AFTG Chemistry_874110 6 874106 Chemistry Af
User Manual: 874106
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Page Count: 28
Features and Benefi ts
■ On-grade level content supported
by individual modifi cation 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
Teacher Guide
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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
Nancy Nippert Sharece Prince
Nancy Nippert graduated from
West Texas A&M University in
Canyon, Texas. She holds certifi -
cates 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.
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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Helpful Hints for Your Differentiated Classroom . . . . . . . . . . . . . . . . xi
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Teacher Pages for Individual ActiveFolders . . . . . . . . . . . . . . . . . . . . . 1
• Acids and Bases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Chemical and Physical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . 3
• Chemical Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
• Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
• Elements, Compounds, and Mixtures. . . . . . . . . . . . . . . . . . . . . . 6
• Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
• Measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
• Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Principles of Gases and Liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• States of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Table of ContentsTable of Contents
AActivctivee
FoldersFolders for Differentiated Instruction for Differentiated Instruction
ActiveFolders Teacher Guide iii
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iv ActiveFolders Teacher Guide
Hands-on activities that reinforce essential science concepts
Overview ofOverview of
Active Active
Folders for Folders for
Differentiated InstructionDifferentiated Instruction
Engaging cover diagram offers
opportunity for pre-assessment and
student discussions.
Detailed teacher guide contains
objectives correlated to relevant
science content.
Colorful, durable, laminated folders
and manipulatives encourage
kinesthetic learning.
Additional differentiated
instruction suggestions are
identifi ed for basic and
challenge activities.
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ActiveFolders Teacher Guide v
Hands-on activities
offer a variety of
stimulating tasks to meet
individual student needs.
Wrap-up activities and graphic
organizers provide student-friendly
visual representation of content
knowledge.
Journal responses can be used
for verbal or written assessments,
review, or higher-level thinking skills.
Envelope space provides handy
manipulative storage.
Multilevel directions reach diverse
student population.
Interactive manipulatives
motivate students to model,
classify, identify, sequence, organize,
compare, and contrast as they review
essential science concepts.
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Using Using
AActivctivee
Folders in Your Folders in Your
ClassroomClassroom
Meeting Objectives National and state science standards provide the focus for each folder.
Specifi c objectives for each folder are listed on the teacher page.
Teaching Vocabulary Key terms and their defi nitions for each ActiveFolder are listed for
easy reference. Using the vocabulary terms provided, the teacher or students can copy the
defi nitions to make a set of vocabulary review cards for each folder. Individual students can
create their own set of vocabulary terms and defi nitions 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 scientifi c 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.
Specifi c suggestions for use of ActiveFolders in the classroom are listed below.
vi ActiveFolders Teacher Guide
Pairs or Small Groups Independent Student
• Student and teacher
work as a team.
• Student can respond
verbally to better
explain his or her re-
sponse, ask questions,
and clarify his or her
knowledge.
• Teacher works closely to
interpret the student's
reasoning and any
misconceptions.
• 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.
• If multiple copies of
a folder are available,
several groups can work
through the activities,
creating comprehension
questions for the other
groups.
• Student works indepen-
dently to explore each
concept, formulate his
or her response, and
adjust the manipula-
tives as he or she works
through the folder.
Guided practice
and
reinforcement
Student/Teacher
Work Together
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ActiveFolders Teacher Guide vii
• 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.
• Students can take turns
working through activi-
ties on the folder, chal-
lenging each other for
understanding and clear
explanations of concepts
presented.
• 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.
• Students work
independently at
their own pace.
Review
• Student talks with
the teacher about each
activity, demonstrating
his or her knowledge
through the manipula-
tion of the activity.
Assessment • As one student com-
pletes the folder, other
students in the group
can match key terms
and defi nitions, play
a vocabulary game, or
complete a vocabulary
quiz.
• Student pairs can con-
struct sentences with
the key terms from the
folder activities, using
the terms in the correct
scientifi c context.
• Independent students
can work through the
folder as an assessment.
• Student can match
vocabulary words to the
correct defi nitions
using the teacher-made
vocabulary cards in a
one-to-one
correspondence.
Pairs or Small Groups Independent Student
Student/Teacher
Work Together
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viii ActiveFolders Teacher Guide
AActivctivee
Folders PurposeFolders 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 defi cient 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 confi dence 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 diffi cult 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 interpreta-
tions 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, specifi c content, vocabulary terms and defi nitions, 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 scientifi c 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-confi dence and participation.
