Classifying Matter as Pure Substances or Mixtures

1. Bellringer - Students will watch the “Categorizing Matter” video - https://scetv.pbslearningmedia.org/resource/350e3767-8585-4f1e-8725-bfb20a89041e/categorizing-matter-unc-tv-science/  to give an overview of the subject. Students will complete the “Categorizing Matter” Video Learning Activity to take notes and check for understanding. This can be distributed digitally, printed, or in their journal.  The teacher will use the document, “Categorizing Matter Video Learning Activity Answer Key” (found in the resources tab), to review with the students, check for understanding, and provide feedback.
2. The teacher will introduce the lesson by reviewing the essential question with the class and the performance indicator. The students will record the essential question and performance indicator in their journals or digital devices.
3. The teacher will introduce the vocabulary (see list in resources) to the class by using the Marzano method of teaching vocabulary words (Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction). The teacher introduces the word by using the students background knowledge, students write the vocabulary words and definitions in their journal using their own definitions, students draw a picture of each word in their journal or digital device, and students pair-share the vocabulary words with a partner. The terms and definitions are from the SUPPORT GUIDE 3.0 FOR SEVENTH GRADE SOUTH CAROLINA ACADEMIC STANDARDS AND PERFORMANCE INDICATORS FOR SCIENCE - https://ed.sc.gov/instruction/standards-learning/science/support-documents-and-resources/grade-seven-science-support-document/ (pages 18-19).
4. Students will watch the video “Compounds: Compound Basics | Science Trek” - https://scetv.pbslearningmedia.org/resource/compounds-science-trek/compounds-science-trek/ (Resource 1). Students will complete the “Compounds Basics” Video Learning Activity (found in the resources tab) to take notes and check for understanding. This can be distributed digitally, printed, or in their journal.  The teacher should review the activity prior to watching the video so the students will know what to expect. The teacher will use the document, “Compounds Basics Video Learning Activity Answer Key” (found in the resources tab), to review with the students, check for understanding, and provide feedback. The students will need these notes for the culminating assessment. 
5. Students will watch the video “Unit 2, Segment F: Mixtures | Chemistry Matters” - https://scetv.pbslearningmedia.org/resource/a14b9a99-e305-410d-8bcf-84b330ad080a/unit-2-segment-f/.  Students will complete the “Mixtures” Video Learning Activity (found in the resources tab) to take notes and check for understanding. This can be distributed digitally, printed, or in their journal.  The teacher should review the activity prior to watching the video so the students will know what to expect. The teacher will use the document, “Mixtures Video Learning Activity Answer Key” (found in the resources tab), to review with the students, check for understanding, and provide feedback. The students will need these notes for the culminating assessment.  
6. If possible, the teacher should demonstrate creating homogenous and heterogenous mixtures as a whole group instruction. The teacher should compare the two with the class with an emphasis on the visibility of the substances in the mixture. The teacher can do this by creating his/her own video, in class, or by video conferencing. 
7. Culminating Activity - Students will create a presentation that compares pure substances and mixtures. If possible, the students can create their own homogeneous or heterogeneous solution for the presentation and demonstrate why the solution is homogeneous or heterogeneous (this could require teacher supervision and materials to create the solution). A heterogeneous solution can be done at home with various substances like sugar and sand or salt and pepper. A homogeneous solution can be created by mixing sugar and water. See the documents in the assessment tab for more details. One document is to share with the students and one is for teacher grading.  The students can use any presentation software available to demonstrate during their presentation (PowerPoint, Google Slides, etc). 

   Additional Resource for the teacher - The teacher can print or enlarge the “Classification of Matter Chart” (found in resources) to display in the classroom.  If printed, the students can paste this in their journal. This image can also be shared with students digitally and uploaded to the class page.  The source of the chart is from the SUPPORT GUIDE 3.0 FOR SEVENTH GRADE SOUTH CAROLINA ACADEMIC STANDARDS AND PERFORMANCE INDICATORS FOR SCIENCE - https://ed.sc.gov/instruction/standards-learning/science/support-documents-and-resources/grade-seven-science-support-document/  (pages 18).

If you are using a cloud file storage system (Google Drive, Microsoft OneDrive, or iCloud), I would recommend having the students create a digital folder for this lesson to save their notes and student work. It will help with organization.

Pure Substances and Mixtures Presentation and Checklist for Students - https://docs.google.com/document/d/1Ic1bbBe8O3soHlj2sJi9jRvodw0RPAc5P-B7OEiVakU/edit?usp=sharing
 

Pure Substances and Mixtures Presentation and Checklist for Teacher - https://docs.google.com/document/d/15u_wxie1RJGjhYFnalolgYwDT1P0_tLEV6tUOy-8SOI/edit?usp=sharing