Subject/Grade or Course: HS – Physical Science
Unit Name: Chemical Reactions
Overarching Understandings(s):
 During chemical reactions, mass and energy are always
conserved.
Essential Questions:
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How do atoms regroup during chemical reactions to account for the
conservation of mass?
How do physical and chemical properties of substances change when they
react?
How is energy released or absorbed when molecules are combined or broken
down?
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Pacing:
 6 weeks (chapters 6,7,8)
Topics Covered:
 Bonds (ionic, covalent)
 Ions
 Crystals
 Polar bonds and polar molecules
 Ionic compounds
 Naming compounds
 Writing molecular formulas
 Structure and properties of metals
 Alloys
 Chemical reactions
 Conservation of mass
 Conservation of energy
 Balancing equations
 Classifying reactions
 Redox reactions
 Energy changes in chemical reactions
 Reaction rates
 Equilibrium
 Solutions
 Properties of solutions
 Solubility and concentration
 Acids and bases
 Indicators
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
pH scale
buffers
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Knowledge,
Reasoning, or Skill
Targets
“What I need to know.”
“What I can do with what I
know”
“What I can demonstrate”
Performance
Targets:
“What I can make to show my
learning.”
Labs/Activities
Common
Assessment
I can:
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


I can:
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Balance a simple chemical equation.
Compare and contrast ionic, covalent and metallic bonds.
Identify types of reactions.
Convert from basic chemical formulas to names of simple compounds.
Describe factors that affect the rates of chemical reactions.
Use a balanced chemical equation to rationalize how mass is conserved in a reaction.
Distinguish between acids and bases using the pH scale
Compare and contrast basic properties of acids and bases
Design an experiment to create a natural pH indicator and use it to classify chemicals from most to least acidic.
Write a paragraph describing a chemical reaction that you have seen in class including writing a balanced chemical
equation.
MATERIALS FOR LESSON PLANNING
Various chemical reaction demos or stations (make observations, identify chemical and physical changes)
Test tube with all 3 states of water (ball bearing to push ice to bottom, burner at top
Cabbage indicator
Build a battery from a lemon, copper and zinc strips.
Prepare a salt by neutralization
Chemical weathering with acids and chalk
Reactions with metals in acids and bases
Tests with pure metals and alloys to distinguish between properties
Pop bottle equilibrium (pressure, volume, temperature)
Subject/Grade or Course: HS – Physical Science
Unit Name: Chemical Reactions
Idaho State Content Standards
Corresponding NGSS
Standard 2: Physical Science
Goal 2.3: Understand the Total Energy in the Universe is
Constant
8-9.PS.2.3.1 Explain that energy can be transformed but cannot
be created nor destroyed. (650.05a)
Goal 2.5: Understand Chemical Reactions
8-9.PS.2.5.1 Explain how chemical reactions may release or
consume energy while the quantity of matter remains constant.
(650.03a)
MS.PS-CR
a. Develop representations showing how atoms regroup during chemical reactions to
account for the conservation of mass.
[Assessment Boundary: Representations should not involve bonding energy or valence
electrons. Balancing equations are also not employed here.]
b. Generate and revise explanations from the comparison of the physical and chemical
properties of reacting substances to the properties of new substances produced through
chemical reactions to show that new properties have emerged.
[Assessment Boundary: Comparison and analysis should not involve statistical
techniques.]
c. Construct explanations of energy being released or absorbed when simpler molecules
are combined into complex molecules or complex molecules are broken down to simpler
molecules. [Clarification Statement: Simple molecules can include H2O and CO2, and
complex molecules can include C6H12O6 in photosynthesis.] [Assessment Boundary:
Further details of the photosynthesis process are not addressed.]
d. Develop models to represent the movement of matter and energy in the cycling of
carbon. [Clarification Statement: Examples of the movement of matter and energy could
include the cycling from carbon in the atmosphere to carbon in living things.]
[Assessment Boundary: Further details of the photosynthesis process are not addressed.]
MS.PS-E
c. Plan and carry out investigations to show that in some chemical reactions energy is
released or absorbed. [Clarification Statement: Examples of chemical reactions can
include baking soda reacting with vinegar, and calcium chloride reacting with baking
soda.] [Assessment Boundary: Qualitative, not quantitative.]
HS.PS-CR
b. Develop and use models to explain that atoms (and therefore mass) are conserved
during a chemical reaction. [Clarification Statement: Models can include computer
models, ball and stick models, and drawings.] [Assessment Boundary: Stoichiometric
calculations are not required.]
e. Construct and communicate explanations using the structure of atoms, trends in the
periodic table and knowledge of the patterns of chemical properties to predict the
outcome of simple chemical reactions. [Assessment Boundary: Only those chemical
reactions readily predictable from the element’s position on the periodic table and
combustion reactions are intended.]
f. Construct and communicate explanations that show how chemical processes and/or
properties of materials are central to biological and geophysical systems. [Clarification
Statement: Chemical processes can include oxidation of hydrocarbons, and the reaction
of CO 2 and H20 to give hydrocarbons. Properties of materials can include water
expanding when freezing.] [Assessment Boundary: Restricted to overall chemical
processes (for example, oxidation of
carbon compounds), or construction of carbon compounds (photosynthesis); details of
biochemical pathway s are not required (for example, Krebs Cycle).]
h. Construct explanations using data from system models or simulations to support the
claim that systems with many molecules have predictable behavior, but that the behavior
of individual molecules is unpredictable.
CCSS ELA
MS.PS-CR
ELA –
RI.6.7 Integrate information presented in different media
or formats (e.g., visually, quantitatively) as well as in
words to develop a coherent understanding of a topic or
issue.
W.5.9 Draw evidence from literary or informational texts
to support analysis, reflection, and research.
W.6.8 Gather relevant information from multiple print
and digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions of
others while
avoiding plagiarism and providing basic bibliographic
information for sources.
W.7.8 Gather relevant information from multiple print
and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
Mathematics –
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
MP.7 Look for and make use of structure.
MP.8 Look for and express regularity in repeated
reasoning.
6.SP Develop understanding of statistical variability.
6.EE Represent and analyze quantitative relationships
between dependent and independent variables.
7.SP.3 Draw informal comparative inferences about two
populations.
MS.PS-E
W.8.1 Write arguments to support claims with clear
reasons and relevant evidence
WHST .7 Conduct short research projects to answer a
question (including a self-generated question), drawing
on several sources and generating additional related,
focused questions
that allow for multiple avenues of exploration.
5.MD Represent and interpret data.
7.EE Solve real-life and mathematical problems using
numerical and algebraic expressions and equations.
HS.PS-CR
ELA –
W.8.8 Gather relevant information from multiple print
and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
RST.9-10.9 Compare and contrast findings presented in a
text to those from other sources (including their own
experiments), noting when the findings support or
contradict previous explanations or accounts.
Mathematics –
MP.2 Reason abstractly and quantitatively.
MP.4 Model with Mathematics
8.SP Investigate patterns of association in bivariate data.
S.ID Summarize, represent, and interpret data on a single
count or measurement variable
A -CED.1 Create equations that describe numbers or
relationships