Dates: January 30 March 10, 2017 Florida Standard(s): Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted

Transcription

1 Teacher(s): Amos, Littles, McGhee Grade/Subject: 8 th /Physical Science Week of: March 21-24, 2017 Unit : Atoms and the Periodic Table, Changes in Matter Dates: January 30 March 10, 2017 Florida Standard(s): Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9) SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of subatomic particles (electrons surrounding a nucleus containing protons and neutrons). SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. SC.8.P.9.2 Differentiate between physical changes and chemical changes. (Also assesses: SC.8.P.9.1 and SC.8.P.9.3) SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. Learning Goal: Recognize that there are a finite number of elements and that their atoms combine to produce compounds that make up all of the living and nonliving things. Understand how to use the periodic table. Explain the scientific theory of atoms. Students will be able to differentiate between physical changes and chemical changes. Students will be able to provide evidence that the Law of Conservation of Mass is true. Describe how temperature influences chemical change. Essential Question Why is it important to understand the organization of the periodic table? What is the relationship between protons, neutrons, and electrons? How would you justify the role of ph in determining the use of a substance? Defend the difference between mixtures and solutions. How would you use the periodic table to determine what elements combine to form compounds? How does mass change during a chemical and physical changes? What experimental evidence supports the difference between chemical and physical changes? What evidence supports the Law of Conservation of Mass? Assessments Pre-assessment: Probe questions Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations Summative Assessments: Unit 11 End Product, 9 weeks assessment Progress Monitoring/ Learning Log, Exit Tickets, Learning Scale Feedback Loop Higher Order Question(s) What does the atomic structure of an element tell us about it? How does an element change once it combines with another element?

2 Key Vocabulary What does the atomic theory state? Who contributed to the development of the atomic theory? What are the major components of the atom for an element? How are the elements grouped on the periodic table? What is ph and how is it used to distinguish between an acid and a base? How are pure substances, mixtures and solutions different? How are physical and chemical changes different? What does the Law of Conservation of Mass and how it is applied in chemical changes? How does temperature influences chemical changes and changes in state? Period, group, family, alkali metals, alkaline earth metals, transitions elements, halogens, noble gases, metalloids, metals, nonmetals, base, acid, solution, solvent, solute, physical change, chemical change, chemical equation, chemical reaction, Monday 3/19 Unit: Atoms and the Periodic Table. Changes in matter Daily Objective BELL RINGER Teacher Workday ( 5 minutes) I DO: WE DO: YOU DO: Homework Rigor Level: High Tuesday 3/20 Unit: Atoms and the Periodic Table. Changes in Rigor Level: High matter Daily Objective Understand and be able to describe that living systems follow the Law of Conservation of Mass BELL RINGER Conservation of Mass Review ( 5 Minutes) I DO: Gallery Walk instructions WE DO: Gallery Walk of Model of living systems w/questions YOU DO: Complete Spheres of Earth Foldable Homework Complete Foldable Differentiate between the hydrosphere and the cryosphere.

3 Wednesday 3/21 Unit : Atoms and the Periodic Table, Rigor Level: high Changes in matter Daily Objective Describe how temperature influence chemical changes BELL RINGER ( 5 Minutes) I DO: How temperature influence chemical changes PPT WE DO: Review the properties of thermal energy YOU DO: Differentiate between endothermic and exothermic reactions Homework Complete writing on endothermic and exothermic reactions %20Shoes.pdf None

4 Thursday 3/9 Unit: Atoms and the Periodic Table, Changes in matter Describe how temperature influence chemical changes BELL RINGER (5 Minutes) Rigor Level: high I DO: Review endothermic and exothermic reactions WE DO: Review endothermic and exothermic reactions YOU DO: Rates of Chemical Reactions Choice Board Activities Homework Complete Choice Board Activities Rating on scale Friday 3/10 Unit: Atoms and the Periodic Table, Rigor Level: High Changes in matter Daily Objective Differentiate between a scientific theory and a scientific law BELL RINGER Theory and Laws Review ( 5 Minutes) I DO: Explain the difference between a scientific theory and a scientific law WE DO: View You DO: Homework Choice Board Activities (if not completed yesterday) How comfortable are you with theories and laws

5 The Influence of Temperature on Rate of Reactions. Choose the activity or activities below to show what you ve learned about the lesson. You may work by yourself, with a partner, or in a small group (3-4 people). Directions: Choose from the activities below to earn a total of five or more stars. **2 stars - Research metabolism. In four to five complete sentences explain how lower body temperature slows down the metabolism in the body. - Find a food item that requires higher temperatures for it to bake faster (exp. cookies, cakes, etc.) Draw and label a diagram that shows how higher temperatures allow the final product to form faster. ***3 stars - Perform a skit using the effervescent demonstration. Using the kinetic energy theory perform a skit in which you explain what is happening at the molecular level when the effervescent tablet is dropped in water at various temperatures.

6 -Create a collage or poster with 3-4 examples of chemical changes that we see everyday where the reaction rate is influenced by temperature. Label and describe how the temperature influences the chemical change. ******5 stars -Design and perform an experiment using glow-sticks to show how the rate of reaction in this chemical change responds to different temperatures. It must include the following: independent variable, dependent variable, controlled variables, hypothesis, purpose, materials, procedures, data, and conclusion. - (must have teacher approval) - Write a one-page summary of the process of dough rising Paper should address the following questions: What is dough made of? How does dough rise? Does dough rise in warmer or cooler places? Explain. How does kinetic energy relate to dough rising in warmer places?

7 Writing Writing activities that help students understand the content Writing-to-Learn summaries Process writing using a rubric as evaluation On-demand/Timed writing writing that is completed in class within a set amount of time grade is evaluated using a rubric Cornell Notes taking notes on the most important information summarizing using the notes to study Reflective writing students write about what they have learned and what they still need Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda WICR Strategies used during each unit. Inquiry Questioning strategies that help students understand the content Higher level questioning in classes Costa s Level 1: Students find the answers right there in the text. Costa s Level 2: Students must figure out the answer from information in the text. Costa s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Reading Any strategies in reading that help students understand Before reading activities vocabulary activities accessing prior knowledge making predictions During reading activities marking the text Cornell notes graphic organizers After reading strategies summarizing group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Allow student time to step Extended time on Read Aloud to Students out to de-escalate assignments =1 day Visual manipulatives Testing in small groups Preferential seating Cooperative Learning, Use of a planner/binder for Written direction given Vocabulary, Description, organization Break directions into Introduction, English Language Dictionary chunks.

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