ACHIEVEMENT FIRST GRADE 6 SCIENCE
Phase Change
Unit 1
2014-15
In this unit, scholars will engage with phase changes and examine the relationship between the kinetic energy of a substance’s molecules and the
expansion and contraction of the substance. Scholars will also examine the effect of adding and removing thermal energy on a substance’s particle
motion, temperature, and state of matter. The first 5E cycle focuses on the relationship between the kinetic energy of a substance’s molecules and
the expansion and contraction of the substance. Scholars will aim to explain the phenomenon of expansion and contraction of solids, liquids, and
gases due to heating and cooling. The second 5E cycle focuses on phase changes and builds on the understanding that adding and removing
thermal energy causes expansion and contraction to reach an understanding that adding and removing enough thermal energy causes a change
of phase. Scholars will aim to explain the phenomenon of phase change at the molecular level.
AF Science-Grade 6-NGSS Unit 1 – 2014-2015
Table of Contents
Unit Overview Introduction ......................................................................................................................................................................................... 2
Stage 1: Identify Desired Results: Identify the Standards ................................................................................................................................... 2
Enduring Understandings: What do you want students to know in 10 years about this topic? What does it look like, in this unit,
for students to understand this? ................................................................................................................................................................................ 3
Essential Knowledge for College Readiness: In addition to the knowledge in the NGSS DCI foundation boxes, students should
apply, as well as engage and reason with, the following concepts in the performance expectations: ........................................... 4
Science and Engineering Practices ......................................................................................................................................................................... 5
Crosscutting Concepts ................................................................................................................................................................................................ 5
Common Core State Standards Connections ...................................................................................................................................................... 6
Major Pre/Misconceptions & Clarifications ............................................................................................................................................................ 6
Unit Vocabulary ............................................................................................................................................................................................................. 9
Stage 2: Evidence ......................................................................................................................................................................................................... 9
Stage 3: Learning Plan ............................................................................................................................................................................................... 10
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
Unit Overview Introduction
Unit Title
Unit Designer
Aligned
External
Programs
Phase Change
Jill Greenfield
FOSS Chemical Interactions
Investigations 4 and 7
Middle School Chemistry
Chapters 1 and 2
GEMS Dry Ice Investigations
Activity 1 Session 2 and
Activity 2 Session 1
Duration
IA Period
Text
Sources
17 Days
1
FOSS
http://washington.osd.wednet.edu/media/washin
gton/staff/burroughs_candyce/ci_srb_folio_fordistri
bution_100517.pdf
Middle School Chemistry
http://www.middleschoolchemistry.com/lessonpla
ns/chapter1#teaching_resources
http://www.middleschoolchemistry.com/lessonpla
ns/chapter2#teaching_resources
Stage 1: Identify Desired Results: Identify the Standards
NGSS Performance Expectation
MS-PS1-4
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. [Clarification
Statement: Emphasis is on qualitative molecularlevel models of solids, liquids, and gases 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 drawings and diagrams. Examples of
particles could include molecules or inert atoms.
Examples of pure substances could include water,
carbon dioxide, and helium.]
Previous Grade Level Standards /
Previously Taught & Related
Standards
Future Grade Level Standards/Yet
to Be Taught & Related Standards
5-PS1-1 Develop a model to describe that
matter is made of particles too small to be
seen.
5-PS1-2 Measure and graph quantities to
provide evidence that regardless of the
type of change that occurs when heating,
cooling, or mixing substances, the total
weight of matter is conserved.
PS1.A: 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. A
MS-PS1-1 Develop models to describe the
atomic composition of simple molecules
and extended structures.
MS-PS1-5 Develop and use a model to
describe how the total number of atoms
does not change in a chemical reaction
and thus mass is conserved.
PS1.A: Substances are made from different
types of atoms, which combine with one
another in various ways. Atoms form
molecules that range in size from two to
thousands of atoms. Solids may be formed
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
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
the inflation and shape of a balloon and
the effects of air on larger particles or
objects. The amount (weight) of matter is
conserved when it changes form, even in
transitions in which it seems to vanish.
from molecules, or they may be extended
structures with repeating subunits (e.g.,
crystals).
PS1.B: In a chemical process, the atoms
that make up the original substances are
regrouped into different molecules, and
these new substances have different
properties from those of the reactants. The
total number of each type of atom is
conserved, and thus the mass does not
change.
