7th Grade Close Read on Physical and Chemical Changes

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Unit Overview

7.ane Chemical Reactions & Matter

How can we make something new that was not there before?

Unit Summary

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Seventh grade chemistry students' conceptual understanding of chemic reactions for middle schoolhouse science is foundational to much scientific discipline learning. Understanding atomic level reactions is crucial for learning concrete, life, earth, and infinite science. Even more importantly, they open up new windows of curiosity for students to see the globe around them. Past seventh grade, students are ready to take on the abstract nature of the interactions of atoms and molecules far as well small to come across.

To pique 7th class students' curiosity and ballast the learning for the unit of measurement in the visible and concrete, students start with an feel of observing and analyzing a bathroom bomb as it fizzes and eventually disappears in the water. Their observations and questions most what is going on drive learning that digs into a series of related phenomena equally students iterate and improve their models depicting what happens during chemical reactions for middle school scientific discipline. By the end of the unit, students have a business firm grasp on how to model simple molecules, know what to look for to determine if chemical reactions take occurred, and apply their noesis to chemical reactions to show how mass is conserved when atoms are rearranged.

Embedded in this seventh grade chemistry unit are a diversity of assessments, including self, peer, formative, and summative cess tasks. This unit concludes with a transfer job in which students use what they have figured out to two different related phenomena, elephant's toothpaste and the crumbling of the marble that makes upwardly the Taj Mahal.

STUDENT VIDEOS

Teacher VIDEOS

UNIT WEBINAR

Unit Examples

Additional Unit Information

Edifice Toward the Following Standards and Practices

Performance Expectations

This 7th form chemical science unit builds toward the following NGSS Performance Expectations (PEs):

MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Accent is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with unlike types of atoms.] [Assessment Boundary: Cess does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all private atoms in a complex molecule or extended structure is not required.]
MS-PS1-2: Clarify and interpret data on the properties of substances earlier and afterward the substances interact to determine if a chemic reaction has occurred. [Clarification Argument: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Cess boundary: Cess is limited to assay of the post-obit properties: density, melting bespeak, boiling bespeak, solubility, flammability, and aroma.]
MS-PS1-five: Develop and use a model to describe how the total number of atoms does not alter in a chemical reaction and thus mass is conserved. [Description Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Cess Boundary: Assessment does non include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]

The following PE will exist adult over iii OpenSciEd units; OpenSciEd Unit vi.i: Why practice we sometimes see different things when looking at the same object? (One-way Mirror Unit) , OpenSciEd Unit of measurement vii.i: How tin can nosotros brand something new that was not in that location earlier? (Bath Bombs Unit) , and OpenSciEd Unit 8.2: How tin can a sound brand something move? (Sound Unit) . This 7th grade unit volition address only the chemical reactions that input the transmit signals to the brain through smell. The other units volition address electromagnetic and mechanical inputs, as well as the connection to signals processing in the brain, resulting in immediate behaviors or memories.

MS-LS1-8. Gather and synthesize data that sensory receptors reply to stimuli by sending messages to the brain for immediate beliefs or storage every bit memories. [Assessment purlieus: Assessment does not include mechanisms for transmission of this data]

- MS-LS1.D: Information Processing: Each sense receptor responds to different inputs ( electromagnetic , mechanical , chemical ), transmitting them as signals that travel along nerve cells to the brain. The signals are and then candy in the brain, resulting in immediate behaviors or memories.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Substances are fabricated from unlike types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms.
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

Each pure substance has characteristic physical and chemic properties (for whatever majority quantity under given weather condition) that can be used to place information technology.

PS1.B: Chemical Reactions

Substances react chemically in characteristic ways. In a chemical process, the atoms that make upwards the original substances are regrouped into different molecules, and these new substances accept different properties from those of the reactants.
The total number of each blazon of atom is conserved, and thus the mass does not change.

LS1-D: Information Processing

Each sense receptor responds to unlike inputs ( electromagnetic, mechanical , chemic), transmitting them as signals that travel forth nerve cells to the brain. The signals are then candy in the encephalon, resulting in immediate behaviors or memories.

Disciplinary Core Ideas are reproduced verbatim from A Framework for One thousand-12 Scientific discipline Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Lath on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced and used by other parties with this attribution. If the original textile is altered in any way, the attribution must state that the fabric is adjusted from the original.

Focal Science & Engineering Practices

While this 7th grade chemistry unit engages students in multiple SEPs across the lesson level operation expectations for all the lessons in the unit, there are three focal practices that this unit targets to support students' development in a learning progression across the 7th grade year for the SEPs. These are:

Constructing Explanations and Designing Solutions
Analyzing and Interpreting Data
Engaging in Statement from Prove

In addition, there are ii supporting practices that students will utilize over the course of the 7th course chemistry unit of measurement. These practices are 2 that students have developed over the form of 6th grade in the OpenSciEd sequence and will exist used as supporting practices in this unit of measurement:

Developing and Using Models
Planning and Conveying Out Investigations

Focal Crosscutting Concepts

While this 7th grade chemistry unit engages students in multiple CCCs across the lesson level performance expectations for all the lessons in the unit, there are iii focal practices that this unit of measurement targets to assistance support students' evolution in a learning progression. These are:

Patterns
Scale, Proportion, and Quantity
Energy and Matter

Unit Information

What are prerequisite math concepts necessary for the seventh grade chemistry unit?

The bolded sections of the related common cadre math standards are ones that students engage in during this 7th grade chemical science unit of measurement.

Density is a holding that students measure, graph, and calculate from mass and book data in Lesson eight. They volition exist using the following 2 math concepts in that lesson:

CCSS.MATH.CONTENT.7.RP.A.2.A Make up one's mind whether ii quantities are in a proportional relationship, e.1000., past testing for equivalent ratios in a table or graphing on a coordinate aeroplane and observing whether the graph is a straight line through the origin.
CCSS.MATH.CONTENT.7.RP.A.two.B Identify the abiding of proportionality (unit of measurement charge per unit) in tables, graphs, equations, diagrams, and exact descriptions of proportional relationships.

What modifications will I need to make if this unit of measurement is taught out of sequence?

Considering this 7tj grade chemistry unit is taught using a conceptual arroyo to developing a model of matter that requires the existence of compound particles and smaller elective parts (atoms), pre-pedagogy the idea that atoms exist and that they make upwards molecules is counterproductive to the trajectory of this unit. Students may have heard of the words "atoms" and "molecules" in other contexts and should be encouraged to try to apply whatever ideas almost the particulate nature of matter they may bring to the table in the first part of the unit. Just, since OpenSciEd units in 6th grade develop a particulate model of affair that doesn't distinguish betwixt molecules and atoms, the eye of this unit will be the starting time time that students will find the need for such distinction based on something they can't explicate about the anchoring phenomena. Many subsequent units in 7th grade OpenSciEd volition employ the ideas developed in this 7th grade chemical science unit, to explain other phenomena, and volition rely on the development of the following ideas adult in this unit. The unit that requires each idea listed here is identified in parentheses.

Every substance has characteristic properties that can be used to identify information technology (e.g., solubility, odor, melting point, boiling indicate, flammability, density, color). These do not change regardless of the amount of the substance. (7.two, 7.three)
Substances are made from unlike types of atoms, which combine with one another in various ways. The number, type, and organisation of atoms in the molecules that brand upward a substance are unique to that substance. (7.2)
Atoms form molecules. (7.2, 7.3, vii.4)
In a chemic reaction, the atoms that make upwards the original substances are regrouped into different molecules, and these new substances accept different properties from those of the reactants. (vii.ii, vii.3, 7.4)
In a chemical reaction, the total number of each type of atom is conserved, and thus the mass does non change. (vii.2, 7.three, 7.four)
There are ii means to interruption apart thing—concrete processes and chemic processes. (7.3, 7.four)
Chemical processes involve the rearrangement of particles that brand up the matter; this includes chemical reactions, phase changes, and dissolving. (7.2)

Unit of measurement Acknowledgements

Unit Development Team

Dawn Novak, Unit of measurement Lead, BSCS Science Learning
Michael Novak, Field Exam Unit Lead, Northwestern University
Holly Hereau, Author, BSCS Scientific discipline Learning
Gail Housman, Author, Northwestern University
Betty Stennett, Writer, BSCS Scientific discipline Learning
Keetra Tipton, Author, Sunset Ridge Schoolhouse, Northfield, IL
Wayne Wright, Author, BSCS Scientific discipline Learning
Renee Affolter, Reviewer, Boston College
Tyler Scaletta, Airplane pilot Teacher, Alcott College Prep Elementary Schoolhouse, Chicago Public Schools
Katie Van Horne, Assessment Specialist
Joseph Krajcik, Unit Advisory Chair, Michigan State University
Michael Clinchot, Instructor Advisor, John D. O'Bryant School of Mathematics and Scientific discipline
Brian MacNevin, Instructor Advisor, Northwest Educational Service District 189

Production Squad

BSCS Scientific discipline Learning

Christine Osborne, Copyeditor, Independent Contractor
Denise Rubens, Copyeditor, Independent Contractor
Stacey Luce, Editorial Production Lead
Valerie Maltese, Marketing Specialist & Project Coordinator
Renee DeVaul, Project Coordinator and Copyediting
Chris Moraine, Multimedia Graphic Designer

Unit External Evaluation

NextGenScience's Science Peer Review Panel

An integral component of OpenSciEd'south development process is external validation of alignment to the Adjacent Generation Science Standards past NextGenScience's Scientific discipline Peer Review Console using the EQuIP Rubric for Science. Nosotros are proud that this unit has earned the highest score available and has been awarded the NGSS Design Badge. You can find additional data about the EQuIP rubric and the peer review process at the nextgenscience.org website.

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Source: https://www.openscied.org/instructional-materials/7-1-chemical-reactions-matter/