CHEMISTRY (BHS and GA) CURRICULUM MAP
TIMELINE
1.5
weeks
GPS / QCC (Write out)
SKILLS
SCSh1: Students will evaluate What is Chemistry?
the importance of curiosity
honesty, openness, and
skepticism in science.
a.
b.
SCSh2: Students will use
standard safety practices for
all classroom, laboratory and
field investigations.
SCSh3: Students will identify
and investigate problems
scientifically.
SCSh4: Students will use
tools and instruments for
observing, measuring and
manipulating scientific
equipment and materials.
SCSh5: Students will
demonstrate the computation
and estimation skills
necessary to analyze data and
develop reasonable scientific
explanations.
SCSh6: Students will clearly
communicate scientific
investigations and
information.
SCSh7: Students will analyze
how scientific knowledge is
developed.
c.
Why is chemistry such an
important science?
How does chemistry connect to
biology, physical, earth
science, and other critical
sciences?
How do I analyze current
issues in chemistry locally
and globally?
Lab Equipment
a.
b.
How do I correctly use science
apparatus?
How do I apply required safety
practices in laboratory and
field investigations?
Measurement
a.
b.
c.
d.
e.
f.
How do I scientifically
measure and record data?
How is quantitative data used
to validate science
explorations?
How do I analyze the results
of an experiment?
How do I analyze error in
data?
How do I record data that
reflects the precision of the
measuring instrument?
How do I apply problem-solving
skills to unit conversions and
word problems?
Scientific Method
ASSESSMENT
Homework:
Worksheets and completion
of unfinished classwork,
Weekly Current Events
(Watkins’ classes)
Reading Assignments:
Out of book and handouts
Group Activities:
a. Move-It!
b. Sig. Figs. Worksheet
w/partners
c. Mentos/Coke partner
project
d. Science Bingo
e. Dartboard activity
over precision and
accuracy
Quiz:
Lab Safety Quiz
Test:
Unit 1 Test
Labs:
a. Mini-lab on density
or Density of
Pennies Lab
b. Watermelon Lab
a.
SCSh8: Students will
understand important features
of the process of scientific
inquiry. Students will apply
the following to inquiry
learning practices.
(SCSh9: Students will
enhance reading in all
curriculum areas by a. Reading
in All Curriculum Areas, b.
Discussing books, c. Building
vocabulary knowledge, and d.
Establishing context.)
SC1a. Exhibit the above
3.0-3.5
weeks
traits in their own scientific
activities.
SC1b. Recognize that
different explanations often
can be given for the same
evidence.
SC3: Students will use the
modern atomic theory to
explain the characteristics of
atoms.
SC4a: Use the Periodic Table
to predict periodic trends
including atomic radii, ionic
radii, ionization energy, and
electronegativity of various
elements.
SC4b: Compare and contrast
trends in the chemical and
physical properties of
b.
c.
d.
e.
f.
g.
How do scientists use ethics
and character in science
exploration?
How do I think as a scientist?
How do I apply the scientific
method?
How do I apply the scientific
method to redesign previous
experiments?
How do I summarize and
communicate the results of
science exploration?
How do I design a clear,
coherent laboratory report?
How do I discuss current
issues in science with my
peers?
Parts of the Atom
a. How do I describe the atom and
its behavior in relation to the
modern atomic theory?
b. How do I calculate the atomic
masses of elements?
c. How do I distinguish among the
three primary subatomic
particles?
d. What experiments were conducted
to prove the existence of the
atom and how it is arranged?
Nuclear Reactions and Isotopes
a.
b.
c.
How do I describe the role of
nuclear fusion in the creation
of all elements heavier than
helium?
What are isotopes, and what is
the radioactive decay of
unstable nuclei in atoms?
How are radioactive isotopes
such as C-14 or U-238 used in
dating objects by using their
Homework:
Worksheets, Current Events,
and Reading Assignments
from the textbook
Group Activities:
a. Atomic Models
b. Coloring of the
Periodic Table
c. Group Handouts
Quizzes:
a. Parts of the Atom
Quiz
b. Radioactive
Dating/Halflife/Nuclear
Reactions Quiz
c. Periodic Table Quiz
elements and their placement
on the Periodic Table.
SCSh6: Students will clearly
communicate scientific
investigations and
information.
SC6a: Compare and contrast
atomic/molecular motion in
solids, liquids, gases, and
plasmas.
half-life increments?
Periodic Table: Trends and
Arrangement
a.
b.
c.
SC6c: Analyzing (both
conceptually and
quantitatively) flow of energy
during change of state
(phase).
(SCSh9: Reading in All
Curriculum Areas, b.
Discussing books Students will
enhance reading in all
curriculum areas by a., c.
Building vocabulary knowledge,
and d. Establishing context.)
SC1: Students will analyze
3.5-4.0
weeks
the nature of matter and its
classifications.
stable ionic compounds (binary
and tertiary) based on balance
of charges.
SC1d: Use IUPAC nomenclature
for both chemical names and
formulas: Ionic compounds
(binary and tertiary) and
Labs:
a. Micro-Mixture
Separation Lab
b. Electron
Configuration Lab
c. Flame Test Lab
d. Spectroscopy Lab,
e. Radioactive Decay
of Candium/Chips
Lab
All Properties and Phases of
Matter
a.
b.
c.
How do I analyze the nature of
matter and its
classifications?
How do I identify substances
based on their chemical and
physical properties?
How do I identify elements
front their emission spectra?
Chemical Bonding
a.
b.
SC1c: Predict formulas for
How do I use the Periodic
Table to predict the
properties of elements?
How do I use the electron
configuration to predict the
chemical properties of an
element?
How do I predict the
properties of elements from
their positions on the
Periodic Table?
Test:
Unit 2 Test
c.
d.
How can I distinguish among
the types of chemical bonding?
What happens when an electron
is shared or transferred?
How do the valence electrons
affect the type of bonding an
element can do?
Why is the placement on the
Periodic Table an excellent
indicator of the number of
valence electrons in an atom
and the type of bonding it
will most likely follow?
Homework:
Worksheets, Current Events
and Reading Assignments
Group Activities:
a. Molar calculations
group work
b. Group Handouts
Quizzes:
a. Ions Quiz
b. Naming and Writing
covalent compounds (binary and
tertiary).
SC2c: Apply concepts of the
mole and Avogadro’s number to
conceptualize and calculate
empirical/molecular formulas,
mass, moles and molecules
relationships, and molar
volumes of gases.
e.
Types of Compounds
a.
b.
SCSh6: Students will clearly
communicate scientific
investigations and
information.
(SCSh9: Reading in All
Curriculum Areas, b.
Discussing books Students will
enhance reading in all
curriculum areas by a., c.
Building vocabulary knowledge,
and d. Establishing context.)
c.
4.0-4.5
weeks
the following types of
chemical equations: Synthesis,
Decomposition, Singlereplacement, Doublereplacement and Combustion.
SC2b: Experimentally
determine indicators of a
chemical reaction specifically
precipitation, gas evolution,
How do I draw the Lewis-dot
structure for covalent
compounds?
How do I classify ionic
compounds and covalent
compounds based on their
chemical and physical
properties?
How do I identify the type of
compound something is from its
formulas, names or bonding?
Nomenclature and Formulas
a.
b.
c.
d.
SC2a: Identify and balance
How is the mole used in
writing and understanding
chemical formulas?
b.
c.
Test:
Unit 3 Test
Labs:
a. Building Models of
Ionic Compounds
Lab
b. Modeling Lab for
Covalent
Compounds
How do I write chemical
formulas from their names?
How do I name chemical
formulas?
How do I use the Periodic
Table to predict the types of
compounds an element can make?
How do I distinguish one type
of compound from another to
name it correctly?
Balancing Chemical Equations
and Types of Reactions
a.
Chemical Formulas
Quiz
c. Mole Calculations
Quiz
How do I apply the Law of
Conservation of Matter to
chemical formulas?
How do I write balanced
equations and identify types
of reactions?
How do I recognize that a
chemical reaction has
occurred?
Homework:
Worksheets, Current Events,
and Reading Assignments
Group Activities:
a. Balancing Equations
Activity
b. Mass-Mass and
Limiting Reactants
water production, and changes
in energy to the system.
SC2d: Identify and solve
different types of
stoichiometry problems,
specifically relating mass to
moles and mass to mass.
SC2e: Demonstrate the
conceptual principle of
limiting reactants.
Practice
Stoichiometry and
Thermochemistry
a.
b.
c.
d.
SC2f: Explain the role of
equilibrium in chemical
reactions.
SC5: Students will understand
that the rate at which a
chemical reaction occurs can
be affected by changing
concentration, temperature, or
pressure and the addition of a
catalyst.
Equilibrium
a.
b.
c.
SCSh6: Students will clearly
communicate scientific
investigations and
information.
SC1d: Use IUPAC nomenclature
for both chemical names and
formulas: Acidic compounds
What role does equilibrium
play in chemical reactions?
