Essential Outcomes - Michigan City Area Schools



Essential Outcomes

Basic Integrated Chemistry

1) The properties of matter can distinguish the types of matter. Energy is required to change matter. (Standard 1, 2)

Learning Goals:

a) Students will understand and be able to explain how physical properties can be used to differentiate among pure substances; solutions, and heterogeneous mixtures. (1.4)

b) Students will be able to identify chemical and physical changes in matter. (1.5)

c) Students will understand and identify solutions as homogeneous mixtures containing a solute in a solvent. The ratio of solute to solvent can be expressed as concentration in a number of ways. (1.4)

2) Positions of elements on the Periodic Table are related to subatomic particles in the atom. (Standard 1, 2)

Learning Goals:

a) Students will understand and be able to explain the subatomic particles of an atom. (1.1, 1.2, 1.3, 1.6, 1.7)

b) Students will be able to explain how the subatomic particles fit together in an atom. (1.1, 1.2, 1.3, 1.6, 1.7)

c) Students will be able to calculate the numbers of protons, neutrons, and electrons from the Periodic Table.

(1.6, 1.7, 1.10)

d) Students will understand that the Periodic Table is arranged by increasing atomic number. (1.10)

e) Students will understand the contributions of Dalton, Thomson, Rutherford, and Bohr to atomic theory.

3) Elements interact forming bonds in order to become more stable. The type of atoms involved determines the nature of the bond, the formula and the name of the compound formed. (Standard 1)

Learning Goals:

a) Students will be able to understand and predict how electrons are shared in forming covalent bonds.

(1.6, 1.)

b) Students will understand, explain, and predict how ions can be formed leading to the formation of ionic bonds.

(1.6, 1.7, 1.12)

c) Students will understand and be able to write, and name, chemical formulas. (1.12, 1.14)

4) Energy exists in different forms and is converted from one form to another. (Standards 3, Core Standard 3D)

Learning Goals:

a) Students will defend and give examples of the law of conservation of energy.

b) Students will describe transfer of energy at the atomic level.

c) Students will describe the interaction between atoms.

d) Students understand different forms of energy in nature.

5. Dimensional analysis is used for conversions and computations.

Learning Goals

A) Students will be able to do conversions using dimensional analysis.

B) Students will be able to measure various items using different units and tools.

|MICHIGAN CITY HIGH SCHOOL |

|Basic Integrated Chemistry |

| |Ongoing/All Year |1st Quarter |2nd Quarter |3rd Quarter |4th Quarter |

| |Course Title |Assessment Type |Assessment Type |Assessment Type |Assessment Type |

| |Standard |Bundle |Bundle |Bundle |Bundle |

| | |#4 |#4 |#4 |#4 |

| | |#1 |#2 |#2 |#3 |

| | |Best Practice Methods |Best Practice Methods |Best Practice Methods |Best Practice Methods |

| | |Cooperative Learning |Cooperative Learning |Cooperative Learning |Cooperative Learning |

| | |Similarities and Differences |Similarities and Differences |Similarities and Differences |Similarities and Differences |

| | |Choice |Choice |Choice |Choice |

| | |Frequent and immediate feedback |Frequent and immediate feedback |Frequent and immediate feedback |Frequent and immediate feedback |

| | |Graphic Organizers |Graphic Organizers |Graphic Organizers |Graphic Organizers |

| | |Summarizing |Summarizing |Summarizing |Summarizing |

| | |Analysis and Evaluation |Analysis and Evaluation |Analysis and Evaluation |Analysis and Evaluation |

| | |Hypothesize |Hypothesize |Hypothesize |Hypothesize |

Bundle #1– Basic Integrated Chemistry – Structure of Matter

|Standard Indicator: Standard 1 and 2: Structure and Properties of Matter |

|1.1 Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of |

|which may be lost, gained, or shared when interacting with other atoms. |

|1.2 Realize that and explain how a neutral atom’s atomic number and mass number can be used to determine the number of protons, neutrons, and electrons that make up an atom. |

