NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
Established Goals
Standards: Which standards will students
master by the end of this unit?
SC4PS.C.CH.3.1.ee Types of chemical
formulas include empirical, molecular,
and structural.
SC4PS.C.CH.3.1.ff Organic compounds
contain carbon atoms, which bond to
one another in chains, rings, and
networks to form a variety of structures.
Organic compounds can be named using
the IUPAC system.
SC4PS.C.CH.3.1.hh Organic acids,
alcohols, esters, aldehydes, ketones,
ethers, halides, amines, amides, and
amino acids are categories of organic
compounds that differ in their
structures. Functional groups impart
distinctive physical and chemical
properties to organic compounds
Stage 1: Desired Results
Transfer
Mastery Goals: What do you want students to be able to accomplish with this content in the long-term, on their own?
Students will be able to identify organic substances, compare functional groups, and explore the impacts of organic substances
in relation to their everyday lives. With this knowledge, students can really analyze ingredients lists for true organic qualities of
both food and other items picking out the organic compounds found in various things.
Meaning
Enduring Understandings: What Important generalizations, Essential Questions: What big, open ended, thought
new insights, and useful realizations do you want students to provoking questions will foster inquiry, and help students
have in order to make sense out of this learning? make meaning?
EU1: Chemical formulas can be expressed in three ways,
empirical, molecular, and structural EQ1: How do we identify organic compounds? What are the
different types of Hydrocarbons?
EU2: Organic compounds contain carbon atoms bonded to
one another in chains, rings, and networks to form various EQ2: How do organic compounds differ from the inorganic
structures compounds studied?
EU3: Organic compounds can be named through the IUPAC EQ3:How do we name organic compounds? How does the
system naming of organic compounds compare to the naming of
covalent and ionic compounds?
EU4: There are several categories of organic compounds that
differ in structure. (organic acids, alcohols, esters, aldehydes, EQ4 : How do we identify and compare various functional
ketones, ethers, halides, amines, amides, and amino acids) groups?
EU5: Functional groups impact distinctive physical and EQ5: How do we draw and interpret structural formulas?
chemical properties to organic compounds
EQ6: What are the uses and impacts of organic substances?
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

Acquisition

Knowledge: What facts and basic concepts will students need Skills: What discrete skills and processes will student need to
to be able to recall? be able to use and perform?

Students will need to know: Students will be able to:

K1: Empirical and molecular formula notations S1: Identify and derive different types of chemical formulas
given the chemical name
K2: IUPAC Naming System and Organic Prefixes
S2: Name organic compounds using the IUPAC System
K3: Acid/Base Chemistry
S3: Distinguish between organic and inorganic substances
K4: Periodic Table Trends
S4: Identify and name organic compounds and functional
K5: Polyatomic Ions groups

K6: Bond Types and Strength S5: Identify the impact and uses of organic compounds

K7: Properties of covalent bonding S6: Draw and interpret structural formulas

S7: Identify and understand isomers

 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

Stage 2: Evidence

Summative Assessment

What evidence are you collecting of student understanding, given the Stage 1 desired results and not just the particulars of the task? What is evidence of understanding, as
opposed to recall (explanation, interpretation, application, perspective, empathy, self-knowledge)?

Students will take a final unit assessment consisting of regents style multiple choice questions. The questions on the test will cover all aspects of the unit presented including,
hydrocarbons, naming of organic substances, functional groups, structural formulas, deriving formula from name, properties of organic compounds, and isomers. There will be
a total of about 15-20 questions. I am looking to see if students have mastered the skills I’ve set out to teach based on their ability to recall the information presented in the unit
and apply it to a regents styled exam. Their performance will also provide insight into the readiness for the upcoming regents exam as they will be required to recall information
and apply it in various ways to solve a number of questions. The unit assessment will be two parts, Part I, consisting of multiple choice questions, and Part II being an open
response questions. Part II will consist of 1-2 questions.

