Mrs. Nicole Gall, Weston Preparatory Academy, 2009 – 2010
; http://appleforteacher.wikispaces.com/
COURSE: CHEMISTRY TRIMESTER : 3 / 9 days (pacing)
Monday, March 22, 2010 – Friday, March 26 (5 days)
Monday, March 29, 2010 - Thursday, April 1, 2010 (4 days)
Monday, April 12, 2010 – Friday, April 30, 2010 (mid- trimester 3) (15 days)
Monday, May 3, 2010 – Friday, May 14, 2010 (10 days)
Monday, May 17, 2010 – Thursday, May 27, 2010 (9 days)
Tuesday, June 1, 2010 – Tuesday, June 15, 2010 (11 days)
L
Mrs. Nicole Gall CHEMISTRY march 22 2010 GALL.doc
Weston 2009-2010
CHEMISTRY BENCHMARK ACHIEVEMENT CHECKLISTIII
C1.1 Scientific Inquiry
C1.1A Generate new questions that can be investigated in the laboratory or field. / x
C1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. / x
C1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision). / x
C1.1D Identify patterns in data and relate them to theoretical models. / x
C1.1E Describe a reason for a given conclusion using evidence from an investigation. / x
C1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed. / x
C1.2 Scientific Reflection and Social Implications / x
C1.2A Critique whether or not specific questions can be answered through scientific investigations. / x
C1.2B Identify and critique arguments about personal or societal issues based on scientific evidence. / x
C1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. / x
C1.2D Evaluate scientific explanations in a peer review process or discussion format. / x
C1.2E Evaluate the future career and occupational prospects of science fields. / x
2009 - 2010: CHEMISTRY
C3.4A Use the terms endothermic and exothermic correctly to describe chemical reactions in the laboratory. / x
C3.4B Explain why chemical reactions will either release or absorb energy. / x
P4.p2 Elements, Compounds, and Mixtures (prerequisite)
P4.p2A Distinguish between an element, compound, or mixture based on drawings or formulae. (prerequisite) / x
P4.p2B Identify a pure substance (element or compound) based on unique chemical and physical properties. (prerequisite) / x
P4.p2C Separate mixtures based on the differences in physical properties of the individual components. (prerequisite) / x
P4.p2D Recognize that the properties of a compound differ from those of its individual elements. (prerequisite) / x
C4.2 Nomenclature / x
C4.2A Name simple binary compounds using their formulae. / x
C4.2B Given the name, write the formula of simple binary compounds. / x
C4.10A List the number of protons, neutrons, and electrons for any given ion or isotope. / x
C4.10B Recognize that an element always contains the same number of protons. / x
C5.2B Distinguish between chemical and physical changes in terms of the properties of the reactants and products. / x
C5.2C Draw pictures to distinguish the relationships between atoms in physical and chemical changes. / x
C5.4 Phase Change/Diagrams
C5.4A Compare the energy required to raise the temperature of one gram of aluminum and one gram of water the same number of degrees. / x
C5.4B Measure, plot, and interpret the graph of the temperature versus time of an ice-water mixture, under slow heating, through melting and boiling. / x
C5.5 Chemical Bonds — Trends
C5.5A Predict if the bonding between two atoms of different elements will be primarily ionic or covalent. / x
C5.4B Predict the formula for binary compounds of main group elements. / x
C5.7 Acids and Bases
C5.7A Recognize formulas for common inorganic acids, carboxylic acids, and bases formed from families I and II. / x
C5.7B Predict products of an acid-base neutralization. / x
C5.7C Describe tests that can be used to distinguish an acid from a base. / x
C5.7D Classify various solutions as acidic or basic, given their pH. / x
C5.7E Explain why lakes with limestone or calcium carbonate experience less adverse effects from acid rain than lakes with granite beds. / x
C5.8 Carbon Chemistry
C5.8A Draw structural formulas for up to ten carbon chains of simple hydrocarbons. / x
C5.8B Draw isomers for simple hydrocarbons. / x
C5.8C Recognize that proteins, starches, and other large biological molecules are polymers. / x
Mrs. Nicole Gall CHEMISTRY march 22 2010 GALL.doc
Weston 2009-2010
OBJECTIVES: STATE STANDARDS AND BENCHMARKSLEVEL OF ATTAINMENT
Student understanding of the objectives will be exhibited by: working individually and in groups to demonstrate their ability to use and explain the scientific method, and by using, describing, and demonstrating the benchmarks listed above. / MATERIALS
Students will bring their assigned textbook, 3-ring binder (“portfolio”), notebook paper, and a pencil or blue or black ink pen to class every day.
