Science-Grade-6-Matter-Presentation.pdfm

Science

1. Facilitators:
Chris Zarski (CARC)
Ted Zarowny (ERLC)
SCIENCE
IMPLEMENTATION
Matter
JUNE 20 2023
Grade 6
1

2. Acknowledgment of Land and People

In the spirit of reconciliation, we want to
acknowledge that this gathering is
taking place on traditional lands across
the province of Alberta, home to many
diverse First Nations, Métis and Inuit
peoples. We acknowledge that this land
is a traditional meeting ground giving
voice to its original peoples and the story
of creation of this country in a way that
history has forgotten.
2
Similarities and differences between traditional Native knowledge and western science
(Sparrow et al. 2006) (Modified with permission from Stephens (Stephens 2000), with
the modifications underlined)
In book: Linking Ecology and Ethics for a Changing World (pp.49-62).Publisher:
Springer. December 2013
DOI:10.1007/978-94-007-7470-4_4
Abridged Source: Researchgate.net

3. AGENDA

3
01
Backgrounder
●Bridging from Previous Grades
02
Unpacking the Understandings
●Surface & Deep
03
Assessment
●Transfer

04
Resources

4. Bridging
LogoMix Design
Bridging from Matter Grade 3

5. Bridging from
Previous Grades
5

6. Natural
Materials
and
Change

Solid
Liquid
States of
Matter
Cycles
Cli
ck

Th
ro
ug
h

Tr
ee
Grade 3 - Matter



Temperature
Gasses

Types/Uses of
Materials



Reversible
Change vs
Permanent
Change

First Nations,
Inuit, Metis
uses of
Natural
Materials
Processed
(Synthetic
)

7. 7
Types Materials and Their Properties
Watch the video Materials for
Kids/Materials and their properties/What
are things made of.
●pause the video at each question to
gather student input and to
formatively assess their
understanding
Have some items from the video on
hand that you can:
● further examine the materials
(labels, how to know what
something is made of)
●talk about some items not in the
video - discuss what the might
be made of.

8. 8

9. Link
Uncovering Chemistry in Everyday Life. ACS
Who cares - Why
test materials?
(Cardboard chair)
Istockphoto.com#637743724

10. Watch the following
video to learn about the
States of Matter.

Write down examples
of each that come to
mind.

Listen for the
characteristics of each
state and how you will
be able to tell them
apart.

11. Cut out the hexagons and place them in the correct pouch in your Foldable
2045
Not a
specific
size
Can
pick it
up
Always fills
the bottom
of a
container All
around
us Can hold
it my
hand
Surface can
be smooth,
rough, soft,
hard
Temperature
can vary -
hot/cold/
inbetween
Smooth
surface
Always
takes the
shape of
the
container
Always
has a
shape
Come in
all
different
sizes
Invisible
No
shape
or size
Can fill
any size
container Moves
around
easily

12. Students explore the melting and solidification of wax.
Students observe wax as it is heated and cooled, and
make observations about this substance as it changes
from a solid to a liquid, and back again.

In this demonstration, students will observe a solid ice
cube melt into both hot and cold liquids.
In this activity, students will observe the change of
state of solid chocolate to liquid chocolate and then
observe the liquid chocolate become solid once again.

The
Swirls
Around
Us
Candles
You’re
in Hot
Water

Chocolate
Lollipop
Incredibl
e Can
Crush

Solid,
Liquid
Gas
Let’s Experiment!
Students explore the melting and solidification of wax.
Students observe wax as it is heated and cooled, and
make observations about this substance as it changes
from a solid to a liquid, and back again.

Students explore atom interactions in different
states of matter with this physical game.

In this demonstration, students see first hand how matter
changes states and the incredible impact of atmospheric
pressure on objects.

13. 13

14. 14

15. 15

16. 16
Grade 5

17. All matter is
made up of small
particles.

The particle model of
matter represents the
arrangement and
behaviour of particles
in solids, liquids, and
gases.
The movement and
arrangement of the
particles determines
the state of matter of
a substance.

Attractive forces exist
between particles.

