Science
SCI.IV.1.3
Grade: 6
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 1:
Matter and Energy - All students will explain what the world around is
made of.
Benchmark 3: Classify substances as elements, compounds, or mixtures and justify
classifications in terms of atoms and molecules.
Constructing and Reflecting:
SCI.I.1.2 SCI.I.1.3 SCI.I.1.4 SCI.I.1.5 SCI.II.1.5 SCI.II.1.6 -
Design and conduct scientific investigations.
Use tools and equipment appropriate to scientific investigations.
Use metric measurement devices to provide consistency in an investigation.
Use sources of information in support of scientific investigations.
Develop an awareness of and sensitivity to the natural world.
Recognize the contributions made in science by cultures and individuals of diverse backgrounds.
Vocabulary / Key Concepts
Context
• element
• compound
• mixture
• molecule
• atom
Common substances such as those listed
above, including elements such as
• copper
• aluminum
• sulfur
• helium
• iron
• compounds, such as
• water
• salt
• sugar
• carbon dioxide
See IV.1.MS.4 Molecular structure of solids, liquids
and gases
mixtures, such as
• soil
• salt and pepper
• salt water
• air
• Iron filings, sand, and salt
Resources
Knowledge and Skills
Students will classify substances as elements, matter that is
made up of atoms with identical chemical properties.
Aluminum, gold, copper iron, hydrogen, and oxygen are
examples of elements.
Compounds exist when different elements are joined together
to form a new chemical substance. Water (H2O), table salt
(NaCl), and chalk (CaCO) are examples of compounds.
Mixtures are a combination of two or more substances that
keep their chemical properties. Soil, salt and pepper, KoolAid, and sugar water are examples of mixtures. Mixtures are
combinations of elements and/or compounds. Mixtures can
be physically separated into original components.
Benchmark Clarification:
Matter consists of extremely small, invisible particles
called atoms. Atoms cannot be broken down into their
smaller parts during a physical change, or during a
chemical reaction. They can be broken into smaller
particles during nuclear reactions. All elements are
made of one kind of atom. (See periodic table of the
Coloma Resources:
Lab: Classifying common substances as
element, compound, mixture
Matter & Molecules (see handouts)
Other Resources:
• MSU Instructional Unit Matter & Molecules
• MDE Instructional Units Steamed Up and
Hard As Ice
• Bill Nye: Chemical Phases in Matter
• Science Explosion: “Elements, Compounds,
Mixtures,” “Elements”
•
Michigan Teacher Network Resources
elements)
•
BCISD Physical Science Resources
Atoms may exist alone or be combined together. When
two or more atoms join together, they form molecules.
When different kinds of elements join together, they
form compounds.
•
Oxford Science Encyclopedia – Atoms and
Molecules
•
Jefferson Lab – Questions and Answers Atoms, Elements and Molecules
For example, oxygen exists as a molecule containing
two oxygen atoms in the atmosphere. When three
oxygen atoms join together, they form the molecule
called ozone.
Water is a substance / a compound made of hydrogen
and oxygen atoms. Each water molecule is made of two
atoms of hydrogen and one atom of oxygen.
These molecules/compounds do not break down into
individual atoms/elements when they are heated or
cooled during phase changes.
Molecules can be broken down into separate atoms or
simpler molecules when exposed to electrical current or
during a chemical reaction. Examples of chemical
reactions include:
• a reaction with acids
• decomposition
• burning (a chemical reaction with oxygen).
When two or more elements and/or compounds are
physically combined together, they are called a mixture.
Mixtures can be physically separated into their original
components.
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
IV.1.MS.3
Mixed-up Mixtures and Solutions from Hook's
Discovery and Learning Center
Heart of the Matter from COSI Toledo
6th Grade Science Curriculum
Technology Resources
IV.1.MS.3 Classify substances as elements,
compounds, or mixtures and justify
classifications in terms of atoms and
molecules.
Assessment
Instruction
Focus Question: How are elements, compounds Optional Assessment
and mixtures classified in terms of atoms and
Create a chart, arranging the following items into
molecules?
the appropriate classification as an element,
Each student will construct at least one model of an
compound or mixture. Explain why you placed
element and one model of a compound by using
each item in its category. (Water is compound
broken toothpicks and raisins, colored minibecause it is made of the elements hydrogen and
marshmallows, or gumdrops.
oxygen and cannot be easily separated. Salt
water is a mixture because it is made up of salt
Students will work in small groups and create a
and water and can be separated back into its
concept map to classify elements, compounds, and
parts. Iron is element because it is made of only
mixtures in terms of atoms and molecules. They will
one kind of atom which can be found on the
glue and label the models they are creating onto the
periodic chart.)
concept map.
Students will choose a single color item to represent
one kind of atom. They will label this on the concept
map as atom 1. They should repeat this step for atom
2 and atom 3. Then they should combine individual
atoms (single color items) to form elements (all
atoms the same color and property) and glue their
element samples onto their concept maps and label
them.
Item bank:
Kool-Aid, salt, aluminum foil, salad dressing,
copper wire, soil, chalk, salt water, carbon
dioxide, sugar
They should form compounds by attaching elements
with toothpicks (toothpicks represent bonds) and glue
these samples onto their concept maps and label
them.
Scoring Rubric
They should form mixtures by combining two or more
elements and/or compounds (these are not bonded;
do not use toothpicks) and glue these samples onto
their concept maps and label them.
They should add definitions of terms and real-world
examples for each element and compound.
NOTE TO TEACHER: Check Benchmark
Clarification for proper classification.
Criteria: Completeness of chart:
Apprentice - Creates a chart with few headings and
some missing information.
Basic - Creates a complete chart with correct
headings but some missing information.
Meets - Creates a complete and correct chart with
proper headings.
Exceeds - Creates a complete and correct chart
with proper headings and detailed explanations.
Criteria: Correctness of identification:
Apprentice - Identifies three or fewer items.
Basic - Identifies four to six items.
Meets - Identifies seven to eight items correctly and
completely.
Exceeds - Identifies all nine items correctly and
completely.
Criteria: Correctness of justification:
Apprentice - Justifies three or fewer items.
Basic - Justifies four to six items.
Meets - Justifies seven to eight items correctly and
completely.
Exceeds - Justifies all nine items correctly and
completely.
Teacher Notes:
“All matter is made up of atoms, which are far too small to see directly through a microscope. The atoms of
any element are alike but are different from atoms of other elements. Atoms may stick together in well-defined
molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose
all substances.” (BSL) “Chemical elements do not break down during normal laboratory reactions involving
such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100
known elements that combine in a multitude of ways to produce compounds, which account for the living and
nonliving substances that we encounter.” (NSES) “Atoms and molecules are perpetually in motion. Increased
temperature means greater average energy of motion, so most substances expand when heated. In solids, the
atoms are closely locked in position and can only vibrate. In liquids, the atoms or molecules have higher
energy, are more loosely connected, and can slide past one another; some molecules may get enough energy
to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another
except during occasional collisions.” (BSL)
Matter consists of extremely small, invisible particles called atoms. Atoms may exist alone (e.g. inert gases),
or combined together. Atoms combine in different ways to form all substances. All elements are made of one
kind of atom. (See Periodic Table). These elements do not breakdown during lab reactions involving heating,
exposure to electrical current, or reaction with acids. (However, they can be broken down by nuclear
reactions!) These elements can also combine to form compounds.
Focus Questions
•
•
•
How are elements, compounds and mixtures different from each other in terms of atoms and
molecules?
What is the arrangement and motion of molecules in solids, liquids and gases?
How can you use the idea of atoms and molecules to explain why solids are hard, liquids flow and
gases are invisible? (JCISD)
Notes
Students often hold the following misconceptions about atoms and molecules:
1. There is no empty space between molecules; rather students believe there is dust, germs, or “air” between
the particles of air.
2. Particles possess the same properties as the materials they compose. For example, copper atoms are
“orange” and molecules of a solid are “hard.” (JCISD)