UDP Presentation

Aly Troy and Lauren Walkup

6 October 2020
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The Classroom
Class of 18 students
● 8 female 3 ESE students
● 10 male ● 1 hearing impaired
student assistive
technology provided
2 ESOL students ● 2 students are
● both speak SLD in reading with
limited English active IEPs
● do not share a
common
language
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The Big Idea

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Our Concept

● Unit: Introducing Chemistry

○ The Atomic Theory
● Anchoring Phenomenon
○ Exploding Toilets!?!?
○ https://www.youtube.com/watch?v=aeua5YvZ2CM
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Standards & Practices

Standards: Practices:
● HS-PS1-7 Matter and its Interactions: Use
mathematical representations to support the claim that ● Developing and Using Models
atoms, and therefore mass, are conserved during a ● Planning and Carrying Out
chemical reaction.
● HS-PS1-1 Matter and its Interactions: Use the periodic Investigation
table as a model to predict the relative properties of ● Analyzing and Interpreting Data
elements based on the patterns of electrons in the
outermost energy level of atoms. ● Engaging in Argument from Evidence
● HS-PS1-2 Matter and its Interactions: Construct and ● Constructing Explanations and
revise an explanation for the outcome of a simple
chemical reaction based on the outermost electron Designing Solutions
states of atoms, trends in the periodic table, and
knowledge of the patterns of chemical properties.
● HS-PS1-5 Matter and its Interactions: Apply scientific
principles and evidence to provide an explanation
about the effects of changing the temperature or
concentration of the reacting particles on the rate at
which a reaction occurs.
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Sequencing and Flow

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Flow of Unit: The Atomic Theory

The Atomic Structure of Chemical Chemical
History of Chemistry
Theory Atoms Bonding Reactions

● History of the ● Modern theory ● Protons ● Covalent ● Experimenting

atomic model ● Spdf ● Neutrons ● Ionic with/ observing
● Democritus ● Matter is made ● Electrons ● Lewis dot reactions
● Thomson of small atoms ● Ions diagrams ● Writing and
● Rutherford ● Isotopes solving
● Bohr ● The periodic
table
Background Knowledge: This is the first unit we would teach in this type L
of classroom and it is for students coming from middle school as this is a
ninth grade class. They should have a basic understanding that there is
such a thing as an atom and are probably familiar with the parts such as
protons, neutrons, and electrons.

Task 1 Launch

1. Tell the anchoring event story/show video

2. Have students write/draw initial ideas about what they think happened at an
atomic level
3. Let students come up with the driving question they will figure out for the unit
(Schwarz, Passmore, & Reiser, 2017).

Provides motivation and

a driving question for
every other task
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In mixed ability
groups students are
Task 2
History of Atomic Theory
given readings The next day there is
about atomic theory a gallery walk and the
contributions over class will try to
the years. assemble them
The students chronologically
collaborate and
draw a model of the
atom described in
their article

Students create a model of an

atom which will be the basis for
discussing the modern model
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Task 3
Modern Atomic Theory

Direct Instruction

-Use the students’ model to show students the modern understanding of the
atom
-Redefine the charge, mass, and location of protons, neutrons, and electrons.
-Introduce ions and isotopes
-Talk about Bohr model/octet rule/valence electrons

***Formatively assess throughout with iClicker questions

Students need to know
components of atom that
Periodic Table describes
 Task 4
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The Periodic Table

★ Talk about patterns in nature
★ Remind students of atom’s structure
★ Give students the “Periodic People” activity in
mixed-ability groups and have them organize
★ Sequence a group discussion to find most
efficient method
★ Start relating these characteristics to
components of the atom
★ Formatively assess student understanding with
an exit slip
★ 3D example (Krajcik, 2015)
Students can guess structure/properties of any
element. Now they can start to think about how
they might react together based on this
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Task 5
Chemical Bonding

Day 1 Covalent Destroying H2O; Breaking Covalent Bonds

Day 2 Ionic Creating Ionic Pairs; Modeling a Grain of Salt

Day 3 Lewis Dot Representing Bonding with Lewis Dot Diagrams

To understand reactions, first

you need to understand
bonding
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Task 6
Chemical Reactions

Day 1 Observing a Reaction and Writing a Chemical Equation

Day 2 Creating a Reaction, Modeling the Reaction, and Explain/Defend their

Analysis

Last piece to put everything

all together
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Task 7
Putting the Phenomenon Together

❖ Students return to the same mixed ability groups they

were in for the launch
❖ Groups revise their models of what happens in the
exploding toilet using all of their knowledge from the
unit
❖ Students put ideas on poster sheets and explain
thinking with words and pictures
❖ Teacher formalizes the causal story

Students are ready to

be assessed
Task 8 Formative & Student Monitoring Tool
Student Monitoring Tool
*Students assess their understanding of
each lesson’s standard(s) and learning goals
with this tool
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*At the end of the unit, this becomes a study

Formative Assessments
guide
● iClicker quizzes (Suurtamm, 2012)
● Class and small group discussions
● Exit slips
● Launch activity
 Summative Assessment L
★ Unit test- mostly short answer or free response questions because “the writing
task helps the teacher see how well students do at the three-dimensional task of
pulling together ideas and practices they have learned across several lessons”
(Seeing Students Learn Science, 2017, p. 35).
★ Questions are centered on the standards and learning goals tied to each lessons
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1) Fitting in the “right” number
of ideas. This unit does not
encapsulate what a
traditional “textbook” unit
might.
Struggles
2) Realizing that our own
during understanding is limited- had to
review a little bit and consult
our online resources for help

planning:
3) Time-consuming to plan a
relevant and coherent unit and
then engaging, student-centered
lessons
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1) Deciding what to include.
Then refining the topics and
subtopics for the flow in
the unit.
Changes
made 2) Introducing a diversity
component into our task
during two/three to provide equity
into our unit
the
process: 3) Correcting the flow of our
tasks to make more
coherent sense with the
anchoring event
This is not just a normal lesson, it’s a cool lesson L

Normal Lesson Our lesson

Follows the textbook structure Uses an anchoring phenomenon to encapsulate a

big science idea and the surrounding standards

A lot of direct instruction, inequitable Mostly student-centered, engaging lessons.

Equitable- mixed ability groups, multiple entry points
to questions, etc.

One correct answer to many unrelated questions Cohesive unit pulling together many ideas to answer
a question

Students learn what the teacher knows Students figure something out for themselves
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Q&A
Thank You!!
 references
Krajcik, J. (2015). Project-based science: Engaging students in three-dimensional
learning. The Science Teacher, 82(1), 25.

National Academies of Sciences, Engineering, and Medicine. 2017. Seeing

Students Learn Science: Integrating Assessment and Instruction in the
Classroom. Washington, DC: The National Academies Press.

Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Helping students make sense
of the world using next generation science and engineering practices.
Arlington, VA: NSTA Press, National Science Teachers Association.

Suurtamm, Christine. (2012). Assessment Can Support Reasoning. Mathematics

Teacher 106, 2833.