The arrangement and
movement of particles
affect the physical
properties of matter.


Physical properties of
matter include
●mass
●volume
●density
●compressibility

Science 5
Engage in scientific investigations
Account for differences
Describe the density
Directly compare
Compare the density
Measure the volume of liquids using
appropriate instruments and standard units of
measurement.
Measure the mass Describe the impact that attractive forces
Observe models or digital simulations
Relate the arrangement

18. Particle Model of
Matter
18
Let’s Talk Science
Part(icles) of Your World (2015) by Crash Course Kids
Have you ever heard the phrase, "You look like a Million Bucks?" Well, you do... but you
also look like a million particles. In this episode, Sabrina talks to us about matter and
particles and that all matter is made up of particles. Also, she shows us how matter can
change states from a solid to a liquid, a liquid to a gas, a gas to a solid, or a liquid to a
solid.

19. Particle Model of Matter
Particle Model of Matter. Study Smarter Original Diagram StudySmarter.us
Sublimation
Deposition (Frost)
Let’s see it again!
States of Matter and
Particle Theory for
Kids - The Animated
Teacher

20. Describe the impact that attractive forces have on the
movement and arrangement of particles in solids,
liquids, and gases.

Hands On Activities:
Students will develop a model to describe that matter is made up of tiny particles, too small to be seen.
Students will use the model to describe the differences in attraction among the particles of a solid,
liquid, and gas. Finally, students will use their models of solids, liquids, and gases to explain their
observations in the lesson.
5th Grade - Lesson 1.1 (Appropriate for 5.1 & 5.2)
Matter is Made of Tiny Particles
www.acs.org/inquiryinaction
20

21. Deep:
Relate your understandings of particle
movement to a baseball bat and a
water balloon.
21
Photo by Tatiana Gordievskaia on Shutterstock#2133513687 Photo by Philip Oroni on Unsplash

22. Some Direct Teaching and Clarification of
Terms
22
Compressing solids,
liquids and gases
Additional Resources

23. Review of 3 States of Matter, Particle
Movement, Attraction, Volume, &
Compressibility in Demonstration Format
23
Modelling How to Measure
Find the mass of an object using a
balance scale. (LearnZillion)


Measuring liquid volume

How could I use my learning of measuring
liquid volume to measure the volume of a
rock?

24. 24
Additional Resources
Chemistry for Life -
ACS

Remote Lessons -
ACS

What is Density? -
ACS
A Note about ACS -
Chemistry for Life.
This site develops excellent
teaching resources. It does
have a membership which
offers teachers a huge
variety and options for
resources. The links below
have been accessed
through their free options.
Please respect their
resource by acknowledging
the use of the resource.

25. Applying My Learning
The Secret Service - Gizmo

Describe another situation in which we measure volume and its purpose. Identify the tool
that you use and the purpose of the measurement.


25

26. 26

27. 27

Biskup, A States of Matter with MaxAxiom. Graphic Library. Minnesota: Capstone Publishing

FUSE. Victoria State Education Ministry of Education. Australia
https://fuse.education.vic.gov.au/Search/Results?AssociatedPackageId=&QueryText=mass+volume+and+density+of+matte
r&SearchScope=Teacher

Matter is Made of Tiny Particles. American Chemical Society. 2019

Scienceflex-Energy and the States of Matter. New Hampshire: Delta Education. 2020

Science World. Vancouver, BC. https://www.scienceworld.ca/resource/states-matter/

SPARK Library - Pearson Publishing. 2009
Small Books from Pearson Spark Library
Analyze It. Author :
Solid or Liquid very basic intro solid or liquid
What a Scientist Sees - Donna Rice (Scientific Method)

Note: If teachers are interested in Spark, they can register for a 30-day free trial at pearsoncanada.ca/spark



Sources

28. 28
Grade 6

29. Applying understandings and
skills to a variety of novel and
unrelated contexts.
Students are first exposed to
individual skills, concepts and
their related knowledge.
Students begin making connections
between concepts to create deeper
understanding and applying skills/
procedures to new situations
Phases of Learning
Hattie, Fisher & Frey: Visible Learning for Literacy (2016)
Surface TransferDeep
Familiar & Uncomplicated Content Increasingly Novel or Unfamiliar Context/Content
Concept
Concept
Concept
Facts
SKILLS
eg. birthdates

