AACA Curriculum Map
2015-16
Teacher: S. Merten
Unit: Physical Science
Structure & Properties of
Matter
Essential Questions
What overarching questions will guide
exploration in this unit?
What questions will help students
connect to a ‘Big Idea’?
How does your essential question connect
to your assessments?
Learning Targets for
Content:
What Students Should
Know?
1)Vocabulary
2)Facts and Information
Grade: Middle School 7
Content Area: SCIENCE 7_SPOMatter
# of Instructional Days Needed: 12 weeks
Time frame (months/dates): Trimester 2
How can one explain the structure, properties, and
interactions of matter?
How do particles combine to form the variety of matter one
observes?
NGSS-PS1.A: Structure and Properties of Matter
Intro to Matter – Pearson Interactive Science: Intro to Chemistry
Describing Matter + Intro to Atoms
- physical & chemical properties of matter; descriptive terms
- made of: atoms/elements, molecule/s compounds, model history
- mixtures vs solutions
- Vocab: matter, chemistry, substance, physical property, chemical
property, element, atom, chemical bond, molecule, compound,
chemical formula, mixture, heterogeneous mixture, homogeneous
mixture, solution, melting point, boiling point, solubility, reactivity,
flammability, malleability, magnetic, conductor, phase.
Measuring Matter:
- weight vs mass
- volume: liquid, solids
- density: mass per volume
Vocab: weight, mass, International System of Units, volume, dentisy.
Changes of Matter:
- physical change/ chemical change;
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Common Core Science
Standards to be Taught
and Assessed During Unit
CCSS-ELA-Literacy
- RST-1) Cite specific textual evidence
to support analysis of science/technical
texts. (NOTES)
- RST-3) Follow precisely a multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks. (LAB)
- RST-4) Determine meaning of symbols,
key terms, other domain-specific
words/phrases as they are used in
scientific/technical context. (VOCAB)
-RST-7) Integrate quantitative/technical
information expressed in words in text w/
a version of that info expressed visually
(e.g., flowchart, diagram, model, graph, or
table). (LAB)
CCSS-Writing
W-2) Write informative/explanatory
texts to examine a science topic and
convey ideas, concepts, and information
through the selection, organization, and
analysis of relevant content. (NOTES)
W-4) Produce clear & coherent writing in
development, organization, and style,
appropriate to task, purpose, audience.
(RESEARCH)
W-5) Revise/strengthen writing w/
guidance/support from peers & adults.
W-8) Gather relevant information from
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AACA Curriculum Map
2015-16
Teacher: S. Merten
Grade: Middle School 7
Content Area: SCIENCE 7_SPOMatter
- changes in matter related to changes in energy.
Vocab: physical/chemical change, synthetic, natural, resource, law of
conservation of mass, energy, temperature, thermal energy,
endothermic change, exothermic change.
States of Matter – characteristics of state, atom movement
- solids: crystalline, amorphous
- liquids: fluid, surface tension, viscosity,
- gas: fluid
Changes of State ( –melting, melting point, freezing, vaporization,
boiling, boiling point, evaporation, condensation,
Learning Targets for
Content:
What Students Should
Understand?
What broad topic will you cover? What
major subcategories will you spend time
on?
What major underlying concepts do you
want students to understand by the end
of the unit?
NGSS-PS1.A: Structure and Properties of Matter
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Substances are made from different types of atoms, which combine w/
one another in various ways. Atoms form molecules that range in size
from two to thousands of atoms. (MS-PS1-1)
Each pure substance has characteristic physical and chemical properties
that can be used to identify it. (MS-PS1-3)
Gases & 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 w/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)
Solids may be formed from molecules, or they may be extended
structure w/ repeating subunits (e.g., crystals). (MS-PS1-1)
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)
NGSS-PS1.B: Chemical Reactions

multiple print and digital sources, using
search terms effectively; assess
credibility/ accuracy of sources; quote or
paraphrase data & conclusions of others
(avoid plagiarism, use standard citation
format) (RESEARCH)
W9) Incorporate evidence to support
ideas in writing.
MS-PS1-1: Structure & Property of
Matter
Develop models to describe the
atomic composition of simple
molecules and extended structures.
MS-PS1-3: Chemical Reactions
Gather and make sense of information
to describe that synthetic materials
come from natural resources and
impact society.
