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Part I

Chemistry Introduction: Matter, Atoms, Compounds, & Mixtures

7th Grade Physical Science

Laura Hayes

EdML 814 Unit Plan

December 5th, 2013

Part II

Introduction

Scientific & Personal Rationaleso Atoms are often described as the ‘building blocks’ of matter. They comprise literally

everything on, in, and around the Earth, and therefore are essential for life. In order to truly understand the meaning of the atom’s simplified definition, students should first explore the properties of solids, liquids, and gases. Before students begin their seventh grade year in South Carolina, they will have already learned about differences between the three states of matter, physical properties, and physical changes. Although some of the seventh grade vocabulary will be new, general ideas regarding matter will have already been discussed. Investigating chemistry is scientifically significant, since it serves as a solid base for learning about life and earth science. For example, chemical formulas are used when discussing photosynthesis; rock types and soil properties are directly affected by their chemical makeup.

o Having at least a basic understanding of chemistry will help students better understand the remaining concepts of their schooling. If atoms are the building blocks of matter, chemistry models are the building blocks of the remaining scientific subtopics. Understanding that everything is made from some combination of the same ninety elements – the remaining 26 have only been created in a lab, and therefore do not occur in nature – allows students to appreciate the simultaneous simplicity and complexity of the world around them. Personally, I have a fondness for chemistry, as it is a mixture of logical and abstract thought. How elements and compounds react with one another interests me, especially when a chemical reaction is visible. But before students can comprehend why and how a reaction is taking place, they need to be exposed to the elements and compounds, as well as their properties.

Instructional Strategieso Collaborative Learning –The majority of instruction will revolve around students

discovering properties and central ideas for themselves. I will scaffold and guide as needed while the students are in their various “exploration” phases; however, much of the decision-making will be up to them. This collaborative approach will allow students to play off of one another’s strengths, and take a break from the note-taking they may be doing in other classes.

o Large Group Discussion – Class discussions will take place after the students have investigated each topic within their groups for a period of time. I will lead these discussions, ensuring that there are protocols in place beforehand so that no student will feel undermined or incompetent while in my classroom.

o Small Group Discussion – Groups of 4-5 students will discuss results among themselves prior to large group discussions. Both small group and class discussions will assist auditory learners in understanding.

o Model creation – Synthesizing models (in small groups) appeals to kinesthetic and visual learners.

Seventh Grade Standardso 7.P.2.1 Develop and use simple atomic models to illustrate the components of different

elements (including the relative position and properties of protons, neutrons, and electrons).

o 7.P.2.2 Obtain and use information about common elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table (including the classification of metals and nonmetals).

o 7.P.2.3 Analyze and interpret data to describe the composition of matter and classify pure substances as an element or a compound, or mixtures as heterogeneous or homogeneous.

o 7.P.2.4 Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.

o 7.P.2.5 Analyze and interpret data to describe a substance using physical properties (including boiling/melting point, state, density, conductivity, color, hardness, and magnetic properties) and chemical properties (including the ability to burn or rust).

Unit Learning Objectives & Pacing Guideo Lesson One (Days 1, 2, & 3): The students will be able to classify a substance as matter,

and demonstrate that matter has mass and takes up space.o Lesson Two (Days 4 & 5): The students will be able to build 3D representations of

molecules by connecting various numbers and types of atoms to one another. They will discuss differences between these created molecules, and between compounds and mixtures.

o Lesson Three (Days 6 & 7): The students will be able to create an atomic model, including the subatomic particles of neutrons, protons, and electrons, and will be able to apply their knowledge of each particle’s properties to the model. They will also be able to communicate how and why the periodic table is divided in certain ways.

o Lesson Four (Day 8): Students will model and understand the differences between covalent and ionic bonds. They will also analyze chemical formulas to determine which type of bond is present.

o Lesson Five (Day 9): Students will be able to synthesize a list of the physical and chemical properties of a given object, and be able to separate given properties based on whether they are physical or chemical.

o Summative Assessment. Students will be able to construct atomic models and a corresponding periodic table square, analyze physical and chemical properties of different types of matter, create a model of a compound, and apply knowledge about the periodic table and chemical bonding to given elements and compounds, by completing various stations according to instructions.

Assessmentso Formative – Engage activities will allow me to gauge prior knowledge and discover any

misconceptions. During small and large group discussions, and while groups are working together to solve problems and complete activities, I will check for understanding and ability to apply knowledge.

o Summative – Students will complete a station rotation activity at the end of a unit. They will work in groups of 2-3 to complete tasks that directly relate to the unit’s activities and learning objectives.

