Roselle School District
Grade 7 Honors Science Curriculum
Unit 3 – Physical Science – Chemical Equations
Essential Question(s)
Enduring Understanding(s)
How do the properties of materials determine their use?
The structures of materials determine their properties.
How does conservation of mass apply to the interaction of materials
When materials interact within a closed system, the total mass of the
in a closed system?
system remains the same, which is known as the Law of Conservation
of Mass.
Science Standards, 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise
that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that s
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation
tools to assist in categorizing, representing, and interpreting the natural and designed world. Students must acquire to be proficient in science.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational
tools that need to be applied when constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that
are governed by a core set of values and norms.
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and
motion.
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties:
matter takes up space, and matter has inertia ion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth
systems science.
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
Language Arts Standards:
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6–8 texts and topics.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or
opinions.
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2e Establish and maintain a formal style.
W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
Learning
Expectations
TLWBAT…
To differentiate
between the
different types of
chemical bonds
connecting valence
electrons and Lewis
structures to
bonding
Activities/Resources
Preview the different types of chemical bonds by viewing
the short video clip linked below: Chemical
Bonds: http://www.youtube.com/watch?v=7DjsD7Hcd9U
&safe=active
Students will view Chemical Bonding Power Point and
complete a triple Venn diagram comparing the three
main bond types: ionic, covalent, and polar covalent
bonds while answering questions imbedded in the power
point presentation
Teacher should reinforce Lewis structures and rules
Student Strategies
Hands-on Inquiry
Activity
Working with a
partner
Formative
Assessments
Homework
Do Now
Oral Questioning
Technology
Integration
http://www.yo
utube.com/wat
ch?v=7DjsD7Hc
d9U&safe=activ
e
Power Point
presentation
on Starboard
related to number of valence electrons available for
bonding in different groups/families so students make the
connection between Lewis structures and valence
electrons with regard to bonding
To write the
chemically balanced
formula for ionic
compounds using the
five steps method
Steps for Writing Ionic Compound Formulas
Working with a
partner
Keep this with your Periodic Table Chart so you can write the
formulas.
5 Step Crossover- ONLY USED WITH METALS AND NONMETALS (ionic compounds)
Identify the metal and non-metal (must do first)
1.
2.
3.
4.
5.
Write the symbols
Write the charges
Cross over the charges from top to bottom
Remove the charges
Simplify the numbers and remove the 1’s
Remember: Metals lose electrons, non-metals gain
electrons
Explicate why
elements are a class
of substances
composed of a single
kind of atom and
compounds are
Inquiry Activity: Gumdrop Compounds
Objective: To investigate different compounds and bond
types by creating compounds using gumdrops to signify
different atoms and toothpicks to signify different bond
types.
Hands-on Inquiry
Activity
Working with a
partner
substances that are
chemically formed
and have physical
and chemical
properties that differ
from the reacting
substances.
Background information:
Use the chart below to assign different elements to a
specific gum drop color: Carbon; hydrogen; oxygen;
nitrogen; sodium; and chlorine.
Gumdrop Color
Atom Depicted
Red
Green
Distinguish and
differentiate
between elements
and compounds.
Orange
Purple
White
Yellow
Use the same procedure for the toothpicks; assign a bond
type to a specific color tooth pick: Covalent, Polar
Covalent, Ionic, and Double Bond.
Toothpick Color
Tan
Yellow
Green
Type of Bond
Hands-on Inquiry
Activity
Teal (Turquoise)
Procedure:
After you assemble each molecule, fill in the data chart
for each compound.
1. Using the chart above, select the proper
gumdrops and toothpicks to create a Hydrogen
molecule (H2). Be sure to use the correct color
toothpick to depict the type of bond and the
correct gumdrops to illustrate the Hydrogen
molecule.
2. Using the chart above, once again, select the
proper gumdrops and toothpicks to create a
Sodium Chloride molecule (NaCl). Be sure to use
the correct color toothpick to depict the type of
bond and the correct gumdrops to illustrate the
Sodium Chloride molecule.
3. Repeat the same procedure for the Water
molecule (H2O) using the gumdrops and
toothpicks to illustrate the water molecule.
4. Create a Methane molecule, chemical formula
(CH4) using the correct color toothpicks and
gumdrops to illustrate the Methane molecule.
5. Follow the same procedure to create a Nitrogen
molecule (N2).
6. Create a Hydrogen Chloride molecule, also known
as hydrochloric acid, chemical formula (HCl) using
gumdrops and toothpicks.
Challenge yourself:
Using what you learned today, try to create a carbon
monoxide molecule using the gumdrops and toothpicks.
(Hint: mon in science refers to “one”)
Using what you learned today, try to create a carbon
dioxide molecule using the gumdrops and toothpicks.
(Hint: di in science refers to “two”)
Information
Type of Bond
Gumdrop Model
(List the names of the
(Covalent, Ionic,
atoms in the
Polar Covalent)
(Draw your molecule showing
the correct gumdrop color and
toothpick color)
molecule and the
number of each atom)
Ex. O2
Covalent bond
Two orange gumdrops with two
tan toothpicks
Two oxygen atoms
H2
NaCl
H2O
To observe and
investigate the
formation of ionic
bonds and crystalline
structure of ionic
bonds
To compare the
crystalline structure
of common
compounds (salt,
kosher salt, sea salt
and sugar) to
connect ionic bond
CH4
N2
HCl
structures to realworld compounds
Bonus Molecules:
Carbon Monoxide
Carbon Dioxide
Analysis: Remember to restate the question in your
answer!
1.
What type of bond occurs between a metal and a
nonmetal? {Hint: Think of Sodium Chloride
(NaCl)}
What type of bond occurs between two nonmetals?
{Hint: Think of Methane (CH4) and the Oxygen molecule
(O2)}
Have students work in small groups with the “compound
kit” to create depictions of different compounds using the
models available in the kit and then correctly write the
chemical formulas for the compounds created, as well as
identifying the type of bond that holds the atoms
together
Inquiry Activity: Growing Crystals
Objective: To observe how crystals grow and to utilize
crystal structure to identify compounds.
Procedure:
To visually compare
the different
crystalline structures
formed by ionic
bonds utilizing
common household
items that students
are familiar with
(kosher salt, table
salt, sea salt, and
sugar)

