Curriculum and Instruction – Office of Science - Chemistry
Second 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,



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
Second 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
Second 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
Second Nine Weeks
Course Level Expectations
(CLE)
CLE 3221.1.2 Analyze the
organization of the modern
periodic table
Embedded Standards
Outcomes
Resources
Unit 2.1: The Periodic Table and Periodic Law - 2.5 Weeks
Trace the historical dev elopement Identify the contributions of
GCMC Ch. 6 The Periodic Table
of a scientific principle or theory.
major atomic theorists: Bohr,
and Periodic Law 6.1, 6.2, 6.3
Chadwick, Dalton, Planck,
Compare experimental evidence
Rutherford, and Thomson
The Periodic Table
and conclusions with those drawn
6.1 Development of the Modern
by others.
Use the periodic table to identify Periodic Table
an element as a metal,
6.2 Classification of Elements
Communicate and defend scientific nonmetal, or metalloid
6.3 Periodic Trends
findings.
Apply the periodic table to
How can you recognize trends? -determine the number of protons Launch Lab. P. 173
and electrons in a neutral atom
Problem Solving Lab – p. 179
Determine the number of
protons and neutrons for a
Chemistry Project – p. 188
particular isotope of an atom
Practice Problems p. 189
Sequence selected atoms from
Math in Chemistry – p. 191
the main-group elements based Mini Lab – Organize Elements –
on their atomic or ionic radii.
p. 193
Sequence selected atoms from
the main group elements based
upon first ionization energy,
electron affinity, or
electronegativity.
Holt Ch. 5 The Periodic Law
5.1 – History of the Periodic Table
5.2 – Electron Configuration and
the periodic table
5.3 – Electron Configuration and
Periodic Properties
Quick Lab – Designing Your Own
Periodic Table – p.137
Practice Problems p. 143
CLIP Connections
CLIP
Academic Vocabulary
Atomic mass, atomic number,
chemical change, chemical
properties, chemical symbol,
conductivity, ductility, electron
affinity, electron negativity,
element, ionization energy,
malleability, metal, metalloid, nonmetal, periodic table, physical
properties, radius
Describe how the periodic table
predicts the chemical properties of
an element.
Construct a foldable to organize
information about the periodic
table.
Number pieces of paper 1-36 and
place them in a container. Have
each students draw a number.
Each student will research and
write a descriptive paragraph
about the element whose atomic
number he or she drew.
Student will read the article
Careers in Chemistry – Materials
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Group Activity p.137
Scientists- p.145 and answer the
questions.
NGSS
1. Asking questions and
defining problems
2. Developing and using
Models
5. Using mathematics and
computational thinking
6. Constructing explanations
and designing solutions
8. Obtaining, evaluating and
communicating information
CCSS
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into a
coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
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.
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Course Level Expectations
(CLE)
CLE 3221.3.1 Investigate
chemical bonding.
CLE 3221.3.3 Explore the
mathematics of chemical
formulas and equations.
Embedded Standards
Outcomes
EOC Prep Guide
Unit 2.2 Ionic Compounds and Metals 3 Weeks
Trace the historical dev elopement Analyze ionic compounds in terms GCMC Ch. 7 Ionic Compounds
of a scientific principle or theory.
of their formation (electron
and Metals,
transfer vs. sharing), names,
7.1 – Ion Formation
Compare experimental evidence
chemical formulas, percent
7.2 – Ionic Bonds and Ionic
and conclusions with those drawn
composition, and molar masses.
Compounds
by others.
7.3 – Names and Formulas for
Determine the type of chemical
Ionic Compounds
Communicate and defend scientific bond that occurs in a chemical
7.4 – Metallic Bonds and the
findings.
compound.
Properties of Metals
Explain the formation of anions
and cations, and predict the
charge of an ion formed by the
main-group elements.
Identify the chemical formulas of
common chemical compounds.
Employ a table of polyvalent
cations and polyatomic ions to
name and describe the chemical
formulas of ionic compounds
What compounds conduct
electricity in solution? –Launch
Lab p.205
Summary of Ion Formation – p.
208
Quick Demo – Conductivity of
Ionic Compounds p. 211
Practice Problems p. 213
Data Analysis Lab – p.216
Practice Problems p. 221
Mini Lab – Observe Properties
p. 227
Core Ideas
CLIP
Academic Vocabulary
Academic Vocabulary
Atomic mass, atomic number,
chemical change, chemical
properties, chemical symbol,
conductivity, ductility, electron
affinity, electron negativity,
element, ionization energy,
malleability, metal, metalloid,
non-metal, periodic table,
physical properties, radius
Construct a foldable to organize
information about ionic
compounds.
