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Description of the main Required Identify 1 – Identify 1-2 How does this task What are the main How does this task tie
task time 2 teaching learning goals contribute to students’ scientific/mathematics conceptually to the next
strategies connected to understanding of the practices in this lesson? task?
(# of class and 1 this lesson. phenomenon/anchorin
periods) assistive g event?[1]
technology (We attached
and the related
describe standards and
how they highlighted
would be them to keep us
used on track)
specifically
in your unit
to support
ESE
# LAUNCH ½-1 class Teachers n/a Students are viewing Asking questions (let This will give students
0 will use a the anchoring students come up with motivation for future
Day 0: Maybe at the end Sound Field phenomenon. The driving question). explanation. In order to
of one lesson or the System to story/video will garner define what happened
beginning of another, project student interest and on an atomic level,
launch anchoring their voices provide the driving students must first know
phenomenon. for the question for the unit. what an atom even is.
hearing
https://www.youtube.co
impaired
m/watch?v=aeua5YvZ2C
student.
M
That
After telling the story of student will
the anchoring also be
phenomenon, this video sitting in
will be shown (like the the front of
tanker car video) and the
students will be asked to classroom.
present an initial drawing
of what they think GIve SLD
happened on an atomic students
level to cause this extra time
reaction. on their
FACT if
(Could be structured as an needed.
exit slip or a FACT before
unit begins) Play the
video
multiple
times with
captions on
for hearing
impaired
student.
#1 HISTORY OF ATOMIC 3 classes: SLD SWBAT In order to describe Developing and using After developing their
THEORY students construct a what happened models own models of the atom
1 & 2- will be given model of their between the sodium based on experimental
Day 1 and 2: Students will research abbreviated scientist’s and water on an atomic evidence, students will
be assigned to readings version of the level, students first construct a class model
mixed-ability groups. In and and mixed atom after need to know what an Obtaining, evaluating, and of the atom. This class
these groups, students poster into groups reading (based atom even is. The communicating model will be a replica of
will be given a reading with higher on the development and information the modern model of the
about a contributing 3- ability experimental history of the atomic atom, which students
historian for the atomic Gallery readers. In evidence). theory sequences the will discuss in further
theory (Ranging from walk and this way, S.C.912.P.8.3 buildup of the modern detail in the next lesson.
Democritus to right class sort they will Explore the atom by experiments
before current scientists). have more scientific that took place over
equitable theory of atoms many years.
After reading, students access to (also known as
will be asked to discuss the content. atomic theory)
with their groups and by describing
draw a model of what Hearing changes in the
their scientist believed impaired atomic model
the atom looked like students over time and
based on their discovery. will be able why those
This will be done on to work in changes were
poster paper small necessitated by
groups in experimental
close evidence.)
proximity to
Day 3:
other
students. SWBAT define
After the finalization of the main
posters, students will do a additions to the
Hearing
gallery walk of all the atomic theory
impaired
posters as groups to take that their
student will
quick and precise notes scientists made
be able to through
on each part of history.
use hearing drawing and
aids. verbal
Finally, students will work
presentation.
with the teacher to come
up with a “class model” of The Sound RI.9-10.2
what the atom looks like. Field Determine a
This will require a System will central idea of a
text and
sequencing of ideas to be used for
analyze its
“build the atom from the large class development
ground up”. discussion over the course
and hearing of the text,
impaired including how
student will it emerges and
be sitting in is shaped and
refined by
the front of
specific details;
the provide an
classroom. objective
summary of the
text.)
.
… THE PERIODIC TABLE 2 days Project SWBAT explain After understanding Developing and using After studying atomic
instructions why the both atomic theory and models theory and knowing how
http://sunrisescience.blo on the periodic table is the order of the this ties to the periodic
g/wp-content/uploads/ board for ordered how it periodic table, students table, students can
2018/02/Periodic-People SLD is will be able to potentially understand
-Intro-to-Periodic-Table- students understand the the structure and
Activity.pdf and hearing SWBAT composition of a wide properties of any
impaired describe the range of elements- element.
