Unit 2: Structure & Properties of Matter
Content Area:
Course(s):
Time Period:
Length:
Status:
Science
Sample Course
OctNov
6 weeks / 6th Grade
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
Structure & Properties of Matter
Grade 6 Advanced
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Rachel Harris
Dr. Richard Tomko, Superintendent of Schools
Mr. Thomas D’Elia, Director of Curriculum and Instruction
Ms. Diana Kelleher, District Supervisor of ELA/Social Studies
Mr. George Droste, District Supervisor of Math/Science
Board Approved: October 17, 2016
Unit Overview
In Unit 2, Structure & Property of Matter, students are expected to learn how to:

Describe the composition of matter and how it changes

Compare and contrast the parts of the atoms (protons, neutrons, & electrons)

Describe atomic structure and create models illustrating the proper arrangements of protons, neutrons, and
electrons

Identify what an element is and define atomic number

Explain how elements are classified (i.e. families) on the periodic table
NJSLS
SCI.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.
SCI.MS-PS1-3
Gather and make sense of information to describe that synthetic materials come
from natural resources and impact society.
SCI.MS-PS1
Matter and Its Interactions
SCI.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.
SCI.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.
SCI.MS-PS1-1
Develop models to describe the atomic composition of simple molecules and
extended structures.
Exit Skills
By the end of Unit 2, Stucture & Properties of Matter, 6th grade science students should be able to:

Identify what makes one atom different from another

Define the charges associated with the three subatomic particles

Calculate atomic mass and atomic number for various elements

Determine an atoms valence shell arrangement

Create accurate atomic models of elements

Recognize that elements that are in the same family have similar properties

Recognize the placement of familiar elements on the periodic table according to their known properties

Identify the properties of a metal vs. a nonmetal and a metalloid
Enduring Understanding

All objects and substances in the world are made of matter

Matter is composed of particles (atoms) that are in constant motion

Atoms are composed of subatomic particles known as protons, neutrons, and electrons

The number of protons in an atom identifies that atom

Elements are classified as metals, nonmetals, and metalloids

The periodic table organizes elements into families with similar properties
Essential Questions

How have models of the atom changed or evolved over time?

How do scientists describe properties of matter that they cannot see?

What makes one atom differ from another and why do groups of elements share similar properties?

How do scientists classify elements on the periodic table?

What characteristics determine if an element is a nonmetal, metal, or metalloid?

How can you calculate an elements atomic mass?
Learning Objectives
After completing Unit 2, Structure & Properties of Matter, 6th grade science students will be able to:

Illustrate and explain the structure of an atom

Calculate atomic number, atomic mass, and define isotopes

Compare and contrast between different properties of elements

Look at a periodic table and identify/define families of elements

Locate elements on the periodic table and identify properties of that element

Determine shared properties of elements in different columns on the periodic table
Interdisciplinary Connections
Please list all and any cross-curricular content standards that link to this Unit.
LA.6-8.WHST.6-8.1
Write arguments focused on discipline-specific content.
MA.K-12.2
Reason abstractly and quantitatively.
LA.6-8.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and
research.
LA.6-8.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
LA.6-8.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
LA.6-8.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary
of the text distinct from prior knowledge or opinions.
LA.6-8.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
LA.6-8.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 6-8 texts and topics.
LA.6-8.RST.6-8.5
Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to an understanding of the topic.
LA.6-8.RST.6-8.6
Analyze the author's purpose in providing an explanation, describing a procedure,
or discussing an experiment in a text.
LA.6-8.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).
LA.6-8.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
LA.6-8.RST.6-8.9
Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same
topic.
LA.6-8.RST.6-8.10
By the end of grade 8, read and comprehend science/technical texts in the grades
6-8 text complexity band independently and proficiently.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion

Use of technology, including the internet, to research, read, and produce writing

Collect relevant information from multiple print and digital resources and integrate that information

Make use of digital models and other media to visualize the information and enhance understanding

SMARTBoard notebook software to make presentations interactive

Document Camera

Podcasts

Discovery Education

BrainPop

Microscopes

Laptops

Khan Academy

Online polling

Prezi presentation
Differentiation

Multimedia presentations

Manipulatives

Flexible groupings

Flexible assignments

Additional activities and/or research projects
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources

Textbooks and Harcourt supplementary material, including student workbooks

Internet resources

Science Department video DVD library

Laboratory materials
Ancillary Resources
1. Outdoor area of school
2. Guest speakers
3. Field trips
4. Hallway
5. Interactive lessons with behaviorally challenged classes.
Sample Lesson
Unit Name: Structure & Properties of Matter
NJSLS: MS-PS1-1
Interdisciplinary Connection: Reading
Statement of Objective: After successfully learning how elements on the periodic table are arranged and studying the
properties of different families through note taking, class discussions, and applications, the students will be able to
complete a group activity to fill in missing pieces of the periodic table by reading the element properties and using their
acquired knowledge of the families with at least 75% accuracy
Anticipatory Set/Do Now: Francium is located in column one on the periodic table. If Francium is added to water, what
can I expect to see? Lithium is in the same family as Francium. If Lithium is added to water, will I experience the same
type reactantion? Compare and contrast what will happen and explain why.
Learning Activity: After reviewing the Do Now, students will be given a periodic table missing several elements in various
columns. The will then be given a stack of these missing elements. Without using a periodic table as a guideline,
students are to work together and read the element properties on the back of each card. After they read the properties,
together they are to determine which family each element belongs to and fill in the puzzle. After twenty minutes have
passed, we will have a group discussion and go over the proper placement.
Student Assessment/CFU's: Group discussion, observation, self-assessment, oral questioning, think/pair/share
Materials: White board, notebooks, periodic table puzzle, element properties cards
21st Century Themes and Skills: Environmental literacy; creativity & innovation, critical thinking & problem solving,
communication & collaboration, media literacy, information literacy, information, communication & technology, life &
career skills.
Differentiation/Modifications: Extended time, read or paraphrase, demonstrate, one on one contact, positive rein forcers,
assignment NB, allow TS to highlight key points, IEP/504 modifications. Accelerated students: more missing pieces of
the periodic table puzzle and less properties given for common elements
Integration of Technology: BrainPOP periodic table, the periodic table of elements song