1. DO NOW
VL: 0
Monday
Fill in as many vocabulary words as you can to match the definition on your paper.
Use the word bank below.
Density Grams
cm3 or mL Nonmetal
Luster Malleable
Volume g/cm3 or g/mL
Conductivity Metalloid
Metal Mass

2. EQs & Objectives ESSENTIAL QUESTIONS: OBJECTIVES:
How do we describe and classify matter?
OBJECTIVES:
8.5 (c) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify element
Builds on:
6.6 (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability

3. VOCABULARY Physical property Metal Nonmetal Metalloid Luster
Malleability
Conductivity
Magnetism

4. AGENDA Pre-AP & Grade Level -Physical Property Stations
-Comparing Metals, Nonmetals, and Metalloids Video
-Exit Ticket
Homework
GL: Physical versus Chemical Changes DUE FRIDAY
Pre-AP: Physical versus Chemical Changes
DUE FRIDAY
Extra Credit Opportunity

5. Physical Property Stations
VL: 0
Copy the following table onto page 52 of your INB. 52
Element
Name
Magnetic?
(Yes/No)
Luster?
(Shiny or Dull)
Malleability?
(Breaks or bends)
Conductivity? (Turns on light or not)
Carbon
Aluminum
Silicon
Sulfur
Iron
Physical Properties of Matter

6. Physical Property Stations
VL: 2
You will….
Go to four different stations.
Test 5 elements at each station.
Record your findings on page 50 of your notebook.
The stations are testing the following:
Conductivity
Magnetism
Luster
Malleability
Video

7. Physical Property Stations
VL: 0
Copy the following table onto page 53 of your INB. 53
Station Questions
Where are the good electrical conductors located?
Where are the elements that attract magnets located?
Where are elements located with the following lusters:
Shiny?
Metallic?
Dull?
Which object was malleable?
Where are the malleable elements on the periodic table?

8. Physical Property
Fill in as much vocabulary as you can from your “Do Now”
Tape Vocabulary to page 53 of INB.

9. Exit Ticket
Thomas finds a wire stuck to his shoe, it breaks when he bends it and is shiny. The wire is also very hot from being in the sun all day.
Your Name
The wire Thomas found is a (metal, nonmetal, or metalloid.)
I know this because…..
The location of the wire on the periodic table would be….

10. DO NOW VL: 0 Tuesday Answer the following on page 54 of your INB:
Describe the luster, malleability, and conductivity of the gold.

11. EQs & Objectives ESSENTIAL QUESTIONS: OBJECTIVES:
What is the difference between physical and chemical changes?
OBJECTIVES:
8.5 (E)  investigate how evidence of chemical reactions indicate that new substances with different properties are formed;
Builds on:
6.5 (D)  identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

12. VOCABULARY Physical Change Chemical Change -Precipitate -Odor
-Gas formation
-Color change

13. AGENDA Pre-AP & Grade Level -Physical Property Vocab -Marshmallow Man
-Chemical v. Physical Change Video
-Dry Erase Board Practice
Homework
GL: Physical versus Chemical Changes DUE FRIDAY
Pre-AP: Physical versus Chemical Changes
DUE FRIDAY

14. Complete Physical Property Vocab
VL: 0
Video
Use the word bank below, to fill in the vocabulary.
Density Grams
cm3 or mL Nonmetal
Luster Malleable
Volume g/cm3 or g/mL
Conductivity Metalloid
Metal Mass

15. Marshmallow Man Lab What are we doing in Science today, Mrs. Tanner?
Oh Marvin, you don’t want to know….

16. Making your Marshmallow Man
Insert a toothpick halfway into the flat side of one marshmallow to form the body.
Stick the second marshmallow on the remaining end of the toothpick.
Insert four toothpicks into opposite sides of the body to make his arms and legs.
Place a marshmallow on a toothpick and stick half of the toothpick in the body to make the head.
This sounds
fun!

