State Standard: The student knows matter has physical properties that can be used for classification (TEA, 2010.)

Learning Goal 1: Students will be able to articulate observations of the physical properties of matter.

·         Objective 1.1: When given an unlabeled substance, the student will be able to list 4 out of the substances 5 physical properties within the categories color, volume, odor, texture, and state.

·         Objective 1.2: Using the periodic table to gain information needed to then calculate the density of several unknown substances, the student will 100% of the time, correctly identify that the density of identical substances does not change based on the sample size.

·         Objective 1.3: Given the physical properties: hardness, density, boiling point, solubility, ductility, magnetism, conductibility, malleability, luster, and streak, the student will be able to match an unlabeled substance to the correct element with 90% accuracy.

·      Objective 1.4: Given a real life example, the student must identify and explain at least three physical changes.

State Standard: The student knows matter has chemical properties that can be used for classification (TEA, 2010).

Learning Goal 2: Students will be able to differentiate between physical and chemical properties.

·         Objective 2.1: Given different examples, the student will be able to define at least 90% of the examples as either a physical or chemical change.

·         Objective 2.2: Without notes, the student will be able to identify examples of chemical change and evaluate whether a production of odor, change in temperature, change in color, formation of bubbles, or a formation of a solid occurred.

·         Objective 2.3: Given random substances, the student will be able to describe the chemical properties that can transform each substance into a new substance during a chemical change, within a set time limit of 5 minutes.

State Standard: The student knows that matter is composed of atoms (TEA, 2010).

 Learning Goal 3: Students will be able to relate matter to the composition of the matter’s present atoms.

·         Objective 3.1: Given different substances, each in a different state of matter (solid, liquid, or gas), the student will be able to match each substance with the correct generated animation of the organization, movement, and speed of the particles within the substance with 90% accuracy.

·         Objective 3.2: Without examples, the student will model the state of matter, atom arrangement, and energy loss or gain, for at least 5 substances.

·         Objective 3.3: Given ten different real-life examples (lava cooling, drying mud, wax hardening, etc.), the student will be able to determine which phase change the matter is undergoing and whether there is a gain or loss of energy in at least eight of the ten examples.

The learning goals and objectives listed above are aligned with my two-week unit of instruction in various ways, and in all ways foster the student’s extensive exposure to scientific inquiry thus causing energetic reflection of the world around them. My learning goals and their supplementary, able to be gauged, objectives conveyed a strong emphasis for my teacher work sample lessons and assessments. My stated learning goals pointedly reflected the foremost stimulating, diverse, and suitable ideas related to the unit of instruction, Matter and Energy, and each associated objective acknowledged explicit responsibilities learners needed to grasp in order to successfully absorb the intended knowledge from their complementary goals.

The unit predominantly addresses Texas Essential Knowledge and Skills benchmark ("The student knows that all matter contains atoms and has physical and chemical properties"). The goals for this two week unit support state, local, and national standards’ theories and doctrines. The lesson goals and standards support student thinking past just facts, to a matter and energy, explicit abstract level. This coalition centers the learning and compels students to practice advanced-level, integrative thought evolutions, parallel with the goals and standards. The lesson goals are linked with local, state and national principles by means of integrating their principles and streamlining unified rational, pleasing students in the focused use of information within the lesson discipline.

My first goal is aligned with the Texas Essential Knowledge and Skills, chapter 112 science, subchapter b. middle school, course 112.20 Grade 8, standard (B5): The student knows matter has physical properties that can be used for classification (TEA, 2010.) The goal is achieved through mastery of the following objectives. First, when given an unlabeled substance, the student will be able to list 4 out of the substances 5 physical properties within the categories color, volume, odor, texture, and state. Second, using the periodic table to gain information needed to then calculate the density of several unknown substances, the student will 100% of the time, correctly identify that the density of identical substances does not change based on the sample size. Third, given the physical properties: hardness, density, boiling point, solubility, ductility, magnetism, conductibility, malleability, luster, and streak, the student will be able to match an unlabeled substance to the correct element with 90% accuracy. Fourth, when given a real life example, the student must identify and explain at least three situational physical changes.

My second goal is based on the Texas Essential Knowledge and Skills, chapter 112 science, subchapter b. middle school, course 112.20 Grade 8, standard (B5): The student knows matter has chemical properties that can be used for classification (TEA, 2010). The goal is achieved through mastery of the following objectives. First, when given different examples, the student will be able to define at least 90% of the examples as either a physical or chemical change. Second, without notes, the student will be able to identify examples of chemical change and evaluate whether a production of odor, change in temperature, change in color, formation of bubbles, or a formation of a solid occurred. Third, when given random substances, the student will be able to describe the chemical properties that can transform each substance into a new substance during a chemical change, within a set time limit of 5 minutes.

My third goal is summarized from information aligned with Texas Essential Knowledge and Skills, chapter 112 science, subchapter b. middle school, course 112.20 Grade 8, standard (B5): The student knows that matter is composed of atoms (TEA, 2010). The goal is achieved through mastery of the following objectives. First, when given different substances, each in a different state of matter (solid, liquid, or gas), the student will be able to match each substance with the correct generated animation of the organization, movement, and speed of the particles within the substance with 90% accuracy. Second, without examples, the student will model the state of matter, atom arrangement, and energy loss or gain, for at least 5 substances. Third, given ten different real-life examples (lava cooling, drying mud, wax hardening, etc.), the student will be able to determine which phase change the matter is undergoing and whether there is a gain or loss of energy in at least eight of the ten examples.

The learning objectives are personalized to meet student expectations through all assessments administered in line with the goals and standards established for my two week teacher sample unit, Matter and Energy. 

References

Texas Education Agency, Foundation Curriculum. Texas Administrative Code (TAC), Title 19, Part II; Subchapter B. Chapter 112. Texas Essential Knowledge and Skills for Middle School Science; Subchapter B. §§112.20 Grade 8. B-5 (2010). Retrieved November 10, 2012, from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html.