Biology Unit Plan: Introduction to Chemistry and Properties of Water

Measurement Topic Plan (MTP)/Unit Title:You will use the IMS Curriculum Tile to search Scope and Sequence documents and MTPs. Duration of MTP/Unit (Days): 9/10 days Date Unit Begins: August 18, 2014 Standard(s)/Access Point(s):What are the standards that will be assessed and monitored for this Unit? Consider grouping standards across content areas. Units consist of 2 or more standards. SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent

SC.912.P.8.7 Interpret formula represenatations of molecules and compounds in terms of composition and structure.

SC.913.N.1.1 Define a problem based on a specific body of knowledge and do the following: 1. Pose questions 2. Conduct observations 3. Examine background information 4. Review empirical evidence 5. Plan investigations 6. Collect and analyze data

Common Core Standards CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Essential Question: Why do students need to know or learn this? How does what the student is learning relate to what they see and do every day? Resource: Essential Questions tutorial on PDSonline.

1. How does the structure of an atom affect its function? 2. What is it about water that makes it so unique and necessary for life?

Learning Goal(s): (Based on Standards) Deconstruct the standard(s) into manageable chunks focusing on the new knowledge for instruction. Learning Goals are statements of what students should be able to know/understand (declarative) or be able to do (procedural). Learning Goals are written in student friendly language. (Resource: Learning Goals online module on PDSonline) Biology Unit Plan: Introduction to Chemistry and Properties of Water

SC.912.P.8.7 1. Identify the elements and number of atoms of that element in a molecule (covalent compounds) or formula unit (ionic compounds) 2. Identify a formula as representing an ionic or covalent compound SC.912.L.18.12 1. Relate the physical characteristics and bonding of water to its effect on living systems. 2. Describe and give examples of how the properties of water are essential to sustaining life. SC.912.N.1.1 1. Determining the experimental variables 2. Generating and testing scientific hypothesis

Scale for the MTP/Unit: Evidence:How will you know that your students have mastered this content? This evidence is the student evidence that you will be able to see as a result of instruction. This evidence will support learners in tracking their progress or serve as an entry point on the scale. Level 4 18.12 Students can research a biome and explain which 18.12 students can explain how the absence of polarity adaptations to the properties of water are present. (Extension activity) would prevent water from having the properties that make 8.7 students can create their element and using their it essential to life on Earth. knowledge explain how they would interact with other 8.7 students can apply their knowledge to unknowns elements. (Extension activity) N.1.1 students can compare and contrast two experiments N.1.1 when given two experiments they can compare and contrast them(Extension activity) Level 3 18.12 when given real life examples students can identify the properties of water and how they are sustaining life 18.12 students can identify how water is cohesive, (Stations Sponge Activity and unit test) moderates temperature, expands when frozen, and is a 8.7 when given examples of elements and molecules versatile solvent and how that helps to sustatin life students can identify which elements are present, how 8.7 student can identify the elements and atoms present many atoms are present, and which type of bond is present if present. ( Subatomic Particle Exit Ticket and unit test) and if a molecule is ionic or covalently bonded N.1.1. when provided an experiment students can identify N.1.1 students can determine experimental variables and all the variables present and prove if a hypothesis is correct generate and test hypothesis ( Scientific Method in Action Practice Worksheet and unit test)

Level 2 18.12 students can define the properties of water but not 18.12 when prompted students can always identify them in real life examples define/explain the properties of water. 8.7 students can identify elements are bonding but do not (Properties of water stations) use the proper bonding type 8.7 when given diagrams of elements N.1.1 When provided question students are unable to generate a hypothesis to test the question. bonding and manipulating different elements bonding students can explain how two elements are bonding but not sure which bonding type ( Matter worksheet) N.1.1 during lab activity students can identify the problem and the variables within the problem (Inquiry lab) Level 1 18.12 students can explain how water is necessary to live 18.12 when students are shown pictures of but not relate that to a specific property different real life things in life (frozen lake, 8.7 students can identify the proper subatomical particles bug walking on water, etc) they can explain in order to make inference about the bond. why that is important but cannot match the 1.1 students are able to differentiate between dependent and independent variables property of water to the picture (oral assessment) 8.7 when given element cards the cannot label the subatomical particles ( Element Biology Unit Plan: Introduction to Chemistry and Properties of Water card) N.1.1 when given examples of experiments students can properly label the independent and dependent variables (Inquiry lab) . Entry level represents the prerequisite skills that students 18.12 Students can construct a model of have that make them ready to learn this content. water using items to represent each 18.12 students know the building blocks of the molecule element and bond. Students can explain all and that water is necessary to live the ways that water helps them live from 8.7 students know that molecules and compounds contain day to day (exit ticket) more than one element 1.1 students can identify the variables in an experiment but 8.7 When given examples of molecules not always the independent and dependent and compounds in real life students can identify the bond and if they are a molecule or compound ( oral assessment) 1.1 students can identify what is being measured and what are the results of the changes to the measurements ( oral assessment) Academic Vocabulary Identified for this Unit of Study: This is the critical vocabulary that students must be able to use and understand to be successful with the content. Hypothesis, control, independent variable, dependent variable, proton, electron, neutron, ionic, covalent, molecule, inference, investigation, theory, analysis, nucleus, adhesion, cohesion, hydrogen bond, specific heat, polarity, density, solvent, solute

Decision Point: Will this Unit of Study include a deep dive into Design Question 4? No____

If Yes, select a DQ 4 Task to focus on: Experimental Inquiry Task Problem-Solving Task Decision-Making Task Investigation Task (Definitional Investigation, Historical Investigation, Projective Investigation) (Refer to Becoming A Reflective Teacher page 134 under Student-designed tasks.) Daily Learning Targets: These are the chunks of learning that you will use in your daily lesson plansto make up the unit. As you create learning targets for daily instruction, you will need to identify which design question(s) you will be using in Lesson Segments Addressing Content. ☐ Introduce New Knowledge (DQ ☐Practicing and Deepening (DQ 3) ☐ Generating and Testing 2) Hypothesis (DQ 4)

What are the planned questions that I am going to ask to monitor student learning?

1) What are the characteristics of an atom that makes it unique from other atoms? 2) How do the properties of an atom affect its ability to bond with other atoms? 3) What are the properties of water that make it such a unique molecule? 4) Why are the properties of water essential to sustaining life?

Planning for the Needs of ALL Students:Educational innovation involves the intentional consideration of the principles ofUniversal Design for Learning (UDL) when planning lessons/units of study and designing instruction (goals, methods, materials, and assessments) that is accessible to the broadest range of learners from the start, reduces barriers to the curriculum, and optimizes levels of challenge and support, to meet the needs of all learners, including, but not limited to, students who areEnglish Language Learners, SWD, Gifted, and students who lack support for school. Biology Unit Plan: Introduction to Chemistry and Properties of Water UDL and Alignment with Design Questions & Elements National Center onUniversal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines Cast http://cast.org/udl/index.html UDL Principle 1 - Guiding Question UDL Principle 2 - Guiding Question UDL Principle 3 - Guiding Question for planning: How will multiple for planning: for planning:How will Multiple means of representation be How will multiple means of Means of Engagement be provided? action/expression be provided? provided?

-Provide options for perception -Provide options for executive - Provide options for sustaining -Provide options for language functions effort and persistence -Provide options for - Provide options for self-regulation comprehension -Provide options for recruiting interest SIOP and Alignment with Design Questions & Elements

The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional approach that addresses the linguistic and academic needs of English Language Learners. Lesson Preparation, Building Background, Comprehensible Input, Interaction, Practice and Application are SIOP components. Questions to consider when planning for the needs of ELLs.  What language objectives do I need to include to address the linguistic development of ELLs?  How do I adapt the content and provide meaningful activities? (Lesson Preparation: Domain 2 )  How can I make connections and explicitly link past learning to new concepts? (Building Background: DQ2, elements 6, 8)  How am I making instruction comprehensible to my ELLs based on their proficiency level? (Comprehensible Input: Domain 1, elements 1,6-23)  How do I incorporate student interaction, practice time, and hands-on activites that encourage language development? (Interaction, Practice and Application: DQ 2-5) Based upon the needs of my students, what other design questions should I plan for? Routine Events and Enacted on the Spot Lesson Segments Involving Routine Events Lesson Segments Enacted on the Spot Design Question 1: Design Question 5: What will I do to communicate learning goals, track What will I do to engage students? student progress and celebrate success? Design Question 7: What will I do to recognize Design Question 6: What will I do to establish or adherence to classroom rules and procedures? maintain classroom rules and procedures? Design Question 8: What will I do to establish and maintain effective relationships with students?