NGSS
1. Asking questions and
defining problems
2. Developing and using
Models
5. Using mathematics and
computational thinking
6. Constructing explanations
and designing solutions
8. Obtaining, evaluating and
communicating information
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Holt Ch. 6 Chemical Bonding,
6.1- Introduction to Chemical
Bonding
6.3 – Ionic Bonding and Ionic
Compounds
6.4 – Metallic Bonding
6.5 – Molecular Geometry
Practice Problem A- p. 177
Practice Problem B – p. 184
Practice Problem C – p. 185
Gizmos: Ionic Bonding
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Course Level Expectations
(CLE)
Embedded Standards
Outcomes
Resources
Core Ideas
Unit 2.3 Covalent Bonding - 3 Weeks
CLE 3221.3.1 Investigate
chemical bonding.
CLE 3221.3.3 Explore the
mathematics of chemical
formulas and equations.
.
3221.3.1 Analyze covalent
compounds in terms of their
formation (electron transfer
vs. sharing), names,
chemical formulas, percent
composition, and molar
masses.
GCMC Ch. 8 Covalent Bonding,
8.1 - The Covalent Bond
8.2 – Naming Molecules
8.3 – Molecular Structures
8.4 - Molecular Shapes
8.5 – Electronegativity and
Polarity
3221.1.11 Determine an
atom’s Lewis electron-dot
structure or number of
valence electrons from an
element’s atomic number or
position in the periodic table.
What type of compound is used
to make a super ball? -Launch Lab p. 239
3221.3.2 Differentiate
between ionic and covalent
bond models.
Mini Lab – Comparing Melting
Points p. 242
3221.3.5 Convert percent
composition information into
the empirical or molecular
formula of a compound.
3221.3.6 Apply information
about the molar mass,
number of moles, and molar
volume to number of
particles of substance
Quick Demo – Potential Energy
p. 240
Build a Model – Lewis
Structures p. 243
Practice Problems p. 244, 249,
251
Quick Demo – Octet Models –
p. 253
Practice Problems p. 255, 256,
257, 258, 260, 264
Clip
Academic Vocabulary
Avogrado’s number, coefficient,
covalent bonding, empirical
formula, ionic bonding, molar
mass, mole, molecular formula,
percent composition, percent
yield, subscript, covalent bonding
Chemistry Journal – Bonding
Limerick p. 240
Chemistry in Medicine –
Research the use of
perfluorooctylbromide. Write a
report on how the compound
works in the body to supply
oxygen to the tissues.
Main Idea – Electronegativity and
Polarity p. 265
Writing in Chemistry p.271
NGSS
1. Asking questions and
defining problems
2. Developing and using
Models
5. Using mathematics and
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Data Analysis Lab – p. 269
Holt Ch. 6 Chemical Bonding,
6.2 – Covalent Bonding and
Molecular Compounds
Gizmos: Covalent Bonding
computational thinking
6. Constructing explanations
and designing solutions
8. Obtaining, evaluating and
communicating information
Students will read the article
Chemistry in Action – Ultrasonic
Toxic-Waste Destroyer p. 180
and write paragraphs on 1. How
does Dr. Hoffmann’s ultrasound
device benefit society? 2. Briefly
explain why the bulk temperature
of water remains low (at room
temperature).
