• Develop models to describe the atomic composition of simple molecules and extended structures. (MS-PS1-1)

• Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (HS-PS1-1)

• 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. (6-8)
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (6-8)
• 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. (6-8)
• Solids may be formed from molecules, or they may be extended structures with repeating subunits (6-8)
• Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (9-12)
• The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (9-12)

• Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5)
• Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (6-8)
• Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (9-12)

• Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (6-8)

• Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)
  • Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. (6-8)

• Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
  • Use a model to provide mechanistic accounts of phenomena. (9-12)

• Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)

• Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)

• 6-8: 4D/M1a. All matter is made up of atoms, which are far too small to see directly through a microscope.
• 6-8: 4D/M3ab. Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion, so most substances expand when heated.
• 6-8: 4D/M3cd. In solids, the atoms or molecules are closely locked in position and can only vibrate. In liquids, they have higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another except during occasional collisions.
• 6-8: 4D/M7a. No matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same.
• 6-8: 4D/M7b. The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same.
• 6-8: 4D/M8. Most substances can exist as a solid, liquid, or gas depending on temperature.

• 6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
• 6-8: 11B/M5. The usefulness of a model depends on how closely its behavior matches key aspects of what is being modeled. The only way to determine the usefulness of a model is to compare its behavior to the behavior of the real-world object, event, or process being modeled.

This attractive 45-page Power Point presentation uses atomic models to help students visualize that matter is composed of tiny particles in constant motion. It explores subatomic particles, explains how the periodic table is organized, and concludes with a brief presentation on ions and isotopes. Can be embedded into your own classroom lectures/presentations, and is easily adaptable for middle or high school.

• Physical Sciences K-8 Matter and Interactions Unit
• Physics First Matter and Interactions Unit
• Conceptual Physics Matter and Interactions Unit
• Algebra-Based Physics Matter and Interactions Unit

This attractive 45-page Power Point presentation uses atomic models to help students visualize that matter is composed of tiny particles in constant motion. It explores subatomic particles, explains how the periodic table is organized, and concludes with a brief presentation on ions and isotopes. Can be embedded into your own classroom lectures/presentations, and is easily adaptable for middle or high school.

• Physical Sciences K-8 Properties of Matter Unit
• Physics First Properties of Matter Unit
• Conceptual Physics Properties of Matter Unit
• Algebra-Based Physics Properties of Matter Unit