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North Carolina · North Carolina Science · Grade 6

PS.6.1.2: Use models to explain the relationship between changes in thermal…

Use models to explain the relationship between changes in thermal energy in a substance and the motion of its particles (including phase changes).

The North Carolina Standard Course of Study, Science (2023) outcome PS.6.1.2 (Matter and its Interactions) for Grade 6 says: “Use models to explain the relationship between changes in thermal energy in a substance and the motion of its particles (including phase changes).” These 2 Fieldbook units teach it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: North Carolina Standard Course of Study, Science (2023).

Solids, Liquids and Gases Grade 5 · partly supports this outcome

Where does a puddle go? Why does ice float? A first look at the tiny particles that explain the stuff around us.

  • Where does a puddle go? 50–60 min

    Teams race wet paper towels in still air, in wind, in a warm spot and under a cup to find out what makes water disappear faster. They catch the 'missing' water on the inside of the cup and explain evaporation with particles.

  • Why does ice float? 50–60 min

    Students compare water before and after freezing: same weight, but more space. They float a block of ice, measure how much sticks out, and use particles to explain why lakes freeze from the top down and fish survive the winter.

Hot and Cold: Particles on the Move Grade 6 · partly supports this outcome

Why tires go soft in winter, why sidewalks have gaps, and how a thermometer knows. Five lessons on what heating and cooling do to the particles in everything around us.

  • Why do bike tires go soft in winter? 45–60 min

    Students stretch a balloon over a bottle, move it between warm and ice water, and find out what happens to air particles when they cool down. Then they explain a cyclist's 'flat' tire on the first cold morning.

  • Why does food colouring spread faster in hot water? 45–60 min

    Two cups, two drops, one race. Students drop food colouring into warm and ice-cold water at the same moment, then explain what the moving colour tells us about particles they can't see.

  • How does a thermometer know? 50–60 min

    Teams build a working thermometer from a bottle of coloured water and a clear straw, then calibrate it against a real thermometer. At the end, they explain how any liquid thermometer 'knows' the temperature.

Printable practice for PS.6.1.2

These pages practise a closely related idea; the match to PS.6.1.2 is partial.

Need just this outcome? Build a custom pack from these pages, with its answer key, in about a minute. Custom packs come with All-access and school licences.

Compared with NGSS: MS-PS1-4 (partial).

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