Grade: 10th Grade
Course: Pre-AP Chemistry
Discipline: Science
Board Approval Date:
Course Description
Pre-AP Chemistry is a study of the properties of matter and the changes that matter
undergoes. Students will study atomic structure, electron distribution models, the
periodic table, and chemical bonding. This first semester includes a variety of hands-on
laboratory activities and helps prepare students for further science study. The second
semester continues the investigation into properties of matter and the changes that
matter undergoes. Students will study chemical formulas, chemical reactions,
stoichiometry, kinetic molecular theory, physical states of matter, and acid/base
chemistry.
Course Rationale
Students need to become scientifically literate individuals. To do so requires scientific
investigations based on authentic real world issues. Scientific inquiry and investigations
enable a person to further the understanding of technology and science to anticipate
both beneficial and adverse effects in a personal, community and global environment.
Students need to develop a basic understanding of properties and principles of matter
and energy. An understanding of the principles and properties of motion leads to
explanations of the nature of the universe and human’s place within the universe. Study
of the universe helps students to understand the scientific and economic importance
that space exploration contributes to society. Learning more about the universe leads
to a greater understanding of the finite nature of earth and the forces in play on our
planet. Interactions among these processes impact environments and resources
needed to survive.
To recognize the patterns of similarities and differences that permeate the living world,
students need an understanding and appreciation of the diversity of life. The living
world provides opportunities for students to view the complexities of the genetic code to
the interplay of living things within the environment. Finally, knowledge of the living
environment provides students with a better means to analyze their place in the natural
world and their impact on the environment.
Paraphrased from the Missouri Assessment Annotations for the Science Curriculum Frameworks
Unit
Unit 1: Safety and Measurement
Local Objective
The student will utilize safety rules, use metric units of measurement, and show proper reporting
of significant figures in the lab .
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
experimental design
PE
data reliability
PE
metric units and significant figures
CR
proper use of lab equipment
PE
safe lab procedures
SR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. differentiate between the steps of the scientific method, as shown in Glencoe, p. 57.
b. demonstrate safe use of equipment and procedures in the chemistry lab, as required by state
law and shown on pp.844-845 in Glencoe.
c. defend the use of a given metric unit in a particular measurement, as shown on pp. 786-787 in
Glencoe.
d. use significant figures, scientific notation, and metric units in calculations and lab
measurements, using pp. 783-797 in Glencoe.
e. perform and analyze a lab that provides unexpected results, such as the "Magic Fortune Teller
Fish",candle burning observation, heat treatment lab, or other chemistry lab.
Instructional Method
The teacher will utilize the following activities: direct instruction (class discussion), graphic
organizers, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to:
a. differentiate between the steps of the scientific method.
b.utilize the science safety contract and equipment to demonstrate the safe use of equipment and
procedures in the chemistry lab, as required by state law.
c. use Cornell two column notes and direction instruction to present common metric prefixes.
d. utilize lab equipment and cooperative learning to supervise an experiment explaining lab
measurements, scientific notation, and significant figures.
e. supervise a laboratory experiment that provides unexpected results, such as the "Magic
Fortune Teller Fish",candle burning observation, heat treatment lab, or other chemistry lab.
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Page 57
Chemistry: Concepts and Applications (Glencoe, 2009); Pages 783-797 in the Chemistry
Handbook section
Chemistry: Concepts and Applications (Glencoe, 2009); Pages 844-845 in the Safety
Handbook section
Safety Contract to be signed by student and parent
thermometer with celsius readings
beakers in 50 mL, 100 mL, 250 mL, 400 mL, 1000 mL
graduated cylinders in 10 mL and 50 mL
meter sticks
safety goggles
Enrichment Exercise
Chemistry Handbook practice problems, p. 785,794,795,797 in the Glencoe (2009) textbook
Try At Home Lab entitled "Estimating Metric Temperatures", p. 872
Special Needs
The student will use adaptations and modifications according to his/ her IEP, as needed.
English Language Learner
The student will use adaptations and modifications as needed.
