UBD/SLO UNIT PLAN TEMPLATE

Teachers Name:
Justine Manabat
Grade:
Content Area:
11th
Science - Chemistry
Student Population:
Total Number of Students:
ELL:
0 GT: 0

30

School:
Kapolei High School
Course Name:
General Chemistry

Males:

15

Females:

15

Complex:

Campbell-Kapolei
Period:
Three

SPED Inclusion:

SPED Pullout: 0

Any Other: Free/Reduced Lunch:

Additional Information:

Essential Vocabulary:
Ionic and Covalent Bonds, Catalyst, Lewis Dot Symbol, Structural Formula, Products, Reactants, Lone Pairs
Chemical Equation, Isomers, Molecular Formulas, Bonded Pairs, HONC 1234 Rule, Functional Groups, Receptor
Site Theory, Electron Domain, Octet Rule, Ball and Stick Method, Triple Bonds, Double Bonds,
Space Filling Model, Bent Shape, Trigonal Planar Shape, Pyramidal Shape, Tetrahedral Shape, Linear Shape,
Partial Charge, Electronegativity, Intermolecular Force, Polar Molecules, Dipoles, Non-polar Molecules, Diatomic
Molecules

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to
(Overall Unit learning goal)
Illustrate how atoms
form molecules
Predict the smell of a
compound
Interpret molecular
models
Explain how the nose
detects different
molecules
Describe amino acids
and proteins

For each learning goal statement provide:

The overall theme of this unit focuses on the concept of Smells
the sense of smell is an important part of life. Our sense of smell
helps us detect pleasant and unpleasant scents and alerts us if
there are any dangers that we cannot see. There are times when
we detect something all the way across a room and this is
because the way that atoms are connected in molecules and the
structures of the molecules which all have a great deal to do
with the properties of those molecules.
Depth of Knowledge level (circle one): 1
2
3
4
If someone were to spray perfume from across a room the scents
that people detect from across the room are made of molecules
and those molecules are groups of nonmetal atoms that are
covalently bonded together. When looking closely, reveals that
there are connections among chemical name, the chemical
formula, and the smell of a substance. For a molecular covalent
compound, the chemical formula is also known as the molecular
formula because it describes the make-up of each molecule.
Depth of Knowledge level: 1
2
3
4

Two compounds with the same functional group

may smell different. When considering the scent
of a substance, the molecular structure and the
shape of the molecule is related as well.
Molecular shape is determined by the bonds

between atoms as well as the locations of the

electrons. Because of the fact that we experience
different molecular shapes as different smells, it
is likely that the nose can detect these
differences. The structural formula is a valuable
source of information about a molecule.
Depth of Knowledge level: 1
2
3
4

Lesson 4 SWBAT
1. Create accurate structural formulas using Lewis

Dot Symbol
2. Describe the type of bonding found in molecular
substances
3. Explain the chemistry behind the HONC 1234
Rule
Lesson 5 SWBAT
4. Apply the octet rule to predict bonding in
molecules
5. Draw Lewis dot structures and structural formulas
for molecules that contain double and triple
bonds
Lesson 6 SWBAT
6. Identify and name basic functional groups within
molecules
7. Relate certain functional groups to certain smell
categories
8. Describe the naming patterns found among
molecules associated with specific functional
groups
9. Deduce the probable smell of a compound from
its name or structural formula
Lesson 7 SWBAT
10. Successfully complete a laboratory procedure
Lesson 8 SWBAT
11. Explain what happened at a molecular level
during the ester synthesis lab
12. Predict the product of a reaction between an
alcohol and a carboxylic acid
13. Generally define a chemical reaction
14. Define what a catalyst is
Lesson 10 SWBAT
15. Determine the shapes of small molecules
16. Explain how lone pairs of electrons influence
molecular shape
17. Describe electron domain theory and how it
relates to molecular shape
Lesson 11 SWBAT

18. Predict and explain molecular shape, including in

molecules with multiple bonds

Lesson 13 SWBAT
19. Summarize the various connections explored so
far between molecular structure and smell
20. Predict smells of a wide variety of compounds by
examining molecular formulas, chemical names,
molecular structures and molecular shapes
Lesson 16 SWBAT
21. Explain what causes polarity and polar molecules
22. Describe the different types of bonding that
correspond to different combinations of
electronegative atoms
23. Predict the general direction and strength of a
dipole for any two atoms, using the periodic table
Big Idea(s):
Students will understand that . .
..
(Declarative statement
describing
concept that transcends grade
levels in the content area and is
related to the learning goal.)

