State Resources: Texas Education Agency STAAR Chemistry Reference Materials. Retrieved from http://www.tea.state.tx.us/student.assessment/staar/science/ (look under "Specific STAAR Resources," "Science"). Texas Education Agency Texas Safety Standards. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents). Texas Safety Standards: Kindergarten through Grade 12, 2 nd Edition Science Safety Information and Resources Laws and Rules IFD Legend Bold, italic black: Knowledge and Skills Statement (TEKS); Bold black: Student Expectation (TEKS) Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR. Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit Blue: Supporting Information / Clarifications from TCMPC (Specificity) Italic blue: Provides unit level clarification Black text: Notes from the American Association for the Advancement of Science (AAAS) Project 2061 and the Texas College and Career Readiness Standards (TxCCRS) EXEMPLAR LESSONS Science Chemistry Unit 14 Exemplar Lesson 01: Chemistry Connections UNIT TEST Science Chemistry Unit 14: Chemistry Connections RATIONALE: This unit bundles student expectations that address process skills related to using chemistry in everyday life, focusing on using chemistry to make informed decisions outside the classroom. Prior to this unit, students have had many opportunities to apply science to their world. During this unit, students focus on the role chemistry plays in their daily lives: in the news, in advertising and products, in the environment, and in their choices for potential careers. Since all other TEKS have already been addressed in prior units, this project-based unit is intended as a capstone, conducted after the STAAR Chemistry End of Course examination. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of the 12 th grade, students should know that: Scientists often cannot bring definitive answers to matters of public debate. There may be little reliable data available, or there may not yet be adequate page 1 of 11
theories to understand the phenomena involved, or the answer may involve the comparison of values that lie outside of science. 1C/H9** (SFAA) American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved 5/15/2012, from http://www.project2061.org/publications/bsl/online/index.php? chapter=1#c4. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think chemicals found in natural products are beneficial and that manufactured chemicals are bad. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS page 2 of 11
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Science Chemistry Unit 14 PI 01 Select a research topic, and make a class presentation focusing on an innovation and its associated impact on society. Include the following: Nature of Science Critical Thinking Nature of Science Communicating Conclusions Models Processes Everything, living and nonliving, is chemical in nature. Chemical concepts, theories, laws, and facts are scientific; decisions are usually social and political. Many professions and careers require an understanding of chemistry. making responsible decisions with regard to the innovation impacts of the innovation on human life and the environment how the innovation is related to chemistry careers what choice you would make in purchasing/using the innovation based upon the research conducted Standard(s): C.2I, C.3B, C.3C, C.3D, C.3E ELPS ELPS.c.5F, ELPS.c.5G KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT None Identified page 3 of 11
C.2 Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: C.2E plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals Plan, Implement INVESTIGATIVE PROCEDURES Asking questions Conducting investigations Descriptive Selecting and using appropriate materials, equipment, and technology Computers May include other supplies, equipment, and technology Collaborating on joint projects Evaluating the quality and accuracy of information from research sources, such as search engines, databases, and other online tools STAAR Notes: Descriptive investigations (Texas Education Agency. (2007 2011). Laboratory and Field Investigations FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) page 4 of 11
Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. C.2I communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports TxCCRS Note: I. Nature of Science A1 Utilize skepticism, logic, and professional ethics in science. Communicate VALID CONCLUSIONS SUPPORTED BY DATA The focus of this unit is on student-driven investigations, therefore the methods for communicating conclusions will vary with the choice of investigation. Communicate conclusions in oral, written, and graphic forms. Use essential vocabulary of the discipline to communicate conclusions. Use appropriate writing practices consistent with scientific writing. Use charts, graphs, and equations to represent data and conclusions. page 5 of 11
Present scientific information in appropriate formats for various audiences. Various methods Labeled drawings Graphs Journals (science notebooks) Summaries Oral reports Technology-based reports STAAR Note: C.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: C.3B Make responsible choices in selecting everyday products and services using scientific information. Make RESPONSIBLE CHOICES IN SELECTING EVERYDAY PRODUCTS AND SERVICES USING SCIENTIFIC INFORMATION Everyday products and services described in print, on television, and on the Internet Evaluation for page 6 of 11
Quality Accuracy Completeness Reliability of sources for information STAAR Note: C.3C draw inferences based on data related to promotional materials for products and services Draw INFERENCES BASED ON DATA Related to promotional materials for products and services STAAR Note: C.3D evaluate the impact of research on scientific thought, society, and the environment Evaluate IMPACT OF RESEARCH page 7 of 11
Read articles to gain understanding of the impact of research. Investigate how scientific research and discoveries lead to changes in scientific thought and technological innovations. Describe how scientific research and technology impact society and the environment. Recognize how commonly held beliefs may affect scientific research. STAAR Note: C.3E describe the connection between chemistry and future careers Describe CONNECTIONS BETWEEN CHEMISTRY AND FUTURE CAREERS Explore careers in chemistry. Identify levels of training necessary for different careers. STAAR Note: page 8 of 11
PROCESS TEKS C.1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: C.1A C.1B C.1C Demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. Know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. C.2 Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: C.2A C.2B C.2C C.2D C.2E Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. Know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. Know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. Distinguish between scientific hypotheses and scientific theories. Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, page 9 of 11
C.2F C.2G C.2H C.2I PROCESS TEKS Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. Collect data and make measurements with accuracy and precision. Express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. Organize, analyze, evaluate, make inferences, and predict trends from data. Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. C.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: C.3A C.3B C.3C C.3D C.3E C.3F ELPS# In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Draw inferences based on data related to promotional materials for products and services. Evaluate the impact of research on scientific thought, society, and the environment. Describe the connection between chemistry and future careers. Research and describe the history of chemistry and contributions of scientists. SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. page 10 of 11
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS.c.5 ELPS.c.5F ELPS.c.5G Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. page 11 of 11