MS-PS1-4: Definitions of Energy
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.
Scientific/Engineering Practices
SEP.2 Developing and using models.
(MS-PS1-1, MS-PS1-4)
SEP-8. Obtaining, evaluating, and
communicating information. (MS-PS13)
Substances react chemically in characteristic ways. In a chemical
process, the atoms that make up the original substances are regrouped
into different molecules, and these new substances have different
7_SCI_Struc & Prop of Matter/ 2015-16/slm/rev iv
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AACA Curriculum Map
2015-16
Teacher: S. Merten
Grade: Middle School 7
Content Area: SCIENCE 7_SPOMatter
properties from those of the reactants. (MS-PS1-3)
NGSS-PS3.A: Definition of Energy
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
The term ‘heat’ as used in everyday language refers to both to thermal
motion (the motion of atoms or molecule within a substance) and
radiation (particularly infrared and light). In science, heat is used only
for this second meaning; it refers to energy transferred when tow
objects or systems are at different temperatures. (2 to MS-PS1-4)
The relationship between the temperature and the total energy of a
system depends on the types, states, and amounts of matter present.
(2 to MS-PS1-4)
NGSS- ETS2-1 Interdependence of Science, Engineering, and
Technology

Engineering advances have lead to important discoveries in virtually
every field of science, and scientific discoveries have led to the
development of entire industries and engineered systems. (MS-PS1-3)
NGSS- ETS2-2: Influence of Engineering, Technology, and Science
on Society /Natural World
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Learning Targets: Skills
What Students Should
Be Able to Do?
What skills do students need to be
successful in demonstrating mastery of
the targets for learning? What processes
should they be able to use well? What
levels of thinking should they be able to
engage in around content?
All human activity draws on natural resources and has both short term
and long-term consequences, positive as well as negative, for the health
of people and the natural environment. (MS-PS1-3)
Uses of technologies are driven by people’s needs, desires, and values;
by findings of research; by difference in factors such as climate,
natural resources, and economic conditions. (MS-PS1-3)
NGSS: MS-PS1-1: Structure & Property of Matter
Develop models to describe the atomic composition of simple molecules
and extended structures.
NGSS: MS-PS1-3: Chemical Reactions
Gather and make sense of information to describe that synthetic
materials come from natural resources and impact society.
NGSS: MS-PS1-4: Definitions of Energy
7_SCI_Struc & Prop of Matter/ 2015-16/slm/rev iv
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AACA Curriculum Map
2015-16
Teacher: S. Merten
Assessments
Formative: What will you accept as
evidence throughout the unit that
students understand the content central
to the unit as it is taught?
What types of opportunities will students
have to practice applying new content or
skills to continue development toward
mastery?
When will descriptive feedback be given
to students during the unit?
Summative: What product or
performance will students produce to
demonstrate mastery? Who is the
audience for this assessment?
What assessment methods will be used
to measure progress toward learning
targets?
Grade: Middle School 7
Content Area: SCIENCE 7_SPOMatter
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.
Formative:
Pre-assess probe: Is it matter?
Use scientific terms to describe your favorite item in your bedroom.
Summative:
Quizzes on chapter sections: Review & Reinforce/ Sec. assessments
- Describe Matter – Individual Assessment
- Measure Matter – Lab Questions; Individual Assessment
- Individual Assessment- Molecular Quiz
- Changes in Matter – Individual Assessment
- States of Matter – Individual Assessment
- Changes of State – vocabulary Quiz
Summative Unit Assessment(s)
MS-PS1-1) Construct a model of a simple molecule and an extended
structure.
MS-PS1-3) A Story of Changes in Matter - Create an e-book story or to
describe that synthetic materials come from natural resources and the
impact on society (mini-research).
MS-PS1-4) Sketch storyboard that predicts and describes changes in
particle motion, temperature, and state of a pure substance when
thermal energy is added or removed.
Activities
Unit Summative Assessment Test
Activities listed may include but are not limited to:
7_SCI_Struc & Prop of Matter/ 2015-16/slm/rev iv
Which standards are
measured in these
assessments?
NGSS- Disciplinary Core Ideas
MS-PS1-1: Structure & Property of
Matter
Develop models to describe the
atomic composition of simple
molecules and extended structures.
MS-PS1-3: Chemical Reactions
Gather and make sense of information
to describe that synthetic materials
come from natural resources and
impact society.
MS-PS1-4: Definitions of Energy
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.
Scientific/Engineering Practices
SEP.2 Developing and using models.
(MS-PS1-1, MS-PS1-4)
SEP-8. Obtaining, evaluating, and
communicating information. (MS-PS13)
Crosscutting Concepts:
Cause & Effect -Cause and effect
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AACA Curriculum Map
2015-16
Teacher: S. Merten
What activities will students engage in to
connect them to content?
What opportunities for practice will
students use to help them progress
toward learning targets?
How will activities be differentiated
based on student needs, readiness levels,
or interests?
Grade: Middle School 7
Content Area: SCIENCE 7_SPOMatter
Engage- Phun Putty Investigation GEMS/
Explore- jigsaw readings (natural & synthetic materials articles)
Describing Matter
- Examine comics/pointillism
- Create pointillism picture
Video Field trips: Bill Nye; PH Discovery clips
Explain- Text reading, Cornell notes, Foldable Notes/ video field trips
Measuring Matter –Measuring Lab, Density Lab
- Discovery Activity: Which has more mass? (15 min)
- Measuring Matter Lab- ‘How to use a Balance’
- Volume Measurement Labs: fluids, solids
- Density Lab Investigation- density of water & clay
- GEMS Density/
- Molecular Structures – Create a molecular model + extended structure
Explain- States of Matter
- Jigsaw reading/particle movement
- Kinesthetic Student Movement Model: solids, liquids, gases
- Math – energy levels in various states of matter
Ch 1.3 Skills Lab- Melting Ice
Elaborate-Art connections- SubARTomic- Big science collides with artpointillism, Lichtenstein, Chris Jordan
Evaluate- Present group sketch/ self, peer evaluation
- Section Quizzes- Individual Assessments
- Summative Unit Test
- Research paper: development of synthetic materials.
7_SCI_Struc & Prop of Matter/ 2015-16/slm/rev iv
relationships may be used to predict
phenomena in natural or designed systems.
(MS-PS1-4)
Scale, Proportion, and Quantity-
Time, space and energy phenomena can be
observed at various scales using models to
study systems that are too larege or too
small. (MS-PS1-1)
Structure and Function -Structures
can be designed to serve particular
function by taking into account properties
of different materials, and how materials
can be shaped & used. (MS-PS1-3)
- ----------------------------------------Connections to Engineering, Technology
and Applications of Science-
ETS2.A- Interdependence of
Science Engineering, and Technology
- Engineering advances have lead to
important discoveries in virtually every
field of science, and scientific discoveries
have led to the development of entire
industries and engineered systems. (MSPS1-3)
ETS2.B -Influence of Science,
Engineering and Technology on
Society and the Natural WorldUses of technology and any limitations on
their use are driven by individual or
societal needs, desires, and values; by
findings of scientific research; by
differences in factors such as climate,
natural resources, and economic
conditions. Thus technology use varies
from region to region & over time. (MSPS1-3)
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AACA Curriculum Map
2015-16
Teacher: S. Merten
Miscellaneous Notations
What specific materials or
equipment are needed during
this unit?
Grade: Middle School 7
Content Area: SCIENCE 7_SPOMatter
RESOURCES
Pearson Interactive Science: Intro to Chemistry; Lab Resources.
Prentice Hall Science Explorer Mod K Chemical Building Blocks (2009);
PH Unit Resources, PH Guided reading.
Magazine Articles / atom models- Key Ideas, background knowledge
GEMS: Discovering Density
ART Integration
Artist connection in science class: Chris Jordan/Seurat/Lichtenstein
ART Integration in art class: – Pointillism
TECHNOLOGY Integration
PH Discovery DVD Video Field Trip: Intro to Matter
Video Clips- Bill Nye
Web – BrainPop: Atoms, Atom Models, Matter, States of Matter, Salt,
Changes of State, Chemical Change.
Materials for this template are based on the work of Heidi Hayes Jacobs, Rick
Stiggins, and Carol Anne Tomlinson
Template created by Dr. Megan Stanton-Anderson, 2009
7_SCI_Struc & Prop of Matter/ 2015-16/slm/rev iv
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