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Georgia Preparatory Academy

Lesson Plan
Teacher: Ms. Beverly

Subject: Science
Classifying Matter?

Standard and

S8P1: Students will examine the scientific view of the

nature of matter.
S8P1.d: Distinguish between physical and chemical
properties of matter as physical (i.e., density, melting point,
boiling point) or chemical (i.e., reactivity, combustibility).
S8P1.f: Recognize that there are more than 100 elements
and some have similar properties as shown on the Periodic
Table of Elements.
S8P2: Students will be familiar with the forms and
transformations of energy.
S8P5: Students will recognize characteristics of gravity,
electricity, and magnetism as major kinds of forces acting in
1. Students will be able to define matter, solid, liquid, gas, element, atom,
heterogeneous, homogeneous, and solution.
2. Students will be able to define and distinguish the terms: metal, ceramic,
polymer, and composite.
3. Students will be able to categorize an item of matter.
4. Students will distinguish between elements, compounds, and mixtures.
5. Students will explain how composition of materials determines their
classification as elements, compounds, or mixtures.
6. Students will be engaged in discussion and class participation.
7. Students will show understanding through graphic organizers and concept
review questions.
Georgia Holt Science and Technology textbook
Glencoe Physical Science
Glencoe Chemistry Science
Chapter Four Resource File (CRF)
Promethean Board
Matter: PowerPoint Lessons
Matter: Science Videos
Matter Worksheets will be assigned

Learning Target(s)

(Technology and

Date: 01/20/15 01/30/15

Instructional Framework
Warm-up (5 minutes)
Handout or put on the board a list of
terms: matter, states, materials,
heterogeneous, homogeneous, solids,
liquids, gases, solutions, pure
substances, element, atoms, and
compounds. Using the diagram below
take one of the objects and ask a series

DJJ: Office of Education 2013-2014

Mini-Lesson (approx.15 minutes)

Teacher shows students a PowerPoint
presentation of compounds and
Teacher shows a crystal of copper
sulfate on the Promethean Board, write
its formula (CuSO4); point out that it is
made of copper, sulfur, and oxygen.

of questions that leads students to

operationally define the terms. "Is this
matter? What state is it? Is it uniform
(homogeneous)? Is it an element?"
1. Heterogeneous- is not uniform
when examined by sight. Tree bark
would be heterogeneous.
2. Homogeneous- is uniform when
examined by sight. Unspoiled milk
is homogeneous. Materials can
be heterogeneous or
heterogeneous and are made up of
the following categories:
3. Metals are normally solids at room
temperature, shiny, good
conductors of electricity, can be
bent, and are moldable. Metals are
either elements or mixtures
(called alloys). Their melting
temperatures range from low in
the case of lead to high for
4. Polymers are large molecules with
repeating units that are made up
mostly of carbon and hydrogen
atoms. Many of our food
containers are made of polymers
that students call, "plastics." If
you look on the bottom of a
container made of polymers you
will find a recycle symbol that
looks like a triangle made of three
arrows with a number inside. The
numbers range from one to seven
and indicate the type of polymer.
Polymers have low melting
5. Ceramics are made of metal plus
nonmetals. Common ceramics
include glass which is amorphous
(not arranged in a regular pattern)
and tile which is crystalline (a
regular pattern). Ceramics have
high melting temperatures.
6. Composites are made up of two or
more distinct materials such as
polymers or ceramics. Examples
are: wood, skis, and concrete.
7. Elements- A substance that cannot

DJJ: Office of Education 2013-2014

Discuss the properties of each element

and contrast them to the properties of
the compound.
Then the teacher shows a mixture of
sulfur and iron of the Promethean
Board, write its formula (Fe2S ); point
out that it is made of sulfur and iron.
Discuss the properties of each element
and contrast them to the properties of
the compound. Explain to the students
that mixing substances does not lead to
change in their properties. Students will
view magnet to separating the iron from
the sulfur to emphasize that
components of a mixture can be
separated by physical means.
Higher Order Thinking Questions:
1. What is the difference between
boiling and burning?
2. What effect does heat have on
solids, liquids, and gases?
3. Describe the relationship between
heat and temperature.

be broken down by physical or

chemical means.
8. Compounds- A combination of two
or more elements that can be
broken down to elements.
Higher Order Thinking Questions:
1. What is the difference between a
physical change and a chemical change?
Give some examples of each.
2. Where does water go when it
Work/Student Activity Period (approx...
20 minutes)
Classification of Matter PowerPoint
Classification of Matter Interactive
Higher Order Thinking Questions:
1. What is the difference between
melting and dissolving?
2. What is meant by the statement
Matter cannot be created or

Closing (approx. 10 minutes)

The class will draw a diagram of the
classification of matter.
The class will draw a matter diagram
integrated with the four material
categories and specific items of matter.
Students are continually monitored
informally by concept checking and class
Students will work independently in
their CAP(s) and assigned worksheets.

Accommodations for SWD: Modified reading materials, worksheets and textbooks;

lowered reading level assignments; and graphic organizers. The teacher circulates
in the classroom during the activity and is available to help. Certain students are
allowed to work independently on classroom assignments. The teacher will
provide individual support of either reading or writing in notes and graphic

DJJ: Office of Education 2013-2014