Kate Latta
Chemistry Unit Plan
Summer 2011 (for Fall 2011)
(# Days)
Objective
Pre-work
Big idea
question
(4 day)
How can
forensic
science be
explained
through
chemistry?
After lab: QUIZ
on scientific
method
(1 day)
World Wide
Wednesday
(non-fiction
reading
lesson)
(2 days)
SWBAT
describe that a
chemical
change is not
easily
reversible;
that a physical
change is
reversible
(2 days)
SWBAT
differentiate
Plan
Activity
Begin LAB – blood
typing
Advisory: This American Life story:
DIY – connect to our 3 suspects
Blood typing: have students identify
if there is clumping or not clumping
Article: The
Forensics of Blood
How can we
as
scientists
evaluate
our
experiment
s?
(Observatio
ns)
How are
physical and
chemical
changes
different?
What are
the signs of
a chemical
change?
Where are
the
elements
1) Physical
reactions: definition
(no new substance);
milk and water
mixed
2) Chemical
reactions definition
(new substance is
formed); what was
the new substance
that was formed?
(from milk +
vinegar). Include
the 4 signs of a
chemical change in
general (at bottom
of last page)
Include photographic evidence and
explanation in terms of clumping
(the new substance) and not
clumping
1) Elements are on
the Periodic Table
2) Compounds
Explain through vinegar, milk and
water
between
compounds
and elements
organized?
defined and explain
in terms of lab
materials
*Include compounds for aspirin lab
The Science of
Anesthesia article
Analyze the elements, molecules,
compounds involved in anesthesia
and integrate to how many of these
elements and compounds are in
your body.
Connect – how do elements and
molecules change in a physical
versus chemical change
SWBAT
articulate that
there are 90
naturally
occurring
elements on
the Earth
QUIZ on
compounds,
elements,
physical and
chemical
changes
World Wide
Wednesday
(non-fiction
reading)
(1 day)
(1 day)
(5 days)
SWBAT
identify
physical and
chemical
When do
compounds
and
elements
rearrange
in a
reaction?
When do
they stay
the same?
How can
forensic
science be
explained
through
chemistry?
How can we
as
scientists
evaluate
our
How to predict when looking at a
reaction formula only (make
predictions for the aspirin lab
formulas)
Begin LAB – aspirin
mystery; set up the
scene
They plan
Make predictions
Complete lab
1) Students plan out
lab—scientific
question, variables,
hypothesis,
materials,
Integration of technology: take
photos of reaction plates for analysis
of color change
reactions in an experiment
unfamiliar
s?
setting.
(Observatio
ns)
(1 day)
SWBAT
differentiate
between
atoms and
molecules
SWBAT
articulate that
an atom is the
smallest
particle you
can break
matter into
and still have
that specific
matter
(1 day)
SWBAT draw
pictures of
molecules
based on
chemical
formula and
vice versa
World Wide
Wednesday
(non-fiction
reading
lesson)
(1 day)
SWBAT
articulate that
an atom is a
procedure
2) Students make
predictions based
on compounds &
reactions, 2 trials
3) 4 more trials (on
this day students
determine where
aspirin was)
4) Data analysis and
conclusion
How do
Identify atoms
elements,
(diagrams) versus
compounds elements, and
, atoms, and molecules
molecules
differ?
What is the Summary on
smallest
elements and atoms
piece of
(include in above
matter that lesson)
you can
break a
substance
into and
still have
that
matter?
Look at individual atoms from labs
(diagrams) and how they make up a
compound
Technology integration: online
module (ball and stick model)
Thalidomide article:
baby defects and
isomers
What holds
an atom
together?
Part I: definitions of
proton, neutron,
electron
Part II: drawing
tiny particle
composed of
protons,
neutrons and
electrons
(2 day)
SWBAT use
the Periodic
Table to
identify the
number of
protons,
neutrons and
electrons in a
specific atom
SWBAT
articulate that
the difference
between these
atoms is
essentially the
number of
protons in the
nucleus
QUIZ on atoms
World Wide
Wednesday
(non-fiction
reading)
(2 day)
SWBAT
describe that
atoms bond
atoms
1) Periodic Table –
identify and label
the parts of each
element on the
Periodic Table
2) Periodic Table
poster making
PROJECT: Students will create group
posters based on an assigned
element. Students will complete
internet research on their element
for a two minute presentation.
(include in previous
lessons & objective)
How do
nuclear
explosions
involve
protons,
neutrons,
and
electrons?
Is nuclear
energy
going to be
the energy
source of
our future?
How do
atoms
‘stick’
together?
Nuclear chemistry –
analysis of what
happened in Japan
with the nuclear
meltdown
What is fission? What is fusion? Why
are the two so dangerous?
Include analysis of uranium and
plutonium on molecular level
Nuclear power—energy source for
our future?
1) How are
elections shared—
define and
demonstrate
How did the atoms rearrange during
the labs?
http://www.brainpop.com/science/
together by
sharing
electrons
SWBAT
articulate how
atoms/molecu
les change
during a
physical
change
SWBAT
describe how
atoms/molecu
les change
during a
chemical
change
(3 day)
SWBAT
differentiate
between
creating a
solution and a
chemical
change
(3 day)
SWBAT
describe that
atoms are
neither
created nor
through videos
matterandchemistry/chemicalbond
2) GO THROUGH
s/
EACH LAB and
connect how the
Process of elimination at first.
atoms change bonds
or do not change
bonds
(include in previous
2 day lesson)
(include in previous
2 day lesson)
How can a
molecule or
compound
travel
through
another
compound?
(Chromatography)
LAB
1) Solution and
solvent introduction
and definitions;
what is
chromatography?
2) Set-up and lab
3) Conclusion and
data
http://www.brainpop.com/science/
matterandchemistry/compoundsan
dmixtures/
Where do all
of the atoms
during a
reaction go?
LAB
1) Introduction on
the law of
conservation and
what it means
(possible or
Explain through Law of
Conservation of Mass
Technology integration: pictures of
chromatography; analyze by
measuring on photos or saved filter
paper
Separating compounds into single
elements or other compounds that
are soluble in the solvent—how did
they move? (solvents = water,
ammonia, rubbing alcohol, and nail
polish remover)
http://www.chymist.com/INK%20
ANALYSIS.pdf
http://www.brainpop.com/science/
matterandchemistry/chemicalequat
ions/
destroyed
during
chemical
reactions, only
rearranged
QUIZ on Law
of
Conservation
of Mass
impossible
reactions)
2) How this is
applied –sandwich
bag lab: calcium
chloride, sodium
bicarbonate,
indicator
3) What did this all
mean? Analyze and
conclusion. Extend
to new scenarios.
Review
(35 teaching
days total; 7
week unit)
Unit 1:
Chemistry –
Assessment
How can forensic science mysteries be explained with chemistry?
1) Precipitate formation (blood lab)
2) Color change (aspirin, ink chromatography)
3) Gas formation (aspirin)
4) Heat formation (aspirin)
LAB STANDARDS:
 SWBAT explain why it is important to make observations to help identify potential
variables
 SWBAT identify variables in an experiment
 SWBAT isolate variables that should remain constant in an experiment
 SWBAT explain the necessity of isolating variables to manipulate and keeping the
others constant
 SWBAT develop scientific questions based on independent and dependent variables
generated
 SWBAT distinguish between good scientific questions and poor scientific questions
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT design an experiment using the steps of the Scientific
Method.
Unit Title: Chemistry
Assessment:
Exit Slip – Reflection on performance with partner
Vocabulary:
Words to know:
Do Now: (5 minutes)
Data Analysis – crime scene focused
Introduction to Lesson/Hook:
Students read intro letter on the blood typing lab.
http://www.youtube.com/watch?v=Ur8Uv7Y_VZ8
CSI NY opening clip
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda:
1. Do Now
2. Set the scene
3. Background information
4. IV, DV, Scientific Question, Hypothesis,
Materials
5. Your turn -- procedure writing
6. Exit Slip
Heart of the Lesson:
I DO (15 minutes): PPT on blood types and what we’ll be looking for. Students will write down information
in their lab notebooks for slides 1-4 with most important information.
Don’t write this down…
• Our goal is to figure out the murderer of a man on Kings Highway by blood typing.
• The police team has already come up with three suspects that either knew the victim or were
seen in the area before the body was discovered, and the police took their blood samples for us.
• By comparing the blood of the three suspects, the crime scene, murder weapon, and victim, we
will be able to figure out who was the murderer!
Slide 1:
• Red blood cells, white blood cells, and plasma (also known as serum) are the main parts of our
blood. They contain proteins, nutrients, clotting factors, and hormones for our body.
• There are 3 genes for blood type – A, B, and O. Since we have 2 genes, there are 6 possible
combinations: AA, BB, AO, OB, AB, and OO. We call these A, B, AB, and O.
Slide 2:
• To test for blood type, investigators use anti-serums. Anti-serums are the opposite of the serum
that is in your blood, so when you test a blood type with an anti-serum and mix them together, it
will react and “clump” together if it is ACTUALLY that blood type.
• For example, if you have A blood, and you test that with an Anti-A Serum, the two will create
clumps! But if you tested with Anti-B Serum, there would be no clumps and no reaction. Get it?
• We will test each of the victims with Anti-A, Anti-B, and Rh Serums.
Slide 3:
• The Rhesus factor is a certain blood protein that was discovered in blood while studying Rhesus
monkeys.
