Teacher: Mills Essential Learning Target(s):

Grade: 8 The students will be able to:

School: East Hall Middle School a. Differentiate between physical and chemical
properties and changes.
Date: 2/13/18 b. Describe the molecular motion of particles within
different states of matter.
c. Explain the process of each phase change.
d. Determine the type of change (physical or
chemical) when given a situation.
e. Explain the significance of density and how it is
calculated.
Subject: Matter Essential Question(s):
Topic: States of matter and Physical/Chemical a. What are examples of physical properties?
properties and changes b. What are examples of chemical properties?
c. What is the difference between a property and a
change?
Standard(s): S8P1. Obtain, evaluate, and communicate d. What is the difference between physical changes
information about the structure and properties of matter. and chemical changes?
a. Develop and use a model to compare and e. How does adding or taking away energy effect the
contrast pure substances (elements and movement of particles?
compounds) and mixtures. f. How to particles differ from solid to liquid to gas?
b. Develop and use models to describe the g. How can we determine if a physical change has
movement of particles in solids, liquids, gases, taken place or a chemical change?
and plasma states when thermal energy is added h. How do you calculate density?
or removed. i. How does the density of an object effect it in a
c. Plan and carry out investigations to compare and mixture?
contrast chemical (i.e., reactivity, combustibility
and physical (i.e. density, melting point, boiling
point) properties of matter.
d. Construct an argument based on observational
evidence to support the claim that when a
change in substance occurs, it can be classified
as either chemical or physical.
e. Develop models (e.g., atomic-level models,
including drawings, and computer
representations) by analyzing patterns within the
periodic table that illustrate the structure,
composition, and characteristics of atoms
(protons, neutrons, and electrons) and simple
molecules.
f. Construct an explanation based on evidence to
describe conservation of matter in a chemical
reaction including the resulting differences
between products and reactants.
Lesson Procedures:
1. Using students’ previous benchmark, place students in homologous groups based on academic ability (about
3 students per group.)
2. Identify and label each group as green (low), yellow (low medium), orange (high medium), or red (high).
3. Students will receive individual instruction sheets based on their group identification.
4. I had the table of student groupings on the board so they knew who to pair with, then passed out instruction
sheets based on their group’s identification color.
5. Set the different stations up around the room with the associated materials.
6. Walk students through each individual station’s instructions, demonstrating the lab based stations.
7. Allow students to begin working through the stations to satisfy the requirements on their instruction sheets.
8. While students are working, closely monitor their work and ask questions.
9. Students turned in their assignments when finished.

Materials: Assessments:
 Each station’s instructions pasted on their Students submit their assignments for a grade. I chose to
corresponding color paper. take the assignment as a quiz grade. The different stations
 Instruction sheets for each group. allowed me to get a more extensive view of each students’
 Beaker understanding of the material and concepts.
 Salt
 Water
 Spoon
 Computer (2+)
 Glow sticks
 Large white paper for poster station
 Tank of water
 Can of Coke
 Can of Diet Coke
 An object with high density (gold weight)
 An object with low density (black rubber
prism)