Miami-Dade County Public SchoolsDivision of AcademicsDepartment of Science

Science Content and Pacing Middle Q1 – 8th Grade

Facilitator: Kerlyn Prada

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome and Opening Moves

8:45 – 9:45 Inquiry-based Physical Properties Implementing writing standards while using NGSSS and the

5Es

9:45 – 9:55 Break

9:55 – 11:00 Inquiry-based Physical and Chemical Changes Implementing LAFS while using NGSSS and the 5Es

11:00 – 11:30 Discovery Education: Board Builder

11:30 – 12:30 Lunch

12:30 – 2:15 Inquiry-based Atomic Structure Implementing MAFS while using NGSSS and the 5Es

2:15 – 2:45 Florida Standards Microlabs

2:45 – 3:15 Developing a 5E Lesson Pre-planning with the Pacing Guide and Technology

Integration Infusion of Florida Standards

3:15 – 3:30 Ending Moves: One Word Summary

Follow up: (Due Wednesday, 8/27/14)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Florida Standards (LAFS AND MAFS).

2. Assignment must be turned in on Edmodo. (EdModo Code: 784vzu)

Pacing Guide Updates

StudentLab Activity: __________________________________________Benchmarks:SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.SC.8.P.9.2. Differentiate between physical changes and chemical changes.SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.

Part 1: Separating MatterPurpose: You will design your own method to separate the mystery mixture based on physical properties of each substance.Observations:1. What substances do you think are in the mystery mixture? Explain your reasoning.

2. What are physical properties that we use to identify substances?

Scientific Question:

Procedures:

Separating Matter Data Table 1Material Physical Property used to

separate from mixtureExplanation

Sugar

Sand

Wood

Iron

Analysis Questions1. How did you separate the materials in the beaker?

2. Why is it important for scientists to write detailed procedures?

3. Would the physical properties of a material change if the size of the material is changed? Explain.

4. Did you have to completely alter /chemically change any of the materials to measure their physical properties? Explain.

Essential Question: Scientists often find mysterious materials. Why are physical properties important for identifying unknown substances?

Claim:

Evidence:

Reasoning:

Teacher

ATOMIC MODELSFlorida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose: Students will explain that atoms are the smallest unit of an element and are composed of

subatomic particles by drawing and/or creating models of an atom. Students will describe size and charge of the subatomic particles proton, neutron, and electron.

Guiding Questions: What is the smallest unit of matter? How does the structure of an atom compose all matter?

Materials Handout & Periodic Table of Elements

Procedure Before Preparation

Teacher will set up projector to illustrate atoms in a pencil. Teacher will have handouts of student “Atomic Models” worksheet. Optional: Periodic Table for Elaborate activity.Engage Ask students to cut a piece of paper as small as they can. Explain to students that the smallest unit of matter is called an “atom” and is

smaller than the piece of paper they cut and cannot be seen by the human eye.During Explore

Show a picture of a pencil point and how the carbon atoms look at the molecular level. Project the image Pencil Zoom.

Ask students questions:o What are the three different tiny particles that make up an atom?

Protons, neutrons, and electrons.o Which of these is in the center of the atom?

Protons and neutrons are in the center (nucleus) of the atom. You may want to mention that hydrogen is the only atom that usually has no neutrons. The nucleus of most hydrogen atoms is composed of just 1 proton. A small percentage of hydrogen atoms have 1 or even 2 neutrons.

o What zooms around the nucleus of an atom?Electrons

o What are the charges of these particles?Proton—positive; electron—negative; neutron—no charge. The charge on the proton and electron are exactly the same size but opposite. The

Teachersame number of protons and electrons exactly cancel one another in a neutral atom.

Teacher will draw the current model of the atom and students will follow along.

Students will then create their own atomic models in their handout.Explain Students will make the connection between atoms and matter through

drawings and explanations in their handout. Teacher will circulate the classroom providing assistance to students with

misconceptions.After Elaborate

Students will be given a periodic table to read and look for other elements that they have not created atomic models for to create their own examples of how an elements’ atoms combine to form a piece of matter.

Evaluate Teacher will evaluate student understanding of objectives based on the Claim-

Evidence-Reasoning conclusion that asks, “Can the atomic model explain patterns in nature?”

Student

ATOMIC MODELSFlorida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Purpose:You will explain the composition of matter by illustrating various atomic models of different elements.

Observation:Based on the picture below, explain the relationship between all matter and atoms.

StudentAtomic Models:Matter is made up of different elements such as carbon, oxygen, magnesium, potassium, and helium. Below are everyday objects composed of elements. Draw the atomic model for the element in the table. Be sure to include the nucleus, proton, neutron, and electron.

