Social Studies – Grade 8 - SAISD · Web viewScience – Grade 8

Science – Grade 8Unit of Study: The Nature of Science

First Grading Period – Weeks 1 - 4 (19 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Safety procedures should be followed when conducting laboratory and field experiences.

During laboratory and field experiences, scientific inquiry methods should be followed in which critical thinking, scientific reasoning, and problems solving is used to make informed decisions.

A variety of tools and safety equipment is used to conduct scientific inquiry.

Scientific inquiry is used to learn about the natural world. Students should understand that questions can be answered using critical thinking, scientific reasoning and problem solving.

Lessons for this UnitLesson 1: What is Science? Lesson 3: Science ModelsLesson 2: Scientific Methods Lesson 4: Tools, Measurement, & Safety

Essential Questions Guiding Questions How would you use the steps of the scientific method to solve a problem

in your daily life, such as your cell phone not working? When using models to represent objects in the real world why must you

be aware of their limitations? Why is it important to have safety rules in the science classroom? How do the tools used in the science classroom help a student collect and

analyze information?

What is science? How does the scientific method answer questions and solve problems? How and why are models used in science? In what ways can you be safe in the science laboratory?

TEKS TEKS Specificity - Intended Outcome

Stra

nd

Scientific Investigation & Reasoning8.1 The student, for at least 40% of instructional time, conducts laboratory and field

investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations as

outlined in the Texas Safety Standards.8.2 The student uses scientific inquiry methods during laboratory and field

investigations. The student is expected to:(A) plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology.

(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

8.3 The student uses critical thinking scientific reasoning and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:(B) use models to represent aspects of the natural world such as an atom, a

molecule, space, or a geologic feature.(C) identify advantages and limitations of models such as size, properties, and

materials.(D) relate the impact of research on scientific thought and society, including the

history of science and contributions of scientists as related to the content.

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: Know and use safe practices and safety equipment during investigations.

(8.1A; 8.4B) Identify and differentiate the three types of investigations: comparative,

descriptive, and experimental. (8.2A, B) Describe and implement the steps of the scientific method, including making

observations and asking well-defined questions when performing an investigation. (8.2A, B)

Use appropriate tools to collect and record qualitative and quantitative data and information. (8.2C; 8.4A)

Analyze data to formulate reasonable explanations and communicate valid conclusions. (8.2E)

Use models to represent the natural world and identify advantages and limitations of them. (8.3B, C)

Identify scientists and their contributions to society. (8.3D)

SAISD © 2010-11 Science - Grade 8 Page 1 of 33

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

TEKS TEKS Specificity - Intended Outcome8.4 The student knows how to use a variety of tools and safety equipment to conduct

science inquiry. The student is expected to:(A) use appropriate tools to collect, record, and analyze information, lab

journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment including an eye/face wash, a fire blanket, and a fire extinguisher.

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1A - use prior knowledge and experiences to understand meanings in English.ELPS 1B - monitor oral and written language production and employ self-corrective

techniques or other resources.ELPS 1C - use strategic learning techniques such as comparing and contrasting to

acquire basic and grade-level vocabulary.ELPS 2C - learn new language structures, expressions, and basic and academic

vocabulary heard during classroom instruction and interactions.ELPS 2G - understand the general meaning, main points, and important details of

spoken language.ELPS 3E - share information in cooperative learning interactions.ELPS 3J - respond orally to information presented in a wide variety of print to build

and reinforce concept and language attainment.ELPS 5B - write using newly acquired basic vocabulary and content-based grade-

level vocabulary.

Compare and contrast the different types of experiments. (1C) Learn new vocabulary related to the different types of experiments. (2C) Understand the main points and important details about the scientific method.

(2G) Write the steps of the scientific method and describe each step. (5B) Use prior knowledge and experiences about models and the use of them. (1A) Respond orally to information to build and reinforce the use of different types

of models. (3J) Monitor oral and written language when discussing safety. (1B) Share information in cooperative groups when using measurement tools. (3E)

College Readiness Student Expectations College Readiness - Intended OutcomeScience StandardsI - B1: Design and conduct scientific investigations in which hypotheses are

formulated and tested.I - C2: Understand and apply safe procedures in the laboratory and field, including

chemical, electrical, and fire safety and safe handling of live or preserved organisms.

I - D3: Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.

I - E2: Use essential vocabulary of the discipline being studied.IV - C2: Recognize the role of people in important contributions to scientific

knowledge.V - E1: Use models to make predications.

Compare predictions from hypotheses to data, which is collected, organized, and analyzed.

Demonstrate safe laboratory practices. Use measurement devices that are appropriate for data collection. Define and use a set of technical terms correctly and in context for the

discipline studied. Describe the contribution of individuals who have made major contributions to

science Create a model and use that model to predict behavior.

Evidence of Learning (Summative Assessment)1. Given information and data, students will identify the type of experiment it is, comparative, descriptive, or experimental with 80% accuracy.2. Given an example of an experiment, students will summarize the steps of the scientific method with 80% accuracy.3. Given an example of a model, students will identify the advantages and limitations of using models in science with 80% accuracy.4. Given safety symbols, students will correctly identify what they represent with 80% accuracy.5. Given science tools, students will correctly identify what they are used to measure and the correct unit of measurement with 80% accuracy.




Guiding Questions Essential Pre-requisite Skills

What is science? How does the field of science affect you?

The student can: Plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology (7.2A)

Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology (7.2B)

Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends (7.2E)

Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content (7.3D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)

Engage Have students draw a picture of a scientist at work. Have a class discussion

about their drawings. Lead a discussion to help students think of scientists that do not fit into the stereotype of a man in a lab coat working in a lab with dangerous chemicals. (8.3D)

Journaling - Draw a picture of a scientist at work. Have students explain in their science journal why they drew the picture they one they did.

Explore Monitor as students investigate the difference between fact and opinion by

performing the following activity: Making Observations - Fact or Opinion (link). Note: Use a piece of wrapped hard candy for this activity. (8.2C)

Pairs Compare - Work in pairs to generate ideas or answers, then compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had.

Guide the students through the investigation Rubber Band Variables (link) in order for them to identify the independent variable, dependent variable, and constant variable. (8.1A; 8.2A. C, E)

Work in pairs to complete investigation. Complete a 4 square vocabulary card (link) for the words independent variable, dependent variable, and constant variable..

Explain Monitor as students read Chapter 1 - Section 1 (p. 4 - 8) Ask students:

(1) What is science?(2) What methods can be used to answer questions?(3) How does science affect your everyday life?(8.2A, B)




Week 1 - Lesson 1 - What is Science? (5 days) CURRICULUM GUIDE

http://science-class.net/Graphic_Organizers/GO_4squarevocab_blank.pdf

http://science-class.net/Lessons/NOS/rubber%20band%20variables.pdf

http://science-class.net/Lessons/NOS/6th%20observations.pdf

http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/5-e_model_key_components.pdf

Explain to the students the difference between the following types ofinvestigations: (7.2A, B)

Descriptive Experimental ComparativeD

efin

ition

Involve describing and/or quantifying parts of a natural system.

