Englewood Public School District

Science
Grade 8

Unit 1: Structure and Properties of Matter

Overview: Students build understandings of what occurs at the atomic and molecular scale. Students apply their understanding that pure substances
have characteristic properties and are made from a single type of atom or molecule. They also provide a molecular level accounts to explain states of
matter and changes between states. The crosscutting concepts of cause and effect, scale, proportion and quantity, structure and function,
interdependence of science, engineering, and technology, and the influence of science, engineering and technology on society and the natural world
provide a framework for understanding the disciplinary core ideas. Students demonstrate grade appropriate proficiency in developing and using
models, and obtaining, evaluating, and communicating information. Students are also expected to use the scientific and engineering practices to
demonstrate understanding of the core ideas.

Time Frame: 15 to 20 Days

Enduring Understandings:
• Substances are made from different types of atoms that can combine in various ways.
• Each pure substance has characteristic physical and chemical properties that can be used to identify it.

Essential Questions:
• How is it that everything is made of stardust?
• What is the universe made of?
• Is it possible to tell if two substances mixed or if they reacted with each other?

Standards Topics and Objectives Activities Materials/Resources Assessments

(MS-PS1-1) Topics Students will complete the Text: Formative Assessments
Develop models to describe text activities: Prentice Hall Science Journals
the atomic composition of Describing Matter 1. Discover Activity (p6) Explorer: Chemical Building
simple molecules and What is a Mixture? Blocks Learning/Response Logs
extended structures. Changes in Matter 2. Interpreting Data
Discussions
Activity (p8) Materials:
Twenty-First Century Melting/Boiling point For Discover Activity (p6)
Themes and Skills include: 3. Discover Activity (p22) What is a Mixture? Summative Assessments
Unit quizzes and test
• The Four C’s Is a New Substance • Small objects: checkers,
• Life and Career Skills Formed? marbles papers clips of
Student will use models to
• Information and Media different sizes and colors
differentiate between different
(MS-PS1-2) literacy Students will explore the For Discover Activity (p22) Is types of matter in the Lab:
Analyze and interpret data interactive tutorial a New Substance Formed?) Identifying Elements,
on the properties of Objectives Particulate Nature of • Chalk Compounds, and Mixtures.
substances before and after Matter. • Sheet of paper Projects, Drawings, Charts,
the substances interact to Students will: (CRP4, 8.2.8.A.2, • Metal spoon Graphs, Journals
determine if a chemical 6.1.8.C.4b) • Vinegar
reaction has occurred. Develop a model of a • Dropper Students will provide evidence
simple molecule and Students will complete the that a physical or chemical
describe its atomic Lab: Identifying Elements, Websites: change has occurred during the
composition. Compounds, and Mixtures. Particulate Nature of Matter. Physical and Chemical Change
(RST.6-8.1) Station Lab.
Cite specific textual Analyze and interpret data Students will watch a Videos: Observation, Simulations
evidence to support to determine similarities demonstration of chemical • Chemical Change Song
analysis of science and and differences from changes and complete the Students will develop a model of
• Elephant Toothpaste 1
technical texts. results of chemical Chemical Change Un- a simple molecule.
• Elephant Toothpaste 2
reactions between Notes page to introduce the Project, Drawing, Response
substances before and after concept of chemical Log/Journal
Enrichment Lesson Plans:
(RST.6-8.4) they undergo a chemical change and discuss with
See Molecular Models and
Determine the meaning of process. peers. Benchmark Assessments
Physical or Chemical Change?
symbols, key terms, and (MS-PS1-2, 8.EE.A.3, Exact Path
Virtual lab
other domain-specific CRP8, 9.2.8.B.3)
words and phrases as they Common Formative Assessment
are used in a specific Students will the complete
Additional Resources:
scientific or technical the Chemical vs. Physical Alternative Assessments
http://www.learningscience.or
context relevant to grades Group Challenge. Student understanding will be
g/psc3bstrucpropmatter.htm
6-8 texts and topics. (MS-PS1-1, MP.4) gauged based on responses to
Chemical vs. Physical Group
http://www.thesciencezone.or
Students will complete the Challenge.
g/uploads/1/0/7/2/10722737/st
Physical and Chemical Peer Assessment
ructure_of_matter_reading_4t
Change Station Lab.
h.pdf
(CRP4, 8.2.8.A.2) Student will analyze and interpret
data to determine similarities and
Book:
Students will view the differences from results of
The Structure And Properties
Chemical Change Song, chemical reactions between
Of Matter, by Herman T.
Elephant Toothpaste 1, substances before and after they
Briscoe
Elephant Toothpaste 2 undergo a chemical process.
videos. Graphic Organizers, Rubric
 Enrichment Activity:
Students will complete the
virtual labs Molecular
Models and Physical or
Chemical Change?
(WHST.6-8.8)

Accommodations and Modifications:

Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all
instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning.
The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered.

ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA –
https://wida.wisc.edu/teach/can-do/descriptors
This particular unit has limited language barriers due to the physical nature of the curriculum.

Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be
Reviewed to determine support. This may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL,
time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in
reaching the standards.

Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity
In planning and carrying out investigations and analyzing and interpreting data.

English Language Learners Special Education At-Risk Gifted and Talented

● Structure lessons around ● Utilize modifications & ● Structure lessons around ● Inquiry-based instruction
questions that are accommodations delineated in the questions that are authentic, ● Independent study
authentic, relate to student’s IEP relate to students’ interests,
● Higher order thinking skills
students’ interests, social/family background
● Work with paraprofessional ● Adjusting the pace of
social/family background and knowledge of their
and knowledge of their ● Use multi-sensory teaching community. lessons
community. approaches. ● Using visual demonstrations, ● Interest based content
● Speak and display ● Work with a partner illustrations, and models ● Real world scenarios
terminology ● Provide concrete examples ● Give directions/instructions ● Student Driven Instruction
● Teacher modeling ● Restructure lesson using UDL verbally and in simple ● Engage students with a
 ● Peer modeling principals written format. Oral prompts variety of Science and
● Provide ELL students (http://www.cast.org/our- can be given. Engineering practices to
with multiple literacy work/about- ● Peer Support provide students with
udl.html#.VXmoXcfD_UA). ● Increase one on one time multiple
strategies.
● Provide students with multiple ● Teachers may modify entry points and multiple
● Word walls choices for how they can instructions by modeling ways to
● Use peer readers represent their understandings what the student is expected demonstrate their
● Give page numbers to (e.g. multisensory techniques- to do understand
help the students find auditory/visual aids; pictures, ● Instructions may be printed -ings.
answers illustrations, graphs, charts, data out in large print and hung ● Use project-based science
● Provide a computer for tables, multimedia, modeling). up for the student to see learning to connect science
during the time of the lesson. with observable
written work
● Review behavior phenomena.
● Provide two sets of expectations and make ● Structure the learning
textbooks, one for home adjustments for personal around
and one for school space or other behaviors as explaining or solving a
● Provide visual aides needed. social or
● Provide additional time to ● Provide opportunities for community-based issue.
complete a task students to connect with ● Collaborate with after-
people of similar school programs or
● Use graphic organizers
backgrounds (e.g. clubs to extend
conversations via digital tool learning opportunities.
such as SKYPE, experts
from the community helping
with a project, journal
articles, and biographies).

Interdisciplinary Connections:

ELA-NJSLS/ELA:
WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation. (MS-PS1-3)
Mathematics:
8.EE.A.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small
quantities, and to express how many times as much one is than the other. (MS-PS1-1)
Career Ready Practices:
CRP4: Communicate clearly and effectively and with reason.
CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.

Integration of Technology Standards NJSLS 8:

8.2.8.A.2: Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

Integration of 21st Century Standards NJSLS 9:

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular
activities for use in a career.
Social Studies:
6.1.8.C.4.b: Explain how major technological developments revolutionized land and water transportation, as well as the economy, in
New Jersey and the nation.

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.A: Structure and Properties of Matter Scale, Proportion, and Quantity
• Develop a model to predict and/or describe • Substances are made from different types of • Time, space, and energy phenomena can be
phenomena. (MS-PS1-1) atoms, which combine with one another in observed at various scales using models to
various ways. Atoms form molecules that range study systems that are too large or too small.
Analyzing and Interpreting Data
in size from two to thousands of atoms. (MS- (MS-PS1-1)
• Analyze and interpret data to determine PS1-1) Patterns
similarities and differences in findings. (MS-
• Solids may be formed from molecules, or they
PS1-2) • Macroscopic patterns are related to the nature
may be extended structures with repeating of microscopic and atomic-level structure.
subunits (e.g., crystals). (MS-PS1-1) (MS-PS1-2)
• Each pure substance has characteristic physical - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- -
and chemical properties (for any bulk quantity
under given conditions) that can be used to
identify it. (MS-PS1-2) Connections to Nature of Science
PS1.B: Chemical Reactions Scientific Knowledge is Based on Empirical
Evidence
• Substances react chemically in characteristic
ways. In a chemical process, the atoms that • Science knowledge is based upon logical and
make up the original substances are regrouped conceptual connections between evidence
into different molecules, and these new and explanations. (MS-PS1-2)
substances have different properties from those
of the reactants. (MS-PS1-2)