Purpose of Science Curriculum Maps

Science 3rd Nine Weeks Grade 8 Purpose of Science Curriculum Maps This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

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Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science Practices To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

SCS 2016-2017 3 of 22 Science 3rd Nine Weeks Grade 8 Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science Curriculum Maps Overview The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered on four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies. As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. How to Use the Science Curriculum Maps Tennessee State Standards The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to SCS 2016-2017 6 of 22 Science 3rd Nine Weeks Grade 8 apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. Content The performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

Connections District and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wp- content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf) Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:  Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).  Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.  Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary). It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines. Basic Guidelines for effective structured language practice strategies: SCS 2016-2017 7 of 22 Science 3rd Nine Weeks Grade 8  Make the target language rigorous, and mandatory.  Never use structured language practice strategies with language that hasn’t been explicitly taught first.  Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus on their use of the language.  Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you use these strategies regularly, students will increase their speed to match your snappy pace.  Circulate to monitor for participation as well as accuracy. Provide targeted support as needed.  Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable. Strategies include  Frayer Model - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ  Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ  Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

State Standards Embedded Standards Outcomes Content Connections

Standard 9: Properties of Matter (2 weeks) GLE 0807.9.6 Use the GLE 0807.Inq.2 Use Investigate the Holt Science and Technology TE: Academic vocabulary: periodic table to determine appropriate tools and properties of selected Chapter 8 Section 1: Three States of element, periodic table, the characteristics of an techniques to gather, elements and create a Matter, p.208-213. Ch. 10 Section 2: symbol, metals, nonmetals, element organize, analyze, and classification system The Atom, p. 266-273. Ch. 11 period, group, row interpret data. for these elements. Section 1: Arranging the Elements and Section 2: Grouping the Vocabulary strategy: GLE 0807.Inq.5 Communicate Explain how the Elements p. 282-299. Scaffolded (Unpacked) Science words for knowledge scientific understanding periodic table is Ideas rating: Teacher prepares a using descriptions, organized. Glencoe Tennessee Science 8’ table and lists the words 1.The Periodic Table explanations, and models Chapter 8 Section 1: Introduction to organizes elements into Explain why elements the Periodic Table Section 2: (word, no clue, have heard or families that have similar in a group often have Representative Elements Section 3: seen it, know the word, know properties. Essential questions: similar properties. Transition Elements p. 220-249. it well and can define it)

2. Elements and compounds 1. Explain the basis for using the following Differentiate between technique. Students will have physical and chemical organizing the periodic table. Recommended activities: metals, nonmetals, and place an X in the box that properties that can be (For labs and investigations, allow described and/or measured. metalloids based on best describes your 2. What determines the their properties and students to identify independent understanding of this word. identity of an atom? What are location on the periodic and dependent variables and Vocabulary strategy: atoms made of? table of elements. controls, what tools are needed to Possible sentences- This do the gathering, how strategy expands students’ measurements will be recorded, 3. Describe happens when Predict the properties word knowledge by asking provide evidence to support atoms form ions. of an element based on them to contextualize words explanations or solutions and how Differentiate between atoms its location on the they will encounter in an many data are needed to support a and ions. periodic table. upcoming unit of instruction. claim.) Students are asked to use as Predict the reactivity of Science Activity a Day many words as possible to 4. How is the periodic table an element based on investigation: create sentences. organized? What can you find its location on the  Identifying and naming out about an atom from the periodic table. periodic table? How do ions isotopes p. 6 Performance task: Adopt form?  Mendeleev’s periodic table an Element Project/Activity – p. 13 Students research an element, complete an 5. Analyze the four Labs: informational sheet, and categories of elements in the Complete investigations 2 and 3 create an advertisement. periodic table. What type of Inquiry in Action Includes links for student elements make up the research and printable majority of the periodic Informational text - Zebra- materials. – (Science table? How does the process practice 6) Sciencespot.net of radioactivity occur? What mussels-and-Hudson-river- from Performance task: The is half-life used for? Readworks 1225L; Read closely to determine what the text says Universal Periodic Table explicitly and to make logical Student Activity: Students 6. Which elements on the inferences from it must arrange alien elements periodic table are better to match up to Earth’s conductors of heat and There’s gold in that ocean. elements. Includes 2 electricity? Achieve3000.com (1180L); Cite teacher demonstrations: specific textual evidence when Print the student activity sheet, blank periodic table, SCS 2016-2017 9 of 22 Science 3rd Nine Weeks Grade 8

