HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Safety and Measurement – Duration 1 Week
Big Idea:
Essential
Questions:
Vocabulary
Concept
Performance
Objective
2
1
1
2
2
Strand
1
1. Understand appropriate behavior in the lab setting
2. Recognize the difference between precision and accuracy
3. Know the SI base units of measurement, and use them to convert within the metric system
4. Determine the number of significant figures in a measurement, and apply rules for significant figures in calculations
5. Convert between standard and scientific notation
6. Solve for unknown quantities by manipulating variables
7. Use graphical, mathematical, and/or statistical models to express patterns and relationships inferred from sets of scientific data
1. How do scientists safely use laboratory equipment and techniques when conducting scientific investigations?
2. What is the difference between precision and accuracy with respect to experimental data?
3. What are the appropriate SI units for length, mass, time, temperature, quantity of matter, area, volume, and density?
4. What are the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-)?
5. How are the correct number of significant figures calculated?
6. How do scientists record very large or very small quantities?
7. How do scientists collect and analyze data?
See Vocabulary list below
AZ Department of Education
Priority/Supporting Standards
Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all
science inquiry.
Identify the resources needed to conduct an investigation.
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Page 1 of 2
2
Performance
Objective
Concept
Strand
1
3
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes,
spectrophotometer, using qualitative changes).
• Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs),
charts, computers/calculators).
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Accuracy
Precision
Metric system
SI units
Prefix
KiloHectoDekaDeciCenti
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
MilliMicroPicoNanoMeter
Gram
Mass
Weight
Second
Celsius
21.
22.
23.
24.
25.
26.
27.
28.
29.
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Conversion factor
Dimensional analysis
Volume
Meniscus
Liter
Derived units
Density
Significant figures
Scientific notation
Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Scientific Method – Duration 1 Week
General:
1. Identify and clarify research questions and design experiments
2. Design experiments so that variables are controlled and appropriate numbers of trials are used
3. Routinely make predictions and estimations
4. Interpret results and draw conclusions, revising hypotheses as necessary and/or formulating additional questions or explanations
5. Explain the criteria that explanations must meet to be considered scientific (e.g., be consistent with experimental/observational
evidence about nature, be open to critique and modification, use ethical reporting methods and procedures)
Big Idea:
Essential
Questions:
Vocabulary
Concept
Performance
Objective
1
1
1
1
2
Strand
1
Honors:
1. Identify possible sources of error (human and inherent) and how they affected the outcome of an experiment
General:
1. How do scientists do, and report, their work?
Honors:
1. How does the type of equipment used affect the accuracy/precision of an experiment?
2. What changes to an experiment design can be made to reduce possible errors?
See Vocabulary list below
AZ Department of Education
Priority/Supporting Standards
Evaluate scientific information for relevance to a given problem.
Develop questions from observations that transition into testable hypotheses.
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Page 1 of 3
Strand
Concept
Performance
Objective
1
1
3
1
1
4
1
2
4
1
2
5
1
3
1
1
3
2
1
3
3
1
3
4
1
3
7
AZ Department of Education
Priority/Supporting Standards
Formulate a testable hypothesis.
Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or
inferring).
Conduct a scientific investigation that is based on a research design.
Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
Evaluate whether investigational data support or do not support the proposed hypothesis.
Critique reports of scientific studies (e.g., published papers, student reports).
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
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Propose further investigations based on the findings of a conducted investigation.
Page 2 of 3
Strand
Concept
Performance
Objective
1
4
1
1
4
2
1
4
3
1
4
4
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Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
For a specific investigation, choose an appropriate method for communicating the results.
Produce graphs that communicate data.
Communicate results clearly and logically
Support conclusions with logical scientific arguments.
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1.
2.
3.
4.
5.
6.
7.
8.
Scientific method
Observation
Problem
Hypothesis
Resource
Variable
Independent variable
Dependant variable
9.
10.
11.
12.
13.
14.
15.
16.
Controlled variables
Control group
Experiment
Data table
Data trends
Positive relationship (graphing)
Negative relationship (graphing)
No relationship (graphing)
17.
18.
19.
