Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping
materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist
teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Course Level Expectations
(CLE)
Outcomes
Adopted Resources
EOC Prep
Core Ideas
Unit 1.1 Introduction to Chemistry and Matter & its Properties - 5 weeks
3221.Inq.2 Identify an answerable
question and formulate a
hypothesis to guide a scientific
investigation.
3221.Inq.3 Design a simple
experiment including appropriate
controls.
3221.Inq.4 Perform and understand
laboratory procedures directed at
testing hypothesis.
3221.Inq.5 Select appropriate tools
and technology to collect precise
and accurate quantitative and
qualitative data.
3221.Inq.6 Correctly read a
thermometer, balance, metric ruler
and a graduated cylinder.
GCMC Ch. 1 Introduction to
Chemistry, 1.1, 1.2, 1.3
Use of SI system during measurement
and problem solving.
GCMC Ch. 2 Analyzing Data,
2.1, 2.2, 2.3, 2.4
Convert metric units using dimensional
analysis.
Holt Ch 1 Matter and Change,
1.1, 1.2, 1.3
Accuracy, precision, and error in a series
of measurements.
Holt Ch. 1 Matter and Change,
1.1, 1.2, 1.3
Read/interpret graphs: (pie, bar, and
line)
Familiarity with use and importance of
the scientific method, including
hypothesis, independent/dependent
variables
Differentiation between a theory and a
scientific law
Lab safety awareness and practice
Become familiar with lab equipment,
their purposes and name.
CLIP
Translate quantitative or technical
information expressed in words in a
text into visual form (e.g., a table or
chart) and translate information
expressed visually or mathematically
(e.g., in an equation) into words.
Compare and contrast the
information gained from experiments,
simulations, video, or multimedia
sources with that gained from reading
a text on the same topic.
Mastery of Math Proficiency Skill Set
NGSS Practices
1. Asking Questions and
Defining Problems
3. Analyzing and Interpreting
Data
5. Using Mathematics and
Computational Thinking
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Course Level Expectations
(CLE)
CLE 3221.2.1 Investigate the
characteristic properties of
matter.
CLE 3221.2.2 Explore the
interactions between matter
and energy
CLE 3221.2.3 Apply the kinetic
molecular theory to describe
solids, liquids, and gases.
Outcomes
Adopted Resources
EOC Prep
Core Ideas
Unit 1.1 Introduction to Chemistry and Matter & its Properties - 5 weeks –Con’t
3221.2.1 Identify a material as an
GCMC Ch. 3 Matter - Properties and Investigate similarities and differences
element, compound or mixture;
Changes, 3.1, 3.2, 3.3, 3.4
among states of matter particle spacing
identify a mixture as homogeneous
or heterogeneous; and/or identify a
Heat of Fusion/Vaporization Graph
mixture as a solution, colloid or
Holt Ch. 2 Measurements and
suspension.
Calculations, 2.1, 2.2, 2.3
Understanding of the Law of
conservation of mass/energy
3221.2.9 Classify properties and
Holt Ch 1 Matter and Change,
changes in matter as physical, or
1.2, 1.3
Explain phase diagram for water
chemical.
Gizmos: Electron Configuration
Identify properties of matter- physical
Density Lab
and chemical
3221.2.12 Use particle spacing
Temperature and Particle Motion
diagrams to identify solids, liquids,
Compare and contrast heat and
or gases.
temperature changes (endothermic/
exothermic) in chemical of physical
3221.2.13 Distinguish among
processes
solid, liquid, and gaseous states of
a substance in terms of the relative
Differentiate between elements,
kinetic energy of its particles.
compounds and mixtures
Apply the rules for significant figures
Solve for energy, specific heat: Q = m
(Δ T) Cp, mass and change in
temperature.
Identify the four types of separation
techniques-filtration, distillation,
crystallization and chromatography.
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Course Level Expectations
(CLE)
CLE 3221.1.1 Compare and
contrast historical models of
the atom.
