Rigorous Curriculum Design
Unit Planning Organizer
Subject:
Unit Number:
Unit Length
Science
1
Structure and Properties of Matter
Unit Name:
Days: 4 weeks (3+1 buffer)
Mins/Day: 55
Unit Synopsis
-Atomic composition of simple molecules and extended structures
-Changes of states of matter
-Develop models
NGSS
MS PS1-1
Develop models to describe the atomic
composition of simple molecules and
extended structures.
Priority
Performance
Expectations
[Clarification Statement: Emphasis is on developing models
of molecules that vary in complexity. Examples of simple
molecules could include ammonia and methanol. Examples
of extended structures could include sodium chloride or
diamonds. Examples of molecular-level models could
include drawings, 3D ball and stick structures, or computer
representations showing different molecules with different
types of atoms.] [Assessment Boundary: Assessment does
not include valence electrons and bonding energy,
discussing the ionic nature of subunits of complex
structures, or a complete depiction of all individual atoms
in a complex molecule or extended structure.]
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
molecular-level 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.]
Crosscutting
Concepts
Grade:
7th
Science and Engineering Practice(s)
Developing and Using Models
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-PS1-1),(MS-PS1-4)
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
 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. (MS-PS1-1)
 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)
 Solids may be formed from molecules, or they may be
extended structures with 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)
Cause and Effect
Cause and effect 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 large or too small. (MS-PS1-1)
Supporting
Performance
Expectations
NGSS
Math CCSS
Literacy CCSS
MS-ETS1-1.
Define the criteria and
constraints of a design
problem with sufficient
precision to ensure a
successful solution, taking into
account relevant scientific
principles and potential
impacts on people and the
natural environment that may
limit possible solutions.
MP.2
Reason abstractly and
quantitatively. (MS-PS1-1),(MS-PS12),(MS-PS1-5)
RST.6-8.7
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). (MSPS1-1),(MS-PS1-2),(MS-PS14),(MS-PS1-5)
MS-ETS1-2.
Evaluate competing design
solutions using a systematic
process to determine how
well they meet the criteria
and constraints of the
problem.
MS-ETS1-3.
Analyze data from tests to
determine similarities and
differences among several
design solutions to identify
the best characteristics of
each that can be combined
into a new solution to better
meet the criteria for success.
MP.4
Model with mathematics. (MS-PS11),(MS-PS1-5)
6.RP.A.3
Use ratio and rate reasoning to
solve real-world and mathematical
problems. (MS-PS1-1),(MS-PS12),(MS-PS1-5)
6.NS.C.5
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)
8.EE.A.3
Use numbers expressed in the form
of a single digit times an integer
power of 10 to estimate very large
or very small quantities, and to
express how many times as much
one is than the other. (MS-PS1-1)
MS-ETS1-4.
Develop a model to generate
data for iterative testing and
modification of a proposed
object, tool, or process such
that an optimal design can be
achieved.
NG ELD Standards
Interpretive 6Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language.
Interdisciplinary
Connections
Productive 10Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology
Teacher Tip: Collaborative 1Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic
topics
Literacy / Science / History / Other
Unwrapped Priority Performance Expectations
PE:MS-PS1-1
Develop models to describe the atomic composition of simple molecules and extended
structures.
Skills
Concepts
Bloom’s
DOK (Rigor
Matrix)
Develop
To Describe
PE:MS-PS1-4
Models
Atomic composition of simple molecules and extended
structures.
Create
Unders
tand
3
3
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
Skills
Concepts
Bloom’s
DOK (Rigor
Matrix)
Develop
That Predicts and
Describes
Language
Demand
A model
Create
changes in particle motion, temperature, and state of a
pure substance when thermal energy is added or removed
Language
Demand
3
Apply/
Understa
nd
3
Learning Progressions of Skills and Concepts
PE:
DCI(s):
Previous Course___________
5.PS1.A – Matter is made up of
particales too small to see
PE:
DCI(s):
Previous Course___________
NA
Current Course
MS- PS1-1 Develop models to
describe the atomic composition of
simple molecules and extended
structures.
Current Course
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
Next Course_____________
HS.PS1.A – Periodic trends
HS.ESS1.A – Sun, Stars, Big Bang
Next Course_____________
HS.PS1.A – Periodic trends
HS.PS1.B – Chemical reactions
HS.PS3.A – Electrical energy
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
Big Idea(s)
Corresponding Essential Question(s)
1. Models can be used to describe simple and extended
structures.
1. What are examples of simple and extended
structures?
2. All structures of matter are composed of atoms.
2. What makes up matter?
3. Heat energy changes the motion of molecules.
3. What changes the motion of molecules?
Unit Vocabulary Words
Academic Cross-Curricular Vocabulary (Tier 2)
Content/Domain Specific Vocabulary (Tier 3)
Molecules
Periodic Table
Atom
Bonds
States of Matter
Kinetic Energy
Heat Energy
Structure/extended structure (i.e. crystals, water)
Substances/pure substances
Change
Particle
Supporting Vocabulary (Tier 2)
Supporting Vocabulary (Tier 3)
Resources for Vocabulary Development (Strategies, Routines and Activities)



