Department - New Haven Science

Cooperative Arts & Humanities Magnet High School
Data Team Unit Planning Template
(Revised: SY 2008-09)
Grade Level/Course: Chemistry/11
Data Team Members: Bruce Schyler and Eric Boehm
Unit Title: Structure, Atoms, Nuclear, and the Periodic Table
Unit Length:
Priority Standards Addressed (Students will___):
1. Relate the structure of matter to its properties and uses.
2. Will be able to apply the principle of conservation of ____________ (matter, energy,
mass), to all facets of chemistry.
3. Will recognize and apply pattern in order to classify matter.
4. Use appropriate models to explain chemical phenomena.
5. Recognize that chemistry is both quantitative and qualitative
6. Changes in matter are accompanied by changes in energy.
1. Based on your selected standards, what CONCEPTS will students need to know to
demonstrate mastery in this unit?
 All matter is composed of atoms
 Atoms are composed of the same subatomic particles in varying ratios
 The organization of the periodic table is based on atomic structure
 The placement of an element on the periodic table predicts its chemical behavior
2. Based on your selected standards, what SKILLS will students need to be able to do to
demonstrate mastery in this unit?
 Comparing and contrasting the macroscopic and microscopic views of matter
 Give the atomic structure and placement on the periodic table based on the subatomic
 Predict an atoms stability based on the proton to neutron ratio
 Predict the behavior of an atom based on its placement on the periodic table
3. What are the big ideas that will guide instruction for this unit?
1. All matter is composed of atoms
2. All chemical reactivity is based on the atomic structure
3. Scientists organize items in predictable and repeatable pattern in order to better
understand the macroscopic world
4. What are the essential questions that will guide instruction for this unit?
1. How is an atom composed of subatomic particles?
2. How do we organize in a repeatable and predictable way?
3. How does structure equate to function?
4. How does the macroscopic provide evidence of the microscopic?
5. What SPECIFIC evidence will demonstrate that the students have mastered the skills and
concepts in the selected standards? Please attach the pre and post assessment and/or rubrics
that you will use.
 Atom building game
 Alien periodic table
 Pennium (radioactivity)
 Sorting lab (periodic table)
 Flame tests
 Reactivity series
6. What instructional strategies will you use to equip students with the necessary skills and
concepts to demonstrate mastery of the targeted standards?
7. What curriculum connections will you make to the following art disciplines during this unit of
instruction? Make at least two connections.
Creative Writing:
Visual Arts: