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: 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: 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 Log in: Pasco Password: Pasco Which glass is cold, warm, and hot water and why do you think that?