1. DO NOT FILL OUT YET!! Opening Activity: September 25, 2017
Look over your atom/molecule notes from last week, any questions?
Collect Lab #3 at front table, tape into journal after Lab #2.
DO NOT FILL OUT YET!!
I can…
Explain your understanding of atoms and molecules.
Design and lab to explain what happens to the atoms and molecules when ethanol burns.
Homework:
Molecule Project 10/4

2. Opening Activity: (5th pd)September 25, 2017
Pick up notes on reliability/validity at resource table, tape into Lab #2 section.
Review your answers for lab #2, are all 3 questions answered? I will come stamp!
Collect Lab #3 at front table, tape into journal after Lab #2.
I can…
Explain your understanding of atoms and molecules.
Design and lab to explain what happens to the atoms and molecules when ethanol burns.
Homework:
Molecule Project 10/4

3. When finished testing….
Turn into your period folder at front table.
Revisit your ideas
form burning ethanol.
3. Circle any ideas about
atoms or molecules.
4. We talked about rules for atoms, what ideas do you have for rules about energy? (write down on a sticky note at your table.)

4. Rules about Energy
Energy lasts forever. It is never created or destroyed in chemical changes.
Energy can be transformed from one form to another.

5. Evidence We Can Observe
Question
Where are molecules moving?
How do molecules move to the location of the chemical change?
How do molecules move away from the location of the chemical change?
Rules to Follow
All materials (solids, liquids, and gases) are made of atoms that are bonded together in molecules.
Scale: The movement question can be answered at the atomic-molecular, cellular, or macroscopic scale.
Evidence We Can Observe
Moving solids, liquids, and gases are made of moving molecules.
A change in mass shows that molecules are moving.
Review the Matter Movement Question.
Display slide 4 of the PPT. Put a copy of the Three Questions 11 x 17 Poster on the wall for reference if it is not there already. Give each student one copy of the Three Questions Handout or have them take out their existing copies.
Draw students’ attention to the poster and point out that each question is accompanied with “rules to follow” as well as ways to “connect atoms to evidence.”
Have students highlight, underline, or box the following rule about matter: Atoms are bonded together in molecules.

6. Evidence We Can Observe Rules to Follow Question
BTB can indicate CO2 in the air.
Organic materials are made up of molecules containing carbon atoms:
• fuels • foods
• living and dead plants and animals
• decomposers
Rules to Follow
Atoms last forever in combustion and living systems.
Atoms can be rearranged to make new molecules, but not created or destroyed.
Carbon atoms are bound to other atoms in molecules.
Scale: The chemical change question is always answered at the atomic-molecular scale.
Question
How are atoms in molecules being rearranged into different molecules?
What molecules are carbon atoms in before and after the chemical change?
What other molecules are involved?
Review the Matter Change Question.
Display slide 5 of the PPT.
Have students highlight, underline, or box the following rule about matter: Atoms last forever.

7. Evidence We Can Observe Rules to Follow
Question
What is happening to energy?
What forms of energy are involved?
What energy transformations take place during the chemical change?
Evidence We Can Observe
We can observe indicators of different forms of energy before and after chemical changes:
light energy
chemical energy stored in organic materials
motion energy
heat energy
Rules to Follow
Energy lasts forever in combustion and living systems.
Energy can be transformed, but not created or destroyed.
C-C and C-H bonds have more stored chemical energy than C-O and H-O bonds.
Scale: The energy question can be answered at the atomic-molecular, cellular, or macroscopic scales.
Review the Energy Change Question.
Display slide 6 of the PPT.
Have students highlight, underline, or box the following rules about energy: Energy lasts forever, and energy can be transformed.

8. Lab #3 Lab Design
Design an experiment to investigate the molecules and atoms involved in the burning of ethanol.
DRAW the setup on a whiteboard.
WRITE your design and sketch the set up in your notebook. (4 steps at min.)
Be sure to consider the 3 question:
How will you measure and observe movement of matter?
How will you measure and record matter changes?
How will you measure and observe energy changes?

9. Making predictions
Use your Three Questions handout to be sure you are following the rules as you make your predictions!
Use your Three Questions handout to be sure you are following the rules as you make your predictions!
Have students complete the Predictions Tool for Ethanol Burning.
Show slide 10 of the PPT. Pass out one copy of 4.1 Predictions Tool for Ethanol Burning to each student and ask them to record their ideas as individuals for each of the Three Questions for burning ethanol.
Remind students that these are just predictions, and that there are no wrong answers at this point. Encourage them to write down all of their ideas on the tool.

10. Closing Questions Where are carbon atoms before the chemical change?
What is the difference between a reactant and product?
What is a sample control  for your ethanol investigation?

