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7th Grade Science Planning Guide

Quarter 4
Module 4: Chemical Nature of Matter
Students begin their year in the Physical Science. In this last module, students will demonstrate their understanding of the
classification and properties of matter and the changes that matter undergoes. Students will differentiate between physical and
chemical changes which result from chemical reactions. Also, throughout Module 4, students will continue the examination of physical
properties of matter initiated in previous grades. Using this understanding of physical and chemical properties of matter, students will
develop an understanding of the classification of matter. Here students will also continue to extend their understanding and use of the
periodic table of elements while investigating the classification of matter.

7Se: The student will demonstrate an understanding of the classifications and properties of matter and the
changes that matter undergoes. (Physical Science)
Assessment
Indicator
Essential Understandings
Additional Resources
Guidelines:
7Se.1:
Recognize that
matter is
composed of
extremely small
particles called
atoms.

It is essential for students to know that matter is composed of


extremely small particles, too small to be seen with a classroom
microscope, called atoms.
Atoms are the smallest part of an element that has the chemical
properties of the element.
A single atom has mass and takes up space.
.

The objective of this


indicator is to
recognize that matter
is composed of
extremely small
particles called
atoms; therefore, the
primary focus of
assessment should
be to remember the
information that
atoms are the
extremely small
particles of matter.
However, appropriate
assessments should
also require students
to recall that atoms
have properties of
matter.

Glencoe Alignment:
LG: Ch4-Sec1:
Chemistry of Life
(Pgs 98-105)
LG: Ch18-Sec1:
Chemistry of Atoms
(Pgs 518-522)
LB: Ch17-Sec1:
Models of the Atom
(Pgs 510-519)
LB: Ch17-Sec2:
The Nucleus
(Pgs 521-529)
LEOPARD:
Ch10 Lesson 1
(Pgs 348-350)

Presentation:

How Small Is An Atom? Spoiler:


Very Small.
(YouTube first minute)

Just How Small is an Atom?


(YouTube 5:27)

7th Grade Science Planning Guide


Formative:
Matter Self-Check Quiz

Lesson Resources:

Matter (ppt)
Matter (student notes)
AAAS Atlas: Structure of Matter
What is an atom?
Chemistry: Making it Real Introduction
Molecules to the MAX!!
The World of Chemistry
(Professional Development resource)

Information Text:
Tiny particles may be able to
travel in time scientist say - or
maybe not
A single atom magnet breaks
new ground for future data
storage

Inquiry Based:
5Es Lesson A: Invisible Matter
5Es Lesson B: Particle Size of
Atoms

Web-Based Activities:
It is not essential for students to know the subatomic particles, for example, protons,
neutrons, and electrons, which compose atoms. Atomic models do not need to be
constructed or drawn

7Se.2: Classify
matter as
element,
compound, or
mixture on the
basis of its

It is essential for students to know that matter can be classified


on the basis of its composition:

The objective of this


indicator is to classify
matter as element,
compound, or
mixture on the basis
of its composition;
therefore, the primary

Just How Small Is an Atom? Jonathan Bergmann


Atoms and elements (Bitesizer)
Atoms: Protons, Neutrons,
Electrons (StudyJams)

Glencoe Alignment:
LG: Ch4-Sec1:
Chemistry of Life
(Pgs 98-105)

LG: Ch18-Sec1:
Chemistry of Atoms
(Pgs 518-522)

7th Grade Science Planning Guide


focus of assessment
should be to
categorize matter
depending on its
composition.

composition.

Elements
Elements are pure substances that cannot be changed into
simpler substances.
Elements are composed of one kind of atom.
Compounds
Compounds are pure substances that are composed of two or
more types of elements that are chemically combined.
Compounds can only be changed into simpler substances called
elements by chemical changes (7Se.10).
One way that two or more atoms can combine is to form a
molecule.
Mixtures
Mixtures are composed of two or more different substances that
retain their own individual properties and are combined physically
(mixed together).
Mixtures can be separated by physical means (filtration, sifting, or
evaporation).
Mixtures may be heterogeneous or homogeneous.
o In a heterogeneous mixture, which is not uniform throughout,
the component substances can be visibly distinguished.
o In a homogeneous mixture, which is uniform throughout, the
substances are evenly mixed and cannot be visibly
distinguished. The particles of the substances are so small
that they cannot be easily seen. Another name for a
homogeneous mixture is a solution.

However, appropriate
assessments should
require students to
recognize the
classifications of
matter based on
composition;
exemplify matter
based on its
composition; illustrate
with words, pictures,
or diagrams
categories of matter;
infer the types of
matter based on
characteristics;
compare the types of
matter based on their
characteristics; or
summarize the
properties of the
three types of matter.

