S8P1: Obtain, evaluate, and communicate information about the structure and…
Obtain, evaluate, and communicate information about the structure and properties of matter. a. Develop and use a model to compare and contrast pure substances (elements and compounds) and mixtures. b. Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed. c. Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter. d. Construct an argument based on observational evidence to support the claim that when a change in a substance occurs, it can be classified as either chemical or physical. e. Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyzing patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules. f. Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting differences between products and reactants.
The Georgia Standards of Excellence, Science outcome S8P1 (Physical Science) for Grade 8 says: “Obtain, evaluate, and communicate information about the structure and properties of matter. a. Develop and use a model to compare and contrast pure substances (elements and compounds) and mixtures. b. Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed. c. Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter. d. Construct an argument based on observational evidence to support the claim that when a change in a substance occurs, it can be classified as either chemical or physical. e. Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyzing patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules. f. Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting differences between products and reactants.” These 2 Fieldbook units teach it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Hot and Cold: Particles on the Move Grade 6 · partly supports this outcome
Why tires go soft in winter, why sidewalks have gaps, and how a thermometer knows. Five lessons on what heating and cooling do to the particles in everything around us.
- Why do bike tires go soft in winter? 45–60 min
Students stretch a balloon over a bottle, move it between warm and ice water, and find out what happens to air particles when they cool down. Then they explain a cyclist's 'flat' tire on the first cold morning.
- Why does food colouring spread faster in hot water? 45–60 min
Two cups, two drops, one race. Students drop food colouring into warm and ice-cold water at the same moment, then explain what the moving colour tells us about particles they can't see.
Kitchen Chemistry Grades 7–8 · partly supports this outcome
Fizzing, curdling and colour changes with things from the grocery store. Students gather evidence of new substances, weigh a reaction in a sealed bottle, and turn red cabbage into an acid detector.
- Is it a new substance? 50–60 min
Teams run six quick kitchen changes, from dissolving sugar to curdling milk, and record properties before and after. They sort each change as physical or chemical using evidence, and find out why a single clue like bubbles or a colour change isn't proof on its own.
- Where does the mass go? 50–60 min
Teams weigh baking soda and vinegar reacting in an open cup, then in a capped pop bottle. The open cup gets lighter and the capped bottle doesn't, until they open it. Students use atoms to explain why mass is never lost in a reaction, only let out.
- Can red cabbage tell acid from base? 50–60 min
Students add purple cabbage juice to safe household liquids and watch it turn pink, purple, blue or green. They build a colour scale, sort the liquids into acids and bases, identify two mystery liquids, and watch an acid and a base cancel each other out.
Printable practice for S8P1
- Kitchen Chemistry workbook included with the unit
3 English-support pages, 3 practice pages, 3 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
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Compared with NGSS: MS-PS1-2, MS-PS1-5.
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