1. 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

2. 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.

3. Copy this on a separate sheet of paper! WU 11/15 Categorizing Matter
Element
Compound
Mixture
Before Presentation
After
Presentation

4. 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.

5. 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.

6. 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.

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

8. 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.

9. 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

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

11. 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.

12. Elements and Compounds Study Jams Video
Instructional Approach(s): The teacher should show the video to reinforce elements and compounds

13. 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

14. 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

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

16. 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

17. 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

18. Mixtures Study Jams Video
Instructional Approach(s): The teacher should show the video to reinforce mixtures