BLOOM’S TAXONOMY
GOAL
o Analysis
o Synthesis
o Evaluation / Other materials needed:
Office Supplies:
Craft Supplies:
Other:
MULTIPLE INTELLIGENCES AND
DIFFERENTIATED APPROACHES
o Verbal-Linguistic
o Visual-Spatial
o Bodily-Kinesthetic
o Musical
o Mathematical- Logical
o Interpersonal
o Intrapersonal
o Naturalist / Marzano’s Strategies:
Identifying Similarities and Differences / Nonlinguistic Representations
Summarizing and Note Taking / Setting Objectives and Providing Feedback
Reinforcing Effort and Providing Recognition / Generating and Testing Hypotheses
Homework and Practice / Cues, Questions, and Advanced Organizers
Cooperative Learning
/ Multimedia Technological Resources:
Overhead Projector
LCD Projector:
DVD/ VCR Player
Formative Assessments
1. Test2. Quiz
3. Oral Quiz
4. Essay
5. Project
6. Portfolio
7. Homework /
Authentic Assessments
8. Student Interview9. Demonstration
10. Debate
11. Discussion
12. Writing Sample
13. Fishbowl /
Authentic (cont.)
14. Note Taking15. Vocabulary
16. Feature analysis
17. Portfolio
18. Lab Report
19. Presentation
20. ______ / Assessment notes:
Pretest? Student benchmark self- assessment;
Informal Student Survey?
Daily throughout each period
Posttest?
WARM-UP
REVIEW / SPIRAL
Mon. March 22- page --- #5 abcd balancing equations from last week- accepted today and tomorrow. Students who need additional time and assistance will be mentored by peers during class with Mrs. Gall’s supervision. Checkpoints: formative assessment: Quick quiz: balance this equation. Another quick quiz at the end of the hour, and another tomorrow. Begin moles: read and make posters. Enrichment activity: read and summarize sweet sixteen labs: what materials are available? Explanation of enrichment and extension activities: all are OPTIONAL and will extend your experience with the material or with a future or past relevant classroom topic. All will offer an opportunity for alternate methods of learning and practicing- including hands-on, independent work, leadership/ demo, etc. Students participate by invitation only and must be on-task with exemplary work habits to continue enrichment/ extension activities. “A” students will be those who finish the assigned classwork on time or ahead of schedule and also produce high- quality enrichment and extension work. / Mon. March 22- prequiz; balance this equation
Tues. March 23- what is a score? What is a dozen?
Weds. March 24- dozen conversion
Thurs. March 25- c cts
Fri. March 26- mole conv preq
Monday, March 29
Tuesday, March 30
Wednesday, March 31
Homework Review
NEW VOCABULARY and PROCESSING VOCABULARY: word lists and Marzano Strategies
Vocabulary Words:
ACADEMIC:
Vision
Mission
Academic
Culture
Achievement / Strategies from Building Academic Vocabulary (Marzano and Pickering, 2005):
Step 1: description- explanation- example
Step 2: restated in student’s own words
Step 3: picture- symbol- diagram
Step 4: activities for vocab. notebook
Step 5: students discuss voc. w/ each other
Step 6: students play vocab. games
(strategies from pgs. 14-15, Ch.3) (this week’s strategies are highlighted above, details are given below)
TEACHING NOTES: / METHODS:
Step 1: (p.15)
· Introduce direct experiences
· Tell a story
· Use video or computer images
· Students present to class
· Apply to current events
· Teacher describes mental pictures
· Find or create pictures
Step 2: (p.19)
· Notebook Page
· Word, Description, Drawing
Vocabulary Words:
CONTENT:
Mole
Stoichiometry
Balanced equation
Reactant
Product
Subscript
coefficient / METHODS:
Step 3: (p.24-27)
Symbol Example Graphics
Cartoon Map Other:all of these will be presented as possible features in student presentations
Step 4: (p.28)
· Highlight prefix or suffix
· Synonyms/ antonyms
· Another picture or graphic
· Related words
· Common confusions
· ESL: translations
Step 5: (p.28) Think- Pair- Share / METHODS:
Step 6: (Chapter 4, p.39 – 66)
· Free Association
· Comparing Terms
· Venn Diagrams
· Double Bubble
· Matrix
· Classifying Terms
· Solving Analogy Problems
· Creating Metaphors
· What is the Question?
· Vocabulary Charades
· Name That Category
· Draw Me
· Talk a Mile a Minute
Mrs. Nicole Gall CHEMISTRY march 22 2010 GALL.doc
Weston 2009-2010
Mrs. Nicole Gall CHEMISTRY march 22 2010 GALL.doc
Weston 2009-2010
INSTRUCTIONThe purpose of this lesson is to review and solidify students’ knowledge of the benchmarks identified above. Students will focus on stoichiometry, balancing chemical equations, and finally, acid/ base and carbon chemistry.
