Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
New York City Department of Education
Magnet Program District 25 & 28
School Name
CARDENAS, CHASTINE
The Green Magnet School for Career Exploration MS 217 ROBERT A. VAN WYCK MIDDLE
SCHOOL
Course / Unit
Chemicals in Our
Lives: The Good,
the Bad, the
Ugly
Essential Question: How does chemistry affect the condition of our
environment?
Suggested Time Frame: 5-6 weeks
Theme: The effects of chemicals in our environment
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Graphic Overview of Unit
Suggested Time Frame: 6 WEEKS
Essential Question: How does chemistry
affect the condition of
our environment?
Interactions between matter
and energy
Basic concepts in chemistry
Famous chemists and their discoveries; Periodic
Table of Elements
Mini-Units
* It is
recommended
that each miniunit end with a
standardized
test that reflects
the state / city
assessment
Beneficial vs. harmful/banned chemicals
The effects of the chemicals on our environment:
Pesticides and Ozone depleting substances
Unit’s Culminating Project: (briefly explain in 2-3 sentences): - After researching the role
of chemistry and harmful and beneficial chemicals in our everyday lives, students will
debate Harmful vs. Beneficial Use of Chemicals. To support this debate, students will
develop a poster about the effects of harmful chemicals on our environment.
What will happen if we stop using these chemicals?
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Stage 1- Desired Results
Standards-Based Learning Goals:
Standard 4. The Physical Setting. Students will understand and apply scientific concepts,
principles and theories, pertaining to the physical setting and living environment and
recognize the historical development of ideas in Science.
Performance Indicator 3.3a. All matter is made up of atoms.
Performance Indicator 3.3f. There are more than 100 elements. Elements combine in a
multitude of ways to produce compounds that account for all living and nonliving
substances.
Performance Indicator 3.3g. The periodic table is one useful model for classifying
elements. The periodic table can be used to predict properties of elements.
Big Ideas for this Unit
Exploration
Conflict
Survival
Environment
Concepts
Magnet School Theme:
GREEN MAGNET FOR CAREER
EXPLORATION
Relevant/Connected Big Idea:
Enduring Understandings
The chemicals that were introduced to
our environment altered our lives.
Chemicals may be useful but harmful.
Overarching Essential Question(s):
Is there such a thing as necessary evil?
Do the ends justify the means?
The discoveries brought about by
chemistry research changed our lives.
Why is chemistry important?
For every gain, there is a corresponding
effect on the environment
Is abundance and affordability the
determining factor in chemical usage?
How did chemistry improve our
standard of living?
Content
Students will know…
Vocabulary Words:
atoms
elements
How did chemistry/discovery of
chemicals affect our environment?
Content and Skills
Skills
Students will be able to…
Define terminologies used in the study
of chemistry.
Explain the periodic table of elements
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
compounds
substances
mixtures
periodic table of elements
acid
bases
metal
non metal
noble gases
inert gases
Classification of matter
Identify the uses of chemicals
Compare banned chemicals and
useful chemicals
Conduct a research about the
harmful effects of the banned chemicals
in the environment
Debate about the uses of chemicals in
our environment
Periodic Table of elements
Famous chemists and their
works/inventions
Types of chemicals in the environment:
Harmful chemicals
Beneficial chemicals
Effects of the harmful chemicals on the
environment.
Stage 2- Summative Assessment Evidence
If students understand, know and are able to do the items in Stage 1, they should be
able to show their understanding by completing an authentic task found in the
world beyond the classroom.
 Design the Culminating/Summative Task: TRI-FOLD PAMPHLET
G- (goal)
Your goal is to create pamphlet containing information about
harmful chemicals that affect our environment.
R- (role)
As a student of JHS 217, which is a Green Magnet School, you are
to help promote awareness about saving the environment. As part
of your group’s campaign against harmful chemicals, you will
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
create tri-fold pamphlets to be given out to the public to help
promote awareness.
A- (audience)
Your audience will be the whole school community – teachers,
students and parents.
S- (situation)
To increase public awareness regarding the use of chemicals and
its effect on the environment, you will make pamphlets to be given
out to the public.
P- (purpose and product)
You need to prepare a tri-fold pamphlet. You should include
information about a specific chemical found to have bad effects on
the environment. Tell about the uses of this chemical and what will
happen if this chemical is removed. Also, mention about certain
alternatives to this chemical.
S- (standards for performance)
Your pamphlet should include information about the hazardous
chemicals. Show facts about the bad effects of this chemical on the
environment.
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Student Task
You will create a tri-fold pamphlet to be distributed throughout the school.
This pamphlet is about the chemicals that we use everyday but it has bad or
harmful effects on our environment and even on our body.
This tri-fold is not a homework assignment, rather we will be working on
pieces of your pamphlet as we explore this unit.
For your tri-fold, here are the materials that you will be using:
1. 8”x11” size of copy paper. Fold it in 3 like how a tri board actually looks
like.