29

30. Students are first exposed to
individual skills, concepts and
their related knowledge.
Phases of Learning
Hattie, Fisher & Frey: Visible Learning for Literacy (2016)
Surface
Concept
Concept
Concept
Facts
SKILLS
eg. birthdates

A concept is …

●an organizing idea of 1 -2 words;
●with distinct attributes;
●that are shared across multiple examples.
Photo by Fernando Andrade
on Unsplash
Photo by charlesdeluvio on
Unsplash
Orange: Photo by Dessy Dimcheva
on Unsplash
Photo by Sami Ahmed on
Unsplash
30

31. 31
Grade 5

32. 32
Grade 5
Grade 6

33. 33

34. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.1
The particle model of matter states that
heating matter causes particles to move
(movement/speed) faster.

As particles move faster, the attractive
forces between them weaken and the
space (distance) between them
increases.

The particle model of matter states that
cooling matter causes particles to move
(movement/speed) slower.

As particles slow down, the attractive
forces between them increase and the
space (distance)between them
decreases.

A phase change is a change from one
state of matter to another.

During a phase change, the volume of
the matter may change but the mass
remains constant.
Particles change speed and distance from each
other when heated or cooled
Discuss the connection between movement of
particles and temperature in degrees Celsius.

Explain phase changes of matter when heated
or cooled using the particle model of matter.

Conduct a controlled experiment to prove the
mass of a substance is the same after a phase
change.

35. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.1
The particle model of matter states that
heating matter causes particles to move
(movement/speed) faster.

As particles move faster, the attractive
forces between them weaken and the
space (distance) between them
increases.

The particle model of matter states that
cooling matter causes particles to move
(movement/speed) slower.

As particles slow down, the attractive
forces between them increase and the
space (distance)between them
decreases.

A phase change is a change from one
state of matter to another.

During a phase change, the volume of
the matter may change but the mass
remains constant.
Particles change speed and distance from each
other when heated or cooled
Discuss the connection between movement of
particles and temperature in degrees Celsius.

Explain phase changes of matter when heated
or cooled using the particle model of matter.

Conduct a controlled experiment to prove the
mass of a substance is the same after a phase
change.
Surface 1: Identify the key concepts
required for the Understandings.

36. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.1
● Particle Model of Matter
● particle
● temperature
● heating
● cooling
● attractive forces
● movement/ speed
● distance (space)
● phase change
● state of matter
● volume
● mass
● substance
Particles change speed and distance from each
other when heated or cooled
Discuss the connection between movement of
particles and temperature in degrees Celsius.

Explain phase changes of matter when heated
or cooled using the particle model of matter.

Conduct a controlled experiment to prove the
mass of a substance is the same after a phase
change.
Surface 2: Identify the key concepts
required for the Understandings.
Concept
Concept
Concept


Facts

Skills
●Particle Model of Matter
●particle
●temperature
●heating
●cooling
●attractive forces
●movement/ speed
●distance (space)
●phase change
●state of matter
●volume
●mass
●substance

37. Students are first exposed to
individual skills, concepts and
their related knowledge.
Phases of Learning
Hattie, Fisher & Frey: Visible Learning for Literacy (2016)
Surface
Concept
Concept
Concept
Facts
SKILLS
eg. birthdates

37
SKILL
●A skill refers to a learned ability to perform a
particular task or activity effectively (eg. sorting).

PROCEDURE
●A procedure is a sequence of steps or actions to
be followed in a specific order to achieve a
particular outcome (eg.investigating).
●The individual steps may be specific skills.