Part III

Place-Based Assignment

Shadowing and observing a student, whose personality is completely different from my own, was an eye-opening learning experience. The student, herein referred to as Mr. G, is a fairly typical seventh grade boy, except for his attention deficit disorder and penchant for talking quite a bit, often at inappropriate times. Mr. G is a kind young man, always willing to help out his peers, even those who are typically ignored by other students. However, teachers often misinterpret his friendliness as obedience. I think that this is often the case in the classroom; I learned through this experience that it is tough to find a balance between allowing the students the time and opportunity to socialize (as they should at this age) and to maintain the expectation that they always do what they are instructed to do. Some classrooms definitely had a more favorable balance than others.

While researching the area surrounding Riverside Middle School, I was not particularly surprised by what I found. As a resident of the town of Pendleton for the past several years, I knew the area quite well prior to looking up specific statistics and interesting facts. I did think that the town was more diverse than it is actually is; the school is even less diversified. Either way, the town and the school are both wonderful places. Pendleton, South Carolina is rich in history and tradition. The school is located about half a mile from the town square, and students and local business owners often know one another. Riverside promotes excellence among its students, and this is evident by both the good relationship among the students and citizens, as well as the “excellent” report card ratings that the school receives from the state.

As each “place” has its own character, each will also have significant issues and topics that are unique to both the people and the environment. For example, air quality (due to pollution) would be more of a concern for city-dwellers, while schools located in the country may focus more on soil quality and agriculture. It is important that teachers are aware of the area surrounding the school so that they can hold more relatable discussions with their students.

In addition to the actual place that a school is located, socioeconomic statuses of residents can also directly affect instruction. Teachers in a school with a higher poverty level would not expect the same level of technological proficiency as those in an upper middle class school. The home lives of students below or near the poverty line can get incredibly rough, and so these students may not be expected to complete the same types of assignments as those students that have more resources available to them away from school. Reliable transportation can also be an issue for both students of a lower SES and those who may live far away from the school; for some, missing the bus can often mean missing the entire school day.

With attention to the location and population of Riverside Middle School, in which approximately 50% of the students are on either free or reduced lunch, this unit plan does not require much prior technological knowledge or proficiency. It also does not rely on students’ prior knowledge of the given topics, as may be the case in a higher echelon school. With the exception of any studying, the unit does not require outside homework by the students, which may or may not be completed by some of the students who have particularly unpleasant environments to go home to after school. Examples used throughout the unit will be related to nature and the farm/country life, as no student lives more than a mile or two from an actual crop or livestock farm. These connections will help allow the students to find and understand the relevance of the topics included in the unit plan.

Part IV

Equity of the Unit Plan

To be equitable is to be “fair and impartial,” as it is defined by the dictionary. It is important that schooling is equitable to all students, because every single one deserves equal opportunities and treatment, regardless of ethnicity, socioeconomic status, disability status, gender, or any other inherited trait. Each student has the right to learn in a least restrictive environment; often, this is a public school classroom. Therefore, each lesson should be planned so that all students are on as equal a playing field as possible.

This unit plan is equitable because it provides learning activities for several types of learners: visual, kinesthetic, auditory, artistic, verbal/social, and independent. The variance in activity type allows each student to experience the same information in different ways, which in turn provides several opportunities for the student to learn and understand the concepts. Cooperative learning allows students who may be less proficient in writing and reading the English language to dictate to a recorder in the group, and to actively participate in the buildings and drawings, which requires very little language proficiency. Limited technological knowledge is required; only web browsing, basic interactions with a website, and some typing skills are required. The only accommodations necessary throughout the plan are: to have the summative assessment’s instructions read aloud to those who require that a test be read to them; and to provide extra time to students who may not finish activities and/or assessments within the allotted class period. Otherwise, no modifications are necessary.

The summative assessment directly reflects in-class activities. This connection ensures that students are being assessed fairly, and that they can demonstrate their knowledge by applying what has already been done and learned in class throughout the unit. As described in the unit plan, this formal assessment will include several stations, each representative of a topic discussed and activity completed during class time. To complete the stations, students will work in pairs (or a group of three if need be) to solve the given problems and answer the questions.

In addition to ensuring that a unit is “fair and impartial,” the middle school’s curriculum should be equitable for students on a daily basis throughout the entire school year. As a teacher, I will attempt to create an environment that students believe is both accepting and disciplined. I will do this by allowing students 1-2 extra minutes at the end of class to go to the bathroom and/or locker if they need to, provide extra help to any student during lunch or recess when requested, make my contact information clear to the parents (in addition to maintaining a line of communication with the parents and guardians), and ensuring that all assignments are as accessible as possible for all students.