LEOPARD:
Ch10 Lesson 1
(Pgs 350-354)

Presentation:
Chemistry Notes (ppt)
Matter (YouTube 10:25)
If molecules were people...
(TED-Ed 3:24)

Classifying Matter Song


(YouTube 4:10)

Formative:
Substances, Mixtures, and
Solubility Self-Check Quiz
Matter Self-Check Quiz
FAP: It is Made of Molecules
Classification of Matter

Lesson Resources:

Classifying Matter (ppt)


Classifying Matter (student notes)
Element, Mixture, Compound
Classification of Mater (TE)
Classification of Matter (Student)
Using Lego Bricks: Elements,
Compounds, Mixtures Activity
(Student)

Using Lego Bricks (TE)

Information Text:
New technique to accurately
detect 'handedness' of
molecules

Inquiry Based:
5Es Lesson A: Elements
5Es Lesson B: Chemically
Separating a Compound:
Electrolysis of Water
5Es Lesson C: Mixtures

7th Grade Science Planning Guide


5Es Lesson D: Identifying
Unknown Matter by
Experimentation

Web-Based Activities:
Compounds & mixtures (Bitesizer)

It is not essential for students to know that molecules are the smallest part of covalent
compounds. It is not essential for students to understand isotopes. Students do not need to
physically separate mixtures as this was done in 5th grade.

7Se.3:
Compare the
physical
properties of
metals and
nonmetals.

It is essential for students to know that metals and nonmetals


are two major groups of elements that have different physical
properties.
Physical properties of metals include:
LusterHaving a shiny surface or reflecting light brightly
ConductorsHeat and electricity move through them easily
MalleableAbility to be hammered into different shapes
DuctileAbility to be drawn into a wire
High densityHeavy for their size
Physical properties of nonmetals include:
DullNot shiny
NonconductorsHeat and electricity do not move through them
easily
BrittleBreak or shatter easily (solids)

The objective of this


indicator is to
compare the physical
properties of metals
and nonmetals;
therefore, the primary
focus of assessment
should be to
determine the
differences between
metals
or nonmetals based
on their physical
properties.
However, appropriate
assessments should
also require students
to infer from a list of
physical properties
whether an object is
metal or nonmetal;
recall physical
properties of metals
and nonmetals; or
summarize physical
properties of metals
and nonmetals.

dissolve
Atoms and elements (Bitesizer)
States of Matter
States of Matter 2
Elements and Compounds
(StudyJams)

Glencoe Alignment:
LG: Ch19-Sec1:
Physical and Chemical
Properties
(Pgs 546-550)
LB: Ch18-Sec1:
Introduction to the Periodic
Table
(Pgs 540-546)
LB: Ch18-Sec2:
Representative Elements
(Pgs 547-553)
LB: Ch18-Sec3:
Transition Elements
(Pgs 554-558)
LEOPARD:
Ch11 Lesson 2-3
(Pgs 402-412)

Presentation:

Metals and non-metals


(SMART Notebook lesson)

Chemical Elements &


Compounds, Periodic Table,
States of Matter (YouTube 17:54)

Formative:
The Periodic Table Self-Check

7th Grade Science Planning Guide


Quiz 1
The Periodic Table Self-Check
Quiz 2

Lesson Plan Resources:


Metals and Nonmetals (ppt)
Metals and Nonmetals
(student notes)

Metals Versus Nonmetals


Metals and Nonmetals

Information Text:
'Rule-breaking' Molecule
Could Lead To Non-metal
Magnets
A new way to print 3-D
metals and alloys

Inquiry Based:
5E's The Periodic Table
5Es Lesson: Comparing
Properties of Metals
It is not essential for students to know the chemical properties of metals versus
nonmetals, or the electron arrangement in atoms of metals versus nonmetals

7Se.4: Use the


periodic table to
identify the basic
organization of
elements and
groups of
elements
(including
metals,
nonmetals, and
families).

It is essential for students to know how to use the periodic table


to identify the basic organization of elements.
A horizontal row on the periodic table is called a period.
Every periodic table will have a square for each element with the
atomic number, atomic mass, element name, and the element
symbol.
The elements on the periodic table are arranged numerically by
atomic numbers.
Families, also called groups, are vertical columns of elements on
the periodic table; they are usually numbered 1-18. Elements in
the same family have similar properties.
On the periodic table there is a zigzag line on the right side of the
table. There are two sections of elements on the periodic table,

The objective of this


indicator is to use the
periodic table to
identify basic
organization of
elements on the
periodic table, the
metal and nonmetal
divisions, and to
locate families of
elements; therefore,
the primary focus of
assessment should
be to recognize the
organization of the