Nonmetal atoms bond covalently the bonding

tendencies of nonmetal atoms are directly
related to the number of valence electrons they
have. Atoms share pairs of electrons, so only
unpaired valence electrons are available for
bonding
In molecular substances (except H), share
electrons in a way as to obtain a total of eight
valence electrons. Thus, the electron
arrangement of a covalently bonded atom
resembles a noble gas OCTET Rule
The properties of a molecule are related to
common structural features of those molecules,
in particular, to functional groups. Smell is one
property directly related to functional groups
the presence of functional groups in molecules is
also the key to naming molecular compounds
The different smells can be attributed to specific
sequences of atoms, or the functional groups
The starting ingredients of a chemical reaction =
reactants
The ending substances of a chemical reaction =
products
During chemical reactions, new compounds with
new properties are formed on a molecular
level, a chemical change is a rearrangement of
atoms that involves the breaking and making of
chemical bonds
Lone pairs of electrons have an effect of the
shape of a molecule the space is occupied by a
pair of electrons, whether a bonded pair or a lone

Essential Question(s):

1.
2.
3.
4.
5.
6.
7.
8.
9.

pair is aka ELECTRON DOMAIN

In a molecule, electron domains are located as
far apart from one another as physically possible
The distribution of electron domains results in
the tetrahedral, pyramidal, and bent shapes of
CH4, NH3, H2O
Lewis dot structures are a useful tool in the 3D
modeling of molecules they help to determine
how many electron domains are in a molecule
Electron domain theory can be applied to
molecules with double and triple bonds resulting
in other shapes besides tetrahedral
Patterns in the chemical information of molecular
compounds suggest general rules for some
smell categories
Functional groups can be used to predict the
smells of amines and carboxylic acids
Chemical formula and name can be enough
information to narrow down a smell
The tendency of an atom to attract shared
electrons is aka ELECTRONEGATIVITY
When two different atoms bond together, the
atom that is MORE electronegative will attract
the shared electrons, causing a partial negative
charge on the atom
A molecule is nonpolar if it has no partial
charges or if the partial charges cancel
A molecule is polar if it has a positive end and a
negative end
How does one atom bond to another in a molecule?
How to atoms bond to form molecules?
What does the structure of a molecule have to do
with smell?
How can a molecule be changed into a different
molecule by using chemistry?
What happened to the molecules during the creation
of a new smell?
How do electrons affect the shape of a molecule?
How can you predict the shape of a molecule?
What chemical information is most useful in
predicting the small of a compound?
What makes a molecule polar?

Standards/Benchmarks:
HCPS III or Common Core
Standard 1: Scientific InvestigationDiscover, invent, and
investigate using the skills necessary to engage in the scientific
process
Topic

Scientific Inquiry

Benchmark SC.CH.1.1

Describe how a testable hypothesis may

need to be revised to guide a scientific
investigation

Benchmark SC.CH.1.5

Communicate the components of a

scientific investigation, using appropriate
techniques

Standard 4: Atomic Structure and Bonding Understand

properties of the periodic table, atoms, and bond formation
Topic

Periodic Table

Benchmark SC.CH.4.1

Explain how columns in the periodic

table represent elements with common
properties and identify metals,
semimetals, nonmetals, and halogens

Benchmark SC.CH.4.2

Identify the essential characteristics of

alkali metals, alkaline earth metals, and
transition metals, trends in ionization
energy, electronegativity, and the relative
sizes of ions and atoms

Topic

Nature of Matter

Benchmark SC.CH.4.6

Explain that atoms combine to form

molecules by sharing the outermost
electrons to form covalent, or metallic
bonds or by transferring electrons to
form ionic bonds

Benchmark SC.CH.4.7

Describe why the chemical bonds

between atoms un molecules such as
H2, CH4, NH3, C2H4, N2, Cl2, and
many large biological molecules are
covalent

Benchmark SC.CH.4.9

Describe how electronegativity and

ionization energy relate to bond
formation

Standard 7: Chemical Reaction Rates Understand the nature of

how reaction rates are affected

Standards/Benchmarks:

