Final Product 7 Learning Cycles - 6th Grade Matter

Carter 1
GS 4403 Product 7 Learning Cycles
Whats the Matter?

Tiffany E Carter
GS 4403: Teaching Science in the Middle and High School
Professor Marta Toran
December 7, 2015
Unit Title: Whats the Matter?

Grade Level: Sixth Grade and Eighth Grade Horizontal Alignment
Content Area: Physical Science
Standards Covered:
6.P.2 Understand the structure, classifications and physical properties of matter.
Essential Question:
What causes matter to behave in certain ways and how is it measured?
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Standards and Clarifying Objectives

6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are
different from the atoms of other elements.
6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles
during a change in phase.
6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present
including density, melting point, boiling point, and solubility to properties that are dependent on the amount of
matter present to include volume, mass and weight.
-and6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.
6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction,
radiation and convection and the effects that may result.
6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and
change in temperature.
6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to
include conduction, expansion, and contraction) and electrical energy (conductors and insulators).
-and8th Grade Vertical Alignment Lesson8. P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed
container.
8. P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a
chemical reaction to include changes in temperature, color, formation of a gas or precipitate.
Key Concepts and Knowledge
In this unit, I will outline the skills and content knowledge that students will be introduced to on the specific
days. We will not require students to know the information fully on the day that it is introduced, but we expect
that they will understand all of the concepts and how they work together to create and maintain matter at the
conclusion of the unit. With the knowledge of the content provided, they will be able to discover and investigate
using an inquiry based approach to teaching and learning.
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Lesson One Knowledge

Standard:
different from the atoms of other elements. Anything that has mass and takes up space.
An element is a pure substance that is made up of only one kind of atom.
The atom is the smallest unit of a pure substance that still has the properties of that substance.
A molecule is the smallest part of a substance formed by the chemical bonding of two or more atoms
and that still retains its chemical composition and properties.
Mass is the measure of the amount of matter in an object.
A solid is a state of matter that has a definite shape and volume.
A liquid is a state of matter that has a definite volume but no definite shape.
A gas is a state of matter that has no definite shape or volume.
Lesson Two Knowledge
Standard:
A physical property can be observed or measured without changing an object, or any part of the
materials it is made of, into something else.
A chemical property describes the ability of a substance to react with other materials and form new
substances.
A physical change goes from one state (solid or liquid or gas) to another without a change in chemical
composition. For example - phase changes or crushing a can.
A chemical change occurs in the chemical composition of a substance to produce a new material with
new properties. For example: burning, rusting, and photosynthesis.
The boiling point is the temperature at which a substance changes from a liquid to a gas.
The freezing point is the temperature at which a substance changes from a liquid to a solid.
The melting point temperature at which a substance changes from a solid to a liquid.
Lesson Three Knowledge

Standard:
Weight is a measure of the force of gravity on an object.

Mass is the measure of how many atoms is in a substance.
Density is a characteristic property of a substance.
The density of a substance is the relationship between the mass of the substance and how much space it
takes up (volume).
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The mass of atoms, their size, and how they are arranged determine the density of a substance.
Density equals the mass of the substance divided by its volume; D = m/v.
Objects with the same volume but different mass have different densities.
Terrific Triangle Problem Solver
Lesson Four Knowledge

*This lesson will focus on topics that students are introduced to in the fourth grade, but will introduce them to
new ideas that will be explained in the eighth grade matter unit. New vocabulary words such as acids and bases
will explore and students will get to measure acidity and basicity with Litmus paper.
4th Grade Matter Standard4.P.2 Understand the composition and properties of matter before and after they undergo a change or
interaction.
Lesson Standards:
8. P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed
container.
Whether a solution is acidic or basic can be measured on the pH scale.

When universal indicator is added to a solution, the color change can indicate the approximate pH of the
solution.
Acids cause universal indicator solution to change from green toward red.
Bases cause universal indicator to change from green toward purple.
Acidic solutions have a pH below 7 on the pH scale.
Basic solutions have a pH above 7 on the pH scale.
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Lesson 1: Strictly Matter

Standard and Clarifying Objective:
different from the atoms of other elements. Anything that has mass and takes up space.
I Will Statement: I will define matter and consider where it may have come from.
Common Student Misconceptions:
Matter is always small

Particles are side by side or there are air particles.
There is air between air molecules.
Materials can only have properties of one state of matter
Energy, heat and/or sound are forms of matter.
Particles of solids have no motion
Matter is not conserved, it disappears or appears during processes such as dissolving, burning,
evaporation, boiling, rotting, respiration, rusting, condensation, and growth of plants.
Lesson Description and Rationale

In this introductory lesson to matter students will be asked to recall the content knowledge that concerning
matter that they learned in elementary school. Students should already possess a basic understanding of matter
and be able to identify solids, liquids, and gases. This lesson will extend their basic understanding, and new
vocabulary terms will be introduced. Varying instructional strategies will be utilized to ensure that students
understand that matter is composed of atoms and that atomic molecules are always in motion. During this initial
lesson, students; misconceptions concerning the unit will be vocalized and written in journals. They will utilize
concept maps to explore the attractions and motion of atoms and molecules. They will experiment with and
observe the heating and cooling of a solid, liquid, and gas and journal about their findings.
ENGAGE
Bell Ringer Activity: As students enter the classroom they will instructed to grab their interactive science
notebooks and draw a bubble map. This bubble map will start with the word matter and students will be asked
to write all of the words, phrases, and ideas that they associate with the word matter. Students will also be told
to use only one color, so they can track their growth and progress throughout the unit when they add new
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terminology and concepts in other colors to the map. This concept map will be updated at the beginning of
every class period, and students will be able to reference this chart on the unit final exam. This activity will
serve as a pre-assessment to understand students prior knowledge on the topic of matter.
Lesson Hook:
Students will be asked to draw three circles in their interactive notebooks and form groups of three. When they
find their partners they will be given instructions to roam the room and to observe the objects at every lab
station. Each bench will have different four different items. For the first ten minutes of class students will roam
the room writing down the name of the objects and place them in one of the three circles in their notebook.
Students will not be told that the unit is on matter, but they should be able to draw the connection.
After the ten minutes are up and the students have organized the items into three different circles, students will
be asked to share some of their concept map terms and thoughts on Padlet. As student responses pop up, the
teacher can begin to see what their students already know and what vocabulary terms that they are familiar with
as they pertain to matter. Once all of the students have responded, a whole class discussion will begin and
students will talk through their circle organization chart.
Discussion Questions:
1.
2.
3.
4.
What are some examples of matter?

