UNIT COVER PAGE
Chem/Phys
Bremen Dist. 228
School District:
Science
Department:
Unit Title: States of Matter
Course:
Grade Levels:
Chem/Physics
11-12
Topic Areas: Solids, liquids and Gas Laws
Time Frame:
2 weeks
Unit Designer(s):
Date Created:
9/20/04
Date Modified:
Craig Cappel
Link to State Standards
12.11.47 Understand that different states of matter: solid, liquid, gas, plasma. Define freezing, melting,
boiling, condensing, and sublimation.
12.11.48 Understand that the temperature of water (or any substance) is constant during phase changes,
even when heat is being added or removed.
12.11.49 Understand that the kinetic molecular theory explains the properties of gases by the random
motion of molecules in them. For example, the collisions of the particles with a surface create
an observable pressure on that surface, and their motion explains the diffusion of gases.
12.11.50 Understand how to apply the gas laws to relations between pressure, temperate, and volume of
any amount of an ideal gas. Understand Boyle’s Law and Charles’ Law and how to logically
solve problems.
Link to Department Learner Program Outcomes (LPO)
5.10.2.19
5.10.2.24
TLW list 3 states and properties of each.
TLW list properties of real and inert gases.
Summary of Unit
The unit will cover the states of matter, mixtures and elements and compounds. Also covered will be the
concepts and applications of the gas laws.
Resources
Book, worksheets, overheads, labs and videos
Key Words
Solid
Liquid gas
Physical change
Chemical change
Conservation of Mass
Heterogeneous mixture
Homogeneous mixture
Solution
Filtration
Boyles Law
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Distillation Ideal Gas Laws
Element
Compound
Symbol
Charles Law
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
substances will occur in four distinct states which are easily distinguished by their unique properties.
the state of a substance occurs in is changeable and is determined by heat and pressure.
substances occur as elements, compounds, or as a mixture of both
substances can undergo physical changes in which the chemical identity remains the same.
substances can undergo chemical changes in which the chemical identity does change.
Essential Questions
What are the distinguishing characteristics of the four states of matter?
How can you classify physical and chemical changes and properties?
How can mixtures be classified and separated?
How can you differentiate between elements and compounds?
How are pressure, volume, and temperature of gas related?
When is Boyle’s Law, Charles’ Law, and the combined gas law used to predict outcomes?
Knowledge and Skills
Students will know
characteristics of states of matter.
kinetic model for states of matter.
Archimedes principle (force/buoyancy)
elements, compounds, and mixtures
Gas Laws—relationship of pressure, volume and temperature (conceptual)
Students will be able to
characterize chemical and physical changes/properties
identify (represent) elements and compounds
list the steps of a separation of a mixture.
use the gas laws to predict outcomes
Students will be familiar with
formula writing
Lavoisier
methods of separating mixtures such as, distillation and filtration, chromatography, etc.
ideal gas law
conservation of mass
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Elements, compounds and mixture models
Other Assessments (brief description)
quizzes and tests
charts
worksheets
daily warm-ups
poster flowchart
chromatography
copper sulfite filtration
dry ice demonstrations
homemade root beer
nuts and bolts activity
Penny Lab
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Provide a rubric for the performance assessment. Provide a unit agenda and timeline.
H
How will you hook students at the beginning of the unit?
Inquiry activity—separating sand, marbles, water, oil, and salt, and iron filings.
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Performance assessment, gas law applications (predictions)
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Create a poster (flowchart) depicting the several classifications of matter (including pictures and examples
of each)
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Gas law predictions—peer teaching grading
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Coop. Group projects, extended time.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Properties of matter, mixtures, elements and compounds, gas laws.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
How can differentiate
between elements and
compounds?
Application
What are the
distinguishing
characteristics of
the four states
of matter?
How can mixtures be classified
and separated?
(Topic Area)
States of Matter
Empathy
How are pressure,
volume, and
temperature of a
gas related?
Perspective
Self-Knowledge
When is Boyle’s Law, Charles
Law, and the combined gas law
used to predict outcomes?
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How can you
classify physical
and chemical
changes and
properties?
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Student Performance Task
Unit: States of Matter
Task: Explanation
Course: Chem/Phys
Time Frame: At home (weekend)
Overarching Understanding:

Students will understand that matter and energy’s behavior on the microscopic level
will explain how matter behaves in the macroscopic world.
Enduring Understanding:

Students will understand that substances occur as elements, compounds, or a as a
mixture of both.
Essential Question:

How can you differentiate between elements and compounds?
Vignette:
You are a middle school science teacher trying to determine how to show your sixth
grade students the difference between elements, compounds and mixtures. In order to
clear up this confusion, you have decided to prepare visual aides for your students. You
must create a model of an element, compound and mixture with a key showing the actual
item and its representation. You will present the models to your students.
Standard:
You will be graded with the following rubric:
 Items identified and labeled – 10 points
 Presentation clear & concise – 10 points
 3 Models: must correlate to element, compound, mixture, show name,
formula and verbal description – 30 points
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Performance Task Blueprint
Unit:
States of Matter
Topic Area:
Elements & Compounds
Goal
Your task is to develop a model to teach your student about elements and
compounds.
Role
You are a middle school teacher.
Audience
Your audience is a class of sixth graders.
Situation
Your students are having a hard time understanding the difference between
elements, compounds and mixtures. In order to clear up this confusion, you’ve
decided to make visuals to help your students.
Product or
Performance
Create a model of an element, compound and mixture along with a key showing
actual item and its representation. Present models to class.
Standards
Type: Explanation
Time Frame: At home (weekend)
Key:
Items identified and labeled (10 pts)
Presentation: clear and concise (10 pts)
3 Models: must correlate to element, compound and mixture, show name,
formula and verbal description (30 pts)
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Creating Possible Performances
Performance
verb
Performance
Generalization
States of Matter
Possible performances for
Facet One: Explanation
1.
by
Differentiate between elements and compounds
Facet Two: Interpretation
2.
by
Distinguish between the 3 states of matter
(topic/unit)
creating your own elements and
compounds-similar to nuts &
bolts activity.
illustrating and describing how an ice
cube goes thru the various stages on a
summer day
Facet Three: Application
3.
Classify and separate mixtures
by
designing an appropriate method of separation
for an unknown mixture.
Facet Four: Perspective
4.
Classify physical & chemical changes and properties
by
analyzing a series of pictures.
by
writing a paragraph considering why
your car tires in the winter are more
flat or the basketball you left out was
also flat.
Facet Five: Empathy
5.
Tell how pressure, volume and temperature are
related
Facet Six: Self-Knowledge
6.
Use the various gas laws to predict outcomes
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by
reflecting on a given scenario and
write your production.
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