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8 Reasons Why Chemical Reactions Are Important
Helmenstine, A.M. (2018). 8 reasons why chemical reactions are important. Thought Co. Retrieved from https://www.thoughtco.com/importance-of-chemical-reactions-604047

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This text provides a description of what a chemical reaction is and in a broad sense why they are important to life, as it states the chemical reactions make "the circle of life possible". In addition, this article provides eight specific reasons as to why chemical reactions are important. These reasons include that chemical reactions are how new matter is made, help to identify new planet, and aid in solving crimes.

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Friendliness: This text is easy to read as it is separated into short paragraphs by bold headings. In addition, there is a number lists that includes the reasons that chemical reactions are important. However, the site does include adds that appear on the side that may be distracting to some readers. However, the size of the text is large and easy to read, but there are no pictures to help students understand the information.
Vocabulary:
Chemical Reaction
Chemical Properties
Matter
Interact
Predict
Analyzing
Observing
Symbols:
Numbered Lists
Syntax:  To fully read this text, a student must scroll through the page. There a bolded and colored headings to differentiate each section. There is a numbered list that includes smaller paragraphs of information. There are also colored and underlined words that indicate a link to further information.
Discourse: While this article is written by a scientist, it is meant to be understood by anyone who can access this article. As it is an online article, you must scroll down to read the entire thing. However, you can easily access more information by clicking on certain words. This article also includes very precise and scientific vocabulary, as it is a science article.
Readability: Using the Fry Readability Test, this text is meant to be comprehended by 10th grade students. However, I believe it would be appropriate for 8th grade students, as it does contain science vocabulary that can be taught before and repeats much of the same vocabulary. This vocabulary however, adds to the syllable count and therefore makes the article seem harder than it is. Therefore, most students can be successful at reading this article with some support.
Interest: This article allows students to read a list of information, rather than lengthy paragraphs. In addition, it provides multiple examples and includes topics, such as space, that students will be interested in. This article also connects chemical reactions directly to students, as it mentions the importance of them in the human body.
Prior Knowledge: Students must have an understanding of the vocabulary, such as reaction, in order to be successful with this text.

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Possible Sentence: Since students will need to understand scientific vocabulary to be successful reading this text, I would use the pre-reading strategy Possible Sentences prior to reading this text.

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This text allows students to understand how important chemical reactions are to humans and how many different ways they can appear in nature. This short text will hopefully get students interested in learning more about chemical reactions as they understand how important they are and may want to know more about the chemical reactions mentioned in the article. In addition, this article provides a short description about what chemical reactions are, which may elicit questions about chemical reactions as it does not provide much detail.

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MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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Chapter 14: Chemical Reactions
Borgford, C., & Champagne, A. (2005). Chemical Reactions. In Holt, Rinehart, & Winston (Eds.) Physical Science (386- 410). Austin, TX: Holt Science and Technology

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This chapter is included in a larger middle school science textbook on physical science. This chapter focuses on chemical reactions. This chapter provides necessary information for students to be able to understand what chemical reactions are, how they are formed, and the types of chemical reactions. This chapter goes more in depth to explain the signs of  a chemical reaction, how to write equations to describe chemical reactions , the four types of chemical reaction, and how energy interacts when chemical reactions take place.

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Friendliness: This text may not seem the most friendly to students, as the textbook itself is quiet large and heavy. However, the chapter itself is not very long and is separated into four different sections. These sections are then further separated into smaller subsections, such as Breaking and Making Bonds and Decomposition Reactions. These smaller sections will allow students to have a better understanding of the main topic of each section that they read. In addition, this text includes many pictures, graphs, and tips on the side that will reinforce and help students understand the text.
Vocabulary: These are vocabulary words for this particular chapter. The definition for these words appears on the side of the text.
Chemical Reaction
Precipitate
Chemical Formula
Chemical Equation
Reactant
Product
Law of Conservation of Mass
Synthesis Reaction
Decomposition Reaction
Single-Displacement Reaction
Double- Displacement Reaction
Exothermic Reaction
Endothermic Reaction
Law of Conservation of Energy
Activation Energy
Inhibitor
Catalyst
Symbols:
Numbers
Pictures
Diagrams
Arrows
Tables
Syntax: This chapter is found within a larger textbook that covers a variety of topics that fall under physical sciences. To fully use this text, students must be able to find the chapter. Once in the chapter, there are bolded and colored headings, bolded vocabulary, and references to figures. Around the text, there are figures and graphs that visually explain the topics of the text. These pictures include short captions that further explain them. In addition, there are comprehension questions and vocabulary definitions that appear on the side of the page.
Discourse: This text is meant to be read in an academic setting by middle school students. As stated on the cover it is a middle school text on physical science. It includes all aspects of a textbook including multiple chapters, an index, appendix, and glossary.
Readability: Using the Fry Readability Test, this text is meant to be comprehended by 8th grade students. I believe this is test is correct and this text is appropriate, as it includes many pictures and terms that will aid in comprehension.
Interest: Students may not take interest in this text, as it is in the form of a textbook. However, I believe that text includes multiple real world examples and connections to students that may pique interest.
Prior Knowledge: Students must have an understanding of elements, molecules, atoms, and bonds. These are concepts that must be taught prior to students learning about chemical reactions to ensure they can understand what is occurring when molecules interact.

