Classroom Resource

Molecules Matter

Subject Area

Science

Grade(s)

5, 8

Overview

In this lesson, students discuss the meaning of “chemistry” and “matter.” Students investigate a drop of water hanging from a dropper and drops of water beading up on wax paper. They also look at a molecular animation that models the motion of water molecules. Students are introduced to the idea that matter is made up of extremely tiny particles that are attracted to one another.

Science (2015) Grade(s): 5

SC15.5.1

Plan and carry out investigations (e.g., adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, evaporating salt water) to provide evidence that matter is made of particles too small to be seen.

Unpacked Content

UP:SC15.5.1

Vocabulary

  • Investigation
  • Variable
  • Data
  • Hypothesis
  • Conclusion
  • Matter
  • Describe
  • Observe
  • Evidence
  • Immensely
  • Bulk matter
  • Particle

Knowledge

Students know:
  • Matter is made of particles too small to be seen Matter too small to be seen still exists and may be detected by other means.
  • Gasses are made of matter particles that are too small to see, and are moving freely around in space (this can explain many observations, including the inflation and the shape of the balloon, and the effects of air on larger particles or objects).
  • The behavior of a collection of many tiny particles of matter and observable phenomena involving bulk matter (e.g., an expanding balloon, evaporating liquids, substances that dissolve in a solvent, effects of wind).
  • There is a relationship between bulk matter and tiny particles that cannot be seen.

Skills

Students are able to:
  • Identify the phenomenon under investigation.
  • Identify evidence that addresses the purpose of the investigation.
  • Collaboratively plan the investigation.
  • Collect and analyze the data.

Understanding

Students understand that:
  • Natural objects exist from the very small to the immensely large.

Scientific and Engineering Practices

Planning and Carrying out Investigations

Crosscutting Concepts

Scale, Proportion, and Quantity
Science (2015) Grade(s): 8

SC15.8.1

Analyze patterns within the periodic table to construct models (e.g., molecular-level models, including drawings; computer representations) that illustrate the structure, composition, and characteristics of atoms and molecules.

Unpacked Content

UP:SC15.8.1

Vocabulary

  • Element
  • Atom
  • Protons
  • Nucleus
  • Electrons
  • Neutrons
  • Atomic number
  • Periodic table
  • Array
  • Atomic mass
  • Period
  • Group
  • Chemical properties
  • Physical properties
  • Molecule
  • Bond
  • Chemical bond
  • Valence electron
  • Ion
  • Ionic bond
  • Nonmetal
  • Metal
  • Covalent bond
  • Metallic bond
  • Conductivity

Knowledge

Students know:
  • Elements are substances composed of only one type of atom each having an identical number of protons in each nucleus.
  • Atoms are the basic units of matter and the defining structure of elements.
  • Atoms are made up of three particles: protons, neutrons and electrons.
  • The number of protons in an atom's nucleus is equal to the atomic number.
  • The periodic table arranges all the known elements in an informative array.
  • Elements are arranged left to right and top to bottom in order of increasing atomic number. Order generally coincides with increasing atomic mass.
  • Rows in the periodic table are called periods. As one moves from left to right in a given period, the chemical properties of the elements slowly change.
  • Columns in the periodic table are called groups. Elements in a given group in the periodic table share many similar chemical and physical properties.
  • The period number of an element signifies the highest energy level an electron in that element occupies (in the unexcited state). The number of electrons in a period increases as one traverses down the periodic table; therefore, as the energy level of the atom increases, the number of energy sub-levels per energy level increases.
  • A molecule is formed when two or more atoms bond together chemically.
  • A chemical bond is the result of different behaviors of the outermost or valence electrons of atoms.
  • Ionic bonds are the result of an attraction between ions that have opposite charges. Ionic bonds usually form between metals and nonmetals; elements that participate in ionic bonds are often from opposite ends of the periodic table. One example of a molecule that contains an ionic bond is table salt, NaCl.
  • Covalent bonds form when electrons are shared between atoms rather than transferred from one atom to another. The two bonds in a molecule of carbon dioxide, CO2, are covalent bonds.
  • Metallic bonds exist only in metals, such as aluminum, gold, copper, and iron. In metals, each atom is bonded to several other metal atoms, and their electrons are free to move throughout the metal structure. This special situation is responsible for the unique properties of metals, such as their high conductivity.

Skills

Students are able to:
  • Analyze patterns within the periodic table to construct models of atomic and molecular structure, composition, and characteristics.
  • Identify the relevant components of the atomic and molecular models.
  • Describe relationships between components of the atomic and molecular models.

Understanding

Students understand that:
  • Patterns in the periodic table predict characteristic properties of elements. These trends exist because of the similar atomic structure of the elements within their respective group families or periods, and because of the periodic nature of the elements.
  • The structure, composition, and characteristics of atoms and molecules are dependent upon their position in the periodic table.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Patterns
Link to Resource
https://www.middleschoolchemistry.com/lessonplans/chapter1/lesson1

CR Resource Type

Lesson/Unit Plan

Resource Provider

American Chemical Society
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://www.acs.org/content/acs/en/terms.html

Approved Date

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