General Learner Outcomes

Topic

Chemical Changes

Benchmark SC.CH.7.2

Describe how a catalyst increases

reaction rates

Self-directed Learner to be responsible for ones

own learning
Community Contributor to understand that it is

Standards/Benchmarks:
State Teacher Standards

essential for human beings to work together

Complex Thinker demonstrating critical thinking
and problem solving
Quality Producer the ability recognize and
produce quality performance and products
Effective Communicator to communicate
effectively
Effective and Ethical User of Technology
utilizing a variety of technologies effectively and
ethically
1. Learner Development the teacher understands
how learners grow and develop, recognizing that
patterns of learning and development vary
individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and
designs and implements developmentally
appropriate and challenging learning experiences
2. Learning Differences the teacher uses

understanding of individual differences and diverse

cultures and communities to ensure inclusive
learning environments that enable each learner to
meet high standards
3. Learning Environments the teacher works with

others to create environments that support

individual and collaborative learning, and that
encourage positive social interaction, active
engagement in learning, and self-motivation
4. Content Knowledge the teacher understands the

central concepts, tools of inquiry, and structures of

the disciplines. He or she teaches and creates
learning experiences that make these aspects of the
discipline accessible and meaningful for learners to
assure mastery of the content
5. Application of Content the teacher understands

how to connect concepts and use differing

perspectives to engage learnings in critical thinking,
creativity, and collaborative problem solving related
to authentic local and global issues
6. Assessment the teacher understands and uses

multiple methods of assessment to engage learners

in their own growth, to monitor the learners

progress, and to guide the teachers and learners
decision making
7. Planning for Instruction the teacher plans

instruction that supports every student in meeting

rigorous learning goals by drawing upon knowledge
of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of
learners and the community context
8. Instructional Strategies the teacher understands

and uses a variety of instructional strategies to

encourage learners to develop deep understanding
of content areas and their connections, and to build
skills to apply knowledge in meaningful ways
9. Professional Learning and Ethical Practice the

teacher engages in ongoing professional learning

and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices
and actions on others, and adapts practice to meet
the needs of each learner
10. Leadership and Collaboration the teacher seeks

appropriate leadership roles and opportunities to

take responsibility for student learning, to
collaborate with learners, families, colleagues, other
school professionals, and community members to
ensure learner growth and to advance the
profession
Interval of Instruction
Necessary to address Goals:

_____ Yearlong
Days)

______ Semester

67 | P a g e

___X___ Other (20

20152016CUH

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

-Unit 2 Vocabulary Test

-Who Nose? Unit Review

Rubrics for Summative

Assessment/Performanc
e Task:

See attached resources

Formative Assessments:

Rubrics for Formative

Assessments:

Handouts given to students

Lesson 4: Connect the Dots Lewis Dot Symbols Activity
Lesson 5: Eight is Enough Octet Rule Activity
Lesson 6: Wheres the Fun? Functional Groups Activity
Lesson 7: Create a Smell Ester Synthesis Activity
Lesson 8: Making Scents Analyzing Ester Synthesis Activity
Lesson 10: Twos Company Electron Domain Activity
Lesson 11: Lets Build It Molecular Shape Activity
Lesson 13: Sorting it Out Shape and Smell Activity
Lesson 16: Polar Bears and Penguins Electronegativity and Polarity Activity
See attached resources

Other Evidence:

Anecdotal Notes, Questioning, Discussion, Exit Slips, Graphic Organizers,

Peer/Self-Assessment, Visual Presentations, Kinesthetic Assessments,
Individual Whiteboards, Constructive Quizzes

Expected Targets:

During the first week of the school year, chemistry students

were given various pre-assessments to diagnose and
determine their prior knowledge on general science
knowledge (ACT Pre-test), their knowledge of concept
mapping (Concept Map on Matter), and their knowledge on
molecules and chemical bonding (Unit 2 Key Terminology Pretest). For this unit, students already have taken the Unit 2
Key Terminology Pre-test, helping to determine what they
know and do not know about molecular structures and its
connection to the sense of smell.
Formative assessments will be used to monitor student
progress through this unit which include:
Lesson Activity handouts
Quizzes
Discussion questions
A post-assessment will be given to the students at the end of
the unit to determine if students did progress through the
unit successfully Unit 2 Key Terminology
Expected Targets by Performance
Performan Expect Prece Group
ed
Assessm
Targets ent

Group A
Exceeds
Expectati
ons (90%

Group
Less
ons
4-6
Quiz

10

Less
ons
7, 8,
10
Quiz
8

Less
ons
11,
13,
16
Quiz
8

PostAssessme
nt

12

+)
Group B
Meets
Expectati
ons (80%89%)
Group C
Approach
es
Expectati
ons
(66%79%)
Group D
Below
Expectati
ons (65%
and
below)

10

11

12

10

12

11

10

12

Total Students: 30; One student with an IEP

Rationale for Expected
Targets:

Before coming into upper division chemistry, students will have had limited
exposure to the basic concepts that chemistry consists of. The first unit that
students worked on was dedicated to reviewing physical science concepts
that correlated with chemistry. However, because physical science for them
occurred two years ago, their prior knowledge was lacking. Because the
name of the unit is Smells, students will be able to understand the science
behind how molecules are made and how it connects to their sense of smell.
Majority of the students in this class is taking chemistry because they were
told that they are required to take it. About 65% of the class does not plan on
attending college. However, this chemistry class is a college-prep class.
Regardless or not if the students are heading to college, it is important for
them to be exposed to a class that will prepare them for the future in order to
be knowledgeable, responsible citizens. The way that this class is structured
is having students read and answer questions from the book before coming
to class, then a teacher-centered instruction, and lastly, the period would end
with students completing activities that are student-centered. The great part
of this curriculum is the fact that students will never be working alone for the
student-centered lab activities. Students will either work with a partner or with
the rest of their table. Each student can bring in certain qualities to help
support themselves, but also their peers. By incorporating questioning,
discussions, and quizzes it will help guide students in their understanding of
the concepts in this unit and it will aid in revising or restructuring the lesson
plans if need be. The goal is to have majority of the students in the class
reach and be in the Group B and Group C range.

STAGE 3: Learning Plan

Briefly describe activities, instructions, groupings, differentiated instructional and engagement
strategies, digital literacy tool(s), and resources used in this block. In the calendar below, briefly
detail the instructional focus for the day.

The overall theme for this unit is centered on smell and how it is related to
molecular structure and properties. A way to hook the students into the start of this
unit is to have several different strong smelling foods heated in the laboratory.
Students will then start to wonder why there is a lingering scent of popcorn or hot
pocket. Students will be asked how they think smell travels. After a brief discussion,
students will then start the unit by studying how molecules bond together.
There are 3 days of class each week. Depending on the day, students will be either
starting or completing their lesson activity. The lessons are structured so that
students will always be working with a partner or with their table. However, they
must turn in their own handout when they are working with a partner. When
students are working in a group, they must write their names in alphabetical order
to aid in the grading process and groupings.
If the students are on Day 1 of the week, they will begin the class by being
instructed by the teacher on what the objective for the day is, a how-to on the
procedures of the laboratory activity, and important notes on what and what not to
do. Students then complete their handout on the lab and turn it in on Day 2. At the
beginning of Day 2, students are required to hand in their completed work into the
bin in the middle of the room. They have to turn in their completed work before the
tardy bell rings. If they do not, there work is counted as late and will not have any
extra credit points earned for that work. The work is then passed out to students for
them to correct. Depending on the response of the students, if they had a difficult
time on answering the questions, a dedicated lecture time would be allocated to go
over the concept. The white board in the front of the class will be used for
answering questions and also an Elmo so that students will be able to see the
handout if necessary.
For Student MP, the one with the IEP, extra time will be given for the student to
complete the work and individual instruction will be provided for her. Depending on
the level of questions on the handout, the questions will be re-worded in order for
the student to understand clearly.
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson

4: Connect the Dots Lewis Dot Symbols (Groups of 4)

5: Eight is Enough Octet Rule (Groups of 4)
6: Wheres the Fun? Functional Groups (Pairs)
7: Ester Synthesis Laboratory (Pairs)
8: Ester Synthesis Follow-up (Individual)
10: Twos Company Electron Domain (Pairs)
11: Lets Build It Molecular Shape (Groups of 4)
13: Sorting it Out Shape and Smell (Groups of 4)
16: Polar Bears and Penguins Electronegativity and Polarity (Pairs)

Day 1
Introduction to the
Unit Smells
How does one
atom bond to
another in a
molecule?
L4: Lewis Dot
Symbol Activity

Day 2
How does one
atom bond to
another in a
molecule?

