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Unit Title: Matter and Interactions Instructor: Janelle Woodin Grade level: 8th grade physical science Length of unit: 3 weeks

Stage 1 – Desired Results

Meaning

Enduring Understandings/Generalizations: • The atom is a basic unit of matter made up of protons,

electrons, and neutrons. • Atoms can join together to form molecules, held together by

bonds • There are 3 main physical states of matter: solid, liquid, and gas • Matter cannot be created or destroyed therefore; mass of a

system must remain constant. • Going from solid to liquid to gas the energy level goes up as

well as space between particles, which means the degree of structure between particles becomes less.

• Density is the ratio of mass/volume. (A substance’s mass per unit volume)

Essential Questions: • How does the way a substance appears and behaves help determine

its identity? • What are the fundamental part of an atom and what about them

affects the behavior of an atom? • As elements or compounds undergo phase changes from solid to

liquid to gas what is happening in terms of energy and particle interaction?

• How could two objects have the same density if one had a greater volume?

• As two substances interact, the reactants, to form a new substance, the product, what happens to the amount of matter?

• What are the indicators of a chemical change? • What is the different between a chemical change and a physical

change?

Knowledge & Skills Acquisition

Learning Goals: (use of Next Generation Science Standards and Iowa Common Core) !"#$%&'("#)'*$)&'%+,'+%$)-.)'*$)('-/)("#)0'&)1$*(20-%)

)

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)

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)

H&&(>)I&+//('02$J)4'("#(%#&K)

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)

4'+#$"')0&)(19$)'-),-//+"0,('$)$..$,'02$9>)+&0"D):%-:$%)-%D("0?('0-")("#),-"2$"'0-"))

Students will know…

• Physical property/change • Chemical property/change • Electron/Proton/Neutron • Bonding (Covalent/Ionic) • Polarity • Octet Rule • Dissolve • Acid • Base • pH • Indicator • Element • Compound • Mixture • Matter

• Mass • Volume • Density • Solid • Liquid • Gas • Temperature • Heat • Melting • Boiling/Evaporation • Sublimation • Condensation • Melting point • Boiling point • Reactants • Products • Conservation of matter

Students will be able to…

• 80&'0"D+0&*)1$'F$$"):*>&0,(9)("#),*$/0,(9):%-:$%'0$&)-.)

:+%$)&+1&'(",$&))

• !"#$%&'("#)("#).-%/)1-"#&)1$'F$$")('-/&)+&0"D)'*$)

B"-F9$#D$)-.)'*$)-,'$')%+9$5))

• 6$%.-%/)#$"&0'>),(9,+9('0-"&)("#)#%(F)/-#$9&)'-)%$:%$&$"')

+"#$%&'("#0"D)I$;5)0.)/(&&)%$/(0"&)'*$)&(/$)("#)2-9+/$)

0",%$(&$)'*$%$.-%$)#$"&0'>)#$,%$(&$&J)

• H;:9(0")F*(')#$"&0'>)/$("&)0")'$%/&)-.):(%'0,9$&)0")()

&+1&'(",$)

• N$,-D"0?$)(),*("D$)0")/(''$%)(&)():*>&0,(9)-%),*$/0,(9)

,*("D$)1(&$#)-")$20#$",$)

• 8$&,%01$)'*$)/-'0-")-.):(%'0,9$&)0")#0..$%$"'):*(&$&)-.)/(''$%)

• H;:9(0")'*$)%-9$)-.)*$(')$"$%D>)0"):*(&$),*("D$&)

• O"'$%:%$')():*(&$),*("D$)D%(:*))

)

)

Resources/Materials:

Everyday class: journals, pen/pencil, individual white boards, dry erase markers, index cards (start-ups or exit tickets), i-pads, Labs/Demos: clear containers, wax paper, toothpicks, water, density cubes (same size, different material cubes), test tubes, hot plate, Bunsen burners, flint starters, wire gauze, rings & ring stands, beakers, lighter, pop can, ice, H2O2 (hydrogen peroxide), HCl, Zinc, PDB, baking soda, and corn starch, graduated cylinder, and various oil types.

