TE802:GuidedLeadTeachUnitPlanandReport

Name:GregSpahlinger
School:UniversityHighSchoolAcademy
MentorTeacher:SandyBergh

SubjectTaught:Chemistry
GradeLevel:10th
DatesofTeaching:10/3/1610/14/16

PartI:InformationabouttheLessonSequenceandUnit
Topic Physical Properties of Matter

This unit will consist of several inquiry lab activities in order to assist students in
building models about the atomic scale of matter. The students will do labs on
Overview conservation of matter, as well as some labs where chemical changes occur.
Students will aquire an understanding of density and the law of conservation of
matter, as well as some bedrock scientific concepts and practices like rounding,
significant digits in measurement, and representing data using graphical methods.

PartII:ClarifyingYourGoals
A. BigIdeas
Massisanessentialpropertyofaparticularsystem,andisdependentonhowmuchmatteris
inasystem.Matteritselfisnotcreatedordestroyed;processesmayphysicallydividematter,
chemicallychangeit,orchangeitsmacroscopicdimensions,butallthematterthatexistedat
thebeginningoftheprocesswillexistattheend.Densityreferstotheamountofmassina
unitvolumeofasubstance.Substanceswillhaveacharacteristicdensity,butnota
characteristicmass,soitisaccuratetosaythatsolidleadismoredensethanliquidwater,but
itwouldbesubtlywrongtosaythatleadisheavierthanwater.Thisisbecauseweight
dependsonthesizeofasampleratherthanitscomposition.Thedensityofasubstancewill
changeasitundergoesphasechanges,e.g.liquidwaterismoredensethanice.
ThesebigideasareinlinewiththefollowingNGSSstandards:HS-PS1-7 Use mathematical
representations to support the claim that atoms, and therefore mass, are conserved during a
chemical reaction, and MS-PS1-1 Develop models to describe the atomic composition of
simple molecules and extended structures.

B. ScientificPractices

Takemeasurementsandrecorddata

Representdatagraphically,usingahistogram

Constructaquantitativemodelbasedondata

Thesescientificpracticesarethebasisneededforconstructingaquantitativemodelofthe
lawofconservationofmass.Studentswillneedtoperformchemicalprocessesandgetdata
aboutthemassesofthesystemstheyworkwithpriorto,andafterachangehasoccurred.The
datathenneedtoberepresentedinawaythatenablesittobeunderstandable.Finallythe
studentswillneedtointerpretthedataandpullthelawofconservationofmassfromit.
C. StudentLearning

Performance
Expectation(s)

HS-PS1-7 Students who demonstrate understanding can use

mathematical representations to support the claim that atoms, and
therefore mass, are conserved during a chemical reaction.

MS-PS1-1 Students who demonstrate understanding can develop

models to describe the atomic composition of simple molecules and
extended structures.
Lesson/Lesson 1) Students will be able to plot data in a histogram or line graph.
Sequence
Objective(s) 2) Students will be able to look at a line graph and explain the physical
significance of the slope and y intercept of the graph.
3) Students will be able to translate the equation of a line into a for
every statement about the relationship between the variables.
Example: for every 1 mL of water there is additional gram of mass.
Objectives 1 2 and 3 are meant to build the abilities of students to
manipulate data and extract scientific meaning from them. These skills
are necessary for developing quantitative models.
4) Be able to convert from regular notation to scientific notation.
5) Students will learn how to develop models of macroscopic change
using particle models
6) Students will be able to explain the law of conservation of mass in
terms of particles
The models referenced in 5) and 6) are in support of teaching the law of
conservation of mass, which is referenced directly in HS-PS1-7

7) Students will be able to predict which solids will be most dense

based the mass of the particles that compose them and how closely
those particles pack.
8) Students will be able to use a balance to accurately mass different
objects.

PartIII:ExampleofanActivitySequence
A. StorylineforActivitySequence
Note:Theactivitysequenceisgiveninlessons1through4.Theremaininglessonsare
contexttheyshowtheoverallscopeoftheunit.

