Overview

This five-day unit is designed for 7th graders to explore How Can I Make New Stuff from Old Stuff? aligned with the IQWST curriculum, specifically lessons 2 and 3. The focus is on understanding chemical and physical changes, conservation of matter, and real-world applications in recycling and material transformation. Using a "I do, We do, You do" gradual release model, students will engage in hands-on investigations, discussion, and reflection with embedded probing questions to promote understanding and curiosity.

Standards Alignment

This unit closely follows the Common Core State Standards (CCSS) for Science Literacy as integrated in the IQWST curriculum framework, including:

• MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction occurred.
• MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
• ELA CCSS.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments.
• ELA CCSS.SL.7.1: Engage effectively in collaborative discussions.

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Day 1: Properties & Changes Hook: What happens when we change stuff?

I Can Statements

• I can describe the properties of matter before and after a change.
• I can distinguish between physical and chemical changes.

Success Criteria

• Explain physical vs. chemical changes using examples.
• Accurately record observations of matter before/after change.

Materials

• Whiteboard, markers
• Ice cubes, salt, vinegar, baking soda
• Balloons, plastic cups
• Observation sheets
• Vocabulary cards (Matter, Physical Change, Chemical Change, Conservation)

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Purpose & Engagement (15 mins)

Hook: Show students ice cubes melting and vinegar reacting with baking soda in a balloon — ask, “What’s changing? Is this stuff new or the same stuff differently?”
Connect with recycling: “How do we make new materials from old?”
Driving Question: How can matter change and still be the same stuff, or turn into something new?

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Introduction & Vocabulary (20 mins)

• Teacher models analyzing ice cube melting (physical change) vs vinegar/baking soda (chemical change).
• Introduce key vocabulary with examples, using vocabulary cards and visuals.

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“I Do” Modeling (30 mins)

• Teacher demonstrates a vinegar + baking soda reaction and models thinking aloud.
• Probing Questions:
  • What evidence shows a chemical reaction?
  • Is mass conserved? How can we test that?

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“We Do” Guided Practice (45 mins)

• Students perform hands-on experiments in pairs (melting ice, mixing salt/water, vinegar/baking soda reaction).
• Circulate, ask probing questions, help guide observations.
• Students complete observation charts stating, “Is this physical or chemical?” with evidence.

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“You Do” Independent Practice (45 mins)

• Students write a paragraph answering:
  • Describe one change you saw today and explain why it’s physical or chemical.
• Use sentence starters and vocabulary.

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Check for Understanding (10 mins)

• Exit Ticket: Name one physical and one chemical change from today’s experiments.

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Formative Assessment and Adjustments

• Review observation charts, exit tickets.
• Revisit examples or vocabulary with students struggling to distinguish change types.
• Advance Learners: Challenge with predicting outcomes of mixing unknown substances.

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Differentiation

• Use visuals and demos for language learners.
• Provide sentence starters and graphic organizers for writing activities.
• Pair advanced learners as discussion leaders.

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Day 2: Conservation of Matter

I Can Statements

• I can explain how the total mass of matter stays the same during physical and chemical changes.

Success Criteria

• Accurately measure and record mass before and after a reaction.
• Explain conservation of matter using evidence.

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Hook & Real World Connection (15 mins)

• Show a video or demonstration (vinegar and baking soda in a sealed bag).
• Ask: “Does the total mass change? Why or why not?”
• Connect to environmental challenge: How does understanding matter conservation help in recycling or pollution control?

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Introduction (20 mins)

• Review yesterday’s reactions focusing on mass.
• Define conservation of matter, illustrate with a balanced scale model.

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“I Do” Modeling (30 mins)

• Demonstrate measuring mass of reactants and products in vinegar + baking soda closed system.
• Model recording data and summarizing results.

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“We Do” Guided Practice (45 mins)

• Students replicate the closed system experiment.
• Work in groups; use balances and record mass before/after the reaction carefully.
• Teacher probes:
  • How does the mass compare?
  • What does that tell us about matter?

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“You Do” Independent Practice (45 mins)

• Complete a lab report answering:
  • What happened to the mass?
  • How does this prove conservation of matter?

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Mastery Check (10 mins)

• Quick quiz: Multiple choice and short answer on conservation of matter concepts.

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Formative Assessment and Adjustments

• Evaluate lab reports and quiz; re-teach mass measuring methods as needed.
• Extension: Students design their own experiment demonstrating conservation of matter.

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Differentiation

• Use graphic organizers for lab report structure.
• Allow verbal reports for students needing oral expression.
• Advanced learners analyze exceptions or incomplete conservation in nuclear reactions.

