[PDF] High School Chemistry Curriculum Essentials Document

26503_8schooldistrict_1122334_5_67_2009.pdf .

HighSchoolChemistryCurriculumEssentialsMay2009 2

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

DistrictA



HelayneJones,Ed.D.

helayne.jones@bvsd.org voiceͲmail:303.245.5815 fax:303.545.6477

DistrictBͲVicePresident

LesleySmith,Ph.D.

lesley.smith@bvsd.org voiceͲmail:303.245.5814

DistrictC

LaurieAlbright,Ed.D.

laurie.albright@bvsd.org voiceͲmail:303.245.5817

DistrictDͲPresident

KenRoberge

ken.roberge@bvsd.org voiceͲmail:303.245.5813

DistrictE

PattiJ.Smith

patti.smith@bvsd.org voiceͲmail:303.245.5816DistrictF

JeanPaxton

jean.paxton@bvsd.org voiceͲmail:303.245.5818 fax:303.438.8572

DistrictGͲTreasurer

JimReed

jim.reed@bvsd.org voiceͲmail:303.245.5819BVSDSuperintendent

ChristopherKing,Ph.D.

superintendent@bvsd.org phone:303.447.5114 fax:303.447.5134

BoulderValleySchoolDistrict

BoardofEducation

.

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BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

TableofContents

GeneralIntroduction

WhatisaCurriculumEssentialsDocument?..................................................Page5 CurriculumFramework:MacroandMicro.....................................................Page6

NewCenturyGraduate..............................................................................Pages7Ͳ8

WhatareEnduringUnderstandingsandEssentialQuestions?.......................Page9

TeachingforUnderstanding..........................................................................Page10

WhatDoesitMeantoUnderstand?.............................................................Page11

InstructionalFramework

...............................................................................Page14 CharacteristicsofaStandardsͲbasedCurriculum..................................Pages15Ͳ16

HighSchoolScienceEssentialLearnings......................................................Pages17Ͳ22

DesignTemplates...................................................................................Pages22Ͳ32

CurriculumGlossary.................................................................................Page33Ͳ35

HighSchoolChemistryCurriculumEssentials

ScienceBackground........................................................................................Page2

ScienceContentStandards.............................................................................Page3

ScienceEnduringUnderstandingsandEssentialQuestions............................Page4 HighSchoolChemistryEssentialLearnings.....................................................Page5 HighSchoolChemistryCourseOverview........................................................Page6 HighSchoolChemistryCurriculumEssentials..........................................Pages7Ͳ23

SuggestedTimelines...............................................................................................Page24

ScienceScope

andSequence.........................................................................Pages25Ͳ26

ScienceGlossaryofTerms..............................................................................Pages26Ͳ43

.

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BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument .

HighSchoolChemistryCurriculumEssentialsMay2009 5

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument Becausewearefacedwithmorecontentthanwecanreasonablyaddress,weareobligatedto makechoicesandframepriorities.Ausefulframeworkforestablishingprioritiesisgraphically depictedusing4nestedovals.Theinnermostoval,NewCenturyGraduate, representsthe goalsofschoolingthathavebeenidentifiedbytheBoulderValleySchoolDistrictcommunity. Movingtothenextoval,ContentStandards,levelsofperformanceforeachprogramofstudy areclearlyarticulated.Thethirdoval,EssentialLearnings,representstheviablecurriculum.

Acurriculumisviablewhenthe

numberoflearningscanbeaccomplishedinthetimeprovided (usuallyasemester,trimester,oryear).Thus,anEssentialsDocumentidentifiesthepriorities forlearningthatarenecessaryforsuccessfullearningataparticulargradelevelorcourseand beyond.Italsoidentifiestheessentialknowledge,skills,concepts,topics,andprocesses that supporttheattainmentoftheessentiallearning.Finally,thelargestovalrepresentsthefield ofallpossiblecontentthatmightbeexaminedduringagradelevelorcourse.Thisincludes extendedlearningopportunitiesforstudentswhohaveachievedtheessentiallearningsor attendingtobackgroundknowledgeandskillsthat studentsmayneedtorevieworlearnto ensureachievementofgradelevelorcourseessentiallearnings.

WhatisaCurriculumEssentialsDocument?

HowDoesitRelatetoaGuaranteedandViableCurriculum?

HighSchoolChemistryCurriculumEssentialsMay2009 6

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument TheNewCenturyGraduateidentifiestheknowledge,skillsandpersonalcharacteristicsthatourcommunityhas identifiedasthegoalsofschooling.Programsofstudyandcurricularcontentareidentifiedandaddressedasameans

SchoolDistrict

CurriculumFramework:MacroandMicroLevels

AdaptedfromGrantWigginsandJayMcTighe(2007).SchoolingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculum

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New Century Graduate

KnowledgeandSkills

 Leadsabalancedlife:exhibitsphysicalfitness,knowsgoodnutritionrules,stayssafeanddrugfree,knowshowto havefunandrelax,managesangerandstress,exhibitsselfͲsufficiencyandselfconfidence,andfinishestasks. Understandsmoneymanagement,budgeting,balancingacheckbook,debtmanagement,andrecordkeeping. Demonstratestimemanagementskillsandabroadbaseofknowledgeinpracticalskillssuchascooking,sewing, driving,andmapreading. Knowshowtosearchforajobandknowswheretogotofindanswers.  Writesandspeaksthoughtfullyandarticulatelytoinform,toexpressone'sthinkingandcreativity,andto communicatetodiverseaudiences. Usescorrectgrammar,spelling,andmechanics;organizesforeffectiveness

Usestechnologyforeffectivecommunication

.  Understandsglobalcustoms,economics,literature,history,politics,religions,geography,anddemographics. Understandsthecontributionsofdifferentculturestooursociety DemonstratesproficiencyinalanguageotherthanEnglish. 

Readscritically,fluently,andwithcomprehension.

Readsforinformationresearch,pleasureandknowledgeofliterature. 

DemonstratesbasicmathcomputationalskillsandunderstandhigherͲlevelmathematicalconceptsandreasoning.

Understandsconservationandresourcemanagement.

 PossessesknowledgeofAmericanandWorldHistoriesandtheirinfluenceuponthepresentandthefuture. Employsliteratureasatoolforlearningabouthistoryacrosscultures.  DemonstratesbasicsciencesknowledgeandunderstandshighͲlevelscientificsystemsincluding environmentalsystems. Knowshowtoapplythescientificmethodtorealsituations.  Experiencesandappreciatesmusic,visualarts,danceandtheater.