Involve a process in which a “fair test” is designed in which variables are actively manipulated, controlled, and measured in an effort to gather evidence to support or refute a causal relationship.

Involve collecting data on different populations/organisms, or under different conditions (e.g., times of year, locations), to make a comparison.

Exam

ple

What environmental conditions are optimal for the growth of cacti?

How does the addition of water to the environment of the cacti impact it’s growth?

How are cacti grown in a wet environment different from cacti grown in a dry environment?

Create a three part foldable (link) for their science journal that identifies and defines the three types of investigations.

Elaborate Give each student the name of a scientist and have them research their

contribution. (8.3D)Research the contributions of the scientist assigned to them and present the information in a written report.

Evaluate Facilitate as students design an experiment to test which brand of paper

towels is the strongest: Towel Testing (link). (8.1A,; 8.2A, B, C; 8.4B)Journaling - Complete the steps of their experiment design in their science journal.

Review the guiding and essential questions for this lesson. (8.2A, B) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) science experiment

Academic Vocabulary descriptive experimental comparative

Resources

Holt Science & Technology8th grade TextbookChapter 1

Section 1 pp. 4 - 8

Texas Directed Reading Workbook Worksheet 1 – Section 1

Internet SitesMaking Observations - Fact or OpinionPenny DropsTowel Testing

English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 1C - use strategic learning techniques such as comparing and contrasting to

acquire basic and grade-level vocabulary.ELPS 2C - learn new language structures, expressions, and basic and academic

vocabulary heard during classroom instruction and interactions.

ELPS Student Sentence Stems The terms I must know are… Some examples of a ___ are… So you're saying… Can you help me to …?



http://science-class.net/Lessons/NOS/towel_test.pdf

http://science-class.net/Lessons/NOS/penny_drops.pdf

http://science-class.net/Lessons/NOS/6th%20observations.pdf

https://www.saisd.net/admin/curric/curricms/documents/sci/10-11/8th/1st/vocabulary1_8_2010.xls

http://science-class.net/Lessons/NOS/towel_test.pdf

http://newsouthvoices.uncc.edu/files/nsv/institute/Foldables.pdf

Evidence of Learning (Summative Assessment)Formative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/LifeNo FMA Question available No 8th grade TAKS Release Question available College Readiness Objectives Addressed:

Science StandardsI - B1: Design and conduct scientific investigations in

which hypotheses are formulated and tested.I - C2: Understand and apply safe procedures in the

laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

I - E2: Use essential vocabulary of the discipline being studied.

IV - C2: Recognize the role of people in important contributions to scientific knowledge.





What are the steps of the scientific method? Why must a hypothesis be testable? How does the scientific method answer questions and solve problems? How would you use the steps of the scientific method to solve a

problem in your daily life, such as your cell phone not working?

The student can: Plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology (7.2A)

Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology (7.2B)

Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends (7.2E)




Engage Facilitate as students perform the Start-Up Activity (Figure It Out) on p. 3.

Ask students: (1) Did you solve the puzzle by making observations or by trial and error? (2) Explain to another how you solved the puzzle.(3) How did testing your ideas help? (8.1A; 8.2A, B, E)


Explore Have students analyze the Scientific Method (Figure 9) on p. 9. Emphasize

that there is no single scientific method. Scientists approach problems from a variety of viewpoints. (8.2A, B)

Journaling - Create a foldable (link) describing the steps of the scientific method.

Pair up students and give each a baggie containing strips that describe steps taken during an investigation. The students must order the strips to model the application of the scientific method. - Scientific Method in a Baggie (link) (8.2A, B, E)


Have student perform the Quick Lab (That's Swingin') on p. 13 using thesteps of the scientific method. (8.1A; 8.2A, B, E)

Work in groups of 2 -3. Record the scientific method in their science journal.

Pre-AP/LTF Lesson: Module 1 - Foundation Lesson 1 -

Come Fly with Us p. 10 - 17Scientific Method Practice 1 p. 18 - 19Penny Lab p. 20 - 25Scientific Method Practice p. 26 - 29

Practice applying the steps of the scientific method to a problem.

Explain Discuss with students the following terms: independent variable and

dependent variable. (8.2A, B)Create a two part foldable (link) for their science journal that identifies and defines independent variable and dependent variable.



Weeks 2 - Lesson 2 - Scientific Method (5 days) CURRICULUM GUIDE


http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/8th/gp1/8_sci_method_in_a_baggie.doc



Monitor as students read Chapter 1 - Sections 2 (p. 9 - 15). Ask students:(1) When performing an experiment, why is it important to perform multiple trials?(2) When performing an experiment, why is it important to change only one variable at a time? (8.2A, B)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is scientific method..

Have students review the science skills when designing an experiment using Chapter 1 as a resource. (8.2A, B)

Create a flipbook identifying and describing the science skills used when designing an experiment.

Differentiation (Additional Support): Have students read a scenario and identify the steps of the scientific method

as well as design an experiment - Simpson's Scientific Method Worksheet (link) (8.2A, B, E)

Complete worksheets and discuss with their learning partner.

Elaborate TE - Making Hypotheses (p. 12): Have students practice creating testable

hypotheses. Students need to identify a testable hypothesis and an untestable hypothesis. (8.2A, B)

Journaling -Make three columns in their science journal with the following headings: "Question", "Testable hypothesis", "Untestable hypothesis". Write questions, then write a testable hypothesis and an untestable hypothesis.

Differentiation (Mastery): Have students explain how the following quote as it relates to observations,

hypotheses, variables, scientific methods. (8.2A, B)"Science is nothing but trained and organized common sense."Thomas H. Huxley

Journaling – Record their explanation of the quote in their science journal.

Evaluate Have students design an experiment that tests the hypothesis, "Plants grow

best when watered with sugar water." (8.2A, B)Record their problem and how they would use the scientific method in their science journal. Have small groups of students (4 - 5 people) share their experiment design using Rotating Review (link).

Quiz with the following as possible questions:(1) What is the relationship between an experiment and a hypothesis?(2) What is a variable?(3) What is a control?(4) What are the steps of the scientific method?(5) Why must a hypothesis be testable?(6) How does the scientific method answer questions and solve problems?(8.2A, B)

Journaling - Record their answers in their science journal. Debrief with class.

Review the guiding and essential questions for this lesson. (8.2A, B) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) scientific methods observation hypothesis data independent variable dependent variable validity

Academic Vocabulary implement investigate formulate represent limitation inference

Resources

Holt Science & Technology8th grade textbookChapter 1

Section 2 pp. 9 - 15

Suggested Labs, Investigations, Demonstrations (Textbook)Figure It Out p. 3

Unit 1 Resource BookletReinforcement Worksheet 1 - A Method to the Madness




http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/rojas_strategies_for_science.doc

http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/8th/gp1/8_simpson_scientific_method_worksheet.doc


Critical Thinking Worksheet 1 - Prove It!

