Self-evaluation Engaging In

7.A.2 Develop and revise a model to predict and describe the unseen interactions between particles in a system to show that matter is conserved in a process where the type of particles that make up the starting substances (system inputs) somehow change through their interactions to make different type(s) of particle(s) in the ending substances (system outputs).

7.A.2 Develop and revise a model to predict and describe the unseen interactions between particles in a system to show that matter is conserved in a process where the type of particles that make up the starting substances (system inputs) somehow change through their interactions to make different type(s) of particle(s) in the ending substances (system outputs).

• Particles that make up the initial substances could have been joined together to make new particle clusters that are new substances, but these are still made of the same type of smaller particles we started with.
• Particles in the initial substance can be broken apart into smaller particles that are new substances, but the particles we start with are made of the same type of particles we end up with.

For students who struggle with brainstorming ideas for what could be happening with the particles when new substances are formed, tell them that it is OK if they are not sure. Encourage them to think about anything that could be possibly going on at a particle level, because this is not something we can directly observe, so we have to push ourselves to use our imagination and creativity to come up with possible model ideas we have never considered before.

Additional Lesson 7 Teacher Guidance

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN ELA

• CCSS.ELA-LITERACY.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
• CCSS.ELA-LITERACY.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Both of these ELA goals are the focus of the discussion in the Scientists Circle. The focus connecting questions, sources of evidence, what we observed, and key science ideas of other students create an agreed upon set of consensus ideas to add to the Progress Tracker. These facets of the Scientists Circle rely on both goals above.

Universal Design for Learning:

Allowing students to express their ideas using multiple modalities supports student ownership of their learning by giving students choice, access, and control in navigating their own understanding around the science ideas.