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New Century Graduate

PersonalCharacteristics

  Understandsandvaluesdifferencesincluding:cultural,religious, ethnic,gender,age,andability.  ExhibitsselfͲmotivation,selfͲdiscipline,persistence,independence,confidence,curiosity,and willingnesstotakerisks,withoutbeingafraidtofail.    Understandshisorherroleandresponsibilitiesandcontributestothecommunity,nation,andworld.  Takesresponsibilityforownthoughtsandactions,acceptingthe consequences.  Exhibitspersonalintegritythroughhonesty,fairness,sincerity,andasenseofjustice.  Demonstratesflexibility,openͲmindedness,adaptability,resiliency,andopennesstochange. r PossessesselfͲrespectandconfidence,whilerecognizingone'sownlimitations.

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EnduringUnderstandings

arethebigideascentraltoacontentareathathavelastingvaluebeyondtheclassroomand aretransferabletonewsituations.Enduringunderstandingsdescribewhat,specifically, studentsshouldunderstandaboutthetopic.Suchunderstandingsaregenerallyabstractin natureandareoftennotobvious,thusrequiringuncoveringofatopic throughsustained inquiry. Anunderstandingcanbeoverarchingortopical.Overarchingunderstandingsarebroad(as thenameimplies)andofferapossiblebridgetootherunitsandcourses.Overarching understandingsatidentifiedatthedistrictͲlevel.Topicalunderstandingsareunitspecific, identifiedbyteachersabouttheunderstandingstheunitwill cultivateaboutspecifictopics. EssentialQuestionsprovokedeepthought,livelydiscussion,sustainedinquiry,andnew understandingsculminatinginmeaningfulperformances.Theyrequirestudentstoconsider alternatives,weighevidence,supporttheirideas,andjustifyanswers.Essentialquestionsdo notyieldasinglestraightforwardanswer,butproducedifferentplausibleresponses,about whichthoughtfulandknowledgeablepeoplemaydisagree.Essential questionsspark meaningfulconnectionswithpriorlearningsandpersonalexperiencesandcreate opportunitiesfortransfertoothersituationsandsubjects. Anessentialquestionscanbeeitheroverarchingortopicalinscope.Overarchingessential questionsaregeneralinnature,causinggenuineandrelevantinquiryintothebigideasand corecontent. Theycutacrossunitsand/orcourses.Topicalessentialquestionsfocusona specifictopicandmeanttobeanswered - ifonlyprovisionally - byunit'send. WhatareEnduringUnderstandingsandEssentialQuestions?

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BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument Iflearningistoendureinaflexible,adaptablewayforfutureuse,thenteachersmustdesignunits thatinprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthat knowledgebyusingitmindfully,and

3)totransfertheirlearningtonewsituationsorproblems.

TeachingforUnderstanding

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WhatDoesitMeantoUnderstand?

AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionand

CurriculumDevelopment,2006.

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WhatDoesitMeantoUnderstand?(continued)

AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionand

CurriculumDevelopment,2006.

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BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervision andCurriculumDevelopment,2006.

LevelsofUnderstanding

EssentialQuestions

Topic

PerspectiveApplication

Interpretation

Explanation

Empathy

SelfͲKnowledge

Knowledge

Comprehension

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BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument ArigorousandchallengingstandardsͲbasedinstructionalprogramensuresmaximumacademicachievement forallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthat demonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshould usethis frameworkanditsquestionstoguideinstructionalplanninganddecisionͲmaking.

InstructionalFramework

MakingtheConnections

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CharacteristicsofaBoulderValleySchoolDistrict

StandardsͲbasedClassroom

Curriculum

AllStudentsHaveAccesstotheGeneralEducationCurriculum Standards/essentiallearningsareclearlyvisible - inwriting - inageappropriatestudentͲfriendly language Continualcorrelationofcurriculumismadetothestandards/essentiallearnings Modelsofhighqualityproducts(teachergenerated,studentgeneratedorboth)areprovidedbythe district Studentsandparentsareinformedofexpectations(coursesyllabuscourse,standards/essential learnings,gradingpolicy,homeworkpolicy,andfinalculminatingactivity) Allstudentsareguaranteedaccesstothestandards/essentiallearnings Lessonsandunitsaredevelopedusingabackwardsdesignprocess

Suggestedtimelinesarefollowed

Instruction

QualityInstructionDemandsStudentͲTeacherCollaborationintheLearningProcess Instructionfocusesonstandards/essentiallearnings/curriculum

Clearandhighexpectationforallstudents

Instructiondrivenbystandards/curriculum,notmaterialsorapublishedprogram Frequent,timely,meaningfulfeedbackofstudentaccomplishment Instructionsupportsequitywithmultipleopportunitiestolearnthroughgrouping,scaffolding, differentiation,andextension Teachersusemultipleformsofrepresentationareused(e.g.,pictures,words,symbols,diagrams, tables,graphs,wordwalls)

Studentsactivelyengageinlearning

Participateinclassroomtalk(listening,elaborating,clarifying,expanding) Applyrigorous,strategicthinking(application,explanation,perspective,interpretation, perspective,empathy,selfͲknowledge)

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CharacteristicsofaBoulderValleySchoolDistrict

StandardsͲbasedClassroom

Assessment

AssessmentsareTightlyAlignedtotheStandards

Studentsandparentsareprovidedwithcleardescriptionsofproficiency Classroomgradingpracticesclearlyshowhowstudentsareprogressingtowardessential learnings/standards

Gradingisbasedonattainmentofthestandards

Studentunderstandingisassessedthroughmultipletypesofformativeandsummativeassessments Studentassessmentresultsareusedtomakeinstructionaldecisionsaboutwhatdirectiontotake Feedbackexplicitlyguidescontinuousprogresstowardmasteryofthestandardandisprovidedto studentsinatimelymanner Opportunitiestorelearn,reassess,andextendlearningareembeddedineveryclassroom Teacherscollaborateinthedesignandanalysisofcommonassessmentsthatarealignedtostandards Studentscreateauthenticproductsandperformancesforcriticalaudiences

LearningEnvironment

AHealthyCommunityofLearnersThrivesonCollaborativeProcessesThatValuetheInputof

AllMembers

Positiverespectfulrelationshipsareevidentwithintheclassroom Studentsmonitorandmanagethequalityoftheirownlearning Studentenrollmentshowsgenderandracial/ethnicdiversity

Verbalandnonverbalcuesindicatestudentengagement

Teachersplansothattimeisusedpurposefullyandefficiently

Studentsusetimeprovidedpurposefullyandefficiently

Studentsandteachersnegotiateandsharedecisionsthatpositivelyimpactthelearningenvironment Teachershelpstudentsmakeconnectionsbetweencommunity,nation,world,andself Teachersshowaconnectednesswithallstudents,respectfulofstudentdiversityandindividual differences Studentsbelievetheyarecapableofsuccess,takeriskstoengageinnewexperiences,andextend skillsandhabitsofmind

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HighSchoolScienceEssentialLearnings

HighSchoolPhysicalScience

 Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignand guidedevelopmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertainlywithinaninvestigation(e.g.,particular measuringdevicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions UsingthekineticͲmolecularmodelofmatter,explainsandpredictsphasechangesofmatter relativetochangesinthermalenergy Explainsthatallelementshavephysicalandchemicalproperties,whicharedeterminedby theiratomicstructureandarereflectedintheelement'slocationinthePeriodicTable Describeshowelementschemicallycombinetoformcompoundsandthatchemical changescanberepresentedinbalancedchemicalequations Explainsthatallsubstanceshavechemicalandphysicalproperties(density,pH,melting point,conductivity,magnetism,reactivity)thatcanbemeasuredandusedtocompareand classifysubstances Usesquantitativemeasurementsandcalculationstodemonstratetheconservationofmass andconservationofenergy Explainsthatenergycanbetransferredortransformedthroughavarietyofmechanisms, andthatinanychange,someenergyislostthroughtransformationintoheat Identifiesthetypesandcharacteristicsofwavesanddescribestheirinteractions Explainshowavarietyofforcesactonmatter Describesthenatureofelectricchargeandforceandtherelationshipbetweenelectricity andmagnetism Understandsinterrelationshipsamongscience,technology,andhumanactivityandhow theycanaffecttheworld Explainsthedifferencebetweenahypothesisandatheoryandbetweenatheoryandalaw, andunderstandsthatscienceinvolvesaparticularwayofknowing,andunderstandingcomͲ monthemesamongscientificdisciplines

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HighSchoolBiology

Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignand guidedevelopmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertainlywithinaninvestigations(e.g.,particular measuringdevicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Recognizesandanalyzesalternativeexplanations(hypotheses)andmodels Understands,describes,anddemonstratesthatlivingthingsarediverse,butalllivingthings sharecommonphysical,genetic,andmolecularcharacteristics,allofwhichareevidenceof commonancestry. Describesthestructureandfunctionofcells,explainhownewcellsaremade,anddescribes thatcellsdifferentiatetoperformspecificfunctions Explainsthatlivingsystemshavestructures,suchasmolecules,organelles,cells,tissues, organs,andorgansystems,whichinteracttomaintaininternalbalance DescribesanddemonstratesthatDNAcodesforproteinsandisthemolecularbasisforthe transferofbiologicalcharacteristicsfromonegenerationtothenext ExplainsthatpopulationsevolveovertimethroughthenonͲrandomprocessofnatural selectionandotherevolutionarymechanisms(bothrandomandnonͲrandom) Explainthatphotosynthesisandcellularrespirationarethebiochemicalprocessesbywhich mostorganismsobtainanduseenergy Demonstratesunderstandingofthecomplexinteractionsamongorganismsandtheir environmentsandtheimplicationsoftheseinteractionsforbiodiversity Understandsinterrelationshipsamongscience,technology,andhumanactivityandhow theycanaffecttheworld Explainstherelationshipbetweenhypotheses,theoriesandlaws Understandsthatscienceinvolvesaparticularwayofknowingandunderstandcommon themesamongscientificdisciplines

HighSchoolScienceEssentialLearnings

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HighSchoolChemistry

Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignandguide developmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment,technology, andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertainlywithinaninvestigation(e.g.,particularmeasuring devicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Recognizesandanalyzesalternativeexplanationsandmodels Usesevidencetodescribethestructureofmatter Useschemicalnomenclatureaccuratelytoidentifyanddescribesubstances Explains,usingmodels,observationsofchemicalandphysicalpropertiesaccordingtothenatureof bondingwithinthesubstance Useskineticmoleculartheory(KMT)toexplainratesofreactionsandtherelationshipsamong temperature,pressure,andvolumeofasubstance Appliestheconceptofequilibriumtodifferenttypesofchemicalreactions Appliestheprincipleofconservationofmasstochemicalreactions Understandsinterrelationshipsamongscience,technology,andhumanactivityandhowtheycan affecttheworld Describestherelationshipsamongahypothesis,atheory,andalaw Understandsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemes amongscientificdisciplines

HighSchoolScienceEssentialLearnings

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HighSchoolPhysics

 Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignandguide developmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g.,particularmeasuring devicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Recognizesandanalyzesalternativeexplanationsandmodels UsesevidencetodescribetheconceptsoflinearandtwoͲdimensionalmotion,includingprojectile motion Explainstherelationshipsamongforces,motion,momentumandimpulse Demonstratesanunderstandingoftheconceptofenergyastheabilitytocausechange Analyzesandexplainsthenatureofelectricchargeandforceandtherelationshipbetween electricityandmagnetism Explainsthenatureandcharacteristicsofwavesandanalyzestheirinteraction DescribesthecorrectionstoNewtonianphysicsgivenbyquantummechanicsandrelativitywhen matterisverysmall,movingfastcomparedtothespeedoflight,orverylarge Understandsinterrelationshipsamongscience,technology,andhumanactivityandhowtheycan affecttheworld Explainsthedifferencebetweenahypothesisandatheoryandbetweenatheoryandalaw Understandsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemes amongscientificdisciplines

HighSchoolScienceEssentialLearnings

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Earth,Space,andGeophysicalScience

 Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignand guidedevelopmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g.,particular measuringdevicesandexperimentalprocedures) Recognizesandanalyzesalternativeexplanationsandmodels DescribesandinterpretsEarth'ssurfacefeaturesandexplainschangesintheEarth'ssurface duetogeologicprocesses Describesrocksandmineralsonamacroscopicandmicroscopicscaleandexplainsthe chemicalandphysicalprocessthroughwhichtheyareformed Explainshowscientificdatingmethodsoffossilsandrocksequencesareusedtoconstructa chronologyofEarth'shistoryexpressedinageologictimescale DescribesboththestructureoftheEarth'sinteriorandtheevidencethatsupportsthis model Explainsthatplatetectonicsistheglobalmechanismformajorgeologicprocessesandthat heattransfer,governedbytheprinciplesofthermodynamics,isthedrivingforce DescribeshowtheuseofEarth'sresourcesimpactsEarth'ssubsystems Describeshowthehydrosphereandatmospheresubsystemsinteractonvarioustimescales ExplainshowtheEarth'sglobalocean,poweredbytheSun,affectsweatherandclimate throughcomplexatmosphericinteractions ExplainshowEarthinteractswithinalargercomplexsystemandisuniqueinoursolar system Analyzesinterrelationshipsamongscience,technology,andhumanactivityandhowthey affecttheworld Differentiatesbetweenahypothesisandatheoryandbetweenatheoryandalaw Explainsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemes amongscientificdisciplines

HighSchoolScienceEssentialLearnings

.

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DesiredResults

BVSDStandard(s)/EssentialLearnings

UnitEnduringUnderstandingsUnitEssentialQuestions

Studentswillknow......Studentswillbeableto......

Performance/TransferTasksOtherEvidence

RubricStudentSelfͲAssessmentandReflection

AssessmentEvidence

UnitDesignTemplate

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LearningPlans

LearningActivities

MaterialsAccommodations

TechnologyIntegration

UnitDesignTemplate(continued)

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UnitDesignTemplate

EssentialLearning:

Assessment:

TeachingforUnderstanding

AcquireKnowledgeMakeMeaningTransfer

EssentialQuestions

LearningActivities

Materials

Accommodations

.

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MonthAssessmentKnowledge

SkillsLearning

Activities

Standards/Essential

Learnings

Accommodations

Materials

CurriculumMap

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AugustSeptemberOctoberNovember

Standards/

Essential

LearningsDecember

Assessment

Knowledge

Skills

Learning

Activities

MaterialsAccommodations

CurriculumMap

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JanuaryFebruaryMarchApril

Standards/

Essential

LearningsMay

Assessment

Knowledge

Skills

Learning

Activities

Materials

Accommodations

CurriculumMap

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StandardsAssessmentKnowledgeand

SkillsLearningActivitiesAccommodationsMaterials

Science

Math

Reading

WritingMonth

Theme:

UnitGuidingQuestion(s):

Speaking

Listening

SocialStudies

Health

CurriculumMap

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ReadingWritingMathScienceSocial

StudiesHealthSpeaking/

Listening

August

September

October

November

December

January

February

March April May

YearAtAGlance

CurriculumMap

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Unit:Timing:

EssentialQuestions

Standards/EssentialLearnings

NotesAssessmentsKnowledgeand

SkillsLearningActivitiesAccommodationsMaterials

CurriculumMap

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Unit:Timing:

Standards/EssentialLearnings

EnduringUnderstandings

EssentialQuestions

Assessment

KnowledgeandSkills

LearningActivities

Accommodations

Materials

CurriculumMap

.

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CurriculumGlossaryofTerms

AnchorAnanchorisasampleofworkorperformanceusedtosetthespecific performancestandardforeachlevelofproficiency.Anchorscontributeto scoringreliabilityandsupportstudentsbyprovidingtangiblemodelsofquality work. AssessmentAssessmentreferstotheactofdeterminingavalueordegree.

Authenticassessment

Anauthenticassessmentisonecomposedoftasksandactivitiesdesignto simulateorreplicateimportant,realͲworldchallenges.Itasksastudenttouse knowledgeinrealͲworldways,withgenuinepurposes,audiences,and situationalvariables.Authenticassessmentsaremeanttodomorethan"test;" theyshouldteachstudents whatthe"doing"ofasubjectlookslikeandwhat kindsofperformancechallengesareactuallyconsideredmostimportantina fieldorprofession. BackwardDesignAnapproachtodesigningacurriculumorunitthatbeginswiththeendinmind anddesignstowardthatend.Thistermisusedby

GrantWigginsandJay

McTigheinUnderstandingbyDesign.

BenchmarkClearlydemarcatedprogresspointsthatserveasconcreteindicatorsfora standard. BigIdeaInUnderstandingbyDesign(WigginsandMcTighe,2005),thecore concepts,principles,theories,andprocessesthatshouldserveasthe focalpointofthecurriculum, instruction,andassessment.Bigideasare enduringandimportantandtransferablebeyondthescopeofaparticularunit. ConceptAconceptisamentalconstructorcategoryrepresentedbyawordorphrase. Conceptsincludebothtangibleobjects(chair,telephone)andabstractideas (bravery,anarchy).

ContentStandardAcontentstandardanswers

thequestion,"Whatastudentshouldknow,door understand?" CurriculumThecurriculumrepresentswhatshouldbetaught.Itisanexplicitand comprehensiveplanthatisbasedoncontentandprocessstandards. CurriculumImplementationCurriculumimplementationisputtingthecurriculumintoplace.

CurriculumMappingCurriculummappingandwebbingare

approachesthatrequireteacherstoalign thecurriculum,standards,andlearningactivitiesacrossgradelevels,withina gradeleveltoensureacontinuumoflearningthatmakessenseforallstudents. EnduringUnderstandingEnduringunderstandingsarespecificinferences,basedonbigideasthathave lastingvaluebeyondtheclassroom.They arefullͲsentencestatementsthat describespecificallywhatstudentswillunderstandaboutthetopic.

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CurriculumGlossaryofTerms(continued)

EssentialLearningsEssentialLearningsarethebackboneofaguaranteedviablecurriculum.Essential Learningsarealignedwithstandardsandarticulatetheskills,content,and conceptsdeterminedtobenonͲnegotiableareasofproficiencyattainmentbyall studentssothattheyarepreparedforthenextyear/levelofeducation.The

EssentialLearnings

arethemandatedcurriculumoftheBoulderValleySchool Districtandformthebasisuponwhichsummativeassessmentsarecreated. GuaranteedViableCurriculumInresearchingwhatworksinschools,RobertMarzano(2003),foundfive schoolͲlevelfactorsthatpromotestudentachievement.Usingtheprocessof statisticaleffectsizeanalysis,Marzano concludedthataguaranteedandviable curriculumisthemostpowerfulschoolͲlevelfactorindeterminingoverallstudent achievement.Marzanodefinesaguaranteedandviablecurriculumasa combinationofopportunitytolearn(guaranteed)andtimetolearn(viable). AccordingtoMarzano,studentshavetheopportunitytolearnwhentheystudy a curriculumthatclearlyarticulatesrequiredstandardstobeaddressedatspecific gradelevelsandinspecificcourses.Acurriculumisviablewhenthenumberof requiredstandardsismanageableforastudenttolearntoalevelofmasteryin thetimeprovided(usuallyasemester,trimester,oryear). LearningActivitiesTheserepresenttheexperiencesandinstructionthatwillenablestudentsto achievethedesiredresultssuchasmaterials,projects,lectures,videos,

homework,assignments,presentations,accommodations,andvocabulary.EssentialQuestionAnEssentialQuestionliesattheheartofasubjectoracurriculum(asopposedto

beingeithertrivialor leading)andpromotesinquiryanduncoverageofasubject. Essentialquestionsdonotyieldasingleanswer,butproducedifferentplausible responses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.An essentialquestioncanbeoverarching,gradelevelspecific,orunitspecificin scope.

EssentialTopics,Skills,Processes,

ConceptsThe

topics,skills,processes,andconceptsclarifytheEssentialLearnings,describe indicatorsofachievement,andinformtheselectionofformativeandsummative assessments. FormativeassessmentAnassessmentisconsideredformativewhenthefeedbackfromlearningactivities isactuallyusedtoadapttheteachingtomeetthelearner'sneeds.

PerformanceTaskAperformance

taskusesone'sknowledgetoeffectivelyactorbringtofruitiona complexproductthatrevealsone'sknowledgeandexpertise. PrerequisiteknowledgeandskillTheknowledgeandskillrequiredtosuccessfullyperformaculminatingtasksor achieveanunderstanding.Thesetypicallyidentifydiscreteknowledgeand knowͲhowrequiredtoput everythingtogetherinameaningful,final performance.

HighSchoolChemistryCurriculumEssentialsMay2009 35

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument ProcessesProcessesincludeallthestrategies,decisions,andsubͲskillsastudentusesin meetingthecontentstandard. ProductThetangibleandstableresultofaperformanceandtheprocessesthatledto it.Theproductisvalidforassessingthestudent'sknowledgetotheextent thatsuccessorfailurein producingtheproductreflectstheknowledgetaught andbeingassessed. RubricAscoringtoolthatratesperformanceaccordingtoclearlystatedlevelsof criteriaandenablesstudentstoselfͲassess.Arubricanswersthequestion, Whatdoesunderstandingorproficiencyforanidentifiedresultlooklike?The scalescanbe numericordescriptive. ScopeandSequenceScopereferstothebreadthanddepthofcontenttobecoveredina curriculumatanyonetime(e.g.week,term,year,overastudent'sschoollife). Sequencereferstotheorderinwhichcontentispresentedtolearnersover time.Theorderin whichyoudoit.Togetherascopeandsequenceoflearning bringordertothedeliveryofcontent,supportingthemaximizingofstudent learningandofferingsustainedopportunitiesforlearning.Withouta consideredscopeandsequencethereistheriskofadhoccontentdeliveryand themissingofsignificant learning. StrategiesStrategiesareprocedures,methods,ortechniquestoaccomplishanessential learning. SummativeassessmentAnassessmentisconsideredsummativewhenthefeedbackisusedasa summaryofthelearninguptoagivenpointintime.

CurriculumGlossaryofTerms(continued)

.

HighSchoolChemistryCurriculumEssentialsMay2009

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

HighSchool

Chemistry

CurriculumEssentials

.

HighSchoolChemistryCurriculumEssentialsMay2009 2

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

BoulderValleySchoolDistrictScienceBackground

ContentandGoals

SincethepublicationsoftheNationalScience

EducationStandardsbytheNationalResearch

Councilin1996,theteachingofscienceingrades

KͲ12hasundergoneagradualrevolution.Insteadof

presentingscienceasacollectionofisolatedfacts, teachersstrivetohelpeachstudentdevelopthe abilitytoconductscientific inquiry,astrong understandingofscientificconceptsandhowthey areconnected,andanunderstandingofthenature andhistoryofscience.In2007,theColorado

DepartmentofEducationpublishedthemostrecent

versionoftheColoradoModelContentStandards forScienceandColoradoAssessmentFrameworks forScience.

ThisrevisionoftheBoulderValleySchoolDistrict

ScienceCurriculumhadthreekeygoals:

Clearlyarticulatewhateverystudentshould

know,understand,andbeabletodowith regardstoscienceateverygradelevel

AlignwiththerevisedColoradoStandardsand

Frameworks

Reducethebreadthofsciencecontentateach

gradelevelsothatconceptscanbeexploredin greaterdepth.

ScientificInquiry

AcentralfocusoftherevisedBVSDscience

curriculumisscientificinquiry.Thefollowing definitionfromtheNationalScienceEducation

Standardsservesasthebasisforourcommon

understandingofhowscientificinquiryisdefined.

Scientificinquiryreferstothe

diversewaysinwhichscientists studythenaturalworldand proposeexplanationsbasedonthe evidencederivedfromtheirwork.

Inquiryalsoreferstotheactivities

ofstudentsinwhichtheydevelop knowledgeandunderstandingof scientificideas,aswellasan understandingofhow scientists studythenaturalworld.

Thefollowingpointsservetoclarifythevisionof

whatinquirymeansinBVSD.

Inquiryinvolvesfiveessentialfeatures.Students

engagedinscientificinquiryshouldaskor respondtoscientificallyorientedquestions,give prioritytoevidence,formulateexplanations basedonevidence,connectexplanationsto scientificknowledge,andcommunicateand justifyexplanations(InquiryandtheNational

ScienceEducationStandards).

InquiryͲbasedscienceinstructioninvolvesa

continuumoflearningexperiencesfrom teacherͲledtolearnerselfͲdirectedactivities, includingbutnotlimitedtohandsͲonlabs.

Hence,bothastructuredassignmentinvolving

readingandwrittenreflectionandan openͲended,handsͲoninvestigationcouldbe consideredinquiryaslongas theyinvolvethe fiveessentialfeaturesidentifiedabove.

TheultimategoalsofinquiryͲbasedinstruction

aretoengagelearners,developtheirconceptual understandingofthenaturalworldaround them,andtoovercomemisconceptionsin science.

InquiryͲbasedactivitiesshouldbalancestudents'

applicationofcontentknowledge,creativity, andcriticalthinkinginordertoanalyzedata, solveaproblem,oraddressauniquequestion.

LiteratureCited

NationalResearchCouncil.1996.NationalScience

EducationStandards.Washington,DC:NationalAcademyPress. NationalResearchCouncil.2000.InquiryandtheNationalScienceEducation

Standards.Washington,DC:NationalAcademyPress.

HighSchoolChemistryCurriculumEssentialsMay2009 3

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

ScienceStandard1

Studentsapplytheprocessesofscientific

investigationanddesign,safelyconduct, communicateaboutandevaluatesuch investigations.

ScienceStandard2

Studentsknowandunderstandcommonproperties,

forms,andchangesinmatterandenergy.

ScienceStandard4

Studentsknowandunderstandtheprocessesand

interactionsofEarth'ssystemsandthestructureand dynamicsofEarthandotherobjectsinspace. BoulderValleySchoolDistrictScienceContentStandards

ScienceStandard5

Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking meaningofthenaturalworld.

ScienceStandard3

Studentsknowandunderstandthecharacteristics

andstructureoflivingthings,theprocessesoflife, andhowlivingthingsinteractwitheachotherand theirenvironment.

HighSchoolChemistryCurriculumEssentialsMay2009 4

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument ScienceOverarchingEnduringUnderstandingsandEssentialQuestions

OverarchingEnduringUnderstanding

Scienceinvolvesaparticularwayofknowingthat

includesrelyingonempiricalevidence,logical arguments,skepticism,andpeerreview.Scientific ideasarerevisedovertimeasnewevidence becomesavailable.

Benefitsandcostsofscientificresearchand

technologicalinnovationincludeconsequencesthat arelongͲtermaswellasshort

Ͳterm,andindirectas

wellasdirect.

ScientificinquiryinvolvesaskingscientificallyͲ

orientedquestions,collectingevidence,forming explanations,connectingexplanationstoscientific knowledgeandtheory,andcommunicatingand justifyingexplanations.

Matterhaspropertiesrelatedtoitsstructurethat

canbemeasuredandusedtoidentify,classifyand describesubstancesorobjects.

Energyoccursindifferentformsandisnecessaryto

doworkortocausechange.

Allorganismssharesimilarcharacteristicsandbasic

needs,buttheyalsohavedifferencesthatallow peopletoidentify,describeandclassifythem.

