S+Tingley,Erika+Joy

**Office:** Room 107 **Office Phone: (207) 256-7544** **Office Hours: 12pm-1pm Gold days, 2pm-4pm Blue days** ** E-mail: etingl70@maine.edu **
 * Teacher: Ms. Tingley**

=Summary of Unit=

This unit discusses the interactions between energy and matter and demonstrates the associations among matter at the atomic level. Students will learn about various components of atoms and molecules, as well as the important role that atomic interactions have in energy transfer. Atomic structure, chemical bonds, and energy constancy are important topics that can be related to the world around us. Students will see the usefulness of understanding atomic interactions in their everyday lives. Many activities will address the information and allow students to interact with the material.

=Establish Goals= //Maine Learning Results: Science and Technology-D. Physical Science// //D3. Matter and Energy// //Grades 9-Diploma// //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.//

= = =Students will understand that= // •There is a relationship between matter and energy. // // •There are interactions between matter at the atomic level. // // •Matter has a structure and behaves a certain way. //

= = =Essential Questions= •//How is matter and Energy related?// //•Why does matter interact at the atomic level?// //•How is matter structured and how does it behave?//

= = =Students will know= // •Definitions of key words : matter, energy, atoms, molecules, covalent bonds, ionic bonds, fission, fusion, neutrons, protons, electrons, mass, ions, light, kinetic energy, potential energy. // // •Terminology relevant to the topic: Constancy of energy, rate of chemical reactions, nuclear reactions. // // •Key factual information related to matter and energy: Energy Stays Constant, Atoms are made up of protons, electrons, and neutrons, various factors affect chemical reactions. //

= = =Students will be able to= //•Contrast fusion and fission •Consider how energy transformation occurs •Illustrate how molecules bond with other molecules in chemical reactions •Reflect upon the relationship between heat, temperature, and pressure on atoms, molecules, and ions •Express the structure of atoms and the role of atomic structure in determining chemical properties •Exhibit the factors that affect the role of chemical reactions//

**Performance Task Overview** You're high school has been selected, along with other schools across the country, to create a website for Disney's Epcot Innovations. The Innovations team is looking for an interactive website that can be displayed at Innovations for other high school students and the general public. The material must be accurate and clearly convey the interactions between matter and energy as well as show various aspects of matter at the atomic level. The website must be interesting in order to capture the attention of the Innovations team. At least one video as well as another interactive medium needs to be included. The best website will be selected and used at Innovations in Epcot, and the winning team will be flown to Disney world to present their product.

=Expectations=
 * Attendance-** Attendance is an important part of this class. It will be hard to learn the material if students do not show up to class. It is also unfair to other students if one student is not here to present their ideas on a topic and help all of us to learn the material better. I expect all students to come to class unless they have made previous arrangements with me.


 * Assignment Expectations-** It is very hard to determine if a student is grasping the material that is being presented if he or she doesn't turn in their work. I can also not help in an area you might be struggling in if I do not get to see your assignments. It is necessary for all students to turn in their assignments on time and to have done their best in completing it. If for some reason a student cannot turn an assignment in on time, than he or she is responsible for communicating that to me and making arrangements to get it to me as soon as possible so that the student doesn't get too far behind.


 * Classroom Behavior-** We are all a learning community that needs each other to succeed and gain the knowledge to use in the world around us. Students are expected to come to class prepared and ready to discuss the topics that are presented. Cooperation is an important part of the learning experience and students need to work together to learn and grow. Throughout this course there will be a lot of group work as well as some individual assignments that students will be expected to think deeply about. Each student should come with a positive attitude and willingness to learn the material being presented.


 * Plagiarism-** Students are expected to produce much of their own work, however, whenever ideas are used from other sources it is imperative that students give credit where it is due. I will follow the guidelines of the school in reporting any student that commits plagiarism. If a student is concerned about material that is being used, he or she can come and see me for guidance on correctly giving credit to a source.

