Grade 8

Science
Unit: 04
Lesson: 01
Suggested Duration: 15 days

Formulas, Equations, and the Conservation of Mass

Lesson Synopsis:
Chemical formulas containing subscripts and preceded by coefficients will be analyzed and interpreted to determine the
number of atoms of each element present in compounds. Students will implement investigations and observe evidence of
chemical reactions as indicators of the formation of new substances with differing properties. Students will also recognize
the components of a chemical equation and understand that chemical equations represent what occurs in a chemical
reaction. The relationship between balanced equations and the law of conservation of mass will be examined, and
students will recognize that a balanced chemical equation expresses what happened in a chemical reaction.

TEKS:
8.5

Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties.
The student is expected to:

8.5D

Recognize that chemical formulas are used to identify substances and determine the number of atoms of each
element in chemical formulas containing subscripts. Readiness Standard
Investigate how evidence of chemical reactions indicates that new substances with different properties are formed.
Readiness Standard
Recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of
conservation of mass. Supporting Standard

8.5E
8.5F

Scientific Process TEKS:

8.2
8.2C
8.2E
8.3
8.3B
8.3C
8.4
8.4A

Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings,
writing, and graphic organizers.
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and
predict trends.
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem-solving
to make informed decisions, and knows the contributions of relevant scientists. The student is expected to:
Use models to represent aspects of the natural world such as an atom or a molecule, space, or a geologic feature.
Identify advantages and limitations of models such as size, scale, and properties, and materials.
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:
Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter
sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances,
microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as
needed to teach the curriculum.

GETTING READY FOR INSTRUCTION

Performance Indicator:

Create a manual to show how to break down a chemical equation into components. For each component of the
equation, include detailed steps on how to determine its composition.
Use data collected throughout the unit to present evidence that a chemical change took place during the reaction,
represented by the chemical equation.
Include a page in the manual that lists the types of evidence that can be used to indicate that a chemical change
had taken place and a summary of the relationship of the balanced equation to the law of conservation of mass.
(8.2C, 8.2E; 8.5D, 8.5E, 8.5F)
1E; 5D, 5G

Key Understandings and Guiding Questions:

Chemical formulas can be used to determine the number of atoms of each element found in compounds.
How are chemical formulas used to determine the number of atoms of each element found in compounds?

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page 1 of 16

Grade 8
Science
Unit: 04 Lesson: 01

What is the purpose of a subscript in a chemical formula?

What is the purpose of coefficients in front of a chemical formula?
Chemical reactions indicate that new substances with different properties are formed.
What evidences indicate that a new substance has formed as a result of a chemical reaction?
What are the components of a chemical equation?
After a reaction, how do the reactants and products in a chemical equation compare?
A balanced equation represents the law of conservation of mass or that every atom present at the start of the
reaction is still present at the end of the reaction.
How are balanced chemical equations and the law of conservation of mass related?
What is meant by balanced equation?

Vocabulary of Instruction:

chemical change
chemical formula
chemical equation
subscript
coefficient

product
reactant
yield
law of conservation of mass
precipitate

chemical reaction
physical change

Materials:
Refer to Notes for Teacher section for materials.

Attachments:

Handout: Chemistry Language Cards (see Adv. Prep., 1 set per pair/triad of students)
Teacher Resource: Engage Investigation: Components of Chemical Equations Part I (1 for projection)
Teacher Resource: Engage Investigation: Components of Chemical Equations Part I KEY (1 for projection)
Teacher Resource: Evidence of Chemical Change (1 for projection)
Handout: Lights Out (1 per group)
Teacher Resource: Lights Out KEY
Handout: Dropping Out (1 per group)
Teacher Resource: Dropping Out KEY
Handout: Changing Temperature (1 per group)
Handout: Color Switch (1 per group)
Teacher Resource: Color Switch KEY
Handout: Signs of a Chemical Reaction (1 per student)
Teacher Resource: Signs of a Chemical Reaction KEY
Teacher Resource: Components of Chemical Equations Part II (1 for projection)
Teacher Resource: Components of Chemical Equations Part II KEY (1 for projection)
Handout: Decoding Chemical Formulas (1 per student)
Teacher Resource: Decoding Chemical Formulas KEY (1 for projection)
Teacher Resource: Modeling Chemical Formulas (1 for projection)
Teacher Resource: Modeling Chemical Formulas KEY
Handout: Counting Atoms (1 per student)
Teacher Resource: Counting Atoms KEY
Handout: Whats the Count? (1 per student)
Teacher Resource: Whats the Count? KEY
Handout: Shaping Up (1 per student)
Teacher Resource: Shaping Up KEY
Optional Handout: Its the Law (1 per student)
Optional Teacher Resource: Its the Law KEY
Teacher Resource: Balanced Practice (1 for projection)
Teacher Resource: Balanced Practice KEY

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Grade 8
Science
Unit: 04 Lesson: 01

Handout: Balanced? (1 per student)

Teacher Resource: Balanced? KEY
Teacher Resource: Review Stations (2 sets per station)
Teacher Resource: Review Stations KEY
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)

Advance Preparation:
1. Prior to Day 1, measure and prepare all ingredients as Solid A and Solid B and Liquid A and Liquid B with 5
grams of baking soda in each bag, 10 mL of water in graduated cylinder A, and 10 mL of vinegar in graduated
cylinder B. Prepare for as many groups as needed throughout the day. Take into consideration that ingredients
will need to be replaced for each class period. For example, eight lab groups per class multiplied by six class
periods equals preparation for 48 individual groups.
2. Prior to Day 1, copy Handout: Chemistry Language Cards on cardstock. Create a class set with enough for
each pair/triad student group to have a set. Laminate and cut the words and definitions apart, and place each set
in a resealable, plastic bag. Bags can be reused each class period.
3. Prior to Day 7, prepare a liquid detergent solution by measuring 400 mL of water in a beaker and adding a few
drops of liquid detergent (enough for it to turn red litmus paper blue) and stirring. Each group will need 10 mL of
this solution.
4. Prior to Day 8, prepare bags of colored blocks with a color code for the Teacher Resource: Modeling Chemical
Formulas and Handout: Counting Atoms stations. Prepare resealable plastic bags of blocks for students to
construct models of the formulas listed on the Handout: Counting Atoms. Prepare six bags (one for each
formula), and set up six stations for students to rotate through. Provide a color key at each station. Students
should carry their handout to each station.
5. Copy in color, laminate, cut out, and place in resealable, plastic bags Teacher Resource: Review Stations (2 sets
per station). Prepare bags of colored blocks for Station 3 and provide a color code. Stations:
1. Chemical/Physical Change
2. Components of Equations
3. Modeling Formulas (Prepare the bags of blocks.)
4. Balanced or Unbalanced?
5. Modeling Equations
6. Chemical Language Cards (previously used in lessons)
6. Prepare attachment(s) as necessary.

Background Information:
This unit bundles student expectations addressing how formulas indicate the number of atoms in a substance and how
balanced equations show the law of conservation of mass in a chemical reaction.
Students have had very limited exposure to chemical formulas or equations. In prior units, in Grade 8, students have
studied the structure of atoms and learned to interpret the arrangement of the periodic table. During this unit, students
learn to recognize the use of chemical formulas to identify substances and determine numbers of atoms in elements. They
investigate evidence of chemical reactions as indicators of the formation of new substances with differing properties.
Students recognize that chemical formulas and balanced equations represent what happens in a chemical reaction and
how balanced equations relate to the law of conservation of mass
Students will investigate evidences that a new substance has formed as the result of a chemical reaction: the appearance
of bubbles or change in odor indicating production of gas, formation of a precipitate, temperature changes, and color
changes.
STAAR Notes:
Chemical formulas and reactions (8.5D, 8.5E) will be assessed as Readiness Standards under Reporting Category 1:
Matter and Energy on the STAAR Grade 8 Science Assessment. Equations and the relationship to the law of conservation
of mass (8.5F) will be assessed as a Supporting Standard under Reporting Category 1: Matter and Energy on the STAAR
Grade 8 Science Assessment.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT

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Grade 8
Science
Unit: 04 Lesson: 01
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area.

INSTRUCTIONAL PROCEDURES
Instructional Procedures

Notes for Teacher

ENGAGE So What?

NOTE: 1 Day = 50 minutes

Suggested Day 1

1. Divide the class into groups. Distribute materials to each group (see
Advance Preparation).
2. Explain to students they will be working with mystery substances that will
be revealed to them later in the lesson.
3. Review chemical safety at this time. Eye protection must be worn when
working with chemicals. MSDS for vinegar and baking soda must be
available.
4. Instruct students to do the following in their groups. It may be helpful to
display these on the board:
1. Observe and describe the substances in your science notebooks
before beginning the investigation. Be sure to indicate which is A and
which is B.
2. The bags are labeled A and B. Do not mix the two bags.
3. Add the 10 mL of Liquid A to the bag labeled A, and seal the bag
quickly. Gently knead the bag. Record your observations.
4. Add the 10 mL of Liquid B to the bag labeled B, and seal bag
quickly. Gently knead the bag. Record observations.
5. Observe and describe the substances after the mixing occurs; record
what you see and feel after steps 3 and 4.
5. Instruct students to discuss the following in their group.
Ask:
What did you observe? What do you think caused the difference
in the bags? Provide supporting evidence for your explanation.
Answers will vary, but students should indicate that a chemical
reaction happened in bag B, but not in bag A. They should cite
some type of supporting evidence such as gas production, fizzing,
bubbling, temperature change, a new substance formed, etc.
6. Monitor and facilitate group discussions. Ask students to explain why and
how they came up with their answers.
7. Instruct students to record their explanations and supporting evidence in
their science notebooks.
8. Explain to students that the class will spend the next few weeks exploring,
learning, understanding, and explaining exactly what happened and did not
happen in the bags today.
9. Explain to students they will come back to this investigation multiple times
throughout the unit, and they should be comfortable explaining the
situation in terms of chemical equations, chemical reactions, balanced
equations, and the law of conservation of mass by the end of the unit.

Safety Notes:
Review chemical safety at this time.
Eye protection must be worn when
working with chemicals. MSDS for
vinegar and baking soda must be
available.
Instructional Notes:
You may wish to use a discussion
strategy that requires each group
member to contribute. For example, the
oldest member begins and then the
discussion moves to the right around
the table. No one can speak out of turn,
but everyone must speak. The group
needs to come to consensus about what
occurred and cite evidence prior to
recording in their notebooks.

Science Notebooks:
Students should record before and after
observations, as well as explanations of
what happened-including evidence- in
their notebooks.
Suggested Days 1 (continued), 2, and
3

EXPLORE/EXPLAIN Using Chemistry Language

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Materials:
resealable plastic bags (see
Advance Preparation for
preparation of bags, 2 per group)
baking soda (10 g per group for
Bags A and B)
graduated cylinders (2 per group)
vinegar (10 mL per group for Bag B)
water (H2O) (10 mL per group for
Bag A)
safety goggles (1 per student)
MSDS (vinegar and baking soda, 1
each per class)

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Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

1. Divide the class into groups of pairs or triads. Distribute a set of Chemistry
Language Cards (see Advance Preparation) to each group.