•
•
The presence of the protein or lack of the protein, is called the Rh factor.
If you mix Rh Serum and any blood type and there is clumping, you add a “+” to the end of that
person’s blood type. If it does not clump, you add a “-”. This means that the blood types that exist
really are A+, A-, B+, B-, AB- etc.
WE DO (15 mins):
Goal: To match the blood of the crime scene and the murderer!
IV: Remember, in a forensic experiment this has already been determined for us, but we need to use
strategies to eliminate and determine the type of IV, or in this case, to match them
Blood type
DV: Presence of clumping with Anti-A, Anti-B, and Rh serums
Scientific Q: How does the type of blood determine if there is clumping with either anti-A, anti-B, or Rh
serum?
Hypothesis:
SAY: Since we need to predict for four different types of blood, we will have four different hypotheses. We
will write one together and then you will write the next three.
1) If type A blood is mixed with anti-A serum, then clumping will occur. If type A blood is mixed with
anti-B serum, then no clumping will occur. If the blood is A+, then the blood will react with Rh
serum.
2) If type B blood is mixed with anti-B serum, then clumping will occur. If type B blood is mixed with
anti-A serum, then no clumping will occur. If the blood is B+, then the blood will react with Rh
serum.
3) If type AB blood is mixed with anti-A serum, then clumping will occur. If type AB blood is mixed
with anti-B serum, then clumping will occur. If the blood is AB+, then the blood will react with Rh
serum.
4) If type O blood is mixed with anti-A serum, then no clumping will occur. If type O blood is mixed
with anti-B serum, then no clumping will occur. If the blood is O+, then the blood will react with
Rh serum.
Materials:
Blood from suspects, victim, crime scene, and weapon
Anti-A Serum
Anti-B Serum
Rh Serum
Toothpicks
Petri dishes
Droppers
YOU DO (15 mins):
Now, you are going to be writing the procedure for the lab.
Here is a diagram of what your reaction plate will look like. If you want to draw/summarize this on your
paper quickly so that you have it to reference, take 1 minute to do so.
The details that you need to include in your procedure as far as quantities will be on the board. The
important part to notice is that each test will be run twice.
ASK: why will each test be run twice? (to make sure results are reliable)
You may talk to your partner so that you have the same procedure for Tuesday and Thursday. If you
have a question that you and your partner cannot answer, raise your hand.
Procedure:
1. Draw chart in lab notebook.
2. 20 drops of blood types in each petri dish.
3. 20 drops of anti-A serum in each petri dish
4. Stir.
5. Observe and record observations.
6. Repeat trials for all anti-A serum dishes.
Differentiation:
Closure: Exit Slip on performance
Homework: 7.9 Blood typing
Materials: http://sciencespot.net/Media/FrnsScience/bloodtypinglab2wkst.pdf
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM: SWBAT execute an experiment using the steps of
the Scientific Method
Unit Title: Chemistry
SWBAT explain the importance of multiple trials in experimentation
Assessment: Exit Slip – lab performance
Vocabulary: blood types
Words to know:
Do Now: (5 minutes)
Minerals Review – MC and one SA
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Introduction to Lesson/Hook:
Today we are going to start our blood typing experiment,
and again we’re doing two trials!
ASK: What are we looking at today? (all 6 blood
samples, with anti-A serum)
Agenda:
1. Do Now
2. Set up your data table
3. Anti-A Serum
4. Repeat it
5. Observations
6. Exit Slip
Heart of the Lesson:
I DO (10 minutes):
Procedure:
1. Draw chart in lab notebook.
2. 20 drops of blood types in each petri dish.
3. 20 drops of anti-A serum in each petri dish
4. Stir.
5. Observe and record observations.
6. Repeat trials for all anti-A serum dishes.
WE DO (10 mins):
Flip to page 6, create your chart:
Suspect #1
Suspect #2
Suspect #3
Victim
Crime
scene
Weapon
Trial 1
Trial 2
SAY: Only the vials of blood are labeled, so I suggest that you work one blood sample at a time
(differently than how we worked for the last lab). This time, I would suggest adding the drops of blood for
suspect #1, adding anti A to both trials, stirring one at a time, recording both, moving those plates to the
side, and then moving on to the next suspect. This way you will avoid any confusion with your data
collection.
ASK: Why are we going to use two trials? (to make sure our results are valid)
ASK: Who saw that they needed both trails in the last experiment? Raise your hand.
Call on one student to explain what happened
ASK: from our set up from yesterday, what are we going to write in the data table? (chemical or physical
reaction)
And again, if there is a chemical reaction, you should be adding specific observations
ASK: What are the 4 signs that we might be looking for? (color change, bubbles, heat, odor)
SAY: In this case, I’m going to prep you that you’ll be looking for clumping. We talked about this
yesterday briefly, but clumping shows a positive reaction, meaning that if you are testing an anti-serum, it
actually means you HAVE that type of blood.
If you see clumping, you can write a + in your data box, and then write observations. After you have
completed your data trials, you should flip to page #9 and fill out each of the anti-A serum boxes with a +
or – just like you saw on your homework last night.
Model an example of this—you are only filling in the top left part of the diagram.
ASK: Questions on how to complete this section?
YOU DO (30 mins):
Procedure:
1. Draw chart in lab notebook.
2. 20 drops of blood types in each petri dish.
3. 10 drops of anti-A serum in each petri dish
4. Stir.
5. Observe and record observations.
6. Repeat trials for all anti-A serum dishes.
Checks:
How many drops of blood samples? (20)
How many drops of anti-A serum? (10)
Then what? Stir
Then what? Record observations
Then what? Move on to next blood sample. Push last example to side.
Students complete 6 lab trials. If groups finish early, they can write in the reflections column and predict
which types of blood already COULD match (one or two suspects will already will be eliminated)
Differentiation:
Closure: Exit Slip – lab performance reflection
Water pass:
Homework: 7.10 minerals throwback
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM: SWBAT execute an experiment using the steps of
the Scientific Method
Unit Title: Chemistry
SWBAT explain the importance of multiple trials in experimentation
Assessment:
Exit Slip – self reflection
Vocabulary:
Words to know:
Do Now: (5 minutes)
Review of experiment from Tuesday
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Introduction to Lesson/Hook:
Today we’re performing our lab again, but this time with
Anti B serum!
Agenda:
1. Do Now
2. Set up your data table
3. Anti-B Serum
4. Observations
5. Exit Slip
Heart of the Lesson:
I DO (10 minutes):
Teacher set up for lab
1
2
3
Victim
Crime scene
weapon
Anti A serum
Vinegar
Water
Vinegar
Water
Vinegar
water
Anti B serum
Water
Water
Water
vinegar
Water
Vinegar
Rh serum
Vinegar
Water
Water
Vinegar
Vinegar
Vinegar
A+
OAB+
A+
B+
Review of procedure; ONE MAJOR difference: we are only using one trial today and tomorrow. This is
because of time constraints. For this reason, you need to be extremely careful you’re doing the lab
correctly! But then we will have a few minutes at the end of class to check answers.
Set up your table:
Criteria for an exemplar data table:
1) Clumping or no clumping (+ or -)
2) What did the clumps look like?
3) Another observation (color, draw a comparison to something else, what do you see)
SAY: In order to receive full credit, you must have all three written down. Especially since there is only
one trial, all of the boxes need to be filled out. Write the criteria in the “reflection” column if you need a
reminder.
Observations
#1
#2
#2
Victim
Crime scene
Weapon
WE DO (5 mins):
Review of procedure (have student walk class through procedure)
7. Draw chart in lab notebook.
8. 20 drops of blood types in each petri dish.
9. 20 drops of anti-B serum in each petri dish
10. Stir.
11. Observe and record observations.
12. Repeat trials for all anti-B serum dishes.
YOU DO (25 mins):
How many drops of blood samples? (20)
How many drops of anti-A serum? (10)
Then what? Stir
Then what? Record observations
Then what? Move on to next blood sample. Push last example to side.
Students complete 6 lab trials. If groups finish early, they can write in the reflections column and predict
which types of blood already COULD match (one or two suspects will already will be eliminated)
Differentiation:
Closure: Exit Slip - Reflection
Water pass:
Homework:
7.11 Chemical and Physical reaction
Materials: All materials from Tuesday’s lab
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Uhauu11Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT execute an experiment using the steps of the Scientific
Method
Unit Title: Chemistry
SWBAT support conclusions with evidence and data from
experimentation
Assessment: Exit Slip Reflection
Vocabulary:
Words to know:
Do Now: (5 minutes)
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Introduction to Lesson/Hook:
Last lab day, we’re going to figure out, was it suspect 1
or suspect 3?
Agenda:
1. Do Now
2. Set up your data table
3. Rh Serum
4. Summarize your information
5. Who's the murderer?
6. Exit Slip
Heart of the Lesson:
I DO (10 minutes):
Teacher set up for lab
1
2
3
Victim
Crime scene
weapon
Anti A serum
Vinegar
Water
Vinegar
Water
Vinegar
water
Anti B serum
Water
Water
Water
vinegar
Water
Vinegar
Rh serum
Vinegar
Water
Water
Vinegar
Vinegar
Vinegar
A+
OAB+
A+
B+
Review of procedure; ONE MAJOR difference: we are only using one trial today and tomorrow. This is
because of time constraints. For this reason, you need to be extremely careful you’re doing the lab
correctly! But then we will have a few minutes at the end of class to check answers.
