Unpack NGSS Standard

Domain: Disciplinary Core Idea: Grade Level:

5-PS1-1 Matter and its Interactions 5th Grade

Performance Expectation

Develop a model to describe that matter is made of particles too small to be seen.

Science & Engineering Discipline Core Ideas Cross Cutting Concepts

Practice
PS1.A: Structure and Scale, Proportion,
Developing and Using Properties of Matter Quantity.
Models.
Modeling in 3-5 builds on  Matter of any type  Natural objects exist
K-2 experiences and can be subdivided from the very small
progresses to building and into particles that are to the immensely
revising simple models too small to see, but large.
and using models to even then, the matter
represent events and still exists and can be
design solutions. detected by other
means. A model
 Use Models to showing that gases
describe are made from matter
phenomena. 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.
Student understandings Student knowledge and How will you
(what will students skills (what will students be apply/include other
understand; big ideas) able to know and do) disciplines?

1. Students will 1. Students will be able In ELA, I will apply

understand that to conduct standard RI.5.7 which
particles still exist experiments that will states:
within an object prove particles are  Students will “draw
even if it is unseen. within an object. on information from
2. Students will 2. Students will be able multiple print or
understand that to reason abstractly digital sources,
observations and and quantitatively demonstrating the
tests can be ability to locate an
conducted to prove 3. Students will be able answer to a
particles are to model there question quickly or
present. experiments through to solve a problem
visuals using art work efficiently.
3. Students will or technology.
understand that In Mathematics, I will
natural objects exist apply standard MP.2
from the very small which states:
to the immensely  Students will
large. “Reason abstractly
and quantitatively.
Common Misconceptions Technology

 Students may believe that because
particles are too small to be seen, Connections, students will be able to draw
that they do not take up space.
 Students may also have a
misconception about particles
dissolving in liquid (EX: salt in
water) and that once dissolved,
the particle is no longer there, but
in fact it is (once student tastes the
water)
Vocabulary
Through Common Core State Standards
on conclusions through IPad or
computers. “Nextgenscience.com” will
also be utilized.
 Another great alternative is using
MysteryScience.com which is an
interactive and hands on website
that gives teachers many resources
and lessons that are ready to go and
very hands on.
Academic Language

 Molecules
 Particles
 Quantity 1. Subdividing particles into solids,
 Matter liquids and gases.
 Atoms 2. “does this particular Matter have
 Scale particles?”
 Atomic Scale 3. let’s use the Atomic number to
 Inflate/inflation gather a quantity for our
experiment.
 Microscopic
4. “if we inflate this basketball, will the
 Observations
particles increase or decrease?”
 Hypothesis
 Subdividing (academic relates to the process & practices i.e.
interpret data) Suitcase words, you can pack them up
and use them in other curricular areas.