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.

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

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.

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

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

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

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 scientists, shaping the future of chemical engineering. This position also holds a six figure salary, with opportunity for growth and development, within the DCSS Institute of Molecular Science.

We are looking for responsible individuals like yourself who are; hard working, dedicated team members, willing to share their knowledge of molecular science and chemistry with our top engineers, physicist, and geologist. We seek someone that strives to push forward the boundaries of science and have an interest in exploring and developing a new super mutant hero, which would benefit the human race and protect our people from unforeseen events, of both natural and un natural phenomena.

Your interview will begin immediately and last for the next 12 weeks. Successful candidates will demonstrate their knowledge of the periodic table, atomic structure, the physical and chemical properties and changes of matter. Candidates will design and engineer a new breed of Super Hero, which is chemically fused to an element of the periodic table that will help facilitate, improve the safety of and help protect the development of the human race against unforeseen events and circumstances.

We look forward to meeting you, and hope that you pass the interview and join our dynamic team of chemical engineers.

Sincerely,

Georgia DCSS

Professor DCSS (Founder and Executive Director of The DCSS institute of Molecular Science)

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task Synopses Directions: 1) Brainstorm three or four possible Performance Tasks. 2) Write a brief synopsis (1–2 sentences) for each selected task and list the tasks in a “learning progressions” sequence. 3) Include the standards code for each task. Task1: Phenomena: How is it that you can fine the same particles in an element, a compound, and a mixture but they look different in real life and on a model?

Jr. Chemist, today you will be following the procedure to complete the task of creating a poster that models the structures of elements, molecules, compounds, and mixtures using marshmallows and toothpicks. Let’s show our reading, modeling, and analytical skills! (S8P1a, S8P1e)

Task 2: Phenomena: Have you ever eaten a popsicle on a hot day, to find most of the ice turn to liquid and fall on the floor?

Today Jr, Chemist you are going to investigate what happens when things change state. Did you know that at room temperature an element will be a solid, liquid or gas. You are going to develop a model (diagrams and drawings) to explain how thermal energy can be used to change the state of a substance from a solid to a liquid and a gas to a liquid. You will need to demonstrate your knowledge of particle motion and energy transfer. (S8P1.d, S8P2e)

Task 3: Phenomena: Who dunnit!? What is it? Science mysteries - in this case using mystery powders.

Jr. Chemist you probably know that it is often challenging to determine the identity of an unknown substance based on its chemical and physical properties. A scientist, for example, may only have a small amount of a substance. As a result, the scientist may not be able to conduct all the different types of tests that he or she wants to because some tests may change the characteristics of the sample during the process (such as when a metal is mixed with an acid). Your goal is to use what you know about the physical properties of matter, proportional relationships, and patterns to design and carry out an investigation that will enable you to collect the data you need to determine the identity of the unknown substances. (S8P1c)

Task 4: Phenomena: Chemistry Phenomenon – Effervescence in Chemical Reactions

Jr. Chemist, we need for you to use what you know about physical and chemical properties of matter, stability and change, and how to design and carry out an investigation to develop a set of rules you can use to distinguish between a chemical change and a physical change in matter. The guiding question of this investigation is, What set of rules should we use to distinguish between chemical and physical changes in matter? (S8P1d)

Task 5: Phenomena: Static electricity attracting and repelling plastic bag strips.

Your next task applicants are to explore different reactions that relate to your element. Explain whether you think it is worth creating a compound of your element or not, using evidence to support your

Rigorous Curriculum Design—Unit Planning Organizer Blank argument. Explain how you think the compound might improve or worsen the ability of your super hero. (S8P1.a-f)

Task 6: Phenomena: If your new breed of Super Hero could have one super power, which is chemically fused to an element of the periodic table what would it be and why?

Ok, applicants for the Jr. Chemist position at The DCSS Institute for Molecular Science, let’s see what you know about the periodic table. Create a presentation for my lab assistant to explain what the periodic table is, how the elements of the periodic table are organized, and what the numbers around each element represent. It would also be good if you could select a few elements and share their chemical and physical properties. This will be a walk in the park for most of our top candidates. Create a visual poster to explain what the periodic table is.

Remember you will design and engineer a new breed of Super Hero, which is chemically fused to an element of the periodic table, which will help facilitate, improve the safety of and help protect the development of the human race against unforeseen events and circumstances. (S8P1.c, S8P1.e)

Performance Task 1 In Detail Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s).

Task 1 Student Directions: Phenomena: How is it that you can fine the same particles in an element, a compound, and a mixture but they look different in real life and on a model?

Associated Element: S8P1a. 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.)

Engage: Jr. Chemist here is a sorting task for you and a partner that will test your knowledge of compounds, elements, and mixtures. You will collaborate with up to three other applicants in the card sort competition. Each group will have one set of ECM Task Cards and one set of “E” “C” “M” “?” cards to help with categorizing your photo cards that represent an item of an elements, compound, or mixture.

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 1 In Detail Students will sort the items pictured into 4 columns: Elements, Compounds, Mixtures, and “?”. (The “?” category is a temporary place holder for you to discuss further within your group. Talk with your partners support your claim on why you believe a particular card would be in a category.

Explore and Explain:

Jr. Chemist, today you and a partner will be following the procedure to complete the task of creating a poster that models the structures of elements, molecules, compounds, and mixtures. Within the procedure it asks that you read the ECM Skill 3 Notes Page one section at a time. If these directions are skipped, the final product cannot be completed accurately. I know you will want to rush and complete the poster; but the reading and obtaining of information from the text is the most essential element of the process. Let’s show our reading, modeling, and analytical skills!

Evaluation: Jr. Chemist, now that you’ve completed your model, let’s analyze your data by answering the pertinent questions from the DCSS Institute for Molecular Science called the “Marshmallow Molecule Questionnaire.” Use your model to guide your thinking. Element, Compound, or Mixture Identification Discovery sheet.

Elaboration:

Elements and Compounds activity

Jr. Chemist, how is it that you can fine the same particles in an element, a compound, and a mixture but they look different in real life and on a model? Let’s explore this some more with the Elements and Compound activity. Elements and Compound Materials Needed - Mixture of your choice - Compound of your choice • Cereals • Sugar • Candies • Salt • Nuts and bolts

- Plastic zip lock bags for mixture and compound

Procedure 1. Each pair of students should have a bag containing either the mixture or the compound. 2. Separate the substance on the table. Student Analysis 1. Jr. Chemist, it’s now time to explain how you separated your substance. 2. Look around at other groups. Were some groups not able to separate their substances? 3. Talk about why some groups could not separate their substances. 4. Explain how you can differentiate between elements, compounds, and mixtures.

Task 1 Teacher Notes Engage:

1. Each group will have one set of ECM Task Cards and one set of ECM? cards to hold up. 2. Students will sort the items pictured into 4 columns: Elements, Compounds, Mixtures, and “?”. (The “?” category is a temporary place holder for students to discuss further within their group, all items should be sorted before answers are revealed)

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 1 In Detail 3. Once all the groups have had a chance to discuss and sort the items, we will go over the answers as a class. 4. Using the PowerPoint, show the first item (Rocks). Ask each group to choose one of the E,C, or M cards. 5. Have them place the “?” in front of their answer. (this prevents the other groups from seeing their answer) A spokesperson for each group will stand up and hold the ECM? cards. 6. Ask all the groups to reveal their answer at the same time. Compare answers & discuss. 7. Reveal the answer and have students record the results in their notes. 8. If needed, have students move the card to the correct category on their desk, too. 9. For fun, I award a point to each group that has a correct answer; the kids enjoy a little friendly competition. 10. Continue with the next slide (Copper) and repeat.

