Unit Plan: Matter Properties and Changes (Chapter 3)

Introduction
It is widely known that chemistry can be summarized as the study of matter. In order to
investigate more complex interactions involving matter, a fundamental base must be established.
In this unit, ideas involving physical and chemical properties and their associated changes will be
introduced in order to provide a basis for further studies in chemical reactions, atomic structure,
stoichiometry, and much more.
Clarifying Goals for the Unit
A. Big Ideas
Anything with mass and volume is considered matter. Different types of matter can be
classified by their physical properties, by their chemical properties, and their purity. Physical
properties are those that do not impact the identity of this substance, whereas chemical properties
describe how a substance can form new substances. Physical properties include phase, density,
melting and boiling point, and color. Chemical properties might be whether a substance reacts
with water, for example. Distinguishing between physical and chemical properties, as well as
physical and chemical changes, is important in understanding interactions of matter. Such
information is introductory and fundamental to matter and its interactions. This information
serves as a preview to Matter can be understood in terms of the types of atoms present and the
interactions both between and within them (NGSS Framework 106.)
Also introduced in this unit are the different classifications of matter based on its purity.
Matter can be pure substances such as elements or compounds, or mixtures of uniform
(homogeneous) or varying (heterogeneous) composition. Mixtures can be separated into pure
substances by physical means, whereas it requires chemical means to separate compounds.
Finally, this unit introduces two concepts central to chemistry the law of conservation
of mass (note that HS-PS1-7 states as an objective: Use mathematical representations to support
the claim that atoms, and therefore mass, are conserved during a chemical reaction,) and the
periodic table. The periodic table, a systematic representation of known elements, is organized
horizontally by increasing atomic number and vertically by families of elements with related
chemical properties (NGSS Framework 106.) These two concepts will prove useful and
necessary in later units.
B. Student Practices
This unit has many connections to developing (in particular) and using models. These
relationships exist between different types of properties (intensive vs. extensive, physical vs.
chemical,) different types of matter, and how such matter may be organized. While these
relationships are not defined in this unit, students are having the groundwork laid out for them
for two key NGSS student practices: Develop a model based on evidence to illustrate the
relationships between systems or between components of a system (HS-PS1-4, HS-PS1-8), and
Use a model to predict the relationships between systems or between components of a system
(HS-PS1-1).
Several cross-cutting concepts are also involved in this unit. Per NGSS, The total
amount of energy and matter in closed systems is conserved. (HS-PS1-7) is a fundamental
concept in chemistry and physical science in general which is introduced here. Also important in
this chapter is the idea of change. Physical and chemical changes may both change the
appearance of substances, but the underlying mechanism is much different. Per NGSS cross-
cutting concepts, Much of science deals with constructing explanations of how things change
and how they remain stable (HS-PS1-6). The changes or non-changes that students will learn
about in this unit will be applicable to future lessons.
C. Performance Expectations for Student Learning
In this section, I will list the NGSS performance expectation(s) and their associated
practices. These can then be summarized by class-specific learning goals in Part D, developed as
the result of several years of chemistry teaching at Grand Ledge High School.

Performance Expectation Associated
NGSS Practice
NGSS Performance Expectation(s)
1. Use the periodic table as a model to predict the relative properties of elements based on
the patterns of electrons in the outermost energy level of atoms (HS-PS1-1).
Asking questions
(1), developing
models (2a),
constructing
explanations (6)
2. Use mathematical representations to support the claim that atoms, and therefore mass,
are conserved during a chemical reaction (HS-PS1-7).
Using models (2b),
using mathematics
and computational
thinking (5),
constructing
explanations (6),
engaging in
argument from
evidence (7)

D. Learning Goals
Listed below are the learning goals developed for this unit for use at Grand Ledge High
School for Unit 3 in Chemistry A.
Students will describe and classify properties of matter using the using the terms:
Chemical, Physical, Intensive, and Extensive. [1]
Students will describe and classify changes in matter using the terms: Chemical Change
and Physical Change. [2]
Students will explain The Law of Conservation of Mass. Students will calculate the
mass of reactants or products in a chemical reaction using the Law of Conservation of
Mass. [3]
Students will describe and classify matter using the terms: pure substance, element,
compound, mixture, heterogeneous, and homogeneous. [4]
Students will describe techniques used to separate compounds and mixtures. [5]
Students will calculate the percent by mass of a single element or of each element in a
compound. [6]
Daily Schedule of Learning Goals
Day 1: Learning Goals [1], [2], and [3].
Day 2: Learning Goals [4], [5], and [6].
Day 3: Laboratory activity to review all learning goals.
Day 4: Laboratory activity to review all learning goals.
Day 5: Unit assessment.