Ms. Haley's class has been exploring the characteristics of matter. She now wants her 5th grade students to learn that air is also a matter. She plans to introduce her lesson by raising some questions with her students about whether air is matter, and how they could find out. Ms. Haley's lesson objectives: (at the end of this lesson) Students will be able to develop a model to describe matter that consists of particles too small to be seen.

1. Which two CCC(s) might best support students in learning of the phenomenon?

2. Why did you choose these CCCs?

3. Put an investigation question that you would pose to students to guide them in making sense of the given phenomenon. Try to use the language of the relevant crosscutting concepts in question.

4. What kinds of instructional activities would you use to help your students meet the objectives using the CCC?