Agriculture
Two Weeks
Science
Lesson Plan
Teacher:
8th Grade Science Teacher
Grade:
8th Grade
Lesson Title:
What’s the Matter with the Soil?
STRANDS
Embedded Inquiry
Matter
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
This unit will serve as an introduction to chemistry. The lessons throughout the unit will introduce students to some basic chemistry concepts through the context of
agriculture and gardening. As a culminating event, students will be participating in an investigation of raised bed gardening through the project “Feeding America:
Exploring Raised Bed Gardening.” A local master gardener with the agricultural extension will be assisting with the design and construction of the raised beds. Students
will design and conduct a long-term investigation into physical and chemical changes that will affect plant growth and crop yields. In math, students will be analyzing the
results of the experiments as well as predicting hypothetical crop yields based on research. Social Studies will be examining agricultural practices used in the past, how
they have changed over time, and how agriculture has shaped the United States. Language Arts will be exploring agriculture through literature as well as practicing
technical writing at the conclusion of the lab. As well as examining physical and chemical changes students will also develop a working definition for matter, gain an
understanding of density, and investigate states of matter.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day 1: “Soil Analysis”
Demonstrate what is in soil by performing a soil analysis demonstration for the class. The demonstration can vary depending on available lab and testing equipment.
The goal is to show students how varied soil is, the different types of matter that make up soil, and why they are all important. Examples include Nitrogen, Potassium,
Phosphorus, Electrical Conductivity, a hand lens to look at organic and inorganic components, or a dissecting microscope that can display an image on screen of the
components of soil.
DAY
1
Objectives
(I can….)
Materials &
Resources
I can define
matter.
What is Matter
Presentation
I can give
examples of
matter and
non-matter.
I can explain
that all
matter is
made of
atoms.
Students
Journals or
Journal iPad
app such as
Noteledge
Matter and
Non-Matter
Cards
Instructional Procedures
Differentiated
Instruction
Assessment
Essential Question(s):
Remediation:
1. How can I define matter?
2. What are examples of matter and non-matter?
3. How can I explain that all matter is made of atoms?
Unit Hook: Start with the unit hook on Soil Chemistry
Heterogeneous
grouping
Formative
Assessment:
Set: Have students reflect on what they already know about matter by having
them respond in their journals to the following questions: "What is matter? Give
two examples of matter and two examples of non-matter."
Teaching Strategy(s):
What is Matter
Activity Student
Instructions
Whiteboard or
Presentation
app for iPad
such as Doceri
Frayer Diagram
(See Appendix
B)
1. Start by introducing a student discovery activity about matter. If chemistry
is the study of matter then to understand chemistry they must first
understand what matter is. Through this activity students will collectively
define matter.
2. Explain the student discovery activity. Students will be given a list of items
they will categorize as matter, non-matter, or unsure. They will create a
chart depicting their classification. Students will then develop a rule or
definition for each category. Differentiation can be achieved by choosing
more or less difficult cards based on student ability levels.
3. Have students report on what they discussed in their groups. Start by
discussing some of the “easier” cards. Then have students report on what
they discussed on the trickier cards. Next have students share the
definitions they developed. Finally, narrow down to one definition the
class can agree on.
4. Finish the activity by presenting definitions of matter and comparing and
contrasting them to the definition they developed.
Summarizing Strategy: Have students repeat their pre-activity journal reflection at
Providing a
handout or
digital copy of
the notes
Selection of
easier matter v.
non-matter
cards
Enrichment:
Heterogeneous
Grouping and
peer tutoring
More difficult
selection of
matter v. nonmatter cards
Journal Writing Set
– used as preassessment
Observations and
questioning during
the activity
Student definition
of Matter
Reflective journal
writing
Summative
Assessment:
End of unit
Assessment (See
Appendix A)
the end of the class to determine how students' ideas might have changed.
Homework: Complete a Frayer Diagram for the word Matter
2
I can explain
that all
matter is
made of
atoms.
I can explain
that matter
has
properties
that are
determined
by the
structure and
arrangement
of its atoms.
ice
Essential Question(s):
Remediation:
water
1. How can I explain that all matter is made of atoms?
2. How can I explain that matter has properties that are determined by the
structure and arrangement of its atoms?
Students will be
given a copy of
the notes on the
States of
Matter.
100ml beaker
hot plate
thermometer
or probeware
with
temperature
sensor
Ice Water preassessment
States of
matter
presentation
Melting Ice Lab
(See Appendix
C)
Set – Start with the “Ice Water” pre-assessment. Students will read a situation
about ice in a water glass, choose one explanation, and explain why they feel that
explanation is correct.
