Organic Chemistry
The Significance of Organic Chemistry in Today’s World
Information Sheet for Informational/Explanatory Module
Module title:
The Significance of Organic Chemistry in Today’s World
Module description
(overview):
Students will choose three classes of organic compounds and use these to describe the significance of organic chemistry in the
real world.
Template task
(include number,
type, level):
Task 11 Template: After researching __________(informational text) on _________(content), write a _________(report or
substitute) that defines __________(term or concept) and explains____________(content). Support your discussion with
evidence from your research.
Teaching task:
How significant is organic chemistry in today’s world? After researching informational text on three chosen classes of organic
compounds, write a report that defines the classes of organic chemistry and explains their significance in the world. Support
your discussion with evidence from your research. D8: Include citations and bibliography.
Grade(s)/Level:
9th Grade
Discipline: (e.g.,
Science
ELA, science, history,
other?)
Course:
Pre-AP Physical Science
Author(s):
Karen Jones
Contact information:
Email: jonesk@greenbrierschools.org
1
Section 1: What Task?
TEACHING TASK
Teaching task: How significant is organic chemistry in today’s world? After researching informational text on three chosen classes of organic
compounds, write a report that defines the classes of organic chemistry and explains their significance in the world. Support your
discussion with evidence from your research. D8: Include citations and bibliography.
Reading texts: Physical Science Concepts in Action
Reference materials
Student chosen articles on three difference classes of organic compounds.
Teacher chosen articles: Difference between Organic and Inorganic Compounds and Organic Chemistry
Informative Sample Essays from Western Technical College called Four-Hoofed Therapy Machines, Tenacity: Vital to Success,
and Tattoos: Changing Fashion Fads from: http://www.westerntc.edu/writingcenter/informative.asp
Writing Effective Thesis Statements from: http://faculty.ncwc.edu/lakirby/English%20090/090%20Thesis.htm
Background to CARS Checklist for credibility of sources
share with
Class Notes on Organic Chemistry
students:
Defining Organic Chemistry
Everyday examples of things made from organic chemistry.
Extension
(optional):
None
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
Arkansas Physical Science Frameworks
NUMBER CONTENT STANDARDS
2
C.4.PS.1
Summarize carbon bonding: *allotropes (diamond, graphite, fullerenes), *carbon-carbon (single, double, triple), *isomers (branched,
straight-chain, ring)
C.4.PS.2
Identify organic compounds by their: *formula, *structure, *properties, and *functional groups
C.4.PS.3
Distinguish between saturated and unsaturated hydrocarbons
RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions.
WHST.9- Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
10.2.
WHST.910.4.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
10.5.
WHST.910.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and dynamically.
WHST.9- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
10.8.
ideas, avoiding plagiarism and following a standard format for citation.
WHST.9- Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
10.10
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading Standards
1 – Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the test.
3 – Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
3
2 – Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
5 – Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g. a section, chapter, scene,
or stanza) relate to each other and the whole.
to each other and the whole.
4 – Interpret words and phrases as they are used in a text, including
7 – Integrate and evaluate content presented in diverse formats and media,
determining technical, connotative, and figurative meanings, and analyze including visually and quantitatively, as well as in words.
how specific word choices shape meaning or tone.
6 – Assess how point of view or purpose shapes the content and style of a 8 – Delineate and evaluate the argument and specific claims in a text,
text.
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
10 – Read and comprehend complex literary and informational texts
independently and proficiently.
dently and proficiently.
9 – Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Writing Standards
“When Appropriate” Writing Standards
2 – Write informative/explanatory texts to examine and convey complex 1 – Write arguments to support claims in an analysis of substantive topics
ideas and information clearly and accurately through the effective
or texts, using valid reasoning and relevant and sufficient evidence.
selection, organization, and analysis of content.
4 – Produce clear and coherent writing in which the development,
organization and style are appropriate to task, purpose, and audience.
3 – Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
5 – Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
6 – Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
9 – Draw evidence from literary or informational texts to support analysis, 7 – Conduct short as well as more sustained research projects based on
reflection, and research.
focused questions, demonstrating understanding of the subject under
investigation.
4
10 – Write routinely over extended time frames (time for research,
8 – Gather relevant information from multiple print and digital sources,
reflection, and revision) and shorter time frames (a single sitting or a day assess the credibility and accuracy of each source, and integrate the
or two) for a range of tasks, purposes, and audience.
information while avoiding plagiarism.
5
Informational/Explanatory Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Focus
Controlling Idea
Reading/ Research
Development
Organization
Conventions
Content
Understanding
6
Not Yet
1
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately
and maintains a clear, steady
focus.
D: Addresses additional demands
sufficiently.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with
a clear purpose maintained
throughout the response.
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus. D: Addresses
additional demands with thoroughness
and makes a connection to controlling
idea.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness.
Presents information from
reading materials relevant to the
prompt with accuracy and
sufficient detail.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and
details from reading materials.
Presents appropriate details to
support the focus and controlling
idea.
Presents appropriate and
sufficient details to support the
focus and controlling idea.
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Uses an appropriate organizational
structure to address the specific
requirements of the prompt, with
some lapses in coherence or
awkward use of the organizational
structure
Maintains an appropriate
organizational structure to
address the specific requirements
of the prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Attempts to demonstrate
standard English
conventions, but lacks
cohesion and control of
grammar, usage, and
mechanics. Sources are
used without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors.
Response includes language and
tone appropriate to the audience,
purpose, and specific
requirements of the prompt.
Cites sources using an
appropriate format with only
minor errors.
Demonstrates and maintains a welldeveloped command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone consistently appropriate to
the audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
appropriate format.
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or
inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Attempts to address
prompt, but lacks focus or
is off-task.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Attempts to present
information in response to
the prompt, but lacks
connections or relevance to
the purpose of the prompt.
Attempts to provide details
in response to the prompt,
including retelling, but
lacks sufficient
development or relevancy.
Attempts to organize ideas,
but lacks control of
structure.
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
3.5
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
D3: What conclusions can you draw from your research?
D8: Include citations and bibliography.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Thesis Statement
Ability to establish a thesis statement and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
D3: What conclusions can you draw from your research?
D8: Include citations and bibliography.
4. Revision
7
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
8
Section 3: What Instruction?
PACING
SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
INSTRUCTIONAL STRATEGIES
EXPECTATIONS” IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
1. Task engagement
Students will read essential
Ability to connect the question, “How significant is
task and new content organic chemistry in today’s
to existing knowledge, world?” In groups of four, the
students will brainstorm and come
skills, experiences,
up with some possible answers to
interests, and
this question. The groups will then
concerns.
share their ideas with the whole
class.
To gain new knowledge about
organic chemistry, students will
then complete a graphic organizer
on classes of organic compounds
listing the functional groups,
naming rules, properties, and uses
of each class from conducting
individual research using I-pads.
Students will use the graphic
organizer to choose which classes
that they want to use to write the
essay.
9
Meets expectation when
students discuss with group
members and the whole class
some possible answers to the
essential question.
Meets expectation when
students complete the entire
graphic organizer and choose
the three classes of organic
compounds to use in an
informative essay on the
significance of organic
chemistry in today’s world.
Teacher will post the essential question on the
board and place students in groups of four
based on location and encourage groups to
come up with some ideas about the answer to
the question. Teacher will use the class
discussion as a formative assessment to see
how much prior knowledge exists on organic
chemistry.
Teacher will construct a graphic organizer in
the form of a table with the following columns:
Name of organic classes, functional group,
naming rules, properties, and uses.
Teacher will model how to complete one row
of the graphic organizer and make a list of
which classes of organic compounds will be
used by each student.
Day 2
2. Task analysis
Students will perform an Attack the Meets expectation when
Prompt
Activity sheet to dissect the students complete the Attack
Ability to understand
and explain the task’s teaching task. During this activity, the Prompt handout.
the students will underline the
prompt and rubric.
action words on the teaching task
slip provided by the teacher. The
students will then transfer the
underlined words to the TO DO
WORD column of the table on the
Attack the Prompt handout. The
students will then identify the
specific task that goes with each
action word and record it in the
second column of the table called
TASK. They will then sort the task
into distinct parts or sections.
Students will map or cluster brief
details under each prompt area, list
specific information and examples
under each, and use key vocabulary
works from content knowledge.
Students will gain a deeper
understanding of the scoring rubric
by close reading the number 4
column of the informative scoring
rubric from a close reading activity
handout and making a list of 2 key
terms from each section along with
2 synonyms for each term from the
7 areas of the rubric. Students will
rewrite the scoring guide column 4
using the synonyms in place of key
term in the second column of the
handout.
SKILLS CLUSTER 2: READING PROCESS
10
Meets expectation when
students rewrite column 4 on
the handout inserting
synonyms for the key terms.
Teacher will provide students with copies of
the teaching task and the Attack the Prompt
handout.
Teacher will model the Attack the Prompt
Activity and will provide the students with
reference materials to look up key vocabulary
from the prompt.
Teacher created a handout with column 4 of
the scoring rubric in column one and a rewrite
section using the synonyms in column two.
Teacher will model the focus section of the
rubric by picking the key terms: appropriately
and consistently and look the words up in a
dictionary to find two synonyms for each, and
rewrite the scoring guide with the synonyms.
Day 3
3. Essential vocabulary Students will close read teacher
Meets expectations when
Teacher will provide students with copies of
chosen
packets
called
Organic
students
look
up
the
meanings
online articles called Organic Chemistry and
Ability to identify and
of 14 key terms of their choice The Difference between Organic and
master terms essential Chemistry and The Difference
between
Organic
and
Inorganic
in the packets using online
Inorganic Compounds and I-Pads for
to understanding a text
Compounds and will form an
sources and record these in
research. Teacher will check vocabulary list
essential vocabulary list along with their science binders.
for completion.
definitions.
Day 4
1. Text selection
Student will use the CARS
Meets expectation when
checklist of credibility to choose 2 students print out credible
Ability to identify
to 3 articles on their chosen classes articles to use for research.
appropriate texts.
of organic compounds from
D4: In your discussion, various informational texts.
address the credibility
and origin of sources in
view of the research
topic.
Day 5
11
2. Active reading/note Students will work in small groups Meets expectation when
taking
of four and close read their chosen groups complete the poster
Ability to identify the articles and textbooks to find the project correctly by using the
central point and main answers to questions using a rubric rubric for the Formative
supporting elements of as a guide to create a poster project Assessment Poster Project for
which contains the relevant
Organic Chemistry.
a text.
information about their three
selected classes of organic
compounds to gain a deeper
understanding of organic chemistry
and functional groups.
Teacher will model credibility of sources by
going to the website called Virtual Textbook
of Organic Chemistry and use the CARS
Checklist to model how to go through each
step of the checklist to evaluate if the site is
credible. Teacher will monitor the chosen
texts for credibility by viewing each student’s
choices.
Teacher will generate a scoring rubric as a
guide for the production of the poster project
that contains 4 sections called: hydrocarbon,
functional groups, polymers, and
biochemistry. The rubric also contains
available point values for each section.
Teacher will assess each group according to
the scoring rubric.
Day 6/7
Students will learn proper
techniques for doing MLA in text
Ability to use and credit citations and bibliography.
sources appropriately.
4. Academic integrity
Meets expectation when
Teacher will provide students copies of the
students read and study
MLA Style for Citing Sources and copies of
examples of informative
informative essays called Four-Hoofed
essays written in MLA format. Therapy Machines, Tenacity: Vital to
Meets expectation when
Success, and Tattoos: Changing Fashion
students evaluate sample
Fads from Western Technical college
papers using the MLA Style informative writing samples online. Teacher
for Citing Sources guide sheet will use one of the articles to model correct in
to check the papers for
text citation and bibliography using the MLA
correctness.
style guide.
Students will develop in text
Meets expectation when
citation and formal citations using students use several sources
the teacher generated Citation
such as encyclopedias,
Graphic Organizer to record ten dictionaries, science journals,
words from the essential
textbooks, and online sources
vocabulary list or from the students to complete the citation
chosen articles to be used in the
graphic organizer. They will
informative essay.
use the MLA Style for Citing
Sources guide sheet to selfassess the correctness of their
citations.
SKILLS CLUSTER 3: TRANSITION TO WRITING
12
Teacher will generate a citation graphic
organizer in table format with the following
column heading: essential vocabulary term,
statement or quotation to be used in paper,
information source, and formal bibliography
record. Teacher will monitor student
progress by performing a formative
assessment by oral questioning students
about the credibility of each of the sources
using the MLA Style for Citing Sources
guide sheet, and by checking for correctness
of the citation graphic organizer.
Day 8/9
Students will learn what a five
paragraph essay looks like by
Ability to begin linking reading sample essays provided
reading results to
by the teacher.
writing task.
1. Bridging
Meets expectation when
students are able to look at the
samples and identify an
introductory paragraph, three
body paragraphs, and a closing
written correctly.
Students will complete the Five Meets expectation when the
Paragraph Essay Plan and
graphic organizer is completed
Prewrite Graphic Organizer with correctly.
information gathered from the
research in order to prepare for
the writing process.
Teacher will use articles from day six on
academic integrity on the Smart Board to
model proper writing style of a five paragraph
essay using the teacher generated Five
Paragraph Essay Plan and Prewrite for
Success graphic organizer that the students
will be using to do their writing.
Teacher will generate and provide students
with the five paragraph essay graphic
organizer, and will monitor by checking for
correctness.