20.
21.
22.
23.
24.
Line graph
Analysis
Sample size
Trials
Bias
Conclusion
Theory
Scientific law
Page 3 of 3
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Matter – Duration 1.5 Weeks
Big Idea:
Essential
Questions:
General:
1. Compare the definition of matter and energy and the laws of conservation of mass and energy
2. Describe how matter is classified by state and by composition
3. Define chemical and physical properties and compare them by providing examples
4. Explain the difference between chemical and physical changes
5. Explain density qualitatively and solve density problems by applying an understanding of the concept of density
Honors:
1. Demonstrate how physical changes can be used to separate mixtures and compounds into their components
General:
1. What is matter?
2. What is the relationship between mass and volume?
3. How is matter classified?
4. How can matter be created or destroyed?
5. What is the difference between a physical and chemical change?
6. What is the difference between a physical property and a chemical property?
7. How can mixtures be separated?
Honors:
1. How can physical changes be used to separate mixtures and compounds into their components?
Vocabulary
See Vocabulary list below
Performance
Objective
Concept
Strand
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 1 of 2
Strand
Concept
Performance
Objective
5
1
1
5
1
2
5
1
4
5
3
7
5
4
2
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
Describe substances based on their physical properties.
Describe substances based on their chemical properties.
Separate mixtures of substances based on their physical properties.
Explain how molecular motion is related to temperature and phase changes.
Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change,
absorption or release of heat energy.
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Matter
States of matter
Particles
Solid
Liquid
Gas
Kinetic-molecular theory
Plasma
Intensive
Extensive
Physical changes
Energy
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Temperature
Chemical changes
Odor
Heat/light
Color change
Precipitate
Gas emission
Reactants
Products
Physical property
Density
Color
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
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Texture
Pure substance
Element
Molecule
Diatomic
Allotrope
Hardness
Mixture
Homogenous
Heterogenous
Compound
Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Atoms – Duration 1 Week
Big Idea:
Essential
Questions:
Vocabulary
General:
1. State the three laws that support the existence of atoms
2. Understand the five principles of Dalton’s atomic theory
3. Describe the contributions of Dalton, Thomson, Rutherford, and Bohr to Atomic structure
4. Describe the progression of the model of the atom from Democritus’s “Billiard Ball Model” to the modern “Cloud Model”
5. Describe the subatomic particles of an atom, and recognize their role in the following: atomic number, mass number, isotopes,
ionization
6. Define the mole, and explain why this unit is used to count atoms
Honors:
1. Compare and contrast the Aristotle’s and Democritus’s theories of matter
General:
1. Is water the same regardless of where it is found?
2. How does the law of multiple proportions support Dalton’s atomic theory?
3. What are the five postulates of Dalton’s atomic theory?
4. How does Thomson’s model of the atom differ from Dalton’s model of the atom?
5. What did Rutherford’s gold foil experiment tell us about the atom?
6. What are the similarities and differences between the Nuclear model, Bohr model and the Cloud model?
7. How many particles are there in one mole?
Honors:
1. How are Aristotle’s and Democritus’s theories similar and different?
See Vocabulary list below
Performance
Objective
Concept
Strand
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 1 of 2
Performance
Objective
Concept
Strand
5
1
6
5
1
7
5
1
8
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
Describe the following features and components of the atom:
• protons
• neutrons
• electrons
• mass
• number and type of particles
• structure
• organization
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Describe the historical development of models of the atom.
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Explain the details of atomic structure (e.g., electron configuration, energy levels, isotopes).
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Atom
Democritus
Aristotle
Benjamin Franklin
Antoine Lavoisier
Charles Coulomb
Atomic theory
John Dalton
Law of definite composition
Law of multiple proportions
Law of conservation of mass and
energy
12. Sir William Crookes
13. Henri Becquerel
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Marie and Pierre Curie
Subatomic particles
JJ Thomson
Electrons
Max Planck
Quanta
Albert Einstein
Robert Milikan
Ernest Rutherford
Gold foil experiment
Nucleus
Protons
Alpha particles
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
Neils Bohr
Energy level
Erwin Schrodinger
Schrodinger’s cat
Electron clouds
Irene Joliot Curie
James Chadwick
Neutron
Glen Seaborg
Transuranic elements
Murrey Gell-Man &
George Zweig
38. Quarks
Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Electrons – Duration 2 Weeks
Big Idea:
Essential
Questions:
Vocabulary
General:
1. Compare and contrast the Rutherford, Bohr, and Quantum models of the atom
2. Explain how the color of light emitted by an atom provides information about electron energy levels
3. Write the electron configuration and atomic orbital diagram of an atom by using Hund’s Rule, the Pauli exclusion principle, and the
Aufbau principle
Honors:
1. Explain how the Photoelectric effect proves that light is made up of particles
2. Use quantum numbers to identify where an electron might be in an atom
General:
1. What is the relationship between the wavelength and frequency of electromagnetic waves?
2. What is the relationship between the energy and frequency of electromagnetic waves?
3. How does the color of light emitted by an atom provide information about electron energy levels?
4. What does the cloud model tell us about the location of electrons?
5. In what order do atomic orbitals fill with electrons?
6. What does the uncertainty principle tell us about the path of electrons?
7. How many electrons can an orbital hold?
8. How many sublevels are in each energy level?
9. How many electrons can each energy level hold?
10. Why do electrons fill lower levels first?
11. Why do electrons not repel in an orbital?
12. What are the different orbital shapes?
13. What do electron scatter plots tell us about orbital shapes?
Honors:
1. How does the Photoelectric effect prove that light is made up of particles?
2. What do quantum numbers tell us about an electron?
See Vocabulary list below
Page 1 of 2
4
Performance
Objective
1
Performance
Objective
Concept
Strand
5
Concept
Strand
5
AZ Department of Education
Priority/Supporting Standards
HUSD Support
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Resources
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Describe the properties of electric charge and the conservation of electric charge.
HUSD Materials,
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Determine the transfer of electrons in oxidation/reduction reactions.
HUSD Materials,
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5
13
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Waves
Particles
Electromagnetic spectrum
Frequency
Wavelength
Energy
Joules
Photoelectric effect
Excited state
Ground state
Photon
Bohr model
13.
14.
15.
16.
17.
18.
19.
20.
21.
Atomic emission spectra
Particle/wave duality
Quantum mechanics
Uncertainty principle
Orbital
Quantum numbers
Principle quantum number
Energy level
Angular momentum
quantum number
22. Orbital shape (s, p, d, f)
23. Magnetic quantum number
24. Orientation
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
Spin quantum number
Electron spin
Pauli exclusion principle
Aufbau principle
Hund’s rule
Orbital diagram
Electron configuration
Core electrons
Valence electrons
Short hand electron
configuration
35. Stability
36. Ion configuration
Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Periodic Table – Duration 1 Week
General and Honors:
1. Describe the historical origin of the periodic table
2. Describe the organization of the modern periodic table
3. Describe the periodic trends of atomic size, ionization energy, boiling and melting point, electronegativity, electron affinity, and ionic
radius
4. Explain the relationship between families of elements and electron configuration
Big Idea:
Essential
Questions:
Vocabulary
1
Performance
Objective
Concept
Strand
5
General and Honors:
1. How was Mendeleev’s periodic table arranged?
2. How was Mendeleev able to predict the properties of “missing” elements on the periodic table?
3. How is the modern periodic table arranged?
4. What causes the periodic trends of atomic size, ionization energy, boiling and melting point, electronegativity, electron affinity, and
ionic radius?
5. What are the relationships between families of elements and electron configuration?
See Vocabulary list below
3
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Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding –
ionic/covalent).
Vocabulary
Bold = Priority vocabulary
1. Dmitri Mendeleev
2. Atomic mass
3. Average atomic mass
14. Electronegativity
15. Electron affinity
16. Boiling/melting point
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27. Reactive
28. Noble gases
29. Unreactive
Page 1 of 2
Performance
Objective
Concept
Strand
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Amu
Periodic law
Group/family
Valence electrons
Row/period
Periodic trends
Ionization energy
Electron shielding
Atomic radius
Bond radius
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Atomic orbital shell
Electron configuration
Element
Main group elements
Metals
Non metals
Metalloids
Alkali metals
Alkaline-Earth metals
Halogens
30.
31.
32.
33.
34.
35.
36.
37.
38.
Inert gases
Transition metals
Conductivity
Brittle
Ductile
Malleable
Lanthanides
Actinades
Alloys
Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1
Bonding/Structures – Duration 2 Weeks
Big Idea:
Essential
Questions:
Vocabulary
General:
1. Compare and contrast the process of ionic bonding and covalent bonding
2. Explain the differences between single, double, and triple covalent bonds
3. Distinguish between nonpolar and polar covalent bonds based on electronegativity differences
4. Write, and interpret, the chemical names for compounds when given the chemical formula (and vice versa)
5. Draw, and interpret, the Lewis structures of ionic and covalent bonds
6. Predict the shape of a molecule using Valence Shell Electron Pair Repulsion (VSEPR) theory
Honors:
1. Predict the shape of a molecule using Valence Shell Electron Pair Repulsion (VSEPR) theory for extended octets
2. Name and write common polyatomic ions from memory
General:
1. Why do elements gain or lose electrons?
2. How do ionic bonds form?
3. How are covalent bonds formed?
4. Why are covalent bonds formed?
5. How are metallic bonds formed?
6. What is the relationship between the properties of metals and metallic bonding?
7. How do we name chemical compounds?
8. How are Lewis structures used to show chemical bonds?
9. How does electron repulsion affect the shape of a molecule?
Honors:
1. How does an expanded octet affect the shape of a molecule?
2. What are the common polyatomic ions?
See Vocabulary list below
Page 1 of 3
Performance
Objective
Concept
Strand
1
Performance
Objective
Concept
Strand
5
3
5
4
4
5
4
7
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding –
ionic/covalent).
HUSD Materials,
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Assessments
Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding).
HUSD Materials,
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Assessments
Predict the properties (e.g., melting point, boiling point, conductivity) of substances based upon bond type.
HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Valence electrons
Ion
Cation
Anion
Fixed/Variable
Stable ions
Ionic bonding
Lattice structure
Ionic compounds
Attractive forces
Repulsive forces
Covalent bonds
Sharing electrons
Diatomic molecules
Bond energy
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Polarity
Dipole
Metallic bond
Electron sea
Lewis structures
Octet rule
Unshared pairs
Polyatomic ions
Single bond
Double bond
Triple bond
Resonance structures
VSEPR theory
Trigonal planar
Tetrahedral shape
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
Net charge
Polyatomic ions
Monatomic
–ite
–ate
Covalent compounds
Prefix
Suffix
MonoDiTriTetraPentaHexaHepta-
Page 2 of 3
Performance
Objective
Concept
Strand
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
16.
17.
18.
19.
20.
Bond length
Potential energy
Potential energy diagram
Nonpolar covalent bond
Polar covalent bond
36.
37.
38.
39.
40.
41.
Bent shape
Linear shape
Trigonal pyramidal
–ide
Binary ionic compounds
Ionic formulas
57. Octa58. Nona59. Deca-
Page 3 of 3
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Honors Chemistry Quarter 1 Common Core
Standard
Cluster
Grade
Common Core Standards
Follow precisely a complex multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks, attending to special cases or
exceptions defined in the text.
9
R
3
Determine the meaning of symbols, key
terms, and other domain-specific words and
phrases as they are used in a specific
scientific or technical context relevant to
grades 9–10 texts and topics.
9
R
4
Explanations & Examples
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Students follow a written lab protocol or sequence of steps to accomplish
an activity. Students should pay attention to accuracy and precision when
taking measurements. Students should be aware of the special cases
specific to that procedure.
Examples:
• Follow written procedures for preparing wet mount slides to view pond
organisms under the microscope, paying attention to the type of
preparation needed for a variety of different types of organisms.
SCHS-S4C1-02
• Follow written procedures for determining the concentration of acids
and bases, demonstrating proper techniques and safety precautions.
SCHS-S5C4-12, SCHS-S1C2-01
Students determine the meaning of words and phrases as they read
science content, including text books, lab materials, and other print or
electronic sources of information. They use a variety of strategies (context
clues, linguistic roots and affixes, restatement, examples, contrast,
glossary, etc.) to determine the meaning of words and phrases in the text.
This standard specifically addresses domain-specific Tier Three words and
interpreting symbols in equations or in diagrams and flow charts.
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Examples:
• Read about food chains and food webs, and then identify the linguistic
roots and affixes to help clarify the meanings of terms related to trophic
levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SCHS-S4C3-01
• Determine the meaning of chemical equations containing chemical
Page 1 of 3
R
W
Standard
9
Cluster
Grade
9
Common Core Standards
Explanations & Examples
Translate quantitative or technical
information expressed in words in a text into
visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
formulas, coefficients, and symbols that represent the states of the
reactants and products. SCHS-S5C4-03
• Determine the meaning of variables in mathematical equations, such as
f=ma (SCHS-S5C2-04), PV=nRT (SCHS-S5C5-05), or V=IR (SCHS-S5C5-06).
Students will use words in a text and information expressed visually to
obtain information about a given topic. Sources of text could include
textbooks, magazine or newspaper articles, websites, or product
information or safety sheets. Students should be able to develop a written
or oral explanation of a visual representation (graph, chart, picture, etc.)
that accurately represents the information presented; or vice versa.
7
7
Conduct short as well as more sustained
research projects to answer a question
(including a self generated question) or solve
a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
Examples:
• After reading a written description of a chemical reaction, write an
equation that shows the reaction.
Text provided: Solid sodium reacts with chlorine gas to produce solid
sodium chloride.
Student translated: 2Na(s) + Cl2(g)
 2NaCl(s). SCHS
-S5C4-03
• Given a chemical equation, write a description of that equation.
Text provided: 2Na(s) + Cl2(g)
 2NaCl(s) SCHS
-S5C4-03
Student translated: Solid sodium reacts with chlorine gas to produce solid
sodium chloride. SCHS-S5C4-03
• Read text describing the luminosity, color, and temperature of various
stars and show the relative position of each star on a Hertzsprung-Russell
diagram. SCHS-S6C4-03
• Using a diagram illustrating the Coriolis Effect on the movement of water
and air, use appropriate science vocabulary (written or verbally) to
describe the process with accuracy and enough detail that would allow
another student to construct a similar diagram. SCHS-S6C2-10
Students conduct research projects or experimental investigations of differing
lengths meant to answer a question or solve a problem. Students answer
questions - including those they create themselves - through research (online,
library, laboratory investigations) to solve a problem. They use and combine
information from multiple sources to construct their claims, evidence, and
explanations.
Examples:
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Standard
Cluster
Grade
Common Core Standards
Draw evidence from informational texts to
support analysis, reflection, and research.
9
W
9
Explanations & Examples
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• Generate questions about the genetics of an organism (pea plants, fruit flies)
and then test the question experimentally and/or by researching published
data. Synthesize relevant information from multiple sources to construct
claims, evidence, and explanations supporting the research or published
information.
SCHS-S4C2-03
• Conduct research on possible causes and/or effects of climate changes over
long periods of time. Synthesize data from multiple sources on effects of
glaciations, solar activity, greenhouse effect, etc to construct a claim and
support that claim with evidence gathered during research. SCHS-S6C2-15
Students should be given multiple opportunities to use evidence from
informational texts (e.g., research papers, credible web sites, journal articles,
textbooks) to support their claims, analyses, reflections, and/or research.
Example:
• Following a lab aligned to the grade level Science Standard, in write a
research claim and then support it with evidence (from one or multiple
sources) or scientific principles that support the claim. These additional
sources can either be teacher provided or researched by the students.
• After reading a science article aligned to the grade level Science Standard,
write a claim to support student research, reflection, or analysis of scientific
principles. The written claim should include evidence (from one or multiple
sources) that supports the claim. These additional sources can either be
teacher provided or researched by the students.
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