ChemistryGrade 7

Chem

istry

Grade 7

Chemistry

S.D.#71 Comox Valley, British Columbia, Canada

Science 7 This kit contains suggested ways to teach the Big Idea

in Chemistry.

Our world is made of atoms and compounds. The different ways

that they are combined make our world liveable. We can use

cooking as a way to explore atoms (pure substances) and compounds

(mixtures).

If we blend different things and apply changes in state (liquids,

solids, gas), or temperature, we can cook up chemical concoctions!

An electronic copy of this teacher guide can be found on Learn71:

https://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx

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S.D.#71 Comox Valley, British Columbia, Canada

S.D.#71 Comox Valley, British Columbia, Canada

Suggested Ways to Weave Aboriginal Ways of Knowing within this unit:

Learning is experiential and place-based:

The curricular content and competencies of this science unit lend themselves to hands-on

experiments. We can use cooking as a way to explore atoms (pure substances) and

compounds (mixtures).

Recognizing the consequences of one’s actions:

By combining atoms and observing how compound mixtures have reacted, we can use

cooking as a vehicle to teach cause and effect.

Learning involves generational roles and responsibilities:

Within this unit, the potential exists for cross-community and intergenerational projects.

Reach out to local chefs, or make plans to do some cooking experiments with the elder

residents living in retirement homes. They have lots of patience and kindness ready to offer

our students. Watch a win-win scenario unfold!

Learning Involves patience and time:

Offer students time to reflect on their science experiments and see what others have done.

This reflective stance provides the time needed for our most vulnerable students to learn

from their peers.

Learning is Embedded in Memory, History, and Story:

The periodic table is historic story of how we have organized our understanding of atoms.

S.D.#71 Comox Valley, British Columbia, Canada

Suggested Ways to Embed Assessment for Learning Strategies:

When we ask lots of questions, our students get curious and THEY do the work. The simple

act of asking questions has the massive potential of turning passive learners into actively,

engaged students. So ask lots of content related questions!

With each experiment done within this unit, post a learning intention. Educational research

clearly demonstrates the positive impact this has on our students.

When students are offered time to reflect after completing science experiments or even mid-

way through, they can see what others have done. This reflective stance provides the time

needed for our most vulnerable students to learn from their peers.

S.D.#71 Comox Valley, British Columbia, Canada

Suggested Ways to Engage Students in Science Inquiry:

A Need to Know Please consider launching this unit with a video from the following link:

https://www.nbclearn.com/portal/site/learn/freeresources/chemistry-now/cheeseburger-chemistry

A Driving Question How does understanding atoms and molecules impact our daily life? (Cooking

often involves mixing atoms and molecules… e.g. sodium is an atom; salt is a

An Authentic Purpose By actively involving students in the chemistry of food preparation, they will see how chemistry is part of their everyday world. Add a few, fun concoctions, and new chemists will be born!

S.D.#71 Comox Valley, British Columbia, Canada

Chemistry: Safety First!

When cooking, what safety precautions should be taken? (to avoid burns, cuts, etc.) Co-create

this concept with students. Once a complete list has been generated by students, ask, “When

doing chemistry experiments, what similar kinds and other safety precautions should be

taken?” To what extent is your classroom or school prepared for the kind of emergency you

might have when cooking or doing chemistry experiments?

1. Safety clothing (lab coats, gloves)

2. safety goggles

3. handling

4. responsible clean-up

5. emergency

My classroom: Safety Issues

Draw your classroom, identify safety exits, safety equipment and areas needing attention.

S.D.#71 Comox Valley, British Columbia, Canada

https://www.youtube.com/watch?v=Pr9YntO7V1U

https://www.youtube.com/watch?v=2N7fOYZYx2g

https://www.youtube.com/watch?v=qt8KKECwX-c

http://www.bioedonline.org/videos/content-

presentations/tools-and-techniques/science-safety-

in-elementary-schools/science-safety-scene/

Chemistry: Safety First!

S.D.#71 Comox Valley, British Columbia, Canada

https://www.acs.org/content/dam/acsorg/about/

governance/committees/chemicalsafety/

safetypractices/safety-in-the-elementary-school-

science-classroom.pdf

http://www.nsta.org/docs/

SafetyInTheScienceClassroomLabAndField.pdf

http://mjksciteachingideas.com/safety.html

Chemistry: Safety First!

S.D.#71 Comox Valley, British Columbia, Canada

Suggested Websites:

Cheeseburger

Chemistry

https://www.nbclearn.com/portal/site/learn/freeresources/chemistry-now/cheeseburger-chemistry

Atoms and Molecules Bill Nye video explaining atoms and Molecules

https://tune.pk/video/2901589/bill-nye-the-science-guy-atoms-and-molecules-

full-episode

And this link … https://www.youtube.com/watch?v=vlSOESXQI7o Atoms and

Molecules -Basics -Animation lesson for kids is another good one to demystify

these concepts.

