Matter & Chemistry Level: 6th Grade Time Frame: 1 Quarter  Description: Topics of study include acids and bases, the properties of matter, states of matter, and changes in state.  Chemical and physical change are compared and contrasted.  Elements, compounds and the Periodic Table are investigated.

Overview Activity List Learning Objectives Standards Resources

Learning Objectives

Students will be able to...

• Specify whether a particular property of matter is biological, physical, or chemical.

• Explain the differences between chemical and physical properties.

• Identify properties of particular materials that make the materials useful.

• Classify these properties as physical, chemical, or biological.

• Investigate the properties and uses of paper through research and experimentation, and prepare a report.

• Review which units of measurement are appropriate to measure length, volume, and mass.

• Sequence the metric prefixes in order of magnitude.

• Convert from one metric unit to another.

• Define volume.

• Use a graduated cylinder to measure volume.

• measure the volume of solids and gases by using the displacement method.

• Define mass.

• Use a balance to measure mass.

• Compare the relative size of a gram to that of a kilogram.

• Explain the relationship between the mass and the volume of a substance.

• Make two different types of balances.

• Classify matter as either solid, liquid, or gas.

• Discuss the properties that characterize each state of matter.

• List the terms relevant to changes of state and correctly use them in sentences.

• Provide examples of each change of state.

• Define melting point, freezing point, and boiling point as properties of matter.

• Explain how the dew point of a vapor (gas) can be found.

• Explain why models are useful.

• Use the particle model of matter to explain some properties of solids, liquids, and gasses.

• Identify six chemicals by their specific properties.

• State the chemical and common names for a number of substances.

• Discuss safe laboratory procedures.

• Review the meaning of some safety icons used in this textbook.

• Explain the warning symbols used on household chemicals.

• Think of questions hat help to distinguish between chemical and physical changes.

• Create a list of words associated with physical changes and a list of words associated with chemical changes.

• State the type of change (physical or chemical)  when given an example, and explain the reason for their choice.

• Describe how chemical changes can be used to observe the presence of copper, carbon dioxide, and starch.

• Give examples of chemical and physical changes encountered in everyday life.

• Explain how various careers require knowledge of chemicals and chemical changes.

• Distinguish between physical and chemical properties.<

• Explain the relationship between the properties and uses of a substance.

• Define reactants and products, and explain the relationship between the two.

• Write word equations to summarize chemical changes.

• Distinguish between elements and compounds.

• Identify the chemical symbols for common elements, and explain the organization of the periodic table.

• State two properties of acids and bases.

• Safely perform acid-base indicator tests on a variety of household substances.

• Make an indicator solution using red cabbage.>

• Compare the theories of burning developed by Empedocles, Stahl, and Lavoisier.

• Use experiments to test theories about burning.

• Compare combustion and corrosion.

• Show that the mass of reactants in a chemical reaction equals the mass of products.

• Investigate the chemical changes involved in digestion.

• Simulate the digestion of starch and protein.
   

Standards

Illinois Learning Standards (Middle School)- As a result of their schooling students will be able to: 

12. Know and apply concepts that describe properties of matter and energy and the interactions between them:
12.C.3b           Model and describe the chemical and physical characteristics of matter
                      (e.g., atoms, molecules, elements, compounds, mixtures).  
11. Know and apply the concepts, principles and processes of scientific inquiry:
11.A.3a           Formulate hypotheses that can be tested by collecting data.
11.A.3b           Conduct scientific experiments that control all but one variable.
11.A.3c           Collect and record data accurately using consistent measuring and recording techniques and media. 11.A.3d           Explain the existence of unexpected results in a data set.
11.A.3e           Use data manipulation tools and quantitative (e.g., mean, mode, simple equations) and representational
                      methods (e.g., simulations, image processing) to analyze measurements.
11.A.3f            Interpret and represent results of analysis to produce findings.
11.A.3g           Report and display the process and results of a scientific investigation.
13. Know and apply the accepted practices of science:
13A2a             Demonstrate ways to avoid injury when conducting science experiments

Illinois Science Assessment Framework (7^th grade)
12.7.37            Understand that matter can be changed in different ways. 1. Physically, a change in size, shape, or
                       state of matter (e.g., the melting of an ice cube, tearing of paper) 2. Chemically, where matter can
                       change into another kind of matter (e.g., burning of wood, rusting of iron)
12.7.38            Define and distinguish the following properties of matter: mass, weight, volume, density, color, odor,
                       shape, texture and hardness.
12.7.40            Identify the most familiar elements which are gases at room temperature
12.7.41            Know the definitions of melting point and boiling point and understand the concepts of evaporation and
                       sublimation
12.7.43            Understand that substances can be grouped by similarities in their physical properties
12.7.44            Define element as a substance that cannot be broken down into simpler substances by chemical
                       interactions. Understand that there are over 100 known elements that combine in many ways to form
                       many kinds of compound.
12.7.46            Identify simple compounds (e.g., H2O)
12.7.52            Identify the basic properties of acids and bases (e.g., acids are found in fruits such as apples, oranges,
                      grapes and lemons). Know that bases are found in products such as lye soap, deodorant and ammonia.
                      Know the relationship between acids, bases and indicators (e.g., blue litmus paper changes to red when
                      placed in an acid).
12.7.53           Know the laws of conservation of matter and energy.

National Science Education Standards: Physical Science- As a result of their activities in grades 5-8, all students should develop an understanding of properties and changes of properties in matter:

• A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties.
• Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group.
• Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.

Benchmarks for Science Literacy- By the end of 8^th grade, students should know that

• All matter is made up of atoms, which are far too small to see directly through a microscope. The atoms of any element are alike but are different from atoms of other elements. Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances.
• Equal volumes of different substances usually have different weights.
• Atoms and molecules are perpetually in motion. Increased temperature means greater average energy, so most substances expand when heated. In solids, the atoms are closely locked in position and can only vibrate. In liquids, the atoms or molecules have higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another except during occasional collisions.
• The temperature and acidity of a solution influence reaction rates. Many substances dissolve in water, which may greatly facilitate reactions between them.
• Scientific ideas about elements were borrowed from some Greek philosophers of 2,000 years earlier, who believed that everything was made from four basic substances: air, earth, fire, and water. It was the combinations of these "elements" in different proportions that gave other substances their observable properties. The Greeks were wrong about those four, but now over 100 different elements have been identified, some rare and some plentiful, out of which everything is made. Because most elements tend to combine with others, few elements are found in their pure form.
• There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely non-reactive gases (such as helium and neon). An especially important kind of reaction between substances involves combination of oxygen with something else—as in burning or rusting. Some elements don't fit into any of the categories; among them are carbon and hydrogen, essential elements of living matter.
• No matter how substances within a closed system interact with one another, or how they combine or break apart, the total weight of the system remains the same. The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how they are rearranged, then their total mass stays the same.

Resources

Champaign Community Unit School District #4 * Mellon Administrative Center
703 South New Street * Champaign, IL 61820 * 217.351.3800