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Guided Notes: This text is the longest text that I have included and thus has a lot of information that students must understand. A guided note sheet will help students to remain focused as they are reading. It will also help student to determine the most important aspects of the article and allow them to have a sheet with this information that they can refer to as the unit progresses.

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This text provides a broad overview of chemical reactions. This chapter focuses on all aspects of chemical reactions and not only explains what they are, but also how to determine that a chemical reaction has occurred and chemical reactions on a molecular level. This text will allow students to have an understanding of why chemical interact and what happens after they do. This chapter provides an overview of all topics that will be explored and discussed as the unit progresses.

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MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-5

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

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Reaction GIF
Gifer (2018). #Reactions. Retrieved from https://gifer.com/en/NTTe

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This GIF, shows an animation of the reaction that occurs between Hydrogen and Oxygen atoms as they form water. This gifs shows the reaction on a molecular level to illustrate that the number of atoms remains constant in a chemical reaction and thus mass is conserved.

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Friendliness: This text would be extremely friendly for students. As it is a GIF, it quickly displays the information and also can be viewed multiple times in a very short period of time. In addition, it explicitly displays the concept and uses symbols that are very easy to comprehend.
Symbols:
Circles that represent atoms
Chemical Symbols (H, O, H20)
Formulas
Arrows
Numbers
Letters
Syntax: This text is a moving picture that displays information. In order to view it, you must be able to access and navigate the website.
Discourse: This text is a only a few seconds long and repeats indefinitely.
Interest: This text will be of high interest to students as they regularly use GIFs to communicate. This text is also short and to the point, while also visually showing an example of a chemical reaction.
Prior Knowledge: Students must have an understanding of what the circles represent and how chemical reactions are displayed visually. They must understand what each side of the arrow represents. In addition, they must have a knowledge of element abbreviations.

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Think, Pair, Share: In class, I may show this GIF with little explanation of what it represents or how it demonstrated conservation of mass. I may ask students to record their observations and share with a partner, before having a full class discussion about conservation of mass.

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This GIF explicitly shows the law of conservation of mass. Students will be able to observe the reactants and products of a chemical reaction. Through this, they will be able to track the atoms in the reacts and the reacts in the product and determine that they are the same

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MS-PS1-5

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

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To begin the unit, students will observe chemical and physical reactions to determine the properties of each reaction. Students will be able to collect qualitative data to determine the properties of each reaction. This will allow students to distinguish between the two types of reactions and make predictions about future reactions. Next, students will will be introduced to vocabulary that is associated with these concepts, such as reactant and product. In addition, students create models and conduct labs to understand that when chemical reactions occur, mass is conserved. Lastly, students will explore how the properties of fabrics affect how they react with fire.

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Physical and Chemical Changes for Kids
Homeschool Pop. (2017). Physical and chemical changes for kids. [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=BOr76Zx48QM

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This video explains the difference between chemical and physical changes. As it explains the differences, it also begins to compare two objects and determines if the change is chemical or physical. Through this comparison, the video also explains why a change was either chemical or physical and states signs that a chemical reaction may have occurred.

