Triple Beam Balance

Name______th 7 Grade - Grading Period 1 Overview

Ohio's New Learning Standards

Science Inquiry and Application Practices The properties of matter are determined by the arrangement of atoms (7.PS.1)

Clear Learning Targets

"I can" 1. ____ ask questions and define problems about the natural environment. 2. ____ develop and use models 3. ____ plan and conduct investigations. 4. ____ employ simple equipment and tools to gather data and extend the senses. 5. ____ explain that mixtures are materials composed of two or more substances that retain their separate atomic compositions when mixed.

6. ____ describe how elements are grouped based on their properties and position on the periodic table.

7. ____ use the pH scale to compare and evaluate the acidity or alkalinity of a compound.

8. ____ measure pH values in the natural world (e.g. soil, water, and air quality).

9. ____ investigate how mass is conserved when a substance undergoes a physical or chemical change.

10. ____ explain that in a closed system, the number and type of atoms stays the same, even if the atoms are rearranged.

Name______th 7 Grade - Grading Period 1 Overview Essential Vocabulary/Concepts Thinking Like a 21st Century 7.PS.1 Scientist and Engineer Acidic Classify Acidity Communicate Alkalinity Compare Atoms Conclusion Basic Controls Changes in Matter (Physical and Chemical) Dependent Variable Chemical Equation Design Compounds

Design Cycle Conservation of Mass Engineering Elements Evidence Families Experiment Groups Graphs Indicator Hypothesis Litmus Paper Independent Variable Metals Inference Mixtures Interpret Data Molecules Models Neutral Observation Noble Gases Predict Non-Metals Reasoning Periodic Table of Elements Representation Periods

Safety pH pH Scale Phase Change Phenolphthalein Properties Reaction

Science Inquiry Preface

At the beginning of each curriculum map, there is a unit designated to Science Inquiry and Application standards. These are meant to be taught throughout the entire school year. If you do not get to all the lessons in the first unit, this is okay. You can revisit them at the end of the year, after testing, or at a later point in the school year. They are meant as an introduction for students to attempt to adopt the principals of thinking like a scientist and learning how to use correct scientific procedures.

It is important to note that all of the lessons in the first quarter within this unit DO NOT need to be completed in the first quarter. They are meant as a guide for the teacher. That being said there is one area that is required for all grade levels. This would be the lesson(s) dealing with Lab Safety and Lab Equipment. It is imperative that you go over all lab procedures and safety with your students. They need to know how to conduct themselves in a lab/investigation setting appropriately.

th 7 Grade Science Unit: st Thinking Like a 21 Century Scientist and Engineer Unit Snapshot

Topic: Scientific Process

Duration: Grade Level: 7 3 weeks

Summary The following activities allow students to develop scientific and engineering process skills. Students will explore cause and effect as they change a variable during scientific investigations. Using 21st century skills, students will use technology, develop team building skills, and learn good laboratory procedures while using science equipment. Lab safety rules will be developed for each classroom. Finally, students will use problem-solving skills to create a solution to an engineering design challenge.

CLEAR LEARNING TARGETS "I can"statements

____ follow a laboratory procedure and work collaboratively within a group using appropriate scientific tools. ____ work individually, with a partner, and as a team to test a scientific concept, change a variable, and record the experimental outcome. ____ use the engineering design cycle to develop a solution with a predictable outcome. ____ cite specific text or online resource to support a proposed design solution.

Activity Highlights and Suggested Timeframe Team Building: "Mystery Poem" and "Move the Marble". Students will learn that team work is essential for doing science and engineering. They will use a poem to

Days 1-2 make inferences based on observations to learn how sharing information helps come to better conclusions. They will form a team assembly line to move a marble from one side of the room to the other. Optional design challenge extension.

Lab Safety: "Ultimate Lab Safety" and "Gallery Walk". Students will learn the safety

contract while watching a humorous safety video and completing a "Gallery Days 3-5 Walk". A signed safety contract is required to complete future science laboratory activities.

Diagramming: "My Science Classroom: Scale Diagrams". Students will have the

opportunity to explore the classroom space, practice measuring techniques, evaluate Days 6-8 proper units of measure, and create a scale model diagram.

Laboratory Procedures and Equipment: "Bubble Lab". Students will learn about proper laboratory procedures and equipment, as well, as practice following lab Days 9 safety guidelines by completing a laboratory activity involving soap bubble

measurement and investigation.

Computer Technology: GIZMOS & Microsoft Word introduction letter. Keyboarding games. Students will practice keyboarding skills (typing) using web-based games. Days 10-13 Students will create a Microsoft Word document, save the file to the network folder, print the document, and be able to retrieve the file after saving. Introduction to Science and Engineering: The objective of the following activities is to give students the opportunity to identify and describe a real-world problem. First, students will recognize that scientific experimentation is the examination of Days 14-17 cause and effect relationships, with the goal of finding and understanding causal mechanisms in nature. The purpose of science is not to achieve a prescribed

outcome. Students will then work through the engineering design cycle to develop a practical solution with a desired outcome. Inquiry Design Challenge: "Solar Cookers" Inquiry Design. Students will Days 18-21 develop solutions to their engineering design challenge using 21st Century Skills and technology.

Inquiry Design Cycle:

Design Cycle

2 LESSON PLANS NEW LEARNING STANDARDS: Grade 7: Designing Technological/Engineering Solutions using Science Concepts.

STUDENT KNOWLEDGE: Students will continue to develop "Thinking like a 21st Century Scientists and Engineers" Designing Technological/Engineering Solutions using science concepts Demonstrating Science Knowledge Interpreting and Communicating Science Concepts

Future Application of Concepts Next grade level engineering design

Laboratory Procedures and Equipment MATERIALS: Ruler Team Building 3 Types of Soap Mystery Poem Hand-outs 3 small cups (A,B,C) 3 Marbles Lab Straws (A,B,C) Various materials that can transfer a Paper Towels marble(tubes, cups, paper towels, paper,

tape, etc.) Computer Technology Introduction "example letter" Lab Safety GIZMOs starter lesson Copy " Science Lab Safety Contract" Copy "Safety in the Science Laboratory" Inquiry Design Challenge 1 Color Copy of each picture below for Aluminum Foil "Gallery walk" Glue and tape Aluminum Bowl Introduction to Science and Engineering th Magnifier Copies of the guided reading "7 Grade Transparency Sheets Science Process Reading" Emergency Blanket Preview the websites below and select one Aluminum Can Copies of the rubric for evaluating student Other appropriate and available work materials Optional: "Awesome Dawson" by: Chris Gall My Science Classroom-Diagramming available through Columbus Metro Library Centimeter or inch grid paper/graph paper Rulers, meter sticks, tape measures Copies of Student Sheets

3 VOCABULARY:

Primary Observe Compare Question Organize Communicate Classify Relate Predict / Hypothesis Infer Investigate Design Cycle Measure Engineering Record

Conclude Data Evidence Interpret Justify

Variable

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to science process skills and engineering design.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning Consider developing a teacher- objectives? 1. Student learning should be visible in created formative assessment. 1. Team Building the classroom after each of the following activities: 2. Science Safety EVALUATE Team Building (on-going) 3. Diagramming Computer Technology (What opportunities will students 4. Science Exploration have to express their thinking? Procedures Engineering Design Challenge When will students reflect on 5. Keyboarding skills and what they have learned? How technology literacy will you measure learning as it 2. A group presentation to class can occurs? What evidence of 6. Inquiry Design Cycle student learning will you be assess the ability of students to looking for and/or collecting?) apply their knowledge during the following activities: Lab Safety Lab Procedures

4 EXTENSION INTERVENTION 1. Students will continue to use 1. www.discoveryeducation.com classroom computers to related videos for process skills record data and research and measurements. EXTENSION/ ideas. 2. Keyboarding and typing 2. Students will continue to games. INTERVENTION practice keyboarding skills and (1 day or as needed) computer technology literacy. 3. Students will create additional Microsoft Word documents and PowerPoint presentations Scientists and Engineers use different sets of skills. Scientists follow a method to demonstrate cause and effects relationships in an experiment. Scientists change a single variable and record the effect that results. The outcome is COMMON unknown. Engineers conversely, design the outcome and build a procedure to get to an expected outcome. Engineers use scientific knowledge (gathered MISCONCEPTIONS through scientific experimentation) to design a solution to an observable

problem. Engineers use a design cycle to test, modify, and optimize the solution.

Activities in this unit are student-centered and provide open-inquiry opportunities, as well as give students choices. Lower-Level: Consider appropriate grouping strategies for each activity. Higher-Level: Consider having students create their own scientific investigations and engineering design challenges

Strategies for meeting the needs of all learners including gifted students, English Language Learners DIFFERENTIATION (ELL) and students with disabilities can be found at ODE.

Textbook Resources:

Holt Series Science Textbook Optional: "Awesome Dawson" by: Chris Gall available through Columbus Metropolitan Library

Websites: http://www.freetypinggame.net/play.asp

ADDITIONAL http://www.learninggamesforkids.com/keyboarding_games.html

RESOURCES http://www.bbc.co.uk/schools/typing/

http://games.sense-lang.org/

Templates Science Exploration Report Inquiry Design Cycle Graphic Organizer Inquiry Notebook

5 st Thinking Like a 21 Century Scientist / Engineer: 7th Grade Team Building

SAFETY All laboratory safety procedures should be followed.

ADVANCED Copies of the Mystery Poem student sheets. Gather PREPARATION materials Pass the Marble activities.

Objective: The objective of the following activities is to give students the opportunity to make decisions, move about, interact, and think and talk while brainstorming. Speaking, listening, and contributing to a group project are important skills to develop.

What is the teacher doing? What are the students doing? Mystery Poem (Day 1) Mystery Poem (Day 1) This is a fun lesson for helping 1. Students read a section of the students distinguish between poem, and make inferences observation and inference. about the type of animal based Students will be able to only on the information given. independently infer the answer to the mystery, and then share their inferences before learning the true answer. -See Teacher Page Distribute poem sections. Facilitate as students read their sections and make inferences. Facilitate a follow-up discussion ACTIVITIES about the importance of teamwork and sharing (2 days) information when "doing" science.

Pass the Marble (Day 2) Pass the Marble (Day 2) Gather various materials that 2. Students are divided into teams can be used to hold/pass a of 4-5 students each marble. 3. Students choose an item -tubes, cups, paper, etc. provided by the teacher. See teacher page (without knowing what it is for) Facilitate Pass the Marble 4. Students create an assembly line activity. to pass the marble and get it from one side of the room to the other without it dropping on the floor or touching it.

1 Optional: Rhyme Almanac Optional: Rhyme Almanac (2 days) (2 days) 11 Groups of students in pairs of 2- 5. In groups a recorder will write 3. down everyone's ideas for the topic given. The idea is to brainstorm anything that is Give the example below to related to the topic. students who need help getting 6. Write down everything! There are started. no bad ideas. Write down ALL reasonable ideas 7. Read the nursery rhyme and given during brainstorming. You start with the second stanza. never know what you may use. 8. Replace the words in the rhyme with a brainstormed idea from your groups list. Try to use as many ideas in the same rhyme as possible. If there is a difference of opinion then start a second rhyme to use the idea. Develop the one that starts sounding better

2 MYSTERY POEM - TEACHER PAGE

The animal in question in this poem is an elephant, but since students are only given one portion of the poem they must infer answer the mystery with one hint.

1. Tell students that they will have to solve a mystery today, but that they will not get all of

the clues at once. 2. Begin by reading (and possibly putting up on the board) the introduction to the poem, and discussing what it means in regards to how they would be able to

observe. 3. Then hand each student a different part to the poem, and tell them not to share their

clue to the mystery. 4. Have them read their part of the poem, and then write down their inference as to what

animal this may be that the 6 blind students are observing. 5. At this point you can either collect their initial inferences and hand them a new clue, or as a class have students tell their inferences and make a chart on the board.

In the end, have a student with each clue read the clues in order before you read 6. the end of the poem to them. Then as a class, have students to continue to infer the answer to the mystery.

ANSWER: An Elephant

3 Beginning

It was 6 students of Youngstown To learning much inclined, Who went to see the animal (Though all of them were blind), That each by observation Might satisfy his mind

4 MYSTERY POEM

The first student approached the animal

And happening to fall

Against its broad and sturdy side Name: ______

At once began to bawl: Inference: ______"I can't believe it! But the animal

Is very much like a wall!"

MYSTERY POEM

The third student approached the animal, Name: ______

And reached his hand out firm,

Inference: ______To touch the wrinkled nose within his hands,

Which quickly began to squirm,

"I notice that the animal

Is very much like a worm!"

MYSTERY POEM

The second student, felt the tooth, Name: ______

Cried, "Wow! What have we here?

So very round and smooth and sharp? Inference: ______

To me it is mighty clear

This wonder of an animal

Is very much like a spear!" 5 MYSTERY POEM

The fourth student reached out an eager hand,

And felt around the knee. Name: ______"This wondrous beast is very strong,

At least it seems to be." Inference: ______

"It is clear the animal

Is very much like a tree!"

MYSTERY POEM

The sixth student in no time at all Name: ______

the tail he did grope,

Inference: ______And the smell was so unbearable, the

animal could use some soap.

"I can tell that the animal

Is very much like a rope!"

MYSTERY POEM

The fifth student, with courage Name: ______

Took an ear within his hand,

"I can tell what this resembles most; Inference: ______

It is nothing like a man,

This marvel of an animal

Is very much like a fan!"

6 Ending

And so the students of Youngstown disputed loud

and long. Each in his own

opinion exceeding stiff

and strong, though each

was partly in the right,

and all were in the wrong.

7 Pass The Marble - Teacher Page

PART I: SET-UP Gather various materials such as tubes, cups, paper plates, paper, etc. - anything that can hold/pass a marble. Allow students to pick one item of their choice, but do not tell them what it is for. Divide students into teams of 4-5 students each.

PROCEDURE 1. Students are to make an assembly line and pass the marble from one student to another using only their tool. 2. After a student passes their marble to the next person, they must move to the end of the line until the marble is passed to them again. The cycle repeats until the marble gets to the other side of the room.

PART II: Design Challenge SET-UP Provide building materials (pipe cleaners, craft sticks, paper, paper towels, tap, glue, scissors, etc.)

PROCEDURE 1. Students must build a vessel that can hold/pass a marble using only the materials provided by the teacher. 2. Repeat the procedure from part I.

8 RHYME ALMANAC - TEACHER PAGE

EXAMPLE for "What's for lunch?" EXAMPLE rhyme

Rectangle pizza Little Square Patty Cheeseburger All you can eat salad Little square patty Ranch dressing Some call you ratty, But Free time I love your taste, Recess Dipped in hot sauce, Hot sauce Your so worth the cost Pick a line And you never go to waste! Milk Fruit

9 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Electronics, Games, and Toys Humpty Dumpty (Ideas): iPad, Cards, dice, dominos, board Humpty dumpty sat on a wall games, game apps Humpty dumpty had a great fall All the King's horses And all the King's men

Couldn't put Humpty together again

Start here and brainstorm as many details as Here's your Nursery Rhyme: you can keep you can think of about the following topic. the first stanza and only change the second or List all the ideas you can think of in 5 minutes. change the lyrics to the entire rhyme. But you It can be anything that relates to the topic. must keep the song's rhythm. Look over your list and create a rhyme from the ideas you brainstormed with your almanac partner.

______

Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Books I read (Ideas): I'm a Little Teapot Hunger games, Harry Potter, sports magazines, comic strips, Sharon I'm a little teapot, short and stout Draper, Wimpy kid diary Here is my handle, here is my spout When I get all steamed up then I shout. Tip

me over and pour me out.

______

11 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Cutting Edge Inventions Rock a Bye Baby (Ideas): 3D printers, genetic therapy, cancer Rock a bye baby on the tree top, treatments, laser eye surgery, When the wind blows the cradle will rock, smartphones, iPad, Xbox When the bough breaks the cradle will fall,

And down will come baby, cradle and all.

______

12 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. National News Pop Goes the Weasel (Ideas): Hurricanes, Political changes, create All around the cobbler's bench, the jobs, Football season, weather events, monkey chased the weasel, famous people The dog, he thought 'twas all in fun.

Pop! goes the weasel.

______

13 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Musicians Twinkle, Twinkle, Little Star (Ideas): Favorite song, Taylor Swift, iTunes, mp3 Twinkle, twinkle, little star, player, Grammy, lots of money How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star,

How I wonder what you are.

______

14 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Crazy Animals Mary Had a Little Lamb (Ideas): Pit bull, dragons, lots of teeth, slobber, Mary had a little lamb, fast, claws little lamb, little lamb, Mary had a little lamb, its fleece was white as

snow.

And everywhere that Mary went, Mary went, Mary went, and everywhere that Mary went, the lamb was

sure to go.

______

15 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Athletes Row, Row, Row your Boat (Ideas): Football star, Baseball star, lots of Row, row, row your boat, money, ESPN, injuries, college Gently down the stream. Merrily, merrily, merrily, merrily,

Life is but a dream.

______

16 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. Weather Hey Diddle Diddle (Ideas): Too hot, cold nights, getting darker, Hey diddle diddle, wear shorts, play football The cat and the fiddle, The cow jumped over the moon, The little dog laughed to see such sport, And the dish ran away with the spoon.

Start here and brainstorm as many details Here's your Nursery Rhyme: you can keep the as you can think of about the following first stanza and only change the second or topic. List all the ideas you can think of in 5 change the lyrics to the entire rhyme. But you minutes. It can be anything that relates to must keep the song's rhythm. Look over your the topic. list and create a rhyme from the ideas you brainstormed with your almanac partner.

______

17 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. On the Way to School The Itsy Bitsy Spider (Ideas): Mom, bus stop, homework, alarm The itsy bitsy spider climbed up the water spout clock, football Down came the rain, and washed the spider out Out came the sun, and dried up all the rain

So the itsy bitsy spider climbed up the spout again.

______

18 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. What's for Lunch Little Miss Muffet (Ideas): Food, nutrition, cafeteria, lunch staff, Little Miss Muffet waiting in line, detention Sat on a tuffet, Eating her curds and whey. Along came a spider, Who sat down beside her,

And frightened Miss Muffet away!

______

19 Name______Date ______Per ______Rhyme Almanac It is time to pool your knowledge and create the best rhyming almanac entry. Almanacs are interesting books of facts to flip through, but let's face it; a rhyming almanac is way cooler. It's in this room Jack Be Nimble (Ideas): Projector, books, plants, rocks, science Jack be nimble, teacher, flag Jack be quick, Jack jump over the candlestick.

Jack jumped high,

Jack jumped low, Jack jumped over and burned his toe. Start here and brainstorm as many details as Here's your Nursery Rhyme: you can keep you can think of about the following topic. the first stanza and only change the second or List all the ideas you can think of in 5 minutes. change the lyrics to the entire rhyme. But you It can be anything that relates to the topic. must keep the song's rhythm. Look over your list and create a rhyme from the ideas you brainstormed with your almanac partner.

______

20 st Thinking Like a 21 Century Scientist / Engineer: 7th Grade Laboratory Safety

ADVANCED Copy " Science Lab Safety Contract" PREPARATION Copy "Safety in the Science Laboratory" 1 Color Copy of each picture for "Gallery walk"

Objective: The objective of the following activities is to give students the opportunity read about appropriate behavior for a lab experience, discuss lab safety, and utilize understandings of author's purpose, main idea, and details

What is the teacher doing? What are the students doing? Lab Safety Contract Lab Safety Contract (Day 1) (Day 1) Pass out copies of "Safety in the 1. Student complete a close reading of Laboratory" Safety in the Laboratory Direct the students to 2. Complete "Safety in the Laboratory" and discuss the student worksheet and discuss. questions from "Safety."

Pass out copies of Lab Safety Contract Read and discuss Lab Safety Contract with students 3. Read the Lab Safety Contract Direct students to have the contract and discuss why lab safety is signed by their parent/guardian and important. returned to the teacher. It is very 4. Students take the contract home so important that students not actively that it can be signed by a ACTIVITES participate in lab activities until the parent/guardian and returned to the (3 days) form has been signed, returned to the teacher before participating in any teacher, and held on file. laboratory experiences.

Lab Safety Jeopardy (Day 2) Lab Safety Jeopardy (Day 2) Students participate in playing Lab Safety Facilitate the Lab Safety Jeopardy. Jeopardy game. Click Here to access the Jeopardy Game. Click on the "slide show" button to begin. Gallery Walk(Day 3) Gallery Walk (Day 3) 1. Watch the YouTube video "Ultimate Watch the YouTube video "Ultimate Lab Safety". Lab Safety" (linked below) and discuss appropriate lab behavior

http://www.youtube.com/watch?v= cr7roogzM8c 2. Students walk around to admire the art work. Use the "Galley Walk"

Lab Safety "Gallery Walk" - Post the handout to describe what is being

10 images around the classroom. Print in done right and wrong in the image.

color if possible.

1 Name ______Date ______Period ______Safety in the Science Laboratory

1) What is the topic you will be reading about? ______

2) What is the author's purpose for writing the introduction on page 23? ______

3) Why is it important to prepare for science activities in the laboratory? How can you prepare for a laboratory activity? ______

4) What are three safety precautions you should take in a lab? Look at the graphics on the page 24.

5) What can you do to make your lab experience safe and successful? Identify and explain in your own words at least 3 things identified in the text? ______6) Where is the lab safety equipment in your room? What should you do in case of an accident? ______

2 LAB SAFETY JEOPARDY - TEACHER PAGE

The Jeopardy Game can be accessed on-line. Click here.

