Year 8 Planner 2016 - Chemistry: Year Level Focus Duration Ausvels

Year 8 Planner 2016 - Chemistry
YEAR LEVEL
FOCUS
DURATION
Chemistry
12 Weeks
AUSVELS
STRAN
D
Domain
SUB
STRAND
Dimension
Science
ELABORATIONS
Standards
explaining why a model for the structure of matter is needed
modelling the arrangement of particles in solids, liquids and gases
using the particle model to explain observed phenomena linking the energy of particles to temperature changes
modelling the arrangement of particles in elements and compounds
Science
Understand
ing
recognising that elements and simple compounds can be represented by symbols and formulas
locating elements on the periodic table
identifying the differences between chemical and physical changes
identifying evidence that a chemical change has taken place
investigating simple reactions such as combining elements to make a compound
recognising that the chemical properties of a substance, for example its flammability and ability to corrode, will affect its use
Science
Inquiry
Skills
Questioning and Predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and
ethical guidelines are followed

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task
Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships,
including using digital technologies as appropriate
Summarise data, from students own investigations and secondary sources, and use scientific understanding to identify relationships and
draw conclusions
Evaluating
Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify
improvements to the method
Use scientific knowledge and findings from investigations to evaluate claims
Communicating
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as
appropriate
Nature and Development of Science
Scientific discoveries change peoples understanding of the world
Scientific knowledge is developed across disciplines and through collaboration
Science as
a Human
Endeavour
Use and Influence of Science

Science and technology can be used as solutions to a range of issues. Investigate the ethical considerations and other impacts of this.
Science influences the practice of human activity in industry, agriculture and marine and terrestrial resource management.
Science skills and understanding are used in various occupations
TRANSFER AND MEANING

Essential Understandings
Essential Questions

Matter exists in 3 main states on Earth
The properties of these states can be explained by the
particle model
Models can be used to show particles in compounds
Elements and compounds can be represented by symbols
Elements are represented in the periodic table
Compounds can undergo chemical and physical changes
What are the 3 main states of matter?

What is the particle model?
How does the particle model explain the properties of the
states of matter?
What different ways can you model particles in compounds
and elements?
What symbols represent elements?
How are the elements arranged in the periodic table?
How can you tell if a substance has undergone physical or
chemical changes?
VOCABULARY DEVELOPMENT
Particle, solid, liquid, gas, element, atom, model, reaction, periodic table, physical
Assessment FOR Learning:
Assessment AS Learning:
Assessment OF Learning:
How can we assess students prior

knowledge, values and experiences in
relation to this focus?
How will students reflect on their learning

to ensure future progress?
Have we engaged the students in selfassessments and/or peer assessments?
What major task/event/action will

students undertake that will
demonstrate understanding?
How will students apply what they have
learned?
Pre test
Reflection on practical work

Warm up tasks
Quizzes
Oobleck task
Post test
TEACHING AND LEARNING ACTIVITIES

Sequenc
e
Learning
Intention &
Success Criteria
LI: To investigate
1
States of states of matter
SC: I can predict the
matter
difference between
solids liquids and
gases.
I can complete the
practical.
LI: To investigate
2
SC: I can explain
matter
the differences
Starter/Warm
up
Students classify
items as solids,
liquids or gases.
Warm up in PPT
https://drive.googl
e.com/open?
id=17318sdR6UC
ZD7b211C5gBBn3
ZtsdQ3sSBkkO1a
Xu2HU
Student Learning Activities

(Including introduction, anchor charts and resources)
Students conduct practical as an introduction to states of
matter
https://drive.google.com/open?
id=0B4FZaeuIsug4UnNwTV9LRnhRcE0
Students predict
definitions of solids,
liquids, and gases
using information
from practical
Students complete pretest

id=0B4FZaeuIsug4VkdGX0QwRnA3NkE
States of matter Go through PPT (link in warm up from lesson 1) - complete up

classification
to the first set of questions
game
Students complete researched definition of solid, liquid and
gas in book.
http://www.science
Students research plasma

unleashed.ie/Gam
es/States%20of
%20Matter.swf
Share / Reflection
Success Indicators
Students create venn

diagram of solids,
liquids and gases (use
as anchor chart)
3
States of
matter
between solids,
liquids, and gases.
I can represent the
properties of each
state in a venn
diagram
Li: To investigate
states of matter
SC: I can explain
the changing of
states
Video
Go through PPT slides on changing of states
https://drive.googl
Students draw changing of states into book
e.com/open?
Students complete questions in PPT
id=0B4FZaeuIsug
4MWhKcEFVbWY1
Q2c
LITERACY
Students create
mind map of solids
liquids and gases
https://drive.google.c
om/open?
id=0B_wiUyKnQKTqd
GVhNlp4MmpmRDQ
Cornell Note
Taking
Li: To investigate
4
SC: I can explain
matter
states of matter
using the particle
model
ICT
LI: To assess our