Enduring Understandings: What do you want students to know in 10 years about this topic? What does it
look like, in this unit, for students to understand this?
Grade Level Enduring Understandings (from
Disciplinary Core Ideas)
PS1.A: Structure and Properties of Matter
 Gases and liquids are made of molecules or inert atoms that are moving
about relative to each other. (MS-PS1-4)
 In a liquid, the molecules are constantly in contact with others; in a gas,
they are widely spaced except when they happen to collide. In a solid,
atoms are closely spaced and may vibrate in position but do not change
relative locations. (MS-PS1-4)
 The changes of state that occur with variations in temperature or
pressure can be described and predicted using these models of matter.
(MS-PS1-4)
What it looks like – in this unit



Describe, using representations, the relative arrangement of particles in
solids, liquids, and gases.
Explain why gases expand to fill a container of any size, while liquids flow
and spread out to fill the bottom of a container and solids hold their own
shape. Justification includes a discussion of particle motion and the
attractions between the particles.
Explain natural phenomena (e.g., cold air escaping from a tire or low
atmospheric pressure on rainy days) in terms of the kinetic-molecular
theory of gases.
Essential question: What characterizes solids, liquids, and
gases?
PS3.A: Definitions of Energy
 The term “heat” as used in everyday language refers both to thermal
energy (the motion of atoms or molecules within a substance) and the
transfer of that thermal energy from one object to another. In science,
heat is used only for this second meaning; it refers to the energy
transferred due to the temperature difference between two objects.

Construct atomic-molecular level representations of changes that occur
when thermal energy is added to a pure substance. Explain, using these
representations, why the continuous addition of thermal energy to a pure
substance will generally result in a change of state (not a chemical
reaction).
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
(secondary to MS-PS1-4)
 The temperature of a system is proportional to the average internal
kinetic energy and potential energy per atom or molecule (whichever is
the appropriate building block for the system’s material). The details of
that relationship depend on the type of atom or molecule and the
interactions among the atoms in the material. Temperature is not a
direct measure of a system's total thermal energy. The total thermal
energy (sometimes called the total internal energy) of a system
depends jointly on the temperature, the total number of atoms in the
system, and the state of the material. (secondary to MS-PS1-4)
Essential question: Why does the addition or removal of
enough thermal energy cause a substance to undergo a
phase change?
Essential Knowledge for College Readiness: In addition to the knowledge in the NGSS DCI foundation
boxes, students should apply, as well as engage and reason with, the following concepts in the
performance expectations:









Matter can exist in three common states: solid, liquid or gas. The state of matter depends on the temperature and pressure.
Solids are identified as having a fixed shape with a volume that can vary depending on the temperature. A pure solid has a melting point
that is characteristic of the substance.
Liquids are identified as having the ability to flow and to take the shape of the bottom of their containers. A pure liquid has a freezing point
and a boiling point that are characteristic of the substance.
Gases are identified as having the ability to expand to fill any container. All gases have mass and volume, and different gases have
different properties. A pure gas condenses to a liquid at a characteristic temperature at any given pressure.
As the temperature increases at constant pressure, many pure substances change from a solid to a liquid to a gas and retain the same
chemical composition.
In the solid state, the particles are in a fixed arrangement relative to one another; therefore, a solid has a fixed shape and volume at any
given temperature. Although the average positions of the particles are fixed, the particles vibrate in place.
In the liquid state, the particles are in close proximity and can move relative to one another with a range of speeds. Because the particles
can move in this manner, a liquid is able to flow and take the shape of the bottom of a container.
In the gas state, the particles are relatively far apart and are in constant motion with a wide range of speeds. Because the particles move
in this manner, a gas expands to fill any container.
When a pure substance changes from a solid to a liquid to a gas (i.e., undergoes a change of state), neither the identity nor the mass of
the substance changes.
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015


Changes of state (e.g., melting, boiling, freezing, condensing) involve changes in the relative positions and motions of particles.
The substance retains the same chemical composition and mass is conserved, even though some physical properties (e.g., density,
volume, shape) of the substance change.
Science and Engineering Practices
Practice
Developing and Using Models
Description
Modeling in 6-8 builds on K-5 and progresses to
developing, using, and revising models to describe,
test, and predict more abstract phenomena and
design systems.
 Develop a model to predict and/or describe
phenomena. (MS-PS1-4)
What it looks like – in this unit
In this unit, scholars will engage with models in a
variety of contexts. Scholars will begin by viewing
simulations as models of molecular movement.
Scholars will then encounter diagrams of molecular
movement and descriptions of these models in text.
Scholars will begin to draw their own models to
describe the phenomena they experience in class.
Finally, scholars will engage with developing models
at the end of each of the 5E cycles. At the end of the
first cycle, scholars will develop a model that
represents the expansion and contraction of a
substance when thermal energy is added and
removed. At the end of the second cycle, scholars will
develop a model that predicts and describes
changes in particle motion, temperature, and state of
a substance when thermal energy is added or
removed.
Crosscutting Concepts
Concept
Cause and Effect
Description
Cause and effect relationships may be used to
predict phenomena in natural or designed systems.
(MS-PS1-4)
What it Looks Like in This Unit
In this unit, scholars will examine first the cause and
effect relationship between adding or removing
thermal energy from a substance and the expansion
or contraction of that substance. Scholars will then
examine the cause and effect relationship between
adding or removing enough thermal energy from a
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
substance and that substance undergoing a phase
change.
Common Core State Standards Connections
Content Area
Description
Mathematics
6.NS.C.5
ELA/Literacy
RST.6-8.7
Understand that positive and negative
numbers are used together to describe
quantities having opposite directions or
values (e.g., temperature above/below
zero, elevation above/below sea level,
credits/debits, positive/negative
electric charge); use positive and
negative numbers to represent
quantities in real-world contexts,
explaining the meaning of 0 in each
situation. (MS-PS1-4)
Integrate quantitative or technical
information expressed in words in a text
with a version of that information
expressed visually (e.g., in a flowchart,
diagram, model, graph, or table). (MSPS1-4)
What it Looks Like in This Unit
In this unit, scholars will use positive and negative
numbers to represent temperature. Scholars will
measure temperature using a thermometer, will
determine whether temperature is increasing or
decreasing, and will determine whether a substance’s
current temperature is above or below its melting
temperature.
In this unit, scholars will encounter descriptions of the
molecular motion and compaction of solids, liquids,
and gases in text and will translate those descriptions
into models.
Major Pre/Misconceptions & Clarifications
Pre/Misconception
The size of particles changes as a substance
expands or contracts.
Clarification
The size of particles remains the same as a
substance expands or contracts; particles only
move further away from each other or closer
together.
Methods to Address
When modeling solids, liquids, and gases or
looking at models, be sure to point out to
scholars the uniform size of the particles. To
demonstrate the clarification, show that a cold
substance is incompressible while the same
substance heated up is compressible; this will
allow scholars to see that the expansion is due
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
The number of particles changes as a
substance expands or contracts.
The number of particles remains the same as a
substance expands or contracts; particles only
move further away from each other or closer
together.
The mass of particles changes as a
substance expands or contracts.
The mass of particles remains the same as a
substance expands or contracts; particles only
move further away from each other or closer
together.
Molecules in a solid are not moving.
Molecules in a solid are in constant motion
unless the substance is at absolute zero; the
molecules are vibrating in place but are not
moving relative to each other.
Solid substances do not expand or contract
with changes in temperature.
Solids expand with an increase in temperature
because the molecules move further apart
from each other and they contract with a
decrease in temperature because the
molecules move closer together.
The liquid in a thermometer rises because
heat rises.
The liquid in a thermometer rises because as
the liquid heats up, the molecules move faster
to empty space between molecules which can
be reduced during compression.
Remind scholars about conservation of mass,
which they should be familiar with from 5th
grade. To demonstrate the clarification, a
substance could be heated or cooled and
allowed to expand or contract in a closed
system; scholars will be able to see that nothing
can get in or out but the substance still expands
or contracts.
Remind scholars about conservation of mass,
which they should be familiar with from 5th
grade. To demonstrate the clarification, a
substance could be heated or cooled and
allowed to expand or contract in a closed
system; by taking the mass before and after,
scholars will be able to see that the mass does
not change while a substance expands or
contracts.
Show scholars a simulation of the vibrating
molecules of a solid. Introduce absolute zero
and explain that all molecules are moving
unless they are at absolute zero. Note that
knowing the definition of absolute zero is not an
expectation for scholars in this unit; its
introduction is only to illustrate that the
molecules in a solid are moving.
