Science 3rd Nine Weeks Grade 8

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education

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that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science PracticesTo develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science Curriculum Maps Overview

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered on four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State Standards

The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:

Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.

Basic Guidelines for effective structured language practice strategies:

Make the target language rigorous, and mandatory. Never use structured language practice strategies with language that hasn’t been explicitly taught first. Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus

on their use of the language. Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you

use these strategies regularly, students will increase their speed to match your snappy pace. Circulate to monitor for participation as well as accuracy. Provide targeted support as needed. Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.

Strategies include

Frayer Model - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

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State Standards Embedded Standards Outcomes Content Connections

Standard 9: Properties of Matter (2 weeks)

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State Standards Embedded Standards Outcomes Content Connections

GLE 0807.9.6 Use the periodic table to determine the characteristics of an element

Scaffolded (Unpacked) Ideas

1.The Periodic Table organizes elements into families that have similar properties.

2. Elements and compounds have physical and chemical properties that can be described and/or measured.

GLE 0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models

Essential questions:1. Explain the basis for organizing the periodic table.

2. What determines the identity of an atom? What are atoms made of?

3. Describe happens when atoms form ions. Differentiate between atoms and ions.

4. How is the periodic table organized? What can you find out about an atom from the periodic table? How do ions form?

5. Analyze the four categories of elements in the periodic table. What type of elements make up the majority of the periodic table? How does the process of radioactivity occur? What is half-life used for?

6. Which elements on the

Investigate the properties of selected elements and create a classification system for these elements.

Explain how the periodic table is organized.

Explain why elements in a group often have similar properties.

Differentiate between metals, nonmetals, and metalloids based on their properties and location on the periodic table of elements.

Predict the properties of an element based on its location on the periodic table.

Predict the reactivity of an element based on its location on the periodic table.

Holt Science and Technology TE: Chapter 8 Section 1: Three States of Matter, p.208-213. Ch. 10 Section 2: The Atom, p. 266-273. Ch. 11 Section 1: Arranging the Elements and Section 2: Grouping the Elements p. 282-299.

Glencoe Tennessee Science 8’ Chapter 8 Section 1: Introduction to the Periodic Table Section 2: Representative Elements Section 3: Transition Elements p. 220-249.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Identifying and naming isotopes p.

6 Mendeleev’s periodic table p. 13

Labs:Complete investigations 2 and 3 Inquiry in Action

Informational text - Zebra-mussels-and- Hudson-river- from Readworks 1225L; Read closely to determine what the text says explicitly and to make logical inferences from it

Academic vocabulary: element, periodic table, symbol, metals, nonmetals, period, group, row

Vocabulary strategy: Science words for knowledge rating: Teacher prepares a table and lists the words (word, no clue, have heard or seen it, know the word, know it well and can define it) using the following technique. Students will place an X in the box that best describes your understanding of this word.

Vocabulary strategy: Possible sentences- This strategy expands students’ word knowledge by asking them to contextualize words they will encounter in an upcoming unit of instruction. Students are asked to use as many words as possible to create sentences.

Performance task: Adopt an Element Project/Activity – Students research an element, complete an informational sheet, and create an advertisement. Includes links for student research and printable materials. – (Science practice 6) Sciencespot.net

Performance task: The Universal Periodic Table Student Activity: Students must arrange alien elements to match up to Earth’s elements. Includes 2 teacher demonstrations: Print the student

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State Standards Embedded Standards Outcomes Content Connections

periodic table are better conductors of heat and electricity?

There’s gold in that ocean. Achieve3000.com (1180L); Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Chem4kids provides a comprehensive, student-friendly, tutorial with very good graphics and quizzes on the periodic table of elements (and many other chemistry topics for middle school.) Chem4kids.com

Videos:Teaching Channel Video Periodic Table Ferocious Elements: This video makes the periodic table come alive and make sense for students. The video is about 14 minutes. Teachingchannel.org

Education Portal Chemistry video "The Periodic Table: Properties of Groups and Periods"

Lessons:Explaining Matter with Elements, Atoms, and Molecules: Characteristics of Elements – free two hour, on-line interactive inquiry-based content module for teachers from NSTA Learning Center. You don’t have to be a member of NSTA to use this free resource. Learningcenter.nsta.org

Very detailed lesson plans and background information. Will take time to read. Www.uh.edu

activity sheet, blank periodic table, and answer key from the site. Galileo.phys.virginia.edu (Science Practice 8) Literacy RST 6-8.

