Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
Science Grade 06 Unit 04 Exemplar Lesson 01: Elements, Compounds, and Evidence of Change
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this unit, students will differentiate common compounds by name and symbol. Students should see examples of reactions between substances
that produce new substances very different from the reactants. They will recognize that the formation of a new substance may be identified using
the evidence of a possible chemical change, such as production of a gas, change in temperature, production of a precipitate, or change in color. In
the previous lesson, students learned about elements. Students will be expected to recognize a few common compounds and their chemical
formulas. This is new material for Grade 6. In the previous set of TEKS, this material was covered in Grade 7. Formulas and equations are studied
in-depth in the Grade 8.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
6.5
Matter and energy. The student knows the differences between elements and compounds. The student is expected
to:
6.5C Differentiate between elements and compounds on the most basic level.
Supporting Standard
6.5D Identify the formation of a new substance by using the evidence of a possible chemical change such as
production of a gas, change in temperature, production of a precipitate, or color change.
Scientific Process TEKS
6.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and
field investigations following safety procedures and environmentally appropriate and ethical practices. The student
is expected to:
6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety
Standards.
6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined
questions, and using appropriate equipment and technology.
6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic
organizers.
6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and
predict trends.
6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks,
graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices,
and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 04/23/13
page 1 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
Grade 06 Science Unit 04 PI 01
Create a tabbed or layered book. On each tab, include the formula of a compound, elements, and number of atoms present in each compound.
On the back of the book, write a summary that explains the evidence for a chemical change taking place as a new substance is formed.
Standard(s): 6.2E , 6.5C , 6.5D
ELPS ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Key Understandings
A compound is a substance made by chemically combining two or more elements.
— Do compounds have different properties than the substances from which they are made?
The formation of a new substance may be identified by the evidence of a chemical change: production of a gas, change in temperature,
production of a precipitate, or color change.
— What are some common signs that a chemical change has taken place?
Vocabulary of Instruction
compound
chemical
formula
subscript
molecule
precipitate
Materials
apron (1 per student, per Station D)
baking powder (15 mL per group, per Station E)
baking soda
balloons
beakers
calcium chloride
chalk (1 piece per group)
cup (foam, 1 per Station B)
cups (clear plastic, 2 per Station C)
food coloring (red, 1 bottle, per Station D)
funnel (plastic or paper, 1 per Station E)
glue or tape (1 per student)
graduated cylinder
honey (small amount per group)
hydrogen peroxide (per group)
index cards (large, 1 per student)
jars (baby food size, 2 per Station D)
liquid bleach (a few drops, per group per Station D)
markers or colored pencils (per group)
MSDS (hydrogen peroxide, 1 per class)
paper (see Advance Preparation, 5 half sheets per student)
paper towels (several per group)
Periodic Table of the Elements (see Advance Preparation, 1 per student)
pipettes (to dispense wet ingredients into test tubes, 2 per group)
plastic interlocking blocks (3 different colors, 12 per pair)
plastic water bottle (1,500 mL, empty, 1 per Station E)
raw potato slice (thin sliced, cut in half, see Advance Preparation, 2 halves per group)
resealable plastic bag (freezer weight, pint sized, 1 per group at Station A)
safety goggles (1 per student)
sand (small handful per group)
scissors (1 per student)
scoopulas (to dispense dry ingredients into test tubes, 2 per teacher)
spoons (plastic)
staples, tape, or glue (per group)
table salt (small amount per group)
test tube rack (1 per group)
test tubes (5 per group)
thermometer (with backing)
timer
triple beam balance
vinegar
water
Last Updated 04/23/13
page 2 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Handout: Building Blocks of Matter II (1 per pair)
Handout: Compounds and Elements (1 per student)
Teacher Resource: Compounds and Elements KEY
Teacher Resource: Compounds and Elements Matching Cards (see Advance Preparation, 1 set per student,
Handout: Water or Not (1 per group)
Handout: Elements, Compounds, and Evidence of Change (1 per student)
Teacher Resource: Elements, Compounds, and Evidence of Change KEY
Teacher Resource: Creating a Tabbed Book
Resources
None Identified
Advance Preparation
1. Prior to Day 1, consult the MSDS for all the chemicals used in the lesson for safety precautions and safe disposal. See the Resources and
References section for a website with MSDS.
2. Prior to Day 1, prepare the Engagement activity. Pour a small amount of hydrogen peroxide in one beaker. Label this beaker “Y”. Pour an
equal amount of water in another beaker. Label this beaker “X”. Repeat this process for each group. 3. If you have not already had students attach a copy of the Periodic Table from the Grade 8 STAAR Reference Materials in their science
notebooks, download and print copies of the Periodic Table from the site listed in Resources and References (1 per student). This is the
chart that students will use on the Grade 8 STAAR test. Students should be using this chart so they are familiar with it.
4. Print set of cards from the Teacher Resource: Compounds and Elements Matching Cards. There are four sets of cards on the page.
Each student will need one set of cards, so cut apart the sets for easy distribution.
5. Prior to Day 5, prepare beakers of water and Hydrogen peroxide for student designed investigations. Prior to Day 6, thinly slice a raw potato
so that a slice will fit in the beakers used to hold the water and hydrogen peroxide. Cut each slice in half. Each group will receive two halves
of a potato slice. Note: The day the potatoes will be needed may vary, so store potato slices in water to prevent oxidation.
