LDHS Curriculum Map 2009-2010
Unit/Chapter ____Atomic Structure and Nuclear Processes________________________
Dates / Time Frame ___3 weeks
Targeted Standards-based
Essential Skills &
Concepts
Throughout the Unit
Learning Goals /
Essential Questions for
Unit/Chapter
Strategies / Best Practices
/ Methods Used to
Explicitly Teach the Skills
& Concepts
Assessments: How do my
students demonstrate their
understanding and how do I
measure their learning?
C2-1 Illustrate electron
configurations
C2-2 Summarize atomic
properties
C2-3 Summarize atomic
trends according to the
periodic table
C2-4 Compare nuclear
reactions to chemical
reactions
C2-5 Compare alpha, beta,
and gamma radiation
C2-6 Explain half-life and
its use in determining age
of materials, and its
significance to nuclear
waste disposal
Describe the relative
mass, charge, and
position of subatomic
particles.
Class discussion with notes Summative Assessment (at Self created Power Point
the end of the unit):
presentations using a laptop
Worksheets
and a LCD projector.
Test
Puzzles
Relate the location of an
element on the periodic
table to its properties.
Science curriculum guide
resources, books,
periodicals, and materials
shared within the
department.
Visuals
Demonstrations
Write and explain
isotopic symbols for
elements.
Resources for
Unit/Chapter
Student reports and
projects on elements
Formative Assessments
(throughout the unit):
Videos and DVDs from the
LDHS media center.
Teacher observations
Compute weighted
averages for elements.
Write nuclear equations
including alpha and beta
decay.
Solve problems
involving half life.
Real world applications
Quizzes
Laboratory activities
Penny Isotopes
Flame Tests
Atomic Models
Half-life
Chain reactions
Properties of families
Textbook: Chemistry,
Matter and Change,
Glencoe
Homework
Laboratory reports
Textbook: Modern
Chemistry, Holt, Rinehart,
and Winston
Textbook: Chemistry,
Prentice Hall
LDHS Curriculum Map 2009-2010
Unit/Chapter _____Chemical Compounds_______________________
Dates / Time Frame _____3 weeks
Targeted Standards-based
Essential Skills &
Concepts
Throughout the Unit
Learning Goals /
Essential Questions for
Unit/Chapter
Strategies / Best Practices
/ Methods Used to
Explicitly Teach the Skills
& Concepts
Assessments: How do my
students demonstrate their
understanding and how do I
measure their learning?
Resources for
Unit/Chapter
C3.1 Predict the type of
bonding and the shape of
simple compounds by
using Lewis dot structures
and oxidation numbers
C3.2 Interpret the names
and formulas for ionic and
covalent compounds
C3.3 Explain how the types
of intermolecular forces
affect the physical
properties of compounds
C3.4 Explain the bonding
characteristics of carbon
that have resulted in the
large variety of organic
structures
C3.5 Illustrate structural
formulas and names of
simple hydrocarbons
Predict if two elements
form ionic or covalent
compounds.
Class discussion with notes Summative Assessment (at Self created Power Point
the end of the unit):
presentations using a laptop
Worksheets
and a LCD projector.
Write formulas for
compounds and name
chemical compounds.
Puzzles
Describe the types of
bonding, show using dot,
or structural formulas,
and relate bonding to the
properties of compounds
Demonstrations
Test
Science curriculum guide
resources, books,
periodicals, and materials
shared within the
department.
Visuals
Student reports and
projects on compounds
Formative Assessments
(throughout the unit):
Real world applications
Teacher observations
Laboratory activities
Molecular Models
Properties of compounds
Quizzes
Homework
Laboratory reports
Videos and DVDs from the
LDHS media center.
Textbook: Chemistry,
Matter and Change,
Glencoe
Textbook: Modern
Chemistry, Holt, Rinehart,
and Winston
Textbook: Chemistry,
Prentice Hall
LDHS Curriculum Map 2009-2010
Unit/Chapter _____Chemical Reactions__________________________
Dates / Time Frame ____4 weeks
Targeted Standards-based
Essential Skills &
Concepts
Throughout the Unit
Learning Goals /
Essential Questions for
Unit/Chapter
Strategies / Best Practices
/ Methods Used to
Explicitly Teach the Skills
& Concepts
C4.1 Analyze and balance
equations for synthesis,
decomposition, single
replacement, and
combustion reactions
C4.2 Predict the products
of acid-base neutralization
and combustion reactions
C4.3 Analyze the energy
changes associated with
chemical reactions
C4.4 Apply the concept of
moles to determine the
number of particles of a
substance in a chemical
reaction, the percent
composition of a
representative compound,
the mass proportions, and
the mole-mass
relationships.
C4.5 Predict the percent
yield, excess, and limiting
regent
C4.6 Explain the role of
activation energy,
temperature, particle size,
stirring, concentration, and
catalysts on reaction rates.
Write balanced chemical
equations.
Class discussion with notes Summative Assessment (at Self created Power Point
and practice
the end of the unit):
presentations using a laptop
and a LCD projector.
Worksheets
Test
Science curriculum guide
Puzzles
resources, books,
periodicals, and materials
Visuals
shared within the
department.
Formative Assessments
Demonstrations
(throughout the unit):
Videos and DVDs from the
Real world applications
LDHS media center.
Teacher observations
Laboratory activities
Textbook: Chemistry,
Quizzes
Conservation of Matter
Matter and Change,
Predicting & Observing
Glencoe
Homework
Reactions
Stoichiometry
Textbook: Modern
Laboratory reports
Limiting Reagents
Chemistry, Holt, Rinehart,
Molecular Models
and Winston
Quantitative Analysis
Catalysts
Textbook: Chemistry,
Heat of Reaction
Prentice Hall
Electrolytic cells
Physical vs. Chemical
changes
Percentage Composition
Describe the energy
changes associated with
chemical reactions.
Explain and solve
problems involving the
mole concept as it relates
to number of particles,
mass, and volume of
gases.
Compute the percentage
composition of a
compound.
Compute the empirical
formula of a compound.
Solve Stoichiometry
problems to find moles,
mass, grams, or gas
volume.
Assessments: How do my
students demonstrate their
understanding and how do I
measure their learning?
Resources for
Unit/Chapter
LDHS Curriculum Map 2009-2010
Unit/Chapter ____Phases of Matter__________________________
Dates / Time Frame ____3 weeks
Targeted Standards-based
Essential Skills &
Concepts
Throughout the Unit
Learning Goals /
Essential Questions for
Unit/Chapter
Strategies / Best Practices
/ Methods Used to
Explicitly Teach the Skills
& Concepts
C5.1 Explain the effects of
the intermolecular forces
on the different phases of
matter.
C5.2 Explain the behaviors
of gas; the relationship
among pressure, volume,
and temperature and the
significance of the Kelvin
scale, using the kinetic
molecular theory as a
model.
C5.3 Apply the gas laws to
problems concerning
changes in pressure,
volume, or temperature
C5.4 Illustrate and interpret
heating and cooling curves
Explain how
intermolecular forces
affect physical properties
of matter.
Class discussion with notes Summative Assessment (at Self created Power Point
the end of the unit):
presentations using a laptop
Worksheets
and a LCD projector.
Puzzles
Use the kinetic molecular
theory to explain the
Visuals
properties and behavior
of solids, liquids, and
Demonstrations
gases.
Real world applications
Solve gas law problems
involving volume,
Laboratory activities
pressure, and
Gas laws
temperature.
Atmospheric pressure
Explain and use the
Kelvin temperature scale.
Assessments: How do my
students demonstrate their
understanding and how do I
measure their learning?
Test
Formative Assessments
(throughout the unit):
Science curriculum guide
resources, books,
periodicals, and materials
shared within the
department.
Videos and DVDs from the
LDHS media center.
Teacher observations
Quizzes
Textbook: Chemistry,
Matter and Change,
Glencoe
Homework
Laboratory reports
Interpret heating and
cooling curves.
Resources for
Unit/Chapter
Textbook: Modern
Chemistry, Holt, Rinehart,
and Winston
Textbook: Chemistry,
Prentice Hall
LDHS Curriculum Map 2009-2010
Unit/Chapter _____Chemical Solutions__________________________
Dates / Time Frame ____3 weeks
Targeted Standards-based
Essential Skills &
Concepts
Throughout the Unit
Learning Goals /
Essential Questions for
Unit/Chapter
Strategies / Best Practices
/ Methods Used to
Explicitly Teach the Skills
& Concepts
C6.1 Summarize the
process by which solutes
dissolve in solvents,
solution equilibrium, and
the effects of varying
pressure and temperature
on solubility.
C6.2 Compare solubility of
various substances in
different solvents.
C6.3 Illustrate the
colligative properties of
solutions
C6.4 Perform calculations
to find the concentration of
solutions in terms of
molarity and percentage by
mass.
C6.5 Summarize the
properties of acids, bases,
and salts.
C6.6 Distinguish between
strong and weak common
acids and bases.
C6.7 Represent common
acids and bases by their
names and formulas.
C6.8 Explain pH
C6.19 Explain solubility
curves
Explain what a solution
is, describe its properties
and describe the factors
which affect the rate at
which it forms.
Class discussion with notes Summative Assessment (at Self created Power Point
the end of the unit):
presentations using a laptop
Worksheets
and a LCD projector.
Distinguish among
saturated, unsaturated,
and supersaturated
solutions.
Visuals
Calculate the molarity
and percentage by mass
of a solution.
Science curriculum guide
resources, books,
periodicals, and materials
shared within the
department.
Demonstrations
Laboratory activities
Freezing point of a
Solution.
Solubility Curves
Paper Chromatography
Formative Assessments
(throughout the unit):
Explain the pH scale
Interpret solubility
graphs
Videos and DVDs from the
LDHS media center.
Teacher observations
Student projects
Textbook: Chemistry,
Matter and Change,
Glencoe
Quizzes
Homework
Describe the properties
of acids, bases, and salts.
Resources for
Unit/Chapter
Test
Puzzles
Real world applications
Describe and explain the
extent of solubility of
various substances.
Assessments: How do my
students demonstrate their
understanding and how do I
measure their learning?
Textbook: Modern
Chemistry, Holt, Rinehart,
and Winston
Laboratory reports
Textbook: Chemistry,
Prentice Hall
LDHS Curriculum Map 2009-2010
Unit/Chapter _____Scientific Inquiry________________________________
Dates / Time Frame ____2 weeks___
Targeted Standards-based
Essential Skills &
Concepts
Throughout the Unit
Learning Goals /
Essential Questions for
Unit/Chapter
Strategies / Best Practices
/ Methods Used to
Explicitly Teach the Skills
& Concepts
Assessments: How do my
students demonstrate their
understanding and how do I
measure their learning?
Resources for
Unit/Chapter
C1.1 Apply rules for
significant digits
C1.2 Use appropriate
laboratory equipment
safely and accurately
C1.3 Use scientific
instruments to record
measurement data in
appropriate metric units
that reflect proper precision
and accuracy
C1.4 Design a scientific
investigation with
appropriate methods to test
a hypothesis
C1.5 Organize and interpret
experimental data using
formulas, scientific
notation, and dimensional
analysis and graphs.
C1.6 Evaluate the results of
a scientific investigation,
including error analysis
C1.7 Evaluate a
technological design or
product
C1.8 Use appropriate safety
procedures
Apply rules for
significant figures and
exponential notation.
Class discussion with notes Summative Assessment (at Self created Power Point
the end of the unit):
presentations using a laptop
Worksheets
and a LCD projector.
Use metric units
appropriately.
Puzzles
Test
Science curriculum guide
resources, books,
periodicals, and materials
shared within the
department.
Visuals
Use conversion factors
(dimensional analysis) to
solve problems.
Demonstrations
Real world applications
State and follow
laboratory safety
procedures.
Identify and use
laboratory equipment
safely and accurately.
Design and perform an
experiment to test a
hypothesis.
Organize and interpret
experimental data.
Compute experimental
error and percentage
error.
Laboratory activities
Measurement
Laboratory Equipment
Density
Mass
Volume
Designing an Experiment
Scientific Method
Formative Assessments
(throughout the unit):
Videos and DVDs from the
LDHS media center.
Teacher observations
Textbook: Chemistry,
Matter and Change,
Glencoe
Student projects
Quizzes
Homework
Laboratory reports
Textbook: Modern
Chemistry, Holt, Rinehart,
and Winston
Textbook: Chemistry,
Prentice Hall