Chemistry Grade 10. Curriculum Committee Members Bobby Hughes, East High. Christina Hughes, Science Curriculum Coordinator

Transcription

1 Chemistry Grade 10 Curriculum Committee Members Bobby Hughes, East High Christina Hughes, Science Curriculum Coordinator Reviewed by High School Chemistry Teachers on March 10, 2016 Reviewed by Curriculum Advisory Committee on March 17, 2016 Presented to the Board of Education on May 17, 2016

2 Table of Contents Chemistry Hazelwood School District Mission Statement..3 Hazelwood School District Vision Statement..3 Hazelwood School District Goals.3 Curriculum Overview 4 Course Overview.5 Chemistry Unit Chemistry Unit 2 35 Chemistry Unit 3 45 Chemistry Unit Chemistry Unit Chemistry Unit Chemistry Unit Chemistry Unit

3 Hazelwood School District Mission Statement We are a collaborative learning community guided by a relentless focus to ensure each student achieves maximum growth. Vision Statement HSD will foster lifelong learners, productive citizens and responsible leaders for an ever-evolving society. - Board of Education on January 5, 2010 Goals Goal #1: Hazelwood students will meet or exceed state standards in all curricular areas with emphasis in reading, writing, mathematics, science and social studies. Goal #2: Hazelwood staff will acquire and apply skills necessary for improving student achievement. Goal #3: Hazelwood School District, the community and all families will support the learning of all children.

4 Curriculum Overview The committee aligned the curriculum with the Chemistry Course Level Expectations from the Missouri Learning Standards for Science as published by the Department of Elementary and Secondary Education in The curriculum is also aligned to the Next Generation Science Standards, and Science and Engineering practices have a prominent and explicit focus through the activities. The curriculum meets all the state and district requirements for 21 st Century Skills, cultural relevance, skill-building and student centered ness. The curriculum contains various formative assessments, constructed response and selected response items that are rigorous and outline clear expectations. As the curriculum is taught and implemented, the assessments will be revised as needed. The curriculum also contains suggested learning activities for each objective. The learning activities were selected or created to provide teachers with multiple options for engaging students in the content. The learning activities also promote a strong focus on building conceptual understanding. The scope and sequence was structured to best accompany the manner in which students learn material best. The goals of this curriculum are to promote sustainable learning outcomes, foster an appreciation for Physical Sciences, and increase achievement and aptitude in science practice and science process skills. The curriculum is challenging, yet enriching. It offers multiple access points to engage students in the content and employs various ways to assess student understanding and determine mastery. Built on sound principles of Assessment Literacy, the curriculum provides specific learning targets derived from the standards as well as opportunities for students and teachers to set individual and class goals, respectively.

5 COURSE TITLE: Chemistry GRADE LEVEL: 10th CONTENT AREA: High School Science Course Description: Chemistry is the study of matter which makes up all substances in the universe. By taking chemistry, students will learn about the atom, the basic building block of all matter. Students will learn how the composition of atoms lead to the different types of elements as well as the properties of those elements. Students will learn how elements combine together to form more complex matter and the factors that determine how these elements interact. Students will examine the interaction between matter and energy. Finally students will examine how human activity affects the chemical composition of the atmosphere, which in turn can have detrimental effects on human lives. Course Rationale: This course is designed the give student a conceptual understanding of the substances they encounter in their day to day lives. By taking chemistry students will be able to compare and contrast different types of matter, and know how they are used. Students will also gain an understanding of role chemistry plays in the characteristics of their environment, and how the chemical composition of the environment can change through the use and misuse of chemistry. This will allow students to become better steward of the world. Unit 1: Matter and Its Properties (6 weeks) Unit 3: Trends in the Periodic Table (5 weeks) Unit 5: Covalent Bonding and Compounds (4 weeks) Unit 7: The Interaction between Energy and Matter (5 weeks) Course Scope and Sequence First Semester Unit 2: Structure of the Atom (3 weeks) Unit 4: Ionic Bonding and Compounds (3 weeks) Second Semester Unit 6: Identifying and Describing Chemical Reactions (4 weeks) Unit 8: Mixtures and Solutions in the Environment (4 weeks)

6 Proposed Course Materials and Resources: Trout, L. (Ed.). (2012). POGIL: Activities for High School Chemistry. Batavia, IL: Flinn Scientific. Holmquist, D., Randall, J., Volz, D. (2007). Chemistry with Vernier: Chemistry experiments using Vernier Sensors. Beaverton, OR. Vernier Software & Technology. Flinn ChemTopic Labs. (2012). Volumes Batavia, IL: Flinn Scientific. Unit Objectives Unit 1: Matter and Its Properties I can define physical and chemical changes I can distinguish between physical and chemical changes in matter I can provide multiple examples of physical and chemical changes I can identify tools they need to use to measure mass, volume, length, temperature and time I can make descriptive and numerical measurements of matter using the correct tools I can make accurate measurements using scientific tools I can calculate the densities of regular and irregular objects using scientific tools I can group/sequence objects based on their density I can identify pure substances I can contrast elements and compounds I can look at a molecular structure and determine if something is an element or compound I can create and conduct a plan for identifying pure substances based on their chemical and physical properties. Unit 2: Structure of the Atom I can identify the three subatomic particles that make up an atom I can compare the subatomic particles based on their charges I can describe the structure of a typical atom I can explain what an isotope is and how it is formed I can determine the atomic number and mass number of an atom I can use the atomic and mass numbers of an atom to calculate the number of its subatomic particles

7 Unit 3: Trends in the Periodic Table I can determine the valence electron number from various atoms I can use valence electrons to determine patterns in the arrangement of the periodic table. I can distinguish between groups and periods of the Periodic table. I can explain the similarities between elements in the same group I can explain the similarities between elements in the same period I can identify the major families found on the Periodic Table I can compare and contrast the properties of major families found on the Periodic Table I can identify the divisions between the major families on the Periodic Table I can sort elements into the major families based on their location on the Periodic Table I can identity the atomic number and atomic mass on the Periodic Table. I can calculate the mass number from the atomic number I can calculate the number of valence electrons found in atoms based on their position on the Periodic Table and on their atomic and mass number I can describe the stability of an element based on its number of valence electrons I can calculate the charge of an element based on its number of valence electrons Unit 4: Ionic Bonding and Compounds I can identify the type of ion an element will form based on its number of valence electrons I can describe how two ions will interact when brought close to each other I can predict the ion an element will form based on its location in the Periodic Table I can describe how ionic bonds form I can describe the characteristics of ionic bonds I can relate the characteristics of ionic bonds to the properties of ionic compounds I can determine the chemical formula of a compound based on the ions that makes it up I can determine the ions that makes up a compound based on its chemical formula

8 Unit 5: Covalent Bonding and Compounds I can explain why some elements share electrons instead of gaining/losing electrons to become stable I can predict the types of bonds that will likely form between elements based on the chemical reactivity of the elements I can use the difference in electronegativity to determine if the type of bond formed will be covalent, polar covalent or ionic. I can explain why water is a polar covalent compound I can relate the characteristic of covalent bonds to the properties of covalent compounds I can compare and contrast ionic and covalent bonds/compounds I can write the chemical and structural formula for simple binary covalent compounds based on the elements that forms it. Unit 6: Identifying and Describing Chemical Reactions I can identify the reactants and products when viewing a chemical equation I can describe the major types of chemical reactions I can identify reactions based on its reactants I can predict the products of a reaction based on the reactants I can calculate the number and type of elements in a chemical compound I can calculate the molar mass of chemical compound based on its chemical formula I can apply the conservation of mass law to balance a chemical equation, and compare the mass of the reactants to the mass of the products I can plan and conduct a scientific investigation to test a factor s effect on the rate of a reaction

