7th Grade LessonInstructional Alignment to Three Dimensions Using GRC

Student Science PerformanceGrade 7 Title

Characteristics and Chemical ReactionsTopic – Chemical ReactionsPerformance Expectations (Standard) from State Standards or NGSS:

7-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [AR Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrochloric acid.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]

7-PS1-5  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]

Lesson Performance Expectations:

● Carry out an investigation to gather evidence to support an explanation for the causes, and composition of the substance after the chemical reaction occurs.

● Use models to communicate the components of the system and changes in the substances and that mass is conserved. .

● Collect and organize evidence of the characteristics of the substance before and after a chemical reaction occurs.

● Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Phenomenon-Placing a 9-Volt battery in contact with steel wool causes the steel wool to ignite.

Substances react chemically in characteristic ways. Calcium Chloride, Baking Soda, water, Phenol Red are observed before and after combining.5E Sequence Gathering, Reasoning, CommunicatingEngaging LearnersThe goal of this phase is to capture the students’ attention and interest.

Two important things about this phase, the engagement need not be a full lesson, but usually it is because of the need to surface and assess students’ prior knowledge

Student Science Performances*Safety Precautions should be taken to protect students during investigations

ReasoningFormative Assessment-

Prior to the engagement, assess students prior knowledge about how chemical reactions causes changes in the characteristics of substances.

Notebooking is also used to record initial thoughts concerning chemical reactions. Pose the following:

Zac has four nails of pure iron. He records the total mass of the four dry nails. He puts the nails in a moist open dish and exposes them to air over several weeks. Weeks later he notes the nails are covered with rust. He lets the nails dry completely and carefully records the mass of the rusted nails.What happened to the mass of the nails?Write an explanation in your notebook.

Use the formative assessment tool commit and pass.Allow time for participants to record their explanations in their notebooks.

1. (Commit and Pass) Instruct students to record their choice of “increase, decrease, stay the same” on a small slip of paper. Have them stand with their paper folded. Start some upbeat music and ask them to move about the room. Instruct them to trade their paper with 5 random people in the room or to trade until the music stops. You may want to participate and feed one of each answer into the room. Have them open their paper and move to the poster in the room that says the same as their paper.

2. Instruct the group to come up with an argument for why they think people recorded this answer.

3. Have a spokesperson from each group share the ideas from each section. This is a time to listen for

misconceptions.Some will say that the mass decreases- this implies that they think that rust “eats” away at the nail and decomposes the nail. Some will say it stays the same- over generalizing the Law of Conservation of Mass and not considering the mass of the oxygen that combines with the iron in the nail, some will think that water is required for the nails to rust. While there is water vapor present it is not required. Only oxygen.

1. Ask students to return to their seats and record any additional thought they may have to their notebooks.

2. DO NOT TELL THEM THE CORRECT ANSWER YET.

Exploring PhenomenaIn the exploration phase, students engage in science performances with time and opportunities to resolve the disequilibrium of the engagement experience. The exploration lesson or lessons provide concrete, hands-on experiences where students express their current conceptions and demonstrate their abilities.

Gathering-Carry out an investigation1.Students in groups investigate the properties of steel wool. Each group will use tools to gather information and create a chart of observations detailing the characteristics of the initial reactant (steel wool).

Materials: Steel Wool,1 magnet, 1 digital scale measure to tenths, 1 hand lens,, 1 ruler, 1 flashlight- per table. 1 to 2 Electrical conductivity tester and hot hands, ice packs or heat source per large group, tart pan, large container or tray for each group to ease in distribution of tools and supplies. Eye protection, gloves

Reasoning2.Students make predictions about the characteristics of the product (oxidized steel wool).

Gathering3. Students ignite steel wool using 9-Volt battery to cause oxidation to occur at a rapid rate and collect data about the properties related to the new substance.

Materials: 9 V battery, fire extinguisher

Teacher Hints:Make sure students collect information about the mass of the steel wool. In the next part of the lesson students will be comparing this information to the same information about the product of burning steel wool. The mass of the oxidized steel wool will be greater than the original steel wool. Students may be puzzled by this.Use finer grain steel wool. Make sure your digital scales measure in tenths.Make sure students have collected the mass of the steel wool in the pie pan in order to collect all of the small pieces.Safety is a concern in this investigation. Fire hazards exist and a fire extinguisher should be available as well as goggles and heat protection gloves.

Explaining PhenomenaThe scientific explanation for phenomena is prominent in this phase. The concepts, practices, and abilities with which students were originally engaged and subsequently explored, now are made clear and comprehensible.

ReasoningConstruct an explanation from evidence

Students construct and explanation for the causes of the new substance and the changes in the steel wool. They support their explanation with evidence collected from the investigation

CommunicatingDevelop a modelStudents develop a model that shows the components of each system and changes in the system they are investigating. In other words, the steel wool system( which would include steel wool, and the air surrounding the steel wool) before and after igniting the steel wool. This can be done in their notebooks. They will use evidence from their investigation to support their model and explanation.Provide students with text related to the chemical reaction and have them revise their explanations based on the information gathered. They may find information in online research.

Elaborating Scientific Concepts and Abilities

GatheringPlan and carry out an investigationStudents plan and carry out an investigation to gather evidence about the occurrence of chemical reactions when

The students are involved in learning experiences that extend, expand, and enrich the concepts and abilities developed in the prior phases. The intention is to facilitate the transfer of core ideas, crosscutting concepts and practice to novel phenomenon related to the engage phase.

substances interact.Materials: Each group of 3 to 4 participants:

● 10 - quart size plastic zipper bags

● 2 - 5 mL scoops,

● 15 scoopfuls of calcium chloride, labeled,

● 5 scoopfuls of baking soda (sodium bicarbonate), labeled.

● graduated cylinder that measures 5 mL

● 70 mL of distilled water.

● 25 mL of phenol red (recommended in small bottles), This is not needed for this investigation and it may be omitted.

● an immersible thermometer (optional)

● paper towels for clean ups,

● digital scale

● For the entire group have a gallon of distilled water.

● Each Participant needs goggles, gloves and apron.

Students construct an explanation for the composition of calcium chloride, Phenol red, baking soda, and water and the changes in those substances after chemical reaction(s) occur(s). Flinn Scientific is one source of the materials for this investigation and can be done on a microscale.

Teacher Hint: Remind participants of safety guidelines. Goggles, gloves, aprons required. Use no more than 3- 5mLs of Calcium Chloride to 1 - 5mLs of Sodium Bicarbonate. Contents can be rinsed down the drain under running water. Rinse out the bag and dispose of in the trash. Don’t mix the scoops.

ReasoningConstruct an explanation from evidence

Students construct and explanation for the causes of the formation of new substances and the chemical changes that occur when Calcium chloride, Phenol red, baking soda, and water are combined. They support their explanation with evidence collected from the investigation.

Communicating Develop a model Students develop a series of models that show the components of each system and changes in the system being investigated.

Students connect evidence collected which supports that chemical changes have occurred (the formation of the new substances (products)) to their explanation.

GatheringStudents read text to gather information about chemical reactions using the cloze reading “Black-Out” tool. Activity is attached.

ReasoningStudents revise their explanation based on information gathered in the cloze reading of information about chemical reactions.

Develop an Argument from EvidenceClass discussion:

Questions to initiate class discussion:Q:What evidence do you have that a chemical change occurred?

Q:Where does the energy come from that caused the substances to warm up?Q:How did the characteristics of the substances change?Q: What patterns did you notice in the data collected?Q: What caused the substances to change?Q: Why did some substances feel hotter than others?

(Teacher Hint: Class discussion should focus on the core idea that each pure substance has characteristic physical and chemical properties that can be used to identify it and that some chemical reactions release energy and others store energy. The total number of each type of atom is conserved, and thus the total mass of a system does not change.

Evaluating LearnersStudents receive feedback on the adequacy of their explanations and abilities. Clearly, informal, formative evaluations occurs from the initial phase of the instructional sequence.

ReasoningBased on information gathered in the lesson, students develop a device that either cools or warms using chemical processes.

CommunicatingStudents develop an argument for why their prototype best meets the criteria given.

Assessment of Student LearningAttributes of Student Models- Student models should include the substances within the systems, what causes the changes in the system (including changes in energy in the system) and connect the explanation to evidence collected in their investigations.SEP, CCC, & DCI Featured in Lesson Science EssentialsScience Practices Make careful observations that generate evidence.

Discuss and compare with observations with others observing the same event.Describe the evidence supporting a valid explanation.Explain science observations using evidence.Apply scientific reasoning to link evidence to explanations.Relate useful models to simple phenomenon.Reflect on ways to modify models to improve their efficiency.Use and /or construct models to predict, explain and / or collect data to test ideas about phenomena in natural or designed systems.

Plan and Carry out an InvestigationConstruct an ExplanationDevelop and Use Models

Crosscutting Concepts Use patterns to explain cause and effect relationships.Analyze phenomena for evidence of patterns.Use principles of conservation of matter and energy to predict changes in systems.Analyze the conservation of matter in a system.Use conceptual models to represent systems.

PatternsEnergy and MatterSystem and System Models

Disciplinary Core Ideas Chemical reactions recombine elements into new substances.Mass of an object is always equal to the sum of the parts regardless of how it is assembled.Energy is absorbed or released in a chemical change.Energy is involved in all changes of matter.

Structures and Properties of MatterEnergy and Matter

Adapted directly from: Summary of the 5E Model (Bybee, 2014) and A Vision and Plan for Science Teaching and Learning (Moulding, Bybee, Paulson 2015)

Appendix 1: Slides

Appendix 2: Data Collection TableDescription of each substance:

Calcium Chloride

Sodium Bicarbonate

Phenol Red

Water

Place a check in the appropriate box to show which chemicals were mixed in each experiment.

*** Use no more than 3- 5mL scoopfuls of Calcium Chloride to 1 - 5mL scoopful of Sodium Bicarbonate.

Calcium Chloride

Sodium Bicarbonate

Phenol Red

Water Observations

1

2

3

4

5

6

7

8

9

Appendix 3: Cloze reading"Chapter 6: Chemical Change | Middle School Chemistry Unit." http://www.middleschoolchemistry.com/lessonplans/chapter6. Accessed 18 Apr. 2017.

What is a chemical reaction?

There are many common examples of chemical reactions. For instance, chemical reactions happen when baking cookies and in your digestive system when you eat the cookies. Rusting iron and burning gasoline in a car engine are chemical reactions. Adding baking soda to vinegar also causes a chemical reaction. In a chemical reaction, the 1.molecules in the reactants interact to form new substances. A chemical reaction causes a chemical change. Other processes, like dissolving or a change of state, cause a 2. physical change in which no new substance is formed.

When a candle burns, molecules in the wax react with oxygen in the air. This reaction, called 3. combustion, releases energy in the form of the heat and light of the flame. The reaction also produces something else which is not as obvious – carbon dioxide and water vapor.

EVIDENCE OF A CHEMICAL REACTION

Production of a gas

The gas produced from mixing vinegar with baking soda is evidence that a 4. chemical reaction has taken place. Since the gas was produced from mixing a solid (baking soda) and a liquid (vinegar), the gas is a new 5. substance formed by the reaction.

Formation of a precipitate Another clue that a chemical reaction has taken place is a solid is formed when two solutions are mixed. When this happens, the 6. solid is called a precipitate. The precipitate does not 7. dissolve in the solutions. One example of solutions that form a precipitate are calcium chloride solution and sodium bicarbonate solution. When these solutions are combined, a precipitate called calcium carbonate is produced. Calcium carbonate is the main ingredient in chalk and sea shells, and does not easily dissolve.

Color change

When two substances are mixed and a color change results, this color change can also be 8. evidence that a 9. chemical reaction has taken place. The atoms that make up a molecule and the structure of the molecules determines how light interacts with them to give them their color. A color change can mean that new molecules have been formed in a chemical reaction with different structures that produce different colors.

Temperature change

Another clue that a chemical reaction has occurred is a change in temperature of the reaction mixture, or system. All chemical reactions need 10. energy to occur. Sometimes chemical reactions cause a

change in temperature to the system. This indicates either the system releasing energy (increase in temperature) or the system absorbing energy from the surroundings (decrease in temperature).

"Chapter 6: Chemical Change | Middle School Chemistry Unit." http://www.middleschoolchemistry.com/lessonplans/chapter6. Accessed 18 Apr. 2017.

Steps:1. Read the What Is a Chemical Reaction? handout. As you read, you will notice

words have been blacked out throughout the passage. 2. Record what you think the word may be in the first column below.3. Once everyone in your group has made predictions, compare your responses

with your table partner. Discuss your choices. In the second column, you may record a new response. Be sure to explain your reasoning.

4. The facilitator will provide you with a “clean” copy. Read the “clean” copy and record the actual word.

Predictions Compare and Revise

Actual

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

What is a chemical reaction?

There are many common examples of chemical reactions. For instance, chemical reactions happen when baking cookies and in your digestive system when you eat the cookies. Rusting iron and burning gasoline in a car engine are chemical reactions. Adding baking soda to vinegar also causes a chemical reaction. In a chemical reaction, the molecules in the reactants interact to form new substances. A chemical reaction causes a chemical change. Other processes, like dissolving or a change of state, cause a physical change in which no new substance is formed.

When a candle burns, molecules in the wax react with oxygen in the air. This reaction, called combustion, releases energy in the form of the heat and light of the flame. The reaction also produces something else which is not as obvious – carbon dioxide and water vapor.

EVIDENCE OF A CHEMICAL REACTION

Production of a gas

The gas produced from mixing vinegar with baking soda is evidence that a chemical reaction has taken place. Since the gas was produced from mixing a solid (baking soda) and a liquid (vinegar), the gas is a new substance formed by the reaction.

Formation of a precipitate Another clue that a chemical reaction has taken place is a solid is formed when two solutions are mixed. When this happens, the solid is called a precipitate. The precipitate does not dissolve in the solutions. One example of solutions that form a precipitate are calcium chloride solution and sodium bicarbonate solution. When these solutions are combined, a precipitate called calcium carbonate is produced. Calcium carbonate is the main ingredient in chalk and sea shells, and does not easily dissolve.

Color change

When two substances are mixed and a color change results, this color change can also be evidence that a chemical reaction has taken place. The atoms that make up a molecule and the structure of the molecules determines how light interacts with them to give them their color. A color change can mean that new molecules have been formed in a chemical reaction with different structures that produce different colors.

Temperature change

Another clue that a chemical reaction has occurred is a change in temperature of the reaction mixture, or system. All chemical reactions need energy to occur. Sometimes chemical reactions cause a change in temperature to the system. This indicates either the system

releasing energy (increase in temperature) or the system absorbing energy from the surroundings (decrease in temperature).

"Chapter 6: Chemical Change | Middle School Chemistry Unit." http://www.middleschoolchemistry.com/lessonplans/chapter6. Accessed 18 Apr. 2017.