Handout 2
NanoMaterials Unit for 9th Grade Physical, Earth, and Space Science
Colorado Academic Standards Content Area: Science
Standard: 1. Physical Science - Grade Level Expectation: High School
Apply an understanding of atomic and molecular structure to explain the
properties of matter, and predict outcomes of chemical and nuclear reactions.
Concepts and skills students master:
2. Matter has definite structure that determines characteristic physical and
chemical properties.
21st Century Skills and Readiness Competencies
Overarching Question:
2. What properties do nanoscale particles have that are different than
those of macroscopic samples of the same substance?
Relevance and Application:
1. The unique properties of various elements make them useful for
specific applications. For example, metalloids and semiconductors are
useful in electronic applications.
4. The unique properties of nanoscale particles provide special benefits
and dangers.
LEARNING TARGETS
Students to know and be able to do at the end of this unit:
1. Define the terms nanometer, nanoscience, nanotechnology, nanomaterials and
be able to use them to make sense of related readings and discussions.
2. Describe how small nanomaterials are by comparing them to other materials
(such as bascteria, DNA, blood cells).
3. Identify at least two examples of nanomaterials and their unique properties.
4. Relate the properties of nanoscale materials to the same materials in bulk.
Explain why they are alike and/or different.
5. Compare the benefits and risks of developing nanoscale materials.
Handout 2
Possible Learning Activities
These are not listed in any particular order. You do not have to include all activities in your
proposed plan and you may repeat activities as needed. These same activities are listed on the
cards that will be provided by your facilitator.
 Students answer a set of 8 – 10 questions directly related to learning
targets – multiple choice.
 Students design and conduct a scientific investigation involving a
nanofabric designed to test its properties as compared to traditional
fabrics.
 Students read a text (brochure? article?) about nanomaterials and
respond to questions provided by the teacher.
 Students listen to a lecture about nanoscience / nanotechnology /
nanomaterials.
 Students participate in an interactive discussion about nanoscience /
nanotechnology / nanomaterials.
 Students follow lab instructions to verify that a nanofabric has different
properties than traditional fabrics.
 Students watch a video about nanoscience / nanotechnology /
nanomaterials.
 Students respond to a choice of 3 writing prompts. General rubric for
open response questions is provided.
 Students assess their learning as judged against learning targets.
 Students participate in a debate about the continued pursuit of
nanoscience and nanotechnology
 (add your own ideas )