Part V

Development from Kindergarten through High School

In the state of South Carolina, students begin learning about physical properties in Kindergarten. However, instead of using that vocabulary term, colors, shapes, and textures are called “observable properties.” At this point, children are describing what they see and feel, and learning how to sort objects based upon similarities or differences. In second grade, students learn the major differences between solids and liquids, how the addition or removal of heat can change one state to the other, and how true mixtures can be “taken apart” after they are put together. Third grade science includes these same basic ideas as the previous year, but they also learn how gases fit into the ‘mix.’

By fifth grade, students are learning to categorize their observations under the label of ‘physical properties.’ They classify substances as either mixtures or solutions, and analyze which properties of the original materials remain the same after they are combined. Fifth grade science classes also begin to discuss the law of conservation of mass, taking the mass of two separate substances and comparing the sum of the masses to the mass of the mixture.

Seventh grade students are exposed to the atom and the atomic model for the first time in their schooling, as well as the periodic table of elements. Learning about these two subjects directly relates to discussions regarding covalent and ionic bonding between elements. In addition to expounding upon physical properties, students will be able to evaluate substances by their chemical properties (abilities to burn or rust) as well.

High school chemistry is more involved, and its standards have greater specificity than those of the elementary and middle schools. Students delve into concepts such as orbitals, electron transfer, polarization, and solution concentration (using molarity and percent by mass as concentration measures). At this point in a student’s schooling, all of the general concepts being taught, such as solutions, atomic models, and significance of electrons, should already be familiar to the student. A good base of these ideas, solidified in the seventh grade, is essential to a student’s success in high school chemistry.

On the other hand, since a number of South Carolinians never end up taking a high school chemistry course, what they learn regarding atoms and matter in their seventh grade science classes could be the extent of their exposure to chemistry topics. Due to this fact, ensuring understanding of concepts in middle school is significant regardless of whether the student will take a full year of chemistry a few years later.

Grade Standard ObjectiveKindergarten K.P.4.2 Develop and use models to describe and compare the

properties of different materials (including wood, plastic, metal, cloth, and paper) and classify materials by their observable properties, by their uses, and by whether they are natural or man-made.

2nd 2.P.3.1 Analyze and interpret data to describe and classify matter as a solid or a liquid.

2nd 2.P.3.2 Develop and use models to exemplify how matter can be mixed together and separated again based on the properties of the mixture.

2nd 2.P.3.3 Conduct structured investigations to test how adding or removing heat can cause changes in solids and liquids.

3rd 3.P.2.2 Construct explanations using observations and measurements to describe how matter can be classified as a solid, liquid or gas.

3rd 3.P.2.3 Plan and conduct scientific investigations to determine how changes in heat (increase or decrease) change matter from one state to another (including melting, freezing, condensing, boiling, and evaporating).

5th 5.P.2.1 Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas.

5th 5.P.2.2 Develop models using observations and measurements to classify substances as mixtures or solutions.

5th 5.P.2.4 Obtain and evaluate information to describe what happens to the properties of substances when two or more substances are mixed together.

5th 5.P.2.5 Analyze and interpret data from measurements and graphs to support claims that when two substances are mixed the total amount (mass) of the substances does not change.

7th 7.P.2.1 Develop and use simple atomic models to illustrate the components of different elements (including the relative position and properties of protons, neutrons, and electrons).

7th 7.P.2.2 Obtain and use information about common elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table (including the classification of metals and nonmetals).

7th 7.P.2.3 Analyze and interpret data to describe the composition of matter and classify pure substances as an element or a compound, or mixtures as heterogeneous or homogeneous.

7th 7.P.2.4 Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.

7th 7.P.2.5 Analyze and interpret data to describe a substance using physical properties (including boiling/melting point, state, density, conductivity, color, hardness, and magnetic properties) and chemical properties (including the ability to burn or rust).

HS Chemistry H.C.2.1 Obtain and communicate information to describe and compare subatomic particles with regard to mass, location, charge, electrical attractions and repulsions, and impact on the properties of an atom.

HS Chemistry H.C.2.2 Use the Bohr and quantum mechanical models of atomic structure to exemplify how electrons are distributed in atoms.

HS Chemistry H.C.2.3 Analyze and interpret absorption and emission spectra to support explanations that electrons have discrete energy levels.

HS Chemistry H.C.3.1 Construct explanations for the formation of molecular compounds via sharing of electrons and for the formation of ionic compounds via transfer of electrons.

HS Chemistry H.C.3.2 Use the periodic table to write and interpret the formulas and names of chemical compounds (including binary ionic compounds, binary covalent compounds, and straight-chain alkanes up to six carbons).

HS Chemistry H.C.3.3 Analyze and interpret data to predict the type of bonding (ionic or covalent) and the shape of simple compounds by using the Lewis dot structures and oxidation numbers.

HS Chemistry H.C.3.4 Plan and conduct controlled scientific investigations to generate data on the properties of substances and analyze the data to infer the types of bonds (including ionic, polar covalent, and nonpolar covalent) in simple compounds and diatomic elements.

HS Chemistry H.C.3.5 Develop and use models (such as Lewis dot structures, structural formulas, and ball-and-stick models) for simple hydrocarbons to exemplify structural isomerism.

HS Chemistry H.C.4.1 Develop and use models to explain the arrangement and movement of the particles in solids, liquids, gases, and plasma as well as the relative strengths of their intermolecular forces.

HS Chemistry H.C.5.1 Obtain and communicate information to describe how a substance can dissolve in water by dissociation, dispersion, or ionization and how intermolecular forces affect solvation.

HS Chemistry H.C.5.2 Analyze and interpret data to explain the effects of temperature and pressure on the solubility of solutes in a given amount of solvent.

HS Chemistry H.C.5.3 Use mathematical representations to analyze the concentrations of unknown solutions in terms of molarity and percent by mass.

Part VII

The 5 E’s Lesson Plan Template

Name: Laura Hayes Lesson Name: Chemistry – Matter

South Carolina Standards- include the full standard not just numbers

7.P.2.3 Analyze and interpret data to describe the composition of matter and classify pure substances as an element or a compound, or mixtures as heterogeneous or homogeneous.

7-5.1 Recognize that matter is composed of extremely small particles called atoms.

The Central Idea- what is the central idea you want the students to take away from this lesson

The students will be able to classify a substance as matter, and demonstrate that matter has mass and takes up space.

Engage- a way to connect past and present/ assess prior knowledge through discrepant event, intriguing question, acting out a problematic situation, etc.

The students will read the statement: “Matter is anything that has mass and takes up space.” They will then brainstorm, as a class, examples of things that may or may not be classified as matter. This list will be revisited at a later time.

(15 minutes)

Explore- students have the opportunity to get directly involved with phenomena and materials and develop an experience with the phenomenon. The teacher acts as a facilitator providing materials, etc.

Small groups (3-4) of students will use a beaker and an electronic balance to help them determine which of a variety of things actually do have mass. Items for their use will include: Water, salt, flashlights, and small balloons. Students will use any changes between the mass of the beaker and the mass of the beaker plus the entity in question to determine whether or not each example truly does have mass, and will record their responses and reasoning.

(40 minutes)

Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

I will lead a class discussion guided by the following questions:

Which things provided were found to have mass? Which were not?Did any of your findings surprise you?What does the presence or absence of mass mean for their possible classification as matter?

(20 minutes)


The lists of matter and “not matter” which were first created as a class will be revisited, and each item on the lists will be reevaluated. The lists will be adjusted as necessary.

(5-10 minutes)


Pre-assigned small groups (4-5) of students will use the same provided materials (as were present in the first “explore” phase) to determine which ones take up space. They will do this by using the original shape of the balloon as the control; changes in shape when one of the given materials is introduced into the balloon will serve as proof that the material does take up space. The students will record their observations and inferences about what these observations could mean.

(15 minutes)


The students will discuss the following questions within their small groups of 4-5:

Which items, when “inserted” into the balloon, caused a change in shape of the balloon?Why do you think some items changed the balloon’s shape, while others did not?What might this ability say about the item?

These questions will then be discussed as a class.

(20 minutes)Elaborate- the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them.

I will lead a class discussion surrounding the following questions:

Which of the items could be classified as matter? Which could not? Why?How accurate are the lists that we created as a class? What else could we add or take away from these lists?

(20 minutes)

Evaluate- an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process.

The “engage” time will be used to determine how familiar the students are with the definition of matter, and how well they can apply the definition to real life examples. A lack of basic understanding of the definition will require more scaffolding for the students during the class and group discussions.While the students are testing the items in both “explore” phases, I will monitor their methods, as well as their cooperation with one another. If students get stuck on a particular idea, I will take extra time to start with more basic concepts, to encourage them to think further into the topic.During class discussions, I will check students’ understanding and ability to apply the concepts to outside examples. Should the discussion reveal misconceptions, I would retrace the steps from the “explore” results to guide the students to think about what their observations would translate to in other situations.

Adapted from: http://www.miamisci.org/ph/lpintro5e.html

http://www.miamisci.org/ph/lpintro5e.html


Name: Laura Hayes Lesson Name: Chemistry – Atoms

Standards- include the full standard not just numbers

SC and NGSS

7.P.2.1 Develop and use simple atomic models to illustrate the components of different elements (including the relative position and properties of protons, neutrons, and electrons).7.P.2.3 Analyze and interpret data to describe the composition of matter and classify pure substances as an element or a compound, or mixtures as heterogeneous or homogeneous.

