding of Earth’s most abundant clean power source.
Other Phenomena Options
Thermal Energy and Particle Motion Phenomena
Thermal Energy Transfer Solution Phenomena
Thermal Energy Transfer Phenomena
Anchor
Students will construct driving questions related to thermodynamics and heat transfer. The questions students generate will be placed on a Driving Question Board in the classroom or on the Studio Board. The Driving Question Board will serve as a foundation of learning throughout the unit. Students will ask clarifying questions to seek additional information about their observations and add questions to the Driving Question Board. Students’ questions will be used to motivate and set the purpose of learning for each lesson. Students’ initial models will be refined through the lessons of the unit to reflect improved understanding of energy and matter.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Hands On, Minds On Connections
Discovery
PASCO
Chemical Reactions and Energy Transfer
Happy Atoms
Happy Atoms Lesson Plans - a physical and digital chemistry teaching tool that allows students to learn, see, and explore the world of chemistry.
Ice Melting Blocks
Ice Melting Blocks Instructional Guide - Heat can be transferred by conduction, convection, or radiation. In this experiment, students will discover the different rates at which materials can conduct heat. Aluminum is a better conductor of heat than high-density foam.
St Vrain Science Center
Simulations
Discovery
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Assessment Options
Discovery Thermal Energy and Particle Motion Assessment
Discovery Thermal Energy Transfer Solution Assessment
Discovery Thermal Energy Transfer Assessment
Stanford 3D Short Performance Assessments (Protect Your Head)
NGSS 6-8 Assessment Task (Heated Cup of Water)
NGSS 6-8 Assessment Task (Heating Sand)
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
1.1: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding structure, properties and interactions of matter.
1.3: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how energy is transferred and conserved.
Grade Level Expectation:
Grade Level Expectation:
1-1: The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter and phase changes.
1-6: Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states and amounts of matter.
Colorado Department of Education - Middle School Science Standards
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
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