Day 5: connection
students. including sodium. They
between will also be able to Now that students have
Engage: Talk to students
Used mixed periodic groups combine this this knowledge, they can
about things that are
ability and properties knowledge with their apply it to how these
ordered/have patterns in
groups to knowledge of the octet elements might interact
nature. Ask students for
enhance the SWBAT deduce rule to propose why with one another
different examples.
experience structure and sodium is so unstable.
Connect this to the function of any
of every
periodic table having given element
student.
order. on the periodic
Use an table (avoiding
Explore: Students will
alerting more
engage with a small group
device like a complicated
in this “Periodic People”
flashing transition
activity. In this way,
light or loud elements)
students will use their
timer to
prior knowledge of atoms help HS-PS1-1
and patterns to find out Matter and its
hearing
how the periodic table is Interactions
impaired
structured. Circulate the student Use the
classroom and find a good know when periodic table
sequence of groups to it is time to as a model to
predict the
form an explanation. Ask transition
relative
students questions while out of the properties of
circulating. Come back group elements based
together as a class and activity and on the patterns
begin discussing come back of electrons in
reasoning for sorting. together as the outermost
a class. energy level of
Day 6: atoms.
CHEMICAL BONDING 1 1 Project Students will be Students see a Developing and Using Students will understand
instructions able to explain molecular model Models why bonds form
Day 7: Covalent bonding given to that araction animation two between atoms like two
each group between the hydrogen and one Planning and carrying out hydrogen atoms form
Initially, there will be a investigations
for SLD protons and oxygen forming a hydrogen gas (H2) and
direct instruction piece to
students electrons of covalent bond to form two hydrogen atoms and
define and explain energy
and hearing two atoms a molecule and then one oxygen atom form
level models. Then a
impaired cause them to draw and describe the water (H2O). This is an
discussion on the
students. bond. process. Students see important concept to
conditions that are
that mutual attraction understand before going
needed for covalent Used mixed Students will be between the protons over the process of ionic
bonds will introduce the ability able to draw a and electrons of the bonding covered in the
task (using H2O as the groups to model of the atoms and available next lesson
main example). This enhance the covalent bonds space in the outer
discussion is started after experience between the energy levels of the
the students see an of every atoms atoms is necessary for
animation of how two student. forming covalent
hydrogen atoms and one HS-PS1-1. Use
bonds.
oxygen atom form a The video the periodic
covalent bond. animation table as a model
Main Task: Destroying will have to predict the [specifically looking at
H2O closed relative H20 molecules and
captions for properties of how they form and
Tell students that a mad hearing elements based break their bond]
scientist claims to know impaired on the patterns
how to “rip apart” bonded students. of electrons in
molecules and they are the outermost
going to work in teams to energy level of
try and figure out how he atoms.
did it.
Expected results:
Discuss:
CHEMICAL BONDING 2 1 Project Students will be Students apply what Developing and using After understanding the
instructions able to explain they have learned models different types of bonds
Day 8: Ionic bonding given to the process of about protons, and how to conceptually
each group the formation electrons, and energy -Develop a model to connect them, the
Review what the predict and/or describe
for SLD of ions and levels to learn about students will have drawn
components of covalent phenomena.
students ionic bonds. ionic bonding. Further, models and made 3d
bonds are and introduce
and hearing Students use models of molecules.
the concept of ionic Students will be animations, drawings, -Use a model to predict
impaired This directly leads to the
bonding. Show animation able to identify and physical models of the relationships between
students. next lesson of lewis
and ask the students to and model ionic ions to understand the systems or between
structures (another way
write down differences A list of new bonds components of a system.
attractions and to represent molecules
between what they know vocabulary conditions necessary in science).
about covalent bonds and with their HS-PS1-3: Plan
for forming an ionic
what they think is correspondi and conduct an bond. Overall, this will
happening in the ng investigation
animation. Remind them definitions to gather
to look at their notes on will be evidence to help students visually
energy levels. distributed compare the conceptualize NaCl.
for ESE structure of
[Students will see that students. substances at [specifically looking at
both ionic and covalent the bulk scale the makeup of NaCl]
bonding start with the The video to infer the
attractions of protons and animation strength of
electrons between will have electrical
different atoms. But in closed forces between
ionic bonding, electrons captions for particles.
are transferred from one hearing
atom to the other and not impaired
shared like in covalent students.
bonding.]
