7th+Grade+Physical+Science+Day+6

[7th Grade] [7th Grade Assignment Sheets] Geography] Language Arts] Math] Physical Science] Physical Science Unit Plan] Day 1] 2] 3] 4] 5] [6] 7] 8] 9] 10]

Time Frame: **45 minutes Overall Goal/ Purpose **  The purpose of this lesson is for students to become familiar with matter, its properties, and understand that matter is made up of elements and atoms. Students should also be able to recognize the difference between matter that is a pure substance and not a substance. State Standards ** IL.12.C STANDARD: Know and apply concepts that describe properties of matter and energy and the interactions between them. Instructional Objectives **  Students will identify which of the items placed around the room (salt, sugar, spoon, water, marbles, and paper) are substances. Students will identify whether the properties listed for the given items are chemical properties or physical properties. Materials ** bag of salt, bag of sugar, jar of marbles, blank paper, bottle of water, index cards with properties, graphic organizers Procedures ** **//Focus Attention/Motivation: //** Have items placed at the front of the room and ask what students think all the items have in common. After a few predictions (if they do not answer correctly), explain that all of the items are matter. __Matter__ is anything that has mass and takes up space (air, plastic, metal, people, etc.)
 * Subject: **Science
 * Topic **: Describing Matter
 * Grade Level: **7th
 * Teacher: **Ms. TenBroeck
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-Hand out graphic organizer for students to fill out while I explain what matter is made up of (matter--> substance or not a substance-->element-->atom). A __substance__ is a single kind of matter that is pure, or has a specific composition and properties (ex: salt, no matter where it comes from it has the same composition and properties). An __element__ is a pure substance that cannot be broken down into any other substance. An __atom__ is the basic particle from while all elements are made of. -Have students come up with examples of matter in the classroom. Ask if they are substances. Why or why not? -Ask students to think of baking. Brainstorm with class: what kind of ingredients do you bake with? (salt, sugar, baking soda, flower, milk, eggs, etc.) Salt, sugar, and baking soda are pure substances while flour, milk, and eggs are not because their properties can be different. Discuss physical and chemical properties. __Physical properties__ can be observed without changing a substance to another substance (ex: texture, flexibility, physical state such as solid, liquid or gas). A __chemical property__ is a characteristic that describes a substance's ability to change into different substances. Using the example of baking, have students briefly come up with examples of physical properties of the substances listed above when baking with the person setting next to them. (ex: salt/sugar: solid, white) -Using the example of baking again, discuss chemical properties. Ask students if they can think of a chemical property of the substances used in baking. The gases produced from the substances during baking create a new substance (bread, muffins, or something else you may bake). Other examples of chemical properties are the ability to react (iron forms rust) or flammability.
 * //Instructional Input & Modeling://**

-Items will be located at 6 stations around the room (bag of salt, bag of sugar, marbles, paper, stainless steel/iron spoon, bottle of water). Students will work in groups of five (mixed ability groups chosen by me) and go around to each station which will be organized in chronological order. Each station will have an index card next to the item that says what it is (salt, sugar, etc) and a property. (1. Salt, solid, 2. Sugar, solid, 3. Marbles, smooth, 4. Paper, flammable, 5. Iron spoon, ability to react, and 6. Water, liquid). On a separate sheet of paper, students will identify items as either a substance or not a substance. They will also identify the property that is listed as either a physical property or a chemical property. -When groups are finished with the activity, we will review their findings as a class. Ask students how they were able to identify substances/non-substances and their properties. Answer any questions and discuss which stations students found difficult.
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//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Review key terms discussed in today's lesson. (matter, substance, element, atom, physical property, chemical property). -Ask students: What is the smallest, most basic particle? (atom) -Discuss why it is important to learn about matter. Matter is all around us and it is the foundation to understanding physical science. Have students write in their journals what they discovered today when learning about matter and what it is made up of.
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A performance assessment will be done by observing how well students understand the activity. Also, a formative assessment will be done with the paper they hand in from the activity that identifies substances/non- substances and chemical/physical properites.
 * Assessment**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Prentice Hall Physical Science
 * Resources**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Instruction will be given both orally and written on the board for auditory and visual learners. Students will be working in groups of mixed ability for the activity in class. If students struggle with the activity, they can be given the opportunity to get extra help from me and hand in their work accompanying the activity the following day. Students with learning disabilites may also be given the graphic organizer already filled out and/or a sheet that lays out what information they need to gather during the activity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **