Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
Unit Description and Student Understandings: Chemical reactions will be classified and related to the Law of Conservation of Matter and balancing
chemical equations. The pH of substances will be investigated using a variety of indicators. Chemical concepts will be applied to students’ personal
environments. Students will observe a number of chemical changes and predict the results of planned laboratory activities and investigations. Students will
identify the signs of a chemical reaction, name chemical compounds from the formula, determine the correct formulas for compounds using information on
elements in the periodic table, classify chemical reactions, balance chemical equations, identify endothermic and exothermic reactions, and measure
temperature and pH changes. Students will learn about the process of dissolving and how to quantify concentration of solutions. Properties of acids, bases, and
indicators will be discussed. Students will also learn about the basic structures, nomenclature, and functional groups of organic chemistry.
Guiding Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Can student identify evidence of chemical reactions?
Can student differentiate among types of simple chemical reactions?
Can student explain the purpose for balancing equations?
Can student recognize the relationship between the mass of the products and the mass of the reactants in a chemical reaction?
Can student describe how stated factors affect rate of dissolving?
Can student differentiate among acid, base, and neutral substances?
Can student determine the pH of substances using indicators and classify the substances as acid, base, or neutral?
Can student relate chemistry to everyday life?
Can students model or interpret diagrams of simple organic compounds?
Key Concepts/Big Idea:
 When atoms form compounds, each atom is more stable in the compound than it was by itself
 Atoms form ionic bonds by transferring electrons and form covalent bonds by sharing electrons
 For both ionic and covalent compounds, you can write a name from the chemical formula or a chemical formula from the name
 A balanced chemical equation describes the rearrangement of atoms in a chemical reaction.
 Reactions can be classified based on how atoms are rearranged
 Exergonic reactions release energy release energy and endergonic reactions absorb energy
 Every chemical reaction proceeds at a definite rate, which can be speeded up or slowed down by changing the conditions of the reaction
 A solution forms when a solute or solutes and a solvent or solvents become evenly mixed.
 In a given amount of solvent, concentration is the amount of solute actually dissolved an d solubility is the maximum amount of solute
that can dissolve.
 Dissolved particles can both lower the freezing point and raise the boiling point of a solvent.
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Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
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Polarity determines which solvent will dissolve a substance.
Acids produce hydronium ions (H20+) in water, and bases produce hydroxide ions (0H-) in water.
Strength describes the degree to which an acid or base ionizes or dissociates in water; concentration describe the amount of acid or base
dissolved in a certain volume of water.
An acid and a base react to form a salt and water.
Substituted hydrocarbons contain other elements besides carbon and hydrogen.
Proteins, carbohydrates, lipids, and nucleic acids are large, organic molecules made by plants and animals.\
An alloy is a mixture of elements that has metallic properties.
Ceramics and semiconductors have conductivities that can range from highly insulating to superconductive.
A huge variety of human-made products, from plastics to aircraft components, are made from polymers and composites
Vocabulary List:
Chemical formula, chemical bond, ion, ionic bond, covalent bond, molecule, nonpolar bond, polar bond, polar molecule, nonpolar molecule,
oxidation number, binary compound, polyatomic ion, hydrate, chemical reaction, reactants, products, chemical equation, coefficient, balanced
chemical equation, mole, molar mass, combustion reaction, synthesis reaction, decomposition reaction, single-displacement reaction, doubledisplacement reaction, precipitate, oxidation, reduction, exergonic reaction, exothermic reaction, endergonic reaction, endothermic reaction, reaction
rate, collision model, catalyst, inhibitor, reversible reaction, equilibrium, Le Chatelier’s principle, Solute, solvent, alloy, concentration, solubility,
saturated solution, unsaturated solution, supersaturated solution, electrolyte, nonelectrolyte, ionization, dissociation, acid, hydronium ion, indicator,
hydroxide ion, base, strong acid, weak acid, strong base, weak base, pH, buffer, neutralization, slat, titration, soap, benzene, organic compound,
hydrocarbon, saturated hydrocarbon, unsaturated hydrocarbon, isomer, substituted hydrocarbons, alcohol, ester, amine, aromatic compound,
monomer, polymer, depolymerization, protein, carbohydrate, lipid, nucleic acid, deoxyribonucleic acid (DNA), luster, conductivity, ceramics,
doping, integrated circuit, synthetic, composite
GLEs
CCSS Literacy
Standards
NGSS Practices
SI GLEs:
4 (E)
Conduct an investigation
that includes multiple
trials and record, organize,
and display data
appropriately (SI-H-A2)
Instructional Strategies
(Activity directions are found in the Unit folder in th grade Science
documents on LPSS Blackboard)
Textbook Correlation:
Vocabulary self-awareness(view literacy
strategy descriptions
Units 6
Chapter-21—Solutions—pp. 644--675
Chapter—22—Acids, Bases, and Salts—pp.
Differentiation
(Enrichment/Remediation Strategies)
676—703
learning logs(view literacy strategy
descriptions )
Chapter 23—Organic Compounds--pp. 704--763
2
Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
See detailed units for activities, textbook correlations, GLEs and websites
SI-5 (E)
Activity 1- Evidence of Chemical Reactions
Utilize mathematics,
organizational tools, and
graphing skills to solve
problems (SI-H-A3)
Focus:
Students will understand the difference between the physical and chemical
changes and how physical changes do not change the chemical make-up of a
substance.
Content Literacy Strategies
Word grid
Learning Logs
Content Literacy Strategies
Learning Logs
Activity 2- Classifying Reaction Types
Focus:
Students will understand the process of classifying chemical reactions as
synthesis, neutralization, decomposition, single replacement, or double
replacement.
Directed Reading-Thinking Activity (DR-TA)
Learning Logs
BLM- Types of Chemical Reactions; Chemical
Reaction Types demonstration
BLM-Balancing Chemical Equations
Activity 3- Observing Reaction Types
Focus:
Students will review the criteria for and process of classifying chemical reactions
and observe each type of chemical reaction.
Activity 5- In Balance
Focus: Students will be gain a deeper understanding of chemical reactions
through balancing equations using coefficients.
SI-7 (E)
Choose appropriate models
to explain scientific
knowledge or experimental
results (e.g. objects,
mathematical
relationships,
plans, schemes,
examples, roleplaying,
computer
simulations)(SIH-A4)
Activity 5- In Balance
Focus: Students will gain a deeper understanding of chemical reactions
through balancing equations using coefficients.
If technology is available, an online
tutorial on balancing equations can be
found at
http://science.widener.edu/svb/tutorial/r
xnbalancingcsn7.html
Content Literacy Strategies
3
Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
Learning Logs
BLM-Balancing Chemical Equations
SI-9 (E)
Write and defend a
conclusion based on
logical analysis of
experimental data (SI-HA6)(SI-H-A2)
Activity 1- Evidence of Chemical Reactions
Content Literacy Strategies
Focus:
Word grid
Students will understand the difference between the physical and chemical
changes and how physical changes do not change the chemical make-up of a
substance.
Learning Logs
Activity 4- Law of Conservation of Mass and Energy
Focus:
Content Literacy Strategies
Learning Logs
BLM-Balancing Chemical Equations
In this activity, students discover that the Law of Conservation of Mass can be
used to determine the mass of a reactant or product in a chemical reaction.
Activity 5- In Balance
Focus:
Students will be gain a deeper understanding of chemical reactions through
balancing equations using coefficients.
Activity 6- Reaction Rates
Focus: Students should demonstrate their understanding through
the engagement of a laboratory investigation to determine the effects of
(1) temperature, (2) concentration, and (3) amount of surface area on
reaction rate, while being able to identify the dependent and
independent variables and compare results to discuss the outcome.
SI-14 (I)
Activity 8- Chemistry in the News
Cite examples of scientific
advances and emerging
technologies and how
they affect society (e.g.
MRI, DNA in forensics)(SI-
Focus: Students will demonstrate knowledge of chemistry being
involved in their everyday lives by researching, collecting, and
summarizing articles from magazines, newspapers, or the Internet.
4
Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
H-A5)
SI-10 (C)
Activity 6- Reaction Rates
Given a description of an
experiment, identify
appropriate safety
measures (SI-H-A7)
Focus: Students should demonstrate their understanding through the
engagement of a laboratory investigation to determine the effects of (1)
temperature, (2) concentration, and (3) amount of surface area on reaction
rate, while being able to identify the dependent and independent variables and
compare results to discuss the outcome.
Activity 7- Acid, Base, or Neutral
Focus:
The purpose of this activity is to classify substances as acid, base, or neutral,
based on evidence of pH determined by the use of indicators.
PS GLE: 1 (I)
Measure the physical
properties of different
forms of matter in metric
system units (e.g. length,
mass, volume,
temperature) (PS-H-A1)
Activity 1- Evidence of Chemical Reactions
Focus:
Content Literacy Strategies
Learning Logs
Students will understand the difference between the physical and chemical
changes and how physical changes do not change the chemical make-up of a
substance.
Content Literacy Strategies
Word grid
Learning Logs
Activity 4- Law of Conservation of Mass and Energy
Focus: In this activity, students discover that the Law of Conservation of
Mass can be used to determine the mass of a reactant or product in a chemical
reaction.
