Unit Map for Course: ___________Chemistry___________
New York City High School
2014 – 2015
Department: ___Science____________
Unit # _1_ : _______Atomic Concepts________________________
Time Frame: __18_ Days
Number of lessons in this unit: _18___
Learning Outcomes
Common Core Learning Standards addressed in this Unit:
(Reading) 1, 2*, 3, 4
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
(Writing):
9, 2b*
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
Common Core Curriculum Standards addressed in this Unit:
3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1h, 3.1i, 3.1j, 3.1k, 3.1l, 3.1m, 3.1n, 5.2c
Standards for Practices addressed in this Unit:
Enduring Understandings for this Unit:
Essential Questions for this Unit:
The properties of marterials are explained by the
arrangement and properties of their atoms.
How has our model of the atom changed over time?
The model of atom is currently best explained by the
electron cloud model (wave-mechanical model).
Chemical reactions result in the formation of different
substances with changed properties.
All chemical reactions have a conservation of mass,
energy, and charge.
Balanced chemical equations represent conservation
of atoms.
Why do we believe our current model of the atom is the best representation?
What do the sub atomic particles of the atom tell us about the element?
How are we constantly exposed to three different types of radiation in our daily lives?
Content of this Unit: Scientific Method,
Scientists who made contributions to atomic
theory, the structure of an atom, subatomic
particles, valence electrons, ions.
Skills of this Unit:
Critical Thinking, Understanding Atomic Structure, Identifying Contributions of Different
Scientists, Utilizing Periodic Table of Elements.
Key Vocabulary & Language of this Unit:
Atom, electron, nucleus, proton, neutron, plum
pudding model, wave-mechanical model, valence
electrons, gold foil experiment, etc.
Resources used in this Unit:
Chemistry Reference Tables, Chemistry Workbook, Cornell Notes, PPT, BrainPOP
Assessments
Formative Assessments:
- Student activity tasks (individual and group)
-Reference Table checks
-Homework
-Daily exit tickets, quick-writes, graphic organizers, and pre-write
template
-Scientific Method checks: Hypothesis and conclusion
templates/drafts/checks
-Summary template/draft/checks
-Paraphrasing template/drafts/checks
-Describe and Explain writing templates/drafts/checks
-Ranking of evidence template and checks
Summative Assessments, including Performance Tasks:
- Unit Exam for Atomic Concepts Unit
- Performance Task for Atomic Concepts Unit
- Laboratory Reports and summary questions for labs
- Extended Activity Report for The Atomic Concepts Unit
- Constructed Response Essay s for Atomic Concepts Unit (Describe and
Explain …)
Instructional Pathway
Learning Activities & Teaching Strategies Used in This Unit
See Examples of Learning Activities & Teaching Strategies in a Math Classroom at the end for ideas and edit/add to the list!
Standards Aim
Lesson Content
1. How was the structure of the -Model of an Atom
Grouping Structures
(I) = individual
(P) = with a partner
(G) = in a student group
(C) = whole class
Activities & Strategies
-flow chart of how atomic structure was determined throughout time.
atom determined?
2. What were the contributions
of scientists to the modern
Atomic Theory?
-Electrons, Protons, and Neutrons
-Dalton
-Sir Williams Crookes
-Robert Millikan
-J.J. Thompson
-Rutherford’s Alpha Scattering Experiment
-Rutherford’s Model of the Atom
-James Chadwick: neutron in nucleus
3.How did Rutherford’s alpha
scattering experiment assist in
discovering the modern
structure of the atom?
4. What is the general structure -Subatomic Particles: Electron, Proton, Neutron
of the atom?
-Symbol, location, charge, relative mass, actual
mass
5. How can we differentiate
-Atomic Number
atomic number from atomic
-Atomic Mass
mass?
-In Periodic Table
6. What are isotopes?
-Isotopes and Mass Number
-Stability and Spontaneous Decay
7. What is the Bohr model of
-Bohr Model of the Atom
the atom?
- Energy states of Hydrogen, Hydrogen line
Spectrum
-Quantum Number
8. How can we determine the
-Principal Quantum Number
arrangement of electrons in a
-Principal Energy Levels
specific atom?
-Energy Sublevels
-Shapes of Orbitals
9. How can we write electron
-Ground State Electron Configuration
configurations?
-Electron Arrangement
-Configuration Notation
10. Why is the knowledge of
- Valance Electrons
valence electrons important in -Electron-dot Structures
understanding chemical
reactions?
11. How do we draw Lewis
-Lewis Electron Dot Structures
electron-dot structures?
12. How do ions differ from
-Atoms
atoms?
-Ions
13. How do we write the
-Electron Configurations
electron-configurations of
-Aufbau, Pauli exclusion Principles and Hund
excited atoms?