Developing Concept
(Exploration or Investigation Activity) / Managing the Activity
Mon. March 22- page --- #5 abcd balancing equations from last week- accepted today and tomorrow. Students who need additional time and assistance will be mentored by peers during class with Mrs. Gall’s supervision. Checkpoints: formative assessment: Quick quiz: balance this equation. Another quick quiz at the end of the hour, and another tomorrow. Begin moles: read and make posters. Enrichment activity: read and summarize sweet sixteen labs: what materials are available? Explanation of enrichment and extension activities: all are OPTIONAL and will extend your experience with the material or with a future or past relevant classroom topic. All will offer an opportunity for alternate methods of learning and practicing- including hands-on, independent work, leadership/ demo, etc. Students participate by invitation only and must be on-task with exemplary work habits to continue enrichment/ extension activities. “A” students will be those who finish the assigned classwork on time or ahead of schedule and also produce high- quality enrichment and extension work. / Powerpoint slides guide project expectations and transitions; agenda on first slide is copied by students for credit (checked on Thursday) to further reinforce students’ understanding of expectations for class each day.
Teacher Modeling / Checking for Student Understanding
Tues. March 23- lab activity: find the mass of a score of items. Compare to the mass of a dozen. Post data in classroom, answer assigned questions (due tomorrow); turn in pg.5 abcd today.
Weds. March 24- lab activity- mass of a score, mass of a dozen: conversion activity today; visual aids available. Multi-sensory extension available: make a counting/ numbers/ conversion mobile for the classroom.
Thurs. March 25- CHARACTER COUNTS: Write a paragraph or public- service announcement (audience: Weston students) about the respect and community- building that are involved in sports. USE A PERSONAL STORY TO MAKE YOUR POINT. Complete the conversion worksheet handout activity – given yesterday in class. Post- quiz on elementary conversions at end of class: Next handout (mole conversions) given to students with a perfect score on the post-test. (official due date is Monday, March 29) / Teacher monitors by looking at student note pages.
Teacher will monitor student progress during the lab.
Teacher will observe and actively evaluate presentations. Students will be invited to question and comment on presentations.
Teacher will watch for students’ comprehension.
Teacher will circulate the room while monitoring the quality of student’s work for completeness and accuracy giving corrective feedback if necessary. Teacher solicits students’ answers with explanation of their reasoning. Teacher records students’ answers on the board or overhead. Teacher decides based on the quality of students’ responses to move forward or to reteach.
CLOSURE / HOMEWORK ASSIGNMENT
Fri. March 26- handout (mole conversions) given to students. (due date is Monday, March 29) Scouts and mentors- scouts create today’s post- quiz and Monday’s checkpoint quiz. Mentors guide the soldiers through the mole handout. Prequiz is given at start of hour (this models the expectation for the extension for “scouts” and is also a formative assessment checkpoint). Select mentors, soldiers, and scouts will create a diary/ blog of their learning progress and post each day this week.
ACCOMODATIONS:
Extended time, shortened assignments. Use of calculator for math problems in homework. Multi-step activities broken down into “chunked” sequential steps. Frequent checking for understanding by teacher to minimize student frustration / “shut down”. My approach to special-education inclusion has two components, a peripheral learning approach and a scaffolding approach, with inquiry being the thread that is consistent throughout. I rely heavily on student and parent communication to allow me to adjust my teaching to fit the needs of the student. Regarding the peripheral learning approach, I understand the purpose of special education inclusion to be centered on the ideas that the student will benefit from full exposure to the same ideas and experiences that are available to general education students, and that the student should not be limited in their ability to achieve by the teacher’s preconceptions. In practice, I assign most of the same homework and textbook- based assignments to both special and general education students, giving extended time as needed, a reduced number of items on assignments, exempting some assignments; with the knowledge that the special education student has access to the resource lab, parents, other students, and a variety of other resources to complete these assignments outside the classroom. I feel that the ability of these students to use their resources is an important skill; potentially as important as the content itself. I monitor the progress and comfort level of special education students subtly in order to be sensitive to their privacy; I observe body language, social interactions, unusual changes in behavior or demeanor, handwriting changes, and verbal requests for attention. I am careful to call on these students to contribute in class in nonthreatening ways, and to group these students in ways that will be socially nonthreatening. I check in with the students briefly as I monitor the classroom, taking care to honor their needs without dramatizing them. Regarding the scaffolding approach, in lab activities and individualized projects such as the science fair, I use my experience with the student and their personal input to tailor the lab and project expectations to meet their ability level. I use questions to check for understanding and to encourage students to learn more throughout the class and in most of my interactions with students (inquiry basis). In the interest of avoiding judging or limiting the student’s performance, I generally base my assessment of the student’s understanding on the work submitted, while grading based on the degree of effort and completion. Quizzes and tests are modified and given with the option to work in the resource lab, with or without assistance.