Science+Skill+Builder+Chemistry

Skill Builder - Identity Chemistry

__**1. Acquiring Prior Knowledge**__: (what do the students bring to this topic? How can you text prior knowledge?)

__**2. Clarify Expectations:**__ (What will the students be able to do at the end of the unit? What are the essential teaching aims?)

5.25 Science knowledge & Understanding qualitative knowledge, including understanding of symbols, of the energy involved in everyday changes in chemical, physical, biological, earth and/or space science contexts. awareness of links across related areas of science in developing a capacity to solve science-related problems Looking at how different fields of science have come together to provide consumer electronics, etc.

5.25 Science at Work application of safety procedures in carrying out investigations, using provided Material Safety Data Sheets (MSDS) as appropriate to work investigating and manufacturing chemicals.

5.25 Presenting choice of presentation formats best suited to purpose, audience and context; Develop an internet site covering the chemicals in consumer goods. Determine proportion of text, image, diagrams, audio and video components suitable to secondary students. revision of their presentations to include appropriate domain-specific language Submit draft and final versions of the web page over the term.

__**3. Tuning In**__: (How can you hook the kids in and get their interest? What rich materials could be used to introduce this topic?)

__**4. Information Producing:**__ (What resources are necessary for modeling end products and assist learning?)

__**5. Information Processing:**__ (How can you assist students understanding your resources?)

__**6. Applications/Doing:**__ (What will students do in terms of authentic tasks to demonstrate the skills they are to learn - ALSO - what parts of the content must be taught explicitly?)

__**7. Reflection:**__ (Have the students reached the learning goal? How can they assess their own work? How do you assess your own planning?)