SKILLS CLUSTER 4: WRITING PROCESS
Day 9
1. Thesis Statement
Ability to establish a
thesis statement and
consolidate information
relevant to task.
Students will gain knowledge on
how to write an effective thesis
statement.
Meets expectation when
Teacher will provide students with the close
students close read an article reading material and will monitor the list of
called writing effective thesis qualifications to write a thesis statement.
statements and forms a list of
necessary qualifications to be
the perfect thesis statement.
Students will use all of the
Meets expectation when
Teacher will read the students thesis statement
gathered research and will write students write a correct thesis for the essay and approve or make suggestions
the thesis statement for their essay. statement.
for improvement.
13
Students will bring six index cards Meets expectation when the 6 Teacher will monitor the students’ progress by
to class and using the Five
cards are completed correctly. reading the cards as students finish each one
Ability to develop a line Paragraph Essay Plan and Prewrite
and offer support and suggestions
of thought and text
graphic organizer as a guide, the
structure appropriate to students will use one card each to
an
write the following paragraphs:
informational/explanat introductory, 1st body (one class of
ory task.
organic compound), 2nd body
(second class of organic
compound), 3rd body (3rd class of
organic compound), and
concluding. Students must use an
in text citation on each card, and
students must also make a correct
MLA bibliography reference card
as the sixth card.
Day
10/11
2. Planning
Day 12
3. Development
14
Students will use index cards to
write the first draft of the
Ability to construct an informative essay with correct in
initial draft with an
text citations and reference page.
emerging line of
thought and structure.
Meets expectation when first Teacher will monitor writing process of the
draft is written and ready for students by walking around and reading each
revision and editing.
paper.
Day13
Students will complete a Peer Edit Meets expectation when
Teacher will provide students with peer editing
with Perfection worksheet after
students read the editing
outlines, teacher generated graphic organizer,
Ability to refine text,
reading an outline on peer editing outline and study the graphic and practice passage for editing. Teacher will
including line of
and studying a peer editing graphic organizer and successfully edit model editing of practice passage.
thought, language
organizer. Students will used the the sample passage.
usage, and tone as
handout to peer edit a sample
appropriate to audience passage with errors as the teaching
and purpose. Ability to is modeling.
proofread and format a
piece to make it more
effective.
4. Revision/Editing
Students will work in groups 4
people, and they will pass papers
around the group until all 3 people
have proofread each paper using
the teacher provided proofreading
graphic organizer.
Meets expectation when every Teacher will place students in random four
person in the group has made people groups by drawing sticks with the
compliments, corrections, and student names on them.
suggestions on the graphic
Teacher will monitor the proofreading process
organizer for everyone’s paper by walking around and reading comments
in the group.
written on the students’ papers.
Students will then look at
Meets expectation when paper Teacher will provide help to students who have
suggestions made by their peers is fully edited and ready to be questions before typing the final draft of the
and edit their papers to prepare to typed.
essay.
type the final draft.
Day
13/14
15
6. Completion
Ability to submit final
piece that meets
expectations.
Students will type the final drafts Meets expectation when
of the five paragraph informative students turn in completed
essay on the significance of
final draft.
organic compounds in today’s
world using three different classes
to prove it.
Teacher will use the rubric for informative
essays to score each paper.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
FOR STUDENTS
Attack the Prompt Handout from The Write Path II: An Advanced College
Preparatory Reading and Writing Program
Virtual Textbook of Organic Chemistry @
http://www2.chemistry.msu.edu/faculty/reusch/VirtTxtJml/intro1.htm
Informative writing samples called Four-Hoofed Therapy Machines, Tenacity:
Vital to Success, and Tattoos: Changing Fashion Fads from:
http://www.westerntc.edu/writingcenter/informative.asp
Textbooks
I-pads and computers
Writing an Effective Thesis statement
@http://faculty.ncwc.edu/lakirby/English%20090/090%20Thesis.htm
Peer Edit with perfection from: http://www.readwritethink.org/classroomresources/lesson-plans/peer-edit-with-perfection-786.html
Poster supplies
Dictionaries and reference materials
Teaching Task copy, Attack the Prompt Handout, Scoring Rubric Graphic Organizer, CARS
checklist of credibility, Poster Project scoring rubric, MLA Style for Citing Sources Guide
Sheet, Five Paragraph Plan and Prewrite Organizer, Index Cards, Graphic Organizer for Peer
Editing, textbooks
16
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students (optional):
Reading texts:
17
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
18
The attached materials support teaching this module.
19