CLE 3221.1.3 Describe an
atom in terms of its
composition and electron
characteristics.
Outcomes
Adopted Resources
EOC Prep
Unit 1.2 Atomic Structure & Electrons in Atoms - 4 weeks
3221.1.1 Identify the contributions
GCMC Ch. 4 The Structure of the
Understand how Dalton’s theory
of major atomic theorists: Bohr,
Atom,
explains the conservation of mass.
Chadwick, Dalton, Planck,
4.1, 4.2, 4.3, 4.4
Rutherford, and Thomson.
Distinguish between the subatomic
GCMC Ch. 5 Electrons in an Atom,
particles in terms of relative charge and
3221.1.2 Compare the Bohr model 5.1, 5.2, 5.3
mass.
and the quantum mechanical
electron-cloud models of the atom. Holt Ch. 3 Atoms: The Building
Describe the structure of the atom,
Blocks of Matter, 3.1, 3.2, 3.3
including the locations of the subatomic
3221.1.4 Interpret a Bohr model of
particles.
an electron moving between its
Gizmos: Bohr Model: Introduction,
ground and excited states in terms Element Builder
Calculate the number of electrons,
of the absorption or emission of
protons, and neutrons in an atom, given
energy.
its mass number and atomic number.
3221.1.6 Apply the periodic table
to determine the number of
protons and electrons in a neutral
atom.
Define and calculate an isotope.
3221.1.7 Determine the number of
protons and neutrons for a
particular isotope of an element.
Represent an electron’s location in the
quantum mechanical model in terms of
orbital shape of the clouds relative
energies of the orbitals and the number
of electrons possible in the orbitals.
(Heisenberg Uncertainty Principle)
3221.1.12 Represent an atom’s
electron arrangements in terms of
orbital notation, electrons
configuration notation, and
electron dot notation.
Draw Bohr models of the first 18
elements.
Core Ideas
CLIP
Determine the meaning of symbols,
key terms, and other domain-specific
words and phrases as they are used in
a specific scientific or technical context
relevant to grades 11–12 texts and
topics.
NGSS Practices
1. Asking Questions and
Defining Problems
2. Developing and Using
Models
4. Analyzing and Interpreting
Data
5. Using Mathematics and
Computational Thinking
6. Constructing Explanations
and Designing Solutions
Identify the s, p, d, and f blocks based
on their electron configuration and
location on the periodic table.
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
TOOLBOX
Unit 1.1 Introduction
Plans and
Background
Information for
Teachers
Concepts Taught: Use of precision and accuracy in science measurements.
http://teachers.net/lessons/posts/577.html
Concepts Taught: Use of significant figures in science.
http://teachers.net/lessons/posts/576.html
Representing Numbers Using Scientific Notation
http://dl.clackamas.edu/ch104/lesson1scientificnotation.html
Significant Digits and Scientific Notation
http://www.chemteam.info/SigFigs/SigFigs.html
Laboratory Equipment
http://visual.merriam-webster.com/science/chemistry/laboratory-equipment_1.php
Laboratory Equipment
http://www.bing.com/images/search?q=chemistry+lab+equipment+worksheets&qpvt=chemistry+lab+equipment+worksheets&FORM=IGRE&adlt=strict#view=detail&id=BE653
E59BB1F68966232156ED40328B586A8845C&selectedIndex=4
http://dl.clackamas.edu/ch104/lesson1scientificnotation.html
Convert from standard to scientific notation
https://learnzillion.com/lessons/180-convert-from-standard-to-scientific-notation
Scientific Notation
http://freemathresource.com/lessons/algebra/104-scientific-notation
Common Laboratory Equipment
http://www.smc.edu/AcademicPrograms/PhysicalSciences/Pages/Equipment.aspx
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Unit 1.1
Introduction to
Chemistry
Scientific Notation
http://www1.nsd131.org/classpages/awilkens/Shared%20Documents/Scientific%20Notation%20Worksheets.pdf
Student Activities
Scientific notation
http://www.chemteam.info/SigFigs/Scientific-Notation.html
Significant Digits
http://www.chemteam.info/SigFigs/SigFigRules.html
Unit 1.1
Matter and Its
Properties
Plans
and
Background for
Teachers
Laboratory Equipment
http://www.bing.com/images/search?q=chemistry+lab+equipment+worksheets&qpvt=chemistry+lab+equipment+worksheets&FORM=IGRE&adlt=strict#view=detail&id=BE653
E59BB1F68966232156ED40328B586A8845C&selectedIndex=4
Matter Lesson Plans
http://www.sas.upenn.edu/~mkate/Perrone_LessonPlan.pdf
Matter and Change
http://www.dv-fansler.com/Teaching/Chemistry/Chemistry%20Lesson%20Plans%2003%20-%20Matter%20and%20Change.pdf
Matter: Physical and Chemical Properties
http://education-portal.com/academy/lesson/matter-physical-and-chemical-properties.html#lesson
Chemistry 101: General Chemistry
http://education-portal.com/academy/course/general-chemistry-course.html
The World of Chemistry
http://www.learner.org/resources/series61.html#
Exploring Matter Activities
http://www.arborsci.com/cool/exploring-matter-chemistry-demonstrations
States of Matter
http://staff.concord.org/~btinker/workbench_web/states_of_matter/pdf/states_of_matter_whole.pdf
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Unit 1.1
Matter and Its
Properties
Properties of Matter
http://www.onlinemathlearning.com/matter-chemistry.html
The Matter and Its Properties
http://cniesrc.files.wordpress.com/2012/06/activities-about-matter.pdf
The World of Chemistry
http://www.jdenuno.com/Chemistry/WorldC/WorldC5States.swf
Student Activities
Unit 1.2
Atomic Structure &
Electrons in Atoms
Plans
and
Background for
Teachers
Atomic Structure & Electrons in Atoms
http://mrdchemdwiki.wikispaces.com/Atomic+Structure+and+Electrons+in+Atoms
Atom
http://en.wikipedia.org/wiki/Atom
Electron
http://en.wikipedia.org/wiki/Electron
Chapter 4 Atomic Structure
http://www.slideshare.net/kmawhiney/chapter-4-pp-1
Chapter Outline – Review of Atomic Structure
http://people.virginia.edu/~lz2n/mse209/Chapter2.pdf
How to Draw the Atomic Structure of Atoms
http://www.ehow.com/how_5779210_draw-atomic-structure-atoms.html
Electrons in Atoms Powerpoint
http://www.tvgreen.com/chapt11/chapt11_files/frame.htm
Chemistry – Lab Management
http://www.nclark.net/Chemistry
An Atom Apart
http://www.superteacherworksheets.com/reading-comp/science-atoms_WBRRM.pdf
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Curriculum and Instruction – Office of Science - Chemistry
First Nine Weeks
Atomic Structure and Electrons in Atoms
http://www.wps.k12.va.us/tchrstaf/plans/atomplan.pdf
Unit 1.2
Atomic Structure &
Electrons in Atoms
Student Activities
What is Matter?
http://education.jlab.org/beamsactivity/6thgrade/whatismatter/whatismatter.pdf
Chemistry Atomic Structure
http://www.nclark.net/AtomicStructure.htm
Rutherford Roller
http://www.exo.net/~emuller/activities/Rutherford%20Roller.pdf#search=%22Rutherford%20experiment%20with%20marbles%22
An Atom Apart
http://www.superteacherworksheets.com/reading-comp/science-atoms_WBRRM.pdf
Atomic Structure
http://www.helpteaching.com/tests/159757/atomic-structure
Atomic Structure Worksheet
http://www.mrjgrom.com/Matter%20345/atom%20worksheet.pdf
Atomic Structure and Electrons in Atoms
http://www.wps.k12.va.us/tchrstaf/plans/atomplan.pdf
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