Science 8 Unit Plan

Mix and Flow Part A

Jackson Waddell

Unit Overview:

Personal Unit Overview:

- I want to begin this unit in a very approachable way to ease the students into the semester. Many of them will not be
happy that the summer is over and many will be nervous about grade 8 as a whole. New students and returning GS
Lakie students will be timid about friendships and life in general so I want the first week to be an introduction to the
unit book and an easy to remember review of preexisting content, all encapsulated in methods of getting to know
myself and their classmates with opportunities to make connections between classmates to hopefully cultivate
friendships and for students to begin to understand my role as the teacher in classroom as well as my interests and
hobbies as a means of connecting in a professional manner. As the unit begins to kick it into high gear WHMIS and lab
safety are situated at the beginning to set classroom expectations for safety and to give students the knowledge of
how to recognize unsafe materials (Within the mix and flow unit we will be using little to none unsafe materials, but it
is important to relay this information to students as fast as possible so they can apply it to work/cleaning at home and
workplaces). The transition into the first GLO is built around many methods for the students to identify fluids and
their uses which will be very important as we go forth in the next section (Part B) of the mix and flow unit.

Personal Unit Rationale:

Key goals for the beginning of the overall unit of mix and flow of matter for the students include:

- Become familiar with the Unit book format that I will use for the remainder of this unit and mechanical systems.
- Start to become familiar with myself as a teacher and individual.
- Refresh preexisting friendships and begin new ones.
- Start to connect as a class and become acquainted with one another.
- Have a refresh of states and changes of matter, which will be important context for many aspects of this unit.
- Be able to recognize WHMIS identifications and the purpose of WHMIS in the classroom, at home, and especially in
the workplace ( I will share personal stories to help highlight this).
- Understand and notice lab and workplace safety precautions.
- Learn what fluids are, some of their uses and applications, and how to identify them.

POS: Overview:
The materials that we use—including natural and manufactured ones—often take the form of fluids. Students learn
that such diverse substances as air, natural gas, water and oil are fluids. In further investigations, they discover that many
common household materials are aqueous solutions or suspensions in which the main component is water. Students learn that
the properties of individual fluids are important to their use, including such properties as density, buoyancy, viscosity and the
fluid’s response to changes in temperature and pressure. The particle model of matter is introduced to help students make a
conceptual link between the nature of matter and the specific behavior of fluids.

POS Unit Rationale:

This unit has several key concepts, skills, and attitudes that the students can learn and apply which will guide them in
understanding and examining how fluids apply and act in our world.
Key concepts include the particle model, composition of fluids, behavior of materials in solution, uses of fluids in our world,
properties of gases and liquids, variations in properties, and the application of pressure and compressibility on fluids.
Key skills students will learn in this unit are how to identify properties of fluids, measure viscosity and flow rate, calculate
density, work in a group setting, design an experiment and identify variables, analyze data and develop possible explanations,
construct and test prototype designs.
Key attitudes that this unit hopes to encourage in students is to appreciate the role, contributions, and limits of science, see the
advantage to working in groups in carry out a test, and to plan and then perform activities in a safe and responsible manner.
All these concepts, skills, and attitudes work to focus on the big ideas in this unit like, what are fluids, how can they be used to
do work, and what are examples of fluids and how do we measure their properties.

GLOs and SLOs

Students will:
1. Investigate and describe fluids used in technological devices and everyday materials
• investigate and identify examples of fluids in household materials, technological devices, living things and natural
environments
• explain the Workplace Hazardous Materials Information System (WHMIS) symbols for labelling substances; and describe the
safety precautions to follow when handling, storing and disposing of substances at home and in the laboratory
• describe examples in which materials are prepared as fluids in order to facilitate transport, processing or use (e.g., converting
mineral ores to liquids or slurries to facilitate transport, use of paint solvents to facilitate mixing and application of pigments,
use of soapy water to carry away unwanted particles of material)
• identify properties of fluids that are important in their selection and use (e.g., lubricant properties of oils, compressibility of
gases used in tires)

Skill Outcomes (focus on problem solving)

