1 / 20

Draft Unit Planning Template

Draft Unit Planning Template. Chemistry-Related Lessons for Grade Seven. OVERVIEW. Unit Title Properties of Matter Brief Summary

cher
Download Presentation

Draft Unit Planning Template

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Draft Unit Planning Template Chemistry-Related Lessons for Grade Seven

  2. OVERVIEW • Unit Title Properties of Matter • Brief Summary This unit will enable students to examine several characteristic properties of matter and investigate how these properties relate to pure substances and mixtures. • Unit Author(s) Barbara Garcia • Grade Level(s) Grade 7 • State Standard(s)/ End of Cluster (Established Goals) Students will use physical and chemical properties to distinguish and separate mixtures and solutions (Standard 2).

  3. STAGE ONE: IDENTIFY DESIRED RESULTS BigIdea(s)/ Understanding(s) • Matter can be divided into substances and mixtures • Mixtures can be separated into their component substances by physical means. • Substances are pure and cannot be separated by physical means • Physical and characteristic properties are used to distinguish and separate one substance or material from another • The increase or decrease of energy can affect the arrangement of particles in matter to cause a change in volume, density, and/or phase of matter, but mass is always conserved • Solids, liquids, and gases all have mass, volume, and density each of which can be measured or calculated

  4. Essential Question(s) • What is matter and where did it come from? • Why is it useful to know about density? • Do gases have density? If so, how can it be measured? • What causes objects to sink or float? • How does the gain or loss of heat energy affect phase changes? How do phase changes affect the mass of the matter? • Why is it important for manufacturers to know about the characteristic properties of the materials in a manufactured object?

  5. Prerequisite Knowledge and Skills • Have a basic mathematical knowledge of: units of measurement, tools for measuring, and calculating with decimals using all operations • Knowledge of plotting and interpreting graphs • Understand the difference between mass and volume • Have basic oral communication skills for public speaking • Have an understanding of how a group works

  6. New Knowledge and Skills – Distinguish between the physical properties and characteristic properties of substance or material (7.301). – Observe, measure and compare characteristic properties of a variety of substances (7.302). – Use physical and characteristic properties to distinguish and separate one substance or material from another (7.303). – Identify common materials found in the classroom or at home which are mixtures or solutions and conduct investigations to determine the components of those mixtures or solutions (7.304). – Demonstrate that when a solute dissolves in a solvent the dissolved substance does not disappear but is added to the mass of the solvent (7.307). - Apply properties of matter to the research of a manufactured object and present suggestions for the choice of various materials.

  7. STAGE TWO: EVIDENCE OF UNDERSTANDING Performance Assessment(s) and/or Product(s) with accompanying scoring tools G.R.A.S.P.S. Culminating Project: Goal: Students will use the knowledge that they have gained in the Properties of Matter unit to make the connection between the materials from which an object is made and the function of the object. Role: Students create and present a “cube” project where students will select a simple manufactured item and research the question “What is it made from and why?” Audience: 7th grade students and teacher Situation: Students need to research the materials that a manufactured object is made from, and demonstrate why those particular materials were used in order for the product to function most successfully. Product, Performance and Purpose: Students need to investigate the chemistry, technology, and history of the object by doing research. They will then compile the information that they have collected to create an exhibit. The exhibit will be divided into five sections: function, major materials, why these materials were chosen, origin of one of the materials, and the history of the object. The sixth side of the cube will be available for a picture of the chosen object. Students will also give an oral presentation on one of the materials that makes up the object they choose.

  8. Standards and Criteria for Success: a. Quality of Research: • Appropriate and up to date research from library or internet sources b. Quality of Product: Detailed descriptions of the following: • One of the materials from which the object was made • The properties of the material • The properties of the material that make it a good choice for use of the object • One of the raw materials from which the material is made • The geographical source or sources of the raw material • How the raw material is extracted and/or processed before use in the object c. Quality of Presentation: • Speak loudly and clearly • Appropriate visual aids • Imaginative design of the “cube”

  9. Other Evidence of Understanding (quizzes, tests, homework, journals) • Daily investigations/lab reports • Science journal entries • Do now assignments at start of lessons • End of unit assessment • Homework assignments/reflections • Mini performance assessment: Identification of a “mystery object” using the property of density

