7th+Grade+Physical+Science+Day+8

[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 understand the different ways of measuring matter. They should also be able to calculate the volume and the density of objects given the formulas. State Standards ** 12.C.3b > Model and describe the chemical and physical characteristics of matter.
 * Subject: **Science
 * Topic **: How to measure matter
 * Grade Level: **7th
 * Teacher **: Mrs. TenBroeck
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**Instructional Objectives ** Students will find the masses of objects using a triple-beam balance. Students will calculate the volume and density given the formulas for each.

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Triple-beam balances, oranges, bottles of water, text books, pencils Procedures ** Focus Attention/Motivation: //**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> -Have question written on board: Do I weigh more in Death Valley (low elevation) or on the top of a mountain (high elevation)? Have students answer the question in their science journals. (*Social Studies connection: elevation). -Also, go over results from the previous day of separating the salt-water mixture. Look at how the salt is left behind in the beaker when the water evaporates. Instructional Input & Modeling: //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Write different measurements on the board: 100 pounds (lbs), 100 grams (g), 3 liters (L), and 1 gram per cubic centimeter (g/ ). Ask students if they can identify which type of measurement is shown by the unit used after the number (weight, mass, volume, and density). Explain that these are all ways in which we can measure matter and hand out the note sheet which provides the units for each type of measurement along with the definitions for each type of measurement.
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Hold a discussion about the difference between weight and mass. Weight is the force of gravity on you. So, if you have more gravity on you, you will weigh more. If the force of gravity is less on another planet, you will weigh less on that planet. Mass, however, stays constant because it is measures the amount of matter.

Students will do the short activity using the triple-beam balance which is explained in the student engagement section. Student Engagement/Practice: //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After discussing the difference between weight and mass, students will be given objects to measure on a triple- beam balance to find their masses. Students will work with a partner and each set of partners will be given a balance and objects. Objects will include an orange, bottle of water, text book, and a pencil. Students should predict which object is lightest, second lightest, third lightest, and heaviest without holding the objects. Then, they will find the actual mass of each object (in grams) using the balance and record the masses.
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After the activity, we will discuss their findings about the masses of the items. Introduce volume (the amount of space matter occupies) and density (relates the mass of a material in a given volume). Have students measure the length, height, and width of their text books. Ask if given these measurements, can they find the volume of the book? If they need assistance, give the formula: Volume = Length x Width x Height

Once students have found the volume of their text books, find the density. Explain that if something is 1 gram per cubic centimeter, it means that for every gram of something it has a volume of one cm. Using the mass and volume found for their text books, have students find the density. The formula for density is: Density = Mass/Volume. Closure: //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Go back to the question answered at the beginning of class (do you weigh more in Death Valley or on the top of a mountain). Have students share their answers and whether they would change their answer now after the lesson. Review correct answer: you would weight slightly less on the top of a mountain because the elevation is higher which means less gravity because you are further away from the center of the Earth.
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Have students do 5 practice problems in the science journals to calculate different volumes and densities. The numbers will include decimals so that they will practice multiplying and dividing using decimals (*Math connection). They should also write their discoveries for the day in their journals. Assessment ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be pre-assessed at the beginning of class by their ability to identify the types of measurement before being told what they are. They will be assessed by the practice problems and discoveries written in their journals at the end of the class period. The question of the day will also be an assessment tool because I will be able to see if they understood the concept of weight if they changed their answer (if it was incorrect) to the question. Accommodations ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students may be given a chart for the activity which has a column for the prediction and a column for the actual mass for organization. They may also be assessed on fewer problems for practice at the end or given problems with more compatible numbers. 
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