chemistry 1-2 · maximize the potential for all students ... chemistry 1-2 5 the backward design...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

CHEMISTRY 1-2

Length of Course: Full Year Elective/Required: Required Schools: High School Student Eligibility: Grade 11 Credit Value: 6 Credits Date Approved: 1/25/10__________

Chemistry 1-2

TABLE OF CONTENTS

Statement of Purpose 3 Introduction 4

Chapter One - Fun with the Periodic Table 6

Chapter Two - Movie Special Effects 10

Chapter Three - Artist as Chemist 13

Chapter Five - Ideal Toy 16

Chapter Eleven - H2 Woes 19

Essential Instructional Behavior (Draft 14) 23

Modifications will be made to accommodate IEP mandates for classified students .

Chemistry 1-2 3

STATEMENT OF PURPOSE

A course in chemistry is a necessary inclusion in any sequence of offerings designed to provide students with a comprehensive science background. This course will also prepare students for the expected EOC HSPA Test that will become part of their graduation requirements. Building upon a fundamental knowledge of the structure of matter developed in earlier courses, the course uses laboratory investigations and appropriate mathematics to expand student understanding and to develop an appreciation of chemistry in today‟s world. This guide was modified by:

Matt Zapoticzny – Edison High School Michele Lumsden – John P. Stevens High School Rosemarie Pittenger – John P. Stevens High School

Coordinated by:

Peter Skarecki – Edison High School Laura Darrah – John P. Stevens High School

Chemistry 1-2 4

Introduction

The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Edison Township School District Curriculum Template

The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backward-deign is critical to working effectively with Edison‟s curriculum guides. Guiding Principles: What is Backward Design? What is Understanding by Design? „Backward design‟ is an increasingly common approach to planning curriculum and instruction. As its name implies, „backward design‟ is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working „backward‟ to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed.

Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning have been achieved.

Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction.

Chemistry 1-2 5

The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the “big ideas” that students will grapple with during the course of the unit. Essential questions provide a unifying focus for the unit and students should be able to more deeply and fully answer these questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which the understandings are built.

Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task.

Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.

Chemistry 1-2 6

Unit Title: Chapter 1 – Fun with the Periodic Table Targeted Standards: Standard 5.1: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,

and revises knowledge. Standard 5.2: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Unit Objectives/Enduring Understandings: Students will be able to understand that:

the model of the atom is the result of experiments, observations, and deductive reasoning.

the nuclear forces holding the nucleus together are many times larger than the electrostatic forces holding the atom together.

a chemical reaction is a process where one or more substances are changed into new substances by the exchange and sharing of electrons.

when elements are listed by their atomic numbers, properties of the elements repeat over and over again.

there are only approximately 100 elements in the world and all materials are made of these elements or a combination of them.

Essential Questions: What is the purpose of models? How do they evolve? How does the structure of atoms affect their function and properties? How is the

periodic table an organizational chart? How do you investigate things you cannot see?

Unit Assessment: Chapter 1 - Challenge, pg. 93: Students will create a game that will both entertain and teach people about the periodic table. (see TE, vol.

1, pgs. 187-191 for details and rubric)

Core Content Objectives Instructional Actions

Cumulative Progress

Indicators

Concepts

What students will know.

Skills

What students will be able to do.

Activities/Strategies

Technology Implementation/ Interdisciplinary Connections

Assessment Check Points

5.1.12 .A – Understand scientific explanations 1. Refine interrelationships

among concepts and patterns of evidence found in different central scientific explanations.

2. Develop and use

mathematical, physical, and computational tools to build evidence-based models and to pose theories.

1. The periodic table is an organizing structure based on the properties of the elements.

2. An element‟s position in

the periodic table provides information about the element‟s structure and properties.

3. Elements have physical

and chemical properties that help distinguish them from one another

4. Atoms react in definite

proportions when forming a compound.

1. Differentiate between elements, compounds, and mixtures.

2. List physical and chemical

properties of substances. 3. Draw and label atomic

models, up to and including the Bohr model for all elements up to Calcium (20).

4. Calculate the number of

protons, neutrons, and electrons in an atom, as well as, calculate the atomic mass of an element.

