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Course Science Grade Level 8

Mix and Flow of Matter

Subject Time Frame 4 weeks
(Unit A)
Braeden, Melissa and
Developed by
Stage 1 Desired Results
Content Standard(s) - Students will be able to understand the relationships between properties that affect fluids and how fluids are critical
to technology and society.

Enduring Understandings/Big Ideas: Essential Questions:

Students will understand that . . . Content specific . . .
Fluids come in a variety of forms and have 1. Why are fluids essential in technological processes?
different properties 2. Why do fluids flow?
Fluids are essential in technological processes 3. If gases and liquids are both fluids, why do they behave differently?
Fluid properties are determined by their
specific environment and composition Prior Knowledge:
What do students already know . . .
There are safety precautions regarding fluids
Grade 2 Topic A: Exploring Liquids
when handling and storing substances
Grade 2 Topic B: Buoyancy & Boats
Grade 5 Topic C: Classroom Chemistry
Related misconceptions . . .
Grade 7 Unit C: Heat & Temperature
Gases are not fluids
Only liquids are fluids
Heavier objects always sink in water Unit Emphasis: STS
Pressure and force are synonymous
Moving fluids contain higher pressure
Mass, volume, weight, heaviness, size, and
density are the same
Heating only makes air hotter
Knowledge objectives (key outcomes): Skills/Attitudes objectives (key outcomes):
Students will know . . . Students will be able to . . .
How to investigate and describe fluids used in Skills:
technological devices and everyday materials Ask questions about relationships between/among observable variables
How to investigate and describe the Plan investigations to address those questions
composition of fluids, and interpret the Conduct investigations into relationships between/among observations
behavior of materials in solution Gather and record qualitative and quantitative data
How to investigate and compare the properties Analyze qualitative and quantitative data
of gases and liquids; and relate variations in Develop and assess possible explanations
their viscosity, density, buoyancy and
Work collaboratively on problems
compressibility to the particle model of matter
Use appropriate language and formats to communicate ideas, procedures and
How to identify, interpret, and apply
technologies based on properties of fluids
Show interest in Science
Show Mutual Respect
Seek and apply evidence (scientific Inquiry)
Work collaboratively
Demonstrate sensitivity and responsibility (stewardship)
Show concern for safety in planning, carrying out, and reviewing activities
Stage 2 Assessment Evidence
Performance Task(s):
Breakfast lab
Inquiry Friday

G Goal Inquiry Friday

What should students G Students will explore technology within fluids
accomplish by completing R Students will take the role of different professionals within a scientific field and explain
this task? technology used in their job and how processes are done in terms of fluid
A Students will present their work to peers and teacher
R Role
S Students are challenged to use guided inquiry to explain how different properties of fluids
What role (perspective)
relate to different processes in technology
will your students be P Students will create a multimodal presentation (2-3 minutes max) as well as one section of a
taking? lab report (introduction, procedure, discussion, results, conclusion etc.)
A Audience S Students will be assessed based on a rubric for a lab experiment. This assessment will be on
Who is the relevant going and each section will be marked only on the appropriate sections of the rubric.
S Situation Breakfast Lab
The context or challenge G Students will be given an opportunity to review concepts from the unit and will complete a
provided to the student. lab write up as well as a detailed work booklet as they walk through each station the lab
R Students will take the role of a hungry researcher
P Product, Performance A Students will present their work to the teacher
What S Students are challenged with finding properties of fluids in everyday foods
product/performance will P Students will produce a lab report based on their findings and complete a comprehensive
the student create? booklet throughout the lab

S Standards & Criteria Attach rubric

for Success
Create the rubric for the
Performance Task
Student Self-Assessments Other Evidence (assessments)
Students will participate in: Students will have a Traffic Light on their desk made of coloured cups (red,
Exit/entry slips (sticky notes yellow, green) and will be asked periodically
o Based on inquiry Friday focus
3-2-1 activates
o Eg.) 3 things you found out, 2
interesting things, 1 question
you still have
Stage 3 Learning Plan

Learning Activities:
This is the core of your unit plan. The learning experience should achieve the desired results in Stage 1 and equip the students to complete the
assessment task identified successfully.
The learning experiences should promote student understanding through a cognitive learning model (5Es) and the use of WHERETO.
En = Engage Exr = Explore Exl = Explain El = Elaborate Ev = Evaluate
Lesson Specific Key Materials
# Lesson Activity Evidence
Title Outcomes 5E Resources
1 Can Demo salt flowing and water flowing 3C -Think, En -Salt, water, beakers, bowl
solids o Think, pair, share pair, share
flow? (Form)
What defines a fluid? Create class list
- 3-2-1
of what students consider fluids and not

2 Particle States of Matter

Model Particle model of matter
o Body break demo. Students get
up and act as particles in
different states
Fluid Circus

3 Puttin Fluids are important in transport, 1C KWL Exr 2-L plastic bottle with cap, medicine
g processing, or use dropper, water
Fluids o Cartesian Diver: Eye Think-
to dropper in 2L bottle pair-
Work share of
4 WHMI "Don't you put it in your mouth" 1A, 1B Symbol Exl
S video quiz v=5AuLkMBAFZg
WHMIS Symbols introduction
Labeling/identifying activity of
common household items

5 Inquiry Describe technologies based on the 1D, 4A Presentat Exr
Friday solubility of materials ion
6 Comp Pure substances 2A, 2D Discussio Materials to make different mixtures
osition Mixtures n Groups
s of o Must come up with a test or
fluids a rule that will work each Revise
time to identify the material rule
as homo/heterogeneous based on

7 Comp Filtration Lab 2A

osition o Revisit mixtures from last day
Solutions & Particle Model
Graphic Organizer (Solutions,
Mixtures, Pure Substances)
8 Behavi Sodium Acetate Supersaturated 2B, 2C PHET Sodium Acetate
or of demo Workshe
materi Solubility & Concentration et
als in uble-salts
o Phet Lab simulation
n POE -
Rock Candy Rock

9 Behavi Solubility, Concentration, Saturation 2B Design a

or of Point procedur
materi Solubility Curves e for
als in measurin
solutio g
n solubility
10 Factor Factors that affect solubility stations Workshe
s What is the most salt that can be et
affecti dissolved in water? Inquiry
11 Inquiry Describe and interpret 1D, 4B Presentat Exr
Friday technologies based on flow rate ion
2: and viscosity
12 Proper Viscosity 3A **How are we tying this to previous lessons?
ties of o Viscosity Demo (molasses
gases and water)
and Viscosity Case Study (p.47 of
13 Flow Rate 3A Lab
o Determining flow rate inquiry report
14 Densit Density 3B, 3D Think-
y o How do you alter density? pair-share
Eureka Video 25 Volume &
Determining density lab
15 Inquiry Describe and interpret technologies for 1D, 4C Presentat Exr
Friday moving fluids from one place to another ion
16 Buoyan How do you alter density? How 3D
cy does density relate to buoyancy?
o Demo: adding salt to water
Eureka Video 26 - Buoyancy
17 Pressure 3E

18 Compressibility 3F POE
o Syringe demo with liquid vs.
20 Inquiry Construct a device that uses the transfer 1D, 4D Presentat
Friday of fluids to apply a force or to control ion
4: motion
21 Recipe




Stage 4 Reflection
Considerations Comments
Is there alignment between
the first 3 stages?
How has learner
differentiation been
How does the unit design
include a variety of
teaching experiences that
includes: FNMI,
multicultural, and
interdisciplinary activities.
Sources consulted (APA

Adapted by Jeff Turner (2016) From:

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.