6. Prior to Day 8, copy and laminate the Teacher Resource: Evidence of Chemical Reactions Station Cards.
7. Prior to Day 8, prepare station materials per the Teacher Resource: Evidence of Chemical Reactions.
8. Prior to Day 12, determine requirements and materials for the Performance Indicator.
9. Prepare attachment(s) as necessary.
Background Information
In Grade 6, students will concentrate on developing an understanding of elements and compounds. It is important that students learn the differences between elements
and compounds based on observations, description of physical properties, and chemical reactions. Elements are represented by chemical symbols, while compounds
are represented by chemical formulas.
In previous units, Grade 6 students were introduced to elements; compared the physical properties of metals, nonmetals, and metalloids, and the elements’ general
placement on the periodic table according to physical properties.
In this unit, students differentiate between common elements and compounds by name and symbol. Students first learn what a compound is and how it is represented in
a chemical formula.
Students will then investigate examples of reactions between substances that produce new substances. They will learn to recognize that the formation of a new
substance may be identified using the evidence of a possible chemical change, such as production of a gas, change in temperature, production of a precipitate, or
change in color. After this unit, these concepts are not directly taught again in Grade 6.
STAAR Notes:
This is an important foundational piece for the understanding of elements, compounds, and their properties. In Grade 7, students will study physical and chemical
changes as they relate to the digestive system. In Grade 8, students will study chemical formulas and equations, as well as chemical reactions as evidence of the
formation of new substances with different properties. 6.5C is identified as a Supporting Standard that will be tested on STAAR Grade 8 under Reporting Category 1:
Matter and Energy. Although 6.5D is not identified as a Supporting Standard, identifying the formation of a new substance by using evidence of chemical change builds
content for Supporting Standard 7.6B and Readiness Standard 8.5E. Both Supporting Standard 7.6B and Readiness Standard 8.5E will be tested on STAAR Grade 8
under Reporting Category 1: Matter and Energy.
INSTRUCTIONAL PROCEDURES
Last Updated 04/23/13
page 3 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
Instructional Procedures
Notes for Teacher
ENGAGE – What a Difference an Atom Makes
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Divide students into groups and review safety procedures for handling unknown
liquids.
Materials:
2. Distribute a set of marked beakers to each group.
safety goggles (1 per student)
beakers (small, labeled, see Advance Preparation,
2 per group)
Water (per group)
hydrogen peroxide (per group)
MSDS (hydrogen peroxide, 1 per class)
3. Instruct students to make some observations about the beakers in their science
notebooks. After students have written some observations ask each group to
share one observation.
4. Say:
Even though the two substances look the same, they have very
different properties. The substance in beaker “X” is drinkable. The
substance in beaker “Y” is not drinkable, and in its pure form could
be fatal if ingested. Both substances may be used to clean wounds
but one is more effective than the other.
Safety Notes:
Instruct students not to taste contents of either beaker. Remind
them to be careful not to get any liquid on themselves.
5. Write the chemical formula for both beaker “X” (H2O) and for beaker “Y” (H2O2)
on the board. Under the formula draw the structure of the substances. Do NOT
write the names of the liquids yet.
Review the MSDS for hydrogen peroxide safety and disposal.
Instructional Note:
Water molecule
One of the sets of beakers will be used in a later teacher
demonstration.
Hydrogen peroxide molecule
6. Ask:
What do the circles represent? (Different elements)
Why are the circles different sizes? (They represent different elements
and each element has its own properties.)
Science Notebooks:
Students record observations of beakers in their notebooks.
In the previous lesson, we studied elements. What is the definition of
an element? (An element is a substance that cannot be broken down
chemically into simpler substances; the building block of matter.)
Look at the formulas. How many elements are in each formula? (Two
elements in each formula, H and O.)
Using the information you just determined about the circles for water,
which circle do you think represents Hydrogen and how do you know?
(Hydrogen is represented by the smaller circles; the little number in the
formula tells you) You may need to explain that a subscript is the little number
written behind and below the element symbol to represent the number of
atoms in a formula.
What is the difference in the chemical formulas for water and hydrogen
peroxide? (An extra O or oxygen atom)
Since the two substances have very similar physical properties, how
could we tell which one is water and which one is hydrogen peroxide?
Answers may vary, so guide students toward the idea of designing a way to
test the properties of the substances.
7. Collect the beakers.
Say:
We will come back to these two substances later in the lesson.
EXPLORE/EXPLAIN I – Building Blocks of Matter II
Suggested Days 1 (continued)
1. Divide students into pairs. Distribute approximately 12 plastic interlocking blocks
in three different colors to each pair of students.
Materials:
2. Distribute a copy of the Handout: Building Blocks of Matter II to each pair.
plastic interlocking blocks (3 different colors, 12
per pair)
glue or tape (per group)
3. Explain to the students that each block represents an element. Instruct the
students to select a colored block to represent each of the three elements.
Instruct the students to draw and color the blocks in the square that represent
Last Updated 04/23/13
page 4 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
each element.
Attachments:
4. Say:
Each block represents a different element and it cannot be broken
down into anything smaller. Elements are the building blocks of
matter.
Choose a block to represent Iron, Oxygen, and Sulfur, then draw and
color the blocks in the square that represents that element. Monitor
and assist students as necessary.
Handout: Building Blocks of Matter II (1 per
pair)
Instructional Notes:
In Unit 03 students participated in an activity called Building
Blocks of Matter. In Building Blocks of Matter II, students will
complete the activity again, but with different elements. The
activity is extended to assist students in understanding the
5. Project the definition of a compound on the board:
difference between an element, a compound, and a mixture.
A compound is made from two or more elements that are chemically
combined and is not separated by physical means into other
substances.
Guide students through each definition and then assist pairs as
necessary.
Science Notebooks:
6. Explain to students what a compound is:
Say:
Students copy definitions and affix handouts in their notebooks.
A compound is made from two or more elements that are chemically
combined and is not separated by physical means into other
substances.
Create the compounds using your blocks and draw and color your
compounds in each square to represent Sulfate, Iron Oxide, and Iron
Sulfide. Hint: Use the small numbers to help you determine how many blocks
to use for each element. Monitor and assist students as necessary.
7. Instruct students to copy the definition of a compound in their science notebooks.
(You may wish to have students copy the definition on the back of their handout.)
8. Project the definition of a mixture on the board:
A mixture is a combination or more than one substance, but it does
not create a new substance, and it can be separated.
9. Explain to the students what a mixture is:
Say:
A mixture is a combination of more than one substance, but it does
not create a new substance, and it can be separated. A salad is an
example of a mixture, because you can remove parts of the salad,
such as tomatoes and onions from the salad.
Mixtures can occur with just elements, with compounds, or with
compounds and elements together.
Create the mixtures on your handout, with your blocks, and then draw
and color your mixtures in the squares. Monitor and assist students as
necessary.
10. Instruct students to copy the definition of a mixture in their science notebooks.
(You may wish to have students copy the definition on the back of their handout.)
11. After students complete the table on the handout, construct a structure with only
one color of blocks and a structure that looks similar with two or more colors of
blocks.
12. Explain to the students that one structure is made of only iron blocks and the
other structure is made of multiple elements that are bonded together.
Ask:
What is the difference between an element and a compound?
(Elements are made up of only one kind of “block” and compounds are made
up of different “blocks.”)
What is the fewest number of blocks you could have to make a
compound? (Two)
Look at the structure made of only iron blocks, why is this not
considered a compound? (It is made of a single element.)
If I removed one block from the iron structure would it look similar to
the rest of the structure? (Yes, because it is a block of iron.)
Last Updated 04/23/13
page 5 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
If I separated one block from the compound structure, would it be
similar to the larger structure? (No)
Why not? Answers may vary. The block you removed is one element and it
does not have the other colors or elements in it, etc.
What is the difference between a compound and a mixture?
(Compounds have elements bonded together and a mixture does not.)
13. Instruct students to affix the handout in their notebooks.
EXPLORE II – Compound Formulas
Suggested Days 2 and 3
1. Divide students into groups. Inform students they will be building models of
compounds and elements today.
Materials:
2. Instruct one student from each group to gather five test tubes, a rack, and a small
amount of the materials to place in each test tube.
test tubes (5 per group)
test tube rack (1 per group)
scoopulas (to dispense dry ingredients into test
tubes, 2 per teacher)
pipettes (to dispense wet ingredients into test
tubes, 2 per group)
table salt (small amount per group)
chalk (1 piece per group)
sand (small handful per group)
water (small amount per group)
honey (small amount per group)
balloon (1 per group)
Periodic Table of the Elements (see Advance
Preparation, 1 per student)
scissors (1 per student)
glue or tape (1 per student)
3. Once materials have been distributed, instruct another group member to blow a
small amount of air into a balloon and tie off the end.
4. Review the common name of the substances with the students. Ask students to
observe the substances and create a T-Chart in their notebooks labeled
Elements and Compounds. Then ask students to list each substance under the
correct column: elements or compounds. (Note: the substances are all
compounds, but do not tell the students at this time.)
5. Set the materials aside.
6. Distribute a set of the Teacher Resource: Compounds and Elements
Matching Cards to each student.
7. Instruct students to cut apart the chemical names and formulas on the Matching
Cards set.
8. Instruct students to match the chemical name of the compound cards to the
correct chemical formula cards. Demonstrate how to match “water” to “H2O.”
9. Monitor students as they match the cards in their work area. Provide students
with “clues” that might assist them in matching the chemical name to the formula.
10. Again, ask students to observe the substances. Ask students to review the
definition for a compound.
A compound is made from two or more elements that are chemically
combined and is not separated by physical means into other
substances.
Attachments:
Handout: Compounds and Elements (1 per
student)
Teacher Resource: Compounds and Elements
KEY
Teacher Resource: Compounds and Elements
Matching Cards (1 set per student)
Instructional Notes:
These materials provide a concrete model to help students
visualize the abstract concept of compounds and elements.
11. Ask:
Students are seeing a science concept in concrete form before
After seeing the chemical formulas for each substance, do you need
to revise your T- Chart to correctly list any of the substances as
elements are compounds? How do you know? Accept appropriate
answers and acknowledge all the substances are compounds and made up of
elements.
12. Distribute the Handout: Compounds and Elements to each student.
13. Instruct students to glue the cards correctly on the Handout: Compounds and
Elements.
14. Instruct students to complete the handout by writing both the symbol and the
name of the elements found in each compound. Again, use water as an example.
( H = hydrogen; O = oxygen)
15. If students do not already have a copy of the Periodic Table of the Elements in
their notebooks, distribute a copy to each student (see Advance Preparation).
Instruct students to look for the substances on the Periodic Table of the
Elements.
working with the abstract concept of symbols to represent the
same information.
Students may struggle with the handout and matching cards.
Encourage students to use clues in the compound names to
identify elements they contain. Guide students as necessary.
The compounds listed in this activity are also listed in the
specificity as some that the students should recognize.
Science Notebooks:
Students draw T-charts and affix handouts in their notebooks.
16. Review the handout and make sure students have the correct elements listed.
17. Instruct the students to affix this chart into their science notebooks.
18. After the activity is complete:
Last Updated 04/23/13
page 6 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
Ask:
Were any of the substances pure elements? (No)
How do you know? Answers may vary. None of the substances were found
on the periodic table; all of the substances were made of more than one
element, etc.
What was the most common element in all of the compounds?
(Oxygen)
Were any of the elements metals? (Yes)
How do you know? (Ca and Na were on the left side of the stair step on the
periodic table.)
Which element was a metalloid? (Silicon)
How do you know? (It is found along the stair step on the periodic table.)
Which compound had the most elements? (Fructose or honey)
If I poured honey on the sand, would that be a compound? (No, it would
be a mixture.)
Why not? (The elements would be mixed together but you could separate
them.)
If I take the oxygen out of water, will it still be water? (No, you need
hydrogen and oxygen to create water.)
What would it turn into? Answers may vary. If it were separated, it would be
hydrogen and oxygen would be left over.
19. Instruct groups to clean up materials for the next class, per your instructions.
EXPLAIN II – Compound Formulas
Suggested Day 4
1. Ask:
Materials:
When you were identifying the chemical formulas and elements in the
last activity, were you able to find the compounds on the periodic
chart? (No)
Why not? (Only elements are listed on the periodic table.)
Did the chemical names give you a clue as to some of the elements
that made up the compounds? (Some of names helped, but some names
didn’t include names of elements.)
beakers (1 with water and 1 with Hydrogen
peroxide, from the previous ENGAGE activity, per
teacher)
plastic interlocking blocks (from previous activity,
several per teacher)'
Instructional Notes:
2. Write Co and CO on the board and divide students into pairs.
3. Ask:
What is the main difference between Co and CO? Answers may vary.
Co is the element Cobalt and is found on the periodic table; CO has two
elements, Carbon and Oxygen. CO is not on the periodic table.
4. Remind students that compounds are not found on the Periodic Table of the
Elements. Have them review the definition of a compound in their notebooks and
add this information:
A compound has different properties than the original elements that
formed it.
5. Refer students to the observations they made concerning the two beakers of
liquid used in the ENGAGE section. Display a pair of beakers filled with the two
substances.
6. Using the blocks from the Building Blocks of Matter activity, create a structure that
has two blocks of “hydrogen” and one block of “oxygen.” Explain to the students
what the blocks represent. Write the formula for water on the board.
7. Say:
The definition of a molecule for Grade 6 will not include diatomic
elements. The concept of diatomic molecules such as the
atmospheric gases O2, H2, N2, and the halogen gases will not
be addressed.
Misconception:
Students may think that molecules have the same
properties as the atoms from which they are
composed.
Check For Understanding:
Ask for student volunteers to summarize concepts using new
vocabulary.
Science Notebooks:
Students write definitions and information in their notebooks.
This chemical formula, H2O, is the formula for water. The letters tell
me there is an element in the substance.
When there is a little number written below the symbol, I know there is
more than one particle of that element. It is called an atom.
In this formula, there are two blocks of hydrogen, or two atoms of
hydrogen.
There is only one block of oxygen, or one atom of oxygen.
Last Updated 04/23/13
page 7 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
Each element has its own atom and you will learn more about atoms in
8th grade.
8. Project the following definition and instruct students to write it and the following
information in their notebooks:
A chemical formula is a combination of chemical symbols showing the
atoms of which a substance is made and their proportions.
A chemical formula is like the ingredients to make a compound. It tells
you what elements to use and how much of each element you need.
9. Instruct students to write down H2O = 2 Hydrogen atoms and 1 oxygen atom as
an example.
10. Instruct students to write H2O again and circle the two in the formula. Have them
label the two as subscript. Then write the following definition in their notebooks.
A subscript is a number written just below the line that shows how
many atoms of an element are present in the formula.
11. Instruct students to draw the water structure made from blocks in their notebooks
and label the blocks as hydrogen and oxygen. Have the students label the
structure “water molecule.”
12. Instruct students to record the following definition in their science notebooks:
A molecule is the smallest particle of a compound that can exist on its
own and keep its properties.
13. Remind students that molecules may have different properties than the original
elements. For example, CO2 is composed of the solid element carbon and the
oxygen gas and the molecule itself is a gas. (See instructional note on diatomic
molecules.)
14. Close the class by conducting a check for understanding.
15. Write Co2 on the board and ask the students to work with a partner to answer the
question.
Ask:
Is this an element or a compound? Why? (Co2 is an element because
there is only one element, Cobalt, in the formula. There are two atoms of
Cobalt.)
16. Give students time to discuss the answer to the question. Ask for volunteers to
share their thoughts.
17. Clarify misconceptions and say:
The subscript only changes how much of an element is present in the
formula, but it does not make an element into a compound.
A compound has to have more than one element. CO2 is a compound
called Carbon Dioxide.
It has Carbon and also two atoms of Oxygen.
Look for more than one capital letter to identify a compound.
18. Write the names, chemical formulas, and diagrams of the structure of water and
hydrogen peroxide on the board again (see the ENGAGE section).
19. Direct students’ attention to the two beakers. Allow students to share the
characteristics they observed earlier about the liquids.
20. Ask students to describe the similarities and differences in the formulas using the
terms atoms, elements, compounds, and subscripts.
EXPLORE III – Water or Not
Suggested Days 5, 6, and 7
Last Updated 04/23/13
page 8 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
1. Inform students that today they will be designing an investigation to determine if
the liquid in beakers from our earlier activity is water or not.
Materials:
2. Remind students that scientists use several steps to solve problems and
document investigations.
safety goggles (1 per student)
beakers (small, 2 per group)
water (small amount per group)
hydrogen peroxide (small amount per group)
raw potato slice (thin sliced, cut in half, see
Advance Preparation, 2 halves per group)
paper towels (several per group)
3. Divide students into groups.
4. Distribute a copy of the Handout: Water or Not to each group. Distribute to each
group two beakers with identical appearing liquids labeled “X” and “Y” (see the
preparation for the ENGAGE activity).
5. Say:
During this lesson, we have determined that both of these liquids
appear to be identical. Remember that one is water and one is
hydrogen peroxide.
Work with your partners to come up with a question to identify the
problem or question we are trying to solve. The students should write
something along the lines of “Which beaker contains hydrogen peroxide and
which beaker contains water?”
If you are familiar with peroxide, you will know that it will bubble if
placed on a cut. Water will not.
Record this information and any other observations you can make
about the two substances in part two of the Handout: Water or Not.
Students should record similar observations to those made during the Engage
activity.
In a few minutes you will work together to create a hypothesis and
design an experiment to test it. What is a hypothesis? (It is a tentative
explanation for an observation, or a scientific problem that can be tested by
investigation. It is not just an educated guess.)
We can write a hypothesis in an “If, then” format.
Write the following on the board: “Ex. If I water the plant, then it will
grow.”
Every good experiment has an Independent Variable and a Dependent
Variable. Can anyone give the class a definition of the two? Answers
may vary. An Independent variable is what the researcher changes in an
investigation and the dependent variable is what you observe or measure to
determine if there was an effect.
When writing a hypothesis the independent variable is written first
and the dependent variable is written second. In our example the
independent variable is the water for the plant. The dependent
variable is the growth of the plant, what we will measure to see if the
water had an effect.
Underline water and label it Independent variable, then double underline grow
and label it dependent variable.
Attachments:
Handout: Water or Not (1 per group)
Safety Notes:
Instruct students not to taste contents of either beaker. Remind
them to be careful not to get any liquid on themselves.
Review the MSDS for hydrogen peroxide safety and disposal.
Instructional Notes:
The material for this activity must be prepared fresh and not held
over from the Engage activity. Hydrogen peroxide will deteriorate if
left in light for several days, so you will need to replace it for Days
6 and 7. Potato slices may be stored in water to prevent oxidation.
Students will not be ready to conduct their tests until Day 6. This
may vary based upon the readiness level of your students.
Grade 6 TEKS 6.2A require students to plan and implement
comparative and descriptive investigations by making
observations, asking well-defined questions, and using
appropriate equipment and technology.
Science Notebooks:
Students are to draw the activity set up and write procedures and
observations in their notebooks. Additionally, students affix the
handout in their notebooks.
6. Remind students:
It is not proper lab procedure to experiment on your body. You may
not taste or place the liquids on your skin.
You may not experiment on any person.
I will give you a piece of potato. You have five minutes to try to figure
out a way to tell these liquids apart.
Do not test any materials yet, only brainstorm an idea for an
experiment.
7. Give students five minutes to brainstorm for ideas to test the liquids. Allow each
group to share their idea for an experiment with the class. Acknowledge all ideas.
8. Assist the class in identifying the independent variable (liquids) and the
dependent variable (bubbles).
9. Ask the students to write their hypotheses on the Handout: Water or Not and
then share with the class. An example would be, “If I pour hydrogen peroxide on
the potato, then it will make bubbles,” or “If I pour water on the potato, then it will
not produce bubbles.”
10. Instruct students to draw the setup for their investigation, and also to write the
procedures to test the experiment on step 4 of the Handout: Water or Not.
Last Updated 04/23/13
page 9 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
11. Remind them they are still not ready to test.
12. Assist the students in creating a data table to record their results.
Ask:
What is going to tell you if you have water or peroxide? (A lack of
bubbles for water and bubbles for Hydrogen peroxide)
Create a data table to keep track of our results. Will one trial be
enough? (No, there should be multiple trials.)
13. Guide students to create a table such as the one below. In this example, students
would indicate if bubbles were present for each trial with a yes or no.
14. Instruct the students to begin their experiment and remind them to record the
data as they go through each trial.
15. Ask students to draw a conclusion about the results of their experiment.
Say:
Look at your results and draw a conclusion about hydrogen peroxide
and water. Make sure that you say whether or not your hypothesis was
correct.
Explain why or why not.
Do not change your hypothesis. If your hypothesis is not correct, it
does not mean that your experiment is not helpful.
Having an incorrect hypothesis is just as important and having a
correct one.
16. Ask students to finish their handouts and to make sure they used complete
sentences to make their experiment clear to others.
17. Ask the students to share their findings with the class.
18. Instruct groups to clean up their materials and return all items per your
instructions.
EXPLAIN III – How it Works
Suggested Day 7 (continued)
Instructional Notes:
1. Say:
A detailed explanation is provided but may be more than Grade 6
During our investigations, you learned that hydrogen peroxide is
used as an antiseptic to wash cuts. One characteristic of hydrogen
peroxide is that it will produce bubbles when applied to a wound.
Water will not. The formation of bubbles is one sign that a chemical
reaction has taken place.
students need at this point.
Students are not to be held responsible for the explanation of how
hydrogen peroxide works, but the explanation is provided to
satisfy the “why” questions students may ask.
2. Ask:
Does anyone know how hydrogen peroxide makes the bubbles?
Accept all answers. A more detailed explanation of what occurred is included
below.
Say:
Hydrogen peroxide is 3% H2O2 and 97% water.
Blood and cells contain an enzyme called catalase.
A cut or scrape contains both blood and damaged cells releasing
catalase.
When hydrogen peroxide comes into contact with the catalase, a
chemical reaction occurs.
The reaction of the catalase and hydrogen peroxide causes the
peroxide to turn to water and release the extra oxygen as a gas.
The bubbles are pure oxygen gas being created by the reaction.
Potato cells are damaged when cut. They release catalase as well.
This is why bubbles appear on the potato slice in the peroxide beaker
Last Updated 04/23/13
page 10 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
and not the water beaker.
EXPLORE IV – Chemical Reactions
Suggested Days 8 and 9
1. Explain to students they will be participating in a station activity over the next two
days to investigate chemical reactions.
2. Say:
Remember that compounds are two or more elements combined
chemically to create a new substance. Today we are going to
investigate to determine what evidence we can find to indicate a
chemical change has occurred.
3. Set up lab stations prior to class. Stations can be set up all at once and groups
will rotate though the stations over two days.
4. Divide students into groups and review station procedures with the students. This
review should include safety concerns as well as station clean up issues.
5. Instruct students to sketch and label the activities in their notebooks.
Additionally, students will summarize the procedures for each station and record
detailed observations during each activity.
6. Monitor and assist groups as they move through each station. Use a signal to
facilitate group movements between stations.
Materials:
triple beam balance (1 per Station A)
resealable plastic bag (freezer weight, pint sized,
1 per group at Station A)
calcium chloride (5 g per group at Station A)
water (25 mL per group at Station A)
thermometer (with backing, 1 per Station A)
graduated cylinder (1 per Station A)
timer (1 per Station A)
safety goggles (1 per student, per Station B)
triple beam balance (1 per Station B)
cup (foam, 1 per Station B)
baking soda (15 g, per group, per Station B)
vinegar (25 mL per group per Station B)
thermometer (with backing, 1 per Station B)
graduated cylinder (1 per Station B)
timer (1 per Station B)
spoon (plastic, 1 per Station B)
triple beam balance (1 per Station C)
baking soda (2g, per group, per Station C)
calcium chloride (2g, per group, per Station C)
beaker (100 mL, 1 per Station C)
water (40 mL, per group, per Station C)
cups (clear plastic, 2 per Station C)
spoon (plastic, 1 per Station C)
safety goggles (1 per student, per Station D)
apron (1 per student, per Station D)
jars (baby food size, 2 per Station D)
water (per Station D)
food coloring (red, 1 bottle, per Station D)
spoon (plastic, 1 per Station D)
liquid bleach (a few drops, per group per Station
D)
pipette or eyedropper (1 per Station D)
safety goggles (1 per student per Station E)
balloon (1 per group, per Station E)
funnel (plastic or paper, 1 per Station E)
baking powder (15 mL per group, per Station E)
vinegar (per Station E)
plastic water bottle (1,500 mL, empty, 1 per
Station E)
Attachments:
Teacher Resource: Evidence of Chemical
Reactions (see Advance Preparation, 1 card
per station)
Instructional Notes:
Set up lab stations prior to class. Stations can be set up all at
once and groups will rotate though the two days.
EXPLAIN IV – Evidence of Chemical Change
Suggested Day 10
1. Facilitate a discussion of the results from the previous day’s investigation. Ask
students to report observations and changes in temperatures recorded. Write
student observations on the board as students report them. Use the results to
guide students to the conclusion that there were chemical reactions, and that those
Last Updated 04/23/13
Materials:
Periodic Table of the Elements (see Advance
page 11 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
reactions produced evidence of chemical change.
Preparation, 1 per student, previously distributed)
2. Ask:
What happens when we mix two substances and a new substance is
created? Answers may vary. A compound is formed/a chemical change has
occurred.
3. Say/Ask:
During a chemical reaction, the bonds between atoms in a substance
are broken. The atoms rearrange themselves and form bonds with new
substance partners.
There are different types of bonds and they hold atoms together. You
will learn about the processes of bonding in high school science
courses.
What types of evidence did we see in our investigation? Answers will
vary, but should include production of a gas (odor, bubbles), change in
temperature, production of a precipitate, and change in color.
Based on the previous investigation, what is a good definition of a
chemical change? Answers may vary. A chemical change is when two
substances come together and create something new; the new substance
cannot be separated into the old substances.
Chemical reactions involve a change in chemical makeup in the
substances which we were investigating. You cannot easily get back
your original substances because something new has been formed.
Have you ever tried to take a fried egg and turn it back to its original
state? The properties of the original substances are different than the
properties of the new substances that are formed.
4. Instruct students to work with a partner to create a definition of a chemical change
in their notebooks. Allow a few minutes for discussion and then ask for volunteers
to share with the class.
Attachments:
Handout: Elements, Compounds, and
Evidence of Change (1 per student)
Teacher Resource: Elements, Compounds, and
Evidence of Change KEY
Instructional Notes:
Iron (Station A) is an element. The compound space should
remain blank.
The Evidence of Change box is for the documentation of the type
of change that occurred when all the substances were mixed
together.
Misconception:
Students may think molecules have the same
properties as the atoms from which they are
composed.
Science Notebooks:
Students list the four signs of a chemical reaction and a brief
description of each in their notebook. Additionally, students affix
their handouts in their notebooks.
5. Work with the class to formulate an appropriate definition for a chemical change.
Encourage students to revise their definitions as appropriate.
6. Ask:
How could we identify a chemical change? Accept all answers at this time;
color change, temperature change, odor change, a precipitate is formed, or a
gas is formed.
7. Say:
There are several ways to tell if substances have undergone a chemical
change when they are mixed together.
Some evidences are:
a change in odor/ production of a gas
a substance disappears
a change in form
light or sound is given off
This list is not complete. Sometimes a chemical change can look like a
physical change. For example, two changes in form can be compared. If
you tear paper it is a physical change, but if you burn paper, it is a
chemical change.
During a chemical change new substances are being created, where do
you think the matter for the new substance comes from? Answers may
vary. The new substances are created by rearranging the elements from the old
substances.
8. You will have to know four indicators that are evidence that a chemical
change has taken place. Write these in your notebooks.
Production of a gas– Bubbles form or an odor forms upon mixing
substances together.
Change in temperature– It takes energy to break chemical bonds. When
the reaction involves more bond breaking than bond making, the
energy needed is absorbed from the surroundings. This makes the
Last Updated 04/23/13
page 12 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
temperature cooler. If there is more bond making than bond breaking,
extra energy is released. This makes the temperatureincrease.
Production of a solid precipitate– When mixing a pair of substances that
dissolve in liquid, the sudden appearance of a solid that “rains down”
(precipitates) into the bottom of the container is a sign that a reaction
has occurred. Sometimes the particles are too small to settle to the
bottom and just make the solution look cloudy.
Change in color– Every compound absorbs a characteristic set of
colors of light. This color is like a fingerprint for that compound. If the
compound changes, the color can change.
9. Distribute the Handout: Elements, Compounds, and Evidence of Change to
each student.
10. Instruct students to use their periodic tables and their notes from the stations
activities to fill in the table.
11. Instruct students to write the symbols for the elements in each substance, the
chemical formula for the compound, the type of chemical change, and an
explanation of what evidence there was for the change.
12. Monitor and assist as necessary. Students should affix the handout in their
notebooks.
ELABORATE – Diagraming Change
Suggested Day 11
1. Orally or in writing, give the following instructions to students:
Materials:
Fold an index card vertically and then horizontally into fourths.
Unfold the card and draw an oval in the center where the folds intersect.
In the oval, write “Evidence of Chemical Change”.
Draw lines on the folds to the point where they meet the oval.
index cards (large, 1 per student)
markers or colored pencils (per group)
glue or tape (per group)
Instructional Note:
Graphic organizers, such as with the Frayer Model style graphic,
assist students in visualizing key concepts.
Write one of the following labels near the top of each quadrant: color change,
temperature change, a solid precipitate forms, or gas bubbles form.
Draw a representation of each indicator of a chemical change in each
quadrant.
Affix the note cards to your notebooks.
2. Instruct the students to write a paragraph in their notebooks, using the index
cards they just made. The topic of the paragraph will be how they know a
chemical change has occurred. Additionally, students should give an example of
each type of evidence using the following sentence stem:
A chemical change has occurred when I mix _____________________. I can
identify a chemical change if I observe…
EVALUATE – Performance Indicator
Suggested Days 12 and 13
Materials:
Grade 06 Science Unit 04 PI 01
Create a tabbed or layered book. On each tab, include the formula of a compound, elements,
and number of atoms present in each compound.
On the back of the book, write a summary that explains the evidence for a chemical change
taking place as a new substance is formed.
Standard(s): 6.2E , 6.5C , 6.5D
ELPS ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
paper (see Advance Preparation, 5 half sheets
per student)
scissors (per student)
staples, tape, or glue (per group)
Attachments:
1. Project the Performance Indicator on the board. Students will create a tabbed
book including the elements noted in the Performance Indicator (see Teacher
Resource: Creating a Tabbed Book). You may wish to list specific compounds
on the board for students to choose from.
Teacher Resource: Creating a Tabbed Book
2. Share the Performance Indicator rubric or your expectations with students prior to
students beginning the assessment.
Last Updated 04/23/13
page 13 of 23 Grade 6
Science
Unit: 04
Lesson: 01
Suggested Duration: 13 days
3. Students will create their tabbed book and then use their science notebooks for
their summaries. The list of the four signs of chemical change is provided in the
EXPLAIN IV – Evidence of Chemical Change section.
4. Answer any questions students may have regarding the assessment.
Last Updated 04/23/13
page 14 of 23 Grade 6
Science
Unit: 04 Lesson: 01
Building Blocks of Matter
©2012, TESCCC
Element
Compound
Mixture
Element Mixture
O = Oxygen
SO4 = Sulfate
O and S
Compound Mixture
S = Sulfur
Fe2O3 = Iron Oxide (Rust)
SO4 and FeS
Element and Compound
Mixture
Fe = Iron
FeS = Iron Sulfide
H and CO2
08/22/12
1 of 1
Grade 6
Science
Unit: 04 Lesson: 01
Compounds and Elements
Common Name
Chemical Name
Chemical Formula
Elements in Compound
Exhaled breath
Water
Table salt
Honey
Chalk
Sand
©2012, TESCCC
08/22/12
page 1 of 1
Grade 6
Science
Unit: 04 Lesson: 01
Compounds and Elements KEY
Common Name
Chemical Name
Chemical Formula
Elements in Compound
Exhaled breath
Carbon dioxide
CO2
(C) Carbon
(O) Oxygen
Water
Water
H2O
(H) Hydrogen
(O) Oxygen
Table salt
Sodium chloride
NaCl
(Na) Sodium
(Cl) Chlorine
Honey
Fructose
C6 H12O 6
(C) Carbon
(H) Hydrogen
(O) Oxygen
Chalk
Calcium carbonate
CaCO3
(Ca) Calcium
(C) Carbon
(O) Oxygen
Sand
Silicon dioxide
SiO2
(Si) Silicon
(O) Oxygen
©2012, TESCCC
08/22/12
page 1 of 1
Grade 6
Science
Unit: 04 Lesson: 01
Compounds and Elements Matching Cards
Silicon dioxide
Water
Silicon dioxide
Water
Calcium carbonate
Carbon dioxide
Calcium carbonate
Carbon dioxide
Fructose
Sodium chloride
Fructose
Sodium chloride
C6H12O6
SiO2
C6H12O6
SiO2
H2O
CO2
H2O
CO2
NaCl
CaCO3
NaCl
CaCO3
Silicon dioxide
Water
Silicon dioxide
Water
Calcium carbonate
Carbon dioxide
Calcium carbonate
Carbon dioxide
Sodium chloride
Fructose
Sodium chloride
C6H12O6
SiO2
C6H12O6
SiO2
H2O
CO2
H2O
CO2
NaCl
CaCO3
NaCl
CaCO3
Fructose
©2012, TESCCC
08/22/12
page 1 of 1
Grade 6
Science
Unit: 04 Lesson: 01
Water or Not
1. Problem: Write a question to identify the problem.
2. Observations: Record everything you know about water and hydrogen peroxide and
include similarities and differences.
WATER
HYDROGEN PEROXIDE
3. Hypothesis:
If ___________________________________________________________________,
then__________________________________________________________________.
4. Experiment Set up and Procedures:
Materials:
Procedure:
©2012, TESCCC
08/22/12
page 1 of 2
Grade 6
Science
Unit: 04 Lesson: 01
5. Identify the independent variable:
6. Identify the dependent variable:
7. Data: Create a table to record your data. Don’t forget to label the table.
(IV)
(DV)
(DV)
(DV)
8. Conclusions: Summarize your findings here. Remember to state if your hypothesis was
correct or incorrect and what this indicates about the experiment.
©2012, TESCCC
08/22/12
page 2 of 2
Grade 6
Science
Unit: 04 Lesson: 01
Elements, Compounds, and Evidence of Change
Substances - Station A
Element(s)
Compound(s)
Evidence of Change
Element(s)
Compound(s)
Evidence of Change
Element(s)
Compound(s)
Evidence of Change
Element(s)
Compound(s)
Evidence of Change
Element(s)
Compound(s)
Evidence of Change
CaCl2 (calcium chloride)
H2O (Water)
Substances - Station B
NaHCO3 (baking soda)
CH3COOH (vinegar)
Substances - Station C
CaCl2 (calcium chloride)
NaHCO3 (Baking soda)
H2O (water)
Substances - Station D
H2O (water)
C18H14N2Na2O8S2
(red food coloring)
NaClO (bleach)
Substances - Station E
Baking powder is a mixture of several substances marked by *
*NaHCO3 (baking soda)
* NaAlSO4
(cream of tartar)
* CaHPO3 (dry acid)
* C6H10O5 (cornstarch)
CH3COOH (vinegar)
©2012, TESCCC
08/22/12
page 1 of 1
Grade 6
Science
Unit: 04 Lesson: 01
Elements, Compounds, and Evidence of Change KEY
Substances - Station A
Element(s)
Compound(s)
CaCl2 (calcium chloride)
Ca, Cl
CaCl2
H2O (Water)
H, O
H2O
Substances - Station B
Element(s)
Compound(s)
NaHCO3 (baking soda)
Na, H, C, O
NaHCO3
CH3COOH (vinegar)
C, H, O
CH3COOH
Substances - Station C
Element(s)
Compound(s)
CaCl2 (calcium chloride)
Ca, Cl
CaCl2
NaHCO3 (Baking soda)
Na, H, C, O
NaHCO3
H2O (water)
H, O
H2O
Substances - Station D
Element(s)
Compound(s)
H2O (water)
H, O
H2O
C18H14N2Na2O8S2
(red food coloring)
C, H, N, Na, O, S
C18H14N2Na2O8S2
NaClO (bleach)
Na, Cl, O
NaClO
Substances - Station E
Element(s)
Compound(s)
Evidence of Change
Temperature change−
−got
hotter
Evidence of Change
Temperature change−
−got
colder
Evidence of Change
Precipitate formed−
−new
substance formed
Evidence of Change
Color change−
−turned from red
to clear
Evidence of Change
Baking powder is a mixture of several substances marked by *
*NaHCO3 (baking soda)
Na, H, C, O
NaHCO3
* NaAlSO4
(cream of tartar)
Na, Al, S, O
NaAlSO4
* CaHPO3 (dry acid)
Ca, H, P, O
CaHPO3
* C6H10O5 (cornstarch)
C, H, O
C6H10O5
CH3COOH (vinegar)
C, H, O
CH3COOH
©2012, TESCCC
08/22/12
Formation of a gas−
−bubbled
page 1 of 1
Grade 6
Science
Unit: 04 Lesson: 01
Creating a Tabbed Book
1. Create a template for cutting the books. (8 ½ X 5 ½ )
2. Each tabbed book will take five sheets, one for the cover and four as tabs.
3. Set aside enough half sheets for each student in your class. The cover will have no tabs
cut out.
4. Using the template as your guide, cut enough sheets for students that have just one tab
cut-away. This will be page 1.
Page 1
5. Continue creating each page by cutting another tab away, as
shown.
Back page (4)
6. The front page will have all the tabs cut off. This will be the title
page.
Title Page (front page)
Page 3
7. Staple the bottom or left edge of the pages together to create a
tabbed book.
©2012, TESCCC
08/22/12
page 1 of 1