Matter: Chemical Properties
and Changes
Content: Properties and Chemical Changes in Matter - Physical characteristics of objects can be described using
shape, size, and mass. The materials from which objects are made can be described using color, texture, and
hardness. These properties can be used to distinguish and separate one substance from another. The student will
engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
1.
Substances react chemically with other substances to form new substances with different characteristics
2.
Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture,
(e.g., oxidation, combustion, acid/base reactions).
density, and hardness) and chemical properties. In chemical reactions and physical changes, matter is
conserved (e.g., compare and contrast physical and chemical changes).
Days 1-2:
Students will complete worksheet pages 7,19-20, 24-30, and 85-96 with
their collaborative groups using the stick cooperative method. Students will record
their responses in their folders behind divider 3.
Day 3:
As a class students will review responses to questions from worksheets
completed on Days 1 and 2.
Day 4:
Students will watch “Rock N Learn: Physical Science” over the scientific
method, properties of matter and changes of matter. Students will review the
material discussed in the video by answering the short quiz questions as a class.
Days 5-7:
Students will define and describe the following terms over matter and the
chemical properties and chemical changes of matter. Students will divide the list
of terms within their groups. Students will share what they have learned about
their assigned terms with their group mates. All students will be required to write
down the description of each term in their journals behind divider 3.
Matter, weight, mass, volume, density, atom, molecule, element,
compound, mixture, states of matter, homogeneous, heterogeneous, solid, liquid,
gas, melting, condensation, evaporation, sublimation, chemical reaction,
reactants, products, endothermic, exothermic, energy, activation energy, rate of
reaction, concentration, inhibitor, catalyst, enzymes (underlined terms are
review)
Day 8:
A Power Point will be shared with the class over the chemical properties of
matter and the chemical changes of matter. Students will fill in the blanks of
an outline over the material covered in the presentation. Students will begin
working on the note journals with their groups using the Response Chips
cooperative learning strategy.
Day 9:
Students will learn about their unit project “Keep a Chemical Change
Log” that will be due on day 13.
Day 10:
Students will work within their groups using the Roundtable cooperative
learning strategy. The groups will read “Matter and Its Changes” worksheet page
14 and answer questions on pages 15-16. Students will record their answers on one
single paper for the group. Students will also complete wkst 1 for their unit
project.
Day 11:
Checkpoint for Chemical Change Log. Students will work within their
groups using the Numbered Heads Together cooperative learning strategy.
Students will read “Describing Chemical Reactions” page 18 and discuss material
learned. Class will then be asked review questions over the material, having one
specific student per group orally answer a question. Each new question will be
answered by a different student within the group.
Day 12:
Students will have 10 minutes to ask any questions over their unit project.
Students will use the Response Chips cooperative learning strategy to read
“Controlling Chemical Reactions” and complete the review worksheets 23 and 24.
Day 13:
Students will turn in their “Chemical Change Log” unit project. The class
will discuss their results and give feedback on the project.
Day 14:
Students will work within their groups on the “Melting Makes Mouth-
Watering Munchies” investigation. Groups must complete a lab investigation
design together; identifying the variables, making a hypothesis and
graphing/tabling their data.
Day 15-16:
Students will work within their groups on the “Bouncing Chemical
Changes” investigation. Groups must complete a lab investigation design
together; identifying the variables, making a hypothesis and graphing/tabling
their data.
Day 17:
Students will play a review game over the unit to help prepare them for
their assessment.
Day 18:
Students will complete their unit assessment.