Design Question 9: What will I do to communicate high expectations for all students? Lesson Sequence:

Day 1 and 2 /Date 8/18-19 Learning Sequence and Monitoring What is the Lesson Design Question(s) focus? 6 What are the dominant content elements for the lesson? 4 Daily Learning Targets: 1) Students will be able to follow classroom rules and procedures. 2) Students will be able to communicate affectively in peer groups.

Daily Academic Vocabulary: googles, apron, fire extinguisher, fire blanket,

Lesson Sequence:  Introduction to the course and syllabus/review required school material  Lab safety and classroom procedures  Group Building (Options are in Red)  Lost at Sea Activity Biology Unit Plan: Introduction to Chemistry and Properties of Water  Stem Cubing Activity  Student will be given instructions to work as a team in completing a simple 25 piece puzzle. The only thing is that they will be missing a piece that was switched with another team. They have to be resourceful in order to complete the task. Exit ticket: “In the field scientists have to communicate with other scientists on a regular basis. For them working as a team is absolutely critical at times. How can working as a team be beneficial to you this year in Biology? Support your answer by giving an example.”

Homefun: Have lab safety contract signed and returned

Extended Learning:

Accommodations and Adaptations to optimize levels of support for the Unique Needs of SWD, Gifted Learners and English Language Learners:

Teaching Resources: Syllabus, puzzle pieces, procedures posters, lab contracts Technology Utilization: doc cam Assessment Pre-assessment: ______Formative _Exit ticket______Summative ______After Lesson – Teacher Reflection: What did I purposely plan that successfully increased student achievement?

Where did my students struggle and what revisions do I need to make?

Days 3 and 4/Date8/20-21 Learning Sequence and Monitoring What is the Lesson Design Question(s) focus? 2,4,6 What are the dominant content elements for the lesson? 4,11,18,22 Daily Learning Targets: 1. Students will be able to determine experimental variables. 2. Students will be able to gnerate and testing scientific hypothesis. Daily Academic Vocabulary: Independent variable and dependent variable, hypothesis, inference, conclusion, investigation, theory, analysis Lesson Sequence:  Bell work: Students are to place their lab contracts at the edge of their table for me to collect  Inquiry Lab (options in red)  Baking Soda Open Inquiry Lab  Practice Identifying Parts of the Scientific Method Activity  Jelly Bean Inquiry Lab

Homefun: Scientific Method in Action Practice sheet

Extended Learning:

Accommodations and Adaptations to optimize levels of support for the Unique Needs of SWD, Gifted Learners and English Language Learners:

Teaching Resources: Senses lab, Scientific Method Practice, ruler

Technology Utilization: Doc cam

Assessment Pre-assessment: ______Biology Unit Plan: Introduction to Chemistry and Properties of Water Formative: _Senses lab______Summative: ______After Lesson – Teacher Reflection: What did I purposely plan that successfully increased student achievement? Where did my students struggle and what revisions do I need to make?

Day 4-5 /Date8/21 and 8/22 Learning Sequence and Monitoring What is the Lesson Design Question(s) focus? 2 and 3 What are the dominant content elements for the lesson? 6, 8, 9, 10, 12, 13, 20 Daily Learning Targets:

1) Students will be able to identify the subatomic particles and their charge.

2) Students will be able to identify a molecule.

Daily Academic Vocabulary: Atom, nucleus, proton, electron, neutron

Lesson Sequence:

Atomic Structure

 Bell work 1: (5 minutes): I will display a zoomed in image of an object. Students will be asked to predict what the image is. I will then zoom out and show the student the enitre image and they will compare their predictions.

“What we’ve just seen is that objects are composed of smaller things. This year we will be starting with the small pieces and learning how the pieces come together. Today, we’ll start this off by studying matter and the atoms that make up matter. We will discover that even atoms are composed of smaller particles, too.”