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Friendliness: As a whole, this video is friendly for students to view and interact with. This video is under ten minutes long and uses interactive questions to hold interest. This video includes multiple graphics and pictures to help explain concepts. There is very limited text on the screen, rather each reaction is explained through a voice over. However, each concepts is fully explained and reasons are given as to why it is either a chemical or physical reaction.
Symbols:
Pictures
Arrows
Graphics
Syntax: In order to view this video, you must click on the link. You can make this video full screen and change the volume of the video. You may pause the video to allow for students to answer each prompted question and replay the video to highlight important information.
Discourse: This video requires students to listen to information and view the graphics on the screen.
Interest: This video would be of high interest for students as it is interactive and would be a different medium than is used everyday in a science classroom. In addition, it is a short video and thus will hold students interest.
Prior Knowledge: In order to full understand the concepts presented in this video, students must have an understanding of the reactions that are used in the video, such as fire and rusting.

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Sticky Questions: After viewing the introduction on physical and chemical reactions, students will write down any questions that they have on sticky notes. These questions will then be organized and students will try to find the answers as they view the rest of the video. These questions will be discussed after the video and if not addressed will be addressed as the unit progresses.

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This video includes multiple examples of chemical and physical reactions. As the video plays, it also includes reasons as to why the reaction is either chemical or physical. Students will be able to use the reasons to find patterns that can be used to identify chemical reactions. This video would be a good starting point for a discussion on signs of a chemical reaction.

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MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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What is Fire?
Pokapū Akoranga Pūtaiao (2009). What is fire?. Science Hub. Retrieved from https://www.sciencelearn.org.nz/resources/747-what-is-fire

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This online article explains how fire is started and sustained. In addition, it explains fire on a molecular level by describing the gases and elements found in fire. This article also explains combustion and the reactants and products that form as fire is produced.

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Friendliness: This text is easy to read as it includes large headings to introduce new topics. The text is separated into short paragraphs and uses a text that is easy to read. This article also includes multiple pictures or diagrams that help to reinforce the content of the article. Students may also click on vocabulary words and a small box will appear with a definition. This will aid students as they read the article. In addition, at the bottom of the article, related articles appear that students may elect to read if they are interested.
Vocabulary: These words are underlined in the text and can be clicked on to receive a definition.
Combustion
Chemical Reaction
Oxygen
Fuel
Ignition Temperature
Heat
Energy
Gases
Carbon Dioxide
Temperature
Methane
Atmosphere
Carbon
Symbols:
Arrows
Images
Charts
Information Buttons
Vocabulary Boxes
Syntax: To fully read this text, a student must scroll through the page. There a bolded headings to differentiate each section and change of topic. Students can scroll over underlined words to receive a definition of each word. Students may click on pictures to view them on a full page.
Discourse: This article appears on the Science Learning Hub, which is a site run by the New Zealand government. This site includes resources for teachers to use in the classroom, thus this article is a part of a larger article on fire. This article is meant to be read online as it includes links and definitions that can be accessed by scrolling over certain words or clicking pictures.
Readability: According to the Fry Readability Test, this text is appropriate for students at a college level. However, like the other texts in this set, this texts includes specific scientific vocabulary. This vocabulary includes very long words with many syllables. This raises the grade level of the text. However, this text is appropriate for students as it includes short paragraphs, pictures to reinforce concepts, and definitions for vocabulary.
Interest: This text should hold students interest as it is about a topic that most students have experienced, fire. In addition, it is not a long article and includes many pictures and graphs for students to also analyze.
Prior Knowledge: In order to successfully read this article, students must know the vocabulary used in this article. They must also be aware that they can receive a definition by scrolling over certain words.

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Check Those Facts: After reading this articles, I would ask students to think about the most important topics presented in this article. After compiling a list, students will work in groups to further research each of these topics and determine if the information presented in the topic is correct. After researching, students will share their findings with the class.

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In the novel, The 57 Bus, a person is lit on fire and thus receives extensive burns on their body. This article explains the science behind fires and how they are sustained. This article will give students the background knowledge on fires needed to be successful while completing the final lab, in which students will observe reactions between fire and fabrics.

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MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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Testing Flammable Fabrics
Kraus, E. (2018). Testing Flammable Fabrics. Retrieved from
https://docs.google.com/document/d/15nvmxdbZE9tFfiFTk97QuOGKW2f6nafdWoe-eKy8Vb0/edit?usp=sharing

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Students will be working with a partner to conduct an investigation into the chemical reaction between a type of fabric and fire. This project will incorporate both standards that have been addressed in the unit, as well as make a direct connection to the novel The 57 Bus. For this project, each pair will be given a type of fabric that will either be flame retardant or flammable. Students will have to research this fabric to determine its chemical formula. Using this information, students will predict how this fabric will react when it is lit on fire. Students will then test this prediction by safely lighting their fabric on fire and recording their observations.  Once students have conducted their experiment, they will answer a series of investigation questions. These questions will require students to provide evidence of the chemical reaction, ie. the signs that a chemical reaction has taken place and create a chemical formula for the reaction to show that mass was conserved throughout the reaction.  Students will also have to state if their fabric was flammable or flame retardant and explain if they believe it could have been the type of fabric Sasha wore in the novel when they were lit on fire.

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Friendliness: This text includes a mix of text and space for students to complete their work. This lab is separated by sets of directions to ensure that students do not become overwhelmed by receiving to much information at once. The directions for this lab are concise and students are given plenty of room to record their response.
Vocabulary:
Chemical Reaction
Flammable
Flame Retardent
Symbols:
Bullet Points
Data Tables
Numbers
Response Lines
Syntax: This text includes both text and space for students to record their responses. Students must be able to read data tables and understand where to place information. In addition, student must understand how to follow the directions listed on the lab.
Discourse: This lab is meant to be used in a middle school science classroom. This is evident by the list of directions, safety reminders, data tables, and lines to indicate response.
Interest: Students will be interested in this lab as it allows them to conduct a hands on experience. Students will be using what they have learned through out this unit to complete this lab and apply it to their investigation.
Prior Knowledge: In order to complete this lab, students must understand safety expectations for completing a lab. In addition, they must know how to model chemical reactions and signs that indicate a chemical reaction has taken place.

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Propaganda Campaigns: At the completion of this lab, students must use evidence to create a claim. This claim will state whether or not the fabric tested could have been the fabric worn by Sasha in the novel. After completing their posters, students will present their claim to the class and try to convince their classmates that their claim is correct. Students will have to present a poster and a short speech to the class.

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This lab allows students to explore concepts that we have been reading and learning about throughout the entire unit. This text also allows students to conduct a hands on experience and engage with science. In addition, unlike the other texts in this set, this lab offers a direct link to the novel that this unit is centered around.

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MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-5

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

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Chemical or Physical Reactions
Kraus, E. (2018), Chemical or physical reactions. Retrieved from https://docs.google.com/document/d/1U189GIphclZyn-WcLOyUmnP4Aa97X9EhH9wXjdG4eMg/edit?usp=sharing

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This worksheet requires students to work with a partner to complete a card sort. Using what they have learned, students will determine if the reactions depicted on cards are chemical or physical reactions. Students will record their sort on the worksheet and explain their reasoning. Students must also list three ways that they can determine that a chemical reaction has occurred.

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Friendliness: This worksheet is separated by tasks and does not overwhelm the student with a large set of directions. The directions are in paragraph form, which may be hard for some students to follow. However, the directions are very short. In addition, there is plenty of room for students to record their response.
Vocabulary:
Chemical Reaction
Physical Reaction
Symbols:
Circles to represent atoms
Arrows
Numbers
Response Boxes
Response Lines
Syntax: Students must be able to follow directions and understand how to complete observation tables. Students must also understand that blank lines indicate responses.
Discourse: This worksheet is meant to be used in a middle school classroom. This is indicated by the title, name and date lines, directions, observation table, and response lines.
Interest: This worksheet is of high interest, as it requires students to work and discuss with a partner. In addition, it allows them to manipulate materials and record their initial thinking. This worksheet is also not long, meaning students will not become overwhelmed.
Prior Knowledge: In order to complete this worksheet, students must have an understanding of the differences between a chemical and physical reaction, as well as signs that a chemical reaction has occurred.

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Discussions: After completing this sort, students will be given an opportunity to discuss how they sorted their cards with the class. This will ensure that students are able to differentiate between a chemical and physical reaction and allow students to ask any questions that they may have.

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The video included in this text set provides multiple examples of chemical and physical reactions. That video, along with other texts in this set, explain the difference between the two. This worksheet allows students to apply what they have learned about each type of reaction and demonstrate their understanding of the concept. This worksheet could be used as a formative assessment, before moving on to exploring reactions on a molecular level.

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MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.