Attachments:
Handout: Chemistry Language
Cards (see Adv. Prep., 1 set per
pair/triad of students)
Teacher Resource: Engage
Investigation: Components of
Chemical Equations Part I (1 for
projection)
Teacher Resource: Engage
Investigation: Components of
Chemical Equations Part I KEY (1
for projection)

2. Instruct students to work collaboratively and match the words with the
definitions.
3. Monitor student displays for accuracy. If students have displayed an
incorrect match, encourage them to try again.
4. After students have correctly matched pairs, instruct them to take turns
quizzing one another while other groups complete their task.
5. Project the Teacher Resource: Engage Investigation Components of
Chemical Equations Part I. Students should copy the equations for bags
A and B in their science notebooks.
6. Say:
Chemical equations are a shorthand way that scientists use to
represent what takes place in a chemical reaction. Chemical
equations consist of many components (parts).
7. Instruct students work with a partner and use the Chemistry Language
Cards to try and determine the different components of a chemical
equation.
8. Monitor students for accuracy. Students may be compelled to go ahead
and label subscripts, symbols, etc. If they do so, explain that you will be
addressing those components in a future lesson.
9. Once students have correctly identified the parts of the chemical equation,
instruct them to label the equations in their notebooks. Project the Teacher
Resource: Engage Investigation Components of Chemical Equations
Part I KEY for students to check their work.
10. Instruct students to work with a partner to compare and contrast the
chemical equations for bags A and B. Students should set up a
table/chart in their notebooks to show similarities and differences. Explain
that they should be prepared to share their findings with the large group.
11. Facilitate a brief large group discussion in which students reflect on the
similarities and differences of the two equations. Insure each group shares.
Ask:
What was alike/different in the two equations?
They both have the same component parts; NaHCO3 was a reactant in
both equations. There were no substances in A, while the products
and reactants were different in B.
Did a chemical reaction take place in bag A? How do you
know? No, a new substance did not form.
Did a chemical reaction take place in bag B? How do you
know? Yes, the reactants and products differ. The arrangement of
elements is different.
How do the reactants and products differ in equation A? There
are no new products because a chemical reaction did not take place.
What does this mean? This means that a chemical reaction/change
did not take place. A new substance was not formed.
How do the reactants and products differ in equation B? The
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Instructional Notes:
Consider grouping high and medium;
medium and low students for this
activity. If you have a co-teacher or
inclusion support person, consider
having them work with a small group if
necessary.
Encourage students to add to their
explanations in their notebooks as the
large group shares out. They can make
a mark to indicate where their answer
ends and new information begins.

Check for Understanding:

The Chemistry Language Cards
compare/contrast question serves as a
pre-assessment. This will create a
need to know for students throughout
the unit, and help the teacher modify
instruction as needed.

Science Notebooks:
Students record chemical equations for
Bags A and B with labeled parts of a
chemical equation.
Students compare/contrast chemical
equations for bags A and B and
answer reflective questions in their
notebooks.

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Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

reactants were combined to form a new substance. Therefore, they

are differently arranged.
What does this mean? A chemical reaction/change occurred, and a
new substance was formed.
12. Project the following question on the board. Ask students to use their
notebooks and Chemistry Language Cards to answer the question in
their notebooks. Remind students to use complete sentences.
Ask:
How do the chemical equations for bags A and B explain
what did or did not happen in our investigations?
13. Monitor and facilitate groups as they work.
14. Different groups will finish at different rates, so instruct students to
paraphrase and record vocabulary terms and definitions in their science
notebooks. They should focus on the terms used during this lesson. Make
the cards available during all times throughout the lesson, so students may
have the opportunity to continue this task during transitional times.

EXPLORE /EXPLAIN Gas Production

Suggested Day 4

1. Review evidence of chemical changes (previously learned in Grade 6).

Ask:
What is a chemical change? When substance(s) change into new
substances with new properties as a result of a chemical reaction
How do we know when a chemical change has taken place?
Whats the proof? Gas production, bubbles, temperature change,
color change, light production, formation of a precipitate
Did a chemical change happen in bags A and B? How do you
know? What was your proof? (Students may refer to their
notebooks.) Bag A-No; Bag B Yes: gas production, bubbles,
temperature change
2. Project the Teacher Resource: Evidence of Chemical Change. Instruct
students to record the following memory device in their science notebooks.
Explain how this simple phrase will help them remember the evidences of
chemical change.
City (country) Girls (guys) Love Their Phones.
Color change
Gas production
Light production
Temperature change
Precipitate formation
3. Explain that these occurrences are the pieces of evidence that we must
look for to determine if a chemical change has happened. Inform students
that they should always be prepared to cite one or more of these
evidences as justification for claiming that a chemical change took place.
Note that a color change or a temperature change does not always
indicate a chemical reaction.
4. Divide the class into groups. You may wish to use the same groups from
Day 1. Distribute the Handout: Lights Out to each group.
5. Prior to conducting the activity, ask students to read the handout and
prepare a page in their science notebooks. Answer any questions they
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Materials:
beaker (250 mL per group)
balance (1 per group)
baking soda (3 g per group)
vinegar (50 mL per group)
stirrer (1 per group)
votive or tea candle (1 per group)
block of wood (1 per group)
matches (per group)
safety goggles (1 per student)
graduated cylinder (1 per group)
Attachments:
Teacher Resource: Evidence of
Chemical Change (1 for projection)
Handout: Lights Out (1 per group)
Teacher Resource: Lights Out KEY

Safety Notes:
Vinegar is a weak acid. Have an MSDS
available for vinegar. Eye protection
must be worn when working with
chemicals.
Never taste any substances in the lab.
Remind students that wafting is the
proper way to smell a substance and to
only do so when instructed by the
teacher.
page 6 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

may have about the instructions.