Rule
-Timeline of contributions made by scientists along with drawings of their idea
of how the atom looked.
--List steps of this experiment and the discoveries made by each step.
-Chart listing the type of particle, the charge it has, its symbol.
-Examples of elements from the periodic table with their atomic structure
displaying where each particle is located.
-Use Periodic Table of Elements to examine where the atominc number and
atomic mass are located. Practice using these values in practice problems.
-Worksheet on isotope averages.
-Bright line spectra worksheet
-Worksheet on drawing atomic structures of different elements using the 2-818-8 format for filling electron orbitals.
-Practice worksheet on writing electron configurations
-How to find valence electrons using periodic table of elements.
-Practice worksheet on how to draw lewis structures for different elements.
-Practice worksheet on how atoms transition to their ionic form.
-Chemistry Packet on all ideas associated with electron configurations.
14. How can we describe the
wave-mechanical model of the
atom
15. Lab
16. Lab
17. Review
18. Test
-Wave-Mechanical Model: Electron-cloud
Model
-pictures of how these models depict the atomic structure.
Differentiation strategies used in this unit & modifications embedded within this unit to provide access for all learners
Development of Academic & Personal Behaviors and 21st Century Skills
Instructional Shifts
Instructional Shift: Focus
Where in this unit is there evidence of focusing
deeply on the concepts that are prioritized in
the standards?
Instructional Shift: Coherence
How does this unit build upon knowledge of
prior years, and how does it support future
coursework?
Instructional Shift: Rigor
Where is there evidence of rigor in this unit?
Unit 1 Performance Task with Rubric
Examples of Learning Activities & Teaching Strategies in a Math Classroom
AD = agree/disagree: use with worked out solutions (e.g. “Here is one possible solution path… do you agree or disagree? Why?”) or with statements (e.g.
“Most real world scenarios can be modeled with linear equations; agree or disagree?”)
ASN = always, sometimes, never: categorization activity
CAP = create a problem: teacher provides the answer (e.g. x = 4) and students come up with a problem that has that answer (many possible problems possible),
or students create a problem from a given scenario
C = explicit connection to another math course, another discipline, or another unit in this course
CB = choice board: different options for activities/tasks/problems are presented on a grid or table
CC = compare/contrast topic
CS = card sort: sort cards into groups with a common theme, or match multiple sets of cards (e.g. graph, equation, table)
DA = discovery activity: through
DT = discussion topic: for any grouping structure
E = extension topic/problem
EA = error analysis: teacher models a common mistake and students determine where the mistake was made, or teacher presents alternative approaches, and
students determine which, if any, are wrong
GO = graphic organizer (e.g. Frayer model for vocabulary terms, flowchart diagrams for solving equations, blank Venn diagrams, etc.)
GW = gallery walk
HOA = hands-on activity (e.g. rolling dice and gathering data for statistics unit, creating a tool to measure angles of elevation, developing a trigonometric graph
using spaghetti and a unit circle, etc.)
OEQ = open-ended question: question that has many possible correct answers
MR = multiple representations (e.g. verbal, algebraic, numeric, symbolic, graphical)
M = manipulative: for use when presenting lesson and/or for students to use when working (e.g. use of algebra tiles, blocks, spinners, etc.)
MD = memory device: student-friendly words, phrases, acronyms, mnemonics, or other memory devices to help students remember key concepts (e.g. FOIL,
PEMDAS)
MG = math game (e.g. Jeopardy, magic squares, 24, etc.)
MM = mental math: for quick practice of numeracy skills (e.g. “take -1, now add -2, now multiply by -4, now add 7.5, and subtract -3… write down your final
answer!), or as mental math strings for reviewing concepts (“take the degree of the polynomial 4x2 + 7x – 12, add the cube of 3, subtract the slope of y = 7 –
2x…” etc.)
MS = math sprint: quick timed assessment for building fluency and reviewing
P = prediction: students make a prediction about a particular outcome, solution, or process, and later confirm or revise
PA = peer assessment and/or feedback (e.g. with a partner, after checking whiteboard, during gallery walk, etc.)
PT = peer tutor: students take on the role of tutor to assist one another
RWC = real world connection
S = stations: for review, targeted intervention, differentiation, enrichment, etc.
SP = student presentation: either in groups, pairs, or individually
T = use of technology (e.g. SmartBoard activity/tool, calculators, response system, iPads, etc.)
TA = think aloud: teacher or student models thought process out loud
TD = test design: create the “distractors” to a multiple choice problem, or design a question for an upcoming assessment
TPS = think-pair-share: students think for a short time, turn to partner to share ideas, then share out their discussions/findings
WB = whiteboard: students do/correct their work on mini whiteboards and share with a partner, group, or class
WP = writing prompt: for collection (i.e. exit slip) or journal