Texas Directed Reading WorkbookWorksheet 1 - Section 2

Laying The FoundationModule 1 - Introduction to Laying the Foundation through Experimental Design

Internet Sitesscientific method

Ignite! Learning - Science Unit: General Science - Lesson: Scientific Method Topic # 1 Scientific Method Using the Scientific Method

Topic #2 Hypothesizing Forming and Testing a Hypothesis

English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 2G - understand the general meaning, main points, and important details of

spoken language.ELPS 5B - write using newly acquired basic vocabulary and content-based grade-level

vocabulary.

ELPS Student Sentence Stems The ____ describes… It's about… The best explanation is… ____ describes ____.


Anticipated Skills for SAT/ACT/College Board/Career/Life

8th grade FMA 2008-09Correct Answer: B

8th grade TAKS Release Test 2006Correct Answer: 12 cm

College Readiness Objectives Addressed:Science StandardsI - B1: Design and conduct scientific investigations in

which hypotheses are formulated and tested.I - E2: Use essential vocabulary of the discipline being

studied.



http://sciencespot.net/Media/scimthdexps.pdf

10th grade TAKS Release Test 2006Correct Answer: D





How and why are models used in science? How are models limited? When using models to represent objects in the real world why must you

be aware of their limitations?

The student can: Use models to represent aspects of the natural world such as a model of Earth's

layers (7.3B) Identify advantages and limitations of models such as size, scale, properties, and

materials (7.3C)The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can….


Engage Pose the following to the students:

To teach cardiopulmonary resuscitation (CPR), instructors often use a mannequin to model a human upper torso and head. Why do you think CPR is taught with a model instead of a real human? Would the class be as effective if a model were not used? Explain. (8.3B, C)

THINK-PAIR-SHARE (link)Think about and record information in their science journal. Discuss with their learning partner. Debrief with class.

Explore Discuss with students the 3 types of models and how they are used in

science. (8.3B, C)Create a three part foldable (link) for their science journal that explains and illustrates the 3 types of models.

Display models (ones you have on campus or even pictures of models). Lead the students in a discussion about the strengths and weaknesses (limitations) of using models in the science classroom. (8.3B, C)

Work in groups of 2 - 3. In their science journal, using a T-chart, identify strengths and weaknesses (limitations) of models displayed by the teacher.

Differentiation (Additional Support): Show students a weather report from the television or internet. Discuss with

students the models that a weather reporter uses, such as satellite picture, color-coded maps, and live radar images. (8.3B, C)

Journaling - Explain in their science journal how weather models are used to represent the weather and what are limitations of these models.

Explain Monitor as students read Chapter 1 - Section 3 (p. 16 - 19)

Ask students:(1) How are models used to represent the natural world?(2) What is meant by limitation of models? (8.3B, C)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is models.

Elaborate Have students create a simple drawing of their room in their house.

(1) How is this drawing a model?(2) What type model is it? (3) What are the strong points and limits of your model? (8.3B, C)

Journaling - Create a two-dimensional model of their room in their house identifying the current furniture layout. In their science journal, identify the benefits and limitations of using the model.

Differentiation (Mastery): Facilitate as students perform the Making Models lab - Off to the Races! on p.

652. (8.1A; 8.3B, C)

Journaling - Record in their science journal, the design of their car and materials used. After the experiment, answer questions 6 - 9 in the analysis section of p. 652.



Week 3 - Lesson 3 - Science Models (4 days) CURRICULUM GUIDE





Evaluate Have students identify one example of a physical, mathematical, and

conceptual model. (8.3B, C)Journaling - Create a visual in their science journal showing the three types of models and identifying their limitations.

Quiz with the following as possible questions:(1) What is a model?(2) How are models used in the science classroom?(3) What are strengths and limitations of using models? (8.3B, C)


Review the guiding and essential questions for this lesson. (8.3B, C) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) model physical model mathematical model conceptual model limitations

Academic Vocabulary represent identify limitations

Resources

Holt Science & Technology8th grade textbookChapter 1 Section 3 pp. 16 - 19

Suggested Labs, Investigations, Demonstrations (Textbook)Off to the Races p. 652

Texas Directed Reading Workbook - Worksheet 1 - Section 3

English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 1A - use prior knowledge and experiences to understand meanings in English.ELPS 3J - respond orally to information presented in a wide variety of print to build and reinforce concept and language attainment.

ELPS Student Sentence Stems An example of ____ is _____. A type of _____ is _____. ____ represents… I think ____ is an example of ____ because…






6th grade District Interim 2007Correct Answer: D

8th grade TAKS Release 2006Correct Answer: J

College Readiness Objectives Addressed:Science StandardsI - D3: Demonstrate appropriate use of a wide variety of

apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.

V - E1: Use models to make predications.I - E2: Use essential vocabulary of the discipline being

studied.





What are the science safety symbols and what do they represent? In what ways is scientific evidence collected? In what ways can you be safe in the science laboratory? Why is it important to have safety rules in the science classroom? How do the tools used in the science classroom help a student collect

and analyze information?

The student can: Demonstrate safe practices during laboratory and field investigations

(7.1A) Collect and record data using the International System of Unit (SI) and

qualitative means such as labeled drawings, writing, and graphic organizers (7.2C)

Use appropriate tools to collect, record, and analyze information (7.4A) Use preventive safety equipment and be prepared to use emergency safety

equipment (7.4B)The Teaching Plan



Engage Have students measure the width of their desk without using a ruler. Students are to pick an object to use as the unit of measurement. Find how many units wide the desk is. Ask the students the following questions:(1) How did your measurements compare to those of your classmates?(2) Why is using standard units of measurement important? 8.1A; 8.4A)


Have students view the following video clip:What To Do and NOT Do in The Lab (link)(8.1A; 8.4B)

Rotating Review (link) Work in teams and discuss topic, chart their thoughts, rotate to the next chart to discuss and chart their thoughts.

Explore Review the use and care of various science tools, such as the graduatedcylinder, meter stick, and triple beam balance. (8.1A & 8.4A)

Create a vocabulary foldable (link) for their science journal that describes and illustrates different science tools.

Have students use a graduated cylinder, meter stick or metric ruler, triplebeam balance and their measuring skills to find the measurement of various objects. Use the Figure 20 on p. 20 & the Appendix (p. 705) as a guide. (8.1A; 8.2C; 8.4A) Monitor as students do the Skill Builder lab (Coin Operated) on p. 653. Note: Review with students how to find the volume of irregular objects and how to calculate density. (8. 1A; 8.2A, C, D, E; 8.4A)

Work in groups of 2 - 3 to perform activity. Record data, analysis, and conclusions in their science journal.

Pre-AP/LTF Lesson: Module 1 - Biology Lesson 1 -Using Scientific Measurement p. 30 - 38

Work in pairs to select appropriate tools, make metric measurements, and confirm variation within a sample of plant seed pods.

