Essential Question: How are elements, compounds, and mixtures related? Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question. S8P1b. Describe the difference between pure substances (elements and compounds) and mixtures

Matter is anything that has mass and takes up space (volume) There are different types of Matter: Pure Substances (elements and compounds) and Mixtures The composition (structure) of a substance determines its Matter type. Instructional Approach(s): The teacher should present the information on the slide.

Elements, Compounds, and Mixtures Activating Strategy [see resources] Instructional Approach(s): Students should work in pairs to do the activator [linked on the matter resource page]. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. The teacher should be walking around listening and redirecting students as needed. The teacher may need to remind students that this is an activating strategy and they may not know the answers. The students will complete the activity again after the lesson is taught.

While viewing the lesson, record your notes on the Graphic Organizer Provided by the teacher. [see resources] Instructional Approach(s): The teacher should give each student a copy of the Matter Graphic Organizer [linked on the matter resource page] to use during the lesson to record important information.

Characteristics of Pure Substances What does this mean? Fixed composition Distinct properties Cannot be separated into simpler substances by physical methods Can only be changed in identity and properties by chemical methods Properties do not vary one sample to another sample Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

Types of Pure Substances: Elements And Compounds Instructional Approach(s): The teacher should present the information on the slide

Sample of the Element Lead Sample of the Element Chlorine Elements Made up of one type of atom Cannot be broken down by physical and chemical methods Examples: Oxygen, Nitrogen, Carbon Sample of the Element Lead Sample of the Element Chlorine Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer. The teacher should use the images on the slide to illustrate examples of elements.

Compounds Form when two or more different elements join (bond) together chemically Composition is identical in each sample Can be separated only by chemical methods Properties of a compound are totally different than the properties of the elements that form them Examples: Water, Carbon dioxide, Sugar Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer Animated images and notes from http://www.chem.purdue.edu/gchelp/atoms/elements.html

Compounds Instructional Approach(s): The teacher should use the images on the slide to illustrate examples of compounds

Think, Pair, Share What’s the difference between a molecule and a compound? A molecule is formed when two or more atoms join together chemically. A compound is a molecule that contains at least two different elements. All compounds are molecules but not all molecules are compounds. Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. Click the mouse to reveal the answer when ready. https://www.youtube.com/watch?v=0gsrW0Vb5sw

Elements and Compounds Study Jams Video http://studyjams.scholastic.com/studyjams/jams/science/matter/elements-and-compounds.htm Instructional Approach(s): The teacher should show the video to reinforce elements and compounds

Mixtures Form when elements and/or compounds are combined physically Properties of a mixture are related to its components Composition varies from sample to sample Can be separated by physical methods Examples of Mixtures: Tea, Perfume, Air, Salad, Beach sand, oil and vinegar salad dressing, etc. Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer

Mixture of Different Elements Mixture of Different Compounds Mixtures Mixture of Different Elements Mixture of Different Compounds Instructional Approach(s): The teacher should use the images on the slide to illustrate examples of mixtures

Mixtures are often referred to as homogeneous or heterogeneous. Instructional Approach(s): The teacher should present the information on the slide

Mixtures Homogeneous mixtures (Solutions) have a uniform distribution. For example: Tea, Perfume, Air Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer

Mixtures Heterogeneous mixtures do not have a uniform distribution. Parts are often visible For example: Salad, Beach Sand, Oil and Vinegar dressing Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer

Mixtures Study Jams Video http://studyjams.scholastic.com/studyjams/jams/science/matter/mixtures.htm Instructional Approach(s): The teacher should show the video to reinforce mixtures

Distinguishing between Elements, Compounds, and Mixtures Instructional Approach(s): The teacher should use the images on the slide to illustrate the differences between elements, compounds, and mixtures

Distributed Summarizing The diagram below shows how two elements can be mixed together…Which is a Compound? A Mixture? A. B. C. D. Compound Instructional Approach(s): Students should complete the distributed summarizing questions. Students can do the questions individually or with a partner. When ready, the teacher can click the mouse to show the answers. Mixture

Match the Picture to the Description Compound of 2 Elements Mixture of Molecules Element Molecule Compound of 3 Elements Instructional Approach(s): The teacher can have the students complete this individually at their desk, with a partner, or call six students to the front to identify the correct answers. When ready, the teacher should click the mouse to show the answers starting with the first picture and working down to the last picture Element/ Atoms Mixture of Atoms

Elements, Compounds, and Mixtures Matching Pairs Activity [see resources] Instructional Approach(s): Students can work individually or in small groups (2-3) to complete the matching pairs activity [linked on the matter resource page]. The teacher should go over the answers with the class when all groups have had time to complete the activity or give groups a copy of the key when ready to check their own answers.

Additional Review Activities [see resources] Vocabulary Matching Pairs Types of Matter Cube Review Instructional Approach(s): If needed, the teacher can use the additional activities [linked on the matter resource page] to review elements, compounds, and mixtures.

Summarizing Strategy: Elements, Compounds, & Mixtures Constructed Response [see resources] Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.