Engage: ECM Sorting/task cards and answers could be laminated and cut apart, 1 set per 2-4 students

E, C. M, ? cards Elements, Compounds, and Mixtures Notes

Elements, compounds, mixtures PowerPoint

Task 1 Teacher Notes Explore/Explain: In this lesson, students gain an understanding of what elements, molecules, compounds and mixtures look like at the molecular level. Students use marshmallows to represent atoms and toothpicks to represent bonds. The purpose of the lesson is not for them to learn how to bond, but to notice what the particles might look like in each type of matter. Typically, this lesson requires two days from start to finish. Purchase bags of small assorted colored marshmallows. The brand that is sold locally has bags including yellow, orange, green and pink marshmallows. Take time (or have students help) separate these bags into separate containers by color. I typically go through about 1.5 bags per section. In addition, you will need to provide toothpicks, glue and white 11 x 17 poster paper/construction paper. I have students work in groups of 2-3. Groups any larger than that diminishes the impact of the activity for individual students. In short, students divide their paper into four sections for "Elements", "Molecules", "Compounds", and "Mixtures". The procedure will explain and take them through exactly how to complete each section, including the shape and number of bonds for each molecule. Students read each section of the notes page as they follow along with the directions and complete each section of the poster. A couple student examples are included below. Following poster creation, students complete a worksheet asking them to identify structural patterns in each type of matter

Common Student Errors: 1. Students can "forget" to include the extra examples at the bottom of each section. 2. Students can fail to use double bonds when needed. 3. Students can fail to connect the salt and water molecules with a toothpick. 4. Students can fail to make water in the shape of a triangle or sometimes place hydrogen at the top of the molecule instead of the oxygen.

Explore / Engage Give each student a copy of the instructions and the skill notes form. Encourage students to read and mark the text and following all directions. Model the folding of the paper, the element section

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 1 In Detail placement, and the first portion of the molecule section. Pre pack the number of marshmallows for each group. If you run out of pink marshmallows, use a pink or red marker and lightly color some marshmallows not needed.

Marshmallow Molecules Instruction Guide

Skill Notes Form and True False Statements

Evaluate

True False Statements answer Key A look of student work for poster

Elaborate: Element and Compounds Activity Have students to do a gallery walk to look at other groups substance. Have them to write an explanation or to sketch a diagram distinguishing the two on why some groups could not separate their substances while others could. https://middleschoolscience.com/2015/08/06/elements-compounds-and-mixtures-classification-activity/

Clear up common misconception(s) - Students may incorrectly assume that only elements (not compounds) are pure substances. - Students may incorrectly believe that pure substances are transparent, free from additives, and safe to ingest.

Tasks adapted from : https://middleschoolscience.com/2015/08/06/elements-compounds-and-mixtures-classification-activity/ https://betterlesson.com/lesson/634009/marshmallow-molecules

Performance Task 1 Engage Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

6 – mixtures 6 – mixtures 6 – mixtures 6 – mixtures 5 – elements 5 – elements 5 – elements 5 – elements 3 – compounds 3 – compounds 3 – compounds 3 – compounds o o Meets12 of the 14 o Meets 10 of the 14 All “14” criteria plus: o Meets fewer than criteria criteria 10 of the 14 criteria

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 1 Explore / Explain Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

• Paper divided and labeled into correct four sections • Elements placed and labeled correctly. • Three other examples of elements • The molecules section demonstrates correct molecules, labeling, bonding, and 3 other kinds of molecule examples. • The

compounds Meets 6 of the o Meets 5 of the 7 o Meets fewer than 5 section 7criteria criteria of the 7 criteria demonstrates correct compounds, labeling, bonding, and 3 other kinds of compound examples. • The mixtures section demonstrates correct mixtures, labeling, bonding, and 3 other kinds of mixture examples. • Lab questions answered

All “7” criteria plus:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 2 In Detail

Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Task 2 Suggested Phenomena: Why do ice pops melt on a hot summer’s day? What are the states of matter?

Jr. Chemist, scientists are exploring ways in which they could change the state of your super hero, so that it may display properties that are typical of solids, liquids and/or gasses. They are in the process of building a device which will release and absorb energy. The theory being that If enough energy is released the atoms in your super hero element will move vigorously until their intermolecular forces break apart causing them to change state from a solid to liquid, and then a gas. By activating this device to absorb energy from the atoms, they hope that the changes of state will reverse from a gas, to a liquid and then to a solid.

Associated Standards: S8P1b. Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed.

Task 2: Student Directions:

Engage

Directions: Use your text, notes, or go to Launchpad on the Dekalb website. Use the site www.ck12.org, type in solid, liquid, and gas or use teacher prepared notes for your research.

1. Draw a diagram for each state of matter and show how the particles are arranged 2. Describe each state of matter. 3. Categorize the following substances into their appropriate state of matter, based on their physical properties: sugar, water, helium, oxygen, nitrogen, carbon dioxide, sand, gold, silver, wood, yogurt, cream, shaving foam, lighting, fire, glass, cola, orange juice, orange, salt.

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 2 In Detail

Solid Liquid Gas Plasma

Explore

1. Draw the arrangement of atoms that are found in the element Hydrogen at room temperature. Explain how the arrangement of atoms affects the physical properties of your element and how the atoms behave in a solid, liquid or gaseous state of matter.

2. Arrangement of atoms in Hydrogen

a. How are the atoms arranged in this element? ______b. How do the atoms behave in this element? ______c. What are the physical properties of this element based on its state of mater at room temperature?

______

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 2 In Detail

Explore

Phase Change Diagrams The graphs/diagrams below are models to show what happens when water and alcohol are heated. At each stage draw a diagram to show the movement of atoms and their energy levels. Also, write the state of matter on the single line and then the phase change ______to ____on the appropriate lines for each diagram

Directions: Answer the following based on the diagram above. During Segments AB, CD, and EF During Segments BC and DE 1. How many phase(s) are present? ______5. How many phase(s) are present? ______2. Does the temperature increase or decrease? ______6. Does the temperature remain constant or change? __ 3. Is the kinetic or potential energy increasing? ______7. Does kinetic energy remain constant or change? ______4. Does potential energy remain constant or change? ______8. Does potential energy increase or decrease? ____

Elaborate Develop a model (diagrams and drawings) to explain how thermal energy can be used to change the state of a substance from a solid to a liquid and a gas to a liquid. You will need to demonstrate knowledge of particle motion and energy transfer.

Task 2 Teacher Notes:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 2 In Detail

Warm up: Show students a picture of an ice pop with the prompt: “Why do ice pops melt on a hot summers day? What are the states of matter?

Have students read “At room temperature an element will be a solid, liquid or gas. Their task is to create a model to show the state of their element or the one you assign at room temperature and how the molecules behave within this state.

Show students a periodic table and have them select an element from there or assign them one. One that they may have heard of before.

Example: I am made from the element mercury. At room temperature, my state of matter is a liquid. I have the ability to change my form. Mercury is also a metal, giving me strength and electrical conductivity”

Students must determine whether their element or one you assign is a solid, liquid or gas at room temperature. They then complete the activity questions. (5-10min)

Read Task scenario” Jr. Chemist, scientists are exploring ways in which they could change the state of your super hero, so that it may display properties that are typical of solids, liquids and/or gasses. They are in the process of building a device which will release and absorb energy. The theory being that If enough energy is released the atoms in your super hero element will move vigorously until their intermolecular forces break apart causing them to change state from a solid to liquid, and then a gas. By activating this device to absorb energy from the atoms, they hope that the changes of state will reverse from a gas, to a liquid and then to a solid.

Students, must Develop a model (diagrams and drawings) to explain how thermal energy can be used to change the state of a substance from a solid to a liquid and a gas to a liquid. They will need to demonstrate knowledge of particle motion and energy transfer.

Students will have to research what happens when substances change state.

You can provide them with Ipads or give them the lab notes.

Students will share their work in a gallery walk. Provide students the opportunity to leave feedback for their peers based on the rubric.