1. Activity that distinguishes between physical and chemical properties

2. Bohr Model activity 3. Determination of Atomic Mass

activity 4. Isotope worksheet 5. Formation of Ionic

Compounds activity 6. Molecular Model Kit activity

for covalent compounds. 7. Active reading: Unstable

Atoms

1. Tests 2. Quizzes 3. Lab Reports

and Related Assessments

4. Worksheets 5. Homework 6. Class

Discussion

Chemistry 1-2 7

Unit Title: Chapter 1 – Fun with the Periodic Table (Cont.) Core Content Objectives

Instructional Actions

Cumulative Progress

Indicators

Concepts


Skills





5.1.12.B – Generate scientific evidence through active investigations 1. Design investigations,

collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data.

3. Revise predictions and

explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

5.1.12.C – Reflect on scientific knowledge 1. Reflect on and revise

understandings as new evidence emerges.

2. Use data representations

and new models to revise predictions and explanations.

3. Consider alternative theories

to interpret and evaluate evidence-based arguments.

5. Atoms are composed of a nucleus and electrons in energy levels around the nucleus.

6. The nucleus contains most

of the mass of the atom, is extremely tiny, and is composed of protons and neutrons. The number of protons (atomic number) determines the element‟s identity.

7. Electrons are bound to the

nucleus by an electrostatic force. The number and arrangement of the electrons determines the properties of the element and its ability to react with other elements.

8. Electrons can move from

one energy level to another by absorbing or releasing energy.

9. Valence electrons

determine whether ionic or covalent bonds are formed between elements.

10. Isotopes of elements have

the same atomic number but different number of neutrons in the nucleus.

5. Identify the family of an element based on its position in the table.

6. Write the formulas of ions for

elements that have gained or lost electrons.

7. Write the formulas for simple

ionic and molecular compounds

8. Determine the identity of an

element based on its number of protons.

9. Write the products for

nuclear decay reaction. 10. Compare and contrast

nuclear fission and nuclear fusion.

Chemistry 1-2 8



Cumulative Progress

Indicators

Concepts


Skills





5.1.12.D – Participate productively in science 1. Engage in multiple forms of

discussion in order to process, make sense of, and learn from others‟ ideas, observations, and experiences.

2. Represent ideas using literal

representations, such as graphs, tables, journals, concept maps, and diagrams.

3. Demonstrate how to use

scientific tools and instruments.

5.2.12.A – Properties of matter 1. Use atomic models to predict

the behaviors of atoms in interactions.

3. Predict the placement of

unknown elements on the periodic table based on their physical and chemical properties.

4. Explain how the properties of

isotopes lead to useful applications.

11. That the nuclei of certain elements spontaneously decay to emit energy and smaller particles.

12. The types of radiation that

exist and the properties and uses of each.

13. How the nuclei of atoms

change through processes such as fusion and fission.

Chemistry 1-2 9



Cumulative Progress

Indicators

Concepts


Skills





5.2.12.B – Changes in matter 1. Model how the outermost

electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form.

5.2.12.D – Energy Transfer

and Conservation 3. Describe the products and

potential applications of fission and fusion reactions.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices

Active Chemistry - Chapter 1 TE, vol. 1, pgs. 1-192 Chemistry Concepts and Applications - Chapters 1, 2, 3

Instructional Adjustments: Modifications, student

difficulties, possible misunderstandings

Chemistry 1-2 10

Unit Title: Chapter 2 – Movie Special Effects Targeted Standards: Standard 5.1: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,



elements and compounds undergo changes of state and rearrangements of atoms that accompany changes in energy.

the behavior of substances corresponds to the nature of each element involved, the polarities, the arrangement of atoms in compounds and molecules, and the amounts of energy added to or removed from the system.

Essential Questions: How can you predict the behavior of elements, compounds, and molecules based on their structure? How is energy related to changes

of state and the forces between molecules?

Unit Assessment: Chapter 2 - Challenge, pg. 171: The students will create a movie special effect and a story line for that special effect. (see TE, vol. 1, pgs.

385-389 for details and rubric)

Core Content Objectives


Cumulative Progress

Indicators

Concepts


Skills





5.1.12.A.1 – Understand scientific explanations 1. Refine interrelationships


5.1.12.B – Generate scientific evidence through active investigations. 1. Design investigations, collect

evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data.