6. Instruct students to create a before/after data table in their notebooks to
record observations/data throughout the investigation. They should include
the substances, amounts, and characteristics/properties. Require students
to answer all questions in complete sentences in their notebooks.
7. Discuss safety rules and procedures for working with a flame and an acid
with students. See the Safety Notes.
8. Distribute materials to each group.
9. Monitor students during the activity, and require them to clean up their lab
stations when finished. For disposal, the mixture may be diluted with water
and poured down the sink drain.
10. Facilitate a class discussion using the following questions. Encourage
each group to share their findings with the class, but do not ask all four
questions of each group.
Ask:
Did a chemical change occur? Yes
What is your evidence? Fizzing, bubbling, gas production, odor
change, temperature change, new substance formed
How can you prove that a gas was produced? The candle was
extinguished; bubbles formed.
How do the properties of the original substances compare to the
new substance? Clear liquid; white powder - clear liquid
11. Instruct students to write a one paragraph summary of the investigation in
their notebooks by using their data/observations and the answers to their
questions. Encourage students to use the Chemistry Language Cards
and Evidence of Chemical Change notes.

EXPLORE/EXPLAIN Precipitate

When working with flames, hair and

loose clothing should be secured. Be
sure to point out the location of the fire
extinguisher, fire blanket, and eyewash
stations.
Instructional Notes:
Students may confuse bubbles from
boiling a liquid with bubbles from gas
production. Change of state is a
physical change.
Students may confuse the addition of
food coloring to water with color change.
A color change is when a NEW and
different color results from mixing two
substances. Provide many examples
and non-examples for comparison.

Science Notebooks:
Students record the memory device,
data, observations, and answer
questions about this activity in their
notebooks.
Students write a summary of the
investigation in their notebooks.
Suggested Day 5

1. Project the following chemical equation:

NaHCO3 + HC2H3O2

CO2 + H2O + NaC2H3O2

baking soda + vinegar yields carbon dioxide + water + sodium acetate

2. Instruct students to copy the equation into their notebooks. Project the
following question, and ask students to answer it in their notebooks.
How does the chemical equation represent what happened in the
Lights Out investigation in our previous lesson? The reactants
baking soda and vinegar reacted and produced the products of carbon
dioxide, water, and sodium acetate. (Students may use formulas.) A
chemical change took place because a new substance formed. The
products and reactants are different. It caused fizzing and bubbling
which indicated production of a gas.
3. Instruct students to reference the Lights Out investigation in their
notebooks, as well as the Chemistry Language Cards to assist in
answering the question.
4. Using the same groups from the previous activity, distribute a copy of the
Handout: Dropping Out.
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Materials:
water (tap, 40 mL per group)
stirrers (2 per group)
calcium chloride (5 mL per group)
baking soda (5 mL per group)
spoon (2 per group)
graduated cylinder (1 per group)
safety goggles (1 per student)
coffee filter (1 per group)
beaker (250 mL per group)
rubber band (1 per group)
cups (clear plastic, 2 per group)
Attachments:
Handout: Dropping Out (1 per
group)
Teacher Resource: Dropping Out
KEY
page 7 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

5. Ask students to read the handout and prepare a page in their science
notebooks.
6. Instruct students to create a before/after data table in their notebook to
record observations/data throughout the investigation. They should include
the substances, amounts, and characteristics/properties. Require students
to answer all questions in complete sentences in their notebooks.

Safety Notes:
Have an MSDS available for calcium
chloride and baking soda.
Eye protection must be worn when
working with chemicals.

7. Discuss safety rules and procedures for working with chemicals with
students. See the Safety Notes.

Never taste any substances in the lab.

8. Distribute materials to each group (see Instructional Notes).

Remind students that wafting is the

proper way to smell a substance and
only when instructed.

9. Monitor and assist students during the activity and require them to clean
up their lab stations. The left over liquid can be diluted with water and
poured down the sink drain.
10. Facilitate a class discussion in which groups reflect on the following
questions. Require participation from each group.
Did a chemical change occur? Yes
What is your evidence? The substance became cloudy and a white
solid formed and began to fall to the bottom of the beaker; over time a
precipitate formed.
How do the properties of the original substances compare to the
new substance? When a calcium chloride solution is mixed with a
baking soda solution, calcium carbonate (chalk), salt water, and
carbon dioxide gas are produced. The calcium carbonate precipitates
out of solution and falls to the bottom of the container. After the salt
water evaporates, dry, soft, powdery chalk remains.
11. Instruct students to write a one paragraph summary of the investigation in
their notebooks by using their data/observations and the answers to their
questions. Encourage students to use the Chemistry Language Cards
and Evidence of Chemical Change notes.

Be sure to point out the location of the

eyewash stations.
Instructional Notes:
Consider setting up a chemical station
for the calcium chloride where students
must come to the teacher to get it. The
teacher can fill the spoon with the
chemical, and the students only have to
pour it into the cup.
It may take time for the precipitate to
form, so instruct students to observe
carefully prior to filtering the solution.