7-5.1 Recognize that matter is composed of extremely small particles called atoms.7-5.2 Classify matter as element, compound, or mixture on the basis of its composition.


The students will be able to build 3D representations of molecules by connecting various numbers and types of atoms to one another. They will discuss differences between these created molecules, and between compounds and mixtures.


The students will have molecular model kits in front of them. They will be assigned to small groups of 3-4 students to create models with one, two, three, four, and five “atoms” – colored balls that can be connected with wooden sticks. They will then sketch their view of the model on paper.(20 minutes)


While the students are building their own unique models, I will hold a brief discussion with each group, centered around the following questions:

What do you think the balls and sticks represent?Why do you think the balls are different colors?What might be different about one atom compared to another?(20 minutes – occurs simultaneously with “Engage”)


The class will be given a color-coded key listing elements with colors; these colors correspond to the colored balls (or atoms) of the kit. Each group will be given a unique list of six molecules to create. The listed molecules will be written both in standard form (i.e. H2O) and a descriptive form (i.e. 2 Hydrogen balls and 1 Oxygen ball). Each student in every group will draw and color each created molecule.(30 minutes)


I will lead a class discussion surrounding the following questions:

What was the smallest model that could be created?Do you think the atom could be broken down further?What changes about the model when a second atom is added? Does it become harder to break down to the simplest unit?Does more change occur when additional atoms or molecules are added to the first molecule? If so, what are the changes?(20 minutes)

Elaborate- the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them.

Students will discuss the following questions within their small groups:How would a model with one kind of atom change when another kind of atom gets added to it?Would attaching two models together change the model as a whole? How about disconnecting them?How tough do you think it might be to break apart two atoms in real life?How would attaching two models differ from physically mixing the models together?Do you think all of these ideas remain true when dealing with actual atoms, and not just models?Do you have any ideas about which natural substances are made up of larger molecules, and which are made up of smaller molecules?When do you think it would be easy to tell when two substances are mixed together (in a real life, larger scale example i.e. making a cake), and when would it be difficult?

(15 minutes)

Afterwards, I will lead a class discussion surrounding these same questions.(20 minutes)


Engage & first Explain: Can the students use the kits to build their own unique models? Can they draw an accurate representation of what they have created?If students have trouble with the questions and/or building, more time will be spent on scaffolding to allow the students to understand what they are doing. If students are familiar with the concepts, I will feel comfortable moving on to Explore.

Explore: Do the students work together well in creating the listed molecules?

Explain: Can the students make accurate connections between the models and real-life concepts?Additional, more detailed scaffolding, as well as additional time, may be needed if students are not connecting what they have built with what actually exists.

Elaborate: Do the students recognize the difference between creating a compound and a mixture using the models?Do students realize that many atomic bonds are harder to break than the models’ bonds?More time may be spent on the Elaborate questioning should the students not fully understand the overarching ideas and concepts.


http://www.miamisci.org/ph/lpintro5e.html


Name: Laura Hayes Lesson Name: Chemistry – Atoms


7.P.2.1 Develop and use simple atomic models to illustrate the components of different elements (including the relative position and properties of protons, neutrons, and electrons).

7.P.2.2 Obtain and use information about common elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table (including the classification of metals and nonmetals).


The students will be able to create an atomic model, including the subatomic particles of neutrons, protons, and electrons, and will be able to apply their knowledge of each particle’s properties to the model. They will also be able to communicate how and why the periodic table is divided in certain ways.


Show students the last minute of the following video:

http://www.youtube.com/watch?v=azXS0q3r9fY

The video shows a replication of Thompson’s cathode ray tube experiment, and demonstrates how he discovered the electron and its negative charge.

I will briefly discuss the video with the class, asking what they thought of the experiment and the results.

(5 minutes)Explore- students have the opportunity to get directly involved with phenomena and materials and develop an experience with the phenomenon. The teacher acts as a facilitator providing materials, etc.

Students will go to the following website, which will allow them to “build” their own atoms by placing any number of neutrons, protons, and electrons onto a template. The interactive website then displays the created atom’s atomic number, atomic mass, whether it is neutral or an ion, which element that specific atom would be (based on proton number), and what its square on the periodic table would look like.http://phet.colorado.edu/en/simulation/build-an-atom

(15 minutes – includes retrieving computers and logging in)Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

After taking time to explore the interactive website, students will be put into small groups of 3-4. Together, they will write a collective list of at least 15 observations from their time spent exploring the site. After 15-20 minutes, the class will come together to create a list of common observations on the board.

