2.+Matter+&+Its+Changes

=Unit 2: Matter & Its Changes=

=Unit Essential Question: How can matter be described, classified and changed?=

=Concepts:=
 * 1) Properties of Matter
 * 2) Classification of Matter
 * 3) Changes in Matter

=Summative Assessment=

=Concept 1: Properties of Matter=


 * Instructional Activities:**


 * = **Pre-Instruction** ||= **Instruction** ||= **Post-Instruction** ||
 * = **Clicker Activities:** Vocabulary questions to increase engagement prior to instruction. Incorporates peer instruction as students discuss possible meanings of words. Questions can be answered individually or in groups ||= **Clicker Activities:** Laboratory experiment or demonstration predictions / concept questions - students will demonstrate a conceptual understanding of the differences between the physical and chemical properties of matter as they predict the identity of an unknown substance. Questions can be answered individually or in groups ||= **Clicker Activities:** Vocabulary questions used as a formative assessment to test individual learning of key vocabulary terms. Questions can be answered individually or in groups. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||
 * = **Supporting Activities:** None - clicker activity vocabulary questions are designed to test students' prior knowledge ||= **Supporting Activities:** Lesson on properties of matter - includes definitions and examples for key vocabulary terms ||= **Supporting Activities:** Practice worksheets whereby students identify examples of properties of matter as either physical or chemical ||


 * What students must know:**
 * Student will know what is meant by a solid, liquid and gas in terms of their particle composition and motion, and their shape and volume
 * Student will know different physical and chemical properties (eg. state of matter, luster, mass, density, volume, malleability, reactivity, etc.)
 * Student will know what is meant by intensive and extensive physical properties


 * What students must understand:**
 * Students will understand the difference between physical and chemical properties and how they can be used to describe and identify matter


 * What students must be able to do:**
 * Explain the differences among the three main states of matter
 * Describe matter using physical and chemical properties
 * Identify unknown substances using intensive physical properties (density, melting point, boiling point, etc.)


 * Lesson Essential Questions:**
 * How is a substance described?
 * What is the difference between a chemical property and physical property of matter?
 * How are physical properties classified?


 * Vocabulary:**
 * Chemistry
 * Substance
 * Chemical Property
 * Physical Property
 * Intensive Physical Property
 * Extensive Physical Property
 * Density
 * Mass
 * Volume

=**Concept 2: Classification of Matter**=


 * Instructional Activities:**


 * = **Pre-Instruction** ||= **Instruction** ||= **Post-Instruction** ||
 * = **Clicker Activities:** Laboratory experiment predictions - students will observe examples of substances versus mixtures and predict which category each sample should be assigned to. Student engagement is enhanced as students make predictions individually or use peer instruction to identify various substances. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||= **Clicker Activities:** Classification questions - embedded questions will be used as a formative assessment to check how well students are able to classify matter into different categories based on similar properties. Questions can be answered individually or in groups ||= **Clicker Activities:** Scenario-based questions - students, working individually or in groups, will analyze a science scenario designed to differentiate between mixtures and substances. Then, students will explain how the mixtures can be separated into their individual components. Questions will serve as a formative assessment on the classification of matter. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||
 * = **Supporting Activities:** None - clicker activity is designed to test students' prior understanding of the difference between substances and mixtures, before the criteria for each category is established ||= **Supporting Activities:** Students will create a graphic organizer / flow chart illustrating how matter is categorized

Lesson about the differences between substances and mixtures, and how mixtures can be separated into their components ||= **Supporting Activities:** Students will perform lab activities whereby they identify and classify various unknown samples of matter ||


 * What students must know:**
 * Students will know the difference between a pure substance and a mixture


 * What students must understand:**
 * Students will understand that all matter can be grouped into different categories based on similar properties


 * What students must be able to do:**
 * Classify matter into appropriate categories
 * Use the law of definite composition and law of multiple proportions to explain compounds
 * Explain how mixtures can be separated into their components


 * Lesson Essential Questions:**
 * How can we classify different types of matter based on similarities and differences?
 * How do the laws of definite composition and law of multiple proportions help us classify matter?
 * What are the differences between pure substances and mixtures?
 * How can matter be observed using qualitative and quantitative and direct and indirect information?
 * Why are solutions special types of mixtures?
 * How can mixtures be separated?


 * Vocabulary:**
 * Law of Conservation of Matter
 * Law of Definite Composition
 * Law of Multiple Proportions
 * Matter
 * Mixture
 * Element
 * Compound
 * Qualitative
 * Quantitative

=**Concept 3: Changes in Matter**=


 * Instructional Activities:**


 * = **Pre-Instruction** ||= **Instruction** ||= **Post-Instruction** ||
 * = **Clicker Activities:** Vocabulary questions to increase engagement prior to instruction. Students can work individually or use peer instruction to discuss possible meanings of words ||= **Clicker Activities:** Laboratory experiment predictions - students will work in groups as they use peer instruction to perform various "change" experiments and collect data. Students will make predictions about the type of change before they perform the experiments and then retake the same clicker test after performing the experiments. Types of changes include physical and chemical as well as changes in energy (endothermic or exothermic) ||= **Clicker Activities:** First response game - students will experience a high level of engagement as they work individually or in groups, to complete a formative assessment on the identification of various reactions as physical or chemical. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||
 * = **Supporting Activities:** None - clicker activity vocabulary questions are designed to test students' prior knowledge ||= **Supporting Activities:** Lessons and lab activities that explain and/or illustrate the differences between a chemical and physical change, changes in energy during a chemical change, and the signs that accompany each type of change ||= **Supporting Activities:** Lessons and lab activities that explain and/or illustrate the differences between a chemical and physical change, changes in energy during a chemical change, and the signs that accompany each type of change ||


 * What students must know:**
 * Student will know the difference between a chemical and physical change
 * Student will know the signs of a chemical change
 * Student will know that changes in matter are accompanied by changes in energy


 * What students must understand:**
 * Students will understand that physical changes do not form new substances while chemical changes do form new substances


 * What students must be able to do:**
 * Identify whether a change is physical or chemical
 * Explain why a change is exothermic or endothermic
 * explain a heating/cooling curve through multiple states of matter


 * Lesson Essential Questions:**
 * How does matter change?
 * What is the difference between a chemical and physical change?
 * What are the signs of a chemical change?
 * How are changes in matter accompanied by changes in energy?


 * Vocabulary:**
 * Chemical Change
 * Physical Change
 * Phase Change
 * Chemical Reaction
 * Energy
 * Exothermic
 * Endothermic

=**Summative Assessment**=


 * **Clicker Activity:** A multiple choice summative assessment, designed for students to complete individually, will test students on each of the major concepts from unit two. The assessment will include scenario-based, vocabulary, identification, classification and concept questions ||
 * < **Supporting Activities:** Lessons, practice worksheets and clicker activities on each of the major concepts from unit two ||