Differentiation (Additional Support): Students cut a piece of string one cubit long (the distance from elbow to fingertips and compare their string with others. Discuss why their measurements vary from each other. Discuss how these variations could pose problems for

Journaling - Explain in their science journal how variations in measurement could pose problems for scientists.



Week 4 - Lesson 4- Tools, Measurement & Safety (5 days) CURRICULUM GUIDE



http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr7/videos/1whattodonotdointhelabw1.wmv


scientists? (8.4A)Differentiation (Mastery):

Have students estimate the length, area, volume, or mass of various objects around the room. Then, using science tools, have students find and calculate the actual measurements.(8.4A)

Students record estimated and actual measurements in their science journal.

Explain Monitor as students read Chapter 1 - Section 4 (p. 20 - 25). Ask students:(1) Which tools would you use to find the time it takes for 5 mL of water to warm up by 20C? (8.4A)(2) What safety precautions should you use to do the above? (8.1A; 8.4A)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. Note: Create one mind map for tools and one for safety.

Have students review the following: Measurement Tools (Figure 20 on p. 20;Common SI Units and Conversions (p. 21) and Safety Symbols on p. 25

Discuss with students the Safety Contract and MSDS Sheets (Flinn Scientificwebsite) (8.1A)

Students create a visual illustrating a situation where a safety rule has not been followed.

Elaborate Have students explain why they must protect themselves when conducting experiments. Have students list the safety symbols and think of at least one situation in which each safety symbol applies. (8.1A)

Journaling - Explain the importance of safety. Also, list safety symbols and situations in which they apply.

Have students find the density of a clay ball using a beaker, a graduated cylinder, and a triple beam balance. Ask students: If the clay ball is cut in half, how do you think the density will change? (8.1A; 8.2C; 8.4A)

Work in pairs to find the density of a clay ball. In their science journal, list equipment, how the density was calculated and a summary of their conclusions.

Evaluate Quiz with the following as possible questions:(1) What is the SI unit for mass, length, area, volume, density, temperature?(2) What is the formula for calculating density?(3) Why are safety rules and symbols important?(4) What are examples of safety rules and symbols used in the science classroom? (8.1A; 8.4A)


Review the guiding and essential questions for this lesson. (8.1A; 8.4A) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link)

meter area volume mass density temperature

Academic Vocabulary demonstrate investigation laboratory analyze

Resources


Section 4 pp. 20 - 25

Suggested Labs, Investigations, Demonstrations (Textbook)Coin Operated p. 653


Laying The FoundationModule 1 -




http://www.flinnsci.com/search_MSDS.asp

http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf


Introduction to Laying the Foundation through Experimental DesignInternet SitesSafety ContractMSDS Sheets

Video ClipsWhat To Do and NOT Do in the Lab

Ignite! Learning - Science Unit: General Science - Lesson: Experimentation Topic # 1 Safety Techniques

Play It Safe Safety Symbols

Topic # 2 Some Useful Tools Scientists' Tools Equipment for Investigation

Topic # 3 Measurements Making Measurements

English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 1B - monitor oral and written language production and employ self-corrective

techniques or other resources.ELPS 3E - share information in cooperative learning interactions.

ELPS Student Sentence Stems I mean… The word I am thinking of looks like… I think… What I know about ____ is…



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1WhatToDoNotDoInTheLabW1.wmv

http://www.flinnsci.com/search_MSDS.asp

http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf



8th grade FMA 2008-09Correct Answer: C

8th grade TAKS Release 2006Correct Answer: C

College Readiness Objectives Addressed:Science StandardsI - E2: Use essential vocabulary of the discipline being

studied.V - E1: Use models to make predications.

10th grade TAKS Release Test 2006Correct Answer: H



Science – Grade 8Unit of Study: Chemistry

First Grading Period – Weeks 5 - 8 (19 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Recognize that matter is composed of atoms and describe the structure of atoms. Examine information on the Periodic Table to recognize that elements are grouped in

families based on similar properties. Understand the basic concept of conservation of mass Demonstrate evidence of chemical reactions. Use chemical formulas and balanced equations to show chemical reactions and the

formation of new substances. Explain how a balanced chemical equation demonstrates the law of conservation of

mass.

Students need to know that matter is composed of atoms and be able to describe the structure of atoms. This will help them to understand that protons determine an element's identity and valence electrons determine its chemical properties and the Periodic Table uses these properties to classify elements. They also need to be able to recognize chemical formulas and equations and how this relates to chemical reactions and the law of conservation of mass.

Lessons for this UnitLesson 1: The AtomLesson 2: The Periodic TableLesson 3: Chemical ReactionsLesson 4: Chemical Formulas & Equations

Essential Questions Guiding Questions Why is something as small as an atom important to your life? How would scientists decide the placement of a newly discovered element on

the periodic table? Why is it important to identify and understand chemical reactions that occur in

your life? How do the reactants and products in a chemical equation verify the law of

conservation of mass?

What are the properties of an atom including mass and electric charge? How do physical and chemical properties of an element determine its position

on the periodic table? How do protons determine an element's identity? How do valence electrons determine its chemical properties? What clues demonstrated that a chemical reaction has taken place? How does a chemical equation represent a chemical reaction?

TEKS TEKS Specificity - Intended Outcome

Stra

nd

Matter & Energy8.5 The student knows that matter is composed of atoms and has chemical and

physical properties. The student is expected to:(A) describe the structure of atoms, including the masses, electrical charges, and

locations, of protons and neutrons in the nucleus and electrons in the electron cloud.

(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity.

(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements.

(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts.

(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed.

(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: Describe the structure of atoms. (8.5A) Identify that protons determine an element's identify and valence electrons

determine its chemical properties. (8.5B) Explain how properties are used to classify elements on the Periodic Table.

(8.5C) Recognize that chemical formulas are used to identify substances. (8.5D) Determine the number of atoms of each element in chemical formulas. (8.5D) Investigate evidence of chemical reactions. (8.5E) Recognize whether a chemical equation is balanced or not. (8.5F) Recognize how a balanced chemical equation relates to the law of

conservation of mass. (8.5F)

SAISD © 2010-2011 – First Grading Period Subject - Grade 8 Page 17 of 33Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

TEKS TEKS Specificity - Intended OutcomeS

trand

Scientific Investigation & Reasoning8.1 The student, for at least 40% of instructional time, conducts laboratory and field

investigations following safety procedures and environmentally appropriate and ethical practices.

8.2 The student uses scientific inquiry methods during laboratory and field investigations.

8.3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

8.4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

I can: Know and use safe practices and safety equipment during investigations.

(8.1A; 8.4B) Plan and implement descriptive investigations by making observations, asking

well-defined questions, and using appropriate equipment. (8.2A) Use appropriate tools to collect and record qualitative and quantitative data

and information. (8.2C; 8.4A) Construct tables and graphs to organize data. (8.2D) Analyze data to formulate reasonable explanations and communicate valid

conclusions. (8.2E) Use models to represent the natural world and identify advantages and

limitations of using models. (8.3B, C) Describe the contributions of scientists and relate the impact of their research

on scientific thought. (8.3D)

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1A - use prior knowledge and experiences to understand meanings of English.ELPS 3B - expand and internalize English vocabulary by learning and using high-

frequency words necessary for identifying objects and retelling basic information.

ELPS 3E - share information in cooperative learning interactions.ELPS 3H - narrate, describe and explain with increasing specificity and detail.ELPS 4D - use pre-reading supports such as illustrations and pre-taught vocabulary to enhance comprehension of written text.ELPS 4H - read silently with increasing ease and comprehension for longer periodsELPS 5B - write using newly acquired basic vocabulary and content-based grade-

level vocabularyELPS 5G - narrate, describe, and explain with increasing specificity and detail to fulfill

content area writing needs.

Expand vocabulary by using words that identify the structures of an atom. (3B) Use pre-reading support such as a diagram of an atom to enhance

comprehension of written text.(4D) Use prior knowledge and experiences with atoms to help understand the

Periodic Table of Elements. (1A) Read silently and with increasing ease and comprehension the Periodic Table

of Elements. (4H) Investigate and share information about chemical reactions in cooperative

groups. (3E) Describe a chemical reaction and explain how a new substance is formed with

increasing detail. (3H) Write the parts of a chemical formula with content-based vocabulary. (5B) Describe and explain the law of conservation of mass using a balanced

chemical equation. (5G)College Readiness Student Expectations College Readiness - Intended Outcome

Science StandardsI - E2: Use essential vocabulary of the discipline being studied.V - A1: Know modern theories of atomic structureVII - C1: Know the organization of the periodic table.VII - C2: Recognize the trends in physical and chemical properties as one moves

across a period or vertically through a group.VII - F2: Know formulas for molecular compounds.VII - H2: Understand energy changes and chemical reactions.

Define and use a set of technical terms correctly and in context for the discipline studied.

Describe the characteristics and locations of sub-atomic particles such as protons, neutrons, and electrons.

Identify periods and groups on the periodic table. Distinguish and describe patterns in electron configurations. Name and write formulas for molecular compounds. Describe the evidence that supports a chemical reaction has taken place.

Evidence of Learning (Summative Assessment)1. Given information about an atom, students will describe the structure of it including the location of proton, neutrons and electrons with 80% accuracy.2. Given a Periodic Table, students will explain how physical and chemical properties are used to classify elements with 80% accuracy.3. Given a chemical reaction, students will explain how the evidence indicates a new substance with different properties is formed with 80% accuracy.4. Given a chemical formula, students will determine the number of atoms of each element it contains and whether it is balanced or not with 80% accuracy.5. Given a balanced chemical equations, students will explain how it relates to the law of conservation of mass with 80% accuracy.

Science – Grade 8SAISD © 2010-2011 – First Grading Period Subject - Grade 8 Page 18 of 33Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Unit of Study: Chemistry


What are the subatomic particles of an atom? What are the properties of an atom including mass and electric charge? How is the number of particles in an atom calculated? Why is something as small as an atom important to your life?

The student can: Know that an element is a pure substance represented by chemical symbols

(6.5A) Identify that organic compounds contain carbon and other elements such as

hydrogen, oxygen, phosphorus, nitrogen, or sulfur (7.6A)The Teaching Plan



Engage The Bell Ringer activity on page 38 could serve as an introduction to the sizeof the atom and illustrate the thinking behind early philosophers. (8.5A) Facilitate as students perform Start-Up Activity (Where Is It?) on p.37Ask students: Based on your observations, what were the object's shape, size, and location? (8.2E)or

Black Box Activity (link) (8.2E)


Paper Cutting (link): Have students create a life size model of an atom.(8.2E; 8.3B; 8.5A)

Investigate the world of the very small (the atom) by cutting a 28 centimeter strip of paper in half as many times as you can. After the activity reflect in their journal.

Explore Show students the following video clip: Parts of the Atom (link) Ask:(1) What subatomic particle is used to place an element on the periodic table?(2) What percent of the mass of an atom is in the nucleus?(8.5A)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is atom.

Have students complete the Atoms Family Album (link) in order to understandthe properties and characteristics of an atom. (8.5A)

Complete worksheet to understand the properties and characteristics of an atom.

Have students draw and label a diagram of the parts of an atom (see figure10 on p. 45). Students should be able to answer the following questions: (1) What are the 3 subatomic parts of an atom?(2) Describe the charge, location, and mass of a proton, a neutron, and an electron.(3) What causes an atom to be neutral? (8.5A)

Journaling - Draw and label an atom and answer the questions in their science journal.


Week 5 - Lesson 1 - The Atom (5 days) CURRICULUM GUIDE

http://www.sciencespot.net/Media/atomsfam.pdf


http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/grd8/videos/1partsoftheatomw2.wmv

http://www.miamisci.org/af/sln/phantom/papercutting.html

http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/8th/gp1/8_black_box.doc


Explain Monitor as students read Chapter 2 - Section 1 (p. 38 - 43)Ask students: How did research impact the way scientists' thoughts about atom?Reinforce Dalton's Atomic Theory (p. 38). Reinforce other scientists contributions to the atomic theory: Thomson,Rutherford, Bohr (8.3D))

Create flashcards or a 6 door foldable (link) with the name of the scientists on one side and the other side a summary (including illustration) of the model or experiment with the scientist.

Monitor as students read Chapter 2 - Section 2 (p. 44 - 47; 49)Ask students: (1) What's inside an atom? (2) How do atoms of different elements differ? Reinforce "What's Inside an Atom?"; Figure 10 - Parts of an Atom (p. 45) and "How do Atoms of Different Elements Differ?" (p. 45 - 47) (8.5A)

Learning Logs (link)Journal based on the reading assignment as follows:

Text Pages What I Understood

Difficult Vocabulary

Questions I Have

Differentiation (Additional Support): Students create a 3-part foldable (link) with information and diagramsdescribing the different parts and structures of the atom. (8.5A)

Create a three part foldable (link) with diagrams of an atom with the parts identified and labeled.

Elaborate Have students create a concept map using the following terms: proton,neutron, atomic number, electron, mass number, atomic mass. (8.5A)

Journaling – Create a concept map and write a summary of the concept.

Differentiation (Mastery): Students figure out all atom distances and masses with a penny representingthe mass and size of an electron. Have students create a model and present an oral presentation describing special features. (8.5A)

Create a model an atom with masses and distances to scale and an oral presentation to accompany model.

Evaluate Facilitate as students create a model of an atom using a Petri dish anddifferent colored beads or edible model: Atom ModelsEither have students choose an element or assign one to each student or pair of students (focus on the first 20 elements). Students need to identify the properties of the atom on a index card. Ask students: What are the limitations of your model? (8.1A; 8.3B, C; 8.4A; 8.5A)

Work individually or in pairs to complete a model of an atom. On an index card, identify the parts of the atom and the strengths/limitations of their model. Compare their models with that of other groups and write a reflection of their learning.

Have students write a simple description of an atom for somebody whoknows nothing about atoms. (8.5A)

Journaling – Write a description of an atom along with a labeled diagram.

Review the guiding and essential questions for this lesson. (8.5A) Answer the guiding and essential questions in their science journal.


atom electron nucleus proton atomic number atomic mass neutron

Academic Vocabulary describe identify structure property

Resources


Sections 1 & 2 pp. 38 - 47; 49

Suggested Labs, Investigations, Demonstrations (Textbook)Where Is It? p. 37



http://www.lessonplanspage.com/ScienceEdibleAtomLab-ForPeriodicTableAtomsGoodIdea46.htm





Unit 1 Resource BookletReinforcement Worksheet 2 - Atomic TimelineCritical Thinking Worksheet 2 - Incredible Shrinking Scientist

Texas Directed Reading Workbook Worksheet 2 - Sections 1 & 2

Internet SitesAtom ModelsPaper CuttingAtoms Family Album

Video ClipsParts of the Atom

Ignite! Learning - Science Unit: Physical Science - Lesson: Structure of Matter and Periodic Table Topic # 1 Structure of the Atom

Down to the Atom Smaller than Smaller than Small

Topic # 2 Protons, Neutrons, and Electrons Inside the Helium Atom Together in the Nucleus

Topic # 3 Discovery of Atomic Structure The Atomic Model

English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 3B - expand and internalize English vocabulary by learning and using high-

frequency words necessary for identifying objects and retelling basic information.

ELPs 4D - use pre-reading supports such as illustrations and pre-taught vocabulary to enhance comprehension of written text.

ELPS Student Sentence Stems I can describe ____ with the words… A model of a ____ will help me tell you… I learned… The pictures are about…


http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/grd8/videos/1partsoftheatomw2.wmv

http://www.sciencespot.net/Media/atomsfam.pdf

http://www.miamisci.org/af/sln/phantom/papercutting.html

http://www.lessonplanspage.com/ScienceEdibleAtomLab-ForPeriodicTableAtomsGoodIdea46.htm



8th grade FMA 2008-09Correct Answer: C

8th grade TAKS Release Test 2006Correct Answer: G


studied.V - A1: Know modern theories of atomic structure

A certain atom has a nucleus containing six protons and eight neutrons and has six electrons orbiting the nucleus. This atom is a form of the element -

A silicon

B carbon

C magnesium

D calcium

10th grade TAKS Release Test 2006Correct Answer: B




How do physical and chemical properties of an element determine its position on the periodic table?

How do protons determine an element's identity? How do valence electrons determine its chemical properties? How would scientists decide the placement of a newly discovered

element on the periodic table?


(6.5A) Compare metals, nonmetals, and metalloids using physical properties such as

luster, conductivity, or malleability (6.6A) Identify that organic compounds contain carbon and other elements such as

hydrogen, oxygen, phosphorus, nitrogen, or sulfur (7.6A)The Teaching Plan



Engage One For the Money (link) (Dana Center - Science Toolkit: TEKS Based

Activities). Monitor as students use properties and critical attributes to group objects. Ask: How does the properties of metals compare to that of nonmetals?

Work in groups of 2 -3 to perform activity. In their science journal, describe the characteristics each of the groups share and then relate that to the periodic table observing patterns that group them together.

Review with students how the periodic table is arranged into metals, nonmetals, and metalloids. (8.1A; 8.2A, C, D, E; 8.4A; 8.5C)

Explore Facilitate as students perform Skill Builder Lab (Classifying Objects) on

p. 72 - 73. Students should address the following questions:(1) How is your classification of your objects similar to and different from the periodic table of elements?

Journaling – Record their analysis and conclusions in their science journal.

Discuss with the students the arrangement of the periodic table into groupsand periods . (8.1A; 8.2A, C, D, E; 8.4A; 8.5B, C)

Have students list the parts of an atom, describe the structure of an atom,and draw a diagram of an atom that shows where the protons, neutrons, and electrons can be found. Note: This is to review the parts of the atom

Journaling – Draw a diagram of an atom in their science journal and identify and describe the parts of it.

Refer students to the Periodic Table of Elements on p. 62 - 63. Discuss withstudents that the number of protons (atomic number) determines an element's identity. (8.2C; 8.5B, C)

Have students investigate the arrangement of the periodic table by performingthe activity My Favorite Alien (link). (8.5B, C)(Consider printing the images on card stock)Note: this website has lots of information and several lessons on the Periodic Table of Elements.

Pairs Compare - Work in pairs to generate ideas or answers, then compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had. Write a reflection in their science journal of their learning experience.


Week 6 Lesson 2 - The Periodic Table (5 days) CURRICULUM GUIDE

http://hti.math.uh.edu/curriculum/units/2005/03/05.03.01.pdf

http://www.utdanacenter.org/sciencetoolkit/downloads/activities/8_one_for_money.pdf


Differentiation (Additional Support): Students observe the following elements: sulfur, helium, iron, aluminum,

nitrogen, carbon copper, and silver. Students describe physical properties. Refer to a periodic table (p. 62-63) arrange elements as they appear on the periodic table. Discuss with students the pattern of the arrangement of the elements on the periodic table. (8.2C, D, E; 8.5B, C)

Journaling - Describe and record the physical properties of elements observed in their science journal. Use a period table and identify whether the element is a metal or nonmetal. Summarize how the periodic table is arranged.

Explain Monitor as students read Chapter 3 - Section 1 (p. 60 - 63). Ask students:

(1) What are energy levels? (2) What are valence electrons? (3) How does the number of valence electrons relate to an element's placement on the periodic table? (4) How do valence electrons determine its chemical properties?(8.5B, C)

Learning Logs (link)Journal based on the reading assignment as follows:

Text Pages What I Understood

Difficult Vocabulary

Questions I Have

Monitor as students read Chapter 3 - Section 2 (p. 64 - 71). Ask students(1) How are elements grouped on the periodic table? (2) What are the properties of the different groups? (3) Why are group 1 elements never found uncombined?(4) Why don't group 18 elements form compounds? (8.5B, C)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is periodic table.

Differentiation (Additional Support): Students color code a periodic table indicating the grouping of the elements

based on similar physical properties. (8.5B, C) Show students the following websites

Element Math Game Element Flash Cards

Color code a periodic table identifying elements which have similar properties.

Elaborate Suggested Mnemonic: APE MAN

ATOMIC # equals PROTONS or ELECTRONS MASS # minus ATOMIC # equals NEUTRONS

Have students create Element Trading Cards (link)(8.5B, C)

Students create an element trading card.

Pre-AP/LTF Lesson: Module 4 - MGCP Lesson 7 -Modeling Nuclear Decay p. 37 - 39

Model radioactive decay with cinnamon candies.

Differentiation (Mastery): Have students research how carbon's atomic structure allows

carbon to reactwith other elements to make so many substances. (8.5B, C)

Research how carbon's atomic structure allows carbon to react with other elements and create a power point presentation explaining their findings.

Evaluate Have students fill in a blank periodic table (link) with the names and properties of the elements in the different groups. Students should note periodic trends and properties, such as reactivity and atomic number. (8.2E; 8.5B, C)

Complete a blank periodic table with the names and properties of the elements and the different groups. Summarize in their science journal, periodic trends and properties, such as reactivity and atomic number.


http://science-class.net/Lessons/Chemistry/Periodic%20Table/periodic%20table.pdf

http://www.sciencespot.net/Media/elemtradcds.pdf

http://education.jlab.org/elementflashcards/index.html

http://education.jlab.org/elementmath/index.html



Quiz with the following as possible questions:(1) How are properties of an element used to classify elements?(2) What are valence electrons?(3) Which group contains the most reactive metals? the most reactivenonmetals? Explain your answer. (8.2E; 8.5B, C)


Review the guiding and essential questions for this lesson. (8.5B, C)

Answer the guiding and essential questions in their science journal.


valence electrons alkali metals alkaline-earth metals halogens noble gases reactivity

Academic Vocabulary interpret classify

Resources


Sections 1 & 2 pp. 60 - 71

Suggested Labs, Investigations, Demonstrations (Textbook)Classifying Objects p. 72 - 73

Unit 1 Resource BookletReinforcement Worksheet 3 - Which Group Are You In?Problem Solving Worksheet 3 - An Elemental Daydream

Texas Directed Reading Workbook Worksheet 3 - Sections 1 & 2

Laying The FoundationModule 4 - Middle Grades: Rate

Internet SitesElement Math GameElement Flash CardsOne For the Money

Ignite! Learning - Science Unit: Physical Science - Lesson: Structure of Matter and Periodic Table Topic # 5 Development of Periodic Table

The Periodic Table of Elements Creating the Periodic Table

Topic # 6 Periodic Table Elements and the Periodic Table Reading the Periodic Table

Topic # 7 Grouping Elements by Properties Groups in the Periodic Table Using the Periodic Table

Topic # 8 Valence Electrons Making Molecules with Atoms The Formation of Molecules


http://www.utdanacenter.org/sciencetoolkit/downloads/activities/8_one_for_money.pdf

http://education.jlab.org/elementflashcards/index.html

http://education.jlab.org/elementmath/index.html


English Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 1A - use prior knowledge and experiences to understand meanings of English.ELPS 4H - read silently with increasing ease and comprehension for longer periods

ELPS Student Sentence Stems I remember… I learned… I read about… I understood…




8th grade TAKS Release Test 2006Correct Answer: C


studied.V - A1: Know modern theories of atomic structureVII - C1: Know the organization of the periodic table.VII - C2: Recognize the trends in physical and chemical

properties as one moves across a period or vertically through a group.

11th grade TAKS Release Test 2003Correct Answer: B




What is a chemical reaction? What clues demonstrated that a chemical reaction has taken place? Why is it important to identify and understand chemical reactions that

occur in your life?

The student can: Differentiate between elements and compounds on the most basic level (6.5C) Identify the formation of a new substance by using the evidence of a possible

chemical change such as production of a gas, change in temperature, production of a precipitate or color change (6.5D)

Distinguish between physical and chemical changes in matter in the digestive system (7.6C)




Engage Activity – Observing Chemical Changes: Need 3 small plastic cups; Apple slice; H2O2 , Vinegar; Plastic knifeTeacher slices apple and gives each group a slice.Group cuts slice in half - One half is left undisturbed and students observe.Remaining apple slice is divided into two piecesPlace one piece in a cup containing hydrogen peroxide & observePlace one piece in a cup containing vinegar & observeLead a class discussion with the students by asking the following questions:: (1)Did a chemical reaction take place? Explain your answer.(2)What evidence did you see that a chemical reaction took place? (3) Which reaction happened the fastest? Slowest?(4) Has a new substance been formed? Explain your answer.(8.1A; 8.2A, C, E; 8.5E)

Record observations in their science journal and write a summary of their findings. Create a 4 square vocabulary card (link) for chemical reaction.

Explore Facilitate as students perform activity Chemical Reaction in a Bag (link: Chemical Reaction)(8.1A; 8.2C, E; 8.5E)

In their science journal, make a list of all the observations you can gather. These include mass changes (if any), color changes, temperature of materials, sounds, and any other change you may note.

Explain Monitor as students read Chapter 5 - Section 1 (p. 112 - 114). Ask students:(1) What is a chemical reaction? (2) How do you know that a chemical reaction is taking place?(3) How is a new substance formed when a chemical reaction occurs? (8.5E)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is chemical reaction.

Reinforce Figure 2 -Clues to Chemical Reactions (p. 113).(8.5E)

Create a 4 part foldable (link) identifying and describing the clues that a chemical reaction has taken place.


Week 7- Lesson 3- Chemical Reactions (5 days) CURRICULUM GUIDE



http://www.teachers.net/lessons/posts/108.html

http://science-class.net/Graphic_Organizers/GO_4squarevocab_blank.pdf


Differentiation (Additional Support): Students create flash cards describing a clue to look for when a chemical reaction takes place (gas formation, solid formation, color change, energy change) (8.5E)

Create flash cards describing the characteristics of chemical changes. Descriptions should include illustrations and words.

Elaborate Have students list chemical reactions observed in or around their home. They should include clues that indicated a chemical reaction was occurring (8.5E)

Record observations, analysis, and conclusions in their science journal.

Have students investigate chemical reactions involving metals -

STC Properties of Matter: Lesson 23.1 (8.1A; 8.2C, E; 8.5E)

Work in groups of 3 - 4. Record data and reflections in science journal

Have students compare the mass of the reactants and the mass of the

products in a chemical reaction - STC Properties of Matter: Lesson 25 (8.1A; 8.2C, E; 8.5E)

Work in groups of 3 - 4. Record data and reflections in science journal

Differentiation (Mastery)): Students research the chemical reactants and products for the reactions that produce acid precipitation and ozone in the atmosphere. (8.5E)

Research chemical reactions that produce acid precipitation and in the atmosphere. Create an advertisement promoting ways to reduce acid precipitation and ozone in the atmosphere

Evaluate Ask students to conclude which of the following

represents a chemicalreaction. They should be able to provide an explanation of why or why not. Examples: (1) erosion of a riverbed by water(2) ice cream melting(3) cooking waffles(4) fireworks exploding(5) lighting a match(6) sanding a piece of wood(7) leaves changing color(8) doctor removing a toe nail(9) growing a new toe nail(10) bending a paper clip until it becomes hot to the touch (8.5E)


Review the guiding and essential questions for this lesson. (8.5E) Answer the guiding and essential questions in their science journal.


chemical reaction

Academic Vocabulary illustrate interaction investigate

Resources


Section 1 pp. 112 - 114

Standard Based MaterialsProperties of Matter (STC)Lesson 23 - Inquiry 23.1 Lesson 25 - Inquiry 25.1




Internet SitesChemical Reaction

Ignite! Learning - Science Unit: Physical Science - Lesson: Chemical Properties and ReactionsTopic # 2 Chemical Reactions and Physical Changes

Investigating Chemical Reactions The Rust of the Story

English Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 3H - narrate, describe and explain with increasing specificity and detail.ELPS 3E - share information in cooperative learning interactions.