Stage

Storyline

Theinitialunitischemicalsafetyandchemistrybasics.Thisunitcovers
Previous
thebasicpracticesoneneedstouseinalab,aswellassomefoundational
Lessons
scientificprinciplesandpractices.Thisincludesinstructiononsignificant
(priortounit) figures,experimentaldesign(howtomakeandrecordobservations,and
howtouseobservationstoformandtestahypothesis)anduseofbasic
instrumentsandmeasuringdevices.

Lesson1

Lab:MassandChangepart1:Labstartswithaclassdiscussionaboutthe
factthatwaterexpandswhenitfreezes,referencingthefactthatcontainers
ofwaterburstwhenleftinafreezer.Studentsareaskedtospeculateabout
whattheythoughtwashappeningtothemassduringthatprocess.Students
arethenaskedtotesttheirpredictions,andgivenice,vialsandbalancesin
ordertodoso.Thelikelyoutcomeisaverysimilarmassbeforeandafter
meltingtakesplace.Classdiscussiononthemassoftheicebeforeand
after,andthecalculationsstudentsdid.Homeworkistoproposeaparticle
basedmodelofwaterwhenfrozenandwhenliquid.
Timeframe:1Day

Lesson2
Lab:MassandChangepart2:Studentsaregivenballsofsteelwooland
askedtopredictwhetherthemassoftheballwillchangeiftheunwindthe
balltoroughlytwiceitsvolume.Studentsarethengivenbalancesand
askedtotesttheirprediction.Studentsdeterminehowmuchtheirsteel
woolchangedwhentheyunfurleditandrecordthenumber.Theclasss

dataismodeledinahistogram.Theclassdataisdiscussedinaclass
discussion.Theexpectedoutcomeisaslightsystematicerrorforlossof
massduetopiecesofwoolbreakingoff.Thiswilllikelyberesolved
throughpointedquestionsduringdiscussion.

Lesson3

Lesson4

Lesson5

Timeframe:1day
Lab:MassandChangepart3:Thisportionofthemassandchangelabis
goingtoinvolvethesimultaneousexecutionofseverallabsbystudents.
TheseincludeMassofaprecipitate,Massofburningsteelwool,Massof
dissolvedsugar,andMassofdissolvedAlkaseltzer.Eachoftheselabsis
goingtorequireapredictionabouttheoutcomeofanexperiment,andthe
executionofanexperimentwhichteststheprediction.Theselabsare
beingplannedforthesamedayinordertosavetime,sothatwecanget
throughmorematerialthisyear.Theselabswillrequiredifferentskill
levelstoexecute,andthusassignmentswillbemadebasedongroup
performanceinpreviouslabs.Theprecipitateandburningsteelwoollabs
willbeawardedtothegroupswhoareshowingthebestlabtechnique.
Twogroupswilldotheburningsteelwoollab,becausetheresultsare
generallysurprising,anditwouldbebesttohavethemrepeatedto
counteractincredulityandsuspicionsoferror.Theremaininglabswillbe
carriedoutbytherestofthestudents,andmayberepeatedbymultiple
groups,dependingonhowmanystudentsthereareinasection.Thislab
willbedebriefedwithasingle,longwhiteboardingsessionwhichmay
take12classperiods.
Timeframe:2days
Worksheet1:Thisisasimpledataanalysisworksheet.Itrequiresstudents
tothinkaboutwhattheyjustwitnessedineachofthelabsthattheydidand
constructparticlemodelstodescribewhattheyjustsawhappenin
previouslabs.Becausenotallstudentswilldoallthelabs,wewillprovide
studentswithasummaryofthebehaviorwitnessedbyeachofthegroups
duringMassandChangepart3.Thefinalquestiononthesheetasksfor
studentstostatethelawofconservationofmass.
Timeframe:1day
Unitsofvolumeactivity:Studentswillusegraduatedcylinderstomeasure
thevolumeofseveralwatersamplesinmL.Theywillthentransferthe
samplestorectangularcontainers,measuretheheight,andcalculatethe
volumeincm3.Studentswillplotthedataongraphsanddrawlinesofbest
fitforwhichtheyderivelinearequations.Attheendofthelabstudents
whiteboardtheirgraphsandwediscusswhattheymean.Theslopesshould
benearlyone,indicatingthatmLandcm3aretheequivalent.

Timeframe:1day

Lesson6

Lesson7

Lesson8

Lab:MassandVolume:Studentsusebalancesandgraduatedcylindersto
findthedensityofsomecylindersmadeofeitherironoraluminum.
Studentsareaskedtocomeupwiththeirownprocedureforthislab.Once
thedataaretakenthestudentswillplotthemintheirlabbooksand
whiteboardthemforclassdiscussion.Thepointoftheclassdiscussion
withbetohelpthemcometoanunderstandingofthephysicalmeaningof
theslopeoftheirgraphs(density).
Timeframe:1day
Worksheet3:Thisexerciseasksstudentstorelatedensitymassand
volumeusingaparticlemodelofmatter,andgraphicallyrepresenteddata.
Timeframe:1day
Worksheet4:Thisexercisecontainsproblemsthataskthestudentstouse
theconceptsofdensityanduncertainty,andtointerpretdata.Thisisto
helpthemsolidifytheconceptsthathavebeenlearnedinlessons5and6,
inpreparationforaquiz.
Timeframe:1day
Quiz(firstpartoftheperiod):Assessmentofstudentsunderstandingof
densityandabilitytointerpretdata.

Lesson9

Lesson10

Densityofagaslab(startedthesamedayasthequiz,finishedthenext
day):Thealkaselzerreactionfromlesson3isrerun,butanapparatusis
usedtocollectthegas.Studentsfindthemassofthegas,bycomparingthe
massoftheirsystembeforeandafterthegashasbeenreleased.Students
willneedtofigureoutontheirownhowtofindthevolumeofthegas
collectedinthejaroftheapparatus.Thefirstdayofthislabwillprobably
bereservedforstudentstofigureouttheirproceduresforthislab,andthe
seconddaywillbeforexecutingthelab
Timeframe:2days
Thicknessofathinlayer:Studentsaregivenasquareofaluminumfoil,a
balance,andaruler,andareaskedtofigureouthowtofindthethickness
ofthealuminumfoil.Theyneedtocomeupwiththemethodontheirown,
duringprelabdiscussionintheirgroups.Afterthelabisfinishedask
studentstoestimatethenumberoflayersofatomsinthefoil.Theanatom
cantbethickerthanthefoil,sotheynowhaveanupperlimitonhow
thickanatomcanbe.
Timeframe:1day

Lesson11
Upcoming
lessons

Summativeassessment
Nextunitfocusesonenergy,andthewayiteffectsmatter.Thisincludes
phasechangesandtherelationshipbetweenP,V,andTingasses.

B. ActivitySequence
Focus Students will be able to explain the law of conservation of mass in terms of
Objective particles

1. PEOE Inquiry Cycle

PEOE Mass and change lab
Stage
Predict
Explain

Observe

Explain

Teaching Activities
Students predict whether mass will increase decrease or stay the same for a
Number of processes. These include restructuring of steel wool, ice melting,
formation of a precipitate, dissolution of alka-seltzer, dissolution of sugar.
Explanation segment occurs in the class discussion where initial predictions
are made. Additional predictions are made at the beginning of the individual
procedures entailed by part 3 of the mass and change lab.
Students test their predictions in each of the parts. Observations and
measurements are recorded. We will have them generating histograms for
their data when there is enough data (definitely part 1 and 2, but probably
not 3) so that they can see the range of answers the class generated.
The first part of this will be a class discussion about what happened and
what the outcomes were. This discussion has to help the students
understand what happened in each of the processes, and where the matter
went or didnt go in each process. A worksheet will be provided for students
to draft models using particles (atoms and molecules basically) to model
what happened (Lesson 4) the students will be given a worksheet to
structure their models, and will be given guidance.