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
TOOLBOX
Unit 2.1
The
Periodic
Table and
Periodic
Law
Plans
and
Backgroun
d for
Teachers
Discovery Education
Elements of Chemistry: The Periodic Table
http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-the-periodic-table.cfm
Periodicity: Periodic Trends of Elements
http://lpsl.coe.uga.edu/mile3/resa/gpsinaction/lessonplans/periodicity.pdf
Periodic Table: Ferocious Elements
https://www.teachingchannel.org/videos/periodic-table
Periodic Trends
http://twt.borderlink.org/24899/1111/1111.html
Periodic Law
http://dwb.unl.edu/Teacher/NSF/C04/C04Links/www.fwkc.com/encyclopedia/low/articles/p/p019000875f.html
Periodic Law
http://encyclopedia2.thefreedictionary.com/periodic+law
The Periodic Law
http://www.elementalmatter.info/periodic-law.htm
The Science Spot -- Chemistry Lesson Plans
http://sciencespot.net/Pages/classchem.html#Anchor-ptable
4 Worksheets in Periodic table
http://newyorkscienceteacher.com/sci/files/topic-media.php?media=Worksheet&subject=chemistry&subtopic=Periodic+Table
Unit 2.1
The
Periodic Table Worksheet
http://home.comcast.net/~cochranjim/PDFS3/PTWS4.pdf
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Periodic
Table and
Periodic
Law
Student
Activities
Unit 2.2
Ionic
Compound
s and
Metals
Plans
and
Backgroun
d for
Teachers
Interactive Chemistry Worksheets for Students
http://www.chemicalformula.org/chemistry-help/interactive-chemical-formula-table
The Science Spot -- Chemistry Lesson Plans
http://sciencespot.net/Pages/classchem.html#Anchor-ptable
Chemistry: The Periodic Table and Periodicity
http://mrsklattscience.weebly.com/uploads/8/7/7/1/8771535/period_table_worksheet.pdf
Lesson Plan: Ionic Bonds vs Covalent Bonds
http://edtech2.boisestate.edu/melissagetz/506/molecules/final_ionic_bonds.pdf
Binary Compounds
http://lindseylester.wordpress.com/science-courses/science-10/unit-a/lesson-5-naming-binary-compounds/
Ionic Bonds
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=514
Ionic Compounds Rolling, Rolling, Rolling
http://alex.state.al.us/lesson_view.php?id=26235
Lesson 7 – Properties of Ionic/Molecular Compounds
http://lindseylester.wordpress.com/science-courses/science-10/unit-a/lesson-7-properties-of-ionicmolecular-compounds/
Writing Formulas for Ionic Compounds
http://www.creative-chemistry.org.uk/gcse/documents/Module8/N-m08-15.pdf
Unit 2.2
Ionic
Compound
s and
Metals
Lesson 7 – Properties of Ionic/Molecular Compounds
http://lindseylester.wordpress.com/science-courses/science-10/unit-a/lesson-7-properties-of-ionicmolecular-compounds/
Ionic Bonds
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=514
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Student
Activities
Naming Ionic Compounds Worksheet
http://misterguch.brinkster.net/PRA005.pdf
Ionic Compounds
http://www.nclark.net/Compounds
Writing Formulas for Ionic Compounds
http://www.creative-chemistry.org.uk/gcse/documents/Module8/N-m08-15.pdf
Ionic Bonds
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=514
Unit 2.3
Covalent
Compound
s
Plans and
Backgroun
d for
Teachers
Naming Covalent Compounds
http://dl.clackamas.edu/ch104/lesson8naming_covalentcompounds.html
Covalent Compounds: Properties, Naming & Formation
http://education-portal.com/academy/lesson/covalent-compounds-properties-naming-formation.html#lesson
Covalent Compounds
http://www.scribd.com/doc/79783991/Lesson-Plan-Covalent-Compounds
Energy Levels, Electrons, and Covalent Bonding
http://www.middleschoolchemistry.com/lessonplans/chapter4/lesson4
Shapes of Covalently Bonded Molecules
http://edtech2.boisestate.edu/melissagetz/506/molecules/lessonplans_covalent.htm
Covalent Bonds: predicting Bond Polarity
http://education-portal.com/academy/lesson/covalent-bonds-predicting-bond-polarity-and-ionic-character.html#transcript
Covalent Bonds
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=512
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Curriculum and Instruction – Office of Science - Chemistry
Second Nine Weeks
Unit 2.3
Covalent
Compound
s Natural
Selection
Student
Activities
Naming Covalent Compounds Worksheet
http://chemistry.sswiki.com/file/view/naming+covalent+compounds.pdf
Chemistry: Naming Covalent Compounds Worksheet
http://www.cowboyscience.com/ho/chm/06_bonding/namingcovlaent_review.pdf
Chemical Formula
http://www.chemicalformula.org/chemistry-help/chemical-formula-worksheets
Chemistry: A Bonding
http://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fmrscrane.wiki.farmington.k12.mi.us%2Ffile%2Fview%2FBonding%2BPacket.doc
Covalent Bonding Worksheet 2
http://www.princeton.k12.oh.us/files/1022/covalent%20bonding%20wkst%202%20-%20double%20%20single%20-%201011.pdf
Covalent Bonding Worksheet 3
http://www.princeton.k12.oh.us/files/1022/covalent%20bonding%20worksheet%201011%20-%20expanded%20octet.pdf
Covalent Bonds
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=512
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