Unit+2+Matter+and+Energy

//**Sha**////**re labs, lessons and ideas for unit 2 below.**// //**Gary Morris**// //**Chemical Change Cafe**// //**Objective - Students will distinguish between chemical and physical changes**// //**Students will recognize the signs that a chemical reaction has occurred and that the products have different properties than the reactants.**// //**This is an outstanding set of labs and activities from the NSTA book, __Picture Perfect Science Lessons__. It is written for 4th or 5th graders, but it works well with 7th and they LOVE it. It can be done in 2 - 3 class periods. It is messy (because the culminating activity is making pancakes for the class), but very productive.**// //**If you do not have the book, I can send you copies (it is about 20 pages including the masters and background reading).**// //** gary.morris@dmps.k12.ia.us **//

Chemical Change Cafe

[|http://msgibbscienc[[http://dmpsscience.wikispaces.com/file/view/balancing%20equations.doc|balancing equations.doc]e.blogspot.com/]] This is a link to my blog that includes websites that I use for chemistry (and other units) with my students. I have periodic table sites and balancing equation practice sites that my students use.

This is an entire unit about the periodic table. Go to page 31 in the pdf to find a fun activity on how/why the periodic table is organized the way it is. -A. Kissell, Brody

This summary of the 7th grade matter unit is not yet finished, but you may find it useful as a teacher's planning tool or as a review for students to use. (Byrnes at Hiatt)

2A. I can identify the basic structure of the atom.

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2B. I can explain that a chemical reaction results in a new substance with unique properties and differentiate between a chemical and physical change.

The attachment above is an early draft describing how I go about using RoseArt modeling clay as manipulatives to represent atoms/bonding/molecules/reactions. This document is not finished, but there is enough there to get you started. The whole point is to have atoms seem like real things, not just diagrams on a page. When math teachers have students use foam/plastic blocks to teach about place values and basic operations, they call their special toys "manipulatives". I guess that what these balls of clay are--atomic manipulatives. Over time I will be posting more stuff that I have created around this basic approach. (Byrnes at Hiatt)

The attachment above is a handout that I use when teaching about atoms/bonding/molecules/reactions by using RoseArt modeling clay cut into "atoms" of four different colors. I have laminated a classroom set of the attached file. It stays on the students' desks as they use clay to represent atoms/bonding/molecules/reactions. (Byrnes at Hiatt)

The attachment above can be cut into half pages and shown on an Elmo, or you could turn it into a PowerPoint, I suppose. These are the first atoms to be constructed out of Rose Art modeling clay. Note that as students progress through the fifteen different molecules, the examples get progressively less colorful. This is one way that students move towards more symbolic representations of molecules. All of the molecules in this lesson can be made with one "standard cup" of 8 hydrogens, 4 oxygens, 4 carbons, and four "green atoms", which might represent nitrogen, chlorine, etc. as needed.

The attachment above shows nine compounds that can be built by students using "atoms of clay." Students are to write out the chemical formula within each box (e.g. "C 6 H 12 O 6 " for glucose) and they also "create" the compound using balls of RoseArt modeling clay. When a student (or pair of students) has done both of these things correctly for a compound, I highlight the name of the compound on their paper, indicating that they are done with this one and may move on to another one. (Byrnes at Hiatt)

The attachment above is part of a larger lesson using balls of RoseArt modeling clay which represent atoms. Students use the clay "atoms" to represent the reactants on the left. Then they pop the molecules apart and try to rearrange them into the products on the right. If they can use exactly the same "atoms" to represent the products--with none missing or left over--then the "reaction" is balanced. This is a good way to introduce Conservation of Matter. I say over and over again that in the real world, atoms do not appear, disappear or change their identities. (Byrnes at Hiatt)

The attachment above is used on an Elmo projector to set the "ground rules" of how we are to use RoseArt clay "atoms" in the classroom. Some preemptive warnings like this go a long ways! (Byrnes at Hiatt)

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Matter and Its Properties: Changes in Matter on DiscoveryEducation.com

Physical Science Series: Chemical Reactions on DiscoveryEducation.com

2C. I can use the periodic table to determine the characteristics of an element.

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2D. I can determine if an atom will bond based on its valance electrons.

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//Either p. 3-5 or 6-8 of this document should be printed onto transparency film, and then the atoms are cut out along the dotted lines. This makes little "poker chip" atoms that can be superimposed. The __black dots__ are valence electrons that each atom __can give/share__, and the __open circles__ are places where an atom might __want__ another valence electron. The other symbols are for electrons which are not available for bonding. Using these transparent models, kids can see how atoms help each other to achieve full valence rows. All the molecules listed on the first two pages of this document can be constructed using one set of the transparency models. Kids make them on their tabletops, and then draw them on the worksheet. If tabletops are black, then lay a sheet of white paper down and work on that.// //The set of atoms on p. 3-5 show only the __valence__ electrons of the first twenty elements. The set of atoms on p. 6-8 show __all__ of the electrons on those elements. Which is better? The second set is more complete in its depiction of each element; however, it may be visually "busy". You decide what you like.// //As far as cutting these atoms out from transparency film, it's a very labor-intensive process. I bought an "EK Tools 2.5 Inch Circle Paper Punch", but it would NOT cut through the plastic pages. A set of atoms can be kept in a Ziploc sandwich bag.// //Note that if a cut-out atom is flipped over like a pancake, its “have” and “want” spaces may not line up properly with those of other atoms.//

//When printing any of pages p. 5-10 onto transparency film, you may have to experiment with the printer's settings to get things to print correctly. I tried to choose colors and textures that would work when this is laser printed either in color or in b/w.//

Some YouTube videos about atomic structure and bonding. (Byrnes at Hiatt)

Note that this is NOT about memorizing the Periodic Table, because the Players can see the Periodic Table as they play the game. This is about being able to read/interpret/understand the Periodic Table and the physical/chemical properties of the elements. (Byrnes at Hiatt)

2E. I can distinguish between balanced and unbalanced equations.

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[|Physical Science Series: Chemical Reactions] on DiscoveryEducation.com









2F. I can relate chemical changes to the law of conservation of matter (mass).

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2G. I can distinguish between an element, compound and mixture.

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//NOS 3. I can measure length, volume, temperature and mass using appropriate equipment. //

//NOS 4. I can convert between common units within the metric system. //