What is LeChatelier’s
Principle, and how is it used
to describe shifts in systems
at equilibrium?
How do changes in
concentration, temperature,
and pressure affect a chemical
reaction at equilibrium?
Rates of Reactions
a.
(SCSh9: Reading in All
Curriculum Areas, b.
Discussing books Students will
enhance reading in all
curriculum areas by a., c.
Building vocabulary knowledge,
and d. Establishing context.)
How do I quantify chemical
formulas?
How do I apply problem-solving
skills to unit conversions and
word problems?
How do I determine the
limiting reactant?
How do I collect and calculate
the amount of heat given off
or absorbed by chemical
processes?
b.
How do I recognize and use the
factors that affect the rates
of reactions?
How does the addition of a
catalyst or inhibitor affect a
chemical reaction’s rate of
reaction?
Gas Laws
a. How do I compare the states of
matter and describe changes of
Quizzes:
a. Balancing Equations
and Types of
Chemical Reactions
Quiz
b. Mass-Mass and
Limiting Reactant
Quiz
c. Q=mc<>T Quiz
Test:
Unit Four Test
Labs:
a. Types of Reactions
and Balancing
Equations Lab
b. Stoichiometry Lab
c. Thermochemistry
Lab with food
samples
d. Metal/Specific Heat
Calculation Lab
e. Equilibrium Lab
Homework:
Worksheets, Current Events,
4.0-4.5
weeks
(binary and tertiary).
SCSh6: Students will clearly
communicate scientific
investigations and
information.
SC6: Students will understand
what effects the motion of
atoms and molecules in
chemical and physical
processes.
state using the KineticMolecular Theory?
b. How do I measure and calculate
enthalpy changes during changes
of state?
c. How do I use the various laws
of gases to describe gas
behavior?
d. How do I use the Kelvin
temperature scale in gas laws?
Solubility
a.
SC6a: Compare and contrast
atomic/molecular motion in
solids, liquids, gases, and
plasmas.
b.
SC7: Students will
d.
characterize the properties
that describe solutions and
the nature of acids and bases.
SC7a: Explain the process of
dissolving in terms of
solute/solvent interactions:
Observe factors that effect
the rate at which a solute
dissolves in a specific
solvent, express
concentrations as molarities,
prepare and properly label
solutions of specified molar
concentration, and relate
molality to colligative
properties.
SC7b.:
Compare, contrast,
and evaluate the nature of
acids and bases: Arrhenius,
c.
e.
f.
How do I use solution
chemistry to describe aqueous
reactions?
How do I determine the
solubility of a substance?
How do I prepare solutions of
various concentrations?
How do I increase the
solubility of a solute in a
solvent?
How do I predict the effects
of concentration on
colligative properties?
How do I predict solubility of
a solute in a particular
solvent based on the
polarities of each?
Acids & Bases
a.
b.
c.
d.
e.
How do I distinguish between
acids and bases?
What definitions are used to
define acids and bases?
How do I calculate pH and pOH
using the [H3O+], [OH-] and/or
Kw?
What is neutralization in
relation to acids and bases?
How does the amount or percent
and Reading Assignments
Group Activities:
a. Gas Worksheets and
Activities
b. Acid/Base pH and
pOH practice
c. Pointillism
d. Class Discussion
over important topics
Quizzes:
a. Boyle’s Law and
Charles’s Law Quiz
b. Solubility Quiz over
Molarity, molality,
ppm, ppb, % by
mass, % by volume,
and colligative
properties
c. Acid/Base and pH
calculations Quiz
Test:
a. Gas Laws Test
b. Unit Five Test
Labs:
a.
b.
c.
d.
“It’s A Gas” Lab
Solubility Lab
Solutions Lab
Ice Cream Lab
Bronsted-Lowry Acids/Bases,
strong vs. weak acids/bases in
terms of percent dissociation,
Hydronium ion concentration,
pH, and Acid-Base
neutralization.
(SCSh9: Reading in All
Curriculum Areas, b.
Discussing books Students will
enhance reading in all
curriculum areas by a., c.
Building vocabulary knowledge,
and d. Establishing context.)
.5-1.0
weeks
All
Standards!!:)
f.
dissociation determine the
types of acid or base
something is?
Where are acids and bases used
in our everyday world?
Titrations
a.
b.
c.
How do I titrate a solution
using a base or an acid?
What is the purpose of an
indicator?
How is a buret different and
similar to a pipet?
REVIEW all major
concepts from the
semester
SLO Practice
SLO Exam and
Culminating
Assessment