Juan+Delgado

Content-Area Unit Plan Overview: Science as Inquiry
 * **TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE ** ||
 * **Problem-Based Learning Lesson ** ||
 * Lesson Title: Chemistry Far and Wide |||| Related Lessons: Pure or applied chemistry, Why study chemistry, Thinking like scientist. ||
 * Grade Level: High School : 11th and 12th |||| Unit: One ||
 * ** G O A L S ** ||
 * Content Standars:
 * Abilities necessary to do scientific inquiry.
 * Understanding about scientific inquiry.

Chemistry: Chemistry and the environment.

New Jersey Standards 5.1.B.1, 5.2.B.2, 5.2.B.3. || solving and decision making ||  ||  || ** Instructional Objective(s): **  1.2.1 Identify some areas of research affected by chemistry. 1.2.2 Describe some examples of research in chemistry. 1.2.3 Distinguish between macroscopic and microscopic views.
 * 1. Creativity and Innovation 4.Critical thinlking, problem
 * 2. Communication and collaboration || 5. Digital citizenship ||
 * 3. Research and information fluency || 6. Technology operations and concepts ||

<span style="color: #008000; font-family: 'Times New Roman',Times,serif;"> 1. Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: and creative processes environments.
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif;">GAME GOALS ||
 * a.** promote, support, and model creative and innovative thinking and inventiveness
 * b.** engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * c.** promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
 * d.** model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual

<span style="color: #008000; font-family: 'Times New Roman',Times,serif;">** 2. Design and Develop Digital-Age Learning Experiences and Assessments **

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: active participants in setting their own educational goals, managing their own learning, and assessing their own progress digital tools and resources standards and use resulting data to inform learning and teaching.
 * a.** design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * b.** develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
 * c.** customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
 * d.** provide students with multiple and varied formative and summative assessments aligned with content and technology

** Word Parts **// Macroscopic // and //microscopic// share the root //scop//, which means “to look at” in Greek. They differ in their prefixes: //macro// is from the Greek //makr//, large; //micro// is from //mikr//, small.
 * ** A C T I O N S ** ||
 * Before Class preparation:
 * Vocabulary: ** macroscopic, microscopic, biotechnology, pollutant
 * Visualize ** Point out that each page in this section is devoted to a different broad area of research. Ask students to visualize topics they would like to investigate as they read about each area. ||
 * ** During Class ** ||
 * ** Time ** |||| ** Instructional Activities ** || ** Materials and Resources ** ||
 * 10 minutes

20 minutes

20 minutes

20 minutes

20 minutes

20 minutes |||| **// Connecting to Your World //** Point out that curiosity and a tendency to “tinker” with materials are not traits restricted to professional scientists. Ask, Why would the carved mussel shells attract fish? //(The carved shells resemble small fish that larger fish might eat.//) Why was woven cloth more desirable than animal skins? //(It was softer and dried more quickly.)//

**// Use Visuals //**//. // Have students observe a photograph.(closer look of a piece of fabric) Ask, What material is shown in the photograph? //(hook-and-loop tape)// What does the microscopic view show that wouldn’t be visible in a macroscopic view? //(how the hooks and loops fit together)// Use this example to discuss how chemists use a microscopic view to explain what is observed at the macroscopic level.

Soy beans are not the only source of biodiesel. Have students research what materials in general are used to make biodiesel //(vegetable oils and animal fats)// Have them find examples to share with the class of cases where biodiesel is being used as an alternative fuel. Relate medicine and Biotechnology.
 * // Biodiesel. //**

Feature, //Nature’s Pharmacy,// to illustrate the contributions that chemists have made to medicine. Explain that the active ingredient in a prescription drug or over-the-counter remedy often is different from the natural chemical on which it is based. For example, the active ingredient that Johann Buchner isolated from willow bark in 1828 was salicin, which chemists used to produce
 * // Use the Technology & Society. //**

Have students find out what chemicals are used as additives in gasoline today. Students might start by looking at labels on gas pumps, by contacting the companies that manufacture these products, and by looking up literature published by the Environmental Protection Agency. Additional questions students should answer include, Why are these alternatives to lead safer? Are there any disadvantages to using these alternative chemicals? **// Interpreting graphs //**//. // Children in U.S. With Elevated Blood Lead Levels Have students reading and interpreting graph shows data on children in the United States with higher than acceptable levels of lead in their blood.
 * // Studying Gasoline Additives: //**

Note: This activities are customize for diverse learners because are based on communication in groups, use of laptops and visual technology as web sites and projectors. || 1.2 Chemistry Far and Wide Connecting to Your World

<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Transparency. Chemistry Far and Wide Connecting to Your World <span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">

Ch. 1 Introduction to Chemistry: Guided Reading and Study Workbook <span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">

Online Interactive Textbook with ChemASAP [|www.thinkffinity.org]

<span style="color: black; font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">

Online Interactive Textbook with ChemASAP [|www.unitedstreaming.com] Use of vaccines, antibiotic and recombinant proteins to treat and prevent bacterial and viral infections an diabetes.

<span style="color: black; font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Online Interactive Textbook with ChemASAP [|www.safarimontage.com]

1.2 Chemistry Far and Wide Teacher's Edition

Transparency: Graphing on white boards || Ongoing Assessment(s): Student should be monitored to ensure they are focusing on their observations and communication and collaboration. Student will use a teacher-generated rubric to identify components of mussel shells, a piece of fabric, Soy beans, active ingredient in a prescription drug or over-the-counter remedy additives in gasoline today, a population graph etc. <span style="color: black; font-family: Times New Roman; mso-bidi-font-weight: bold; msobidifontweight: bold;"> Guided Reading and Study Workbook: The Guided Reading and Study Worksheets promote active reading and enhance students' study skills. The wide range of question formats reach a wide variety of learners and help them develop note-taking skills as they read the text and complete the worksheets. If you choose to use this worksheet in class, you will need to adjust the class time. Double-click the lesson plan, and in the window that appears, double-click this activity to edit the class time to meet your class's needs <span style="color: black; font-family: Times New Roman; mso-bidi-font-weight: bold; msobidifontweight: bold;"> Interactive Textbook Students can answer the questions at the end of each section and get instant feedback. If students access the Interactive Textbook through the web, their responses are recorded and available to you in a variety of reports. || Re-teach. Have students suggest other ways to classify areas impacted by chemistry other than the system used in this section. One alternative might be to focus on the human need for food, clothing, shelter, and transportation. People used ingredients extracted from plants as folk remedies for centuries before chemists were able to isolate the active ingredients from these extracts. The first active ingredient to be isolated was morphine in 1804. Salicylates occur naturally in plants of the genus //Salix,// which includes willow, poplar, and beech trees. Salicin was isolated from willow bark in 1828 by Johann Buchner, a pharmacy professor at the University of Munich. || //Self-Directed Lifelong Learning.// Cengage, Chapter 12. Mason, OH. Pp 263-283. Cennamo, K. (2009). //“Problem-based learning or PBL”.// (Laureate, CD-ROM, 2009). Integrating Technology Across the Content Areas
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif;">MONITOR ||
 * <span style="color: black; font-family: Times New Roman; mso-bidi-font-weight: bold; msobidifontweight: bold;">
 * <span style="color: green; display: block; font-family: Times New Roman; msoansilanguage: ES; text-align: center;">E V A L U A T I O N ||
 * Evaluate understanding: ask students to name some recent technological advances that were made possible through the study of chemistry.
 * <span style="color: #008000; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">R E F E R E N C E S ||
 * Cennamo,Ross, Ertmer (2009).Technology Integration for Meaninful Classroom Use.

Pearson Prentice Hall. (2007) “//Lesson Plan//” Chapter 1 Chemistry Far and Wide.. Pearson Education Inc. Boston, MA. Pp 2 ||