RUBRIC: 1.I have a model that shows how particles are arranged in a solid, liquid and gas. (5) They may present their work on a poster, they should have 3 diagrams, showing the particles in a solid liquid and gas. 2.I have explained using diagrams how an increase in thermal energy will result in more movement (kinetic) energy within the particles. Diagram should show arrows representing energy being transferred to the atoms. Lines can be placed around the atoms, to show that they have high energy and are moving more frequently. They could show a solid turning into a liquid and how the particle change their position and behavior 3.I have explained using diagrams how decrease in thermal energy will result in less kinetic energy within particles. Same as above, but they could show a gas turning into a liquid.

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 2 In Detail

Particles with high energy, will slow down and then become less far apart, taking the structure of a liquid. Arrows could be used to show energy being transferred away from the gas 4.I have explained what happens to the particles as it changes from a solid to a liquid. Should have a written description, explaining that as thermal energy is applied the atoms move more vigorously, this enables the atoms to overcome their fixed position. 5.I have explained what happens to particles as something changes from a gas to a liquid. Should explain that when thermal energy is transferred away from the gas the atoms move more slowly this results in atoms moving closer to each other taking the structure of a liquid. 6.My work is well presented and shows time and effort

Crosscutting Concepts: • Patterns • Scale, proportion, and quantity

Performance Task 2 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

1. I have a model that shows how particles are arranged in a solid, liquid and gas. 2. I have explained using diagrams how an increase in thermal energy will result in more • Meets 4 of the 6 movement (kinetic) o Meets 3 of the 6 o Meets fewer than 3 criteria energy within the criteria of the “6” criteria particles. 3. I have explained using diagrams how decrease in thermal energy will result in less kinetic energy within particles. 4. I have explained what happens to

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 2 In Detail

the particles as it changes from a solid to a liquid. 5. I have explained what happens to particles as something changes from a gas to a liquid. 6. My work is well presented and shows time and effort

All “6” criteria plus:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 3 In Detail

Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Task 3 Suggested Phenomena: Who dunnit!? What is it? Science mysteries - in this case using mystery powders.

Associated Standards: S8P1c. 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.

Task 3: Student Directions:

Engage: Guiding questions: What are the identities of the unknown substances?

Jr Chemist, your task is to design and conduct an investigation with three to four of your peers. In this investigation, you will have an opportunity to learn about some of the challenges scientists face when they need to identify an unknown substance based on its physical properties and why it is important to make accurate measurements inside the laboratory. You will start by reading the Introduction to the investigation, What Are the Identities of the Unknown Substances?, in a round robin format. Record pertinent facts in the Know, Questions, and Goal Notes Box Chart that has the potential to answer the guiding question: What are the identities of the unknown substances? After you have come to a consensus, check out the Getting Started section of the investigation handout. Use the questions here to drive your thinking about your investigation. You must determine what type of data you need to collect, how you will collect it, and how you will analyze it. Finally, you will need to complete the Investigation Proposal and then submitted to your facilitator for approval. Once approved you may start your data collection. Remember, you are always thinking like a scientist.

Explore Guiding questions: What are the identities of the unknown substances? Jr. Chemist, you are now ready to perform your investigation and collect your data. Remember, scientist can record qualitative and quantitative data. Accuracy is crucial for this task.

Explain: Initial Argument Once your group has finished collecting and analyzing your data, your group will need to develop an initial argument. Your initial argument needs to include a claim, evidence to support your claim, and a justification of the evidence. The claim is your group’s answer to the guiding question. The evidence is an analysis and interpretation of your data. Finally, the justification of the evidence is why your group thinks the evidence matters. The justification of the evidence is important because scientists can use different kinds of evidence to support their claims. Your group will create your initial argument on a whiteboard. Your whiteboard / chart paper should include all the information shown in Figure 3.2.

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 3 In Detail

Figure 3.2 Argument presentation on a whiteboard / Chart paper

The Guiding Question:

Our Claim:

Our Evidence: Our Justification of the Evidence:

Argumentation Session The argumentation session allows all of the groups to share their arguments. One member of each group will stay at the lab station to share that group’s argument, while the other members of the group go to the other lab stations to listen to and critique the arguments developed by their classmates. This is similar to how scientists present their arguments to other scientists at conferences. If you are responsible for critiquing your classmates’ arguments, your goal is to look for mistakes so these mistakes can be fixed and they can make their argument better. The argumentation session is also a good time to think about ways you can make your initial argument better. Scientists must share and critique arguments like this to develop new ideas.

To critique an argument, you might need more information than what is included on the whiteboard. You will therefore need to ask the presenter lots of questions. Here are some good questions to ask: • How did you collect your data? Why did you use that method? Why did you collect those data? • What did you do to make sure the data you collected are reliable? What did you do to decrease measurement error? • How did your group analyze the data? Why did you decide to do it that way? Did you check your calculations? • Is that the only way to interpret the results of your analysis? How do you know that your interpretation of your analysis is appropriate? • Why did your group decide to present your evidence in that way? • What other claims did your group discuss before you decided on that one? Why did your group abandon those alternative ideas? • How confident are you that your claim is valid? What could you do to increase your confidence?

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 3 In Detail

Once the argumentation session is complete, you will have a chance to meet with your group and revise your initial argument. Your group might need to gather more data or design a way to test one or more alternative claims as part of this process. Remember, your goal at this stage of the investigation is to develop the most acceptable and valid answer to the research question!

Task 3 Teacher Notes: Physical Properties of Matter

What Are the Identities of the Unknown Substances? Purpose The purpose of this lab is for students to apply what they have learned about physical properties of matter to identify a set of unknown substances. Through this activity, students will have an opportunity to explore the role of patterns and of scale, proportion, and quantity in scientific investigations. Students will also learn about the difference between data and evidence and how scientists use different methods to answer different types of questions. Please see Teacher Notes for Physical Properties of Matter Lab for complete instructions and ideas. Lab investigations and forms: Physical Properties of Matter Lab

Approximate Timeline Day Stage Time minutes 1 Introduce the task and the guiding question 20 Design a method 30 2 Collect data 50 Develop an initial argument Homework 3 Group revision of initial argument 20 Argumentation session (and revise initial argument) 30 4 Explicit and reflective discussion 20 Write investigation report Homework

Topics for the Explicit and Reflective Discussion – Whole group Concepts That Can Be Used to Justify the Evidence To provide an adequate justification of their evidence, students must explain why they included the evidence in their arguments and make the assumptions underlying their analysis and interpretation of the data explicit. In this investigation, students can use the following concepts to help justify their evidence: • Matter and substances • Atoms and atomic composition • Physical and chemical properties • Physical and chemical changes

This scenario and lab were adopted from Argument-Driven Inquiry by Jonathan Grooms and Patrick Enderle. Lab copy: http://static.nsta.org/extras/adi-physicalscience/Lab3Handout- PhysicalPropertiesOfMatter.pdf

Scaffolding Materials http://www.argumentdriveninquiry.com/8-stages-of-adi.html

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 3 In Detail

file:///C:/Users/Owner/Downloads/Peer%20Review%20Guide%20and%20Instructor%20Rubric%20- %20Middle%20School.pdf

http://www.argumentdriveninquiry.com/scaffolding-materials.htm

http://www.argumentdriveninquiry.com/webinars.html

Crosscutting Concepts: • Patterns • Scale, proportion, and quantity

Performance Task 3 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

The Argument Report

• Did the author provide a clear and complete claim that answers the guiding question? • Did the author use evidence to support his or her claim? • Did the author present the evidence in an appropriate manner by • Meets 4 of the 5 including a correctly o Meets 3 of the 5 o Meets fewer than 3 formatted and labeled criteria criteria graph (or table); • of the “5” criteria referencing the graph or table in the body of the text?

• Does the evidence support the author’s claim? • • Did the author use a scientific concept to justify the evidence?

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 3 In Detail

o All “5” criteria plus:

Performance Task 4 In Detail

S8P1d. 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.)