1. Group students into groups of 3-4.

2. Decide which group will go first and have that group pick a category.

3. Click on the point value for that category and a question screen will come up.

4. Students will work in the group to determine an answer to the question. If the group gets it correct, they win the points. If the group gets it wrong, another team can answer the question correctly and win the points.

5. Once the question has been answered you can double check that they have answered it correctly by clicking on the house at the bottom of the page. Click on the house on the answer page to return to the game screen.

6. The next group will then pick a category and a question value.

7. The team with the most points at the end of the game wins.

8. Enjoy the game!!!

3 Name ______Date ______Period ______Gallery Walk What is wrong? Number _____ What is wrong? Number ______What is right? What is right? ______What is wrong? Number _____ What is wrong? Number ______What is right? What is right? ______What is wrong? Number _____ What is wrong? Number ______What is right? What is right? ______What is wrong? Number _____ What is wrong? Number ______What is right? What is right? ______What is wrong? Number _____ What is wrong? Number ______What is right? What is right? ______

GALLERY WALK ARTWORK#1

GALLERY WALK ARTWORK#2

GALLERY WALK ARTWORK#3

GALLERY WALK ARTWORK#4

GALLERY WALK ARTWORK#5

GALLERY WALK ARTWORK#6

GALLERY WALK ARTWORK#7

GALLERY WALK ARTWORK#8 13

GALLERY WALK ARTWORK#9

GALLERY WALK ARTWORK#10 15 Gallery Walk Photos courtesy of the following: http://www.guardian.co.uk/education/2011/may/22/black-students-feel-left-out

http://safety.uchicago.edu/pp/labsafety/index.shtml

http://www.chem.unl.edu/safety/labsafety/

https://psbehrend.psu.edu/school-of-science

http://crushfanzine.com/2012/11/12/flash-light-martynka-wawrzyniak-envoy-enterprises/

http://thisboyelroy.typepad.com/this_boy_elroy/2007/07/

http://commons.wikimedia.org/wiki/File:StFX_Physical_Sciences_Lab.jpg

http://www.google.com/search?q=science&rlz=1T4ADSA_enUS475US476&source=lnms&tbm=isch&sa=X&ei=K6LkUZq1MuqZyQGM1oDIBQ&ved=0CAkQ_AUoAQ&biw=1280&bih= 890#facrc=_&imgdii=_&imgrc=KL1PT08bz_zmFM%3A%3Bpoisq7qUN0SG8M%3Bhttp%253A%252F%252Fwww.msichicago.org%252Ffileadmin%252Fpress%252Fsr%252Fimages%252FT eacher_development4.jpg%3Bhttp%253A%252F%252Fwww.msichicago.org%252Fabout-the-museum%252Fpress%252Fscience-rediscovered-press-kit%252F%3B2100%3B1406

http://www.nytimes.com/2007/05/20/world/africa/20senegal.html?pagewanted=all&_r=0

https://www.facebook.com/pages/The-Walden-School-of-California/150912098255347

16 st Thinking Like a 21 Century Scientist / Engineer: 7th Grade My Science Classroom: Scale Diagrams

Discuss appropriate behavior/expectations as students will be moving SAFETY around the classroom measuring the class.

ADVANCED Centimeter or inch grid paper/graph paper Rulers, meter sticks, tape measures PREPARATION Copies of Student Sheets Objective: The objective of the following activities is to give students the opportunity to explore the classroom space, practice measuring techniques, evaluate appropriate units of measure, and to create a scale model diagram. What is the teacher doing? What is the teacher doing? Measuring the Classroom (Day 1) Measuring the Classroom (Day 1) Instruct students about scale, Students learning about scale, scale models, and scale scale models, and scale drawingssee teacher page drawings and provide students with the Students determine appropriate student worksheets. scale sizes for the classroom In Discuss appropriate scale assigned groups, student sizes for the classroom (i.e. making measurements of the 25cm=1cm classroom Facilitate student groupings Complete student worksheet. Facilitate and assist students as they make measurements and correct errors.

Developing the Diagrams (Day 2) Developing the Diagrams (Day 2) Distribute grid/graph paper Students use the grid paper to ACTIVITIES and facilitate as student draw the classroom to scale construct their scale model using the scale factor they (3 days) diagrams with labels (both choose (i.e. 25cm=1cm) as well centimeter and inch grid as label the major items in the paper template sheets are room that maybe important included). during science lab/class (i.e. eye wash, fire blanket, sinks, safety glasses, aprons, SMARTBoard, etc.)

Why the Metric System? (Day 3) Why the Metric System? (Day 3) Additionally, teachers should debrief the students on the Students reflect on their drawing. Discuss how can models/chosen units of you determine if your model measurement. is accurate? Students read the article " Faciliate a close reading of Students evaluate their models to t he determine if their diagram is an accurate representation of the Assist students as they try to classroom. direct another student to a location in the room using the diagram and converted measurements. 1 Teacher Page

1. The websites below are for reference. They provide information about scale, scale models, and scale drawings. http://www.tuslaw.sparcc.org/pages/uploaded_files/Lesson%206-3.ppt http://www.phschool.com/iText/mgmath_course2/Ch05/05- 07/PH_MSM2_ch05-07_Obj1.html http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/mathgoal/Grade _6/Making_a_Scale_Drawing.pdf

2. My Science Classroom: Scale DiagramsAsk the students if they were going to make a map of the city, would it be a good idea to have the map be the same size as the city. Would they want the map to be bigger or smaller than the city? How could you let someone else know how much bigger or smaller the map is than the city? That difference between the size of the city and the size of the map is called scale. Follow along with the work sheet to help the students understand what scale is and how it can be used to represent real things either very large or very small on paper or in a model at a size that people can understand.

3. Students will measure the classroom using a unit of measurement of their choice(centimeter, meters, inches, feet, yard) and the measuring tool of their choice(ruler, tape measure, meter stick). Students will create a scale factor (i.e. 25cm=1cm) that they will then use to create their scaled diagram of the room. Students should include labels of the important science classroom items, including safety tools and equipment. See example on next page.

4. In the "Follow-up: Scale models of the Lab Room", students are asked to explain why using the metric system might be better for measuring the classroom. Possible answers might include: The Metric System is based on the powers of 10, making it easy to do conversions. Accept most reasonable answers.

5. Facilitate a close reading of the story, Metric Mishap Caused Loss of NASA Orbiter, from CNN to help students realize why scientists use the metric system. This article explains the confusion regarding units of measure that caused a big problem for NASA scientists. http://www.cnn.com/TECH/space/9909/30/mars.metric.02/

6. Students will engage in a "treasure hunt". They must start from a spot you tell them to (i.e. the door) measure on their model how far an object in the class (i.e. the sink) is from the door, convert to the appropriate units and direct another student starting in the actual starting point to the object in the class (i.e. start at the left corner of the door, move six meters toward the wall. Turn left. Go half a meter ). Students will practice giving detailed and accurate directions.

2 The following picture is an example of a drawing of a classroom.

Diagram Example

3 Name ______Date ______

My Science Classroom: Scale Diagrams

1) If you want to draw a map of the city for your friend, should you make your map as big as the city? Why or why not?

______

How could you let your friend know how much bigger or smaller your map is than the city actually is? The way to tell your friend how much bigger or smaller your map is than the city, is called "scale."

Your mission is to draw a scale map of your classroom and label the important objects and places in the room related to science laboratory investigations. First, select the scale you will use to draw your map. You have one piece of centimeter or inch grid paper.

2) What unit of measurement will you use? ______

3) Measure the room based on your chosen unit of measurement and measuring tool(s).

How long is the room? ______How wide is the room? ______

Be careful to keep your measurement in the units you want to make your drawing in. If your unit is centimeters, then don't measure the wall in meters, or feet.

Now decide based on your paper size how many units on paper is equal to how many units on the wall.

Once you have your scale you can start to measure and draw the classroom. One last considerationShould you measure the overall length and width of the room first or the location of items along the wall? You decide.

4 Name______Date______Period______

Follow-up: Scale Models of the Lab Room

1) What is scale and how is it used in everyday life? Provide an example. ______

2) Think about the unit of measurement you used. Should you have chosen another unit? (for example, was there a benefit to using centimeters or inches?) Explain why using the metric system might be better. ______

3) Did you know that scientists around the world use the metric system? Read the story from CNN that your teacher has given you and write a paragraph explaining why scientists always should use the metric system. ______

4) Did the grid paper you have influence which unit of measure you used to measure the classroom? Explain. ______9 5) Were you able to include everything in the classroom in your drawing? Why or why not? ______

6) Using your scale model can you tell someone else, exactly where an object in the class is? Try it. Measure on your scale model, convert the units to the real world scale measurement and see if you can direct another student to find an object in the classroom. Write your directions below:

Did you succeed? Explain why or why not? ______

10 Metric mishap caused loss of NASA orbiter

By Robin Lloyd CNN Interactive Senior Writer (CNN) -- NASA lost a $125 million Mars orbiter because a Lockheed Martin engineering team used English units of measurement while the agency's team used the more conventional metric system for a key spacecraft operation, according to a review finding released Thursday.

The units mismatch prevented navigation information from transferring between the Mars Climate Orbiter spacecraft team in at Lockheed Martin in Denver and the flight team at NASA's Jet Propulsion Laboratory in Pasadena, California. Lockheed Martin helped build, develop and operate the spacecraft for NASA. Its engineers provided navigation commands for Climate Orbiter's thrusters in English units although NASA has been using the metric system predominantly since at least 1990. No one is pointing fingers at Lockheed Martin, said Tom Gavin, the JPL administrator to whom all project managers report.

"This is an end-to-end process problem," he said. "A single error like this should not have caused the loss of Climate Orbiter. Something went wrong in our system processes in checks and balances that we have that should have caught this and fixed it."

The finding came from an internal review panel at JPL that reported the cause to Gavin on Wednesday. The group included about 10 navigation specialists, many of whom recently retired from JPL. "They have been looking at this since Friday morning following the loss," Gavin said.

The navigation mishap killed the mission on a day when engineers had expected to celebrate the craft's entry into Mars' orbit. After a 286-day journey, the probe fired its engine on September 23 to push itself into orbit. The engine fired but the spacecraft came within 60 km (36 miles) of the planet -- about 100 km closer than planned and about 25 km (15 miles) beneath the level at which the it could function properly, mission members said.

The latest findings show that the spacecraft's propulsion system overheated and was disabled as Climate Orbiter dipped deeply into the atmosphere, JPL spokesman Frank O'Donnell said. That probably stopped the engine from completing its burn, so Climate Orbiter likely plowed through the atmosphere, continued out beyond Mars and now could be orbiting the sun, he said.

Climate Orbiter was to relay data from an upcoming partner mission called Mars Polar Lander, scheduled to set down on Mars in December. Now mission planners are working out how to relay its data via its own radio and another orbiter now circling the red planet. Climate Orbiter and Polar Lander were designed to help scientists understand Mars' water history and the potential for life in the planet's past. There is strong evidence that Mars was once awash with water, but scientists have no clear answers to where the water went and what drove it away.

NASA has convened two panels to look into what led to the loss of the orbiter, including the internal peer review panel that released the Thursday finding. NASA also plans to form a third board -- an independent review panel -- to look into the accident.

11 Metric system used by NASA for many years

A NASA document came out several years ago, when the Cassini mission to Saturn was under development, establishing the metric system for all units of measurement, Gavin said.

The metric system is used for the Polar Lander mission, as well as upcoming missions to Mars, he said. That review panel's findings now are being studied by a second group -- a special review board headed up by John Casani, which will search for the processes that failed to find the metric to English mismatch. Casani retired from JPL two months ago from the position of chief engineer for the Lab.

"We're going to look at how was the data transferred," Gavin said. "How did it originally get into system in English units? How was it transferred? When we were doing navigation and Doppler (distance and speed) checks, how come we didn't find it?"

"People make errors," Gavin said. "The problem here was not the error. It was the failure of us to look at it end-to-end and find it. It's unfair to rely on any one person."

Lockheed Martin, which failed to immediately return a telephone call for comment, is building orbiters and landers for future Mars missions, including one set to launch in 2001 and a mission that will return some Mars rocks to Earth a few years down the line.

It also has helped with the Polar Lander mission, set to land on Mars on December 3 and conduct a 90-day mission studying martian weather. It also is designed to extend a robotic arm that will dig into the nearby martian soil and search for signs of water.

NASA managers have said the Polar Lander mission will go on as planned and return answers to the same scientific questions originally planned -- even though the lander will have to relay its data to Earth without help from Climate Orbiter.

Error points to nation's conversion lag

Lorelle Young, president of the U.S. Metric Association, said the loss of Climate Orbiter brings up the "untenable" position of the United States in relation to most other countries, which rely on the metric system for measurement. She was not surprised at the error that arose.

"In this day and age when the metric system is the measurement language of all sophisticated science, two measurements systems should not be used," Young said.

"Only the metric system should be used because that is the system science uses," she said.

She put blame at the feet of Congress that she said has squeezed NASA's budget to the point that it has no funds to completely convert its operations to metric.

"This should be a loud wake-up call to Congress that being first in technology requires funding," she said, "and it's a very important area for the country."

Article taken from: http://www.cnn.com/TECH/space/9909/30/mars.metric.02/

12 st Thinking Like a 21 Century Scientist / Engineer: 7th Grade Laboratory Procedures and Equipment

Students should follow all lab safety procedures and rules for using glassware and liquids. If a test tube is broken, do not let students clean up the broken glass. The teacher should dispose of broken glass appropriately by placing in a secure receptacle for proper disposal. SAFETY

Note: Even though students are using water and soap, it is important for the students to complete this lab as if they were using chemicals in order to reinforce proper lab safety practices. (e.g. wearing safety glasses and aprons) Prepare 3 labeled containers of soap water using 3 unique detergents (e.g. Dawn dish soap, Dial Hand soap, Lab Hand Soap) Gather supplies for Soap Bubble Lab. Each group will need: Ruler ADVANCED 3 Small Cups (labeled A, B, C) 1 straw per person PREPARATION 3 Lab Straws (labeled A, B, C) Paper towels for clean-up Apron Safety Glasses Lab Tray Objective: Students will learn about proper laboratory procedures and equipment, as well as practice following lab safety guidelines by completing a laboratory activity involving measuring the sizes of various soap bubbles. What is the teacher doing? What are the students doing? Pre-lab Pre-lab Distribute the Soap Bubble Lab 1. Students complete the pre-lab by Pre-Lab. Students should reading about the experiment and complete the pre-lab either the day determining the equipment before or for homework. needed to complete the experiment. They will also identify lab expectations and lab safety rules for the Soap Bubble Lab.

Lab Safety Reinforcement and Soap Lab Safety Reinforcement and Soap ACTIVITIES Bubble Lab Pre-lab (Day 1) Bubble Lab Pre-lab (Day 1) Prepare 3 large containers of 2. Students follow all lab safety (1 days) soap water. (Note: Not much precautions, guidelines, and

concentrated soap is required to directions for the Soap Bubble make bubbles). Lab using the student lab Have all lab materials available worksheet. and ready for students to gather and use for the lab. Do not give the students much guidance with the lab 3. Students complete the lab and directions, as one of the goals for answer post-lab questions. this lab is for students to be able to read directions carefully. Facilitate the Soap Bubble Lab. Discuss lab results. 4. Students participate in a class discussion based on lab results.

1 Name______Date______Period______

PRE-LAB: Soap Bubble Lab Goals: Be able to identify the proper equipment needed to complete the lab activity. Be able to measure the diameter in an experimental setup using appropriate science tools. Be able to use the metric system correctly. Be able to measure with accuracy and precision. Be able to follow correct lab procedures and directions.

Read the directions for the lab activity below, and identify the materials, science tools, and lab safety equipment you will need to complete the lab.

Set-up 1. Check to make sure you have all of the materials. Your 2. cups/beakers should be labeled A-C. 3. Have paper towels on hand to dry off the desk between bubble trials. 4. Go to the bubble solution station and collect 100mL of Solution A in one of the small beakers. Into another small

beaker, collect 100mL of Solution B. Into the third small beaker, collect 100mL of Solution C. Carefully take these back to your lab station. 5. Label a straw A, another straw labeled B, and a third straw labeled C.

Procedure: 3 cups x 3 trials = 9 trials (bubbles) 1. Use the labeled LAB straw/eye dropper to "trap" a sample of soap and move to the dry table. 2. Use YOUR straw to carefully blow a bubble. (Practice a few times first) POP! 3. Measure the diameter of the popped bubble with the ruler. 4. RECORD data (example= 3.2cm) and calculate a mean for the trial data. CLEAN 5. supplies before the next trial.

2 Materials Needed:

______

Which lab safety precautions/rules Lab Expectations should we follow for this lab? Before Lab: Wear safety glasses I will ______Wear Apron/Lab Coat ______Wear Gloves ______Tie back long hair During Lab: Wear closed-toe shoes I will ______Write down 2 more lab safety rules that will ______apply for this lab: ______X______After Lab: ______I will ______X______

3 Name ______Date ______Per ______

Soap Bubble Lab

Purpose: to test the hypothesis that the size of a soap bubble can be affected by changing the bubble mixture.

Hypothesis Statement: IF I use ______soap, THEN it will have the largest bubble production BECAUSE ______.

Materials: Ruler 3 Small Cups (labeled A, B, C) 1 straw per person 3 Mixtures of Soap Water 3 Lab Straws (labeled A, B, C) Paper towels for clean-up (3 different brands)

Procedure: 3 cups x 3 trials = 9 trials (bubbles) 6. Use the labeled LAB straw/eye dropper to "trap" a sample of soap and move to the dry table. 7. Use YOUR straw to carefully blow a bubble. (Practice a few times first) 8. POP! Measure diameter of the popped bubble with the ruler. 9. RECORD data (example= 3.2cm) and calculate a mean for the trial data. 10. CLEAN supplies before next trial.

Soap Bubble Trial 1 Trial 2 Trial 3 Mean

Brand #A:

______Brand #B:

______Brand #C:

______

Post-Lab: (Write in full sentences)

1. Look at your hands. Do you have any soap on your hands? Yes No If so, that soap represents chemicals that would be on your skin right now!

5. Describe your results. Which soap brand produced the largest bubbles? ______

6. Did you encounter any difficulty making bubbles? ______

______

2. How did your data's calculated mean support or disprove your original hypothesis?

______

3. What is different about the soap brand that produced the largest bubbles?

______

7. Is it important to read and follow directions exactly? Yes No 8. What is likely to happen if you don't thoroughly read and follow the directions? ______

______

Clean-up checklist: 1. Carefully rinse your materials thoroughly 2. Place materials back in the proper places. 3. Wipe down your lab area with paper towels if needed. 4. Return to your seat and follow teacher directions.

st Thinking Like a 21 Century Scientist / Engineer: 7th Grade Computer Technology

SAFETY Acceptable Use Policy guidelines for internet safety and appropriate computer use.

Teacher GIZMOS

Reserve a computer lab ADVANCED Establish a Gizmos class code. You will find this when you log into Gizmos and click on the class you will be teaching- look in the upper to middle right hand PREPARATION side of the page for the letters associated with "class code." Students will need this to log into your class. Copies of "Student Exploration: Triple Beam Balance" Copies of "Gizmo's Student Directions" Objective: The objective of the following activities is to give students the opportunity use computer technology and practice keyboard skills. Students should be able to create documents, save files and retrieve saved files. Using Microsoft Word, students should be able to keyboard their ideas and print the document. Gizmos are science simulations that promote student learning and improve conceptual understanding of science concepts. Simulations will used in Ohio's Next Generation Assessments beginning the 2014-15 academic year. Students should become accustomed to the nature of online simulations.

http://www.explorelearning.com What is the teacher doing? What are the students doing? Computer Tech Computer Tech Typing A Letter (Day 1) Typing a Letter (Day 1) Handout the sample letter with 1. Students use the handout to sentence starters. Explain the task keyboard an introduction letter to their and criteria of the single page science teacher. They should use a letter. The criteria are listed at the letter format with a headline, body, and bottom of the handout. Students signature line. may need help logging into the 2. Format the letter to fill the entire one ACTIVITIES computers. page (usually making the font size larger for display) (4 days) 3. Complete each of formatting criteria. 4. Save and Print the finished document After completing the intro letter, according to the directions students may need help locating 5. Saved documents to the network the font dialogue box, font size folder created for students. In most button, and spell check button. cases- the Q drive or My Documents is Inserting an image can be clip art or the preferred location. copied from a search engine.

Typing Games (Day 2) Typing Games (Day 2) Allow students to play appropriate http://www.freetypinggame.net/play. keyboarding games. The asp objectives of the games are to http://www.learninggamesforkids.com become familiar with the location of /keyboarding_games.html the letters on the keyboard. http://www.bbc.co.uk/schools/typing/ Good keyboard posture and using http://games.sense-lang.org/ the appropriate finger strike is ideal, but any practice keyboarding is the objective.

1 Gizmos (Days 3-4) Gizmos (Days 3-4) There are several methods to teach Gizmos. The first time your class uses Gizmos you should at least begin the lesson as a demonstration. Model how the students should read the directions and complete each step. You can also interact with the simulations using iPads using the Black Board app or by going directly to the website.

On the SMARTBoard, show the Write down username and password students how to log into Gizmos. First on "Gizmos Student Directions" time users will need to click on "Enroll in handout Class". Distribute student direction sheet Login to gizmos (provided in this lesson).