Set up your table:
Criteria for an exemplar data table:
4) Clumping or no clumping (+ or -)
5) What did the clumping look like?
6) Another observation (color, draw a comparison to something else, what do you see)
SAY: In order to receive full credit, you must have all three written down. Especially since there is only
one trial, all of the boxes need to be filled out. Write the criteria in the “reflection” column if you need a
reminder.
Observations
#1
#2
#2
Victim
Crime scene
Weapon
WE DO (5 mins):
Review of procedure (have student walk class through procedure)
13. Draw chart in lab notebook.
14. 20 drops of blood types in each petri dish.
15. 20 drops of Rh serum in each petri dish
16. Stir.
17. Observe and record observations.
18. Repeat trials for all Rh serum dishes.
YOU DO (25 mins):
How many drops of blood samples? (20)
How many drops of Rh serum? (10)
Then what? Stir
Then what? Record observations
Then what? Move on to next blood sample. Push last example to side.
Students complete 6 lab trials. If groups finish early, they can write in the reflections column and predict
which types of blood already COULD match (one or two suspects will already will be eliminated)
Conclusion writing (15 mins):
5 mins: fill out
Now you will write your conclusions, using the information from page 9 that you labeled so well.
Differentiation:
Closure: Exit Slip Reflection
Water pass:
Homework:
7.12 Preview for Independent Project
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT identify the most important topic and main idea in a text.
Unit Title: Chemistry
Assessment:
Vocabulary:
Antigen, antibody, colloid, viscous
Words to know: A, AB, B, O blood types
Do Now: (5 minutes)
Blood types – Punnett Square & match the suspect to
the blood type
Introduction to Lesson/Hook:
Today, we’re reading more about blood type and the
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda: (35/40 min lesson)
1. Do Now
forensics of blood. This article is going to support the
conclusions we will write on Friday.
2.
3.
4.
5.
What you already know
Pre-reading
Reading & note taking
Close out
Heart of the Lesson:
I DO (10 minutes) / WE DO (20):
Article: ChemMatters article: The Forensics of Blood
SAY: We will start reading one at a time, paragraph by paragraph, and we will fill out study guide
together. A few videos will be watched.
Start: paragraph 1-4 (have dramatic reader with enthusiasm read as a hook)
Add to note sheet:
After paragraph 4:
The case that changed how people looked at blood was Miller vs. Pate, 1967. People were pretending
that they were using blood but they were really using red paint!
Video of luminal and H2O2 making blood glow blue
http://www.youtube.com/watch?v=VKhPeZzQNk8
What does it mean to dilute something 300,000 times? Add half water to the solution every time.
Kastle-Meyer test
http://www.youtube.com/watch?v=c2C-AveVMw0&feature=related
start at 0:29 sec
Precipitin test
Figure 3 – look at diagram on the left (2 possible blood types)
Differentiation:
Closure: Pass out HW
Water pass:
Homework:
WWW: Forensics of Blood
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT articulate how atoms and molecules change during a
physical change
SWBAT describe that a physical change is reversible
Unit Title: Chemistry
Assessment: Fill in the blank on whether examples are physical reactions or not (Y/N)
Vocabulary: physical change, phase change
Words to know:
Do Now: (5 minutes)
Multiple choice on lab techniques
Introduction to Lesson/Hook:
Today and tomorrow we are going to learn specific
vocabulary that we’ll use all year; these two definitions
are physical and chemical reactions.
Heart of the Lesson:
I DO (15 minutes):
Purpose of Do Now
□ Cumulative Review
□ Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. What is a physical reaction?
3. Where did you see a physical reaction in the
lab?
4. Practice
5. Exit Ticket
Questions You
Will Ask:
SAY: Today I’m going to read a short reading, and then we’re going to work through the
reading together and make a summary with notes. Today we are just focusing on
physical reactions (or changes), and then tomorrow we’ll just focus on chemical
reactions (or changes).
(I read. GN sections will be recap of paragraph)
Understanding Chemical and Physical Reactions
Did you know that nothing on Earth ever really disappears? It may seem like snow
disappears in the sun, or that the flames make wood vanish in a fire, but that is not
what is happening. Snow melts and becomes gas that rises into the atmosphere,
and burned wood turns into ash and smoke. Matter is never created or destroyed. It
just changes form! All matter is made up of tiny molecules, and when these
molecules are changed or moved around, the matter changes form. Today you will
learn about the two ways matter can change. These changes are called reactions.
Physical Reactions
The first way matter can change is through a physical reaction. A physical reaction
causes the matter to shift shape or state. A kind of physical reaction is an ice cube
melting. As it melts, the ice changes from a solid to a liquid state. Even though it is
no longer frozen, the matter is still water. That makes it a physical change.
Physical changes are usually caused by some form of motion or pressure, or a
change in temperature.
When trying to determine if a change is a physical reaction or not, as yourself: Is this
change reversible? In other words, can you go backwards or change the matter into
its original form. For most physical reactions, the answer is ‘Yes.’ The cardboard box
can be straightened out, and water can be frozen once again into ice. Steam can
condense and return to its liquid state of water, and wool thread can be taken
apart. However, not all physical reactions are easily reversed.
Guided notes: When a physical change occurs, its properties might change,
but overall composition of substance/mixture does not.
o Think of physical changes are either phase changes or 2 things
separating/combining
o Examples: melting, boiling, freezing, condensing, crushing, splitting,
breaking, grinding, crushing
o There are two types of physical changes:
1. Reversible: Phase Changes
Phase change = when matter changes state solid ↔liquid ↔
gas
Draw the three molecule densities:
Box 1 solid, box 2 liquid, box 3 gas
SAY: reversible means that you can get the original substances back again. For example,
if you add water to Kool Aid powder, the water can then evaporate, meaning that it will
turn back into a gas. We’re going to observe this reversible chemical reaction over the
next week.
Draw the three conditions of water, Kool Aid, water/Kool Aid, evaporated water & Kool
Aid
(for this drawing just write the compounds as the words “water” and “Kool Aid” since
they do not know compounds yet)
2. Irreversible: Clipping a nail, cracking an egg, cutting hair
SAY: These are irreversible because they cannot be put back to the original state
just by being placed together.
From your blood typing lab last week, when there was a NO clumping example, that
would be an example of a physical change (that is just two liquids, milk and water)
mixing together. But the molecules there never change, they just move into the same
space.
DRAW: The milk and water mixing, not changing.
WE DO (8 minutes):
PRACTICE!
For the following physical changes, decide whether they are reversible or irreversible:
1.
Glass Breaking
physical; irreversible
2.
Hammering a nail into wood
3.
Melting butter
4.
Separating a mixture of sand and gravel
5.
6.
7.
8.
9.
Mixing lemonade powder into water
Mowing the lawn
Squeezing oranges
Mixing salt and water
Evaporating water
YOU DO (15 minutes):
Students will complete justifications of physical reactions. They will also create examples
of physical changes that they could model in class. These will also have explaining
sentences. Follow up with students who have reasonable physical changes.
Differentiation:
Closure:
ET, pack up
Homework:
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
Unit Title: Chemistry
SWBAT describe that a chemical change is not easily
reversible
Assessment:
Vocabulary:
Words to know:
Do Now: (5 minutes)
Introduction to Lesson/Hook:
Today we’re focusing only on CHEMICAL reactions. If
we already talked about physical reactions as the nonclumping example from the blood typing lab, then what
is a chemical reaction?
Purpose of Do Now
X Cumulative Review
X Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. What is a chemical reaction?
3. How is it different than a physical
reaction?
(Students will answer that “clumping” is a chemical
reaction. Explain that clumping indeed is an example of
a chemical reaction, but it is only one of four possible
ways to identify a chemical reaction.
Heart of the Lesson:
I DO (15 minutes):
4. Classification practice
5. Closing & Exit Ticket
I will read aloud, and the notes after will summarize the reading.
Chemical Reactions
The second way matter can change is through a chemical reaction. Chemical changes occur when
two or more substances combine and react to each other. In a chemical reaction, matter doesn’t
just change form as it does in a physical reaction. Chemical reactions cause the molecules of matter
to change. This is more than a change in shape or state. Most of the time, an entirely new kind of
matter is created.
Baking is a perfect example of a chemical reaction. Imagine all of the ingredients needed to make a
batch of brownies. Eggs, flour, oil, water, and cocoa are stirred together. After heating the mixture
to a high temperature for a set period of time, you have something very different than the parts
you put into the bowl. Burning a piece of paper is also a chemical reaction. The basic substance of
the paper is changed into something new: smoke and ashes. These new substances have very
different molecules than the original piece of paper.
When trying to determine if a change is a chemical reaction, it helps to look at what was produced
as a result of the change. If the reaction creates energy like light or heat, or if a gas or solid is
produced, the change is a chemical reaction. Other signs of a chemical reaction include an odor or
change in color.
Another way to identify a chemical reaction is to examine whether or not the change can be
reversed. Unlike physical reactions, chemical reactions cannot be performed backwards to produce
the original parts. For example, after those brownies come out of the oven, it is impossible to
separate the oil, eggs, flour, and other ingredients ever again. They have been chemically changed
into a new substance.
Guided notes:
CHEMICAL CHANGES
A chemical change, on the other hand, produces matter with an entirely different composition. A new
substance is formed.
Examples: burn, rot, rust, decompose, ferment, explode, corrode
But how can I tell if a chemical reaction has occurred?! Well, there could be a…
1. Transfer of energy
2. Change in color
3. Production of a gas
4. Formation of a precipitate
Precipitate: a solid that forms and settles out of a liquid mixture
SAY: The chemical change that you saw in the blood typing lab was a precipitate. This is because you
started with milk and vinegar and ended up with a solid “curd” and a liquid “whey.” As you can see, the
4 substances involved in this reaction are all different—that’s because you ended up with a new
substance that’s totally different than what you started with.
Check:
ASK: Why did we end up with a different substance in the blood typing experiments that were really
vinegar + water? (Because a chemical change occurred, which means that a new substance was formed)
WE DO (10 mins): from PowerPoint: Students classify physical or chemical reactions based on photos
before and after reaction. Evidence must be provided—from one of the 4 signs of a chemical change.
7 examples.
YOU DO (15 mins): Students complete independent practice on classifying physical versus chemical
changes from photos and words. Students must provide an explaining sentence for why they selected
their answer. Notes from yesterday are recommended.
Check: review 5 examples with students. Have them self correct and pass in independent work.
Differentiation:
Closure:
Water pass:
Homework:
Materials: PowerPoint with examples of physical and chemical reactions (via photos)
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
Unit Title: Chemistry
SWBAT articulate that there are 90 naturally occurring
elements on the Earth
Assessment:
Multiple Choice and matching – element name to element symbol
Vocabulary:
Words to know:
Do Now: (5 minutes)
Purpose of Do Now
X Cumulative Review
Introduction to Lesson/Hook:
X Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. What’s the periodic table?
3. How is it organized?
4. Symbol Analysis
5. Element Analysis
6. Exit Ticket
Heart of the Lesson:
I DO (15 minutes):
The Periodic Table Introduction:
• Table of elements ordered by atomic number
• Ordered by chemical properties (reactivity, physical properties)
• Divided into categories like metals and gases
• The first 92 elements are found in nature
• The rest were made by scientists in laboratories. These have some funny names.
• One element is named after Einstein
ASK: What do you already know about the elements?
•
•
Although other versions of this table exist, its invention is credited to Russian chemist Dmitri
Mendeleev in 1869
Intended that the table would illustrate recurring "periodic” trends in the properties of the
elements.
So how is this table organized?
• Rows (across) are organized by atomic number (# of protons in the atom)
– Add one proton each place you move to the right
• Columns (down) are organized by chemical properties of the elements.
– Each group of elements share things in common like:
• How they react to other substances
• Ability to rust or burn
• Magnetic or not
SAY: For example, the alkali metals are all VERY reactive with air or water.
•
•
•
•
•
•
•
•
Group1: Alkali Metals
Group 2: Alkaline Earth
Group 13: Boron Family
Group 14: Carbon Family
Group 15: Nitrogen Family
Group 16: Oxygen Family
Group 17: The Halogens
Group 18: Noble Gases
• An element is any material that cannot be broken down during a chemical reaction
• Simplest substance
• Examples: gold, silver, oxygen, hydrogen, carbon
• One atom only in that element. Ex. Lead (Pb) has one atom of lead in it
SAY: We will learn about atoms soon, but for now just know that an element is the smallest piece of
matter you can see with your own eye. For example, lead on a pencil.
On your periodic table, please label the following parts:
• Atomic number is on top
• The symbol is in the middle.
– Can be one capital letter like “O” for oxygen
– Can be one capital letter and one lowercase like “Au” for gold
• Element name is below that
SAY: Cl (chlorine) is tricky because the “l” looks like an I to some. Know that an I will always be
capitalized with the bars across it, and Cl is a very common element.
•
•
•
The elements do not only exist alone … they combine with other elements to make all the matter
in the world.
All living things, including humans, are made mostly of just six elements
The six elements found in everything the most are:
– Carbon
– Oxygen
– Hydrogen
– Nitrogen
– Sulfur
– Phosphorous
WE DO (12 mins):
• A subscript is used to tell a scientist HOW MANY of each element there are in a compound.
• A subscript tells you how many atoms of each element there are
• A subscript is a # on the RIGHT of the element symbol that is smaller and towards the bottom of
the letter
• H2S
• H2SO4
• CaO
• MgO
• C60
YOU DO (20 mins): Element Practice--analyze one particular element (12 pairs), read synopsis of
element and summarize on analysis sheet. Then student groups will report back their findings. All
students will record key information from the analysis guide on their own papers.
Differentiation:
Closure:
Water pass:
Homework:
Materials: PowerPoint presentation
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
Unit Title: Chemistry
SWBAT differentiate between compounds and elements
Assessment:
Fill in chart- compound/element, if compound, what are the elements inside of the compound?
Vocabulary:
Words to know: Prior knowledge: the element names, what an element symbol is and where you find
the name of the element
Do Now: (5 minutes)
Introduction to Lesson/Hook:
So we’ve seen chemical and physical reactions and
have analyzed more general examples. Now we’re
going to get more specific and look on the smaller level
at how it’s possible for these reactions to work—today
we’re focusing on elements and compounds.
Purpose of Do Now
X Cumulative Review
X Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. What’s in vinegar that you can’t see?
3. Elements and Compounds
4. Venn Diagram
5. Practice
6. Exit Ticket
Heart of the Lesson:
I DO (12 minutes):
Element: An element is a substance that is made entirely from one type of atom. All known elements
are arranged on a chart called the Periodic Table of Elements. Elements are the simplest form of
substances, and are also considered to be pure substances that cannot be split or broken into simpler
substances.
SAY: First, we’re going to look through the periodic table to become familiar with the element names
from element symbol. Also, on your paper are the most common elements with symbol and element
name. (each student has a periodic table)
Example: Lead. (draw a pencil tip) symbol: Pb
(take 5 minutes to work down the rows of the Periodic table, emphasizing the most common elements
we’ll look at this year).
Compound: A compound is a substance made from two or more different elements that have been
chemically joined.
Example: water (H2O), table salt (NaCl), table sugar (C12H22O11) and chalk (CaCO3); vinegar: CH3COOH
(from our lab)
How it all fits together: elements  compounds
Venn Diagram:
Compounds and elements
Compounds: more than one type of element bonded together; ex H2O
Elements: also a building block, but used to describe a larger level (compounds); can describe elements
using human eye
Similarities: elements are included in compounds
ASK: When you look at a compound, like vinegar, what’s it made up of? (elements)
ASK: When you look at a compound written on a piece of paper, do you see compounds or element
names? (element names)
WE DO (10 minutes)
Directions: write if the element/compound is an element or compound. Then decide how many elements
there are and what the elements are in the compound.
Work 2 examples cold calling on students, finish remaining 3 with partner (4 minutes)
Cold call for responses.
ASK: How did you decide between element/molecule/compound? (for each)
Extension: look at a few photos (PowerPoint)
ASK: Is this an element or a compound? These will be inferences.
1)
2)
3)
4)
5)
Lead on a pencil
Sugar
Copper (on a penny)
Bleach
Mercury
YOU DO (12 mins): Students work independently on worksheet analyzing the difference between
elements and compounds.
1) Section on identifying the element name versus compound.
2) Definition summary
3) Predictions for aspirin lab (this portion will be returned for aspirin lab): analyze aspirin, sugar, salt,
cornstarch, water, iodine, sodium hydroxide
Differentiation:
Closure: Exit ticket with same style as IP
Water pass:
Homework:
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
Unit Title: Chemistry
SWBAT identify evidence that supports a claim.
Assessment:
Vocabulary: anesthesia, nitrous oxide, organic chemistry
Words to know:
Do Now: (5 minutes)
Rock cycle review
Introduction to Lesson/Hook:
What do you already know about the history of
anesthesia? What can it be used for?
(Students share that anesthesia didn’t used to be used
in war, saw clip from Glory that showed a man’s leg
getting sawed off without anesthesia)
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda:
1. Do Now
2. Science of Nitrous Oxide
3. Pre-reading
4. Reading - Anesthesia
5. Reading Check
6. Close Out
Heart of the Lesson:
I DO (15 minutes):
PPT, 2 slides
Today you have boxes to fill in from a powerpoint slide instead of guided notes. Now that we’re getting
into independent projects and your own assessment of information that is presented to you, you are
responsible for writing down the parts that are most important. That does not mean you need all of the
words in the boxes.
Have student read first paragraph.
How does the nervous system work (form PPT):
The nervous system sends messages back and forth between the brain and body through your spinal
cord and nerves; neurons connect by branches
(Have student share out what he/she wrote, and write this on the worksheet after on doc cam to model)
What is a synapse? Why are these important?
A synapse is a connector which has a small space separating neurons; they are important so that an
electrical impulse can travel through your body.
Show video of the pain signal moving through the body:
http://www.youtube.com/watch?v=n8y04SrkEZU&feature=related (start at 0:24 seconds)  walk students
through the video and pause because sound cannot be heard; pause at first sign of neurons, and pause
at synapse diagram
Where did the pain signal move through?
Finger prick, through arm, through shoulder, up to spinal cord, through synapse, lastly to brain (several
areas)
WE DO (15 mins)
Students read article and answer guided notes packet as we move along.
SAY: we are going to take out the most important information from this text to better summarize what’s
going on in the article. Some of these topics are things you will see in 8th grade science, so we’re getting
a head start on next year right now!
After paragraph 1 and 2, make a connection to history class from yesterday; why is this an issue?
After paragraph 3: this is still a medical mystery! While scientists think they know how the molecule acts
in the body, they’re not sure. It’s crazy to think that something that is used to widely every day is not
really understood!
After P4, what are the two types of anesthetic?
After P7, fill out chart below on what the types of anesthetics do
And Venn Diagram on how general anesthetics are different from sleeping
After p8, what is a side effect? Something that happens as a result of a chemical reaction that you didn’t
plan on. Who knows a side effect of anesthetics? (nausea, drowsiness, confusion) these probably mean
that you got too much anesthetic for your body
After P9, read the paragraph starting with “today, we know…”
Label the pie graph
Is N2O an element, molecule or compound? Compound. Draw it.
Is O2 an element, molecule, or compound? Molecule. Draw it.
After P11, how are the uses for laughing gas now different?
1793-1840 main use was in traveling medicine shows and carnivals because it made people “laugh”
1840s dentistry and medicine
I will start reading at P12-P16 since there is a lot of organic chemistry language in these paragraphs.
ADD: This is language you will see A LOT at the beginning of 8th grade. These are special molecules that
you will be learning about which are named in different ways, called organic chemistry. For now, just try
to understand the basics.
After P14, what is an inhalation anesthetic? General anesthetic given through the lungs
After P18, draw Na+ ions traveling through the synapses. And arrows and show that this is what is
happening when the pain signal is transferring through the body.
SAY: This might be what is blocked by N2O, but scientists don’t think so. They also might prevent those
Na+ ions from leaving their starting site, but this isn’t it either. So basically, it’s still a medical mystery!
At this point, either begin reading independently or finish out article as a class depending on time
restraints.
YOU DO (15 mins): students complete reading check (out of 9 questions). To be graded for completion.
Check with 1 minute left and record scores.
Differentiation:
Closure:
Water pass:
1) What is the combination of compounds and molecules used in anesthetics?
2) What are the two types of anesthetic?
3) Do scientists know exactly how anesthetic works in the body?
Homework: WWW: Pain & anesthesia
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT describe that atoms are neither created nor destroyed during
chemical reactions, only rearranged.
Unit Title: Chemistry
Assessment:
Are the following reactions Possible or impossible?
3 examples
Vocabulary: balanced reaction, law of conservation of mass
Words to know:
Do Now: (5 minutes)
Introduction to Lesson/Hook:
So we’ve looked at chemical and physical reactions, and now
we’ve learned about elements and how they make up
compounds, but now we can connect all of these concepts!
Today you will use element chips, which you can move around
to help to understand how a reaction works.
Heart of the Lesson:
I DO (15 minutes):
Reading through “How do atoms rearrange?” text from FOSS kit
Purpose of Do Now
□ Cumulative Review
□ Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. Reactants & Products
3. Rearrange them
4. Practice
5. Exit Ticket
During chemical reactions, starting substances, called reactants, change into new substances
These new substances (on the right of our equation) are called products
Labeling: NH3 and O2 are reactants, NO and H2O are products
**the arrow reads “yields” or “reacts to form”
Let’s practice reading that reaction
ASK: _____, please read the reaction remembering the arrow is “yields”
You can set up a chemical equation to show that no matter is created nor destroyed during a reaction, the atoms
are just rearranged
The LAW OF CONSERVATION states that: the total amount of mass remains constant in a system regardless
of any reaction that occurs
This means that ALL of the parts that were reactants are now parts IN THE PRODUCT of some form
http://www.middleschoolchemistry.com/multimedia/chapter6/lesson1#chemical_reaction_methane
Methane and oxygen reacting.
Let’s look at a complete reaction:
Carbon dioxide + calcium hydroxide  calcium carbonate + water
SAY: How can we tell that matter is conserved by just looking at these names?
WE CAN’T! So let’s look at what is in the compounds
Now moving to TILES (pass them out)
TILES
To get ready: if you are on the LEFT side of the desk (ex.) put your notes on the LEFT side; if you are on the right
side, put your notes to the RIGHT side of your desk—this will clear a work area in the middle of your table.
*Expectation: all tiles stay on your table unless you are sliding them on your table. Any other movement with the
tiles will be a demerit. These are a learning tool to benefit you so that we can physically see each element first, and
then we will transition to working more on paper and in our minds.”
*If you don’t have enough tiles to make the full equation, please turn to your neighboring desk and work with them.
You can also combine your tiles if necessary for ONE example at a time. Once you are done sharing, please turn
back to your partner table and begin working alone again.”
ASK: What do we do if we don’t have enough tiles for one example? (share with a neighbor)
1.
2.
3.
4.
Open your bag slowly
Pour all tiles onto your desk
Flip all tiles so that you can see the element name (wait for 100%)
The center area is for your reactions. You each also have 1 + sign and one  sign, you will set these up
when we are ready.
Let’s try it. First you will need:1. 4 oxygens, 2 Hydrogens, 1 carbon, 1 Ca
(model on board with magnets)
2. Now, form your first compound: CO2 on the LEFT part of your work area
**You can put them in a clump to save space on your desk
3. Put the + sign immediately following
4. Make the molecule CaOHOH as it is on your paper (don’t need to put them in a line)
5. Now put the  immediately following
ASK: What are these two compounds in our equation? (reactants)
Using the Law of Conservation, what does this mean? (That we need to move these element tiles to the other side
of the  and we will still have the same amount, because mass is conserved)
CO2 + Ca(OH)2  CaCO3 + H2O
6. We are now moving our elements as they REACT
ASK: in a chemical change, what happens? (new substance is formed)
Right, and matter is conserved. (move your tiles in the spaces that they belong as I move them on the board.)
Move your one Ca, one C, and 3 of the Oxygens to the right side (CaCOOO) This is ONE new substance (a
PRODUCT)
ASK: What’s left on your left side? 2 hydrogens, 1 oxygen
That must be our other product!
7. Add your + sign immediately following your first product
8. Move the H2O to the right side.
OCO + HOCaOH  CaCOOO + HOH
CO2+ Ca(OH)2  CaCO3 + H2O
ASK: Did all of our elements from the reactants go to the products? YES
WE DO (15 minutes):
Law of conservation restated: the total number of atoms must be the same on both sides of the equation
In order to do this, we as scientists must BALANCE equations. Balance is achieved by changing the number of
particles that react
SAY: So I gave you an example of an already balanced reaction. This time, we’re starting with a NOT balanced
reaction. And we have to fix it.
Let’s balance our own!
HH + OO  HOH
Move these tiles on your desk. Is this balanced? NO
ASK: What’s left? One Oxygen
STOP AND JOT (1 min 30 sec) How can we change this? **You’re thinking of a NEW combination that will work
Ask 3 students to share out
Now look at balanced reaction below (each circle is a tile), make your desk look like this
Another way to write this equation is
2H2 + O2  2H2O
The number in FRONT (your coefficient) distributes to ALL elements in the compound/molecule – like in math
ASK (only to high tracks): Thinking to MATH – who can explain the distributive property in 10 words or less? (When
you take the outside number and multiply it times all of the insides)
Example 1) 2 H2 = 2 (2 H) = 4 H total
Ex 2) 4NH3
Means 4 N, 4 (3 H) = 12 H
Note: the number in front is regular sized.
The subscript ONLY applies to the element to its left
YOU DO (10 minutes): Possible or impossible reactions
Check in with one student each.
Differentiation:
Closure: ET
Homework: 1.15 Possible or impossible?
Materials: Element tiles
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT design an experiment using the steps of the Scientific
Method.
Unit Title: Chemistry
Assessment:
Exit Slip – how much of your procedure did you complete
Vocabulary: Independent Variable, Dependent Variable, Scientific Question, Hypothesis, Procedure,
Conclusion, Chemical Reaction, Physical Reaction, Aspirin, Iron Nitrate, Lugol's Iodine, Solubility
Do Now: (5 minutes)
Data Analysis Mondays
Introduction to Lesson/Hook:
Today we’re starting our second forensic science
investigation!
Have students read one paragraph each from lab
notebook (introduction letter)
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda:
1. Do Now
2. Set the scene
3. Background information
4. IV, DV, Scientific Question, Hypothesis,
Materials
5. Your turn -- procedure writing
6. Exit Slip
Heart of the Lesson:
I DO (15 minutes):
What’s our goal?
Slide 1:
• Our goal is to figure out which substance in the school cafeteria—either salt, sugar, or
cornstarch—contains aspirin so that WE can prevent future students from getting sick
• We’re looking for toxic levels of aspirin, meaning that a large chemical reaction will occur when
we test the aspirin
What does aspirin usually do? How could it be dangerous?
Slide 2:
• Aspirin has three uses for healthy use:
– 1) To reduce a fever
– 2) To prevent pain from Arthritis
– 3) Relieving pain from a headache, sprain, toothache
• However, too much aspirin use (toxic levels) can also have serious side effects:
– 1) Nausea (throwing up)
– 2) Migraine headaches (very severe)
– 3)Ulcer (a hole in your stomach)
– 4) Internal bleeding in your stomach
What are the tests used to check for the presence of aspirin?
Slide 3:
• Forensic scientists have large data bases of information about reactions that can show the
presence of a certain chemical
• For example, you’ll know you have aspirin by
– Physical appearance
– Solubility in water (H2O)
– Reaction with iron nitrate (Fe(NO3)3
– Reaction with Lugol’s Iodine (I2KI)
What will we be looking for?
Slide 4:
• We will be looking for chemical reactions that show that aspirin is in a sample
• Chemical reactions: when a new substance is formed. This can be shown by:
– Heat production
– Color change
– Bubbles (not from evaporation)
– Odor or smell
• Physical reactions: no new substance formed; reactions are reversible—could always evaporate
the liquid or filter out the solid
• We will be using our new shortcut, but only on Friday!
(students don’t write any of this down)
Your lab notebook
• A LOT of focus on YOU developing skills to set up your own notebook. This way, when you work
on your own projects, you’ll have the practice to create data tables, procedures, etc. on your own!
• Will have a daily exit slip for your progress and self-evaluation throughout the day
• Notebooks will stay at school
• Black pen, blue pen, or pencil. Come to class prepared.
WE DO (20 mins):
In this section, questions will be asked to volunteers to fill in sections in their lab notebooks
Title: Identifying Aspirin
Forensic Goal: to determine if aspirin is in the salt, sugar, or cornstarch from the cafeteria
SAY: The IV is a bit different in a forensic experiment because the conditions are already determined and
we’re trying to figure out how the conditions are similar. In this case, we’re comparing a control (all
aspirin) to three substances, one which contains aspirin, and our job is to figure out which one that is
ASK: What is the chemical that we’re testing for? (aspirin)
ASK: So what is our IV? (amount of aspirin)
IV: the amount of aspirin in a substance
ASK: how are we going to know if we have found aspirin? (if we see a chemical reaction or one of the
signs of a chemical reaction)
DV: presence of a large chemical reaction
ASK: What is our scientific question, including the IV and DV?
Scientific Question: How does the amount of aspirin in a kitchen substance (salt, sugar, or cornstarch)
affect the chemical reaction created?
ASK: What is the hypothesis? (if, then, because; include specific tests that will cause the reaction)
ASK: Why do you think a chemical reaction will occur with the iron and iodine?
Hypothesis: If any aspirin is present in either the salt, sugar, or cornstarch, then a chemical reaction will
occur from the tests with iron and iodine because with the addition of those chemicals, the atoms will
want to rearrange and form a new substance.
(write these out for students, have one set up completed to show them the “packets” (zip block bags) they
will be receiving)
Materials:
Set up:
2 reaction plates
Lab notebook
Goggles
Paper towel
Droppers
Toothpicks or scoops
Substances:
Powdered aspirin
Sugar
Salt
Cornstarch
Tests:
Water
Sodium hydroxide
Iron nitrate
Lugol’s iodine
Now, you are going to be writing the procedure for the lab.
Here is a diagram of what your reaction plate will look like. If you want to draw/summarize this on your
paper quickly so that you have it to reference, take 1 minute to do so.
The details that you need to include in your procedure as far as quantities will be on the board. The
important part to notice is that each test will be run twice.
ASK: why will each test be run twice? (to make sure results are reliable)
You may talk to your partner so that you have the same procedure for Tuesday and Thursday. If you
have a question that you and your partner cannot answer, raise your hand.
YOU DO (15 mins):
**Note: If this procedure seems to be too abstract, go through Tuesday’s procedure, and then they will
repeat for Thursday’s three chemicals and data analysis
Details to include in your procedure:
• 2 spoonfuls of each white solid
• 5 drops of water (H2O)
• 2-3 drops of sodium hydroxide (NaOH)
• 2-3 drops of iron nitrate (Fe(NO3)3)
• Sodium hydroxide is added to the iron nitrate well of the reaction plate before the iron nitrate.
• 2-3 drops of Lugol’s Iodine (I2KI)
• Each test will be run twice
• We will test aspirin and salt on Tuesday, aspirin, sugar and cornstarch on Thursday
Colgate – start with salt (cornstarch will contain aspirin)
Xavier – start with cornstarch (sugar will contain aspirin)
BU – start with sugar (salt will contain aspirin)
Final product should look something like this:
 Put on your safety goggles and a pair of disposable gloves.
 Place a reaction plate on your work surface.
 Know how your reaction plate will be set up. Make a data table of this.
 Place a small scoopful of the appropriate substance to be tested in each of the wells for the labeled
columns, using aspirin (C), sugar (Su), salt (Sa), or cornstarch (CS).
a. Use a clean toothpick as a "scoop" for each substance.
b. You will need two columns for each (since each test is going to be repeated)
 Add several drops of water to each substance in the row labeled Water. Mix gently with a clean
toothpick.
 Record your observations for each substance in your lab notebook.
 Add two or three drops of NaOH (sodium hydroxide) solution to each sample labeled Iron.
a. Note: Sodium hydroxide reacts with aspirin to form salicylic acid and acetic acid. Salicylic
acid has the interesting ability to cause iron (Fe III) to turn blue/purple. Aspirin does not
change color when mixed with iron. So to test for aspirin in an unknown sample, you first
treat the sample with sodium hydroxide, to convert any aspirin in the sample to salicylic
acid, then add iron. If a blue/purple color forms, then the test is positive for aspirin!
 Wait 5–10 seconds and add two or three drops of iron nitrate solution to each sample labeled Iron.
 Record you results in your lab notebook.
 Place two or three drops of Lugol's iodine in the row labeled Iodine.
 Record your results in your lab notebook. If you are using a camera, take pictures.
 Perform the procedure two more times with clean materials. This will show that your results are
repeatable.
 Analyze your results. What does each test tell you about the test substances?
a. You may need to do some research about the tests in order to answer this question.
 After reviewing your results, which substance was mislabeled and was not what it was supposed to
be? Make a table showing your results.
Circulate constantly and check in with groups. Aim for at least one check in with each group and two with
targeted few.
Differentiation:
Colgate – talk through first few pieces of the procedure and then they will complete the repeating
steps
Closure:
Water pass:
Homework:
7.5 Data Analysis
Materials:
Lab notebooks
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT execute an experiment using the steps of the Scientific
Method
Unit Title: Chemistry
SWBAT explain the importance of multiple trials in experimentation
Assessment:
Exit Slip – lab self eval
Vocabulary: Chemical Reaction, Physical Reaction, Aspirin, Iron Nitrate, Lugol's Iodine, Solubility
Words to know:
Do Now: (5 minutes)
Chemistry – check on our chemicals
Introduction to Lesson/Hook:
Today we are going to begin our data collection and
begin solving our mystery!
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda: (45 minute class)
1. Do Now
2. Set up your data table
3. Two tests: aspirin and one substance (salt,
sugar, or cornstarch)
4. Repeat it
5. Observations
6. Exit Slip
Heart of the Lesson:
I DO (10 minutes):
Check on your procedure: Have on ppt slide, add corrections or additional information in the reflections
column
1. Collect materials, lay out on table
2. Put on goggles
3. Add 2 spoonfuls of aspirin to each well in the first and second column of your reaction tray
4. Add 5 drops of water to the first well. Record observations in your data table –physical or
chemical change? (if chemical, what evidence?)
5. Add 2-3 drops of NaOH to iron well.
6. Wait 5-10 seconds and add 2-3 drops of iron nitrate to iron well. Record observations in your data
table –physical or chemical change? (if chemical, what evidence?)
7. Add 2-3 drops of Lugol’s iodine to iodine well. Record observations in your data table –physical
or chemical change? (if chemical, what evidence?)
8. Repeat for second aspirin column.
9. Add 2 spoonfuls of first substance (salt, sugar, or cornstarch) to the 3rd and 4th column of your
reaction tray.
10. Add 5 drops of water to the first well. Record observations in your data table –physical or
chemical change? (if chemical, what evidence?)
11. Add 2-3 drops of NaOH to iron well.
12. Wait 5-10 seconds and add 2-3 drops of iron nitrate to iron well. Record observations in your data
table –physical or chemical change? (if chemical, what evidence?)
13. Add 2-3 drops of Lugol’s iodine to iodine well. Record observations in your data table –physical
or chemical change? (if chemical, what evidence?)
14. Repeat for second column of first substance.
Flip to page 7 of lab notebook – set up table
SAY: In the data table, you will write if a physical or chemical change occurred, and if a chemical reaction
occurred, what did you see in the chemical reaction? Be as specific as possible—this is the data you’ll
need for later!
Aspirin – trial 1
Aspirin – trial 2
Substance 1 –
trial 1
Substance 2 –
trial 2
Water
NaOH, iron nitrate
iodine
WE DO (2 mins): Model first steps of lab procedure (add aspirin to each well, then add water, then
pretend to add NaOH, and stop there so students don’t see a reaction)
ASK: Any questions before you begin? Now is the time to ask questions!
YOU DO (25 mins): students complete 4 lab trials. If groups finish early, they can write in the reflections
column about what they saw and if they think substance #1 was the kitchen substance that contained the
aspirin? Why or why not? (have prompt on board)
Note: substance #1 will not be the substance with aspirin, they will see this substance on Thursday
Differentiation:
Colgate- stop after each trial
ASK: What did you see? What could you have done differently to make the procedure easier?
Closure:
Water pass:
Homework: 7.6 Chemistry Check
Materials:
Zipblock bag for each lab group
 4 labeled vials of white powders – one with aspirin, make them different for each class
 4 labeled vials of liquids
 4 droppers – labeled
 4 scoops/toothpicks
Goggles
Paper towel
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT execute an experiment using the steps of the Scientific
Method
Unit Title: Chemistry
SWBAT explain the importance of multiple trials in experimentation
Assessment:
Exit Slip – effort and performance on lab
Vocabulary:
Words to know:
Do Now: (5 minutes)
Introduction to Lesson/Hook:
Today we are finishing the performance section of our
lab. Today you are looking specifically for MATCHING
columns of chemical reactions.
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda:
1. Do Now
2. Set up your data table
3. Three tests: aspirin and two substances (salt,
sugar, or cornstarch)
4. Repeat it
5. Observations
6. Exit Slip
Heart of the Lesson:
I DO (5 minutes):
Quick PPT on why matching substances would mean you have the same chemicals present
Remember, we are testing for aspirin in the kitchen materials
On Tuesday, Aspirin was our control (what reactions we’re really looking for), and salt/sugar/cornstarch
was substance #1 from the kitchen that we were testing
Our results should have looked like this… both trials match if you did not make a mistake. But none of the
boxes one column to the next are the same.
Remember that today you are using BOTH reaction trays, filling up 6 columns total, 18 wells today. So,
today if our reaction trays looked like this, which substance would contain aspirin? (substance #3
because you see that the stars, moons, and pie charts match up)
WE DO (5 mins): quick run through of which wells match, and therefore which material would contain
aspirin; 3 examples
Model first steps of lab procedure (add aspirin to each well, then add water, then pretend to add NaOH,
and stop there so students don’t see a reaction)
ASK: Any questions before you begin? Now is the time to ask questions!
YOU DO (50 mins)
Check on your procedure:
1. Collect materials, lay out on table
2. Put on gloves
3. Add 2 spoonfuls of aspirin to each well in the first and second column of your reaction tray
4. Add 5 drops of water to the first well. Record observations in your data table –physical or
chemical change? (if chemical, what evidence?)
5. Add 2-3 drops of NaOH to iron well.
6. Wait 5-10 seconds and add 2-3 drops of iron nitrate to iron well. Record observations in your data
table –physical or chemical change? (if chemical, what evidence?)
7. Add 2-3 drops of Lugol’s iodine to iodine well. Record observations in your data table –physical
or chemical change? (if chemical, what evidence?)
8. Repeat for second aspirin column.
9. Add 2 spoonfuls of first substance (salt, sugar, or cornstarch) to the 3rd and 4th column of your
reaction tray.
10. Add 5 drops of water to the first well. Record observations in your data table –physical or
chemical change? (if chemical, what evidence?)
11. Add 2-3 drops of NaOH to iron well.
12. Wait 5-10 seconds and add 2-3 drops of iron nitrate to iron well. Record observations in your data
table –physical or chemical change? (if chemical, what evidence?)
13. Add 2-3 drops of Lugol’s iodine to iodine well. Record observations in your data table –physical
or chemical change? (if chemical, what evidence?)
14. Repeat for second column of first substance.
Flip to page 8 of lab notebook – set up table
SAY: In the data table, you will write if a physical or chemical change occurred, and if a chemical reaction
occurred, what did you see in the chemical reaction? Be as specific as possible—this is the data you’ll
need for later!
Colgate – Aspirin, sugar, cornstarch (cornstarch will contain aspirin)
Xavier – Aspirin, salt, sugar (sugar will contain aspirin)
BU – Aspirin, cornstarch, salt (salt will contain aspirin)
Aspirin –
Aspirin –
Substance 2
Substance 2
Substance
Substance
trial 1
trial 2
– trial 1
– trial 2
3 – trial 1
3 – trial 2
Water
NaOH,iron
nitrate
iodine
If groups finish early, they can write in the reflections column about what they saw and if they think
substance #1 was the kitchen substance that contained the aspirin? Why or why not? (have prompt on
board)
Note: substance #1 will not be the substance with aspirin, they will see this substance on Thursday
Exit Slip.
Differentiation:
Closure:
Exit Slip
Homework:
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT draw conclusions from data gathered through
experimentation
Unit Title: Chemistry
SWBAT support conclusions with evidence and data from
experimentation
Assessment:
Exit Slip – Reflection
Vocabulary:
Words to know:
Do Now: (5 minutes)
Introduction to Lesson/Hook:
Today we are going to draw conclusions from the data
we took on Tuesday and Thursday! This is going to be a
day mostly focused on YOU and YOUR data, drawing
Purpose of Do Now
□ Cumulative Review
X Activate Prior Knowledge
X Introduce Lesson
□ Other
Agenda:
1. Do Now
2. Summarize your data
3. Create graphs
summaries and discovering which kitchen material
actually contained aspirin which made everyone sick!
4. Conclusion Writing
5. Exit Slip
Heart of the Lesson:
I DO (7 minutes):
Today we’re going to start by making two frequency graphs, and then you have the rest of your work time
to write your conclusions! These two graphs are going to be made for colors that you observed in any
well of your reaction plate and for the number of chemical reactions that you saw with each substance
that was added to the kitchen material. This means you will calculate the # of chemical reactions for
water, iron nitrate, and iodine.
You all are receiving a piece of paper with frequency tables on one side and then your rubric for your
conclusion on the back. This piece of paper is where you’ll create a frequency table.
WE DO (20 mins)
(have students create the frequency table on the loose leaf for colors black, purple, green, white and
orange).
ASK: Are there any other colors we should add?
Flip to page 7 where you took Tuesday’s data and put tallies under the colors. Since you ran each test
twice, you should have 2 of the same data point. Count this as two, since you did run the test twice. Then
flip to page 8 and repeat the same procedure in the same way but this time do NOT count the aspirin
colors on Thursday’s data. This will make sure that you have the same amount of data evenly on the data
table.
Then, make a second frequency table on your loose leaf. This will be a record of how many chemical
reactions you saw in water, iron, and iodine. Tally up from page 7 and 8, thinking about our 4 signs of a
chemical change.
ASK: What are they? (color change, heat, bubbles, and smell)
Now, flip to page 12 and start your two graphs. I am writing the x and y axis labels and an accurate scale
on the board. You will have 10 minutes to complete the two graphs. I am setting the timer for 5 minutes
so that you can pace yourself accordingly.
ASK: questions?
YOU DO (25 mins): Your turn to write your conclusions!
You have a rubric on the other side of your frequency table sheet.
Begin writing in your lab notebook.
Differentiation:
Closure:
Water pass:
Homework:
Materials: Everything for lab from Tuesday
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT differentiate between atoms and elements
Unit Title: Chemistry
SWBAT articulate that an atom is the smallest particle you can break
matter into and still have that specific matter
Assessment: MC – atom is the smallest particle you can break down into and still have that matter
Fill in chart based on element, compound, or atom; what elements, how many atoms
Vocabulary:
Words to know:
Do Now: (5 minutes)
Introduction to Lesson/Hook:
Today we’re going to look at matter on an EVEN
SMALLER scale. I know that at this point we can’t see the
particles we’re talking about with the naked eye, but we’re
going to start using technology to help us there. Today
we’re starting to talk about atoms—these tiny pieces that
make up the entire universe.
Purpose of Do Now
X Cumulative Review
X Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. An A-T-O-M
3. How is it different? Look at pictures
4. Counting the subscript
5. Practice
6. Exit Ticket
Show video of salt and water. You are going to be able to
draw molecules like this tomorrow! For now, just look at
how each compound is made up of more than one atom:
http://www.middleschoolchemistry.com
/multimedia/chapter5/lesson3#sodium_chloride_dissolving
Heart of the Lesson:
I DO (15 minutes): When looking at the smallest of matter that something can be broken down into and
still be that matter, we’re talking about atoms.
Atom: the smallest bits of ordinary matter that are made from protons, neutrons, and electrons.
SAY: We’re going to learn more about these particles later, but just know for now there are three little
pieces of charged “stuff” that holds all elements together.
We use the word atom when we are referring to a chemical reaction happening so that the charged
“stuff” moves and bonds together.
Example: draw a He atom with 2 P, N, E. explain that we use atom instead of element in this case if we
would need to talk about the electrons specifically. But this atom is also the element He.
Now, remember that this is different from an element because an element is the simplest form of
substances, and are also considered to be pure substances that cannot be split or broken into simpler
substances. They are all one type of atom.
Venn Diagrams:
Atoms and elements
Atoms: used to describe when differences between electrons form (when you want to look at a smaller
level); cannot see atoms with human eye (too small); where electrons bond together
Elements: also a building block, but used to describe a larger level (compounds); can describe elements
using human eye
Similarities: an atom could also be called the element’s name; both are organized on the periodic table
ASK: Can you see atoms with your human eye? (No) But can you see an element, for example, lead?
(Yes)
ASK: What were the three particles of an atom? (P, N, E); do we talk about these with an atom or
element? (atom)
ASK: When you look at a compound written on a piece of paper, do you see atoms or element names?
(element names)
Have students take Brainpop quiz before watching the video; draw a circle around the answer you think
will be correct (3 minutes); watch video (3 minutes); then draw a square around the answer after
watching the video (2 minutes)
Brainpop: atoms (link: http://www.brainpop.com/science/matterandchemistry/atoms/)
Username: kingscollegiate
Password: Kings321
Superscript:
SAY: We’ve already decided if matter is an element or compound based on chemical formula. But now
we can also tell how many ATOMS of an element are in a compound.
For example, look at the atoms of vinegar bonded together: (show picture). Each time there is a new
atom of an element, a number is added to the superscript of the compound. For example: C2O2 H4 which
is the same as CH3COOH (vinegar).
•
•
•
A subscript is used to tell a scientist HOW MANY of each element there are in a compound.
A subscript tells you how many atoms of each element there are
A subscript is a # on the RIGHT of the element symbol that is smaller and towards the bottom of
the letter
WE DO (12 mins): Practice identifying how many elements and atoms are in a compound as class. Show
photos of each via PowerPoint after they are analyzed as a group.
NH4
CaCO3
Li
CCl4
H2O2
Mg
YOU DO (15 mins): Students practice identifying the number of atoms and types of elements
independently. Collect for a class work grade. Aim for at least one check in with each student to monitor
progress.
Differentiation:
Closure: Exit Ticket
Water pass:
Homework:
Materials: BrainPop - atoms
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT draw pictures of molecules based on chemical formula and
vice versa
Unit Title: Chemistry
Assessment: Exit Ticket – 3 examples. Draw them.
Vocabulary: atom, element, chemical bond
Words to know:
Do Now: (5 minutes)
Purpose of Do Now
X Cumulative Review
X Activate Prior Knowledge
□ Introduce Lesson
□ Other
Introduction to Lesson/Hook:
Agenda:
We’ve used element chips to show how elements move
1. Do Now
around in a reaction. Today you’re going to draw
2. What’s a molecular model?
compounds on your own—not using element chips, but
3. Creating models of compounds
using the same ideas. This is a very college-level skill to
4. You try it
accomplish and I’m planning to be very impressed by
5. Exit Ticket
what you do.
Heart of the Lesson:
I DO (15 minutes):
SAY: Today we are going to draw elements and compounds based on chemical formula. You already
know how to identify the number of atoms of each element in a compound, but now we are going to draw
these compounds on our own so that we can figure out how every reaction occurs.
In college, you’ll have a kit that has all of these atoms and “bonds” so that you can create 3D structures
of compounds so that you can see how atoms will react with each other. (show molecular model
examples)
First, start with table analysis as they have already been doing.
H2O (2 hydrogen, one oxygen)
CH4 (one carbon, 4 hydrogen)
CCl4 (one carbon, 4 chlorine)
O3 (3 oxygen)
SAY: Now, in order to draw these elements, we will think about element chips. Once we have all of the
element chips drawn in our minds (I will have them on the overhead), then we need to learn how to order
the chips and what actually connects them!
What order are you going to draw the atoms in? (students write down steps)
Well… start with the atom with the LOWEST subscript, and draw that in the middle. Then the other atoms
will be around this atom. If there’s not this option, draw them all in a straight line.
What connects atoms? (students fill in notes)
The electrons overlapping and sharing themselves are what allow the atoms to stay stuck together, but
when we draw these as molecular models, you draw the sharing of electrons as a bond, which is a single
line between two atoms.
ASK: Starting with H2O, which element has the lower subscript number? Oxygen, exactly. So this atom
will be drawn in the center. Draw it just like the element chips. Now draw two hydrogen atoms, one on
each side, at a little bit of an angle. Then connect the atoms with bonds (2 straight lines).
CH4
ASK: What is the element with the lower subscript number? Carbon.
So draw the carbon atom in the center.
Then, what is the second step? Draw the 4 hydrogen atoms around the carbon.
Next? Connect the outside atoms to the center atom with bonds (4 straight lines)
Remember: you should have as many straight lines as you have ATOMS connecting to the middle atom.
WE DO (20 mins):
Students will finish next three examples on their own. (2 minutes, correct: 1 minute)
SAY: Now you are going to use a computer program to do the same thing you would drawing. This
program helps to show you the realistic angles that the elements would form with.
Students open computers, log in, open ChemSketch program. (downloaded previously from
http://www.acdlabs.com/download/)
On this program, you will draw chemical structures by using a computer program that allows you to do so.
At the center top, you see the element choices. When you have selected an element, click your mouse
when you know where you want that element placed. Then once you place your element on the screen, it
should appear. Then, the bonds are automatically drawn for you! Let’s practice one together.
H2O (start with oxygen, and then add two hydrogens on either side.
Now practice with the 3 from earlier. If they do not match with the ones that you drew earlier, make sure
to fix one!
ASK: Any questions on running this program?
YOU DO (10 mins): Students finish independent worksheet, working with partner to finish the compound
names provided. Students must have them checked off from the teacher each time in order to receive
credit.
Differentiation:
Closure: Exit Ticket – draw 4 compounds
Water pass:
Homework:
Materials: student laptop cart, program downloaded (have this pre-approved: chemsketch)
http://www.acdlabs.com/download/
Post-Lesson Reflection:
What do you want to change about this lesson for next year?
Teacher: Kate Latta
Subject: Science
Grade/Class Section: 7th Grade Colgate, Xavier, BU
Date:
Objective/AIM:
SWBAT articulate that an atom is the smallest particle you can break
matter into and still have that specific mater
Unit Title: Chemistry
SWBAT articulate that an atom is a tiny particle of protons, neutrons
and electrons
Assessment:
Vocabulary: atom, proton, neutron, electron, nucleus, atomic structure
Words to know:
Do Now: (5 minutes)
Introduction to Lesson/Hook:
Now you know that molecules and compounds are bonded
together, and that this happens with electrons, but how are
all of these parts of an atom actually kept together? The
answer is through charges. And we’re going to find out
exactly what these charges are today and then will practice
drawing these atoms!
Purpose of Do Now
□ Cumulative Review
□ Activate Prior Knowledge
□ Introduce Lesson
□ Other
Agenda:
1. Do Now
2. What’s the structure of an atom?
3. Proton, neutron, electrons
4. Practicing how the three combine
5. Exit Ticket
Heart of the Lesson:
I DO (15 minutes):
Slide 1: Atomic Structure
The Atomic Model of Matter—
 All matter is made up of atoms
 Atoms of the same element may vary in mass; the average mass determines the property of the
element
 Atoms of different elements have different average masses
 Atoms cannot be broken into smaller particles during “ordinary” reactions
Slide 2
Atoms have charges.
ASK: What is a charge? Where have you seen charges before?
http://www.middleschoolchemistry.com/multimedia/chapter4/lesson1#balloon_and_water
This is a video of a balloon and water. The balloon and water have different charges, so look at what happens
to the water as the balloon moves towards the sink.
ASK: What happened? How did this happen?
SAY: Now, atoms work in a very similar way because they are charged.
 Nucleus- small but dense core, which contains…
 Protons- positively charged particles
 Neutrons- neutral particles
 Electrons- negatively charged particles that are found somewhere in a three-dimensional volume
space called an electron cloud
 Atomic number- number of protons in the nucleus
ASK: How are you going to remember the charges? (Proton, positive, neutron, neutral, electron is the last
charge left—negative)
http://www.middleschoolchemistry.com/multimedia/chapter4/lesson1#protons_and_electrons
Show that the opposite signs attract—that’s how an atom is kept together.
http://www.middleschoolchemistry.com/multimedia/chapter4/lesson1#hydrogen_atom
This is the 3D electron cloud!
Slide 3
 Atomic mass number- sum of protons and neutrons in nucleus
 Atomic mass- represents the most common isotope of each element
 Valence electrons- outer energy level electrons; determines what group/family an element belongs to
SAY: So when we talked about the specific trends of the Periodic table and that columns have the same
trends, that’s why!
Slide 4: Misconceptions



Protons are POSITIVE but neutrons are NEUTRAL (it’s electrons that are negative)
Electrons are much SMALLER than protons, even though they carry an equal (but opposite) charge
You can change the number of neutrons an element has and still have that element – YOU CANNOT
CHANGE THE NUMBER OF PROTONS AND STILL HAVE THE SAME ELEMENT!!!
Slides 5-6 – Explaining electron clouds
SAY: An electron cloud is the area where the electrons overlap and bond. This is the area where the bonds
(where you drew the line between elements) occur between atoms.
Slide 7 – more student misconceptions
Point 1: electrons cannot be located because they move so quickly. They really adhere to the
Heisenberg uncertainty principal, which the physical science students need to know only in concept.
Point 2: Gases are matter, in fact, the molecules of a gas look the same “under the microscope” as
those of a solid– the space between the atoms determine whether it is a solid, liquid, or gas.
Point 3: air and oxygen are the same thing, when in fact air is a mixture of different elements.
Point 4: particles make up atoms, atoms make up molecules– the students need to understand this
concept.
WE DO (10 minutes):
Now we’re going to practice drawing these atoms. You’ve seen structures of the atom, the electron shell, but
we’re going to now draw them on shells. Soon we’ll need to start calculating the protons, neutrons and
electrons, but for now you just need to know how to draw them on an outline.
Draw the first 5 elements on the periodic table, explaining that there are 2 or 3 electrons shells or levels we’ll
work with.
YOU DO (15 minutes):
Students practice drawing more atoms and writing about the atom charges and why the atom stays together.
Emphasize that an atom is the smallest piece an atom is broken down into and is still that element.
Aim for at least one check in with each student about the atom structure.
Differentiation:
Closure:
Exit ticket – draw 2 atoms; list charges of proton, neutron, electron
Homework:
Materials:
Post-Lesson Reflection:
What do you want to change about this lesson for next year?