17. Marshmallow Man Stations
At each station, complete the task to the poor, poor innocent marshmallow man.
RIP Marvin

18. Physical and Chemical Changes
Video
Write a “P” for a physical change.
Write a “C” for a chemical change.
Ice melting
Sugar dissolving
Burning a match
Nail rusting
Milk souring
Dry Ice submilating

19. Finish Conclusion Questions

20. DO NOW
VL: 0
Wed/
Thurs
Answer the following on page 51 of your INB:
Connor is baking a pie but has burned the edges. Is this a chemical or physical change? Describe the evidence.

21. EQs & Objectives ESSENTIAL QUESTIONS: OBJECTIVES:
What is the difference between physical and chemical changes?
What are the signs that a chemical changes has occurred?
OBJECTIVES:
8.5 (E)  investigate how evidence of chemical reactions indicate that new substances with different properties are formed;
Builds on:
6.5 (D)  identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

22. VOCABULARY Physical Change Chemical Change -Precipitate -Odor
-Gas formation
-Color change

23. AGENDA Pre-AP & Grade Level -Chemical Changes Stations
-Video and Reading
-Frayer Model
-Discussion Points
-Chemical Changes Poster
Homework
GL: Physical versus Chemical Changes DUE FRIDAY
Pre-AP: Physical versus Chemical Changes
DUE FRIDAY

24. Chemical Change Stations
VL: 0
Copy the following table onto page 55 of your INB. 55
Chemical Change Stations
Station 1:
Grape Juice and Ammonia
Observations: 1. 2.
Summary statement:
Station 2:
Citric Acid and Baking Soda
Observations: 1. 2.
Summary statement:
Station 3:
Calcium Chloride and Water
Observations: 1. 2.
Summary statement:
Station 4:
Milk and Vinegar
Observations: 1. 2.
Summary statement:

25. Chemical Reaction Stations
VL: 2
You will….
Go to four different stations.
Perform an experiment at each station.
Record your findings on page 54 of your notebook.
The stations are showing the following evidence of a chemical change:
Color Change
Formation of a Gas and Temperature Change
Temperature Change
Formation of a Precipitate

26. Reading Get reading from page 150 of textbook
Complete reading and questions
Draw 2 of the following on page 55 of your notebook:

27. Frayer Models
Write “Chemical Changes” in one Frayer Model and “Physical Changes” in the other.
Fill in the remaining sections.
Chemical Changes
Physical Changes

28. Chemical Changes Poster
Make a poster of the signs of a chemical reaction
Poster should include:
Evidence that a chemical reaction has occurred
A title
5 drawings
5 colors
Poster should be easy to read and creative

29. DO NOW
VL: 0
Friday
Answer the following on page 54 of your INB:
Jack is conducting an experiment and observes a solid forming after he mixes two liquids together. The test tube he is using is also warm.
Write an explanation to him why this is a chemical reaction.

30. EQs & Objectives ESSENTIAL QUESTIONS: OBJECTIVES:
What happens to atoms in a chemical reaction? 
OBJECTIVES:
8.5(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. 

31. VOCABULARY Chemical formula Subscript Coefficient Chemical reaction
Chemical equation
Reactant
Product
Yield
Balanced

32. AGENDA Pre-AP & Grade Level - Grade Homework
- Chemical and Physical Equations Reading
RM 52: Parts of a Chemical Equation
RM 53: Name that Part
Extension: Chemical Storytelling
Homework
GL: Physical versus Chemical Changes DUE TODAY
Pre-AP: Physical versus Chemical Changes
DUE TODAY

33. Reading 57
Chemical Reactions and Equations
Complete the reading “Chemical Reactions and Chemical Equations”
Fill in the Cornell Notes on page 57 of your INB.
EQ: What happens to atoms in a chemical reaction? 
Vocab Definition
Chemical
Equation
Reactants
Products
Yields
Draw &Label
Example
Summary: In a chemical reaction happens to atoms.

34. RM 52: Parts of a Chemical Equation
Label the parts of this chemical equation, use the example to help you.
Chemical Formula
Coefficient
Chemical Symbol
Yields
Subscript

35. RM 53: Name that Part!
Read the instructions and complete the tasks described.

36. Extension: Chemical Storytelling
Read the stories describing chemical reactions.
Write a chemical equation for each story.