Matter CBL

Agenda 12/13 & 12/14

Warm Up

New Learning Target

Teachers?

Let’s Get Started

Warm Up

• Place the following metals in order from most stable to least stable:

Potassium (K), Tin (Sn), Copper (Cu)

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• An element that is not flexible and not a good conductor would most likely be classified as metal, metalloids, or nonmetal?

New Learning Target

Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.

What would happen in a world without teachers?

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How are you teachers in your daily lives?

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Challenge: Create a presentation that will show our sixth graders how fun and exciting chemistry can be!

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Materials

On Google Classroom (GC) you will find a post titled Matter CBL Materials. You will find the following documents posted:

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• CBL Instructions and Rubric
• Daily Check In

Matter Stations

Use the Matter Stations lab on GC to rotate through the stations around the room and record your observations.

Asking questions?

What questions do you have?

Take the next 3 minutes to write down 3 questions you have about any of the following topics: (Hint: What would you like to know about any of the stations you visited?)

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• Chemical vs Physical Properties/Changes
• Chemical Reactions

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Agenda 12/15

Warm Up

INB Setup

Chemical vs Physical

Group Questions

Warm Up

Discuss with your elbow partner:

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How do physical and chemical changes differ?

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How do mixtures differ from compounds?

INB Setup

GQ: How can we differentiate between chemical and physical changes?

Turn to page 40 in your notebook. Title it “Practicing the Properties”

Turn to page 41 in your notebook. Title it “Chemical vs

Physical.”

Agenda 12/19 & 12/20

Warm Up

INB Set-up

Video

Balancing Chemical Equations

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Identify the following as chemical or physical changes:

Shredding Paper

Baking a Cake

Cracking an Egg

INB Set-up

Turn to page 42 and label it “Balancing Act.”

Turn to page 43 and label it “Chemical Equations.”

GQ: How does the Law of Conservation of Mass affect chemical equations?”

Chemical Equations

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Copy all underlined words!

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Agenda 1/2

Warm Up

Review

Lesson Planning

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On your blank piece of paper write down every term you think of when you hear the word chemistry.

Switch papers with the person beside you and then try drawing arrows to connect terms that are related to each other.

Switch back. Is this similar to your connections?

Brain Dump

Happy New Year! Time to review what we learned in 2017:)

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You will have 1-2 minutes to discuss each of the following questions at your table:

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Use the chart paper to write 1 concise response to each question for the entire table.

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Review

1. How can we differentiate between elements, compounds, and mixtures?
2. How are elements arranged on the Periodic Table?
3. What properties are used to classify the 3 types of elements found on the PT?
4. How does the Law of Conservation of Mass relate to balancing chemical equations?

Agenda 1/3 &1/4

• Warm Up
• Balancing Act
• Lesson Planning

Warm Up

What would be the quickest way to dissolve 10 grams of sugar?

• Granulated sugar in cold tea
• Granulated sugar in hot tea
• A sugar cube in cold tea
• A sugar cube in hot tea

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A physical property of metals is they are ductile. This means metals

• Are shiny
• Can be made into wire
• Conduct electricity
• Can be made into thin sheets

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Warm Up

If you describe methane as a gas that easily catches fire, you are describing a

• State of matter
• Physical property
• Chemical formula
• Chemical property

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One example of a chemical change is

• Filtering
• Burning wood
• Boiling water
• Crushing a can

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Balancing Act

On page 42 of your INB please complete the exercise found on GC titled “Balancing Act.”

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Lesson Planning

On GC you will find a document titled “Matter Lesson Planning Guide.”

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You will use this guide to help you plan your lesson.

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Place your screenshot here

Agenda 1/9 & 1/10

Warm Up

Reaction Rates

Matter CBL

1. The elements in a column on the periodic table
1. Have the same atomic mass
2. Are in the same period
3. Have similar chemical symbols
4. Have similar properties
2. On the periodic table, what indicates the number of protons in an atom?
• The element’s atomic number
• The position of the element in the column
• The element’s atomic mass
• The element’s chemical symbol

1. Which of the following elements is most reactive?
1. Potassium – K
2. Zinc – Zn
3. Lead – Pb
4. Aluminum – Al
2. The substances listed on the left side of a chemical equation are called
• Products
• Coefficients
• Precipitates
• Reactants

1. Which group of elements shares characteristics with both metals and nonmetals?
1. Salts
2. Metalloids
3. Halogens
4. Alloys
2. The elements that do not ordinarily form compounds (least reactive) are elements in the
• Carbon family
• Metals
• Halogens
• Noble gases

Reaction Rates

What it is:

• Reaction Rate: how long it takes for the reaction to occur.

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Reactions can occur at fast or slow rates.

Reaction Rates Can Be Changed BY

Changing the concentration of the reactants

• As concentration increases, reaction rate increases (speeds up)
• More particles present that can react, lead to a bigger and/or faster reaction.

Reaction Rates Can Be Changed BY

Changing the temperature of the reaction mixture

• As temperature increases, reaction rate increases
• Increased temperature makes the particles of a substance move faster.

Reaction Rates Can Be Changed BY

Surface Area of the reactants

• Increased surface area=increased reaction rate
• If there’s more surface area, there’s more particles that can collide and interact

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Reaction Rates Can Be Changed By

Presence of a Catalyst

• Catalyst: something that affects a reaction, but is not changed in the reaction.

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• One example is adding lighter fluid to charcoal bricks
• Super Mario Kart
• Also can be compared to a wake-up call

Thanks!

Any questions?

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