Performance task: Students virtually test 8 elements for physical properties and then identify elements using a table provided. Determine the Mystery Elements by Their Properties Lab Sheet (Science Practice 3) Literacy RST 6-

Performance task: You are chemist working for the State Environmental Monitoring Agency (SEMA). You are a member of a team that consists of a project manager, a technology coordinator, a research analyst, and a senior chemist. You must agree on who has each role, but the work must be equally shared on determining the relevance of elements and their properties. Discuss what you would do within this agency and apply it to the concepts. (Science Practice 1) Literacy RST 6-8.

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State Standards Embedded Standards Outcomes Content Connections

Additional resources:

Assessments:Webquest to discover the history of the Periodic Table, its organization, and family characteristics. (All websites not listed on worksheet, need computer to follow links in Webquest.) The Periodic Table Webquest

Learning Blade missions

Community connections: (Contact the education department for events and opportunities to engage students)Pink Palace Field trips:

Permanent exhibit Lab or theater program

Pink Palace Museum OutreachScience fair/Challenge ideas:

States of matter - Www.resa.net

Standard 9: Interactions of Matter (2 weeks)

GLE 0807.9.5 Apply the chemical properties of the atmosphere to illustrate a mixture of gases.

Scaffolded (Unpacked) Ideas

GLE 0807.Inq.2: Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

GLE 0807.Inq.1: Design and conduct open-ended scientific investigations.

Describe the chemical makeup of the atmosphere.

Explain how the chemical makeup of the atmosphere illustrates a mixture of gases.

Tennessee Holt Science and Technology TE, Chapter 8, Section 1: Three States of Matter and Section 2: Behavior of Gases and Section 3: Changes of State p. 208 - 223

Glencoe Tennessee Science 8; Chapter 6 p. 152-183.

Recommended activities:

Academic vocabulary – nitrogen, oxygen, inert, argon, mixture, atmosphere

Performance task: Give percentages of the major gases and other elements in the atmosphere. http://www.tncurriculumcenter.org/re

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State Standards Embedded Standards Outcomes Content Connections

1. Some objects are composed of a single substance; others are composed of more than one substance.

GLE 0807.Inq.5: Communicate scientific understanding using descriptions, explanations, and models.

GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0807.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

Essential questions:1. Differentiate between a physical and chemical change.2. Describe the relationship between the properties of interacting substances before and after a reaction.

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs: Changing states -http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson3

Chemistry – gas laws Arborsci.com

Informational text: Everyday compound or poison? Everyday-compound-or-poison- from Readworks 1240L; Determine central ideas or themes of a text and analyze their development

The Cooling from the Warmth of Nature - Cooling-warmth-nature- Readworks 1230L; Read and comprehend complex literary and informational texts independently and proficiently.

Burning wood - Achieve3000.com (1280L); Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues

Videos:States of matter that focus on gases - Matter

Assessments:

source/1420/go (Science Practice 5) Literacy RST 6-8.

Performance task: Working with one or two fellow researchers, design and conduct an experiment showing how a classmate can collect and analyze enough data to establish aRelationship between gases and the environment. (Science Practice 4) Literacy RST 6-8.

Performance task: Create a concept map using the terms in this standard. Afterwards, Develop a story including all words. (Science Practice 8)

Performance task: Design a 3-D model of the atmosphere. Label each component and show a correlation between science and another subject. (Science Practice 2) Literacy RST 6-8.

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State Standards Embedded Standards Outcomes Content Connections

Properties of Matter 10 question quick online assessment: Pearson Self-Assessment On- line

Multiple choice questions on matter - Helpteaching.com

Community connections: (Contact the education department for events and opportunities to engage students)Buckeye labPink Palace Field trips:Pink Palace Museum Outreach:

Suitcase exhibit (free)

Science fair/STEM challenges:Gas and the size of a marshmallow - Sciencebuddies.org

Standard 9: Matter (1 week)

GLE 0807.9.7 Explain the Law of Conservation of Mass.

Scaffolded (Unpacked) Ideas

1. When substances undergo chemical change, the number of atoms in the reactants is the same as the number of atoms in the products.

GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:1. How does a chemical change in a substance affect the number of atoms and the mass of the

Create a model to explain what happens to chemical bonds during a chemical reaction.

Illustrate how chemical reactions produce new substances that have different chemical and physical properties.

Interpret and differentiate between balanced and unbalanced chemical equations.

Relate a balanced chemical equation to the law of conservation of mass.

