Our matter unit needs to cover a TON of basics. You’ve got the classification of matter, types of changes, the law of conservation of mass, as well as mixtures.
Often our students are coming to us with quite a bit of surface-level knowledge about matter from middle school. This gives us the opportunity to review what they already know and press them further. Each activity in this unit is meant to harness what they already know and encourages them to make new mental connections.
The matter is the first unit where we start developing our mental models of matter and communicating them with particle diagrams. I love having students do this with large, poster-sized whiteboards. I got mine from Lowes. You can purchase shower board and have it cut into 6-8 pieces. After labs, during our discussions, student groups record their data as well as a particle diagram to represent what they think was happening at the particle level.
We discuss our findings as a whole class. Students are encouraged to ask their classmates about their diagrams. Questioning and engaging classmates in a respectful manner can be difficult for students. Take time during this unit to help your students build a positive community. You can do this however you like, using any strategies you see fit. I’ve found that I change strategies from year to year and even class to class- it totally depends on your kids.
Matter Lesson Plans
Total Duration: (10-16 days)
Note: a day refers to 45-50 minute periods.
| Topic & Timeline | Tasks | Description |
| Changes in Matter 1-2 days | Inquiry Lab Post-Lab Discussion | Set up several stations around the room with different physical and chemical changes. I like to have students tear, burn, dissolve a solid, dissolve Alka-seltzer, melt ice, and form a precipitate. Ask your students to record the masses of all materials before and after the changes have been made. I don’t give them much direction past that (but you certainly can). Your students should observe that 1) masses should not change and 2) carelessness will result in errors. I have a google form set up and each group reports the change in mass they observed for each station. Assign each group a station to explain on a whiteboard. You can give specific directions or keep it open. This could be an opportunity to decide as a class what needs to be included on a whiteboard (student names, keys/legends, data, particle diagrams). I ask for data and a diagram of what they think happened during the change. We discuss each station, one at a time. We look at the class data and how it compares to the group’s board. We also discuss why some data might be skewed. You’ll notice that some students do not put all of the materials back on the balance for the after mass, which makes it appear like they’ve lost a lot of mass. This is an error and should be avoided in the future. |
| Types of Matter 2 days | POGIL – Classification of Matter Notes + Practice | In small groups, students work through the classifying matter POGIL. They will review the following concepts: atoms, molecules, particles, formulas, pure substances, mixtures, elements, and compounds. Assign the extension questions as independent work. Review these questions before taking notes on the types of matter. These notes focus on pure substances (elements, compounds) vs mixtures (heterogeneous, homogenous) and how to distinguish between their particle diagrams. |
| Mixtures + Properties 1 day | Separation Lab Challenge | This is a classic for a reason! Put together a large mixture of sand, salt (not rock), iron, and seeds (or beans). Students must use the properties of these substances to separate them. The only guidance I give them is that by the end of the period they should have all 4 substances separated. I let them use anything in the lab- they just have to ask for it if it’s not already out. I do accept salt as salt water. And pro-tip: they should not dip magnets directly into the mixture. Your magnets will be covered in iron forever! Cover them in paper downs or put them in a baggie. |
| Matter Notes 1-2 day | Changes Notes Properties Notes Practice: Card Sort Vocabulary Reference Sheet | Now take everything they’ve reviewed and learned and put it all on paper. These notes focus on particle diagrams and using them to distinguish between physical changes (a rearrangement of particles) and chemical changes (breaking and forming bonds). I give students the practice pages supplied with my notes but sometimes I’ll add extra activities, such as card sorts. I like to give my students the Particle Diagram Reference Sheet and add to it as we learn more throughout the year. |
| Density 2-3 days | Inquiry Density Lab Discussion Notes + Practice | You can do this density lab in a couple of different ways. 1) Density cubes: same volume, different masses 2) Samples of the same material in different shapes and sizes The benefit of number 2 is that they may have to find the volume by displacement, which lets them practice that skill. Also, by finding the mass and volume of the same substance, several times, they can create a mass vs volume graph. And guess what? The SLOPE IS DENSITY. Guess which one I do? Using the knowledge they gained from the mass and volume lab, take density notes. I like to show the Eureka video about density beforehand to refresh their brains and to get them thinking about particles again. It’s corny but cute. The notes add to our understanding of particle diagrams and both the notes and practice get them thinking about density in terms of definitions, diagrams, and graphs. |
| Law of Conservation of Mass 1 day | Baking Soda + Vinegar Demo Notes | For this demo (or mini lab), you’ll need 2 balances, weigh boat, baking soda, vinegar, 2 Erlenmeyer flasks, and one balloon. Mass two samples of baking soda. The amounts don’t matter as long as you use the same amount for both. Let’s say you mass 5 grams of baking soda, twice (one for each flask, don’t put anything in yet). Pour one sample into the balloon. Pour the vinegar into the flasks. Again, amounts don’t matter as long as they match. Let’s say you pour 100 mL of vinegar into each flask. Attach the balloon to one flask – DO NOT TIP THE BALLOON OVER YET. Put both flasks on a balance. At the same time, pour the weight boat into one flask and empty the balloon in the other. The open flask should see total loss while the closed flask should remain unchanged. Ask your students which flask obeyed the Law of Conservation of Mass? Trick question, they both did. But we were only able to observe the law being followed by the balloon flask because we made sure to capture all of the products. |
| Indicators of Chemical Change 0.5-1 day | Discussion Notes | At this point, your students have seen a lot of chemical reactions. Have them come up with a list of observations that hint at a chemical change taking place. Challenge them to find examples of each type of change, either those they’ve observed in the lab or in their everyday lives. The notes linked here are very basic and meant to be a bit of a brain break. These kids have been working hard! Take this time to check in with your kids or to give them some time to catch up on missed work. |
| Review | One-Pagers Task Cards Vocabulary Practice | I love one-pagers. Give your students a topic and one blank sheet of paper. They must fill that ENTIRE page with information! I find it helps to build confidence before an assessment with the added benefit of giving me great student work to hang up! |
| Assessment |
Further Reading
3 Easy and Powerful Ways to Use Particle Diagrams in Chemistry – The Chemistry Particle
Identifying physical and chemical changes – Victoria State Government, Education and Training
Use of Particulate-Level Instruction on Chemical and Physical Changes and States of Matter – ChemEd Exchange
Making Chemistry Visible – ChemEd Exchange
7 Labs in Density – New Your Science Teacher