Teaching Strategy(s):
1. Begin the lesson with a short presentation on the different states of
matter and the transitions from state to state.
2. Start with the lab activity on determining when water undergoes a phase
change as well as determining how much energy it takes for a complete
phase change. Students will start with a beaker containing a small amount
of water and some ice. Students will then take the temperature of the
beaker. Next place the beaker on a hot plate on medium heat. They will
continue to take the temperature of the beaker every 30 seconds.
Students will collect the data in a table and then graph the results.
3. Students will work with their partner to complete the graph of the data
and to answer the analysis questions from the lab.
Summarizing Strategy: Act it out! – Students will work in groups of 4 to act out
the different phases of matter. Each student will represent an atom or molecule.
Students will be
heterogeneously
grouped to
allow peer
tutoring and
collaboration.
Enrichment:
Students can be
given an
alternative
experiment
where they
freeze water.
They will collect
similar data and
Formative
Assessment:
Ice Water PreAssessment
In class
observations and
questioning
Student work –
Graphs and tables
Data Analysis
Questions
Performance
Assessment:
Observations
during the lab on
Safety Procedures
Summative
Assessment:
End of unit
assessment (See
Homework: Finish the graphs from the lab and complete the analysis questions
from the lab.
3
Project Day – See Unit Plan
Feeding America: Exploring Raised Bed Gardening – Research
and Planning
create a similar
graph. (see
Appendix C –
Melting Ice Lab)
Appendix A)
4
I can
describe the
particulate
model of
matter for a
solid liquid
and gas.
I can
understand
the
arrangement,
motion, and
energy of the
particles in
each phase.
Macbook or
laptop
Matter
Simulation
Apple TV
State of Matter
Students Lab
Handout
State of Matter
lab Preassessment
(See Appendix
D)
Formative
Assessment:
Essential Question(s):
Remediation:
1. How can I describe the particulate model of matter for a solid liquid and gas?
2. How can I understand the arrangement, motion, and energy of the particles in
each phase?
Students can be
heterogeneously First Word-Last
grouped to
Word
utilize peer
Pre-assessment
tutors.
from the lab
Students can be
Observation and
given a modified
assignment with questioning during
the lab
less choices by
only having the
Performance
word “Matter”
Assessment:
during the set
Observation of
and closure
student use of the
activity.
simulation
Set: First Word … Last Word - Students write the phrase “STATE OF MATTER”
vertically down the page and use each letter to create an acrostic detailing what
they already know about Matter and the states of matter.
Teaching Strategy(s): Students will be conducting an online simulation of
molecules and elements to observe how they behave under changes in
temperature and pressure.
1. Students will complete the State of Matter lab pre-assessment. The
instructor can circulate to observe student responses and to assess prior
student knowledge.
2. Teacher should demonstrate how to access the simulation and explain
how the different controls function.
3. Students will then begin the lab. Instructor can assist students as needed
with opening the lab. Students will be grouped based on the previous days
assessment as well as the set activity.
4. Students will then complete the analysis and extension questions from the
lab
Summarizing Strategy: First Word … Last Word – This is a continuation of the
activity used to start the lesson. Students write the phrase “STATE OF MATTER”
vertically down the page and use each letter to create an acrostic detailing what
they learned during the lesson. Remind them to be detailed.
Enrichment:
Summative
Assessment:
Students can
End of unit
explore how
assessment (See
pressure and
Appendix A)
more matter can
affect phase
changes of
matter and
answer the
extension
questions at the
end of the lab.
5
I can identify
the common
outcome of
all chemical
changes.
I can identify
chemical and
physical
properties of
matter.
iPad
Essential Question(s):
Remediation:
Apple TV
1. How can I identify the common outcome of all chemical changes?
2. How can I identify chemical and physical properties of matter?
Students can be
given a list of
physical and
chemical
properties to be
used during the
lab. (see
Appendix E)
Physical and
Chemical
Properties
presentation
Physical and
Chemical
Properties Lab
Physical and
Chemical
Properties Lab
write-up
Physical and
Chemical
Properties
Homework
List of Physical
and Chemical
Properties
Set – Students will start with a Think/Pair/Share activity using terms Property,
Physical, and Chemical. Students will think and write about what they know about
these terms, pair up with another student, and share.
Teaching Strategy(s): Students will learn about chemical and physical properties
of matter.
1. Start with a short presentation on Physical and Chemical Properties of
matter.
2. Introduce the Chemical and Physical Properties lab. Students will
investigate various forms of matter to determine physical and chemical
properties.
3. After the lab starts, circulate around the room. Students will participate in
a performance assessment on procedures. They must demonstrate clearly
written procedures that they are actually following.