In lesson 6, scholars will observe the sphere and
ring demonstration. Originally, the sphere
passes easily though the ring, but when the
sphere is heated and the ring is cooled, there
sphere no longer passes through the ring.
Scholars will observe a solid expand and
contract with temperature changes.
In lessons 4 and 5, scholars will create a water
thermometer and observe what happens when
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
and expand.
There is air between the particles of a gas.
There is only empty space between the
particles of matter in the gaseous state.
The type of particles changes when a
substance undergoes a phase change.
The type of particles remains the same when a
substance undergoes a phase change; the
amount of kinetic energy of the particles
changes during a phase change.
Freezing only happens at cold
temperatures.
Freezing occurs when a substance transitions
from a liquid to a solid; this will occur at the
substance’s freezing point.
A substance disappears when it
evaporates.
When a substance evaporates, the gas
molecules mix into the air; they may not be
visible but are still present and can be
condensed back into a liquid.
water is heated and cooled. As a
demonstration, turn a liquid thermometer
upside down and heat the water. Scholars will
see that the water moves downward as it
expands.
Remind scholars of their experience
compressing air in 5th grade. Show scholars a
model of a gas and explain that air is also
made of molecules; if there were air between
the gas molecules, scholars would be able to
see particles between the gas molecules. To
demonstrate the clarification, compress air in a
syringe; scholars will be able to see that air can
be compressed by reducing the empty space
between molecules.
In lessons 14 and 15, scholars observe water
evaporate and condense. By showing scholars
that evaporated water can condense back
into water, scholars should observe that the
type of particle has not changed as the water
went through a phase change.
In lesson 11, scholars apply heat to wax and
sugar and observe them melt. After removing
the wax and sugar from the heat, scholars will
also observe them re-solidify. Explain that
freezing occurs when a substance changes
state from a liquid to a solid and substances
have different freezing temperatures which are
not always cold.
In lessons 14 and 15, scholars observe water
evaporate and condense. By showing scholars
that evaporated water can condense back
into water, scholars should observe that the
evaporated water has not disappeared but is
instead present in the air.
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
Unit Vocabulary
Vocabulary Term
Definition
Particle
Matter
Mass
Volume
Expansion
Contraction
Compression
Kinetic Energy
Thermal Energy
Heat
Temperature
Phase/Phase of Matter
State/State of Matter
Melting
Freezing
Evaporation
Condensation
Heat of Fusion
Sublimation
Phase Change/Change of State
Pieces of matter that are too small to be seen; interchangeable with molecule
Any material that takes up space and has mass
The amount of matter in an object or material; no distinction is made between mass and weight at this point
The amount of space an object or material takes up
The process of increasing volume due to increased kinetic energy
The process of decreasing volume due to reduced kinetic energy
The process of decreasing volume due to pressure
Energy of motion
The random motion of particles; energy associated with temperature and mass
The energy transferred due to the temperature difference between two objects
Proportional to the average kinetic energy of the molecules of the object or substance
Solid, liquid, or gas; interchangeable with state/state of matter
Solid, liquid, or gas; interchangeable with phase/phase of matter
Change of state from a solid to a liquid
Change of state from a liquid to a solid
Change of state from a liquid to a gas
Change of state from a gas to a liquid
The amount of energy needed to change the state of a substance from solid to liquid or liquid to solid
Change of state from a solid to a gas
The process of changing state/phase
Stage 2: Evidence
Evaluative Criteria
Assessment Evidence
See point allocation in Appendix B
Solid, Liquid, and Gas Model
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
Scholars will construct a model that represents expansion and contraction of a substance as thermal
energy is added and removed. Scholars are given a diagram of room temperature water molecules and
are asked to model the water molecules in hot water and in cold water.
Found in Appendix B
Phase Change Model
See point allocation in Appendix B
Scholars will develop a model that predicts and describes changes in particle motion, temperature, and
state of a substance when thermal energy is added or removed. Scholars will model the molecules of a
substance as thermal energy is added and removed and the substance changes phase. Scholars will
name those phase changes and will then describe the temperature changes of the substance and the
kinetic energy changes of the molecules as thermal energy is added and removed. Finally, scholars will
describe why the substance they have modeled undergoes a phase change of their choice.