|1.3 Understand, and give examples, that isotopes of the same element have the same numbers of protons and electrons but differ in the number of neutrons. |

|1.4 Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures. |

|1.5 Distinguish among chemical and physical changes in matter by identifying characteristics of these changes. |

|2.2 Describe how Lavoisier’s system for naming substances and describing their reactions contributed to the rapid growth of chemistry. |

|2.11 Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus. |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |The properties of matter can distinguish the types of matter. |Processes |Scientific Method |

| |Energy is required to change matter | |Reading Process |

| | | |Writing Process |

| | | | |

|Organizing |Students will understand and be able to explain how physical properties can be used to differentiate among substances; | | |

|Ideas |solutions, and heterogeneous mixtures. | | |

| |Students will be able to identify chemical and physical changes in matter. | | |

| |Students will understand and be able to explain how electromagnetic attractive forces within and between substances determine| | |

| |their physical state. | | |

|Details |Identify solutions, homogeneous mixtures, and heterogeneous mixtures. | | |

| |Identify characteristics of a chemical change. | | |

| |Identify characteristics of a physical change. | | |

| |Identify particle movement of liquids, solids, and gases. | | |

|Vocabulary |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Positions of elements on the Periodic Table are related to subatomic particles of an atom. |Processes |Scientific Method |

| |Students will understand steps of the problems solving method. | |Problem Solving |

| | | |List the given |

| | | |List the unknown |

| | | |Analyze |

| | | |Calculate |

| | | |Check your work |

| | | | |

|Organizing |Students will understand and be able to explain the subatomic particles of an atom. | | |

|Ideas |Students will be able to explain how the subatomic particles fit together in an atom. | | |

| |Students will be able to calculate the numbers of protons, neutrons, and electrons from the | | |

| |Periodic Table. | | |

| |Students will understand that the Periodic Table is arranged by increasing atomic number. | | |

|Details |Subatomic particle charges |Skills |Dot diagrams |

| |Subatomic particles are protons, neutrons, and electrons | |How to write symbols for |

| |Classify an element by its family and period | |elements |

| |Predict properties of elements by location on Periodic Table | |Reading Periodic Tables |

| |Mass number equals number of protons and neutrons | |Using keys |

| |Atomic number equals number of protons and electrons | |Classification |

| | | |Observation |

| | | |Using charts and tables |

| | | |Reading and making graphs |

|Vocabulary |Proton Electron cloud Period Valence electrons Ductile | | |

| |Nucleus | | |

| |Neutron Group/family Atomic Number | | |

| |Noble gases Malleable Electron | | |

| |Electron Electron Dot Diagram Atomic Mass | | |

| |Metalloid | | |

Bundle #3– Basic Integrated Chemistry– Chemical Bonds

|Standard Indicator: Standard 1: Changes in Matter |

|1.10 Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom would gain, lose, or share electrons as it |

|interacts with other selected atoms. |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Elements interact forming bonds in order to become more stable. |Processes |Scientific Method |

| |The type of atoms involved determines the nature of the bond, the formula and the name of the | |Reading Process |

| |compound formed. | | |

|Organizing |Students will be able to understand and predict how electrons are shared in forming covalent | | |

|Ideas |bonds. | | |

| |Students will understand, explain, and predict how ions can be formed leading to the formation | | |

| |of ionic bonds. | | |

| |Students will understand and able to write, and name, chemical formulas. | | |