2. Color markers, pen, crayons 3. Pictures of chemicals and its uses and effects
4. Research materials that you have investigated on
Your tri-fold will tell:
1. the name of the chemical that you researched
2. the uses of that chemical
3. a brief history of the discovery and uses of this chemical
4. the good and bad effects of using the chemical
5. How people can help lessen the negative effects of the chemical
As we learn throughout the unit, I will guide you in writing each piece.
Make sure that your pamphlet is rich in information, well organized and
enagaging.
Do not just copy paste your research on to the pamphlet. Make sure you
summarize what you have researched.
Once you are ready with your pamphlet, you will present it to the class. Make
sure your presentation is clear and straightforward and should show
mastery of what you have learned.
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Rubric For Culminating Project
4
3
2
1
60%
Understanding
High level of understanding is
demonstrated if the following are
included:
 name of chemical you chose
to research on
 use of the chemical
 brief
history
of
the
discovery of the chemical
 good and bad effects on the
environment
 alternatives
for
this
chemical
Adequate level of understanding
if 1 of the above is missing
30%
Product
Final pamphlet
should
show
complete
information,
well
–
organized,
colorful, with
pictures
and
with list of at
least
5
references
10%
Presentation
Student was
able
to
explain to a
group
of
listener and
convince
them; student
was able to
answer
questions of
audience
Final pamphlet
has complete
information,
but not well
organized,
Student was
able
to
explain, but
cannot
explain
in
own
words;
reads
from
the pamphlet
Incomplete
level
of Final pamphlet Student read
understanding if 2 or 3 of the has no pictures to the class
above is missing
and no list of what was in
references
the pamphlet;
was not able
to
answer
questions
Little evidence of understanding Final pamphlet
if 4 of the above is missing
has only 1 of
the
above
criteria
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Stage 2- Formative Assessment Evidence
Throughout the unit how will you check to make sure students are
mastering the knowledge, skills, and understandings they need to be
successful at the summative/culminating task?
Assessment Formats on the State
Weekly Formative Assessments
Test
For Content…
Multiple choice quiz
Standardized Tests – Intermediate
Level Science Examination
Long test
Teacher-made quizzes
On line quizzes
Research
Laboratory Questions
For Skills…
2- column charts: what I learned
from what I read, what I learned
from my classmate
For Understandings…
Inner circle – Outer circle
Exit Tickets
Numbered Heads
Jigsaw reading
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Essential Question: How do chemistry concepts help us understand the role of chemicals in
the present condition of our environment?
Mini-Unit
Title
Big ideas of the
mini-unit /
concept
statement
(macro)
Exploration
Knowledge
(Important
Content to
Know about
Mini-Unit)
(Micro)
Vocabulary
Words
Basic
concepts in
chemistry:
Atoms,
Elements,
Substances,
Compunds
and Mixtures
How does this
connect to the
theme of your
school
Possible List of
Topical Essential
Questions /
Focusing Questions
Mini-Unit Assessment
Benchmarks /
Scaffolding towards
culminating project
What are the parts
of an atom?
Concept map showing
the classification of
matter.
They need this
information to
research about
different chemicals.
(rule of thumb - skills
are verbs –
knowledge is a noun)
Define and
explain the
terminologies
Background
knowledge to
work on the
GRASP
How do we classify
matter?
Select the chemical
for their project and
write up brieft
history
What are the
different states of
matter?
Exploration
Periodic
Table of
Elements
Skills
What should the
students be able
to do?
Parts of the
Periodic
Table of
Elements
Brief history
of the
discovery of
elements
Label the parts
of the Periodic
Table
Classify the
elements as
metal,
nonmetals,
noble gases
and metalloids
Background
knowledge to
work on the
GRASP
How are elements
and periodic table
related?
Mini-project: Adopt
and Element
Each student will
choose and element.
They will research the
background of this
element.
They now know the
connection between
atoms, elements
and compounds.
Elements combine
together to form
compounds.
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
Essential Question: How do chemistry concepts help us understand the role of chemicals in
the present condition of our environment?
Mini-Unit
Title
Big ideas of the
mini-unit /
concept
statement
(macro)
Conflict
Beneficial
vs. Harmful
Compounds
Environment
Survival
Environment
The effects
of chemicals
on our
environment
Knowledge
(Important
Content to Know
about Mini-Unit)
(Micro)
Skills
What should
the students
be able to do?
Students will
research about
the bad effects
of these
chemicals on
our
environment.
Possible List of
Topical Essential
Questions /
Focusing Questions
Mini-Unit Assessment
Benchmarks /
Scaffolding towards
culminating project
(rule of thumb skills are verbs –
knowledge is a
noun)
Students will
learn that
elements form
compounds.
Compounds are
part of our
everyday living.
Examples:
Pesticides
Students will
identify the
compounds that
play a great role
in our life.
