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8th Grade Comprehensive Science 3 - 2016-2017
Unit E: Law of Conservation of Mass/Physical & Chemical Changes
Standards Addressed During
Unit
Overview
Students deepen their understanding of matter as they learn about how matter undergoes
change. They will further their understanding of changes in matter by focusing on physical and
chemical changes and the result of these changes. Students are able to recognize that when
matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in
new substances with new properties. Students will be able to interact with these substances as
they are actively engaged in laboratory investigations. Students understand and practice safe
research practices in the classroom laboratory.
Fundamental Skills:
 Knowledge of the states of matter
 Familiar with differentiation between physical and chemical changes
 Science laboratory safety practices including an SDS
SC.8.P.9.1
SC.8.P.9.2
SC.8.P.9.3
SC.8.L.18.4
Highlighted Nature of
Science Standards
SC.8.N.1.1
SC.8.N.1.3
SC.8.N.1.4
SC.8.N.1.5
SC.8.N.1.6
Coherence
In the grade prior students…
SC.4.P.9.1 Identify some familiar changes in materials that result in other
materials with different characteristics, such as decaying animal or plant
matter, burning, rusting, and cooking
SC.5.P.9.1 Investigate and describe that many physical and chemical changes
are affected by temperature
SC.5.P.9.5 Investigate and describe that many physical and chemical changes
are affected by temperature.
In the future grades students will…
SC.912.P.8.2 Differentiate between physical and chemical properties and
physical and chemical changes of matter.
SC.912.P.8.4 Explore the scientific theory of atoms by describing the structure of
the atoms in terms of protons, neutrons, and electrons, and differentiate
among these particles in terms of their mass, electrical charges, and locations
within the atom.
8th Grade Comprehensive Science 3 - 2016-2017
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we
expect all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student
learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional
scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills
that are essential for mastery.
Unit E: Changes in Matter: Law of Conservation of Mass/Physical & Chemical Changes
chemical changes?
What happens to matter when it goes through physical and
Standards:
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.9.2 - Differentiate between physical changes and chemical changes.
SC.8.P.9.3 - Investigate and describe how temperature influences chemical changes.
SC.8.L.18.4 - Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Matter can undergo physical and chemical changes that can result in new substances being created.
Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are
transferrable to other contexts.
1. The law of conservation of mass and how it applies to substances
1. Show the law of conservation of mass by demonstrating how
that go through physical and chemical changes.
substances go through physical and chemical changes yet maintain
2. Physical changes and chemical changes can result in similar or very
their initial mass.
different substances.
2. Design and conduct experiments that show physical and chemical
3. Chemical changes can be affected by changes in temperature.
changes.
3. Investigate how chemical changes can be influenced by
temperature and then draw conclusions based on collected data.
8th Grade Comprehensive Science 3 - 2016-2017
Culminating Unit Performance Assessment
Claims:
Chemicals are made up of atom or groups of atoms, called molecules. When chemicals are mixed, the atoms or
molecules may chemically react with each other to form new chemicals. The reaction rate, the time it takes a given
number of the atoms or molecules to react, depends partly on their average speed. The average speed depends upon
temperature.
Scenario:
The student’s task is to investigate the relationship between the temperature of a mixture of chemicals and its
reaction rate.
Instructions are found here.
Product/Evidence:
Rubric can be found here.
Sample Student Work:
Resources:
Resources to support this performance task can be found here.
8th Grade Comprehensive Science 3 - 2016-2017
Science Assessment Resources
Common Misconceptions: http://assessment.aaas.org/ (top 3 misconceptions)
 New atoms are created during chemical reactions.
 Atoms can be destroyed during a chemical reaction.
 If gases are the product of a chemical reaction the total mass decreases.
 A chemical change is irreversible.
 A chemical reaction occurs when a substance dissolves.
 A chemical reaction occurs during a change of state.
 Increasing the speed of atoms or molecules does not change the
temperature of a substance.