Part I: Basics of Matter and Atoms Using PBS model (10-15 minutes) *Alternative is Dogs Teaching Chemistry Clip https://www.youtube.com/watch?v=_M9khs87xQ8

1. Students should view What is Matter? QuickTime Video (1 minute 16 seconds) and What is a Molecule? QuickTime Video (28 seconds) videos

2. Students should complete Part I questions 1-3 of the Structure of Materials Worksheet and discuss their answers with their team.

3. Next at the tables have students construct a model of an atom in their interactive notebook. This will be their first page of their interactive notebook and it should be labeled, Atomic Structure. Use specific colors for each part of the atom.

 Part II: Basics of Elements and the Periodic Table (10 minutes)

1. Had to each student one element card. Have the students take a minute to look at this card.

2. Ask the students to think about the following. Then have them share out loud.

“What do you see on the cards?” Biology Unit Plan: Introduction to Chemistry and Properties of Water “What do you think these things mean?”

“Where have you seen these types of cards before?

3. Hand out the periodic table notes to the students. Have them glue this into the other side of their interactive notebooks opposite of where they have the atom structure.

4. Ask the students to think about the following. Then have them share out loud

“What do the numbers represent?

“What component of the atom determines the identity of the atom?”

“What is the mass of the atom?

5. Have the students then complete Part I questions 4-7 of the Structure of Materials Worksheet

 Part III: Basics of Atomic Bonding (5 minutes)

1. Students should view What Holds a Molecule Together? QuickTime Video (57 seconds)

2. Students should complete Part II of the Structure of Materials Worksheet

 Exit Ticket Day 1(5 minutes)

1. Give the students the Atomic Structure Exit Ticket and have them complete the four questions. Use this as a formative assessment. If students are on target then you can proceed as planned, if they need remediation then you will need to provide them with more guided practice tomorrow during the Bell work activity.

HomeFun: Chapter 6, section 1 Reading essential Pages 55-58 After Lesson – Teacher Reflection: What did I purposely plan that successfully increased student achievement? Where did my students struggle and what revisions do I need to make?

Day 6 /Date_8/25_____ Learning Sequence and Monitoring What is the Lesson Design Question(s) focus? _DQ2____ What are the dominant content elements for the lesson? __9,12, 14, 15, 19______Daily Learning Targets:

1) Students will be able to identify the properties of water.

2) Students will be able to explain how these properties are essential for lsustaining life on Earth.

Daily Academic Vocabulary: adhesion, cohesion, hydrogen bond, specific heat, polarity, density, solvent, solute Biology Unit Plan: Introduction to Chemistry and Properties of Water Lesson Sequence:

 Bell work: (5 minutes)

Give each table the laminated Subatomic Particle sorting cards and have them work together to try to complete the sort. Walk around giving them necessary feedback.

 Part IV: Building a Glass of Water or 2D model with paper (20 minutes)

1. Students should pair up. Pass 1 marshmallow, 2 gummy bears, and 2 toothpicks to each pair. Each pair of students should then construct a model of a water molecule.

2. Direct each pair of students to bond their water molecule to another group’s water molecule. Then direct that pair of molecules to bond with another pair of molecules.

3. Place all of the bonded water molecules into a large transparent container (large 10000 mL beaker will work). Lead a discussion about this “glass of water”. Ask questions like…

“How would the various water molecules be held together?”

“Which atoms are attracted to each other? What causes this attraction?

“Is this attraction weak or strong?

“What is this attraction called and why would it be important?”

1. Students should then complete Part III of the Structure of Materials Worksheet

2. Students will revise their initial questions that they made prior to the Student Worksheet

 Water structure and properties notes (10 minutes)

1. Preset the PowerPoint notes on water. Have the students make a table in their interactive notes book that lists the property of water paired with why that property is essential to sustaining life on Earth. Alternatives= Foldable or Jigsaw Media presenation prepare in class by the students.

 Exit Ticket Day 2 (5 minutes)

Ask the students to think of all the ways in which they have used water during the last week and list them on their index cards. Tell them to cross out the items they can live without. Place a star next to the items that are essential. Review the items with stars: Is there an alternative to water that they could use instead? Why or why not? What do they know about water that makes it so unique?”