Stage 2 – Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization) Pre-assessment: I will be using formal pre-assessment in the form of a quiz to gauge level of prior knowledge. Example questions: What is density? How could you calculate it? What are the 3 most common physical states of matter? Which has the highest amount of energy? Give two example of each, physical change and chemical change. Students with high understanding will go through the same discussion but will be given less structured labs and higher ‘challenge’ questions on quizzes and tests. Days where students are in groups working on problems I would give the higher-level students more challenging material. Example: Why can particle dots be a misleading representation of mass in density models? Answer: Different elements or compounds have different atomic masses so one particle of a compound might be twice the mass of one particle of another compound. Formative Assessment: Formal assessments will include quizzes, journal entries, start-up prompts, exit tickets, whiteboard drawings/writings, informal table discussions (I walk around, listen, and question ideas), and lab performance/writings. Performance assessment will mostly be through lab and lab design in this unit. Scaffolding will look different depending on the student (students with lower ZPDs I would provide sentence frames for lab write-ups) but in a broad sense I will provide models, visually show how to setup labs, perform demonstrations for observation, display logical thought process when making conclusions, etc. Atom Quiz (week #1): example questions- True or False the tendency to capture electrons is an elements’ electronegativity, draw the Lewis dot structure for Oxygen, What are the fundamental parts of an atom and what are the charges on them, etc.

Formative Assessment: Formal assessments will include quizzes, journal entries, start-up prompts, exit tickets, whiteboard drawings/writings, informal table discussions (I walk around, listen, and question ideas), and lab performance/writings. Performance assessment will mostly be through lab and lab design in this unit. Scaffolding will look different depending on the student (students with lower ZPDs I would provide sentence frames for lab write-ups) but in a broad sense I will provide models, visually show how to setup labs, perform demonstrations for observation, display logical thought process when making conclusions, etc. Atom Quiz (week #1): example questions- True or False the tendency to capture electrons is an elements’ electronegativity, draw the Lewis dot structure for Oxygen, What are the fundamental parts of an atom and what are the charges on them, etc. Group Challenge (week #3): example questions - You have been given a mystery substance that you need to protect. Luckily you are given a sample to test before hand. (type1)What would you test that would give you valuable information so that you know how to properly store this substance? (type 2-3) In vile A is a clear liquid, in vile B there is another clear liquid when added together they viciously bubble and the room starts to smell. What type of change do you think occurred? What tests/indicators could you use as evidence? Your lab team has been given reactants A, B, and C (all liquid in form). Each weighs 1.5 grams You add them together in one uncapped beaker. After the reaction you weigh the beaker and you only have 4.2 grams. Why is this a problem and how do you account for the loss? Conservation of matter, and the 0.3 grams then must have released in gas form. Summative Assessment: Two Forms. Short-answer conceptual problem-based exam AND an essay To have students reveal their deeper understanding I will administer a short-answer/essay test that focuses on conceptual problem-based questions. Students are expected to give a full response that includes writing, models, labels, etc to meet the unit’s standards. I will also have students choose 2 out of 4 questions from a prompt to write an essay using evidence from class and additional cited resources. This is to be turned in at the end of the unit.

Chemistry- Matter & its Interactions

Each day represents a 50-minute class period

For all Discussion – Students will be asked to write down questions with their answers in progressive journals (WTL). As discussion

furthers corrections or new ideas will be made in a separate color (time for self reflection), this is so when journals are turned in at the

end of the week I am able to check for growth, initial misconceptions, ideas that students struggle with, and other data to help my

teaching/ differentiation

Start-up and Exit Slips – Both will be done on index cards and later taped in journals.

Monday Tuesday Wednesday Thursday Friday

(EVERY Friday Journals are

turned in and checked)

WEEK#1 Atoms 1 2 3 4 5

Students take Unit Pre-

assessment (15 min)

Semi-decontextualized

(paint chips with

letters/numbers) activity

that reflects how we

study and observe

natural phenomenon.

This gets at how the

science community

organized

elements/atoms, which

make up matter.

Address nature of

science, NOS, here.

(Science is

collaborative, creative,

tentative, etc.)

Discussion of the atom.