1. Initiating and Planning

Students will: Ask questions about the relationships between and among observable variables, and plan investigations to
address those questions
1.1 • define practical problems (e.g., How can we remove a salt coating from a bicycle or vehicle?)
1.2 • identify questions to investigate, arising from practical problems and issues (e.g., identify questions, such as: “What
factors affect the speed with which a material dissolves?”)
1.3 • phrase questions in a testable form, and clearly define practical problems (e.g., rephrase a question, such as: “Is salt very
soluble?” to become “What is the most salt that can be dissolved in one litre of water at 23ºC?”)
1.4 • design an experiment, and identify the major variables (e.g., design or apply a procedure for measuring the solubility of
different materials)

2. Performing and Recording

Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative
and quantitative data
2.1 • carry out procedures, controlling the major variables (e.g., carry out a test of the viscosity of different fluids)
2.2 • use instruments effectively and accurately for collecting data (e.g., measure the mass and volume of a given sample of
liquid)
2.3 • construct and test prototype designs and systems (e.g., construct a model submarine that is controlled by an air hose
connected to a syringe)
2.4 • use tools and apparatus safely (e.g., wear safety goggles during investigations of solution properties)
2.5 • organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate the use of a database or
spreadsheet for organizing information)

3. Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations
3.1 • identify and suggest explanations for discrepancies in data (e.g., explain a loss in the volume of a liquid, by identifying such
factors as evaporation or absorption by a filtering material)
3.2 • predict the value of a variable, by interpolating or extrapolating from graphical data (e.g., extrapolate results to predict
how much solute will dissolve in a given solvent at a given temperature)
3.3 • identify new questions and problems that arise from what was learned (e.g., identify questions, such as: “What techniques
are used to remove pollutants from air and water?”)
3.4 • identify and evaluate potential applications of findings

4. Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures
and results
4.1 • identify and correct practical problems in the way a prototype or constructed device functions (e.g., identify and seal leaks
in a model fluid system)
4.2 • work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
4.3 • communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means (e.g., show the differences in flow rate, using a data table and diagrams)

Attitude Outcomes
Interest in Science
Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., attempt at home to repeat or extend a science investigation done at school;
investigate applications of fluid properties in technologies used in the local community)

Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds (e.g., show awareness that knowledge of fluid characteristics has developed in many
societies and cultures, based on practical experience with materials in the environment)

Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems
and issues (e.g., regularly repeat measurements or observations to increase the precision of evidence)

Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,
assume responsibility for their share of work in preparing for investigations and in gathering and recording evidence; consider
alternative ideas and approaches suggested by members of the group; share the responsibility for difficulties encountered in an
activity)

Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans
and a sustainable environment (e.g., recognize that the disposal of materials through drains creates needs for waste water
treatment and may result in downstream environmental impacts)

Safety
Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., take the time to
organize their work area so that accidents can be prevented; read the labels on materials before using them, and ask for help if
safety symbols are not clear or understood; clean their work area during and after an activity)

Lesson (1 Curriculum Key Concepts Assess Unit Foundatio

Lesson = 1 Knowledge Attitude Skills Lesson outline ment Book nal
Day) (FOR, Pages Concepts
OF, and and Lab
Sept 6-15 AS) Material
s
1) Wed
Unit Opener Review of Interest in N/A Open unit by introducing myself
previous Science and then introduce the unit book For Pages 2-4 States of
knowledge to to the students and how the unit matter
ensure students is weighted and generally how
have the right this unit is going to play out. Then
tools to begin go through the states of matter
this unit section from the unit book.

2) Thurs 1.1
Review of Interest in 3.1 Finish any pages from States of Pages 6-8
previous Science matter section then begin For Changing
knowledge to changing states section from the States
ensure students Mutual unit book.
have the right Respect
tools to begin Have students independently
this unit Scientific answer the challenge Q
Inquiry
Last 10 Min of class, break
Collaborati students into small groups and
on have them answer group
questions to begin to build
friendships and respect for
classmates
3) Fri Interest in Pages 9
Science N/A Finish any parts from changing For
Review of states, then do the freezie activity Freezies States of
previous Scientific with the students (One matter
knowledge to Inquiry As thawed)
ensure students Changing
have the right Collaborati Key goals of this lesson is to states
tools to begin on foster personal connections
this unit between classmates and myself
Stewardshi
p

Safety

4-5) M-T GLO 1 Interest in 1.2 Pages 10-

. Investigate and Science 4.1 WHMIS and Safety overview For 16
describe fluids WHMIS and
used in Scientific Go through video with students Of WHMIS Safety
Inquiry and pause so students can write quiz
technological
down answers in unit book. As
devices and Stewardshi
everyday p Go through powerpoint for safety
materials rules in lab and workplace
Safety
Break students into pairs and
have them go through the
SLO 2 correction activity.
 • explain the End class with explaining the take
Workplace home exercise.
Hazardous
Materials
At the start of tuesdays class,
Information have them share take home
System (WHMIS) exercise answers with a partner,
symbols for then go through correction
labelling activity answers as a class.
substances; and
describe the Break students into groups and
have them quiz each other on
safety
WHMIS pictograms and titles, and
precautions to safety rules in lab and workplace
follow when
handling, storing Handout WHMIS and safety quiz
and disposing of
substances at
home and in the
laboratory

7) W GLO 1 Interest in Pages 17-

Science Begin What are fluids? section For 19 Fluids
. Investigate and from the unit book.
describe fluids Scientific As Salt
used in Inquiry Have students raise hands to say
examples of fluids. Water
technological
Collaborati
devices and on Have students circle fluids on Plates
everyday picture, then go over examples of
materials fluids and their uses from the
picture as a class.
SLO 1, 3
• investigate Break students into trios and
and identify have them complete the Fluid
examples of grouping activity
fluids in
Is salt a fluid activity: Perform
household activity at the front of the class
materials, and let students hypothesize yes
technological or no by going to sides of the
devices, living classroom, then have students
things and trio in groups to brainstorm and
natural write down their answers in
response to the questions in the
environments
unit book. Then write answers on
• describe the whiteboard, if students need
examples in to change their answers they can.
which materials
are prepared as
fluids in order to
facilitate
transport,
processing or
use (e.g.,
converting
 mineral ores to
liquids or slurries
to facilitate
transport, use of
paint solvents to
facilitate mixing
and application
of pigments, use
of soapy water
to carry away
unwanted
particles of
material)

8) Th GLO 1 Interest in Pages 20-

. Investigate and Science 1.1 Begin the usefulness of fluids For 22 Functions of
describe fluids section in the unit book. Fluids
used in Mutual Of
Respect Have students independently
technological
answer the challenge Q
devices and Scientific
everyday Inquiry If time allows: Give students 6
materials min to study and then handout
Safety small quiz.

SLO 1,3, 4
• investigate
and identify
examples of
fluids in
household
materials,
technological
devices, living
things and
natural
environments

• describe
examples in
which materials
are prepared as
fluids in order to
facilitate
transport,
processing or
use (e.g.,
converting
mineral ores to
liquids or slurries
to facilitate
transport, use of
 paint solvents to
facilitate mixing
and application
of pigments, use
of soapy water
to carry away
unwanted
particles of
material)

• identify
properties of
fluids that are
important in
their selection
and use (e.g.,
lubricant
properties of
oils,
compressibility
of gases used in
tires)

10) F GLO 1 Interest in

. Investigate and Science 2.4 As Pages 22 Changing
describe fluids 3.4 Perform the making wax rings states
used in Mutual activity with the students. Melted
Respect wax Fluid
technological
Using clay to make a mold for a
devices and Scientific ring, put vaseline in as a release Clay Functions of
everyday Inquiry agent,I then pour hot wax in, and fluids
materials we’ll leave it over the weekend. Q-tips
Collaborati
on Vaseline
SLO 1, 3, 4
• investigate Stewardshi
and identify p
examples of
Safety
fluids in
household
materials,
technological
devices, living
things and
natural
environments

• describe
examples in
which materials
are prepared as
fluids in order to
 facilitate
transport,
processing or
use (e.g.,
converting
mineral ores to
liquids or slurries
to facilitate
transport, use of
paint solvents to
facilitate mixing
and application
of pigments, use
of soapy water
to carry away
unwanted
particles of
material)

• identify
properties of
fluids that are
important in
their selection
and use (e.g.,
lubricant
properties of
oils,
compressibility
of gases used in
tires)

Differentiation

-Combination of visual, auditory and kinesthetic learning strategies to better include students of
all learning styles.
-PowerPoint’s would have many visual cues, like bolded words, pictures, diagrams, etc, and
instructions and PowerPoint lectures would have text on the Smart board as well as read out
verbally.
-Unit book available in a complete version where students can highlight instead of fill-in-the-
blanks if it fits their learning style.
-Intermixed within the unit powerpoints are videos some with fill-in-the-blanks to follow along
with and others to highlight and compound a distinct objective in a fun way.
-Word search is present in the back of the unit book as another method of communicating the
key definitions.