Teacher(s): Amos, Littles, McGhee Grade/Subject: 8th/Physical Science
Week of: March 27-31, 2017 / Unit : Atoms and the Periodic Table, Changes in Matter / Dates: January 30 – April 14, 2017Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9)
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.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties.
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). SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances.
SC.8.P.9.2 Differentiate between physical changes and chemical changes. (Also assesses: SC.8.P.9.1 and SC.8.P.9.3)
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.9.3 Investigate and describe how temperature influences chemical changes.
Learning Goal: / · Recognize that there are a finite number of elements and that their atoms combine to produce compounds that make up all of the living and nonliving things.
· Understand how to use the periodic table.
· Explain the scientific theory of atoms.
· Students will be able to differentiate between physical changes and chemical changes.
· Students will be able to provide evidence that the Law of Conservation of Mass is true.
· Describe how temperature influences chemical change.
Essential Question / · Why is it important to understand the organization of the periodic table?
· What is the relationship between protons, neutrons, and electrons?
· How would you justify the role of pH in determining the use of a substance?
· Defend the difference between mixtures and solutions.
· How would you use the periodic table to determine what elements combine to form compounds?
· How does mass change during a chemical and physical changes?
· What experimental evidence supports the difference between chemical and physical changes?
· What evidence supports the Law of Conservation of Mass?
Assessments / Pre-assessment: Probe questions
Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations
Summative Assessments: Unit 11 End Product, 9 weeks assessment
Progress Monitoring/ Feedback Loop / Learning Log, Exit Tickets, Learning Scale
Higher Order Question(s) / · What does the atomic structure of an element tell us about it?
· How does an element change once it combines with another element?
· What does the atomic theory state?
· Who contributed to the development of the atomic theory?
· What are the major components of the atom for an element?
· How are the elements grouped on the periodic table?
· What is pH and how is it used to distinguish between an acid and a base?
· How are pure substances, mixtures and solutions different?
· How are physical and chemical changes different?
· What does the Law of Conservation of Mass and how it is applied in chemical changes?
· How does temperature influences chemical changes and changes in state?
Key Vocabulary / Period, group, family, alkali metals, alkaline earth metals, transitions elements, halogens, noble gases, metalloids, metals, nonmetals, base, acid, solution, solvent, solute, physical change, chemical change, chemical equation, chemical reaction,
Monday 3/27 / Unit: Atoms and the Periodic Table. Changes in matter / Rigor Level: High
Daily Agenda
Daily Objective / · Differentiate between a scientific theory and a scientific law
BELL RINGER
( 5 minutes) / · What would happen if the sun disappeared?
I DO: / · View Vsauce “What would happen if the sun disappeared?” Discuss bell ringer question
WE DO: / · Scientific theories and laws matching game
YOU DO: / · Complete Change in temperature choice board activity, Begin Theories and Laws Activity
Homework / · None
EXIT TICKET:
(5 minutes) / · Threethings that you have learned from this lesson.
· Twoquestions that you still have.
· Oneaspect of class that you enjoyed.
Tuesday 3/28 / Unit: Atoms and the Periodic Table. Changes in matter / Rigor Level: High
Daily Agenda
Daily Objective / · Differentiate between mixtures and solutions
BELL RINGER
( 5 Minutes) / · Identify the mixture or solutions from the pictures
I DO: / · Review compounds, mixtures, and solutions
WE DO: / · Tasty Solutions Lab
YOU DO: / · Complete Theories and Laws Activity
Homework / · None
EXIT TICKET:
(5 minutes) / · Identify the Theory or Law
Wednesday 3/29 / Unit : Atoms and the Periodic Table, Changes in matter / Rigor Level: high
Daily Agenda
Daily Objective / · Differentiate between acids and bases
BELL RINGER
( 5 Minutes) / · Identify the acid or base in the picture
I DO: / · Acids and Bases PPT
WE DO: / · Create a T-chart in acids and bases
YOU DO: / · Acids and bases One-Pager
Homework / · Complete Acids and Bases One-Pager
EXIT TICKET:
(5 minutes) / · Rating on Scale
Thursday 3/30 / Unit: Atoms and the Periodic Table, Changes in matter / Rigor Level: high
Daily Agenda
Daily Agenda / · Differentiate between acids and bases
BELL RINGER
(5 Minutes) / ·
I DO: / · Brochure instructions
WE DO: / · Review properties of acids and bases
YOU DO: / · Begin brochure: Should Soda Be Allowed in Schools?
Homework / · Review for acids and bases quiz
EXIT TICKET:
(5 minutes) / · None
Friday 3/31 / Unit: Atoms and the Periodic Table, Changes in matter / Rigor Level: High
Daily Agenda
Daily Objective / · Describe the waves that make up the electromagnetic spectrum.
BELL RINGER
( 5 Minutes) / · Differentiate between a transverse and longitudinal wave.
I DO: / · Waves PPT
WE DO: / · Identify the parts of a transverse and longitudinal wave
You DO: / · Acids and Bases Quiz, Complete Brochure
Homework / · Brochure (if not completed in class)
EXIT TICKET:
(5 minutes) / · How are comfortable are you with parts of a waves?
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
· Read directions for the student
· Check for understanding
· Allow to leave class for assistance
· Extra time for exams
· Daily agenda / · Allow student time to step out to de-escalate
· Testing in small groups
· Use of a planner/binder for organization
· English Language Dictionary / · Extended time on assignments =1 day
· Preferential seating
· Written direction given
· Break directions into chunks / · Read Aloud to Students
· Visual manipulatives
· Cooperative Learning,
· Vocabulary, Description, Introduction,
.