Pass out "Student Exploration: Triple Beam Balance" handout Students complete prior knowledge questions on their own. This can serve as Complete the Prior Knowledge a formative assessment. Question on the "Student Exploration: Read the Gizmo Warm Up together Triple Beam Balance" handout You may wish to provide a triple beam balance to show students a real life example of one.

At this point you could have the Complete activity A of the Triple Beam students begin independent work. Balance Gizmo However, because this will be the first time most students have used a Gizmo, it is recommended that the class work together through at least question 4.

Ok , we just met . Before we begin the year, tell me about some of your favorite toys growing up . Keyboard a letter telling me a about the toys you had as a kid . Use the following questions to help tell your story in letter format. Don 't just answer the questions - type me YOUR story . EXAMPLE

More Dear Science Teacher, details Growing up, my favorite toy that I took everywhere was a

I took an 8-hour car trip and I was so lucky I brought my

I really wanted the rubix cube that More details More details www.megahowto.com/wp-content /uploads/2009/09/Rubix-Cube.jpg

Your newest and best friend,

Gregory House, Columbus City Elementary School

My favorite toy that I took everywhere was a In my

room, the most awesome item I have is Do not answer When we go camping I always bring every question. The one toy I would never share is The first thing to play when my family is around Pick your favorite In the car, I like to bring a 3-4 as topic I would cry my eyes out if my ______ever broke sentences. Add a My favorite non-electronic toy would have to be detail sentences At the pool I like to bring for each topic. The worst toy I was ever given as a present was My friend has this toy at her house where The best toy to walk into a room full of kids would have to be The best toy grown-ups get at holidays is

After you type the letter- 1. Change the font of the headline (example shows " Dear Science Teacher" in a stronger l ooking font , b ut sti ll something ea sy to read)

2. Change the font size of the signature line(Gregory House, Elementary School).

3. Check spelling. Review ribbon, Proofing group, Spelling&Grammar button.

4. *OPTIONAL: Insert an image. Clip art or internet search that is about something you wrote.

5. Finally, everything must fit on ONE page.

6. Save as "My Intro Letter" on the network folder.

7. Print the final document to display in class. 3

Teacher Directions to login to Gizmos Figure 1: Enroll in a Class

Figure 2: Login

The image shows the Gizmos! Explore Learning login page and enroll in class page. Students new to Gizmos will click on Enroll in Class (figure 1). Teachers and students who have created an account will click on Login (figure 2).

4 Enter "Triple Beam Balance" into the SEARCH bar.

Click "Add to Class" for each of your classes.

5 After you click on "Add to Class", click on "Add to All". Then click "Done"

Click Add to All

Click on "My Homepage"

Click Here

6 Select a class.

This is your CLASS CODE. The students from your class will need to enter this code to enroll in your class. You can click on "What's This?" to get a printable form with directions for your students on how to enroll in your class. You will need to print out and copy one for each class you have.

Once you have your class established, you can download the standards-aligned Gizmos list for your grade from the CCS Science website. Click on the following link: http://www.columbus.k12.oh.us/science

7 Click on "Curriculum" and scroll down until you see the image below.

Click on "Middle School 6-8" and scroll down until you see the image below.

Select the grade level appropriate to your class. You can assign a different list for different classes. You will need to have logged into Gizmos in a different tab when you click on the grade level button. You will then see the image below. 8 Select the classes you want the grade level Gizmos to be imported to. Then click "Import Gizmos." If you want a different grade level for other classes, then select that grade level from the middle school website and repeat the above process.

9 Gizmos Student Directions

Enrolling at ExploreLearning.com

Follow these simple steps to enroll in your teacher's class:

Step 1: Go to http://www.explorelearning.com.

Step 2: Click on the "Enroll in a Class" button in the upper right hand corner of the web page.

Step 3: Type in your teacher's class code: ______(Different for each class)

Click "Continue" and follow the directions on the site to complete your enrollment.

Step 4: Write down your username and password and put this sheet in your class notebook. username: ______password: ______

Congratulations! Now that you're enrolled, you can login anytime using just your username and password (no class code required).

10 Name: ______Date: ______

Student Exploration: Triple Beam Balance

Vocabulary: fulcrum, lever, mass, rider, triple beam balance

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. A lever is a long beam that is set on a pointed fulcrum. A heavy rock is placed on a lever, as shown. Draw an arrow where you should push down to lift the rock most easily.

2. Suppose you wanted to balance the rock with a smaller rock. Where would you put the smaller rock? Draw a smaller rock on the diagram above so that it balances the big rock.

Gizmo Warm-up A triple beam balance is a type of lever that is used to measure mass, or the amount of matter in an object. An object with an unknown mass is placed on the measurement tray. On the other side of a fulcrum, a set of sliding weights, called riders, slide on beams to balance the object.

Practice using the balance in the Triple Beam Balance Gizmo™.

1. Where is the fulcrum of this lever? Circle and label its location on the diagram above.

2. How do you balance the object on the measurement tray? ______

11 Activity: Get the Gizmo ready: Measuring mass Set all the Riders to 0.

Question: How is a triple beam balance used to find mass?

1. Observe: The riders have masses of 10 grams (top), 100 grams (middle), and 1 gram (bottom). Drag the 10-gram rider to 100. At this position it balances a 100 gram mass.

What happens to the pointer? ______

2. Compare: Place each object on the measurement tray, one at a time. Which objects have a mass greater than 100 grams? How do you know?

______

3. Compare: Move the 10-gram rider back to 0, and move the 100-gram rider to 200.

A. Which objects have a mass greater than 200 grams? ______

B. Which objects have a mass greater than 300 grams? ______

4. Measure: Move the 100-gram rider back to 0. Place the light bulb on the tray.

Move the 100-gram rider to the right, one notch at a time, until the pointer sinks. Now move the 100 gram rider back to the left one notch. (The pointer should lift up.) Move the 10-gram rider to the right, one notch at a time, until the pointer sinks below the zero mark. Now move the rider back to the left one notch. Slowly move the 1-gram rider until the pointer lines up with the zero mark.

5. Calculate: The mass of the light bulb is the sum of the values on each rider. To get a magnified view of the 1-gram rider, place the cursor over that rider. (Each tick mark represents 0.1 g.) Write your answer to the nearest 0.1 gram.

100-g rider: ______10-g rider: ______1-g rider: ______

Mass of the light bulb: ______

6. Practice: Use the Gizmo to find the mass of the other objects. Write their masses below.

Paper clips: ______Cone: ______Cube: ______

12 Name: ______Date: ______

Student Exploration: Triple Beam Balance Answer Key

Vocabulary: fulcrum, lever, mass, rider, triple beam balance

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are not expected to know the answers to the Prior Knowledge Questions.]

3. A lever is a long beam that is set on a pointed fulcrum. A heavy rock is placed on a lever, as shown. Draw an arrow where you should push down to lift the rock most easily. Answers will vary. The correct answer is shown below.

4. Suppose you wanted to balance the rock with a smaller rock. Where would you put the smaller rock? Draw a smaller rock on the diagram above so that it balances the big rock. Note: The rock and arrow can both be placed at the same spot, at the end of the lever.

Fulcrum

Practice using the balance in the Triple Beam Balance Gizmo™.

3. Where is the fulcrum of this lever? Circle and label its location on the diagram above. 4. How do you balance the object on the measurement tray?

To balance the object, slide the riders to the right (away from the fulcrum).

13 Activity: Get the Gizmo ready: Measuring mass Set all the Riders to 0.

Question: How is a triple beam balance used to find mass?

7. Observe: The riders have masses of 10 grams (top), 100 grams (middle), and 1 gram (bottom). Drag the 10-gram rider to 100. At this position it balances a 100 gram mass.

What happens to the pointer? The pointer sinks down.

8. Compare: Place each object on the measurement tray, one at a time. Which objects have a mass greater than 100 grams? How do you know?

The cone, light bulb, and cube are more than 100 grams. I know because the measurement tray sinks (and the pointer goes up) when these objects are placed on the tray.

9. Compare: Move the 10-gram rider back to 0, and move the 100-gram rider to 200.

A. Which objects have a mass greater than 200 grams? Cone, light bulb, and cube

B. Which objects have a mass greater than 300 grams? Cone and cube

10. Measure: Move the 100-gram rider back to 0. Place the light bulb on the tray.

11. Calculate: The mass of the light bulb is the sum of the values on each rider. To get a magnified view of the 1-gram rider, place the cursor over that rider. (Each tick mark represents 0.1 g.) Write your answer to the nearest 0.1 gram.

100-g rider: 200 g 10-g rider: 40 g 1-g rider: 5.6 g

Mass of the light bulb: 245.6 g

12. Practice: Use the Gizmo to find the mass of the other objects. Write their masses below.

Paper clips: 5.4 g Cone: 542.0 g Cube: 429.3 g

14 st Thinking Like a 21 Century Scientist / Engineer: 7th Grade Introduction to Science and Engineering SAFETY All lab safety guidelines should be followed. Copies of the guided reading "7 Grade Science Process Reading" ADVANCED th Preview the websites below and select one PREPARATION Copies of the rubric for evaluating student work

Objective: The objective of this activity is to engage students and formatively assess their knowledge related to the process of doing science and using scientific equipment.

What is the teacher doing? What are the students doing? Science Process (Day 1) (Day 1) Handout copies of "7th Science Process 1. Read Reading" Textbook. Read Answer the questions on the Science textbook. handout "7th Science Process Reading" Point out that the main ideas of the paragraphs are different from the most important information. Ask students why the authors may have done this. Possible answers are that the author wanted to provide a real world example of science in action before providing the take away knowledge of what science is and introducing scientific skills. You can extend student understanding

ACTIVITIES by asking how the first paragraph is different from the second two. (4 days) Science Process (Days 2-4) Science Process (Days 2-4) Handout copies of "7th Science Process: Science Inquiry" and 1. Read "Scientific Process Scenario Rubric" "Scientific Inquiry" Instruct students to read "Scientific Inquiry" In preparation for the following activity, have students complete some or all of the following worksheets (Sponge Bob: Controls 2. Completing Sponge Bob and Variable - Part 1 and Part worksheets to see example of 2, and Bikini Bottom Experiments.) scenarios while being able to Review answers as a class. identify parts of an experiment. Point out the websites listed in section C of the activity to students. These websites provide models for the scenarios. Facilitate students writing their own scenarios about lab experiments. Review the rubric with them so they 3. Create a scenario in which the know what components that are parts of an experiment are expected to include. illustrated

1 Name ______Date ______Per ______th 7 Science Process Reading 1) What is the main idea of the first three paragraphs? ______

2) Illustrate- What does "science" look like? 3) What are the skills a scientist needs? ______

4) Read the sub-section "Observing." What is the main idea in this sub-section? ______

5) What are two important details from the sub-section? ______6) What is the main idea of the sub-section "Inferring?" ______7) What is the main idea of "Predicting?" ______8) What is the main idea of "Classifying" ______

9) What is the main idea of "Making Models?" ______10) What is the main idea of "Working in Life Science?" ______

2 th Teacher's Key 7 Science Process

1) What is the main idea of the first three paragraphs? The main idea is that "Her studies are an example of science in action." 1. "Science is a way of learning about the natural world." 2. "Scientists use skills such as observing, inferring, predicting, classifying, and making models to learn more about the world."

2) Illustrate- What does "science" look like? 3) What are the skills a scientist needs?

Scientists use skills such as observing,

Appropriate picture of science investigation inferring, predicting, and making models to learn more about the world.

4) Read the sub-section "Observing." What is the main idea in this sub-section? Observing means to use one or more of your senses to gather information.

5) What are two important details from the sub-section? Quantitative observations deal with a number, or amount. Qualitative observations deal with descriptions that cannot be expressed in numbers. 6) What is the main idea of the sub-section "Inferring?"

When you explain or interpret the things you observe, you are inferring.

7) What is the main idea of "Predicting?"

Predicting means making a forecast of what will happen in the future based on past experience or evidence.

8) What is the main idea of "Classifying"

Classifying is the process of grouping together items that are alike in some way.

9) What is the main idea of "Making Models?"

Making models involves creating representations of complex objects or processes.

10) What is the main idea of "Working in Life Science?"

Life science is the study of living things.

Scientific Method Name ______Controls and Variables - Part 1

SpongeBob and his Bikini Bottom pals have been busy doing a little research. Read the description for each experiment and answer the questions.

1 - Patty Power Mr. Krabbs wants to make Bikini Bottoms a nicer place to live. He has created a new sauce that he thinks will reduce the production of body gas associated with eating crabby patties from the Krusty Krab. He recruits 100 customers with a history of gas problems. He has 50 of them (Group A) eat crabby patties with the new sauce. The other 50 (Group B) eat crabby patties with sauce that looks just like new sauce but is really just mixture of mayonnaise and food coloring. Both groups were told that they were getting the sauce that would reduce gas production. Two hours after eating the crabby patties, 30 customers in group A reported having fewer gas problems and 8 customers in group B reported having fewer gas problems.

Which people are in the control group?

What is the independent variable?

What is the dependent variable?

What should Mr. Krabs' conclusion be?

Why do you think 8 people in group B reported feeling better?

2 - Slimotosis Sponge Bob notices that his pal Gary is suffering from slimotosis, which occurs when the shell develops a nasty slime and gives off a horrible odor. His friend Patrick tells him that rubbing seaweed on the shell is the perfect cure, while Sandy says that drinking Dr. Kelp will be a better cure. Sponge Bob decides to test this cure by rubbing Gary with seaweed for 1 week and having him drink Dr. Kelp. After a week of treatment, the slime is gone and Gary's shell smells better.

What was the initial observation?

What is the independent variable?

What is the dependent variable?

What should Sponge Bob's conclusion be?

4 3 - Marshmallow Muscles Larry was told that a certain muscle cream was the newest best thing on the market and claims to double a person's muscle power when used as part of a muscle-building workout. Interested in this product, he buys the special muscle cream and recruits Patrick and SpongeBob to help him with an experiment. Larry develops a special marshmallow weight-lifting program for Patrick and SpongeBob. He meets with them once every day for a period of 2 weeks and keeps track of their results. Before each session Patrick's arms and back are lathered in the muscle cream, while Sponge Bob's arms and back are lathered with the regular lotion.

Which person is in the control group? Time Patrick SpongeBob Initial 18 5 Amount What is the independent variable? After 1 24 9 week What is the dependent variable? After 2 33 17 weeks What should Larry's conclusion be?

4 - Microwave Miracle Patrick believes that fish that eat food exposed to microwaves will become smarter and would be able to swim through a maze faster. He decides to perform an experiment by placing fish food in a microwave for 20 seconds. He has the fish swim through a maze and records the time it takes for each one to make it to the end. He feeds the special food to 10 fish and gives regular food to 10 others. After 1 week, he has the fish swim through the maze again and records the times for each.

What was Patrick's hypothesis?

Which fish are in the control group?

What is the independent variable?

What is the dependent variable?

Look at the results in the charts. What should Patrick's conclusion be?

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

5 Scientific Method Name ______Controls and Variables - Part 2

SpongeBob and his Bikini Bottom pals have continued doing a little research to solve some problems. Read the description for each experiment and answer the questions.

Krusty Krabs Breath Mints Mr. Krabs created a secret ingredient for a breath mint that he thinks will "cure" the bad breath people get from eating crabby patties at the Krusty Krab. He asked 100 customers with a history of bad breath to try his new breath mint. He had fifty customers (Group A) eat a breath mint after they finished eating a crabby patty. The other fifty (Group B) also received a breath mint after they finished the sandwich, however, it was just a regular breath mint and did not have the secret ingredient. Both groups were told that they were getting the breath mint that would cure their bad breath. Two hours after eating the crabby patties, thirty customers in Group A and ten customers in Group B reported having better breath than they normally had after eating crabby patties.

1. Which people are in the control group?

2. What is the independent variable?

3. What is the dependent variable?

4. What should Mr. Krabs' conclusion be?

5. Why do you think 10 people in group B reported fresher breath?

SpongeBob Clean Pants SpongeBob noticed that his favorite pants were not as clean as they used to be. His friend Sandy told him that he should try using Clean-O detergent, a new brand of laundry soap she found at Sail-Mart. SpongeBob made sure to wash one pair of pants in plain water and another pair in water with the Clean- O detergent. After washing both pairs of pants a total of three times, the pants washed in the Clean-O detergent did not appear to be any cleaner than the pants washed in plain water.

6. What was the problem SpongeBob wanted to investigate?

7. What is the independent variable?

8. What is the dependent variable?

9. What should Sponge Bob's conclusion be?

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

6 Squidward's Symphony Squidward loves playing his clarinet and believes it attracts more jellyfish than any other instrument he has played. In order to test his hypothesis, Squidward played a song on his clarinet for a total of 5 minutes and counted the number of jellyfish he saw in his front yard. He played the song a total of 3 times on his clarinet and repeated the experiment using a flute and a guitar. He also recorded the number of jellyfish he observed when he was not playing an instrument. The results are shown in the chart.

10. What is the independent variable?

11. What is the dependent variable?

12. What should Squidward's conclusion be?

13. Are the results reliable? Why or why not?

Super Bubbles Patrick and SpongeBob love to blow bubbles! Patrick found some Super Bubble Soap at Sail-Mart. The ads claim that Super Bubble Soap will produce bubbles that are twice as big as bubbles made with regular bubble soap. Patrick and SpongeBob made up two samples of bubble solution. One sample was made with 5 oz. of Super Bubble Soap and 5 oz. of water, while the other was made with the same amount of water and 5 oz. of regular bubble soap. Patrick and SpongeBob used their favorite bubble wands to blow 10 different bubbles and did their best to measure the diameter of each one. The results are shown in the chart

14. What did the Super Bubble ads claim?

15. What is the independent variable?

16. What is the dependent variable?

17. Look at the results in the chart. a. Calculate the average diameter for each bubble solution.

Super Bubble = ______cm Regular Soap = ______cm

b. What should their conclusion be?

18. Are the results reliable? Why or why not?

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

7 Scientific Method Name ______Bikini Bottom Experiments

The Bikini Bottom gang loves science class and wanted to do a little research. Read the description for each experiment and use your knowledge of the scientific method to answer the questions.

(1) Flower Power SpongeBob loves to garden and wants to grow lots of pink flowers for his pal Sandy. He bought a special Flower Power fertilizer to see if will help plants produce more flowers. He plants two plants of the same size in separate containers with the same amount of potting soil. He places one plant in a sunny window and waters it every day with fertilized water. He places the other plant on a shelf in a closet and waters it with plain water every other day.

What did SpongeBob do wrong in this experiment? Explain.

What should SpongeBob do to test the effectiveness of Flower Power fertilizer? Write an experiment.

(2) Super Snails Gary is not the smartest snail in Bikini Bottom and believes he can improve his brain power by eating Super Snail Snacks. In order to test this hypothesis, he recruits SpongeBob and several snail friends to help him with the experiment. The snails ate one snack with each meal every day for three weeks. SpongeBob created a test and gave it to the snails before they started eating the snacks as well as after three weeks.

Based on the data provided, do the Super Snail Snacks work? Explain your answer.

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

8 (3) Bubble Time Patrick loves bubble gum and would like to be able to blow bigger bubbles than anyone else in Bikini Bottom. To prepare for the Bikini Bottom Big Bubble Contest, he bought five different brands of bubble gum and needs your help to find the brand that creates the biggest bubbles. Write an experiment to test the bubble power of the bubble gum brands and help Patrick win the contest.

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

9 Scientific Process Scenario Rubric

Assignment criteria: Use the textbook to create a scenario to illustrate the important parts of a scientific experiment based on a well-known character of your choice. Post the final product where your teacher has directed. The Scientific Process Scenario rubric will be used by students to grade your scenario design. Your scenario should include the terms independent variable, dependent variable, hypothesis, data, conclusions, communicating.

http://www.biologycorner.com/worksheets/controls.html

http://www.biologycorner.com/worksheets/controls333.html (key)

http://www.biologycorner.com/worksheets/scientific_method_action.html

http://www.biologycorner.com/worksheets/scientific_method_action_key.html (key)

http://missazua.com/Site_2/Biology_HW_files/3%20- %20SIMPSONS%20SCIENTIFIC%20METHOD%20WORKSHEET.pdf

Name of student scenario being evaluated ______

Stated in the Scenario 3 Points 2 Points 1 Point Not stated but can Hypothesis is not Hypothesis Hypothesis is clear be found developed

Only one variable is and The control group Controlled Experiment is compared to a good needs to be more No control group control group specific Manipulated Manipulated variable is Manipulated Manipulated variable (independent) variable clearly stated variable is not clear is not developed Responding (dependent) Responding variable is Responding Responding variable variable clearly stated variable is not clear is not developed Data Chart Data is organized Data is not clearly No data chart organized A reader is able to draw Vague or Reader could draw a A reader is not able a conclusion based on inaccurate conclusion to draw a conclusion the results conclusions The presentation is Clear presentation Yes to one but not Yes to both not clear nor is the Appropriate illustration the other illustration appropriate

Teacher Answer Keys for Sponge Bob Worksheets

Answer Key

1 - Patty Power

Which people are in the control group? Group B

What is the independent variable? New sauce What is the dependent variable? Amount of gas

What should Mr. Krabs' conclusion be? The new sauce appears to work as it reduced the amount of gas produced in 60% of the people tested.

Why do you think 10 people in group B reported feeling better? They thought they were getting the new sauce as a result thought that they didn't have as much gas. (Placebo effect)

2 - Slimotosis

What was the initial observation? Slimotosis on Gary's shell What is the independent variable? Cures (Seaweed and Dr. Kelp)

What is the dependent variable? Slime and odor

What should Sponge Bob's conclusion be? Although Gary's symptoms have disappeared, it is not known which cure was the one that worked. He should redo the experiment and include a control group as well as two other testing groups for each of the proposed cures.

3 - Marshmallow Muscles

Which person is in the control group? SpongeBob What is the independent variable? Muscle cream

What is the dependent variable? Amount of marshmallows lifted (strength)

What should Larry's conclusion be? Since both Patrick and SpongeBob improved their results by the end of two weeks, it does not appear that the claims for the special muscle cream are true. If the claims were correct, we should have seen Patrick's amount double, but not SpongeBob's amount. The improvements were likely a result of Larry's special workout.

4 - Microwave Miracle

What was Patrick's hypothesis? He hypothesized that feeding fish microwaved food would make them become smarter. Which fish are in the control group? The fish that eat regular food

What is the independent variable? Microwaved food What is the dependent variable? Time required to complete the maze

Look at the results in the charts. What should Patrick's conclusion be? According to the data, all but two fish in each group decreased their time through the maze. The special food does not appear to be a big factor in helping fish become smarter. Note: Of the fish that did improve their times, the fish that were fed the special food averaged a 9.625 seconds decrease in their times compared to an average decrease of 6.625 seconds in the fish group that received the regular food. This does show a slight improvement for the microwaved food group, but not enough to prove that his hypothesis was correct. More testing would need to be done.

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

11 Answer Key

Krusty Krab Breath Mints

1. Which people are in the control group? The people who received the mint without the secret ingredient (Group B) would be the control group.

2. What is the independent variable? Secret ingredient in the breath mint

3. What is the dependent variable? Amount of breath odor (or bad breath) 4. What should Mr. Krabs' conclusion be? The breath mint with the secret ingredient appears to reduce the amount of breath odor more than half the time, but it is not 100% effective.

5. Why do you think 10 people in group B reported fresher breath? This may be due to the placebo effect. Sponge Bob Clean Pants

6. What was the problem? SpongeBob's pants were not clean.

7. What is the independent variable? Laundry soap

8. What is the dependent variable? Amount of dirt left on the pants (or how clean the pants were) 9. What should Sponge Bob's conclusion be? Clean-O laundry soap does not appear to be effective in cleaning his pants.

Squidward's Symphony 10. What is the independent variable? Instrument 11. What is the dependent variable? Number of jellyfish

12. What should Squidward's conclusion be? The clarinet did seem to attract a large number of jellyfish, but the average number for the three trials also matched the average for the guitar. The flute attracted the least number of jellyfish, but the average for this category is still larger than the control. Music seems to attract jellyfish in greater numbers than when no music is played. Squidward's hypothesis that the clarinet attracts larger numbers of jellyfish than other instruments is not proven by this experiment alone. 13. Are the results reliable? Based on the limited amount of information provided, it is difficult to tell if Squidward's results are reliable. The description did not tell how long each break was between trials. Did he leave enough time for the jellyfish to "clear out" of the area? (NOTE: Accept other potential flaws that students can support.)

Super Bubbles 14. What did the Super Bubble ads claim? The ads claimed that the Super Bubble solution would produce bubbles that were twice as large as those made with regular bubble soap. 15. What is the independent variable? Type of bubble solution

16. What is the dependent variable? Size (diameter) of the bubble 17. a. Calculate the average diameter for each. Super Bubble = 15.1 cm Regular Soap = 11.5 cm

b. What should their conclusion be? The Super Bubble solution did not seem to produce bubbles that were twice as large as those made with the regular soap. Although the average size for the Super Bubble solution was larger than the average size for the regular soap, it was not "twice as large" as the ads claimed. In fact, only two of the ten trials had results that would fit the ads claims.

18. Are the results reliable? Why or why not? The description does not say who blew the bubbles for each solution. There may be differences in bubble sizes due to the person blowing the bubble rather than the bubble solution. They might have considered having each person blow 5 bubbles with each solution. (NOTE: Accept other potential flaws that students can support.)

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

12 Scientific Method Answer Key Bikini Bottom Experiments

What did SpongeBob do wrong in this experiment? Explain.

SpongeBob did not provide both plants with the same amount of water and sunshine. In order to test the fertilizer correctly, both plants should have been placed in the sunny window and watered every day with the same amount of water. The only difference between the two plants should have been the fertilizer - one plant would be watered with the water with fertilizer and the other would be watered with plain water.

(What should SpongeBob do to test the effectiveness of Flower Power fertilizer? Write an experiment.

Answers will vary. Experiments should address the problems in SpongeBob's experiment.

(2) Super Snails Gary is not the smartest snail in Bikini Bottom and believes he can improve his brain power by eating Super Snail Snacks. In order to test his hypothesis, he recruits SpongeBob and several snail friends to help him with the experiment. The snails ate one snack with each meal every day for three weeks. SpongeBob created a test and gave it to the snails before they started eating the snacks as well as after three weeks. Analyze the data in the chart and determine whether or not the Super Snail Snacks created smarter snails!

Based on the data provided, do the Super Snail Snacks work? Explain your answer.

The Super Snail Snacks appear to have worked for Gary and Barry. Both of them increased their test results after eating the snacks for three weeks. Larry did not show any improvement and Terry scored lower on his second test. However, it is difficult to determine if the Super Snail Snacks are an effective way to increase a snail's brain power based on this experiment alone as all the snails ate the snacks (no control group). The gains shown by Gary and Barry may have been due to the Super Snail Snacks, but further testing would be needed to make sure the results were not due to other factors.

(3) Bubble Time Patrick loves bubble gum and would like to be able to blow bigger bubbles than anyone else in Bikini Bottom. To prepare for the Bikini Bottom Big Bubble Contest, he bought five different brands of bubble gum and needs your help to find the brand that creates the biggest bubbles. Write an experiment to test the bubble power of the bubble gum brands and help Patrick win the contest.

Answers will vary. Students should make sure to perform the same test with each brand in order to obtain reliable results. Repeated trials would generate more data to analyze and help Patrick pick the best bubble gum brand for the bubble blowing contest.

Extension Idea: Provide an opportunity for the students to try their bubble gum tests!

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

13 st Thinking Like a 21 Century Scientist / Engineer: 7th Grade Inquiry Challenge: Solar Cookers 1. Be careful while cutting boxes or other material SAFETY 2. Be mindful that the cookers are intended to become hot and may cause burns. Gather materials for student use and allow students time to bring in their own materials. Consider asking staff/custodians to save boxes, or other needed supplies ADVANCED ahead of time. Possible materials may include: PREPARATION Boxes of Various Sizes, Aluminum Foil, Plastic Wrap, Overhead Transparency Sheets, Tape/Glue, Metal Hangers, Umbrella, Aluminum bowls, Recyclable materials, Paper. Objective: The objective of the following activities is to give students the opportunity to use the engineering design cycle and problem-solving skills to develop a solution to an engineering design challenge. What is the teacher doing? What are the students doing? Engineering Design Challenge Engineering Design Challenge (Day 1) (Day 1) Read the book Awesome 1. Listen to the book Awesome Dawson by Chris Gall aloud to the Dawson being read by the class. teacher. Discuss Dawson's use of materials 2. Participate in class discussion Distribute the design challenge hand-outs and read the prompt aloud located on the teacher 3. Students listen to the prompt and page and discuss the problem. discuss the problem based on the Divide the students into groups scenario. (groups of 3 recommended) 4. Students work in groups of three Assist groups as they begin to to begin designing their cookers and design their solar cooker create a drawing. (Day 2) (Day 2) Provide materials and facilitate as 5. Students build their solar cooker ACTIVITIES students build their solar cookers. based on their design and drawing. (6 days) (Day 3) (Day 3) Test Solar Cookers outside if 6. Students will test their designs by possible. Heat lamps or clamp placing a thermometer into the lights with high wattage bulbs will solar cooker and measuring the also work. temperature during the class. (see student pages for more information). (Day 4) (Day 4) Assist students as the make 7. Students will evaluate their results modifications to their designs. and make necessary modifications on their solar (Day 5) cooker. Facilitate re-testing of solar (Day 5) cookers. 8. Students will retest the solar (Day 6) cookers. OPTIONAL: Assist students as they (Day 6) use the Lab Report template 9. Students will use the Lab to summarize the process, draw Report Template to summarize the conclusions, and communicate the process, draw conclusions, and results. communicate the results.

1 th st 7 Grade Thinking Like a 21 Century Scientist and Engineer Design Challenge "Solar Cookers"

Teacher Notes:

Optional: Read Awesome Dawson by: Chris Gall Design Cycle In this challenge students will be designing and constructing an oven (solar cooker) that will reach a cooking temperature >165°F. Although possible, the district does not want food used in any classroom. So talk to your administrator before extending this challenge to cook an object (i.e. marshmallows). That is at the building's discretion.

Considerations: You may need students to obtain their own supplies. Remind them to ask permission before bringing supplies. All that is required to make a basic cooker is a box and some aluminum foil. This is a good time to make the "Awesome Dawson" connections. Recall that his supplies came from some unorthodox places.

Below are a few websites that provide information for you on how to build a solar cooker, but the purpose of the challenge is for students to develop their own plans. The directions on the websites are very specific and might take all of the challenge out of the design if shared with students. It is good for you to preview some of these plans so that you can facilitate students and make suggestions without giving directions.

Curious George "Something New Under the Sun" https://youtu.be/IrupuurfZz0 http://www.chelseagreen.com/content/weekend-project-how-to-build-your- own-cheap-simple-solar-oven/ https://www.energyquest.ca.gov/projects/solardogs.html https://en.wikipedia.org/wiki/Solar_cooker

The last website has a variety of nice pictures of cookers. You may wish to show this one to students who are stuck to provide some hints to get started.

www.solarcooking.wikia.com

2 Materials: (possible uses for building a solar cooker)

Boxes of Various Aluminum Foil Tape Glue Sizes

Metal Hangers (not required, but Umbrella Aluminum Bowl Magnifier possible request)

Overhead Emergency Other Available Transparency Aluminum Can Blanket Materials Sheets

Building the Designs:

Pass out the Design Challenge hand-outs. Read over the directions with the class so they understand what they will be doing. You may also wish to use the "Daily Engineering Notebook" sheets to have your students keep track of what they do each day. Consider using it as a daily exit ticket.

Read Aloud to the Class: You wake up one beautiful sunny day and nothing has been the same since. You know how it goes. Everything is fine the night before. You go to sleep. You wake up and it's different: only this time, real different. There is no power and the gas lines have been turned off.

On top of that, your parents left a note, "Went to buy a camp stove- before they are all gone. Had to hurry, no time to make breakfast." And a kid has got to eat. Your challenge is to engineer a device that will heat up to at least 165°F. Can you do it? Can you raise the temp before hunger makes your blood boil?

3 Name______Date______Period_____ th 7 Grade Design Challenge Solar Cooker

Problem Statement Summary Power and gas lines turned off Parents have left to buy a stove 165°F (safe cooked meat temperature)

Design a solar cooker. Remember that the only source of heat that you can use is what the Sun provides. Brainstorm: List of supplies you might gather to make your oven.

Develop a scale diagram of a solar cooker. In your drawing, clarify with labels which material is used for each feature. Include a scale (e.g. 1cm=4cm) so another individual knows the exact dimensions of the real solar cooker.

Circle the supplies that you actually used in the brainstorm table above.

______Take your list with your sketch to your teacher to get approval to build.

Teacher Signature

4 Name______Date______Period_____

Design: After you build your solar cooker review your initial design. Redraw and label each detail you modified.

Describe the differences from your original design. Explain in detail why you made the changes and modifications. ______

Build: Obtain the materials from your teacher based on your brainstorm list. Follow all of the classroom procedures and guidelines when building your solar cooker.

Test: Once the solar cooker is complete, place a thermometer inside the cooker to measure the temperature. What temperature did the cooker reach? (make sure the thermometer can measure temperatures exceeding 165°F).

What temperature did the solar cooker reach?

5 Name______Date______Period_____

Evaluate and Modify: Brainstorm ideas by which your design can be improved. Draw or write the changes that you decide to make.

Modify your solar cooker.

Retest your solar cooker exactly as you did above. What temperature did the cooker reach this time?

Use the CCS Lab Report template to explain and share the differences in results and the impact your modifications had on the effectiveness of the solar cooker.

6 Middle School Science Lab Report

Title: A descriptive complete sentence.

Introduction: This section should include an introductory paragraph discussing question(s)/ problems in which you are trying to answer. This paragraph should also include preliminary observations or basic researched information about the subject as well as listing any formulas that will be used during the lab.

Hypothesis: This section requires you to write a possible solution for the problem found within the introductory paragraph. Make sure this solution is testable and written as a complete sentence.

Materials: Create a bulleted list of all items used in the lab

Safety Concerns: Create a list of all safety precautions/concerns within the lab.

Procedure: This section will be numerically listed (1,2,3) step by step list of instructions to complete the lab exercise. These steps must be written so that another person can use the directions to complete the activity.

Results/ Data: This section should include all observations or additional notes you make during the lab. It must include appropriate labeled tables, graphs and charts needed to simplify your data. Add color when appropriate.

Conclusion: The conclusion section of your lab should be at least a paragraph long. Your conclusion should begin with restating your hypothesis. Then you need to either support or reject your hypothesis based on your results and analyzed data taken from your lab. Explain why you supported or rejected your hypothesis-support your decision with facts from your lab. Additionally state one thing you learned from the lab and describe how it applies to real-life situations.

Diagram/Illustration (if necessary): Examples: Draw a visual representation of your lab set up describing what occurred/ draw what you saw under the microscope/ before and after illustration of the lab results. This will be determined by your teacher.

*Lab reports should be written using Third Person. However, use your best judgment when it concerns your students. (Modeling will help.)

7th Grade Lab Report Name: Date: Period:

Title:

Introduction:

Hypothesis:

Materials:

Safety Concerns:

8 Procedure: 1. 2. 3. 4. 5. 6. 7. 8. 9. Results/ Data:

Conclusion: ______

9 th 7 Grade Science Unit: Magnificent Mendeleev: An Elemental Tale Unit Snapshot

Topic: Conservation of Mass and Energy

Duration: Grade Level: 7 13 days

Summary: The following activities engage students in exploring properties of matter as it relates to the arrangement of atoms. Students analyze the periodic table for trends and patterns and develop a deeper understanding of properties through researching specific elements.

CLEAR LEARNING TARGETS "I can"statements

____ explain that mixtures are materials composed of two or more substances that retain their separate atomic compositions when mixed. ____describe how elements are grouped based on their properties and position on the periodic table. Activity Highlights and Suggested Timeframe Engagement: This activity will engage students and formatively assess their

Days 1-2 knowledge related to the differences in the arrangement of atoms of elements, compounds, and mixtures through observations of a saltwater mixture.

Exploration: The following activities will give students the opportunity to work with

Day 3 and begin to develop a basic understanding of the periodic table including patterns and organization.

Explanation: The following activities will give students the opportunity to develop Days 4-5 their knowledge of the organization of the periodic table and how it relates to the properties of the elements using the CPO Lab Investigation Periodic Table tiles.

Elaboration: The following activities will give students the opportunity to gain Days 6-11 deeper understanding of specific elements of the periodic table and their properties through a short research project and challenge activity.

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress Day 12 throughout the unit, and to become aware of students misconceptions related to and on-going thermal energy transfer. A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 13 extension and/or intervention activities.

1 LESSON PLANS NEW LEARNING STANDARDS:

7.PS.1 The properties of matter are determined by the arrangement of atoms. Elements can be organized into families with similar properties, such as highly reactive metals, less- reactive metals, highly reactive nonmetals and some gases that are almost completely nonreactive. Substances are classified according to their properties, such as metals and acids.

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:

CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Properties of Matter PreK-2: Properties can be used to sort objects. Changes, including phase changes are explored. Grades 3-5: Objects are composed of matter which has mass* and volume. Properties of solids, liquids and gases are explored. Phase changes are reversible and do not change the identity of the material. The total amount of matter and mass* remains the same when something changes. Grade 6: All matter is made up of atoms that are in constant random motion. Elements, compounds and molecules are introduced. The properties of solids, liquids and gases, and changes of phase are explained by the motion and spacing of the particles.

Future Application of Concepts High School: Metalloids and pH calculations are introduced. Mixtures are classified as homogenous or heterogeneous. Trends in the properties and atomic structure of elements are related to the periodic table. The role of valence electrons in reactivity is explored, balanced chemical equations are written and stoichiometric problems are solved.

2 MATERIALS: VOCABULARY: Engage Primary Hot Plates/Heat Source Compounds Glass Beakers Elements Salt Metals Water Non-Metals Element, Compound, Mixture Molecular Noble Gases Picture Cards Mixtures Various examples of Elements, Compounds, Periodic Table of Elements and Mixtures Properties Explore Period Table Hand-outs Secondary (Optional) History of the Periodic Table Families reading Groups An Elemental Tale: The Golddust Kid WS Periods Explain Computers/Research materials Adopt-An-Element Worksheet Legal sized blank paper Coloring Tools Elaborate Adopt-An-Element Challenge Question Cards Adopt-An-Element Challenge WS

If students are completing the saltwater activity (ENGAGE), caution must be taken around the hotplates.

SAFETY Establish rules for moving around the room during the challenge game All other classroom rules and procedures should be adhered to.

Gather and prepare materials for demos and CPO Investigation lab 14A. ADVANCED Reserve computers for element research, and/or gather library materials related to the elements. Students can also bring in their own resources. PREPARATION

Objective: The objective of this activity is to engage students and formatively assess their knowledge related to the differences in the arrangement of atoms of elements, compounds, and mixtures through observations of a saltwater mixture. Engage (2 days) What is the teacher doing? What are the students doing?

(What will draw students into the learning? How will you determine SALTWATER ACTIVITY/DEMO (Day 1) SALTWATER ACTIVITY/DEMO (Day 1) what your students already know -This can be done as a teacher demo, or -This can be done as a teacher demo, or about the topic? What can be student activity. student activity. done at this point to identify and Prior to the activity, the address misconceptions? Where can connections are made to teacher should set-up hotplate

the real world?) stations. 1. Students create a saltwater

The teacher facilitates as solution, by filling beakers with students create saltwater 100mL of water and mixing in only solutions. enough salt for it to fully dissolve.

3 The teacher asks students the 2. Students answer and discuss following questions: teacher guided questions. 1. Why can't you see the salt anymore? 2. What happened to the salt? Is it still there? Did it disappear or did it become something else? 3. Is there a way that we could get the salt back again? The teacher facilitates the 3. Students heat their beakers on the heating and evaporation of hot plates to evaporate the the water, which will leave the salt water, and discuss results. behind in the beaker. The teacher either projects the 4. The students are shown pictures of picture onto the board or elements, compounds and distributes the Molecular mixtures at a molecular level, and Picture Cards WS. asked to guess which one Ask students - Which molecular represents the salt water. arrangement represents the 5. Students think-pair-share and must saltwater? defend their choice through a quick-write or quick presentation to the class.

ELEMENTS COMPOUNDS and MIXTURES ELEMENTS COMPOUNDS and MIXTURES (Day 2) (Day 2) Prior to the class, prepare various examples of elements, compounds, and mixtures. Examples might include: ELEMENTS: Lead Pipe, Iron Nail, Copper Wire, Sulfur Rock, Iron and Lead density cubes from the CPO kits COMPOUNDS: Water, Vinegar, Salt, Sugar, Plastic MIXTURES: (pick ones that can be easily separated - see related sheet)Carbonated water (soda), oil and water, salt and iron shavings, nuts and bolts, sand/rocks, iron filing 1. Students compare and contrast and salt. the Molecular Picture Cards The teacher distributes the looking for similarities and Molecular Picture Cards WS. differences. 2. Students determine which molecular picture correctly represents an element, compound, and mixture and defines each one based on the molecular arrangement of atoms. Use textbook as a resource.

4 The teacher distributes 3. Students observe various Elements, Compounds, and substances around the room and Mixtures Oh My! WS. infer if they think each one is an The example substances are element, compound, or mixture. placed on desks or Record on WS. somewhere in the room where 4. Students discuss their inferences. students can view and The teacher holds up the correct observe the substances, molecular card for each Facilitate a discussion about the substance in order to enforce the students' inferences and relationship between the discuss correct answers by arrangement of atoms and holding up the correct students record actual results. molecule picture card to 5. Students develop methods for reinforce the atomic separating the mixtures, in order arrangement. to support the statement that the Using the mixture examples - substances in mixtures retain their have students develop a separate atomic compositions. method to separate the 6. Optional: Students physically mixtures. Optional: Have separate the mixtures based on students physically separate the methods that they proposed. the mixtures using the proposed methods.

Objective: The objective of the following activities is to give students the opportunity to work with and begin to develop a basic understanding of the periodic table including patterns and organization. What is the teacher doing? What are the students doing?

PERIODIC TABLE (Day 3) PERIODIC TABLE (Day 3)

Distribute copies of the Periodic 1. Students observe the various Tables for students to keep. versions of the Periodic Table They will need these over the and look for and discuss patterns course of the unit. that they see. -original Ask students to observe the -melting point - EXPLORE various Periodic Tables for a few boiling point (1 day) minutes first independently, (How will the concept be then share with a partner to developed? How is this relevant to students' lives? What can be discover any patterns that they done at this point to identify and might see. address misconceptions?) -Patterns might include increasing atomic numbers, Atomic symbol always starts with a capital letter, Numbers increase left to right, aligned in rows and columns, Melting points generally increase going from sodium to silicon, then decrease going to argon (with a "bump" at sulphur). Boiling points generally increase going from sodium to

5 aluminium, then decrease to argon (again with a "bump" at sulphur).

While students are looking at the periodic table, play the Element Song. http://www.youtube.com/watc h?v=GFIvXVMbII0

Play the 2. Students watch the www.discoveryeducation.com www. discoveryeducation..com video: The Periodic Table: How the video: The Periodic Table: How the Elements are Organized. Elements are Organized. [2:59] [2:59]

Optional: Distribute and 3. Optional: Engage in a close facilitate a close reading of the reading of the History of the History of the Periodic Table - Periodic Table or other related http://www.azed.gov/wp- nonfiction reading material. content/uploads/PDF/PeriodicT able-Lesson.pdf or other related non-fiction reading material. Consider using suggested ELA reading techniques and strategies for reading informational text.

Distribute the WS: An Elemental 4. Complete An Elemental Tale: The Tale: The Golddust Kid to help Golddust Kid using the periodic students become more familiar table. with the elements of the Periodic Table.

Optional HW: Have students go 5. Optional HW: Students go home home and find 10 things in their and find 10 things in their house house that are made up of that are made up of specific elements and possibly bring it in or elements. take pictures if possible (e.g. aluminum foil or pop can, cast iron pan, silver spoon, gold jewelry, pennies - copper and zinc mix, lithium batteries).

6 Objective: The objective of the following activities is to give students the opportunity to develop their knowledge of the organization of the periodic table and how it relates to the properties of the elements using the CPO Lab Investigation Periodic Table tiles. What is the teacher doing? What are the students doing? CPO LAB INVESTIGATION 14A CPO LAB INVESTIGATION 14A (Days 4-5) (Days 4-5) Facilitate a close reading of in the 1. Using the textbook textbook. students either read the sections aloud or silently. Play the 2. Students watch the www. discoveryeducation..com www. discoveryeducation..com video video clip: Metals and Non- clip: Metals and Non-Metals [3:05] EXPLAIN Metals [3:05] (2 days) Assist students as they shade 3. With the help of CPO textbook p. (What products could the students develop and share? the metals, nonmetals, and 346, students will shade in their How will students share what they noble gases on their periodic periodic table handout sheet (from the have learned? What can be table using the following colors: day before) using the following done at this point to identify and -metals=yellow; colors: address misconceptions?) nonmetals=green; noble gases -metals=yellow; nonmetals=green; (column 18)=orange noble gases (column 18)=orange

Facilitate Investigation 3. Students engage in the Lab 14a: Periodic Table Investigation 14a, -see textbook resources for more information Facilitate a discussion related to lab results and answers.

Optional: Investigation 14B 4. Optional: Investigation 14B Periodic Table Group Periodic Table Group Challenge Challenge Objective: The objective of the following activities is to give students the opportunity to gain deeper understanding of specific elements of the periodic table and their properties through a short research project and challenge activity. What is the teacher doing? What are the students doing? ADOPT-AN-ELEMENT PROJECT ADOPT-AN-ELEMENT PROJECT (Days 6-10) (Days 6-10) ELABORATE The teacher introduces It is recommended that students work students to the adopt-an- with a partner. (5 days) element project. See Rubric. (How will the new knowledge be reinforced, transferred to new The teacher facilitates the 1. Students randomly select one of the and unique situations, or assignment of the first 20 first 20 elements. integrated with related elements to student partner concepts?) groups through random selection - draw an element out of a hat or random generator on the SMARTBoard.

7 The teacher facilitates 2. Students conduct research on their student element research by assigned element using the adopt-an- providing internet access element research guided worksheet. and or print media from the library, etc. 3. Students create a presentation on Discuss internet protocols one sheet of legal sized paper, and proper use with summarizing and highlighting the most students. important aspects of their research. Discuss reliable informational (This will also be used in the next sources with students. activity). Optional: Students may The teacher will provide present their major findings to the students with blank legal size class. paper, and other utensils if needed (rulers, markers/colored pencils, scissors, etc.) ADOPT-AN-ELEMENT CHALLENGE ADOPT-AN-ELEMENT CHALLENGE (Day 11) (Day 11) PREPARATION: The teacher will need to create question 1. PREPARATION: Students create a cards based on the question card based on the student's information on the students' poster to be used during the posterssee attached challenge game. template. Consider having The goal is to answer as many students create a question questions correctly, using the based on their poster. Hang adopt-an-element posters, student element textbook , and/or periodic table as a posters on walls or cabinets resource. in the room. If there are Students can work individually or multiples of the same with a partner. element, group them together in one area.

Distribute the Adopt-An- 2. Students will go to the question card Element Challenge area and pick a question. Based on worksheetone to each the element hint, they find the poster group. that can help them figure out the Determine a place to have the answer or use the textbook, notes, etc. if question cards - a large table needed. or hanging on a wall, 3 Students use the worksheet to write where kids can easily retrieve the down the question #, and then questions. answer the question. Facilitate the challenge - See the 4. Students will go to the teacher to challenge rules sheet. have their answer checked. If the Establish rules for moving answer is correct, the teacher will put a around the room safely. The stamp on that answer, showing that it was teacher will sit in one area correct, and students return that with the answer key card to the card area and retrieve a new and stamp students question card. If it is not correct, students worksheets as they come up must try again until they get the question with correct answers. correct. The group with the most 5. When moving around the room, correct answers when time is up, partners must travel together at all is the winner. times. 8 If you are considering giving points, find the mean number correct from all group worksheets. Groups higher than the mean score get extra credit. Groups that meet the mean score get full credit, and groups that fall below the mean score get points taken off.

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the influence of atomic arrangement on the properties of matter. Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you Consider developing a that a student has met the learning objectives?

EVALUATE teacher-created formative assessment. 1. Adopt-An-Element Poster - This can (1 day and on-going) assess the students understanding of (What opportunities will students 1. Element, Compound, Mixture properties and the periodic table as it have to express their thinking? Molecular Picture Cards/activity - This relates to a specific element. When will students reflect on what they have learned? How activity can formatively assess will you measure learning as it the students' knowledge of 2. Adopt-An-Element Challenge - This occurs? What evidence of elements, compounds, and can assess the students student learning will you be understanding of major concepts looking for and/or collecting?) mixtures at a molecular level, as well as student knowledge related to whole periodic table related to atomic composition of organization, as well as properties mixtures in particular. and characteristics of specific 2. Lab 14a questions/answers - This elements. can be used to assess the student's understanding of 3. Teacher-created short cycle Periodic table organization as it assessment will assess all clear relates to elemental properties. learning targets (Day 12).

EXTENSION INTERVENTION 1. Create a pictoral version of the 1. www. discoveryeducation.com related periodic table highlighting everyday videos objects that contain or are made up of 2. The Mixtures Lab: Interactive each element. simulation for separating the 2. Science Module Activity: components of a mixture. Modeling the Periodic Table: http://www.harcourtschool.com/activity interactive Simulation /mixture/mixture.html http://genesismission.jpl.nasa.gov/e 3. Compounds and Mixtures BBC KS3 EXTENSION/ ducate/scimodule/cosmic/ptable.ht Bitesize interactive simulation INTERVENTION ml http://www.bbc.co.uk/bitesize/ks3/scie 3. Have students research the (1 day or as needed) nce/chemical_material_behaviour/com similarities between elements in pounds_mixtures/activity/ specific groups: Alkali metals, Alkaline Earth Metals, Halogens, Transition Metals, Lanthanides etc. 4. Graphing Periodic Properties using

Excel http://science-

class.net/archive/science-

class/Lessons/Chemistry/Periodic%20Tabl e/Graphing%20Periodic%20Properties.pdf

9 Something is considered a mixture if you can see all parts individually -Saltwater solution is a homogeneous mixture in which you cannot see both substances separately. All elements can combine to form compounds -Elements will only bond with certain other elements to form compounds based on the properties of the element and the make-up of the atomic structure. The Periodic Table has been around for a long time and has never COMMON changed. -It has changed several times (see History of the Periodic Table MISCONCEPTIONS reading)and continues to change to this day as new elements are being synthetically produced. Elements aren't discovered or created in order of atomic number -Elements are grouped according to their properties and the atomic number represents the number of protons that an element contains. Strategies to address misconceptions: Misconceptions can be addressed through the use of videoclips, pictures and diagrams of elements, compounds, and mixtures, as well as through the use of molecular models.

Lower-Level: Consider providing additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. For the research project, consider putting students in groups and assigning specific research categories to each student. Also, give students a focus for gathering information - specific websites or books, pages.

Higher-Level: Consider having students learn more about the other families and groups in the periodic table and how the properties of the elements within a period or group are similar. Consider having

students create the questions for the Periodic Table Group

Challenge 14B or the Adopt-An-Element Challenge. For the

research project, consider having students go beyond the required research DIFFERENTIATION categories, then create a ppt. or prezi.

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

10 Textbook Resources: Holt Series Science Textbook:

Websites: www.periodicvideos.com/ - contains videos for each element www.chem4kids.com/ - contains information about atoms, matter, the periodic table, and reactions. http://periodic.lanl.gov/index.shtml - Periodic Table of Elements: Los Alamos National Laboratory http://www.webelements.com/ - contains key information about the chemical elements.

Discovery Ed: Matter and Its Properties: What Makes Up Matter? [17:20] Discovering the Elements [57:12] Chemistry Basics: Matter [32:24] The Periodic Table [18:19] ADDITIONAL The Periodic Table: The Elements [2:05] The Periodic Table: How the Elements are Organized [2:59] RESOURCES Literature: Simon, Charnan. (2010) Super Coll Science Experiments Compounds and Mixtures. Cherry Lake Publishers. Mullins, Matt. (2012). The Elements. Children's Press. Gray, Theodore. (2009). The elements: A visual exploration of every known atom in the universe. Black Dig & Leventhal Publishers. Dingle, Adrian. (2007). The periodic table: Elements with Style! Kingfisher.

Movies/Videos: Elements, compounds & mixtures [videorecording] / Schlessinger Media. Summary: Part of a series about the basics of physical science, using visuals and experiments in real-life examples to demonstrate key physics concepts. This segment provides a basic description of the nature of elements, the purest form of matter. Discusses chemical bonding, mixtures, and the limitless possibilities of combining elements to form compounds. The Periodic Table [videorecording] / Schlessinger Media. Summary: The periodic table is the road map to the elements. Learn about atomic number, atomic mass, and the chemical symbols.

11 Name______Date______Period______Molecular Picture Cards ______

12 Molecular Picture Cards - Teacher Information/Key

Element: Compound: Mixture: A pure form of matter that cannot A substance whose smallest A substance that includes more be broken down into other particles include more than one than one type of element and/or elements. element chemically bonded compound. together. e.g. Oxygen (Pure Oxygen naturally e.g. SaltWater - Water(H2O)two occurs in pairs of two) e.g. Water - H2Otwo hydrogens hydrogens atoms bonded to one atoms bonded to one oxygen atom oxygen atom and Salt (NaCl)one sodium atom bonded to one chlorine atom.

13 Name______Date______Period______

Elements, Compounds, Mixtures Oh My!

Directions: Observe various substances. Infer whether the substance is an element, compound or mixture, and record your results below.

SALTWATER Example: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Substance: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Substance: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Substance: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Substance: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Can an element be separated into smaller parts? Why or why not? ______

If a compound is separated into separate parts, does the substance remain the same substance? Explain. ______

If a mixture is separated into separate parts, do the substances within the mixture remain the same substances? Explain. ______14 Name______Date______Period______

Separating Mixtures

Directions: Develop methods for separating the substances within the mixtures from the previous activity.

MIXTURE: ______

How can this mixture be separated? ______

MIXTURE: ______

How can this mixture be separated? ______

MIXTURE: ______

How can this mixture be separated? ______

MIXTURE: ______

How can this mixture be separated? ______15 Name______Date______Period______

Elements, Compounds, Mixtures Oh My! - Teacher Key

Directions: Observe various substances. Infer whether the substance is an element, compound or mixture, and record your results below.

SALTWATER Example: Vinegar Example: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Example: Italian Salad Dressing Example: Iron Nail Substance: ______Substance: ______(oil and water) Element Compound Mixture Element Compound Mixture

Example: Carbonated Water Example: Sand and Rocks Substance: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Example: Iron Filings and Salt Example: Plastic Substance: ______Substance: ______

Element Compound Mixture Element Compound Mixture

Example: Copper Wire Substance: ______Substance: ______ample: Sulfur Rock Ex ______

Element Compound Mixture Element Compound Mixture

Can an element be separated into smaller parts? Why or why not? ______

If a compound is separated into separate parts, does the substance remain the same substance? Explain. ______

If a mixture is separated into separate parts, do the substances within the mixture remain the same substances? Explain. ______

16 Name______Date______Period______

Separating Mixtures - Teacher Key

Directions: Develop methods for separating the substances within the mixtures from the previous activity.

Example: Carbonated Water MIXTURE: ______

How can this mixture be separated? ______Example: Carbonated Water is made up of CO2(carbon dioxide) and H2O(water). These ______can be separated by placing a balloon over the mouth of the bottle and shaking slightly, ______to release the CO2 into the balloon. ______

Example: Sand and Rocks MIXTURE: ______

How can this mixture be separated? ______Example: Sand and rocks can be separated through a filtration device. ______

Example: Salt and Iron Filings MIXTURE: ______

How can this mixture be separated? ______Example: Iron filings can be separated from salt by using a magnet. (Suggestion: Have ______students put the magnet in a plastic baggy, otherwise the iron filings will stick directly to ______the magnet and it is difficult to remove.) ______

Example: Italian Salad Dressing (oil and water) MIXTURE: ______

How can this mixture be separated? ______Example: Oil can be separated from water using a pipette or eye dropper.

______17 Periodic Table of the Elements Alkali Metals Alkaline Earth Metals C Br He Tc Transition Metals hydrogen Other Metals solid liquid gas synthetic helium 1 Nonmetals 2 H Noble Gases He 1.00794 4.002602 lithium beryllium Lanthanoids element name boron carbon nitrogen oxygen fluorine neon key 3 4 Actinoids atomic number 5 6 7 8 9 10 Li Be symbol B C N O F Ne 6.941 9.012182 atomic weight 10.811 12.0107 14.00674 15.9994 18.9984 20.1797 sodium magnesium aluminium silicon phosphorus sulphur chlorine argon 11 12 13 14 15 16 17 18 Na Mg Al Si P S Cl Ar 22.98977 24.3050 26.981538 28.0855 30.97376 32.065 35.453 39.984 potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr 39.0983 40.078 44.95591 47.867 50.9415 51.9961 54.93805 55.845 58.9332 58.6934 63.546 65.409 69.723 72.64 74.9216 78.96 79.904 83.798 rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe 85.4678 87.62 88.90585 91.225 92.90638 95.94 [98] 101.07 102.9055 106.42 107.8682 112.411 114.818 118.710 121.760 127.60 126.9045 131.293 caesium barium lutetium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon 55 56 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 Cs Ba Lu Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn 132.90545 137.327 174.967 178.49 180.9479 183.84 186.207 190.23 192.217 195.078 196.96655 200.59 204.3833 207.2 208.980 [209] [210] [222] francium radium lawrencium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium ununbium ununquadium 87 88 103 104 105 106 107 108 109 110 111 112 114 Fr Ra Lr Rf Db Sg Bh Hs Mt Ds Rg Uub Uuq [223] [226] [262] [261] [262] [266] [264] [269] [268] [271] [272] [285] [289]

lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium 57 58 59 60 61 62 63 64 65 66 67 68 69 70 La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb 138.9055 140.116 140.90765 144.24 [145] 150.36 151.964 157.25 158.9253 162.50 164.930 167.259 168.934 173.04 actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium 89 90 91 92 93 94 95 96 97 98 99 100 101 102 Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No [227] 232.038 231.0359 238.0289 [237] [244] [243] [247] [247] [251] [252] [257] [258] [259]

Notes: Elements with atomic weights in square brackets have no stable isotopes. Different sources list different atomic weights for elements. The difference arises from the differing atomic weights of various isotopes. We have tried to list the most stable isotope. For example, some sources list the atomic weight of seaborgium as 263 and others 266. The most stable isotope appears have an atomic weight of 266 so we list that weight here. Roentgenium is still the unofficial name of element 111 but it is the one recommended by the IUPAC so we list it here instead of the generic ‘unununium’. Aluminum, cesium, and sulfur are the American spellings for aluminium, caesium, and sulphur. Announcements of discoveries of elements 116 and 118 were made and later retracted. This table was downloaded from http://www.science-teachers.com/printable_periodic_tables.htm

20 Name: ______Date: ______Period______An Elemental Tale: The Gold Dust Kid

The Kid mounted his trusty steed, old [B] ______. His shooting [Fe] ______strapped to his side, he headed out for the bright [Ne] ______lights of Toronto, aiming to rob the mid-day stage. There was sure to be a load of precious [U] ______aboard, and probably [K] ______, too. Inhaling a deep breath of [O] ______he coughed on the [S] ______from the nearby mills. Since the [Hg] ______was climbing, he quenched his thirst with some H2O, tasting the [Cl] ______all big cities like Brockville had. As he headed north his bones ached from [Ca] ______deposits built up over the years of riding the [Zn] ______trail.

Overhead a [He] ______-filled balloon floated in the breeze; the sun beat down like burning [P] ______. Soon he spotted the stage, guarded only by a sheriff with a [Sn] ______badge. "Halt," he yelled. "or I'll fill you full of [Pb] ______." The sheriff drew his gun, but alas, was too slow. The Kid's gun, blazing like flaming [Mg] ______did the [Cu] ______in. Anyone who drew on the Kid should know his life wasn't worth a plugged [Ni] ______.

A [Pt] ______blonde riding beside the [Al] ______-framed coach rode for her life when the Kid pulled out some [N] ______compounds, preparing to blow the safe to atoms. Suddenly, a shout rang out, "Hi Ho [Ag] ______and a masked man on a white horse raced across the [Si] ______sands like [Na] ______skittering on H2O. A [H] ______bomb would not have stopped the lawman; the Kid had met his doom. The rest of his life was to be spent behind [Co] ______steel bars, a warning to all who flirt with danger. Your first detention may be the initial step in a [C] ______copy life of the saga of the [Au] ______dust Kid. Activity from: http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/audust.html - Original author unknown

21 Name: ____Answer Key _____Date: ______Period______An Elemental Tale: The Gold Dust Kid

The Kid mounted his trusty steed, old [B] Boron. His shooting [Fe] Iron strapped to his side, he headed out for the bright [Ne] Neon lights of Toronto, aiming to rob the mid-day stage. There was sure to be a load of precious [U] Uranium aboard, and probably [K] Potassium, too. Inhaling a deep breath of [O] Oxygen he coughed on the [S] Sulfur from the nearby mills. Since the [Hg] Mercury was climbing, he quenched his thirst with some H2O, tasting the [Cl] Chlorine all big cities like Brockville had. As he headed north his bones ached from [Ca] Calcium deposits built up over the years of riding the [Zn] Zinc trail.

Overhead a [He] Helium- filled balloon floated in the breeze; the sun beat down like burning [P] Phosphorus. Soon he spotted the stage, guarded only by a sheriff with a [Sn] Tin badge. "Halt," he yelled. "or I'll fill you full of [Pb] Lead." The sheriff drew his gun, but alas, was too slow. The Kid's gun, blazing like flaming [Mg] Magnesium did the [Cu] Copper in. Anyone who drew on the Kid should know his life wasn't worth a plugged [Ni] Nickel.

A [Pt] Platinum blonde riding beside the [Al] Aluminum - framed coach rode for her life when the Kid pulled out some [N] Nitrogen compounds, preparing to blow the safe to atoms. Suddenly, a shout rang out, "Hi Ho [Ag] Silver and a masked man on a white horse raced across the [Si] Silicon sands like [Na] Sodium skittering on H2O. A [H] Hydrogen bomb would not have stopped the lawman; the Kid had met his doom. The rest of his life was to be spent behind [Co] Cobalt steel bars, a warning to all who flirt with danger. Your first detention may be the initial step in a [C] Carbon copy life of the saga of the [Au] Gold dust Kid.

Activity from: http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/audust.html - Original author unknown 22 Name______Date______Period_____

Elements at Home

Directions: List 10 items around your home or neighborhood that contain pure elements. Bring in or take a picture of at least one item from your list to share with the class.

Element Item

Example: Argon Example: Incandescent Light bulbs

10.

23 Name______Date______Period_____

Elements at Home: Teacher Key Directions: List 10 items around your home or neighborhood that contain pure elements. Bring in or take a picture of at least one item from your list to share with the class. Answers will vary. Here are a few examples:

Element Item

Example: Argon Example: Incandescent Light bulbs

1. Silver Spoon; Jewelry

2. Aluminum Aluminum Foil, pop cans, pans

3. Lithium Batteries

4. Iron Cast Iron Pan, nails

5. Copper/Zinc Pennies

6. Gold Jewelry

7. Silicon Heat-resistant cookware, microchips

8. Fluorine Ingredient in toothpaste

9. Copper Wires/pipes

10. Platinum Jewelry; spark plugs

24 Name______Date______Period_____

ADOPT-AN-ELEMENT: ______(Element Name)

FACT SHEET: Use your Periodic Table.