Main task:
Individually:
As a Group:
CHEMICAL BONDING 3 1 ESE Students will be Student’s will apply Developing and Using Chemical Bonding and
students able to their knowledge of Models Chemical reactions
Day 9: Representing will have interpret and covalent and ionic directly relate to each
bonding with lewis dot their list of draw Lewis dot bonds to make models. - Use a model to predict other. During chemical
diagrams vocabulary diagrams for This lesson will look at the relationships between reactions, the bonds that
and individual the molecules that are systems or between hold molecules together
Introduce Lewis dot components of a system
definitions atoms and both a defining aspect of our break apart and form
structures to students by
to refer covalent and phenomena. new bonds, rearranging
asking: over the last two
back to, as ionic atoms into different
days, we did a ton of
well as compounds. substances. Each bond
notes from requires a distinct
activities, what did we class MS-PS1-1 amount of energy to
make? discussion Develop either break or form;
that are Models to without this energy, the
[mad scientist tools, written on describe t he reaction cannot take
drawings, NaCl block] the board. atomic place, and the reactants
composition of remain as they were.By
What’s a word for those
simple completing our subtopic
things that you created?
molecules and of chemical bonds, we
extended can start to look at
[models]
structures. chemical reactions.
Now today we are going
to be learning about a
type of model most
chemists use when
looking at molecules:
Lewis Dot Structures.
Main Task:
Page 1:
To looking like:
Page 2:
CHEMICAL REACTIONS 1 1 Used mixed Students will be This lesson puts the Developing and Using How does this task tie
ability able to explain phenomena into models conceptually to the next
Day 10: groups to that for a perspective. It task?
enhance the chemical illuminates that a Analyzing and Interpreting
A small candle flame is Data
experience reaction to take chemical reaction is
used to demonstrate a
of every place, the taking place, and what
chemical reaction Engaging in argument
student. bonds between that actually means.
between the candle wax from evidence
atoms in the
and oxygen in the air.
reactants are
Students will use atom
broken, the
model cut-outs to model
atoms
the reaction and see that
rearrange, and
all the atoms in the
new bonds
reactants show up in the
between the
products
atoms are
formed to make
Introduction:
the products.
Discuss the differences
Students will
between a physical
also be able to
change and a chemical
explain that in a
change.
chemical
Main Task: reaction, no
atoms are
The teacher will light a created or
candle then cover it with destroyed.
a clear jar until the candle
puts itself out, asking how MS-PS1-2.
would you describe this Analyze and
phenomena? interpret data
The students are on the
separated into groups properties of
where they will make substances
observations and before and
inferences about the after the
candle. [ask them to think substances
in terms of the different interact to
elements that are at play] determine if a
chemical
Modeling activity: reaction has
occurred.
After a discussion on what
they think could be MS-PS1-5.
happening, hand out Develop and
materials for the students use a model to
to “build” their describe how
interpretation of the the total
chemical reaction. number of
atoms does not
Students are given
change in a
cutouts of atoms:
chemical
Hydrogen, Carbon, and
reaction and
oxygen, two pieces of
thus mass is
construction paper, and a
conserved.
cutout of an arrow.
Discussion:
CHEMICAL REACTIONS 2 1 ELL Students will be Expands on reactions, Developing and using As the last lesson in this
students able to identify specifically products models unit, the students should
Day 11: can be precipitates. and the notion of a be able to take this last
provided precipitate. Introduces Engaging in argument expansion to be able to
Students will explore the
instructions Students will be the idea of reactions in from evidence explain our anchoring
reaction between baking able to model a
in their a closed or open event, which is our next
soda and calcium chemical Constructing explanations
native system. task
chloride. They should reaction. and designing solutions
language as
observe a precipitate, a
precision is
gas, and a small Students will be
very
temperature increase. able to identify
important
Then they will draw a signs that a
for the
model to explain their chemical
safety of
observations. Finally, they reaction took
students in
will use their model to place.
this lesson.
predict what will happen
if the reaction were Students will be
Any
repeated in a closed able to make
important
system on an electronic predictions
notes in
balance. about reactions
discussions
in closed and
will be
Chemical rxn: open systems
noted on
the board
2(NaHCO3) + CaCl2 -> MS-PS1-2
for the
CaCO3 + CO2 + 2(NaCl) + Analyze and
hearing
H2O interpret data
impaired.
on the
Students will follow the properties of
instructions for adding substances
calcium chloride and before and after
baking soda into the the substances
beakers of water. There interact to
should be a designated determine if a
note taker to write down chemical
the group’s observations. reaction has
Student’s should place a occurred.
thermometer in the
beaker and note if there MS-PS1-5
are temperature changes Develop and
(there will be). use a model to
After completing the describe how
experiment, student’s the total
should INDIVIDUALLY number of
draw a model of the atoms does not
phenomena. change in a
chemical
Discussion: reaction and
thus mass is
The teacher should select conserved.
a few students to explain
their models and what
they thought happened in
the experiment, as well as
asking for evidence to
back up their claims.
**This is a good
opportunity to stress the
importance of
communication in
science. Scientists
collaborate with other
scientists to share ideas
and challenge each
other’s ideas. They defend
their ideas, but they are
open to other ideas
supported by evidence.
This advances scientific
understanding.**
Explanation of the
products in the
demonstration:
SWBAT
PUTTING IT TOGETHER 1 Provide all illustrate and This is the Constructing Explanations The summative
students explain the measurement of how assessment in the next
Day 12: Students will be with a word anchoring well students are able lesson will be measuring
placed back into the same phenomenon
bank of the to apply what they whether students can
by using
mixed-ability groups that different learned in the unit to transfer their knowledge
knowledge of
they were in for the terms and the anchoring to a novel situation or
electrons,
launch lesson. ideas structure of phenomenon. not.
covered in atoms, the
These groups will work periodic table,
the unit (for
together with all of the and the
SLD
knowledge they have presence of
students
obtained from the unit to patterns.
mainly)
come up with the atomic
HS-PS1-2
explanation for the Project the Matter and its
phenomenon. instructions Interactions
for the Construct and
Students will be asked to revise an
activity in
draw their ideas on a explanation for
words on
poster sheet and write the outcome of
the
explanations for a simple
PowerPoint
everything that is chemical
for the reaction based
happening.
hearing on the
impaired outermost
student. electron states
(Leave of atoms,
trends in the
these up on
periodic table,
the board) and knowledge
of the patterns
of chemical
properties.
(same as above)
ASSESSMENT 1 SLD Assessment of Engaging in Argument n/a
students SWBAT understanding of unit from Evidence
Day 13: will be able illustrate and concepts
explain the Constructing Explanations
to reference
The final summative anchoring
a word bank phenomenon
assessment for students
to help with by using
will be two essay/free
the written knowledge of
response questions. electrons,
portion of
the structure of
Students will be given two atoms, the
assessment
elements, K and Ne. They periodic table,
will be asked about how and the
SLD
these two elements will presence of
students patterns.
react in water. Students
should be
will explain their thinking
allowed HS-PS1-2
in a minimum of five Matter and its
extra time
sentences with a picture. Interactions
on their
Construct and
assessment
revise an
(think ~10
explanation for
minutes or the outcome of
able to a simple
come in chemical
after reaction based
school) on the
outermost
electron states
Use an
of atoms,
alerting
trends in the
device (such periodic table,
as an alarm and knowledge
on the of the patterns
computer) of chemical
to let properties.
hearing
impaired
student
know when
to begin
and end
assessment
[1] Informed by the curriculum development project supported by a grant from the National Science Foundation and
conducted at the Learning Research and Development Center of the University of Pittsburgh: Schunn, C., & Stein, M. K. (2009).
Collaborative research: Modeling engineered levers for the 21st century teaching of STEM. Proposal to the National Science
Foundation.