TheEarthSystemiscomposed

ofandpartofa multitudeofsystems,whichcycleandinteract resultingindynamicequilibrium.

OverarchingEssentialQuestions

Howissciencedifferentfromotherdisciplinesin

thewayitapproachesquestions?

Howhavescienceandtechnologyaffectedthe

qualityoflife?

Howdopeopleusetheprocessofscienceto

investigatequestionsaboutthenaturalworld?

Whatismatter?

Whatisenergy?

Howdoesenergyinteractwithmattertocause

change anddowork?

Howarealllivingthingsthesame,andhoware

theydifferent?

HowdoEarth'ssystemsinteract?

.

HighSchoolChemistryCurriculumEssentialsMay2009 5

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

ScienceStandard1:Studentsapplytheprocessesof

scientificinvestigationanddesign,safelyconduct, communicateaboutandevaluatesuch investigations.

Tomeetthisstandard,aHighSchoolChemistry

student:

Asksquestionsandstateshypothesesusingprior

scientificknowledgetohelpdesignandguide developmentandimplementationofascientific investigation.

Designsandconductsscientificinvestigations.

Appropriatelyselectsandsafelyusestools(including

laboratorymaterials,equipment,technology,and electronicresources)toconductscientific investigations.

Identifiesmajorsourcesoferrororuncertainlywithin

aninvestigation(e.g.,particularmeasuringdevices andexperimentalprocedures).

Communicatesandevaluatesscientificthinkingthat

leadstoparticularconclusions.

Recognizesandanalyzesalternativeexplanationsand

models.

BoulderValleySchoolDistrictContentStandards

andHighSchoolChemistryEssentialLearnings

ScienceStandard2:Studentsknowandunderstand

commonproperties,forms,andchangesinmatter andenergy.

Tomeetthisstandard,aHighSchoolChemistry

student:

Usesevidencetodescribethestructureofmatter.

Useschemicalnomenclatureaccuratelytoidentify

anddescribesubstances.

Explains,usingmodels,observationsofchemicaland

physicalpropertiesaccordingtothenatureof bondingwithinthesubstance.

Useskineticmoleculartheory(KMT)toexplainrates

ofreactionsandtherelationshipsamong temperature,pressure,andvolumeofasubstance.

Appliestheconceptofequilibriumtodifferenttypes

ofchemicalreactions.

Appliestheprincipleofconservationofmassto

chemicalreactions. ScienceStandard5:Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuilding knowledgeandmakingmeaningofthenaturalworld.

Tomeetthisstandard,aHighSchoolChemistrystudent:

Understandsinterrelationshipsamongscience,technology,andhumanactivityandhowtheycanaffecttheworld. Describestherelationshipsamongahypothesis,atheory,andalaw. Understandsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemesamongscientific disciplines.

ScienceStandard4:Studentsknowandunderstand

theprocessesandinteractionsofEarth'ssystems andthestructureanddynamicsofEarthandother objectsinspace. NoessentiallearninginHighSchoolChemistry.ScienceStandard3:Studentsknowandunderstand thecharacteristicsandstructureoflivingthings,the processesoflife,andhowlivingthingsinteractwith eachotherandtheirenvironment.

NoessentiallearninginHighSchoolChemistry.

HighSchoolChemistryCurriculumEssentialsMay2009 6

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

EffectiveComponentsofa

HSChemistryProgram

MaintainsaninquiryͲbasedlearning

environment

Addressesalimitednumberof

concepts,butdoessoindepth

Providesstudentswithmultiple

opportunitiestolearnandtimely feedbacktohelpstudentsknowwhat theyneedtoimproveupon

Explainsconceptsandproblemsin

multipleways

Usesassessmenttoguideinstruction

Differentiatesinstructiontomeet

studentneeds

Drawsoutandactivelyengagesthe

preexistingunderstandingsaboutthe naturalworldthatstudentsbringwith them

Assistsstudentsindeveloping

metacognitiveskillswithinthecontext oflearningaboutscience

Providesopportunitiesandsupportto

applywriting,reading,andmathematics skillsinthecontextofinvestigating scientificconcepts,includinghandͲ graphingdata

Providesasafe,equitableandengaging

learningenvironmentforallstudents

Assessment

ScienceACT

TeacherͲcreated

assessments

BVSDHSChemistry

Overview

CourseDescription

Thiscourseprovidesthe

opportunitytodevelopknowledge andunderstandingaboutthe relationshipsbetweenthestructure andpropertiesofmatterandthe interactionofmatterandenergy.

Unitsofstudyinclude:matterand

itschanges,atomicstructure, chemicalcomposition, nomenclature,reactions, stoichiometry,gaslaws,periodicity, bonding,moleculargeometry,and thermochemistry.

Laboratory

activitiesreinforceconceptsand principlespresentedinthecourse.

EssentialQuestions

Whattypesofquestionsandhypothesescan

beansweredbyscience?

Whatelementsofdesignarecriticalin

conductingascientificinvestigation?

Howcanweensurethatscientific

investigationsarebothsafeandconsistent withstandardscientificpractice?

Howdoweidentifysourcesoferrorand

quantifytheirimpactondata?

Howdoweknowwhethertheconclusionsof

ascientificinvestigationarevalid?

Isthereonlyoneexplanationforhowthings

behaveinnature?

Whatisstuff,andhowdoweknow?

Howdopeopleidentifyandname

substances?

Howdoeschemicalbondingrelatetothe

propertiesofasubstance?

Whatisheat,andhowdoesitaffecttheway

moleculesinteract?

Howdopeopleusetheequilibriummodelof

chemicalinteractionstorepresent,analyze, andcommunicatestructureandrelationships inchemicalsystemsandchemical interactions?

Howdoweknowhowmuchofsomethingwe

have,andhowdowedemonstratethatthe amountofsomethingisconserved?

Howhavescienceandtechnologyaffectedthe

qualityoflife?

Whataretherelationshipsamongscientific

hypotheses,theories,andlaws?

Whatmakessciencedifferentfromother

disciplines?

Technology

Integration&Information

Literacy

Usestechnologyresponsibly

forcommunicationand transferofideas

Usestechnologytogather,

organize,analyzeand communicateaboutdata

Collaborateswithothersto

identifyinformationproblems andtoseektheirsolutions

Organizesandreports

informationinavarietyof complexwaysincludingtables, graphs,charts,reports, labeleddiagrams

Evaluatestheaccuracyand

objectivityofvarious informationsources(text, audio,video,etc.)