Once this video has been viewed, The book

Atoms and Molecules by My Science Library

will make a lot more sense to students!

https://phet.colorado.edu/en/simulation/molecule-shapes-basics

https://phet.colorado.edu/en/simulation/build-a-molecule

https://phet.colorado.edu/en/simulation/build-an-atom

http://www.glencoe.com/sites/common_assets/science/virtual_labs/grade6/E02/E02.html

Crystals http://www.stevespanglerscience.com/lab/experiments/magic-crystal-snowflake/

Average skill set:

http://sciencenotes.org/how-to-grow-crystals/

http://chemistry.about.com/od/growingcrystals/tp/Make-Crystals.htm

http://www.kidzworld.com/article/26598-make-your-own-crystals

Advanced:

http://www.sciencebuddies.org/science-fair-projects/project_ideas/Chem_p082.shtml#background

Chemistry Journals http://www.nsta.org/main/news/stories/images/scope/0604/ChesbroFig3.jpg

https://s-media-cache-ak0.pinimg.com/736x/79/1a/6f/791a6f5719b241e88225a4dc7197fdac.jpg

http://mychemistryclass.net/notebook.html

http://www.classroomscience.org/taking-the-interactive-science-notebook-plunge

http://www.amazon.com/gp/product/B004Z4E86E?ref_=sr_1_1&qid=1406655680&sr=8-1&keywords=graph%20paper%20post-it%20notes&pldnSite=1

Chemistry Magic http://chemagic.org/home/

10 Year Old Chemist! http://chemagic.org/home/

S.D.#71 Comox Valley, British Columbia, Canada

Although the Atoms and Molecules book is a simple one, it will

make a lot more sense to students and their abilities to

comprehend and connect to it, if they watch the Bill Nye the

Science Guy Video first. The concept of how small an atom is will

resonate far better having watched Bill slice a round of cheese in

half, then in half again, and again, and again…. to make the point.

https://tune.pk/video/2901589/bill-nye-the-science-guy-atoms-

and-molecules-full-episode

And a second animated video about

the same concept is available at https://

www.youtube.com/watch?v=vlSOESXQI7o

Big Ideas: a suggested

lesson sequence …

S.D.#71 Comox Valley, British Columbia, Canada

The concepts contained in the Atoms and Molecules book will resonate

even more after a hands-on experiment. By doing the following

experiment, students will learn first hand that molecules do not always

occupy the same space. Therefore, one + one does not always = two!

S.D.#71 Comox Valley, British Columbia, Canada

S.D.#71 Comox Valley, British Columbia, Canada

Many students like to see the big picture before moving into the details. Within this science unit we want

students to understand that our world is made of atoms and compounds. The different ways that they are

combined make our world liveable. We can use cooking as a way to explore atoms (pure substances) and

compounds (mixtures).

If we blend different things and apply changes in state (liquids, solids, gas), or temperature, we can cook up

chemical concoctions!

What is chemistry anyway?

Because chemistry involves an investigation into the ways in which properties change, the first experiment

offered in Janice VanCleave’s Step-By-Step Science Experiments in Chemistry, provides a nice launching point

for this unit. In this experiment, students will observe physical properties and their changes by cutting and

folding a recipe index card. When directions are followed, the index card changes its appearance quite

dramatically. This provides a great analogy for the possibilities of change when elements are combined.

S.D.#71 Comox Valley, British Columbia, Canada

S.D.#71 Comox Valley, British Columbia, Canada

Continue engaging students in the content of this unit with the following video:

(Google Cheeseburger Chemistry) Cheeseburger Chemistry nbc and look for this link:

https://www.nbclearn.com/portal/site/learn/freeresources/chemistry-now/cheeseburger-

chemistry

The first video on this webpage is called The Chemistry of Bread. In it, you will see how yeast

gobbles up chains of sugar molecules or complex carbohydrates to create a gluten matrix. As

bread is kneaded, the yeast is constantly fed new starch. Yeast is a living thing; a single-celled

creature that likes to eat carbohydrates /sugar. As the yeast consumes the starch, it produces

carbon dioxide as a by-product. This CO2 gas causes the bread to rise! So mix up this

chemical concoction, bake it, spread the butter, then eat your chemistry project!

And the following yeast-related chemistry experiment will be a natural next step.

S.D.#71 Comox Valley, British Columbia, Canada

Please check out Science Bob https://sciencebob.com/blow-up-a-balloon-with-yeast/

S.D.#71 Comox Valley, British Columbia, Canada

https://www.youtube.com/watch?v=qoxY0z8ukUQ

S.D.#71 Comox Valley, British Columbia, Canada

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/chemical_resources/making_carsrev1.shtml

S.D.#71 Comox Valley, British Columbia, Canada

Armed with this background knowledge regarding atoms and molecules, students are more than ready for

experiments using ice, salt , marbles and more from Robert Gardner’s book on Atoms and Molecule

Experiments.

These experiments tend to be more sophisticated. Your keen learners may want to take on some of these

experiments and share with the rest of the class.

https://www.youtube.com/watch?v=DmjrFcf-2Ww

S.D.#71 Comox Valley, British Columbia, Canada

Continue to engage students with cool chemical reactions using the book, Super Cool Chemical Reaction

Activities with Max Axiom by Agnieszka Biskup. Experiments to consider:

1. Make Bubbling Blobs pgs. 5-6

2. Make cooling endothermic baggies pgs. 8-9

3. Explore exothermic reactions by making monster toothpaste! pgs. 10-11

4. Make a mini fire extinguisher pgs. 12-13

5. Make a see-through eggshell with an Eggcellent Eggsperiment pgs. 14-15

6. Make funny bones! pgs. 16 and 17

7. Just keep going... and change old pennies to new! pgs. 18 and 19.

S.D.#71 Comox Valley, British Columbia, Canada

Here are some fun things for

their teacher to do in front of

their students. (or with!) Most

of these experiments are fairly

quick and can be used to have

students predict the outcomes.

It’s time to be Bill Nye the

Science Guy!

#1 Sour Candy Bubble Test 5 minutes pages 4-5

#2 Watery Stripes 5 minutes page 28

#3 Skittles Density Rainbow 1 hour page 40-41

#4 Squash the Unsinkable 5 minutes pages 54-55

#5 The Incredible Growing Gummi

Worm

2 hours—

2 days

pages 72-73

#6 Race to Dissolve (Big Vs. Small) 30 minutes pages 112-113

#7 Race to Dissolve (Hot Vs. Cold) 30 minutes pages 114-115

#8 Dissolving Gum 10 minutes page 119

#9 Dissolving Chocolate 10 minutes pages 120-121

S.D.#71 Comox Valley, British Columbia, Canada

Class Project:

Each student is invited to select up to 4 elements and research them. Selection may be in a

draft… each student picks one element from the first 30; another from the next 30 etc.

From there students will create a wall-size periodic table of elements with an illustrated

examples of their structure and uses.

Please see the Periodic Table of the Elements, In Pictures

@ http://elements.wlonk.com/Elements_Pics_11x8.5.pdf This will serve as an example of

this project.

This photo is from Pintrest:

https://www.pinterest.com/

pin/515451119826124971/.

http://jasonstark.com/wordpress/wp-content/

uploads/2012/07/2012-08-07_13-40-07_51.jpg

https://uwaterloo.ca/chem13news/sites/ca.chem13news/files/

resize/uploads/images/shawn-mcgovern-500x375.jpg

S.D.#71 Comox Valley, British Columbia, Canada

This series of videos serves as an entry point to the big ideas of chemistry. It includes simple

analogies, activity suggestions, and demonstrations, that teachers can use to help student

investigate the chemical history of a candle.

S.D.#71 Comox Valley, British Columbia, Canada

Assessment Framework

Subject: Science Grade: 7

Strand: Chemistry

Unit

Chemistry

Elements (a pure substance consisting of a single type of atom, as distinguished by its atomic number (eg., iron, copper)

I can name some of the different atoms in the periodic table.

I can describe different atoms (periodic table project)

I can organize different atoms using the periodic table (periodic table project).

Compounds (a pure substance consisting of two or more atoms held together in a defined special arrangement by chemical bonds (eg., water/salt))

I can state what a compound is.

I can contrast different elements.

I can conduct experiments using different elements to make different compounds.

By contrasting different elements, I can suggest a new compound.

Chemical Changes (when atoms rearrange into new products accompanied by an energy change (eg., rusting, the reaction of vinegar and baking soda)

I can outline and record the steps in a chemical experiment.

I can hypothesize the outcome of an experiment.

I can make observations as the experiments is happening.

I can use the above 3 steps to adapt and revise my experiment (I can explain the safety issues related to my experiment).

Crystalline Structure (crystals formed by a unique arrangement of atoms, ions, or molecules (eg., rock candy, quartz, snowflakes)

I can describe crystalline structures.

I can contrast different crystalline structures.

I can conduct an experiment to build crystalline structures.

I can use the 3 steps above to adapt and revise my experiment (I can explain the safety issues related to my experiment).

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Images by

Nelson Wesley

Arden Elementary,

S.D. 71 (2016)

Coast Salish

Prince Rupert

… direct support

… guided support

… independent

…applying innovatively

S.D.#71 Comox Valley, British Columbia, Canada

An electronic copy of this teacher guide can be found on Learn71 athttps://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx

Contributors: Cheryl Adebar, Thea Black, Noah Burdett, Doug David, Kara Dawson, Colleen Devlin, Allan Douglas, Gerald Fussell, Nora Harwijne, Sarah Heselgrave, Debra Lovett, Kim Marks, Gail Martingale, Dale Mellish, Heather Mercier, Jane Rondow, Teri Ingram, Debbie Nelson, Joan Pearce, Stewart Savard, Laura Street, Lynn Swi�, Carol Walters.

School District No. 71 (Comox Valley) grants permission for teachers to use these resources for educational purposes.

Published July 2016