Object Element Atomic ModelHeliumProtons: 2Neutrons: 2Electrons: 2

LithiumProtons: 3Neutrons: 3Electrons: 3

BerylliumProtons: 4Neutrons: 4Electrons: 4

BoronProtons: 5Neutrons: 5Electrons: 5

CarbonProtons: 6Neutrons: 6Electrons: 6

StudentObject Element Atomic Model

FluorineProtons: 9Neutrons: 9Electrons: 9

PotassiumProtons: 19Neutrons: 19Electrons: 19

Elaborate:Review the Periodic Table of Elements and look for an element that you have heard of before and draw the object that contains that element and the atomic model for that element on a separate piece of paper.

Conclusion: What patterns emerge from the atomic model?Claim:Make a CLAIM based on what you observed in the experiment you performed today.

Evidence:Support your claim using EVIDENCE you collected in your experiment.

Reasoning:Use science concepts to provide REASONING for why the evidence you presented supports your claim.

TeacherPHYSICAL CHANGES & CHEMICAL CHANGES IN MATTER

Florida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.)SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

Purpose: Students will differentiate between physical changes and chemical changes by mixing a variety of

substances in test tubes with red cabbage juice.Important Notes:

The use of vinegar and calcium chloride will need to be accompanied by the use of a ventilation fan in case of nasal sensitivity, allergy issues, or asthma. Be sure to read precautions on the calcium chloride container. Calcium Chloride can burn the skin. Students should use gloves when handling this substance. If you prepare small cups with quantities for each set of students you may want to cover the cups to prevent inhalation issues.

Guiding Questions: How does changing what you add to each substance affect it? Answers may vary. How could you explain the similarities and differences between what you see before you start your

investigation and after you have completed your tests? Answers may vary. What is a physical change? Any change that changes a substance’s shape, texture, or other

physical property without altering its chemical composition. What is a chemical change? Any change that alters the chemical composition of a substance. How can you tell something has stayed the same or changed into something new? A substance has

undergone a chemical change when a gas is released, a precipitate has formed, an odor is released, or when its color changes (although sometimes color changes don’t always necessarily mean a chemical change occurred).

Materials (per group) Beakers (2) Test tubes (6) Test tube rack Thermometer Stirrers Water Milk Vinegar Cabbage Juice Baking Soda Calcium Chloride

Procedure Option A (Teacher Directed)Before Preparation

Teacher will prepare test tubes, all of which contain purple cabbage juice, about 5-10 ml depending on the size of test tubes.

Engage Teacher may demonstrate different changes (both physical and chemical) in

front of students without telling what is happening. Teacher may also play videos of physical and chemical changes that occur in

matter.During Explore

Teacher will direct to students to work together in pairs for this option. Teacher will explain that students will have 5 test tubes filled with cabbage

Teacherjuice to test materials for reactions.

Teacher will list what each test tube is to test. Students will write their predictions as to what they think will happen. Students will test 5 liquids/materials with the cabbage juice:

o Test tube 1: water (5 ml)o Test tube 2: vinegar (5 ml)o Test tube 3: baking soda (a pinch or ¼ a small spoonful)o Test tube 4: calcium carbonate (¼ a small spoonful)o Test tube 5: milk (5 ml)

Teacher will instruct students on how to mix materials and how to take the temperature of each test tube before and during the reaction.

Be sure students clean the thermometer between each reaction to avoid cross reactions.

Students will write down their observations.

Explain The teacher will write vocabulary on the board and ask students to use

these terms during their discussions:Substance Temperature Change of StateMixture Solution PropertySolid Liquid Gas

The teacher will facilitate student discussions of the Guiding Questions.

After Elaborate The teacher will give a demonstration at the end of the activity that

involves mixing vinegar, purple cabbage juice, milk, baking soda, and calcium chloride. Students will make predictions, discuss, and explain the physical and/or chemical changes they think are involved (Predict/Observe/Explain).

You may also want to talk about how purple cabbage juice is also used to tell whether or not something is an acid or a base, and tell students it is something they will also be learning about. When the cabbage juice changes color, it is a chemical change resulting in either blue (bases) or red (acids).

Evaluate Students will write a Claim-Evidence-Reasoning Conclusion to the lab

activity using evidence to support their reasoning as to whether a chemical or physical change occurred in each combination.

Procedure Option B (Inquiry)Before Preparation

Teacher will set up test tubes on test tube rack. Teacher will set up a tray of all materials/liquids for students to choose from,

but will not place in test tubes as to allow students to create their own combinations.

Engage

Teacher Teacher may demonstrate different changes (both physical and chemical) in

front of students without telling what is happening. Teacher may also play videos of physical and chemical changes that occur in

matter.

