Chemical Formulas
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
UNIT OVERVIEW During this Unit This unit bundles student expectations addressing how formulas are used to identify substances and indicate the number of atoms of each element in a substance, how balanced equations show the law of conservation of mass in a chemical reaction, and how evidence of chemical reactions indicates that new substances with different properties are formed. Students recognize how chemical formulas are used to identify substances and determine numbers of atoms of each element in a substance. They use various types of lab equipment to investigate evidence of chemical reactions as indicators of the formation of new substances with differing properties. Students collect and record data from chemical reactions and communicate predictions and conclusions in their science notebooks. Students recognize chemical formulas and balanced equations as models that represent substances and what happens in a chemical reaction, as well as how balanced equations relate to the law of conservation of mass. Students construct models of chemical formulas and equations and identify the advantages and limitations of models. Students analyze chemical formulas and equations to determine the numbers of atoms of each element present in substances in order to determine if an equation is balanced. In Grade 8, students are only required to recognize whether a chemical equation containing coefficients is balanced by counting numbers of atoms on each side of an equation. Students are notexpected to balance equations. Students continue to demonstrate safe practices as outlined in the Texas Safety Standards. Prior Content Connections Grade 6 6.5C – Differentiate between elements and compounds on the most basic level 6.5D – Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change Grade 7 7.6A – Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur Grade 8 8.5A – Describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud 8.5B – Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity 8.5C – Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 1 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
After this Unit In Chemistry, students will study chemical reactions and their equations in more detail. STAAR Note The Grade 8 Science STAAR will directly assess student expectations in the following reporting categories: Reporting Category 1: Matter and Energy 8.5D – Readiness Standard 8.5E – Readiness Standard 8.5F – Supporting Standard According to Research “By the end of 8th grade, students should know that …The idea of atoms explains the conservation of matter: If the number of atoms stays the same, no matter how the same atoms are rearranged, then their total mass stays the same. 4D/M7b… …If samples of both the original substances and the final substances involved in a chemical reaction are broken down, they are found to be made up of the same set of elements. 4D/M12**… …The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways. 4D/M13**”
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 2 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/bolintro.htm.
OVERARCHING UNDERSTANDINGS AND QUESTIONS A system is a collection of interactive, interrelated, or interdependent structures and / or processes. How are the components and framework of a system defined? How are the functions of the components in a system related to the structures and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system?
Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness?
Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)?
A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed?
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 3 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
In what ways do interactions affect the basic properties of a system?
Scientific processes are used to explore and understand a system. What significant conclusions can be drawn from investigating a system?
Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate? How does scientific decision-making affect the quality of our lives?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
UNIT UNDERSTANDINGS
Page 4 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 8 Unit 03 PA 01 Click on the PA title to view related rubric. Create a manual to show how to break down a chemical equation into components. For each component of the equation, include detailed steps on how to determine its composition. Use data collected throughout the unit to present evidence that a chemical change took place during the reaction, represented by the chemical equation. Include a page in the manual that lists the types of evidence that can be used to indicate that a chemical change had taken place and a summary of the relationship of the balanced equation to the law of conservation of mass. Standard(s): 8.2C , 8.2E , 8.5D , 8.5E , 8.5F ELPS.c.1E , ELPS.c.5D , ELPS.c.5G
Matter Change Properties Constancy Numbers Conservation of Mass Models Structure Processes
SUGGESTED DURATION : 13 days UNIT UNDERSTANDINGS Chemical formulas reveal the composition of a substance. In what ways do chemical formulas inform us about substances? Properties of matter change when substances are chemically combined, separated, or rearranged. In what ways can we identify when a new substance has been formed? In what ways does a chemical equation represent a chemical reaction? Matter cannot be created or destroyed during a chemical reaction. How can we determine that mass is conserved during a chemical reaction?
Properties Change Chemical Patterns
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 5 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 13 days UNIT UNDERSTANDINGS
Structure Numbers Associated Scientific Investigation and Reasoning Processes Collect data using tools and equipment Record data Analyze, interpret, and evaluate Communicate conclusions and / or make predictions Think critically
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think the law of conservation of mass does not apply to chemical equations, rather than understanding the mass, number, and kind of atoms being equal in the products and reactants of a chemical equation.