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ActiveFolders Teacher Guide ix
Advantages of Advantages of
AActivctivee
Folders in the Folders in the
Differentiated ClassroomDifferentiated 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-confi dence.
● 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 specifi c science topics in support of classroom teaching with 40 of the most diffi cult
science concepts.
Advantages of
Active
Folders for Teachers
● Relevant modifi cations 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.
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x ActiveFolders Teacher Guide
The Need for ChangeThe Need for Change
In every group of individuals, learning styles vary. It can be diffi cult 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 defi cient, learning disabled, other health impaired, English-
language learners, and gifted/talented, in addition to students who exhibit behavioral
problems, experience diffi cult 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 fi rst placement considered.
● A strong preference for educating students with disabilities in regular classes with appropriate
modifi cations, 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, fl exibility, 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.
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ActiveFolders Teacher Guide xi
Helpful Hints for Your Helpful Hints for Your
Differentiated ClassroomDifferentiated 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 benefi t 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 implement-
ing whole class usage of folder activities for practice and review, fl exibility 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 modifi ed 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.
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BibliographyBibliography
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. Fulfi lling 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
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ActiveFolders Teacher Guide xiii
Materials ListMaterials 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.
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ActiveFolders Teacher Guide 1
Teacher PagesTeacher Pages
for Individualfor Individual
ActivActivee
FFoldersolders
These pages contain the following for each ActiveFolder:
• Objectives
• Vocabulary
• Construction Information
• Answer Key
• Graphic Organizer/Wrap-Up Key
• Additional Activities
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Acids and BasesAcids 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 Challenge
Create mini safety posters on the dangers of testing acids and bases in the lab. X
Have students make response cards for acids and bases. As characteristics, properties, and X X
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 X
with the common examples in the classroom.
2 ActiveFolders Teacher Guide
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Chemical and Physical ChangesChemical 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 fi rmly.
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, fi reworks
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
ActiveFolders Teacher Guide 3
Activity Basic Challenge
Make a response card for Physical Change and a response card for Chemical Change. Call out X
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 X X
students record, take pictures, or draw personal examples.
Ask students to explain why the terms physical change and chemical change are used to describe X
changes in matter. Ask students to brainstorm new terms that could be used. Allow students to
be creative.
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4 ActiveFolders Teacher Guide
Chemical BondsChemical Bonds
Objectives
• Demonstrate how electrons are arranged in an atom.
• Confi gure 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
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
Energy Levels Dot diagram Completed Molecule
model dot diagram formula
2 8 8 H O H H O H H2O
Energy levels Electrons in Dot diagram Molecule Completed dot Molecule
outermost level diagram diagram formula
2, 6 6 O O C O O C O CO2
2, 8, 4 4 •Si• O Si O O Si O SiO2
2, 8, 2 2 •Mg• F •Mg• F F [Mg]-2 F MgF2
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Activity Basic Challenge
Design templates for an atom with two energy levels for each student. Using the template and clay, ask X
students to fashion models of the atoms for any of the elements in the fi rst 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 X X
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 fi gure 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 X
matching game to pair up elements that would bond.
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Chemical ReactionsChemical 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
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
Reaction terms—exergonic, endergonic, exothermic, endothermic
Reaction defi nitions—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
ActiveFolders Teacher Guide 5
Activity Basic Challenge
Have students illustrate or collect pictures of substances before and after a chemical reaction. Ask students X
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. X X
Using a short narrative or picture cards created previously, ask students to speculate on heat absorbed or X
released, the reactant, and the product. Answers can be a class discussion or recorded in a journal.
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Elements, Compounds, and MixturesElements, 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 identifi ed
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
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
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 defi nition 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,
fl avor–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
6 ActiveFolders Teacher Guide
Activity Basic Challenge
Ask students to identify the solute and solvents of at least three solutions that have been part of their day. X X
Have students use vocabulary fl ashcards in a memory or bingo-type game. X X
Have students prepare mixture recipes to demonstrate knowledge of solute, solvent, and solution. Label X
each substance in the recipe. Class presentations and a tasting party might be fun.
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MatterMatter
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 fi xed orbits around an atom’s nucleus
nucleus—central part of an atom containing protons and neutrons
proton—positively charged particle in the nucleus
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
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
ActiveFolders Teacher Guide 7
Activity Basic Challenge
Create a simple scavenger hunt taking students from living to nonliving things. Use key terms of matter X
and not matter as clues.
To help students understand the diffi culties involved with creating models of things they cannot see, place X X
a small mystery item in black, defl ated balloons and then infl ate. 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 X
types of matter that are omitted.
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8 ActiveFolders Teacher Guide
MeasurementMeasurement
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 fi rmly 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 fi eld
Journal—Accept all reasonable responses.
Wrap–Up Assessment
Volume, liter, graduated cylinder; length, meters, meterstick; mass, grams, triple-beam balance
Additional Activities
Activity Basic Challenge
Give students a short list of items to be measured for practice of accuracy. X
Students make cards labeled Length, Volume, and Mass. Call out units of measurement such as millimeter, X X
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 X
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.
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Periodic TablePeriodic 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
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
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
ActiveFolders Teacher Guide 9
Activity Basic Challenge
Provide students with colored pencils, crayons, markers, and a periodic table void of color. Ask students to X
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 X X
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. X
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.
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Activity Basic Challenge
Provide students with a beaker of water, small objects of varying density, paper, and a balloon. Ask students X
to demonstrate each of the principles of fl uids with the objects given. ¸
Provide cans of a variety of regular soda and diet soda. Ask students to predict how each can will respond when X X
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 fl uids, or X X
design a survey of fellow students’ predictions. Students can do class demonstrations or presentations to share their results.
Principles of Gases and LiquidsPrinciples 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 fl uid it displaces
Bernoulli’s principle—as the speed of a fl uid increases, the pressure applied by the fl uid decreases
buoyant force—an upward force that is exerted by a fl uid on any object in the fl uid
density—the mass per unit volume of an object or fl uid
fl uid—any substance that has no defi nite shape and has the ability to fl ow; liquid or gas
Pascal’s principle—as a force is applied to a fl uid in a closed container, the pressure in the fl uid
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 defi nitions—Archimedes–buoyant force on an object equals…; Bernoulli–pressure applied to
a fl uid increases…; Pascal–the speed of fl uid increases…
Key terms—Check for accuracy of key terms.
Principle examples—Archimedes–foil sinking, marble sinking; Pascal–squeezing water bottle, infl ated
balloon; Bernoulli–smoke from chimney, windows blown out
Journal—Accept all reasonable responses. Students might conclude that the key terms are important
descriptive terms related to the defi nitions.
Wrap–Up Assessment
Buoyant, equals, displaces; speed, increase, decrease; pressure, increases, everywhere
Additional Activities
10 ActiveFolders Teacher Guide
Principle Pockets Archimedes’ Principle Bernoulli’s Principle Pascal’s Principle
Principle pictures • Floating foil • Blowing can • Car brake system
• Person fl oating • Chimney smoke • Infl ated balloon
Principle defi nition Fluid exerts upward When speed of a fl uid When a force is applied
buoyant force on an increases, pressure a confi ned fl uid, pressure
object. exerted by fluid decreases. is transmitted equally.
Principle characteristics Object will fl oat in a fl uid Moving fl uid causes the Pressure of a fl uid
more dense than itself. pressure to decrease. changes equally.
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States of MatterStates 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 defi nite volume or shape
liquid—matter with a defi nite volume but no defi nite shape
melting—the change matter makes from a solid to a liquid
solid—matter with a defi nite volume and shape
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
Chemical and physical properties—Chemical–ability to rust, fl ammability; 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
ActiveFolders Teacher Guide 11
State of Matter Shape Movement Volume Molecular Attractions
Solid Does not take on Particles are tightly Defi nite volume Attraction between molecules
shape of container held together and shape is strong.
Liquid Takes on shape of Particles move more freely Defi nite volume, Some attraction between
container no defi nite shape molecules
Gas Fills a container Particles move at No defi nite volume Attractions between
high speed or shape molecules is weak.
Activity Basic Challenge
Ask students to produce two-sided response cards with the words Freeze, Melt, Condensation, and Evaporation. Show X
picture fl ashcards 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 X X
the characteristic is physical or chemical.
Have students create a short scenario that includes substances demonstrating many changes of state. X
Students can design a simple comic book, skit, story board, or game to demonstrate their new knowledge.
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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
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
Weather
Weathering
Life Science 0-07-874108-4
Adaptations
Cell Processes
Cell Structure
Classifi cation
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
Advantages for Students
● Meaningful work aimed at science content topics
● Challenge students at individual ability levels
● Increase self-confi dence 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
Advantages for Teachers
● Variety in content presentation and assessment
● Modifi cation 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
for Differentiated Instruction
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