Lesson 1: Physical and Chemical Changes
Schrake
Content Standard(s): [Link].1- The properties of matter are determined by the arrangement of atoms.
[Link].5- Develop, descriptions, models, explanations and predictions.
Learning Target(s): Key Skills: Be able to do (verbs)
-I can explain how mass is conserved when a Explain,
substance undergoes a physical or chemical change.
Prior Knowledge:
-Definitions of matter and mass
-Difference between mass and weight
-Identify and differentiate between physical and chemical properties of matter.
Grouping Strategies: Group Size:
-Preferred grouping -Independent, pairs, small group
Essential Questions: Vocabulary:
What are physical and chemical changes of matter? -Physical Change
-Chemical Change
-Law of Conservation of mass
Formative Assessment(s): Summative Assessment:
-Stations - Quiz 1
-Lab -Quiz 1 Retake (if applicable)
Materials/Resources: Attachments:
-Interactive Notebook -Chemical Change:
-Science Workbook [Link]
-Chromebook
-Materials for Whoosh Bottle
Procedures/Activities:
*5 mins allotted to students at the beginning of class for bellwork*
*Plan does not reflect all activities taken on for research study. Refer to Action Plan Pacing for these
activities*
-Day 1: Students will complete Online Lesson 1 while focusing on the key concepts from the lesson.
First I will introduce the I can statement and break it down into simpler parts. Overview and focus will be on
physical and chemical change. Slide 5 has a small graphing component, which leads into our secondary focus
on line graphing. I will provide information during the lesson, using the science textbook as an anchor to the
content.
-Day 2: Evidence of Chemical Change IN notes and graphing mini lab; lines.
First, I will demo the whoosh bottle, challenging students to identify the signs of chemical change. Students
will complete their evidence of chemical change notes in their notebooks. I will facilitate discussion on notes,
as well as go around to table groups to assist. We will then work on a whole group mini lab, outlining what
components are needed for any graph. We will then discuss and make up data to plot a line graph.
-Day 3: Blog: Mind Map Chemical and Physical Changes. Students will be directed to the technology tool for
mind mapping. I will then outline how students submit their assignment and what must be present for credit. I
will be assisting students during this activity in a 1-1 and small group setting.
-Day 4: Why does mass seem to change probing question p.g 554. Stations
Students will complete the chemical and physical change stations. I will be walking around to help groups,
but my main station will be in the “explore it” to monitor safety procedures.
-Day 5: Quiz 1
Reflections:
-Students understood physical and chemical change quickly.
-Students struggled with graphing and understanding the core components of line graphs. We will
continue to have a secondary focus on graphing to reach mastery.
- In the mini lab, consider using guided notes to help with students' understanding. Maybe provide
an exit ticket opportunity to gauge understanding.
-Due to scheduling changes, Day 3 and 4 were switched. Next year the original schedule may
provide better pacing for students.
Lesson 2/3: The Atom and The Periodic Table
Schrake
Content Standard(s): [Link].1- The properties of matter are determined by the arrangement of atoms.
[Link].3- Ue appropriate mathematics, tools, and techniques to gather data and
information.
[Link].4-Analyze and interpret data.
[Link].5- Develop, descriptions, models, explanations and predictions.
Learning Target(s): Key Skills: Be able to do (verbs)
-I can describe how elements are grouped based on -Describe, Explain
their properties and position on the periodic table.
-I can explain that in a closed system, the number
and types of atoms stays the same, even if the
atoms are rearranged.
Prior Knowledge:
-Definition of matter, elements
-Parts of an atom.
-Elements are a type of pure substance.
-Elements are made up of atoms.
Grouping Strategies: Group Size:
-Preferred grouping -Independent, pairs, small group
Essential Questions: Vocabulary:
-How do we know what parts make up the atom? -Atom -Neutron -Chemical Symbol
-How are elements arranged on the periodic table? -Electron -Electron Cloud -Periodic Table
-Nucleus -Atomic Number -Group
-Proton -Mass Number -Period
Formative Assessment(s): Summative Assessment:
-Virtual Lab -Quiz 2
-Scavenger Hunt
-Blog Post
Materials/Resources: Attachments:
-Interactive Notebook -Atom Video:
-Science Workbook [Link]
-Chromebook
Atom Games (Anchor):
[Link]
W1lcyIsMTM3N10=
[Link]
php?65491199
Procedures/Activities:
*5 mins allotted to students at the beginning of class for bellwork*
*Plan does not reflect all activities taken on for research study. Refer to Action Plan Pacing for these
activities*
Day 6: Students will complete the Physical or Chemical Change Virtual Lab.
Students will be working on their Rate of chemical change virtual lab. Before the lab I will remind students of
the expectations and what is needed for success. I will be providing technical support and assistance during
this activity. Before the end of class students will readdress the I can statement and use an exit ticket survey to
show how well they feel they know the information.
Day 7: Online Lesson 3
Students will complete Online Lesson 1 while focusing on the key concepts from the lesson.
First I will introduce the I can statement and break it down into simpler parts. Overview and focus will be on
physical and chemical change. Slide 5 has a small graphing component, which leads into our secondary focus
on line graphing. I will provide information during the lesson, using the science textbook as an anchor to the
content.
-Day 8: Periodic Table Scavenger Hunt/ Buddy Reading
Students will participate in a periodic table scavenger hunt. During this time, I will be helping students by
prompting and ensuring everyone is on task. Afterward, students will work through buddy reading with a
partner.
-Day 9: Short Atom IN activity, Kahoot Game
Students will complete an atom IN activity, I will check for accuracy. Next, We will play kahoot as a whole
group.
-Day 10: U.7 L.3 Virtual Lab
Students will complete the virtual lab on metals, nonmetals, metalloids. I will remind students that graphing is
present in this lab, and it is critical to choose the correct data points.
-Day 11: Open Note Quiz 2. LOL Atoms and Elements Games
After the open note quiz, students will participate in LOL online games centered around the content.
-Day 12: Periodic Table BattleShips
Students will work in partners to play periodic table battleships.
Reflections:
-Standards have updated to less emphasis on atoms. Arrangement of molecules and movement can
be discussed in L.4/L.5, so this pacing should be adjusted.
-Metals Labs should be physical to identify more properties if able.
-Quiz 2 is open notes because of the snow days, adjust quiz for next year.
Lesson 4/5: Chemical Reactions and Solutions
Schrake
Content Standard(s): [Link].1- The properties of matter are determined by the arrangement of atoms.
[Link].2-Energy can be transformed or transferred, but never lost.
[Link].3- Ue appropriate mathematics, tools, and techniques to gather data and
information.
Learning Target(s): Key Skills: Be able to do (verbs)
-I can explain that mixtures are materials composed -Explain
of two or more substances that retain their separate
atomic compositions when mixed.
Prior Knowledge:
-General understanding of properties of matter.
-General understanding of chemical changes.
-An understanding of what an atom is.
-Knowledge of the periodic table.
-A mixture is made up of two or more pure substances. Each substance keeps its original properties.
-The three states of matter are common to Earth. (solid, liquid, gas)
Grouping Strategies: Group Size:
-Preferred grouping -Independent, pairs, small group
Essential Questions: Vocabulary:
-How are chemical reactions modeled? -Chemical Reaction -Law of Conservation of Mass
-What is a solution? -Chemical Formula -Endothermic Reactions
-Chemical Equation -Exothermic Reactions
-Reactant -Law of Conservation of Energy
-Product
-Mixture -Concentration
-Solvent -Solute
-Solution -Solubility
Formative Assessment(s): Summative Assessment:
-Endo/Exo Lab -Quiz 3
-Quiz 3 Retake
Materials/Resources: Attachments:
-Interactive Notebook -Hydrogen Peroxide Rainbow
-Science Workbook
-Chromebook
Procedures/Activities:
*5 mins allotted to students at the beginning of class for bellwork*
*Plan does not reflect all activities taken on for research study. Refer to Action Plan Pacing for these
activities*
-Day 13: Online Lesson 3
First I will introduce the I can statement and break it down into simpler parts. Overview and focus will be on
Endo/Exo reactions. Students will participate in this lesson, as I build connections between L. 3 and L.1.
-Day 14: Students will observe the Demo: Hydrogen Peroxide Rainbow and discuss what signs of
chemical change are present. We will then discuss the factors that change the rate of reaction, using
the book as an anchor
-Day 15: Endothermic and Exothermic IN notes
Students will complete notes in their interactive notebooks.
-Day 16: . Endothermic Exothermic Lab (P.T 1)
Students will begin their endothermic and exothermic lab. I will remind students of the graphing
expectations and we will overview the lab.
-Day 17: Demo: Elephant Toothpaste. Endothermic Exothermic Lab (P.T 2)
Students will observe the elephant toothpaste demo and identify if it is endo or exo. Students will
then complete their lab.
-Day 18: Quizlet Live/ Kahoot
-Day 19: Quiz 3
-Unit 7 Test: Day 23, 24, or 25.
Reflections:
-Students did good overall in terms of content understanding and graphing. Next year consider
pacing differently so the graphing portion merges better with other lessons for more practice.
-Due to the school dance, lesson activities needed rearranged to fit specific days.