1. Compounds are made up of combinations of elements and are expressed using chemical formulas.

2. As the amount of energy added to a substance increases, the substance becomes more active and the particles move further apart, bringing about phase changes.

3. When two or more substances are mixed together, the mixture will be either homogeneous or heterogeneous depending on whether or not the substances are miscible.

1. Differentiate between elements and compounds.

2. Identify the name and

symbol for the first 20 elements.

3. Calculate the density of a

substance, given the mass and volume of the substance.

4. Distinguish between a

solution, colloid, and suspension based on the Tyndall effect.

5. Differentiate between the

physical and chemical properties of metals and nonmetals.

1. Physical/Chemical Property worksheet

2. Heating Curve activity 3. Density lab 4. Flame Test lab 5. Gak lab 6. Tyndall Effect demo




Discussion

Chemistry 1-2 11

Unit Title: Chapter 2 – Movie Special Effects (Cont.)



Cumulative Progress

Indicators

Concepts


Skills





3. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

5.1.12.C – Reflect on scientific knowledge 1. Reflect on and revise


2. Use data representations

and new models to revise predictions and explanations.

5.1.12.D – Participate productively in science 1. Engage in multiple forms of




4. The densities of substances provide greater insight as to their behaviors with other substances.

5. Metals and nonmetals

differ in physical and chemical properties.

6. Metallic bonding is

responsible for all the unique properties of metals.

7. Alloys are mixtures of

metals. 8. Polymers are chains of

repeating monomer molecules that have been bonded together in such a way as to give them distinct properties.

6. Determine the identity of a metallic element via the flame test experiment.

Chemistry 1-2 12

Unit Title: Chapter 2 – Movie Special Effects (Cont.)



Cumulative Progress

Indicators

Concepts


Skills





3. Demonstrate how to use scientific tools and instruments.

5.2.12.A – Properties of matter

5. Describe the process by which solutes dissolve in solutes.

5.2.12.B – Changes in matter

1. Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form.

3. Balance chemical equations by applying the law of conservation of mass.

5.2.12.C – Forms of energy

1. Use the kinetic molecular theory to describe and explain properties of solids, liquids, and gases.

2. Account for any trends in the melting points and boiling points of various compounds.

9. When energy contacts an atom, electrons become excited and move to a higher energy state. When the electrons return to the ground state, the energy is emitted in the form of light that corresponds to specific wavelengths and frequencies of the electromagnetic spectrum.


Active Chemistry - Chapter 2 TE, vol. 1, pgs. 193-390 Chemistry Concepts and Applications - Chapters 1, 2, 7, 9, 13, 18



Chemistry 1-2 13

Unit Title: Chapter 3 – Artist as Chemist Targeted Standards: Standard 5.1: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,



the structure of matter determines its chemical and physical properties.

the behavior of matter is predictable and knowledge of the types of chemical processes allows us to control the outcome.

Essential Questions: What determines the properties of matter and how is atomic structure related to it? How can we use the predictable nature of matter to

benefit our world?

Unit Assessment: Chapter Challenge page 176, 247: The students will create a work of art that represents themselves using appropriate artistic techniques.

(see TE, vol. 1, pgs. 563-567 for details and rubric)



Cumulative Progress

Indicators

Concepts


Skills





5.1.12.A – Understand Scientific Explanations 2. Develop and use


5.1.12 .B – Generate Scientific Evidence Through Active Investigations 1. Design investigations, collect

evidence to determine measures of central tendencies, casual/correlational relationships and anomalous data.

1. How the behavior and reactivity of matter are related to electron arrangement.

2. The range of the pH scale

and what the measurements of pH represent.

3. The properties of acids

and bases. 4. The chemical reactivity of

metals is based on the number of valence electrons in the atoms.

1. Read pH paper. 2. Determine the pH of

common household substances.

3. Predict the general

reactivity of a metal based on its number of valence electrons.

4. Explain how the model of

metallic bonding is supported by the properties and behaviors of metals.

5. Calculate the % comp of

water in a hydrate. 6. Calculate the molar mass of

a compound

1. Acid Base activity 2. Electroplating activity 3. Penny lab 4. % Comp of a Hydrate

activity. 5. Molar Mass Calculation

worksheet 6. Types of Reactions

worksheet 7. Double Replacement

Reaction lab




Discussion

Chemistry 1-2 14

Unit Title: Chapter 3 – Artist as Chemist (Cont.)