Phenomena: Chemistry Phenomenon – Effervescence in Chemical Reactions

Task 4 Student Directions: Jr. Chemist, we need for you to use what you know about physical and chemical properties of matter, stability and change, and how to design and carry out an investigation to develop a set of rules you can use to distinguish between a chemical change and a physical change in matter. The guiding question of this investigation is, What set of rules should we use to distinguish between chemical and physical changes in matter?

Engage

Small group activity

Create a PEOE Chart: Is it a Chemical or Physical Change Action Predict Observations Explain Paper torn

Paper burned

Soda Can

Soda Can Crushed

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 4 In Detail Effervescent Tablet Effervescent Tablet in water

Predict if the action causes a chemical or physical change. After each record observation(s), then give your scientific explanation.

Procedures: 1. Tear a piece of paper into pieces. 2. Try putting the paper back together on the table. 3. Next the teacher will burn a small piece of paper, 4. Try to put the burned paper back together. 5. Describe the can of soda. 6. One person crushes the can. Now, write down all of your observations on how the can has changed. explain how the cans have changed 7. Look at an effervescent tablet. Write down all of its properties or characteristics. Drop the effervescent tablet in some water. Record all the observations.

Individual Activity 1. Explain the difference in the two pieces of paper. 2. What was it that made the burned paper different? 3. Which demonstration(s) represented a chemical change? 4. Which demonstration(s) represented a physical change? 5. What is the difference in a physical change and a chemical change?

Conclusion What is your reasoning to answer: What set of rules should we use to distinguish between chemical and physical changes in matter?

Explain

Evidence of Chemical Change

In each test tube write an give an example of chemical change

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 4 In Detail

Explore What happens to properties when I combine substance? Purpose: In this investigation, you will make observations of baking soda, road salt, powered sugar, and water. Then you will combine the four substances, observe what happens and write a scientific explanation.

Safety: Wear safety googles. Wash hands after completing this investigation.

Hypothesis:

Independent Variable: ______Dependent Variable: ______

Procedure: 1. Put 1 teaspoon of baking soda, 1 teaspoon of powdered sugar, and 2 teaspoons of road salt in separate small containers. Label each container.

2. Measure 10 mL of water with a graduated cylinder. Pour it into a small container. 3. Write your observations of baking soda, powdered sugar, road salt, and water in the table below. 4. Pour the baking soda, powdered sugar, and road salt into a corner of a zip seal bag. 5. Stand the container of water upright in the bag. Be careful not to tip it over. 6. Remove as much air as possible. 7. Zip the bag closed. Be sure the bag is completely sealed. Tip over the container to combine the substances. 8. Write your observations of the four substances combined in the table below. 9. Save your bag with substances until your teacher asks you to throw it away.

Data Collection:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 4 In Detail Substances Observations

Baking Soda

Powdered Sugar

Road Salt

Water

Scientific Explanation: Look for patterns in your data to write a scientific explanation that states whether new substances were formed after combining the baking soda, powdered sugar, road salt, and water.

Claim: (Write a statement that responds to the original question.)

Evidence: Provide scientific data to support your claim. You should only use appropriate data and include enough data. Appropriate data is relevant for the problem and allows you to figure out your claim. Remember that not all data is appropriate. Enough data refers to providing the pieces of evidence necessary to convince someone of your claim.)

Reasoning: (In your reasoning statement, connect your claim and evidence to show how your data links to your claim. Also, tell why your data counts as evidence to support your claim by using scientific principles. Remember, reasoning is the process where you apply your science knowledge to answer the question.)

What New Questions do you have?

Figure 3.2 Argument presentation on a whiteboard / Chart paper

The Guiding Question:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 4 In Detail Our Claim:

Our Evidence: Our Justification of the Evidence:

Elaborate Your Investigation Proposal What combination caused the changes? Purpose: In this activity, your group will design and carry out an experiment to determine what combination of 3 substances from the last investigation caused new substances to be formed.

What evidence will you look for to determine what caused the changes?

Safety: Wear safety googles. Wash hands after completing this investigation.

Hypothesis:

What data will you collect? Define your independent variable, dependent variable, controls. Independent Variable: ______Dependent Variable: ______

Procedure:

How will you collect the data (procedures)? With your group, discuss what your procedure should be. Record your procedures. Use numbers or bullet points.

How will you analyze the data?

Prior to conducting your investigation, get teacher approval. ______

Data Collection: Create a data table where you will record your results.

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 4 In Detail

Your Investigation Report What combination caused the changes?

Explanation of what caused the change. Write a scientific explanation of what substances caused the changes.

Claim: (Write a statement that responds to the original question.)

Extension Chemical Changes Student Choice Projects Choose one project from the list below. Make sure it includes how evidence of chemical reactions indicates that new substances with different properties are formed. All projects are equal points.

Poster - Draw a poster that illustrates how evidence of chemical reactions indicate that new substances with different properties are formed.

Experiment -Design an experiment using common substances found in your home that will investigate and show evidence of how chemical reactions indicate new substances are formed.

Color Book -Design a five page coloring book that shows chemical changes that are creating new and different substances.

Game - Create a sorting game to help younger students determine the differences in chemical changes and physical changes.

Student Choice - Present your idea to the teacher for approval. Must include how evidence of chemical reactions indicate that new substances with different properties are formed.

Task 4 Teacher Notes:

Engage: Common Misconception(s) Students may incorrectly assume that all changes to matter can be reversed.

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 4 In Detail

Explore Investigation form to print: What happens to properties when I combine substance?

Students will follow the instructions as printed.

The elaborate session is designed for the accelerated students.

The extend session can be used for any groups.

Performance Task 4 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Your Argumentative Your Argumentative Your Argumentative Report Your Argumentative Report Report • Did the author Report • Did the author provide a clear and • Did the author provide a clear and • Did the author provide complete claim that provide a clear and complete claim that a clear and complete answers the guiding complete claim that answers the guiding claim that answers question? answers the guiding question? the guiding question? question? • Did the author use • Did the author use • Did the author use evidence to support • Did the author use evidence to support evidence to support his or her claim? evidence to support his or her claim? his or her claim? his or her claim? • Did the author • Did the author • Did the author present the • Did the author present the present the evidence evidence in an present the evidence in an in an appropriate appropriate manner evidence in an appropriate manner manner by by appropriate manner by including a correctly including a correctly by including a correctly formatted and labeled formatted and labeled including a correctly formatted and labeled graph (or table); • graph (or table); • formatted and graph (or table); • referencing the graph referencing the graph labeled graph (or referencing the graph or table in the body of or table in the body of table); • referencing or table in the body of the text? the text? the graph or table in the text?

the body of the text? • Does the evidence • Does the evidence • Does the evidence support the author’s support the • Does the evidence support the claim? author’s claim? support the author’s claim? • • author’s claim? • • Did the author use a • Did the author use a • • Did the author use a scientific concept to scientific concept to • Did the author use a scientific concept to justify the evidence? justify the evidence? scientific concept to justify the evidence?

justify the evidence?

o All 5 criteria o All “5” criteria plus: o Less than 4 of the o 4 of the 5 criteria criteria

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 5 In Detail Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s).

Task 5 Student Directions: Ok, applicants for the Jr. Chemist position at Bizarre Chemical Institute, let’s see what you know about the trends on the periodic table.

Phenomena The periodic table contains a little over 100 elements. The atoms of these elements make up millions of substances in all matter.

Associated standard: S8P1e Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyze patterns within the periodic table that illustrates the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules.

Engage

1. Jr. Chemist, you will need a copy of a periodic table. http://science.widener.edu/~svanbram/ptable_6.pdf 2. You will share out with class everything you already know about the periodic table. We will have a scribe to write it on the board, 3. You will be looking at trends on the periodic table, one of which is the reactivity of elements. 4. Discuss with your small group what you think reactivity of the elements mean.

5. Watch the YouTube Video “Reaction (Explosion) of Alkali Metals with Water” https://www.youtube.com/watch?v=DxzFf1ku6cEhttps://www.youtube.com/watch?v=DxzFf1ku6c E

6. Highlight or circle the element on the periodic table as the reactive properties of each element is displayed.

7. Discuss with your small group:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 5 In Detail • The trends you recognized in regards to reactivity. • Where are the most reactive elements located? • Describe the elements you recognize.

8. Construct an argument concerning the location of the elements on the periodic table and the reactivity.

Explore Jr. Chemist, this is a fun way to introduce the families of the periodic table and their properties. First you will enjoy watching the video clips from Periodic Table Videos (http://www.periodicvideos.com) and the experiments performed by the Chemistry Department at the University of Nottingham.

Secondly, you and your team will conduct research concerning the periodic table. You will find the location of each family, record the elements for each family, discuss their properties, color code the periodic table, and discussed any patterns you noticed.

Explain • Work in groups of four. • Look at period two on the periodic table, then each member adopts an atom that you want to be the expert on. • Determine the reactivity of your atom and decide how you would model “act out” that atom. • Record your atom’s name, the location on the periodic table (family and period), and how you are going to determine “act out” its reactivity. • You will come up in front of the class and “act out” your level of reactivity based on your position on the periodic table. • Notice the differences in their reactivity and how it relates to the periodic table.

Elaborate Jr. Chemist, it’s time to decide which element you are going to use to fuse together with your super hero, you need to get some detailed information about this element. We need to know information such as, What is the atomic number and the atomic structure of the element? (Do not use Helium)

My chosen element is______. The chemical symbol of my element is____ Number of protons in my element______. Number of electrons in my element______

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 5 In Detail Number of neutrons in my element______.

The atomic structure of my element

You will need to draw the atomic structure of your element. Check out the diagrams in

fig. 1.1; use them to help you draw the

atomic structure of your own element. Use the space provide to the left.

Chemical engineers and physicists are working around the clock to fuse humans with atoms of varying elements. Build a model of your atom so that scientists can see the atomic structure of the element that you want to create, present your model to the chemical engineers. Your task is to build a 3D model of the atom that is found inside your chosen element.

Task 5 Teacher Notes:

Note: It is often confusing for students to see the terms “atom” and “element” used interchangeably as if they are the same thing. Explain to students that an atom is the smallest particle or “building block” of a substance. An element is a substance made up of all the same type of atom. For instance, a piece of

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 5 In Detail pure carbon is made up of only carbon atoms. This piece of pure carbon is a sample of the element carbon. The people who developed the periodic table could have called it the Periodic Table of the Atoms but they did not have a firm understanding of atoms at that time. Since they were working with actual samples of elements such as copper, mercury, sulfur, etc., they called it the periodic table of the elements.

Common Misconception(s) - They don’t understand that all things are made up of combinations of these elements. - They don’t understand that valence electrons are what determines an elements reactivity.

Printable PP Table http://science.widener.edu/~svanbram/ptable_6.pdf

Engage

1. Jr. Chemist, will need a copy of a periodic table. 2. On the board list everything students already know about the periodic table. 3. Let them know that you will be looking at trends on the periodic table, one of which is the reactivity of elements. 4. Discuss with your small group what you think reactivity of the elements mean. (A chemical that reacts easily with other substances is considered highly reactive.)

4. Watch the YouTube Video “Reaction (Explosion) of Alkali Metals with Water” https://www.youtube.com/watch?v=DxzFf1ku6cEhttps://www.youtube.com/watch?v=DxzFf1ku6cE

5. Highlight or circle the element on the periodic table as the reactive properties of each element is displayed. After the video: 6. Explain that the most reactive elements are found in group 1 and they become more reactive as you go down the list. 7. Read down the list to see if anyone recognizes these elements. 8. At the end of the video your task is to construct an argument concerning the location of the elements on the periodic table and the reactivity. 9. Have them follow the elements on the periodic table as the reactive properties of each element are displayed.

Explain • Using a graphic organizer conduct research or follow the teachers notes and gather information on the Periodic Table Classification. This is an introduction to the families of the periodic table. Google Slides (Public) – updated for 2016 with links to the YouTube videos to view an element in each family. https://docs.google.com/presentation/d/1pSB2A2jPvNeMCWCjx25yUiONzIUBAsQ4A7- qhw90puo/edit#slide=id.p15

PDF file for coloring the periodic table: https://middleschoolscienceblog.files.wordpress.com/2015/01/periodic-table-color-notes.pdf • What can we tell about this element (atom) from the periodic table?

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 5 In Detail Reinforce • Identify that valence electrons determine an atom’s chemical properties, including reactivity. • Interpret the arrangement of the periodic table to explain how properties are used to classify elements, including periods and groups. • Identify Metals, Nonmetals, and Metalloids on the periodic table? • Compare Metals, Nonmetals and Metalloids using their physical properties?

Elaborate

Warm up: Show an image of an atom on the board. Quick write: what is this image? What are the different parts? Note the image is not an accurate diagram of an element. It is just to get students talking about the structure of the atom.

Say “Chemical engineers and physicists are working around the clock to fuse humans with atoms of varying elements. You will build a model of your atom so that scientists can see the atomic structure of the element that you want to create, present your model to the chemical engineers.”

Students will use their textbooks or Ipads to research the structure of their atom. They will then build a model of their atom. Students could mount their model onto a piece of paper, where they could include the legend and information about each part of their atom. This model will form part of their final showcase. Students may use household materials or purchase materials for their model. If you have students working in groups of 4, it is advised to get your students to produce 2 atoms; they should then choose the best one for their final showcase. At the end of the activity, you can show their work in a gallery walk around the classroom or in the hallway. Students could use the rubric to grade each other’s work using Post-it notes.

Performance Task 5 Scoring Guide Periodic Tables Notes

4 Advanced 3 Proficient 2 Basic 1 Below Basic

o Color code for family

o Element symbols

o Phase at room

temperature

o # of valence of “2” out of 5 criteria All “5” criteria “4” out of 5 criteria electrons per family

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 5 In Detail

o Properties of elements family

o Reactivity each family

All “5” criteria plus:

Performance Task 5 Scoring Guide 3 D Model

4 Advanced 3 Proficient 2 Basic 1 Below Basic

o I have a 3D model of an atom. o I have described and explained which element my atom comes from o I have indicated the number of protons, neutrons and electrons that

are in my atom

o My model has the

correct number of

electrons, protons

and neutrons

o My model has a “2” out of 6 criteria legend, to identify All “6” criteria “4” out of 6 criteria key parts of the model. o My model is creative and well presented, showing time and effort

All “6” criteria plus:

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 6 In Detail Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s).

Task 6 Student Directions: In this assignment, you will design a superhero based on one of the elements of the periodic table. The physical appearance, attitudes and superpowers of your superhero have to be based on the physical and chemical properties of the element you choose. No two students may choose the same element. Remember, a superhero can be male or female.

Phenomena: What evidence can show how the physical and chemical properties of the substances change?”

Extend

Part 1: 1. The element I choose is called ______and it has the symbol ______. 2. Its atomic number is ______3. Its atomic mass is ______4. It has a boiling point of ______5. It has a melting point of ______6. It has a density of ______7. At standard atmospheric temperature and pressure it is found in the ______(solid/liquid/gas) state. 8. It is a ______(metal/non-metal/metalloid). 9. Describe as many things about its physical appearance/properties as you can. 10. Describe as many things about its chemical properties or how it reacts to other things as you can.

11. Describe as many uses for your element as you can.

12. Describe as many hazards of your element to the environment or humans as you can.

Part 2: Based on your research you should design your superhero with the physical appearance, strengths and weaknesses (every superhero has weaknesses) of your element.