=Benchmarks=
 * Total of 420 Points**
 * **60 Points/**imovie- Students will make a video that describes the structure of atoms and how atomic structure affects chemical properties. The design of the movie will be open ended, but it must touch on atomic structure, and electron configuration, and how these concepts affect chemical properties of atoms. The videos can be anywhere from 3-5 minutes, and will be graded by a rubric. Students will get time in class to write a script for the movie and to get some ideas. The rest of the time will be spent outside of class filming the video. The movies will be shown in class and will be graded by the teacher with the rubric. Students will also be given an opportunity to give feedback on the videos.
 * **50 Points/**Blog Entry- Students will produce a blog entry that tells the story of an atom as it bonds. The story can be written in any way that the students want to write it, but they must show knowledge of ionic and covalent bonding. The blog entry will be no more than a page and if sources are used they must be sited using MLA format. Students will be given time before the entry is due to ask the teacher questions about the assignment and to go over any misconceptions. Each student will also have to go on one other classmate's blog and post a comment on one positive way he or she thought the blog presented ionic and covalent bonds. No student can have more than one comment until all the student's blogs have been commented on and no one will be allowed to give negative comments. Students will be graded based on content and if the student gave information about ionic and covalent bonds.
 * **50 Points/**Inspiration- Students will create a concept web that shows all the factors that play a role in chemical reactions. Students will need to include catalysts, competitors, temperature, concentrations of reactants, and concentrations of products. All of the factors need to be connected to how they affect reaction rates. At least one note should be made about a topic of choice in which the student explains more in depth how that topic affects reaction rates. Students will post the products to their blogs, but will also have to send a copy of the project file to the teacher so the teacher can see their notes. The web will be graded based on whether or not the students included catalysts, competitors, temperature, concentrations of reactants, and concentrations of products, and if they included a note. They will also be graded on correctness of information and on creativity in presenting it.
 * **50 Points/**Comic Life- Students will produce a comic displaying information on the relationship among heat, temperature, and pressure in terms of actions of atoms, molecules, and ions. Students will be free to set up the comic however they want to and will have their teammates to help generate ideas. There must be information present on each of the three factors (heat, temperature, and pressure) and how they affect each of the three components (atoms, molecules, and ions). Students will upload their comics to the class wiki and will go through them in class. Students will be given a rubric to grade another classmates comic on and the teacher will grade all the comics by the same rubric.
 * **60 Points**/Song- Students will create a song to explain fusion and fission. Students will be asked to compare and contrast fusion and fission and to present the information to the class in song version using computer software. Teams will be working on a song together so that each team member will be responsible for a part. One student in each team will be responsible for editing and coordinating the song. Another student will be responsible for the music, and another for the singing (or the whole team can sing if they prefer). All the students will be responsible for contributing to the lyrics and making sure that the song address the key similarities and differences to fusion and fission. The songs will be presented to the class so that everyone gets a chance to hear them, but they will not be critiqued by the students. The teacher will grade the songs based on content and whether fusion and fission were addressed.
 * **50 Points/**Interactive Diagram- Students will use an online interactive diagram to display the transformation that occurs with energy. The teacher will provide some options for the diagrams, however, student will be able to use whichever online diagram producer they wish as long as a link can be added to the wiki so other students can view it. The diagram must include information about energy transformation as it occurs in atomic interactions as well as one example that occurs in another interaction. Students will add their links to the class wiki and will be given an opportunity in class to interact with other students diagrams. At the end of class students will get to write a response on what they learned in doing this assignment and on what they liked about another students diagram. The diagrams will be graded based on whether the students included energy transformations that occur in atomic interactions and on whether they included one other interaction that involves energy transformation.
 * **100 Points/**Website- For the final product students will be making a website that could potentially be used at Innovations in Epcot. The website will have to cover all the material that has been presented in this class about matter and energy. Students will work in groups to create their website and can include material from any of the assignments that have been done in class. The website must have at least one video and some other medium of presenting information. If work from an outside source is used the students will be required to make sure they have permission to use it. Students will be given a rubric from which the website will be graded as well as a rubric for the presentation of the website. The website must be interesting in order to gain the attention of the Disney Innovations team and to excite the general public about matter and energy in their world. All the students will get a chance to look over the websites and judge which one will be sent in to represent the school. The final product will be graded by the rubric and the students presentation of the website will also be graded by the rubric that will be given to the students before the assignment.

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).