Presentsinformationina

varietyofformatsincluding text,audio,pictures,video

HighSchool

Chemistry

Alternativeexplanations

andmodels

Askquestions&statehypotheses

Communicate&evaluateresults

Chemicalbondingand

reactionsChemical nomenclature

Design&conductinvestigations

Safelyusetools&technology

Evaluateerroranduncertainly

Chemicalreactionsand

equilibrium

Stoichiometry

Atomicstructureandthe

periodictable

Scienceasahumanendeavor

Technology&impacts

Scientifichypotheses,theories,&laws

Kineticmoleculartheory

HighSchoolChemistryCurriculumEssentialsMay2009 7

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem1 Asksquestionsandstateshypothesesusingpriorscientificknowledgeto helpdesignandguidedevelopmentandimplementationofascientific investigation aDevelopsscientificquestionsbasedonobservedphenomena bFormulatestestablehypotheses cDescribesdifferentmethodsusedtoinvestigatescientificquestions(e.g., controlledexperiments,constructingmodels,researchingscientificliterature, etc.)

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyͲorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeandtheory, andcommunicatingandjustifyingexplanations.EssentialQuestion

Whattypesofquestionsandhypothesescanbe

answeredbyscience?

Continuedonnextpage

EssentialLearnings

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

ScienceStandard1

Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

HighSchoolChemistryCurriculumEssentialsMay2009 8

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS

Chem2Designsandconductsscientificinvestigations

aCreatesanddefendsawrittenplanofactionforacontrolledexperiment bIdentifiestheindependentanddependentvariablesinascientificinvestigation cKeepsallconditionsotherthantheindependentvariableconstant,while monitoringvariablesthatcannotbeheldconstant dSelectsandusestheappropriateobservationormeasurement technique eSelectsandusesappropriatetechnologiestogather,process,andanalyzedata fRecordsqualitativeandquantitativeobservations gDescribeshowdifferenttypesoftechnologiesareusedinscientificinvestigations

EssentialQuestion

Whatelementsofdesignarecriticalinconducting

ascientificinvestigation?

Continuedonnextpage

EssentialLearnings(continued)

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyͲorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeandtheory, andcommunicatingandjustifyingexplanations.ScienceStandard1(continued) Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.

HighSchoolChemistryCurriculumEssentialsMay2009 9

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem3 Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials, equipment,technology,andelectronicresources)toconductscientific investigations aDemonstrateshowtoconductlaboratoryinvestigationssafely(e.g.,knowingthe hazardsandprecautionsneededwhenworkingwithchemicalsandhazardous materialsanddisposalofhazardousmaterials) bUsespersonalprotectionequipment,suchassafetygoggles,whenappropriate cKnowsthelocationandprocedureforusingsafetyequipmentsuchasfire extinguishers,eyewashes,safetyshowers,etc. dMeasuresaccuratelyusingcommonSIunitsandnonͲSIunitscommonto chemistry(meters,grams,milliliters,Celsius,atmospheres) eReadsandrecordsmeasurementsmadeonapieceofstandard,calibrated scientificequipmentwiththecorrectdegreeofcertainty/significantdigits fUsesdimensionalanalysisto appropriatelysolveproblems gCalculatesquantities(suchasdensityandspecificheat)usingthecorrect significantdigits hDemonstratesthepropercareofscienceequipmentandlaboratoryfacilities

EssentialQuestions

Howcanweensurethatscientificinvestigations

arebothsafeandconsistentwithstandard scientificpractice?

Continuedonnextpage

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EssentialLearnings(continued)

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyͲorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeandtheory, andcommunicatingandjustifyingexplanations.ScienceStandard1(continued) Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.

HighSchoolChemistryCurriculumEssentialsMay2009 10

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem4Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g., particularmeasuringdevicesandexperimentalprocedures) aIdentifieswhenerrorhasbeenintroducedintoascientificinvestigationbecause certainvariablesarenotcontrolledormorethanonevariableischanged bDescribeswaysofminimizingexperimentalerrorsinascientificinvestigation, suchaschangingonlyonevariablewhileholdingallotherconditionsconstantor havingthesame persontakemeasurementseachtime cDistinguishesbetweenerror,uncertainty,andmistakes dCalculatespercenterror eCalculatesvaluesandpreservestheiruncertaintyusingsignificantdigits

EssentialQuestion

Howdoweidentifysourcesoferrorandquantify

theirimpactondata?

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

Continuedonnextpage

EssentialLearnings(continued)

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyͲorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeandtheory, andcommunicatingandjustifyingexplanations.ScienceStandard1(continued) Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.

HighSchoolChemistryCurriculumEssentialsMay2009 11

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts HS Chem5Communicatesandevaluatesscientificthinkingthatleadstoparticular conclusions aSummarizesdataeffectivelyusinggraphsandtables bIdentifiesandusesevidencetosupportaparticularconclusion cWritesaconclusionthatlinksthequestionbeinginvestigatedtotheevidence collectedduringtheinvestigation dIdentifiesandexplainswhetherornotaconclusionisalignedwiththetestable questionand thescientificinvestigationthatwasconducted eExplainshowconclusionsandmodelsfrompreviousscientificinvestigations needtoberevisedbasedonnewevidence

EssentialQuestion

Howdoweknowwhethertheconclusionsofa

scientificinvestigationarevalid?

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

Continuedonnextpage

EssentialLearnings(continued)

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyͲorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeandtheory, andcommunicatingandjustifyingexplanations.ScienceStandard1(continued) Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.

HighSchoolChemistryCurriculumEssentialsMay2009 12

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem6Recognizesandanalyzesalternativeexplanations(hypotheses)andmodels aDescribesandexplainsthatalternativemodelscanbeusedtoinvestigatethe sametestablequestion bDescribesandanalyzesotherreasonableexplanations,usingthesame independentanddependentvariable,fortheresultingdataorobservationsfrom aninvestigation

EssentialQuestions

Isthereonlyoneexplanationforhowthings

behaveinnature?

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EssentialLearnings(continued)

EnduringUnderstanding

Scientificinquiryinvolvesasking

scientificallyͲorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeandtheory, andcommunicatingandjustifyingexplanations.ScienceStandard1(continued) Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations. KeyAcademicVocabulary:calibrate,dimensionalanalysis,error,hypothesis,qualitative,quantitative, significantdigits,uncertainty,variable

HighSchoolChemistryCurriculumEssentialsMay2009 13

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS

Chem7Usesevidencetodescribethestructureofmatter

aComparesandcontrastsphysicalandchemicalchanges bDemonstratesphysicalandchemicalmethodsusedtoseparatemixturesthatare basedonthepropertiesofthesubstances cDescribesatomictheoryandatomicstructure(includingelectronenergylevels, atomicorbitals,andelectronconfigurations)usingevidenceforthemodernview ofatomic theory dDeterminestheatomicnumberandmassnumberofisotopes eCalculatestheaverageatomicmassofanelement fDescribestheperiodicrelationshipsofelementsbasedonthefollowing properties:atomicradii,ionizationenergies,electronegativity,andoxidation states

EnduringUnderstanding

Matterhaspropertiesrelatedtoitsstructure

thatcanbemeasuredandusedtoidentify, classifyanddescribesubstancesorobjects.EssentialQuestions

Whatisstuffmadeof,andhowdoweknow?

Continuedonnextpage

EssentialLearnings

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

ScienceStandard2

Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy.

HighSchoolChemistryCurriculumEssentialsMay2009 14

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem8 Useschemicalnomenclatureaccuratelytoidentifyanddescribesubstances aDetermineschemicalformulasandnamesofioniccompoundsandcovalent molecules bNamessubstancesgivenIUPACformulas

EssentialQuestions

Howdopeopleidentifyandnamesubstances?

Continuedonnextpage

EssentialLearnings(continued)

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EnduringUnderstanding(continued)

Matterhaspropertiesrelatedtoitsstructure

thatcanbemeasuredandusedtoidentify, classifyanddescribesubstancesorobjects.ScienceStandard2(continued) Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy.

HighSchoolChemistryCurriculumEssentialsMay2009 15

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem9Explains,usingmodels,observationsofchemicalandphysicalproperties accordingtothenatureofbondingwithinthesubstance aDiscriminatesbetweenioniccompoundsandcovalentlybondedmoleculesbased ontheelectronegativitydifferencesbetweentheatomsinthecompound bDescribesbondinginmetals cUnderstandsthecontinuumbetweenpurelynonͲpolarcovalent,polarcovalent andionicsubstances dDescribesthenatureofintermolecularattractiveforces:dispersionforces, hydrogenbonding, dipoleͲdipoleinteractionsandVanderWaalsinteractions eDistinguishesbetweenachemicalbondandanintermolecularattractiveforce fExplainsobservationsofchemicalandphysicalpropertiesaccordingtothenature ofbondingwithinthesubstance gUsesmodelstorepresentrelationshipsofatomsinsubstancesandrepresent positionsof electronsincompoundsusingLewisstructures,includingtheconcept ofresonancestructures hUsesVSEPR(ValenceShellElectronPairRepulsion)Theorytorepresentthe threeͲdimensionalgeometryofatomsincovalentlybondedsubstances iComparesandcontrastscharacteristicsoforganiccompoundswithother substances jDescribestypesofsolutionsandfactors affectingsolubilityofsolutesinsolvents

EssentialQuestions

Howdoeschemicalbondingrelatetothe

propertiesofasubstance?

Continuedonnextpage

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EssentialLearnings(continued)

EnduringUnderstanding(continued)

Matterhaspropertiesrelatedtoitsstructure

thatcanbemeasuredandusedtoidentify, classifyanddescribesubstancesorobjects.ScienceStandard2(continued) Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy.

HighSchoolChemistryCurriculumEssentialsMay2009 16

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem10Useskineticmoleculartheory(KMT)toexplainratesofreactionsandthe relationshipsamongtemperature,pressure,andvolumeofasubstance aExplainstheconceptof"RateofReaction" bObservestheeffectoftemperaturechangeontherateofreactionandexplains usingkineticͲmoleculartheory cDefinestheEnergyofActivationandusesittoexplaintheroleofcatalystsina chemicalreaction dUsesgaslaws,includingthe idealgaslaw,tocalculatethevolume,pressure, temperature,orthemolarmassofagas eUsescalorimetrytocalculatethespecificheatofasubstanceandtheamount ofheatchangeinachemicalreaction fDescribesdifferentformsofenergyandtheirtransformations gCalculatesenthalpychange inachemicalreaction

EnduringUnderstanding

Energyoccursindifferentformsandis

necessarytodoworkortocausechange.EssentialQuestions

Whatisheat,andhowdoesitaffecttheway

moleculesinteract?

Continuedonnextpage

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EssentialLearnings(continued)

ScienceStandard2(continued)

Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy.

HighSchoolChemistryCurriculumEssentialsMay2009 17

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem11Appliestheconceptofequilibriumtodifferenttypesofchemicalreactions aDescribes,givesexamplesof,andpredictsproductsfordifferenttypesof reactions:syntheses,decomposition,singlereplacement,doublereplacement, andcombustion bDefinesandcomparesconceptsofacidsandbasesaccordingtoArrheniusand

BronstedͲLowry

cPerformsaneutralizationreactionbetweenanacidandabasicsubstance dRepresentsionic andmolecularspeciespresentinchemicalsystemsusinga chemicalequation eObservesandexplainstheconceptofdynamicequilibriuminbothphysicaland chemicalsystems fObservesandexplainsLeChatelier'sPrincipleasitappliestoachemicalsystem andusesthistopredictshiftsintheconcentrationsof substancesinequilibrium gWritestheequilibriumexpressionforagivenreactionandisabletosolvefor concentrationsofsubstancesand/ortheequilibriumconstant hDescribesqualitativelytheeffectofbuffersonthepHofsolutions

EnduringUnderstanding

Chemicalreactionsoccurallaroundusandmay

eitherreleaseorconsumeenergy.Alarge numberofreactionsinvolvethetransferof eitherelectronsorhydrogenions.EssentialQuestion

Howdopeopleusetheequilibriummodelof

chemicalinteractionstorepresent,analyze,and communicatestructureandrelationshipsin chemical systemsandchemicalinteractions?

Continuedonnextpage

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EssentialLearnings(continued)

ScienceStandard2(continued)

Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy.

HighSchoolChemistryCurriculumEssentialsMay2009 18

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument HS Chem12Appliestheprincipleofconservationofmasstochemicalreactions aExplainsAvogadro'shypothesisandthemoleconcept bUsesmoleratiosinabalancedchemicalequationtodeterminestoichiometric relationshipsofreactantsandproductsincludingtitrationcalculations cBalanceschemicalequationstoillustratemoleratiosandconservationofmass inachemicalreaction dCalculatesthemassandvolumerelationships ofsubstanceswithemphasison themoleconcept,includingpercentcomposition,empiricalformulas,limiting reactantsandpercentyield eCalculatestheconcentrationofsolutionsusingmolarityandpercentbymass fCalculatestheempiricalformulaandmolecularformulaofasubstancefrom experimentaldata gRecognizesandappliesavariety ofempiricalmethodsfordeterminingmolar mass

EnduringUnderstanding

Energyandmattercanneitherbecreatednor

destroyed.

EssentialQuestions

Howdoweknowhowmuchofsomethingwe

have,andhowdowedemonstratethatthe amountofsomethingisconserved?

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialKnowledge,Skills,Topics,

Processes,andConcepts

EssentialLearnings(continued)

ScienceStandard2(continued)

Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy.

Continuedonnextpage

HighSchoolChemistryCurriculumEssentialsMay2009 19

BoulderValleySchoolDistrict HighSchoolChemistryCurriculumEssentialsDocument

EssentialLearnings

EssentialKnowledge,Skills,Topics,Processes,andConcepts

ScienceStandard2(continued)

Studentsknowandunderstandcommonproperties,forms,andchangesinmatterandenergy. KeyAcademicVocabulary:acid,atom,atomicmass