Evidence of understanding will be observed in their achievement of a passing score of the final unit assessment and their correct application of appropriate skills based on the
questions asked. They will also be prepared to demonstrate their digestion of content and perform well on the regents exam on all questions pertaining to this area of content.

Students will be given specific feedback in the form of an “x” to communicate that an answer is incorrect and in need of revising. Having knowledge of students, further actions
will be take to ensure that students do not move on without mastering content as all pieces nicely fit together.

Student Version of Assessment:

 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

Answer Key:
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

Student Data Tracker:

Checklist of accompanying items:

❏Student version of assessment
❏Answer key (if multiple choice/short response)
❏Criteria for success/rubric (if academic prompt/performance task)
❏Tracker used to record and analyze data

Mid-unit Formative Assessment(s)

Which standards are you prioritizing for this assessment?

SC4PS.C.CH.3.1.ff Organic compounds contain carbon atoms, which bond to one another in chains, rings, and networks to form a variety of structures. Organic
compounds can be named using the IUPAC system.

SC4PS.C.CH.3.1.hh Organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, amines, amides, and amino acids are categories of organic compounds
that differ in their structures. Functional groups impart distinctive physical and chemical properties to organic compounds

How are you assessing? (Quiz and test items, academic prompts, performance tasks)
Students will be quizzed on the identity of and naming conventions for organic compounds. They will also be quizzed on functional group identities and the ways they serve to
impact the function of organic substances. Their structural formulas and the ways in which each entity fits into their overall understanding of organic compounds and their
impact on everyday life.

How will you use the data collected?

The data collected will influence future teacher, and inform whether or not certain topics and lesson require a reteach to ensure that students are able to meet the objective
outline d and their overall preparedness for the regents exam. Additionally, the data will influence the overall presentation of material and reveal the areas where students are
excelling and the other where they aren't to encourage more deliveries aligned with they way that was most beneficial to students’ overall understanding of content.
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

Student Version of Assessment:

Name:________
Date:_________
Section:_______

Let’s Match!

Word Bank:
❏ Halide
❏ Alcohol
❏ Ether
❏ Aldehyde
❏ Ketone
❏ Organic Acid
❏ Ester
❏ Amine
❏ Amide

________________ ________________
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

_________________ ________________ _________________

_______________ __________________ ________________

__________________

Answer Key:

Name:________
Date:_________
Section:_______

Let’s Match!

Word Bank:
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
❏ Halide
❏ Alcohol
❏ Ether
❏ Aldehyde
❏ Ketone
❏ Organic Acid
❏ Ester
❏ Amine
❏ Amide

Aldehyde Ester

Ketone Alcohol Amide

Amine Halide Organic Acid

Ether
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry

Student Data Tracker:

Checklist of accompanying items:

❏Student version of assessment
❏Answer key (if multiple choice/short response)
❏Criteria for success/rubric (if academic prompt/performance task)
❏Tracker used to record and analyze data

Ongoing Formative Assessments

● How are you assessing in-the-moment/daily (CFUs, Exit Tickets, Homework, Classwork…)?
I plan to assess in the moment on a daily basis using ongoing checks for understanding using mini whiteboards, exit tickets to assess overall understanding and mastery
of desired objectives. I will also assign homework for each lesson to provide additional practice with the particular concept. Lastly, classwork will include all the usual
components with independent practice likely being a POGIL or worksheet of some sort.

● Where/how are you recording the data from ongoing formative assessments?
Data will be recorded using the schoolwide student tracker “Jumprope,” which tracks attendance, behavior, and grades (on a 1-4 scale). For class data, I will focus on
the portion dedicated to student grades to have all graded work be factored into their existing grades.

● How will you use the data collected?

The data collected will be used for reflection and to help determine areas where lessons were successful, the required pace and timing for a particular topic. The data
will also be used to drive the lessons and determine whether students are prepared to move on, or if more time or a re-teach is necessary to ensure that students are able
to meet and exceed objectives.
Ongoing Criteria for Success:
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
Students will have to demonstrate an understanding and mastery of tasks outlined in the respective assignment whether it be and exit ticket, homework assignment, or
classwork.

Scoring Scale:
1: 65 and Below
2: 65 - 73
3: 74 - 86
4: 87 - 100

Student Data Tracker: See below.

Checklist of accompanying items

❏Criteria for success/rubrics
❏Tracker used to record and analyze data

Stage 3: Learning Plan

Coded Sequence of Learning Activities

WHERET Learning Objective/Activity (description) A/M/T

O

EQ1 SWBAT identify organic compounds as well as the different types of hydrocarbons. (Chem Complete Video/Worksheet) T

EQ2 SWBAT compare and contrast organic and inorganic compounds. T/M
(https://sciencing.com/organic-vs-inorganic-molecules-5435843.html) Read/Annotate/Discuss
(http://www.softschools.com/difference/organic_versus_inorganic_compounds/157/) Read/Annotate/Discuss
(https://www.youtube.com/watch?v=kxzTnFhULA0) Watch & Answer

EQ5 SWBAT draw and interpret structural formulas and compare them to empirical and molecular formulas. A
https://www.khanacademy.org/science/chemistry/chemical-reactions-stoichiome/empirical-molecular-formula/v/empirical-molecular-and-structural-
formulas (Watch & Discuss)
https://chem.libretexts.org/Courses/Lansing_Community_College/LCC%3A_Organic_Chemistry_I%3A_251/Text/1%3A_Structure_Bonding_and_Pr
operties/1.07%3A_Drawing_Structural_Formulas
https://www.clutchprep.com/organic-chemistry/practice-problems/16020/write-a-condensed-structural-formula-for-each-compound-given-here-1
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
(Interactive Practice)

EQ3 SWBAT name organic compounds. T

https://www.quia.com/files/quia/users/lockarm/Nomenclature/POGIL-01---Nomenclature-9---Introduction-to-Alkanes-and-Alcohols.pdf

(https://www.khanacademy.org/science/organic-chemistry/bond-line-structures-alkanes-cycloalkanes/naming-alkanes/v/naming-simple-alkanes,
https://www.khanacademy.org/science/organic-chemistry/bond-line-structures-alkanes-cycloalkanes/naming-alkanes/v/naming-alkanes-with-alkyl-
groups,
SWBAT make connections between naming ionic, covalent, and organic compounds.

EQ4,EU5 SWBAT explore and compare the various functional groups. M

https://www.khanacademy.org/science/organic-chemistry/bond-line-structures-alkanes-cycloalkanes/functional-groups/v/functional-groups-first
https://www.khanacademy.org/science/organic-chemistry/bond-line-structures-alkanes-cycloalkanes/functional-groups/v/identifying-functional-groups
https://www.dimanregional.org/site/handlers/filedownload.ashx?moduleinstanceid=7855&dataid=2294&FileName=Functional%20Groups%20and%2
0Structure%20Drawing%20WS.pdf
http://www.sciencegeek.net/APchemistry/organic/functional.htm (Interactive Practice)

EQ6 SWBAT explore and describe the impacts and uses of organic substances. A
(Independent Research & Presentation)

