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Rigorous Curriculum Design—Unit Planning Organizer Blank Rigorous Curriculum Design—Unit Planning Organizer Blank 33DEKALB COUNTY SCHOOL DISTRICT RIGOROUS CURRICULUM DESIGN UNIT PLANNING ORGANIZER Subject(s) Science Grade and 8th Grade Physical Science Course Unit of Study Structure and Properties of Matter Timeframe: Date To Date: Pacing 12 weeks; 60 Total days (55 Instructional Days, 5 Buffer Days) “Unwrapped” Priority Common Core State Standards Skills and Concepts S8P1. OBTAIN, EVALUATE, and COMMUNICATE information about the structure and properties of matter. a. DEVELOP and USE a model to COMPARE and CONTRAST pure substances (elements and compounds) and mixtures. (Clarification statement: Include heterogeneous and homogeneous mixtures. Types of bonds and compounds will be addressed in high school physical science.) b. DEVELOP and USE models to DESCRIBE the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed. c. PLAN and CARRY OUT investigations to COMPARE and CONTRAST chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter. d. CONSTRUCT an ARGUMENT based on observational evidence to support the claim that when a change in a substance occurs, it can be classified as either chemical or physical. (Clarification statement: Evidence could include ability to separate mixtures, development of a gas, formation of a precipitate, change in energy, color, and/or form.) e. DEVELOP models (e.g., atomic-level models, including drawings, and computer representations) by ANALYZE patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules. Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 1 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank “Unwrapped” Priority Standards “Unwrapped” “Unwrapped” Skills Concepts Bloom’s Taxonomy DOK (For Overall (Students Need (Students Need Levels Standard) to Be Able to Do) to Know) Standard: S8P1 • Obtain • Structure and • Evaluate • 4 (Analyze) • 4 (Extending Matter • Communicate • 5 (Evaluate) Thinking) • Properties of Matter S8P1a • Develop • 3 (Apply) • 3 (Strategic • Model pure • Use • 4 (Analyze) Thinking) substances & • Contrast mixtures • 5 (Evaluate) S8P1b • Develop • Models to describe • 3 (Apply) • 3 (Strategic • Use the movement of • 4 (Analyze) Thinking) • Contrast particles • 5 (Evaluate) S8P1c • Plan • Investigation to chemical and • 2 (Understand) • 3 (Strategic • Carryout physical properties • 3 (Apply) Thinking) • Compare of matter • 6 (Create) • Contrast • Construct an S8P1d argument based on • 4 (Extending • 4 (Analyze) • Construct observational Thinking) • 5 (Evaluate) • Support evidence when a • Obtain change in a substance occurs • Evaluate either physically or chemically. S8P1e • Models of atomic • Develop structure • Analyze • Analyzing patterns • 3 (Apply) • Illustrate within the periodic • 6 (Create) • 3 (Strategic table • 4 (Analyze) Thinking) • Illustrate simple molecules Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 2 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Supporting Standards Standard: S8P1 f. Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting differences between products and reactants. (Clarification statement: Evidence could include models such as balanced chemical equations.) S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system. d. Plan and carry out investigations on the effects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection). Crosscutting Concepts: • Cause and Effect • Energy and Matter • Structure and Change • Patterns • Scale, Proportion, and Quantity Essential Questions Corresponding Big Ideas 1. What's the difference between substances 1. Mixtures can be separated by physical and mixtures? How do particles combine means whereas substances cannot. into new substances? Students develop their own procedures to What evidence can show how the physical separate a mixture and then carry out and chemical properties of the substances their plan using lab tools of their choice! change?" 2. How can one explain the structure, 2. The properties of matter can influence a properties, and interactions of matter? structure and its function. 3. How do substances/particles combine or 3. Energy has a direct relation to the cause change (react) to make new substances? and effect of the properties and structure How does one characterize and explain of matter. these reactions and make predictions about them? 4. There is an attraction between positive 4. What makes objects attract or repel each protons and negative electrons that hold other? an atom together. Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 3 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 4 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Crosscutting Concepts & Science and Engineering Practices Crosscutting Concepts (All Daily) 1. Patterns, Similarity, & Diversity 2. Cause & Effect 3. Scale, Proportion, & Quantity 4. Systems & System Models 5. Energy & Matter 6. Structure & Function 7. Stability & Change Science & Engineering Practices: #1, 2, & 6 (Daily) 1. Asking Questions (Science) and Defining Problems (Engineering) 2. Developing & Using Models 3. Planning and Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations (Science) & Designing Solutions (Engineering) 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 5 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Unit Assessments Directions: (Delete the italicized directions in this template when no longer needed) Include two versions of each assessment: 1. Student Version: A ready-to-print copy of the student assessment including scoring guide when age appropriate. 2. Teacher Version: Include answer key for selected response questions and a scoring guide for constructed-response questions and the corresponding priority standard code. Consider including a “Big Ideas” questions on the Post-Assessment (sample template on subsequent page). Choose whether to: attach the assessments within this document, link to the assessments, or provide the specific path to find the assessments. Also, add a scoring guide for each assessment (template below). Pre-Assessment Post-Assessment Student Version: Student Version: Gr8_Science_Unit1_Preassessment_Student Dekalb Benchmark Assessment Teacher Version: Teacher Version: Gr8_Science_Unit1_Preassessment_Teacher Use this format for your scoring guide. Scoring Guide 4 Advanced 3 Proficient 2 Basic 1 Below Basic All “3” criteria plus: o o Meets ___ of the “3” o o o Meets fewer than criteria o o ___ of the “3” criteria Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 6 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank If you choose to use your Essential Questions in your assessment, this page provides a template for you. Delete this page if you opt not to embed Essential Questions within the unit assessment. Big Idea Responses to Essential Questions Student Directions: Write a Big Idea response for each of the following Essential Questions. Include vocabulary terms you have learned. Your responses will be evaluated using the Big Ideas Scoring Guide. Big Ideas Scoring Guide 4 Advanced 3 Proficient 2 Basic 1 Below Basic All “proficient” criteria o States all Big Ideas o Meets one of the two o Not yet able to plus: correctly in own words “proficient” criteria respond correctly o Provides example(s) as o Includes vocabulary part of responses terms in responses o Makes connections to other areas of school or life Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 7 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Performance Assessment Engaging Scenario Directions: Incorporate the five elements of effective scenarios: current situation; student challenge; student role; intended audience; product, or performance. Dear Jr. Chemist applicant, It is with great pleasure that I inform you that you have been selected by our leading team of scientists, including myself to interview for a position within “The DCSS Institute for Molecular Science”, a government funded research facility commissioned by The President of The United States of America. Successful applicants will enjoy working amongst a team of leading edge, next generation
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