PS-21 (I)
Classify changes in matter
Activity 1- Evidence of Chemical Reactions
Content Literacy Strategies
Focus: Students will understand the difference between the physical and
5
Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
as chemical or physical
(PS-H-D1)
chemical changes and how physical changes do not change the chemical makeup of a substance.
Word grid
Learning Logs
Activity 2- Classifying Reaction Types
Focus: Students will understand the process of classifying chemical
reactions as synthesis, neutralization, decomposition, single replacement, or
double replacement.
Activity 3- Observing Reaction Types
Focus: Students will review the criteria for and process of classifying
chemical reactions and observe each type of chemical reaction.
Content Literacy Strategies
Learning Logs
Directed Reading-Thinking Activity (DR-TA)
Content Literacy Strategies
Learning Logs
BLM- Types of Chemical Reactions; Chemical
Reaction Types demonstration
PS-22 (I)
Activity 1- Evidence of Chemical Reactions
Identify evidence of
chemical changes (PS-HD1)
Focus: Students will understand the difference between the physical and
chemical changes and how physical changes do not change the chemical makeup of a substance.
Activity 2- Classifying Reaction Types
Focus: Students will understand the process of classifying chemical
reactions as synthesis, neutralization, decomposition, single replacement, or
double replacement.
Activity 3- Observing Reaction Types
Focus: Students will review the criteria for and process of classifying
chemical reactions and observe each type of chemical reaction.
Activity 4- Law of Conservation of Mass and Energy
Focus: In this activity, students discover that the Law of Conservation of
Mass can be used to determine the mass of a reactant or product in a chemical
reaction.
Content Literacy Strategies
Word grid
Learning Logs
Content Literacy Strategies
Learning Logs
Directed Reading-Thinking Activity (DR-TA)
Content Literacy Strategies
Learning Logs
BLM- Types of Chemical Reactions; Chemical
Reaction Types demonstration
Content Literacy Strategies
Learning Logs
6
Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
PS-23 (I) Classify
unknowns as acidic, basic
or neutral using indicators
(PS-H-D2)
Activity 7- Acid, Base, or Neutral
PS-24 (I)
Activity 2- Classifying Reaction Types
Focus: The purpose of this activity is to classify substances as acid, base, or
neutral, based on evidence of pH determined by the use of indicators.
Identify balanced
equations as
neutralization,
combination, and
decomposition reactions
(PS-H-D3)
Focus:
Students will understand the process of classifying chemical reactions as
synthesis, neutralization, decomposition, single replacement, or double
replacement.
Activity 3- Observing Reaction Types
Content Literacy Strategies
Learning Logs
Directed Reading-Thinking Activity (DR-TA)
Learning Logs
BLM- Types of Chemical Reactions; Chemical
Reaction Types demonstration
Content Literacy Strategies
Learning Logs
BLM-Balancing Chemical Equations
Focus: Students will review the criteria for and process of classifying
chemical reactions and observe each type of chemical reaction.
Activity 5- In Balance
Focus: Students will be gain a deeper understanding of chemical reactions
through balancing equations using coefficients.
PS-25 (I)
Activity 6- Reaction Rates
Determine the effect of
various factors on reaction
rate (e.g. temperature,
surface area,
concentration, agitation)
(PS-H-C5)
Focus: Students should demonstrate their understanding through the
engagement of a laboratory investigation to determine the effects of (1)
temperature, (2) concentration, and (3) amount of surface area on reaction
rate, while being able to identify the dependent and independent variables and
compare results to discuss the outcome.
PS-26 (I)
Illustrate the
laws of
concentration
of matter and
energy through
Activity 4- Law of Conservation of Mass and Energy
Content Literacy Strategies
Focus: In this activity, students discover that the Law of Conservation of
Mass can be used to determine the mass of a reactant or product in a chemical
reaction.
Learning Logs
Content Literacy Strategies
7
Physical Science 2013-2014
Lafayette Parish School System
2013---2014 Curriculum Map
Physical Science: Unit 6: Chemical Reactions
Time Frame: 6 weeks—March 24 – May 9, 2014
balancing
simple
chemical
reactions (PSH-D5) (PS-HD3) (PS-H-D7)
Activity 5- In Balance
Focus: Students will gain a deeper understanding of chemical reactions
through balancing equations using coefficients.
PS-28 (I)
Activity 7- Acid, Base, or Neutral
Identify chemical
reactions that commonly
occur in the home and
nature (PS-H-D7)
Focus: The purpose of this activity is to classify substances as acid, base,
or neutral, based on evidence of pH determined by the use of indicators .
Learning Logs
BLM-Balancing Chemical Equations
Activity 8- Chemistry in the News
Focus:
Students will demonstrate knowledge of chemistry being involved in their
everyday lives by researching, collecting, and summarizing articles from
magazines, newspapers, or the Internet.
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Physical Science 2013-2014