Farmington Public Schools
Curriculum Map
Course: Chemistry Honors
Department: Science
Course Purpose:
Tenth grade Chemistry provides an understanding of the basic interactions between matter
and energy so that we can explain and make sense of phenomena and events in the physical
world.
By examining the structure and the composition of matter and its interaction with energy
especially submicroscopic particle behavior, students will interpret, explain, and make
predictions about key chemical and physical processes, the Laws of Conservation of Matter
and Energy, thermodynamic principles, reaction rates, and chemical equilibria. Students will
actively engage in scientific inquiry and laboratory investigations to promote the ongoing
development of problem solving, reasoning, and communication skills which began in
Physics.
Since Science is a human endeavor in helping us to understand the physical world, this
course also will provide students with a basis for making ethical, societal, and environmental
decisions as part of a global community facing the challenges of the 21st century.
Major Learning Goals and Understandings:
Students in Tenth Grade Chemistry demonstrate an understanding that the behavior of matter
can be interpreted, explained, and predicted by a few fundamental principles. Students will
utilize inquiry to strengthen their knowledge of composition, structure, properties and
changes of matter. This will require student observation, organization, interpretation of
trends, and evaluation of patterns of change relevant to chemical systems.
Units: Matter and Properties
Gas Laws, Moles, and Measurement
Atomic Structure and Periodicity
Bonding, Structure, Intermolecular Forces, and Polymers
Chemical Reactions and Stoichiometry
Solutions
Thermochemistry (Kinetics and Equilibrium)
Acids and Bases
Authors: Gary Crisanti, Elizabeth Hagymasi, and John Norton
Date: 6/08
Unit 1: Matter and Properties
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 What is the importance of viewing the world through the lens of Chemistry?
 How is matter impacted by energy?
 How do we classify the matter around us?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
SCIENTIFIC INQUIRY
1.25 Frame, hypothesize, design,
conduct, analyze, and communicate
and defend the results of a
controlled scientific experiment.
STRUCTURE OF MATTER
3.8 Distinguish between solids,
liquids, and gases in terms of
molecular motion of particles.
3.11 Compare and contrast the
structure of elements, compounds,
and mixtures.
3.12 Distinguish between Physical
and Chemical Changes
The students will know:
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Definition of chemistry and
explain the importance of
studying it
How to describe the three phases
of matter normally found on earth
as solid, liquid and gas in terms
of particle arrangement and
energy
How to separate various types of
matter from each other.
Definition of the law of
conservation of matter and apply
to particle diagrams
The students will be able to:
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Distinguish between physical and
chemical properties of matter, and
physical and chemical changes
Distinguish between the three
phases of matter with respect to
particle arrangement, spacing,
and the impact of changes in
energy
Draw diagrams demonstrating the
similarities and differences
between elements, compounds,
and mixtures
Separate samples of matter into
component parts
Describe ways in which
chemistry impacts our daily
experiences.
Stage II – Common Assessments


Unit I Test: Common questions asking students to model and explain elements, compounds, and mixtures, and
the three phases of matter. (3.8, 3.11)
Lab: Possible for the future Physical and Chemical Properties Lab (1.25, 3.12)
Stage III– Core/Assured Learning Experiences

Lab: Physical and Chemical Properties; Determine if a specific event represents a physical or
chemical characteristic of matter.
Unit 2: Gas Laws, Moles, and Measurement
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 How is matter quantified?
 How does the behavior of gases impact our planet?
 How can the behavior of gases be explained?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
SCIENTIFIC INQUIRY
1.26 Understand that all
measurements are uncertain to
some extent.
1.29 Evaluate a theory by how well
it explains observations and how
effective it is in predicting new
findings.
HUMAN ENDEAVOR
2.22 Analyze how scientific
advances have resulted in new
benefits and new risks
2.23 Understand that scientific
discoveries sometimes present new
and unique problems, which
require society to re-evaluate its
ethical philosophies.
BEHAVIOR OF THE PHYSICAL
WORLD
4.15 Understand that matter
interacts by way of forces,
resulting in the changes of motion
that drive our physical world.
CONSTANCY, PATTERNS AND
CHANGE.
9.19 Interpret trends and evaluate
patterns of change using tables,
graphs, and equations
9.20 Formulate predictions based
upon identified patterns.
RESPONSIBLE INFORMATION
USE
Students will follow acceptable use
guidlines in accessing information
INFORMATION ACCESSING
Students understand principles of
The students will know:
 Kinetic Molecular Theory

Definition of pressure,
temperature, volume,
quantity(moles)

Boyle’s Law, Charles’ Law,
Combined Gas Law, Ideal Gas
Law

Avogadro’s Hypothesis

Deviations of real gas
behavior from ideal gas
behavior

The mole concept.

Molar mass
The students will be able to:
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Unit conversions: pressure,
temperature, volume, quantity

Gas Laws calculations

Perform gas based physical and
chemical changes

Graphing and drawing diagrams

Apply the kinetic molecular
theory to explain relationships
between gas variables

Draw conclusions from laboratory
data, supported by evidence

Sort and categorize facts and
observations in the authentic
assessment

Understand cause and effect as
observed in the authentic
assessment

Make generalizations from ideal
to real gas behavior

Identify fact versus opinion, pro
versus con with respect to
environmental issues related to the
atmosphere

Use dimensional analysis to
convert between moles, particles,
library and information systems
organization to locate resources in
a variety of source formats
appropriate to their information
need.
Students will demonstrate ability to
synthesize information to answer a
question or support a thesis
position.
liters, and grams.
Stage II – Common Assessments
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
Common assessments to be created. (1.26, 1.29, 4.15)
CAPT STS: Brownfields; Students will use the library to research a Brownfield site in the state of Connecticut.
They will then determine an environmental problem related to the site and develop an experiment to investigate
the problem. Rubric to be completed. (2.23, Library and Technology standards)
Stage III– Core/Assured Learning Experiences
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Lab: Density; Requires students to make measurements and determine the density of samples of
matter.
Lab: Molar Mass of Butane; Requires students to make measurements and determine the molar
mass of Butane Gas
Demonstrations: Gas Properties; Various demonstrations that show the gas properties of mass,
volume, pressure, and density
Virtual Chemistry Lab: Gas Laws, Using the PHET website; Students use the site to take
measurements on pressure, temperature, volume, and the number of moles of gas. The
measurements are analyzed and used to demonstrate Boyle’s, Charles’, Gay-Lussac’s, and
Avagadro’s Laws.
CAPT STS: Brownfields; Students will use the library to research a Brownfield site in the state
of Connecticut. They will then determine an environmental problem related to the site and
develop an experiment to investigate the problem.
Unit 3: Atomic Structure and Periodicity
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 How do we know atoms exist if we can’t see them?
 How can we use patterns to make predictions?
Stage I - Standards
Primary EU’s and Content
Standards
 What are the big ideas that frame
the unit?
 What content standards focus the
unit activities and assessments?
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
SCIENTIFIC INQUIRY
The students will know:
1.28 Evaluate and change
hypotheses based upon new or
 Atomic structure:
conflicting evidence.

Subatomic particles:
1.29 Evaluate a theory by how well
mass, charge, and location
it explains observations and how
development of atomic
effective it is in predicting new
theory and atomic model
findings
Atomic # and Mass
HUMAN ENDEAVOR
Isotopes and Ions
2.21 Recognize that progress in all
Average atomic masses
fields of science is built upon
and relative abundances
knowledge and understandings
Valence electrons
attained through the work of
 Periodicity:
previous science.
Organization of elements
STRUCTURE OF MATTER
on the periodic table
3.13 Predict the physical properties
Groups, Periods, Blocks
of elements and compounds based
Trends
upon atomic theory
3.14 Predict the results of
chemical processes based
upon atomic theory.
BEHAVIOR OF THE PHYSICAL
WORLD
4.17 Interpret and make
predictions about the physical
world by recognizing that waves,
sound, and light pervade the
physical world, and by applying
their properties and behaviors.
4.19 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of
elementary particles and nuclei of
atoms.
CONSTANCY, PATTERNS AND
The students will be able to:
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Write electron configurations for
elements
Calculate average atomic mass of
an element
Apply atomic number and mass
number to isotopes
Compare s, p, d, and f orbitals
and sublevels in terms of size,
shape, and energy
Predict physical and chemical
properties of elements
Relate periodic table to atomic
structure
CHANGE.
9.19 Interpret trends and evaluate
patterns of change using tables,
graphs, and equations
9.20 Formulate predictions based
upon identified patterns.
Stage II – Common Assessments

Unit III Test: Common questions asking students to describe the ways that the periodic table is organize and
apply them to atomic structure. (3.13, 3.14)
Stage III– Core/Assured Learning Experiences


Lab: Flame test: Relating the color of the flame produced by an element to electron transitions
in atoms.
Lab: Trends in the Periodic Table; Making measurements of density, Chemical reactivity,
Metallic characteristics, and others, to develop trends of these characteristics in the periodic
table.
Unit 4: Bonding, Structure, Intermolecular Forces, and Polymers
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 How do the structure and composition of matter affect its chemical and physical properties?
 Why do molecules look like they do?
Stage I - Standards
Primary EU’s and Content
Standards
 What are the big ideas that frame
the unit?
 What content standards focus the
unit activities and assessments?
SCIENTIFIC INQUIRY
1.29 Evaluate a theory by how well
it explains observations and how
effective it is in predicting new
findings
HUMAN ENDEAVOR
2.22 Analyze how scientific
advances have resulted in new
benefits and new risks
STRUCTURE OF MATTER
3.14 Predict the results of
chemical processes based
upon atomic theory.
BEHAVIOR OF THE PHYSICAL
WORLD
4.15 Understand that matter
interacts by way of forces,
resulting in the changes of motion
that drive our physical world.
4.19 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of
elementary particles and nuclei of
atoms.
CONSTANCY, PATTERNS AND
CHANGE.
9.20 Formulate predictions based
upon identified patterns.
INFORMATION ACCESSING
Students will demonstrate ability to
analyze quality of information
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
The students will know:
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Bonding (Intramolecular forces):
Ionic bonds
Covalent bonds
Polarity
Rules for naming and
formula writing
Structure
VSEPR theory
Lewis Dot
Octet rule
Intermolecular forces
Impact of Polarity
Like dissolves like
Impact on Properties
Polymers
The students will be able to:
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Analyze and predict the shapes,
bonding, and polarities of
molecules
Analyze the impact of shape,
bonding, and polarities on the
properties of molecules
Distinguish between ionic and
molecular compounds
Write, name, and interpret the
correct chemical formula for a
given ionic or covalent
compound.
Use the octet rule to illustrate and
explain bonding
Use Lewis dots to illustrate ionic
and covalent bonding
Apply concepts of Intermolecular
forces to properties of compounds
Apply concepts of branching and
cross linking to properties of
polymers
based on timeliness, authority,
reliability and relevance.
RESPONSIBLE INFORMATION
Students will acknowledge the
ownership of ideas and
information by complying with
copyright law
Stage II – Common Assessments
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Unit IV Test: Common questions asking students to model and explain the differences in boiling points between
two compounds. Students will also determine type of bond between elements found in different regions of the
periodic table. (4.15, 4.19, 9.20)
Performance Assessment: Farmington River Chemical Spill; Students will draw structures and make
predictions based upon intermolecular attractions, and then perform chemical tests to determine the identity of
three liquids. (9.20)
Polymer STS: Evaluation of various websites related to polymers and plastics. (Library and Technology
Standards) Rubric to be completed
Stage III– Core/Assured Learning Experiences
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Lab: Farmington River Chemical Spill
Lab: Molecular Modeling: Students use model kits to represent molecules of various
compounds. Based upon the structures students are asked about physical characteristics of
these substances.
Polymer STS: Evaluation of various websites related to polymers and plastics
Unit 5: Chemical Reactions and Stoichiometry
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 How does matter behave according to physical laws?
 How can we use patterns to make predictions?
 How do we quantify chemical reactions?
Stage I - Standards
Primary EU’s and Content
Standards
 What are the big ideas that frame
the unit?
 What content standards focus the
unit activities and assessments?
SCIENTIFIC INQUIRY
1.24 Distinguish different reasons
for conducting experiments,
including exploration of new
phenomena, checking previous
results, and testing how well a
theory predicts the behavior of
nature
STRUCTURE OF MATTER
3.15 Analyze chemical reactions
based upon the principle of
conservation of mass and energy.
BEHAVIOR OF THE PHYSICAL
WORLD
4.18 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of electric
charge.
4.19 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of
elementary particles and nuclei of
atoms.
CONSTANCY, PATTERNS AND
CHANGE.
9.14 Use equations to describe
how one quantity changes when
another changes.
9.20 Formulate predictions based
upon identified patterns.
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
The students will know:
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Chemical Reactions
Balancing equations
Law of Conservation of
Matter/energy
Reactants/Products
Coefficient and Symbols
Types of Chemical
Reactions
Stoichiometry
Mole ratio
Limiting reactant
The students will be able to:
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Distinguish between different
types of chemical reactions
Predict products for various
reactions
Apply the law of conservation of
mass to chemical reactions
Calculate the quantities of
reactants and products from a
given quantity of other reactants
and products
Convert between grams, moles,
and liters
Identify the limiting reactant in a
chemical reaction and apply it to
calculate quantities of products
and the excess reactant
Distinguish, interpret, and
calculate the actual yield,
theoretical yield and percent yield
in a given chemical reaction
Stage II – Common Assessments

Unit V Test: (3.15, 9.14, 9.20) Not yet created.
Stage III– Core/Assured Learning Experiences

Lab: Sodium Bicarbonate Decomposition: Students will use stoichiometric principles to predict
product of a decomposition reaction, run reaction, and determine which of the three possible
equations is the correct one.
Unit 6: Solutions
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 How do the structure and composition of matter affect its chemical and physical properties?
 How do scientists generate knowledge?
Stage I – Standards
Primary EU’s and Content
Standards
 What are the big ideas that frame
the unit?
 What content standards focus the
unit activities and assessments?
SCIENTIFIC INQUIRY
1.27 Discuss the validity of
experimental results.
BEHAVIOR OF THE PHYSICAL
WORLD
4.15 Understand that matter
interacts by way of forces,
resulting in the changes of motion
that drive our physical world.
4.18 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of electric
charge.
4.19 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of
elementary particles and nuclei of
atoms.
CONSTANCY, PATTERNS AND
CHANGE.
9.14 Use equations to describe
how one quantity changes when
another changes.
9.20 Formulate predictions based
upon identified patterns.
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
The students will know:
The students will be able to:
 Define a mixture
 Predict as to whether a
solution is Saturated,
 List the different types of
Unsaturated, or Supersaturated
solutions
from solubility curves
 Define solute and solvent

Sketch a particle view of
 Define Saturated, Unsaturated,
Saturated, Unsaturated, and
and Supersaturated solutions
Supersaturated Solutions
 Demonstrate knowledge of
 Use solubility curves to
the Molecular View of the
predict solubility at various
Solution Process
temperatures and varying
 Use previous knowledge of
amounts of solute or solvent
the mole
 Determine solution
 Define Concentration and
concentrations
Concentration Units
 Predict the products of a
 Describe the effect of
precipitation reaction
temperature and pressure on
 Write the chemical formula
solubility
for products of a precipitation
 Describe the products of a
reaction
precipitation reaction
 Determine the freezing point
 Define Freezing Point
and boiling point of a solvent
Depression
that contains a solute
 Define Boiling Point
 Use previous knowledge of
Elevation
the mole
 Perform Qualitative Analysis
 Use knowledge of physical
properties to separate a
mixture
 Frame, hypothesize, design,
conduct, analyze, and
communicate and defend the
results of a controlled
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
scientific experiment.
Discuss the validity of
experimental results.
Use word processing software
to compose, edit, and revise
ideas for clear communication
and purposeful writing in lab
reports.
Identifying appropriate
evidence: Is their evidence of
metal contamination:
Performance Assessment
Making inferences (lab
inquiries): Laboratory
situations: qualitative analysis,
and separation of a mixture,
Solubility data
Interpretation and synthesis:
Making predictions from
solubility curves
Analyzing results from lab
data
Analyze the relationship
between structure and
chemical and physical
properties.
Stage II – Common Assessments
Unit VI Test: (4.15, 4.18, 4.19, 9.20) Not yet created.
Stage III– Core/Assured Learning Experiences
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Lab: Solubility Curves: Students will create a solubility curve from laboratory data
Lab: Determine the Molarity of an Acid or Base Solution from a known concentration of an
Acid or Base Solution.
Unit 7: Thermochemistry (Kinetics and Equilibrium)
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 If energy is conserved is it possible to “run out”?
 How can we have change through constancy?
Stage I - Standards
Primary EU’s and Content
Standards
 What are the big ideas that frame
the unit?
 What content standards focus the
unit activities and assessments?
STRUCTURE OF MATTER
3.16 Predict the rate or extent to
which chemical and physical
processes proceed based upon the
laws of thermodynamics and
probability.
BEHAVIOR OF THE PHYSICAL
WORLD
4.11 Recognize that energy can
change form but cannot be created
nor destroyed
CONSTANCY, PATTERNS AND
CHANGE.
9.14 Use equations to describe
how one quantity changes when
another changes.
9.15 Demonstrate a system in
equilibrium and factors that affect
it.
9.16 Identify some factors that can
disturb equilibrium and
demonstrate their effects
9.18 Demonstrate that predictions
can be made about the overall
result of many random changes in
a system.
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
The students will know:

Law of conservation of energy

Definitions of thermal energy
(heat), temperature, heat
content, specific heat

Energy diagrams, activation
energy, catalysts

Inter-relationships of entropy,
enthalpy and free energy

Definition of calorimetry

Heat of reaction and heat of
solution
The students will be able to:

Design and/or conduct
experiments related to
calorimetry, specific heat and
heats reaction and solution

Construct and analyze energy
diagrams

Perform unit conversions for
temperature and energy
calculations

Observe, and collect
information and data from a
variety of sources
o Demonstrations

Exothermic versus
endothermic reactions
o Lecture and discussion
o Videos
o Laboratory activities
o Texts

o News articles
Analyze, organize and
communicate information and
data from a variety of sources
o Demonstrations
o Lecture and discussion
o Videos
o Laboratory activities
o Texts
o News articles

Apply Law of Conservation of
energy to explain calorimetry
results and energy exchanges

Draw conclusions from
laboratory data

Sort and categorize facts and
observations in the authentic
assessment

Make predictions from energy
calculations and data

Understand cause and effect
related to labs and
demonstrations

Identify fact versus opinion,
pro versus con with respect to
environmental issues
related to energy
Stage II – Common Assessments

Unit VII Test: Common questions asking students to interpret energy diagrams in linking chemical reactions to
energy changes. (4.11, 9.18)
Stage III– Core/Assured Learning Experiences


Enzyme STS: Students interpret laboratory data comparing various enzymes and there role in
producing various quantities of product
Lab: LeChatlier’s Principles: Students evaluate and analyze how stressing a chemical reaction
can produce different results.
Unit 8: Acids and Bases
Grade: 10
Subject: Science
Course: Chemistry
Length of Unit: 4 weeks
Essential Questions
 How are man’s actions affecting the natural balance of acids and bases in the environment?
 How do acids and bases influence peoples’ lives?
 How can we have change through constancy?
Stage I - Standards
Primary EU’s and Content
Standards
 What are the big ideas that frame
the unit?
 What content standards focus the
unit activities and assessments?
SCIENTIFIC INQUIRY
1.25 Frame, hypothesize,
design, conduct, analyze, and
communicate and defend the
results of a controlled
scientific experiment.
1.27 Discusses the validity of
experimental results.
STRUCTURE OF MATTER
3.14 Predict the results of
chemical processes based
upon atomic theory.
3.15 Analyze chemical
reactions based upon the
principle of conservation of
mass and energy.
BEHAVIOR OF THE PHYSICAL
WORLD
4.18 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of
electric charge.
4.19 Interpret and make
predictions about the physical
world by understanding the
properties and behaviors of
elementary particles and nuclei
of atoms.
COMPOSITION AND STRUCTURE
Key Content Knowledge and Concepts/Skills
What is the absolute set of knowledge, concepts and skills that students need
to know and do to be able to understand the big ideas of the unit.?
The students will know:
The students will be able to:
 Define the Arrhenius and the
 Classify acids and bases based
Bronsted-Lowry theories of
on chemical structure.
acids and bases
 Discover if a substance
contains an acid or a base
 Know some of the chemical
and physical properties of
depending upon its properties.
acids and bases
 Using the values of Ka, and Kb
to make strength predictions.
 Demonstrate knowledge of the
equilibria constants Kw ,Ka,
 Write formulas for and name
and Kb.
acids and bases.
 Define and describe pH and
 Investigate the acid-base
pOH
nature of water, Kw
 Explain the process of titration
 Determine acid-base conjugate
 Describe the products of
pairs.
neutralization reactions
 Compare reactions of acids
and bases to previous
 Define a buffers
knowledge.
 Identify acid precipitation and
its cause
 Calculate pH and pOH and
relate the two values
 Describe the relationship
between acids, bases and
 Perform an acid-base titration
biological systems
 Measure pH using various
methods
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Infer from/evaluate ideas-draw
conclusions: Laboratory
situations, Performance
Assessment, and Acid Rain
Study
Identify appropriate evidence:
Is their evidence of Acid
Precipitation: Acid Rain Study
Distinguish between cause and
effect: What effect does acid
OF THE EARTH
5.21 Evaluate how human
activities have impacted the
atmosphere, land and water.
rain have on the local
infrastructure and environment
Constancy, Patterns, and Change
9.15 Demonstrate a system in
equilibrium
9.20 Formulate predictions
based upon identified patterns
Stage II – Common Assessments


Unit VIII Test: (3.15, 4.18, 4.19) Not yet created.
Performance Task: Acid Rain: Students analyze the affects of acid rain on various building materials. (5.21)
Rubric not yet created.
Stage III– Core/Assured Learning Experiences


Lab: Titration: Neutralization Reaction utilizing an indicator and stoichiometric principles to determine
concentration
Performance Task: Acid Rain: Students analyze the affects of acid rain on various building materials