8th+Lesson+-+law+of+conservation+of+mass


 * Lesson: Law of Conservation of Mass (Day 1) -//Chelsea Schenz//**
 * _**
 * Essential Question: "What make my atoms different from other atoms?"**
 * Clarifying Objective: 8.P.1.4**// Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass. //

//Learning Target: I can explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass. //

//Criteria for Success: I will examine how the mass of products always equals the mass of reactants in a closed and an open system it will not hold true. //

Materials Needed for Lesson: //I-pad and Projector// //Vinegar (in a container)// //125 mL Erlenmeyer Flask// //Baking Soda// //Student Netbooks// //Triple Beam Balance// //Glue Stick//

__**Lesson Outline**__

__**Engage (5-10 min.)**__ ->Students will begin with starting a Freyer model vocabulary for the term "Law of Conservation of Mass" in their interactive notebooks. ->Teacher will show a 1-2 minute clip from "Harry Potter and the Sorcerer's Stone

media type="youtube" key="3TsTOnNmkf8" height="315" width="420" Review the term mass with students and how it differs from weight. Find the the mass of Professor McGonagall and the cat by estimating the weights of both and using the conversion 1 pound = 0.45 kilograms.

Find the differences in the mass of cat and Professor McGonagall. Tie in the definition of Law of Conservation of mass.


 * Explain (20-25 minutes)**

It was once believed that you could turn metal to gold during Medieval Times. Have students read the online non-fiction book below at Big Universe Learning using Literacy Circles. The Biography for the Father of Chemistry. media type="custom" key="20437144" Roles__


 * Discussion Director:
 * Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details; your task is to help people talk about the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read.
 * Summarizer
 * Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1–2-minute statement that covers the key points, main highlights, and general idea of today’s read-ing assignment.
 * Passage Master
 * Your job is to locate a few special sections of the reading that are interesting, confusing, funny, or important. Relate to what we have already discussed in class.
 * Vocabulary Enricher:
 * Your job is to be on the lookout for a few especially important words in today’s reading. If you find words that are puzzling or unfamiliar, mark them while you are reading and then later jot down their definition, either from a dictionary or from some other source.

Discuss the overall accomplishments of Lavoisier and focus in on the Law of Conservation of Mass. How did this differ from the ideas of alchemists? What other things that we have discussed up until now is Lavoisier responsible for?

Conservation of mass activity of interactive science notebooks from middleschoolscience.com Students will record their observations for before, during, and after using illustrations and actual recorded mass measurements.
 * Explore (10-15 minutes)**

As a group students will answer the analysis and discussion question in activity above. If time allows they will write a conclusion. If not, this is to be completed for homework.
 * Elaborate (10-15 minutes)**

Class discussion as a whole on results. Make sure to bring in why the experiment may have different results.


 * Evaluate (5 minutes)**
 * "so what"** entry into their science notebooks on what they have learned and how it ties into their essential question. In this they may make connections to their lives and/or ask any questions that they may still have.

Diversity is addressed in that this lesson has things for different learning styles. They are able to read and visually see it. They are hearing and discussing readings, they are able to use a hands on activity to explore the concept, and finally they are writing what they have learned. Students are placed in cooperative groups for the majority of the lesson and are assigned different roles.