Web-Based Activities:
Chemical Properties (Mental &
Non Metals)

Glencoe Alignment:
LG: Ch18-Sec1:
Chemistry of Atoms
(Pgs 518-522)
LB: Ch18-Sec1:
Introduction to the Periodic
Table
(Pgs 540-546)
LB: Ch18-Sec2:
Representative Elements
(Pgs 547-553)
LB: Ch19-Sec1:
Why do atoms combine?
(Pgs 570--577)

7th Grade Science Planning Guide


metals and nonmetals.
Metals
A major classification of elements generally located on the left
side of the zigzag line on the periodic table.
Examples of metals are: Sodium (Na), Calcium (Ca), Iron (Fe),
and Aluminum (Al). The majority of elements are metals.
Nonmetals
A major classification of elements generally located on the right
side of the zigzag line on the periodic table.
Examples of nonmetals are: Chlorine (Cl), Oxygen (O), Sulfur
(S), and Iodine (I).

elements by using
the periodic table.
However, appropriate
assessments should
also require
students to exemplify
elements that are
metals and
nonmetals given a
periodic table;
recognize
the location of an
element on the
periodic table;
recognize the
location of groups of
metals and
nonmetals; recognize
that families are
columns of elements;
or identify an element
using the
organization of the
periodic table (atomic
number or symbol).

LEOPARD:
Ch11 Lesson 1
(Pgs 390-397)

Presentation:
Periodic Videos
Periodic Table: Ferocious
Elements (Teaching Channel 14:12)
The periodic table classification of elements
(Khan Academy 8:56)

Metals and NonMetals


(TIMMS Teacher PD 30:00)

Formative:
Periodic Table (Self-Check Quiz 1)
Periodic Table (Self-Check Quiz 2)

Lesson Plan Resources:


Periodic Table (ppt)
Periodic Table (student notes)
Element Brochure
Element Bingo
Periodic Table: Nonmetals and
Metalloids
Metals and Non Metals
The World of Chemistry The
Periodic Table
( Annenberg Resource PD 30:00)

Information Text:
Chemistry group offers seat at
periodic table to 4 elements
Mining For Metals In Societys
Waste
Periodic Table: Nuclear
Scientists Eye Future Landfall
On A Second Island Of Stability'

Inquiry Based:
5Es Lesson A: Organizing

7th Grade Science Planning Guide


Elements Based on Physical
Properties
5Es Lesson B: The Periodic
Table and the Information it
provides

Web-Based Activities:

Period Table of Elements


(PBS Interactive)

Elements as Building Blocks


(Chem4Kids)

It is not essential for students to know how each element gets its atomic number (no
subatomic particles are part of this standard). They do not need to know the names of the
individual families of elements or to identify metalloids

7Se.5:
Translate
chemical
symbols and the
chemical
formulas of
common
substances to
show the
component parts
of the
substances
(including NaCl
[table salt], H2O
[water], C6H12O6
[simple sugar],
O2 [oxygen gas],
CO2 [carbon
dioxide], and N2
[nitrogen gas]).

It is essential for students to know that chemical symbols show


the atoms of the elements composing a substance. Symbols are
written with one, two, or three letters. The first letter is always
capitalized. Each element has a different symbol.
NOTE: Students should know the symbols and names for the
following common
elements:

Elements are made up of one kind of atom and the symbol for
each element is unique.
Compounds are composed of more than one element and their
formulas have more than one type of symbol showing the
different elements that compose the compound.

The objective of this


indicator is to
translate chemical
symbols and
chemical formulas of
common substances
listed above to show
the component parts;
therefore, the primary
focus of assessment
should be to interpret
a chemical symbol
and formula to
identify the
element(s) and the
number of atoms of
that element in a
formula of the
substance.
However, appropriate
assessments should
also require students
to recognize the

Interactive Periodic Table


Interactives The Periodic
Table (Annenberg Learner)
The Periodic Table of Videos
Atoms and elements (Bitesizer)
Periodic Table(StudyJams)

Glencoe Alignment:
LB: Ch19-Sec2:
How Elements Bond
(Pg 578-586)
LEOPARD:
Ch10 Lesson 1
(Pg 352)

Presentation:

Sodium (PeriodicVideos 4:42)


Calcium (PeriodicVideos 8:56)
Hydrogen (PeriodicVideos 7:17)
Oxygen (PeriodicVideos 6:18)
Carbon (PeriodicVideos 10:03
Nitrogen (PeriodicVideos 4:03)

Formative:
Match the element
Common Elements

Lesson Resources:
Chemical Symbols (ppt)
Chemical Symbols (student notes)

7th Grade Science Planning Guide


Chemical formulas are constructed from the symbols of the
elements composing the substances.
In a chemical formula, the numbers as subscripts show how
many of each kind of atom are in the compound.
The subscript is written to the lower right of the element symbol.
If no subscript is written, only one atom of that element is part of
the compound. For example, in H2O, the number 2 is the
subscript for hydrogen and means that there are 2 atoms of
hydrogen in the compound of water; since there is no subscript
for oxygen it is assumed to be one atom of oxygen.

chemical symbols
and formulas of
common substances;
or recall the
components.