Date: Lesson 1-3
Standard(s):
SC4PS.C.CH.3.1.ff Organic
compounds contain carbon
atoms, which bond to one
another in chains, rings, and
networks to form a variety of
structures. Organic
compounds can be named
using the IUPAC system.
Mastery Goal/EU/EQ:
EQ1: How do we identify
organic compounds? What are
the different types of
Hydrocarbons?
EQ5: How do we draw and
interpret structural formulas?
EQ3:How do we name organic
compounds? How does the
naming of organic compounds
compare to the naming of
covalent and ionic compounds?
EU2: Organic compounds
contain carbon atoms bonded to
one another in chains, rings, and
networks to form various
structures
Objective:
S3: Distinguish between organic
and inorganic substances
S2: Name organic compounds
NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
Stage 3: Learning Plan Calendar
Date: Lesson 4
Standard(s):
SC4PS.C.CH.3.1.ff Organic
compounds contain carbon
atoms, which bond to one
another in chains, rings, and
networks to form a variety of
structures. Organic
compounds can be named
using the IUPAC system.
Mastery Goal/EU/EQ:
EQ2: How do organic
compounds differ from the
inorganic compounds studied?
EU3: Organic compounds can
be named through the IUPAC
system
EU1: Chemical formulas can be
expressed in three ways,
empirical, molecular, and
structural
Objective:
S2: Name organic compounds
using the IUPAC System
S6: Draw and interpret structural
formulas
Activities:
Video/EdPuzzle
POGIL
Exit Ticket/Assessment:
Date: Lesson 5-6
Standard(s):
SC4PS.C.CH.3.1.ff Organic
compounds contain carbon
atoms, which bond to one
another in chains, rings, and
networks to form a variety of
structures. Organic
compounds can be named
using the IUPAC system.
Mastery Goal/EU/EQ:
EU4: There are several
categories of organic compounds
that differ in structure. (organic
acids, alcohols, esters,
aldehydes, ketones, ethers,
halides, amines, amides, and
amino acids)
EU5: Functional groups impact
distinctive physical and
chemical properties to organic
compounds
Objective:
S6: Draw and interpret structural
formulas
S4: Identify and name organic
compounds and functional
groups
Activities:
Video
Poster Activity
Online Simulation
Date: Lesson 7
Standard(s):
Organic acids, alcohols,
esters, aldehydes, ketones,
ethers, halides, amines,
amides, and amino acids are
categories of organic
compounds that differ in their
structures. Functional groups
impart distinctive physical
and chemical properties to
organic compounds
Mastery Goal/EU/EQ:
EQ4 : How do we identify and
compare various functional
groups?
EU5: Functional groups impact
distinctive physical and
chemical properties to organic
compounds
Objective:
S5: Identify the impact and uses
of organic compounds
S7: Identify and understand
isomers
Activities:
VIdeo
POGIL
Computer Research
Exit Ticket/Assessment:
Date: Review/Quiz
Standard(s):
Organic acids, alcohols,
esters, aldehydes, ketones,
ethers, halides, amines,
amides, and amino acids are
categories of organic
compounds that differ in their
structures. Functional groups
impart distinctive physical
and chemical properties to
organic compounds
Mastery Goal/EU/EQ:
EQ6: What are the uses and
impacts of organic substances?
Objective:
Activities:
Exit Ticket/Assessment:
Quiz!
 NYCTA Unit Plan Template
Jasmine McElveen, Organic Chemistry
using the IUPAC System POGIL Completion Exit Ticket/Assessment:
Regents Question Handout
S1: Identify and derive different
types of chemical formulas
given the chemical name

Activities:
Video
POGIL

Exit Ticket/Assessment:
Exit Ticket defining organic
compounds, drawing organic
structures
Date: Date: Date: Date: Date:
Standard(s): Standard(s): Standard(s): Standard(s): Standard(s):

Mastery Goal/EU/EQ: Mastery Goal/EU/EQ: Mastery Goal/EU/EQ: Mastery Goal/EU/EQ: Mastery Goal/EU/EQ:

Objective: Objective: Objective: Objective: Objective:

Activities: Activities: Activities: Activities: Activities:

Exit Ticket/Assessment: Exit Ticket/Assessment: Exit Ticket/Assessment: Exit Ticket/Assessment: Exit Ticket/Assessment:
Date: Date: Date: Date: Date:
Standard(s): Standard(s): Standard(s): Standard(s): Standard(s):

Mastery Goal/EU/EQ: Mastery Goal/EU/EQ: Mastery Goal/EU/EQ: Mastery Goal/EU/EQ: Mastery Goal/EU/EQ:

Objective: Objective: Objective: Objective: Objective:

Activities: Activities: Activities: Activities: Activities:

Exit Ticket/Assessment: Exit Ticket/Assessment: Exit Ticket/Assessment: Exit Ticket/Assessment: Exit Ticket/Assessment: