Grade+8

  Hydrosphere Goal 3 [|NOAA Ocean Explorer Lessons from the Deep] Habitable Planet Environmental Science ** @http://www.learner.org/courses/envsci/index.html ** Educator's Guide to Marine Debris Pamphlet ** [] **
 * Smithsonian Ocean Portal** http://ocean.si.edu/
 * [|River Basin Riddle Cards]**

[|Jordan Lake Eagle Cam]
[|Jason Projects]

Chemistry Goal 4 

**Lesson Plan (by Mary Beth Clark for ** **4th Curriculum Council meeting** **)** : Balloon and Lego Chemistry (Objective 4.06 & Objective 4.07)

Chemistry Lesson Plan – Demonstrating Physical and Chemical Change

Created by: James Hall

8th Grade N.C.S.C.o.S. Competency Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry. Objective(s): 4.05 & 4.06

Behavioral Goal: The learner will be able to compare and contrast physical and chemical properties of a given substance as well as describe chemical changes that substance undergoes during the investigation.

Time needed: 1 class period (approximately 55 minutes)

Materials needed: (Per group of 2 students) – 2 marshmallows, 2 toothpicks, 1 heat source (candle or Bunson burner), 2 pairs of safety goggles

Background information: Physical properties of a substance are those properties that can be observed or measured without changing the substance into something else (altering its physical and chemical properties). Examples are mass, volume, density, temperature. Chemical properties are those properties that describe a substance’s ability to change. Examples are reactivity, flammability. Marshmallow is a confection composed primarily of sugar (or some other sweetener) and gelatin. It will react with fire to produce carbon dioxide gas as the outer layer of the marshmallow caramelizes.

Procedure: The teacher begins with a brief review of physical and chemical properties. One effective demonstration is to hold up a sheet of paper and ask students to describe its physical properties. Students may describe its color, its shape, its texture, etc. The teacher then tears the paper in half and asks if those properties have changed. Students should recognize that they have not. The teacher then dons safety glasses and lights the paper on fire (observing standard safety procedures.) After the flame has consumed the paper, the teacher asks if the properties have changed. Students should observe that they have. The teacher then distributes the lab materials. Students will first (in their science notebook or on a lab report) list as many physical properties of the marshmallow as they can in 2-3 minutes. Students may list color, texture, shape, odor, etc. Next, following proper safety procedures, students will place the marshmallows on toothpicks and hold it over the heat source provided by the teacher (candles work well for this, as they minimize the chance of injury). After a few seconds, students should note that the marshmallow has started to change color and that smoke is being released. Students should take care not to fully ignite the marshmallow. Students will then write their observations and the changed physical properties of the marshmallow. Once students have completed their observations, they may eat the marshmallow.

Wrap-up: The teacher may opt to conclude the lab with a discussion of how most cooking procedures involve chemical change. For homework, the teacher may assign students to think of 5 types of physical change and 5 types of chemical change involved in cooking common meals. Some examples of physical changes could be mixing Kool-aid, cooking spaghetti or boiling hotdogs. Some examples of chemical changes could be baking bread, grilling hamburgers, or frying eggs.

**Elemental-Balancing Act** []
**[|Middle School Physical Science]**


 * [|Lots of Chemistry Lessons] **



Evolution in Organisms and Landforms Goal 5

=
**NC Sustainable Energy Association** http://energync.org/assets/files/Biomass%20Fact%20Sheet.pdf
 * Fossil Find Activit**y http://www.indiana.edu/~ensiweb/lessons/gr.fs.fd.html ======

Cell Theory and Microbiology Goals 6 & 7

**Miscellaneous Section**


 * @http://sciencespot.net/Media/pennylab.pdf
 * @http://pbskids.org/zoom/activities/sci/dropsonpennies.html
 * @http://www.biologycorner.com/worksheets/pennylab.html
 * @http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
 * <span style="font-family: arial,Verdana,sans-serif; font-size: 11px; line-height: normal;">@http://www.the-aps.org/education/k12curric/activities/pdfs/pittis-penny.PDF
 * <span style="font-family: arial,Verdana,sans-serif; font-size: 11px; line-height: normal;">@http://lrs.ed.uiuc.edu/students/erlinger/water/background/pennylab.html
 * Mythbuster Video Link** [] [[file:mythbusters general activity.doc]]


 * False Assumption Question**s: <span style="font-family: Tahoma,Verdana,sans-serif; line-height: normal;"> http://www.indiana.edu/~ensiweb/lessons/falsasum.html

**Science Spot** http://sciencespot.net

 * National Science Digital Library** http://nsdl.org/

====**Cr****eate your own review games or use those already created** [] (Firewall may block due to "games" in the name.) There are 6 types of games students can play. Super Shooter (Basketball), Super Taker (Soccer), Super Pong (Ping-Pong), Super Striker (Golf), Super Hitter (Baseball) and Super Quiz (for the students who do not like games, but want to review for test anyway). **Games are based on a 10 question data set where the questions and answers are randomly ordered in each game.** Any educator can create games at this site by simply [|signing up for a FREE account.] ====

Andra Burks

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Example of a Chart: Science Fair Projects
 * Name || project title ||
 * Alvin || What white mice prefer ||
 * Boris || Which battery last longer? ||

Lesson Plans (Jamie Callicutt) //ELEMENT TILE PROJECT// and //GETTING TO KNOW THE PERIODIC TABLE// I have attached the worksheets for getting to know the periodic table and for creating an element tile (class periodic table) that go along with lessons presented at a MS Science Council meeting. If you were not there, all needed instructions are on the student worksheets.