9 Unit 7: The Interaction between Energy and Matter I can describe how energy can be stored within substances I can identify the different forms of energy contained in commonly used items and substances I can compare and contrast thermal energy, heat and temperature I can describe whether a chemical reaction is endothermic or exothermic by measure a change in temperature during the reaction I can predict what happens to the particles in a substance when energy is gained or lost I can predict what happens to the particles in a substance when energy is gained or lost I can use the gas law to predict what happens to gases when the temperature increases or decreases I can use the gas law to predict what happens to gases when the pressure increases or decreases Unit 8: Mixtures and Solutions in the Environment I can describe the effect of temperature, surface area, particle size and agitation on a substance rate of solubility I can describe solutions using the terms dilute, concentrated, saturated, unsaturated, and supersaturated I can describe the properties of acidic, basic and neutral solutions I can describe why water is classified as a universal solvent I can describe how chemicals in the environment can change the ph of rain I can describe the properties of electromagnetic radiation I can identify the different types of electromagnetic radiation I can describe the relationships between the wavelength, frequency and energy of electromagnetic radiation I can describe how electromagnetic radiation affect the humans and temperature on Earth I can describe how molecules (ozone, carbon dioxide, nitrogen, oxygen)in the atmosphere affect the type and amount of electromagnetic radiation that is absorbed, reflected and transmitted through the atmosphere I can describe the chemical reactions that causes the depletion of ozone in the atmosphere I can predict how changes in the ozone layer affects Earth s temperature I can relate human activity to the composition of Earth s atmosphere.

10 Unit Description This unit serves as an introduction to one of the major cornerstones of Chemistry; the ability to identify different substances in nature based on their properties. Students will first explore the difference between chemical and physical changes. They will engage in laboratory investigations and activities where they will be tasked with observing and measuring physical and chemical properties using appropriate scientific tools. From these investigations, students will be able to classify substances based on their composition. The unit will cumulate with a final laboratory investigation where they will identify and describe an unknown substance based on its properties. PRIOR KNOWLEDGE NEEDED: Students need to know the metric measurements for mass, volume, length and temperature SUGGESTED UNIT TIMELINE: CLASS PERIOD (80 min.): 15 ESSENTIAL QUESTIONS: How are we able to identify and describe the different types of matter in nature? How can scientific tools be used to describe properties of matter? Why is it useful to be able to distinguish between different types of substances found in nature? 10

11 ESSENTIAL MEASURABLE LEARNING OBJECTIVES Learning Objectives Student Friendly Learning Targets CROSSWALK TO STANDARDS GLEs/CLEs PS NGSS Bloom s DOK 1. Students will be able to distinguish between physical and chemical changes in matter I can define physical and chemical changes I can distinguish between physical and chemical changes in matter I can provide multiple examples of physical and chemical changes 1.1.E.a. 3.6 None Comprehension (2) 1 2. Students will be able to determine the appropriate tools and techniques to collect, analyze and interpret data 3. Students will be able to make qualitative and quantitative observations using the appropriate tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders) 4. Students will be able to measure lengths to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the I can identify tools they need to use to measure mass, volume, length, temperature and time I can make descriptive and numerical measurements of matter using the correct tools I can make accurate measurements using scientific tools 7.1.B.c 3.7 None Knowledge (1) B.a 3.3 None Application (3) B.b 3.3 None Application (3)

12 nearest degree Celsius, time to the nearest second 5. Students will be able to compare the densities of regular and irregular objects using their respective measures of volume and mass I can calculate the densities of regular and irregular objects using scientific tools I can group/sequence objects based on their density 1.1.A.a None Analysis (4) 3 6. Students will be able to classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance I can identify pure substances I can contrast elements and compounds I can look at a molecular structure and determine if something is an element or compound 1.1.A.c None Application (3) 2 7. Students will be able to identify pure substances by their physical and chemical properties (i.e., color, luster/reflectivity, hardness, conductivity, density, ph, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity) I can create and conduct a plan for identifying pure substances based on their chemical and physical properties. 1.1.A.b None Synthesis (5) 4 ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative. Suggested Formative Assessments: Unit 1 pre and post tests Metric measurement and conversion quiz 12

13 Density Quiz Density Quick Check Exit card Element, Compound or Mixture District Summative Assessment: Matter and Its Properties Unit Test Identifying an Unknown White Powder Lab Report Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) 1 Identifying similarities and differences, cooperative learning, homework and practice 2 Summarizing and note taking, cooperative learning, homework and practice 3 Cooperative learning, homework and practice 4 Cooperative learning, homework and practice 5 Cooperative learning, homework and practice, generating and testing hypothesis, homework and practice 6 Nonlinguistic representations, cooperative learning, homework and practice 7 Cooperative learning, generating and testing hypothesis Obj. # SUGGESTED LEARNING ACTIVITIES: (What Students Do) 1 Physical and Chemical Change 2, 3 & 4 Metric Measurements 5 Density 13

