11th Grade Chemistry Lesson Plan (Sept 16 - Oct 4, 2024)

**Grade Level: 11^th^ Grade Subject: Chemistry** **Topic: Structure and Properties of Matter ( Science & technology in NM)** **Unit: 3 Quarter 1 Dates: 16 September -- 4 October 2024** +-----------------------------------------------------------------------+ | **TARGETED UNIT STANDARDS (DOK Level)...

**Grade Level: 11^th^ Grade Subject: Chemistry** **Topic: Structure and Properties of Matter ( Science & technology in NM)** **Unit: 3 Quarter 1 Dates: 16 September -- 4 October 2024** +-----------------------------------------------------------------------+ | **TARGETED UNIT STANDARDS (DOK Level)** | +=======================================================================+ | **[HS-SS-1: Obtain and communicate information about the role of New | | Mexico in nuclear science and 21st century innovations including how | | the national laboratories have contributed to theoretical, | | experimental, and applied science; have illustrated the | | interdependence of science, engineering, and technology; and have | | used systems involving hardware, software, production, simulation, | | and information flow.]** | | | | New technologies can have profound effects on both society and the | | environment, often including unforeseen consequences. Some of New | | Mexico's leading science work is being done in New Mexico. We will | | explore New Mexico\'s role in nuclear science and 21st-century | | innovations, focusing on the contributions of national laboratories | | in theoretical, experimental, and applied science. We will highlight | | the interdependence of science, engineering, and technology through | | the national laboratories\' involvement in various systems, including | | hardware, software, production, simulation, and information flow. We | | will emphasize how the national laboratories in New Mexico have | | advanced scientific understanding and technological development in | | nuclear science and other fields. Also, we will showcase the | | significant role played by the national laboratories in New Mexico in | | advancing research, development, and innovation through their | | integration of theoretical and applied science, as well as their | | utilization of diverse systems and information exchange. | +-----------------------------------------------------------------------+ | **Understandings:** | | | | - **Nuclear processes, including fusion, fission, and radioactive | | decay of unstable nuclei, involve release or absorption of | | energy.** | | | | - **Half-life can be used to date the age of organic objects.** | | | | - **In nuclear processes, atoms are not conserved, but the total | | number of protons plus neutrons is conserved.** | | | | - **Science and engineering impact various domains, including | | agriculture, medicine, transportation, energy, water, and land | | use, often resulting in profound effects on society and the | | environment, some of which were unforeseen.** | | | | - **Decisions concerning the adoption of new technologies involve | | weighing costs, benefits, and risks, with mathematical modeling | | assisting in understanding complex consequences beyond individual | | judgments. Furthermore, society\'s decisions influence scientists | | and engineers, shaping goals, priorities, and regulations related | | to technology, resource extraction, and pollution levels.** | | | | **Vocabulary:** | | | | **Week 1: Engineering, hardware, information flow, Los Alamos | | National Laboratory, nuclear science, production, Sandia National | | Laboratory, science, simulation, software,** | | | | **Technology, theoretical, Very Large Array, White Sands, nucleus, | | fission, fusion, radioactive decay, half-life, alpha, beta, gamma** | | | | **Week 2: isotope, strong force, radioactivity, protons, neutrons, | | electrons, net force, alpha particles, beta particles, chain | | reaction, transmutation.** | | | | **Week 3: 21st century, communicate, contributed, illustrated, | | information, interdependence, involving, obtain, role** | | | | **.** | +-----------------------------------------------------------------------+ | **Unit Summative Assessment:** | | | | 1. **Weekly quizzes** | | | | 2. **Bell works and exit tickets** | | | | 3. **test** | +-----------------------------------------------------------------------+ | **Lesson Plan: Unit Map** | | | | +------------+------------+------------+------------+------------+ | | | **Day 1: | **Day 2: | **Day 3: | **Day 4: | **Day 5: | | | | 9/16** | 9/17** | 9/18** | 9/19** | 9/20** | | | | | | | | | | | | **Obj: | **Obj: | **Obj: | Obj: | **Obj: | | | | Students | students | Students | Students | Quiz on | | | | will learn | will learn | will learn | will learn | the | | | | the | about | how to | the | half-life | | | | concept of | isotopic | graph | half-life | calculatio | | | | transmutat | half-lives | half-life. | calculatio | ns | | | | ion.** |.** | ** | ns. | and | | | | | | | | graphing.* | | | | **Students | **Ess. 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Independent reading and writing** | | | | **2.) Mini-lessons** | | | | **3.) Guided practice and modeling of writing** | | | | **4.) Focus on critical and independent thinking skills** | | | | **5.) Text-based evidence questions** | | | | **6.) Open-ended discussions** | +-----------------------------------------------------------------------+ | **Accommodations:** | | | | **1.) Visual Representations** | | | | **2.) Extended-Time on all assignments, except the essay (students | | are given ample time)** | | | | **3.) Wait-time** | | | | **4.) Reading aloud** | +-----------------------------------------------------------------------+ | **Reflection:** *I will be still working making sure that students | | understand the atomic structure and complexities of periodic table; | | as well as the intermolecular forces and phase diagram. I hope that I | | will be able to complete that material during this time period..* | +-----------------------------------------------------------------------+ - **[O]bj - Objective: *List Objective(s) code(s)* *that will be worked on during the class period*** - **BR - Bell Ringer: *Identify the activity that will begin the class (review lesson based on exit ticket, preview lesson for today's learning)*** - **DI - Direct Instruction: *How will new information/skill be introduced? What discussion activity will help students process new information?*** - **GI - Guided Instruction: *What activity will students* *complete to show understanding of new information?*** - **Col - Collaboration: *What task will students complete together to practice and share ideas?*** - **IP -- Independent Practice: *What student work will be completed to monitor each student's understanding of new information/skill?*** - **Clos - Closure:** *How will review learning of the objective(s)? (Exit Tickets, etc.)*