5
States of knowledge of
states of matter
matter
SC: I can complete

the
Kahoot
https://play.kahoo
t.it/#/?
quizId=37d1756d620a-4985-ab5814dc9bcf4d7d&us
er=chopra24&tok
en=e794783922ec-494f-871b45baf8b6b43f
Predict what particles would look like in a solid, liquid and gas
Explain the particle model (slide 14)
Jigsaw activity - groups of students research the particles in
each state - they then share information with students from
other groups (info on PPT slide 15)
Go through PPT slides on the particle model so students can
check their answers
Task
id=0B4FZaeuIsug4SU1ZVHEzVlg2czg
Rubric
https://drive.google.com/open?id=169PIGsPxiSVS6R4brTd7DynG7T7gkuX_mxqBZA_YHI
Students role play

each state of matter
(activity on PPT)
http://www.collabora
tivelearning.org/stat
esofmatter.pdf

assessm
ent
(3
sessions
)
6
Element
s,
compoun
ds and
mixtures
(3
sessions
)
Week 3
ICT
Practical activity
I can complete
assessment task
LI: Students will

investigate
elements,
compounds and
mixtures.
SC:
I can identify the
differences
between elements,
compounds &
mixtures.
I can find the
relationship
between the
symbol of an
element and its
chemical name.
Warm Up 1:
The scootle below
shows the
differences
between elements
and compounds.
PIN for this is
LMXHDH
http://www.scootl
e.edu.au/ec/viewi
ng/L2293/index.ht
ml
Independent Activity:
Predict definition of element, compound and mixture students then research correct definition
Elements, compounds and mixtures PPT (Aashima)
id=0B_wiUyKnQKTqN3FCM3laUU1GcEk
id=0B_wiUyKnQKTqYmttdzlCbVZObzA video for PPT
Questions/research (in PPT)
Play doh molecules
Warm Up 2:
Periodic Table
Bingo.
Students make 3
by 3 grid on an A4
sheet of paper. A
periodic table is
displayed on the
screen from which
students select 9
different elements
and write down
the symbol in
their empty
boxes. Teacher
calls out random
Just in case
Student activity - grouping elements on the periodic table
id=0B4FZaeuIsug4dmxVRDc0b015RjA
Reflection:
Mind Map on three on
board
Resources:
Gummi Bears.
SMART TV
iPADs/ Computers
Periodic Table

elements by
name and
students must get
three in a row to
win.
6
Element
s,
compoun
ds and
mixtures
(3
sessions
)
Week 4
LI: To investigate Periodic table

song
the periodic table
https://drive.googl
e.com/open?
SC: I can identify

id=0B4FZaeuIsug
elements on the
4cHlndkpFYjFyX2c
periodic table by Mendeleev and
the periodic table
name and symbol
https://www.youtu
I can identify the
be.com/watch?
groups of the
v=0RRVV4Diomg
periodic table
Student activity 7.6 making a compound from its elements

and 7.7 lets collect an element (Ash)
Periodic table PPT (Aashima)
Student activity - grouping elements on the periodic table
id=0B4FZaeuIsug4dmxVRDc0b015RjA
id=0B4FZaeuIsug4YzdmR0g4X190Um8
Videos on periodic table
7
Physical
and
Chemical
Change
(3
sessions
)
Week 5
L.I. To investigate
chemical and
physical properties
and changes
Predict definitions - chemical change, physical change,

reactants, products etc.
PPT physical and chemical change (complete up to
intoscience activity) https://drive.google.com/open?
id=0B4FZaeuIsug4UG91Ulh5LXNNbEU
S.C I can describe

the difference
between chemical
and physical
properties
I can explain the
useful
Properties
worksheet 8.1
from science
quest (only page

2)
https://drive.googl
e.com/open?
id=0B4FZaeuIsug
4WkNpeUlZbEQ2R
lU
Checking out properties activity - pairs (in PPT)

