8th Science
Week of Nov. 18th – Nov. 22nd
Class Name
Objective
(I will…)
Monday 11/11th
How to identify physical and chemical Changes.
How physical and chemical changes affect the world you live in.
STANDARD
STANDARD II.I.I.8 Describe various physical and chemical changes that occur
naturally, (e.g. snow melting, photosynthesis, rusting, burning).
Cornell notes
TTW have students set a cornell note with objectives listed and provide the
characteristics of physical and chemical weathering, teacher will provide demos to
reinforce the contrast between physical & chemical
TSW set up a format for cornell note
1. Recognize physical changes
2. Recognize chemical changes
3. Law of conservation of Mass
Grade WS relating to which statement is a physical or chemical change
As per IEP
Modified test, provide notes, visual, audio info etc.
Stalagmite, chemical change, physical change, stalactite, column, chlorophyll,
chemical weathering, physical weathering, energy, molecule
The green color of the leaves is due to the presence of the green pigment chlorophyll.
Chlorophyll absorbs sunlight and the light energy is converted to chemical energy in
the chloroplasts, by the process of photosynthesis. Chlorophyll is highly unstable, and
the leaves need to synthesize the pigment continuously. In addition to chlorophyll,
there are other pigments present in the leaves, which are carotene and anthocyanins.
While carotene is yellow, anthocyanins are red. The change in temperature during
winter causes the trees to cut off supply of water to the leaves, by a process called
abscission. In the absence of water, photosynthesis stops, and so does the synthesis of
chlorophyll. Thus, the leaf takes the color of the other pigments, and we see a change
in color.
Read more at Buzzle: http://www.buzzle.com/articles/chemical-change-examples.html
http://www.buzzle.com/articles/chemical-change-examples.html
http://www.ric.edu/faculty/ptiskus/chemical/
Tuesday 11/12th
LAB-Physical or Chemical Change?
How can a scientist tell if a chemical change took place?
Cooperative groups for labs
STANDARD II.I.I.8 Describe various physical and chemical changes that occur
naturally, (e.g. snow melting, photosynthesis, rusting, burning).
TTW have students work in cooperative groups to determine if a physical or chemical
change has occurred
TSW together in cooperative groups
1. Gather materials for experiment
2. Gather data from the experiment
3. Organize data to analyze results for conclusion
TTW take the final results and assess the data to determine comprehension
Exothermic or endothermic
As per IEP
Modified test, provide notes, visual, audio info etc.
Photosynthesis is an example of an endothermic chemical reaction. In this process,
plants use the energy from the sun to convert carbon dioxide and water into glucose
and oxygen. This reaction requires 15MJ of energy (sunlight) for every kilogram of
glucose that is produced:
Strategies
Teacher Activities
Student Activities
Assessment/Evaluation
Modifications /
Accommodations
Academic Vocabulary
Additional Resources
Research
Class Name
Objective
(I will…)
Strategies
STANDARD
Teacher Activities
Student Activities
Assessment/Evaluation
Academic Vocabulary
Modifcations /
Accomodations
Additional Resources
sunlight + 6CO2(g) + H2O(l) = C6H12O6(aq) + 6O2(g)
An example of an exothermic reaction is the mixture of sodium and chlorine to yield
table salt. This reaction produces 411 kJ of energy for each mole of salt that is
produced:
Research
Class Name
Objective
(I will…)
Strategies
STANDARD
Na(s) + 0.5Cl2(s) = NaCl(s)
http://chemistry.about.com/cs/generalchemistry/a/aa051903a.htm
Wednesday 11/13th
Practice Writing
Teacher Activities
Recall, quick write
STANDARD II.I.I.8 Describe various physical and chemical changes that occur
naturally, (e.g. snow melting, photosynthesis , rusting, burning).
TTW students writing prompts to practice for the SBA
Student Activities
Assessment/Evaluation
Academic Vocabulary
Modifcations /
Accomodations
Additional Resources
Search
Class Name
Objective
(I will…)
TSW take the writing prompts and practice
TT take a grade on content of the paragraph
Brainstorming, Quickwrite, guidewriting, recall
As per IEP
Modified test, provide notes, visual, audio info etc.
Questions related for writing prompt
http://www.writingfix.com/WAC/Writing_Across_Curriculum_RAFTS_Science.htm
Thursday 11/14th
How to identify physical and chemical Changes.
How physical and chemical changes affect the world you live in.
STANDARD
STANDARD II.I.I.8 Describe various physical and chemical changes that occur
naturally, (e.g. snow melting, photosynthesis, rusting, burning).
Recall, identify, interpret
TTW have students use QQT for review, PPT review test questions over metric and
physical & chemical changes
TSW use the lab sheet and follow the instructions on the lab to determine if the change
is a physical or chemical.
Quiz over metric & physical / chemical changes
Metric, physical & chemical changes
As per IEP
Modified test, provide notes, visual, audio info etc.
PPT, QQT cards,
http://chemistry.about.com/cs/generalchemistry/a/aa051903a.htm
Strategies
Teacher Activities
Student Activities
Assessment/Evaluation
Academic Vocabulary
Modifcations /
Accomodations
Additional Resources
Research
Class Name
Objective
(I will…)
Strategies
STANDARD
Teacher Activities
Student Activities
Assessment/Evaluation
Academic Vocabulary
Modifcations /
Accomodations
Additional Resources
Friday 11/15th
Rates of Chemical Reactions
 How to measure the speed of a chemical reaction
 How chemical reactions can be speeded up or slowed down
Guided reading
STANDARD II.I.I.9 Identify factors that influence the rate at which chemical
reactions of occur (e.g. temperature, concentration).
TTW have students make a 12 square foldable and number their reading paragraphs
and read with their cooperative group and answer questions in the 12 squares and the
margins of their read and do.
TSW make a 12 square foldable and number their squares in relation to their
paragraph. Students will work in their cooperative groups.
Teacher will spot check to monitor progress
Activation energy, catalyst, concentration, enzyme, inhibitor, rate of reaction
As per IEP
Modified test, provide notes, visual, audio info etc.
The rate of a reaction is the speed at which a reaction happens. If a reaction has a low
rate, that means the molecules combine at a slower speed than a reaction with a high
rate. There is another big idea for rates of reaction called collision theory. The
collision theory says that as more collisions in a system occur, there will be more
combinations of molecules bouncing into each other. If there are a higher number of
collisions in a system, more combinations of molecules can occur. The reaction will go
faster and the rate of that reaction will be higher. Even though they are both liquids,
think about how slowly molecules move in honey when compared to your soda. There
Research
are a lower number of collisions in the honey
http://www.chem4kids.com/files/react_rates.html