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: 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 Misconceptions Key Vocabulary 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 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) Various materials for description Demos Powerpoint 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 Powerpoint Foldable handouts Salt Dirty water BBs 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. Computers 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.