Holt Science and Technology TE: Ch. 13 Section 1: Forming New Substances and Section 2: Chemical Formulas and Equations and Section 3: Types of Chemical Reactions and Section 4: Energy and Rates of Chemical Reactions p. 332-353

Glencoe Tennessee Science 8’ Chapter 10 Section 1: Chemical Formulas and Equations p. 278-289 and Section 2: Rates of Chemical Reactions p. 290-305.

Recommended activities:(For labs and investigations, allow students

Academic vocabulary: chemical reaction, precipitate, endothermic, exothermic, formula

Performance task: The 8th grade students of Shelby County Schools are having difficulty seeing how the law of conservation of matter applies to biological processes within the cell. Your task is to provide the students with an explanation of the law of conservation of mass and demonstrate how mass is conserved in either the process of photosynthesis or in the process of

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State Standards Embedded Standards Outcomes Content Connections

2. The mass of the interacting substances (reactants) that undergo a chemical change is the same as the mass of the substances produced (products).

products? Design an experiment to evaluate factors that affect the rate of a reaction.

to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day Chemical reactions p. 20

Labs:Hands on activity which uses index cards to balance equations is found at http://www.middleschoolscience.com/balance.html. This link includes explanations for the teacher, answers, and pdf of cards and all materials. This link includes explanations for the teacher, answers, and pdf of cards and all materials.

Hot Pack / Cold Pack Science Activity (Endothermic and Exothermic Reactions) Nobel.scas

The Limewater Carbon Dioxide Test Education.com Evidence of a chemical reaction - A precipitate forms.

Determine if a change is Physical or Chemical and see explanations why. Www.glencoe.com

Interactive Animation titled Changes in Our World: Chemical and Physical Wisc-online.com

cellular respiration. Create a video or presentation to convey the information. (Science Practice 7/Literacy RST 6-8.)

Performance task: Tell the students that methane and oxygen can react to form water and carbon dioxide. Ask the students to make the products, draw a picture of the process before and after, and predict the mass of the contents after the reaction. (Science Practice 4) Literacy RST 6-8.

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State Standards Embedded Standards Outcomes Content Connections

Informational text:

NSTA Article "Why Does a Color Change Indicate a Chemical Change?" Www.nsta.org

Videos: Law of conservation of mass that last 4:36 seconds Conservation video

Assessments:Tennessee Science Grade 8 Chapter 10 Chemical Reactions TCAP Prep Questions and Review Quiz from Glencoe Website

Community connections: (Contact the education department for events and opportunities to engage students)The University of MemphisMud IslandMemphis Botanic garden

Science fair/STEM challenges: Law of conservation of mass

Cpalms.org

Standard 9: Matter (2 weeks)

GLE 0807.9.8 Interpret the events represented by a chemical equation.

Scaffolded (Unpacked) Ideas

1. Chemical changes result

GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Create a model to explain what happens to chemical bonds during a chemical reaction.

Illustrate how chemical reactions produce new substances that have different chemical and physical properties.

Represent chemical changes with word

Holt Science and Technology TE: Ch. 13 Section 1: Forming New Substances and Section 2: Chemical Formulas and Equations and Section 3: Types of Chemical Reactions and Section 4: Energy and Rates of Chemical Reactions p. 332-353

Glencoe Tennessee Science 8’ Chapter 10 Section 1: Chemical Formulas and Equations

Academic Vocabulary: chemical formula, chemical equation, Law of conservation of energy, reactant, product, neutral, compound, coefficient

Performance task: Construct an explanation for how chemical

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State Standards Embedded Standards Outcomes Content Connections

from the interaction of two or more two substances, elements, or compounds.

2. Materials that result from a chemical change have physical and chemical properties that are different from the original interacting substances.

3. Chemical changes result from the interaction of two or more two substances, elements, or compounds.

4. Materials that result from a chemical change have physical and chemical properties that are different from the original interacting substances.

Essential questions:1. What are some elements that in combination with other products will react in a chemical change?2. How is the mass of the reactants and the mass of the products in a chemical equation related?3. How can you classify a reaction as exothermic or endothermic?

equations and/or balanced chemical equations.

Interpret and differentiate between balanced and unbalanced chemical equations.

Relate a balanced chemical equation to the law of conservation of mass.

p. 278-289 and Section 2: Rates of Chemical Reactions p. 290-305.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation:

Balancing chemical equations p. 21

Limiting reactants p. 23Labs:Student balancing equations game, you can decide on the number of questions and between 3 difficulty levels - http://education.jlab.org/elementbalancing/

Six Types of Reactions worksheet with answer key. Students balance the equations and identify the type of reaction. http://misterguch.brinkster.net/6typesofreaction.pdf

Hands on activity which uses index cards to balance equations is found at http://www.middleschoolscience.com/balance.html. This link includes explanations for the teacher, answers, and pdf of cards and all materials. This link includes explanations

reactions occur. (Science practice 6) Literacy RST 6-8.