and answer key from the writing or speaking to support site. conclusions drawn from the text. Galileo.phys.virginia.edu (Science Practice 8) Literacy Chem4kids provides a RST 6-8. comprehensive, student-friendly, tutorial with very good graphics and Performance task: quizzes on the periodic table of Students virtually test 8 elements (and many other elements for physical chemistry topics for middle school.) properties and then identify Chem4kids.com elements using a table Videos: provided. Determine the Teaching Channel Video Periodic Mystery Elements by Their Table Ferocious Elements: This Properties Lab Sheet video makes the periodic table (Science Practice 3) Literacy come alive and make sense for RST 6- students. The video is about 14 minutes. Teachingchannel.org Performance task: You are Education Portal Chemistry video chemist working for the "The Periodic Table: Properties of State Environmental Groups and Periods" Monitoring Agency (SEMA). Lessons: You are a member of a team Explaining Matter with Elements, that consists of a project Atoms, and Molecules: manager, a technology Characteristics of Elements – free coordinator, a research two hour, on-line interactive analyst, and a senior inquiry-based content module for chemist. You must agree on teachers from NSTA Learning who has each role, but the Center. You don’t have to be a work must be equally shared member of NSTA to use this free on determining the resource. Learningcenter.nsta.org relevance of elements and Very detailed lesson plans and their properties. Discuss background information. Will take what you would do within time to read. Www.uh.edu this agency and apply it to SCS 2016-2017 10 of 22 Science 3rd Nine Weeks Grade 8

Additional resources: the concepts. (Science Assessments: Practice 1) Literacy RST 6-8. Webquest to discover the history of the Periodic Table, its organization, and family characteristics. (All websites not listed on worksheet, need computer to follow links in Webquest.) The Periodic Table Webquest Learning Blade missions

Community connections: (Contact the education department for events and opportunities to engage students) Pink Palace Field trips:  Permanent exhibit  Lab or theater program Pink Palace Museum Outreach Science fair/Challenge ideas:  States of matter - Www.resa.net

Standard 9: Interactions of Matter (2 weeks)

GLE 0807.9.5 Apply the GLE 0807.Inq.2: Use Describe the chemical Tennessee Holt Science and Academic vocabulary – chemical properties of the appropriate tools and makeup of the Technology TE, Chapter 8, Section nitrogen, oxygen, inert, atmosphere to illustrate a techniques to gather, atmosphere. 1: Three States of Matter and argon, mixture, atmosphere mixture of gases. organize, analyze, and Section 2: Behavior of Gases and interpret data. Section 3: Changes of State p. 208 - Performance task: Give Explain how the 223 percentages of the major Scaffolded (Unpacked) GLE 0807.Inq.1: Design and chemical makeup of gases and other elements in Ideas conduct open-ended the atmosphere Glencoe Tennessee Science 8; the atmosphere. 1. Some objects are scientific investigations. illustrates a mixture of Chapter 6 p. 152-183. http://www.tncurriculumcent composed of a single gases. er.org/resource/1420/go substance; others are GLE 0807.Inq.5: Recommended activities: (Science Practice 5) Literacy composed of more than one Communicate scientific RST 6-8. (For labs and investigations, allow substance. understanding using Performance task: Working students to identify independent descriptions, explanations, with one or two fellow and dependent variables and and models. researchers, design and controls, what tools are needed to conduct an experiment do the gathering, how GLE 0807.Inq.3 Synthesize showing how a classmate measurements will be recorded, information to determine can collect and analyze provide evidence to support cause and effect enough data to establish a explanations or solutions and how relationships between Relationship between gases many data are needed to support a evidence and explanations. and the environment. claim.) (Science Practice 4) Literacy Labs: Changing states GLE 0807.Inq.4 Recognize RST 6-8. -http://www.middleschoolchemistry. possible sources of bias and com/lessonplans/chapter2/lesson3 error, alternative Chemistry – gas laws Arborsci.com Performance task: Create explanations, and questions a concept map using the for further exploration. Informational text: Everyday compound or poison? Everyday- terms in this standard. compound-or-poison- from Afterwards, Develop a story Essential questions: Readworks 1240L; Determine including all words. (Science 1. Differentiate between a central ideas or themes of a text Practice 8) physical and chemical and analyze their development change. Performance task: Design 2. Describe the relationship The Cooling from the Warmth of a 3-D model of the between the properties of Nature - Cooling-warmth-nature- atmosphere. Label each interacting substances before SCS 2016-2017 12 of 22 Science 3rd Nine Weeks Grade 8

and after a reaction. Readworks 1230L; Read and component and show a comprehend complex literary and correlation between science informational texts independently and another subject. and proficiently. (Science Practice 2) Literacy RST 6-8. Burning wood - Achieve3000.com (1280L); Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues Videos: States of matter that focus on gases - Matter

Assessments: Properties of Matter 10 question quick online assessment : Pearson Self-Assessment On-line

Multiple choice questions on matter - Helpteaching.com

Community connections: (Contact the education department for events and opportunities to engage students) Buckeye lab Pink Palace Field trips: Pink Palace Museum Outreach:  Suitcase exhibit (free)

Science fair/STEM challenges: Gas and the size of a marshmallow - Sciencebuddies.org

Standard 9: Matter (1 week)

GLE 0807.9.7 Explain the Law GLE 0807.Inq.3 Synthesize Create a model to Holt Science and Technology TE: Academic vocabulary: of Conservation of Mass. information to determine explain what happens Ch. 13 Section 1: Forming New chemical reaction, cause and effect to chemical bonds Substances and Section 2: Chemical precipitate, endothermic, relationships between during a chemical Formulas and Equations and Scaffolded (Unpacked) exothermic, formula evidence and explanations. reaction. Section 3: Types of Chemical Ideas Reactions and Section 4: Energy Performance task: The 8th 1. When substances undergo GLE 0807.Inq.5 Communicate Illustrate how chemical and Rates of Chemical Reactions p. grade students of Shelby chemical change, the number scientific understanding reactions produce new 332-353 County Schools are having of atoms in the reactants is using descriptions, substances that have difficulty seeing how the law the same as the number of explanations, and models. different chemical and Glencoe Tennessee Science 8’ atoms in the products. physical properties. Chapter 10 Section 1: Chemical of conservation of matter Formulas and Equations p. 278-289 applies to biological 2. The mass of the Essential questions: processes within the cell. interacting substances Interpret and and Section 2: Rates of Chemical 1. How does a chemical differentiate between Reactions p. 290-305. Your task is to provide the (reactants) that undergo a students with an explanation chemical change is the same change in a substance affect balanced and the number of atoms and the unbalanced chemical of the law of conservation of as the mass of the Recommended activities: mass of the products? equations. mass and demonstrate how substances produced (For labs and investigations, allow mass is conserved in either (products). Relate a balanced students to identify independent the process of chemical equation to and dependent variables and photosynthesis or in the SCS 2016-2017 14 of 22 Science 3rd Nine Weeks Grade 8

the law of conservation controls, what tools are needed to process of cellular of mass. do the gathering, how respiration. Create a video measurements will be recorded, or presentation to convey Design an experiment provide evidence to support the information. (Science to evaluate factors that explanations or solutions and how Practice 7/Literacy RST 6-8.) affect the rate of a many data are needed to support a reaction. claim.) Performance task: Tell the Science Activity a Day students that methane and  Chemical reactions p. 20 oxygen can react to form Labs: water and carbon dioxide. Hands on activity which uses index Ask the students to make the cards to balance equations is found products, draw a picture of at the process before and after, http://www.middleschoolscience.co and predict the mass of the m/balance.html. This link includes contents after the reaction. explanations for the teacher, (Science Practice 4) Literacy answers, and pdf of cards and all RST 6-8. materials. This link includes explanations for the teacher, answers, and pdf of cards and all materials. Hot Pack / Cold Pack Science Activity (Endothermic and Exothermic Reactions) Nobel.scas The Limewater Carbon Dioxide Test Education.com Evidence of a chemical reaction - A precipitate forms. Determine if a change is Physical or Chemical and see explanations why. Www.glencoe.com Interactive Animation titled Changes in Our World: Chemical and Physical Wisc-online.com SCS 2016-2017 15 of 22 Science 3rd Nine Weeks Grade 8