(instructional game)

Information Text:
Superman can start worrying: W
e've got the formula for
(almost) kryptonite
Adding some salt to the recipe
for energy storage materials

Inquiry Based:

It is not essential for students to memorize the symbols for the elements (other than
those listed in the chart above) or interpret the chemical formulas for substances not listed
in 7Se.5. Students do not need to know how to assign subscripts to elements or
compounds.
Distinguish
between acids
and bases and
use Indicators:
(including litmus
paper, pH paper,
and
phenolphthalein)
to determine
their relative pH.

It is essential for students to know that substances can be


classified as acids, bases or neutral based on their pH. Acids and
bases are solutions usually with water as the solvent.
pH
The pH scale is a way to measure how acidic or basic a solution
is.
The pH range of a solution is between 0 and 14.
The pH of pure water is 7. Any solution with a pH of 7 is neutral
solution. It is not an acid or a base.
The pH of an acidic solution is less than 7; the lower the number,
the more acidic the solution.
The pH of a basic solution is greater than 7; the higher the
number, the more basic the solution.
Acid
Acids can be identified by their sour taste (for example lemons

(instructional game)

Quick Six - Element Game


Chemistry Study Guide

NOTE: Students should be able to recognize the common names


of the
substances listed in the indicator (table salt, water, simple sugar,
oxygen gas, carbon dioxide, and nitrogen gas) and the names and
symbols for the elements listed in the chart (above). For example,
when students see the formula H2O, they should be able to
recognize that this is water.

7Se.6:

Chemical Formula
Sweetly Balanced Equations
The Chemistry Name Game

One objective of this


indicator is to
distinguish between
acids and bases;
therefore, the primary
focus of assessment
should be to analyze
properties of
solutions determine
whether they are
acids or bases.
However, appropriate
assessments should
also require students
to identify a solution
as acidic or basic

5Es Lesson: Interpreting


Chemical Formulas
LabQuest #15: How Low can
you go?

Web-Based Activities:
goReact (virtual reactions)
Glencoe Alignment:
No Glencoe PRINT Resources

Align to this Indicator


OWL:
Ch10 Lesson 3
(Pgs 352-358)

Presentation:
Acids and Bases: Cabbage
Juice Indicator
pH Scale (video)

Formative:
Chem4Kids: Acids and Bases
Acid and Bases (StudyJams)

7th Grade Science Planning Guide


and oranges contain acids); by their reaction with some metals
such as zinc, and by their reaction with bases to form a neutral
pH solution (for example, vinegar reacting with limestone).
Base
Bases can be identified by their bitter taste (for example,
unsweetened cocoa has a bitter taste); by its slippery feel (for
example, dish detergent) and by its reaction with acids to form a
neutral pH solution (for example, an antacid to soothe an acid
stomach).
Neutral Solution
It is neither an acid nor a base.
For example, pure water is a neutral solution and has a pH of 7.
NOTE: Students should not use a taste test on laboratory
chemicals. Touching an unknown substance to observe if it feels
slippery should not be done on laboratory chemicals as some
strong bases burn the skin when touched.
It is also essential for students to know how to use indicators
(including litmus paper, phenolphthalein, and pH paper) to
determine the relative pH of a solution. Indicators are substances
that can be used to determine whether a solution is acidic, basic,
or neutral.
Litmus paper
Has a special dye on it that changes colors in the presence of an
acid or base.
Blue litmus paper turns red in an acid, and stays blue in a base.
Red litmus paper turns blue in a base, and stays red in an acid.
Both red and blue litmus paper turn violet in a solution that is
neutral (neither an acid nor a base).
NOTE: Students need to know the indicator colors for litmus paper.
Phenolphthalein
Is used to test for the presence of a base.
It is a colorless chemical that turns magenta (bright pink) in a
base, and stays colorless in neutral or acidic solutions.
NOTE: Students need to know the indicator colors (magenta for
base or colorless) for phenolphthalein.

given its properties;


recall the pH range
associated with
acidic, basic,
and neutral solutions;
exemplify substances
that are acids or
bases; classify a
substance as an acid
or base given its pH
or description; or
summarize the
differences between
acids and bases.

Lesson Resources:
Acids, Bases and pH (ppt)
Acids, Bases and pH
(student notes)

Acids & Bases (pdf)


Not So Neutral Views
Color Changes with Acids and
Bases
Acids and Bases Everywhere

Information Text:

Sniffing out shoe bombs: A new


and simple sensor for
Another objective of
explosive chemicals
this indicator is to use Chemists transform acids into
pH indicators to
bases: Research offers vast
determine relative
family of new catalysts for use
pH; therefore, the
in drug discovery,
primary focus of
biotechnology
assessment should
be to apply a
Inquiry Based:
procedure that uses
pH indicators to
5E's pH and Color Change
determine the relative 5E's Neutralizing Acids and
acidic or basic
Bases
properties of different Acid/Base Lab
solutions.
5Es Lesson A Distinguishing
between acids and bases using
However, appropriate
Litmus paper
assessments
5Es Lesson B Distinguishing
should also require
between acids and bases using
students to infer the
indicators
pH of a solution given
Acid-Base Properties of
the results of a
Household Products
particular indicator;
compare solutions to
determine which is
more acidic, more
basic, or neutral
depending on the pH

(Vernier - LabQuest)

Web-Based Activities:
Acid and Bases
pH Indicator Testing

7th Grade Science Planning Guide

7Se.7: Identify
the reactants
and products in
chemical
equations.

pH paper
results; or summarize
the use of indicators
Has a range of colors depending on the pH of the solution.
in determining the pH
The color of the paper is compared to the chart on the vial to
of a solution.
determine the pH.
It is not essential for students to know the specific colors of pH paper at given pH
ranges as indicated on the chart on the vial; how to perform a neutralization of a solution to
form water and salt; or how to use other indicators to determine the pH of a solution (such
as purple/red cabbage juice and pH meters).
The objective of this
It is essential for students to know that when a substance is
indicator is
broken apart or when substances are combined and at least one
to identify reactants
new substance is formed, a chemical reaction has occurred.
and
products in chemical
Chemical equation
equations; therefore,
Used to represent a chemical reaction that has occurred.
the primary focus of
It contains the chemical names or the chemical formulas of the
assessment should
substances that are involved in the reaction.
be to retrieve from
An arrow is used to distinguish between the substances that are
memory information
broken apart or combined from the substances that are formed in
about the location of
the reaction.
reactants and
The arrow can be translated as yields or makes.
products in a
chemical equation.
Reactant
Substances broken apart or combined in a chemical reaction.
However, appropriate
Reactants are located on the left side of the arrow.
assessments should
also require students
Product
to recall the
New substances formed in a chemical reaction.
characteristics of
Products are located on the right side of the arrow.
reactants and
products in a
For example, the following chemical equation shows the formation chemical reaction; or
of water (H2O) from oxygen gas (O2) and hydrogen gas (H2). The
recognize the
reactants are oxygen gas (O2) and hydrogen gas (2H2), located on component parts of a
the left side of the arrow. The product, water (2H2O), is on the right chemical equation
side of the arrow.

pH Panel
Acid and Bases (StudyJams)

Glencoe Alignment:
LB: Ch20-Sec1:
Chemical Formulas and
Equations
(Pgs 598-607)
LB: Ch20-Sec2:
Rates of Chemical Reactions
Pgs 608-614)
LEOPARD:
Ch10 Lesson 4
(Pgs 376-377)

Presentation:

Balancing Chemical
Equations (SMART Notebook lesson)

Formative :
Reactant in Chemistry:
Definition, Examples & Quiz

Lesson Resources:
Chemical Symbols and
Formulas (ppt)
Chemical Symbols and
Formulas
(student notes)

Reactants and Products

Inquiry Based:
NOTE: Coefficients in chemical reactions are addressed in
indicator 7Se.8.

5Es Identifying Components in


a Chemical Equation

7th Grade Science Planning Guide


It is not essential for students to name the various types of chemical reactions that
occur (single displacement, double displacement, decomposition, or synthesis) or
determine the products in a chemical reaction given the reactants.

7Se.8: Explain
how a balanced
chemical
equation
supports the law
of conservation
of matter.