Grade 6 Matter SKILLS

●Discuss
●Explain
●Investigate (Controlled Experiment)
●Relate
●Design (Create)
●Predict /Hypothesize

38. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.1
● Particle Model of Matter
● particle
● temperature
● heating
● cooling
● attractive forces
● movement/ speed
● distance (space)
● phase change
● state of matter
● volume
● mass
● substance
Particles change speed and distance from each
other when heated or cooled
Discuss the connection (relate) between
movement of particles and temperature in
degrees Celsius.

Explain phase changes of matter when heated
or cooled using the particle model of matter.

Conduct a controlled experiment to prove the
mass of a substance is the same after a phase
change.
Concept
Concept
Concept


Facts

Skills
●Particle Model of Matter
●particle
●temperature
●heating
●cooling
●attractive forces
●movement/ speed
●distance (space)
●phase change
●state of matter
●volume
●mass
●substance
Surface 3: Identify the verbs that
will be used to deepen/assess
student understanding.
●discuss the connection (relate)
●explain
●conduct a controlled experiment

39. SURFACE
Concepts and Skills

39

40. 40
Concepts/Knowledge

●Particle Model of Matter
●particle
●temperature
●heating
●cooling
●attractive forces
●movement/ speed
●distance (space)
●phase change
●state of matter
●volume
●mass
●substance

41. 41
Concepts/Knowledge

●Relationship


Relationship: Concept Attainment

42. Phase
Changes
and
Thermal
Expansion
Phases of Matter and the Phase
Changes

The States of Matter and
Phase Changes
Phase Changes Between
States of Matter (ThoughtCo.)

Grade ⅚ Science
Chem4Kids
http://www.chem4kids.com/fil
es/matter_intro.html

Phase Change &
Temperature of
Water (cK-12
Simulation)

Phase
Change
Lab
Time lapse
heating curve
of ice below
its freezing
point
What safety issues need to be considered in these
experiments?
START
HERE!

43. 43
Concept/Skill
●Investigation


●Controlled Experiment



●Discussion
Investigating (Gr 2 Steps): Direct Teaching Of Skills/Procedures
Investigation: Concept Attainment
Investigating (Grade 5) Controlled Experiment: Direct Teaching Strategy
Investigating (Grade 5) Controlled Experiment Demonstration

44. What is a DISCUSSION?
44
Sample Discussion Checklist (Div 2)
Discussion Formats
●Gallery Walk
●Think-Pair-Share
●I Used to Think
●Spectrum Sort
●Panel Discussion
●Four Corners
A discussion is an exchange of ideas and opinions between two or more
people, usually through conversation (talking) to explore a particular
topic or solve a problem.
Characteristics of a Discussion

●people share their thoughts &
ideas
●people listen to each other's
viewpoints
●people ask questions
●people are respectful

45. Deep
45

46. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.1









During a phase change, the volume of
the matter may change but the mass
remains constant.
Particles change speed and distance from each
other when heated or cooled
Discuss the connection (relate) between
movement (speed and distance) of particles
and temperature in degrees Celsius.



Explain phase changes of matter when heated
or cooled using the particle model of matter.

Conduct a controlled experiment to prove the
mass of a substance is the same after a phase
change.
Concept
Concept
Concept


Facts

Skills
Deep: Associate the skills and
procedures statement to the
Understanding or to concepts
being related. Use different
contexts to apply the
understanding.
Deep #1
Deep #2 Deep #3

47. Deep #1
47
Understanding 6M1.1: Particles change speed and
distance from each other when heated or cooled
What is the relationship between particles, speed,
distance, and temperature?

48. This video (3:50 min.) explains how
hot-air balloons work.

●Review of matter.
●Identifies air as matter
●Uses “molecules” instead of
“particles” but does not go deeper.
●Explains how heat changes
behaviour of molecules.
●Relates Density to buoyancy Grade
5 Energy)
48
Deep Level Activity:
●Watch the video.
●Explain how a hot-air balloon works using the your
understanding of temperature and the particle
model of matter.
●Include the concepts below in your explanation.
gas temperature
cooling
heating
volume density
particle
movement
speed
distance

49. Deep #2
49
During a phase change, the volume of the matter may
change but the mass remains constant.
What is the relationship between phase change, and
mass?

50. 50
Sample Investigation Grade 6 (Mass and Phase Change)

51. Deep #3
51
What is the connection between phase change and
temperature to the Particle Model of Matter.

52. 52
Hexagonal
Thinking
Consideration for
Hexagonal Thinking

●Each hexagon can
connect to up to six
others.
●Students arrange and
rearrange until they
feel you have the
strongest hexagon web
in place that they can
●Students explain their
connections.
Wood
State
Solid
Liquid
Oil
Gas
Helium
Deep Activity Instructions
●Pair students.
●Each student is given one of the following two slides to
complete.
●When the individual task has been completed, students
combine their representations into one.
●Students explain the connections or relationships.

53. 53
Particle
Movement
Vibrate
in
Place
Slide
Past
Each
Other
Constant
Motion in
All
Directions
Water
Carbon
Dioxide
Wax
Liquid
Attractive
Forces
MatterState
SolidLiquid
Gas
Impact
Particles
Set 1
Phase
Change
Phase
Change
Temperature

54. 54
Solid
Liquid
Particle
Arrangement
Gas
Large
Space
Space
Close
Together
Water
Carbon
Dioxide
Wax
Attractive
Forces
Matter
State
Set 2
Phase
Change
Temperature
Impact

55. How can cooking be used to model
the connection between phase
change, temperature and the
Particle Model of Matter?
55
Stock Photo at Dissolve.com Stock Video ID: 1054305614 at Shutterstock.com

56. SURFACE
Concepts and Skills

56

57. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.3
Expansion is the typical response
materials have to heating.

Contraction is the typical response
materials have to cooling.

Water has the unusual property of having
greater volume in solid form than in
liquid form.

Because of water’s unusual property, it is
less dense in solid form than in liquid
form.

The surface of a body of water freezes
when the temperature of the water drops
below the freezing point.

The frozen surface of a large body of
water forms an insulating sheet of ice
that protects aquatic life.

A material’s response to temperature change
requires consideration when designing and
constructing infrastructure, including
● sidewalks
● bridges
● roads
Most matter expands when heated and
contracts when cooled.

Expansion and contraction of matter can be the
basis for the design (From 6M1.2)
Conduct an investigation to demonstrate that
liquid water is denser than solid water.

Hypothesize the effect on aquatic life if solid
water were denser than liquid water.

Explain the significance of expansion or
contraction in the design and construction of
structures.
Surface 1: Identify the key concepts & skills
required for the Understandings.

58. 58
Concepts/Knowledge

Design (Grade 4 Computer Science)


Design involves processes that can transform ideas into
artifacts that meet needs.
Design processes include
●understanding the problem
●forming ideas (ideating)
●planning
●creating
●analyzing
●testing
●troubleshooting

59. 59
Concepts/Knowledge

Expansion & Contraction

Frayer Model
State | Expand | Exemplify | Illustrate (SEEI)
Expansion [getting larger] is the typical response materials
have to heating.

Contraction [getting smaller] is the typical response materials
have to cooling.

60. 60
Concepts/Knowledge

Hypothesis/Hypothesize


Prediction: Concept Attainment

61. Deep
61

62. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.3
Expansion is the typical response
materials have to heating.

Contraction is the typical response
materials have to cooling.

Water has the unusual property of having
greater volume in solid form than in
liquid form.

Because of water’s unusual property, it is
less dense in solid form than in liquid
form.

The surface of a body of water freezes
when the temperature of the water drops
below the freezing point.

The frozen surface of a large body of
water forms an insulating sheet of ice
that protects aquatic life.

A material’s response to temperature change
requires consideration when designing and
constructing infrastructure, including
● sidewalks
● bridges
● roads
Most matter expands when heated and
contracts when cooled.

Expansion and contraction of matter can be the
basis for the design.(From 6M1.2)
Conduct an investigation to demonstrate that
liquid water is denser than solid water.

Hypothesize the effect on aquatic life if solid
water were denser than liquid water.

Explain the significance of expansion or
contraction in the design and construction of
structures.
Deep: Associate the skills and
procedures statement to the
Understanding or to concepts being
related.

63. 63
Concepts/Knowledge

Design Problems


●Stopping a Sidewalk from Cracking.
●Putting an End to Potholes
●Bridges
●Railway Tracks
●Measuring the Temperature

64. Expansion and contraction of matter: Heat and Particle Theory (excellent starting video)
Review of the movement of particles and how it applies to a sidewalk and railway tracks.

Engineering design
64
Location, Location, Location

How do Engineers and Designers use Thermal
Expansion in deciding which materials to use for
building??

Thermal Expansion
of Solids and
Expansion Gaps in
Bridges
Look for expansion
gaps the next time
you see a bridge.
Thermal Expansion
YaClass
This site has lessons and activities
free to use. Any resources that are
assignments and quizzes can be
scored virtually but you must
register and pay for the service.

65. Relationship Between Density, Volume & Mass
65
Mass
Solid Liquid
Water
Ice
Conduct an investigation to demonstrate that liquid water is denser than solid water.

Use your investigation to hypothesize the effect on aquatic life if solid water were
denser than liquid water.
Oil
This Video is 1:27 min.
Density

66. SURFACE
Concepts and Skills

66

67. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.2
A liquid thermometer uses the expansion
or contraction of matter to measure
temperature using a scale.

Scientists use the Celsius scale to
measure temperature in degrees Celsius
(°C).

The Celsius scale is based on the
changes of state of water and defines 0°C
as the melting/freezing point of water and
100°C as the boiling point of water.
Expansion and contraction of matter can be the
basis for the design of tools that measure
temperature.
Describe how a liquid thermometer works.

Create a tool that measures temperature based
on expansion and contraction of a liquid.

Relate the melting/freezing and boiling points of
water to the Celsius scale.

Identify safety practices associated with
measuring temperature and the use of
measurement tools.

68. SURFACE
Concepts and Skills

68

69. 69

How to Read a Thermometer





Density and Buoyancy: Mixing Hot and Cold
Water PBS
T: How does this help animal life in a pond
survive in winter when the water is frozen on top?

Temperature Units,
Thermometer and its Types
YaClass
This site has lessons and activities
free to use. Any resources that are
assignments and quizzes can be
scored virtually but you must
register and pay for the service.


Water - The Fantastic Liquid
How to Make a Bottle
Thermometer PBS

Infrared
thermometers
Senses!
Measuring
Water
Temperature

70. 70
Concept/Skill

Representation

71. 71
Represent
Represent showing something in a certain way to help communicate or understand it better.
(Some) Representation Ideas
Concept Map Infographic Mind Map Skit
Comic Strip Podcast Poem/Song Dance
Diagram Charts & Tables Gif Animation Google Earth Tour
Infomercial Mash-Up News Report Puppet Show
Role Play Board Game Kahoot! Diorama

72. Deep
72

73. Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.
Guiding QuestionHow can the particles of matter be influenced by heating or cooling?
Learning OutcomeStudents investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids,
and gases.
Knowledge Understanding Skills & Procedures
Grade 6 Matter
6M1.2
A liquid thermometer uses the expansion
or contraction of matter to measure
temperature using a scale.

Scientists use the Celsius scale to
measure temperature in degrees Celsius
(°C).

The Celsius scale is based on the
changes of state of water and defines 0°C
as the melting/freezing point of water and
100°C as the boiling point of water.
Expansion and contraction of matter can be the
basis for the design of tools that measure
temperature.
Describe how a liquid thermometer works.

Create a tool that measures temperature based
on expansion and contraction of a liquid.

Relate the melting/freezing and boiling points of
water to the Celsius scale.

Identify safety practices associated with
measuring temperature and the use of
measurement tools.
Deep: Associate the skills and
procedures statement to the
Understanding or to concepts being
related.

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Deep Activity: Make a representation to
show how a thermometer works. Use
your knowledge and understanding of the
particle model of matter and particle
movement in representation.
Photo by Jarosław Kwoczała on Unsplash

75. Transfer
&
Assessment
75

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TRIANGULATION
Formative assessments that triangulate can be used at each level of surface,
deep, and transfer.
●Observations
●Conversations
●Products

Transfer Activities can be summative assessments.
Skills and procedures “are what students do to demonstrate knowledge and
understanding.”
(Guiding Framework)

Consideration 1
Consideration 2

77. Skills & Procedures Verbs
77
Skills & Process Verbs

Grade
K 1 2 3
Ask Questions
Classify (Sort)
Compare & Contrast
Conclude
Create
Demonstrate Safety
Describe
Design
Discuss
Examine
Explain
Explore
Investigate
Observe
Predict
Record Data
Relate
Represent
Grade 6 Learner Outcome
verbs for matter are
investigate and analyze.
Grade 6 Matter

●Discuss
●Explain
●Investigate (Controlled Experiment)
●Relate
●Design (Create)
●Predict /Hypothesize

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View the videos (left) to help understand how what a steam
engine is.

Then view the video below (2:13 min.)

●What key ideas from the particle model of matter are
evident in the video?
●Use the particle model to help explain the role of water in
making a steam engine work.
●Use the particle model to help explain the role of coal in
making a steam engine work.
Mini-Steam-Engine (1:00 min.)
Mini-Steam-Engine (2:16 min.)

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Access your background knowledge
knowledge and understanding about the
particle model of matter to hypothesize
which bottle will be the hardest to indent
after being shaken.
Assessing Hypothesizing

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1.Soda contains dissolved carbon dioxide (CO₂) gas, which is responsible for the fizzy bubbles
and the characteristic taste. When the soda is bottled, it is typically under high pressure to
keep the CO₂ dissolved in the liquid.

2. When you shake the bottle, you agitate the soda, causing the CO₂ bubbles (gas) to
release from the liquid and rise to the surface. The shaking motion provides energy that
helps break the surface tension, allowing the bubbles to form more easily.

3. As the CO₂ bubbles accumulate at the top of the bottle, they occupy a larger volume than
when they were dissolved in the liquid. This increased volume creates additional
pressure inside the bottle.

4. The increased pressure makes the plastic bottle feel harder when you squeeze or touch it.
This is because the internal pressure pushes against the bottle, causing it to resist
deformation. As a result, the bottle feels more rigid or solid compared to when it's at normal
atmospheric pressure.

81. Additional
Resources
81

82. 82
6M1.3
Thermal Expansion short video
- also introduces engineering
considerations PBS

6M1.1
Phase Changes - the
introductory video (uses water
as an example) PBS

6M1.1
The 3 Phases of Matter - also
introduces particle movement -
opening review and start PBS

Convection Heat Transfer:
PBS
Conduction Heat Energy:
PBS
Thermal Radiation: Heat
Transfer: PBS
Physical Science
(Stop at Mixtures and
Solutions).
Phases of Matter: An
Interactive Lesson (8 lessons
with built in quiz, writing
assignments, and uses the
Phase Change Videos below.
PBS

Heat Transfer: An Interactive
Lesson Unit PBS Contains all
the videos below and more.

83. 83

ScienceFlex:Energy and States of
Matter. page 14-15

84. 84

85. 85
Previous slide sourced from this resource pages 13, 9 & 24
respectively.

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Let’s DO Science!

87. 87

88. 88
From GIZMO Site - Numbering is not Alberta’s
Link Link

89. 89
k
Link to access
flyer and
registration
links found
HERE

90. Ontario Ministry of Education

91. 91
Computing Science
and Grade 6 Matter
Recording (14 min)
Link to slide deck for Computer Science

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SCIENTIFIC
METHODS
Video links will be coming to connect Grade 6 Matter with the Scientific Method.
Grade 5 Scientific Methods Summary

●Grade 2 Investigation Procedure
●Grade 5 Controlled Experiment
●Grade 6 Scientific explanations are constructed using reliable,
objective data and evidence.

93. CREDITS: This presentation template was created by Slidesgo,
including icons by Flaticon, and infographics & images by Freepik
THANKS!
Do you have any questions?

Chris Zarski [email protected]
Ted Zarowny [email protected]




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