College Prep Chemistry

Dover Public SchoolsCurriculum Guide

Science Department

STATEMENT OF ASSURANCE [iM

SCIENCE DEPARTMENT

CHEMISTRY

Statement of Assurance

I, Tonalee Frame, District Supervisor of Science certify that the Chemistry Science curriculum contains the following required components:

The curriculum

1. is aligned to the latest New Jersey Core Curriculum ContentStandards (NJCCCS) and/or Common Core State Standards(CCSS) for the department stated above.

2. contains a pacing guide

3. contains formative and summative assessment strategiesconsistent with the District's vision of increased academicachievement.

4. promotes understanding of content material at levelsconcomitant with 21st century skills and themes.

5. was developed using a standards assessment or similarmapping strategy to insure that it is part of a districtcurriculum that is aligned vertically and horizontally.

6. includes interdisciplinary standards

7. integrates student use of technology in accordance with theNJCCCS for Technology and the SAMR model for technologyintegration

8. details available instructional materials and resourcesconcomitant with indicated objectives and standards.

Signature: ��HC-e.-, Date: 8/20/2015

Board of Education Approval Date: 9/15/15

Statement of Assurance Form Created 2008

Revised 2011, 2015

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Dover&High&School&

Science&Department&

Chemistry*

Curriculum&Guide&

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&&Course&Description&&&CP&Chemistry&is&the&second&course&in&the&college&prep&sequence&for&Science,&grades&9>12.&

The&purpose&of&this&course&is&to&prepare&students&for&the&study&of&Chemistry&at&the&college&

level.&The&process&skills&addressed&in&Chemistry&are&based&on&the&by&grade&12&performance&

expectations&in&the&Next&Generation&Science&Standards&(NGSS).&&Course&content,&therefore,&

includes&but&is&not&limited&to&properties&of&matter,&physical&and&chemical&changes,&the&

kinetic&molecular&theory,&exothermic&and&endothermic&reactions,&and&rate&of&reactions.&&

Instruction&and&assessment&strategies&consist&of&activities&that&are&hands>on,&technology&based,&and/or&interdisciplinary&in&nature.&These&activities&regularly&address&21st&Century&

themes&and&foster&the&development&of&21st&Century&skills&and&Career&Ready&Skills.&&As&a&

result,&students&develop&higher&order&thinking&skills&in&the&areas&of&application,&analysis,&synthesis,&and&evaluation.&Open>ended&questions&are&also&part&of&the&course.&Scoring&of&the&

open>ended&questions&is&based&on&the&generic&3>point&rubric&developed&by&the&state.&The&

New&Jersey&Core&Curriculum&Content&Standards&(NJCCCS)&serve&as&the&foundation&for&all&curricula&in&the&Dover&Public&School&District.&Depending&on&the&course,&the&High&School&

Biology/Life&Science&Core&Course&Content,&Earth&Systems&Science&Core&Course&Content,&

and/or&Environmental&Science&Core&Course&Content&documents&are&used&to&align&learning&activities&and&assessment&strategies&to&the&NJCCCS&and&indicators.&Included&in&these&

documents&are&content&statements,&skill&statements,&instructional&activities,&sample&science&

practices/core&content&integrations,&and&sample&assessments&which&expand/clarify&each&progress&indicator.&&Hence&student&learning&is&enhanced&and&higher&levels&of&student&

achievement&are&achieved.&&These&documents&also&aid&the&teacher&in&providing&

interdisciplinary&connections,&technology&infusion,&and&21st&Century&themes&and&Career&Ready&Practices.&

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Grade

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NINE&

Grade

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TEN&

Grade

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ELEVEN&

Grade

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TWELVE&

Biology'NJBCT'

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Physics' AP'Physics'or'Environmental'

Science'

Chemistry'

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NINE&

Grade

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TEN&

Grade

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ELEVEN&

Grade

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TWELVE&

AP'Environmental'Science'or'CCM'Bio/ADV'Bio'

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AP'Physics'

Biology'Honors'NJBCT' DOVER

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Technology*!The!Dover!Public!School!District!recognizes!the!student!use!of!technology!as!an!

integral!component!of!every!student’s!education.!!As!the!district!acknowledges!the!

importance!of!providing!the!student!with!experiences!that!model!“realBlife”!use!of!

technology!in!society!to!prepare!students!for!college!and!careers,!student!use!of!

technology!on!a!regular!basis!in!all!disciplines!and!at!all!grade!levels!is!supported!

and!required.!

!

Educators!in!the!Dover!Public!School!district!utilize!the!SAMR!model!as!the!

underlying!structure!for!technology!integration.!!Created!by!Dr.!Ruben!Puentedura,!

Ph.D.,!the!SAMR!model!denotes!the!integration!of!technology!amongst!four!domains,!

Substitution,!Augmentation,!Modification!and!Redefinition.!!!

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!!!Ruben!R.!Puentedura,!As!We!May!Teach:!Educational!Technology,!From!Theory!Into!Practice.!(2009)!!Retrieved!from:!http://www.hippasus.com/rrpweblog/archives/2014/11/28/SAMRInTheClassroom_DevelopingSustainablePractice.pdf!on!July!6,!2015.!!

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Technology!use!at!Substitution!and/or!Augmentation!levels!fall!under!the!

Enhancement!category!of!technology!lesson!integration.!!As!lessons!implemented!at!

this!level!directly!substitute!technology!use!for!previous!methods,!there!is!little!

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change!to!the!level!of!thinking!skills!required!or!the!classroom!setup.!!Modification!

and!Redefinition!belong!to!the!Transformation!level.!!At!this!level,!the!student!use!of!

technology!denotes!an!appreciable!change!to!the!lesson!design!and!outcomes.!!At!

these!level!students!are!using!predominately!higherBorder!thinking!skills!

throughout!the!task.!!!

!

Applicable!2014!NJCCCS!Technology!Standards!are!noted!in!the!unit!plans.!!Each!

curriculum!guide!contains!at!least!one!unit!with!a!summative!assessment!that!

addresses!student!use!of!technology!at!the!transformation!level!(modification!or!

redefinition)!of!the!SAMR!model.!

!

In!order!to!prepare!lessons!that!successfully!integrate!the!student!use!of!technology,!

educators!in!the!Dover!Public!School!District!are!issued!a!districtBowned!and!

maintained!laptop.!!Classrooms!are!fitted!with!interactive!boards!and!projectors.!!

Students!have!ample!access!to!technology!throughout!the!district.!!Mobile!MacAir!

and!iPad!carts!service!the!elementary!grades.!!Each!student!at!Dover!Middle!School!

is!issued!a!MacAir!during!homeroom!to!use!in!all!classes!throughout!the!school!day.!!

Dover!High!School!utilizes!a!combination!of!MacAir!carts!and!individually!issued!

student!iPads!to!implement!the!curriculum!in!all!departments.!!!

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INSTRUCTIONAL ADAPTATIONS FOR ENGLISH LANGUAGE LEARNERS It is the belief of the Dover Public Schools that all students, regardless of English language proficiency, can succeed in mainstream content area classes. The following is a list of suggested modifications that can be implemented to meet the needs of any English language learner at various proficiency levels and may be modified as needed in order to meet the needs of the English Language Learners.

• Write the objective of the lesson on the board and/or project. • Use graphic organizers. • Avoid idioms and simplify language. • Allow and encourage students to translate vocabulary into native language and

use native language dictionary. • Monitor use of notebooks and encourage note taking. • Use cooperative learning groups. • Set up peer tutoring peers. • Use video clips to reinforce content. • Highlight key words. • Use manipulatives, pictures and concrete objects than go beyond lecture style

teaching • Divide into small groups. • Build background knowledge prior to lessons, students may not be aware of

culturally specific events or objects. • Use student as resource whenever possible. • Score writing holistically. • Encourage class participation; make class safe for student to make mistakes. • Define and use in context all new vocabulary and illustrate in order to address

students of different learning styles. • Incorporate the use of 21st century interactive technology and refer these students

to use sites that may be helpful for them to improve their understanding of the content.

• Modify and support all writing assignments.

GENERAL MODIFICATIONS FOR ASSESSMENT • Allow students to answer orally. • Allow use of a bilingual dictionary. • Ask true/false or yes/no questions only if followed by an explanation allowing the

student the opportunity to demonstrate that they fully understand the subject. • Assess using sentence completion tasks with word banks. • Holistic scoring based on content rather than grammar, syntax, etc. • Allow extra time to complete tests as needed and rephrase directions. • Modify number and length of assessments. • Use projects instead of reports based on learning style of student. • Oral presentations. • Use cloze procedure to determine comprehension of material, exit cards

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In Class Support Program For Classified Students

Secondary Level

In order to have the teaching/learning process take place in the least restrictive environment, classified students may be placed in this course in accordance with their IEPs. Differentiated instruction, provided by the teacher for the course, and based on the course curriculum, addresses the needs of both general and special education students. In addition, classified students may be assisted by either a special education teacher, general education teacher, or teacher assistant, again in accordance with their IEPs. Together the general education teacher and the special education teacher or teacher assistant insure that accommodations and modifications prescribed in each student’s IEP are implemented in the general education program. Accommodations for Classified Students (IEP Dependent) Accommodations are made to more fully engage the Special Education student. Accommodations provide the basis for differentiated instruction/assessment that, in turn, allows the teaching/learning process to take place in the least restrictive environment. Each individual student’s IEP includes specific accommodations that must be provided to meet the child’s special needs. In some cases, accommodations needed by individual classified students can be used on a whole class basis to support all students in the class. Instructional Accommodations:

• Graphic organizers such as the following: cause/effect, compare/contrast, time order, simple listing, problem/solution, organize by category, concept webs, semantic maps, notetaking format organizers, data charts

• Study guides • Think sheets • Pair students to check work • Accompany oral directions with written directions • Break longer presentations into shorter assignments • Allow for breaks when students become distracted. • Provide additional support and guidance in concrete ways (e.g., model,

demonstrate, coach). • Utilize available technology for notetaking, research projects, and class

assignments • Develop and teach mnemonic strategies for remembering personal

information. • Use checklists of task steps • Prioritize tasks for students

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• Presentation software as visual aids (instruction) or alternative way to demonstrate learning (assessment)

• Interactive white boards to provide visual aid and promote active student engagement (i.e., interactive Jeopardy game for review)

• Pre-teaching of vocabulary for understanding of concepts • Word search or crossword puzzles for vocabulary reinforcement • Movies, music and artwork • Videos, posters, articles, charts, graphs, illustrations, maps, and other

visual aids • Skill building activities in small groups or pairs • Post - reading discussion points; critical thinking topics • Projects and presentations using a variety of modes of expression • Cooperative learning activities in small groups or pairs • Authentic products: greeting cards, brochures, menus, surveys, etc. • Role playing • Journal and portfolio entries • Limit note taking to key points • Provide scaffolding for note taking • Emphasize oral class participation

Testing Accommodations:

• Word banks • Timeline charts • Underlining key words or phrases • Modifying time allotted or length of test • Giving more frequent, short tests • Giving only one page of a multipage test at a time • Pretesting • Open book tests • Take home tests • Use of a preferred response (e.g. written, dictated, oral, illustrated) • Use of an interpreter • Administering tests orally to the student or using text-to-speech feature on

computer-based tests • Administering test in a distraction-free environment • Administering test one on one or in a small group • Clarifying test directions • Using alternatives to written summative assessments that incorporate the

student use of technology (i.e. Keynote, iMovie) • Using alternatives to written assessments such as oral reports, class