|Details |Determine proper ionic charges |Skills |Symbol identification |

| |Characterize positive and negative ion | |Determining charges from |

| |Identify covalent and ionic bond | |periodic table and other tables |

| | | |Criss-cross method of charge |

| | | |balancing |

| | | |Drawing dot diagrams |

| | | |Following a flow chart |

| | | |Problem Solving |

| | | |Draw dot diagrams |

| | | | |

|Vocabulary |Electron Valence electrons | | |

| |Covalent bond ion | | |

| |Dot diagram Salt | | |

| |Compound Charge | | |

| |Ionic Bond | | |

Bundle #4 – Dimensional Analysis

|Standard Indicator: 2-Scientific Thinking |

|8.2.2 Determine in what units, such as seconds, meters, grams, etc., an answer should be expressed based on the units of the inputs to the calculation. |

|8.2.3 Use proportional reasoning to solve problems. |

|8.2.4 Use technological devices, such as calculators and computers, to perform calculations. |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Dimensional analysis is used for conversions and computations |Process |Order of Operations |

| | | |Scientific Method |

| | | |Problem Solving Method |

| | | |Reading Process |

|Organizing Ideas |1. Students will be able to do conversions using dimensional analysis. | | |

| |2. Students will be able to measure various items using different units and tools. | | |

|Details |Know conversion units |Skills |Multiply Fractions |

| |Examples: | |Use a calculator to multiply and divide fractions, |

| |12 inches = 1 foot | |ratios, and whole numbers |

| |100 cm = 1 meter | |Use displacement to figure volume of an object |

| |Identify the formula for density | |Figure the density of an object using the correct |

| |Identify tools for measuring mass, volume, and length, width, and height | |formula |

| |Identify formula for figuring volume | |Figure the mass, length, width, and height of |

| | | |objects using the correct tools |

|Vocabulary |Dimensional Analysis |Unit | | |

| |Numerator |Density | | |

| |Denominator |Mass | | |

| |Cancellation |Volume | | |

| |Length |Width | | |

| |Centi |Height | | |

| |deci |Milli | | |

| | |kilo | | |

Basic Integrated Chemistry Assessment Planning Bundle #1

|Essential Outcome #1 : |

|The properties of matter can distinguish the types of matter. |

|Energy is required to change matter |

|Summative Assessment: |

|Properties of matter – multiple choice |

|Energy changes matter – short answer/given choices |

|Describe Assessment & Timeline |Method |Testing |Testing |Testing |Testing |

| | |Knowledge |Reasoning/ |Performance |Product |

| | | |Analysis | | |

|Formative 1: |Matching (Diagrams of different mixtures) |x |x | | |

|Students will understand and be able to explain how physical properties can be used |Short Answer | | | | |

|to differentiate among substances; solutions, and heterogeneous mixtures. | | | | | |

|Timeline: | | | | | |

|3 weeks | | | | | |

|Formative 2: |5 multiply choice |x | | | |

|Students will be able to identify chemical and physical changes in matter. | | | | | |

|Timeline: | | | | | |

|3 weeks | | | | | |

|Formative 3: |Matching with phase change drawings (3) |x | | | |

|Students will understand and be able to explain how electromagnetic attractive | | | | | |

|forces within and between substances determine their physical state. | | | | | |

|(Particle speed for different phases) | | | | | |

|Timeline: | | | | | |

|3 weeks | | | | | |

Basic Integrated Chemistry Assessment Planning Bundle #2

|Essential Outcome #2 : |

|Positions of elements on the Periodic Table are related to subatomic particles of an atom. |

|Summative Assessment: |

|Arrangement of Periodic Table – multiply choice questions |

|Name subatomic particles and changes – drawing of atom/label |

|Figure protons, neutrons, and electrons using the Periodic Table – given problems to solve |

|Describe Assessment & Timeline |Method |Testing |Testing |Testing |Testing |

| | |Knowledge |Reasoning/ |Performance |Product |

| | | |Analysis | | |

|Formative 1: |Give each student 4 various articles to produce model of |x |x | |x |

|Students will understand and be able to explain the subatomic particles |atom | | | | |

