AFTG Chemistry_874110 6 874106 Chemistry Af

User Manual: 874106

Open the PDF directly: View PDF .
Page Count: 28

Download
Open PDF In Browser	View PDF

Teacher Guide

Features and Beneﬁts
■ On-grade level content supported

by individual modiﬁcation and
alternative assessment
■ Activities at 3 levels to meet the

individual needs of on- and
below-grade level students
● Basic knowledge and comprehension
● Application and analysis
● Evaluation and prediction
■ Hands-on manipulatives encourage

active learning

AFTG-Chemistry_874110-6.indd i

10/11/05 4:44:26 PM

Sharece Prince

Nancy Nippert

Nancy Nippert graduated from
West Texas A&M University in
Canyon, Texas. She holds certificates in Science, Math, Reading,
and Early Childhood Education.

Sharece Prince graduated from
Midwestern State University in
Witchita Falls, Texas. She has
been teaching for 22 years as
an inclusion teacher, resource
teacher, and mainstream
classroom teacher.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is
granted to reproduce the material contained herein on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with the Glencoe Science
program. Any other reproduction, for sale or other use, is expressly prohibited.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027

ISBN 0-07-874106-8
Printed in the United States of America.
3 4 5 6 7 8 9 10 080 09 08 07 06

AFTG-Chemistry_874106.indd ii

7/25/06 2:38:02 PM

Table of Contents
Activ
ctive
e Folders for Differentiated Instruction
Overview of ActiveFolders for Differentiated Instruction . . . . . . . . . iv
Using ActiveFolders in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . vi
ActiveFolders Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Advantages of ActiveFolders in the Differentiated Classroom . . . . . ix
The Need for Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Helpful Hints for Your Differentiated Classroom . . . . . . . . . . . . . . . . xi
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Teacher Pages for Individual ActiveFolders . . . . . . . . . . . . . . . . . . . . .

• Acids and Bases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Chemical and Physical Changes . . . . . . . . . . . . . . . . . . . . . . . . . .

• Chemical Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Elements, Compounds, and Mixtures . . . . . . . . . . . . . . . . . . . . . .

• Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• Principles of Gases and Liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• States of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

ActiveFolders Teacher Guide iii

AFTG-Chemistry_874110-6.indd iii

10/11/05 4:44:30 PM

Overview of Active Folders for
Differentiated Instruction
Hands-on activities that reinforce essential science concepts
Engaging cover diagram offers
opportunity for pre-assessment and
student discussions.

Colorful, durable, laminated folders
and manipulatives encourage
kinesthetic learning.

Detailed teacher guide contains
objectives correlated to relevant
science content.

Additional differentiated
instruction suggestions are
identiﬁed for basic and
challenge activities.

iv ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd iv

3/8/06 11:48:48 AM

Multilevel directions reach diverse
student population.

Hands-on activities
offer a variety of
stimulating tasks to meet
individual student needs.

Journal responses can be used
for verbal or written assessments,
review, or higher-level thinking skills.

Envelope space provides handy
manipulative storage.
Interactive manipulatives
motivate students to model,
classify, identify, sequence, organize,
compare, and contrast as they review
essential science concepts.

Wrap-up activities and graphic
organizers provide student-friendly
visual representation of content
knowledge.

ActiveFolders Teacher Guide v

AFTG-Chemistry_874110-6.indd v

3/8/06 11:49:21 AM

Using Activ
ctive
e Folders in Your
Classroom
Meeting Objectives National and state science standards provide the focus for each folder.
Specific objectives for each folder are listed on the teacher page.

Teaching Vocabulary Key terms and their definitions for each ActiveFolder are listed for
easy reference. Using the vocabulary terms provided, the teacher or students can copy the
definitions to make a set of vocabulary review cards for each folder. Individual students can
create their own set of vocabulary terms and definitions for home study, matching memory
games, or small group-review games.

Discussing Journal Entries Topics provide opportunities for higher-level thinking, problem
solving, and application skills. They can be used either as journal-writing prompts or to
encourage group discussion. Students should support their reasoning and opinions on
relevant concepts and current scientific issues.

Using Active Folders Each folder is designed to meet the needs of individual students in
the least restrictive environment. ActiveFolders can be used to pre-assess a student and
to uncover student misconceptions. ActiveFolders also can be used for small groups,
discussion-starters, guided practice, review, reinforcement, and alternative assessment.
Specific suggestions for use of ActiveFolders in the classroom are listed below.

Student/Teacher
Work Together
Guided practice
and
reinforcement

• Student and teacher
work as a team.
• Student can respond
verbally to better
explain his or her response, ask questions,
and clarify his or her
knowledge.
• Teacher works closely to
interpret the student's
reasoning and any
misconceptions.

Pairs or Small Groups
• Pairs or groups take
turns completing a
folder while others
review vocabulary
terms.
• Pairs or groups take
turns completing an
activity and checking
each other for accuracy
and understanding.

Independent Student
• Student works independently to explore each
concept, formulate his
or her response, and
adjust the manipulatives as he or she works
through the folder.

• If multiple copies of
a folder are available,
several groups can work
through the activities,
creating comprehension
questions for the other
groups.

vi ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd vi

10/11/05 4:44:38 PM

Student/Teacher
Work Together
Review

• Student works through
the folder, responding
in writing or verbally
explaining his or her
answer choices to the
teacher.
• Teacher can do the
activity and ask the
student to explain the
approach used to
complete the task.