11. Opening Activity: September 26, 2017
I will stamp your procedures/diagrams.
Go to your prediction page we taped in yesterday. Make predictions for:
Matter movement
Matter changes
Energy transformations.
I can… Conduct a lab to explain what happens to the atoms and molecules when ethanol burns.
Homework:
Molecule Project 10/4
Atom/molecule retake 10/4

12. Making predictions
Use your Three Questions handout to be sure you are following the rules as you make your predictions!
Use your Three Questions handout to be sure you are following the rules as you make your predictions!
Have students complete the Predictions Tool for Ethanol Burning.
Show slide 10 of the PPT. Pass out one copy of 4.1 Predictions Tool for Ethanol Burning to each student and ask them to record their ideas as individuals for each of the Three Questions for burning ethanol.
Remind students that these are just predictions, and that there are no wrong answers at this point. Encourage them to write down all of their ideas on the tool.

13. Materials for the Investigation
How will you measure mass changes?
How will you observe changes in the color of BTB?
Photo Credit: FableVision
Have students set up the investigation. 
Display slide 3 of the 4.2 Observing Ethanol Burning PPT. Divide students into groups of four.
Pass out one copy of 4.2 Observing Ethanol Burning Worksheet to each student. Walk through the steps in Part A of the worksheet that overview how to set up and conduct the investigation.

14. Let’s do the investigation!
Follow the steps in Part A of your worksheet.
Wait at least 20 minutes to observe your results.
What mass changes do you observe?
What changes in BTB do you observe?
Photo Credit: FableVision
Have students conduct the investigation.
Display Slide 4 while students are conducting the investigation. The students will need to wait 20 minutes to see color change in the BTB.

15. Lab #3 Goals Set up lab using procedure and roles for each students:
BTB – get BTB, record BTB on data sheet.
Ethanol – Ask teacher for ethanol and ensure measurements are taken.
Timekeeper– keep track of time for lab to run
Data keeper – be sure that all data is collected. EVERYONE IS RESPONSIBLE FOR CLEAN-UP

16. Important Questions:
How will you measure and observe movement of matter?
How will you measure and record matter changes?
How will you measure and observe energy changes?

17. EVERYONE IS RESPONSIBLE FOR CLEAN-UP
Lab #3 Clean-up
Clean-up and roles for each students:
BTB – dispose BTB at cart in middle of room.
Ethanol – dispose of ethanol in middle of room.
Timekeeper– all dishes are rinsed with water one time and returned to the tub. Dry table if necessary.
Data keeper – Add all data to the class data sheet.
EVERYONE IS RESPONSIBLE FOR CLEAN-UP

18. I can… Opening Activity: September 27, 2017
Refer back to your atom/molecule notes from last Friday. How do biologists classify carbon?
If you have not entered class data, please send your data keeper up to enter data.
Reflect on your role in the lab yesterday. Which of the 3 questions did your role help answer?
I can…
Construct an argument for what happens when ethanol burns.
Homework:
Molecule
Project due 10/4
Atom/Molecule Quiz retake 10/4
Systems/ScaleTest 10/5

19. Possible BTB Colors Have students collect data on ethanol burning.
Show this slide to remind them of the range of BTB colors they may see.

20. Reviewing Class Results
What patterns did we observe in mass change?
What patterns did we observe in BTB color change?
Image Credit: FableVision
Have students review their results from the investigation.
Display slide 3 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Draw students’ attention to the 4.2 Ethanol Burning Class Results 11 x 17 Poster from the investigation and students’ own 4.2 Observing Ethanol Burning Worksheet, section D, “results for the whole class.” Ask the students to find a partner, and in their own words, review what happened during the investigation. Tell them to discuss:
What patterns they observed in the mass change
What patterns they observed in the BTB color change
Tell students that when scientists construct arguments for what happened, using evidence from observations is important, so today’s activity is designed to help them use the evidence from the investigation to construct an argument for “What happens when ethanol burns” and come to class consensus.

21. Evidence-Based Arguments
Refer to your Three Questions handout for:
Prompting about what type of information to include in each row, and
Suggestions about what kind of evidence you might use for each of the Three Questions.
Have students develop arguments for what happened as individuals. 
Display slide 4 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Pass out one copy of 4.3 Evidence-Based Arguments Tool for Ethanol Burning to each student. Review Tool directions. Also, have students take out their Three Questions Handout and be ready to refer to their class results.
Instruct students to complete their evidence, conclusions, and unanswered questions as individuals for the Three Questions. Give students about 5-10 minutes to complete the process tool.

22. Comparing ideas with a partner
Compare your evidence, conclusions, and unanswered questions for each of the Three Questions.
How are they alike?
How are they different?
Consider making revisions to your argument based on your conversation with your partner.
Have students compare and revise arguments in pairs.
Display slide 5 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Divide students into pairs.
Have each pair compare their evidence, conclusions, and unanswered questions for the Matter Movement Question.
Have partners discuss how their ideas are alike and different. Have students change or add to their responses, based on partner input.
Have students repeat this step for the Matter Change Question and the Energy Question.
As students are sharing, circulate through the groups. Consider asking questions such as, How does this (refer to students’ evidence and/or conclusions) help us better understand the Matter Movement Question (or substitute one of the other Three Questions)? What questions do you still have at the atomic-molecular level to better understand this phenomenon?
Pay attention to patterns in students’ ideas. You will want to begin moving towards class consensus in this activity.
Partner work should take about 10 minutes.

23. What are your arguments about the Matter Movement Question?
Tables 1-3
Evidence
Conclusions
Unanswered Questions
What are your arguments about the Matter Change Question?
Tables 4-5
Evidence
Conclusions
Unanswered Questions
Have a class discussion of the Matter Movement Question; move toward class consensus.
Display slide 6 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT.
Have students/pairs share their evidence and conclusions for the Matter Movement question. Keep a class record, using the PPT slides or board. Ask students to update their answers by using a different colored writing utensil. Discussions should move toward class consensus. Use class conversation to correct student ideas. Use the Three Questions Handout to help guide towards consensus by following the established rules.
Have students share unanswered questions. Discussions should move toward class consensus. Use the 4.3 Assessing the Evidence-Based Arguments Tool for Ethanol Burning to guide your goals for consensus. Note that students may contribute unanswered questions that align with rules on the Three Questions Handout, but may not closely align with those on the Assessing worksheet. You may still choose to record those unanswered questions. These may be answered in other parts of this unit or even in other units during the school year. However, at this point in this unit, though there may be several viable paths of inquiry moving forward, you will begin to more closely guide the path of inquiry in one direction – in this case towards molecular modeling of cellular respiration.
Class discussion should take about 10 minutes.
What are your arguments about the Energy Change Question?
Tables 6-8
Evidence
Conclusions
Unanswered Questions

24. Read “Chemical Energy” Handout Complete Task and answer Questions
HOMEWORK:
Read “Chemical Energy” Handout
Complete Task and answer Questions

25. I can… Opening Activity: Sept. 28, 2017
I will come around and stamp your reading homework – completed task and questions.
Check out your Evidence Based Argument tool from yesterday, if you have any columns incomplete – COMPLETE NOW!!
Predict the following from lab #3 at an atomic-molecular scale: a) top of flame b) bottom of flame
I can…
Create molecular models of the burning of ethanol.
Homework:
Molecule
Project due 10/4
Atom/Molecule Quiz retake 10/4
Systems/Scale Test 10/5

26. What’s the hidden chemical change when ethanol burns?
Credit: Craig Douglas, Michigan State University
Show students slides 3 and 4 to observe an ethanol flame at the macroscopic and atomic-molecular scale. Pose the question: “What’s the hidden chemical change when ethanol burns?” Explain to students that both ethanol and O2 enter the flame at the bottom.
Oxygen
Carbon Dioxide
Water
Ethanol

27. The bottom of flame at atomic-molecular scale
Credit: Craig Douglas, Michigan State University
Show slides 5 and 6 to contrast the molecules at the bottom and top of a flame.

28. The top of flame at atomic-molecular scale
Credit: Craig Douglas, Michigan State University
Show slides 5 and 6 to contrast the molecules at the bottom and top of a flame.

29. How Atoms Bond Together in Molecules
Atoms in stable molecules always have a certain number of bonds to other atoms:
Oxygen atoms do NOT bond to other oxygen atoms if they can bond to carbon or hydrogen instead.
Chemical energy is stored in bonds between atoms
C-C and C-H bonds are high energy bonds
C-O and H-O bonds are low energy bonds
Show students slide 7 to explain the bonding of atoms in molecules. Tell students that the rules on this slide are important because they apply to all molecules that they will make in all Carbon TIME units.

30. Making the Reactant Molecules: Ethanol and Oxygen
The flame of burning ethanol comes when ethanol (C2H5OH) reacts with oxygen (O2).
Make a molecules of ethanol and oxygen on the reactant side of your Molecular Models Placemat.
Use twist ties to represent energy.
Use the Forms of Energy cards to show which form of energy the twist ties represent.
Follow along with your worksheet…
Use slide 8 to show instructions to construct oxygen and ethanol molecules. Students can also follow instructions in Part B of their worksheet.

31. Goals for Today
Create molecular models of the chemical reaction of burning ethanol. (use handout at table)
When you get to B. 1d get small handout from front table and tape into journal.
Compete reactant part of the handout. Proceed.
Go back to your prediction(frog stamp) and make any changes in a different color.
6. Pick up “Explanation Tool” at from front table. Begin brainstorming your ideas to prepare to type your explanation tomorrow.

32. Chemical change Ethanol Oxygen
Photo of reactant molecules: C2H5OH (ethanol) and O2 (oxygen) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Chemical change
Ethanol
Credit: Michigan State University
Use slide 9 to instruct students to compare their own molecule with the picture on the slide.
Oxygen
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away)

33. Important:
When you are finished constructing the reactants, put all extra pieces away.
Slide 10 shows an important message: after students create their reactant molecules, make sure they put away all unused pieces of their molecule kits. This helps reinforce that the matter and energy in the reactants are conserved through the chemical change, and that only the materials from the reactants are used to build the products.
When they have completed their reactants, tell students to complete the table about matter and energy in their worksheet for the reactants.

34. Rearranging the Atoms to Make Product Molecules: Carbon Dioxide and Water
The flame of burning ethanol comes when ethanol (C2H5OH) reacts with oxygen (O2) to produce carbon dioxide (CO2) and water (H2O). Show how this can happen: Follow along on your worksheet…
Show slide 11 of the PPT and have students re-arrange the atoms to make molecules of CO2 and H2O. To do this, they will need to move their molecules from the reactants side to the products side of the 11 x 17 Placemat. Explain to students that atoms last forever, so they should not add or subtract atoms when they change the reactant molecule into product molecules.

35. Water Chemical change Carbon dioxide
Photo of product molecules: CO2 (carbon dioxide) and H2O (water) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Water
Chemical change
Carbon
dioxide
Credit: Michigan State University
Show students Slide 12 to compare the molecules they made to the molecules on the slide.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away)

36. Opening Activity: Sept. 29, 2017
Write out a chemical equation for the burning of ethanol. Share with your table and write your group equation on a whiteboard.
Review the questions at your table
Answer ONE in your journal.
Which ones do we still need more information?
I can…
Explain burning of ethanol at atomic-molecular scale and macro scale.
Homework:
Molecule Project due 10/4
Quiz retake 10/4
Systems/Scale Test 10/5

37. Comparing photos of reactant and product molecules
Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Water
Chemical change
Carbon
dioxide
Ethanol
Credit: Michigan State University
Show students Slide 13 to make a comparison between the reactants and the products.
Oxygen
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away)

38. What happens to atoms and energy when ethanol burns?
Carbon Dioxide
Ethanol
Reactants
Chemical change
Credit: Craig Douglas, Michigan State University
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Water
Products
Oxygen
Heat and light energy

39. Writing a Chemical Equation
Chemists use chemical equations to show how atoms of reactant molecules are rearranged to make product molecules.
Writing the equation in symbols. Chemists use an arrow to show how reactants change into products.
Equations must be balanced. Remember: Atoms last forever.
Try it: Can you write a balanced chemical equation to show the chemical change when ethanol burns?
Help students write a balanced chemical equation.
Tell students that now that they have represented a chemical change using molecular models and in animations, they will represent chemical change by writing the chemical equation.
Show Slide 20 of the presentation to guide students through the process of writing a balanced chemical equation for the combustion of ethanol. Tell students that these rules apply to all chemical reactions.
Tell students to write their equations in Part C of their worksheet.
Have students write their own chemical equations before comparing them with the one on Slide 21.

40. Chemical equation for ethanol burning
C2H5OH + 3O2  2 CO2 + 3 H2O
(in words: ethanol reacts with oxygen to yield carbon dioxide and water)
Have students write their own chemical equations before comparing them with the one on Slide 21.

41. Goals for today’s work time
Complete molecular model work and get a stamp.
Review notebook to be sure everything is complete and taped in.
Work on review sheet and reflect on your learning so far.
Work on your molecule project
More microscope time.
Research some of our unanswered questions.
Help students write a balanced chemical equation.
Tell students that now that they have represented a chemical change using molecular models and in animations, they will represent chemical change by writing the chemical equation.
Show Slide 20 of the presentation to guide students through the process of writing a balanced chemical equation for the combustion of ethanol. Tell students that these rules apply to all chemical reactions.
Tell students to write their equations in Part C of their worksheet.
Have students write their own chemical equations before comparing them with the one on Slide 21.

42. Preparing for our Explanation
Matter Movement: Explain molecules that are moving into, though, and out of the chemical reaction
Matter Change: Explain how atoms in molecules are rearranged into different molecules
Energy Change: Explain what is happening to energy during the chemical reaction