What is matter made up of and how do we know?
Where do we find matter in the universe?
Does matter take up space?
Circle Organization Map:
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EXPLORE
Ice Cube Challenge
Activity Materials
Ice Cube
Beaker
Hot Plate
Safety Goggles
In this experiment students will witness the three different states of matter when an ice cube is added to a hot
plate. To be begin the experiment bring out an ice tray with frozen ice cubes.
Ask students the following questionsHow do we get ice?
Students will say that it comes from water or it comes from the store.
Ask students what happens to ice over time, and if they can explain that change.
When ice get warm it melts.
After these initial questions are boiled explain to students that they will be
exploring matter in-depth and that they will work in pairs to complete the
exercise.
1. Instruct students to draw an ice cube in their science notebook
2. Then arrange the class in groups of four around hot plates.
3. Give each group 3 ice cubes to experiment with and give tell them to heat
their hot plate up.
4. Tell the students that when they are using the hot plate that thy should always have on their safety
goggles and that the ice cube should always be in the beaker when its on the hot plate.
5. Lastly, tell students that they need to write down observations as they investigate.
6. Once all ice cubes have been melted ask students to turn off their hot plates, rinse their beaker, and
return to their seats.
7. Students will use Padlet again to post their results.
EXPLAIN
Review the experiment and have students vocalize what they observed. Once students discuss the three states of
matter that they observed, introduce the term states of matter and further their knowledge by introducing the
words: solid, liquid, and gas.
Questions for discussion:
1. How did the heat change the state of the ice? Did the shape and texture remain the same, if not, why?
2. The ice changed three different times throughout this experiment. Can you identify the different times
that the ice changed?
3. If the heat wasnt directly added to the ice, would we have received the same outcome?
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4. What did you see coming out of the beaker once the ice began to melt?
5. What could you see happening at the bottom of the beaker once the ice was gone?
This discussion should be student lead and teacher facilitated. Students should discuss what they saw and how
they related this experience to things that they have witnessed in their lives. The above questions are there to
help students make sense of their new ideas and questions. The conversation will have to be helped at times,
and that is when those questions should be used.
Classroom Management Tip: Use a ball to control the conversation and specify the person that should be
talking. When the ball is thrown from one person to the next, the person throwing the ball gives away their right
to speak and hands it to the person receiving the ball. This way, everyone gets to speak and it keeps students
engaged in the conversation.
ELABORATE
Have students draw a Triple Venn Diagram so that they can take notes in their notebooks on the different
phases of matter.
Have students paste these pictures on their Venn Diagrams as a visual representation of the atoms in a solid,
liquid and gas. Once they have their Venn Diagram drawn and the pictures pasted, begin to discuss the
following items. This information could be typed and displayed on the Smart Board to make the notetaking
process easier. When students come across terms or ideas that they already know, allow them to explain the
topic.
Classroom Management Tip: For the pasting section of this lesson, have glue and scissors already at the lab
benches to cut down on transition times. Also, use the feature on the Smart Board that allows you to cover up
some of the slide until you are ready to discuss this information. This way, student cannot jot down the
information as soon as it is presented and then nod off. This ensure that everyone is paying attention. Lastly,
instead of showing students where to put their notes on the Venn Diagram, allow them to decide.
Matter is made of tiny particles (atoms, molecules, or ions) that attract other particles.
These particles are constantly moving.
The motion of the particles and strength of attraction between particles determine a materials state of
matter.
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The 3 familiar states of matter are solid, liquid, and gas.
A solid is matter with a definite shape and volume.
Particles in a solid are packed closely together.
Particles vibrate in place, but do not have enough energy to move out of their
A liquid is matter that has a definite volume but no definite shape.
If you pour a liquid from one container to another, the liquid will form to the
but the amount (volume) stays the same.
Particles in a liquid move more freely than particles in a solid.
The particles have enough energy to move out of their fixed position, but not enough energy to move
far.
Gases are mostly invisible.
Gas is matter that has NO definite shape or volume.
Particles in a gas are far apart and move at high speeds in all directions.
Gases can be compressed and expanded
Melting changing from a solid to a liquid.
Melting occurs when a solid absorbs thermal energy and its temperature rises.
Freezing changing from a liquid to a solid.
As the liquid cools, it loses thermal energy and the particles slow down and come
together.
Matter changes between a liquid and a gas states by vaporization and condensation.
Vaporization change from liquid to a gas.
Evaporation vaporization that takes place at the surface of a liquid.
Boiling vaporization that takes place below the surface of a liquid.
Condensation - changing from a gas to a liquid.
Condensation is the opposite of vaporization.
Sublimation substances change from the solid state to gas state without ever becoming a liquid. Ex:
dry ice
Lesson Vocabulary
Solid
matter,
fluid,
liquid,
gas
fixed position.
container,
closer
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plasma
Show this video to wrap up the elaborate phase.
https://www.youtube.com/watch?v=ELchwUIlWa8&index=1&list=PLhz12vamHOnaY7nvpgtQ0SIbuJ
dC4HA5O
EVALUTATE
Solids, Liquids, and Gases Pairing Exercise
Give student pairs both of the worksheets below, with a pair of scissors, construction paper and glue. Once
students have the materials, allow them to use their notebooks to make word clouds with the cut pieces of
paper. They can match up the solid, liquid and gases pieces to the information that describes those different
states of matter. Once they have created their word clouds and are satisfied, have students wait to glue down
their pieces until the whole class discusses the activity. Once the activity is discussed, students will glue the
pieces down their pieces and hang the posters to dry. These matter posters will be displayed through the
room so students can refer to them during other sections of the unit.
During the discussion, you will be able to formatively assess students knowledge and recognize their
misconceptions. This way you will know what needs to be covered again on the following day or
information that needs to be given more clarity.
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Ticket Out the Door

After the word cloud project, students will complete the following activity as the ticket out the door. This
activity gives students a chance to move and also put dance moves to the way that particles move in solids,
liquids and gases.
Atomic Wiggle Activity
Have the whole class model the particles that make up solids, liquids, and gases.
To model solids, have students make a shape and link arms together. They can dance in place but keep
the whole shape.
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To model liquids, students can place their hands on each other shoulders and walk slowly around the
room. They can dance and observe that they have more space to move.
To model gases, have students dance about the room without touching each other. They should observe
that they have much more room than before and are able to spread out freely.
Now that students have practiced their movements as a group, as you dismiss students from class have them
model the movements and give an example of a solid, liquid, or gas. This will be a great way to assess their
knowledge and make class transitions fun.
For extra practice with solids and liquids, students can use the following website- students can visit this website
at home.
http://www.harcourtschool.com/activity/states_of_matter/molecules.swf
Lesson Sources:
Middle School Chemistry
http://www.middleschoolchemistry.com/lessonplans/chapter1/lesson1
Atomic Wiggle Activity
http://mstlnaz.pbworks.com/f/Ice+Cream+In+A+Bag+Lesson+Plan.pdf
NCDPI Standards
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/3-5.pdf
Word Cloud Activity Pieces
http://www.collaborativelearning.org/statesofmatter.pdf
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Lesson 2:
Physically and Chemically Dynamic Changes

I Will Statement: I will define and be able to distinguish between a physical and chemical change.
When water boils and bubbles, the bubbles are air, oxygen or hydrogen, or heat.
Bubbles formed by boiling water consist of water vapor (steam).
Steam is hot air.
- Steam is water vapor.
When steam is no longer visible it becomes air.
- When water vapor condenses in the air it is visible as tiny water droplets.
Water in an open container is absorbed by the container, disappears, changes into air, or dries up and
goes into the air.
- Water in an open container evaporates, changing from a liquid to a gas.
Ice molecules are colder than water molecules.
- Ice molecules have less kinetic energy than water molecules.
Condensation is when air turns into a liquid.
- Condensation is water vapor in the air that cools enough to become a liquid.
Condensation on the outside of a container is water that seeped (or sweated) through the walls of the
container.
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Condensation of water vapor happens when the water vapor in air comes in contact with a cool
surface.
Expansion of matter is due to the expansion of the particles rather than increased space between the
particles.
- Matter expands when heated because the molecules are vibrating more quickly, loosening bonds,
and increasing the space between adjacent atoms or molecules.

In this lesson students will be introduced to physical and changes as they relate to matter. Students will expand
their knowledge of matter to uncover why specific changes are classified as either physical or chemical and
what makes things specifically a physical and chemical. Change. They will understand what heat does to solids,
liquids, and gases. Lastly, they will watch a series of demos, take guided notes, and complete a non-graded
matter quiz to assess their knowledge of matter to this point in the unit. These questions will be based off
activities in lesson one and two.
ENGAGE
Bell Ringer- As class begins have students flip back in their notebooks to the Matter Bubble Map that they
created on the first day. In a new pen color, have them write their new knowledge of matter on the chart. Once
they have added everything they wanted to their maps, call on ten students using popsicle sticks to chare their
bubble map additions. After ideas have been shared, have students flip to a clean page for a demo.
Physical Change v. Chemical Change Demonstrations
Hook: Students love fire, so demonstrate physical and chemical change by doing a series of demos that will
engage students. For this demonstration have students write down their predictions in their notebook before
each individual demonstration. Make sure that students discuss among themselves what they see without any
teacher input.
Crinkling Paper
Question 1: If I crumple a piece of paper (demonstrate while asking), what type of change has taken place?
Teacher records student answers on board but offers no opinion on what is the correct answer.
Ripping Paper
Question 2: What if a tear this same piece of paper in half (again, demonstrate), what type of change has taken
place? What evidence supports your answer?
Teacher again records student answers on board but offers no opinion on what is the correct answer.
Burning Paper
Question 3: What if I burn the two pieces of paper (again, demonstrate - place burning paper in metal tray - be
sure to follow proper fire safety procedures), what type of change has taken place? What evidence supports your
answer?
Teacher again records student answers on board but offers no opinion on what is the correct answer.
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EXPLORE
Phase Change Stations:
Separate students into six groups of three or four and have them work together as they travel to the six stations
together. Require every student to bring their science notebook and pencil with them so they can complete the
questions and observations at the different stations. Students should write down their predictions, observations,
and conclusions in a graphic organizer of their choice. As you roam the room, ask students questions, and
heavily monitor the stations that require students to use hot plates. Equip each group with an iPad so they can
record the experiments. At the end, you will ask each group to share their video via Apple Airdrop and explain
whats going on as they play the video on the Smart Board.
Station One: Ice Melting (reinforcement from Lesson One)
Have these station near a cooler, so ice will stay frozen throughout the lesson.
Materials: ice cube, dish
Procedure:
1. Observe the ice cube in the dish.
2. If the ice cube has completely melted, tell your teacher so it can be replaced.
Conclusion Question: Was the change physical or chemical? Remember to indicate

the reasons or characteristics that helped you to decide if it was a chemical or physical change.
Station 2: Milk and Vinegar

Materials: milk, 100mL beaker, eyedroppers, vinegar in beaker, bucket
Procedure:
1. Put 25 mL of milk into the beaker.
2. Use the eyedropper and add 3 droppers of vinegar.
3. Dump the mixture into the bucket.
4. Clean beaker.
Conclusion Question: Was the change physical or chemical? Remember to indicate the reasons or
characteristics that helped you to decide if it was a chemical or physical change.
Station 3: Water and Evaporating Dish

Materials: evaporating dish, wire mesh, water bottle, and glass stirring rod
Procedure:
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1. Place the evaporating dish on the wire mesh.

2. Use the water bottle to add a few drops of water.
3. Stir with the stirring rod.
4. If there is no change, add some more water.
5. Rinse out dish and return to station #8.
Conclusion: Was the change physical or chemical? Remember to indicate the reasons or characteristics that
helped you to decide if it was a chemical or physical change.
Station 4: Hotplate, Toothpick and Beaker

Materials: toothpick, beaker with lemon juice, filter paper, tongs, hot plate
Procedure:
1. Use the toothpick (plastic) and dip it into the lemon juice.
2. Write your name on a piece of filter paper.
3. Use tongs to hold the filter paper close to the hot plate.
Don't touch the filter paper onto the hot plate. Don't let the paper burn!
Station 5: Hotplate and Bread

Materials: dropper bottle, hotplate, and beaker of H20, test tube with water and bread or crackers
Procedure:
1. Add a couple of drops of the iodine solution in the dropper bottle to the test tube.
2. If no change, add a few more drops.
Station 6: Baking Powder and Dish

Materials: water bottle, baking powder, dish
Procedure:
1. Use the water bottle to put a few drops of water (x2) to the baking powder in the dish.
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EXPLAIN
Once every group has completed all the stations, have one student from each group draw a number out of a cup.
This number will represent the station activity that they will explain to the group. Once numbers have been
drawn, allow students 10 minutes to collect their thoughts and to share their video with you. Download all of
the videos and allow students to operate the Smart Board and present their findings. Sit with the other students
during the presentation and ask the students questions, that make them defend their claims and critically think
about their findings. Once one group finishes their presentation, ask other groups if they came to the same
conclusions. If different conclusions were reached, ask other groups to share and compare the results. This way,
you can see what all the groups came up with without having to check everyones science notebook.
Once all of the groups have presented, have students complete a 5-minute quick write about the stations. In the
quick write you want students to ask questions about the stations and ideas that they may have on physical and
chemical changes. Once the five minutes are up, have them share with a partner.
ELABORATE
Begin this phase with the following video on physical and chemical changes. Have students write down 3 things
that they learned, 2 things that they found interesting, and 1 question.
Teacher Tube- http://www.teachertube.com/video/physical-change-vs-chemical-change-40108
Foldable- Gove each student a piece of white paper and tell them to take the edges of the paper and fold them
inwards, creating to flaps. Once they have the flaps, have them cut them in half. On the top section of the left
flap label it chemical change and the bottom left flap, label it physical properties. Do the same for chemical
changes and properties on the left side of the paper. As you lecture, complete the foldable with students. You
will provide the content, but they will provide the examples that will go inside the flaps.
Chemical and Physical Change Prezi Notes:
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Physical changes are those changes that do not result in the production of a new substance. If you melt a
block of ice, you still have H2O at the end of the
change.
Some, but not all physical changes can be reversed. You could refreeze the water into ice, but you
cannot put your hair back together if you dont like your haircut!
Special types of physical changes where any object changes state, such as when water freezes or
evaporates, are sometimes called change of state operations.
Chemical properties can ONLY be observed AS the substances are changing into different substances.
Chemical changes, or chemical reactions, are changes that result in the production of another substance.
A physical property of matter can be observed or measured without changing the matters identity.
Some physical properties are color, odor, mass, volume, magnetism, ability to conduct current, strength,
flexibility.
Ex Will your books fit into you backpack? You are using the physical property of volume.
EVALUATE
When students have completed their notes, hand them the following quiz. This quiz will assess their knowledge
of matter and physical/chemical changes. Give students five minutes at the end of the quiz to look in their
notebooks.
Name ____________________________
Date ____________________________
Matter and Physical Chemical Changes Quiz

Part A- Chemical and Physical Changes
Can you recognize the chemical and physical changes that happen all around us? If you change the way
something looks, but havent made a new substance, a physical change (P) has occurred. If the substance has
been changes into another substance, a chemical change (C) has occurred.
1.
An ice cube is placed in the sun. Later there is a puddle of water. Later still the puddle is gone.
2.
Two chemical are mixed together and a gas is produce.
3.
A bicycle changes color as it rusts.
4.
A solid is crushed to a powder.
5.
Two substances are mixed and light is produced.
6.
A piece of ice melts and reacts with sodium.
7.
Mixing salt and pepper.
8.
Chocolate syrup is dissolved in milk.
9.
A marshmallow is toasted over a campfire.
10.
A marshmallow is cut in half.
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Part B- Matter
Answer the following multiple choice questions with the best answer.
1. Matter in a solid state has . . . . volume and . . . . . . shape.
a.) __________no definite __________no definite
b.) __________a definite __________a definite
c.) __________a definite __________no definite
2. How many states of matter are there? (Scientists call plasmas a state of matter too. You do not have to count
plasma as a state of matter for this question).
a.) two
b.) three
c.) five
3. The states of matter are the following: solids, liquids, gases, plastics.
a.) True
b.) False
4. States are also known as?
a.) phases
b.) phrases
c.) frases
5. Which phase of matter does not take the shape of the container it is in?
a.) solid
b.) liquid
6. True or false?
There is very little space between the molecules of a liquid. There is a lot of space between the molecules of a
gas.
a.) True
b.) False
7. When solids reach their melting point they become ......
a.) liquids
b.) gases
8. What happens when a gas reaches condensation point?
a.) It becomes a solid.
b.) It becomes a liquid. Lesson Sources:
Lab Station Descriptions
http://www.lessonpaths.com/learn/i/physical-sciencethe-atom/lab-stations-physical-and-chemical-changes
Matter Quiz Questions
http://www.1001-periodic-table-quiz-questions.com/grade_1_science_quizzes.html
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Lesson 1: Sinking and Floating

I Will Statement: I will understand density and viscosity.
An object, such as a boat, floats because water is pushing up on it.

The weight of an object determines if it will sink or float. Heavy objects always
sink, and light objects always float.
Objects with holes in it will sink. Except for a sponge. Thats the only exception.
The smaller something is; the less density it has. So smaller objects are less dense
than larger objects.
If you cut a piece of wood in half, the density of each piece is now half of the
original piece.
Density is the thickness of something. Chocolate syrup is very dense because its
so thick and takes time to pour.
Oil weighs less than water. Thats why when an oil spill occurs, the oil floats on
top of the water.
Wood and plastic objects float. Metal objects sink.
If you take a ball of clay and add more clay to it, the ball will get larger and the
density will increase.

In this lesson students will gain a greater understanding for density, buoyancy and volume displacement after
this demonstration. Students will be asked to predict what will happen during this experiment, and their thought
process will be challenged after they see the outcome of the demonstration, and their new knowledge will allow
them to have a connection to the content being presented afterwards during instruction. They will have hands on
activities that display density principals and will have group discussions to clear up misconceptions on density.
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They will be assessed at the end of this lesson with a density quiz. They will have to use the D=m/v equation to
solve the mathematical problems.
ENGAGE
Magical Floating Eggs
Materials
Water
4 Eggs
4 Beakers (500 mL size)
1 - Box of Salt
1 - Bag of Sugar
1 Teaspoon
1 - Small Scale
Experiment Instructions
1.
Fill four beakers with the same amount of water, approximately 450mL.
2.
Weigh each beaker.
3.
Place the eggs in each beaker of water and get the students to observe the results.
4.
Remove the eggs.
5.
Add approximately 3 teaspoons of salt to one beaker and approximately 3 teaspoons of sugar to one
beaker.
6.
Place the eggs in each beaker again and get the students to observe the results.
7.
Remove the eggs.
8.
6. Add approximately 10 teaspoons of salt to the beaker containing the salt solution and approximately
10 teaspoons of sugar to the beaker containing the sugar solution.
9.
Place the eggs in each beaker again and get the students to observe the results.
10.
Take the eggs out of the three beakers. Get the students to predict what may have happened to the
weight of the beakers that contain the salt and sugar solutions. Then, weigh the beakers containing the
salt and sugar solutions.
These questions will be posed before, during and after the demo to increase the students curiosity regarding
this discrepant event.
Ask the students what would happen to the eggs in the three beakers if we were to hard-boil the eggs
before dropping them into the solutions.
Carter 22
Ask the students what would happen to the eggs in the three beakers if we were to peel the hard-boiled
eggs before dropping them into the solutions.
Ask the students what would happen if we were to crack and drop raw eggs into the three beakers.
Ask the students if using hot water instead of cold water might make a difference.
Ask the students if placing ice cubes in the water (decreasing the temperature) might make a difference.
Ask the students what would happen if an egg was placed into a carbonated solution like 7-Up.
Ask the students if the eggs would still float if we were to use the same amount of salt but increase the
amount of water (i.e. dilute the solution).
EXPLORE
Separate students into two groups. One group will work with the teacher at the Coke v. Diet Coke station while
the other students investigate independently with the Lets Make Layers section. Require every student to bring
their science notebook and pencil with them so they can complete the questions and observations at the different
stations. Students should write down their predictions, observations, and conclusions in a graphic organizer of
their choice at the soda and use the provided worksheet for the Lets Make Layers station.
Density Stations
Stations 1: Coke v. Diet
Materials:
1 can of unopened Diet Coke

1 unopened can of Coke
Fish tank or clear container filled with water
Procedure: Place the cans in the tank in any order and watch what happens?
Conclusion Questions: Did the sodas sink to the bottom of the tank? If not, what did they observe?
Have students post their thoughts on the topic to Padlet.
Station 2: Lets Make Layers

Materials:
Procedure:
Graduated Cylinder for each student

Shampoo
Soy Sauce
Water
Dish Detergent
Motor Oil
Vegetable Oil
Honey
Corn Syrup
Carter 23
Give each student a beaker and the eight unlabeled substances

Tell students that they will put all of the materials in the same beaker and to predict what will happen.
Draw the layers once everything has settled and the layers can be seen clearly.
Take a picture of your cylinder after everything has settled
Conclusion Question: What happened when the materials were added to the beakers?
Carter 24
Directions: Color this graduated cylinder, labeling the different layers that formed.
Also, at the bottom of the page, please write down the order in which you put the liquids in the cylinder.
Order:
________________, ________________, ________________, ________________, ________________,
________________, ________________, ________________,
Carter 25
EXPLAIN
Have students use their laptops to Airdrop the picture they took so the class can see all of the different layers.
Ask students the following questions-
What was your initial prediction for the materials? Did you think they would float or sink?
Was your prediction right or not, and explain?
Were you surprised that some liquids that appeared thicker floated instead of sinking?
In what order did you put your liquids in the cylinder?
Does the order matter?
Can you guess what all the liquids are and how can you tell?
Now transition to the Coke experiment.

Ask questions the following questions-
Pass the cans of coke around the room. Have each student take a good look at each can and ask them to
make careful observations about what they see.
Ask the students to name as many similarities as they can about the 2 cans of coke. Make a list on the
board.
Ask the students to list as many differences as they can about the 2 cans. Add to list
ELABORATE
Give each student the pre-shrunk guided notes so they can glue the worksheet into their notebooks about they
finish the notes. The information for the notes will be given in three different ways: a video, lecture and power
point.
Carter 26
Density Guided Notes

Density - the amount of __________________per unit of _______________________.
It can be expressed in the following formula.
The formula
Density = mass divided by volume or ____________________________
Understanding Density
In order to __________________________________density, you must ______________________ understand
_____________________and ________________________________.
Mass-The ____________________________________ in an object. (balance/scale)
Volume-The amount of _______________________________ by an _______________. (ruler and formula or
graduated
cylinder)
So density is just the _______________________________ in an object divided
__________________________ that the
object ________________________.
Density
Density = mass / volume
Density_______________________ mass to volume.
If you have any ____________________________, you can figure out mathematically the third component
by
substituting the numbers in the formula. (D=m/v)
Density = mass / volume
To calculate density, _______________________________ (preferable from your data) for mass and volume.
You would use a scale or a_________________________ to find _____________________, and you could
either use a
formula (l x w x h) or use a graduated cylinder to find volume
Volume
The formula for volume is
V = _______________________
(volume = length x width x height)
Or,
you could simply see _______________________ a solid or liquid object _________________________ in a
graduated
Carter 27
cylinder
Density
You can even determine the ___________________________ of liquids by the __________________ that are
__________________when they are mixed, or what floats upon what.
_________________________ substances _______________________.
___________________________ substances _____________________________.
Density of Water
The density of___________ is 1gram per milliliter, or D=__g/ml
Substances that are ____________________ than 1g/ml will ____________when placed _________________.
Substances that are ________________________ than 1g/ml will _______________when placed
________________.
Lesson Notes:
-
Density is a comparison of how much matter there is in a certain amount of space.

Density = amount of matter per unit volume
Density is the ratio of mass to volume
If the volume stays the same and the mass increases . . . the density will increase
If the mass stays the same and the volume increases . . . The density will decrease
Density = mass/volume OR mass volume
Units for density: g/cm3
Density is the measure of the compactness of a material
All substances have density including liquids, solids, and gases
If you pour together liquids that dont mix and have different densities, they will form liquid layers.
The liquid with the highest density will be on the bottom.
The liquid with the lowest density will be on the top.
Lets Find Density
Carter 28
The following problems will be done together as a class to ensure that everyone knows how to do the math.
This is a simple introduction to density, and will be followed up by other lessons on displacement and volume
of irregular objects to solve more complex problems.
1.What is the density of CO gas if 0.196 g occupies a volume of 100 ml?
Answer_________
2. A block of wood 3 cm on each side has a mass of 27 g. What is the density of the block? (Hint, dont
forget to find the volume of the wood.)
Answer_________
Carter 29
3. An irregularly shaped stone was lowered into a graduated cylinder holding a volume of water equal
to 2 ml. The height of the water rose to 7 ml. If the mass of the stone was 25 g, what was its density?
Answer_________
4. A 10.0 cm3 sample of copper has a mass of 89.6 g. What is the density of copper?
EVALUATE
Density Assessment Ticket Out the DoorThis assessment will be taken individually without the use of a calculator. These will be glued into their
notebooks after they are done so they can be checked on the following day.
Density Triangle Problems

Draw the DMV triangle on the back of this sheet to solve the problems.
1.
Rearrange the density equation for the following:

Mass =
2.
Volume =
If the mass of an object is 80g and the volume is 15cm3 what is the
volume?
3. The mass of a toy spoon is 7.5 grams, and its volume is 3.2 ml. What is the density of the toy spoon?
4. A mechanical pencil has the density of 3 grams per cubic centimeter. The volume of the pencil is 15.8
cubic centimeters. What is the mass of the pencil?
Lesson Sources:
Station Ideas
http://www.educationfund.org/uploads/docs/Publications/Curriculum_Ideas_Packets/Density_Dynamic_Duo_of
_Mass-and-Volume.pdf
Carter 30
Density Video
https://www.youtube.com/watch?v=SimFy9wOMXY
Triangle Worksheet
http://www.nscsd.org/webpages/jshannon/files/density_guided_notes_2.pdf
Carter 31
The pH Mystery
Standards and Clarifying Objectives
8. P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed
container.
Key Concepts
Whether a solution is acidic or basic can be measured on the pH scale.

When universal indicator is added to a solution, the color change can indicate the approximate pH of the
solution.
Acids cause universal indicator solution to change from green toward red.
Bases cause universal indicator to change from green toward purple.
Acidic solutions have a pH below 7 on the pH scale.
Basic solutions have a pH above 7 on the pH scale.
Rationale
This activity is designed for students to identify the pH level of compounds. By testing common household
substances, they will understand how the pH determines why a compound reacts with other substances and for
what purpose. Students will understand the property of acids and bases; and how to test the pH of a liquid.
Conceptually, students need to identify acids and bases by using the pH scale. Explain differences between
strong acids and bases, and weak acids and bases. They will also be able to identify common uses of acid and
base liquids. The skills acquired in this lab will enable students to enter high school Chemistry with a strong
foundation in acids and bases, allowing them to understand complex topics that involve acids and basessince such as chemical reactions.
Investigating pH of common household substances is designed for an 8th grade middle school classroom. This
learning cycle will take place during the chemistry unit on physical changes due to chemical reactions. The
activity is conducted as a lab with emphasis on prior determined safety rules. Rules include: no tasting after the
engage portion of the lab, keep area clear of other materials, place used materials on paper towel, self-monitor
movement between lab stations. Skills used and developed are pH testing method, observation of strip color,
comparison of test strip to pH scale and recording data on a continuum. In addition, students will be asked to
discover how the household use of a substance relates to the substance's pH level. Students will acquire the
following vocabulary after this lab, allowing them to fully explain their new knowledge with scientific terms.
The terms include: pH scale, acid, acidity, base, basicity, neutral, and neutralization indicator.
Carter 32
And at the conclusion of this lesson, students will be able to demonstrate the following tasks and express the following
content knowledge.
Classify acids and bases according to their properties. Students know how to determine whether a solution is
acidic, basic, or neutral.
Recognize acids as proton donors and bases as proton acceptors. Students know how to determine whether a
solution is acidic, basic, or neutral.
Interpret warning and safety labels on products containing acids and bases. Compare and contrast the strength of
an acid or base with its concentration.
Describe the process of neutralization. Students know chemical reactions usually liberate heat or absorb heat.
Students know how to determine whether a solution is acidic, basic, or neutral.
Explain how antacids work to reduce acidity. Plan and conduct a scientific investigation to test a hypothesis.
Describe how indicators can be used to classify solutions as acidic or basic.
Essential/Lesson Background Content Knowledge

Scientists use something called the pH scale to measure how acidic or basic a liquid is. Although there may be
many types of ions in a solution, pH focuses on concentrations of hydrogen ions (H+) and hydroxide ions (OH).
The scale measures values from 0 all the way up to 14. Distilled water is 7 (right in the middle). Acids are found
between 0 and 7. Bases are from 7 to 14. Most of the liquids you find every day have a pH near 7. They are
either a little below or a little above that mark. When you start looking at the pH of chemicals, the numbers can
go to the extremes. If you ever go into a chemistry lab, you could find solutions with a pH of 1 and others with a
pH of 14. There are also very strong acids with pH values below 1, such as battery acid. Bases with pH values
near 14 include drain cleaner and sodium hydroxide (NaOH). Those chemicals are very dangerous.
Common Student Misconceptions
1. Acids can burn and eat material away.
Students think of acids as active agents that damage skin and other materials. The idea develops in young
children, who learn to think of acids as dangerous. Cartoons showing scientists making holes in benches with
acids also contribute to this image. Acids are not perceived as being particulate, but rather continuous matter
with special properties.
2. Neutralization means an acid breaking down.
Rather than considering neutralization as a reaction between an acid and an alkali, students perceive this as
removing acid properties. The alkali may stop the action of an acid, or alternatively the acid may break down.
3. Water is all forms is neutral.
Depending on where the water is found and the state of its purification, water can have a pH that is not always
neutral. For example, sea water and purified water have different pH levels.
ENGAGE
Carter 33
In this experiment you will use a pH indicator to measure the pH of some common household items. Many
foods and household cleaners are either acids or bases. Acids usually taste sour, and bases bitter. Household
cleaners are poisons so you should never taste them.
To begin the lesson, have students watch a two minute YouTube video by the daredevil L.A. Beast as he tries to
consume a whole lemon.
-
Student Response: Hes going to eat a lemon, he cannot do that, it is impossible.
After having students watch the video, ask students why L.A. Beast made such weird faces during the video?
What we he experiencing to make him behave in such a weird, awkward way.
Video Link: L.A. BEAST EATS 2 WHOLE LEMONS (WARNING- EXTREME SOUR FACE)
https://www.youtube.com/watch?v=5FfHSUVBIdw
-
Student Response 1: He ate a lemon, which is super sour! Lemons are not to be eaten whole because
they are to sour.
Student Response 2: The acid in the lemon made the man make funny faces.
Okay, those are 2 great observations and claims.

Do you think other foods would cause him to react the same? Why or why not?
-
I think that if he ate a lime, grapefruit, or other tart/sour foods, he would react the same exact way.
Why do you think some foods taste sour and others do not?
-
I think its because of what they are made up of and the reaction of our taste buds.
Now, ask students to grab one red and one blue piece of litmus paper and hold them in their mouths for 5
seconds. After five seconds, they take the papers out to see if either changed color (Red to blue, means a base;
blue to red, means an acid, no change means neutral).
Safety Precautions during Engage Phase
Students need wash their hands before participating in the engage activity. Students will then grab clean strips
of Litmus paper and put them on their tongues for only five seconds. After removing the paper, they need to
place the strips on a piece of paper to examine the color changes. Students need to ensure that they do not
contaminate the strips and confuse their test strips with the neighbors. We want to eliminate the possibility of
students touching others saliva.
After students have taken the strips out of their mouths, ask what color the papers turned.
-
Student Response: My paper turned red, blue, or nothing at all. Is my tongue acidic? Does it have
something to do with what I ate?
Ask students to brainstorm three reason why they think that their Litmus papers turned a different color or
stayed the same. After their discussion, have students decide on one claim that they think is the most plausible
and write it down on the board.
Carter 34
Student Responses: *Students will share their claims.
EXPLORE
Now students will begin their lab, have them work in groups of two to conduct the trials and have the students
record their findings on the data sheet provided.
Materials
Clear Soda
Ammonia
Vinegar
Baking soda dissolved in water
Sugar dissolved in water
Tap water
Lemon juice
Students saliva
Litmus paper (blue & red)
Red cabbage juice
Data sheet/chart
Clear plastic cups (medicine cups work great)
Eye dropper
iPad
Carter 35
Product 7: Matter Unit Plan with Instructional Activities
Safety
Students should wear goggles at all times during the lab and be sure to wash their hands when
finished. Also, make sure that the student with the iPad stays clear of the liquids.
Instructions
1. Inform students that they will be documenting this experiment on paper and also taking short
video clips of their experiment that they will use later in the learning cycle to create a short
video as their final project.
2. Give students 8 unlabeled substances and have them predict what substance they are and
whether they are an acid or base.
3. Have students dip an unused strip of blue and red litmus paper into the sample, compare with
the color chart, and record the result in your data table. Repeat the same process for the
remaining samples. Be sure to use a clean, unused strip of pH paper for each one.
4. Now, send a representative from each group to come up and get a cup of red cabbage juice and
take back to their group.
5. Then have group member with an eye dropper start dripping an equal amount of the cabbage
juice into the solution until they see a color change then write that color down on data sheet.
Teacher Information Only:
Red Cabbage Color Change & What It Means:
Red/Pink Really acidic
Pinkish Purple Slightly acidic
Dark Purple Neutral (neither acidic or basic, like water)
Blue Slightly basic
Green/Yellow Really basic
-
The purple color in red cabbage comes from a class of pigment molecules called anthocyanins.
Anthocyanins are found in flower petals, leaves (it makes them turn red in the fall!) and some
fruits such as blueberries.
Anthocyanins are plant pigments known as flavonoids and produce red, pink, violet and
magenta colors in the various plant parts.
One of the things that changes the color on anthocyanins is the level of acid or alkali (i.e., pH)
around the molecule.
The anthocyanin is affected by the pH of the environment; these molecules can tell you the pH
of any substance.
When you make an extract of red cabbage juice, it will change color when mixed with solutions
of various ph.
The anthocyanin turns bright pink in acids, reddish-purple in neutral solutions and green in
alkaline or basic solutions. This experiment shows you how to make a pH indicator from red
cabbage!
Carter 36
Litmus Paper Color & What It Means:
Red litmus paper will turn slightly blue for a base.
Blue litmus paper will turn slightly pink for an acid.
No change means neutral.
pH Strips Color & What It Means:
Dark pink (red) means base.
Orange to yellow means acidic.
Yellow/Green means neutral
EXPLAIN
At the conclusion of the lab, tell students the names of the substances they have tested, and then ask
students the following questions.
1. Begin the lesson by asking students to write on scrap paper materials they can identify as an
acid or a base.
-
Answers will vary.
2. Is the vinegar an acid or a base?

-Vinegar is an acid, and in this experiment it will display a pH of about 4. Vinegar at pH 4 turns
pH paper yellow and most other pH indicators red.
3. Is ammonia an acid or a base?
- Ammonia is a base and in this experiment it will display a pH of about 12. Bases turn most pH
indicators blue.
4. Did tap water have a neutral pH?
- The water quality regulations specify that the pH of water at your tap should be between 6.5
and 9.5.
5. Were you surprised that tap water did not have a neutral pH? Why do you think this happened?
Student answers will vary
6. What is the pH of the clear soda and lemon juice?
-
4.5 and 3.29
Carter 37
7. Explain why you think we are not hurt by drinking cola soda or orange juice even though they
both have an acidic ph.
-
Students answers will vary, but should be along these lines:
8. What variables were controlled during this experiment?

-
The amounts of liquid in each container, since the teacher will have these already filled
as students arrive.
Vocabulary
Acid: a chemical substance that neutralizes alkalis, dissolves some metals, and turns litmus
red; typically, a corrosive or sour-tasting liquid of this kind.
o Taste sour
Base:
o Taste bitter
o Feel slippery
Indicator
o Substance that changes color when mixed with something to reflect whether what
was added was basic or acidic
Reaction
o What happens when two substances are mixed together
*Ensure that every student has access to a laptop, or iPad to complete this part of the lesson.
Now, students will watch the following video and take notes so they can complete an Animoto
video with the knowledge they will gain in this phase with the videos clips that they took earlier
during their lab.
Video Link:
TedEd Video: The strengths and weaknesses of acids and bases
https://www.youtube.com/watch?v=DupXDD87oHc
ELABORATE
Class Discussion and Prezi Presentation- students will take Cornell Notes as they learn the
following material, precut sheets will be provided so students can simply glue the note sheets
Carter 38
into their notebooks after they have finished taking their notes. The guided notes are used instead
of allowing students to write their own notes independently, to offer students a note taking
method that organizes the information and provides them with a way to study using the same
sheet.
The following information is the content area knowledge that students will receive in the
Prezi. It is organized in the way that it will appear on the slides. Building on the
information that they gathered in their experiment in the explore phase.
Teacher Directions- Students, please use the Cornell notes
sheet to take notes based off the Prezi that I will go through
during class. And if you happen to miss some information, the
Prezi will be posted on-line to our class website.
Introductory Slide
Acids and bases are two special kinds of chemicals.
Almost all liquids are either acids or bases to some degree.
Whether a liquid is an acid or base depends on the type of ions
in it. If it has a lot of hydrogen ions, then it is an acid. If it has a lot
of hydroxide ions, then it is a base.
pH Scale
Scientists use something called a pH scale to measure how
acidic or basic a liquid is.
pH is a number from 0 to 14.
From 0 to 7 are acids, with 0 being the strongest.
From 7 to 14 are bases with 14 being the strongest base.
If a liquid has a pH of 7, it's neutral. This would be something
like distilled water.
Strong Acids and Bases

Acids with a low pH of around 1 are very reactive and can be dangerous.
The same is true for bases of a pH near 13.
Chemists use strong acids and bases to get chemical reactions in the lab. Although they can be
dangerous, these strong chemicals can also be helpful to us.
Acids and Bases in Nature
There are many strong acids and bases in nature.

Some of them are dangerous and used as poisons by insects and animals. Some are helpful.
Many plants have acids and bases in their leaves, seeds, or even their sap.
Citrus fruits like lemons and oranges have citric acid in their juice. This is what makes lemons
taste so sour.
Carter 39
Acids and Bases in our Bodies
Our bodies use acids and bases too. Our stomachs use hydrochloric acid to help digest foods.
This strong acid also kills bacteria and helps to keep us from getting sick.
Our muscles produce lactic acid when we exercise. Also, our pancreas uses a base called an
alkali to help with digestion. These are just a few examples of how the chemistry of bases and
acids help our bodies function.
Additional Information
Science and technology makes good use of acids and bases.

Car batteries use a strong acid called sulphuric acid.
Chemical reactions between the acid and lead plates in the battery help make electricity to start
the car.
They are also used in many household cleaning products, baking soda, and to make fertilizer for
crops.
Acids and bases can help neutralize each other.
Acids turn litmus paper red, bases turn it blue.
Strong bases can be slippery and slimy feeling.
Acids taste sour, bases taste bitter.
Proteins are made up of amino acids.
Vitamin C is also an acid called ascorbic acid.
Ammonia is a base chemical
Cornell Notes
Lecture,
reading/chapter/novel/article
during class, power point, movies (if
need to collect info.)
Topic: Acids and Bases
Name: ___________________________________
Carter 40
Product 7: Matter UnitClass:
Plan_________________
with Instructional Activities
Period: ________
Date: ____________________________
Essential Question:
How does the pH of a
substance determine whether
it is an acid or a base?
Questions/Main Ideas:
Notes:
What is an acid?
What is a base?
What is the Ph scale and what is it

used for in science?
How can you determine whether or

not a substance is an acid or a
base?
What is a reaction?
Carter 41
What are common acids and bases
in our bodies and in nature?
Summary:
*The Cornell notes template that students will be given is below. The sheet requires students to
keep up with the teacher led discussion and take notes.
ELABORATE ACTIVITY
Students will be given 7 items: a beaker, baking soda, carbonated soda, sugar, dishwashing soap,
vinegar, and water. Students must write an experiment using three items listed above to
demonstrate their knowledge of acids and bases. After creating the lab, they will test their design
and record the experiment on their iPad. They will only be allowed to conduct the experiment
once, and afterwards, they will be required to write a one-page summary about the lab design and
the outcome.
EVALUATE
In this stage of the learning process, students will create a final culminating project to summarize
their findings and learned knowledge from this unit.
Students will use the following things to complete their project:
Animoto- Is a video making application that will allow students to add text, pictures,
videos, and music to their final project.
Lab Report Sheet- This sheet contains all of the data that they collected during the
Explore phase.
Cornell Notes- This is the evidence that they will use to either support or enhance their
predictions.
iPads- They will use iPads to create the 3-7 minute Animoto presentation.
Students have complete creative license to create a product that will display their knowledge. In
the video, they must show clips from their lab, notes from the lecture and also include their
Carter 42
predictions from the beginning of the unit. Lastly, both students need to speak for at least 30
seconds about their new knowledge and it explain it using the vocabulary that they learned in the
unit. A written script for this part of the video must be turned in with the link to the Animoto. We
will show the Animoto videos on the last day of this unit.
Modification A: To accommodate the unique needs of academically gifted students, I will allow them
the opportunity to design their own lab from the beginning. I will choose a different video for the hook,
one that requires students to process data and not merely laugh at the facial expressions that the guy
featured displays when eating the lemon. Their teaser will come from the Discovery Kids webpage,
where a scientist discusses Anthocyanins. Students are introduced to acids and bases in the third grade,
and will most likely possess the necessary vocabulary to understand acids and bases. The will most likely
be familiar with a basic understanding of how acids and bases work. In order to engage the students in
higher level thinking, I will revise the final E in the cycle to include a rationale of their decision for their
self-created lab and an analysis of the tests with the cabbage juice and the tests with the litmus paper.
Lastly, to make this project applicable to the real-world, I will require students to research different
chemical reactions and explain in a short video their research process and how that chemical reaction is
used in real life, for example fireworks.
Modification B: Students with limited mobility, and may be in a wheelchair, will not be able to access
everything easily in our science classrooms. Most classrooms are not designed to be accessible to
students with physical disabilities. So, in order to ensure that all students feel included and important in
the learning process, I will rearrange the desks, if possible, to allow students with limited mobility the
opportunity to learn in the least restricted environment. In this learning cycle, I would provide all of the
necessary lab materials on a tray already at each students lab station before class, so they do not have
to walk and get anything. I would also, ensure that every student had enough table space to conduct the
lab. I would also ensure that I follow all of the following accommodations from the ADA to ensure my
students that have disabilities are treated with equity and respect.
-
Talk to a student about special learning needs and accommodation alternatives.

Provide a lab partner.
Use plastic instead of glass.
Allow extra time for set up and completion of lab work.
Address safety procedures for students with a variety of sensory and mobility abilities.
Use institutional resources for students with disabilities.
Performance
Level
Group
Cooperation
Needs Improvement
Satisfactory
Excellent
Students needed to be reminded to stay

on task frequently. One or two people
did all the work. Students argued with
one another or left some students out
of the process.
All students contributed a fair share to

All students contributed equally to the
the project, though some workloads
video. Students stayed on task at all
Carter 43
varied. Students had to be reminded
times. Students worked with each
occasionally to stay on task. Students
other in a friendly manner.
Product
7: toMatter
Plan with Instructional Activities
made
an effort
includeUnit
all group
members in the process.
3 points
1 point
Subject
Content
Video content
and
organization
Subject knowledge is not evident.

Information is confusing, incorrect, or
flawed.
2 points
Subject knowledge is evident in much
of the video. Most information is
clear, appropriate, and correct.
Subject knowledge is evident

throughout the video. All information
is clear, appropriate and correct.
1 point
2 points
3 points
The video lacks a central theme, clear

point of view, and logical sequence of
information. Much of the information
is irrelevant to the overall message
Information is connected to a theme.

Details are logical and information is
relevant throughout most of the video
Video includes a clear statement of

purpose. Events and messages are
presented in a logical order, with
relevant information that supports the
videos main ideas.
2 points
1 point
Introduction
The introduction does not orient the

viewer to what will follow.
The introduction is clear and coherent

and evokes moderate interest/response
from the viewer.
1 point
Mechanics
Production
3 points
The introduction is motivating, and
hooks the viewer from the beginning.
3 points
The text and audio have 4 or more

grammar or spelling errors.
2 points
The text and audio have 1-2 grammar
or spelling errors.
1 point
Video is of poor quality and is
unedited. There are no transitions
added or transitions are used so
frequently that they detract from the
video. There are no graphics.
2 points
Tape is edited. A variety of transitions
are used and most transitions help tell
the story. Most of video has good
pacing and timing. Graphics are used
appropriately.
1 point
2 points
The text and audio have no grammar or

spelling errors
3 points
Tape is edited. Video runs smoothly
from shot to shot. A variety of
transitions are used to assist in
communicating the main idea. Shots
and scenes work well together.
Graphics explain and reinforce key
points in the video.
3 points
Total
Project Grade
/18 points
Evaluation Rubric for Video Project
Carter 44
Prediction before lab:

Circle only one.
Solution/Mixture- predict what you think

the solution is
Color Change
Results after lab with supporting evidence.
Color Change: _________________________

Solution 1
No Color Change
Solution Prediction: _____________
No Color Change
Color Change
Solution 2
Color Change: _________________________

No Color Change
Color Change
No Color Change
Solution 3
Color Change: _________________________

No Color Change
Color Change
No Color Change
Solution 4
Color Change: _________________________

No Color Change
Color Change
No Color Change
Solution 5
Color Change: _________________________

No Color Change
Color Change
No Color Change
Solution 6
Color Change: _________________________
Carter 45
No Color Change
Color Change
No Color Change
Solution 7
Color Change: _________________________

No Color Change
No Color Change
SOURCES
Properties of Acids and Bases
Childs, Linda. "Properties of Acids and Bases." CPALMS. Florida State University. Web. 14 Oct. 2015.
<http://www.cpalms.org/Public/PreviewResourceLesson/Preview/19549>.
ChemWiki: The Dynamic Chemistry Hypertext
Broderick, Catherine. "Acid/Base Basics." - Chemwiki. UC Davis, 2 Oct. 2013. Web. 11 Oct. 2015.
http://chemwiki.ucdavis.edu/Physical_Chemistry/Acids_and_Bases/Acid
Acids and Bases
Poulin-Kerstein, Katherine. "Acids and Bases." Van Nostrand's Scientific Encyclopedia (2005): n.
pag. Classroom Connections. 29 Apr. 2006. Web. 10 Oct. 2015.
Acids Bases and pH Scale
"Acid, Base, and PH Tutorial." Acid, Base, and PH Tutorial. N.p., n.d. Web. 13 Oct. 2015.
Decelles, P. (2002). "The pH Scale," Virtually Biology Course, Basic Chemistry Concepts, Johnson County
Community College. Retrieved July 24, 2006, from http://staff.jccc.net/pdecell/chemistry/phscale.html.
Khan Academy
Khan Academy. (2009, September 7). Acid Base Introduction: Arrhenius, Bronsted Lowry, and Lewis
Acids and Bases. Retrieved May 1, 2012, from http://www.khanacademy.org/science/chemistry/v/acidbase-introduction
Carter 46

Final Product 7 Learning Cycles - 6th Grade Matter

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Final Product 7 Learning Cycles - 6th Grade Matter

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Carter 1

GS 4403 Product 7 Learning Cycles

Whats the Matter?

Unit Title: Whats the Matter?

Standards and Clarifying Objectives

Lesson One Knowledge

Lesson Three Knowledge

Weight is a measure of the force of gravity on an object.

Lesson Four Knowledge

Whether a solution is acidic or basic can be measured on the pH scale.

Lesson 1: Strictly Matter

Matter is always small

Lesson Description and Rationale

What are some examples of matter?

Circle Organization Map:

These particles are constantly moving.

The 3 familiar states of matter are solid, liquid, and gas.

A solid is matter with a definite shape and volume.

Particles in a solid are packed closely together.

A liquid is matter that has a definite volume but no definite shape.

Particles in a liquid move more freely than particles in a solid.

Gases are mostly invisible.

Gas is matter that has NO definite shape or volume.

Gases can be compressed and expanded

Melting changing from a solid to a liquid.

Freezing changing from a liquid to a solid.

Vaporization change from liquid to a gas.

Evaporation vaporization that takes place at the surface of a liquid.

Boiling vaporization that takes place below the surface of a liquid.

Condensation - changing from a gas to a liquid.

Condensation is the opposite of vaporization.

Ticket Out the Door

Physically and Chemically Dynamic Changes

Standard and Clarifying Objective:

Lesson Description and Rationale

Conclusion Question: Was the change physical or chemical? Remember to indicate

Station 2: Milk and Vinegar

Station 3: Water and Evaporating Dish

1. Place the evaporating dish on the wire mesh.

Station 4: Hotplate, Toothpick and Beaker

Station 5: Hotplate and Bread

Station 6: Baking Powder and Dish

Chemical and Physical Change Prezi Notes:

Matter and Physical Chemical Changes Quiz

Two chemical are mixed together and a gas is produce.

A bicycle changes color as it rusts.

A solid is crushed to a powder.

Two substances are mixed and light is produced.

A piece of ice melts and reacts with sodium.

Mixing salt and pepper.

Chocolate syrup is dissolved in milk.

A marshmallow is toasted over a campfire.

A marshmallow is cut in half.

Lesson 1: Sinking and Floating

An object, such as a boat, floats because water is pushing up on it.

Lesson Description and Rationale

4 Beakers (500 mL size)

Weigh each beaker.

Remove the eggs.

Remove the eggs.

1 can of unopened Diet Coke

Station 2: Lets Make Layers