  10. STAGE THREE: PLANNING LEARNING EXPERIENCES AND INSTRUCTION Instructional Activities: Timeline: 3 days Introduction • Introduce unit title Properties of Matter. Have students discuss in groups the different meanings of the word “matter.” Follow with whole group brainstorming of definitions of matter, and vote for best definition. • Perform a circuit of inquires (stations) that provide students with experience with the following concepts: different states of matter, changes of state, mass and volume, floating and sinking, thermal expansion, mixtures, solubility and insolubility, chemical reactions. • Reflections: Have students write one observation or one conclusion about each of the inquiries (station). Tape the recorded sheets on the wall near each station. Discuss some of these ideas and clear on any inconsistencies

  11. Determining Density: 1 week Measure mass; measure volume of liquids using graduated cylinder, volume of regular blocks using dimensions, volume of objects using water displacement; calculate density.Introduce mass and volume by asking students to think about the difference between the two types of measures and write their ideas in their journals. Students will then read selection “Useful Calculations” and a follow-up discussion should focus on the difference between mass and volume as well as the units used for each. Finally, students write their own definitions of mass and volume in their journals and include the appropriate units. 1. Investigations: Measuring the Mass and Volume of Water Comparing the Densities of Different Substances. Measuring the Densities of Irregular Objects 2. Reading Selections: “Mass or Weight?” “Density as a Characteristic Property” “Archimedes Crowning Moment” 3. Reflections: Discuss student responses to questions in lab reports Discuss reading selections

  12. Density Predictions: 3 days Make and test predictions that explore and reinforce the concept of density. Investigations: • Use density to predict whether an object will sink or float. • Build a density column; use density to predict how objects will behave when placed in a density column • Coke vs. diet coke activity. Reading Selection: • “Why Did the Titanic Float?”

  13. Reflections: • Initiate discussion by reviewing students’ answers to lab reports • Ask students to discuss in their groups how knowledge of the density of oil could be applied to cleaning up an oil spill. • Have students write in their science notebooks how density affected the behavior of solids and liquids in their density columns.

  14. Do Gases Have Density? 2-3 days Demonstrations: • Pour water into two test tubes, one of which has an airtight seal. Students observe and discuss why the water doesn’t pour into the airtight tube. • Connect two syringes with plastic tubing. Press in one syringe so that students observe the other syringe move out. Ask students why this happens as they pass it around the class. • Investigation: • Finding the density of air using a vacuum pump on a plastic bottle. Students design this experiment to determine the approximate density of air using a limited set of apparatus.

  15. Reading Selections: • “Air Heads” • “Deadly Density” • Reflections: • Discuss how the density of air compares with the densities of solids and liquids. Write an entry in science notebook explaining this difference. • Discuss students’ ideas about why they think some things float in air. Encourage use of the word density in their answers. Write ideas in science notebooks.

  16. Heat Energy and Phase Change: 2-3 days Heat Energy and Phase Change: Students discover that phase change requires the gain or loss of heat energy. Investigation: • Heating Ice Water – Students heat ice water and observe the phase changes as they measure the temperature every minute while the water is heated • Students plot a graph of the measurements taken and interpret the graph.

  17. Reading Selections: • “Boiling Oil” • “Lost Wax Casting: Exploiting Melting Points for Art and Industry • Reflections • Have a student with a typical graph draw it on a transparency. • Discuss what is happening in the graph at different parts of the curve (plateaus) and what this means at those points. • Have students draw a diagram in their science notebooks that shows the changes in state of water. • Through discussion and questioning, encourage students to work toward the idea that ice has to absorb heat to warm up and even more heat to change state.

  18. Changing Matter and Mass: 2 days Students discover, to their surprise, that mass is conserved during a change of state. Investigations • Investigating : Mass and Melting – Students design and conduct an experiment to investigate what happens to mass when ice melts. • Investigating Mass and Freezing – Students design an inquiry to test predictions about what happens to the mass of water when it freezes. Reflections: • Discuss the meaning of the phrase “conservation of mass” and how it might relate to other phase changes. • Have students write a paragraph in their science notebooks that explains the conservation of mass and how it applies to melting. ADDITIONAL/INSTRUCTIONAL RESOURCES Properties of Matter Module (Smithsonian Kit)

  19. ADDITIONAL/INSTRUCTIONAL RESOURCESProperties of Matter Module (Smithsonian Kit)

  20. Thank you!!! We are Proud to be Teachers

More Related