S1+Roy,+Matthew

=Stage 1 - Identify Desired Results= //Content Area:// Science and Technology //Standard Label:// D The Physical Setting //Standard:// D3 Matter and Energy //Grade Level Span:// 9-Diploma
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results
 * Students describe the structure, behavior, and interactions of matter at the atomic level and the**
 * relationship between matter and energy.** ||

//What understandings are desired?//
•Atomic structure influences behavior. •The Periodic Table is a tool to be read and used to aid our understanding of the physical world. ||
 * **//Students will understand that://** **(U)** ||
 * •The living world around us is the aggregate sum of countless, seemingly invisible, chemical processes.

//What essential questions will be considered?//
•Why are electrons important? •How can the Periodic Table help us understand our world? ||
 * **Essential Questions:** **(Q)** ||
 * •How do atomic/chemical ("small-scale") interactions effect our "large-scale" world?

//What key knowledge and skills will students acquire as a result of this unit?//
energy, covalent bond, ionic bond, columns, periods, groups. •Formulas: Ideal Gas Law, "mole road", dimensional analysis. •Critical Details: Conversions, electron orbitals, states of matter, different bonds, atomic structure. || •Explain why electrons are important. •Translate the Periodic Table into useful information. •Apply their understanding of valence electrons. •Compare and contrast the different sub-atomic particles. •Assume the role of sub-atomic particles in order to understand the structure of atoms. •Recognize that the Periodic Table can be read to help predict behaviors and gather information. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: atom, neutron, proton, electron, matter


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**