WEEKLY LESSON PLAN Teachers’ Name: Reese and Seidl Grade: 8 Week of: August 23- September 2, 2010 Content Title: Physical Science

DOMAIN Chemistry and Structure of Matter

RATIONALE

STANDARD(S) and S8P1 Students will examine the scientific view of the nature of matter. ELEMENT(S) a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. c. Describe the movement of particles in solids, liquids, gases, and plasma states. d. Distinguish between physical and chemical properties of matter as physical (i.e. density, melting point, boiling point) or chemical (reactivity, combustibility). e. Distinguish between changes in matter as physical (i.e. physical change) or chemical (development of a gas, formation of precipitate, and change in color). f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. g. Identify and demonstrate the Law of Conservation of Matter.

OBJECTIVE(S)  Identify elements on the periodic table (begins with thinking  Diagram the Bohr model and Lewis structure for each element. words)  List the properties for each family of elements.  Differentiate between physical and chemical properties.  Differentiate between mixtures and compounds  Differentiate between physical and chemical changes.  Evaluate why certain elements are grouped together.

ASSESSMENT 1. Quiz 5. Oral Response 2. Foldable 6. Mini-Assessments 3. Lab 7. Projects 4. Ticket Out of the Door MATERIALS Book, pencil, pen, markers, paper, construction paper, computer, other resource books, scissors, stapler, lab materials Integration of Tech Laptops, Interactive Flipchart, Interactive Powerpoint Essential Questions In order to understand, students will need to consider such questions as… 1. Why is it important to use inquiry skills when solving problems? 2. How does understanding measurement enhance your scientific skills? 3. Why is it important to understand how to convert from one unit to the next? 4. Why is it essential to follow lab safety practices? 5. When collecting data, why is it important to use a data table? 6. What factors help you to determine the correct graphs to use for displaying data? How would these factors be beneficial to scientists and you? 7. How can we distinguish elements from other elements? 8. How can we distinguish elements and compounds from mixtures? 9. Why do onions make you cry, why do lemons taste sour, and why do sliced apples turn brown after they set in a bowl for awhile? 10. How do rock candy and rock salt illustrate the characteristics of liquids, solids, and solutions? 11. How does the addition of temperature or heat affect solids, liquids, or gasses? 12. Compare and contrast solids, liquids, gasses, and plasma. 13. Describe what happens to the molecules as they change phases. Why does this occur? 14. What can you infer about physical and chemical changes? 15. How do any of these topics in chemistry relate to real-world findings? 16. How can materials with the same chemical composition be so different? (graphite, diamonds) 17. How do unique chemical and physical properties of water make life on earth possible? 18. How is matter conserved?

Instructional Focus Monday: Students will complete the “On the Inside” activity which (10 mins.) demonstrates how an atom would look. Tuesday: Describe the difference between an atom and a molecule. Wednesday: What is an element? Where are all the elements located? List five examples of elements that you use in your daily life. Thursday: In chemistry certain substances (matter) are considered to be pure. What substances (matter) do you think would fit into this category? Friday: Would saltwater be considered a mixture or compound? Why? Differentiate between a mixture and a compound in a graphic organizer. List characteristics that are common to both as well as characteristics that are uncommon to both. List three examples of mixtures and three examples of compounds. WORK/ACTIVITY Monday-Tuesday PERIOD (30+ mins.) 1. Students will finish up the Edible Atom Lab. 2. Students will begin to take Cornell Notes on distinguishing the difference between atoms and molecules. Some students will have a pre-printed copy of notes in front of them to assist with how to complete them. ***Because all students work at different paces, additional activities will be in place for them. If students finish early, they are allowed to work on their current event(one required per week), interactive bulletin board activity, word wall for vibrant vocabulary in notebook, Wednesday- Thursday 1. Students will begin the Edible Molecule Lab. Students will use toothpicks, gumdrops, and a molecule color key to construct and illustrate 3 molecules. Students will have to identify the number of each atom of an element in the molecule of the compound. 2. Students will create a foldable labeled atoms, elements, compounds, and mixtures. As we read the chapter, each student will list several everyday examples of atoms, elements, compounds, and mixtures on the back of the appropriate tab. Friday-Laptops will be used on today. 1. Students will be given the name of an element to adopt. They will have to find out as much info as they can about the element and create an advertisement for it. 2. Students will be given a chart in which they complete. The chart will be for the first 20 elements. Students will have to list the name, symbol, atomic number, atomic mass, number of protons, number neutrons, number of electrons, uses, and family name. They will be able to use their book, library books, or the computer for this information. Monday-Thursday- 1. Students will be introduced to mixtures and compounds by watching a demonstration of Kool-aid being made. The sugar and water represent the compounds. By mixing the powder, sugar, and water together, students will be able to distinguish between compounds and mixtures. Once the kool-aid is made, the compounds that were used create a mixture. 2. Students will begin a lab centers. a. Lab Center 1: “Messing with Mixtures.” In this lab students use trail mix to visualize a mixture. The mixture is broken down and percentages are calculated to show the proportions of a mixture. b. Lab Center 2: Tasty Solutions: In this lab, students will use an M&M candy and their saliva to show the relationship of a solvent to a solute. They will determine which is the solute and solvent as well as identify factors that could speed up or slow down the dissolving rate in a solution. After this is complete they must analyze different groups of solutions and determine which part is the solute and which is the solvent. c. Lab Center 3: Mystery Mixture Lab: In this lab students will test certain compounds and decide which are present in the mystery mixture. This will link the beginning demo to the information about compounds. SUMMARY Ticket Out of the Door: (Closure/ Reflection) Tuesday: What are the subatomic particles in an atom? Describe (5-10 mins.) each-: include charges, location, and size. Wednesday: How did you use the candy given to represent the atom? Describe why the particular items were used. Thursday: Compare/contrast your model of the atom to one of your peers. Friday: Compare/contrast atoms and molecules using either a Venn diagram or another type of graphic organizer. DIFFERENTIATED Students will be introduced to the interactive bulletin boards for the first unit. We INSTRUCTION will have a current event board that will stay up throughout the year. Students will be required to complete a summary from a current events article every week. The article can be one that the students have found or one which has been provided. The second interactive bulletin board will be on matter. Students will have a choice to take a picture, draw a picture, or cut one out of a magazine of an object. Students will have to write what state of matter it is and draw a picture demonstrating what the atomic structure of the state of matter is and how it moves. As we work throughout the unit, students will add other items to it such as physical/chemical properties, etc. Modification for PEC/RTI/Section 504:

Homework: All Monday-Friday; Atoms Menu- Students will be given a tic-tac-toe menu. homework is assigned Students will have to choose three activities that create a tic-tac-toe. The three on Monday and due activities are due on next Wednesday, September 1. on Friday.