1. Chris Clement Unit Portfolio Presentation

2. Unit Summary Matter is the basic foundation of the universe. It reacts in many different ways depending on the environment it is in. You will be chemists for the next 6 weeks exploring matter and how it reacts to these different environments. You will use books as a reference, experiments, collaboration with colleagues and finally design a poster, photo story or song/rap representing your findings.

3. Curriculum-Framing Questions  Essential Question How are we affected by change?  Unit Questions  What causes change in physical and chemical properties of matter?  What does matter look like as a result of these changes?  What happens at the particle level before, during and after a change?

4. Curriculum Framing Questions Content Questions  How do we find out what substances are in the mystery mixture?  How doe we explain the behavior of particles in gasses?  How does kinetic energy of particles change the substance?  How does the energy of particles transfer to other particles?  What happens to energy during phase change?  How does phase change happen?  What are chemical properties? What are physical properties?  How do we classify matter?

5. Does Matter….matter? Project This project will help my students develop 21 st century skills through: Collaboration with peers. Evaluation of the accuracy and relevance of the information. Evaluation of the relevance of music/pictures to their topic. Composition/creation of a poster to communicate their learning.

6. GaugingGauging Student Needs AssessmentStudent Purpose of the Anticipation Guide Pre-Assessment To gather information about what students think about the Essential and Unit questions related to the content—to activate their prior knowledge and stimulate interest in the topic. Purpose of the K-W-L Pre-Assessment To determine student prior knowledge regarding unit content What I want to learn from my students? What do students know about matter? How I have tried to promote higher-order thinking? The anticipation guide asks students to evaluate, apply, and judge based on their own opinions and experiences. The K-W-L chart will be used to help students determine what they need to research about their topics.

7. Gauging Student Needs Assessment How the assessment information helps me and my students plan for upcoming activities in the unit?  If students do not have any knowledge of the topic, I will know if I need to direct them to specific websites rather than allow them to search for information without guidance.  Students will be able to use the K-W-L to create questions for research and to gauge their own learning.

8. My Goals for the Course  Help students understand matter is everywhere and changes depending on the environment.  Help students evaluate their methods using the inquiry process?  Help each student to produce a quality final project.

9. Goals for My Students  To think like Chemist by:  Exploring multiple causes of change  Compare results multiple activities.  Identifying and record the immediate effects of activities  Understand what is happening at the particle level  To improve their technology and research skills by:  Asking questions about reliability and accuracy results  Learning to download pictures and appropriate information from the internet.  To keep a notebook with showing the learning they have achieved

10. Request for Feedback  How do I help students to produce quality work?

11. Works Cited