Thursday, April 25, 2013

Test - Friday, May 3

There will be a test coming up soon in science on Friday, May 3:

Do you know your vocabulary? (Quizlet flashcards just added)
How is your understanding of Unit Goals?  Be sure to get these goals in on time to get feedback.

Find the due date schedule for unit goals below:

Weds, April 24 - Unit Goals 1 & 2
Thurs, April 25 - Unit Goals 3 & 4
Tues, April 30 - Unit Goals 5 & 6
Thurs, May 2 - Unit Goals 7 & 8

Tuesday, April 16, 2013

Lesson 5 - How can we tell that a change is chemical and not physical?

Lesson goal:  

You should be able to list the clues that scientists use to know if a chemical change takes place or if the change is just a physical change.

Materials needed

Signs of Physical and Chemical Change notes sheet, pencil

Lesson Steps:


  1. Explore headings on pages 81-84 in textbook, hard copies of this book are available in class.
  2. Watch videos in this slideshow, use the box on each slide and pick the clues that match the reaction.  Answers to each reaction is found later in the slideshow.
  3. Using book, fill out Signs of Physical and Chemical Change notes organizer
  4. Share ideas with class


Measuring your learning:  

You will know you are understanding if you can think of at least two ways that show that a chemical change took place.  You will also show you understand this by investigating this for your chemical reaction.  Evidence of a chemical reaction will go on your final project.  
No homework, unless you still haven’t found your chemical formula for your project

Sunday, April 14, 2013

Lesson 4 - What are the reactants & products in our chemical reactions?

Lesson goal: 

As a group you should be able to find the chemical formula for the reactants and products for each person your group.  Please understand that some reactions are much harder to find/understand than others, do your best, and email Mr. Scanga with questions.

Materials needed

Chemical Reaction Slide Spreadsheet, 1 laptop per group (5 groups)

Lesson steps:


  1. Didn’t watch last class?  Watch this BrainPop Chemical Equations un: aisbudapest pw: brainpop
  2. Get into groups (Find groups color coded on spreadsheet)  6.1   6.2   6.3   6.4   
  3. Look at each person in group’s work from last night
  4. Together, search for formulas that include both the reactants and products for each group member (Ex: 2Na+Cl2 ⇢ 2 NaCl)
  5. One person email Mr. Scanga questions from group make sure to cc: your group members in this email, see example of what I mean


Measuring your learning:  

Your learning here may not be your own reaction, but you should be able to see that all reactions have things in common.  You can measure your learning by being able to explain some of the things that all reactions have in common.
No homework, unless your group was not able to figure out your chemical formula in class

Wednesday, April 10, 2013

Lesson 3 - What are examples of chemical & physical change?

Lesson goal
Share ideas about chemical and physical changes with each other to:
a.) deepen understanding of a chemical/physical change
b.) create a list of chemical changes to use on your Chemical Reaction Project
Materials needed

  1. Look at examples from the night before and discuss using comments:       
    6.1   6.2   6.3   6.4   
  2. Finish filling in Chemical/Physical notes organizer
  3. Check organizer as a class
  4. Extra time? Watch this BrainPop Chemical Equations un: aisbudapest pw: brainpop

Measuring your learning

You should be able to explain the difference between a chemical and physical change in your own words with examples.
Homework: 2 parts
Part 1: Pick a chemical reaction to research.  Each student in class must pick a different chemical reaction.  
Part 2: Look on internet for the products and reactants.  If you can’t find them after 10-15 minutes, wait for class tomorrow.
You must choose a CHEMICAL reaction not a physical change.

Chemical Reaction Project

Chemical Reaction Project
Project Guidelines
Slideshows (only able to edit own class project)
 |  6.1  |  6.2  |  6.3  |  6.4  |

Tuesday, April 9, 2013

Lesson 2 - How are chemical and physical changes different? (1 period, 10-15 minutes of homework)

Lesson goal

You should be able to tell the main differences between a chemical change and a physical change, then to show you understand give examples of both chemical and physical changes.

Materials needed

Chemical/physical change notes organizer, textbook, pencil

Lesson steps:

  1. Watch Jing - Review from yesterday
  2. Watch this BrainPop un: aisbudapest pw: brainpop
  3. Explore headings on pages 78-84 in text
  4. This website also explains this well
  5. Begin to fill out this organizer (not homework - leave unfinished for tomorrow’s class)
  6. View The Google Doc “Chemical Reaction Slide Spreadsheet” for your class: 6.1   6.2   6.3   6.4   


    Measuring your learning

    At this point you should begin to be able to tell the difference between a chemical and physical change.  You will show this by finding an example of each for homework.
    Homework: Find one example of a chemical change and one example of a physical change.  Place examples next to your name on the spreadsheet. Do your best to find a different from the others in your class.


    Monday, April 8, 2013

    Chemical Reaction Project Info

    Chemical Reaction Project Guidelines

    Project is due Tuesday, April 23. 

    If parts of the project are confusing, don't worry, we will go over each required part during class.  You will also get at least 2x40 minute classes to work.

    Remember, you must do a different chemical reaction than another person in your 20 person class.

    Sunday, April 7, 2013

    Lesson 1 - What is a chemical reaction? (2 class periods, no homework)

    Lesson goal

    You should be able to explain in your own words what happens to atoms and molecules in a chemical reaction.

    Materials needed

    matches (teacher), candle, jar, What is a Chemical Reaction? Packet, scissors, markers, glue stick, pencil, red crayon/pencil/marker

    Lesson steps

    1. Watch this Jing - Introduction
    2. Teacher will light a candle; observe
    3. Teacher will put a jar on candle; observe & explain what happens - Fill out packet 1-3
    4. Watch this Jing - Candle Reaction Packet - 4
    5. Watch this Jing - Activity Intro & Instructions
    6. Color, cut, and show products (right side)
    7. Move molecules to reactants (left side) 
    8. Recreate products on right side again 
    9. Make sure to answer all questions in packet
    10. Extra time in class?   Share and revise your summary & watch Jing - Review

    Measuring your own learning

    At this point you should begin to be able to explain that for a chemical reaction to take place, the bonds between atoms in the reactants are broken, the atoms rearrange, and new bonds between the atoms are formed to make the products.  

    Did you see a conservation of matter in this chemical reaction?  If so, you should be able to explain that just like state change, in a chemical reaction, no atoms are created or destroyed -- things just change place.
    Homework: None, unless packet is not finished by the end of the second 40 minute class