-Notes in blue highlight how I use resources to support planning -Notes in black highlight how I pay attention to student

thinking while planning Unit Plan

Topic States of Matter-Particle nature of matter Abstract Before students can develop an understanding of chemistry, they need to have a good understanding of the particle nature of matter. This unit is the first unit of chemistry so students can begin chemistry class modeling the particle nature of matter, to help them better understand he other chemistry topics at the particle level. State and National Standards NGSS
HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Michigan HSCEs Chemistry C2.2B Describe the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance. C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model. C4.3A Recognize that substances that are solid at room temperature have stronger attractive forces than liquids at room temperature, which have stronger attractive forces than gases at room temperature. Scientific Inquiry C1.1D Identify patterns in data and relate them to theoretical models. C1.1E Describe a reason for a given conclusion using evidence from an investigation. Framework for K-12 Science Education Related scientific practices: Analyzing and interpreting data; constructing explanations; developing and using models Related crosscutting concept: scale, proportion, and quantity

Related disciplinary core idea: PS1 Matter and its interactions Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including they inflation and shape of a balloon; the effects of air on larger particles or objects (e.g, leaves in wind, just suspended in air); and the appearance of visible scale water droplets in condensation, fog and, by extension, also in clouds or the contrails of a jet. (NRC, 2012, p. 108) Big Ideas A particle model of matter is useful for explaining and making predictions about phenomena. At the scale that we naturally observe these materials, called the macro-scale, these materials often appear as continuous. In a glass of water, the walls of the glass appear continuous, you dont see spaces or individual particles that make up the glass. Similarly the water also appears as one continuous substance. Students often focus on these macro-level observations and have a hard time visualizing and conceptualizing a particle model. On our planet, we observe matter in three phases: solids, liquids, and gas. According to the particle model, in solids, the particles are as tightly packed as they can be, the particles wiggle but do not change location relative to the other particles. In a liquid the particles are also tightly packed, but can move relative to the other particles. In other words, in a liquid the particles can slide past each other. Finally, in a gas the particles are far apart and freely moving. In all phases, the particles are in constant motion. Gas particles have no definite volume or shape, allowing them to move rapidly in the space they are in. Gas molecules move through collisions with other gas molecules. As the temperature increases, gas molecules movement (diffusion) increases as well. An increase in temperature transfers energy to molecules, increasing their energy and movement, which allows for an increase in diffusion of gas molecules. The rapid movement of gas molecules allows these molecules to take up the space of the container the molecules are in and mix with other gas molecules in the space. Temperature also effects the movement molecules in liquids and solids. Example Phenomena Gas in a sealed syringe can be compressed, Liquid in a sealed syringe cannot be compressed, and a Solid in a sealed syringe cannot be compressed. Smells traveling to our noses Dry ice blowing up a balloon Food coloring dropped in three different temperatures of water mixes in the different temperatures of water differently Rag placed in different temperatures of perfume will have different diffusion rates throughout a room.

Our tires on bikes or cars loosing pressure in the winter

Unit Learning Objectives 1) Students will be able to build a model to explain the continuous movement of particles of matter in solids, liquids, and gases. 2) Students will be able to argue using evidence to support the particle model of matter. 3) Students will be able to use a particle model of matter to explain observations of liquids, gases, and mixtures. Scientific Practice Synthesized Objectives Identify patterns in data and use them as evidence to construct explanations and develop a model about the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance. Unit Questions Driving Question

Why do we smell bacon when it is being cooked in a different room?? The class will hypothesize why/how the smell of bacon travels and we will collect all of the students ideas into a large list called a Hypotheses Checklist. We will be able to use this list after gathering evidence to compare our initial hypotheses to our new hypotheses based on more evidence and revise our initial hypotheses. Formative Assessment Summative Assessment Question Question Draw diagrams of what each substance (air, water, and salt) looks like on a very small scale. 1. Draw diagrams of what each substance (air, water, and salt) looks like on a very small scale. Think about the evidence you collected during the investigation. Compare these models to your initial models you drew at the beginning of the activity. 2. A syringe full of air is capped. The seal is very tight and will not allow any

Unit Learning Objective Students will be able to argue using patterns in evidence to support the particle model of matter.

air into or out of the syringe. The piston of the syringe is pushed halfway down the syringe barrel so that the volume of air is half of what it was before (see picture below).

How would you compare the matter (air) inside the two syringes? Provide a small particle description below. Students will be able to use a particle model of matter to explain observations of liquids, gases, and mixtures. Students will be able to build a model to explain the continuous movement of particles of matter in solids, liquids, and gases. Draw diagrams of what each substance (air, water, and salt) looks like on a very small scale. Think about the evidence you collected during the compressibility investigation. Compare the movement of particles in the three substances. Draw a model at the particle level explaining why trash smells worse in the hot sun than it does in the winter. Include movement of particles if necessary. Draw diagrams of what each substance (air, water, and salt) looks like on a very small scale. Think about the evidence you collected during the compressibility investigation. Compare the movement of particles in the three substances.