|of an atom. |Verbal explanation of how atom is held together | | | | |

|3 subatomic particles | | | | | |

|Charges of the particles | | | | | |

|Location of particles in the atom | | | | | |

|Students will be able to explain how the subatomic particles fit together| | | | | |

|in an atom. | | | | | |

|- opposite charges attract | | | | | |

|Timeline: | | | | | |

|3-4 weeks | | | | | |

|Formative 2: |5 problems to figure neutrons, protons, and electrons |x |x | | |

|Students will be able to calculate the numbers of protons, neutrons, and | | | | | |

|electrons from the Periodic Table. | | | | | |

|Problem solving method | | | | | |

|Timeline: | | | | | |

|3-4 weeks | | | | | |

|Formative 3: |5-10 multiply choice questions |x | | | |

|Students will understand that the Periodic Table is arranged by | | | | | |

|increasing atomic number. | | | | | |

|families | | | | | |

|groups | | | | | |

|element box (using keys) | | | | | |

|characteristics of families | | | | | |

|Timeline: | | | | | |

|3-4 weeks | | | | | |

Basic Integrated Chemistry Assessment Planning Bundle #3

|Essential Outcome : |

|Elements interact forming bonds in order to become more stable. |

|The type of atoms involved determines the nature of the bond, the formula and the name of the compound formed. |

|Summative Assessment |

|Types of Bonds – Given two elements show how atoms bond to form ionic and covalent bonds (3 of each) |

|Naming Formulas – Give three formulas to write name from chemical formula |

|Writing Formulas – Give three chemical formulas and student writes name of formula |

|Describe Assessment & Timeline |Method |Testing |Testing |Testing |Testing |

| | |Knowledge |Reasoning/ |Performance |Product |

| | | |Analysis | | |

|Formative 1: |Given 3 covalent bonds students will show |x |x | |x |

|Students will understand how electrons are shared. |bonds through dot diagrams and sharing of | | | | |

|Students will understand how covalent bonds are formed |electrons | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Timeline: 3-4 weeks | | | | | |

|Formative 2: |Given 3 ionic bonds students will show |X |X | |X |

|Students will understand how electrons are shared. |bonds through dot diagrams and sharing of | | | | |

|Students will understand the formation of ionic bonds. |electrons | | | | |

| | | | | | |

|Timeline: 3-4 weeks | | | | | |

|Formative 3: |Given 3 names of chemical formulas students|X |X | |x |

|Students will be able to write chemical formulas. |will write the formula | | | | |

| | | | | | |

|Timeline: 3-4 weeks | | | | | |

|Formative 4: |Given 3 chemical formulas students will |X |X | |x |

|Students will be able to name chemical formulas. |name the formulas | | | | |

|Timeline: 3-4 weeks | | | | | |

Basic Integrated Chemistry Assessment Planning Bundle #4

|Essential Outcome : |

|Students will be able to do conversions using dimensional analysis. |

|Summative Assessment: |

|Convert using dimensional analysis – 3 problems showing work/Short Answer |

|Identification of measuring tools – 5 Matching |

|Accurate measuring of given items – 5 Measure given objects |

|Calculate the density of an object – 2 problems showing work/short answer |

|Calculate the mass, temperature, and volume of an object – 5 problems showing work/short answer |

|Describe Assessment & Timeline |Method |Testing |Testing |Testing |Testing |

| | |Knowledge |Reasoning/ |Performance |Product |

| | | |Analysis | | |

|Formative 1: |3 Conversion Problems to solve |X |x | | |

|Students will be able to do conversions using dimensional analysis. | | | | | |

| | | | | | |

| | | | | | |

|Timeline: | | | | | |

|Formative 2: |Matching for Correct tools |x |x | | |

|Students will be able to measure various items using different units and tools. |1 question to measure mass | | | | |

|identify measuring tools |1 question to measure volume | | | | |

|measure items |1 question to figure denisty | | | | |

|calculate density, volume, and mass, temperature | | | | | |

|Timeline: | | | | | |

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