Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
IPC-4th 6 weeks, Biology, Pre-AP
Biology, Chemistry-1st 6 weeks
L. Petty
PLAN CODE:
COURSE/SUBJECT:
Science Grade 10
GRADE(S):
10th
TIME ALLOTTED
FOR INSTRUCTION:
2-1/2 hours – 1/2 hour lecture
notes, 1-1/2 hour activity, 1/2
hour follow-up
Title:
Be Ye Elements, Compounds or Mixtures
Lesson TOPIC:
Distinguish between elements, compounds and mixtures while separating them
into categories of elements, homogeneous and heterogeneous mixtures and
binary and polyatomic compounds.
TAKS Objective:
Objective 4: The student will demonstrate an understanding of the structures
and properties of matter.
FoCUS TEKS and
Student Expectation:
IPC 7e
Classify samples of matter from everyday life as being elements, compounds
or mixtures.
IPC/Bio 1a:
Demonstrate safe practices during field and laboratory investigations.
IPC/Bio 2b:
Collect data and make measurements with precision
2c:
Organize, analyze, evaluate, make inferences and predict trends from data.
2d:
Communicate valid conclusions.
Supporting TEKS and
Student Expectations:
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Classification
Students should understand that humans organize information or
objects by putting them into categories.
Everything students encounter in everyday life can be classified in
various ways.
Elements may be classified as metals, nonmetals, transition metals,
noble gases or metalloids due to their location on the periodic table.
Mixtures may be classified as homogeneous, heterogeneous or
solutions depending on identification of their parts.
Compounds may be classified as binary or polyatomic depending
upon the number of elements in their formulas.
Matter may be classified as elements, compounds or mixtures
depending upon whether they have definite mass or volume.
The presence of a common element in two different compounds may
determine properties of the compound such as color.
Classification
Classification of
elements
Mixtures
Compounds
Physical characteristics
of matter
Chemical properties of
elements
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections
At the beginning of class, the teacher should get the students’ attention by slowly and obviously, making a
pitcher of koolaid. The teacher should point out that the initial ingredient is water. Sugar should be identified
and added, followed by the koolaid powder. The mixture should be stirred thoroughly until it is well
blended. Usually, students will be asking for samples by now, so fill cups with koolaid and hand them out to
any student who wants one (the teacher should not take one). As students drink it, the teacher should stare at
them intently. The teacher might even go around and feel a couple foreheads, take a pulse or two or even
ask the students if they are feeling alright. By now, they will start asking what was in their koolaid. At this
point, the teacher should look at the students and say “Do you realize that you have just consumed
……(dramatic pause) MATTER?
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
State the objective: to learn several ways to classify matter and to classify examples of matter from everyday
life as elements, compounds or mixtures.
Lecture: hand out Lab Lecture Notes: Elements, Mixtures and Compounds. If students haven’t received a
periodic table yet, the teacher should pass out copies at this time and should briefly explain what the periodic
table is. Have the students mark the Element classification on their periodic table as well as in Table 3 of the
lecture notes. Using the Instructor’s Copy of the Lab Lecture notes handout, the teacher should lead the
students into the correct answers for each data table.
Have students refer to their safety rules and go over any that may apply. For example:
1. No horseplay.
2. No movement around room unless told to do so.
3. If any containers should break, instruct them on proper cleanup procedures (broom and dustpan to
clean up, wash hands if they touch chemicals, disposal of chemicals in proper containers).
4. Go over MSDS information on copper II sulfate, copper II chloride, potassium chloride and
potassium permanganate. Instruct students that they should wash their hands if they touch any
chemicals, should not attempt to smell the chemicals and should not attempt to open the
containers.
* The four chemicals listed in step four are the only 4 actual chemicals used in the activity.
C.
Guided activity or strategy
Demonstrate 1 or 2 examples such as magnesium ribbon and potassium dichromate. The teacher should put
a transparency of the student paper Lab Worksheet: Be Ye Elements, Compounds or Mixtures on the
overhead. Hold up a piece of magnesium ribbon and show the students how the card would look (sample:
Magnesium). Use the card to demonstrate how to fill in the worksheet. Have the students observe the
magnesium and, referring to their note worksheet, go over how to describe the color, how to tell whether the
substance is a solid, liquid or gas, etc. Have them fill this in on their data table (Lab: Worksheet) for S1
(Name: magnesium, Symbol: Mg, Color: silver, State: solid, Element (only has 1capital letter in formula),
Classification of element: metal (by location on the periodic table).
Hold up a sample of potassium dichromate. Put the sample card (sample: Potassium dichromate) on the
overhead. Have the students rationalize how to fill in the data table (They should do this for S2). The
teacher should fill in the table as they go over the information. (Name: potassium dichromate, Formula:
K2Cr2O7, Color: orange, State: solid, Compound (more than 1 capital letter in formula), Polyatomic
compound: has more than 2 elements).
Point out to students that a common mistake made while determining color is to identify a substance as clear.
Clear is NOT a color, it is a state of transparency (being able to see through something). Any box under the
color column that has “clear” recorded will be counted as incorrect.
D.
Accommodations/modifications
For students who have problems taking notes, hand out the Instructor’s Copy of the Lab Lecture notes.
E. Enrichment
II.
III.
STUDENT PERFORMANCE
A.
Description – Complete Be Ye Elements, Compounds or Mixtures Lab
During lab:
1. begin by assigning students to each lab station
2. have students rotate from station to station to complete the data table (it is up to the teacher to choose
whether to give each group a certain amount of time at each station, moving when you tell them or
allowing them to move at their own pace)
3. tell the students that they must wait until the team at the next table is through before they move to that
table
4. after students have completed the date table, they should either return to their seats to complete the lab
questions on their own or take a quiz after going over the answers to the questions
B.