Cumulative Progress

Indicators

Concepts


Skills





2. Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.


explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models, and theories.

5.1.12.D – Participate Productively in Science 1. Engage in multiple forms of



representations such as graphs, tables, journals, concept maps, and diagrams.


scientific tools and instruments and how to handle animals with respect for their safety and welfare.

5. Metals have a special type of bonding that is responsible for the properties and behaviors of them.

6. Compounds that have

water as part of its internal structure are called hydrates.

7. The mole represents a

quantity of something, namely, 6.02 x 10

23

pieces. 8. Matter undergoes several

types of common chemical reactions: syn, decomp, comb, SR, DR.

9. The addition of transition

metals to glass and ceramics provides color to the materials.

7. Predict products of a double replacement reaction using a solubility chart.

Chemistry 1-2 15

Unit Title: Chapter 3 – Artist as Chemist (Cont.)



Cumulative Progress

Indicators

Concepts


Skills





5.2.12.A – Properties of Matter 5. Describe the process by

which solutes dissolve in solvents.

6. Relate the pH scale to

concentrations of various acids and bases.

5.2.12.B – Changes in Matter 1. Model how the outermost

electrons determine reactivity of elements and the nature of chemical bonds they tend to form.

2. Describe and give examples

of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel.


Active Chemistry Chapter 3 Chemistry Concepts and Applications Chapters 1, 4, 5, 6, 8, 9, 12, 14, 15, 17



Chemistry 1-2 16

Unit Title: Chapter 5 – Ideal Toy Targeted Standards: Standard 5.1: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,



the nature of matter determines its use.

the behavior of gases is predictable.

energy is transferred and transformed in chemical reactions.

Essential Questions: How do physical and chemical properties of matter relate to its use? How do gases behave? How do energy changes take place during

chemical reactions?

Unit Assessment: Chapter 5 – Challenge, page 425: The students will create a toy that uses various chemical and/or gas principles. (see TE, vol. 2, pgs. 393-

397 for details and rubric)



Cumulative Progress

Indicators

Concepts


Skills





5.1.12.A – Understand Scientific Explanations 1. Refine interrelationships


5.1.12.B – Generate Scientific Evidence Through Active Investigations 2. Build, refine, and represent

evidence-based models using mathematical, physical, and computational tools.

1. The activity of metals is based on the number of valence electrons.

2. The phase of matter is

directly related to the motion of the particles and the forces that hold them together.

3. The relationship between

pressure, volume, and temperature of gases.

1. Classify a reaction as one of the 5 major types.

2. Predict which gas will move

faster, given the masses of the gases.

3. Predict the activity of a

metal using the Activity Series of Metals chart.

4. Explain the behavior of

gases based on P V and T data given.

1. Polarity activity 2. Boyle‟s Law activity 3. Charles‟ Law activity 4. Types of Chemical

Reactions lab 5. Graham‟s Law activity




Discussion

Chemistry 1-2 17

Unit Title: Chapter 5 – Ideal Toy (Cont.)



Cumulative Progress

Indicators

Concepts


Skills





5.1.12.C – Reflect on Scientific Knowledge 1. Reflect on and revise




5.2.12.A – Properties of Matter 1. Use atomic models to predict

the behaviors of atoms in interactions.

2. Account for the differences in

the physical properties of solids, liquids, and gases.

5.2.12.B – Changes in Matter 1. Model how the outermost

electrons determine reactivity of elements and the nature of chemical bonds they tend to form.

4. That matter can undergo several types of common chemical reactions, namely, synthesis, decomposition, combustion, single replacement, and double replacement reactions.

5. The ideal gas relates the

pressure, volume, and temperature of a gas to the amount of gas present.

6. The speed of a gas is

related to the mass of the gas.

Chemistry 1-2 18

Unit Title: Chapter 5 – Ideal Toy (Cont.) Core Content Objectives


Cumulative Progress

Indicators

Concepts


Skills





2. Describe and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel.

5.2.12.C – Forms of Energy 1. Use the kinetic molecular

theory to describe and explain the properties of solids, liquids, and gases.