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 6 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
UNIT VOCABULARY Key Content Vocabulary: Balanced chemical equation – the numbers of atoms of each element are equal in the product(s) and reactants of a chemical equation Chemical change – the formation of a new substance with different properties; cannot be undone by physical means Chemical equation – a representation of a chemical reaction by symbols and numbers Chemical formula – a representation of a substance in which the elements are represented by their symbols and subscripts represent the number of atoms of each element Chemical reaction – a change caused by the interaction of two or more substances (reactants) resulting in the formation of new substances (products) Coefficient – the number placed in front of a chemical formula in a chemical equation; represents the number of molecules of that substance Law of conservation of mass – matter is not created or destroyed; only rearranged Precipitate – the formation of solids from a solution Product – substance(s) resulting from a chemical reaction Reactant – substances that are combined and changed during a chemical reaction Subscript – the number written to the right and slightly below an element in a chemical formula; represents the number of atoms of an element present in a chemical formula Yield – the quantity of product formed as a result of a chemical reaction Related Vocabulary: Physical change
Yield arrow
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 7 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES Grade 8 Unit 03 Sample Guiding Questions: Chemical Formulas, Equations, and Reactions Science Grade 8_8.5D_TEKS Resource System STAAR Analysis Science Grade 8_8.5E_TEKS Resource System STAAR Analysis Science Grade 8_8.5F_TEKS Resource System STAAR Analysis
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
SUGGESTED DURATION : 13 days OTHER RESOURCES State: Texas Education Agency – Texas Safety Standards: Kindergarten Through Grade 12, 2nd Edition http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents) Texas Education Agency – STAAR Grade 8 Science Reference Materials http://www.tea.state.tx.us/student.assessment/staar/science/ (look under Grade 8) Texas Education Agency – Griddable Questions for Science http://www.tea.state.tx.us/student.assessment/staar/science/ (look under STAAR Science Resources) Texas Gateway for Online Resources by TEA – Matter and Energy: Chemical Formulas https://www.texasgateway.org/resource/matter-and-energychemical-formulas Texas Gateway for Online Resources by TEA – Matter and Energy – Chemical Reactions https://www.texasgateway.org/resource/matter-and-energychemical-reactions Texas Gateway for Online Resources by TEA – Matter and Energy – Chemical Equations https://www.texasgateway.org/resource/matter-and-energychemical-equations
Page 8 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS)
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification
Bold black text: Student Expectation (TEKS) Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061
Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: 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(s) 8.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
8.1A
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS Including, but not limited to:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 9 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Wear appropriate safety equipment Know the location of safety equipment Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards Possible examples may include: Read or study the science activity or laboratory investigation before to conducting the investigation Know and follow all safety rules prior to the investigation Be alert during the laboratory time Do not attempt unauthorized activities If a chemical spill occurs, report it immediately, and follow the instructions of the teacher Keep your area clean Do not enter preparatory or equipment storage rooms or chemical storerooms Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory Use lab equipment appropriately Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Texas Safety Standards: Kindergarten Through Grade 12, Edition. http://www.tea.state.tx.us/index2.aspx?id=5483 Project 2061: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, or community residents to health or property risks without their prior knowledge and Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 10 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
consent. 1C/M5b* TxCCRS: I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. I. Nature of Science – C3 —Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 8.1B
Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
Practice APPROPRIATE USE AND CONSERVATION OF RESOURCES Including, but not limited to: Use of resources Disposal of materials Laboratory materials Conservation of resources Reuse of materials Recycling of materials Paper Glass Plastic Metal Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 11 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Recycling materials and the development of substitutes for those materials can reduce the rate of depletion of resources but may also be costly. Some materials are not easily recycled. 4B/M10c* The wasteful or unnecessary use of natural resources can limit their availability for other purposes. Restoring depleted soil, forests, or fishing grounds can be difficult and costly. 4B/M11a* The benefits of Earth's resources—such as fresh water, air, soil, and trees—can be reduced by deliberately or inadvertently polluting them. The atmosphere, the oceans, and the land have a limited capacity to absorb and recycle waste materials. In addition, some materials take a long time to degrade. Therefore, cleaning up polluted air, water, or soil can be difficult and costly. 4B/M11bc* 8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
8.2C
Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
Collect, Record DATA Including, but not limited to: Quantitative means Using the International System of Units (SI) Qualitative means Labeled drawings Writing
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 12 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Graphic organizers Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data. 8.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Analyze DATA Including, but not limited to: Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 13 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
8.3B
Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
Use MODELS Including, but not limited to: Representing aspects of the natural world A molecule Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
8.3C
Identify advantages and limitations of models such as size, scale, properties, and materials.
Identify ADVANTAGES AND LIMITATIONS OF MODELS Including, but not limited to:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 14 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Size Scale Properties Materials Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: V. Cross-Disciplinary Themes – E2 – Use scale to relate models and structures. VII. Chemistry – B1 – Summarize the development of atomic theory. Understand that models of the atom are used to help understand the properties of elements and compounds. 8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
8.4A
Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers,
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 15 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
Lab journal / (science) notebooks Beakers Graduated cylinders Balances Thermometers Timing devices Other equipment as needed to teach the curriculum Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
8.4B
Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
Use SAFETY EQUIPMENT Including, but not limited to: Preventative safety equipment Chemical splash goggles Aprons Gloves Emergency safety equipment Eye / face wash
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 16 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Fire blanket Fire extinguisher Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 8.5
Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:
8.5D
Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts. Readiness Standard
Recognize USES OF CHEMICAL FORMULAS Including, but not limited to: Chemical formula – a representation of a substance in which the elements are represented by their symbols and subscripts represent the number of atoms of each element Identify substances Determine THE NUMBER OF ATOMS OF EACH ELEMENT IN CHEMICAL FORMULAS CONTAINING SUBSCRIPTS
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 17 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Differentiate between numbers of atoms of each element present in a formula and total number of atoms present in the formula overall Count number of atoms of individual elements present within a formula Parentheses are used to indicate more than one group of atoms within a chemical formula. The subscript outside the parentheses indicates the number of groups Example: (NH4)2CO3 - there are two groups of NH4 NH4 + NH4 = (NH4)2 N = 2 atoms H = 8 atoms Count number of atoms of individual elements present within a formula Note(s): STAAR: The STAAR Grade 8 Science Reference Materials include a Periodic Table of the Elements. This is the first time students have been introduced to chemical formulas. Students in Grade 6 have been introduced to elements, compounds, and chemical symbols (6.5A, 6.5B, 6.5C). Students may be assessed by conceptual / verbal knowledge of the information found in chemical formulas or through analysis of formulas. Students often confuse number of molecules present with number of atoms present in a formula containing coefficients. Students may be assessed with parentheses in a chemical formula with subscripts. 8.5E
Investigate how evidence of chemical reactions indicate that new substances with different
Investigate
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 18 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
properties are formed. Readiness Standard
HOW EVIDENCE OF CHEMICAL REACTIONS INDICATES THAT NEW SUBSTANCES ARE FORMED Including, but not limited to: Physical change – change which alters the physical properties of a substance without changing its identity Chemical change – the formation of a new substance with different properties; cannot be undone by physical means Observe and recognize signs of chemical change Production of a gas Odor Bubbling Change in temperature Production of a precipitate Precipitate – the formation of solids from a solution Color change (permanent) Production of light Compare differences in properties between products and reactants Note(s): STAAR: Students in Grade 6 have been introduced to evidence of chemical changes (6.5D). Students in Grade 7 have been introduced to the application of chemical and physical changes in the digestive system (7.6B). Project 2061: By the end of the 8th grade, students should know that: Atoms may link together in well-defined molecules, or may be packed together in crystal patterns. Different arrangements of atoms into groups compose all substances and determine the characteristic properties of substances. 4D/M1cd
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 19 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Substances react chemically in characteristic ways with other substances to form new substances with different characteristic properties. 4D/M11** (NSES) TxCCRS: VII. Chemistry – E1 – Classify chemical reactions by type. Describe the evidence that a chemical reaction has occurred. VII. Chemistry – H2 – Understand energy changes and chemical reactions. 8.5F
Recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. Supporting Standard
Recognize WHETHER A CHEMICAL EQUATION CONTAINING COEFFICIENTS IS BALANCED AND HOW THAT RELATES TO THE LAW OF CONSERVATION OF MASS Including, but not limited to: Chemical equation – a representation of a chemical reaction by symbols and numbers Recognize that formulas and equations express what happens in a chemical reaction Rearrangement of atoms Breaking and reforming of bonds Use formulas and equations to represent a chemical reaction Subscript Coefficient Yields Product(s) Reactants Recognize the relationship of a balanced equation to the law of conservation of mass Law of conservation of mass – matter is not created or destroyed; only rearranged Recognize balanced chemical equations The number of atoms of each element present in the reactants is equal to the number of atoms of each element present in the product(s)
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 20 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Note(s): STAAR: This is the first time students have been introduced to balanced equations. Grade 8 students do not need to know how to balance an equation, but how to recognize that an equation is balanced. Grade 8 students do not need to know ions, isotopes, or ionic and covalent bonds; only that bonds are formed and broken in chemical reactions. Project 2061: By the end of the 8th grade, students should know that: No matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same. 4D/M7a* The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same. 4D/M7b If samples of both the original substances and the final substances involved in a chemical reaction are broken down, they are found to be made up of the same set of elements. 4D/M12** The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways. 4D/M13**
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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. Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 21 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the 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. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 22 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the 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. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the 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. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 23 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the 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 apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 24 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
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 gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 25 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (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:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
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
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/29/2017
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 26 of 26
SUGGESTED DURATION : 13 days
UNIT OVERVIEW During this Unit This unit bundles student expectations addressing how formulas are used to identify substances and indicate the number of atoms of each element in a substance, how balanced equations show the law of conservation of mass in a chemical reaction, and how evidence of chemical reactions indicates that new substances with different properties are formed. Students recognize how chemical formulas are used to identify substances and determine numbers of atoms of each element in a substance. They use various types of lab equipment to investigate evidence of chemical reactions as indicators of the formation of new substances with differing properties. Students collect and record data from chemical reactions and communicate predictions and conclusions in their science notebooks. Students recognize chemical formulas and balanced equations as models that represent substances and what happens in a chemical reaction, as well as how balanced equations relate to the law of conservation of mass. Students construct models of chemical formulas and equations and identify the advantages and limitations of models. Students analyze chemical formulas and equations to determine the numbers of atoms of each element present in substances in order to determine if an equation is balanced. In Grade 8, students are only required to recognize whether a chemical equation containing coefficients is balanced by counting numbers of atoms on each side of an equation. Students are notexpected to balance equations. Students continue to demonstrate safe practices as outlined in the Texas Safety Standards. Prior Content Connections Grade 6 6.5C – Differentiate between elements and compounds on the most basic level 6.5D – Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change Grade 7 7.6A – Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur Grade 8 8.5A – Describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud 8.5B – Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity 8.5C – Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 1 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
After this Unit In Chemistry, students will study chemical reactions and their equations in more detail. STAAR Note The Grade 8 Science STAAR will directly assess student expectations in the following reporting categories: Reporting Category 1: Matter and Energy 8.5D – Readiness Standard 8.5E – Readiness Standard 8.5F – Supporting Standard According to Research “By the end of 8th grade, students should know that …The idea of atoms explains the conservation of matter: If the number of atoms stays the same, no matter how the same atoms are rearranged, then their total mass stays the same. 4D/M7b… …If samples of both the original substances and the final substances involved in a chemical reaction are broken down, they are found to be made up of the same set of elements. 4D/M12**… …The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways. 4D/M13**”
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 2 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/bolintro.htm.