Performance task: Draw an illustration showing new substances produced after a reaction occurs. (Science Practice 2) Literacy RST 6-8.

Performance task: With a peer, complete the handout. MiddleschoolscienceblogAfterwards, create a graphic organizer that includes the parts of a chemical equation. Give a real world example of how equations must be balanced. (Science Practice 8)

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State Standards Embedded Standards Outcomes Content Connections

for the teacher, answers, and pdf of cards and all materials.

Determine if a change is Physical or Chemical and see explanations why. http://www.glencoe.com/sites/common_assets/science/virtual_labs/E03/E03.html

Conservation of Mass Demos and Erlenmeyer Flask and Balloon Conservation of Mass Demo

Informational text

NSTA Article "Why Does a Color Change Indicate a Chemical Change?" http://www.nsta.org/publications/news/story.aspx?id=51520

Physical and Chemical Changes Glogster http://meljo03.edu.glogster.com/physical-and-chemical-changes/

Hands on Lab with 3 parts. Uses common household items. Lab sheet included. Physical or Chemical Change Lab

Assessment:Tennessee Science Grade 8 Chapter 10 Chemical Reactions TCAP Prep Questions and Review Quiz from Glencoe Website

Community connections: (Contact the education department for events and opportunities to engage students)

Water on wheels (University of Memphis)

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State Standards Embedded Standards Outcomes Content Connections

Pink Palace Field trips: Permanent exhibit Lab or theater program

Pink Palace Museum OutreachSchering Plough/Merck

Science fair/Challenge ideas:Physical science lab with Science Olympiad

Standard 9: Matter (1 week)

GLE 0807.9.9 Explain the basic difference between acids and bases.

Scaffolded (Unpacked) ideas

1. Materials that result from a chemical change have physical and chemical properties that are different from the original interacting substances.

GLE 0807.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

Essential questions:1. How can you determine whether a substance is an acid or base using an indicator?2. Describe the difference between an acid and a base in relationship to its pH.

Create a classification system for common household substances by observing reactions with an indicator.

Classify common substances as acid, base, or neutral by observing reactions with an indicator.

Compare and contrast the properties and uses of acids and bases.

Use the pH scale to compare the strengths of a variety of acids and bases.

Design an experiment to determine what happens when an acid is mixed with a base.

Construct a word equation for a neutralization reaction.

Tennessee Holt Scienceand Technology TE, Chapter 14, section 2: Acids and Bases and pH, section 3: Solutions of Acids and Bases, p. 368-377.

Glencoe Science Tennessee Science Grade 8 Chapter 11 Section 3: Acidic and Basic Solutions p. 322-329.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:Science Activity a Day investigation:

Acids and bases p.16Directions for a lab investigation into the properties of acids and bases using cabbage juice indicator is available at

Academic Vocabulary: acids, bases, indicator, pH, neutralization, salt

Performance task: Students see a demonstration of a color change using universal pH indicator. Students change the concentrations of an acid and a base and use universal indicator to test the pH of the resulting solutions. Students see an animation showing that water molecules interact and separate into the H3O+ ion and the OH− ion. Students see that the pH of a solution is related to the concentration of these ions in water. This lesson plan is available at Middleschoolchemistry.com

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State Standards Embedded Standards Outcomes Content Connections

Inquiryinaction.org

In this activity, students will use their knowledge of color changes with red cabbage indicator to neutralize an acidic solution with a base and then neutralize a basic solution with an acid. Find directions for this lab at Inquiryinaction.org

A hands-on activity that relates acid-base chemistry to engineering is described at Teachengineering.org

A one-page summary defining acids and bases is available at http://www.acidsandbases.org/

A more complete explanation of the properties and reactions of acids and bases is available at http://www.chemtutor.com/acid.htm

A virtual chemistry book explaining the concepts related to acid-base chemistry and provides links to animations, videos, and related information at other websites. Elmhurst.edu

Community connections: (Contact the education department for events and opportunities to engage students)

Pink Palace Field trips: Permanent exhibit Lab or theater program

Pink Palace Museum OutreachBuckman laboratoryMedtronic

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Science 3rd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Science fair/Challenge ideas:Participate in University of Memphis E-day

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