Subject: 8th Grade Science

priate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry
riate scientific tools (e.g., balances, microscopes, probes, micrometers).
sketches, questions, and ideas using tools such as written and/or computer logs.
operties in Matter
ed on the following physical properties:

eir lab manual, students in small groups will experiment with changing states of matter and solubility, record their results in their lab notebo
.

omplete the data analysis worksheet with at least 80 percent accuracy.

complex):

lls in groups with diverse talents.

y protocol by following their instructions explicitly and using the appropriate safety equipment at all times.
rksheet using the data they collect during the experiment.
ship between temperature and solubility.
Materials/Technology Resources to be Used:

nce at a higher temperature to a substance at a lower temperature.

les increases their motion, resulting in an increase in temperature, and

creases their motion, resulting in a decrease in temperature.

Lab manual, lab notebook, data analysis worksheet, 250m

water, document camera, projector, hot mitts, safety glasse

e in a liquid (at a particular temperature) is called the solubility of the

he solute, and the substance doing the dissolving is called the solvent.

ing, and make relevant to real life)

hat they know about solubility from the previous lesson. In addition, they will be asked to share examples of dissolving things in real life. St
h the document camera. The teacher will add some more of their own examples to further show how important it is to understand solubility.
the projection screen so that all students will have enough time to write down their own notes if they need them. This solubility mini-review
heet.

Students will get out their lab manuals and notebooks and be ready to listen to directions. The teacher will give a brief verbal overview of th
alysis worksheet and explain the grading criteria. Students will earn points only if they use the data they collect to answer the questions on th
if they choose. Students are expected to score 80 percent or higher on the worksheet.

procedures (page 47 in lab manual) in the front of the room, pointing out the
hniques. Safety techniques: use of safety glasses, gloves, hot mitts; never leave
or move hot plate, report accidents to the teacher immediately.

Student Will: Watch the teacher carry out the experiment a

on: Students that cannot clearly see or pay attention to the demonstration if they are in the back of the room will be asked to come closer to

monstration and verbal explanation of each step in the experiment. In addition, students can read the directions that they each have in their la

nswering questions that students may have while the demonstration is going on.

p on the groups, answer questions, and ensure they are correctly and safely

Student Will: In their lab groups, students will complete t

page 47 their manual. They will record their results in thei

on: Students that lack fine motor skills can take on a director role in their lab group instead of performing the tasks. It will be their job to p
he directions correctly. Students with cognitive disabilities can be grouped with excelling students that can help them better understand the m
ensure that all students are participating and understanding.
team to support the students as they complete the lab.

ct their data, the teacher will check their lab notebooks. Then, they will review
worksheet with the students.

Student Will: After collecting their data from the experime

worksheet. Students can use any remaining class time to w
individually at home. Students must cite their data when c
for their answers. They are expected to score 80 percent o

on: Students with special needs can be given extra help with the calculations and allowed more days to complete the analysis worksheet.

otebooks and helping students wrap up their experiments. The other will be walking around checking for understanding about the calculatio
s are able to complete it.

he teacher will reiterate some of the trends the students observed and relate it to the physical properties of matter (heat increases molecular m
dissolve the solute). Next, the teacher will ask the students how the information they learned today can be useful to them in the future and w
share some of their own relatable examples, such as adding sweetener to drinks or dissolving various ingredients in a sauce.

of the lab. Some examples of questions: Did you enjoy it? Was it easy or difficult to follow the procedures? Did you encounter any problem
heir answers to these questions on a piece of paper to turn in at the end of class. The teacher will use this feedback to improve the lab for futu
e and remind the students that they must turn in their completed data analysis worksheet tomorrow.