5.2.12.D – Energy Transfer

and Conservation 2. Describe the potential

commercial applications of exothermic and endothermic reactions.


Active Chemistry Chapter 5 Te, vol.2, pgs. 223-398 Chemistry Concepts and Applications Chapters 6, 9, 10, 11



Chemistry 1-2 19

Unit Title: Chapter 11 – H2 Woes Targeted Standards: Standard 5.1: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,

and revises knowledge. Standard 5.2: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Standard 8.1: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.


natural waters contain a wide variety of natural and unnatural solutes which can be identified, quantified, and removed through a systematic purification process.

concentrations of contaminants can be reduced in surface and ground waters by the careful management of a water supply‟s natural watershed and associated wetlands.

Essential Questions: Predict what solutes are present in a natural water supply based on the physical geography of the area and other solutes present.

Purify a sample of water (focus on calcium ions, magnesium ions, chloride, certain heavy metal, large particulates, pH, and bacteria/protista).

Unit Assessment: Chapter Challenge, pg. 929: The students will be assigned the role of investigator to improve the water supplies in a hypothetical location.

(see TE, vol. 3, pgs. 743-747)



Cumulative Progress

Indicators

Concepts


Skills





5.1.12. A – Understand Scientific Explanations 1. Refine interrelationships


2. Develop and use


1. The identities and properties of some solutes that enter our water supply.

2. The factors that affect

solubility of specific solids. 3. Solubility rules of various

combinations of cations and anions.

4. Precipitation reactions,

distillation, and reverse osmosis can be used to remove ions.

1. Identify different categories of contaminants and their respective solubilities.

2. Compare the flow and batch

methods for filtering water. 3. Explain how toxic metals

enter the water supply. 4. Describe how pH affects the

solubility of toxic metal ions in water.

5. Determine the drawbacks

connected with softening water.

1. Solubility lab-modified Part B Solubility of Minerals, CO2 Gas, Organic Compounds and Fertilizers

2. Removing Suspended

Particulates and Iron lab-modified

3. Water Softening-soda-lime

treatment method modified. 4. Removing Toxic-Metal Ions-

modified

1. Tests 2. Quizzes 3. Lab Reports and

Related Assessments


Discussion

Chemistry 1-2 20

Unit Title: Chapter 11 – H2 Woes (Cont.) Core Content Objectives


Cumulative Progress

Indicators

Concepts


Skills





3. Use scientific principles and theories to build and refine standards for data collections, posing controls, and presenting evidence.

5.1.12.B – Generate Scientific Evidence Through Active Investigations 1. Design investigations, collect

evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data.


explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

5.1.12.C – Reflect on Scientific Knowledge 1. Reflect on and revise


5. How to determine the pH and understand its role in disinfection.

6. Chlorination is the most

widely used method for disinfection.

6. Create a schematic diagram for purifying a particular water sample.

Chemistry 1-2 21



Cumulative Progress

Indicators

Concepts


Skills










scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

5.2.12.A – Properties of Matter 5. Describe the process by

which solutes dissolve in solvents.

6. Relate pH scale to the

concentrations of various acids and bases.

Chemistry 1-2 22



Cumulative Progress

Indicators

Concepts


Skills





8.1.12.A – Technology Operations and Concepts 1. Construct a spreadsheet,

enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results.


Active Chemistry - Chapter 11 - pgs. 840-932 TE, vol. 3, pgs: 555-748 Chemistry Concepts and Applications - Chapters 13, 14, 15



Chemistry 1-2 23

Public Schools of Edison Township Divisions of Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content

Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the

written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are authentic in

nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner interests,

readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student interaction,

lesson objectives, and learning activities?

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided reading, and

independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing

perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?

Chemistry 1-2 24

3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs of

students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to learners

and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to take to

promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry activities? f. use of prior knowledge to build background information through such strategies as anticipatory set,

K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that information

can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically sophisticated

and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in which

children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses

differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of relationship-

preserving desists when students break rules or fail to follow procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching and

learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child‟s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor?

MQ/jlm

7/2009

chemistry 1-2 · maximize the potential for all students ... chemistry 1-2 5 the backward design...

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