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8th Grade Comprehensive Science 3 - 2016-2017
Unit B: Properties of Matter: Atomic Theory/Atoms
Quarter 1 – 10 days
Standards Addressed During
Unit
Overview
Students study the properties of matter through fundamental concepts of atoms. They have an
understanding of the scientific theory of atoms (atomic theory) by investigating the composition
of atoms.
Students study matter by using the practices of science as they are actively engaged in laboratory
investigations. Students understand and practice safe research practices in the classroom
laboratory.
Fundamental Skills:
 Background knowledge of particles in atoms
 Familiarity with the practices of science
 Science laboratory safety practices including an SDS
SC.8.P.8.1
SC.8.P.9.1
SC.8.P.8.7
Highlighted Nature of
Science Standards
SC.8.N.1.1
SC.8.N.2.2
SC.8.N.1.2
SC.8.N.1.6
SC.8.N.3.1
SC.8.N.3.2
Coherence
Prior Learning Experiences:
In the future grades students will…
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, or cooking.
SC. 912.P.8.5 Relate properties of atoms and their position in the Periodic
Table to the arrangement of their electrons.
SC.5.P.8.2 Investigate and identify materials that will dissolve in water and
those that will not and identify the conditions that will speed up or slow down
the dissolving process.
SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated
based on observable properties of their parts such as particle size, shape, color,
and magnetic attraction.
SC.912.P.8.6 Distinguish between bonding forces holding compounds together
and other attractive forces hydrogen bonding and van der Waals forces.
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 B: Properties of Matter: Atoms/Scientific Theory of Atoms
Unit Essential Question: How is atomic theory used to explain the properties of matter?
Standards:
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.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.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 sub- atomic particles (electrons surrounding a nucleus containing protons and neutrons).
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
All matter is made up of atoms that are made up of particles.
Know
Declarative knowledge: Facts, vocabulary, information.
1. An understanding of the scientific theory of atoms (atomic
theory) by investigating the composition of atoms.
2. Protons, neutrons, and electrons can be differentiated in
terms of their mass, electrical charges, and their locations
within the atom.
3. Scientific theory of atoms (atomic theory) can be used to
explain the motion of particles.
Do
Procedural knowledge: Skills, strategies & processes that are
transferrable to other contexts.
1. Construct a model of an atom including electrons surrounding
a dense nucleus.
2. Contrast particles in an atom.
3. Construct a model of particles in solids, liquids, and gases
8th Grade Comprehensive Science 3 - 2016-2017
Culminating Unit Performance Assessment
Claims:
I can use other materials to create three-dimensional models of an atom. Specific elements might be assigned for
this task. I can create a model of atoms in different states of matter showing the movement of atoms.
Product/Evidence:
Drawings/model of the atom, checking that the protons and neutrons are found in the central nucleus and the
electrons are shown in the “electron cloud” outside the nucleus. Model correctly shows vibration in solid state,
the atoms can slide past one another in liquid and are free to move in gas.
Resources:
Advice on Atom Model Building
8th Grade Comprehensive Science 3 - 2016-2017
Science Assessment Resources
Common Misconceptions: http://assessment.aaas.org/
 Chemical reactions involve two reactants.
 A chemical change is irreversible.
 A chemical reaction occurs when a substance dissolves.
 A chemical reaction occurs during a change of state.
 Atoms are transformed into new atoms during a chemical reaction.
 Substances can change their characteristics but maintain their identity.
 The products of a chemical reaction must have somehow existed from the
start in another location.
 All acids are harmful; all bases are safe.
 Solutions are always liquid.
 Solids and gases cannot be solutions.
FCAT Clarification SC.8.P.8.5-9:
 Students will explain that atoms are the smallest unit of an element and
are composed of subatomic particles called protons, neutrons, and
electrons.
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Students will explain why there are many, but limited, combinations of
atoms.
Students will demonstrate with atomic models how atoms can combine in
many ways.
Students will use models to demonstrate the conservation of mass in
chemical reactions.
Students will describe how elements combine in a multitude of ways to
produce compounds that make up all living and nonliving things.
Students will describe the motion of particles in solids, liquids, and/or
gases.
Students will explain that elements are grouped in the periodic table
according to similarities of their properties.
Students will identify common examples of acids, bases, and/or salts.
Students will compare, contrast, and/or classify the properties of
compounds, including acids and bases.
Students will differentiate among pure substances, mixtures, and
solutions.
Items may assess a conceptual understanding of the pH scale.
Additional Resources
United Streaming Videos: http://streaming.discoveryeducation.com/
Atomic Theory, Greatest Discoveries with Bill Nye- Chemistry, Matter and Energy
From the Atom: Nuclear Power, Physical Science: Nuclear Energy
Parts of an Atom:
http://www.nclark.net/Atom
http://www.middleschoolscience.com/
http://sciencespot.net/Media/adtelempjt.pdf
http://misterguch.brinkster.net/worksheets.html
http://www.pbs.org/wgbh/nova/diamond/insidestable.html
http://education.jlab.org/
www.science-cleass.net/Chemistry/atoms.htm
http://www.Summit.cecs.ucf.edu/v2/w2file.php?id=217
http://www.learnnc.org/lp/pages/2892www.strangemeatterexhibit.com/struture.html
http://sciencenetlinks.com/lessons/putting-the-ice-in-hockey/
http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/guesswhat.html
http://www.teachersdomain.org/resource/phy03.sci.phys.matter.atoms/
States of Matter:
http://www.chem4kids.com/files/matter_states.html
http://quizlet.com/2375193/states-of-matter-flash-cards/
http://www.ucar.edu/learn/1_1_2_3t.htm
https://www.chem.purdue.edu/gchelp/atoms/states.html
Sciencesaurus: pp. 250-258
Concept #1
TE: 380-381, 424, 427, 429, 431, 433, 435-438, 441, 443, 445, 447-450
Lab Manual: 258–262, 263–266, 267–270, 271–273, 274–277, 278–281, 324–336
Concept #2
TE: 380-381, 424, 427, 429, 431, 433, 435-438, 441, 443, 445, 447-450
Lab Manual: 258–262, 263–266, 267–270, 271–273, 274–277, 278–281, 324–336
Interactive Digital Curriculum: States of Matter, The Atom, Scientific Knowledge,
Representing Data, What Is Science?
8th Grade Comprehensive Science 3 - 2016-2017
Content Limits:
 Items referring to elements are limited to the elements 1–57 and 72–89.
 Items referring to subatomic particles will only assess protons, neutrons,
and electrons.
 Items will not assess chemical bonding. Items may assess a conceptual
understanding of the pH scale.
 Items will not require knowledge of the pH of specific substances.
 Items addressing the properties of acids and bases are limited to pH.
 Items assessing mixtures and solutions may include components in
different states of matter (e.g., gas dissolved in liquid).
 Items assessing periodic trends must be at the conceptual level.
 Items will not assess valence electrons or electron configurations.
 Items that assess mixtures and solutions may include components in
different states of matter (e.g., gas dissolved in liquid)
8th Grade Comprehensive Science 3 - 2016-2017
Unit B: Properties of Matter: Atomic Theory/Atoms
Concept: 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 sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons).
Score 4.0
Sample Scale
In addition to 3.0, in-depth inferences and applications that
go beyond what was taught, I can:
 Explain how to use the periodic table to determine
Sample Performance Tasks
I can:
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Use the periodic table to rank atoms from greatest to smallest mass
Draw the sub-atomic particles of the smallest and the largest atom on
your list.
the mass of an atom.
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:

Score 2.5
Score 2.0
Score 1.5
Score 1.0
Explain 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).

Complete a diagram of the sub-atomic particles within an atom.
The student exhibits no major errors or omissions.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:
I can:
 Explain how all matter is made of tiny particles called
atoms.
 Draw and label a water molecule.
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.
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: Understand that the Scientific Theory of Atoms explains the properties and behaviors of atoms.
Concept: Theory of Atoms (Atomic Theory),
Solids, Liquids, and Gases
Driving Questions:
Sample Formative Assessment Task:
SC.8.P.8.1
1. What is the scientific theory of atoms?
Explore the scientific theory of atoms (also known as
2. How might models be used to explain the motion of
atomic theory) by using models to explain the motion of particles in the atomic theory?
particles in solids, liquids, and gases.
3. Compare the motion of atoms in a solid, liquid, and
SC.8.P.9.1
gas for an element.
Explore the Law of Conservation of Mass by
Student Investigations:
demonstrating and concluding that mass is conserved
when substances undergo physical and chemical
Modeling the Atom
changes.
The student will investigate and understand that all matter is
made up of atoms. Key concepts include, a) atoms consist of
particles, including electrons, protons, and neutrons; b)
atoms of a particular element are alike but are different from States of Matter Card Sort:
atoms of other elements; c) elements may be represented by
chemical symbols.
Vocabulary
atom, atomic theory, matter, electron clouds,
*molecule, *theory (scientific theory),
*temperature, particles, mass, electrical charge
Molecules Matter Lab
Students discuss the meaning of “chemistry” and “matter”.
Students investigate a drop of water hanging from a dropper
and drops of water beading up on wax paper. They also look
at a molecular animation that models the motion of water
molecules. Students are introduced to the idea that matter is
made up of extremely tiny particles that are attracted to one
another.
It’s Just a Phase Lab
In this activity, students will construct models of the way
water molecules arrange themselves in the three physical
states. Students will understand that matter can be found in
three forms or phases (solid, liquid, and gas). Using physical
models, students will be able to explain the molecular
behavior of ice, water, and water vapor.
8th Grade Comprehensive Science 3 - 2016-2017
Resources
Student Text:
Pgs. 340-349
http://www.middleschoolchemistry.com/lessonplans/ch
apter1
Student Misconceptions:
Deeper Learning Opportunities:
8th Grade Comprehensive Science 3 - 2016-2017
Key Learning: Understand that the Scientific Theory of Atoms explains the properties and behaviors of atoms.
Concept: : Subatomic Particles
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)
Driving Questions:
1. What is relationship between an atom and an
element?
2. What is the charge of each particle that composes
an atom?
3. What is the relative size of each particle that
composes an atom?
4. What is the location of each of the particles that
composes an atom?
5. What is the function of each of the particles that
composes an atom?
Student Investigations:
Protons, Neutrons and Electrons Lab
Vocabulary
lectron, neutron, proton, electron clouds, valence
electrons, particle, sub-atomic particles, *nucleus,
*empirical evidence, *model (scientific model)
Students will put a static charge on a strip of plastic by
pulling it between their fingers. They will see that the
plastic is attracted to their fingers. Students will be
introduced to the idea that rubbing the strip with their
fingers caused electrons to move from their skin to
the plastic giving the plastic a negative charge and
their skin a positive charge. Through these activities,
students will be introduced to some of the
characteristics of electrons, protons, and neutrons,
which make up atoms.
Sample Formative Assessment Task:
Complete a diagram of an atom showing the
sub-atomic particles and their locations
(protons, neutrons, electrons, nucleus).
8th Grade Comprehensive Science 3 - 2016-2017
Resources
Student Text:
Pgs. 364-373
http://www.middleschoolchemistry.com/lessonplans/c
hapter4/lesson1#.VyK1RKtFyBI.link
Student Misconceptions:
Deeper Learning Opportunities: