Teacher(S): Amos, Littles, Mcgheegrade/Subject:8Th/Physical Science

Teacher(S): Amos, Littles, Mcgheegrade/Subject:8Th/Physical Science

Teacher(s): Amos, Littles, McGheeGrade/Subject:8th/Physical Science

Week of: March 21-24, 2017 / Unit : Atoms and the Periodic Table, Changes in Matter / Dates:January 30 – March 10, 2017
Florida 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 3/20 / Unit:Atoms and the Periodic Table. Changes in matter / Rigor Level:High
Daily Agenda
Daily Objective
BELL RINGER
( 5 minutes) /
  • Teacher Workday

I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Tuesday 3/21 / Unit:Atoms and the Periodic Table. Changes in matter / Rigor Level: High
Daily Agenda
Daily Objective /
  • Understand and be able to describe that living systems follow the Law of Conservation of Mass

BELL RINGER
( 5 Minutes) /
  • Conservation of Mass Review

I DO: /
  • Gallery Walk instructions

WE DO: /
  • Gallery Walk of Model of living systems w/questions

YOU DO: /
  • Complete Spheres of Earth Foldable

Homework /
  • Complete Foldable

EXIT TICKET:
(5 minutes) /
  • Differentiate between the hydrosphere and the cryosphere.

Wednesday 3/22 / Unit:Atoms and the Periodic Table, Changes in matter / Rigor Level: high
Daily Agenda
Daily Objective /
  • Describe how temperature influence chemical changes

BELL RINGER
( 5 Minutes) /

I DO: /
  • How temperature influence chemical changes PPT

WE DO: /
  • Review the properties of thermal energy

YOU DO: /
  • Differentiate between endothermic and exothermic reactions

Homework /
  • Complete writing on endothermic and exothermic reactions

EXIT TICKET:
(5 minutes) /
  • None

Thursday 3/23 / Unit: Atoms and the Periodic Table, Changes in matter / Rigor Level: high
Daily Agenda
Daily Agenda /
  • Describe how temperature influence chemical changes

BELL RINGER
(5 Minutes) /

I DO: /
  • Review endothermic and exothermic reactions

WE DO: /
  • Review endothermic and exothermic reactions

YOU DO: /
  • Rates of Chemical Reactions Choice Board Activities

Homework /
  • Complete Choice Board Activities

EXIT TICKET:
(5 minutes) /
  • Rating on scale

Friday 3/24 / 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) /
  • Theory and Laws Review

I DO: /
  • Explain the difference between a scientific theory and a scientific law

WE DO: /
  • View

You DO: /
Homework /
  • Choice Board Activities (if not completed yesterday)

EXIT TICKET:
(5 minutes) /
  • How comfortable are you with theories and laws

The Influence of Temperature on Rate of Reactions.

Choose the activity or activities below to show what you’ve learned about the lesson. You may work by yourself, with a partner, or in a small group (3-4 people).

Directions: Choose from the activities below to earn a total of five or more stars.

**2 stars

- Research metabolism. In four to five complete sentences explain how lower body temperature slows down the metabolism in the body.

- Find a food item that requires higher temperatures for it to bake faster (exp. cookies, cakes, etc.) Draw and label a diagram that shows how higher temperatures allow the final product to form faster.

***3 stars

- Perform a skit using the effervescent demonstration. Using the kinetic energy theory perform a skit in which you explain what is happening at the molecular level when the effervescent tablet is dropped in water at various temperatures.

-Create a collage or poster with 3-4 examples of chemical changes that we see every day where the reaction rate is influenced by temperature. Label and describe how the temperature influences the chemical change.

******5 stars

-Design and perform an experiment using glow-sticks to show how the rate of reaction in this chemical change responds to different temperatures. It must include the following: independent variable, dependent variable, controlled variables, hypothesis, purpose, materials, procedures, data, and conclusion.- (must have teacher approval)

- Write a one-page summary of the process of dough rising Paper should address the following questions:

What is dough made of?

How does dough rise?

Does dough rise in warmer or cooler places? Explain.

How does kinetic energy relate to dough rising in warmer places?

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,
.
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