Subject: Science

Grade: Grade 10-12



KEY TERMS: chemistry, matter mass property, scientific model, qualitative, quantitative, substance, mixture, physical change, physical property, solution alloy, solute, solvent, aqueous solution, element, compound, formula.


Students will understand Chemistry to be the “study of stuff” of which the universe is composed. Also, students will understand that chemistry examines the structure of matter, its properties, and the changes it undergoes.


Students will:

1. Classify matter according to its composition.

2. Distinguish among elements, compounds, homogeneous mixtures, and heterogeneous mixtures.


Alcohol, a wooden spoon, magnifying glass, salt
Introduction: Ask students to name some chemicals that they know from past experience. From the list the students make, point out to the students that matter is composed of chemicals, and add some well/known substances to the list. Then ask students to name something that is not a chemical. If students name common objects, point out that they are composed of matter and, therefore, are chemicals.


Display a container of an alcohol and a wooden object. Tell students that the two substances have something in common and ask what it might be. Point out to students that though both have the same elements, that this elements are different in proportions, and internal arrangement. Hence, the structure, as well as composition, influences the properties of a substance. Allow students to look through a magnifying glass at some crystals of table salt. A model of sodium chloride crystal lattice is displayed. Students are asked to compare the relationship between the macroscopic and microscopic.


Give students worksheets that contain a variety of substances. Have them identify all the substances, and for each substance list its components, internal structure, and the properties that make them different from the others.


For students who have difficulty thinking of common substances such as sugar, and salt as chemicals, give them a worksheet containing everyday chemistry items, to help them overcome the misconception and the negative connotation associated with the term ‘chemical’.

Checking For Understanding:

Show students two models of water molecules to represent a sample of water. Ask them to explain what happens when
water boils at 100 °C, and, also, what happens when water decomposes at 4000 °C.


Review with students what they learned during this lesson
and to verify understanding of the concepts taught. A KWL chart could be used to review. This chart would have been used at the beginning of this lesson to ask: What do we know about Chemistry? What do we want to know about Chemistry? Now at the end of the lesson, complete the last column: What have we learned about Chemistry that we didn’t know before?


A quiz will be used to assess students knowledge of this lesson.

Teacher Reflections:

Were the objectives of this lesson met? Did students have a comfort level of understanding at the end of this lesson? Did the KWL chart reveal a substantial amount of knowledge gained? How will I continue this lesson? Did the students enjoy this lesson?