Hello, Grade
7!
Now, thi
s
the first is
01 round. L
et ’s
have a s
hort
review!
Week 2
What is matter?
What are the
states of
matter?
Short
Review -
Particle
Party!
This activity bridges the gap between atomic models and Kinetic
Molecular Theory (KMT).
Materials:
• Index cards (enough for each student)
• Markers
Essential Questions for Review:
1. What are atoms made of?
2. What does the particle model tell us about matter? (made of
tiny
particles)
Activity for Students:
• 1. Imagine tiny particles representing atoms or molecules. On
your index cards, draw these "partying particles."
• Draw the partying particles
• Particles in a solid tightly packed, no
movement
• Particles in a liquid- a bit more
spaced gently moving
• Particles in a gas far apart, moving
randomly and quickly.
cold particles Hot particles
Key Points for Review:
Particles are constantly moving (even in solids!), there are spaces between
particles,
and the speed of particle motion increases with temperature.
Lesson
Purpose
• Introduce Pure substances – elements
and compounds in our daily life
• Connect scientific models with particles
of pure substances
• Compare the models of elements, diatomic molecules and
compounds based on what is seen in the conceptual
model.
• Build the bridge from particles of pure substances in
relation to the concept of Kinetic Molecular Theory (KMT).
• Explain the core principles of KMT: This includes
understanding the
• constant motion of particles, the presence of spaces
between them, and the relationship between temperature
and particle speed.
• Connect Thermal Energy and Particle Behavior: Students
will establish the link between thermal energy and
temperature. They will then explore how adding heat
increases the kinetic energy and speed of particles within
a substance, ultimately leading to changes in state or
phase.
Unlocking Content Vocabulary: Vocabulary
Scramble!
• General Instructions for students:
⚬ 1. You will be divided into groups of 4 or 5.
Think of a team name.
⚬ 2. On the board, you will see the list of
vocabulary words related to KMT, but the
letters are scrambled.
⚬ 3. Unscramble the words within a time limit
given by your teacher.
Point for Discussion:
• 1. How does particle motion relate to
temperature?
• 2. Why are spaces between particles important?
02 Welcome
round tw to
Are you o !
ready fo
r t
sramble eh
words! d
Scrambled Words:
TICELPA
R
(Particle)
ANSWER
Scrambled Words:
CAEPS
(Space)
ANSWER
Scrambled Words:
EOIYVL
CT
(Velocity)
ANSWER
Scrambled Words:
PERATREMT
EU
(Temperatur
e)
ANSWER
Scrambled Words:
TRACATITR
ON
(Attraction)
ANSWER
Scrambled Words:
SEHPA
(Phase)
ANSWER
Scrambled Words:
NEREGY
energyANSWER
Scrambled Words:
ILUQID
liquid
ANSWER
Scrambled Words:
DLIOS
solid ANSWER
Scrambled Words:
OELEUC
LM
(Molecule)
ANSWER
Scrambled Words:
ORCESF
forcesANSWER
Scrambled Words:
NIBOILG
(Boiling)
ANSWER
Scrambled Words:
SOILUBIT
LY
(Solubility
)
ANSWER
Good job
you did i ,
03 Now let’ t
s
!
study
element
compou s a n d
nd!
Elem en t s
COM
a n d P O
U ND
Quick Questions:
• What are the basic units that make up all
matter according to the particle model
(Particles)
• How does the movement and arrangement
of these particles affect the state of matter
(solid, liquid, gas) (Students should recall
that movement and spacing influence the
Processing Questions:
• Can you think of any examples of different types of matter?
• Do you think these materials are made up of the same tiny particles? Why or
why not?
Pairwork:
Which shows an element/compound?
Situation A: Consider tearing a piece of tissue paper. Tissue paper is made
from smaller building blocks like cellulose fibers. These fibers are
themselves made of carbon, hydrogen, and oxygen atoms linked together
in a specific way. Ripping the tissue separates these complex fibers, not
individual atoms.
Situation B: Imagine tearing a sheet of aluminum foil. Aluminum foil is
mostly made up of a single element called aluminum (Al). When you rip it,
you're separating tiny pieces of aluminum, each still being aluminum.