ELPS Student Sentence Stems Evidence for my conclusion includes… It's important to remember… A characteristic is… What I know about ____ is…



8th grade FMA 2008-09Correct Answer: A

8th TAKS Release Test 2006Correct Answer: G


studied.VII - H2: Understand energy changes and chemical

reactions.

10th TAKS Release Test 2003Correct Answer: B


http://www.teachers.net/lessons/posts/108.html



How does a chemical equation represent a chemical reaction? What do coefficients and subscripts in a chemical formula represent? How do the reactants and products in a chemical equation verify the law

of conservation of mass?


(6.5A) Identify the formation of a new substance by using the evidence of a possible

chemical change such as production of a gas, change in temperature, production of a precipitate or color change (6.5D)

Distinguish between physical and chemical changes in matter in the digestive system (7.6C)




Engage List some common chemical formulas on the board, such as H2O, CO2, NaCl

Ask: What information can be found by looking at a chemical formula? Discuss with students that chemical formulas identify elements that make up the compound and how many atoms of each element. (8.5D)

Have students view the following video clip: Chemical Formulas (link)

Journaling - List formulas for common chemical formulas and identify the parts.

Explore Note: Before doing the activity, review the parts of a chemical formula and

introduce the parts of a chemical equation. You can use the first page of the attached worksheet - Balancing Equations Worksheet (link)

Facilitate as students perform activity Balancing Chemical Equations (link)Ask students: (1) What are the parts of a chemical equation?(2) What is a subscript?(3) What is a coefficient?(4) Why are symbols and not words used to show chemical reactions?

Note: Have students do steps 1 - 7. Students should be able to recognize a balanced equation, but they do not need to balance one. (8.5D. F)

Work in groups of 2 -3 to perform activity. In their science journal write a reflection of their learning.

Note: Before doing the activity, discuss the law of conservation of mass and how a balanced chemical equation represents that.

Students perform Quick Lab (Mass Conservation) on p. 120. Ask students: (1) How do we know this change was a chemical change?(2)How does the mass of the bag and its contents before the reaction compare to the mass of the bag and its contents after the reaction?(8.1A; 8.2A, C, E; 8.4A, B; 8.5F)

Work in pairs to perform investigation recording observations, analysis, and conclusions in their science journal.


Week 8- Lesson 4- Chemical Formulas & Equations (4 days) CURRICULUM GUIDE

http://www.middleschoolscience.com/balance.html

http://sciencespot.net/Media/baleqchall.pdf

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/grd8/videos/1chemicalformulasw4.wmv


Explain Monitor as students read Chapter 5 - Section 2 (p. 115 - 120). Ask students: (1) What is chemical formula?(2) What does a subscript represent?(3) What is chemical equation?(4) What are the parts of a chemical equation?(5) What is a coefficient?(6) Why is the law of conservation of mass important?(7) How is the law of conservation of mass reflected in a chemical equation? Reinforce Chemical Formula of Different Substances (figure 4 on p. 115); The Parts of a Chemical Equation (figure 8 on p. 117); Mass is Conserved - It's a Law! (p. 120) Students should be able to recognize a balanced equation, but they do not need to balance one. Review coefficients for this purpose. (8.5D, F)

Team Mind Map (link)Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is chemical formulas and equations.

Differentiation (Additional Support): Have students create a foldable (link) that shows all the components of the

following equation (the reactants, the products, and the elements) identify the elements and number of atoms.

C6H12 + O2 CO2 + H2O(8.5D, F)

Create a foldable (link) that identifies and explains the components of a chemical equation.

Differentiation (Mastery): Have students use an online MSDS database to determine the chemical formulas for ingredients in common household cleaning products. (8.5D)

Use an online MSDS database to determine the chemical formulas for ingredients in common household cleaning products and determine the elements found in the chemical formula and the number of each element.

Elaborate Have students investigate chemical reactions involving two elements - STC Properties of Matter: Lesson 23.1 (8.5D, F)

Work in groups of 3 - 4 and record data and reflections in science journal.

Pre-AP/LTF Lesson: Module 1 - Chemistry Lesson 7 -Designing a Lab with Gas Laws p. 47 - 55

Design an airbag with baking soda, hydrochloric acid, and re-sealable plastic bag.

Evaluate Have students determine the name and number of each type of atom in the following compounds (8.5D):

(1) C14H9Cl5

(2) C6H8O6

(3) C3H5N3O9

(4) C3H8O

(5) C10H14N2

Journaling Record their answers in their science journal. Debrief with class.





Have students identify the correctly balanced equations and explain why theother equations are incorrect (8.5F):

(1) Zn + 2HC ZnCl2 + H2

(2) Fe2O3 + C Fe + CO

(3) 2H2O2 2H2O + O2

(4) SO2 + O2 SO3

Journaling Record their answers in their science journal. Debrief with class.

Review the guiding and essential questions for this lesson (8.5D, F) Answer the guiding and essential questions in their science journal.


chemical formula chemical equation reactant product subscript coefficient law of conservation of mass

Academic Vocabulary recognize express

Resources


Section 2 pp. 115 - 120

Standard Based MaterialsProperties of Matter (STC)Lesson 22 - Inquiry 22.2

Suggested Labs, Investigations, Demonstrations (Textbook)Mass Conservation p. 120

Unit 1 Resource BookletReinforcement Worksheet 5 - A Case of Balance

Texas Directed Reading Workbook Worksheet 5 - Section 2

Laying The FoundationModule 1 - Introduction to Laying the Foundation through Experimental Design

Internet SitesBalancing Chemical Equations

Video ClipsChemical Formulas

Ignite! Learning - Science Unit: Physical Science - Lesson: Chemical Properties and ReactionsTopic # 5 Conservation of Mass

Conservation of Mass Phlogiston vs. Lavoisier


http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/grd8/videos/1chemicalformulasw4.wmv

http://www.middleschoolscience.com/balance.html


English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 5B - write using newly acquired basic vocabulary and content-based grade-level

vocabularyELPS 5G - narrate, describe, and explain with increasing specificity and detail to fulfill

content area writing needs.

ELPS Student Sentence Stems ____ is for ____. ____ describes ____. It's important to remember… This is a…




No 8th grade TAKS Release Question Available College Readiness Objectives Addressed:Science StandardsI - E2: Use essential vocabulary of the discipline being

studied.VII - F2: Know formulas for molecular compounds.