Deriving the structure of

the atom. (What is an

atom? What does it look

like? What is it made up

of? Proton/electron/

neutron behavior? )

History of the atom/

experiments that helped

scientist form current

model. Students will

have whiteboards to

draw with. Answer

questions in journals,

corrections made in

separate colors. Address

NOS idea – scientists use

models to help explain

and form ideas.

Start-up question: What

makes up the center of

the atom? And give

reasoning to why (5min)

Atom behavior (element

chip activity):

Each table will have

element chips with (ex.

H, He, C, O) contains

info: atomic number,

mass, etc. Let students

group chips together to

what makes sense.

Discuss and introduce

the octet rule/ Lewis dot

structure.

How would this effect

how atoms bond? Ex:

Oxygen has 6 e-, so

wants two more e-. H20!

Bonding/ electro-

negativity/&polarity

-Water Bead Demo.

Each table will have

wax paper, toothpicks,

and a little bit of water

on the wax paper

Prompt-Why does water

bead? What do you

mean molecule

attraction? This will lead

to talking about electro-

negativity, covalent

bonds, and molecule

behavior. This will be

general for 8th grade

level. Also important to

address the

misconception of

viscosity.

Review and PHET

simulations

Open class up for review

of the atom, what

question do you have

about anything we went

over this week?

(Atom Quiz)

Have students work on

PHET simulations:

Molecule Shapes and

Molecule Polarity. @

Phet.colorado.edu

This will help students

with self-reflection and

concrete visuals of

molecules. All ideas

and notes in journals.

WEEK #2 Density 6 7 8 9 10

Go over quizzes

What is Density?

Discussion

-Density demo. The

instructor will have

different density cubes

to drop in a clear

container filled with

water. (What do you

mean by particle? What

is the difference

between area and

volume? What does all

matter contain?)

Deriving

density=mass/volume.

Students will have

whiteboards to show

thinking. Exit Slip: If object

A & B have the same

volume & A has more

mass, which object has

more density? (5 min)

Density vs Buoyancy

Liquid Column Activity:

Each table will have

three graduated

cylinders that holds a

mystery liquid. (Colored

water and two types of

oil) Students will, in their

journals, make

observations at each

step. Pour liquid 1 into 2.

Then pour liquid 3 with

1&2. They all separate

out.

How do you explain

what happened? Draw

how the particles are

structured inside each

liquid. What is floating?

How is this term

problematic? Informally

check journals for

students thinking.

Density Lab (most setup)

Get students collectively

to come up with lab

structure.

How could we test the

densities of random

objects? If we didn’t

have an objects volume

how could we get it?

What materials would

we need for this

investigation? How are

you going to organize

your data? Address

NOS – science is

creative and limited.

Groups of 3, maybe 4.

Differentiation – more

advance groups have

less structured lab day

all the way to heavy

structure for low

understanding groups.

Density Lab Continued

Start-up question: Draw

and explain what is meant

by the statement, just

because an object has

more mass does NOT

mean it automatically is

more dense. (5 min)

Student will spend the

rest of the period

performing their

investigations and

writing up their lab

conclusions, testing their

level of (written)

communication skills.

Go over previous days

start-up question

(anticipating some

confusion) 5-10 min

Finish up final touches

on lab conclusions. 10-

15 minutes.

Come together as a

class to discuss data.

What materials sank in

what liquids? Where do

we see the application

in the real world? (Oil

spills, material we

choose for boats,

bridges, etc.) If you

were to continue this

type of investigation

what would you study?

What new questions do

you have? Turn in labs

*Introduce/give rubric

for Unit Essay*

WEEK#3 States of Matter 11 12 13 14 15

Review density 5-10 min.

Turn back labs.

Physical Change vs

Chemical Change

Physical states of water

activity. (Glass bowl,

glass container, water,

ice, hot plate) Shows

water heating, vapor

rises, vapor condenses,

Physical Change vs

Chemical Change

Continued

Half discussion, half

demo day.

What were the

indicators of a physical

change? (Make list)

What do you think it

means to make a

In Group Challenge

Problem Activity

Review chemical

change. Chemical vs

Physical Indicators.

