Chemistry
Module
Lesson
Title
Descriptor
TEKS
File name
Module 0: Scientific Process skills
0
1
Lesson 1: Scientific Processes – Safety
Given field and laboratory scenarios, students will demonstrate
an understanding of safe practices during investigations
B.1A
C. 1A
P.1A
SciM0L1
0
2
Lesson 2: Scientific Processes – Safety: MSDS Sheets
Given laboratory scenarios, students will demonstrate an
understanding of safe practices concerning specific hazards of
chemical substances as summarized on MSDS information.
C.1B
SciM0L2
0
3
Lesson 3: Scientific Processes – Conservation of Resources
Given choices of natural resources and lab materials, students
will select disposal and recycling methods that best conserve
and protect our resources
B.1B
C.1C
P.1B
SciM0L3
SciM0L4
0
4
Lesson 4: Scientific Processes – Theory
Given laboratory investigation scenarios, students will
distinguish between scientific hypotheses and scientific theories.
B.2C
B.2D
C.2C
C.2D
P.2C
P.2D
0
5
Lesson 5: Scientific Processes – Scientific Methods Question
Given laboratory investigation scenarios, students will
determine the question or purpose of the procedure
C.2E
P.2E
SciM0L5
0
6
Lesson 6: Scientific Processes – Scientific Methods –
Planning
Given investigation scenarios, students will distinguish between
descriptive, comparative, and experimental investigations
B.2E
SciM0L6
B.2B
C.2B
C.2E
P.2B
P.2E
SciM0L7
0
7
Lesson 7: Scientific Processes – Scientific Methods Hypotheses
Given a series of statements, students will determine which
statements are testable hypotheses, and determine the hypothesis
that best fits the procedure.
0
8B
Lesson 8: Scientific Processes – Scientific Methods Equipment for Biology
Given biological investigation scenarios, students will
determine the equipment that best fits the procedure.
B.2F
SciM0L8B
0
8C
Lesson 8: Scientific Processes – Scientific Methods Equipment for Chemistry
Given chemical investigation scenarios, students will determine
the equipment that best fits the procedure.
C.2E
SciM0L8C
Module
Lesson
0
8P
Lesson 8: Scientific Processes – Scientific Methods Equipment for Physics
Given physical investigation scenarios, students will determine
the equipment that best fits the procedure.
0
9
Lesson 9: Scientific Processes – Scientific Methods –
Measurement
Given investigation quantitative data, students will determine its
degree of precision and/or accuracy and causes for uncertainties
in measured data.
10
Lesson 10: Scientific Processes – Scientific Methods – Use
of Mathematical Procedures
Given laboratory investigation design, setup, quantified physical
variables, and/or data, students will express and manipulate
relationships using graphs, charts, or equations, and paying
attention to dimensional analysis, scientific notation, and
significant figures
0
11
Lesson 11: Scientific Processes – Scientific Methods –
Data Analysis
Given investigation data, students will analyze and predict
trends from the data and solve mathematically
0
12
Lesson 12: Scientific Processes – Scientific Methods Conclusion
Given investigation data, students will determine the best
conclusion based upon that data.
0
13
Lesson 13: Critical Thinking and Problem Solving –
Analyze
Given various scenarios of scientific studies, students will
analyze scientific explanations.
0
14
Lesson 14: Critical Thinking and Problem Solving –
Promotional Materials
Given product promotional materials, labels, models, or
scientific articles, students will evaluate claims for validity.
0
Title
Module 1: Matter and the periodic table
Lesson 1: Properties - Chemical and Physical Changes
1
1
Descriptor
TEKS
P.2E
P.2F
P.2G
B.2F
C.2F
P.2H
P.2I
C.2G
P.2I
B.2G
C.2H
P.2J
P.3F
B.2H
C.2I
P.2K
B.3A
C.3A
B.3B
B.3C
C.3B
C.3C
C.3E
P.3C
File name
SciM0L8P
SciM0L9
SciM0L10
SciM0L11
SciM0L12
SciM0L13
SciM0L14
Given scenarios, diagrams, descriptions or illustrations, students
will distinguish between physical and chemical changes.
C.4A
Cm1l1
Given descriptions or illustrations of properties, students will
determine whether the property is intensive or extensive.
C.4B
Cm1l2
Lesson 2: Properties – Extensive and Intensive
1
2
Module
Lesson
1
3
1
4
1
5
Title
Lesson 3: Properties – Solids, Liquids, and Gases
Lesson 4: Properties – Mixtures
Lesson 5: Periodic Table - Families
Lesson 6: Periodic Table - Trends
1
6
Module 2: Atomic Structure and Nuclear Chemistry
Lesson 1: Atomic Theory– Dalton, Thomson, Rutherford
2
1
Lesson 2: Atomic Theory– Bohr
2
2
2
3
2
4
2
5
Lesson 3: Atomic Theory– Electromagnetic Spectrum
Lesson 4: Atomic Theory– Electromagnetic Spectrum
Lesson 5: Average Atomic Mass
Descriptor
TEKS
File name
Given descriptions, scenarios, or illustrations, students will
distinguish between the compressibility, structure, shape, and
volume of solids, liquids and gases.
