Whats the Matter

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Whats the Matter?

• Sheree Charanza, Rebecca Laubert, Taylor
  Marriott, Erica Smith, Noelle Varela

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Matter Unit Schedule
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Week 1 Whats the Matter?

• Bubbling Colors Demonstrations
• Use water and dry ice to represent change in
  states of matter as general introduction into
  unit
• Goo Yuck Lab
• Create Goo Yuck to represent properties of states
  of matter (solid and liquid)
• Same procedure as discussed in class
• Thirsty Potato
• Use salt to draw water from a potato to
  demonstrate physical change
• Dont Steel From Me
• Use various nails to demonstrate that rust is a
  chemical change by putting them in salt water

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Friday Student Station Labs

• Alka Pop
• Demonstrate that the formation of gas is a
  chemical change using alka seltzer and water
• Firefighter
• This activity demonstrates that baking soda and
  vinegar produce gas (carbon dioxide) and will put
  out a flame
• Shake, Shake, Shake
• Demonstrates that sand, salt, sugar, and oil may
  or may not be soluble in water
• This Reaction is Cool
• The chemical reaction produced by baking soda and
  vinegar produces heat and carbon dioxide
• Is My Apple Ripe?
• Using Iodine and an apple a chemical reaction
  will be visible by the reaction with starch

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Week 2 Crime Scene

• Crime Scene Lab
• Teacher will set up the classroom as if it were a
  crime scene. Students must solve the mystery of
  the crime using the physical and chemical
  properties left at the scene. Students must be
  able to determine the difference between physical
  and chemical properties to solve the mystery.
• The Elements Song http//www.privatehand.com/fla
  sh/elements.html
• Gumball Activity
• Colored gumballs represent a different element
  from the periodic table of elements. Students
  will be given colored gumballs and toothpicks to
  construct different compounds (i.e. water is H20)
• Mystery Mixture Lab
• Students must use their senses to identify each
  substance in the compound. Students will take
  turns visiting each lab station to identify each
  individual ingredient of the compound using
  primarily taste.

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Mystery Mixture Lab Activity
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Week 3 We Eat Bases?

• Cabbage Juice Lab
• Students use cabbage juice as an indicator to
  determine whether common household substances are
  acids, bases or neutral.
• pH Scale and Activity
• Student create and color a personal pH Scale for
  use with litmus paper. Next, students use this
  scale to determine the actual pH number of common
  household substances.

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Assessments

• Mystery Mixture Lab
• Check for understanding as students perform lab
  activity.
• Grade lab worksheet for correctness.
• Daily Assessments (Throughout 3 week unit)
• Begin working on Foldable for the Unit on the
  first day and continue throughout all three weeks
• Check for understanding by observing and
  interacting with students
• Grade lab worksheets for correctness when
  applicable
• Presentations (End of Unit)
• Develop and use rubric to evaluate student
  presentations

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Focus

• Bubbling Colors Demonstration is used to pique
  student interest.
• Talk about what a crime scene investigator does
  when solving a mystery to prepare students for
  the Crime Scene Investigation Lab
• Play song of Periodic Table of Elements to get
  students attention and get them interested in
  learning about elements.
• Lead discussion of things eaten and used in the
  past 24 hours and ways of classifying these
  items. Then introduce a new form of
  classification Acids and Bases.

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Resources

• http//www.privatehand.com/flash/elements.html
• http//school.discovery.com/lessonplans/programs/s
  imsubstances/
• Hands-On Chemistry for Elementary Grades by Phil
  Parratore (Carson-Dellosa Publishing Company,
  Inc.)

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6th Grade Science TEKS

• (7)  Science concepts. The student knows that
  substances have physical and chemical properties.
  The student is expected to
• (A)  demonstrate that new substances can be made
  when two or more substances are chemically
  combined and compare the properties of the new
  substances to the original substances and
• (B)  classify substances by their physical and
  chemical properties.
• (8)  Science concepts. The student knows that
  complex interactions occur between matter and
  energy. The student is expected to
• (A)  define matter and energy