Download Learning Activities – Description of the learning activities that will

Instructional Unit Plan—UNIT 2
Teacher:
Grade Level: 11th
Content Area(s) Science:
Structure of Matter
Implementation Dates:
Unit Focus: Students will investigate the structure of matter while developing
skills in scientific thinking, methods and processes. Students will investigate
unstable nuclei and radioactive decay.
Scope
New Mexico Content Standards, Benchmarks and Performances Addressed:
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
9-12 Benchmark I: Use accepted scientific methods to collect, analyze, and
interpret data and observations and to design and conduct scientific
investigations and communicate results.
2.
Design and conduct scientific investigations that include:
•
testable hypotheses
•
controls and variables
•
methods to collect, analyze, and interpret data
•
results that address hypotheses being investigated
•
predictions based on results
•
re-evaluation of hypotheses and additional experimentation as
necessary
•
error analysis.
3.
Use appropriate technologies to collect, analyze, and communicate
scientific data (e.g., computers, calculators, balances, microscopes).
4.
Convey results of investigations using scientific concepts, methodologies,
and expressions, including:
•
scientific language and symbols
•
diagrams, charts, and other data displays
•
mathematical expressions and processes (e.g., mean, median, slope,
proportionality)
•
clear, logical, and concise communication
•
reasoned arguments.
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
9-12 Benchmark II: Understand that scientific processes produce scientific
knowledge that is continually evaluated, validated, revised, or rejected.
1.
Understand how scientific processes produce valid, reliable results,
including:
•
consistency of explanations with data and observations
•
openness to peer review
•
full disclosure and examination of assumptions
•
testability of hypotheses
•
repeatability of experiments and reproducibility of results.
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
9-12 Benchmark III: Use mathematical concepts, principles, and expressions to
analyze data, develop models, understand patterns and relationships, evaluate
findings, and draw conclusions.
1.
Create multiple displays of data to analyze and explain the relationships
in scientific investigations.
2.
Use mathematical models to describe, explain, and predict natural
phenomena.
3.
Use technologies to quantify relationships in scientific hypotheses (e.g.,
calculators, computer spreadsheets and databases, graphing software,
simulations, modeling).
Strand II: The Content of Science
Standard I (Physical Science): Understand the structure and properties of
matter, the characteristics of energy, and the interactions between matter and
energy.
9-12 Benchmark I: Understand the properties, underlying structure, and
reactions of matter.
Properties of Matter
4.
Describe trends in properties (e.g., ionization energy or reactivity as a
function of location on the periodic table, boiling point of organic liquids
as a function of molecular weight).
Structure of Matter
5.
Understand that matter is made of atoms and that atoms are made of
subatomic particles.
6.
Understand atomic structure, including:
•
most space occupied by electrons
•
nucleus made of protons and neutrons
•
isotopes of an element
•
masses of proton and neutron 2000 times greater than mass of
electron
•
atom held together by proton-electron electrical forces.
7. Explain how electrons determine the properties of substances by:
 interactions between atoms through transferring or sharing valence
electrons
 ionic and covalent bonds
 the ability of carbon to form a diverse array of organic structures.
8. Make predictions about elements using the periodic table (e.g., number of
valence electrons, metallic character, reactivity, conductivity, type of bond
between elements).
9. Understand how the type and arrangement of atoms and their bonds
determine macroscopic properties (e.g., boiling point, electrical conductivity,
hardness of minerals).
11.
Know that some atomic nuclei can change, including:
•
spontaneous decay
•
half-life of isotopes
•
fission
•
fusion (e.g., the sun)
•
alpha, beta, and gamma radiation.
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and
knowledge influence, and are influenced by, individuals and societies.
9-12 Benchmark I: Examine and analyze how scientific discoveries and their
applications affect the world, and explain how societies influence scientific
investigations and applications.
Science and Technology
8.
Describe uses of radioactivity (e.g., nuclear power, nuclear medicine,
radiometric dating).
Science and Society
9.
Describe major historical changes in scientific perspectives (e.g., atomic
theory, germs, cosmology, relativity, plate tectonics, evolution) and the
experimental observations that triggered them.
Science and Individuals
15.
Identify how science has produced knowledge that is relevant to
individual health and material prosperity.
Description of knowledge and skills required by the Standards
Vocabulary: proton, electron, neutron, Dalton, Democritus, Aristotle, , atomic number,
mass number, atomic mass, ion, ionization energy, octet rule, electronegativity, covalent
bond, Lewis Structure, endothermic, exothermic, sigma bond, pi bond, VESPER model.
Concepts:
Description of the Assessments that will be used to provide evidence of
student learning that targets the standards:
PERFORMANCE STANDARD
1. Design and conduct scientific
investigations that include:
 testable hypotheses
 controls and variables
 methods to collect, analyze, and
interpret data
 results that address hypotheses
being investigated
 predictions based on results
 re-evaluation of hypotheses and
additional experimentation as
necessary
 error analysis.
2. Use appropriate technologies to
collect, analyze, and communicate
scientific data (e.g., computers,
calculators, balances, microscopes).
3. Convey results of investigations
using scientific concepts,
methodologies, and expressions,
including:
ASSESSMENT
Design and conduct a scientific
investigation related to Properties of
Matter (ex. Separation of Aspirin*)
that include:
 testable hypotheses
 controls and variables
 methods to collect, analyze, and
interpret data
 results that address hypotheses
being investigated
 predictions based on results
 re-evaluation of hypotheses and
additional experimentation as
necessary
error analysis.
Major investigation (lab) Teacher
choice
Students present their designed
experiment for peer review


scientific language and symbols
diagrams, charts, and other data
displays
 mathematical expressions and
processes (e.g., mean, median,
slope, proportionality)
 clear, logical, and concise
communication
reasoned arguments.
4. Understand how scientific processes
produce valid, reliable results,
including:
 consistency of explanations with
data and observations
 openness to peer review
 full disclosure and examination
of assumptions
 testability of hypotheses
 repeatability of experiments and
reproducibility of results.
5. Create multiple displays of data to
analyze and explain the
relationships in scientific
investigations.
6. Use mathematical models to
describe, explain, and predict
natural phenomena.
7. Use technologies to quantify
relationships in scientific hypotheses
(e.g., calculators, computer
spreadsheets and databases,
graphing software, simulations,
modeling).
8. Describe trends in properties (e.g.,
ionization energy or reactivity as a
function of location on the periodic
table, boiling point of organic liquids
as a function of molecular weight).
9. Understand that matter is made of
atoms and that atoms are made of
subatomic particles.
Major investigation (lab) Teacher
choice
Major investigation (lab) Teacher
choice
Major investigation (lab) Teacher
choice
Major investigation (lab) Teacher
choice
Standardized Test Practice Chapter 6
#1-10 pg177
Students will complete a short
assessment on atomic theory “Atomic
Theory Assessment”*
10. Understand atomic structure,
including:
 most space occupied by electrons
 nucleus made of protons and
neutrons
 isotopes of an element
 masses of proton and neutron
2000 times greater than mass of
electron
 atom held together by protonelectron electrical forces.
Standardized Test Practice Chapter 4
#1-10 pg115 and teacher designed
problem solving assessment.
11. Explain how electrons determine the
properties of substances by:
•
interactions between atoms
through transferring or sharing valence
electrons
•
ionic and covalent bonds
•
the ability of carbon to form a
diverse array of organic structures.
Teacher generated bonding
assessment.
12. Make predictions about elements
using the periodic table (e.g., number of
valence electrons, metallic character,
reactivity, conductivity, type of bond
between elements).
Standardized Test Practice Chapter 6
#1-10 pg177
10. Understand how the type and
arrangement of atoms and their
bonds determine macroscopic
properties (e.g., boiling point,
electrical conductivity, hardness of
minerals).
Teacher generated bonding
assessment.
11. Know that some atomic nuclei can
change, including:
 spontaneous decay
 half-life of isotopes
 fission
 fusion (e.g., the sun)
alpha, beta, and gamma radiation.
Standardized Test Practice Chapter 4
#1-10 pg115 and teacher designed
problem solving assessment.
12. Describe uses of radioactivity (e.g.,
nuclear power, nuclear medicine,
radiometric dating).
13. Describe major historical changes in
scientific perspectives (e.g., atomic
theory, germs, cosmology, relativity,
plate tectonics, evolution) and the
experimental observations that
triggered them.
14. Identify how science has produced
knowledge that is relevant to
individual health and material
prosperity.
Standardized Test Practice Chapter 4
#1-10 pg115 and teacher designed
problem solving assessment.
Students will complete a short
assessment on atomic theory “Atomic
Theory Assessment”*
Teacher generated bonding
assessment.
Description of the rubrics or criteria that will be used to assess student
performance:
GISD Rubrics
Learning Activities – Description of the learning activities that will develop
the knowledge and skills required by the performance standard:
Journal Entries will be keep on CD-RW.
Atomic Theory/Structure
Understand that matter is made of atoms and that atoms are made of subatomic particles.
Understand atomic structure, including:
 most space occupied by electrons
 nucleus made of protons and neutrons
 isotopes of an element
 masses of proton and neutron 2000 times greater than mass of electron
 atom held together by proton-electron electrical forces.
Describe major historical changes in scientific perspectives (e.g., atomic theory, germs,
cosmology, relativity, plate tectonics, evolution) and the experimental observations that
triggered them.)
Engage
Activitie
s
Explore
Activitie
s
Glow Sticks Discussion… Why do they glo?
Spectrum Tubes Demo (Revisit Atomic Spectra/ EM Spectra)
 Discovery Education Player Video “Atom: Clash of the Titans”
http://player.discoveryeducation.com/index.cfm?guidAssetId=3784
1878-0323-468E-AEA99839AF2E5D25&blnFromSearch=1&productcode=US
 Sheltered Reading: section 4.1 and answer section assessments

Explain
Activitie
s

Elaborat
e
Activitie
s
Evaluate




page 91 #1-5.
Students will complete “Subatomic Particles/Atomic Structure”*
Activity
Teacher and student develop Cornell notes on atomic theory,
atomic structure and electron configuration.
Vocabulary Building to include 4-square type Vocabulary Cards
and Word Wall*: proton, electron, neutron, Dalton, Democritus,
Aristotle.
Students will perform mini Lab 5 “Flame Tests”*
Students will complete a short assessment on atomic theory
“Isotope Chart”*
Standardized Test Practice p115 #1-10
Nuclear Chemistry
Know that some atomic nuclei can change, including:
 spontaneous decay
 half-life of isotopes
 fission
 fusion (e.g., the sun) alpha, beta, and gamma radiation.
Describe uses of radioactivity (e.g., nuclear power, nuclear medicine, radiometric dating).
Engage Activities Discovery Education Streaming Video “Chemistry Connections:
Nuclear Changes”
http://streaming.discoveryeducation.com/search/assetDetail.cf
m?guidAssetID=F41B9288-8BB1-4086-B4A6-7418B69F105A
Explore
Sheltered Instruction: Read “Fusion’s Future?”* article and
Activities
answer questions.
Explain
 Teacher and student develop Cornell notes on nuclear
Activities
reactions, radioactive elements, radioactivity, half-lives,
Einstein equation, isotopes and a and z numbers. Reconnect
to biology, mutagens.
 Vocabulary Building to include 4-square type Vocabulary
Elaborate
Activities
Evaluate
Cards and Word Wall*: isotopes, half-lives, atomic number,
mass number, atomic mass.
Teacher preference:
 Student will perform the “Modeling Isotopes”* miniLab on
page 102.
 Students will read “Let There Be Matter”* and answer
questions.
 Student will perform the “Radioactivity and Half-Lives”*
Small-Scale Lab
 Student will complete “Radioactive Half-Life and Radioactive
Dating”
 Standardized Test Practice Chapter 4 #1-10 pg115
 Teacher designed Problem Solving Assessment*.
 Students will complete activity sheet “Nuclear Relations #1”*
Periodicity
Describe trends in properties (e.g., ionization energy or reactivity as a function of
location on the periodic table, boiling point of organic liquids as a function of molecular
weight).
Make predictions about elements using the periodic table (e.g., number of valence
electrons, metallic character, reactivity, conductivity, type of bond between elements).
Engage Activities Discussion of Classification using Transparencies*
Explore Activities Students will discuss and complete “Periodicity Activity”*
Lab 7.2 “The Periodic Puzzle”*
Explain Activities  Teacher and student develop Cornell notes on trends in
the periodic table. Pgs 150-177
 Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: ion, ionization energy, octet rule,
electronegativity.
Elaborate
Students will perform Chem Lab 6 “Descriptive chemistry of
Activities
the Elements”* pages 170-171
Students will construct “A 3-D Periodic Table”* and answer
questions.
Students will perform “Properties of the Periodic Table”*
Lab 6.1
Evaluate
Standardized Test Practice Chapter 6 #1-10 pg177
Students will complete Unit 2.2 Worksheets
Bonding – Ionic/Covalent/Metallic
Explain how electrons determine the properties of substances by:
•
interactions between atoms through transferring or sharing valence electrons
•
ionic and covalent bonds
•
the ability of carbon to form a diverse array of organic structures.
Engage Activities Sharing/Give-Take Candy Activity*
Explore Activities Students will perform mini Lab 8 “Heat Treatment of Steel”*
Explain Activities  Teacher and student develop Cornell notes on ionic
bonding (formation, naming and writing of compounds)
and metallic bonding. Pgs 210-239
 Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: ion, anion, cation, neutral
molecule, polyatomic ion, monatomic ion, ionic bond and
metallic bond.
Elaborate
 Students will perform Lab 8.2 “Formation of a Salt”*
Activities
Options
 Study Guide for content mastery “Ionic Compounds”*
or
 Or Teacher’s Choice of activity
Explain Activities  Teacher and student develop Cornell notes on covalent
bonding (formation, naming and writing of compounds).
Pgs 240-275
 Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: covalent bond, Lewis Structure,
endothermic, exothermic, sigma bond, pi bond, VESPER
model
Elaborate
 Students will perform Lab 9.1 “Covalent Bonding in
Activities
Medicines”*
Options
 Study Guide for content mastery “Covalent
Compounds”*
 Student’s will Perform Minilab 9.2 “Modeling
Molecules”
 Teacher’s Choice
Evaluate
Teacher generated “Bonding Assessment”*.
Unit Resources:

Glow Sticks Discussion
Glow sticks of various colors (5)

Spectrum Tubes Demo
Spectrum Tubes

“Flame Tests”*
Bunsen burner
Cotton swabs (6)
Distilled water
Crystals of lithium chloride
Sodium chloride
Potassium chloride
Calcium chloride
Strontium chloride

“Modeling Isotopes”
Bag of pre and post 1982 pennies
Balance

“Radioactivity and Half-Lives”*
Pencil
Ruler
Penny
Paper
Graph paper

“The Periodic Puzzle”
Computer access
Textbook
Other Book resources

“Descriptive chemistry of the Elements”
Stoppered test tubes containing small samples of elements
Plastic dishes containing samples of elements
Conductivity apparatus
1M HCl
Test tubes (6)
Test tube rack
10-mL graduated spatula
Spatula
Small hammer
Glass marking pencil

“A 3-D Periodic Table”*
96-well microplate
Soda straws (25 each group)
Metric ruler
Large-square graph paper
Scissors
Grease pencil

“Properties of the Periodic Table”
Index Cards (18)
Outline of the periodic table showing chemical symbols only

Sharing/Give-Take Candy Activity*
Candy

“Heat Treatment of Steel”*
Laboratory burner
Forceps (2)
Hairpins (3)
250-mL beaker

“Formation of a Salt”*
6M HCl
NaHCO3
100-mL beaker
10-mL graduated cylinder
Dropper
Phenol red indicator
Distilled water
Bunsen burner
Ring stand
Ring clamp
Wire gauze
Microscope or hand lens
Balance

“Covalent Bonding in Medicines”*
Wooden or plastic molecular model set (ball and stick)
Pliers

“Modeling Molecules”
Wooden or plastic molecular model set (ball and stick)
Pliers
Technology links:
Discovery Education Streaming Video “chemistry Connections: Nuclear
Changes”
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID
=F41B9288-8BB1-4086-B4A6-7418B69F105A
Discovery Education Player Video “Atom: Clash of the Titans”
http://player.discoveryeducation.com/index.cfm?guidAssetId=37841878-0323468E-AEA9-9839AF2E5D25&blnFromSearch=1&productcode=US