Check for Understanding:

The opening equation and student
reflection can be entered in the science
notebook or on a piece of paper for
collection. You may need to give
additional assistance to some students
to guide their writing process.

Science Notebooks:
Students complete the check for
understanding reflection in their
notebooks. Students also record data
and observations, answer questions,
and complete a summary about this
activity in their notebooks.

EXPLORE Temperature

Suggested Day 6

1. Project the following chemical equation:

CaCl2 + 2NaHCO3
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CaCO3 + 2NaCl + H2O + CO2

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Materials:
page 8 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

calcium chloride + sodium bicarbonate produces calcium carbonate +

sodium chloride + water + carbon dioxide
2. Instruct students to copy the equation into their notebooks. Project the
following question, and ask students to answer it in their notebooks.
How does the chemical equation represent what happened in the
Dropping Out investigation in our previous lesson? When a
calcium chloride solution is mixed with a baking soda solution, calcium
carbonate (chalk), salt water, and carbon dioxide gas are produced.
The calcium carbonate precipitates out of solution and falls to the
bottom of the container. After the salt water evaporates, dry, soft,
powdery chalk remains. (Students may use formulas.) A chemical
change took place because a new substance formed. The products
and reactants are different. The products have different properties
than the reactants. A precipitate formed and fell to the bottom of the
beaker.
3. Instruct students to reference the Dropping Out investigation in their
notebooks, as well as the Chemistry Language Cards to assist in
answering the question.
4. Using the same groups from the previous activity, distribute a copy of the
Handout: Changing Temperature.
5. Ask students to read the handout and prepare a page in their science
notebooks.
6. Instruct students to create a before/after data table in their notebooks to
record observations/data throughout the investigations. They should
include the substances, amounts, temperatures, and
characteristics/properties observed. Remind students to answer all
questions in complete sentences in their notebooks.
7. Discuss safety rules and procedures for working with chemicals with
students (see Safety Notes).

safety goggles (1 per student)

yeast (dry active, 10 g per group)
Epsom Salts (20 g per group)
hydrogen peroxide (3%, 30 mL per
group)
resealable plastic bag (quart-size,
freezer weight, 1 per group)
spoon (plastic, 5 mL 1 per teacher)
graduated cylinder (1 per group)
water (tap,10 mL per group)
thermometer (1 per group)
tape (1 roll per group)
balance (1 per group)

Attachments:
Handout: Changing Temperature
(1 per group)

Check for Understanding:

The opening equation and student
reflection can be entered in the science
notebook or on a piece of paper for
collection. You may need to give
additional assistance to some students
to guide their writing process.

Safety Notes:
Have an MSDS available for Epsom
Salts and hydrogen peroxide.

8. Distribute materials to each group.

Eye protection must be worn when

working with chemicals.

9. Monitor students during the activity, and require them to clean up their lab
stations.

Never taste any substances in the lab.

10. Remind students of the following: Yeast bags must be placed into the
garbage receptacle, and all Epsom Salt solutions must be rinsed down
the drain with running water.
11. Facilitate a class discussion in which groups reflect on the following
questions. Require participation from each group.
Did a chemical change occur? Yes
What is your evidence? The temperature of the substances
changed. The yeast reaction became warm, while the Epsom Salts
reaction became cooler.
How do the properties of the original substances compare to the
new substance? The dry, solid yeast and clear liquid hydrogen
peroxide reaction produced a brownish paste-like substance. The
solid, white Epsom Salts and the clear liquid water reaction
produced a milky colored substance as the salts dissolved.
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Never smell or waft substances unless

instructed to do so by your teacher.
Do not allow chemicals to come in
contact with skin or eyes.
Be sure to point out the location of the
eyewash stations.
Wash hands thoroughly after completion
of the lab.
Report any incidents to your teacher
immediately.

page 9 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Notes for Teacher

Instructional Procedures
12. Instruct students to write a one paragraph summary of the investigation in
their notebooks by using their data/observations and the answers to their
questions. Encourage students to use the Chemistry Language Cards
and Evidence of Chemical Change notes.

EXPLORE/EXPLAIN Color

Science Notebooks:
Students complete the check for
understanding reflection in their
notebooks. Students also record data
and observations, answer questions,
and complete a summary about this
activity in their notebooks.
Suggested Day 7

1. Using the same groups from the previous activity, distribute a copy of the
Handout: Color Switch.
2. Ask students to read the handout and prepare a page in their science
notebooks.
3. Instruct students to create a before/after data table in their notebooks to
record observations/data throughout the investigation. They should include
the substances, amounts, and characteristics/properties.
4. Discuss safety rules and procedures for working with chemicals with
students. (See the Safety Notes.)
5. Distribute materials to each group.
6. Monitor and assist students during the investigation. Remind them to
clean up their lab stations. The mixture can be diluted with water and
poured down the sink drain.
7. Facilitate a class discussion in which groups reflect on the following
questions. Require participation from each group.
Ask:
Did a chemical change occur? Yes
What is your evidence? The litmus paper changed color when the
dipped into the substances.
How do the properties of the original substances compare to the
new substance? The red litmus paper turned blue when dipped into
substance A. The blue litmus paper turned red when dipped into
substance B.
8. Instruct students to write a one paragraph summary of the investigation in
their notebooks by using their data/observations and the answers to their
questions. Encourage students to use the Chemistry Language Cards
and Evidence of Chemical Change notes.

