Wayne RESA

Unit PlannerChemistry MSS Draft

Wayne RESA / 9 - 12 / Science / Chemistry MSS Draft / Week 1 - Week 4
7 Curriculum Developers

Overview

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Unit Abstract

Wayne RESA MSS/NGSS aligned high school Chemistry Curriculum 2017; including 8 Units to be taught in a year long chemistry course.

Attached below is the Storyline for Units 1 & 2 written together. Investigating the particulate nature of matter as well as matter's interactions can not be separated from each other. It made sense to create a storyline that tied these two important topics together. If a teacher were considering changing a sequence of the storylines, the authors would recommend starting with Units 1 and 2 and presenting them sequentially.

The material in Unit 1 and Unit 2 will work to solidify the 8th grade assessment boundary of PS1.A. The rationale is that until the Michigan Science Standards are entrenched in science teaching K-12, high school chemistry teachers may not be able to rely on students entering the classroom with the 8th grade assessment boundary being met. It will be impossible for students to construct a meaningful, particulate model necessary to build upon without incorporating middle school performance expectations. As the MSS become more prevalent, the high school chemistry teacher will be able to adjust the curriculum of Units 1 and 2 to fit the needs of the students in their district.

In Unit 1, students answer the question, "What is matter?" As they work to answer this question they are reintroduced to mass, volume and density. Students are familiarized with foundational skills including, measurement, significant figures in measurement, graphing, computational reasoning, and proportional reasoning.

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Storyline
Narrative
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Expectations/Standards
NGSS: Disciplinary Core Ideas
NGSS: 6-8
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)
In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4)
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5)
NGSS: 9-12
PS2: Motion and Stability: Forces and Interactions
PS2.B: Types of Interactions
Attraction and repulsion between electric charges at the atomicscale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.(HS-PS2-6),(secondary to HS-PS1-1),(secondary to HS-PS1-3)
ETS1: Engineering Design
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (HSETS1-2) (secondary to HS-PS1-6) (secondary to HS-PS2-3)
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Access the interactive version of the NGSS here
Learning Targets

U1 What is Matter?

 

L1: How does a Ball shoot out of a cannon?

I CAN make observations.

I CAN discuss ideas within a group about what caused the phenomenon to occur.

I CAN construct a model to explain how the ball was shot out of the cannon.

I CAN explain the model and listen to the explanations of others.

L2: What happens to matter when a change occurs?
I CAN use a balance properly and follow all lab safety expectations.

I CAN make observations and record accurate data.

I CAN use date to determine patterns and begin to draw conclusions.

L3: Why does the mass of a system change?

I CAN analyze data and interpret individual and class data.

I CAN draw conclusions about the change in mass of the system from experimental evidence

I CAN engage in evidence based argument regarding the change in the system.

L4: What is volume and how is it measured?

I CAN make accurate measurements with a ruler and a graduated cylinder.

I CAN graph data and analyze the meaning of the graph.

L5: Does how a measurement is made and recorded affect the outcome?

I CAN use a measuring tool correctly by estimating the final digit.

I CAN determine which tools have a greater degree of precision.

L6: Do Sig Figs Matter?

I CAN determine the number of significant figures in a measurement.

I CAN report the answer to a computation to the correct number of significant figures.

L7: Are mass and volume related?

I CAN accurately measure the mass and volume of an object.

I CAN analyze data and interpret individual and class data.

I CAN graph mass v volume and use the graph to describe the relationship between the two.

I CAN develop a “For Every” statement that describes the relationship between mass and volume.

I CAN use the relationship to predict mass when given the volume

of an object.

L8: How can the relationship between mass and volume be used?

I CAN use the relationship between mass and volume to make predictions about a substance.

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Enduring Understandings

Grade Band Endpoints

By the end of grade 8 students should have learned...

PS1.A Properties and Structure of Matter

  • In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

  • The total number of each type of atom is conserved, and thus the mass does not change.

 

Essential Questions

Each lesson in a unit begins with a driving question. These questions could be posted on a driving question board or on a summary chart. The teacher should keep in mind that essential questions in a lesson should include student generated questions about the phenomenon.

 

U1: What is Matter?

 

L1: How does a Ball shoot out of a cannon?

L2: What happens to matter when a change occurs?

L3: Why does the mass of a system change?

L4: What is volume and how is it measured?

L5: Does how a measurement is made and recorded affect the outcome?

L6: Do Sig Figs Matter?

L7: Are mass and volume related?volum

L8: How can the relationship between mass and volume be used?

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Content (Key Concepts)

Disciplinary Core Ideas

Pieces of the DCI taken from the FRAMEWORK. The entire DCI is not unpacked, just those pieces related to this unit.

PS1.A

“Within matter, atoms and their constituents are constantly in motion. The arrangement and motion of atoms vary in characteristic ways, depending on the substance and its current state (e.g., solid, liquid).

  • Atoms and molecules are in constant random motion.

  • Phases of matter, solid, liquid, and gas have characteristic particle arrangements.

  • the particles of a solid are not able to move out of their positions relative to one another, but do have small vibrational movements.

  • The particles of a liquid are able to move past each other.

  • The particles of a gas move quickly and are spread apart from one another

 

“Chemical composition, temperature, and pressure affect such arrangements and motions of atoms, as well as the ways in which they interact.”

  • Chemical composition refers to the atoms that make up the substance.

  • Temperature is a measure of the average kinetic energy of the particles

  • Pressure is the relationship between the force exerted by the particles per surface area.

  • Increased temperature and pressure increases the interaction of the atoms.

“Under a given set of conditions, the state and some properties (e.g., density, elasticity, viscosity) are the same for different bulk quantities of a substance, whereas other properties (e.g., volume, mass) provide measures of the size of the sample at hand. Materials can be characterized by their intensive measureable properties”

  • Density is an intensive property that can be used to identify substances.

  • Intensive property-doesn't change when you take away some of the sample

  • The mass of a specific volume of a substance is determined by the density.

PS1.B

“However, the total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either. “

  • A chemical change occurs when reactants are regrouped into new substances with new properties.

  • In a chemical change, the total number of atoms on the reactant side must equal the number on the product side.

  • Mass may be lost by the system, but it is gained by the surroundings.

PS2.B

“Collisions between objects involve forces between them that can change their motion.”

  • Atoms and molecules are in constant motion.

  • Collisions of atoms and molecules result in force that can change their motion.

 

 

Targeted Cross Cutting Concepts

Cause and Effect

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Energy and Matter

  • Matter is conserved because atoms are conserved in physical and chemical processes.

Stability and Change

  • Much of science deals with constructing explanations of how things change and how they remain stable.

Skills (Intellectual Processes)

Science and Engineering Practices

Targeted Scientific Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

  • Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

  • Use a model to predict the relationships between systems or between components of a system.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  • Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

  • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

  • Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
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