Twist two or three pipe cleaners together to
make a spiky figure and put it to the side.

Add a small amount of Borax to the beaker of hot
water and stir until it mixes completely with the
water.

Keep adding the Borax and stirring until no more
Borax will dissolve.

Put your group’s names on a piece of tape and
affix it to the beaker and add the solution to the
beaker.

Tie one end of string to the pencil and the other
end of the string to the pipe cleaner.

Lower the pipe cleaner into the solution and lay
the pencil across the top of the beaker so that the
pipe cleaner is submerged into the solution.

Set the beaker with the pipe cleaner aside and
record your observations.

Leave the beaker and pipe cleaner overnight and
record your observations the following day using
a hand lens.

Next, follow the same directions, but this time
use sugar to make the solution and add the pipe
cleaner to the sugar solution. Be sure to put your
group’s names on the beaker.
Observations:
Borax Solution:
Sugar Solution:
Analysis:
Are your observations the same when looking at the
crystals in the sugar solution and the crystals formed from
the Borax solution?
If there are differences in the shape of the crystal, to
what do you attribute the differences in shape?
Based upon your knowledge of the types of bonds, what
type of bond was formed when the pipe cleaner was
submerged in the Borax solution? Explain how you know.
Based upon your knowledge of the types of bonds, what
type of bond was formed when the pipe cleaner was
submerged in the sugar solution? Explain how you know.
Students will also compare crystalline structures of salt,
sea salt and kosher salt to the sugar solution crystals and
the borax crystals to better understand the “regular
crystal patterns” formed by ionic compounds
To identify the
different types of
chemical reactions
To compare and
contrast the
different types of
chemical reactions
Teacher-created Power Point Presentation: Chemical
Reactions: Explains what compounds are and how they
are formed and how their properties differ from their
properties of reactants; identify reactants and products
and chemical reactions in the formation of compound.
Work with a
partner
Hands-on inquiry
activity
Do Now
Homework
Oral Questioning
Lab write-up
Students will physically model the different types of
chemical reactions using index card reactants to
demonstrate single and double replacement reactions
(honors only) by having the reactants “travel as a group”
as the reaction proceeds, to “break down” the product
into its component parts for decomposition reactions and
the “build” the products in a synthesis reaction
Preview to the Law of Conservation of Mass: Inquiry
Activity: “Do You Lose Anything?”
Materials: About two dozen coins (pennies, nickels,
dimes, and quarters)
Procedure: Place the coins in the table. Working in a
group of four students, sort the coins into stacks of
pennies, nickels, dimes, and quarters.
Now, count and record the number of coins in each stack
on your recording sheet. Calculate and record the value
of each stack, as well as the total of all the stacks
combined.
Hands-on inquiry
activity
Working with a
partner
Do Now
Homework
Oral Questioning
Lab write-up
Power Point
presentation
on Starboard
Mix the coins together and divide them randomly into
four unsorted stacks.
Next, calculate the value of each stack and the total
amount of money of all four stacks of coins and record
your results on the data recording sheet. Count the total
number of each type of coin and record it on the data
sheet.
Repeat the procedure again and record your results.
Analysis: What happened to the total value and types of
coins when you rearranged the coins?
Did the rearranging of coins change the properties of any
of the coins?
If you think of the coins as representing a different type
of atom, what does this model tell you about chemical
reactions?
Debriefing: The total value of the coins did not change
when you rearranged the coins. The types of coins may
have changed when you rearranged the coins.
Rearranging the coins did not change the properties of
any of the coins.
If you think of the coins as representing a different type
of atom, the total number of coins (or atoms) does not
change when you combine the atoms (or coins).
(At the beginning of the activity, review counting change
strategies with students.)
Compare the
properties of
reactants with the
properties of the
products when two
or more substances
are combined and
react chemically.
Explain and
differentiate
between the
different types of
chemical reactions
Explain, using an
understanding of the
concept of chemical
change, why the
mass of reactants
and the mass of
products remain
constant.
To investigate the
law of conservation
of mass by
Teacher Demonstration:
Compare the properties of reactants with the properties
of the products when two or more substances are
combined and react chemically by analyzing data
regarding actual chemical reactions such as baking soda
and vinegar or steel and water.
Teacher-created Power Point presentation introducing
the different types of chemical reactions: synthesis,
decomposition, single replacement, and double
replacement reactions