 The average speed of molecules decrease when temperatures decrease
and increases when temperatures increase.
FCAT Clarification SC.8.P.9.1-3:
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Students will differentiate between physical and chemical changes.
Students will explain that mass is conserved when substances undergo
physical and chemical changes, according to the Law of Conservation of
Mass.
Students will describe what happened to missing atoms/missing mass
after a chemical change occurs in an open container.
Students will predict how the mass of a substance will change after a
physical change occurs.
Students will describe how temperature influences chemical changes.
Students will predict how adding heat to or removing heat from a specific
chemical reaction will affect the reaction rate.
Content Limits:
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
Items will not require balancing equations or analysis of chemical
formulas.
Items will focus on a conceptual understanding of the Law of Conservation
of Mass; items will not require mathematical computations.
Items will not assess reaction rates.

Temperature will only be shown in degrees Celsius (°C).

Additional Resources
United Streaming Videos: http://streaming.discoveryeducation.com/
Bill Nye Video: Chemical Reactions, Changes in the Properties of Matter:
Physical and Chemical, Physical Science: Chemistry, Simply Science:
Reaction Equations
http://phet.colorado.edu/en/simulation/states-of-matter
http://portal.acs.org/portal/acs/corg/content (many chemical reaction lessons)
https://www.istemnetwork.org/resource/educational/lessondetail.cfm?les
sonid=44
http://www.inquiryinaction.org/classroomactivities/ (many lessons on
physical/chemical changes-It’s a comprehensive source for matter)
http://www.pbs.org/wgbh/nova/teachers/activities/3402_julian.html
www.purdue.edu/dp/gk12/downloads/Hands-on-Chemistry.pdf (will
download a chemistry unit)
www.tes.co.uk/teaching-resource/King-Kong-s-Hand-3004095 (This is a
site for a variety of resources. Registration is free and required, however.)
www.doc.state.la.us/Lde/uploads/2546.pdf
www.mysciencebox.org/book/export/html/653 (several inquiry lessons)
http://www.teachersdomain.org/resource/psu06-nano.sci.proprelate/
http://www.teachersdomain.org/resource/phy03.sci.phys.matter.mud/
Schlessinger Science Library – Changes in Properties of Matter
Sciencesaurus: pp. 63, 72-72, 252
Concept #1
TE: 380, 424, 427, 429, 431, 433-435, 437
Lab Manual: 258–262, 263–266, 324–336
Concept #2
TE: 380, 424, 427, 429, 431, 433, 435-437
Lab Manual: 258–262, 263–266, 267–270
Concept #3
TE: 380, 424, 427, 429, 431, 433-435, 437
Lab Manual: 258–262
Fusion Digital Resources:
Interactive Digital Curriculum: Physical and Chemical Changes
8th Grade
Comprehensive
Science 3 - 2016-2017
Unit E: Law
of Conservation
of Mass/Physical
& Chemical Changes
Concept: 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.
Score 4.0
Sample Scale
In addition to 3.0, in-depth inferences and applications
that go beyond what was taught, I can:
Sample Performance Tasks
I can:

Label simple chemical equations as BALANCED or UNBALANCED.
 Use the Law of Conservation of Mass to identify
balanced and unbalanced chemical equations.
Score 3.5
Score 3.0
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can:
I can:
 Explain what is happening during chemical and
 Design an investigation to collect evidence to demonstrate the Law of
physical changes.
Conservation of Mass.
The student exhibits no major errors or omissions.
Score 2.5
Score 2.0
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:
I can:
 Explain how to determine if a change in matter is a
 Classify an example of a change in matter as a physical or a chemical
physical or chemical change.
change.
There are no major errors or omission regarding the
simpler details and processes; however, the student
exhibits major errors or omissions regarding the more
complex ideas and processes.
Score 1.5
Score 1.0
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler
details and processes and some of the more complex
ideas and processes.
8th Grade Comprehensive Science 3 - 2016-2017
Key Learning: Matter can undergo physical and chemical changes that can result in new substances being created.
Concept: Physical and Chemical Changes
SC.8.P.9.2
Differentiate between physical changes and chemical
changes.
Driving Questions:
Sample Formative Assessment Task:
1. How is a physical change different then a
chemical change?
Physical vs Chemical change card sort
2. What is the relationship between physical and
chemical properties and physical and chemical
changes of matter?
Explain why a burning candle can be used to
demonstrate both a chemical and physical
change.
Student Investigations:
A Chemical Change Cafe
Vocabulary
chemical equation, precipitate, reactant, product,
catalyst, endothermic reaction, exothermic reaction,
activation energy, inhibitor
Learners explore the differences between chemical and
physical changes by observing a variety of changes in matter.
Learners observe the chemical change of cooking pancakes
and identify new menu items for the Chemical Change Cafe.
Resources
Student Text:
Pgs.: 318-319, 328-335
Reading on Chemical Changes
Reading on Physical Changes
Student Misconceptions:
Deeper Learning Opportunities:
Culminating activity for Chemical Change Café Lab
8th Grade Comprehensive Science 3 - 2016-2017
Key Learning: Matter can undergo physical and chemical changes that can result in new substances being created.
Concept: Law of Conservation of Mass
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.L.18.4
Cite evidence that living systems follow the Laws of
Conservation of Mass and Energy.
Vocabulary
conservation of mass, physical change, chemical
change, * chemical properties, *boiling point, melt,
*melting point, formulas
Student Text:
Driving Questions:
Sample Formative Assessment Task:
1. How does the law of conservation of mass apply to
substances undergoing physical changes?
2. Does the law of conservation of mass apply during chemical
changes?
Student Investigations:
Change or Not – Same Mass Lab
The students make observations and take the mass of various
structures constructed by the teacher. They rearrange the structures
and measure the mass again. During the whole class discussion the
students come to understand that during a chemical or physical
change the mass is conserved.
Resources
Student Misconceptions:
Deeper Learning Opportunities:
Pgs.: 336-337
Lord of Fries Conservation MEA
Reading on Law of Conservation of Mass
This is an 8th grade MEA. This MEA will ask students to
investigate different types of hamburger patties and
choose the one that is best for the restaurant. Some of
the areas that students will examine is how the
hamburger patties undergo a chemical change, but mass
is not lost only changed into different substances.
Info on Polymers:
http://www.pslc.ws/macrog/kidsmac/wiap.htm
8th Grade Comprehensive Science 3 - 2016-2017
Key Learning: Matter can undergo physical and chemical changes that can result in new substances being created.
Concept: Effects of Temperature and Chemical Changes
SC.8.P.9.3
Investigate and describe how temperature influences
chemical changes
Driving Questions:
1. How does temperature influence a chemical
change?
Sample Formative Assessment Task:
ED Puzzle video. Watch the video and answer
questions that are embedded.
2. Does all matter have to be heated or cooled to
change states?
Student Investigations:
Will a Change in Temperature Help the Balloon
Inflate Faster
Vocabulary
*temperature, pressure, calorie, thermal expansion,
absolute zero, thermal energy, thermal conduction,
convection, radiation, conduction
Student Text:
The goal of the project is to demonstrate the power of gas
produced when of baking soda and vinegar are mixed. The
goal is for the balloon to be blown up by the gas created.
Alkaseltzer and Water Lab – Does the temperature
of the water affect the rate at which the tablet
dissolves?
Resources
Student Misconceptions:
Pg. 333
Deeper Learning Opportunities:
STEM Module “Chemical Reactions and
Temperature” will be used to teach
Science/Math focus standards in this unit.
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Additional STEM Resources can be found at:
www.definedstem.com/
Reading on temperature influencing chemical
changes
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Which glass is cold, warm, and hot water and why
do you think that?