TABLE OF CONTENTS - Lindbergh School District

Strand 1: Properties and Principles of Matter and Energy
1. Changes in the properties and states of matter provide evidence of the atomic theory
Major Objectives IS Suggested Activities
These samples activities offer ideas and are not
Concept G: Properties of objects and states of
matter can change chemically and/or physically
Grade 6
meant to limit teacher or student resourcefulness
Suggested Assessments
These samples assessments offer ideas and are not
meant to limit teacher or student resourcefulness
Concept H: Chemical bonding is the combining of
different pure substances (elements, compounds) to
form new substances with different properties.
Not assessed at this level
Concept I: Mass is conserved during any physical
or chemical change
Scope and Sequence – Physical and Chemical
Properties and Changes of Matter
Grade 6, 7, 8
a. Provide evidence that mass is conserved during a
chemical change in a closed system (e.g. vinegar +
baking soda, mold growing in a closed container,
steel wool rusting)
Scope and Sequence – Rock Cycle and Plate Tectonics
R
a. Students will use laboratory investigations to
see that mass is conserved during a chemical
change (total mass of vinegar and baking soda
in a closed plastic zip-lock bag before and
after reacting; rust forming on steel wool in a
closed test tube, mold growing in a closed
container). (1.1; 1.3; 1.4; 1.10; 2.7; 4.5; 4.6)
a. From the example of a burning wood fire,
students will explain why the ashes are
‘lighter’ then the original wood. Where did the
‘missing’ mass go
b. Explain that the amount of matter remains constant
while being recycled through the rock cycle
Scope and Sequence – Cells and Body Systems
b. Students will use laboratory investigations to
see that mass is conserved during a chemical
change (total mass of vinegar and baking soda
in a closed plastic zip-lock bag before and
after reacting; rust forming on steel wool in a
closed test tube, mold growing in a closed
container). (1.1; 1.3; 1.4; 1.10; 2.7; 4.5; 4.6)
b. From the example of a burning wood fire,
students will explain why the ashes are
‘lighter’ then the original wood. Where did the
‘missing’ mass go
c. Explain that the amount of matter remains constant
while being recycled through food chains and food
webs
c. Students will use laboratory investigations to
see that mass is conserved during a chemical
change (total mass of vinegar and baking soda
in a closed plastic zip-lock bag before and
after reacting; rust forming on steel wool in a
closed test tube, mold growing in a closed
container). (1.1; 1.3; 1.4; 1.10; 2.7; 4.5; 4.6)
c. From the example of a burning wood fire,
students will explain why the ashes are
‘lighter’ then the original wood. Where did the
‘missing’ mass go
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