It is essential for students to know that the amount of matter


does not change during a chemical reaction, only that the atoms
are rearranged to form new substances.
The law of conservation of matter states that matter can neither
be created nor destroyed, but can be changed in form.
Because matter is neither created nor destroyed, the total mass
of the material(s) before the reaction is the same as the total
mass of material(s) after the reaction.
A balanced chemical equation has the same number of each kind
of atom on the reactant side as on the product side.
To determine whether a chemical equation is balanced, two
numbers are considered: the subscript (7Se.7) and the
coefficient.
A coefficient is the number that comes before the chemical
formula and indicates the number of particles that participate in
the reaction.
In order to determine whether an equation is balanced, multiply
the number in front of the chemical formula in the equation
(coefficient) by the number written below the symbol for the
element(s) (subscript) in the formula. If no coefficient is written, it
is understood to be one. For instance, for 2H2O there are 4
hydrogen atoms and 2 oxygen atoms.
The number of each kind of atom on the left side of the arrow
must equal the number of each kind of atom on the right side of
the arrow for the equation to be balanced.
For example, in the chemical equation for the reaction of water
(liquid) breaking into hydrogen
(gas) and oxygen (gas) as represented by the balanced chemical
equation:
There are four hydrogen atoms on the reactant side (coefficient
of 2 x subscript 2) and four hydrogen atoms on the product side
(coefficient 2 x subscript 2).

The objective of this


indicator is to explain
how a balanced
equation supports the
law of
conservation of
matter; therefore the
primary focus of
assessment should
be to construct a
cause-and-effect
model of how the
number of atoms of
elements on reactant
side of the equation
must equal the
number of atoms of
elements on the
product side of the
equation.
However, appropriate
assessments should
also require students
to recall the law of
conservation of
matter; recognize
whether or not a
chemical equation is
balanced or not;
identify the coefficient
in a chemical
equation; or
summarize how the
law of conservation
of matter relates to a

Web-Based Activities:
Chemical equation
Reactants, Products and
Leftovers

Glencoe Alignment:
LB: Ch20-Sec1:
Chemical Formulas and
Equations
(Pgs 598-607)
LB: Ch20-Sec2:
Rates of Chemical Reactions
Pgs 608-614)
LEOPARD:
Ch10 Lesson 7
(Pg 377)

Presentation:
Law of Conservation of
Matter (video 3:31)
Conservation of Matter
(video 0:49)

Conservation of Matter or Mass


(video 2:26)

The law of Conservation of


Mass
(TED-Ed 4:46)

Formative:
The Law of Conservations of
Matter (game)
The Law of Conservations of
Matter
(self correcting quiz)

Properties of Matter
(StudyJams)

Lesson Resources:
Law of Conservation of Matter
(ppt)

7th Grade Science Planning Guide

7Se.9:
Compare
physical
properties of
matter (including
melting or boiling
point, density,
and color) to the
chemical
property of
reactivity with a
certain
substance
(including the
ability to burn or
to rust).

balanced equation.
There are two oxygen atoms on the reactant side (coefficient 2 x
(understood) subscript 1) and two oxygen atoms on the product
side ((understood coefficient 1 x subscript 2).
There are the same number of hydrogen atoms (4) and oxygen
atoms (2) on both sides of the equation; therefore, the equation is
said to be balanced.
Since there are the same number of each kind of atom on both
sides of the arrow and atoms represent kinds of matter, the
amount of matter is the same on both sides of the equation,
which supports the law of conservation of matter.
It is not essential for students to know how to determine coefficients to balance
chemical equations. They must only recognize that an equation is balanced. They do not
have to know how to create the chemical formulas for substances. They must only analyze
given formulas for common substances to determine the number of each component part.
Substances with polyatomic ions (for example, (NH4)2CO3 ammonium carbonate) as part
of their chemical formula are not the intent of this indicator.

It is essential for students to know that physical and chemical


properties can be used to identify substances.

Glencoe Alignment:

Melting Point
The temperature at which a solid can change to a liquid.
The temperature at which a pure substance melts is unchanging
under constant conditions.
Therefore, the melting point of a pure substance can be used as
a physical property for identification. Ice melts to form liquid water
at 00C (32oF).

The objective of this


indicator is to
compare physical
properties to
chemical properties
of matter; therefore,
the primary focus of
assessment should
be to determine the
similarities and
differences between
physical and
chemical properties
of matter.

Boiling Point
The temperature at which a liquid boils.
During the process of boiling a substance changes from a liquid
to a gas.
Boiling begins when the liquid starts to form bubbles throughout,
which grow larger, rise to the surface, and burst.
As long as the substance is boiling the temperature of the liquid
remains constant (at the boiling point).

