Download Matter - Princeton ISD

:
Campus: High School
Author(s): T. Garner
Date Created / Revised: May 24, 2016
Six Weeks Period: 1st
Grade Level & Course: 10th/11th Grade Chemistry Pre-AP
Timeline: 8 days
Unit Title: Matter
Stated Objectives:
TEK # and SE
Lesson # 1
C.1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory
and field investigations using safe, environmentally appropriate, and ethical practices. The
student is expected to:
C.1C demonstrate an understanding of the use and conservation of resources and the proper
disposal or recycling of materials.
C.2E Scientific processes. The student uses scientific methods to solve investigative questions.
The student is expected to: plan and implement investigative procedures, including asking
questions, formulating testable hypotheses, and selecting
equipment and technology, including graphing calculators, computers and probes, sufficient
scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders,
volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of
consumable chemicals
C.2I communicate valid conclusions supported by the data through methods such as lab reports,
labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports
C.4 Science concepts. The student knows the characteristics of matter and can
analyze the relationships between chemical and physical changes and properties. The student is
expected to:
C.4A differentiate between physical and chemical changes and properties
C.4B identify extensive and intensive properties
C.4C compare solids, liquids, and gases in terms of compressibility, structure,
shape, and volume
C.4D classify matter as pure substances or mixtures through investigation of
their properties.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Misconceptions
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Key Vocabulary
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Physical properties are able to be observed without changing the identity of matter
Chemical properties result in changing in the identity of matter.
Physical properties are often extensive in nature and can be readily observed
Chemical properties are typically intrinsic and have to be observed as they occur.
Matter can be classified and organized based on its physical and chemical properties
4 basic categories of matter: pure substance, compound, heterogenous mixture,
homogeneous mixture
Physical properties can be used to separate mixtures
Chemical properties can be used to separate compounds.
Students may think that mass and weight are the same.
Students may think that a single observable change in properties is enough to indicate a
chemical or physical change.
Students may think that objects with more volume always have more mass.
Students may think that changing the physical appearance changes the chemical
properties.
Matter – anything that has mass and takes up space
Physical property – a characteristic of a substance that can be observed or measured
without changing the substance’s chemical composition
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Chemical property – a characteristic that describes how a substance changes into a
different substance
Mixture - physical combination of two or more substances on which the identities are
retained
Compound - an entity consisting of two or more different atoms which associate via
chemical bonds
Suggested Day
5E Model
Instructional Procedures
Day 1
Aug 28th
Engage, Explain
Objective:
Students will be able to define and describe matter with both
physical and chemical properties.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
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Various materials for
description
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Demos
Powerpoint
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Lab setup
Lab materials
Engage
 PPT showing pictures of matter and non matter
 Students will determine a classification of the items via
Tchart.
 Ask students to determine the three forms of most matter
they are familiar with.
Explain
 Create foldable defining what is a physical and chemical
property
Extend
 Students will sort various properties and correctly list
them in their foldable as examples
 Have students pick one item from home and describe it
in physical and chemical properties
Closing:
Students write down the physical and chemical properties of one
piece of matter around them
Day 2
Aug 31st
Engage, Explain,
Elaborate
Objective:
Students will understand the difference in physical and chemical
changes and know how to tell the difference.
Engage
 Students will view items on display and try to determine what
they have in common
Explain
 Using powerpoint create a foldable and notes, explain what
physical and chemical properties are and list examples of
changes.
 List 5 Indication of a physical change
Elaborate
 Have several demos that so physical and chemical changes
such as paper (crumbled/burned), water (boil/freeze/react),
etc.
Closing:
 Students will complete a sort and have teacher check 10
items to put in the foldable
Day 3
Sept 1st
Explore, Elaborate
Objective:
Students will analyze physical and chemical properties and
create various physical and chemical changes in a lab setting
Explore
 Physical & Chemical Changes/Properties Lab with partners
Elaborate
 Students will create foldable stating the definition of and
giving more of physical and chemical property & change
scenarios that they
Closing:
Students can list and summarize physical and chemical changes
and properties they see around them each day
Day 4
Sept 2nd
Objective:
Students will separate matter in an orderly manner
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Powerpoint
Foldable handouts
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Salt
Dirty water
BBs
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Lava Lamp
Engage
 Classifying matter into different groups based on
characteristics
 Discuss how mater can be separate (physical & chemical)
and how these allows us to organized all matter
Explain
 Powerpoint & notes on classifying matter.
 Students will design a flowchart to help them classify matter
quickly
Closing:
Students will accurately create and identify given examples in a
Matter Classification foldable flow chart for their notebook with
the aid of lab partner.
Day 5
Sept 3rd
Engage, Elaborate
Evaluate
Objective:
Students will be able to classify everyday items into matter
categories
Engage
 Using common items, students will perform a mini lab
involving classifying matter
Elaborate
 Students will determine what type of mixture a compound is
and determine the best way to separate it back into it parts.
 Students will determine what type of compound a sample is
and determine the best way to separate it.
Evaluate
 See that students have broken food items down into their
correct classifications by the correct means.
Closing:
Students will define a pure substance and formulate a method to
separate a “mixture” into its 5 pure substances based on the
property descriptions given.
Day 6
Sept 4th
Objective:
Students will learn what solid, liquid, and gases look like at the
molecular level
Engage
 Get students to identify how state of matter are used to make
a lava lamp
Explain
 Compare solids, liquids, and gases in terms of
compressibility, structure, shape, and volume
 Create foldable and match pictures for 3 phases of matter
Closing:
Students will list 3 items of each phase of matter they use daily
Day 7
Sept 8th
Objective:
Students will complete a virtual lab in order to identify the
authenticity of an artifact based on its properties.
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Computers
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Unit Test
Engage
Students will be given the scenario of the shipwreck and desire to
ID artifacts retrieved
Explore:
Students analyze various methods to determine the best way to
calculate density of the artifacts
Elaborate:
Studetns must accurately identify the authentic artifacts based on
the density of the items complared to densities of known precious
metals
Closing:
Students will copy the “Must KNOWs” in order to study for test
the following day.
Day 8
Sept 9th
Identification on Matter TEST
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.