During Explore Teacher will direct to students to work in groups of 2 or 3 to design an

experiment to test each substance. Teacher will direct students to write out their procedures and include a

table that organizes their data and shows each liquid being tested both with the other liquids and with the two solids. The table should also include space for documenting observations before and after testing each substance.

Teacher will instruct students on how to mix materials and how to take the temperature of each test tube before and during the reaction.

Be sure students clean the thermometer between each reaction to avoid cross reactions.

Students will write down their observations.

Explain The teacher will write vocabulary on the board and ask students to use

these terms during their discussions:Substance Temperature Change of StateMixture Solution PropertySolid Liquid Gas

The teacher will facilitate student discussions of the Guiding Questions.

After Elaborate The teacher will give a demonstration at the end of the activity that

involves mixing vinegar, purple cabbage juice, milk, baking soda, and calcium chloride. Students will make predictions, discuss, and explain the physical and/or chemical changes they think are involved (Predict/Observe/Explain).

You may also want to talk about how purple cabbage juice is also used to tell whether or not something is an acid or a base, and tell students it is something they will also be learning about. When the cabbage juice changes color, it is a chemical change resulting in either blue (bases) or red (acids).

Evaluate Students will write a Claim-Evidence-Reasoning Conclusion to the lab activity

using evidence to support their reasoning as to whether a chemical or physical change occurred in each combination.

Student

Student – OPTION A Lab Activity: __________________________________________

Benchmarks:SC.8.P.9.2. Differentiate between physical changes and chemical changes.SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.

Purpose: You will design your experiment to test the reactions of different liquids and solids to differentiate between physical changes and chemical changes.

Prediction: Predict whether you think a physical change or a chemical change will occur when each of the following substances is mixed with red cabbage juice.

Substance Physical or Chemical Change?

1 Water

2 Vinegar

3 Baking Soda

4 Calcium Carbonate

5 MilkProcedures:1. Gather materials and safety equipment. Label test tubes with numbers 1-5. All test tubes have red

cabbage juice.2. Take the temperature of the cabbage juice in each test tube and record in table.3. Pour 5mL of water into test tube 1 and record the temperature and any changes you observe.4. Repeat step #3 for 5mL vinegar in test tube 2, a pinch of baking soda in test tube 3, ¼ spoonful of

calcium carbonate in test tube 4, and 5mL of milk in test tube 5.

Observation Table:Substance Record Observations

Physical or Chemical Change?

Temp. Before Temp. After

1 Water

2 Vinegar

3 Baking Soda

4 Calcium Carbonate

5 Milk

Student

Reflection Questions:1. How could you explain the similarities and differences between what you see before you start your investigation and after you have completed your tests?

2. What is a physical change?

3. What is a chemical change?

4. How can you tell something has stayed the same or changed into something new?

Conclusion: Claim:Make a CLAIM based on what you observed in the experiment you performed today.

Evidence:Support your claim using EVIDENCE you collected in your experiment.

Reasoning:Use science concepts to provide REASONING for why the evidence you presented supports your claim.

Student

Student – OPTION B InquiryLab Activity: __________________________________________

Benchmarks:SC.8.P.9.2. Differentiate between physical changes and chemical changes.SC.8.P.8.4. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.

Purpose: You will design your experiment to test the reactions of different liquids and solids to differentiate between physical changes and chemical changes.

Preparation: List the substances your group will combine and write down your prediction in the table below.

Substance 1 Substance 2 Physical or Chemical Change?

Procedures:

StudentObservation Table:

Reflection Questions:1. How does changing what you add to each substance affect it?2. How could you explain the similarities and differences between what you see before you start your investigation and after you have completed your tests?3. What is a physical change?4. What is a chemical change?5. How can you tell something has stayed the same or changed into something new?

Conclusion: How can you differentiate between a physical and chemical change?Claim:

Evidence:.

Reasoning:

Florida Standards Microlabs

Rounds using FL standards document: (1 minute per question, per person)• What are Florida Standards and how are they infused into science instruction?

• What types of science activities lend themselves to Florida standards infusion?

• What kind of student product(s) is evidence of Florida standards through science?

Florida Standards Review: 1. From the discussion in your micro-labs, brainstorm what activities you see in science classrooms that fulfill the specific Florida standards posted.-Write these activities on yellow sticky notes in your group (one per note)2. Now brainstorm activities that are not currently seen in science classrooms but that can be done to fulfill the specific Florida standards posted.-Write these activities on pink sticky notes in your group (one per note)Whole Group Reflection:“Which FL standards are addressed more in science instruction than others?”