Informational text: NSTA Article "Why Does a Color Change Indicate a Chemical Change?" Www.nsta.org Videos: Law of conservation of mass that last 4:36 seconds Conservation video

Assessments: Tennessee Science Grade 8 Chapter 10 Chemical Reactions TCAP Prep Questions and Review Quiz from Glencoe Website

Community connections: (Contact the education department for events and opportunities to engage students) The University of Memphis Mud Island Memphis Botanic garden

Science fair/STEM challenges:  Law of conservation of mass Cpalms.org

Standard 9: Matter (2 weeks)

GLE 0807.9.8 Interpret the GLE 0807.Inq.3 Synthesize Create a model to Holt Science and Technology TE: Academic Vocabulary: events represented by a information to determine explain what happens Ch. 13 Section 1: Forming New chemical formula, chemical chemical equation. cause and effect to chemical bonds Substances and Section 2: Chemical equation, Law of SCS 2016-2017 16 of 22 Science 3rd Nine Weeks Grade 8

relationships between during a chemical Formulas and Equations and conservation of energy, evidence and explanations. reaction. Section 3: Types of Chemical Scaffolded (Unpacked) reactant, product, neutral, Reactions and Section 4: Energy Ideas compound, coefficient GLE 0807.Inq.5 Communicate Illustrate how chemical and Rates of Chemical Reactions p. 1. Chemical changes result scientific understanding reactions produce new 332-353 Performance task: from the interaction of two or using descriptions, substances that have Construct an explanation for more two substances, explanations, and models. different chemical and Glencoe Tennessee Science 8’ elements, or compounds. physical properties. Chapter 10 Section 1: Chemical how chemical reactions Formulas and Equations p. 278-289 occur. (Science practice 6) 2. Materials that result from a Essential questions: Literacy RST 6-8. chemical change have Represent chemical and Section 2: Rates of Chemical physical and chemical 1. What are some elements changes with word Reactions p. 290-305. Performance task: Draw an properties that are different that in combination with equations and/or illustration showing new from the original interacting other products will react in a balanced chemical Recommended activities: substances produced after a chemical change? equations. reaction occurs. (Science substances. (For labs and investigations, allow Practice 2) Literacy RST 6-8. 2. How is the mass of the students to identify independent 3. Chemical changes result Interpret and reactants and the mass of and dependent variables and from the interaction of two or differentiate between the products in a chemical controls, what tools are needed to Performance task: With a more two substances, balanced and equation related? do the gathering, how peer, complete the handout. elements, or compounds. unbalanced chemical 3. How can you classify a measurements will be recorded, Middleschoolscienceblog 4. Materials that result from a equations. reaction as exothermic or provide evidence to support Afterwards, create a graphic chemical change have endothermic? explanations or solutions and how Relate a balanced organizer that includes the physical and chemical many data are needed to support a chemical equation to parts of a chemical equation. properties that are different claim.) from the original interacting the law of conservation Give a real world example of substances. of mass. how equations must be Science Activity a Day balanced. (Science Practice investigation: 8)  Balancing chemical equations p. 21  Limiting reactants p. 23 Labs: Student balancing equations game, you can decide on the number of questions and between 3 difficulty

levels - http://education.jlab.org/elementbal ancing/ Six Types of Reactions worksheet with answer key. Students balance the equations and identify the type of reaction. http://misterguch.brinkster.net/6typ esofreaction.pdf Hands on activity which uses index cards to balance equations is found at http://www.middleschoolscience.co m/balance.html. This link includes explanations for the teacher, answers, and pdf of cards and all materials. This link includes explanations for the teacher, answers, and pdf of cards and all materials. Determine if a change is Physical or Chemical and see explanations why. http://www.glencoe.com/sites/com mon_assets/science/virtual_labs/E0 3/E03.html Conservation of Mass Demos and Erlenmeyer Flask and Balloon Conservation of Mass Demo Informational text NSTA Article "Why Does a Color Change Indicate a Chemical Change?" http://www.nsta.org/publications/ne ws/story.aspx?id=51520 SCS 2016-2017 18 of 22 Science 3rd Nine Weeks Grade 8

Physical and Chemical Changes Glogster http://meljo03.edu.glogster.com/ph ysical-and-chemical-changes/ Hands on Lab with 3 parts. Uses common household items. Lab sheet included. Physical or Chemical Change Lab Assessment: Tennessee Science Grade 8 Chapter 10 Chemical Reactions TCAP Prep Questions and Review Quiz from Glencoe Website Community connections: (Contact the education department for events and opportunities to engage students)

Water on wheels (University of Memphis) Pink Palace Field trips:  Permanent exhibit  Lab or theater program Pink Palace Museum Outreach Schering Plough/Merck

Science fair/Challenge ideas: Physical science lab with Science Olympiad Standard 9: Matter (1 week)

GLE 0807.9.9 Explain the GLE 0807.Inq.5 Design a Create a classification Tennessee Holt Science Academic Vocabulary: basic difference between method to explain the results system for common and Technology TE, Chapter 14, acids, bases, indicator, pH, acids and bases. of an investigation using household substances section 2: Acids and Bases and pH, neutralization, salt descriptions, explanations, or by observing reactions section 3: Solutions of Acids and with an indicator. Bases, p. 368-377. Performance task: models. Students see a Scaffolded (Unpacked) Classify common Glencoe Science Tennessee Science demonstration of a color ideas Essential questions: substances as acid, Grade 8 Chapter 11 Section 3: change using universal pH indicator. Students change 1. Materials that result 1. How can you determine base, or neutral by Acidic and Basic Solutions p. 322- whether a substance is an observing reactions 329. the concentrations of an acid from a chemical change and a base and use universal have physical and acid or base using an with an indicator. indicator? indicator to test the pH of chemical properties that Recommended activities: the resulting solutions. 2. Describe the difference Compare and contrast are different from the (For labs and investigations, allow Students see an animation between an acid and a base the properties and uses original interacting students to identify independent showing that water in relationship to its pH. of acids and bases. substances. and dependent variables and molecules interact and Use the pH scale to controls, what tools are needed to separate into the H3O+ ion compare the strengths do the gathering, how and the OH− ion. Students of a variety of acids measurements will be recorded, see that the pH of a solution and bases. provide evidence to support is related to the explanations or solutions and how concentration of these ions Design an experiment many data are needed to support a in water. This lesson plan is to determine what claim.) available at happens when an acid Labs: Middleschoolchemistry.com is mixed with a base. Science Activity a Day investigation: Construct a word equation for a  Acids and bases p.16 neutralization reaction. Directions for a lab investigation into the properties of acids and bases using cabbage juice indicator is available at Inquiryinaction.org In this activity, students will use their knowledge of color changes with red cabbage indicator to

neutralize an acidic solution with a base and then neutralize a basic solution with an acid. Find directions for this lab at Inquiryinaction.org A hands-on activity that relates acid-base chemistry to engineering is described at Teachengineering.org

A one-page summary defining acids and bases is available at http://www.acidsandbases.org/

A more complete explanation of the properties and reactions of acids and bases is available at http://www.chemtutor.com/acid.htm

A virtual chemistry book explaining the concepts related to acid-base chemistry and provides links to animations, videos, and related information at other websites. Elmhurst.edu

Community connections: (Contact the education department for events and opportunities to engage students)

Pink Palace Field trips:  Permanent exhibit SCS 2016-2017 21 of 22 Science 3rd Nine Weeks Grade 8

 Lab or theater program Pink Palace Museum Outreach Buckman laboratory Medtronic Science fair/Challenge ideas: Participate in University of Memphis E-day

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