Characteristic Describe the What connection specific does your choice characteristic have with the of the superhero. element’s properties? Body sex and build

special body characteristics

color and texture

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 6 In Detail

Costume components (E.g. cape or not cape, mask or no mask etc.)

color scheme

symbol(s)

weapon(s)

Powers Provide at least 2 powers based on the characteristics of the element. Describe how these powers are reflected in the body, costume and/or abilities of the superhero.

Weaknesses At least 1 weakness

Part 3: You may demonstrate your mutant super hero: drawing element superhero in color, a 3-D model any material, human model with costume, etc. Be creative. Remember to give your superhero a name. Do a rough draft first and have your elbow partner to critique it. Complete your final version and be prepared to introduce your mutant super hero to the DCSS Institute for Molecular Science Chemical Institute committee.

Part 4: Now that you have created your superhero, you have to write a short 1 page short story involving your superhero. In this story, the superhero should be doing something heroic (battling evil, saving people etc.) and using his or her superpowers. An alternative can be a creation story that is an account of how your superhero developed his or her powers. Remember, the superpowers and characteristics and behaviors of your superhero have to match the characteristics of your element.

Task 6 Teacher Notes: Students may use the following websites for their resources:

http://www.chemicool.com

http://www.chemicalelements.com/

http://www.webelements.com/

http://www.lenntech.com/periodic-chart.htm

http://www.uky.edu/Projects/Chemcomics/

Rigorous Curriculum Design—Unit Planning Organizer Blank

Performance Task 6 In Detail

When students are making their final decisions, explain that they need to identify which super powers they want their superhero to have and then find elements with similar properties. Students might find it difficult; encourage them to use their imagination and think about every aspect of their element, including its state of matter (solid, liquid and gas). This activity will require textbooks or internet access, to research the properties of different elements.

Note: Remember to develop the “proficient” level of each scoring guide first. Base the other levels off the “proficient” level as in the sample below.

Performance Task 6 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic o Part 1: Research questions 1-8 answered and completed correctly.

o Questions 9-12

have been

thoroughly researched and

clearly described.

o Part 2: designing Meets 7 of the 12 Meets 9 of the 12 your element criteria Meets 11 of the 12 criteria superhero, the chart criteria is complete.

o The responses demonstrated a connection between the characteristics of the superhero and the characteristics of the element.

Rigorous Curriculum Design—Unit Planning Organizer Blank o Part 3: modeling of your element superhero o The model corresponds to the description of the superhero designed in Part 2 o An appropriate name has been given to the superhero o Effort has been put into the model to make it eye- catching and visually appealing. It does not look like a draft. o Part 4: writing your element superhero story o The story either describes the creation of the superhero or a conflict in which the hero demonstrates his or her powers. o The story showcases the connection between the characteristics of the superhero and the characteristic of the element. o The story is interesting.

All 12 criteria plus

Rigorous Curriculum Design—Unit Planning Organizer Blank

Instructional Strategies

Instructional Strategies Research-Based Effective 21st Century Learning Skills Teaching Strategies  Learning Objectives (posted and referenced)  Teamwork and Collaboration  Identifying Similarities and Differences  Initiative and Leadership  Summarizing and Note Taking  Curiosity and Imagination  Reinforcing Effort, Providing Recognition  Innovation and Creativity  Homework and Practice  Critical thinking and Problem Solving  Nonlinguistic Representations  Flexibility and Adaptability  Cooperative Learning  Effective Oral and Written Communication  Purposeful small group instruction  Accessing and Analyzing Information  Increased think time  Other

 Setting Objectives, Providing Feedback  Check for Understanding  Generating and Testing Hypotheses  Cues, Questions, and Advance Organizers  Interdisciplinary Non-Fiction Writing

Rigorous Curriculum Design—Unit Planning Organizer Blank

Intervention Strategies Intervention Strategies Specially Designed (Tiers 1, 2, 3) Strategies for English Instruction for Special Additional Supports in Language Learners Education Students Classroom  Re-voicing  Conferencing  Visuals/Realia  Explaining  Additional time  Front-loading  Prompting for participation  Small group collaboration  Echoing/Choral response  Challenging or countering  Modify quantity of work  Color-coding  Asking “Why?” “How?”  Take student’s dictation  Multiple exposures in different media  Reread  Scaffold information  Pair-share  Practice new academic  Differentiated content vocab. process or product  Modeling  Assistive technology  Consistent reward system  Language scaffolds: eg, sentence frames  Pre-teach & re-teach in a  Refer to students’ IEP or different way 504 plan  Deconstruct complex sentences and texts  Repetition  Assistive technology  L1 support  Use of manipulatives  increased opportunities for  Collaborative work student-student talk  Direct/explicit instruction  Strategic vocabulary  “Chunking” instruction  Accommodating different  Additional think time learning styles  Create differentiated text sets  Providing additional guided practice

Rigorous Curriculum Design—Unit Planning Organizer Blank

Instructional Resources and Materials

Suggested Resources Suggested Technology Resources

Directions: Identify a variety of Directions: Locate Internet sites and software that correspond tangible resources that include with the “unwrapped” Priority Standards concepts and skills, selected texts and hands-on supporting standards, interdisciplinary connections, unit manipulatives, maps, charts, vocabulary terms, and extension/enrichment activities. diagrams, reliable, multimedia, etc., to use while teaching Unit 1 Resources students the “unwrapped” Priority 1.Unit Converter Standards concepts and skills, 2. Jefferson Lab (Variety of material, including games) supporting standards, 3. Particles in Matter and Changes of Matter (Google Slide) interdisciplinary connections, unit 4. Study Jams - Properties of Matter vocabulary terms, and extension/enrichment activities. 5. Separating Matter - TedEd Video (4 minutes) 5. Chemical and Physical Change Module (Fun Interactive Test Include tools/tutorials needed for Yourself!) instruction. (i.e. creating a double 6. Chemical Changes (Interactive) number line) 7. Atoms Around Us 8. Build an Atom (Interactive) 9. Elements, Compound, and Mixtures PowerPoint/Google Slide 10. Relationship between atoms, elements, compounds and School district text books and accompanying resources molecules.(The man in this video talks really slow, I recommend speeding the video up by clicking on the settings menu.) 11. Molecules vs. Compounds YouTube Video Clip 12.Elements, Compounds, Mixtures 13. Meet the Elements Song 14. How many Atoms, Elements,Molecules, or Compounds? (Q&A Instant Results) 15. Scale of the Universe (Interactive) 16. Build a Molecule (Interactive) 18. Study Jams http://studyjams.scholastic.com/studyjams/index.htm http://studyjams.scholastic.com/studyjams/jams/science/matter/el ements-and-compounds.htm

19. Phet Simulations https://phet.colorado.edu/en/simulation/balancing-chemical- equations

20. Brainpop www.brainpop.com (get passcode from your media specialist)

Periodic Table of Elements (S8P1.f)

Periodic Table Game (Recognizing element's symbols and location)(S8P1.f) Strange Matter Exhibit (Conduct online Experiments! Interactive

Rigorous Curriculum Design—Unit Planning Organizer Blank

Resource) Science of Cooking Heating Plastics

Teacher Resources www.gpb.org/chemistry-physics

Bozeman Science World of Science http://www.bozemanscience.com/next-generation-science- standards

Mr. Pharr's Parts of an Atom https://www.youtube.com/watch?v=O5iaw5WNuB0

Khan Academy https://www.khanacademy.org/science

ScienceGeek.net http://www.sciencegeek.net/

Chemfiesta.org https://chemfiesta.org/

GA Virtual Explore Learning http://www.gavirtuallearning.org/Resources/SharedMSScience8th. aspx

Ck-12 https://www.ck12.org/

Teaching Channel Conservation of Mass https://www.teachingchannel.org/videos/conservation-of-mass

Conservation of Matter https://www.youtube.com/watch?v=wPz9uIM5oXY

Periodic Table Videos http://ed.ted.com/periodic-videos

PBS Learning http://www.pbslearningmedia.org/uua/login/?next=/

Educational Videos http://www.watchknowlearn.org/Category.aspx?CategoryID=7927

Launch Pad https://clever.com/in/dekalb Middle School Chemistry http://www.middleschoolchemistry.com/lessonplans/

Science Chem for Kids http://www.chem4kids.com/ Jefferson Labs http://education.jlab.org/indexpages/teachers.html

https://www.quia.com/web

Newsela.com https://newsela.com/

Optional Scientific and Engineering Practices Activities for this unit:

Rigorous Curriculum Design—Unit Planning Organizer Blank

https://middleschoolscience.com/2016/08/24/sep8/

Unit Vocabulary Directions: Identify and list academic vocabulary from the unit’s priority and supporting standards. Include unit-specific vocabulary terms from the performance tasks.

Include the code and text of any cross-curricular standards included in this unit.

Unit Vocabulary Terms Interdisciplinary Connections Unit-Specific / Academic / Tier 2 Domain / Tier 3

S8P1.a Develop • Element Model • Compound • Mixtures Compare • Solute Trace • Solvent Contrast Analyze • Solution Infer • Homogeneous Identify Evaluate mixtures Formulate Plan Describe • Heterogeneous Support Mixtures Carry out Explain • Pure substance Summarize Compare Supplemental: Construct an Argument Contrast Predict • Bonds Explain

S8P1.b Evidence • Solids • Gases Draw • Plasma • Liquids Sketch

Rigorous Curriculum Design—Unit Planning Organizer Blank

• Thermal Energy Illustrate

Science and Engineering Practices in the S8P1.c NGSS

• Density 1. Asking questions (for science) and • Reactivity defining problems (for engineering) • Melting point 2. Developing and using models • Freezing point 3. Planning and carrying out investigations 4. Analyzing and interpreting data • Combustibility 5. Using mathematics and computational • Chemical thinking properties 6. Constructing explanations (for science) • Physical and designing solutions (for engineering) properties 7. Engaging in argument from evidence 8. Obtaining, evaluating, and S8P1.c communicating information Supplemental Crosscutting Concepts in the NGSS • Odor • Patterns: observed patterns in nature guide • Volume organization and classification and prompt questions about relationships and causes • Size underlying them. • Mass • Cause and Effect: Mechanism and • Color Prediction: Events have causes, sometimes • Luster simple, sometimes multifaceted. Deciphering • Hard causal relationships, and the mechanisms by which they are mediated, is a major • Volume activity of science and engineering • Condensing • Scale, Proportion, and Quantity: In • Conductivity considering phenomena, it is critical to • Composition recognize what is relevant at different size, • Chemical time and energy scales, and to recognize proportional relationships between different reaction quantities as scales change. • Precipitate • Systems and System Models: A system is an organized group of related objects or Examples of Physical components; models can be used for Change understanding and predicting the behavior of • Breaking systems. • Bending • Energy and Matter: Flows, Cycles, and • Cutting Conservation: Tracking energy and matter • Freezing flows, into, out of, and within systems helps • Condensing one understand their system’s behavior. • Evaporating • Structure and Function: The way an object is shaped or structured determines many of Examples of Chemical its properties and functions. Change • Stability and Change: For both designed • Burning and natural systems, conditions that affect • Rusting stability and factors that control rates of • Fermenting change are critical elements to consider and • Color change understand. • Respiration

Rigorous Curriculum Design—Unit Planning Organizer Blank

• Digestion • Photosynthesis • Decomposition • Energy change • Emission of light

S8P1.d

• Matter • Element • Molecule • Law of conservation of matter

Supplemental:

• Protons • Product • Electrons • Neutrons • Reactant • Reaction • Energy level • Closed system

S8P1.e

• Element • Periodic table of elements • Atoms • Neutrons • Protons • Electrons • Molecules • Patterns in the periodic table • Atomic levels • Bohr's Models • Lewis Dot Electrons • Supplemental • Metals • Non-metals

Rigorous Curriculum Design—Unit Planning Organizer Blank

• Metalloids • Atomic mass • Atomic number • Periods/Rows • Groups/Families Columns • Chemical symbol

Rigorous Curriculum Design—Unit Planning Organizer Blank

Weekly Planner Course: Physical Science Unit: Structure and Properties of Matter

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards

Before Unit S8P1: a - f (previous Pre-Assessment buffer week) S8P2:d

Title - The science of macaroni salad: Objective: What's in a minture? - Josh Kurz I CAN differentiate between elements, • Using your PEOE predict what you compounds and mixtures. believe this movie is about. https://www.youtube.com/watch?v=4WR0_g 1. Think-Pair-Share to discuss the EEZ9I objective. 2. Compare heterogeneous and • Task 1 scoring • Explain: Support your prediction. Why do homogeneous substances guide you think this will happen? 3. Introduce Dmitri Mendeleev, • Check for transfer Week 1 - 2 S8P1a • As you watch the video record your elements, compounds, mixture thru • Teacher made quiz • Writing prompt observations about the macaroni salad student research. • Exit slip and a mixture. 4. Introduce how matter is classified • Explain your reasoning/understanding and what is matter. after viewing. 5. Differentiate between • Watch: The science of macaroni salad: heterogeneous and What's in a mixture? homogenous mixtures. • Discuss what you think, round robin style 7. Matter and substances after the video. 8. Physical and chemical properties

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards • 9. Physical and chemical Task 1 Complete the task of creating a changes poster that models the structures of elements, molecules, compounds, and mixtures using marshmallows and toothpicks. (approx. 2 days)

Objectives: ● I can identify a substance change from one phase to another with the right conditions of temperature and/or pressure. ● I can identify Physical properties of • Task 2 scoring guide the molecules in a substance change • Check for transfer when energy is added or removed. • Teacher made quiz (molecular motion and arrangement) • Writing prompt • Exit slip Task 2 ● I can identify Energy transfers in Develop and use models to describe the phase changes. (evaporation, • Formative Monitoring S8P1b movement of particles in solids, liquids, melting, sublimation, condensation, (Questioning / Week 3-4 S8P1c gases, and plasma states when thermal freezing, deposition) Discussion): energy is added or removed. • Teacher observations Direct Instruction: throughout the http://www.middleschoolchemistry.com investigations /standards/ngss.php • Student recording sheets • Scientific dialogue with • https://owlcation.com/stem/what-is- students the-particle-model

• Molecules matter • Molecules in motion • Heat, temperature, and conduction • Changing state – evaporation

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards • Changing state – condensation • Changing state – freezing • Changing state – melting • Phase change graph interpretation • Compare density of matter? • Water displacement • Temperature and density

Objectives: Studyjams: I can analyze physical and chemical http://studyjams.scholastic.com/studyjams/ja properties of the reactants and ms/science/matter/changes-of-matter.htm products of a reaction. ● Identify the physical properties of Task 3 scoring guide from color, state of matter, boiling point, Rubric. Work in small groups:Using what you know density, mass, volume, and Suggested informal about physical and chemical changes, place progress monitoring checks each card into the correct category from: temperature. • Exit slip ● Identify the chemical properties of • Formative Monitoring https://middleschoolscienceblog.files.wordpr flammability, pH, and reactivity. Week 5 (Questioning / S8P1c ess.com/2015/01/physical-chemical- ● Recognize that in reactions the Discussion): change-activity-sort.pdf properties of substances change. • Teacher observations ● Identify factors that can change throughout the

investigations In Task 3 physical properties (solutes, Scientific dialogue with temperature, etc.) • your goal is to use what you know about the students physical properties of matter, proportional Direct instruction: ● Investigation Report

relationships, and patterns to design and • Physical and Chemical carry out an investigation that will enable Properties of matter you to collect the data you need to • Physical and chemical determine the identity of the unknown changes in matter substances. • Evidence of changes