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Day 3: Making New Stuff

I Can Statements

• I can describe how new materials are made from old materials through physical and chemical changes.

Success Criteria

• Identify synthetic materials and describe their origin.
• Explain the connection between natural resources and products.

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Hook (15 mins)

• Show everyday synthetic objects (plastic bottles, clothes).
• Ask: “Where does this stuff come from?” “Can you really make new stuff from old stuff?”
• Introduce driving question: How do scientists make new materials from old ones?

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Introduction (20 mins)

• Present short reading/summary on synthetic material production (e.g., recycling plastic into fibers).
• Introduce vocabulary: Synthetic Materials, Natural Resources, Polymer, Recycling.

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“I Do” Modeling (30 mins)

• Model describing a process of making recycled paper or plastic (video or diagram).
• Ask probing questions:
  • What changes occur in the materials?
  • Are these physical or chemical changes?

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“We Do” Guided Practice (45 mins)

• Group activity: Create a flowchart showing how recycled materials turn into new products.
• Teacher prompts reflection and guides corrections.

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“You Do” Independent Practice (45 mins)

• Research assignment (books/tablets) about a favorite synthetic material’s origin.
• Prepare a short presentation/poster summarizing findings.

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Check for Understanding (10 mins)

• Question and answer session: What is the source of synthetic materials? How do changes affect the old stuff?

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Formative Assessment and Adjustments

• Review flowcharts and presentations.
• Clarify misconceptions about natural vs synthetic materials.
• Extension: Investigate sustainable materials and green chemistry innovations.

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Differentiation

• Provide template for flowchart and research notes.
• Allow video or oral reports.
• Advanced learners propose alternative materials or innovations in recycling.

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Day 4: Investigate Materials

I Can Statements

• I can investigate and classify materials based on their properties and changes.

Success Criteria

• Classify several materials correctly.
• Justify classification with observed evidence.

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Hook (15 mins)

• Mystery Bag: Students explore unknown materials (sand, sugar, baking soda, plastic shards).
• Driving question: How can we tell different materials apart? How do they change?

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Introduction (20 mins)

• Review properties: solubility, texture, reaction to heat, and reaction with vinegar.
• Introduce classification chart.

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“I Do” Modeling (30 mins)

• Teacher models testing one material across properties.
• Think aloud classification.

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“We Do” Guided Practice (45 mins)

• In pairs, test assigned materials and fill out classification charts.
• Teacher circulates with probing questions:
  • How do you know this is a chemical change?
  • What properties help you tell materials apart?

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“You Do” Independent Practice (45 mins)

• Classify unknown mixtures or household materials and explain reasoning in journal entries.

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Mastery Check and Formative Assessment (10 mins)

• Exit quiz with short answer: Classify or explain a material change example.

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Differentiation

• Graphic organizers, partner support, visuals.
• Advanced learners create their own tests or new classification criteria.

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Day 5: Review & Application Challenge

I Can Statements

• I can apply my knowledge of materials, changes, and conservation in a real-world problem.

Success Criteria

• Solve a material transformation challenge.
• Present findings clearly.

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Hook – Real World Challenge (15 mins)

• Present a scenario: “A community wants to recycle waste into something useful. What steps and knowledge would we need?”
• Driving Question: How can we use what we learned to solve this problem?

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Group Activity (60 mins)

• In small groups, design a recycling plan or new material from waste products (use craft supplies and scenario cards).
• Include: type of change, conservation considerations, and end product.

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Presentations and Peer Feedback (60 mins)

• Share designs with class; offer feedback aligned with success criteria.

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Post-Assessment (30 mins)

• Written assessment: Explain key concepts, design a flow “old stuff to new stuff,” and answer critical reasoning questions.

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Wrap-Up Reflection (30 mins)

• Reflect on learning with prompts:
  • What surprised you?
  • How can this knowledge help your community?
  • What questions do you still have?

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Differentiation

• Provide sentence starters and visuals for reports.
• Allow creative formats like posters, models, or digital slides.
• Advanced learners produce written proposals or act as peer mentors.

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Differentiation Strategies (Across All Days)

• Use multisensory approaches: visuals, hands-on, discussions.
• Scaffold writing and vocabulary.
• Pair learners strategically.
• Offer enrichment through deeper analysis or experimental design.
• Allow alternative assessments (oral, visual).

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Monitoring & Mastery Checks

• Exit tickets, quizzes, observations, lab notebook reviews.
• Adjust instruction based on formative checks.
• Reteach concepts one-on-one or in small groups as needed.

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This highly structured, interactive, real-world connected unit will engage students' curiosity, strengthen science literacy, and foster problem-solving skills aligned with Common Core standards and IQWST curriculum philosophy.