GLEs v1.0
GLE Code Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scientific
inquiry
includes the
Science
ability of
understanding students to
is developed formulate a
through the testable
use of science question and
Scope and
process skills, explanation,
Sequence - All
SC/7IN/1/A/09Scientific
Science
scientific
and to select Grade 9-11 Units Formulate
11/a
Inquiry
knowledge, appropriate
testable questions
scientific
investigative
and hypotheses
investigation, methods in
reasoning,
order to
and critical obtain
thinking
evidence
relevant to
the
explanation
Science
Scientific
Scope and
understanding inquiry
Sequence - All
is developed includes the
Units Analyzing
through the ability of
an experiment,
use of science students to
identify the
process skills, formulate a
components (i.e.,
SC/7IN/1/A/09Scientific
Science
scientific
testable
Grade 9-11 independent
11/b
Inquiry
knowledge, question and
variable,
scientific
explanation,
dependent
investigation, and to select
variables, control
reasoning,
appropriate
of constants,
and critical investigative
multiple trials) and
thinking
methods in
explain their
order to
importance to the
obtain
design of a valid
evidence
experiment
relevant to
the
explanation
Scientific
inquiry
includes the
Science
ability of
understanding students to
is developed formulate a
through the testable
use of science question and
Scope and
process skills, explanation,
Sequence - All
SC/7IN/1/A/09Scientific
Science
scientific
and to select Grade 9-11 Units Design and
11/c
Inquiry
knowledge, appropriate
conduct a valid
scientific
investigative
experiment
investigation, methods in
reasoning,
order to
and critical obtain
thinking
evidence
relevant to
the
explanation
Scientific
inquiry
includes the
Scope and
Science
ability of
Sequence - All
understanding students to
Units Recognize it
is developed formulate a
is not always
through the testable
possible, for
use of science question and
practical or ethical
process skills, explanation,
SC/7IN/1/A/09Scientific
reasons, to control
Science
scientific
and to select Grade 9-11
11/d
Inquiry
some conditions
knowledge, appropriate
(e.g., when
scientific
investigative
sampling or
investigation, methods in
testing humans,
reasoning,
order to
when observing
and critical obtain
animal behaviors
thinking
evidence
in nature)
relevant to
the
explanation
SC/7IN/1/A/09ScientificScience
Scientific
Scope and
Science
Grade 9-11
11/f
Inquiry understanding inquiry
Sequence - All
is developed includes the
through the ability of
use of science students to
process skills, formulate a
scientific
testable
knowledge, question and
scientific
explanation,
investigation, and to select
reasoning,
appropriate
and critical investigative
thinking
methods in
order to
obtain
evidence
relevant to
the
explanation
Units
Acknowledge
there is no fixed
procedure called
the scientific
method , but that
some
investigations
involve systematic
observations,
carefully collected
and relevant
evidence, logical
reasoning, and
some imagination
in developing
hypotheses and
other explanations
Scientific
inquiry
includes the
Science
ability of
understanding students to
is developed formulate a
Scope and
through the testable
Sequence - All
use of science question and
Units Evaluate the
process skills, explanation,
SC/7IN/1/A/09Scientific
design of an
Science
scientific
and to select Grade 9-11
11/g
Inquiry
experiment and
knowledge, appropriate
make suggestions
scientific
investigative
for reasonable
investigation, methods in
improvements
reasoning,
order to
and critical obtain
thinking
evidence
relevant to
the
explanation
Science
Scientific
Scope and
understanding inquiry
Sequence - All
is developed relies upon
Units Make
through the gathering
qualitative and
SC/7IN/1/B/09Scientific
Science
use of science evidence
Grade 9-11 quantitative
11/a
Inquiry
process skills, from
observations using
scientific
qualitative
the appropriate
knowledge, and
senses, tools and
scientific
quantitative
equipment to
investigation, observations
reasoning,
and critical
thinking
gather data (e.g.,
microscopes,
thermometers,
analog and digital
meters, computers,
spring scales,
balances, metric
rulers, graduated
cylinders)
Scope and
Science
Sequence - All
understanding
Units Measure
Scientific
is developed
length to the
inquiry
through the
nearest millimeter,
relies upon
use of science
mass to the nearest
gathering
process skills,
gram, volume to
SC/7IN/1/B/09Scientific
evidence
Science
scientific
Grade 9-11 the nearest
11/b
Inquiry
from
knowledge,