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards •

Engage 1 Objectives: Watch Everything is Changing video: I can engage in argument based on • https://www.youtube.com/watch?v=RG8V evidence to prove if a reaction is a HqHgF44 chemical or physical change. Using what you know about • Make a T-chart and then make a list of all ● Identify evidence of a chemical physical and chemical the physical and chemical changes in the change as: color change, changes, place each card video temperature change, gas into the correct category • Summarize how are physical and production, solid formation from: chemical changes defined in the song? (precipitate), pH change. Physical-chemical-change- ● Recognize that when a chemical activity-Humpty Dumpty Engage 2 reaction occurs, the chemical Chemical Reaction Un-Notes Form properties of the substances https://middleschoolscience S8P1d Week 6-7 • After students view each reaction, change. blog.files.wordpress.com/2 S8P1f they are to write down as many 015/01/physical-chemical- observations that they can see during Objective Introduction change-activity-sort.pdf the reactions. 1. Do a Think-Pair-Share to discuss the • Students are trying to determine objective: Investigate how evidence of evidence that will determine if a chemical reactions indicates that new reaction is chemical or physical. substances with different properties are • Pot of boiling water formed. One student will read the http://www.shutterstock.com/video/clip- objective and the other student will 1967887-stock-footage-a-pot-of-boiling- respond with their understanding of the water-on-the-stove-rapid-boil-with- objective (topic). steam.html • Differentiate between Physical and chemical changes

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards • Iodine Clock Reaction: Qualitative • Evidence of chemical and Observations physical changes https://docs.google.com/file/d/0B4UBBnq • What is a chemical reaction? fWz1OOTVPaGRWQmFjeUk/view • Physical-chemical-properties- changes-notes-isn (graphic • Rocket Engine: Qualitative Observations organizer) https://docs.google.com/file/d/0B4UBBnq • Energy changes in chemical fWz1Oc1Q4aEVPWS1MNzA/view reactions • Construct an argument based • Elephant’s Toothpaste: Qualitative on evidence to support a Observations scientific claim https://docs.google.com/file/d/0B4UBBnq • Conservation of matter fWz1ONWhhYlJzNkhFd2M/view (counting atoms on both sides of equation) Task 4 your task is to construct an • Use illustrations of molecules argument based on observational evidence to explain how the interaction to support the claim that when a change in a and rearrangement of atom in substance occurs, it can be classified as baking soda and vinegar either chemical or physical. reaction results in the production of gas and mass is Show and Predict, Observe, Explain video conserved. (are one similar) Mr. Bean’s Chemistry Experiment https://www.youtube.com/watch?v=6aK2CK rdjbE

5 of the World's Most Dangerous Chemicals https://www.youtube.com/watch?v=ckSoDW 2-wrc

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards Objectives: • Describe the structure of atoms, View studyjams.com movie including the masses, electrical http://studyjams.scholastic.com/studyjams/ja charges, and locations of protons, Elaborate Atoms ms/science/matter/atoms.htm neutrons, and electrons. Create a Particles of an Review quiz from site. Atom Venn Diagram • Identify that protons determine an Or element’s identity. • Students will need to create

Venn diagram that Atoms Four Corners (3 corners) • Have the students do a Think-Pair- describes the particles of an Share to discuss the objectives. atom, including their Statements for the 4 Corner activity: • An atom is the smallest particle electrical charges and from which all elements are made. Atoms location in the atom. • An atom consist of 3 subatomic • The Structure of an Atom: Students will use their Venn particles Video Options (Please preview diagram to compare the Week 8 S8P1e • An electrical charge is the power the clips and websites prior to information they have given to each particle showing your students) collected during the task. • The location of each particles do not • Have students use a strategy change with different elements called while viewing: Give One• Get One Activity See for instructions: o RicochetScience: Atomic Structure (2:01) • 1. Teacher will label 3 corners of the room o Red Orbit: What is an True – False – Not Sure Atom? (2:08) 2. Explain to the students that you will read o Derek Owens: each statement twice. Physical Science 6.1a 3. Students will then decide if statement is - The Structure of an true or false. If they are not sure, that's Atom (6:15) okay. 4. Without talking, the students will go to the Individual Activity corner of room that represents their • Atoms Family activity and song thoughts. • Atoms Family Song

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards 5. The teacher should ask the students to • https://middleschoolscience.co share with their group why they picked that m/2016/08/05/the-atoms- answer and justify their response. family/ http://www.cpalms.org/Public/PreviewRes ourceLesson/Preview/71593 ) Direct instruction reinforce ideas • Introduce the smallest part of matter as an atom • basic structure of atoms • atom’s mass • subatomic particles electrically charged • three main subatomic particles located • protons determine an atom’s identity

• Identify the information on the

periodic table element block

• Students recognize that the

number of protons equals the

number of electrons in an

atom.

• • Counting atoms

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards Periodic Table Objectives: • Exit tickets • Formative Think-Pair-Share to discuss the Monitoring objectives (Questioning /

• Writing prompt • Identify that valence electrons 1. Engage students in discussions of the • Models/sketches determine an atom’s chemical characteristics of their family from • Venn diagram properties, including reactivity. • Tables and charts grandparents through youngest sibling. What traits and or behaviors do alike and • Interpret the arrangement of the similar? Compare this to periodic table. Periodic Table to explain how Evaluate properties are used to classify 1. How many elements (including groups and 2. Show video the top ten elements of the groups/families are on periods). periodic table the periodic table?

https://www.youtube.com/watch?v=khymS6 2. Identify the family

V_mn0 or similar video. Week 9 Task 5 Engage members in group 2. S8P1.f Week 10 3. What are some • Students can do a round robin, to Task 5 Explore similarities amongst say which was there favorite

element and why. elements within a Task 5 Explain group?

3. Watch “Top 10 Strangest Elements” 4. Which groups are the Direct instructions explain and • Write about what your favorite element reinforce concepts: most reactive? Why? was and why? 5. How many periods • Round robin discussions on what was • Physical properties used to are on the periodic your favorite element and why? compare metals, nonmetals, table? • Discuss how the Periodic table is and metalloids organized. 6. Identify the elements

in period 1. • Periods, groups, energy levels, 7. What are some valence electrons and similarities within a chemical properties, reactivity, classification of elements, period? Bohr’s Model

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards

• Students use information from the periodic table such as atomic number and atomic mass as a type of model to represent an element. Task 6 Scoring Guide • Determine the number of neutrons the element is likely to have. • The atoms in the periodic table are arranged to show characteristics and relationships between atoms and groups of atoms.

Lesson ideas: PowerPoints: https://middleschoolscience.com/2 016/07/11/patterns-of-the-periodic- table-finding-shells-and-valence- electrons/

Handout: https://middleschoolscienceblog.file s.wordpress.com/2016/07/shells- valence-electrons.pdf Practice finding the period & group for each element handout:: https://middleschoolscienceblog.file s.wordpress.com/2015/01/shells- groups-practice-elements-periodic- table.pdf

Rigorous Curriculum Design—Unit Planning Organizer Blank

Priority (in bold) and Core Instruction (in bold) and Pacing Engaging Learning Experiences Formative Assessments Supporting additional resources Standards How to draw Bohr Diagrams – a step by step tutorial https://middleschoolscience.com/2 016/07/05/how-to-draw-bohr- diagrams-a-step-by-step-tutorial/

Bohr’s Graphic Organizer: https://middleschoolscienceblog.file s.wordpress.com/2016/07/bohr- diagrams-worksheet.pdf

Task 5 Elaborate

All priority Task 6 Superhero Creation standards (Class and home) Week 11 Post Assessment S8P1: a - e S8P2: d Remediate and or enrich activities

Buffer days (Consider administering (_5_) Buffer days to differentiate based on pre-assessment for next

post-assessment unit during these buffer Unit end days) date: