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Overview of

the Unit
Matter
Chemistry Group
UP NISMED
CURRICULUM GUIDE (Matter)
GRADE 5 GRADE 6
GRADE 4
Investigating Based on
Grouping based
GRADE 3 changes at observations
on ability to absorb
certain done in Gr4,
Observing water, to float or
conditions: describe
characteristics sink, whether they
presence or lack appearance of
of matter: decay or not
of oxygen & mixtures as
shape, weight, Observing
applying heat uniform or non-
definite-ness changes: when
Deciding which uniform
bent, pressed,
of volume, materials are Classify as
hammered, cut
ease of flow Investigating
harmful or not homogeneous/
Applying “5R” heterogeneous
changes due to
Grouping method mixtures
temperature; when
(recycling, Investigate
objects & solid is mixed
reducing, ways of
materials: S, L, w/liquid; liquid
reusing, separating
G mixed with liquid
recovering & components of
Reading product
repairing) heterogeneous
labels
mixture
CURRICULUM GUIDE (Matter)
GRADE 9
GRADE 8 Using concept of GRADE 10
Explain atomic structure Investigate how
GRADE 7 learned in Gr 8,
observed gases behave;
Investigate: explain how atoms
properties Describe the
properties of form bonds by relationships
solutions; ways of based on type transfer or sharing of between V-T-P.
separating of particles & electrons. Describe what
homogeneous attraction Describe how metals happens when
mixtures between bond.
substances
Express conc of particles Explain how
undergo
solutions covalent bonding in
Explain carbon forms a
chemical
(% mass,
changes of variety of cpds. reactions.
%volume)
state in terms Explain how new Apply Law of
Distinguish
of motion, cpds form due to Conservation of
mixtures from
rearrangements of Mass.
substances relative
particles. Recognize
Perform guided & distances & biomolecules–
Describe the mole
semi-guided attraction as expression of a carbohydrates,
investigations between large number of lipids, proteins &
particles small particles. nucleic acids.
Development of Ideas about Matter
in Grades 3 to 7

 Concepts were encountered by the


students in the contexts and life
situations that they were most familiar
with.

 Focus was more on the ‘macro’ view


(the tangible and visible). Such
approach is how science concepts
should be taught initially.
Starting Gr 8, Unit 3
 Teachers guide students to a higher
level of explaining ideas and concepts

 Students go beyond what their eyes


can see.

 In
this unit, students will begin to
explain some everyday situations at
the sub-microscopic level (atomic
level).
Teaching & learning about the
particle nature of matter
 Studentsmust grasp the particle
model of matter to have a
meaningful understanding of topics
in the physical, life, and earth
sciences.
Important aspects of the
particle model of matter
1. Matter is composed of tiny
particles.

2. These particles have spaces


between them.
Important aspects of the
particle model of matter
3. The particles are moving all the
time.

4. The particles of matter attract


each other.
Teachers should…
1. keep in mind that students do not see
things the way adults do.
2. assist students in visualizing ideas by
letting them build pictures or models
step by step.
3. develop and build the particle model of
matter gradually among students since
understanding the model does not
happen in a single step.