Symbol Atomic Number Atomic Mass

______

Classification Nonmetal Metal Noble Gas

Atomic Diagram:

Recommended Websites: www.chemicool.com www.chem4kids.com www.chemicalelements.com

25 Origin of Name: (Where did the name came from?) ______

Discovered by: ______in ______(person's name or group) (year)

Harmful Effects or Dangers: ______

Characteristics:

Color ______Odor (smell)? ______

Melting Point Boiling Point State of Matter (solid, liquid, gas)

______°C ______°C ______

Other characteristics:

26 Uses: (What can we use it for?):

______

Compounds: (What other elements does it bond with?.Name at least 3 compounds, unless it doesn't usually bond with anything else.)

______

Abundance: Source: (Where can we find it?) ______

Cost $______

27 Resource Page

28 Advertisement: Create an advertisement that will highlight the major facts about your element. ROUGH DRAFT

29 Advertisement: Create an advertisement that will highlight the major facts about your element.

Teacher Example Hydrogen

Hydrogen can exist as a liquid under high pressure and an extremely low temperature of 20.28 kelvin (252.87°C, 423.17 °F).

The chemical symbol of hydrogen is H. It is an element with atomic number 1, this means that 1 proton is found in the nucleus of hydrogen.

Hydrogen gas has the molecular formula H . At room 2 Hydrogen was once used in temperature and under standard pressure conditions, hydrogen is a gas that is tasteless, zeppelins and blimps, but it odorless and colorless. proved too dangerous. Since

Hydrogen gas is highly

flammable, it can be suitable for use as a fuel. In 1766, Henry Cavendish

first formally recognized hydrogen.

Uses: Rocket Fuel Engineers and car manufacturers are researching the possibility of using hydrogen gas as an efficient and viable car fuel. Welding Cryogenics

30 Name: ______Teacher:

Adopt-An-Element

Assignments Excellent Satisfactory Below Avg. 1. Fact Sheet 41-60 Points 21-40 Points 0-20 Points Research Research is correct, Research is partially Research is incomplete or thorough, detailed, and correct, not very detailed, incorrect. Missing important complete. or partially incomplete. details.

______

2. Advertisement 21-30 Points 10-20 Points 0-10 Points Poster containing major Advertisement is clear, Advertisement only Advertisement is not clear and facts based on research and contains important contains some important is incomplete. information. and correct information. information or incorrect information

______3. Resource Page/ 8-10 4-7 0-3 Bibliography Use of multiple Use of only one or two Resource page is incomplete.

List of resources used resources/types and resource types; resources for research. resources are reliable. are not all reliable

______

Total Score:______100 points

Teacher Comments:

31 ELEMENT CHALLENGE Names: ______Directions: Pick a card and read the hint. Use the posters, your periodic table, or the textbook as a resource. Write down the card number, and the answer to the question in a box below and have your teacher check it. If the answer is correct, your teacher will stamp your paper, put the card back and pick another card. If you do not get the correct answer, keep trying until you get it right. Card Element: Card Element:

# _____ # _____

Card Element: Card Element:

# _____ # _____

Card Element: Card Element:

# _____ # _____

Card Element: Card Element:

# _____ # _____

Card Element: Card Element: # _____ # _____

Element: Element: 32 Card Card # _____ # _____

Card Element: Card Element:

# _____ # _____

Card Element: Card Element:

# _____ # _____

Card Element: Card Element: # _____ # _____

Card Card # _____ Element: # _____ Element:

33 Card #1 Card #8

Element Hint: Element Hint:

This element has an atomic

number of 1.

Question: Question: What is one use for this element?

Card #17 Card #12

Element Hint: Element Hint:

Question: Question:

34 Card #2 Card #9

Element Hint: Element Hint:

Question: Question:

Card #18 Card #13

Element Hint: Element Hint:

Question: Question:

35 Card #3 Card #10

Element Hint: Element Hint:

Question: Question:

Card #19 Card #14

Element Hint: Element Hint:

Question: Question:

36 Card #4 Card #6

Element Hint: Element Hint:

Question: Question:

Card #16 Card #20

Element Hint: Element Hint:

Question: Question:

37 Card #5 Card #7

Element Hint: Element Hint:

Question: Question:

Card #11 Card #15

Element Hint: Element Hint:

Question: Question:

38 Element Challenge Teacher Answer Key

1. Hydrogen - Rocket Fuel, Fuels for cars, Welding, or Cryogenics (Based on example poster) 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

19. .

20. .c Answers will vary based on the question cards.

39 th 7 Grade Science Unit: ABC: Acid Base Chemistry Unit Snapshot

Topic: Conservation of Mass and Energy

Duration: Grade Level: 7 9 days

Summary: The following activities engage students in exploring the acidity or alkalinity of substances (pH), through investigations involving pH testing and analysis. Students will then use their knowledge of pH values to analyze components of the natural world.

CLEAR LEARNING TARGETS "I can"statements ____ use the pH scale to compare and evaluate the acidity or alkalinity of a compound ____measure pH values in the natural world (e.g. soil, water).

Activity Highlights and Suggested Timeframe Engagement: The objective of this activity is to engage students and formatively Day 1 assess their knowledge related to properties of acids and bases through a discrepant event acid/base demonstration called the Witch's Potion.

Exploration: The objective of the following activity is to give students the

Day 2 opportunity to work with and begin to develop a basic understanding of the acidity or alkalinity of a substance through on-line simulation GIZMO: pH Analysis. Explanation: The objective of the following activity is to give students the Days 3-4 opportunity to develop their knowledge of pH scale values through close reading and the Lab Investigation : Acids, Bases, and pH.

Elaboration: The objective of the following activities is to give students the Days 5-7 opportunity to gain deeper understanding of pH values through close reading and pH investigations involving substances in our natural world (e.g. water, soil).

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or Day 8 and on- progress throughout the unit, and to become aware of students misconceptions related to going thermal energy transfer. A teacher-created short cycle assessment will be administered

at the end of the unit to assess all clear learning targets (Day 8).

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 9 extension and/or intervention activities.

1 LESSON PLANS NEW LEARNING STANDARDS: 7.PS.1 The properties of matter are determined by the arrangement of atoms. Substances are classified according to their properties, such as metals and acids.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

STUDENT KNOWLEDGE: Prior Concepts Related to Properties of Matter PreK-2: Properties can be used to sort objects. Changes, including phase changes are explored. Grades 3-5: Objects are composed of matter which has mass* and volume. Properties of solids, liquids and gases are explored. Phase changes are reversible and do not change the identity of the material. The total amount of matter and mass* remains the same when something changes. Grade 6: All matter is made up of atoms that are in constant random motion. Elements, compounds and molecules are introduced. The properties of solids, liquids and gases, and changes of phase are explained by the motion and spacing of the particles.

2 MATERIALS: VOCABULARY: Engage Primary Acidic 5 500mL beakers or glasses Acidity Vinegar and Ammonia Alkalinity Phenolphthalein Indicator - provided by CCS Basic Science Department Neutral Water pH pH Analysis GIZMO Student Exploration Sheet pH Scale Page 1 Blue and Red Litmus Paper Secondary Lemon Juice and Soap Indicator Explore Litmus Paper Computers/Internet Phenolphthalein GIZMO lesson materials and Student Exploration Sheet Explain Lab Investigation Lab Materials Elaborate pH: A Balancing Act Student WS Soil and Water samples pH testing paper pH in Our Natural World: Water and Soil Student WS

During testing and investigation of chemicals/substances, students should wear SAFETY safety glasses/goggles, and take other lab safety precautions. If possible, reserve computers lab/laptops for www.explorelearning.com ADVANCED GIZMO: pH Analysis. PREPARATION Gather and prepare materials for witch's potion demo and CPO Investigation lab 16B. Objective: The objective of this activity is to engage students and formatively assess their knowledge related to properties of acids and bases through a discrepant event demonstration. What is the teacher doing? What are the students doing? THE WITCH'S POTION DEMO (Day 1) THE WITCH'S POTION DEMO (Day 1) PREPARATION: See Teacher Information Sheet. The teacher

ENGAGE should set-up the demonstration without (1 day) students seeing what is being (What will draw students into the learning? How will you determine done. NOTE: Do not prepare what your students already know too far in advance, as the about the topic? What can be liquids may evaporate causing the done at this point to identify and demonstration to not work address misconceptions? Where can connections are made to properly. (5 minute maximum) the real world?) It is suggested that you practice this demo before

showing to students. The teacher chooses 4 1. 4 students are involved in assisting

volunteers to read the poem and during the teacher demonstration.

assist in the demo. 2. All students observe the

Ask students to hypothesize demonstration and hypothesize

what may have occurred to what may have occurred to cause the cause the color changes. color changes. 3

Project the www.explorelearning.com GIZMO: pH Analysis on a screen or SMARTboard. If you are unfamiliar with GIZMO's or do not know your username/password, see your Math CCIT or call the CCS science office @ x5297. Distribute Page 1 of the pH Analysis GIZMO Student Exploration Sheet. Additional lesson materials are available on the www.explorelearning.com website. Facilitate as students answer 3. Students complete prior knowledge and discuss prior knowledge questions on the WS. questions. Small group activity or teacher 4. Students test lemon juice and soap demonstration - Use blue and using litmus paper to determine if the red litmus paper to substance is an acid or base. demonstrate the use of an -This can also be a teacher indicator to determine if a demonstration. substance is an acid or base by testing lemon juice and soap. -Lemon Juice is an acid and will turn blue litmus to red. -Soap is a base and will turn red litmus to blue.

Facilitate the GIZMO Warm-up as 5. As a class, students work together a class, and also test water and to learn how to use the GIZMO vinegar. through the GIZMO Warm-up. Relate the pH of ammonia, -In addition to ammonia, also test water and vinegar to the water and vinegar. witch's potion demo. 6. Relate the results of the tests to the Optional: Use litmus paper to Witch's Potion Demo. show that ammonia is a base, 7. Optional: Use litmus paper to show and vinegar is an acid and that ammonia is a base, and water is neutral. vinegar is an acid and water is neutral.

8. Exit Ticket suggestion: Explain how the witch's potion worked, and how it relates to acids, bases, and indicators.

4 Objective: The objective of the following activity is to give students the opportunity to work with and begin to develop a basic understanding of the acidity or alkalinity of a substance through on-line simulation GIZMO: pH Analysis

What is the teacher doing? What are the students doing?

GIZMO: pH Analysis GIZMO: pH Analysis www.explorelearning.com (Day 2) www.explorelearning.com (Day 2) 1. Activity A & B can be Students work individually, with a completed as a whole group partner, or as a class to test various class instruction with teacher substances to determine their pH facilitation or if possible, value. EXPLORE students working individually or -Complete Activity A & B (1 day) partners on computers, laptops, or (How will the concept be IPads. developed? How is this relevant to students' lives? What can be done Additional lesson materials are at this point to identify and available on the address misconceptions?) www.explorelearning.com website.

Follow-up with a class discussion

Objective: The objective of the following activity is to give students the opportunity to develop their knowledge of pH scale values through the CPO Lab Investigation: Acids, Bases, and pH.

What is the teacher doing? What are the students doing? CPO LAB INVESTIGATION 16B (Days 3-4) CPO LAB INVESTIGATION 16B (Days 3-4) Using the textbook, have 1. Using the textbook, students compare the properties of acids and compare the properties of bases. EXPLAIN acids and bases. (2 days) Facilitate a close reading of 2. Engage in a close reading of (What products could the textbook textbook. students develop and share? NOTE: The discussion of hydroxide How will students share what they and hydrogen ions as they relate to the have learned? What can be pH scale is reserved for high school and done at this point to identify and will not be assessed at grade 7. address misconceptions?) Facilitate Lab Investigation 3. Complete Lab Investigation

5 Objective: The objective of the following activities is to give students the opportunity to gain deeper understanding of pH values through pH investigations involving substances in our natural world. What is the teacher doing? What are the students doing? pH in our Natural World(Day 5) pH in our Natural World (Day 5)

Facilitate a close reading of 1. Students engage in close reading of textbook textbook and/or and/or Show the watch the www.discoveryeducation..com www.discoveryeducation.com video clip: The pH in the Chemistry of video clip: The pH in the Nature [3:19] Chemistry of Nature [3:19]

Distribute the WS - pH: A 2. Using the Textbook Balancing Act. students either read the sections Split students into 4 groups and aloud or silently. facilitate a close reading on 3. Each group of students is assigned a in the textbook. set of questions to answer using their reading section and then present their Facilitate the sharing of findings to the class. answers. 4. All students are responsible for summarizing the answer to each question on their WS. ELABORATE Administer a quick write in 5. Students perform a quick write (3 days) student journals or on a summarizing how pH plays an (How will the new knowledge be reinforced, transferred to new separate piece of paper: important role in the body either in and unique situations, or "Summarize how pH plays an journals, or on the back of their integrated with related important role in your body." paper. concepts?) What is the teacher doing? What are the students doing? pH in our Natural World: WATER (Day 6) pH in our Natural World: WATER (Day 6) PREPARATION: Teacher collects water samples from various 1. Students gather water samples parts of the school (i.e. water from either home or different fountain, bathroom sink, fish parts of the school tanks, bottled water, etc.) or yard/building asks students to gather the 2. Students develop and water samples. investigate the pH of the water It is recommended that samples and complete lab students develop their own sheet. investigation for testing the pH of the water samples. However, a lab sheet template has been provided for those students that need a more guided experience: pH in Our Natural World: WATER WS. Teacher facilitates pH testing and investigation. OPTIONAL Extension: Test the effects of water pH on an Elodea plant (aquatic plant).

6 What is the teacher doing? What are the students doing?

pH in our Natural World: SOIL (Day7) pH in our Natural World: SOIL (Day 7)

PREPARATION: Teacher collects 1. Students gather soil samples soil samples from various from either home or different sources, asks students to bring in parts of the school yard. soil samples, or students gather 2. Students develop an soil samples from around the investigation to test and schoolyard. Include a fertilized compare the pH of the soil potting soil sample, as fertilizer is a samples and complete a lab strong base. report. Teacher facilitates the gathering of soil samples and students pH testing. NOTE: Use distilled water to create soil solutions. It is recommended that students develop their own investigation for testing the pH of the soils. However, a lab sheet template has been provided for those students that need a more guided experience: pH in Our Natural World: SOIL WS NOTE: Students will be completing a similar lab using outside water sources during the Earth Science Unit.

OPTIONAL Extension: Test the effects of soil pH on plant growth. Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the alkalinity/acidity of substances and the pH Scale.

Formative Summative EVALUATE How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning (on-going) Consider developing a teacher-created formative objectives? (What opportunities will students assessment. have to express their thinking? 1. pH in our Natural World Investigations

When will students reflect on can be used to assess the students what they have learned? How 1. Student's hypotheses based on the will you measure learning as it Witch's Potion Demo as well as prior- ability to test and relate pH values to occurs? What evidence of various aspects of the natural world. knowledge/warm-up GIZMO student learning will you be questions can be used to formatively looking for and/or collecting?) 2. Teacher-created short cycle assess students' prior knowledge of acids and bases. assessment will assess all clear learning targets (Day 8). 2. GIZMO and Lab 16B questions/answers - These can be used to assess the student's ongoing understanding of the pH scale.

7 EXTENSION INTERVENTION 1. Test acids/bases of various strengths 1. www. discoveryeducation..com related to determine rates of corrosion on videos metal pennies. 2. BBC KS3 Bitesize Interactive: Acids, 2. CPO Chapter Activity: Acid Rain and bases, and metals - Stone Structures on CPO textbook p. http://www.bbc.co.uk/bitesize/ks3/scie EXTENSION/ 404. nce/chemical_material_behaviour/aci INTERVENTION 3.GEO STAC: Acid Precipitation Lesson: ds_bases_metals/activity/ http://gis.lanecc.edu/geostac/tyser_f/acid- (1 day or as needed) 2. GEMS Alien Juice Bar - precipitation http://scienceview.berkeley.edu/show 4. pH and plant growth/survival case/flash/juicebar.html investigation: http://www.ncsu.edu/sciencejunction/depot/experi ments/water/lessons/pH/pHlesson2.htm

All acids are corrosive. -Students can use litmus paper to test common foods to discover that many of the things they eat are acids. A base (alkalinity) is the opposite of an acid (acidity) and therefore not harmful or corrosive. -Bases have various strengths and can also be corrosive. COMMON The acidity/alkalinity strength is based on how much of the substance is present (e.g. the more substance there is, the stronger the MISCONCEPTIONS acidity/alkalinity.) -pH is based on the chemical make-up of the substance, not the amount there is.

Strategies to address misconceptions: Misconceptions can be addressed through the use of Discovery Ed video clips, and litmus/pH tests of various substances.

Lower-level: Consider partnering lower-level students with higher-level students

while working on GIZMO simulation or investigation activities;

Consider assigning specific substances for testing during

investigations; Consider performing a read-aloud during close reading assignments.

Higher-Level: Consider providing opportunities for higher-level students to test other substances that they may choose; Consider allowing students

to complete extension activities; Consider having students create assessment questions for review.

Strategies for meeting the needs of all learners including gifted students, English DIFFERENTIATION Language Learners (ELL) and students with disabilities can be found at ODE.

8 Textbook Resources: Holt series Science Textbook Acids, Bases, and pH Lab Investigation

Websites: Phet Interactive Simulation: http://phet.colorado.edu/en/simulation/acid- base-solutions Acid-base basics: http://www.chem4kids.com/files/react_acidbase.html Acid-base chemistry: http://www.shodor.org/unchem/basic/ab/ Acids, bases: http://www.files.chem.vt.edu/RVGS/ACT/notes/Notes_on_acids_and_bas es.html ADDITIONAL The pH scale: http://www.hbci.com/~wenonah/hydro/ph.htm Natural indicators: http://www.pharmainfo.net/reviews/natural-ph- RESOURCES indicators-review, http://antoine.frostburg.edu/chem/senese/101/acidbase/faq/household- indicators.shtml Pickle science: http://ezinearticles.com/?Pickles---Science-in-Your- Kitchen&id=1051549

Discovery Ed (www.discoveryeducation.com): Elements of Chemistry: Acids, Bases, and Salts [20:00]

Literature: Brent, Lynette. (2009).Acids and Bases. Crabtree Pub.Co. Baldwin, Carol. (2006). Acids & Bases. Raintree Publishers. Oxlade, Chris. (2007). Acids and Bases. Heinemann Library.

9 ENGAGE - THE WITCHES POTION DEMO Teacher Info

PREPARATION: Prepare the following without letting students see what you are doing. However, do not prepare too far in advance, as the liquids may evaporate causing the experiment to not go as planned.

Materials: 5 beakers (500 mL) or glasses Container of water Vinegar (Acid) Ammonia (Base) Phenolphthalein Indicator (turns pink in the presence of a base) Eye droppers Witch's Potion Poem Sheet

1. Prepare 4 beakers or glasses and label them: 2. In #1 and #3 put 5 drops of phenolphthalein 3. In #2 and #4 put 5 drops of ammonia (If you prepare these ahead of time, then be sure to stack them, one inside the other, with an empty one inside the top one. This prevents your drops from evaporating.) 4. In #5 put 20 drops of vinegar. 5. Fill a large container with water.

5 drops 5 drops 5 drops 5 drops 20 drops phenolpthalein ammonia phenolpthalein ammonia vinegar

BEAKER #1 BEAKER #2 BEAKER #3 BEAKER #4 BEAKER #5

6. Choose 4 volunteers to be the 4 witches. These students will read their sections of the poem and do their section of the experiment.

Teacher Background: What is actually happening? Phenolphthalein is a chemical indicator that turns pink in the presence of a base. Therefore when beaker #1 is added to beaker #2 and beaker #3 is added to beaker #4, the phenolphthalein reacts with the ammonia(base) and turns the solution bright pink. When the phenolphthalein/ammonia solutions are added to beaker #5, the ammonia (base) is neutralized by the vinegar (acid) and the solution turns clear again.

10 The Witches Potion Poem - Teacher Information:

Teacher/Narrator: "Four witches made quite a commotion. When I invited them to create a potion. Into four glasses went the magic brew..."

ExperimentFill beakers #1-4 ¼ full with water.

5 drops 5 drops 5 drops 5 drops 20 drops phenolpthalein ammonia phenolpthalein ammonia vinegar

BEAKER #1 BEAKER #2 BEAKER #3 BEAKER #4 BEAKER #5

Teacher/Narrator: "And into a rage the first witch flew: She shrieked,"

Witch #1: "There's no magic in this drink. To cast a spell, it must be pink!"

Teacher/Narrator: "The second witch laughed,"

Witch #2: "The pink is here. Pour your brew in--the color will appear!"

ExperimentWitch #1 pour water into the glass of Witch #2.

5 drops phenolpthalein

5 drops 5 drops 5 drops 20 drops ammonia phenolpthalein ammonia vinegar

BEAKER #1 BEAKER #2 BEAKER #3 BEAKER #4 BEAKER #5

11 Teacher/Narrator: "The third witch shrieked,"

Witch #3: "We need more!"

Teacher/Narrator: "And gave her brew to Witch number Four."

ExperimentWitch #3 pour water into the glass of Witch #4.

5 drops 5 drops phenolpthalein phenolpthalein

5 drops 5 drops 20 drops ammonia ammonia vinegar

BEAKER #1 BEAKER #2 BEAKER #3 BEAKER #4 BEAKER #5

Witch #4"Now there are two glasses of pink, But no one asked me what I think! I'll invoke my powers to make it clear. Be Gone Pink! Watch it disappear!"

ExperimentPour both glasses with the pink solution into Beaker #5.

10 drops phenolpthalein

10 drops ammonia 20 drops vinegar

BEAKER #1 BEAKER #2 BEAKER #3 BEAKER #4 BEAKER #5

4 Student Witch's Sheet: 12 THE WITCHES POTION

Teacher/Narrator: "Four witches made quite a commotion. When I invited them to create a potion. Into four glasses went the magic brew..."