14 6 Classification of Matter 7 Substance Identification UNIT RESOURCES: (include internet addresses for linking) Pogil Classification of Matter Activity Flinn ChemTopics Labs Experiments and Demonstrations in Chemistry View misconceptions about density INTEGRATION ELA Integration Write a lab report on the identification of an unknown substance Math Integration Using proportions to convert between metric units Using proportions to perform density calculations Assessment Literacy Strategies Provide students with a clear and understandable vision of the learning target (Strategy #1) Use examples and models of strong and weak work (Strategy #2) Offer regular descriptive feedback (Strategy #3) Teach students to self-assess and set goals (Strategy #4) Design lessons to focus on one learning target or aspect of quality at a time (Strategy #5) Teach students focused revision (Strategy #6) Engage students in self-reflection and let them keep track of and share their learning (Strategy #7) 14

15 21 st Century Skills Learning & Innovation Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Information, Media, & Technology Skills Information Literacy Media Literacy Technology Skills Collaboration 15

16 HSD Activity Guide Course: Chemistry Unit: 1 Matter and Its Properties Activity Title: Physical and Chemical Change Unit Objectives Being Addressed 1. Students will be able to distinguish between physical and chemical changes in matter Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) Each pure substance has Distinguish between physical and characteristic physical and chemical properties and changes chemical properties (for any bulk Perform simple tests based on quantity under given conditions) physical and chemical properties that can be used to identify it. of matter Identify substances based on physical and chemical properties Learning Targets (I can ) Students will be able to define physical and chemical changes Students will be able to describe the difference between physical and chemical changes in matter Students will be able to provide multiple examples of physical and chemical changes Essential Questions (Student Friendly) How are we able to identify and describe the different types of matter in nature? Learning Activities How will the standard be addressed? Observation and Experiment Introduction to the Scientific Method The scientific method is not a rigid path, it is a process a process of discovery. Discovery begins as students make careful observations and then ask key questions about what they have observed. The process of discovery continues as students design controlled experiments to answer their questions. A fun and easy way to introduce 16

17 students to the study of chemistry students can actually hold an experiment in their hands to see and feel what chemistry is all about Physical Changes and Chemical changes Lab Students will observe and evaluate evidence of physical and chemical change and 1) Identify observable evidence of a physical change (e.g., change in shape, size, phase) and 2) identify observable evidence of a chemical change (e.g., color change, heat or light given off, change in odor, gas given off). Physical and Chemical Changes Card Sort Given a list of cards, students will sort the items into 2 categories those representing physical changes and those representing chemical changes. Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option. Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Assessment Literacy Activity offers a clear vision of the learning target Activity allows for use of examples of strong and weak work Activity focuses on one learning target at a time Activity allows students to engage in focused revision 17

18 Activity allows for regular descriptive feedback Provides an opportunity for students to self-assess and set goals Activity allows students to engage in self-reflection Formative Assessments Pre and Post Test Assessment Summative Assessments Unit 1 Matter and Its Properties Essential Terminology (Key Terms) Physical Change, Chemical Change, Physical Property, Chemical Property, Mass, Grams, Volume, Liters, Length, Meters, Temperature, Celsius, Density, ph, Acidic, Neutral, Basic, Pure Substance, Mixture, Element, Compound, Molecular Formula Additional Resources Instructional Materials Other Resources Vinegar, baking soda, potato, iodine, Flinn ChemTopics Labs Book effervescent tablets, salt, water, piece of ice, household ammonia, calcium chloride, phenol red, test tubes, beakers, popsicle sticks, sandwich baggies Rigor Rigor and Relevance Relevance Knowledge/Awareness Comprehension Application Analysis Synthesis Evaluation Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply to real world predictable situations Apply to real world unpredictable situations 21 st Century Skills 18

19 Learning & Innovation Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration Information, Media & Technology Skills Information Literacy Media Literacy Technology Skills 19

20 HSD Activity Guide Course: Chemistry Unit: 1 Matter and Its Properties Activity Title: Metric Measurements Unit Objectives Being Addressed 2. Students will be able to determine the appropriate tools and techniques to collect, analyze and interpret data 3. Students will be able to make qualitative and quantitative observations using the appropriate tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders) 4. Students will be able to measure lengths to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) Basic tools used for measurement Exercise safety in handling Identify basic lab equipment and laboratory equipment the quantitative aspects of that Use equipment according to its equipment acceptable use requirements Learning Targets (I can ) I can identify tools they need to use to measure mass, volume, length, temperature and time I can make descriptive and numerical measurements of matter using the correct tools I can make accurate measurements using scientific tools Essential Questions (Student Friendly) How can scientific tools be used to describe properties of matter? 20

21 Learning Activities How will the standard be addressed? Metric Measurement Lab Students will use standard measurement tools to measure length, solid volume, liquid volume, irregular volume, area and temperature Dimensional Analysis Students will work through practice problems with unit conversions. Dimensional analysis cards will be available as a scaffold. Accuracy and Precision Card Trick - Volume and Chemistry In this experiment students will investigate how quantities of liquids are used in chemistry. Mass in Chemistry In this experiment, students will investigate how mass is measured in chemistry. Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option. Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information 21

22 Assessment Literacy Activity offers a clear vision of the learning target Activity allows for use of examples of strong and weak work Activity allows for regular descriptive feedback Provides an opportunity for students to self-assess and set goals Activity focuses on one learning target at a time Activity allows students to engage in focused revision Activity allows students to engage in self-reflection Formative Assessments Unit 1 Pre and Post Test Assessment Summative Assessments Matter and Its Properties Unit Test Essential Terminology (Key Terms) Physical Change, Chemical Change, Physical Property, Chemical Property, Mass, Grams, Volume, Liters, Length, Meters, Temperature, Celsius, Density, ph, Acidic, Neutral, Basic, Pure Substance, Mixture, Element, Compound, Molecular Formula Additional Resources Instructional Materials Index Cards N/A Rulers Balances Other Resources Rigor Rigor and Relevance Relevance Knowledge/Awareness Comprehension Application Analysis Synthesis Evaluation Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply to real world predictable situations Apply to real world unpredictable situations 22

23 21 st Century Skills Learning & Innovation Skills Information, Media & Technology Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration Information Literacy Media Literacy Technology Skills 23

24 HSD Activity Guide Course: Chemistry Unit: 1 Matter and Its Properties Activity Title: Density Unit Objectives Being Addressed 5. Students will be able to compare the densities of regular and irregular objects using their respective measures of volume and mass Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) Density is a physical property of all Calculate the density of regular matter. It is defined as the amount objects of matter (or mass) in a given Calculate the density of irregular amount of space (or volume). objects Every pure substance (solid, liquid Describe the methods used to and gas) has a characteristic calculate density (area density that can be used to help measurements and volume identify that substance. displacement) Density is also a property of matter that determines whether an object will sink or float in a substance. An object will sink if it is denser than the fluid it is placed in and an object will float if it is less dense than the fluid it is placed in. Density is found by the following formula: D=M/V. Learning Targets (I can ) I can calculate the densities of regular and irregular objects using scientific tools I can group/sequence objects based on their density Essential Questions (Student Friendly) How are we able to identify and describe the different types of matter in nature? 24

25 Previous Knowledge Needed Measurement Accuracy and Precision Physical and Chemical Properties of Matter N/A Additional Concepts Learning Activities How will the standard be addressed? Density Cubes Students will determine the density of regular objects. Discovering Density (Looking for the Patterns and Trends) The purpose of this experiment is to plot mass and volume data for a set of metal objects on a graph and determine the relationship between these measurements. The trend that is revealed and its application will be analyzed and used to identify the substance. The precision and accuracy of the results will also be determined. Beverage Density Lab (Sugar Content Analysis) The purpose of this experiment is to determine the percent sugar in beverages. Students will address the question Can the density of a solution be used to determine how much of a particular substance is dissolved in it? Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option. Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information 25

26 Assessment Literacy Activity offers a clear vision of the learning target Activity allows for use of examples of strong and weak work Activity allows for regular descriptive feedback Provides an opportunity for students to self-assess and set goals Activity focuses on one learning target at a time Activity allows students to engage in focused revision Activity allows students to engage in self-reflection Formative Assessments Unit 1 Pre and Post Test Density Quiz Density Quick Check Assessment Summative Assessments Matter and Its Properties Unit Test Essential Terminology (Key Terms) Physical Change, Chemical Change, Physical Property, Chemical Property, Mass, Grams, Volume, Liters, Length, Meters, Temperature, Celsius, Density, ph, Acidic, Neutral, Basic, Pure Substance, Mixture, Element, Compound, Molecular Formula Additional Resources Instructional Materials Flinn ChemTopics Labs N/A Other Resources Rigor Rigor and Relevance Relevance Knowledge/Awareness Comprehension Application Analysis Synthesis Evaluation Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply to real world predictable situations Apply to real world unpredictable situations 26

27 21 st Century Skills Learning & Innovation Skills Information, Media & Technology Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration Information Literacy Media Literacy Technology Skills 27

28 HSD Activity Guide Course: Chemistry Unit: 1 Activity Title: Classification of Matter Unit Objectives Being Addressed 6. Students will be able to classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) Pure substances are made up of Distinguish between atoms and one type of matter (single atom or compounds and elements compound) Use a chemical formula to identify Substances on Earth are either elements and compounds pure substances or a combination of pure substances as represented by chemical formulas Learning Targets (I can ) I can identify pure substances I can contrast elements and compounds I can look at a molecular structure and determine if something is an element or compound Essential Questions (Student Friendly) Why is it useful to be able to distinguish between different types of substances found in nature? 28

29 Learning Activities How will the standard be addressed? Tiered Activity: Elements, Compounds and Mixtures - Based on the summarizing strategy, students will either receive Level 1 or Level 2 Category Cards. Students can work in small groups or individually to sort the cards into the following categories: Element, Compound, Mixture, or in some cases a combination of these. POGIL Classification of Matter - we will explore how the smallest chemical units of matter determine whether something is classified as an element, a compound, or a mixture. Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Assessment Literacy Activity offers a clear vision of the learning target Activity allows for use of examples of strong and weak work Activity allows for regular descriptive feedback Activity focuses on one learning target at a time Activity allows students to engage in focused revision Activity allows students to engage in self-reflection 29

30 Provides an opportunity for students to self-assess and set goals Formative Assessments Unit 1 Pre and Post Test Exit card Element, Compound or Mixture Assessment Summative Assessments Matter and Its Properties Unit Test Essential Terminology (Key Terms) Physical Change, Chemical Change, Physical Property, Chemical Property, Mass, Grams, Volume, Liters, Length, Meters, Temperature, Celsius, Density, ph, Acidic, Neutral, Basic, Pure Substance, Mixture, Element, Compound, Molecular Formula Additional Resources Instructional Materials POGIL Chemistry Book N/A Other Resources Rigor Rigor and Relevance Relevance Knowledge/Awareness Comprehension Application Analysis Synthesis Evaluation Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply to real world predictable situations Apply to real world unpredictable situations 21 st Century Skills Learning & Innovation Skills Information, Media & Technology Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration Information Literacy Media Literacy Technology Skills 30

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32 HSD Activity Guide Course: Chemistry Unit: 1 Activity Title: Substance Identification Unit Objectives Being Addressed 7. Students will be able to identify pure substances by their physical and chemical properties (i.e., color, luster/reflectivity, hardness, conductivity, density, ph, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity) Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) Each pure substance has Distinguish between physical and characteristic physical and chemical properties and changes chemical properties that can be Perform simple tests based on used to identify it. physical and chemical properties of matter Identify substances based on physical and chemical properties Learning Targets (I can ) I can design and conduct a plan for identifying pure substances based on their chemical and physical properties. Essential Questions (Student Friendly) How are we able to identify and describe different types of matter in nature? How can scientific tools be used to describe properties of matter? Why is it useful to be able to distinguish between different types of substances found in nature? 32

33 Learning Activities How will the standard be addressed? Unknown White Powder Lab - The goal of this lab is to identify all five of the unknown white powders given. Each of these powders can be superficially described as a dry white powder, but they have different chemical and physical properties. Students will need to develop their own procedure for this lab by reading the material given in this hand out. Students will show their procedure to an instructor and it must be accepted before they can begin the lab. Mystery Powder In this lesson, students will apply what they know about physical and chemical properties of matter to identify matter. This lab is more guided inquiry as compared to the Unknown White Powder lab which is open inquiry. Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option The labs in this section can be tiered based on student readiness. Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Assessment Literacy Activity offers a clear vision of the learning target Activity focuses on one learning target at a time 33

34 Activity allows for use of examples of strong and weak work Activity allows for regular descriptive feedback Provides an opportunity for students to self-assess and set goals Activity allows students to engage in focused revision Activity allows students to engage in self-reflection Formative Assessments Unit 1 Pre and Post Test Assessment Summative Assessments Identifying an Unknown White Powder Lab Report Essential Terminology (Key Terms) Physical Change, Chemical Change, Physical Property, Chemical Property, Mass, Grams, Volume, Liters, Length, Meters, Temperature, Celsius, Density, ph, Acidic, Neutral, Basic, Pure Substance, Mixture, Element, Compound, Molecular Formula Rigor Rigor and Relevance Relevance Knowledge/Awareness Comprehension Application Analysis Synthesis Evaluation Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply to real world predictable situations Apply to real world unpredictable situations 21 st Century Skills Learning & Innovation Skills Information, Media & Technology Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration Information Literacy Media Literacy Technology Skills 34

35 Unit Description In this unit, students will investigate the building block of all matter, the atom. They will examine how our understanding of the atom has changed from the early ideas of Democritus to our modern understanding. Students will discover while all atoms are made up of the same three subatomic particles, they differ in the number of each. Finally, students will utilize an atom s atomic number and mass number to determine its composition. PRIOR KNOWLEDGE NEEDED: Students need to know the different types of electrical charges (positive, negative and neutral) Students need to know how charged particles interact (like repel and opposite attract) SUGGESTED UNIT TIMELINE: CLASS PERIODS (80 min.): 7 ESSENTIAL QUESTIONS: How can we have different types of matter when they are all made up of atoms? ESSENTIAL MEASURABLE LEARNING OBJECTIVES Learning Objectives Student Friendly Learning Targets CROSSWALK TO STANDARDS GLEs/CLEs PS NGSS Bloom s DOK 1. Students will be able to describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons I can identify the three subatomic particles that make up an atom I can compare the subatomic particles based on their charges 1.1.D.c HS-PS1-8 Knowledge (1) 1 35

36 I can describe the structure of a typical atom 2. Students will be able to calculate the number of protons, neutrons, and electrons of an isotope, given its mass number and atomic number I can explain what an isotope is and how it is formed I can determine the atomic number and mass number of an atom I can use the atomic and mass numbers of an atom to calculate the number of its subatomic particles 1.1.E.b HS-PS1-8 Application (3) 2 ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative. Suggested Formative Assessments: Unit 2 pre and post tests Parts of an atom Concept Map on Changing an Atom Isotopes card sort District Summative Assessment: Unit 2 Test Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) 1 Student Interest, summarizing and note taking, nonlinguistic representation 2 Flexible grouping, tiered assignments, homework and practice, nonlinguistic representation 36

37 Obj. # SUGGESTED LEARNING ACTIVITIES: (What Students Do) 1 Mapping Atomic Structure 2 Isotopes UNIT RESOURCES: (include internet addresses for linking) Flinn ChemTopics POGIL Chemistry INTEGRATION ELA Integration RST Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Math Integration Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities 37

38 Assessment Literacy Strategies Provide students with a clear and understandable vision of the learning target (Strategy #1) Use examples and models of strong and weak work (Strategy #2) Offer regular descriptive feedback (Strategy #3) Teach students to self-assess and set goals (Strategy #4) Design lessons to focus on one learning target or aspect of quality at a time (Strategy #5) Teach students focused revision (Strategy #6) Engage students in self-reflection and let them keep track of and share their learning (Strategy #7) 21 st Century Skills Learning & Innovation Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Information, Media, & Technology Skills Information Literacy Media Literacy Technology Skills Collaboration 38