Inquiry Activity: Conservation of mass
Materials: plastic water bottle, baking soda, vinegar,
balloon, triple beam balance, funnel, measuring spoons
Procedure: Place a teaspoon of baking soda in the funnel
and then place the funnel into the balloon so that baking
soda goes inside the balloon. Next, place two
tablespoons of vinegar into the water bottle and place
the balloon over the rim of the water bottle and let it
hang to the side so the baking soda does not go inside the
water bottle. Place the water bottle and balloon set up
onto the triple beam balance and record its mass. Next,
hold the balloon over the water bottle so the contents of
Hands-on Lab
Working with a
partner
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
Power point
presentation
on Starboard
Exit Ticket:
Identifying
reactants and
products
Hands-on Lab
Working with
partner or small
group
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
Exit Ticket:
Conservation of
Mass?
Quiz
http://funbasedl
earning.com/che
mistry/chemBala
ncer/default.htm
http://funbasedl
earning.com/che
mistry/chemBala
ncer2/default.ht
m
measuring the mass
of the reactants and
the mass of the
products before and
after the reaction
the balloon enter the water bottle and record your
observations. Wait a few minutes and record the mass of
the balloon and water bottle set up.
Analysis: Did a chemical reaction take place? How do
you know? What happened to the mass of the balloon
and water bottle set up from beginning to end? What
could be a possible for any change in mass?
Debriefing: A chemical reaction took place as evidenced
by the production of gas when the balloon blows up. The
mass of the setup should not have changed
demonstrating the law of conservation of mass. Any
possible changes in the conservation of mass could be
due to gas escaping from the balloon water bottle setup.
To investigate the
law of conservation
of mass using
common reactions
like photosynthesis
and cellular
respiration
Explain, using an understanding of the concept of
chemical change, why the mass of reactants and the mass
of products remain constant and prove the law of
conservation of mass using a balance to track the mass
before, during, and after a chemical reaction between
two components.
Leveled Internet
Activity
Hands-on Lab
Working with a
partner
http://www.yo
utube.com/wat
ch?v=_B735tur
DoM&safe=acti
ve
Students will preview chemical equations by viewing the
Brainpop video clip: Chemical Equations and take the
graded quiz
Preview balancing of equations by viewing the video clip
linked below: A Beginners Guide to Balancing
Equations: http://www.youtube.com/watch?v=_B735tur
Lab write-up
Video clip for
visual
reinforcement
DoM&safe=active
Teacher-created Power Point presentation showing how
to balance chemical equations by counting atoms with
guided practice and independent practice.
Students will take notes of specific examples beginning
with synthesis reactions and decomposition reactions and
then proceeding to more complex reactions :
combustion, single and double replacement reactions
(General education classes will balance synthesis and
decomposition reactions, while honors science classes
will balance all five reaction types: synthesis,
decomposition, combustion, single and double
replacement reactions.)
Compare and
contrast the physical
properties of
reactants with
products after a
chemical reaction,
such as those that
occur during
photosynthesis and
cellular respiration.
Students practice balancing chemical equations using
ChemBalancer interactive website.
Have students watch brainpop video clip: photosynthesis
and take the quiz:
http://www.brainpop.com/science/cellularlifeandgenetic
s/photosynthesis/
Introductory power point: Photosynthesis and Cellular
Respiration – reactants and products
Have students complete the Photosynthesis Scavenger
Hunt and answer the questions:
Photosynthesis Scavenger Hunt
Go to:
Graphic organizer
Working with
partner
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
http://www.br
ainpop.com/sci
ence/cellularlif
eandgenetics/p
hotosynthesis/
Exit Ticket: How
are photosynthesis
and cellular
respiration
related?
Internet
scavenger hunt
http://www.ftexp
http://www.ftexploring.com/photosyn/photosynth.html
1. Why is photosynthesis important?
2. Glucose is a type of (see picture on right)
3. Sunshine is a form of _
4. What is an autotroph and a heterotroph? (Click on
autotroph)
5. Why are autotrophs so important to us?
6. All energy ends up as … Which is replenished every
day by the …
Go back up to the top and click on Photosynthesis Basics.
7. Energy is never ______________, it just turns into a
form that isn't useful as food
8. Animals can't eat ___________________, so luckily,
plants turn it into an eatable form.
Click on "link"
9. is the basic fuel and building material for life. It is made
of what 3 elements?
10.The stored energy of glucose is in the _
11.What are the 6 main ingredients of your body?
Students will complete a Venn diagram with specific
emphasis on the reactants and products of each of the
reactions to draw students’ attention to the fact that
cellular respiration and photosynthesis are considered
“opposites”
loring.com/phot
osyn/photosynt
h.html