Download 8th Grade Science: 1st Six Weeks At-A

8th Grade Science: 1st Six Weeks At-A-Glance
August 22 – September 12
Unit 1.1: Introduction to Chemistry
September 13 – September 30
Unit 1.2: Chemical Reactions and Formulas
Student Expectations
Student Expectations
SCI.8.5A Describe the structure of atoms including the masses, electrical charges and
locations of protons and neutrons in the nucleus and electrons in the electron cloud.
Ⓡ SCI.8.5B Identify that protons determine an element’s identity, and valence electrons
determine its chemical properties including reactivity.
Ⓡ SCI.8.5C Interpret the arrangement of the Periodic Table including groups and
periods, to explain how properties are used to classify elements.
SCI.8.2D Construct tables, using repeated trials and means, to organize data and
identify patterns.
SCI.8.2E Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
SCI.8.3B Use models to represent aspects of the natural world such as an atom, a
molecule, space or a geologic feature.
SCI.8.3C Identify advantages and limitations of models such as size, scale, properties,
and materials.
SCI.8.3D Relate the impact of research on scientific thought and society including the
history of science and contributions of scientists as related to the content
Essential Understandings/Guiding Questions
Matter is composed of atoms and has chemical and physical properties.

How does the structure of matter affect its identity and properties?

What are the parts of the nucleus of an atom?
Because the periodic table is arranged according to atomic structure, it communicates
information about elements’ properties.

How is the Periodic Table used by scientists?

What is the significance of the columns and rows found in the Periodic Table?
Matter can be identified in different ways based on its physical and chemical properties.

How can we use physical and chemical properties to identify matter?

What are the differences and similarities between the physical properties and
chemical properties of matter?
SCI.8.5E Investigate how evidence of chemical reactions indicate that new substances
with different properties are formed.
Ⓡ SCI.8.5D Recognize that chemical formulas are used to identify substances and
determine the number of atoms of each element in chemical formulas containing
subscripts.
Ⓡ SCI.8.5F Recognize whether a chemical equation containing coefficients is balanced
or not and how that relates to the law of conservation of mass.
SCI.8.1A Demonstrate safe practices during laboratory and field investigations as
outlined in the Texas Safety Standards.
SCI.8.1B Practice appropriate use and conservation of resources including disposal,
reuse, or recycling of materials.
SCI.8.2A Plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment and
technology.
SCI.8.2D Construct tables, using repeated trials and means, to organize data and
identify patterns.
SCI.8.2E Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
SCI.8.3D Relate the impact of research on scientific thought and society including the
history of science and contributions of scientists as related to the content.
SCI.8.4A Use appropriate tools to collect, record, and analyze information as needed to
teach the curriculum.
SCI.8.4B Use preventative safety equipment.
Essential Understandings/Guiding Questions
Matter can be classified in different ways based on its physical and chemical
properties.
 How do we describe and classify matter?
 What are physical and chemical properties of matter?
 How do we compare physical and chemical properties?
Matter is conserved in a chemical reaction.
 How can you identify the type of reaction by looking at an equation?
 What happens to atoms in a chemical reaction?
 How is matter conserved in a chemical reaction?
Academic and Content-Specific Vocabulary
family
group
element
covalent bonds
electron
valence electron
ions
isotopes
protons
nucleus
Periodic Table of Elements
neutron
atom
atomic number
physical/chemical property
atomic mass
Suggested Instructional Strategies/Activities












Assign each group a specific period to explore. Have students generate fact
cards about the development of the various atomic models including the
scientists who posed the ideas.
Have students work in small groups of 3-4. Give each group a small sealed box
inside of which objects have been placed. Have students shake the box, lift the
box, or observe it in any way to determine what is in the box.
Have students in the cooperative lab groups explore a variety of solids, liquids,
and gases and observe and record their physical properties.
Have students engage in investigating the mass/volume interactions and
relationships among solids, liquids, and gases.
Instruct students to construct a concept map, relating atom, nucleus, proton,
neutron, and electron.
Assign each member of the class one of the elements in the periodic table,
asking each student to research the element he or she has been assigned.
Have students complete the activity found using the website
http://www.miamisci.org/af/sln/phantom/papercutting.html where they create
models of atoms.
Challenge students to create their own comic strip. Combine like elements from
the same family and or group together to create one book.
Students will create a 3-D model of a Boron atom.
Research and summarize the history of the Atomic Theory.
Assign students a specific element. Have students create an element brochure.
In cooperative groups have students design a flow chart or a 'travel brochure'
which would be able to take someone through the periodic table in search of a
particular element.
Suggested Instructional Strategies/Activities
Begin this unit of study looking at chemical reactions and allowing students to make
models representing how new substances are formed and discuss why the law of
conservation of mass is still relevant.
Guide students through the process of how to balance chemical equations.
Engage students in discussions and explanation of the following interactions:
o Hydrogen and oxygen are diatomic molecules before the reaction takes
place.
o The reaction requires the burning of hydrogen therefore it is exothermic.
o The reaction begins with two reactants but ends with only one product; it is a
synthesis reaction.
Allow students, working with a partner, suggest rules for balancing equations.
Have students work through the Interactive Tutorial on Balancing Equations,
found at http://www.wfu.edu/~ylwong/balanceeq/balanceq.html.
Challenge students to provide additional examples for each type of reaction they have
been shown.
Have students complete graphic organizers to summarize their research on
types of combustion.
Have students work in groups to create a product explaining how to classify a
chemical reaction. They should include the differences and similarities between
the types of reactions.
Have students conduct an experiment to compare the total mass of products to the mass
of reactants. See resources for lab, Team Procedures for ‘Borax and Glue,’ and
the Borax and Glue Journal Page.
Chemistry in a Bag Demonstration may be used to engage students in further
instruction.