Chemical and physical changes Activity 4.1 from science by
doing - demo
Burning candle - demo
Intoscience chemical reactions, complete activities
physical and chemical changes and signs of chemical
change
Discuss
demonstration

properties of
various objects
I can identify
chemical and
physical changes
To investigate
8
Chemical chemical reactions
reaction
s
(3
sessions
)
Week 6
Periodic table
bingo
LI: To investigate
8
Chemical chemical reactions
Periodic table
bingo
SC: I
can
PPT from physical and chemical change (start at chemical

reaction slide) https://drive.google.com/open?
id=0B4FZaeuIsug4UG91Ulh5LXNNbEU
Prac 5.2 from science by doing. Students fill in the

observation table and answer the questions: 1. How can you
tell a chemical change has occured
2. What were the reactants in each reactions?
3. What do you predict the products of each reaction to be?
4. Research each chemical reaction to find the chemical word
equations.
5. Write a conclusion for the experiments.
Worksheet acting
conservativelyhttps://drive.google.com/open?
id=0B4FZaeuIsug4WmJ6MTFUWkNBcFk
Students research a chemical reaction - find a video, the

reactants and products, create a word equation
Finish off work from previous weeks
PAT
Powerpoint on rate of reaction (Aashi)
id=0B_wiUyKnQKTqenNnc25sYWdma0k
Share reactions with

class
Word match
https://drive.google.c
om/open?
id=0B_wiUyKnQKTqU
XEtZ0NMd0syeVE

reaction
s
Week 7
8
Chemical
reaction
s
(Week 8
double)
identify factors that

change the speed
of chemical
reactions
LI: To investigate
chemical reactions
Cloze activity
id=0B_wiUyKnQKTqbERFdWVCMEdNNm8
Periodic table
bingo
SC: I can predict

the effect of
different
substances on the
rate of reaction
https://www.youtube.com/watch?v=doZ9G9R3yfg
Prac 8.7 and 8.8
id=0B4FZaeuIsug4aXVuOTFjQl9TTzg
Complete Prac 8.7 at the start of the lesson to give students
anidea of how they can write their own prac
Students read prac 8.8 and design an experiment
Write up practical 8.8 and submit
PPT combustion and rusting (Aashi)
Discuss results
I can explain the

process of
combustion
I can explain the
process of rusting
9
Revision
(Week 8
single)
LI: To consolidate
our knowledge of
chemistry
SC: I will be able to
learn from my
peers
I
should
be
Entry card to find

teachers/entry
kahoot
Revision: Choose 4 students to teach a topic to an assigned

group of peers, they select a new teacher, and rotate to the
next topic.
Topic 1: States of matter
Topic 2: Periodic Table
Topic 3: Chemical and physical changes
Topic 4: Elements compounds and mixtures
Students to set up rust practical
Write a text message

sized summary of
chemistry

able to explain
each topic learnt
during chemistry
I might be able to
teach my peers an
area of chemistry
9
Revision
(week 9)
LI: to assess my
knowledge of
chemistry
Revision Task
id=0B_wiUyKnQKTqQkl2VHFFR3g3bVU
SC: I can explain

the differences
between states of
matter
Post test
id=0B4FZaeuIsug4ckwyVzBrWjktYVk
I can Identify
chemical and
physical changes
I can describe
elements,
compounds and
mixtures
I can identify
elements on the
periodic table
LI: To
Kahoot chemistry
Iodine Clock Practical

id=0B4FZaeuIsug4ZEREOEVWMzVNR2c
Students share
posters with class

Chemical
reaction
s
(week
10)
investigate
chemical reactions
SC: I can identify
factors that speed
up and slow down
chemical reactions
Student task:
Before you complete the practical:
- Write a hypothesis predicting the effect of an increase in sodium
thiosulfate solution to the reaction speed
- Create a table to display your results
During the prac
- Take photos on your computer
- Fill in results table
After the practical:
- Complete a practical report of your findings on a poster, using the
lab report template as a guide
Answer the following questions in your discussion
~ Was your hypothesis supported by your results? (remember to
provide EVIDENCE with your answer)
~ Provide an explanation of your results (Why did you see what you
saw? Why did it speed up or slow down? You can use research to
support this answer)
~ Did a chemical change take place? (How do you know)
~ What other factors can speed up or slow down chemical
reactions?

Year 8 Planner 2016 - Chemistry: Year Level Focus Duration Ausvels

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Year 8 Planner 2016 - Chemistry: Year Level Focus Duration Ausvels

Uploaded by

Copyright:

Available Formats

Year 8 Planner 2016 - Chemistry

Questioning and Predicting

Planning and conducting