(25-30 minutes)


With the assistance of the website (http://phet.colorado.edu/en/simulation/build-an-atom), each student will draw his/her own atomic model (that should show the electron “rings,” the nucleus, protons, neutrons, and electrons (along with their charges)) on paper. Along with each individual drawing, the student will create a periodic table square to represent the atom he/she has created.

(30-35 minutes, including time to retrieve and put away computers)


A large, color-coded (metals and nonmetals), numbered periodic table will be projected onto a blank wall. Each student will tape his/her element square onto the corresponding square (with the same atomic number).

(5 minutes)


I will lead a class discussion surrounding the following questions:What does each element square have in common? Do you recognize any of the element names?What do you notice about the colors on the table? What do you think the boundary line means?What might the numbers next to and above the table mean? Why do you think they are there?


While the students are exploring the website, I will circulate and observe to check on each student’s progress and level of prior knowledge.

As the class list of observations is being created, I will gauge what they have noticed and what they may not have noticed while using the website. If necessary information has gone unnoticed, I will know that if students continue through the next day without including it in their assignments, the gaps will need to be filled.

While students are creating their own atomic models and periodic table squares, I will monitor their progress and ensure that they are including the necessary information in their work. If certain components are missing, I will guide them towards what to include.

When the periodic table is being discussed, I will base the exact line of questioning on how much information the students are picking up on and sharing.



Name: Laura Hayes Lesson Name: Chemistry – Chemical Bonds


7.P.2.4 Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.


Students will model and understand the differences between covalent and ionic bonds. They will also analyze chemical formulas to determine which type of bond is present.


Each student will be handed a large sign that either says “metal” or “nonmetal” when he/she walks in the door. On the board, there will be instructions to pair up with another person (one group of three if necessary); however, one of the people MUST be a nonmetal.

(5 minutes)


If a pair is comprised of two nonmetals, they will be handed an “electron” sign to hold at the same time. If a pair is comprised of a metal and nonmetal, one will be handed a “+” sign, the other will be handed a “-“ sign.

(5 minutes)


Pairs will briefly discuss what they think the significance of the signs (electron, +, -) are.

(5 minutes)

I will lead a class discussion by utilizing the following questions:

What do all of the pairs holding the electron sign have in common? How about the pairs with the + and – signs?Why would I ask two people to both hold the same (electron) sign?What are the meanings of the + and – signs?

(5 minutes)


I will then continue the discussion, but with more probing questions:

Instead of both atoms holding up an electron sign, how else would they be connected? Do you think this is a strong connection?How could two atoms be connected with a + and a – ? How strong might this connection be?Which bond do you think is stronger? Why?

(20 minutes)


I will have a list of chemical formulas on the board, next to a projected periodic table. I will go through the list with the class, and they will first determine which elements are metals and which are nonmetals. Based on these responses, the class will synthesize the types of bonds that are present within the atoms in each chemical formula.

(15 minutes)


As students are discussing in pairs during “explore,” I will walk around and listen to their conversations. If many students do not know how to respond, I will know that more scaffolding is necessary during the “explain” and possibly the “elaborate” sections.

As students are explaining, I will determine whether or not they understand the premises of covalent bonding (atoms sharing electrons) and ionic bonding (attraction between positively and negatively charged atoms). If not, more time will be needed during this section to further guide the students in the right directions.

During both elaborate sections, I will further check the students’ understanding, as well as their abilities to apply their new knowledge to new situations. If the application is tough for them, I will backtrack a bit to ensure that there is a true understanding of the bond types and when each occurs.



Name: Laura Hayes Lesson Name: Chemistry – Physical & Chemical Properties


7.P.2.5 Analyze and interpret data to describe a substance using physical properties (including boiling/melting point, state, density, conductivity, color, hardness, and magnetic properties) and chemical properties (including the ability to burn or rust).


Students will be able to synthesize a list of the physical and chemical properties of a given object, and be able to separate given properties based on whether they are physical or chemical.


Students will watch the following video:

http://www.youtube.com/watch?v=EeWzyR1xap4

The video is three minutes in length, and is a student-made rap about the properties of matter, to the tune of a popular Justin Bieber song.

A short discussion of anything the students may have learned will follow.

(5 minutes)Explore- students have the opportunity to get directly involved with phenomena and materials and develop an experience with the phenomenon. The teacher acts as a facilitator providing materials, etc.

Small (3-4) pre-assigned groups of students will have one bag per group containing two of the following objects:

Apple Washcloth Water bottle (empty) Standard pencil

Groups will write down as many observations as they can about each object in the bag.

(15-20 minutes)Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

I will write a few of the common observations about each object on the board. I will then ask the students to come up with some properties of each item that they cannot see (e.g. What would happen if you exposed it to various elements or to extreme temperatures?).

(10 minutes)


Students will discuss and analyze the differences between all of the properties written on the board. I will lead the discussion around questions such as the following:What do you think is different about properties that you can see (size, color, etc.) and ones that you cannot?Do you think there is a difference between burning an object and melting it? If so, what?Do you think that rusting is more similar to burning or melting? Why?Why do you think that knowing about a substance’s physical properties is important?

(10 minutes)

http://www.youtube.com/watch?v=EeWzyR1xap4


The students will be shown a list of a certain substance’s specific physical and chemical properties. They will then analyze the list within their small groups to produce the name of a substance which might fit all of the given criteria.

(5-10 minutes)


During “engage,” I will be able to identify both prior knowledge and any misconceptions.

While the students are exploring, I will check out their lists of observations. By doing this, I will be able to gauge how detailed and thorough the students are being; if some lists are showing less detail, I will encourage them to dig a little deeper and think of more descriptive observations.

During the first “elaborate,” I will be able to tell if the students can truly evaluate the difference between physical and chemical properties. If they cannot, more scaffolding will be used to help the students reach that point in their learning.

The second “elaborate” will tell me whether or not students can analyze a list of properties and come up with a substance that fits all of the given criteria. As long as their responses fit the list, I will be assured that they can complete the task. If not, I will ask them to rethink their response(s) and point out where it may not match up with the list of properties.


Part VIII


Name: Laura Hayes Lesson Name: Chemistry – Non-Traditional Summative Assessment


All of 7.PA.2


The students will demonstrate their abilities and knowledge about the subject matter they have been learning about throughout the chemistry unit.


The following instructions will be on the board:Take one answer sheet from the cart near the door. Have a seat at your desk. You may review the work you have for this unit before the bell rings.When the bell rings, I will give further instructions.

Explore, Explain, & Elaborate

Each answer sheet will have a number between 1 and 10 written at the top of it. After the bell rings, students will be instructed to report to that number station. (Students will either be in pairs, or groups of 3 when necessary.) I will be sure to stress that they need to begin writing on their answer sheet on the correct station number’s section.

There will be ten stations set up around the room (two sets of five different stations). The instructions given at each station will be as follows:

1. Draw an atom on your answer sheet with less than 10 protons, less than 10 neutrons, and less than 10 electrons. Next to the atom, write how many of each subatomic particle is present. Is the atom neutral, or is it an ion? Why?Next, draw the periodic table square (on your answer sheet) that would correspond with your atom. Explain what each number on the square means. You can make up your own symbol and element name.

2. Use the periodic table (which is on the table next to the instructions sheet) to determine which of the following are metals and nonmetals. Write your responses on your answer sheet next to the symbol of each element:OZnAuCXeNow, to the LEFT of each symbol, write the PERIOD number of each element. To the RIGHT of your “metal/nonmetal” response, write the GROUP number of each element.

3. Sketch a picture of a compound in the space provided on your answer sheet. (You can use the balls and sticks that are set out if you’d like.) Next to the sketch, write the compound’s chemical formula.Next, look at the two bags, labeled “1,” “2,” and “3.” [The bags will be filled with Sprite, Chex Mix, and a flour/cake mix mixture.] In the space provided on your answer sheet, write whether the samples are heterogeneous mixtures or homogeneous mixtures.

4. For each of the sample compounds listed below, write whether the elements would be bonded covalently or by ionic bonding.CO2

NaClFe2O3

SiCl4

In at least three sentences, describe what covalent and ionic bonding are, and which elements take part in each type of bonding.

5. Given the following physical and chemical properties, what item could be described here?White in colorSolidSphericalHas small dimples covering the surfaceHollowMade of a smooth materialShinyMelting point between 80° and 180°Can burnCannot rustThen, write down at least five properties of this object (iron nail); one property must be chemical, and labeled with a “C” next to it.

Students will have 9 minutes at each station. I will set a timer in the front of the room, and will instruct them to move on to the next station at the end of each nine minutes. After all students have rotated through, they can continue working at their desks if need be, or return to any stations at which they may need a few more minutes.


1. The atom should have protons and neutrons in the center, and electrons around the outside. It will be an ion if the number of protons and electrons are not equal, and neutral if they are equal. The periodic table square should contain the atomic number (number of protons), atomic mass (protons and neutrons), and any correctly written element symbol, along with a made-up element name.

2. Oxygen (period 2, group 16), carbon (period 2, group 14), and xenon (period 5, group 18) are nonmetals; zinc (period 4, group 12) and gold (period 6, group 11) are metals.

3. The compound’s chemical formula should correspond directly to the drawing. The Sprite is homogeneous (same throughout), and the Chex Mix and flour/cake mix are heterogeneous (different throughout).

4. Carbon dioxide and silicon chloride would be bonded covalently (through shared electrons) due to all elements involved being nonmetals. Iron oxide and sodium chloride would contain ionic bonds (which rely on differences in atom charges), due to one element in each compound being a nonmetal, and the other in the pair being a metal.

5. Item described is a golf ball; however, any response that fits the given criteria will be accepted. Some properties of an iron nail: gray/silver, long, skinny, has a “head” on it, able to rust (C), solid, etc.

Should there be any questions that many students are unsure about or get an incorrect answer for, I will revisit the topic(s) during the next week of class.

Example of formative assessment: During an elaborate phase, while students are learning about physical and chemical properties, I will listen to their responses to particular questions in order to determine whether or not they can apply their knowledge of the differences between chemical and physical properties.

Appendix A

American Chemical Society. (2013). Middle School Chemistry. Retrieved November 30, 2013 from http://www.middleschoolchemistry.comLesson plans, labs, other activities, and handouts are made available through ACS. The site is searchable by state and standard, to ensure that the lesson plans they present you with match up with what the students need to be able to do.

Education.com. (2013). Middle School Chemistry Activities. Education.com. Retrieved December 1, 2013 from http://www.education.com/activity/middle-school/chemistry/This contains quite a few fun, fairly uncomplicated experiments and activities for middle schoolers to do. They can either be done in class, or activity sheets can be given to students to take home. The majority of the activities are also rather relatable, involving sugars, soaps, and other common items; these connections can help make the abstract thinking of chemistry more real to them.

IXL Learning. (2013). Quia Web. Retrieved November 26, 2013 from http://www.quia.com/webThis website allows teachers to publicly share links for dozens of science-related games and activities with a wide range of topics, including matter and atoms. It also allows teachers to share documents with his/her students. This can be useful for assisting in explanations of difficult concepts during class time, or for students to view on their own time at home.

LaRosa, Liz. (2008). Middle School Science. Retrieved November 27, 2013 from http://middleschoolscience.com/chemistry.htmThe Middle School Science website contains links to handouts, visuals, reviews, and quizzes for all topics covered in this unit plan. Many resources that are linked to the site are available offline, either in Word or Powerpoint, or to pass out in class.

NSTA. Science Scope. Arlington: NSTA.The National Science Teacher Association’s middle grades magazine contains many interesting articles. Issues are published released monthly, and NSTA knows how to get and keep a middle school student’s attention; the magazine is full of colorful, exciting photographs, and relatively easy-reading articles about intriguing topics. Themes of the magazine vary from month-to-month, so not every month’s issue has chemistry-related topics. However, it is still a great resource to have in the classroom.

ReviewGameZone. (2013). Chemistry Games. Review Game Zone. Retrieved November 27, 2013 from http://reviewgamezone.com/site/subjects/chemistry-games.phpThis website has dozens of games within several relevant chemistry topics, including the periodic table, states of matter, and atomic structure and bonding. These games could be played by students either throughout the unit, as they are learning the material to ensure understanding, or as a review before a summative assessment.

Scheckel, Larry. (2011). Ask Your Science Teacher: Answers to Everyday Questions. Lexington: Larry Scheckel.This book answers common science-related questions that many people, including students, have. It contains an entire section of questions and answers called “The Strange World of the Atom,” which has about a dozen chemistry-related explanations for natural phenomena.

Scieszka, Jon, and Lane Smith. (2004). Science Verse. New York: Viking.This poetry book contains short, one-two page poems on various science topics, including a few about chemistry. The poems would be perfect either as an introduction to a new topic, or for after their summative assessment as a fun way to wrap up.

University of Colorado. (2013). Build an Atom. PhET Interactive Simulations. Retrieved December 1, 2013 from http://phet.colorado.edu/en/simulation/build-an-atomStudents are able to use this interactive website to build their own atoms. They can add protons, neutrons, and electrons; the site shows where each subatomic particle is located once it is added. The site also displays the built atom’s periodic table square, as well as the charge of the atom.

VocabularySpellingCity. (2013). Spelling City. Retrieved November 26, 2013 from http://www.spellingcity.comThis website contains multiple vocabulary games, as well as practice vocabulary tests. The teacher can upload lists to the website, where students can view them on any computer once granted access. Multiple classroom membership is about $200/year for premium services. Some free services are available to everyone. This site can provide great practice tools to students. It allows them to both learn and review vocabulary words on their own time, or during class should the website be accessible.

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