discussion, projects, interviews and portfolios

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Adapted'Chemistry'/'Course'Description'and'Accommodations'! The process skills addressed in Adapted Chemistry course are based on the grade 12 progress indicators for standard 5.1 in the 2009 Science standards (NJCCCS). The science content addressed in Adapted Chemistry is primarily based on the grade 12 indicators for standard 5.2. Limited content, based on standard 5.4, is also included. Course content, therefore, includes but is not limited to properties of matter, physical and chemical changes, the kinetic molecular theory, exothermic and endothermic reactions, and rate of reactions. Instruction and assessment strategies consist of activities that are hands-on, technology based, and/or interdisciplinary in nature. These activities regularly address 21st Century themes and foster the development of 21st Century skills. As a result, students develop higher order thinking skills in the areas of application, analysis, synthesis, and evaluation. Open-ended questions are also part of the course. Scoring of the open-ended questions is based on the generic 3-point rubric developed by the state. The New Jersey Core Curriculum Content Standards (NJCCCS) serve as the foundation for all curricula in the Dover Public School District. Student learning is enhanced and higher levels of student achievement are achieved. These documents also aid the teacher in providing interdisciplinary connections, technology infusion, and 21st Century themes. Listed below are different accommodations and instructional strategies that can be used with students with special needs. It is important to refer to each child’s IEP to learn more about specific strategies that need to be utilized for classified students. Accommodations for Classified Students (IEP Dependent) Accommodations are made to more fully engage the Special Education student. Accommodations provide the basis for differentiated instruction/assessment which, in turn, allows the teaching/learning process to take place in the least restrictive environment. Each individual student’s IEP includes specific accommodations which must be provided to meet the child’s special needs. In some cases, accommodations needed by individual classified students can be used on a whole class basis to support all students in the class. Instructional Accommodations: • Graphic organizers such as the following: cause/effect, compare/contrast, time order, simple listing, problem/solution, organize by category, concept webs, semantic maps, note taking format organizers, data charts • Study guides • Think sheets • Laptop computers for note taking, homework, research projects, and class assignments • Power Point presentations as visual aids (instruction) or alternative way to demonstrate learning (assessment) • Blackboard games such as “Jeopardy” for review • Interactive white boards to provide visual aid and promote active student engagement • Preteaching of vocabulary for understanding of concepts • Wordsearch or crossword puzzles for vocabulary reinforcement

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• Movies, music and artwork • Videos, posters, articles, charts, graphs, illustrations, maps, and other visual aids • Skill building activities in small groups or pairs • Postreading discussion points; critical thinking topics • Projects and presentations using a variety of modes of expression • Cooperative learning activities in small groups or pairs • Authentic products: greeting cards, brochures, menus, surveys, etc. • Role playing • Journal and portfolio entries • Limit notetaking to key points • Provide scaffolding for notetaking • Emphasize oral class participation Testing Accommodations: • Word banks • Timeline charts • Underlining key words or phrases • Modifying time allotted or length of test • Giving more frequent, short tests • Giving only one page of a multipage test at a time • Pretesting • Open book tests • Take home tests • Use of a preferred response (e.g. written, dictated, oral, illustrated) • Use of an interpreter • Administering test orally to student • Administering test in a distraction-free environment • Administering test one on one or in a small group • Clarifying test directions • Using other alternatives to written tests such as oral reports, class discussion, projects, interviews, and portfolios'

!!Additional Suggestions To Assist Students With Disabilities Student Motivation Rationale: Some students with disabilities may be reluctant to engage or persist in various learning activities. This reluctance may be due to difficulties in coping with task demands and discouragement from unsuccessful learning experiences despite students’ initial efforts and desires to learn. Because of these difficulties, motivational strategies are important to help students with disabilities become successfully involved in a variety of activities to develop proficiency, confidence, and enjoyment in learning.

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Purpose: Strategy: • Offer Personally meaningful activities to students • Offer Activity choices whenever possible • Utilize Hands-on, multimodal activities • Assign Reasonable tasks • Offer lessons which meet the needs of various learning styles • Offer Response options • Involve students in goal setting and assessment activities • When appropriate, give students a choice to work with others or alone • Give personal recognition to honor achievements Instructional Presentation Rationale: Students with disabilities may require adaptations to instructional presentations that will enable them to acquire, comprehend, recall, and apply content and related processes. In addition, instructional presentation adaptations can enhance a student’s attention and ability to focus on instruction. Purpose: - The primary purpose of these adaptations is to provide special education students with teacher-initiated and teacher-directed interventions that prepare students for learning and engage students in the learning process (Instructional Preparation); structure and organize information to aid comprehension and recall (Instructional Prompts); and foster understanding of new concepts and processes (Instructional Application). Instructional Preparation Purpose: Examples: • Heighten students’ interest and understanding • Establish purpose and goals of lesson • Activate prior knowledge • Build background knowledge of content or strategy • Focus attention and thinking • Introduce key concepts and information • Relate learning to personal experiences • Preview information/materials • Utilize advance organizers • Utilize brainstorming and webbing • Develop questioning techniques • Utilize K-W-L strategies • Encourage predicting • Preteach vocabulary • Preteach or reviewing a strategy • Utilize visual demonstrations, illustrations, or models when appropriate • Teach Mini-lessons • Encourage Think-alouds

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Instructional Prompts Purpose: Examples: • Organize information for students • Build whole-part relationships • Cue associations and connections • Highlight and clarify essential concepts • Generate classifications and comparisons • Activate recall • Summarize information • Use Graphic organizers (e.g., Venn diagrams, • Sequence chains, timelines, cause and effect maps, mind maps, semantic maps, feature analysis charts) • Offer chapter or lecture outlines to needy students • Offer study or research guides to needy students • Utilize Mnemonics techniques • Create analogies as points of contrast • Use Visual imagery/pictures • Color code, highlight, or underline important documents • Utilize segmenting techniques—task analysis, chunking • Utilize word banks and vocabulary logs to stimulate recall • Note-taking guides offered for students • Display critical information on an overhead or Promethean Board • Use cue cards to redirect students • Utilize manipulatives when necessary • Use picture prompts to engage students Instructional Application Purpose: Examples: • Simplify abstract concepts • Provide concrete examples • Extend ideas and elaborate understanding • Build connections and associations • Relate to everyday experiences • Promote generalization • Engage multiple modalitiesRUCTIONAL ADAP • Promote the use of hands on activities • Encourage dramatization • Utilize Graphics and charts • Utilize Journals • Encourage Creative writing

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Instructional Monitoring Rationale: - Frequent monitoring of the performance and progress of students with disabilities is essential to ensure that students are in fact understanding and benefiting from learning activities. Monitoring provides teachers with a means of obtaining information about students and their ability to participate effectively in learning activities. It also provides a means for teachers to determine when and how to adjust learning activities and instructional supports to promote student development. Equally important is student self-monitoring, self-evaluation, and self – management to promote student self-reflection and self-direction regarding tasks demands, goal attainment, and performance accuracy. Purpose: Examples: • Provide periodic (continuous) check for understanding • Redirect attention • Direct on-task behavior • Promote participation • Check progress • Assist in goal setting • Establish timelines • Clarify assignments, directions,instructions • Provide reinforcement and corrective feedback • Promote strategy use and generalization • Manage student behavior and interactions • Develop self-questioning and self - regulation • Encourage goal setting • Have students keep Assignment books or “To Do” lists • Remind students of timelines for assignments • Encourage think-aloud activities • Utilize self-questioning techniques • Use journal entries • Anecdotal recording or graphing progress towards goals • Utilize rubrics and checklists • Keep portfolios of student work • Use Conferences with students to better learn areas of strength/difficulty • Utilize peer review and coaching techniques • Use student contracts when needed with students

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Classroom Organization Rationale: - Students with disabilities may require specific adaptations to classroom organization in order for them to actively engage in the concepts and processes addressed through various activities. Purpose: - The primary purpose of these classroom organization adaptations is to maximize student attention, participation, independence, mobility, and comfort; to promote peer and adult communication and interaction; and to provide accessibility to information, materials, and equipment. Organizing Instructional Groups Examples: • Utilize cooperative learning groups • Encourage the use of peer partners or buddy systems • Utilize Teams • Assign Group roles (timekeeper, recorder, encourager, materials messenger, illustrator) • Role/group work checklist for self-reflection and accountability NSTRUCTIONAL ADAPTATIONS FOR STUDENTS WITH DIVERSE NEED Instructional Support (From Other Students) Examples: • Assist physically • Clarify • Prompt—cue •!Gesture—signal!•!Interpret!•!Reinforce!•!Highlight!•!Organize!•!Focus!!Environmental'Conditions'!Examples:*•!Classical!background!music!to!enhance!concentration!•!Variety!of!workspace!arrangements!(individual,!small!and!large!group)!•!Privacy!workspaces—carrels!•!Conferencing!area!•!Learning!centers!•!Wall!posters!to!enhance!memory!and!selfIreliance!(e.g.,!directions,!steps)!•!Organizational!tools—labeled!bins!or!cabinets!for!materials,!assignments,!or!supplies!•!Seating!arrangements—minimize!distractions,!provide!positive!student!models!•!+Physical!accessibility!to!all!areas,!materials,!and!equipment!

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HAPTER'4'Instructional'Materials/Adaptive'Equipment'Examples:*•!Highlighters!•!Overhead!projector!•!Tape!recorder!for!lectures!and!oral!responses!•!Simplified!written!directions!•!Adjusted!formats!(spacing,!item!arrangement)!•!Offer!use!of!personal!computer!!!Modified'Response'Procedures!'Examples:*•!Extended!time!•!Offer!practice!exercises!before!giving!the!assessment!•!Use!of!preferred!response!mode!!Final Note: A five disk set is available for teacher reference regarding utilizing appropriate accommodations for special education students. The names of the DVD’s are the following:

• Modifications 101 • Developing A Shared Vision of Modifications • Accommodating Specific Student Needs • Modifying Instruction and Assessment to Increase Student Learning • Making the Curriculum Accessible to All Students!

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Instructional  Materials:     CP  Chemistry  

Chemistry  Honors  HSA  Chemistry  

   Textbook:    Pearson’s  Chemistry,  Prentice  Hall  Publishing  Co.,  2012.    Other  Materials:  

Ø Computers Ø iPads Ø TI-84+ graphing calculator Ø Promethean Board Ø Laboratory Equipment

   

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21st%Century%Life%&%Careers

The$Dover$Public$School$District$acknowledges$and$supports$efforts$to$prepare$all$students$for$college$and$careers$and$to$enable$students$to$be$active$members$of$our$ever;changing$global$community.$$

Infused$in$the$curriculum$guides$of$the$Dover$Public$Schools$are$the$12$Career$Ready$Practices,$Personal$Financial$Literacy$(9.1)$and$Career$Awareness,$Exploration,$and$Preparation$(9.2).The$Career$Ready$Practices$found$in$the$NJCCCS$for$21st$Century$Life$&$Careers$are$integrated$in$all$curricula.$$Every$unit$employs$one$or$more$of$the$12$practices,$as$denoted$in$the$unit$plans.$$In$grades$K;8,$the$standards$for$Personal$Financial$Literacy$and$Career$Awareness,$Exploration,$and$Preparation$are$covered$in$the$Social$Studies$Curriculum.$$At$the$high$school$level,$standards$9.1$and$9.2$are$embedded$in$Personal$Finance,$a$course$all$students$take.$$$The$Career$Ready$Practices$retrieved$from$http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf$on$July$15,$2015$are$included$in$their$entirety$on$the$following$pages.$$The$unit$guides$refer$to$the$Career$Ready$Practices$by$Standard$number.DOVER

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Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to

develop in their students. They are practices that have been linked to increase college, career, and life success.

Career Ready Practices should be taught and reinforced in all career exploration and preparation programs

with increasingly higher levels of complexity and expectation as a student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial well-

being, understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Retrieved from:http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf, July 15,2015.

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CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

Retrieved from:http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf, July 15,2015.

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CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Retrieved from:http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf, July 15,2015.

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Chemistry

DEPARTMENT: Science Pacing Guide

Unit Duration

Structure & Properties of Matter  

Chemical Reactions: Reaction Rates &

Chemical Equilibrium

Solutioin Chemistry

Acids & Bases

Electrons in Atoms & Waves

Oxidation & Reduction

50 Days

20 Days

15 Days

20 Days

15 Days

30 Days30 Days

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Chemistry

DEPARTMENT: Science Pacing Guide

Unit Duration

Kinetic Molecular Theory

Trends in Melting & Boiling Points

Nuclear Chemistry

Applications of Chemistry

10 Days

6 Days

6 Days

8 Days

30 Days

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