Pairs or Small Groups
• Students can take turns
working through activities on the folder, challenging each other for
understanding and clear
explanations of concepts
presented.

Independent Student
• Students work
independently at
their own pace.

• Folder activities can
be used in a game
situation. Teacher can
provide a spinner or
die to allow students to
take turns with creative
directions, such as
double play, skip turns,
or double points.
• Students can design their
own review questions to
ask fellow classmates.

Assessment

• Student talks with
the teacher about each
activity, demonstrating
his or her knowledge
through the manipulation of the activity.

• As one student completes the folder, other
students in the group
can match key terms
and definitions, play
a vocabulary game, or
complete a vocabulary
quiz.
• Student pairs can construct sentences with
the key terms from the
folder activities, using
the terms in the correct
scientific context.

• Independent students
can work through the
folder as an assessment.
• Student can match
vocabulary words to the
correct definitions
using the teacher-made
vocabulary cards in a
one-to-one
correspondence.

ActiveFolders Teacher Guide vii

AFTG-Chemistry_874110-6.indd vii

10/11/05 4:44:39 PM

Activ
ctive
e Folders Purpose
Purpose: ActiveFolders differentiate science instruction to meet the individual needs of
struggling learners and reinforce, reteach, and assess at-risk students using a variety
of techniques.
ActiveFolders provide science content that sparks the interest of struggling learners,
English-language learners, highly visual students, attention deficient students, tactile kinesthetic
learners, and students with learning disabilities to process the pertinent science content using
a variety of motivating manipulatives. Using tactile kinesthetic models, these at-risk students
build self confidence and, therefore, are better prepared to share their acquired knowledge,
analyze new information, and participate in class discussions, lab settings, and group activities.
Research identifying the most difficult and commonly misunderstood concepts suggests that
the use of supplemental materials that support the text will best aid the classroom teacher and
the students. Forty ActiveFolders have been developed to address critical chemistry, Earth
science, life science, and physics topics. Using manipulatives, students move objects and
models, use vocabulary cards, draw examples, identify concepts, and write personal interpretations in their journals. Higher-level thinking skills are applied using motivational layouts and
instructions given in three ability levels. The teacher guide provides clear objectives correlated
to Glencoe Science topics, specific content, vocabulary terms and definitions, and a guide to
student responses. Suggestions for further student study, consisting of basic and challenge
extension activities, also are provided. Graphic organizers provide a visual representation of a
student’s knowledge, as well as an opportunity for the student’s verbal explanation of his or
her scientific understanding.
ActiveFolders review and reteach science content through multisensory activities, peer
tutoring, reinforcement of content, and differentiated-assessment tools. Students meet success
as they manipulate vocabulary terms, model concepts, and verbalize their understanding and
critical-thinking skills. By addressing the needs of all students, from struggling learners, gifted
and talented students, and English-language learners to students with extended absences,
ActiveFolders challenge individuals through meaningful work to practice and master
state-mandated objectives while increasing self-confidence and participation.

viii ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd viii

10/11/05 4:44:39 PM

Advantages of Activ
ctive
e Folders in the
Differentiated Classroom
ActiveFolders offer a high-interest, hands-on approach to science that provides an
opportunity to motivate and challenge struggling students as they practice concepts
and state-mandated standards.

Advantages of Active Folders for Students
●

Meaningful work covers content topics.

●

Three ability levels challenge individual students.

●

Positive participation increases self-confidence.

●

Practice offers mastery of state-mandated objectives.

●

Interactive approach provides opportunities for regular education students to collaborate
with special-needs students.

●

Students gain academic and social skills through peer interactions.

ActiveFolders provide differentiated instruction for all students through easy-to-assemble
folders on specific science topics in support of classroom teaching with 40 of the most difficult
science concepts.

Advantages of Active Folders for Teachers
●

Relevant modifications of curriculum offer review for special populations.

●

More variety of content presents assessment options.

●

Hands-on manipulatives increase student involvement.

●

Textbook/state-mandated objectives are addressed with relevant reinforcement activities.

●

Special-needs students explore critical-thinking opportunities without watering down the
curriculum.

●

Minimal-assembly kits allow more teacher-student interaction time.

ActiveFolders Teacher Guide ix

AFTG-Chemistry_874110-6.indd ix

10/11/05 4:44:39 PM

The Need for Change
In every group of individuals, learning styles vary. It can be difficult to address many
different learning styles in one classroom. If teaching involves lecturing as a primary means
to deliver information, students who are not auditory learners likely will struggle. We must
serve students who are attention deficient, learning disabled, other health impaired, Englishlanguage learners, and gifted/talented, in addition to students who exhibit behavioral
problems, experience difficult home situations, and struggle with drugs/alcohol . As student
populations become more diverse, the need for differentiated instruction increases.
With new laws, accountability is increasing as well. What follows are a few of the many laws
dictating changes in education today.

IDEA—Individuals with Disabilities Education Act (Public Law 94-142)
●

General-education classroom must be the first placement considered.

●

A strong preference for educating students with disabilities in regular classes with appropriate
modifications, aids, and services

●

Educators must consider how supplementary aids, services, and other supports can be used to
ensure that the student can be educated in the general-education classroom.

●

Emphasizes student involvement in the general curriculum

NCLB—No Child Left Behind
●

Designed to improve student achievement and change the culture of America’s schools

●

Four main common sense pillars: accountability, flexibility, research-based reforms, and parental
involvement

LRE—Least Restrictive Environment
●

Public Law 94–142 mandates the concept of least restrictive environment.

●

Students with disabilities must be educated in the least restrictive environment in which they can
succeed with support.

●

For most students, this environment is the general-education classroom.

x ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd x

10/11/05 4:44:39 PM

Helpful Hints for Your
Differentiated Classroom
• Read the lesson aloud to target all learners. Students with low reading levels, physical handicaps, and
ADHD, as well as ESL, kinesthetic, and auditory learners will not benefit from silent reading.

• Encourage students to remain actively engaged. Point out headings, sub-headings, objectives, vocabulary
terms , pictures, charts, and graphs. Compare the objectives to the end-of-section questions, pointing
out what is most essential. With practice, students will begin predicting, analyzing, and questioning.

• Guide student practice through a variety of assignments. Whether administerng a written assignment,
modifying a written assignment to meet individual needs, assigning a folder activity, or implementing whole class usage of folder activities for practice and review, flexibility and adaptation are key to
individual success.

• Offer alternate assessments. Most students will be able to complete a written test successfully. Others
will require a modified version of the test, and a handful will require alternative assessments that are
unique to their individual needs, such as oral assessment, folder activity, or other skills assessment
related to their IEP.

• An oral assessment paired with a folder activity allows a more accurate interpretation of student
understanding. The teacher should assess the student. The classroom teacher is knowledgeable of the
subject and can assess the student’s grasp of the subject content. Oral assessments paired with folder
activities can be a unique tool to offer insight into student misconceptions and acquired knowledge.

• Grading should be versatile. Teachers are the best judges of what each student needs to learn, whether or
not he or she has learned it, and how he or she is able to recall information. Therefore, grading should
be based on individual student goals rather than comparing the student to the rest of the class.

ActiveFolders Teacher Guide xi

AFTG-Chemistry_874110-6.indd xi

10/11/05 4:44:39 PM

Bibliography
Fisher, Doug and Nancy Frey. Responsive Curriculum Design in Secondary Schools, Meeting the
Diverse Needs of Students. Lanham, Maryland and London: The Scarecrow Press, 2001.
Friend, Marilyn and William Bursuck. Including With Special Needs:
A Practical Guide for Classroom Teachers. Needham Heights: Allyn &
Bacon, 1996.
Stetson and Associates, Inc. Differentiated Instruction: A Practical and
Powerful Way to Enhance Student Achievement. Houston: Stetson and
Associates, Inc., 2001.
Tilton, Linda. Inclusion: A Fresh Look. Shorewood: Covington Cove
Publications, Revision 2001.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development, 1999.
Tomlinson, Carol Ann. Differentiation in Practice. Alexandria, VA:
Association for Supervision and Curriculum Development, 2001.
Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development, 2003.
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
U.S. Department of Education. “No Child Left Behind,” [online],
http://www.ed.gov/nclb/landing.html (accessed January 2003).

xii ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd xii

10/11/05 4:44:39 PM

Materials List
Materials needed to complete Active Folders
Brad fasteners
Transparencies
Scissors/paper cutter
Hobby knife
Hook-and-loop tape (optional)
Heavy plastic envelopes with wrap string closure
Dry-erase markers
Miscellaneous objects as listed for each kit

General Active Folder Information
●

Each discipline is color-coded for easy reference.

●

Each folder is labeled according to the topic and activity.

●

Each folder includes three levels of directions—purple, green, and orange.

●

Students can be assigned any/all levels according to their abilities.

●

Extension activities can be found in the teacher guide information for each folder.

●

Wrap-up activities and graphic organizers are provided on the back of each folder
for assessment.

●

Hook-and-loop tape for manipulative attachment is optional.

●

A space for storage envelopes is provided on the back of each folder.

●

Dry-erase markers will be needed for student responses on some
ActiveFolders.

●

Answer keys are provided for quick reference.

ActiveFolders Teacher Guide xiii

AFTG-Chemistry_874110-6.indd xiii

10/11/05 4:44:39 PM

AFTG-Chemistry_874110-6.indd xiv

10/11/05 4:44:39 PM

Teacher Pages
for Individual

Active
Activ
e Folders
These pages contain the following for each ActiveFolder:
•
•
•
•
•
•

Objectives
Vocabulary
Construction Information
Answer Key
Graphic Organizer/Wrap-Up Key
Additional Activities

ActiveFolders Teacher Guide 1

AFTG-Chemistry_874110-6.indd 1

10/11/05 4:44:39 PM

Acids and Bases
Objectives
• Identify physical properties of acids and bases.
• Become familiar with the practical uses of acids and bases.
• Discover how the pH scale displays strength of acids and bases.

Vocabulary
acid—substance that produces hydrogen ions (H+), in a water solution
base—substance that forms hydroxide ions (HO–) in a water solution
indicator—organic compound that changes color in acids and bases
neutralization—chemical reaction that occurs when an acid and a base combine to produce water
molecules

pH—measure of how acidic or basic a solution is using a scale ranging from 0 to 14
physical property—any characteristic that can be observed without changing the identity of the material

Construction
1. Cut manipulatives from the activity card page.
2. Provide a dry-erase marker for student responses.
3. Attach a 5" ✕ 7" storage envelope to the back of the folder for the activity cards and marker.

Answer Key
pH scale—0–14
Acid—red, pH 0–6, lowest pH, sour taste, can cause severe burns, citrus fruit
Neutral—white, pH 7, water
Bases—blue, pH 8–14, highest pH, bitter taste, can cause severe burns, feels slippery
pH Pictures—battery acid, soft drinks, pickle, vinegar, tomato, coffee, milk, water, blood, baking soda,
antacid, liquid detergent, ammonia, oven cleaner

Journal—Accept all reasonable responses. Students might infer that bases are used for cleaning.
Journal—Accept all reasonable responses. Students might conclude a pH similar to water will not
irritate their skin.

Journal—Accept all reasonable responses. Students might predict that antacids might neutralize the
pH of the acid of the spices.

Journal—Accept all reasonable responses. Students might reason that as a base, antacids are working to
neutralize an acid.

Wrap–Up Assessment
Acids—pH 0–6, taste sour; coffee, soft drinks; can burn skin
Bases—pH 8–14, antacid, liquid detergent, may feel slippery, produces hydroxide ions

Additional Activities
Activity

Basic

Create mini safety posters on the dangers of testing acids and bases in the lab.

Have students make response cards for acids and bases. As characteristics, properties, and
examples of acids and bases are called out, scan class for incorrect answers.

Bring in or draw common examples of acids and bases. Create a “live” three-dimensional pH scale
with the common examples in the classroom.

Challenge

X
X

2 ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd 2

10/11/05 4:44:40 PM

Chemical and Physical Changes
Objectives
• Identify chemical changes.
• Compare and contrast chemical and physical changes.

Vocabulary
physical change—change in the size, shape, or state of matter in which the identity of the substance
remains the same

chemical change—change of one substance into a new substance

Construction
1. Cut manipulatives and chemical and physical change wheel from the activity card page.
2. Use a hobby knife to cut out the two small circles on the chemical and physical change wheel.
3. Cut slit marks on both the change wheel and the base of the wheel on the folder.
4. Place the change wheel on top of the folder wheel. Insert a brad fastener through both wheels and
attach firmly.

5. Provide a dry-erase marker for student responses.
6. Attach a 5" ✕ 7" storage envelope to the back of the folder for the activity cards and marker.

Answer Key
Physical changes—eroding sand, melting ice, mixing paint, pouring liquid, melting ice cream,
blowing bubbles
Chemical Changes—rusting chain, frying eggs, toasting bread, dying hair, burning candle, fireworks
Journal Accept all reasonable responses. Students might include color change, odor produced, light
or heat produced, change cannot be reversed.

Journal Accept all reasonable responses. Students might state that both chemical and physical
changes can happen in a rusting chain. However, scientists classify this process as a chemical change.

Chemical and Physical Characteristics—Chemical change–cannot be reversed, color change, food
digesting, odor produced, composition of substance changes. Physical change–can be reversed,
change in appearance but not composition, shape change, state change, wax melting.
Change Wheel—Responses should match answers above from the characteristics chart.
Journal—Compare responses to four clues for chemical change in earlier journal entry; responses
might include color change, odor produced, light or heat produced, change cannot be reversed.

Wrap–Up Assessment
Apple–P, C; Wood–P, C; Steel–P, C; Paper–C, P

Additional Activities
Activity

Basic

Make a response card for Physical Change and a response card for Chemical Change. Call out
examples of physical/chemical changes. Scan class looking for any incorrect answers and
misconceptions.

Send students on a short walk looking for examples of physical and chemical changes. Have
students record, take pictures, or draw personal examples.

Ask students to explain why the terms physical change and chemical change are used to describe
changes in matter. Ask students to brainstorm new terms that could be used. Allow students to
be creative.

Challenge

X
X

ActiveFolders Teacher Guide 3

AFTG-Chemistry_874110-6.indd 3

10/11/05 4:44:40 PM

Chemical Bonds
Objectives
• Demonstrate how electrons are arranged in an atom.
• Configure electron dot diagrams for selected molecules.

Vocabulary
chemical bond— force that holds atoms together in a compound
chemical formula—symbols that tell what elements make up a compound and their ratios
covalent bond—attraction formed between atoms when they share electrons
ion—charged particle that has either more or fewer electrons than protons
ionic bond—attraction between opposite charges of ions in an ionic compound
molecule—a neutral particle that forms as a result of electron sharing

Construction
1. Provide a dry-erase marker for student responses.
2. Attach a 5"✕ 7" storage envelope to the back of the folder for marker.

Answer Key

Energy levels

Electrons in
outermost level

Dot diagram

2, 6

•
•
•
•O
••

•
•O

•C •

2, 8, 4

•
•Si•
•

•
•O

•Si•

2, 8, 2

•Mg•

H2O

Completed dot
diagram
•
•
• •
• •
• •
•
• •
•

• • • •

•
•
• •
• •
• • •
• •
•

H•
•O •
•H

•H

Molecule
diagram

Molecule
formula

O•
•
O•
•

•
•
• •
• •
• •
• •
• •

•
• •
• • • • •
• • • •

H•

•O•

Completed
dot diagram
•
•
• •

Dot diagram
model
•
• •
•

Energy Levels

Molecule
formula

• O
O•
••
• C ••
•

CO2

• O
O•
••
• Si••
•

SiO2

-2• •
• • •
•
• F• •Mg• • F• • F• [Mg] • F•

MgF2

Journal—Accept all reasonable responses. Answers should include information about outermost
level electrons from each element bonding together to form stable molecules. When the elements are
stable, the formula can be written with the correct ratio of elements.

Graphic Organizer Assessment
electrons, outer levels; electron dot diagrams, chemical symbols, dots

Additional Activities
Activity

Basic

Design templates for an atom with two energy levels for each student. Using the template and clay, ask
students to fashion models of the atoms for any of the elements in the ﬁrst two periods. Have students
attempt to join atoms with incomplete outer energy levels.

Draw a template for an atom with three energy levels. Place a small cup in the center to be used as the
nucleus. Use two candies for protons and neutrons with a smaller type of candy as electrons. As atomic
numbers are given, ask students to place protons and electrons on the atom. Next, give the atomic mass
and allow students to ﬁgure the number of neutrons to be placed in the nucleus.

Ask students to make pairs of cards showing elements in electron dot diagrams. Students can play a
matching game to pair up elements that would bond.

Challenge

4 ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd 4

3/10/06 8:44:37 PM

Chemical Reactions
Objectives
• Identify whether or not a chemical reaction is occurring.
• Discover that some reactions release energy, and others absorb energy.
• Distinguish how factors can speed up or slow down a chemical reaction.

Vocabulary
catalyst—substance that speeds up a chemical reaction
chemical reaction—process that produces chemical change, resulting in new substances
concentration—comparison between amount of solute and amount of solvent in a solution
endergonic reaction—chemical reaction that requires energy in order to proceed
endothermic reaction—chemical reaction that requires heat energy in order to proceed
enzyme—catalyst that is a large protein molecule that speeds up reactions needed for cells to work
exergonic reaction—chemical reaction that releases some form of energy
exothermic reaction—chemical reaction in which energy is primarily given off as heat
inhibitor—substance that slows down a chemical reaction
product—substance that forms as a result of a reaction
reactant—substance present before a reaction

Answer Key
Reaction terms—exergonic, endergonic, exothermic, endothermic
Reaction deﬁnitions—releasing/producing energy, absorbing/requiring energy, releasing/producing
heat energy, absorbing/requiring heat energy

Reaction vocabulary—enzyme, catalyst, inhibitor, product, concentration, reactant
Key terms—catalysts, speed up reactions, in cells; speeds up a chemical reaction; slows down a
reaction; new substance, formed; solute, compared to, solvent; substance, before, reaction begins

Chemical reaction story—safety goggles, lab coat, change color, Endergonic, odor produced, produce
light, exergonic, produce heat, exothermic, endothermic, love

Graphic Organizer Assessment
Chemical changes, new substances, color, heat, quickly absorb. Accept all reasonable examples.

Additional Activities
Activity

Basic

Have students illustrate or collect pictures of substances before and after a chemical reaction. Ask students
to sequence the picture cards according to the “before appearance” and the “after appearance” of each
substance while giving an explanation for the change in appearance.

Ask students to list clues indicating a chemical reaction for each set of pictures above.

Using a short narrative or picture cards created previously, ask students to speculate on heat absorbed or
released, the reactant, and the product. Answers can be a class discussion or recorded in a journal.

Challenge

X
X

ActiveFolders Teacher Guide 5

AFTG-Chemistry_874110-6.indd 5

10/11/05 4:44:40 PM

Elements, Compounds, and Mixtures
Objectives
• Distinguish between elements, compounds, and mixtures.
• Identify two types of mixtures.
• Compare different types of solution.

Vocabulary
compound—substance formed from two or more different elements
concentration—compares the amount of solute to the amount of solvent in a solution
heterogeneous mixture—mixture with different materials unevenly distributed and easily identified
homogeneous mixture—mixture in which two or more substances are blended evenly
mixture—combination of substances not bonded together can be separated
saturated—solution that contains all the solute it can hold under the given condition
solute—substance that dissolves and seems to disappear in another substance
solution—homogeneous mixture with compounds evenly mixed but not bonded together
solvent—the substance that dissolves another substance
substance—compound that cannot be broken down into smaller components; maintains the
properties of the original substances

Answer Key
Elements—same composition and property throughout; coal, helium
Compounds—more than one element bonded together to make a new substance; water, vinegar
Mixtures—two or more substances that come together but do not make a new substance; air, trail mix
Journal—Accept all reasonable responses. Students should include appropriate definition and
classify mixtures as heterogeneous–sand and trail mix; homogeneous–sea water, air.

Parts of solutions—solute, solvent, solution
Solutions—Lemonade-lemons-liquid, sugar-solid, water-liquid; Soft drink–carbon dioxide–gas,
flavor–liquid, water–liquid, liquid; Steel beam–carbon–solid, iron–solid, solid; Blood–oxygen-gas,
water–liquid, liquid; Milk–water–liquid, liquid

Journal—Accept all reasonable responses. Students might discuss melting one or more solids to
combine the substances and then cooling the mixture.

Graphic Organizer Assessment
Elements, compounds, mixtures. Accept all reasonable examples.

Additional Activities
Activity

Basic

Challenge

Ask students to identify the solute and solvents of at least three solutions that have been part of their day.

Have students use vocabulary ﬂashcards in a memory or bingo-type game.

Have students prepare mixture recipes to demonstrate knowledge of solute, solvent, and solution. Label
each substance in the recipe. Class presentations and a tasting party might be fun.

6 ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd 6

3/8/06 12:11:47 PM

Matter
Objectives
• Identify characteristics of matter.
• Distinguish between the various models that have been used for atoms.
• Identify and label the parts of an atom.

Vocabulary
atom—smallest part of an element that still retains the properties of the element
electrons—particles surrounding the nucleus of an atom that have a negative charge
electron cloud—area around the nucleus of an atom where atom’s electrons are most likely found
Ernest Rutherford—proposed that the atom was mostly empty space with mass concentrated in the
positive center

John Dalton—proposed that the atom was a solid sphere
John Thomson—proposed that the atom was a positively charged ball with electrons embedded in it
matter—anything that takes up space and has mass
neutron—an uncharged particle located in the nucleus of an atom
Niels Bohr—proposed that electrons travel in fixed orbits around an atom’s nucleus
nucleus—central part of an atom containing protons and neutrons
proton—positively charged particle in the nucleus

Answer Key
Matter is—mass, space, matter, atoms
Matter—ashes, gas, pottery, rock, water Not Matter—heat, ideas, light, rainbow, thoughts
Models—Dalton model, Thomson model, Rutherford model, Bohr Model, Electron Cloud model
Journal—Accept all reasonable responses. Students might conclude as technology has improved,
scientists are able to detect smaller and smaller particles. The models show newly discovered details.
Parts of an atom—(clockwise from top) energy levels, neutron, nucleus, proton, electron cloud, electron
Your own atom—Accept all reasonable responses.
Journal—Accept all reasonable responses. Students should create an atom with appropriate number
of electrons, neutrons, and protons. Encourage creative names.

Graphic Organizer
Atoms, protons, neutrons, found in the nucleus, electrons, found in the electron cloud

Additional Activities
Activity

Basic

Create a simple scavenger hunt taking students from living to nonliving things. Use key terms of matter
and not matter as clues.

To help students understand the difﬁculties involved with creating models of things they cannot see, place
a small mystery item in black, deﬂated balloons and then inﬂate. Ask students to explore and describe their
mystery item without seeing it. Exchange balloons. Check predictions by popping the balloons.

Ask students to compose a list of everything that contains atoms. Clarify any misconceptions concerning
types of matter that are omitted.

Challenge

ActiveFolders Teacher Guide 7

AFTG-Chemistry_874110-6.indd 7

3/8/06 2:17:42 PM

Measurement
Objectives
• Identify the purpose of SI.
• Identify the SI units of length, volume, mass, and temperature.
• Determine appropriate units of measurement.

Vocabulary
kilogram—base unit used when measuring mass
liter—base unit when measuring volume
mass—amount of matter present in an object
SI—International System of Units: method of measurement based on the metric system that is
understood and accepted throughout the world

standard—an exact quantity people agree to use to compare measurements
volume—amount of space occupied by an object

Construction
1. Cut manipulatives and measurement wheel from the activity card page.
2. Use a hobby knife to cut out the four small circles on the measurement wheel.
3. Cut slit marks on both the measurement wheel and the base of the wheel on the folder.
4. Insert a brad fastener through both wheels and attach firmly to folder.
5. Provide a dry-erase marker for student responses.
6. Attach 5" ✕ 7" storage envelope to the back of the folder for the activity cards and marker.

Answer Key
US units of measurement—yard; ounce and pound; cup, quart, gallon; Fahrenheit
SI units of measurement—meter; kilogram; liter; Kelvin scale
SI examples—kilometer, nanogram, milliliter, kiloliter, 373K, 273K
SI statement—International System of Units, compare goods and exchange information easily
Journal—Accept all reasonable responses.
Measurement wheel—Kelvin scale–thermometer, temperature, degrees, Liters–liquid, graduated
cylinder, volume; Meters–ruler, meterstick, length; Kilogram–mass, spring scale, triple-beam balance

Appropriate units—Kelvin-temperature of water, boiling point; Kilograms–weight of human baby,
mass of a car, salt in a box; Liters–content of milk carton, volume of a rock, liquid medicine;
Meters–dime, football field

Journal—Accept all reasonable responses.

Wrap–Up Assessment
Volume, liter, graduated cylinder; length, meters, meterstick; mass, grams, triple-beam balance

Additional Activities
Activity

Basic

Give students a short list of items to be measured for practice of accuracy.

Students make cards labeled Length, Volume, and Mass. Call out units of measurement such as millimeter,
kilogram, and liter, asking students to hold up measurement cards in reply.

Construct a measurement comparison chart enabling students to make connections between SI measurements
and familiar everyday comparisons. Using all four SI units and common US measurements, ask students to
measure items, estimate the measurement in the alternate units, and then check their own responses.

Challenge
X
X

8 ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd 8

3/8/06 12:13:17 PM

Periodic Table
Objectives
• Differentiate between atomic mass and atomic number.
• Recognize the arrangement of atoms in an element and the element’s position on the periodic table.
• Become familiar with element symbols.

Vocabulary
atomic mass—average mass of an atom of that element
atomic number—number of protons in an atom’s nucleus
element—substance with atoms that all are alike
group—vertical column in the periodic table; elements share same number of electrons in their outer
energy levels
period—horizontal row in the periodic table; elements share the same number of energy levels
periodic table—organized list of all known elements arranged by increasing atomic number and by
changes in chemical and physical properties

Answer Key
Element block—atomic number, atomic mass, element name, state of matter at room temperature,
element symbol

Element categories—blue–metal, green-metalloid, yellow–nonmetal
Journal—Accept all reasonable responses. Without a proton, the element becomes a completely
different element. If it loses or gains an electron, it becomes an ion.
Elements—Helium–2, 4.003, 2; Boron–5, 10.811, 6; Aluminum–13, 26.982, 14; Radon–86, 222, 136;
Neon–10, 20.180, 10; Magnesium–12, 24.305, 12; Arsenic–33, 74.922, 42; Bromine–35, 79.904, 45

Periodic table—Hydrogen, Helium, Lithium, Beryllium, Boron, Nitrogen, Magnesium, Argon,
Potassium, Gallium Arsenic
Outermost energy level—Hydrogen–1, Lithium–1, Sodium–1, Potassium–1; Rubidium–1, Cesium–1,
Franclium–1
Journal—Group 1–1, Group 2–2, Group 13–3, Group 15–5, Group 18–8
Journal—Accept all reasonable responses. The elements are placed according to how many electrons
are in the outermost energy level; increasing from left to right.

Wrap–Up Assessment
Potassium, neon, radon, nitrogen, bromine, lead, iodine, chlorine, tin, arsenic, carbon, calcium,
oxygen; Periodic Table

Additional Activities
Activity

Basic

Provide students with colored pencils, crayons, markers, and a periodic table void of color. Ask students to
color and label metal, nonmetal, and metalloid sections.

Provide students with bingo-type cards with element symbols, names, or atomic numbers. Be sure to make
periodic tables available for reference to practice reading the table.

Make a large label with several different elements and their group numbers from each of the eight groups.
Fasten them to the front of students’ shirts and ask them to “pair up” with an element in another group to
make a full outermost energy level.

Challenge

X
X

ActiveFolders Teacher Guide 9

AFTG-Chemistry_874106.indd 9

7/25/06 9:32:03 AM

Principles of Gases and Liquids
Objectives
• Analyze Archimedes’ principle, Bernoulli’s principle, and Pascal’s principle.
• Compare and contrast Archimedes’ principle, Bernoulli’s principle, and Pascal’s principle.

Vocabulary
Archimedes’ principle—buoyant force on an object is equal to the weight of the fluid it displaces
Bernoulli’s principle—as the speed of a fluid increases, the pressure applied by the fluid decreases
buoyant force—an upward force that is exerted by a fluid on any object in the fluid
density—the mass per unit volume of an object or fluid
ﬂuid—any substance that has no definite shape and has the ability to flow; liquid or gas
Pascal’s principle—as a force is applied to a fluid in a closed container, the pressure in the fluid
increases everywhere by the same amount

pressure—amount of force exerted per unit area

Construction
1. Cut manipulatives from the activity card page.
2. Copy principle pockets onto a sheet of acetate. Tape pockets in place for sorting activity.
3. Provide a dry-erase marker for student responses.
4. Attach a 5" ✕ 7" storage envelope to the back of the folder for the activity cards and marker.

Answer Key
Principle deﬁnitions—Archimedes–buoyant force on an object equals…; Bernoulli–pressure applied to
a fluid increases…; Pascal–the speed of fluid increases…

Key terms—Check for accuracy of key terms.
Principle examples—Archimedes–foil sinking, marble sinking; Pascal–squeezing water bottle, inflated
balloon; Bernoulli–smoke from chimney, windows blown out

Principle Pockets

Archimedes’ Principle

Bernoulli’s Principle

Pascal’s Principle

Principle pictures

• Floating foil
• Person ﬂoating

• Blowing can
• Chimney smoke

• Car brake system
• Inﬂated balloon

Principle deﬁnition

Fluid exerts upward
buoyant force on an
object.

When speed of a ﬂuid
increases, pressure
exerted by fluid decreases.

When a force is applied
a conﬁned ﬂuid, pressure
is transmitted equally.

Principle characteristics

Object will ﬂoat in a ﬂuid
more dense than itself.

Moving ﬂuid causes the
pressure to decrease.

Pressure of a ﬂuid
changes equally.

Journal—Accept all reasonable responses. Students might conclude that the key terms are important
descriptive terms related to the definitions.

Wrap–Up Assessment
Buoyant, equals, displaces; speed, increase, decrease; pressure, increases, everywhere

Additional Activities
Activity

Basic

Challenge

Provide students with a beaker of water, small objects of varying density, paper, and a balloon. Ask students
to demonstrate each of the principles of ﬂuids with the objects given.

X
¸

Provide cans of a variety of regular soda and diet soda. Ask students to predict how each can will respond when
placed in a clear container of water (an aquarium works well). Ask students to brainstorm the expected results.

Ask students to extend the soda can activity above. Students can do further testing with other sodas, other ﬂuids, or
design a survey of fellow students’ predictions. Students can do class demonstrations or presentations to share their results.

10 ActiveFolders Teacher Guide

AFTG-Chemistry_874110-6.indd 10

10/11/05 4:44:41 PM

States of Matter
Objectives
• Recognize that matter is made of particles in constant motion.
• Associate three states of matter with the arrangement of particles within them.
• Relate changes in thermal energy to changes in state.
• Differentiate between physical and chemical properties of matter.

Vocabulary
condensation—the change matter makes from a gas to a liquid
evaporation—the change matter makes from a liquid to a gas
freezing—the change matter makes from a liquid to a solid
gas—matter with no definite volume or shape
liquid—matter with a definite volume but no definite shape
melting—the change matter makes from a solid to a liquid
solid—matter with a definite volume and shape

Answer Key
State of Matter Shape

Movement

Volume

Molecular Attractions

Solid

Does not take on
shape of container

Particles are tightly
held together

Deﬁnite volume
and shape

Attraction between molecules
is strong.

Liquid

Takes on shape of
container

Particles move more freely

Deﬁnite volume,
no deﬁnite shape

Some attraction between
molecules

Gas

Fills a container

Particles move at
high speed

No deﬁnite volume
or shape

Attractions between
molecules is weak.

Chemical and physical properties—Chemical–ability to rust, flammability; Physical–color, shape,
length, state of matter

Journal—Accept all reasonable responses.
Changes in state—liquid to gas, add energy, increases particle movement; liquid to solid, remove
energy, decreases particle movement; solid to liquid, add energy, increases particle movement

Wrap–Up Assessment
motion, solid, liquid, gas, move freely, slide past, vibrate tightly, changes, temperature change, state
change

Additional Activities
Activity

Basic

Ask students to produce two-sided response cards with the words Freeze, Melt, Condensation, and Evaporation. Show
picture ﬂashcards of state changes for review. As students reveal response cards, scan class for any misconceptions.

Describe classroom objects by their chemical and physical characteristics. Students might classify whether
the characteristic is physical or chemical.

Have students create a short scenario that includes substances demonstrating many changes of state.
Students can design a simple comic book, skit, story board, or game to demonstrate their new knowledge.

Challenge

X
X

ActiveFolders Teacher Guide 11

AFTG-Chemistry_874110-6.indd 11

3/8/06 12:39:49 PM

AFTG-Chemistry_874110-6.indd xiv

10/11/05 4:44:39 PM

AFTG-Chemistry_874110-6.indd xiv

10/11/05 4:44:39 PM

for Differentiated Instruction
Chemistry 0-07-874106-8
Acids and Bases
Chemical and Physical Changes
Chemical Bonds
Chemical Reactions
Elements, Compounds, and Mixtures
Matter
Measurement
Periodic Table of Elements
Principles of Gases and Liquids
States of Matter

Advantages for Students
●

Meaningful work aimed at science content topics

●

Challenge students at individual ability levels

●

Increase self-conﬁdence through participation

●

Practice and mastery of state-mandated objectives

●

Opportunities for regular education students to work with
students with special needs

●

Academic and social gains for students with special needs

Earth Science 0-07-874107-6
Earthquakes
Erosion
Lunar and Solar Eclipses
Our Solar System
Phases of the Moon and Seasons
Plate Tectonics
Rock Cycle
Volcanoes

Advantages for Teachers
●

Variety in content presentation and assessment

●

Modiﬁcation of curriculum for special populations

●

Increases student involvement

●

Addresses textbook/state-mandated objectives

●

Directly correlates objectives with relevant reinforcement
activities

●

Provides critical-thinking opportunities for special-needs
students through on-grade level curriculum

Weather
Weathering
Life Science 0-07-874108-4
Adaptations
Cell Processes
Cell Structure
Classification
Ecology
Food Chain/Food Web/Energy Pyramid
Heredity and Genetics
Human Body Systems
Mitosis and Meiosis
Plants
Physics 0-07-874109-2
Electricity
Energy
Law of Conservation of Energy
Magnetism
Newton’s 1st Law of Motion and Forces
Newton’s 2nd Law of Motion
Newton’s 3rd Law of Motion
Temperature and Thermal Energy
Waves
Work and Simple Machines

AFTG-Chemistry_874110-6.indd 12

10/27/05 4:26:56 PM

Source Exif Data:

File Type                       : PDF
File Type Extension             : pdf
MIME Type                       : application/pdf
PDF Version                     : 1.6
Linearized                      : No
XMP Toolkit                     : 3.1-701
About                           : uuid:06add982-3ffa-11da-ae6b-0003930e20c6
Modify Date                     : 2007:07:18 13:08:18-04:00
Create Date                     : 2005:10:18 13:09:01-04:00
Metadata Date                   : 2007:07:18 13:08:18-04:00
Document ID                     : uuid:e09e180a-3ff9-11da-ae6b-0003930e20c6
Instance ID                     : uuid:7b126530-3551-11dc-b212-0017f2c7fae4
Format                          : application/pdf
Has XFA                         : No
Page Count                      : 28
Author                          : Wendy
Creator                         : Adobe InDesign CS (3.0)
Producer                        : Acrobat Distiller 6.0.1 for Macintosh
Title                           : AFTG-Chemistry_874110-6.indd

EXIF Metadata provided by EXIF.tools

AFTG Chemistry_874110 6 874106 Chemistry Af

Navigation menu

Versions of this User Manual:

Views

Navigation