ScienceC H E M I S T R Y

INSTRUCTIONAL PLANNING TOOL

STAAR™

Copyright©2011 Education Service Center Region XIII3

Instructional Planning Tool User Guide 

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:  

review historical assessment data;   read and solve sample STAAR items;   analyze assessment prompts in order to consider the multiple steps required to generate a response;  anticipate varying approaches and steps students might take; and  reflect on his or her current classroom instruction. 

  The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success.  The Instructional Planning Tool is organized by the learning standards assessed on STAAR.  Each standard is labeled as Readiness, Supporting, or Process.   

 

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.  

Contents Each booklet contains: 

all learning standards assessed on STAAR for a grade and content area;  table to insert state, region, district, and grade TAKS performance data;  sample STAAR items;   example solution steps;  reflection questions to assist educators in increasing the rigor of classroom instruction.  

 

READINESS STANDARDS:  SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the 

current grade or course;  are important for preparedness for 

the next grade or course;  support college and career 

readiness;  necessitate in‐depth instruction;  address broad and deep ideas. 

may be emphasized in a subsequent year (although introduced in the current grade or course); 

may be emphasized in a previous year (although introduced in the current grade or course); 

play a role in preparing students for the next grade or course but not a central role;  

address more narrowly defined ideas. 

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math; 

will allow for a more integrated and authentic assessment. 

Instructional Planning Tool Chemistry

Copyright©2011 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

C.6D: The student is expected to use isotopic composition to calculate average atomic mass of an element. [Supporting Standard; Reporting Category 2]

C.2G: The student is expected to express and manipulate chemical quantities using scientific

conventions and mathematical procedures, including dimensional analysis, scientific notation and significant figures. [Processing Standard; Reporting Category 2]

Read:

Think/Analyze:

State* Region* District* Grade* 72% 69% 71% 70% *Reminder: Use previous year’s spring administration data.

What is the question?

If there are two isotopes of element X and they have different abundances, what is the weighted average of their masses? What part of the standard is being assessed? (C.6D) use isotopic composition to calculate average atomic mass of an element. (C.2G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis and significant figures.

How else might this SE be assessed? Students may be asked to determine the average atomic mass of an element that has three isotopes. Students may be asked to determine the atomic mass of an isotope when given the average atomic mass, the mass of one isotope and the relative abundances.

SAMPLE

Copyright©2011 Education Service Center Region XIII

Apply: Answer Analysis:

1. To answer this problem we need to take a weighted average. 2. First multiply the atomic mass of each isotope by the relative

abundance to determine the mass that each isotope contributes to the average. 78.92amu x 0.5057 = 39.9098amu

80.92amu x 0.4943 = 39.9988amu 3. Now add the results to determine the average atomic mass of the element and

round to the proper number of significant figures. 39.9098amu + 39.9988amu = 79.91amu

Instructional Considerations: What prior knowledge is being built upon? That each element contains isotopes which differ from each other by the number of neutrons that they contain. Therefore the mass of each isotope of an element differs. The average atomic mass is not determined by a standard average, but a weighted average. How do I currently teach this SE concept/content? Students complete example problems where they calculate the average atomic mass of an element. How do I need to adjust my instruction based on this analysis? I need to have students create example problems. Students will work in groups to create one example problem and answer key. Afterwards, students will rotate from group to group to quiz each other and provide feedback to each other. This will help reinforce the concept that is taught. This will also help them remember why a weighted average must be used and how to complete a weighted average. What formative assessment will I use to be sure it’s working? I plan to have students perform a hands−on activity where they calculate the average atomic mass of the element candium (various candies). What are some probing questions to use with students?

Why can you not use a simple average where you add up the numbers and divide by the number of samples?

What is the difference between relative abundance and percent abundance of an isotope?

Extension‐Write another question on a separate sheet of paper that addresses a different part

(different content) of the standard.

Correct Answer 79.91amu

SAMPLE

Copyright©2011 Education Service Center Region XIII 6

Instructional Planning Tool Chemistry

Copyright©2011 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

C.4B: The student is expected to identify extensive and intensive properties. [Supporting Standard; Reporting Category 1]

C.2E: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. [Processing Standard; Reporting Category 1]

Read:

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

What part of the standard is being assessed?

How else might this SE be assessed?

Copyright©2011 Education Service Center Region XIII7

Copyright©2011 Education Service Center Region XIII

Apply: Answer Analysis:

1. The first step in answering the question is to differentiate between and intensive and extensive property.

2. An extensive property is dependent upon the amount of matter in a sample. Answer choice A is correct because the amount of mass changes

depending upon the size of the sample even though the chemical make-up is the same.

Answer choice B is wrong because the color is an intensive property. The chemical will always be white no matter how much of the substance is present.

Answer choice C is wrong because the density is an intensive property. The chemical will always have the same density no matter what mass of the substance is present.

Answer choice D is wrong because the amount of substance does not determine solubility of the chemical.

3. Answer choice A is the best answer to the question.

Instructional Considerations: What prior knowledge is being built upon?

How do I currently teach this SE concept/content?

How do I need to adjust my instruction based on this analysis?

What formative assessment will I use to be sure it’s working?

What are some probing questions to use with students?

Extension‐Write another question on a separate sheet of paper that addresses a different part (different content) of the standard.

Correct Answer

A