Accommodations/modifications – assign G/T or higher level student as lab partner.
C.
Enrichment – G/T students should be assigned to struggling learners as lab partners.
ASSESSMENT OF ACTIVITIES
A.
Description
Lab lecture notes may be taken for a daily grade
Lab Worksheet: Be Ye Elements, Compounds or Mixtures should be taken as a lab grade
B.
Rubrics/grading criteria
Students should have an answer for every box for the columns titled “Name”, “Formula”, and “State of
Matter”. They should have one answer for either elements, compounds or mixtures. (See Instructor’s Copy
Lab Worksheet) Every three blanks either not filled in or incorrect count as 1 point off. Questions are worth
3 points each.
C.
Accommodations/modifications
Students needing shortened assignments must only complete the first ten substances.
D.
Enrichment
Questions 5 & 7 require analysis of formulas. These should be required of higher level students but may be
optional for struggling students (they should still try the question, but latitude can be given on the grading).
F.
Sample discussion questions
After lab papers have been turned in, discuss the following questions.
1. How can you tell the difference between an element, compound and mixture?
element has one capital letter in its formula, compound has more than one, mixture has no formula
2. How can you tell whether a substance is a solid, liquid or gas?
solid has definite shape and volume, liquid has definite volume but indefinite shape, gas has indefinite
shape and volume
3. Is copper and element, compound or mixture?
element
4. What classification does it have?
transition metal
5. Is HI binary or polyatomic?
binary – only 2 elements
6. Is milk homogeneous or heterogeneous?
Homogeneous – that’s why the label says homogenized – when it sours it will separate, but that is after a
chemical change has occurred. If students have encountered fresh milk, they may know that it will
separate until it is homogenized.
IV.
TAKS PREPARATION
A.
Transition to TAKS context Have each team of students write two questions that may be used on their test. Each question should be
multiple choice and should have 4 answers.
B.
Sample TAKS questions
Sample TAKS question – Spring 2004 test
1. An unknown silvery powder has a constant melting point and does not chemically or physically
separate into other substances. The unknown substance can be classified as _____.
(a) an element
(b) a compound
(c) a mixture
(d) an alloy
2. When looking at a substance, you observe that it is made up of about equal parts of black and white
crystals. This substance is probably ___.
(a) an element
(b) a compound
(c) a heterogeneous mixture
(d) a homogeneous mixture
3. You burn a substance and observe a vapor rising. A black solid is left that will not burn. Your substance
is probably ____.
(a) an element
(b) a compound
(c) a heterogeneous mixture
(d) a homogeneous mixture
4. A substance made of only one type of atom is a/n ___.
(a) element
(b) compound
(c) mixture
(d) solution
5. A/n ________ is composed of two or more elements in a certain order. Ex: H2O
(a)element
(b) compound
(c) mixture
(d) solution
6. If you eat some cereal for breakfast, the cereal and milk combination is a/n ____.
(a) element
(b) compound
(c) mixture
(d) solution
7. Two or more substances mixed together form a/n ________.
(a) element
(b) compound
(c) mixture
8. An object that appears the same throughout is _____.
(a) homogeneous
(b) heterogeneous
9. A special homogeneous mixture of two or more substances is a/n _____.
(a) atom
(b) element
(c) compound
(d) solution
Determine whether each compound is: (a) binary
(b) polyatomic
10. NaCl
11. Ca(OH)2
V.
Key Vocabulary – element, compound, mixture, homogeneous, heterogeneous, solution, solid, liquid, gas
VI.
RESOURCES
VII.
A.
Textbook - No textbook needed.
B.
Supplementary materials –
-
C.
Technology – none needed
periodic table to label with element classification
Lab Lecture Notes: Be Ye Elements, Compounds or Mixtures
Instructor’s Copy of Lecture Notes
Lab instructions: Be Ye Elements, Compounds or Mixtures
Lab worksheet: Be Ye Elements, Compounds or Mixtures
Instructor’s Copy of Lab worksheet
Note cards with 20 chemicals attached (card data is attached)
Sample 1 and 2 information is attached
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Review of skills – return student lab papers and go over questions.
B. Next lesson in sequence
IPC + Chemistry – continue into physical and chemical changes
Bio I – discuss chemical function in the body (9a)
VIII.
TEACHER NOTES
Prior to completing the lab activity, the teacher should have:
1. gone over safety rules pertaining to this lab
2. made a transparency master for the Lab Lecture Notes worksheet, the sample cards and a sample data table
3. run card format pages off on card stock and separated them (do not run the last page on card stock, this is
the transparency master for the sample data)
4. run off the data table and questions for lab and determined the availability of the chemicals
5. run off the instruction page (only a class set plus a couple extra for those that run off)
6. attached sealed containers of the appropriate chemicals to the cards, allowing enough time for the adhesive
to dry (if some chemicals are not available, others may be substituted for the listed chemicals – except the
two copper compounds and the two potassium compounds because of the questions)
****Note: containers labeled with acids or other dangerous colorless substances really only contain water
and containers labeled with gases really only contain air
All containers should have their lids glued on so that accidents will not happen.
7. run off periodic tables for students to label (a copy is not included since each level uses a different table)
8. assign students a partner
9. set cards out at stations around the room
10. in order to grade the data table more easily, a transparency can be made of the Teacher’s Copy of the Lab:
Worksheet and laid over each paper