Monday Fill in as many vocabulary words as you can to match the definition on your paper.

Use the word bank below.

DO NOW VL: 0

Density Gramscm3 or mL NonmetalLuster MalleableVolume g/cm3 or g/mLConductivity MetalloidMetal Mass

ESSENTIAL QUESTIONS: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

EQs & Objectives

Physical propertyMetalNonmetalMetalloidLusterMalleabilityConductivityMagnetism

VOCABULARY

AGENDAPre-AP & Grade Level

-Physical Property Stations-Comparing Metals, Nonmetals, and Metalloids Video-Exit Ticket

HomeworkGL: Physical versus Chemical Changes DUE FRIDAYPre-AP: Physical versus Chemical Changes DUE FRIDAYExtra Credit Opportunity

Physical Property Stations VL: 0

Copy the following table onto page 52 of your INB.

ElementName

Magnetic?(Yes/No)

Luster?(Shiny or Dull)

Malleability?(Breaks or bends)

Conductivity? (Turns on light or not)

Carbon

Aluminum

Silicon

Sulfur

Iron

Ph

ysical Pro

perties o

f Matter

52

Physical Property Stations VL: 2

You will….

1. Go to four different stations.2. Test 5 elements at each station.3. Record your findings on page 50 of your notebook.

The stations are testing the following:

1. Conductivity2. Magnetism3. Luster4. MalleabilityVideo

Physical Property Stations VL: 0

Copy the following table onto page 53 of your INB.

Station Questions53

1. Where are the good electrical conductors located?

2. Where are the elements that attract magnets located?

3. Where are elements located with the following lusters:• Shiny?• Metallic?• Dull?

4. Which object was malleable?

5. Where are the malleable elements on the periodic table?

Physical Property

• Fill in as much vocabulary as you can from your “Do Now”

• Tape Vocabulary to page 53 of INB.

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….

Tuesday Answer the following on page 54 of your INB:

Describe the luster, malleability, and conductivity of the gold.

DO NOW VL: 0

ESSENTIAL QUESTIONS: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

EQs & Objectives

Physical ChangeChemical Change -Precipitate -Odor -Gas formation -Color change

VOCABULARY

AGENDAPre-AP & Grade Level

-Physical Property Vocab-Marshmallow Man-Chemical v. Physical Change Video-Dry Erase Board Practice

HomeworkGL: Physical versus Chemical Changes DUE FRIDAYPre-AP: Physical versus Chemical Changes DUE FRIDAY

Video Use the word bank below, to fill in the vocabulary.

Complete Physical Property Vocab VL: 0

Density Gramscm3 or mL NonmetalLuster MalleableVolume g/cm3 or g/mLConductivity MetalloidMetal Mass

Marshmallow Man Lab

What are we doing in Science today, Mrs. Tanner?

Oh Marvin, you don’t want to know….

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 soundsfun!

Marshmallow Man Stations

At each station, complete the task to the poor, poor innocent marshmallow man.

RIP Marvin

Physical and Chemical Changes Video

Write a “P” for a physical change.Write a “C” for a chemical change.1. Ice melting2. Sugar dissolving3. Burning a match4. Nail rusting5. Milk souring6. Dry Ice submilating

Finish Conclusion Questions

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.

DO NOW VL: 0

ESSENTIAL QUESTIONS: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

EQs & Objectives

Physical ChangeChemical Change -Precipitate -Odor -Gas formation -Color change

VOCABULARY

AGENDAPre-AP & Grade Level

-Chemical Changes Stations-Video and Reading-Frayer Model-Discussion Points-Chemical Changes Poster

HomeworkGL: Physical versus Chemical Changes DUE FRIDAYPre-AP: Physical versus Chemical Changes DUE FRIDAY

Chemical Change Stations VL: 0

Copy the following table onto page 55 of your INB.

Chemical Change Stations55

Station 1:Grape Juice and AmmoniaObservations:1.2.

Summary statement:

Station 2:Citric Acid and Baking SodaObservations:1.2.

Summary statement:

Station 3:Calcium Chloride and WaterObservations:1.2.

Summary statement:

Station 4:Milk and VinegarObservations:1.2.

Summary statement:

Chemical Reaction Stations VL: 2

You will….

1. Go to four different stations.2. Perform an experiment at each station.3. Record your findings on page 54 of your notebook.

The stations are showing the following evidence of a chemical change:

1. Color Change2. Formation of a Gas and Temperature Change3. Temperature Change4. Formation of a Precipitate

Reading

1. Get reading from page 150 of textbook2. Complete reading and questions3. Draw 2 of the following on page 55 of your

notebook:

Frayer Models

1. Write “Chemical Changes” in one Frayer Model and “Physical Changes” in the other.

2. Fill in the remaining sections.

Chemical Changes

Physical Changes

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

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.

DO NOW VL: 0

ESSENTIAL QUESTIONS: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.

EQs & Objectives

Chemical formulaSubscriptCoefficientChemical reactionChemical equationReactantProductYieldBalanced

VOCABULARY

AGENDAPre-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

HomeworkGL: Physical versus Chemical Changes DUE TODAYPre-AP: Physical versus Chemical Changes DUE TODAY

Reading• Complete the

reading “Chemical Reactions and Chemical Equations”

• Fill in the Cornell Notes on page 57 of your INB.

Chemical Reactions and Equations

57

EQ: What happens to atoms in a chemical reaction? 

Vocab. Definition

ChemicalEquation

Reactants

Products

Yields

Draw &LabelExample Summary: In a chemical reaction

happens to atoms.

RM 52: Parts of a Chemical Equation

• Label the parts of this chemical equation, use the example to help you.

Coefficient

Chemical Symbol

Chemical Formula

SubscriptYields

RM 53: Name that Part!

• Read the instructions and complete the tasks described.

Extension: Chemical Storytelling

1. Read the stories describing chemical reactions.

2. Write a chemical equation for each story.