39 HSD Activity Guide Course: Chemistry Unit: 2 Activity Title: Mapping Atomic Structure Unit Objectives Being Addressed 1. Students will be able to describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) The nucleus of the atom contains Compare the size of the nucleus to an atom s protons and neutrons the size of the entire atom An atom s electrons are located in a space outside the nucleus called the electron cloud Learning Targets (I can ) I can compare the subatomic particles based on their charges I can describe the structure of a typical atom I can describe the structure of a typical atom Essential Questions (Student Friendly) How can we have different types of matter when they are all made up of atoms? Learning Activities How will the standard be addressed? Finn s Mapping Atomic Structure ChemTopics Activity Students will explore the size of an atom s nucleus and the atom as a whole by creating scaled models out of common items. Bohr Model Practice Students will use push pins and cardboard to make working Bohr models of the atoms, giving attention to the number of electrons per energy level and introducing valence electrons. 39

40 Inside the Atom Students will discover what is inside the atom. They will use the Bohr model practice boards from the previous activity to determine patterns between protons and neutrons. Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option. Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Assessment Literacy Activity offers a clear vision of the learning target Activity allows for use of examples of strong and weak work Activity allows for regular descriptive feedback Provides an opportunity for students to self-assess and set goals Activity focuses on one learning target at a time Activity allows students to engage in focused revision Activity allows students to engage in self-reflection 40

41 Formative Assessments Unit Pre and Post Test Parts of an atom Assessment Summative Assessments Unit 2 test Essential Terminology (Key Terms) Nucleus, Electron Cloud, Proton, Electrons, Neutrons Additional Resources Instructional Materials Other Resources Flinn s ChemTopics Book Basketball Pieces of cardboard (see Cafeteria Maps of St. Louis for discarded boxes) Metersticks Push pins Rigor Rigor and Relevance Relevance Knowledge/Awareness Comprehension Application Analysis Synthesis Evaluation Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply to real world predictable situations Apply to real world unpredictable situations 21 st Century Skills Learning & Innovation Skills Information, Media & Technology Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration Information Literacy Media Literacy Technology Skills 41

42 HSD Activity Guide Course: Chemistry Unit: 2 Activity Title: Isotopes Unit Objectives Being Addressed 2. Students will be able to calculate the number of protons, neutrons, and electrons of an isotope, given its mass number and atomic number Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) Isotopes of the same element Calculate the number of protons differ in their number of neutrons, and electrons from an elements which causes their mass number atomic number to be different Calculate the number of neutrons An atom s atomic number equals by using an element s mass its number of protons and number and atomic number electrons At atom s mass number minus its atomic number is equal to its number of neutrons Learning Targets (I can ) I can define isotope I can define the atomic number and mass number of an atom I can use the atomic and mass numbers of an atom to calculate the number of its subatomic particles Essential Questions (Student Friendly) How can we have different types of matter when they are all made up of atoms? 42

43 Learning Activities How will the standard be addressed? Pogil s Isotopes Activity Using models of atoms students will examine how atoms of the same element can differ in their number of subatomic particles Bean Bag Isotopes - The purpose of this activity is to investigate the mass properties and relative abundance of isotopes for the bean bag element (symbol, Bg) and to calculate the atomic mass of this element. Differentiation How will all students be reached? Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option. Integration Science and Engineering Practices Crosscutting Concepts Asking Questions and Defining Patterns Problems Cause and Effect Developing and Using Models Scale, Proportion and Quantity Planning and Carrying out Systems and Systems Models Investigations Energy and Matter Analyzing and Interpreting Data Structure and Function Using Mathematics and Stability and Change Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Assessment Literacy Activity offers a clear vision of the learning target Activity allows for use of examples of strong and weak work Activity allows for regular descriptive feedback Provides an opportunity for students to self-assess and set goals Activity focuses on one learning target at a time Activity allows students to engage in focused revision Activity allows students to engage in self-reflection 43