(Make both lists)

Review for Unit Test

Have students go over

their journals, labs,

quizzes, etc. Each

student must write down

at least 3 questions. (~5

minutes)

What ideas are still

unclear or what

questions do we need to

Unit test

Essay Due (checks for

understanding but also

a form of study aid for

the exam)

and then forms “rain.”

What does the particle

structure look like for

solids, liquids, and

gases? (draw model)

Which holds the most

energy? Breaking bonds

takes energy, which

determines compounds

melting, boiling points.

Phase change graph

chemical change?

What do you predict

chemical change

indicators will be?

Conservation of matter.

React to products mass

is never lost merely

transferred.

Perform 5 demos – 3

chemical, 2 physical.

Have students write

down observations in

journals. (Before, during,

&after) Have them

leave journals to check.

Students will be broken

into groups of 2-3. Each

group will be given an

envelope with 3

application questions in

it. Envelope 1 is the

greatest difficulty down

to 3 with the least

difficult. (Example

questions look on stage

2) Each student will be

responsible for their own

write-up to be turned in

at the end of class.

address? Go over

these. Use whiteboards

Good time to address

last minute questions

about the essay.

If extra time have

students work in groups

of 2-3 answering one

another’s questions and

further study, walking

around giving students

one on one if needed.

16 17 18 19 20

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MATTER ESSAY

Name ______________________________ Period _______ Date _________

Choose two of the following prompts to write about. This paper should be double

space and 1-2 pages in length. Your answer must be in complete sentences and use

proper sentence structure. Use terminology we have gained throughout this unit to

clearly articulate your ideas. To justify your answer use evidence from class and

outside resources however; make sure to cite your sources. Make matter really

matter! " Good luck

1. A strip of magnesium metal is ignited using a lighter wand. The result

is an intensely glowing white light. As the burning of the metal

subsides, a white powder-like substance now appears replacing the

smooth ribbon of metal. How do you explain what happened?

2. A small amount of baking soda is place on a template. Several drops of

Vinegar are added to the powder. The resulting reaction leaves none of

the powder like substance. It appears to have “disappeared”. How can

you explain what took place.

3. The statue of liberty was originally constructed of brilliant bronze

copper. To look at the Statue now, it has a predominating greenish

color to it. How could you explain what has been happening. .

4. A beaker is filled one-third full of sugar. A layer of highly concentrated

sulfuric acid is poured on the top. Over a period of seconds, you notice

a substantial change in the look of the sugar. It becomes darkened and

begins to bubble up and form a stiff black material, which vents a strong

vapor. Upon the completion of the reaction, you take a knife to the

substance and notice it crumbles like a fine powder. How do you

explain what happens?

Give this extra information to students with lower proficiency: Be

sure to use terms such as, physical change/properties, chemical

change/properties, reactivity, reactants, products, evidence of reaction,

evolving of a gas, color change, density, and texture. !

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with quality

evidence.

‘Justification’

Unclear ideas.

Lacks evidence or

evidence does not

align with ideas;

arguments don't

stand up to

reason.

Writing has

minimal

evidence and/or

logic to their

arguments.

There is an

attempt to use

examples

and/or evidence

to build a case

but it is mostly

ineffective.

There is a clear

use of

examples

and/or cited

evidence from

a credible

source. Most of

the evidence is

of good quality

and fits with

the ideas of the

paper.

Obvious use of other

credible sources

with citations to

back up the writer's

assertions. All

evidence is directly

tied to the thesis in

an effective manner

and supports the

thesis/points of

discussion.

Communicates

effectively

using proper

Organization

&

Convention

The paper is very

hard to follow.

No sense of order

or flow. Reader

loses a sense of

what the writer is

trying to convey.

Paper contains

numerous errors.

Little convention

understanding.

Justification is

attempted but

strays off topic

or bounces

around

somewhat.

Limited control

of convention

with some

errors.

Introduces

ideas followed

by a clear

justification.

Has a

reasonable

transition

between ideas.

Control of

most writing

convention

with 5-3 errors.

There is a clear

justification and the

writer connects each

point with

appropriate

transitions. The

paper is logical in its

flow and direction.

Strong convention

application with 2-0

errors

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