Materials:
safety goggles (1 per student)
litmus paper (2 strips per group, 1
red and 1 blue)
cups labeled AB (clear, plastic, 2
per group)
water (tap)
lemon juice (10 mL per group)
liquid detergent solution (see
Advance Preparation, any kind,
diluted, 10 mL per group)
stirrers (1 per teacher)
graduated cylinder (1 teacher)
Attachments:
Handout: Color Switch (1 per
group)
Teacher Resource: Color Switch
KEY

Safety Notes:
Have an MSDS available for lemon juice
and liquid detergent.
Eye protection must be worn when
working with chemicals.
Remind students that materials should
never be tasted in the laboratory.
Instructional Notes:
Students may confuse bubbles from
boiling a liquid with bubbles from gas
production. Change of state is a
physical change.

Science Notebooks:
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page 10 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

Students record data and observations,
answer questions, and complete a
summary about this activity in their
notebooks.

EXPLAIN Compare/Contrast Chemical/Physical Changes

1. Instruct students to work with a partner and use the Chemical Language
Cards to add the terms, definitions, and some examples of chemical
change and physical change to their notebooks.
2. Project the Teacher Resource: Evidence of Chemical Change used
earlier in the lesson, and direct students back to this page in their
notebooks as a reference.
3. Ask students to share their examples of chemical and physical changes
with the large group. Clarify any misconceptions, and instruct students to
add to their examples to their notebooks and make any corrections during
the process.
Physical change examples: cutting, change of state, dissolving,
change in size, mass, volume, etc.
Chemical change examples: rusting, burning, baking soda plus
vinegar, cooking (new substances form), fireworks, etc.
4. Say:
During the last four days, you have conducted four investigations
and recorded data and answered questions about the activities in
your notebooks. You will reference these pages as well as the
notes on Evidence of Chemical Change to complete the next task.
5. Distribute the Handout: Signs of a Chemical Reaction to each student.
6. Instruct students to look through their notebooks to check for signs of a
chemical change.

Suggested Day 8
Attachments:
Teacher Resource: Evidence of
Chemical Change (1 for projection,
from previous activity)
Handout: Signs of a Chemical
Reaction (1 per student)
Teacher Resource: Signs of a
Chemical Reaction KEY

Check for Understanding:

Consider using an exit ticket strategy to
check student understanding of physical
and chemical changes.

Science Notebooks:
Students should record terms and notes
in their notebooks. Students may also
record the check for understanding in
their notebooks. Students need to affix
the handout in their notebooks.

7. Monitor student responses as students complete the handout. Clarify as

necessary.
8. End the lesson by using an exit ticket strategy.
Ask:
What are some indicators that are evidence that a new substance
has been formed during a chemical reaction? Students should be
able to recall the evidence they just recorded from the lab activities.
Color, gas, light, temperature, precipitate
9. Instruct students to compare/contrast physical and chemical changes.
You may wish to give students the option of completing the task in a chart
or paragraph format.

EXPLORE/EXPLAIN Decoding Chemical Formulas

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Suggested Days 8 (continued), 9, and

10

page 11 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

1. Instruct students to refer back to their Components of Chemical

Equations Part I page in their notebooks.

3. Project the Teacher Resource: Components of Chemical Equations

Part II KEY for students to check and correct their answers.

Materials:
resealable plastic bags of blocks
(centigram/cc blocks, various
colors, see Advance Preparation, 1
set per group)
tape or glue (per pair)
colored markers or pencils (per pair)

4. As a review, instruct students to collaboratively answer the following

questions in their notebooks and be prepared to share out with the large
group.
Ask: (Students may use notes and Chemistry Language Cards.)
What is a chemical symbol? Give an example. A chemical symbol
is one or two letters used to represent an element - Na; H; O; C, etc.
In a chemical formula such as NaHCO3, how can we tell one
element from another? Every element symbol begins with a capital
letter.
What is a subscript? Give an example. A subscript is a small
number to the right of a symbol that is written below the normal line of
letters to show how many atoms of an element are present in a
substance. No subscript means there is only one atom present. H 2O
two atoms of hydrogen; one atom of oxygen.
What is a coefficient? Give an example. A coefficient is a number
written in front of a chemical formula to show how many molecules of
that substance are present - 4H2O; four molecules of H2O are present.
What is a chemical formula? Give an example. A chemical formula
is a combination of symbols and numbers that represent the number
and types of elements (atoms) present in a compound. NaHCO 3;
There is one atom of sodium, one atom of hydrogen, one atom of
carbon, and three atoms of oxygen.
What is a chemical equation? Give an example. A chemical
equation uses chemical formulas and symbols to represent what
happens in a chemical reaction.

Attachments:
Teacher Resource: Components of
Chemical Equations Part II (1 for
projection)
Teacher Resource: Components
of Chemical Equations Part II KEY
(for projection)
Handout: Decoding Chemical
Formulas (1 per student)
Teacher Resource: Decoding
Chemical Formulas KEY (1 for
projection)
Teacher Resource: Modeling
Chemical Formulas (1 for
projection)
Teacher Resource: Modeling
Chemical Formulas KEY
Handout: Counting Atoms (1 per
student)
Teacher Resource: Counting
Atoms KEY
Handout: Whats the Count? (1
per student)
Teacher Resource: Whats the
Count? KEY

2. Project the Teacher Resource: Components of Chemical Equations

Part II. Instruct students to use the Chemistry Language Cards to add
more labels to the page in their notebooks. They should add symbol,
subscript, coefficient, chemical equation, and chemical formula.

