MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
7 Grade Theme: Our World: The Seen and Unseen
UNIT 7-IIIa
Unit Question:
What Seen and Unseen Components Make Up Our World?
Focus Question: How Can We Organize Matter?
GLCE and Depth of Knowledge (DOK) Level
P.PM.07.21 Identify the smallest component that makes up an element. (1)
P.PM.07.22 Describe how elements within the Periodic Table are organized
by similar properties into families (highly reactive metals, less reactive metals,
highly reactive nonmetals, and some almost completely non-reactive gases). (2)
P.PM.07.23 Illustrate the structure of molecules using models or drawings
(water, carbon dioxide, table salt). (1)
Key Concepts
Matter, chemistry, substance, element, atom, molecule, compound.
physical property, chemical property, reactivity, Periodic table, atomic
number, mass number, electrons, protons, neutrons, nucleus.
Cross Curricular Connections:
ELA: Writing Explanations; Thinking Maps-Bubble Map, Brace Map; Career Pathways: Chemist, Botanist
December-January
Weeks 14-23
1. Determine prior knowledge/student understanding of GLCE. (Pre-Assessment Item(s))
TEACHING OBJECTIVES AND RESOURCES
2.
3.
Identify the smallest component that makes up an element as an atom.
 Text: Prentice Hall Science Explorer Chemical Building Blocks, pp.74-79. Use the text video presentation to introduce unit topic.
 Discover Activity “What’s in the Box?” p.74.
 All in One Teaching Resources (Guided Reading) pp.173-175, Introduction to Atoms; (Review/Reinforce) p.176, Introduction to Atoms.
 Transparency: K20, 21
Describe how the periodic table is used to organize the elements by similar properties.
 Text: Prentice Hall Chemical Building Blocks, pp.80-105.
 Lab Zone: Discover Activities, p.80, Which Is Easier? p.92, Classifying Metals, p.93, Finding Metals.
 All in One Teaching Resources: Skills Lab, pp.203-205, Alien Periodic Table; (Review/Reinforce) p.183, Organizing the Elements;
(Enrich) p.184, Properties of a “Missing Element”.
 Transparency K24
 Optional Resources: Adopt-an-Element
4.
Distinguish between atom, element, molecule, compounds, and mixtures.
 Text: Prentice Hall Chemical Building Blocks, pp.6-14.
 All in One Teaching Resources (Guided Reading) pp.48-49, Introduction to Matter/Properties of Matter; (Review/Reinforce) p.50,
Describing Matter.
 Lab Zone: Modeling Atoms and Molecules, p.11; Making Mixtures, p.13.
 Video Explorations: Introduction to Matter (Field Trip)
5.
Illustrate the structure of molecules using models or drawings (water, carbon dioxide, table salt).
 Text: Prentice Hall Science Explorer Chemical Building Blocks p.11, Figure 6 Modeling Molecules.
 Transparency: K 1
 LabZone: Build Inquiry p.11, Modeling Atoms and Molecules.
 Technology: eChem (Build models of molecules and compounds.)
6.
Use molecular models to demonstrate phase changes.
 Text: Prentice Hall Science Explorer Chemical Building Blocks, pp.23, 40-53.
 All in One Teaching Resources: (Chapter Project) pp. 100-105, A Story of Changes in Matter; (Guided Reading) pp.109-111, Solids,
Liquids and Gases/States of Matter; (Guided Reading) pp.116-118, Solids, Liquids, and Gases/Changes of State; (Review/Reinforce) p.119,
Solids, Liquids and Gases/Changes of State/
 Lab Zone: Melting Ice, p.54.
 Transparency: K9, K10, K11, K12
SAMPLE BELLWORK/DO NOW
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What is the smallest whole part of any type of matter?
Display an object in the classroom. Describe the object in
5-10 ways.
Use a Thinking Map to compare elements and compounds.
Draw what you think a water molecule looks like. Label the
parts.
Compare the organization of a calendar to the organization
of the Periodic Table.
Make a drawing of how molecules might look.
Make a diagram of how the states of matter might look.
SAMPLE ASSESSMENTS
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Performance Assessment pp.15, 47, 53.
Make a foldable comparing atoms, elements, compounds, molecules,
mixtures.
CPS (quick 5 question review, T/F, multiple choice, verbal,
Examview)
Section 3 Assessment, p.27
Draw molecular models of water, carbon dioxide, table salt.
Describe how the Periodic Table of Elements is arranged.
It’s Elemental! Give students an element and have them determine
what family it is in.
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
7th Grade Theme: Our World: The Seen and Unseen
Unit 7-IIIb
Unit Question:
What Seen and Unseen Components Make Up Our World?
Focus Question: What are the Physical and Chemical Properties of Matter?