Day 3
Turn in HW:
Reading and
exercises for
Smells L4

Correction of L4

How do atoms
bond to form
molecules?

Day 5
Turn in HW:
Reading and
exercises for
Smells L5

Correction of L5

Wrap-up and
Review Key
Points: Covalent
Bond, Bonded
Pair, Lone Pair

L5: Octet Rule

Activity

HW: Reading and

exercises for
Smells L4

Draw Molecules on
white board

What does
the structure
of a molecule
have to do
with smell?

Day 7
How can a
molecule be
changed into a
different molecule
by using
chemistry?

Day 8
How can a
molecule be
changed into a
different molecule
by using
chemistry?

Correction of
L6

Laboratory: L7
Ester Synthesis

Laboratory Day 2:
L7 Ester
Synthesis

Day 6

Day 4
How do atoms
bond to form
molecules?

Wrap-up and
Review Key
Points:
Functional
Groups

Wrap-up and
Review Key Points:
HONC 1234 Rule

What does the

structure of a
molecule have to
do with smell?

HW: Reading and

exercises for Smells
L5

L6: Functional
Groups Activity

Day 9
What happened to
the molecules
during the creation
of a new smell?

Day 10
What happened
to the molecules
during the
creation of a new
smell?

L8: Analyzing Ester

Synthesis

Correction and
Discussion of L8:
Analyzing Ester
Synthesis

Wrap-up of
Laboratory

Quiz on
Lessons 4-6
Day 11
How do electrons
affect the shape
of a molecule?

Day 12
How do electrons
affect the shape of
a molecule?

L10: Electron
Domains

Correction of L10:
Electron Domains
Wrap-up and
Review of Key

Day 13
Quiz on Lessons 7,
8, 10
How can you
predict the shape of
a molecule?

L11: Molecular

Day 14
How can you
predict the shape of
a molecule?
Correction of L11:
Molecular Shape

Day 15
What chemical
information is
most useful in
predicting the
smell of a
compound?

L13: Shape and

Smell

Correction of
L13: Shape and

Points: Tetrahedral
shape, electron
domain, electron
domain theory,
pyramidal shape,
bent shape

Shape

Day 16
What makes a
molecule polar?

Day 17
What makes a
molecule polar?

Day 18
Who Nose? Unit
Review

Day 19
Who Nose? Unit
Review

L16:
Electronegativity
and Polarity

Correction of L16:
Electronegativity
and Polarity

How is smell
related to molecular
structure and
properties?

How is smell
related to molecular
structure and
properties?

Smell
What chemical
information is most
useful in predicting
the smell of a
compound?

Wrap-up and
Review of Key
Points: In each
smell category, it
is possible to find
one distinctive
feature that sets
that group apart
from the other
smell categories.
Day 20
Unit 2 Key
Terminology
Post-assessment

Exit-Pass: Stamp of
completed Unit
Review
HW: Study for Unit
2: Key Terminology

Materials and Supplies Needed:

Each activity has a specific list of supplies needed

Resources Needed:

Stacy, A.M. (2012). Living by chemistry (1st ed.). New York, NY: MacMillan Higher
Education
Student Resources of activities:
Lesson 4: Connect the Dots Lewis Dot Symbols Activity
Lesson 5: Eight is Enough Octet Rule Activity
Lesson 6: Wheres the Fun? Functional Groups Activity
Lesson 7: Create a Smell Ester Synthesis Activity
Lesson 8: Making Scents Analyzing Ester Synthesis Activity
Lesson 10: Twos Company Electron Domain Activity
Lesson 11: Lets Build It Molecular Shape Activity
Lesson 13: Sorting it Out Shape and Smell Activity
Lesson 16: Polar Bears and Penguins Electronegativity and Polarity Activity

Results and Reflection:

After being put into the Solo Teaching period, I have realized that teaching (especially any science
course) is a never-ending process. I have told my CT that it is difficult to keep track of things if you do not
write anything and everything down. If you are unorganized, it adds to the amount of things that you have
to deal with. Because of how this chemistry curriculum is structured, it was easy for me to organize
lesson plans, my notes, and everything else that was incorporated into my Solo Teaching duration.
As with math, concepts in science build upon another. The main objective for this unit was to look at the
sense of smell and how molecules are involved in the process. The hook to this unit worked to a certain
extent students were interested about the unit at the beginning but soon lost interest when concepts
became harder to understand. Worksheets are designed to check for understanding and with their
worksheets, there are corresponding activities that accompany it. Students were happy about having
laboratories because they responded more effectively when kinesthetic activities were done. When it
came to using their textbook as a resource, a lot of the students complained of not finding the answer
because they did not want to read the text, even though reading the entire lesson will only take 15
minutes to complete.
Students also became frustrated with completing the worksheets because they found it too hard to
answer the questions. There were a handful of students who would repeatedly ask for the answers, even
though the answers were right in front of their eyes. I believe that it was my period three students who
were just not motivated to do their work because they always assumed that I would just give them the
answers.
I know that it was my chance to teach chemistry the way that I wanted to but I did not do that to my fullest
potential. There were times when I wanted to show videos to the class so that they can see what they
are learning can be fun, relevant, and meaningful. However, because of my lack of technology
equipment to show any sort of media, I was unable to use technology as much as I wanted to. Students
did not mind as much because I asked all of them if they wanted to see more technology incorporated
into the classroom. Another fact that I will consider changing is eliminating several questions in the
worksheets. Some questions were repetitive and students got frustrated easily because they would say
that they already answered the question.
For all students, I made sure that I addressed the key question, key terms, and key points of the lesson.
For the students that needed accommodations, I would ask them to write the main idea of the lesson on
the top of the page and highlight it. For quizzes, accommodations were also made by eliminating more
choices and giving just two. Extra quiz and exam time was also given to the students who had IEPs.
One thing that will stick with me forever is the fact that students were extremely thankful for me checking
up on them and their level of understanding. It was important for me to know where my students were at
and I did not want to move forward if they did not understand the previous concept. Repetition is key and
that is part of my teaching philosophy. Students are able to understand more if the concepts that they
learned are visited upon frequently to have their understanding and knowledge tested.

Performan
ce Group

Result
s

PreAssessm
ent

Lesson
s 4-6
Quiz

Group A

Studen

Students

Studen

Lesson
s 7, 8,
10
Quiz
Studen

Lesson
s 11,
13, 16
Quiz
Studen

PostAssessm
ent
Students

Exceeds
Expectati
ons (90%
+)
Group B
Meets
Expectati
ons (80%89%)

ts # 9,
25, 27,
28, 29,
17
Studen
ts # 1,
2, 3, 5,
6, 7,
10, 11,
14, 16,
18, 20,
21, 24,
25, 26,
30

# 9, 25,
27, 28,
29, 17

ts # 9,
25, 27,
28, 29,
17
Studen
ts # 1,
2, 3, 5,
6, 7,
10, 11,
14, 16,
18, 20,
21, 24,
25, 26,
30

ts # 9,
25, 27,
28, 29,
17
Studen
ts # 1,
2, 3, 5,
6, 7,
10, 11,
14, 16,
18, 20,
21, 24,
25, 26,
30

ts # 9,
25, 27,
28, 29,
17
Studen
ts # 1,
2, 3, 5,
6, 7,
10, 11,
14, 16,
18, 20,
21, 24,
25, 26,
30, 4

Group C
Approach
es
Expectati
ons
(66%79%)
Group D
Below
Expectati
ons (65%
and
below)

Studen
ts #
22, 12,
13, 4

Students
# 22, 12,
13, 4

Studen
ts #
22, 12,
13

Studen
ts #
22, 12,
13, 23

Studen
ts #
22, 12,
13, 23

Studen
ts # 8,
15, 23

Students
# 8, 15,
23

Studen
ts # 8,
15, 23

Studen
ts # 8,
15

Studen
ts # 8,
15, 23

Students
# 1, 2, 3,
5, 6, 7,
10, 11,
14, 16,
18, 20,
21, 24,
25, 26,
30

# 9, 25,
27, 28,
29, 17
Students
# 1, 2, 3,
5, 6, 7,
10, 11,
14, 16,
18, 20,
21, 24,
25, 26,
30, 22,
12, 13, 4,
8, 15, 23
None

None

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2014-2015

References

Hawaii State Department of Education. (n.d.). Learner outcomes. Retrieved from

http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/Le
arnerOutcomes/Pages/home.aspx
Hawaii Teacher Standards Board. (2015). Teacher performance standards. Retrieved
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