However, appropriate
assessments should
also require students
to classify properties
as being physical or
chemical; exemplify
physical and
chemical properties

Physical properties can be observed and measured without


changing the kind of matter being studied. The following physical
properties can be used to help identify a substance:

Law of Conservation of Matter


(student notes)

AAAS Atlas: Structure of


Matter
Law of Conservation of Matter
Mission Impossible

Inquiry Based:
5Es Identifying a Balanced
Chemical Equation

Web-Based Activities:
The Law of Conservation of
Matter
Properties of Matter
(StudyJams)

LG: Ch18-Sec3:
Properties of Matter
(Pgs 530-535)
LG: Ch19-Sec1:
Physical and Chemical
Properties
(Pgs 546-550)
LB: Ch20-Sec1:
Chemical Formulas and
Equations
(Pgs 598-607)
LB: Ch20-Sec2:
Rates of Chemical Reactions
Pgs 608-614)
LEOPARD:
Ch10 Lesson 2
(Pgs 358-363)

Presentation:
If molecules were people...
(TED-Ed 3:24)

Structure and Property

7th Grade Science Planning Guide


Boiling point is unchanging under constant conditions for a given
substance and therefore can be used as a physical property for
identification of the substance.
The boiling point for pure water at sea level is 100oC or 212oF.
Density
Density is a property that describes the relationship between the
mass of a material and its volume.
Substances that are denser contain more matter in a given
volume.
The density of a substance will stay the same no matter how
large or small the sample of the substance, and therefore, density
can be used as a physical property for identification of the
substance.
For example, lead is a very heavy, dense metal. The density of
lead is much greater than the density of the very light metal,
aluminum.
NOTE: Students do not need to calculate density given the mass
and volume of a substance.
Color
Color can be used to help identify a substance, along with other
properties.
By itself color is not a significant identifier of a substance.
Absence of color is also a physical property.
Chemical properties can also be used to help identify a substance.
Chemical properties can be recognized only when substances
react or do not react chemically with one another, that is, when
they undergo a change in composition. A chemical property of one
substance usually involves its ability to react (combine) or not react
with another specific substance. Two examples of
chemical properties include:
The ability to burn
The ability of a substance to burn is a chemical property that
involves a substance reacting quickly with oxygen to produce
light and heat.
The process is called burning.

used to identify
substances; or
summarize the ways
that physical
properties and
chemical properties
are used to identify
matter.

Changes of Water (PBS 1:05)


Changes in the Properties of
Matter Physical and Chemical
(YouTube 29:53)

Formative:
Physical and Chemical
Properties of Matter
FAP: Sugar Water
FAP: Matter
FAP: Ice Cubes in a Bag
FAP: It Is Melting
Physical & Chemical Changes
in Matter and Bases (StudyJams)

Lesson Resources:
Chemical & Physical Properties
(ppt)

Chemical & Physical Properties


(student notes)

Physical and Chemical


Properties of Matter
Physical Properties of Matter

Information Text:
Sugar doesn't melt -- it decomp
oses, scientists demonstrate

Inquiry Based:
5Es Lesson A: Physical
Property - Melting Point
5Es Lesson B: Physical
Property - Boiling Point
5Es Lesson C: Physical
Property - Density
5Es Lesson D: Physical
Property - Ability to Burn
5Es Lesson E: Physical
Properties - Ability to Rust
5E's Molecules Matter
5E's Changing StateMelting

7th Grade Science Planning Guide


The ability to rust
The ability of a substance to rust is a chemical property that
involves a substance reacting slowly with oxygen.
The process is called rusting.

5E's What is density?


5E's Changing the density of
an objectChanging shape
5E's Look-alike Liquids
5E's Developing Tests to
Distinguish Between SimilarLooking Liquids
5E's Using Color to See How
Liquids Combine
LabQuest #13: Boiling Water
LabQuest #14: Freezing Water

Web-Based Activities:
It is not essential for students to calculate the density of a substance if given its mass
and volume.

7Se.10:
Compare
physical
changes
(including
changes in size,
shape, and
state) to
chemical
changes that are
the result of
chemical
reactions
(including
changes in color
or temperature
and formation of
a precipitate or
gas).

It is essential for students to know that physical and chemical


changes affect substances in different ways.
Physical changes do not change the composition of a substance,
only the physical properties.
Evidences of a physical change include:
Change in state of matter
When a substance changes from one state of matter to another
(for example, changing from solid to liquid, from liquid to solid, or
from liquid to gas), the composition of the substance remains the
same.
Examples of change in state might include: melting of ice cream,
hardening of melted wax, or evaporating of water from wet
clothes.
When a substance changes directly from a gas to a solid (the
forming of frost from water vapor) or from a solid to a gas (dry
ice, solid air fresheners) that change of state is called
sublimation. This is still a physical change because the
composition of the substance remains the same.
Change in size or shape
When a substance changes in size or shape (for example,
cutting, tearing, dissolving, stretching, or wrinkling), its

The objective of this


indicator is to
compare physical
changes to chemical
changes; therefore,
the primary focus of
assessment should
be to determine how
physical and
chemical changes
are alike and
different.
However, appropriate
assessments should
also require students
to identify a given
change as physical
or chemical;
exemplify physical
and chemical
changes; infer
whether a physical or
chemical change has

NOVA: States of Matter


Physical & Chemical Changes
in Matter and Bases (StudyJams)