ExperimentFill each beaker ¼ full with water.

Teacher/Narrator: "And into a rage the first witch flew: She shrieked,"

Witch #1: "There's no magic in this drink. To cast a

spell, it must be pink!"

Teacher/Narrator: "The second witch laughed,"

Witch #2: "The pink is here. Pour your brew in--the color

will appear!"

ExperimentWitch #1 pour water into the glass of Witch #2.

Teacher/Narrator: "The third witch shrieked,"

Witch #3: "We need more!"

Teacher/Narrator: "And gave her brew to Witch number Four."

ExperimentWitch #3 pour water into the glass of Witch #4.

Witch #4:"Now there are two glasses of pink, But no one

asked me what I think! I'll invoke my powers to make it clear. Be Gone Pink! Watch it disappear!"

ExperimentPour both glasses with the pink solution into the large container.

13 Name: ______Date: ______Period______

Student Exploration: pH Analysis www.explorelearning.com

Vocabulary: acid, acidic, alkaline, base, indicator, neutral, pH

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Acids are substances that produce hydrogen ions (H+) when dissolved in water. Lemon juice is an example of an acid.

A. What does lemon juice taste like? ______

B. What does it feel like if lemon juice gets in your eye? ______

2. Bases are substances that produce hydroxide ions (OH-) when dissolved in water. Hand soap is an example of a base.

A. What does soap feel like? ______

B. What does soap taste like? ______

C. What does it feel like if soap gets in your eye? ______

Gizmo Warm-up

The strength of an acid or base is measured on the pH scale. The term+"pH" is short for "potential of hydrogen." It is a measure of how many excess H ions there are in a solution. The pH scale runs from 0 to 14, with 0 representing the highest concentration of hydrogen ions. Acidic substances have a pH below 7, while alkaline substances (bases) have a pH above 7. Pure water has a pH of 7 and is considered neutral.

The pH Analysis Gizmo™ allows you to find the pH of a variety of liquids. In the Gizmo, check that the Substance in the tube is Ammonia, and click Test. Wait until the animation is finished.

1. Indicators change color in acids or bases. What is the color of the pH paper? ______

2. Compare the paper to the pH color chart. What is the pH of ammonia? ______

3. Is ammonia acidic or alkaline? ______

14 Name: ______Date: ______Period______Get the Gizmo ready: Activity A: Click Reset. Measuring pH Check that the 0-14 paper is selected.

Goal: Find the pH of 18 common substances.

1. Test: Use the Gizmo to find the pH of each of the available substances. Classify each substance as acidic (pH < 7), alkaline (ph > 7), or neutral (pH = 7).

0-14 pH indicator paper Material in the tube pH value Acidic, alkaline, or neutral? Baking soda Bleach Coffee Cola Drain cleaner Hand soap Juice (lemon) Juice (orange) Juice (tomato) Milk Milk of magnesia Oven cleaner Saliva (human) Shampoo Stomach acid Vinegar Water (distilled) Water (ocean)

2. Summarize: Compare all the acidic substances and all the alkaline substances.

A. In general, what types of substances tend to be acidic? ______

______

B. What types of substances tend to be alkaline? ______

______

Name: ______Date: ______Period______

15 Activity B: Get the Gizmo ready: Click Reset. More accurate pH Select the 4.5-7.5 paper.

Goal: Find the pH of substances in a more accurate way.

1. Test: Before you begin testing with the 4.5-7.5 paper, list the pH values of the substances below that you found using the 0-14 pH indicator paper. Then find the pH of each substance with the 4.5-7.5 paper.

4.5-7.5 pH indicator paper Material in the tube pH value (0 to 14 paper) pH value (4.5 to 7.5 paper) Coffee Milk Oven cleaner Saliva (human) Shampoo Stomach acid Water (distilled)

2. Analyze: Compare the pH values in each column.

A. How do these values compare? ______

______

B. What is an advantage of using the 4.5-7.5 paper? ______

______

C. What is a disadvantage of using the 4.5-7.5 paper? ______

______

D. Given the results from two kinds of indicator paper, which substances appear to be neutral (pH =

7)? ______

16 pH Analysis Answer Key

Vocabulary: acid, acidic, alkaline, base, indicator, neutral, pH

1. Acids are substances that produce hydrogen ions (H+) when dissolved in water. Lemon juice is an example of an acid.

A. What does lemon juice taste like? Lemon juice has a sour taste.

B. What does it feel like if lemon juice gets in your eye? A burning sensation.

2. Bases are substances that produce hydroxide ions (OH-) when dissolved in water. Hand soap is an example of a base.

A. What does soap feel like? Soap has a slippery texture.

B. What does soap taste like? Soap has a bitter taste.

C. What does it feel like if soap gets in your eye? A burning sensation.

Gizmo Warm-up

The pH Analysis Gizmo™ allows you to find the pH of a variety of liquids. In the Gizmo, check that the Substance in the tube is Ammonia, and click Test. Wait until the animation is finished.

1. Indicators change color in acids or bases. What is the color of the pH paper? Dark green

2. Compare the paper to the pH color chart. What is the pH of ammonia? 11

3. Is ammonia acidic or alkaline? Alkaline

17 Activity A: Get the Gizmo ready: Click Reset. Measuring pH Check that the 0-14 paper is selected.

Goal: Find the pH of 18 common substances.

1. Test: Use the Gizmo to find the pH of each of the available substances. Classify each substance as acidic (pH < 7), alkaline (ph > 7), or neutral (pH = 7).

0-14 pH indicator paper Material in the tube pH value Acidic, alkaline, or neutral? Baking soda 8 Alkaline Bleach 11 Alkaline Coffee 5 Acidic Cola 2 or 3 Acidic Drain cleaner 13 Alkaline Hand soap 9 or 10 Alkaline Juice (lemon) 2 or 3 Acidic Juice (orange) 3 Acidic Juice (tomato) 4 Acidic Milk 6 or 7 Acidic or neutral Milk of magnesia 10 Alkaline Oven cleaner 13 or 14 Alkaline Saliva (human) 6 or 7 Acidic or neutral Shampoo 6 or 7 Acidic or neutral Stomach acid 1 Acidic Vinegar 4 Acidic Water (distilled) 6 or 7 Acidic or neutral Water (ocean) 8 Alkaline

2. Summarize: Compare all the acidic substances and all the alkaline substances.

A. In general, what types of substances tend to be acidic?

Fruit juices and other beverages or food (cola, coffee, vinegar) tend to be acidic.

B. What types of substances tend to be alkaline?

Most of the alkaline substances are cleaners. These include hand soap, oven cleaner, bleach, and drain cleaner.

18 Activity B: Get the Gizmo ready: Click Reset. More accurate pH Select the 4.5-7.5 paper.

Goal: Find the pH of substances in a more accurate way.

4.5-7.5 pH indicator paper Material in the tube pH value (0 to 14 paper) pH value (4.5 to 7.5 paper) Coffee 5 5 Milk 6 or 7 6.5 Oven cleaner 13 or 14 7.5* 6.5 Saliva (human) 6 or 7 6 7 Shampoo or 7 4.5* Stomach acid 1 7 Water (distilled) 6 or 7 *Substances with a pH below 4.5 or above 7.5 cannot be measured accurately with the 4.5-7.5 indicator paper.

2. Analyze: Compare the pH values in each column.

A. How do these values compare?

Most of the values are the same or nearly the same, but some are very different.

B. What is an advantage of using the 4.5-7.5 paper?

It gives a more accurate pH value for substances with a pH between 4.5 and 7.5.

C. What is a disadvantage of using the 4.5-7.5 paper?

The pH paper does not work for substances whose pH is not between 4.5 and 7.5.

D. Given the results from two kinds of indicator paper, which substances appear to be neutral (pH =

7)? Shampoo and distilled water appear to be neutral.

19 Name______Date______Period______

pH: A Balancing Act CPO Textbook pp.402-403

Directions: Using the CPO Textbook pp.402-403, read Acids, bases, and YOU as a class. Then, read your assigned section of pH: A Balancing Act. Answer your assigned questions and share your findings with the class.

Group 1: Imbalances Group 2: Acidosis and its causes What is an acid-base balance? What is acidosis? What two organs regulate this What are some causes of balance? How do they do this? acidosis?

20 Name______Date______Period______

pH: A Balancing Act CPO Textbook pp.402-403 TEACHER-KEY Directions: Using the CPO Textbook pp.402-403, read Acids, bases, and YOU as a class. Then, read your assigned section of pH: A Balancing Act. Answer your assigned questions and share your findings with the class.

Group 1: Imbalances Group 2: Acidosis and its causes What is an acid-base balance? What is acidosis? What two organs regulate this What are some causes of balance? How do they do this? acidosis?

An acid-base balance is the pH Acidosis is a pH imbalance in which the balance that occurs within the human body has too much acid. body. A balance is required for our organs and body to function properly. Causes: 1) Lung Disease The two organs that regulate this 2) Smoking 3) balance are: Diabetes 1) Lungs: dispose of excess CO2 4)Severe Diarrhea 2) Kidneys: remove excess acid in our 5)Heart/Liver Failure blood and dispose of it as urine, 6)Kidney Disease

7) Prolonged Exercise

Group 3: Alkalosis and its causes Group 4: Balancing Act: food, drink, What is alkalosis? exercise, calm, acid, base What are some causes of Is our body's pH perfectly alkalosis? neutral? What is the normal pH of a healthy person? Alkatosis is a pH imbalance in which the In what ways can our diet affect body has too much base in the body's the pH in our bodies? fluids. No,the body's pH is slightly alkaline Causes: (7.35-7.45) 1) Hyperventilation 2) Altitude Too much meat and not enough 3)Any disease that causes the bod to veggies will cause pH to become too lose too much CO2. acidic.

21 Name______Date______Period_____

pH in Our Natural World: WATER Guiding questions: What is the pH of the water in the school? Does all water have the same pH?

Hypotheses: ______

Procedures: 1) Gather water samples. Water Test Site: ______

2) Dip pH strips in your water solution and leave submerged for at least 2 seconds. Place your strips here. Observe color.

Compare your strips to the pH key to approximate the pH of your water sample. Estimating to the nearest decimal, what is the pH? ______

3) Using graph paper, create a data table and record the results of all pH tests. Develop a graph using your data to show the comparison between various water samples and their pH levels.

22 Name______Date______Period_____

Post-lab questions:

1) Compare and contrast the pH values of the various samples. Summarize the results. ______

2) Were your hypotheses correct? What is the average pH of the water in the school? ______

Do all soils have the same pH? ______

3) What factors can affect the pH of water? ______

Extension Guiding Question: How does the pH of water affect aquatic plant growth and survival?

Develop an investigation that tests the growth of Elodea (an aquatic plant) in varying pH levels to determine which water pH level is best growth and survival.

23 Name______Date______Period_____

pH in Our Natural World: WATER - TEACHER KEY Guiding questions: What is the pH of the water in the school? Does all water have the same pH?

Hypotheses: ______Answers Will Vary ______

Procedures: 1) Gather water samples. Examples: Water Fountain, Bottled Water, Sink Water, Fish tank, etc. Water Test Site: ______

2) Dip pH strips in your water solution and leave submerged for at least 2 seconds. Place your strips here. Observe color.

Compare your strips to the pH key to approximate the pH of your water sample. Estimating to the nearest decimal, what is the pH? ______ers Will Vary Answ

3) Using graph paper, create a data table and record the results of all pH tests. Develop a graph using your data to show the comparison between various water samples and their pH levels. Data will vary depending on samples

24 Name______Date______Period_____

Post-lab questions:

1) Compare and contrast the pH values of the various samples. Summarize the results. ______Answers Will Vary ______

2) Were your hypotheses correct? What is the average pH of the water in the school? ______Answers Will Depend on Location ______

Does all water have the same pH? ______No

3) What factors can affect the pH of water? ______(Tre atment plant); pipes, organisms in water, pollution, run-off, Filtration systems soil composition through which water moves, etc.)

Extension Guiding Question: How does the pH of water affect aquatic plant growth and survival?

Develop an investigation that tests the growth of Elodea (an aquatic plant) in varying pH levels to determine which water pH level is best growth and survival.

25 Name______Date______Period_____

pH in Our Natural World: SOIL Guiding questions: What is the pH of the soil around the school? Do all soils have the same pH?

Hypotheses: ______

Procedures: 1) Gather soil samples. Soil Test Site: ______2) Create a soil solution by mixing your soil sample with distilled water. 3) Dip pH strips in your soil solution and leave submerged for at least 2 seconds. Place your strips here. Observe color.

Compare your strips to the pH key to approximate the pH of your soil solution. Estimating to the nearest decimal, what is the pH? ______

4) Using graph paper, create a data table and record the results of all pH tests. Develop a graph using your data to show the comparison between various soils and their pH levels.

26 Name______Date______Period_____

Post-lab questions:

1) Compare and contrast the pH values of the various samples. Summarize the results. ______

2) Were your hypotheses correct? What is the average pH of the soil around the school? ______

Do all soils have the same pH? ______

3) What factors can affect the pH of soil? ______

Extension Guiding Questions: Do you think all plants grow and survive in the same pH level soil?

Develop an investigation that tests the growth of a particular plant in soils with varying pH levels to determine which soil is best for that particular plant.

27 Name______Date______Period_____

pH in Our Natural World: SOIL - Teacher Key Guiding questions: What is the pH of the soil around the school? Do all soils have the same pH?

Hypotheses: ______Answers Will Vary ______

Procedures: 1) Gather soil samples. Examples: Soil near trees, Garden, Fertilized potting soil, Flower beds, Soil under grassy area, Soil near road, etc. Soil Test Site: ______

2) Create a soil solution by mixing your soil sample with distilled water. 3) Dip pH strips in your soil solution and leave submerged for at least 2 seconds. Place your strips here. Observe color.

Compare your strips to the pH key to approximate the pH of your soil solution. Estimating to the nearest decimal, what is the pH? Answe rs Will Vary

4) Using graph paper, create a data table and record the results of all pH tests. Develop a graph using your data to show the comparison between various soils and their pH levels. Data is dependent upon soil samples

28 Name______Date______Period_____

Post-lab questions:

1) Compare and contrast the pH values of the various samples. Summarize the results. ______Answers Will Vary ______

2) Were your hypotheses correct? What is the average pH of the soil around the school? ______Answer Will Depend on Location ______

Do all soils have the same pH? ______No

3) What factors can affect the pH of soil? ______Composition, Ac id Rain/Pollution in Area, Fertilizer, Animals in the Area, Soil Vegetation, Soil forming factors, Rainfall and temperature, ______

Extension Guiding Questions: Do you think all plants grow and survive in the same pH level soil?

Develop an investigation that tests the growth of a particular plant in soils with varying pH levels to determine which soil is best for that particular plant.

29 th 7 Grade Science Unit: Changes All Around Us Unit Snapshot

Topic: Conservation of Mass and Energy

Duration: Grade Level: 7 7 days

Summary: The following activities engage students in exploring the conservation of mass in relation to physical and chemical changes that occur when a substance undergoes change.

CLEAR LEARNING TARGETS "I can"statements

____ investigate how mass is conserved when a substance undergoes a physical or chemical change. ____ explain that in a closed system, the number and type of atoms stays the same, even if the atoms are rearranged.

Activity Highlights and Suggested Timeframe Engagement: The objective of this activity is to engage students and formatively assess student knowledge related to the physical and chemical changes that Day 1 occur when an object or substance goes through a change. (*Classifying specific changes as chemical or physical is not appropriate - http://www.av8n.com/physics/chemical-physical.htm) Exploration: The objective of the following activities is to give students the Day 2 opportunity to explore changes in matter through experimentation with steel wool. Explanation: The objective of the following activity is to develop students' knowledge of physical and chemical changes at a molecular level as it relates to the Law of Days 3-4 Conservation of Mass. Elaboration: The objective of the following activity is to develop students' knowledge of the conservation of mass as it relates to physical and chemical Day 5 changes through Lab Investigation. Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions Day 6 and related to the conservation of mass. A teacher-created short cycle assessment on-going will be administered at the end of the unit to assess all clear learning targets (Day 6). Extension/Intervention: Based on the results of the short-cycle assessment,

facilitate extension and/or intervention activities.

Day 7

LESSON PLANS NEW LEARNING STANDARDS: 7.PS.1 The properties of matter are determined by the arrangement of atoms. When substances interact to form new substances, the properties of the new substances may be very different from those of the old, but the amount of mass does not change. Note: It is important to emphasize that most changes in the properties of matter have some combination of chemical and physical change (at different levels). SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE:

Prior Concepts Related to Properties of Matter PreK-2: Properties can be used to sort objects. Changes, including phase changes are explored. Grades 3-5: Objects are composed of matter which has mass* and volume. Properties of solids, liquids and gases are explored. Phase changes are reversible and do not change the identity of the material. The total amount of matter and mass* remains the same when something changes. Grade 6: All matter is made up of atoms that are in constant random motion. Elements, compounds and molecules are introduced. The properties of solids, liquids and gases, and changes of phase are explained by the motion and spacing of the particles.

2 MATERIALS: VOCABULARY: Engage Primary Paper Changes in Matter (Physical and Chemical) Lighter (teacher demo) Conservation of Mass Explore Steel Wool Secondary Vinegar Atoms Flasks Chemical Equation Beakers Molecules Digital Scales/Triple Beam Balance Phase Change Explain Reaction Picture This! Picture Cards and WS Glue Sticks Scissors Elaborate Lab Investigation Materials: Alka-Seltzer Tablets Digital Scales/Triple Beam Balance Periodic Table Tiles Dixie Cups or Ziplock Baggies

SAFETY Students should wear safety goggles and use caution while using steel wool, vinegar, and Alka-Seltzer tablets

ADVANCED Gather materials for demos and experiments PREPARATION Objective: The objective of this activity is to engage students and formatively assess student knowledge related to the physical and chemical changes that occur when an object or substance goes through a change. (*Classifying specific changes as chemical or physical is not appropriate - http://www.av8n.com/physics/chemical- physical.htm) What is the teacher doing? What are the students doing? Paper Changes (Day 1) Paper Changes (Day 1) Teacher distributes a piece of 1. Students are given a piece of paper paper to each student and and answer teacher-led questions. ENGAGE poses the following question. How can a piece of paper be 2. Students think-pair-share and even (1 day) (What will draw students into the changed? demonstrate some of their ideas. learning? How will you determine What is the evidence that the what your students already know paper has changed? about the topic? What can be -Examples include: Coloring - done at this point to identify and address misconceptions? Where color on the paper; tearing can connections are made to cutting, folding - size and the real world?) shape change; wetting -

texture change, burning -

color change, new substance (ash), texture change, odor production, etc. Focus on burning the paper 2. Observe as the teacher burns a and demonstrate this using small piece of paper. caution. Consider holding a 3. Discuss evidence of the change. small piece of paper with large tongs over a metal pan. 3

The focus of this activity should be that both physical and chemical changes can occur when a substance undergoes a change. Sometimes it may be a combination of both physical and chemical changes. (*Classifying specific changes as chemical or physical is not appropriate - http://www.av8n.com/physics /chemical-physical.htm) -example: Tearing PaperThis is irreversible, substance remains the same - no new substances were formed, but bonds were broken.

Show the 4. Watch the video: Matter and Its www.discoveryeducation.com Properties: Changes in video: Matter and Its Matter[17:06]. Properties: Changes in 5. Students summarize the video by Matter[17:06]. Have students describing the physical and summarize the video by chemical changes around us and the describing the physical and evidence of the changes. This chemical changes around us. can be written on a piece of paper or in a science journal.

Objective: The objective of the following activities is to give students the opportunity to explore changes in matter through experimentation with steel wool. What is the teacher doing? What are the students doing? Steel Wool Oxidation Reaction (Day 2) Steel Wool Oxidation Reaction (Day 2) Teacher example video: http://www.sciencefix.com/ho 1. Complete the Steel Wool me/2010/4/21/video-demo- oxidation reaction and WS. conservation-of-mass.html EXPLORE Distribute Steel Wool WS. Facilitate Steel Wool Lab (1 day) (How will the concept be Activity or this can be done as a developed? How is this relevant to teacher demonstration. students' lives? What can be done at this point to identify and Show the picture of Hawaiian 2. Determine how and why the soil address misconceptions?) Red Dirt, and ask students to on the Island of Kauai has turned red. determine the cause of the red -The dirt has turned red dirt. because it has a high iron http://geology.rockbandit.net/ content which has reacted 2008/05/04/the-red-dirt-of- with the oxygen in the air and kauai/ oxidized.

4 Objective: The objective of the following activity is to develop students' knowledge of physical and chemical changes at a molecular level as it relates to the Law of Conservation of Mass. What is the teacher doing? What are the students doing? Picture This! (Day 3) Picture This! (Day 3) Facilitate a close reading of 1. Facilitate a close reading of Textbook Textbook Distribute Picture This! Picture 2. Cut out Picture This! Picture Cards and WS Cards. Facilitate the activity. 3. Complete the WS using the If needed, here is a short picture cards and adhering to EXPLAIN animation video showing law of the Law of Conservation of conservation of mass at the Mass. (2 days) (What products could the molecular level: students develop and share? http://prisms.mmsa.org/review. How will students share what they php?rid=1263 have learned? What can be done at this point to identify and address misconceptions?) Chemistry Lab Experiments on Planet Chemistry Lab Experiments on Planet Warnock (Day 4) Warnock (Day 4) Discuss answers to Picture This! 1. Discuss answers to Picture This! WS WS

Distribute Chemistry Lab 2. Students complete Chemistry Experiments on Planet Warnock Lab Experiments on Planet WS Warnock WS activity. Facilitate as students complete 3. Discuss and Share answers. the activity

Objective: The objective of the following activity is to develop students' knowledge of the conservation of mass as it relates to physical and chemical changes through CPO Lab Investigation 17B.

What is the teacher doing? What are the students doing? CPO LAB INVESTIGATION 17B CPO LAB INVESTIGATION 17B (Day 5) (Day 5) Show the 1. Watch the www.discoveryeducation.com www.discoveryeducation.com ELABORATE video clip: Chemical video clip: Chemical Equations Equations and Law of and Law of Conservation of (1 day) Conservation of Mass [1:40] Mass [1:40] (How will the new knowledge be reinforced, transferred to new and unique situations, or Facilitate Lab 2. Complete Lab 17B integrated with related Investigation concepts?) OPTIONAL: Complete the 3. OPTIONAL: Complete the same

same experiment in a closed experiment in a closed system system (closed ziplock bag). (closed ziplock bag). Explain he -This is a closed system, differences in results. therefore the baggie will hold in the gas that is produced during the reaction, resulting in the mass staying the same.

5 Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the conservation of mass as substances undergo chemical and physical changes.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you Consider developing a that a student has met the learning objectives? teacher-created formative EVALUATE assessment. 1. Lab Questions/Answers can be used to assess student knowledge related (on-going) 1. The Paper Activity will formatively to the Conservation of Mass and (What opportunities will students have to express their thinking? assess student knowledge related to changes in matter at a molecular level. When will students reflect on changes in matter. what they have learned? How 2. Teacher-created short cycle will you measure learning as it 2. The Steel Wool Experiment will assessment will assess all clear occurs? What evidence of student learning will you be assess student thinking as it relates learning targets (Day 6). looking for and/or collecting?) to chemical changes in matter and conservation of mass.

3. Picture This! Activity

questions/answers can be used to assess student knowledge related

to the Conservation of Mass and changes in matter at a molecular

level.

EXTENSION INTERVENTION 1. Have students create models that

represent chemical reactions that www.discoveryeducation.com 1. related adhere to the law of conservation of mass. EXTENSION/ videos 2. Apply the law of conservation of 2. Conservation of Mass animation: INTERVENTION mass to life science reactions: http://www.wiley.com/college/chem/br photosynthesis and respiration. ady184764/resources/ch02/ch2_rsrc_co nserv_mass.html

All physical changes can be reversed. -Some physical changes cannot be reversed. (i.e. tearing paper) There are distinct lines separating physical changes and chemical changes. -Sometimes there are no distinct lines separating physical and chemical changes (e.g. tearing of paper is thought to be a physical change because no new substance is formed, but the bonds between atoms were broken when the paper was torn. COMMON If mass decreases during a reaction, then matter must have disappeared or was destroyed. MISCONCEPTIONS -If a gas has been produced, the gas still has mass, but most likely was release outside of the system. Thereby decreasing the mass within the system.

Strategies to address misconceptions: Misconceptions can be addressed through the use of Discovery Ed video clips, experiments, pictures and diagrams of reaction, as well as through the use of molecular models.

6 Lower-level: Consider creating mixed groups so that lower-level students are working with higher level students. Consider having students use molecule kits to show and reinforce chemical reactions, equations, and law of conservation of mass. Consider using trade books instead of or in addition to textbook resources.

Higher-Level: Consider giving students higher-level chemical equations to work with. Consider having students read level-appropriate trade books in addition to textbook. Consider having students create their own equations (by drawing molecules) in order to represent the conservation of mass during a change.

Strategies for meeting the needs of all learners including gifted students, English DIFFERENTIATION Language Learners (ELL) and students with disabilities can be found atODE.

Textbook Resources: Holt Series Science Textbook Understanding Chemical Reactions Lab Investigation

Websites: http://www.chem4kids.com/files/matter_chemphys.html - Matter: Chemical vs. Physical Changes http://www.kentchemistry.com/links/Matter/PhysicalChemicalChanges. htm - Mr. Kent's Chemistry Page http://www.wisc-online.com/objects/ViewObject.aspx?ID=SCE204 - Changes in Our World Interactive Module

http://www.gamequarium.com/change.html - Gamequarium ADDITIONAL http://www.learner.org/courses/essential/physicalsci/session4/closer1.ht RESOURCES ml - background info from Annenberg Learner

Discovery Ed: Chemical Equations and Law of Conservation of Mass [1:40] Matter and Its Properties: Changes in Matter [17:06] Changes in the Properties of Matter: Physical and Chemical [28:00] Physical and Chemical Changes in Matter [3:29]

Literature: Sandall, Barbara R. (2010). Chemistry: Physical and Chemical Changes in Matter. Mark Twain Media. [Electronic Book] Stille, Darlene R. (2006). Chemical Change: From Fireworks to Rust.

Compass Point Books.

Brent, Lynnette. (2009). Chemical Changes. Crabtree Pub. Co. 7 Name______Date______Period_____

What is Steel Wool? Steel wool is the name given to fine metal wires that are bundled together to form a cluster of abrasive, sharp-edged metal strips. The metal strips are massed together in a sheet, folded, and turned into pads that are easily held in the hand. These steel wool pads are used for a variety of purposes, but primarily as an abrasive material, sometimes replacing sandpaper. Steel wool may be best known to consumers as the pink-colored abrasive pads that have soap added so that they may be used to scrub pots and pans. Steel wool comes in a variety of grades, or thicknesses, from coarse to extra fine. The coarser the wire, the more abrasive the steel wool is against the surface.

What elements make up Steel Wool? ______Fe - 98% ______P - .08% ______C - .07 - .14% ______S - .35% ______Mn - .95% ______Si - .35%

History of Steel Wool For many years the properties of small pieces or circles of metal were recognized for their ability to clean and cut through grease and grime, particularly those embedded in metal. The Victorians used peculiar pot- scrubbers that had a metal wire handle to which was attached many dozens of small circles of steel intertwined. Referred to as wire dish cloths, these scrubbers were touted as "the most convenient and most popular utensil extant." The scrubber was submerged in soap and water, then pressed against cast iron or aluminum pots, cleaning the surface easily. However, mechanics who ran metal lathes noticed that the metal shavings resulting from peeling away metal from a part or tool was an interesting bit of waste. It is said that well before 1900, mechanics gathered up this swarf and used it to polish metal surfaces. 8 Steel wool was mass-produced sometime in the early part of the twentieth century. Its use infiltrated the American home when steel wool pads soaked with soap became a kitchen necessity. Throughout the late nineteenth century and early twentieth century, enterprising mechanics gathered up these leftover steel turnings and mixed them with soft soap. There is some contention as to who decided to manufacture and market these soap-soaked steel wool pads first. It is known that by World War I some entrepreneurs realized that these pads were necessary for cleaning the newly invented aluminum cookware that had started to overtake cast iron pots. One pot salesman had so many complaints from housewives about the difficulty of cleaning their new aluminum pots that these pads were a gimmick to get the women to try the new pots. They worked wonders in cleaning and still do, although some are unhappy with the fact that these steel wool pads can rust if left on the sink wet. A replacement for these pads has been a sponge, resembling steel wool, made of a mass of synthetic fibers and is rust-proof. But the cutting edges of the steel wool cannot be duplicated in these colorful, synthetic pads.

A steel wool cutting machine -

What are the advantages and disadvantages of steel wool.

Information and pictures are from http://www.madehow.com/Volume-6/Steel-Wool.html 9 Name______Date______Period_____

What is Steel Wool? - TEACHER KEY Steel wool is the name given to fine metal wires that are bundled together to form a cluster of abrasive, sharp-edged metal strips. The metal strips are massed together in a sheet, folded, and turned into pads that are easily held in the hand. These steel wool pads are used for a variety of purposes, but primarily as an abrasive material, sometimes replacing sandpaper. Steel wool may be best known to consumers as the pink-colored abrasive pads that have soap added so that they may be used to scrub pots and pans. Steel wool comes in a variety of grades, or thicknesses, from coarse to extra fine. The coarser the wire, the more abrasive the steel wool is against the surface.

What elements make up Steel Wool? ______Fe - 98% ______P - .08% Iron Phosphorus ______C - .07 - .14% ______S - .35% Carbon Sulfur ______Mn - .95% ______Si - .35% Manganese Silicon

History of Steel Wool For many years the properties of small pieces or circles of metal were recognized for their ability to clean and cut through grease and grime, particularly those embedded in metal. The Victorians used peculiar pot- scrubbers that had a metal wire handle to which was attached many dozens of small circles of steel intertwined. Referred to as wire dish cloths, these scrubbers were touted as "the most convenient and most popular utensil extant." The scrubber was submerged in soap and water, then pressed against cast iron or aluminum pots, cleaning the surface easily. However, mechanics who ran metal lathes noticed that the metal shavings resulting from peeling away metal from a part or tool was an interesting bit of waste. It is said that well before 1900, mechanics gathered up this swarf and used it to polish metal surfaces. 10 Steel wool was mass-produced sometime in the early part of the twentieth century. Its use infiltrated the American home when steel wool pads soaked with soap became a kitchen necessity. Throughout the late nineteenth century and early twentieth century, enterprising mechanics gathered up these leftover steel turnings and mixed them with soft soap. There is some contention as to who decided to manufacture and market these soap-soaked steel wool pads first. It is known that by World War I some entrepreneurs realized that these pads were necessary for cleaning the newly invented aluminum cookware that had started to overtake cast iron pots. One pot salesman had so many complaints from housewives about the difficulty of cleaning their new aluminum pots that these pads were a gimmick to get the women to try the new pots. They worked wonders in cleaning and still do, although some are unhappy with the fact that these steel wool pads can rust if left on the sink wet. A replacement for these pads has been a sponge, resembling steel wool, made of a mass of synthetic fibers and is rust-proof. But the cutting edges of the steel wool cannot be duplicated in these colorful, synthetic pads.

A steel wool cutting machine -

What are the advantages and disadvantages of steel wool. Advantages: Disadvantages: Leftover steel waste Rust Good for cleaning Used for polishing metal Available in various coarseness and thickness

Information and pictures are from http://www.madehow.com/Volume-6/Steel-Wool.html 11 Name______Date______Period_____

The Reactivity of Steel Wool

Fe + O2 FeO2

1. Observe the Steel Wool. Describe the physical properties of steel wool:

2. In order to expose the iron in the steel wool, pour 200 ml of vinegar (acid) into a beaker and place a small piece of steel wool into the vinegar. Wait 5 minutes.

3. Squeeze the vinegar out of the steel wool and place the steel wool into a flask with a balloon over the opening. (Optional: Place the flask on a digital scale and observe). Wait 5-10 minutes.

4. Observations:

______

What is the evidence that a chemical reaction has occurred? ______

Describe a real-world example where this same reaction occurs. ______

12 Name______Date______Period_____ TEACHER KEY The Reactivity of Steel Wool

Fe + O2 FeO2

1. Observe the Steel Wool. Describe the physical properties of steel wool: Color: Dark Grey Luster: Dull Magnetism: Magnetic Texture: Rough Odor: Slight Metallic Odor

2. In order to expose the iron in the steel wool, pour 200 ml of vinegar(acid) into a beaker and place a small piece of steel wool into the vinegar. Wait 5 minutes.

3. Squeeze the vinegar out of the steel wool and place the steel wool into a flask with a balloon over the opening. (Optional: Place the flask on a digital scale and observe). Wait 5-10 minutes.

4. Observations: Balloon gets sucked into the flask; Flask increases in temperature; Flask ______fogs up; Mass stays the same ______

What is the evidence that a chemical reaction has occurred? ______Steel wool changes color, a strong odor has been produced; heat ______production

Describe a real-world example, where this same reaction occurs. ______A bicycle or car may eventually rust, after the metal coating has been ______worn away due to acid rain and other environmental factors and then ______exposed to air.

______13 Island of Kauai, Hawaii Islands Why is this soil red?

http://geology.rockbandit.net/2008/05/04/the-red-dirt-of-kauai/

14 Picture This! PICTURE CARDS Directions: Cut out pictures and place correctly on your worksheet.

15 Name______Date______Period______

Picture This!

Explain the Law of the Conservation of Mass: ______Directions: Complete using the picture cards and adhere to the Law of Conservation of Mass

Change #1: Place the correct pictures below to represent the following states of matter:

ICE LIQUID WATER WATER VAPOR

Place correct Place correct Place correct picture card here picture card here picture card here

1. # of Molecules ______# of Molecules ______# of Molecules ______

2. Chemical Formula Chemical Formula Chemical Formula For Ice for Liquid Water Water Vapor

______

3. Does this change follow the Law of Conservation of Mass? Yes or No

What is the evidence? ______

4. What type of energy must be added to change forms? ______

5. Has a new substance formed? Use evidence from the picture to explain your answer. ______

16 Change #2: Place the correct pictures in the spaces below that represent: Sodium and Chlorine atoms combine to form molecules of Salt(Sodium Chloride).

Place correct Place correct Place correct picture card here + picture card here picture card here

1. # of Sodium Atoms ______# of Chlorine Atoms ______# of Sodium Atoms ______# of Chlorine Atoms ______2. Does this change follow the Law of Conservation of Mass? Yes or No What is the evidence? ______

3. Has a new substance formed? Use evidence from the picture to explain your answer. ______

Change #3. Place the correct pictures in the spaces below that represent: Salt(Sodium Chloride) and Water mix to form Saltwater

Place correct Place correct Place correct picture card here + picture card here picture card here

# of Sodium Atoms ____ # # of Oxygen Atoms ______# # of Sodium Atoms _____ # of Chlorine Atoms ____ of Hydrogen Atoms ____ of Chlorine Atoms ____ # of

Oxygen Atoms _____ # of Hydrogen Atoms____ Total: Total:

17 1. Does this change follow the Law of Conservation of Mass? Yes or No What is the evidence? ______

2. Chemical Formula for Chemical Formula for Why is there no chemical Sodium Chloride: Water: formula for Saltwater? ______Change #4: Place the correct pictures in the spaces below that represent: Carbon Dioxide forms from combining and bonding atoms of Carbon and Oxygen

Place correct Place correct Place correct picture card here + picture card here picture card here

1. # of Carbon Atoms ______# of Oxygen Atoms ______# of Carbon Atoms ______# of Oxygen Atoms ______

2. Explain how the reaction above demonstrates the Law of Conservation of Mass ______

Change #5: Draw your own chemical reaction showing the Law of Conservation of Mass.

18 Name______Date______Period______

Picture This! - Teacher Key

Explain the Law of the Conservation of Mass: ______For any change in a closed system, the number and type of atoms stays the same, even if the atoms are rearranged. Therefore, the mass remains constant. ______Directions: Complete using the picture cards and adhere to the Law of Conservation of Mass

Change #1: Place the correct pictures below to represent the following states of matter:

ICE LIQUID WATER WATER VAPOR

Place correct Place correct Place correct picture card here picture card here picture card here

# of Molecules 7 # of Molecules 7 # of Molecules 7 1. _ __

2. Chemical Formula Chemical Formula Chemical Formula For Ice for Liquid Water Water Vapor

H2O H O H O ______2 ______2 3. Does this change follow the Law of Conservation of Mass? Yes or No

What is the evidence? The number and type of molecules remains the same as the state of matter changes. ______Heat/Thermal 4. What type of energy must be added to change forms? ______

5. Has a new substance formed? Use evidence from the picture to explain your answer. _No new substance has been formed, because the chemical make-up of the

substance has remained the same (H2O). The molecules have only begun to move farther apart.

19 Change #2: Place the correct pictures in the spaces below that represent: Sodium and Chlorine atoms react and bond to form molecules of Salt (Sodium Chloride).

Place correct Place correct Place correct picture card here + picture card here picture card here

1. # of Sodium Atoms ______2 # of Chlorine Atoms ______2 # of Sodium Atoms _2 # of Chlorine Atoms _ 2

2. Does this change follow the Law of Conservation of Mass? Yes or No What is the evidence? ______The number and type of molecules remains the same before and after the reaction has occurred. ______3. Has a new substance formed? Use evidence from the picture to explain your answer. A new substance has been formed, because the product has a different chemical make-up than the reactants. Change #3. Place the correct pictures in the spaces below that represent: Salt(Sodium Chloride) and Water mix to form Saltwater

Place correct Place correct Place correct picture card here + picture card here picture card here

# of Sodium atoms = 3 # of Hydrogen atoms = 12 #of Sodium atoms = 3

# of Chlorine atome = 3 # of Oxygen atoms = 6 # of Chlorine atoms = 3 # of Hydrogen atoms = 12 # of Oxygen atoms = 6 Total = 6 Total = 18 Total = 24

2. Does this change follow the Law of Conservation of Mass? Yes or No What is the evidence? ______The number and type of molecules remains the same before and after the reaction has occurred. ______

3. Chemical Formula for Chemical Formula for Why is there no chemical Sodium Chloride: Water: formula for Saltwater?

NaCl H2O Salt and Water did not chemically combine. It is

a mixture Change #4: Place the correct pictures in the spaces below that represent: Carbon Dioxide forms from combining and bonding atoms of Carbon and Oxygen

C C Place correct picture card here Place correct Place correct + C picture card here picture card here C

1. # of Carbon Atoms2 # of Oxygen Atoms 4 # of Carbon Atoms 2 # of Oxygen Atoms 4

2. Explain how the reaction above demonstrates the Law of Conservation of Mass The reactio n above shows that the number and type of atoms stayed the same even though the atoms are rearranged. Therefore, the mass remains the same. The reactants are 2 atoms of Carbon and 4 atoms of Oxygen, and after the reaction, there are still 2 atoms of Carbon and 4 atoms of oxygen. Change #5: Draw your own chemical reaction showing the Law of Conservation of Mass. +

21 Name: ______Date______Period______

Chemistry Lab Experiments on Planet Warnock

Alien scientists from a planet named Warnock located in another solar system are working in a lab to prepare food items to bring with them on their journey to visit Earth.

DIRECTIONS: Cite evidence from the experiment that indicates that a change occurred.

1. The scientists took a cube of rant and placed drops of fap on the top of the cube. The cube started to dissolve. A large hole was carved into the cube of rant and changed colors. It gave off an undesirable smell and did not taste good. They decided not to take it on their trip.

Evidence of Change: ______

Write a chemical equation that represents this experiment:

3. The scientists took a bar of tuz and placed it into a container with 1 liter of brig. At first, the two substances didn't appear to mix well together. After 1 minute the bar of tuz started to melt. The container heated up and was hot to the touch. They named the new product wophi. They turned the lights off to go home and the entire room filled with light coming from the wophi. They decided not to eat the wophi on their journey to Earth, but to use it instead as a night-light to help them see aboard their spacecraft in the dark.

Evidence of Change: ______

Write a chemical equation that represents this experiment:

22 Name: ______Date______Period______

4. The aliens from the planet Warnock took 50 ml of zap that weighed 50 grams and mixed it with 50 ml of lorn that also weighed 50 grams. The solution didn't mix well together. It started to fizz and bubble. The colors didn't mix well together. When they measured the new product, its volume was 100 ml and the mass was 98 grams. They named the new product tig and decided to mix it with the fluids they would drink on their way to Earth.

Evidence of Change: ______

Write a chemical equation that represents this experiment:

Complete the chart based on the information above. Reactants Product(s)

zap lorn tig

Volume(mL)

Mass(g)

5. Write your own alien experiment that demonstrates the Law of Conservation of Mass, based on the following chemical equation.

Gak + Lop Moot

Lesson is adapted from http://www.denmark.k12.wi.us/faculty/kraschnl/tuzz%20and%20brig%20WS.pdf

23 Name: ______Date______Period______

Chemistry Lab Experiments on Planet Warnock TEACHER KEY Alien scientists from a planet named Warnock located in another solar system are working in a lab to prepare food items to bring with them on their journey to visit Earth.

DIRECTIONS: Cite evidence from the experiment that indicates that a change occurred.

2. The scientists took 15 ml of zip and mixed it with 50 ml of quig. The mixture cooled down to 4 degrees C, turned into an elastic-type substance, and took on a shiny glue-like appearance. They named their new product jorg. It tasted delicious. Temperature Change - decreased; Change in texture Evidence of Change: ______- elastic; Change in appearance - Shiny ______

Write a chemical equation that represents this experiment:

Zip + Quig Jorg

Evidence of Change: ______Change in state - melting; Temperature Change - ______increased; Light Production

Write a chemical equation that represents this experiment:

Tuz + Brig Wophi

24 Name: ______Date______Period______

Evidence of Change: ______Production of Gas - fizzing/bubbling;

______

Write a chemical equation that represents this experiment:

Zap + Lorn Tig

Complete the chart based on the information above. Reactants Product(s)

zap lorn tig

Volume(mL) 50mL 50mL 100mL

Mass(g) 50g 50g 98g

According to the Law of Conservation of Mass, the mass should remain the same before and after the reaction has occurred. What could be the cause for the difference in mass between the reactants and products in this experiment? ______This is an open system. Therefore, the gas that was produced during the ______reaction was released into the air, causing the mass to appear to be less. ______

5. Develop and write your own alien experiment that demonstrates the Law of Conservation of Mass, based on the following chemical equation.

Gak + Lop Moot

Lesson is adapted from http://www.denmark.k12.wi.us/faculty/kraschnl/tuzz%20and%20brig%20WS.pdf