Science 8 Unit Plan

Mix and Flow Part B

Jackson Waddell

Unit Overview:

Personal Unit Overview:

- Now that I am beginning to get to know the students, they will start to push the boundaries just to see what they can
get away with, so I am focusing on classroom management this unit, which is thus far very informative as I have lots
of activities and labs, which require such strong and directed classroom management. This unit book is more focused
on labs and activities, which is intentional, as the first one was more fill-in-the-blanks lecture style, this one is more
activity, and then my last one I want to focus on the textbook and reading, at the end of each unit book I have a
questionnaire to students for my PIP to see how they best respond to teaching/learning strategies.

Personal Unit Rationale:

Key goals for the beginning of the overall unit of mix and flow of matter for the students include:

- Continue to foster my relationship with the students

- Focus on classroom management
- Perform a lot more activities and labs with the students
- Introduce the classification of matter
- Begin solubility terminology, application, and visual activities

POS: Overview:
The materials that we use—including natural and manufactured ones—often take the form of fluids. Students learn
that such diverse substances as air, natural gas, water and oil are fluids. In further investigations, they discover that many
common household materials are aqueous solutions or suspensions in which the main component is water. Students learn that
the properties of individual fluids are important to their use, including such properties as density, buoyancy, viscosity and the
fluid’s response to changes in temperature and pressure. The particle model of matter is introduced to help students make a
conceptual link between the nature of matter and the specific behavior of fluids.

POS Unit Rationale:

This unit has several key concepts, skills, and attitudes that the students can learn and apply which will guide them in
understanding and examining how fluids apply and act in our world.
Key concepts include the particle model, composition of fluids, behavior of materials in solution, uses of fluids in our world,
properties of gases and liquids, variations in properties, and the application of pressure and compressibility on fluids.
Key skills students will learn in this unit are how to identify properties of fluids, measure viscosity and flow rate, calculate
density, work in a group setting, design an experiment and identify variables, analyze data and develop possible explanations,
construct and test prototype designs.
Key attitudes that this unit hopes to encourage in students is to appreciate the role, contributions, and limits of science, see the
advantage to working in groups in carry out a test, and to plan and then perform activities in a safe and responsible manner.
All these concepts, skills, and attitudes work to focus on the big ideas in this unit like, what are fluids, how can they be used to
do work, and what are examples of fluids and how do we measure their properties.

GLOs and SLOs

Students will:
2. Investigate and describe the composition of fluids, and interpret the behaviour of materials in solution
• distinguish among pure substances, mixtures and solutions, using common examples (e.g., identify examples found in
households)
• investigate the solubility of different materials, and describe their concentration (e.g., describe concentration in grams of
solute per 100 mL of solution)
• investigate and identify factors that affect solubility and the rate of dissolving a solute in a solvent (e.g., identify the effect of
temperature on solubility; identify the effect of particle size and agitation on rate of dissolving)
• relate the properties of mixtures and solutions to the particle model of matter (e.g., recognize that the attraction between
particles of solute and particles of solvent helps keep materials in solution

Skill Outcomes (focus on problem solving)

1. Initiating and Planning

Students will: Ask questions about the relationships between and among observable variables, and plan investigations to
address those questions
1.1 • define practical problems (e.g., How can we remove a salt coating from a bicycle or vehicle?)
1.2 • identify questions to investigate, arising from practical problems and issues (e.g., identify questions, such as: “What
factors affect the speed with which a material dissolves?”)
1.3 • phrase questions in a testable form, and clearly define practical problems (e.g., rephrase a question, such as: “Is salt very
soluble?” to become “What is the most salt that can be dissolved in one litre of water at 23ºC?”)
1.4 • design an experiment, and identify the major variables (e.g., design or apply a procedure for measuring the solubility of
different materials)

2. Performing and Recording

Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative
and quantitative data
2.1 • carry out procedures, controlling the major variables (e.g., carry out a test of the viscosity of different fluids)
2.2 • use instruments effectively and accurately for collecting data (e.g., measure the mass and volume of a given sample of
liquid)
2.3 • construct and test prototype designs and systems (e.g., construct a model submarine that is controlled by an air hose
connected to a syringe)
2.4 • use tools and apparatus safely (e.g., wear safety goggles during investigations of solution properties)
2.5 • organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate the use of a database or
spreadsheet for organizing information)

3. Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations
3.1 • identify and suggest explanations for discrepancies in data (e.g., explain a loss in the volume of a liquid, by identifying such
factors as evaporation or absorption by a filtering material)
3.2 • predict the value of a variable, by interpolating or extrapolating from graphical data (e.g., extrapolate results to predict
how much solute will dissolve in a given solvent at a given temperature)
3.3 • identify new questions and problems that arise from what was learned (e.g., identify questions, such as: “What techniques
are used to remove pollutants from air and water?”)
3.4 • identify and evaluate potential applications of findings

4. Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures
and results
4.1 • identify and correct practical problems in the way a prototype or constructed device functions (e.g., identify and seal leaks
in a model fluid system)
4.2 • work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
 4.3 • communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means (e.g., show the differences in flow rate, using a data table and diagrams)

Attitude Outcomes
Interest in Science
Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., attempt at home to repeat or extend a science investigation done at school;
investigate applications of fluid properties in technologies used in the local community)

Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds (e.g., show awareness that knowledge of fluid characteristics has developed in many
societies and cultures, based on practical experience with materials in the environment)

Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems
and issues (e.g., regularly repeat measurements or observations to increase the precision of evidence)

Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,
assume responsibility for their share of work in preparing for investigations and in gathering and recording evidence; consider
alternative ideas and approaches suggested by members of the group; share the responsibility for difficulties encountered in an
activity)

Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans
and a sustainable environment (e.g., recognize that the disposal of materials through drains creates needs for waste water
treatment and may result in downstream environmental impacts)

Safety
Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., take the time to
organize their work area so that accidents can be prevented; read the labels on materials before using them, and ask for help if
safety symbols are not clear or understood; clean their work area during and after an activity)

Lesson (1 Curriculum Key Concepts Assess Unit Foundatio

Lesson = 1 Knowledge Attitude Skills Lesson outline ment Book nal
Day) (FOR, Pages Concepts
OF, and and Lab
Sept AS) Material
s

11) Th GLO 2 Interest in Pages

Science Begin the mixtures and solutions For Mixtures and
sections of the unit book solutions
SLO 1 Mutual As
 Respect Classification
Start mixtures and solutions video of matter
Scientific go 0-12:51
Inquiry
Draw out and have students copy
Collaborati down classification of matter
on table.

Stewardshi Have students write down

p examples as we go through the
unit book pages
Safety
End with the activity of going
from either side of the room to
answer pure substance or
solution.

12) F GLO 2 Interest in

Science Begin concentration and solubility
section of the unit book As
SLO 1,2

Scientific
Inquiry

13) M GLO 2 Interest in Begin concentration and solubility For Kool-aid Concentratio
Science section of the unit book n
Water
SLO 1,2 Mutual Perform activity with 4 unknown Solubility
Respect concentrations of kool aid and 5 jars
water and have students taste
Scientific and rank highest concentrated to
Inquiry lowest.

Collaborati
on

Safety

14) T GLO 1 and 2 Interest in Test on fluids and uses of fluids Of Test
Science from unit book A, and
SLO 3,4,1,2 classification of matter and
beginning of solubility section
Scientific
Inquiry
15)W GLO 2 Interest in Go through Challenge Q with Kool-aid Saturation
SLO 3 Science students For Water point
Pitcher
Then perform the kool-aid Measuring
Mutual
saturation point activity cup
Respect
Handout question activity for
Scientific students to go through
Inquiry
 Collaborati
on

Safety

16) Th GLO 2 Interest in Pages

Science Begin Factors affecting solubility For Factors
section of the unit book Kool-aid affecting
SLO 3, 4 Mutual As solubility
Respect Perform activity of dissolving Water
solutes in different solvents from
Scientific textbook Vegetable
Inquiry oil
Hand back quiz and go over it as a
Collaborati class Vaseline
on
Sugar
Stewardshi
p Salt

Safety 10 jars or
if class
performs
in group,
way more
jars
17) F GLO 2 interest in
Science For Temperature
Hot plate effects on
SLO 3, 4 Perform the Hot C activity As solubility
Mutual
Cold
Respect Go through notes water

Scientific Handout Hot C at the end of class Room

Inquiry temperatu
re water
Collaborati
Hot C
on
powder

Stewardshi Cups
p

Safety

18) M GLO 2 interest in Do the Dissolving and Where’d it For Food Spaces
Science all go activity with the students coloring between
SLO 4 As particles
Finish up Unit book B notes Water
Mutual
Rate of
Respect Have students work on the two Rubbing dissolving
activities at the end of the book, alcohol
Scientific draw time and rate of dissolving
Inquiry Water
 Collaborati Beakers
on
19) T GLO 2 interest in Test on Unit book B Of
Science
SLO 1,2,3,4

Scientific
Inquiry

Differentiation

-Combination of visual, auditory and kinesthetic learning strategies to better include students of
all learning styles.
-PowerPoint’s would have many visual cues, like bolded words, pictures, diagrams, etc, and
instructions and PowerPoint lectures would have text on the Smart board as well as read out
verbally.
-Unit book available in a complete version where students can highlight instead of fill-in-the-
blanks if it fits their learning style.
-Intermixed within the unit powerpoints are videos some with fill-in-the-blanks to follow along
with and others to highlight and compound a distinct objective in a fun way.
-Word search is present in the back of the unit book as another method of communicating the
key definitions.