Essential Question:
What generalization can you make for elements and compounds? How can
you easily distinguish them?
Worked Example: Substance List
The following is a list of substances. Group them into elements and
compounds.
“What do you think is happening at the tiny particle level in these objects?”
04
This is th
exciting e
p a
let’s hav rt,
e
activity! a n
THE
SHIVERING
STATUE
Instructions:
• Ask students to stand perfectly still, like a statue.
After a few seconds, ask them to silently shiver in
place without moving their feet.
• Process Question: Even though you looked like a
statue, what was happening to the tiny particles in
your body (atoms and molecules)? (They were still
moving, but with less movement compared to
shivering)
Explanation:
• Explain the concept of constant motion in KMT.
Particles are always moving, even in solids where
things seem still. The shivering activity
PERSONAL
SPACE
Instructions:
• Ask students to stand shoulder-to-shoulder,
representing tightly packed particles in a solid.
Then, ask them to take a comfortable step back,
representing the spaces between particles in a
liquid. Finally, ask them to spread out even further,
representing the spaces between particles in a gas.
• Process Question: How did the space between you
change throughout the activity? (The space
increased as we went from solid to liquid to gas)
• Explanation: Explain that particles are not glued
together. There are spaces between them, although
these spaces may be very small, especially in solids
PARTICLE
DANCE
PARTY!
Instructions:
Play some upbeat music and ask students to pretend they are
tiny particles. Instruct them to move slowly at first,
representing particles in a cold substance. As the music gets
faster, instruct them to move more vigorously, representing
particles in a hot substance.
Process Question: How did the speed of your movement
change with the
music? (The movement became faster as the music got faster)
Explanation: Explain the relationship between temperature and
particle
motion according to KMT. Higher temperatures correspond to
faster-moving particles. The music simulated adding thermal
energy, which increased the speed of the “particle dance
party.”
THE FIZZY
FUN OF
DIFFUSION
Investigate how different factors
can influence the rate of diffusion
with special focus on the effect of
temperature on the movement of
gas particles from an effervescent
tablet.
Processing Questions after the activity, LAS 2:
1.How do your observations relate to the
concept of temperature and particle
movement according to Kinetic Molecular
Theory (KMT)?
2.Explain why the bubbles seemed to move
faster (or slower) in one container compared
to the other.
3.Based on this experiment, what can you
predict about the rate of diffusion of food
coloring in warm water versus cold water?
Why?
Well
05 done,
grade 7!
TAKE AWAYS
• Describe the key difference between
an element and a compound in
terms of their composition and
particles.
• How do particles behave in terms of
their motion, spacing, and the
relationship between temperature
and particle speed as described by
the KMT?
TAKE AWAYS
• Imagine shrinking yourself down to
the size of an atom! Based on what
you learned about Kinetic Molecular
Theory (KMT), describe what the
world around you would look like and
how you would interact with it.
Consider scenarios like you are a
solid, liquid or gas particle.
Are you
ready fo
r ou r
06 short qu
iz!
Formative
Assessment
a) a mixture
An unknown white
substance is heated
and produced white
b) an
smoke and
black solid. What do element
you think is this
c) a
substance?
compound
ANSWER
Water is composed of
two atoms of hydrogen
and one atom of
oxygen.
Which of the following
can be the particle
model for water?
ANSWER
a) The speed of the particles
3. What can you say about the is the same in all states of
movement (speed) of the matter.
particles of solid,
liquid, and gas based on this b) Solid particles are the
model? fastest to move compared to
liquid and gas.
c) Gas particles are the
fastest among solids and
liquids.
ANSWER
Given this particle model of
water, what do you think is the
a) Gas
state it is in?
b) Solid
c) Liquid
ANSWER
a) Temperature dropped
What do you think is happening and solidified the
in the substance in terms of substance.
temperature
change? b) Temperature was
increased, and the
substance was liquified.
c) The liquid substance was
heated and evaporated as
gas.
ANSWER
Congratulations! Job well