C.4C
cm1l3
Given descriptions, scenarios, or illustrations of properties,
students will distinguish between pure substances and mixtures.
C.4D
cm1l4
C.5A,
5B
cm1l5
C.5 C
cm1l6
Given scenarios or summaries of historical events leading to
modern-day atomic theory, students will identify the author and
experimental design of each and the conclusion drawn from
these experiments.
C.6A
cm2l1
Given illustrations, descriptions or an element with atomic
number 1-18, students will draw a model based upon Bohr’s
model of the atom.
C.6A
cm2l2
Given a diagram of the electromagnetic spectrum, students will
relate frequency to type of wave produced.
C.6B
cm2l3
Given descriptions, scenarios, or diagrams, students will use the
formula for frequency to solve for unknown frequency, energy,
or wavelength.
C.6B,
6C
cm2l4
Given descriptions, chemical symbols, or diagrams of an
element, students will calculate the average atomic mass by
weighted average.
C.6D
cm2l5
Given descriptions, diagrams, chemical symbols of any element,
students will show the arrangement of electrons in energy levels
and energy sublevels (orbitals).
C.6E
cm2l6
Given descriptions or specific element groups, students will use
a Periodic Table to relate properties of chemical families to
position on the table.
Given descriptions, scenarios, or groups/series of elements,
students will use a Periodic Table to relate the size of atomic
radii, electronegativity, and ionization energy of elements to
their position on the chart.
Lesson 6: Atomic Structure – Electron Configuration
2
6
Module
2
Lesson
Title
Lesson 7: Atomic Structure – Lewis Dot Structures
7
Descriptor
TEKS
File name
Given descriptions, diagrams, chemical symbols of any element,
students will show the arrangement of electrons in the outermost energy levels by using Lewis Dot diagrams and
application of the octet rule.
C.6E
cm2l7
Given illustrations, diagrams, or descriptions, students will
identify alpha, beta, or gamma radiation.
C.12A
cm2l8
Given illustrations, symbols, or descriptions, student will
balance nuclear equations.
C.12B
cm2l9
Given diagrams, illustrations, symbols, or descriptions, student
will distinguish between nuclear fusion and nuclear fission.
C.12C
cm2l10
Given descriptions, diagrams, scenarios, or chemical symbols,
students will predict which will form covalent or ionic bonds
based upon the relative number of electrons in the outer-most
energy level.
C.7A,
7B
cm3l1
Given descriptions, diagrams, scenarios, or chemical symbols,
students will model covalent or ionic bonds using electron dot
formulas.
C.7C
cm3l2
Given scenarios or diagrams, students will explain properties
such as thermal and electrical conductivity, malleability, and
ductility of metals.
C.7D
cm3l3
Given illustrations or descriptions, students will predict the
shape of molecules based upon the extent of electron-pair
electrostatic repulsion.
C.7E
cm3l4
Given descriptions or chemical formula of a substance, students
will use the atomic mass, to determine the molar mass, of the
substance.
C.8A,
8B
cm3l5
Lesson 8: Nuclear Chemistry – Radiation Types
2
8
2
9
Lesson 9: Nuclear Chemistry – Radioactive Decay
Lesson 10: Nuclear Chemistry – Fusion and Fission
2
10
Module 3: Bonding and Chemical Reactions
Lesson 1: Chemical Bonding – Ionic and Covalent Bonds
3
1
3
2
3
3
3
4
Lesson 2: Chemical Bonding – Ionic and Covalent Bonds
Lesson 3: Chemical Bonding – Metallic Bonds
Lesson 4: Valence Shell Electron Pair Repulsion
Lesson 5: Quantifying Changes in Chemical Reactions –
Mole
3
5
Module
3
3
3
Lesson
Title
Lesson 6: Quantifying Changes in Chemical Reactions –
Empirical Formula
6
7
8
Lesson 7: Quantifying Changes in Chemical Reactions –
Balancing Equations 7:
Lesson 8: Quantifying Changes in Chemical Reactions –
Stoichiometric Calculations
Descriptor
TEKS
File name
C.8C
cm3l6
C.8D
cm3l7
C.8E
cm3l8
Given descriptions, scenarios, or diagrams, students will use the
formula for Boyle’s Law, and given values for pressure and
volume of a gas to calculate the resulting or original pressure or
volume of a gas.
C.9A,
9B
cm4l1
Given descriptions, scenarios, or diagrams, students will use the
formula for Charles’ Law, given values for temperature and
volume of a gas, to calculate the resulting or original
temperature or volume of a gas.
C.9A,
9B
cm4l2
Given descriptions, scenarios, or diagrams, students will use
Avogadro’s constant to calculate the weight in grams of a single
atom or molecule of a substance.
C.9A,
9B
cm4l3
Given descriptions, scenarios, or diagrams, students will use the
formula for the Ideal Gas Law to calculate pressure,
temperature, volume, or moles of a gas.
C.9A,
9B
cm4l4
Given descriptions, scenarios, or diagrams, students will use the
Dalton’s Law of partial pressure to calculate the pressure of an
individual gas or that of a mixture of gases.
C.9A,
9B
cm4l5
Given descriptions, scenarios, or diagrams to illustrate the
behaviors of an ideal gas, students will use the kinetic molecular
theory to explain gas behavior.
C.9C
cm4l6
Given diagrams, illustrations or descriptions, students will
identify the types of energy.
C.11A
cm4l7
Given the descriptions or chemical formulas, students will use
relative masses of elements in substance to calculate and
determine the ratio of atoms of each element in a compound so
as to determine percent composition or empirical formula.
Given descriptions or chemical formulas of the reactants and the
products of chemical reactions, students will apply the law of
conservation of mass and manipulate coefficients to gain equal
numbers of each element on either side of the reaction arrow.
Given descriptions or chemical formulas of reactants and
products of chemical reactions, students will use molar
relationships and dimensional analysis to calculate amounts of
reactants and products, and to determine percent yield.
Module 4: Gasses and Thermochemistry
4
1
4
2
Lesson 1: Ideal Gas Behavior – Boyle’s Law
Lesson 2: Ideal Gas Behavior – Charles’ Law
Lesson 3: Ideal Gas Behavior – Avogadro’s’ Law
4
3
Lesson 4: Ideal Gas Behavior – Ideal Gas Law
4
4
Lesson 5: Ideal Gas Behavior – Dalton’s Law
4
5
Lesson 6: Ideal Gas Behavior – Kinetic Molecular Theory
4
6
4
7
Lesson 7: Energy Forms
Module
Lesson
4
8
4
9
4
10
Title
Lesson 8: Law of Conservation of Energy
Lesson 9: Thermochemical Equations
Lesson 10: Calorimetry
Descriptor
TEKS
File name
Given illustrations, scenarios, descriptions, and/or diagrams,
students will demonstrate understanding of heat transfer.
C.11B
cm4l8
Given descriptions, diagrams, scenarios, or chemical symbols,
students will calculate the energy changes and identify
exothermic and endothermic reactions.
C.11C,
11D
cm4l9
Given scenarios, illustrations or descriptions, the student will
identify the process of calorimetry and calculate the heat of a
chemical process.
C.11.E
cm4l10
Given scenarios, descriptions or illustrations, the student will
determine the properties of water that affect chemical and
biological systems.
C.10A
Cm5l1
Given graphs, scenarios, illustrations or descriptions, the
student will determine how different processes affect solubility
in aqueous solutions.
C.10B,
10F
Cm5l2
C.10C,
10D
Cm53
C.10E
Cm5l4
Given scenarios, graphs, diagrams, or illustrations, the student
will determine the type of solution such as saturated,
supersaturated, or unsaturated.
C.10E
Cm5l5
Given pH litmus test results, descriptions, or examples,
students will distinguish between the Arrhenius definition of
acids and bases from that of Bronsted-Lowry.
C.10E
Cm5l6
Given pH litmus test results, descriptions, or examples,
students will distinguish between the Arrhenius definition of
acids and bases from that of Bronsted-Lowry.
C.10G
Cm5l7
Given descriptions, or examples, students will distinguish
among acid-base reactions, precipitation reactions, and
oxidation-reduction reactions.
C.10H
Cm5l8
Module 5: Solutions
Lesson 1: Water
5
1
Lesson 2: Solubility
5
2
Lesson 3: Solubility - Molarity
5
3
Lesson 4: Types of Solutions
5
4
5
5
5
6
5
7
5
8
Lesson 5: Types of Solutions
Lesson 6: pH
Lesson 6: pH
Lesson 7: Reaction Types
Given the Periodic Table and chemical formulas, the student
will determine the concentration of solutions and dilutions in
terms of molarity.
Given scenarios, graphs, diagrams, or illustrations, the student
will determine the type of solution such as electrolytic, or nonelectrolytic.
Module
Lesson
5
9
5
10
Title
Lesson 9: pH
.
Lesson 10: pH - Strong and Weak Acids
Descriptor
TEKS
File name
Given pH scales, litmus test results, descriptions, or examples,
students will distinguish acids from bases
C.10I
Cm5l9
Given pH scales, descriptions, or examples, students will
distinguish between strong or weak acids and bases using
degrees of dissociation.
C.10J
Cm5l10