How does this
connect to the
theme of your
school
How do
chemicals affect
the balance of
our
environment?
What chemicals
damage our
Earth?
Conduct a
research
about the
effects of
chemicals on
our
environment.
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
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Backwards Design Unit Planning
Teacher/School: Chastine Cardenas, The Green Magnet M. S. 217
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Backwards Design Unit Planning
A Week at a Glance – Copy as Necessary
- Week 1
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus: Describe the
characteristics of matter.
Hook: Respond to a diagram
that shows the arrangement
of molecules in solid, liquid
and gas.
Tuesday
Content Focus:
Matter is made up
of atoms. Atom is
made up of
protons,
electrons,
neutrons.
Daily Assessment: List 5 examplesHook:
of Brain pop
matter and 5 examples of non matter
video about parts
matter.
of the atom.
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus:
Compare elements,
compounds and
mixtures.
Hook: Mini-labs:
show examples of
elements,
compounds and
mixtures.
Thursday
Content Focus:
Periodic Table of
Elements
Friday
Content Focus:
Review of the week’s
activity -
Hook: Look at the
periodic table of
elements. How do
you think the author
designed the chart to
make it usable?
Hook: Mystery Game
Student will give the
characteristic of the
element he chose
and ask the
classmates to guess
what element was it.
Daily Assessment:
Student will choose
Daily Assessment:
one element and
Short Quiz about the
write about the
Periodic Table
details of that
element.
Weekly Assessment: Quiz about the Periodic Table of Elements – Identify the name of the element and its symbol
Daily Assessment:
Note taking
Worksheets
Daily Assessment:
Observation logs or
journals
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
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Backwards Design Unit Planning
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Backwards Design Unit Planning
: A Week at a Glance – Copy as Necessary
Week 2
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus: What do
chemists do?
Tuesday
Content Focus: How
are compounds
formed? What are
Hook: Laboratory activity on the different types
LIMONENE
of compounds?
Daily Assessment:
Observation Journal/Log
Hook: Brain pop
video
Daily Assessment:
Note taking
worksheets
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus: What
are chemical
formulas?
Hook: Show examples
of compounds that
are found in the
kitchen.
Daily Assessment:
Matching type quiz.
Match the chemical
formula with the
name.
Thursday
Content Focus: How
do we separate
mixtures?
Friday
Content Focus:
Review week’s
lesson
Hook: Give the
students a mixture of
sand and sugar. Let
them separate it.
Hook: Read an
article about DDT.
Write ideas that you
learned from it.
Daily Assessment:
Daily Assessment:
Identify the ways that Inner Circle Outer
we can separate
Circle
mixtures.
Weekly Assessment:
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
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Backwards Design Unit Planning
A Week at a Glance – Copy as Necessary
: Week 3
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus: Who were the
famous people in Chemistry
and what were their
contributions?
Hook: Look at a list of
chemist and their work.
Choose 1 that interests you
the most.
Daily Assessment:
Tuesday
Content Focus: What
are the chemical
compounds that are
used very often
today?
Hook: Respond to
the question: What
do farmers use to
make plants grow
faster?
Daily Assessment:
Numbered heads
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus: What
are examples of
beneficial chemicals?
Thursday
Content Focus: What
are examples of
harmful chemicals?
Friday
Content Focus:
Beneficial vs.
Harmful chemicals
Hook: What will
happen if chemicals
were not discovered?
Hook: Read an article
about the effect of
using DDT.
Daily Assessment:
Journal log of
research
Daily Assessment:
Numbered heads
Hook:
Show some pictures
of the bad effects of
chemicals to our
environment.
Daily Assessment:
Journal log of
research
Weekly Assessment:
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
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Backwards Design Unit Planning
A Week at a Glance – Copy as Necessary
- Week 4
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus:
Students write their
statements and finalize
ideas for the debate.
Hook:
Daily Assessment:
Tuesday
Content Focus:
Teacher
consultation
Hook:
Daily Assessment:
Teacher
observation and
feedbacks
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus:
DEBATE ABOUT THE
GOOD AND BAD
EFFECTS OF THE
CHEMICALS IN THE
ENVIRONMENT
Hook:
Thursday
Content Focus:
Friday
Content Focus:
Hook:
Hook:
Daily Assessment:
Daily Assessment:
Daily Assessment:
Weekly Assessment:
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
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Backwards Design Unit Planning
WEEK 5
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus:
WORK ON THE PAMPHLETS
Hook:
Daily Assessment:
Tuesday
Content Focus:
Teacher
consultation
Hook:
Daily Assessment:
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus:
PAMPHLETS
PRESENTATION
Hook:
Thursday
Content Focus:
Friday
Content Focus:
Hook:
Hook:
Daily Assessment:
Daily Assessment:
Daily Assessment:
Weekly Assessment:
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
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Backwards Design Unit Planning
Unit Resources
Books:
Websites:
Teacher Materials:
Other:
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