Found in Appendix B
Stage 3: Learning Plan
Identify the Narrative
Engage
•Substances are
made of molecules
that are in motion.
Explore
•The speed of the
molecules in a
substance depends
on the
temperature of the
substance.
Explain
•Changes in the
amount of kinetic
energy of the
molecules in a
substance cause
that substance to
expand and
contract when it is
heated and cooled.
Elaborate
•Heating a
substance
increases the
kinetic energy of
its molecules,
causing them to
move faster,
collide more often
and harder, and
push away from
each other, causing
the substance to
expand.
Evaluate
•The expansion and
contraction of
molecules in a
substance due to
heating and
cooling can be
represented using
models.
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
Engage
•Dissolving
occurs when a
solid material is
placed in a liquid
and disappears
while melting
occurs when a
substance
changes phase
form solid to
liquid.
Explore
•Heating a
substance can
cause it to melt
but different
substances melt
at different
temperatures.
Explain
•Adding or
removing
enough energy
from a substance
will cause it to
change phase.
The change of
phase results
from the change
of kinetic energy
of the
substance's
molecules.
Elaborate
•Materials can
transition
directly between
any of the
phases of
matter.
Evaluate
•Changes in
particle motion,
temperature,
and state of
matter due to
the addition or
removal of
thermal energy
can be
represented
using models.
This is the first of two 6th grade units where scholars will study the structure and properties of matter. Scholars move from this unit on phase
changes directly into the study of characteristic properties and the use of properties in determining whether a chemical reaction has occurred.
The structure and properties of matter was previously studied in the 5th grade when scholars are introduced to the particulate nature of matter
and conservation of mass. Scholars will return to matter in 7th grade when they will examine atoms and the structure of molecules as well as the
rearrangement of atoms during chemical reactions. In this unit, scholars will engage with phase changes and examine the relationship between
the kinetic energy of a substance’s molecules and the expansion and contraction of the substance. Scholars will also examine the effect of
adding and removing thermal energy on a substance’s particle motion, temperature, and state of matter.
The first 5E cycle focuses on the relationship between the kinetic energy of a substance’s molecules and the expansion and contraction of the
substance. Scholars will aim to explain the phenomenon of expansion (increase in volume) and contraction (decrease in volume) of solids,
liquids, and gases due to heating and cooling. In lesson 1, scholars re-establish from 5th grade that substances are made of molecules and those
molecules are in motion. They will observe a drop of food coloring dissolve in still water and conclude that the water molecules must be moving
and pushing the food coloring around in the cup. Scholars are also introduced to the idea that there are attractions between molecules by trying
to separate drops of water. Scholars then move on to observe food coloring dissolve in hot water and in cold water in lesson 2, observing that
food coloring dissolves faster in hot water and that the molecules in hot water must therefore be moving faster than the molecules in cold water.
This understanding of the relationship between temperature and the speed of molecular movement will be important as scholars move on to
look at the expansion and contraction of substances.
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
In lessons 3, 4, 5, and 6, scholars examine why gases, liquids, and solids expand and contract when they are heated and cooled. Scholars are
introduced to kinetic energy for the first time in lesson 3 and develop the understanding that as a substance is heated, the kinetic energy of its
molecules increases, causing them to collide harder and more frequently, pushing away from each other and causing the substance to expand.
Scholars are also introduced to temperature as the average kinetic energy of a substance’s molecules and thermal energy as the total kinetic
energy of a substance’s molecules; when a substance is heated or thermal energy is added, the kinetic energy of its molecules increases,
thereby increasing the substance’s temperature. Scholars develop their own way to determine what happens to the volume of air when it is
heated and cooled. Scholars then observe and explain a similar phenomenon in liquids and solids; scholars begin to create models to represent
the phenomena they observe. In lessons 4 and 5, scholars discuss why air is compressible while water is not and, after observing expansion and
contraction of a liquid, develop the understanding that while molecules in a gas are far apart from each other and move independently,
molecules in a liquid are close together but still moving relative to each other. The examination of compressibility and incompressibility
introduces scholars to the changes that take place as pressure changes. In lesson 6, scholars compare the motion and compaction of
molecules in solids, liquids, and gases after observing the expansion and contraction of a solid and engage with text to solidify their
understanding of the three phases of matter. Scholars will be able to explain why gases expand to fill a container of any size, why liquids flow to
fill the bottom of a container, and why solids maintain their own shape. Scholars then apply this understanding to explain how thermometers work
with a particular focus on the cause and effect nature of this mechanism in lesson 7 and develop a model in lesson 8 to show the expansion and
contraction of substances with the addition and removal of thermal energy.
The second 5E cycle focuses on phase changes and builds on the understanding that adding and removing thermal energy causes expansion
and contraction to reach an understanding that adding and removing enough thermal energy causes a change of phase. Scholars will aim to
explain the phenomenon of phase change at the molecular level. In lesson 9, scholars make observations about M&Ms to define and
differentiate dissolving and melting. Scholars then heat margarine, wax, and sugar in lesson 10 and observe that margarine melts, the wax gets
soft but does not melt, and the sugar appears unchanged. Scholars develop the understanding that the added thermal energy increases the
kinetic energy of the margarine molecules enough that they start to move past each other and become liquid. Scholars also see that not all
substances melt at the same temperature; while the kinetic energy of the molecules in the wax increased, it was not enough to cause them to
move past each other and become liquid. In lesson 11, scholars add more heat to the wax and sugar to see if they will melt. Scholars are also
introduced to freezing during this lesson when these substances cool and re-solidify. Scholars add the understanding that only the amount of
kinetic energy of the molecules change during a phase change; the molecules themselves do not change.
Lessons 12 and 13, scholars are introduced to the heat of fusion in order to explain why water surrounded by ice does not freeze while water
surrounded by salted ice does freeze. This experience solidifies the understanding that adding and removing enough thermal energy causes a
change of phase. In lesson 14, scholars examine evaporation and condensation and in lesson 15, scholars alter their experimental apparatus to
include an additional phase change. This allows scholars to observe water evaporating, condensing, and freezing and to see water in all three
phases. Scholars at this point are able to produce a thorough explanation of phase change; as enough thermal energy is added or removed, the
kinetic energy of the molecules changes enough to result in a change of phase. In lesson 16, scholars observe ice and dry ice as heat is added
and then observe dry ice in a sealed Ziploc bag and formulate an explanation for what is happening to the dry ice. Scholars will understand that
a substance can transition directly between any of the three phases of matter. Finally, in lesson 17, scholars develop a model that predicts and
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
describes changes in particle motion, temperature, and state of a substance when thermal energy is added or removed to show their
understanding of phase changes (MS-PS1-4).
Notes about vocabulary in this unit: there is no distinction made at this point about the difference between mass and weight, but teachers should
use mass as it is more accurate. Phase, phase of matter, state, and state of matter can be used interchangeably as can phase change and
change of state. Scholars should develop familiarity with all of these terms as they will encounter them in their future education and in life.
Scholars should understand expansion as an increase in volume and contraction as a decrease in volume. Scholars should also understand
heating as adding thermal energy and cooling as removing thermal energy. Particle and molecule are also used interchangeably, but teachers
should use particle as molecules is not explicitly taught until 7th grade.
5 E Cycle 1 – Solids, Liquids, and Gases
Phase
Engage
Lesson #
1
Lesson Title
Molecular Motion
Aim
SWBAT explain that molecules are in motion and that
attractions exist between molecules.
Explore
2
Molecular Speed and
Temperature
SWBAT explain that the speed of molecular motion
depends on temperature.
Explore
3
Expansion and
Contraction of Gases
SWBAT design and conduct an investigation to
determine what happens to the volume of air when it is
heated and cooled.
SWBAT explain how changes in the amount of kinetic
energy of the molecules cause air to expand and
contract when it is heated and cooled.
Explore
4 and 5
Expansion and
Contraction of Liquids
SWBAT explain why water is incompressible while air is
compressible and why water expands and contracts
when it is heated and cooled.
Main Lesson Resource
Middle School Chemistry
Lesson 1.1 Parts 2-6
http://www.middleschoolche
mistry.com/lessonplans/cha
pter1/lesson1
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter1/lesson1
Middle School Chemistry
Lesson 1.2 Parts 1-5
http://www.middleschoolche
mistry.com/lessonplans/cha
pter1/lesson2
FOSS Chemical Interactions
Investigation 4 Part 1
Middle School Chemistry
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter1/lesson5
FOSS Chemical Interactions
Investigation 4 Part 2
Middle School Chemistry
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AF Science-Grade 6-NGSS Unit 1 – 2014-2015
Explain
6
Expansion and
Contraction of Solids
SWBAT compare the motion and compaction of
molecules in solids, liquids, and gases and explain why
a solid expands and contracts when it is heated and
cooled.
Elaborate
7
How do thermometers
work?
SWBAT apply their understanding of expansion and
contraction of molecules to explain how thermometers
work.
Evaluate
8
Solids, Liquids, and Gases
Model and Assessment
SWBAT construct a model that represents expansion
and contraction of a substance as thermal energy is
added and removed.
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter1/lesson2
FOSS Chemical Interactions
Investigation 4 Part 3
Middle School Chemistry
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter1/lesson4
http://www.middleschoolche
mistry.com/multimedia/cha
pter1/lesson5
Texts
http://www.middleschoolche
mistry.com/lessonplans/cha
pter1#teaching_resources
http://washington.osd.wedn
et.edu/media/washington/st
aff/burroughs_candyce/ci_sr
b_folio_fordistribution_100517
.pdf
Middle School Chemistry
Lesson 1.3 Parts 1-5
http://www.middleschoolche
mistry.com/lessonplans/cha
pter1/lesson3
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter1/lesson3
FOSS
AAAS
http://assessment.aaas.org/t
opics/AM#/,tabs-40/1,tabs-
14 | P a g e
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42/1,tabs-43/1,tabs97/1,tabs-184/1
5 E Cycle 2 – Phase Change
Phase
Engage
Lesson #
9
Lesson Title
Dissolving and Melting
Explore
10
Melting Temperature
Explore
11
Melting and Freezing
Explore
12 and 13
Freezing and Heat of
Fusion
Explore
14
Evaporation and
Condensation
Explain
15
Three Phases of Water
Aim
SWBAT make observations to determine the difference
between dissolving and melting.
SWBAT design an investigation to determine whether
materials will melt in hot water and observe that
different substances melt at different temperatures.
SWBAT describe what happens to the molecules of
substances as they are heated.
SWBAT explain what happens to the molecules of a
substance when it melts and freezes.
SWBAT explain how adding or removing enough
energy from a substance will cause it to change
phase.
SWBAT explain what happens to the molecules of a
substance when it evaporates and condenses.
SWBAT alter an experimental set up to include an
additional phase change and conduct this experiment
to observe water as it transitions between all three
Main Lesson Resource
FOSS Chemical Interactions
Investigation 7 Part 1
FOSS Chemical Interactions
Investigation 7 Part 2
FOSS Chemical Interactions
Investigation 7 Part 3
Middle School Chemistry
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter2/lesson5
FOSS Chemical Interactions
Investigation 7 Part 4
FOSS Chemical Interactions
Investigation 7 Part 5 (before
breakpoint)
Middle School Chemistry
Multimedia
http://www.middleschoolche
mistry.com/multimedia/cha
pter2/lesson2
http://www.middleschoolche
mistry.com/multimedia/cha
pter2/lesson3
FOSS Chemical Interactions
Investigation 7 Part 5 (after
breakpoint)
15 | P a g e
AF Science-Grade 6-NGSS Unit 1 – 2014-2015
phases.
SWBAT describe what happens to the molecules of
water as it transitions between the three phases.
Elaborate
16
Dry Ice
Evaluate
17
Phase Change Model and
Assessment
SWBAT apply what they know about phase change to
explain what happens to the molecules of dry ice as it
sublimates.
SWBAT develop a model that predicts and describes
changes in particle motion, temperature, and state of a
substance when thermal energy is added or removed.
Texts
http://washington.osd.wedn
et.edu/media/washington/st
aff/burroughs_candyce/ci_sr
b_folio_fordistribution_100517
.pdf
http://www.middleschoolche
mistry.com/lessonplans/cha
pter2#teaching_resources
GEMS Dry Ice Investigations;
Activity 1 Session 2 and
Activity 2 Session 1
GEMS
FOSS
Middle School Chemistry
AAAS
http://assessment.aaas.org/t
opics/AM#/,tabs-40/1,tabs42/1,tabs-43/1,tabs97/1,tabs-184/1
16 | P a g e
AF Science-Grade 6-NGSS Unit 1 – 2014-2015
17 | P a g e