Grade 7 Honors Science Curriculum

Roselle School District

Grade 7 Honors Science Curriculum

Unit 4: Physical Science – Chemical Changes

Essential Question(s) / Enduring Understanding(s)
How do the properties of materials determine their use?
How does conservation of mass apply to the interaction of materials in a closed system? / The structures of materials determine their properties.
When materials interact within a closed system, the total mass of the 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 togrades 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).
Learning Expectations
TLWBAT… / Activities/Resources / Student Strategies / Formative Assessments / Technology
Integration
Compare and contrast the characteristics of acids and bases
Determine acidity and basicity of a substance.
Identify unknown substances based upon chemical properties of the substance.
Deduce that substances are classified according to their physical and chemical properties. / Introductory video of acids and bases:
http://k12videos.mit.edu/content/the-colorful-chemistry-of-acids-and-bases
Inquiry Activity: When Good Juice Goes Bad
Materials: 3 glasses, Goggles, Rubber gloves, Measuring spoons and cups, Vinegar. Ammonia, Water, Red grape juice
Procedure:
Step 1:Have students put on goggles and rubber gloves. Have the children set up the glasses and label them 1, 2, and 3.
Step 2:Have students add 1/2 teaspoon vinegar to the third glass, 1/8 teaspoon ammonia to the second glass, and 1/3 cup water to the first glass. Have students add one teaspoon red grape juice to the first glass.
Step 3: Have students pour the liquid from the first glass into glass two and record their observations.
Step4: Have the students pour the liquid from glass two to glass three and record their observations.
Analysis: What type of changes took place? Was there evidence of a chemical change? How do you know? Which glass contained the acidic solution; how do you know? Which glass contained a basic solution; how do you know?
Debriefing: When the grape juice was added to the glass with the ammonia, the solution turned green (evidence of a chemical change).
When you poured the green solution into the third cup, the solution should turn pale red again (evidence of a chemical change). Grape juice changes color when it is combined with an alkaline substance. The solution is pink in glass one because the pH of water is close to neutral. When poured into glass two, it creates an alkaline solution which turns green. The acidic vinegar neutralizes the solution and the solution becomes pink again.
Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations.
Have students play “kitchen chemistry” game at the link below: http://pbskids.org/zoom/games/kitchenchemistry/virtual-start.html
Have students practice for the upcoming quiz by taking the online quiz at the link below: http://www.visionlearning.com/library/quiz_taker.php?qid=5&mid=58&mcid=
Have students take characteristics of acids and bases quiz online: http://www.mcwdn.org/chemist/acidsbasesquiz/acidbasequiz.html
Have students play “Gems Alien Juice Bar” to practice determining acidity and basicity of common items: http://sv.berkeley.edu/showcase/flash/juicebar.html / Hands-on Lab
Working with partner
Online activities (virtual labs)
Online quiz / Do Now
Homework
Oral Questioning
Directed Paraphrasing
Exit Ticket: Compare and contrast acids and bases using specific characteristics of each
Online quiz: Characteristics of acids and bases http://www.mcwdn.org/chemist/acidsbasesquiz/acidbasequiz.html / http://k12videos.mit.edu/content/the-colorful-chemistry-of-acids-and-bases
www.brainpop.com/acidsandbases
http://pbskids.org/zoom/games/kitchenchemistry/virtual-start.html
http://www.visionlearning.com/library/quiz_taker.php?qid=5&mid=58&mcid=
http://sv.berkeley.edu/showcase/flash/juicebar.html
Determine the products of a reaction including an acid and a base. / Have students watch introductory video clip about neutralizing acids and bases to determine products and reactants:
http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/acids_bases_metals/activity.shtml / Chunking information
Rephrasing of questions
Working with partner / Do Now
Homework
Oral Questioning
Directed Paraphrasing / http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/acids_bases_metals/activity.shtml