MgSO4 + 2NH4OH

(NH4)2SO4 + Mg(OH)2

When the reactants are mixed together, they yield (produce) the
product which is a new substance with different properties from the
reactants.
5. Say:
Now that we know all of the components of a chemical equation,
lets practice decoding chemical formulas.
6. Distribute and project the Handout: Decoding Chemical Formulas to
each student. Model how to decode a formula for students, and then assist
them in completing one together. Instruct students to complete the handout
and then affix it to their notebooks.
7. Distribute bags of colored blocks from the Teacher Resource: Modeling
Chemical Formulas (see Advance Preparation) so students can practice
constructing models.
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Instructional Notes:
Use a strategy that requires students to
first answer these questions by talking
to one another prior to recording
answers in their notebooks and sharing
out large group.
The order in which model atoms
connect (bond) to form compounds is
not addressed in middle school. Accept
any arrangement of atoms in the
compound. The focus in middle school
is accurately counting atoms.
In this lesson, when a coefficient
precedes a chemical formula, the term
molecules is applied for the purpose of
counting atoms. You may wish to
substitute the term units if you find this
page 12 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

8. Instruct students to practice building models of the compounds they just

finished decoding. Project the Teacher Resource: Modeling Chemical
Formulas.

bothersome. Since covalent and ionic

compounds are not addressed in Grade
8, this lesson applies the term
molecules to all chemical formulas
preceded by a coefficient. (Technically,
only covalent compounds are
considered molecular.)

9. Instruct students to record formulas and notes in their notebooks and

follow along while collaboratively constructing models. Model for students.
Students should use colored pencils or markers to draw the models they
construct.
10. Distribute the Handout: Counting Atoms to each student. Answer any
questions they may have about the instructions.
11. Monitor students and assist students as they complete the handout.
12. Distribute bags of plastic blocks to each station (see Advance
Preparation).
13. Instruct students to work collaboratively in stations to construct models of
the chemical formulas on the Handout: Counting Atoms. Students should
draw their models in their notebooks and use colored pencils or markers
that correspond to the key.
14. Monitor and assist student groups as needed.
15. Distribute Handout: Whats the Count? to each student.
Ask:
How are chemical formulas used to determine the number of
atoms of each element present in a compound? The subscripts
represent how many atoms of each element are present, and the
coefficients represent how many molecules of each compound. The
coefficients are multiplied by the subscripts. No subscript or coefficient
means there is only on atom or molecule present, respectively.

Check for Understanding:

Use the Handout: Whats the Count?
and the following question as a check
for understanding.

Science Notebooks:
Students will add labels to the
Components of Chemical Equations
and answer questions in their
notebooks.
Students will complete Handout:
Decoding Chemical Formulas and
affix it to their notebooks.
Students will record notes/drawings and
answer questions from the Teacher
Resource: Modeling Chemical
Formulas.
Students will record and color drawings
of chemical formulas in their notebooks.
Check for Understanding may be
recorded in notebooks.

EXPLORE/EXPLAIN Shaping Up

Suggested Days 11, 12, and 13

1. Distribute the Handout: Shaping Up? to each student.

2. Instruct students to work through the activity with a partner while recording
information on their own handout.
3. Monitor students and make clarifications during the activity.
4. Instruct students to use the Chemistry Language Cards to add the term
and definition of the law of conservation of mass to their notebooks.
5. Discuss with students the results and answers to the questions on the
Handout: Shaping Up and reinforce the concept that the total number of
atoms and the kinds of atoms do not change during chemical reactions.
This is because matter cannot be created or destroyed; only rearranged.
6. In addition, discuss this activity in terms of a model. Instruct students to
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Materials:
rectangular tiles (6 per group)
square tiles (6 per group)
triangular tiles (6 per group)
circular tiles (6 per group)
paper lunch bag (1 per group)
periodic table (1 per group)
safety goggles (1 per student, for
Optional Handout: Its the Law)
plastic water or soda bottle (1 per
group, for Optional Handout: Its
the Law)
balloon (1 per group, for Optional
page 13 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

answer the questions in their notebooks. Allow students to discuss with

partner(s) first.
What do the tiles represent? The tiles represent atoms and the
different combinations they can make.
How does this activity model the law of conservation of mass?
The number and value of atoms/tiles remains constant. They are only
rearranged.
What are the limitations of this model? The model does not show
the reactants or products involved in a chemical reaction; there is not a
chemical equation or a chemical change. Students may offer other
answers such as: size, too random arrangement of atoms, mass was
not actually measured, etc. Accept all reasonable answers.
7. If time allows, you may wish to have students complete the activity in the
Optional Handout: Its the Law.
8. Prior to the activity, ask students to read the handout and prepare a page
in their science notebooks. Instruct students to answer all questions in their
notebooks.
9. Allow students time to complete the activity. Monitor students during the
activity, and remind them to clean up their lab stations. Materials may be
diluted with water and disposed of down the sink.
10. Ask students to discuss the results of the activity and their answers to the
questions.
11. Reinforce the concept that the total number of atoms and kinds of atoms
do not change during chemical reactions because matter is not created or
destroyed; only rearranged.
12. Say:
In a chemical equation, when the elements and number of atoms
in the reactants and elements and the number of atoms in the
products are equal, we call it a Balanced Equation.
Balanced equations illustrate or prove the law of conservation of
mass.
We are going to look at some chemical equations and determine
if they are balanced.
The only requirement for recognizing a balanced equation is
knowing how to count atoms in a chemical formula.
13. Project the Teacher Resource: Balanced Practice. Model for students
how to check to see if an equation is balanced, and then assist the class in
completing examples together.

Handout: Its the Law)

vinegar (40 mL per group,
baking soda (15 g, for Optional
Handout: Its the Law)
triple beam balance, for Optional
Handout: Its the Law)
funnel (1 per group, for Optional
Handout: Its the Law)
tape (masking ,1 roll per group, for
Optional Handout: Its the Law)
graduated cylinder (1 per group, for
Optional Handout: Its the Law)
blocks (various colors per group, for
Optional Handout: Its the Law)
colored pencils (per group, for
Optional Handout: Its the Law)

Attachments:
Handout: Shaping Up? (1 per
student)
Teacher Resource: Shaping Up
KEY
Optional Handout: Its the Law (1
per group)
Optional Teacher Resource: Its the
Law KEY
Teacher Resource: Balanced
Practice (1 for projection)
Teacher Resource: Balanced
Practice KEY
Handout: Balanced? (1 per
student)
Teacher Resource: Balanced?
KEY

Safety Notes:
Have an MSDS available for the vinegar
and baking powder.
Eye protection must be worn when
working with chemicals.
Never taste any substances in the lab.

14. Instruct students to copy the practice equations in their science notebooks
as you all work through them together.
15. Ask students to discuss the answers to the following questions with a
partner and then to record it in their notebooks. When students are
finished, ask for a few students to share their answers with the class.
What is a balanced equation? A chemical equation in which the
elements and number of atoms in the reactants are equal to the
elements and the number of atoms in the products
How do balanced chemical equations relate to the law of
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Be sure to point out the location of the

eyewash stations.
Instructional Notes:
Allow students the opportunity to
discuss answers prior to recording in
notebooks and having a large group oral
discussion.
page 14 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

conservation of mass? When a chemical equation is balanced, the

elements and number of atoms present in the reactants are equal to
the elements, and the number of atoms present in the products are
equal. This proves the law of conservation of mass because matter
was not created or destroyed, only rearranged.
Do unbalanced equations demonstrate the law of conservation of
mass? Why or Why not? Unbalanced equations do not demonstrate
the law of conservation of mass. The numbers of atoms present in the
reactants is not equal to the numbers of atoms present in the products.
Therefore, mass is not conserved.
16. Distribute the Handout: Balanced? to each student, and answer any
questions they may have regarding the instructions. Encourage students to
draw diagrams or to show their math if it assists them.

During practice, provide students ample

opportunity to collaborate and verbalize
their thought processes.
If you choose opt out of Handout: Its
the Law, this will provide one additional
day for student work on the
Performance Indicator.

17. Make manipulatives available to students who may need a more concrete
approach.
18. Monitor and assist students, clarifying as needed.
19. As students finish, instruct them to select one or more of the chemical
equations listed on the Handout: Balanced? and construct and draw a
model that represents their findings. Remind them to include a color key.
20. Instruct students to write a paragraph explaining the following:
how to determine if a chemical equation is balanced or not
the relationship between a balanced chemical equation and the law of
conservation of mass.

Check for Understanding:

Students write a paragraph explaining
the following:
how to determine if a chemical
equation is balanced or not
the relationship between a balanced
chemical equation and the law of
conservation of mass.

Misconception:
Students may think that the law of
conservation of mass does not
apply to atoms.

Science Notebooks:
Students should record notes regarding
the law of conservation of mass and will
answer discussion questions in their
notebooks. The Check for
Understanding reflective paragraph may
also be written in notebooks.

ELABORATE Review Stations

Suggested Day 14

1. Prepare stations prior to class (see Advance Preparation).

2. Project the Performance Indicator (see Day 15 and the Teacher
Resource: Performance Indicator Instructions KEY). Instruct student
groups to rotate through stations to review and prepare for the
requirements of the Performance Indicator.

Materials:
bags of blocks (for Station 3, see
Advance Preparation)
Attachments:
Teacher Resource: Review
Stations (see Advance Preparation,
2 sets per station)
Teacher Resource: Review
Stations KEY
Teacher Resource: Performance
Indicator Instructions KEY

3. Monitor students and clarify through questioning.

Instructional Notes:
Refer to Advance Preparation for station
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page 15 of 16

Grade 8
Science
Unit: 04 Lesson: 01

Instructional Procedures

Notes for Teacher

set-up information.
There are a couple of options for the
Review Stations:
a) Place two sets of materials at each
review station for six groups (one
rotation).
b) Place one set of materials at each
review station for 12 groups (two
separate rotations).
Carefully consider grouping for each
station.
Use the Chemical Language Cards
from previous lessons.
Additionally, students could mass their
blocks using a balance to see if the
mass of the reactants and products are
equal.

EVALUATE Performance Indicator

Suggested Day 15

Performance Indicator
Create a manual to show how to break down a chemical equation into
components. For each component of the equation, include detailed
steps on how to determine its composition.
Use data collected throughout the unit to present evidence that a
chemical change took place during the reaction, represented by the
chemical equation.
Include a page in the manual that lists the types of evidence that can
be used to indicate that a chemical change had taken place and a
summary of the relationship of the balanced equation to the law of
conservation of mass.
(8.2C, 8.2E; 8.5D, 8.5E, 8.5F)
1E; 5D, 5G

Materials:
paper (copy, several pages per
student)
colored markers or pencils (per pair)
stapler (per class)
Attachments:
Teacher Resource: Performance
Indicator Instructions KEY (1 for
projection)

1. Refer to the Teacher Resource: Performance Indicator Instructions

KEY for information on administering the performance assessment.

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page 16 of 16