OVERARCHING UNDERSTANDINGS AND QUESTIONS A system is a collection of interactive, interrelated, or interdependent structures and / or processes. How are the components and framework of a system defined? How are the functions of the components in a system related to the structures and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system?
Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness?
Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)?
A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed?
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 3 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
In what ways do interactions affect the basic properties of a system?
Scientific processes are used to explore and understand a system. What significant conclusions can be drawn from investigating a system?
Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate? How does scientific decision-making affect the quality of our lives?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
UNIT UNDERSTANDINGS
Page 4 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 8 Unit 03 PA 01 Click on the PA title to view related rubric. Create a manual to show how to break down a chemical equation into components. For each component of the equation, include detailed steps on how to determine its composition. Use data collected throughout the unit to present evidence that a chemical change took place during the reaction, represented by the chemical equation. Include a page in the manual that lists the types of evidence that can be used to indicate that a chemical change had taken place and a summary of the relationship of the balanced equation to the law of conservation of mass. Standard(s): 8.2C , 8.2E , 8.5D , 8.5E , 8.5F ELPS.c.1E , ELPS.c.5D , ELPS.c.5G
Matter Change Properties Constancy Numbers Conservation of Mass Models Structure Processes
SUGGESTED DURATION : 13 days UNIT UNDERSTANDINGS Chemical formulas reveal the composition of a substance. In what ways do chemical formulas inform us about substances? Properties of matter change when substances are chemically combined, separated, or rearranged. In what ways can we identify when a new substance has been formed? In what ways does a chemical equation represent a chemical reaction? Matter cannot be created or destroyed during a chemical reaction. How can we determine that mass is conserved during a chemical reaction?
Properties Change Chemical Patterns
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 5 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 13 days UNIT UNDERSTANDINGS
Structure Numbers Associated Scientific Investigation and Reasoning Processes Collect data using tools and equipment Record data Analyze, interpret, and evaluate Communicate conclusions and / or make predictions Think critically
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think the law of conservation of mass does not apply to chemical equations, rather than understanding the mass, number, and kind of atoms being equal in the products and reactants of a chemical equation.
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 6 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
UNIT VOCABULARY Key Content Vocabulary: Balanced chemical equation – the numbers of atoms of each element are equal in the product(s) and reactants of a chemical equation Chemical change – the formation of a new substance with different properties; cannot be undone by physical means Chemical equation – a representation of a chemical reaction by symbols and numbers Chemical formula – a representation of a substance in which the elements are represented by their symbols and subscripts represent the number of atoms of each element Chemical reaction – a change caused by the interaction of two or more substances (reactants) resulting in the formation of new substances (products) Coefficient – the number placed in front of a chemical formula in a chemical equation; represents the number of molecules of that substance Law of conservation of mass – matter is not created or destroyed; only rearranged Precipitate – the formation of solids from a solution Product – substance(s) resulting from a chemical reaction Reactant – substances that are combined and changed during a chemical reaction Subscript – the number written to the right and slightly below an element in a chemical formula; represents the number of atoms of an element present in a chemical formula Yield – the quantity of product formed as a result of a chemical reaction Related Vocabulary: Physical change
Yield arrow
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 7 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES Grade 8 Unit 03 Sample Guiding Questions: Chemical Formulas, Equations, and Reactions Science Grade 8_8.5D_TEKS Resource System STAAR Analysis Science Grade 8_8.5E_TEKS Resource System STAAR Analysis Science Grade 8_8.5F_TEKS Resource System STAAR Analysis
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
SUGGESTED DURATION : 13 days OTHER RESOURCES State: Texas Education Agency – Texas Safety Standards: Kindergarten Through Grade 12, 2nd Edition http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents) Texas Education Agency – STAAR Grade 8 Science Reference Materials http://www.tea.state.tx.us/student.assessment/staar/science/ (look under Grade 8) Texas Education Agency – Griddable Questions for Science http://www.tea.state.tx.us/student.assessment/staar/science/ (look under STAAR Science Resources) Texas Gateway for Online Resources by TEA – Matter and Energy: Chemical Formulas https://www.texasgateway.org/resource/matter-and-energychemical-formulas Texas Gateway for Online Resources by TEA – Matter and Energy – Chemical Reactions https://www.texasgateway.org/resource/matter-and-energychemical-reactions Texas Gateway for Online Resources by TEA – Matter and Energy – Chemical Equations https://www.texasgateway.org/resource/matter-and-energychemical-equations
Page 8 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS)
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification
Bold black text: Student Expectation (TEKS) Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061
Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: 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(s) 8.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
8.1A
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS Including, but not limited to:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 9 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Wear appropriate safety equipment Know the location of safety equipment Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards Possible examples may include: Read or study the science activity or laboratory investigation before to conducting the investigation Know and follow all safety rules prior to the investigation Be alert during the laboratory time Do not attempt unauthorized activities If a chemical spill occurs, report it immediately, and follow the instructions of the teacher Keep your area clean Do not enter preparatory or equipment storage rooms or chemical storerooms Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory Use lab equipment appropriately Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Texas Safety Standards: Kindergarten Through Grade 12, Edition. http://www.tea.state.tx.us/index2.aspx?id=5483 Project 2061: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, or community residents to health or property risks without their prior knowledge and Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 10 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
consent. 1C/M5b* TxCCRS: I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. I. Nature of Science – C3 —Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 8.1B
Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
Practice APPROPRIATE USE AND CONSERVATION OF RESOURCES Including, but not limited to: Use of resources Disposal of materials Laboratory materials Conservation of resources Reuse of materials Recycling of materials Paper Glass Plastic Metal Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 11 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Recycling materials and the development of substitutes for those materials can reduce the rate of depletion of resources but may also be costly. Some materials are not easily recycled. 4B/M10c* The wasteful or unnecessary use of natural resources can limit their availability for other purposes. Restoring depleted soil, forests, or fishing grounds can be difficult and costly. 4B/M11a* The benefits of Earth's resources—such as fresh water, air, soil, and trees—can be reduced by deliberately or inadvertently polluting them. The atmosphere, the oceans, and the land have a limited capacity to absorb and recycle waste materials. In addition, some materials take a long time to degrade. Therefore, cleaning up polluted air, water, or soil can be difficult and costly. 4B/M11bc* 8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
8.2C
Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
Collect, Record DATA Including, but not limited to: Quantitative means Using the International System of Units (SI) Qualitative means Labeled drawings Writing
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 12 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Graphic organizers Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data. 8.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Analyze DATA Including, but not limited to: Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 13 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
8.3B
Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
Use MODELS Including, but not limited to: Representing aspects of the natural world A molecule Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
8.3C
Identify advantages and limitations of models such as size, scale, properties, and materials.
Identify ADVANTAGES AND LIMITATIONS OF MODELS Including, but not limited to:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 14 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Size Scale Properties Materials Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: V. Cross-Disciplinary Themes – E2 – Use scale to relate models and structures. VII. Chemistry – B1 – Summarize the development of atomic theory. Understand that models of the atom are used to help understand the properties of elements and compounds. 8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
8.4A
Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers,
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to:
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 15 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
Lab journal / (science) notebooks Beakers Graduated cylinders Balances Thermometers Timing devices Other equipment as needed to teach the curriculum Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
8.4B
Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
Use SAFETY EQUIPMENT Including, but not limited to: Preventative safety equipment Chemical splash goggles Aprons Gloves Emergency safety equipment Eye / face wash
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 16 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Fire blanket Fire extinguisher Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 8.5
Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:
8.5D
Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts. Readiness Standard
Recognize USES OF CHEMICAL FORMULAS Including, but not limited to: Chemical formula – a representation of a substance in which the elements are represented by their symbols and subscripts represent the number of atoms of each element Identify substances Determine THE NUMBER OF ATOMS OF EACH ELEMENT IN CHEMICAL FORMULAS CONTAINING SUBSCRIPTS