4. Students will then complete the physical and chemical properties lab
write-up.
For Lab
Materials:
see lab handout
Summarizing Strategy: Properties Walk – Display the various elements of the lab
throughout the room. Have students write one chemical and one physical
property for each type of matter they observed on an index card and place it with
that type of matter. Students will then circulate around the room and observe.
Have students make note of any they disagree with and discuss these as a class.
(See Appendix
E)
Homework: Classifying Physical and Chemical Properties. Students will classify a
list of properties as chemical or physical.
Students can be
heterogeneously
grouped to
utilize peer
tutors.
Students can be
given a copy of
the
presentation.
Enrichment:
Students can
serve as peer
tutors.
More detailed
and complete
procedures
during the lab.
Formative
Assessment:
Think/Pair/Share
set activity
Chemical and
Physical Properties
lab
Lab Write-up
Performance
Assessment:
Students writing
and following
procedures
Summative
Assessment:
End of unit
assessment (See
Appendix A)
6
I can identify
the common
outcome of
all chemical
changes
I can identify
chemical and
physical
properties of
matter
I can
Interpret
data from an
investigation
to
differentiate
between
physical and
chemical
changes.
iPad
Essential Question(s):
Remediation:
Apple TV
1. How can I identify the common outcome of all chemical changes?
2. How can I identify chemical and physical properties of matter?
3. How can I Interpret data from an investigation to differentiate between
physical and chemical changes?
Students can be
given a list of
physical and
chemical
changes to be
used during the
lab. (see
Appendix F)
Sugar
Sugar Water
Pre-Assessment
Chemical and
Physical
changes
presentation
Word Cloud
website
For Lab:
Balloons
push pins
clay
steel wool
milk
spoiled milk
vinegar
microbeakers
cream of tartar
thermometer
baking soda
graduated
cylinder
Examples of
Physical and
Chemical
Set: Sugar Water Pre-assessment – Start by dissolving a spoonful of sugar in a
glass of water. Has, hypothetically, Where did it go? Then distribute the Sugar
Water assignment. This will help diagnose student knowledge and misconceptions
about physical and chemical changes.
Teaching Strategy(s): Students will be learning about physical and chemical
changes and then participate in demonstrations of physical and chemical changes.
1. Begin a teacher led discussion on physical and chemical changes from the
sugar water pre-assessment
2. Give each student a piece of paper and then ask students, "What can you
do to change this piece of paper?" Give them about a minute to tear it,
crumple it, write on it, roll it into a ball, cut it up, etc. "Is it still paper?"
"What if I want to change it into something other than paper? What could
I do?" Roll up a piece of paper, and put it in a large glass jar. Strike a
match, light the paper on fire, and let the students watch it burn. After it
finished burning, ask, "Is it still paper?" How do you know?"
3. Lead into a short presentation on Physical and Chemical Changes
4. Students will participate in a discovery activity. They will circulate
between 7 different stations to observe various types of physical and
chemical changes.
Summarizing Strategy: Word Cloud – Students will submit two words or phrases
for Physical Changes and two words or phrases for physical changes. These words
will then be turned into a word cloud.
Formative
Assessment:
Sugar Water set
Discussion on the
sugar water set
Paper discovery
activity
Word cloud
Students can be
heterogeneously Performance
Assessment:
grouped to
utilize peer
Observation and
tutors.
questioning during
Students can be lab
given a copy of
Summative
the
Assessment:
presentation.
Enrichment:
Students can
serve as peer
tutors.
As an alternative
to the lab,
students can be
given a piece of
steel wool and
report on all of
End of unit
assessment (See
Appendix A)
the chemical
and physical
properties of
steel wool. They
can conduct
research and
then present
findings back to
the class.
Changes
(See Appendix
F)
7
I can
Synthesize
information
to determine
cause and
effect
relationships
between
evidence and
explanations.
I can
Interpret
data from an
investigation
to
differentiate
between
physical and
chemical
changes.
Peer Reviewed
journal article
Physical and
Chemical
Changes in
Plants
Student work
from the first
project day
(See Appendix
G)
Essential Question(s):
Remediation:
How can I synthesize information to determine cause and effect relationships
between evidence and explanations?
Heterogeneous
grouping and
peer tutors.
Set: How do Chemistry and Biology Relate? Have each table group or partner pair
draw images of at least two different examples of how biology and chemistry
interact. Have students share these with the class.
Teaching Strategy(s):
1. Begin by having a discussion about plants specifically and the types of
chemical and physical changes that occur in plants.
2. Have students share the essential question and hypothesis they
developed on the first project day.
3. Share a procedures section from a peer-reviewed journal article. Discuss
what peer reviewed means.
4. Have students trade procedures and peer review each other’s procedures
and materials list. This will be the final opportunity for students to edit
and revise procedures.
Summarizing Strategy: Students will reflect and rewrite parts of the experimental
procedures
Guided notes on
physical and
chemical
changes in
plants
Enrichment:
Peer tutoring.
Students should
be asked to
model
procedures after
the shared peerreviewed article
Formative
Assessment:
Biology and
Chemistry set
Discussion of
physical and
chemical changes
in plants
Peer review of
articles
Summative
Assessment:
End of Unit
Assessment
(Appendix A)
8
Project Day – See Unit Plan
Feeding America: Exploring Raised Bed Gardening – Building
and Planting
9
Project Day – See Unit Plan
Feeding America: Exploring Raised Bed Gardening – Building
and Planting
10
I can
Synthesize
information
to determine
cause and
effect
relationships
between
evidence and
explanations.
I can apply
an equation
to determine
the density
of an object
based on its
mass and
volume.
Density
Presentation
Suitcase filled
Styrofoam
block
Packing
peanuts or
other light
material
Paperclip
Density
Homework
Assignment
(See Appendix
H)
Essential Question(s):
Remediation:
1. How can I Synthesize information to determine cause and effect relationships
between evidence and explanations?
2. How can I apply an equation to determine the density of an object based on
its mass and volume?
Students can be
given guided
notes.
Set: Set up a density column, where certain liquids “float” on others (there is an
example in the materials). An alternative would be to bring in pumice and granite
about the same time and show how one floats and one sinks but they BOTH came
from a volcano.
Teaching Strategy(s):
1. Start by introducing the concept of density and the density formula with a
short presentation.
2. Principle: If you pack more mass into the same volume, it's more dense.
3. Common experience: going on vacation, suitcase is too full to close
Show an open hardtop suitcase that you're taking on vacation (full of
clothes). Close it, then get a student volunteer to come up and lift it. Then
open the suitcase, and talk about how you always get sucked into buying
stuff while on vacation while tossing a bunch of tacky souvenirs and other
knickknacks you've bought on vacation in. Then ask another volunteer to
sit on the suitcase to help cram it shut and do up the locks. Ask the
original volunteer to lift the suitcase again. Is it heavier? (yes). Ask the
class - did the mass change? Then ask the class if the volume changed. Is it
more or less dense? If you put more mass into the same volume, it's more
dense. Write this principle down on the board.
4. Principle: If you pack the same mass into a smaller volume, it's more
dense.
5. Common experience: crushing Styrofoam. Show a block of styrofoam. Get
a volunteer to jump on it until it's crushed a bit. Then ask the class if it's
mass changed. Then ask the class if it's volume changed. Is it more or less
The homework
assignment can
be modified to
have fewer
problems.
Peer tutoring.
Enrichment:
Formative
Assessment:
Discussion and
observation during
the lesson
Homework
assignment
Student debate
and discussion
Summative
Assessment:
Students can
Unit Assessment
serve as peer
(appendix A)
tutors; if time
permits they can
explain the
topics discussed
during the
lesson to other
students.
dense? (let people hash it out awhile then say, yes, it's more dense, and
write the second principle on the board).
6. Principle: Just because something has more mass doesn't mean it's more
dense.
7. Common experience: Get a student volunteer to hold the bag in one hand,
and the paper clip in the other, and say which feels heavier. Now ask the
students which is more dense, the paper clip or the bag of styrofoam
chips. Then ask if you could assume something was more dense just
because it had more mass. Write the third principle on the board.
Summarizing Strategy: Student Debate and Discussion - Ask how you could tell if
some substance was denser than another substance. Try to avoid saying much
here - let them debate it out and ask questions.
Homework: Find the density assignment
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0807.9.1 Understand that all matter is made up of atoms.
GLE 0807.9.2 Explain that matter has properties that are determined by the structure and arrangement of its atoms.
GLE 0807.9.3 Interpret data from an investigation to differentiate between physical and chemical changes.
GLE 0807.9.7 Explain the Law of Conservation of Mass.
GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.
SPI 0807.9.2 Identify the common outcome of all chemical changes.
SPI 0807.9.6 Compare the particle arrangement and type of particle motion associated with different states of matter.
SPI 0807.9.7 Apply an equation to determine the density of an object based on its mass and volume.
SPI 0807.9.11 Recognize that in a chemical reaction the mass of the reactants is equal to the mass of the products (Law of Conservation of Mass).
SPI 0807.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.