Mrs. Cathleen
Chem 105.
2/20/07
1.      What grade level has the least amount of chemistry content?   (First Grade)
1.	Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept: 
a.	Students know solids, liquids, and gases have different properties. 
b.	Students know the properties of substances can change when the substances are mixed, cooled, or heated. 
2.      What grade level has the most chemistry?   (Third Grade)
1.	Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept: 
a.	Students know energy comes from the Sun to Earth in the form of light. 
b.	Students know sources of stored energy take many forms, such as food, fuel, and batteries. 
c.	Students know machines and living things convert stored energy to motion and heat. 
d.	Students know energy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objects. 
e.	Students know matter has three forms: solid, liquid, and gas. 
f.	Students know evaporation and melting are changes that occur when the objects are heated. 
g.	Students know that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials. 
h.	Students know all matter is made of small particles called atoms, too small to see with the naked eye. 
i.	Students know people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are more than 100 different types of atoms, which are presented on the periodic table of the elements. 
2.	Light has a source and travels in a direction. As a basis for understanding this concept: 
a.	Students know sunlight can be blocked to create shadows. 
b.	Students know light is reflected from mirrors and other surfaces. 
c.	Students know the color of light striking an object affects the way the object is seen. 
d.	Students know an object is seen when light traveling from the object enters the eye. 

3.	In what grade level(s) would students learn about gases? (1st, 3rd, 5th)
What is the standard(s) that applies?
1.a. Students know solids, liquids, and gases have different properties.  (First)
1.e. Students know matter has three forms: solid, liquid, and gas.   (Third)
1.g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).  (Fifth)

4.      In what grade level(s) would students learn about molecules? (5th Grade)
What is the standard(s) that applies?
1.b. Students know all matter is made of atoms, which may combine to form molecules. 
5.      What is a chemistry standard that you feel prepared to teach already?  Why?
Grade Three 1.e. Students must know matter has three forms: solids, liquids & gas.
After preparing for the power point assignment I feel that I found enough
information, that would be suitable to present to a class of third graders.
6.      What is a chemistry standard that you do not feel prepared to teach already?  
Grade Five 1.a. Students know that during chemical reactions the atoms in the reactants 

rearrange to form products with different properties. 
Why?
At this point in the semester, I don’t feel I know enough about the topic to present
It inside of a classroom.  It would require preparation.
7.      When you look at the standards, what grade level sounds most interesting to you? Why? 
Even though I have been working mostly inside of a third grade classroom and have
had the opportunity to work in other grades, I still find myself most interested in
third grade across the board in all subject matter.  I think I truly am just a third grader at 
heart.
8.      Now read through the standards for biology and earth science.  Give one standard from each of these content areas that overlaps with chemistry. 
Kindergarten:
3.c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.  (Earth Science)
First Grade:
3.c.  Students know the sun warms the land, air, and water.  (Earth Science)

Second Grade:
Life Sciences
2.e.  Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.
Earth Sciences
3.  Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: 
a.	Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.
Thrid Grade:
No connections found.
Fourth Grade:
	      Life Sciences:
2.	All organisms need energy and matter to live and grow. As a basis for understanding this concept: 
a.	Students know plants are the primary source of matter and energy entering most food chains. 
4.	The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: 
a.	Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). 
b.	Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.
Fifth Grade:
Life Sciences:
2.a.	Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues. 
2.f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen. 
2.g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration). 
Earth Sciences:
3.Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
b.Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. 
c.Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. 
Sixth Grade:
5.	Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: 
a.	Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs. 
b.	Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

9.      What would you do if you were teaching a class and did not know how to teach a certain standard? 
Research, Research, Research.  As any teacher would teach on any given normal 
day, planning and preparation must be included in that process in order to have a 
successful learning environment.  It doesn’t matter that what you are teaching is
not your major, what matters is that you prepare for the presentation of the
lesson,  It’s even better when the teacher learns something new through presenting the
materials to their students.