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 17 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Differentiate between numbers of atoms of each element present in a formula and total number of atoms present in the formula overall Count number of atoms of individual elements present within a formula Parentheses are used to indicate more than one group of atoms within a chemical formula. The subscript outside the parentheses indicates the number of groups Example: (NH4)2CO3 - there are two groups of NH4 NH4 + NH4 = (NH4)2 N = 2 atoms H = 8 atoms Count number of atoms of individual elements present within a formula Note(s): STAAR: The STAAR Grade 8 Science Reference Materials include a Periodic Table of the Elements. This is the first time students have been introduced to chemical formulas. Students in Grade 6 have been introduced to elements, compounds, and chemical symbols (6.5A, 6.5B, 6.5C). Students may be assessed by conceptual / verbal knowledge of the information found in chemical formulas or through analysis of formulas. Students often confuse number of molecules present with number of atoms present in a formula containing coefficients. Students may be assessed with parentheses in a chemical formula with subscripts. 8.5E
Investigate how evidence of chemical reactions indicate that new substances with different
Investigate
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 18 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
properties are formed. Readiness Standard
HOW EVIDENCE OF CHEMICAL REACTIONS INDICATES THAT NEW SUBSTANCES ARE FORMED Including, but not limited to: Physical change – change which alters the physical properties of a substance without changing its identity Chemical change – the formation of a new substance with different properties; cannot be undone by physical means Observe and recognize signs of chemical change Production of a gas Odor Bubbling Change in temperature Production of a precipitate Precipitate – the formation of solids from a solution Color change (permanent) Production of light Compare differences in properties between products and reactants Note(s): STAAR: Students in Grade 6 have been introduced to evidence of chemical changes (6.5D). Students in Grade 7 have been introduced to the application of chemical and physical changes in the digestive system (7.6B). Project 2061: By the end of the 8th grade, students should know that: Atoms may link together in well-defined molecules, or may be packed together in crystal patterns. Different arrangements of atoms into groups compose all substances and determine the characteristic properties of substances. 4D/M1cd
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 19 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Substances react chemically in characteristic ways with other substances to form new substances with different characteristic properties. 4D/M11** (NSES) TxCCRS: VII. Chemistry – E1 – Classify chemical reactions by type. Describe the evidence that a chemical reaction has occurred. VII. Chemistry – H2 – Understand energy changes and chemical reactions. 8.5F
Recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. Supporting Standard
Recognize WHETHER A CHEMICAL EQUATION CONTAINING COEFFICIENTS IS BALANCED AND HOW THAT RELATES TO THE LAW OF CONSERVATION OF MASS Including, but not limited to: Chemical equation – a representation of a chemical reaction by symbols and numbers Recognize that formulas and equations express what happens in a chemical reaction Rearrangement of atoms Breaking and reforming of bonds Use formulas and equations to represent a chemical reaction Subscript Coefficient Yields Product(s) Reactants Recognize the relationship of a balanced equation to the law of conservation of mass Law of conservation of mass – matter is not created or destroyed; only rearranged Recognize balanced chemical equations The number of atoms of each element present in the reactants is equal to the number of atoms of each element present in the product(s)
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 20 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Note(s): STAAR: This is the first time students have been introduced to balanced equations. Grade 8 students do not need to know how to balance an equation, but how to recognize that an equation is balanced. Grade 8 students do not need to know ions, isotopes, or ionic and covalent bonds; only that bonds are formed and broken in chemical reactions. Project 2061: By the end of the 8th grade, students should know that: No matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same. 4D/M7a* The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same. 4D/M7b If samples of both the original substances and the final substances involved in a chemical reaction are broken down, they are found to be made up of the same set of elements. 4D/M12** The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways. 4D/M13**
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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. Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 21 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the 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. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 22 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the 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. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the 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. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 23 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the 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 apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 24 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
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 gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 25 of 26
INSTRUCTIONAL FOCUS DOCUMENT Grade 8 Science TITLE : Unit 03: Chemical Formulas, Equations, and Reactions ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (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:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
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
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/29/2017
Last Updated 06/29/2017 Print Date 08/08/2017 Printed By Brittany Skinner, NOCONA MIDDLE
Page 26 of 26