Extended Learning: Probing questions about the properties of water and how these properties may be essential to life.

Accommodations and Adaptations to optimize levels of support for the Unique Needs of SWD, Gifted Learners and English Language Learners: tangibles, probing questions, peer groups, frequent formative Biology Unit Plan: Introduction to Chemistry and Properties of Water assessment, encouragement, graphic organizers

Teaching Resources: materials worksheet gummy bears, toothpicks, marshmallows, subatomic particle cards. Element cards

Technology Utilization: video clips, doc cames, tangibles

Assessment

Pre-assessment: ______

Formative: Sorting results (informal observations), exit tickets, structure of materials worksheet

Summative: ______

After Lesson – Teacher Reflection: What did I purposely plan that successfully increased student achievement? Where did my students struggle and what revisions do I need to make?

Days 7 and 8 /Date__8/26/14_- 8/27/14___ Learning Sequence and Monitoring What is the Lesson Design Question(s) focus? _DQ3____ What are the dominant content elements for the lesson? _14, 15, 16, 18, 19, 20____ Daily Learning Targets:

1) Students will be able to identify the properties of water.

2) Students will be able to explain how these properties are essential for lsustaining life on Earth.

Daily Academic Vocabulary: adhesion, cohesion, hydrogen bond, specific heat, polarity, density, solvent, solute

Lesson Sequence:

 Bell work: Day 3 (5 minutes)

Share the following quote with your students.

“When carbon (C), oxygen (O) and hydrogen (H) atoms bond in a certain way to form sugar, the resulting compound has a sweet taste. The sweetness resides neither in the C, nor in the O, nor in the H; it resides in the pattern that emerges from their interaction.” - Fritjof Capra

Ask the students to share with their shoulder examples in their everyday life where things on their own may Biology Unit Plan: Introduction to Chemistry and Properties of Water have different properties than the things that are formed when the individual parts come together.

 Structure and Properties of Water Stations (4 Stations at 15 minutes each) or students will take part in a Close Read (Small But Mighty)

Have students rotate within four different stations. Each station will have a task card explaining the objective(s) and procedures.

Station 1: Vocabulary

Station 2: Investigation and analysis: Penny Drop Lab or Soapy Water Lab

Station 3: Data analysis

Sponge Activity= the properties of water practice worksheet

HomeFun: Complete the sponge activity

Extended Learning: Probing questions about the properties of water and how these properties may be essential to life.

Teaching Resources: Water station task cards and resources, stations passport

Technology Utilization: Doc cam

Assessment

Pre-assessment: ______

Formative: __Sponge Actvity (Properties of water worksheet___

Summative: ______

After Lesson – Teacher Reflection: What did I purposely plan that successfully increased student achievement? Where did my students struggle and what revisions do I need to make? Day 9 /Date__8/29/14____ Learning Sequence and Monitoring What is the Lesson Design Question(s) focus? _____ Dominant Content Elements for the lesson ______Biology Unit Plan: Introduction to Chemistry and Properties of Water

Daily Learning Targets: SC.912.P.8.7 3. Identify the elements and number of atoms of that element in a molecule (covalent compounds) or formula unit (ionic compounds) 4. Identify a formula as representing an ionic or covalent compound SC.912.L.18.12 3. Relate the physical characteristics and bonding of water to its effect on living systems. 4. Describe and give examples of how the properties of water are essential to sustaining life. SC.912.N.1.1 3. Determining the experimental variables 4. Generating and testing scientific hypothesis

Daily Academic Vocabulary: Hypothesis, control, independent variable, dependent variable, proton, electron, neutron, ionic, covalent, molecule, inference, investigation, theory, analysis, nucleus, adhesion, cohesion, hydrogen bond, specific heat, polarity, density, solvent, solute

Lesson Sequence: 1) Common Summative Assessment

Extended Learning:

Accommodations and Adaptations to optimize levels of support for the Unique Needs of SWD, Gifted Learners and English Language Learners: Additional time

Teaching Resources: Common assessment

Technology Utilization: Assessment Pre-assessment: ______Formative: ______Summative: ___Unit 1 Assessment______

After Lesson – Teacher Reflection: What did I purposely plan that successfully increased student achievement? Where did my students struggle and what revisions do I need to make?