Instagram vocab
activity
Vocabulary
Matchbooks/Frayer
model/Looping
Vocabulary
Flashcards



Vocabulary
Flipbook/Foldable
Vocabulary
around the World
Vocabulary
Snowball Fight



Vocabulary
Examples/nonexamples
Vocabulary Matrix
Vocabulary Web


Vocabulary Focus
Word Wall
Mnemonics
21st Century Skills
Creativity and Innovation
Initiative and Self-Direction
Critical Thinking and Problem Solving
Social and Cross-Cultural Skills
Communication and Collaboration
Productivity and Accountability
Flexibility and Adaptability
Leadership and Responsibility
Globally and Financially Literate
__________________________
Communicating and Collaborating
__________________________
st
Connections between 21 Century Skills, NGSS, and Unit Overview:
Costa & Kallick, 2008
Unit Assessments
Pre-Assessment
Post-Assessment
AUSD Science Next Gen Science 07 Unit 1 PRE
14646
AUSD Science Next Gen 07 Unit 1 CFA POST
14642
Scoring Guides and Answer Keys
See eadms.com
See eadms.com
Emerging
English Language
Learners
Students with Disabilities
Assessment Differentiation
Accommodations
See individual students’ IEPs or refer to
http://www.alvordusdrcd.com/
 Verbal cues
 Read out loud
 Illustrations
Modifications
See individual students’ IEPs or refer to
http://www.alvordusdrcd.com/
Expanding
 Illustrations
Engaging Scenario Overview
(Situation, challenge, role, audience, product or performance)
Description:
Suggested Length
of Time
Days:
Mins/Day:
Engaging Learning Experiences
Synopsis of Authentic Performance Tasks
Authentic
Performance Tasks
Task 1:
Task 2:
Task 3:
Task 4:
Problem Solving:
Suggested Length
of Time
Days:
SEP:
Mins/Day:
Problem Solving:
Days:
SEP:
Mins/Day:
Problem Solving:
Days:
SEP:
Mins/Day:
Problem Solving:
Days:
Description
SEP:
Mins/Day:
Authentic Performance Task 1
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Performance
Expectations /
Standards
Addressed
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Expanding
Modifications
Bridging
Enrichment
DOK
Authentic Performance Task 2
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Performance
Expectations /
Standards
Addressed
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
DOK
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
Expanding
Modifications
Bridging
Authentic Performance Task 3
Suggested
Length
Name:
Performance
Expectations /
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Standards
Addressed
Disciplinary Core Idea(s)
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
DOK
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
Expanding
Modifications
Bridging
Authentic Performance Task 4
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
Performance
Expectations /
Standards
Addressed
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
Expanding
Modifications
Bridging
Engaging Scenario
Detailed Description (situation, challenge, role, audience, product or performance)
DOK
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
Expanding
Modifications
Bridging
Scoring Guide:
Feedback to Curriculum Team
Reflect on the teaching and learning process within this unit of study. What were some successes and challenges that
might be helpful when refining this unit of study?
Successes
Challenges
Student
Perspective
Teacher
Perspective