GLCE and Depth of Knowledge (DOK) Level
Key Concepts
P.PM.07.11 Classify substances by their chemical properties
Matter, chemistry, substance, element, atom, molecule, compound. physical
(flammability, pH, acid-base indicators, reactivity) (2)
property, chemical property, conductivity, reactivity, boiling point, color,
P.PM.07.24 List examples of physical and chemical properties of
burning, rusting of iron, corrosion, precipitate, density, flammability.
elements and compounds (boiling point, density, color, conductivity,
reactivity). (1)
Cross Curricular Connections:
ELA: Writing Explanations; Thinking Maps-Circle Map, Bubble Map, Tree Map; Career Pathways - Chemist
January-February
TEACHING OBJECTIVES AND RESOURCES
Weeks 14-23
7.
List examples of physical and chemical properties used to describe matter.
 Text: Prentice Hall Science Explorer Chemical Building Blocks pp. 6-9.
 Lab Zone: TE p.8, Observing Physical Properties.
 All in One Teaching Resource (Guided Reading) p. 48, #1-4 Describing Matter; (Review/Reinforce) p.50, Describing Matter
8.
Classify substances by their chemical properties.
 Text: Prentice Hall Science Explorer Chemical Building Blocks, p.9K, Figure 3; Prentice Hall Science Explorer Chemical Interactions, p.47L.
 All in One Teaching Resources: (Guided) pp.119-120L (Target Reading Skills-#7) Chemical Reactions/Observing Chemical Change
 Transparency: L16
SAMPLE BELLWORK/DO NOW
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What are some ways that you can describe things? Are
there any ways to describe things that never change?
Thinking Map – Circle Map
On the chalkboard, list properties of matter. Have students
group what are physical and what are chemical properties.
SAMPLE ASSESSMENTS
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Performance Assessment (Groups or individual)
CPS (quick 5 question review, T/F, multiple choice, verbal, Examview)
Make a foldable of physical and chemical properties of matter.
Section 3 Assessment, p.27K
Name some properties of matter. Call on students to state whether they are
chemical or physical properties.
Thinking Map – Double Bubble (Physical/Chemical Properties)
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
7 Grade Theme: Our World: The Seen and Unseen
Unit 7-IIIc
Unit Question:
What Seen and Unseen Components Make Up Our World?
Focus Question: How Is New Matter Formed?
GLCE and Depth of Knowledge (DOK) Level
P.CM.07.21 Identify evidence of chemical change through color, gas
formation, solid formation. (1)
P.CM.07.22 Compare and contrast the chemical properties of a new
substance with the original after a chemical change. (2)
P.CM.07.23 Describe the physical properties and chemical properties of the
products and reactants in a chemical change. (2)
S.RS.07.16 Design solutions to problems using technology. (3)
S.RS.07.18 Describe what technology can and cannot reasonably contribute to
society. (1)
Key Concepts
chemical property, acid/base indicator, acid reacting with metal and other
substances, formation of sugars during photosynthesis, Mass/weight remains
constant in closed system, pH balance, changes in matter related to changes in
energy
Substance, matter, acids, bases, burning, rusting
iron, open system, digestion, corrosion, and acid reactions, energy,
temperature, chemical reaction, precipitate, pH, precipitate, endothermic
reaction, exothermic reaction
Cross Curricular Connections:
Career Pathways: From Plants to Chemical p. K1-K3 in Chemical Building Blocks Textbook
ELA: Writing Explanations-Writing in Science p. K3
Math: Making and interpreting data from charts and graphs (T.E. p. 27 and 60)-Chemical Building Bocks;
(T.E. p. 52)-Chemical Interactions
Thinking Maps Templates: (http://www.bookladymel.com/thinkingmaps.htm) or (http://maps.org)/
January-February
Weeks 14-23
9.
TEACHING OBJECTIVES AND RESOURCES
Identify evidence of chemical change through color, gas formation, and solid formation.
 Text: Prentice Hall Science Explorer Chemical Interaction pp. 46-53, What Happens When Chemical React? (Discover Activity) p.46
Prentice Hall Science Explorer Building Blocks Figure 17 p.24, Relating Cause and Effect (Graphic Organizer) p.22
Inferring (Skills Activity) p. 24
Demonstrating Tarnishing p. 24
 Lab Zone: Prentice Hall Science Explorer Chemical Interaction -Mostly Cloudy p. 51
 Transparency: K4, K5, K6
 All in One Teaching Resource: Prentice Hall Science Explorer Chemical Interaction Book
Evidence for Chemical Reaction (Guided Reading and Study Guide) p. 120-121
Observing Chemical Change (Review and Reinforce) p.122
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Technology Resources:
http://jc-schools.net/write/sci/physchem_files/frame.htm--Interactive chemical change
http://science.pppst.com/matter.html- Free PowerPoint Presentations
http://www.teachertube.com/view_video.php?viewkey=77c077b2938f0d6ab91f
http://www.chem4kids.com/files/matter_intro.html
http://www.explorelearning.com/index.cfm?method=cResource.dspChildrenForCourse&CourseID=292 (Free 30 Day trial)
http://www.brainpop.com/ (Free 30 day trial)
10. Compare and contrast the chemical properties of a new substance with the original after a chemical change.
 Text: Prentice Hall Science Explorer Chemical Building Blocks, pp. 30, 32-33
Prentice Hall Science Explorer Chemical Interaction-Figure 3 p. 49
 Transparency-K7
 All in One Teaching Resource: Chemical Reactions-“Where’s the Evidence p. 124
 Technology Resources:
Video-Discovery School: Video Explorations, “Chemical Reaction”
PowerPoint Presentations - http://science.pppst.com/matter.html
http://www.chem4kids.com/files/matter_chemphys.html
11. Describe the physical properties and chemical properties of the products and reactants in a chemical change.
 Text: Prentice Hall Science Explorer Chemical Building Block p. 8-9,
Prentice Hall Science Explorer Chemical Interactions
p. 50-53
 Transparency K7
 All in One Teaching Resource: Prentice Hall Science Explorer Chemical Building Block
Changes in Matter-(Review and Reinforce) p. 65, Is It Chemical or Physical? (Enrich) p.66.
 Technology Resources: Laser Disc: Science Sleuths Grade 6, The Kzing Caper “Chemical Reactions: Heating, Cooling,
Light, and Electricity”.
12. Describe pH balance, acid, base and acid/base reactions for identifying chemical changes
 Text: Prentice Hall Science Explorer Chemical Interactions, p. 104-104, Everyday pH Lesson (Refer to lesson in curriculum guide)
 Technology resource: http://science.pppst.com/cells.PHscale.html -PowerPoint Presentations
http://scienceview.berkeley.edu/showcase/flash/juicebar.htm
13. Describe the conservation of mass in a closed vs. open system
 Text: Prentice Hall Science Explorer Chemical Building Block-Conservation of mass p. 25
 Technology Resource: Active Art-Conserving Matter activity- (http://phschool.com) /Web Code:cgp-1013
14. Describe and demonstrate endothermic and exothermic change
 Text: Prentice Hall Science Explorer Chemical Building Block-Matter and Thermal Energy p. 26
Prentice Hall Science Explorer Chemical Interactions-Changes in Energy p. 52
Optional teaching resource: LETUS:
13.1-Does Mass Change When Alka Seltzer Reacts
13.2- Does Mass Really Change When Alka Seltzer Reacts
*Optional teaching resource: “Chemistry That Applies” Lesson 1-2, Lessons 4-7
LETUS: How Can I Make New Stuff from Old Stuff”, 10.1-Do I Always Make New Substances
10.2 –Do I Always Make New Substances When I Combine Substances
8. Determine mastery of GLCE (post assessment items)
SAMPLE BELLWORK/DO NOW
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List changes that you are familiar with, such as ice
melting.
(Write student ideas on the board, later classify as
physical or chemical change and discuss why)
Have students give an example of an “open” and “closed”
system is for conservation of mass?
Draw molecular model of two reactants and have students
relate possible products by drawing molecular
possibilities.
Compare and contrast physical change and chemical
change
Give an example of a chemical change and explain why
(give evidence
Give three indicators of a chemical change
What do the properties of reactants and products tell us
about change
Write an explanation for the following two questions
Why is rusting a chemical change
Why is melting of an ice cube a physical change
SAMPLE ASSESSMENTS
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Text: Prentice Hall Chemical Building Block, p.27, Section 3 Assessment,
numbers 2a, 2b, 2c, 3a, 3b, and 3c
Text: Prentice Hall Chemical Building Block, p. 33 Section 4 Assessment,
numbers 1a, 1c, 2a, 2b,
Text: Prentice Hall Chemical Interactions, p. 53 Section 1 Assessment,
numbers 2a, 2b, 2c
Text: Prentice Hall Chemical Interactions, p. 63 Section 2Assessment,
numbers 1b
Have students choose an object or substance and diagram how
that substance might change physically and chemically.
Name some properties of matter; call on students to state
whether they are chemical or physical properties.
Refer to assessment on Conservation of Mass
Have students write an explanation for the following three focus questions
using claim, evidence and reasoning:
1. How Can We Organize Matter?
2. What are the Physical and Chemical Properties of Matter?
3. How is New Matter Formed?