Glencoe Alignment:
LG: Ch18-Sec3:
Properties of Matter
(Pgs 530-535)
LG: Ch19-Sec 1:
Physical and Chemical
Properties
(Pgs 546-550)
LG: Ch19-Sec2:
Physical and Chemical
Changes
(Pgs 552-561)
LB: Ch20-Sec1:
Chemical Formulas and
Equations
(Pgs 598-607)
LB: Ch20-Sec2:
Rates of Chemical Reactions
Pgs 608-614)
LEOPARD:
Ch10 Lesson 3
(Pgs 366-370)
LEOPARD:

7th Grade Science Planning Guide


composition remains the same.
Examples of change in size or shape might include: shredding
paper, dissolving sugar in water, stretching a rubber band,
wadding up a piece of paper, or denting a piece of metal.
Chemical changes result in the formation of one or more new
substances with new chemical and physical properties.
Evidences that a chemical change may have occurred include:
Color change
When a substance changes color, the chemical composition of
the substance may have changed (for example, iron turns to a
reddish-brown when it rusts, clothes change color when bleach is
added, apples turn brown when they react with oxygen in the air,
or marshmallows turn black when burned).
It is possible to have a color change without a chemical change
(for example, adding food coloring to water).
Temperature change
When a substance is combined with another substance, there
may be an increase or decrease in temperature (for example,
when wood burns to ash and gases, the temperature increases.
It is possible to have a temperature change without a chemical
change (for example, warming of the water in a pond).
Formation of a precipitate
When two solutions are combined, they may form a solid
substance. This solid substance is called a precipitate and
indicates that a chemical change has occurred.
For example when carbon dioxide is combined with aqueous
calcium hydroxide (limewater), solid calcium carbonate (chalk) is
formed as the precipitate.
The precipitate may be in the form of very small particles,
appearing as cloudiness in the solution or as a solid which settles
to the bottom of the container.
Formation of a gas
When solid or liquid substances are combined, they may form
gas bubbles.
The formation of the gas may indicate that a chemical reaction
has taken place. For example when vinegar is added to baking

occurred based on
the conditions given;
classify changes as
chemical or p

Ch10 Lesson 4
(Pgs 375-377)

Presentation:
States of Matter

Formative:
FAP: Lemonade
FAP: Salt Crystals
Physical & Chemical Changes
in Matter and Bases (StudyJams)

Lesson Resources:
Chemical & Physical Changes
(ppt)

Chemical & Physical Properties


(student notes)

Chemical - Physical Change


Cookie Mystery Teacher
Directions (pdf)
Cookie Mystery (pdf)
Valentine's Day Cookie Mystery
(pdf)
Changing States of Matter

Information Text:
The 500 phases of matter: New
system successfully classifies
symmetry-protected phases
Transitions between states of
matter: Its more complicated,
scientists find
Science is putting the squeeze
on hydrogen
Changing States - Its
Complicated

Inquiry Based:
5E's From Gas to Liquid to
Solid
LabQuest #16: A Good Cold

7th Grade Science Planning Guide


soda, it forms carbon dioxide bubbles.
It is possible to form gas without a chemical change (for example,
when water is heated to boiling).

Pack
LabQuest #24: Yeast Beasts
5E's Formation of a Precipitate
5Es Lesson A: Physical
Change In State
5Es Lesson B: Physical
Change in Size of Shape
5Es Lesson C: Chemical
Change in Color
5Es Lesson D: Chemical
Change - Temperature Change
5Es Lesson E: Chemical
Change Formation of a
Precipitate
5Es Lesson F: Chemical
Change Formation of a Gas
5Es Lesson G: Comparing
Physical and Chemical Change

Web-Based Activities:
Matter and Its Changes
(webquest)

It is not essential for students to identify a reaction as exothermic or endothermic.

States of Matter
Solve CSI cases
Matter Sorter
Physical & Chemical Changes
in Matter and Bases (StudyJams)

7Se: The student will demonstrate an understanding of the classifications and properties of matter and the changes that
matter undergoes. (Physical Science)
Project Based Learning in Support of 7Se:

A) How to Make an Element Advertisement (ppt)


B) Sell and Element Information Sheet
C) Web resources to support Sell an Element Project

Assessment Resources:
EXAM VIEW 7th Grade Chemical Change Module (pdf)
EXAM VIEW 7th Grade Chemical Change Module (.tst file)
Standard 7Se EXAM VIEW Test Bank (editable)
Standards-Based Tracking Guide 7th Grade Chemical Change Module

DOWNLOADING THE EXAMVIEW FILE:


(you can alter the test or give the test over your local LAN)
Schoology: Science Explorations

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