milliliter, force
qualitative
scientific
(weight) to the
and
investigation,
nearest Newton,
quantitative
reasoning,
temperature to the
observations
and critical
nearest degree
thinking
Celsius, time to
the nearest second
Science
understanding
Scientific
is developed
inquiry
Scope and
through the
relies upon
Sequence - All
use of science
gathering
Units Determine
process skills,
SC/7IN/1/B/09Scientific
evidence
the appropriate
Science
scientific
Grade 9-11
11/c
Inquiry
from
tools and
knowledge,
qualitative
techniques to
scientific
and
collect, analyze,
investigation,
quantitative
and interpret data
reasoning,
observations
and critical
thinking
Science
Scientific
Scope and
understanding inquiry
Sequence - All
is developed relies upon
Units Judge
through the gathering
SC/7IN/1/B/09Scientific
whether
Science
use of science evidence
Grade 9-11
11/d
Inquiry
measurements and
process skills, from
computation of
scientific
qualitative
quantities are
knowledge, and
reasonable
scientific
quantitative
investigation, observations
reasoning,
and critical
thinking
Science
understanding
Scientific
is developed
inquiry
through the
relies upon
use of science
gathering
process skills,
SC/7IN/1/B/09Scientific
evidence
Science
scientific
Grade 9-11
11/e
Inquiry
from
knowledge,
qualitative
scientific
and
investigation,
quantitative
reasoning,
observations
and critical
thinking
Scope and
Sequence - All
Units Calculate
the range,
average/mean,
percent, and ratios
for sets of data
Scope and
Sequence - All
Science
Units Recognize
understanding
Scientific
observation is
is developed
inquiry
biased by the
through the
relies upon
experiences and
use of science
gathering
knowledge of the
process skills,
SC/7IN/1/B/09Scientific
evidence
observer (e.g.,
Science
scientific
Grade 9-11
11/f
Inquiry
from
strong beliefs
knowledge,
qualitative
about what should
scientific
and
happen in
investigation,
quantitative
particular
reasoning,
observations
circumstances can
and critical
prevent the
thinking
detection of other
results)
Science
understanding
is developed
Scope and
through the
Sequence - All
use of science
Units Use
Evidence is
process skills,
quantitative and
SC/7IN/1/C/09Scientific
used to
Science
scientific
Grade 9-11 qualitative data as
11/a
Inquiry
formulate
knowledge,
support for
explanations
scientific
reasonable
investigation,
explanations
reasoning,
(conclusions)
and critical
thinking
Scope and
Sequence - All
Science
Units Analyze
understanding
experimental data
is developed
to determine
through the
patterns,
use of science
relationship,
Evidence is
process skills,
perspectives, and
SC/7IN/1/C/09Scientific
used to
Science
scientific
Grade 9-11 credibility of
11/b
Inquiry
formulate
knowledge,
explanations (e.g.,
explanations
scientific
predict/extrapolate
investigation,
data, explain the
reasoning,
relationship
and critical
between the
thinking
independent and
dependent
variable)
Science
Scope and
understanding
Sequence - All
is developed
Units Identify the
through the
possible effects of
use of science
errors in
Evidence is
process skills,
observations,
SC/7IN/1/C/09Scientific
used to
Science
scientific
Grade 9-11 measurements,
11/c
Inquiry
formulate
knowledge,
and calculations,
explanations
scientific
on the validity and
investigation,
reliability of data
reasoning,
and resultant
and critical
explanations
thinking
(conclusions)
Objective Notes/Essential Questions
Date
Note/Question
1. Identify the independent variable in the following experiment: Luis
and Emma were trying to find if colored water has a different
temperature than plain water. They made four samples of water different
colors, left them out in the sun, and then measured their temperatures
after 30 min. The independent variable is:
3/11/2009 11:19:34 AM A. the temperature of the water
B. the color of the water
C. the time the water is heated by the sun
D. the thermometers
2. Looking at the graph below, what is a more likely temperature in degrees
Kelvin for the color red with a light intensity of 230? A. 3000
B.
3700 C. 4500 D. 3500
3. If a student subtracts the following temperatures, give the correct
answer with the correct number of significant figures:
4.805 C
1.1 C
A. 3.7 C B. 3.70 C C. 3.705 C D. 4 C
4. The students will fulfill requirements for lab activity in chemistry and
then perform a lab experiment using safe lab procedures and equipment.
Scoring Guide: Each question is worth one point each.
1. B 2. B C. A D. Student must perform a lab exercise using safe
lab procedures and equipment.
Unit
Unit 2: The Science of Matter
Local Objective
The student will describe, differentiate between, and draw conclusions as to the classification of
objects and materials based upon their properties.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Properties and changes of matter
CR
Density
PE
Matter classification
PE
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. describe the classifications of matter in terms of state, physical/ chemical properties and
changes, and density.
b understand the similarities and differences between pure substances, mixtures, homogeneous,
and heterogeneous.
c.utilize lab equipment to determine the densities of objects such as rocks, pennies, corks, etc
using a balance and water displacement, as shown on p. 35 in Glencoe.
d.perform a laboratory experiment to understand mixture separation by physical processes, such
as separating ink through paper chromatography, as shown on p. 22 in Glencoe.
e.use observation techniques to categorize physical properties of a given set of items.
f. perform various chemical laboratory experiments to identify chemical changes, such as the
minilab chemlabs, pages 10, 18, 21, 22 Glencoe textbook.
Instructional Method
The teacher will utilize the following activities: direct instruction (class discussion), graphic
organizers, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to:
a. Utilize direct instruction and cooperative learning groups to describe matter in terms of state,
physical/ chemical properties and changes, and density.
b. Utilize Cornell two column notes and pre-reading strategies to present the similarities and
differences of pure substances, mixtures, homegeneous and heterogeneous.
c. Utilize lab equipment and problem solving skills to demonstrate and supervise an experiment
explaining the concept of density.
d. Utilize lab equipment and problem solving skills to demonstrate and supervise an experiment
detailing separation of mixtures by physical process.
e. Work with cooperative learning groups to model observation techniques to categorize physical
properties.
f. Utilize lab equipment and problem solving skills to demonstrate and supervise minilabs from
the Glencoe textbook, pages 10, 18, 21, 22.
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe,2009); Chapter 1
Lab equipment as listed in the textbook for all lab activities
Enrichment Exercise
Supplemental Practice problems for chapter 1, pp. 807-808 in the Glencoe (2009) textbook
Try At Home Lab entitled "Comparing Water and Alcohol", p. 876
Special Needs
The student will use adaptations and modifications according to his/ her IEP, as needed.
English Language Learner
The student will use adaptations and modifications according to his/ her IEP, as needed.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Changes
in
properties
Properties
and states
and
of matter
SC/1ME/1/A/09Principles
Science
provide
11/a
of Matter
evidence
and
of the
Energy
atomic
theory of
matter
Changes
in
properties
Properties
and states
and
of matter
SC/1ME/1/A/09Principles
Science
provide
11/b
of Matter
evidence
and
of the
Energy
atomic
theory of
matter
Changes
in
properties
Properties
and states
and
of matter
SC/1ME/1/A/09Principles
Science
provide
11/c
of Matter
evidence
and
of the
Energy
atomic
theory of
matter
Concept
Grade
Level/Course
Objects,
and the
materials
they are
made of,
have
Grade 9-11
properties
that can be
used to
describe
and classify
them
GLE
Scope and Sequence
Atomic Theory
and Changes in
Matter Compare the
densities of regular
and irregular objects
using their
respective measures
of volume and mass
Scope and Sequence
Atomic Theory
and Changes in
Objects,
Matter Identify pure
and the
substances by their
materials
physical and
they are
chemical properties
made of,
(i.e., color,
have
Grade 9-11 luster/reflectivity,
properties
hardness,
that can be
conductivity,
used to
density, pH, melting
describe
point, boiling point,
and classify
specific heat,
them
solubility, phase at
room temperature,
chemical reactivity)
Objects,
Scope and Sequence
and the
Atomic Theory
materials
and Changes in
they are
Matter Classify a
made of,
substance as being
have
made up of one kind
Grade 9-11
properties
of atom (element) or
that can be
a compound when
used to
given the molecular
describe
formula or structural
and classify
formula (or electron
them
dot diagram) for the
substance
Changes
in
properties
Properties
and states
and
of matter
SC/1ME/1/G/09Principles
Science
provide
11/a
of Matter
evidence
and
of the
Energy
atomic
theory of
matter
Properties
of objects
and states
of matter
Grade 9-11
can change
chemically
and/or
physically
Scope and Sequence
Atomic Theory
and Changes in
Matter Distinguish
between physical
and chemical
changes in matter
Objective Notes/Essential Questions
Date
Note/Question
1. Which of the following is a chemical change:
A. density B. rusting C. melting D. cutting in half
2. For a lab activity, the students will use a balance, beaker, and graduated
cylinder to find the masses and densities of water and fill it in the data
table below, calculating the average at the end.
Mass (g) Volume Density
1
2
3
4
(ml)
25ml
50ml
75ml
100ml
(g/ml)
Average =
1/22/2009 1:48:24 PM
3. Complete the following concept map (lines must be diagonally drawn
by the administrator to show the connection between the vocabulary
words:
_B.____________
Pure substance
Compound
Matter
_A._________
Homogenous
__C.__________
Scoring: 1. B. (1 pt.) 2. 2 pts: 1 for complete chart, 1 for average density
within .8 - 1.2 g/ml 3. A.mixture, B. element, C. heterogenous (1pt. for
all)
Unit
Unit 3: Atomic Structure
Local Objective
The student will explain phenomena leading to the changes in atomic model as discoveries about
internal structure and characteristics were made over the last 2000 years.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Modeling the Atom
PE
Nuclear Components and Characterisitics
CR
Orbital Components and Characterisitics
CR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. relate historic experiments to the development of the modern model of the atom see Glencoe
text pages 59 - 63 and 228 - 233.
b. relate how the law of conservation of mass, the law of definite proportions and the law of
multiple proportions developed Dalton's work on the atom see Glencoe text pages 50 - 53 and
56.
c. illustrate the modern model of an atom Glencoe text pages 238 - 240.
d. create models of atoms using CPO kit - Atom Building Game.
e. interpret the information available in an element block of the periodic table see Glencoe text
pages 93 - 97.
f. predict how many of each subatomic particle is present within an atom using the periodic table
see Glencoe text pages 256 - 261.
g. calculate atomic number, atomic masses, determine isotope masses of electrically neutral
atoms given information such as the number of protons in an atom using Glencoe text pages 60
and 64 - 66.
h. relate the atomic mass unit standard to the calculation of atomic masses see Glencoe text page
65.
Instructional Method
The teacher will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to assist students in the following:
a. relate historic experiments to the development of the modern model of the atom by
completing a research project and class presentations using resources such as scienctific
journals.
b. relate how the law of conservation of mass, the law of definite proportions and the law of
multiple proportions developed Dalton's work on the atom by simulating some of the
experiments of Lavoisier and Proust (p. 52 - 53 and 54 - 55 Glencoe TE).
c. illustrate the modern model of an atom through direct instruction and guided practice of the
quantum nature of the electron.
d. create models of atoms using CPO kit - Atom Building Game.
e. decipher the periodic table as a nonlinguistic representation of information about the details of
an atom's internal structure available in an element block.
f. assist students in developing and testing hypotheses about how many of each subatomic
particle is present within an atom using the periodic table.
g. calculate atomic number, atomic masses, determine isotope masses of electrically neutral
atoms through guided practice, group work and / or peer evaluation.
h. use Cornell two-column note taking and summarization to relate the atomic mass unit
standard to the calculation of atomic masses and discuss the similarities and differences of
isotopes.
Content Standards
SC 1, SC 7, SC 8
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe,2009); Chapter 2 Section 1 and Chapter
7 Section 1
Lab equipment as listed in the textbook for all lab activities
CPO Atom Building Game
Enrichment Exercise
Students may participate in any of the following activities or labs as an extension to support the
understanding begun in the class lessons:
a) Discovery Demo - Alpha Particles (p. 48 Glencoe TE)
b) Extension - Phlogiston Research and Report (p. 52 Glencoe TE)
c) Extension - Compost Discussion (p. 53 Glencoe TE)
d) Extension - Cavendish vs. Lavoisier Research (p. 56 Glencoe TE)
e) Extension - Mass Spectrometer Poster (p. 64 Glencoe TE)
f) Extension - Meitner & the Atomic Bomb Research (p. 230 Glencoe TE)
Special Needs
Modification and adaptations will be made based on the individual student's IEP
English Language Learner
Modification and adaptations will be made based on the individual student's IEP
GLEs v1.0
GLE Code
Disciplin
Strand
Big Idea
Concept
Grade
GLE
e
Level/Cours
e
Changes in
properties
Properties and states of
and
matter
SC/1ME/1/E/09
Science Principles provide
-11/a
of Matter evidence of
and Energy the atomic
theory of
matter
The atomic
model
describes the
electrically
neutral atom
Changes in
properties
Properties and states of
and
matter
SC/1ME/1/E/09
Science Principles provide
-11/b
of Matter evidence of
and Energy the atomic
theory of
matter
The atomic
model
describes the
electrically
neutral atom
Changes in
properties
Properties and states of
and
matter
SC/1ME/1/E/09
Science Principles provide
-11/c
of Matter evidence of
and Energy the atomic
theory of
matter
The atomic
model
describes the
electrically
neutral atom
Scope and
Sequence
Atomic
Theory and
Changes in
Matter
Describe the
atom as
Grade 9-11
having a
dense,
positive
nucleus
surrounded by
a cloud of
negative
electrons
Scope and
Sequence
Atomic
Theory and
Changes in
Matter
Calculate the
number of
protons,
Grade 9-11 neutrons, and
electrons of an
element (or
isotopes)
given its
atomic mass
(or mass
number) and
atomic
number
Scope and
Sequence
Atomic
Theory and
Grade 9-11 Changes in
Matter
Describe the
information
provided by
the atomic
number and
the mass
number (i.e.,
electrical
charge,
chemical
stability)
Scope and
Sequence
Atomic
Theory and
Changes in
Changes in
Matter
properties
Compare the
Mass is
Properties and states of
mass of the
conserved
and
matter
reactants to
SC/1ME/1/I/09during any
Science Principles provide
Grade 9-11 the mass of
11/a
physical or
of Matter evidence of
the products
chemical
and Energy the atomic
in a chemical
change
theory of
reaction or
matter
physical
change as
support for the
Law of
Conservation
of Mass
Scope and
Scientific
Sequence Science
inquiry
All Units
understandin
includes the
Analyzing an
g is
ability of
experiment,
developed
students to
identify the
through the
formulate a
components
use of
testable
(i.e.,
science
question and
independent
SC/7IN/1/A/09Scientific process
Science
explanation,
Grade 9-11 variable,
11/b
Inquiry
skills,
and to select
dependent
scientific
appropriate
variables,
knowledge,
investigative
control of
scientific
methods in
constants,
investigation,
order to obtain
multiple trials)
reasoning,
evidence
and explain
and critical
relevant to the
their
thinking
explanation
importance to
the design of a
valid
experiment
Scope and
Sequence All Units
Acknowledge
some
Scientific
Science
scientific
inquiry
understandin
explanations
includes the
g is
(e.g.,
ability of
developed
explanations
students to
through the
of
formulate a
use of
astronomical
testable
science
or
question and
SC/7IN/1/A/09Scientific process
meteorologica
Science
explanation,
Grade 9-11
11/e
Inquiry
skills,
l phenomena)
and to select
scientific
cannot be
appropriate
knowledge,
tested using
investigative
scientific
the standard
methods in
investigation,
experimental
order to obtain
reasoning,
scientific
evidence
and critical
method due
relevant to the
thinking
to the limits of
explanation
the laboratory
environment,
resources,
and/or
technologies
Scope and
Science
Sequence understandin
All Units
g is
Communicate
developed
the procedures
through the The nature of
and results of
use of
science relies
investigations
science
upon
and
SC/7IN/1/E/09Scientific process
communicatio
explanations
Science
Grade 9-11
11/a
Inquiry
skills,
n of results
through: -oral
scientific
and
presentations knowledge, justification of
drawings and
scientific
explanations
maps -data
investigation,
tables
reasoning,
(allowing for
and critical
the recording
thinking
and analysis
of data
relevant to the
experiment
such as
independent
and dependent
variables,
multiple trials,
beginning and
ending times
or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line)
-equations and
writings
Scope and
Sequence All Units
Identify and
describe how
explanations
Historical
(hypotheses,
and cultural
laws, theories)
perspectives Scientific
of scientific
of scientific theories are
phenomena
explanations developed
have changed
help to
based on the
Impact of
over time as a
improve
body of
Science,
result of new
understandin knowledge that
SC/8ST/2/B/09Technolog
evidence (e.g.,
Science
g of the
exists at any
Grade 9-11
11/a
y and
model of the
nature of
particular time
Human
solar system,
science and and must be
Activity
basic structure
how science rigorously
of matter,
knowledge questioned and
structure of an
and
tested for
atom, Theory
technology validity
of Plate
evolve over
Tectonics, Big
time
Bang and
nebular theory
of the
Universe,
explanation of
electric
current)
Objective Notes/Essential Questions
Date
Note/Question
1)
What is the fundamental building block of matter?
a) chemicals
electrons
b) atoms
c) molecules
d)
2) Draw and label a model of a carbon atom below:
2/19/2009 9:45:04 AM
3)
Describe a historic experiment that influenced a change in the model of the atom.
________________________________________________________________________
Rubric –
1) 1 point for answer b
2) 1 point for each particle type correctly filled in and labeled
3) 3 points total:
1 point for naming the experimenter or model
1 point for describing the experimental techniques
1 point for discussing the change in atomic models
Unit
Unit 4: Electron Arrangement in Atoms
Local Objective
The student will connect how the arrangement of electrons within an atom is determined by the
electron numbers present & rules of quantum mechanics.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Absorption spectrum
SR
Electromagnetic spectrum
SR
Electron configurations
PE
Emission spectrum
SR
Lewis Dot Diagram of Valence Electrons
PE
Quantum Theory of Electron Cloud Probabilities
CR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. dialogue with class into an investigation of the duality of energy and matter as a non-routine
problem to be solved through the use of relating emission spectra to the electron configurations
of atoms see Glencoe p. 67 - 70.
b. describe how the quantum model of the atom is an integration of Schordinger's wave equation
and Heisenberg's uncertainty principle see Glencoe p. 238 - 240.
c. use quantum numbers to construct a working model of the modern electron cloud by
predicting electron configurations of the elements using the periodic table see Glencoe p 75 - 77.
d. relate the Aufbau Principle, Hund's Rule and the Pauli Exclusion principle to the writing of
electron configurations see Glencoe p. 239 and 242 - 248.
e. classify the elements of the periodic table based on common electron configurations (i.e.
representative elements, transition elements and inner-transition elements) or sublevels (s, p, d &
f orbitals) see Glencoe p. 238 - 240.
f. relate the design of the periodic table to energy levels and sublevels of an atom see Glencoe p.
241.
Instructional Method
The teacher will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to assist students in the following:
a. dialogue with class into an investigation of the duality of energy and matter as a non-routine
problem to be solved through the use of relating emission spectra to the electron configurations
of atoms.
b. describe how the quantum model of the atom is an integration of Schordinger's wave equation
and Heisenberg's uncertainty principle using graphic organizers.
c. use quantum numbers to construct a working model of the modern electron cloud by
predicting electron configurations of the elements using the periodic table through guided
practice, group work and / or peer evaluation.
d. relate the Aufbau Principle, Hund's Rule and the Pauli Exclusion principle to the writing of
electron configurations using guided practice and Cornel two-column notes.
e. classify the elements of the periodic table based on common electron configurations (i.e.
representative elements, transition elements and inner-transition elements) or sublevels (s, p, d &
f orbitals) using problem-based learning.
f. relate the design of the periodic table to energy levels and sublevels of an atom by working
together in small groups to take notes, summarize and list similarities and differences between
atoms.
Content Standards
SC 1, SC 7, SC 8
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry:Concepts and Applications (Glencoe,2009); Chapter 2 Section 2 and Chapter
7 Section 2
Lab equipment as listed in the textbook for all lab activities
CPO Atom Building Game
Correction Exercise
Students may participate in any of the following activities or labs as a remediation to correct the
misconceptions or misunderstandings found during the class lessons:
a) Quick Demo - Where is the Electron (p. 229 Glencoe TE)
b) Use an Analogy & Concept Development - Waves (p. 231 Glencoe TE)
c) Mini Lab 7.1 - Flame Tests (p. 232 Glencoe TE)
d) Demonstration - Uncertainty Principle (p. 238 - 239 Glencoe TE)
Enrichment Exercise
Students may participate in any of the following activities or labs as an extension to support the
understanding begun in the class lessons:
a) Mini Lab 2.2 - Line Emission Spectra (p. 75 Glencoe TE)
b) Discovery Demo - A Visual Periodic Table (p. 226 Glencoe TE)
c) Mini Lab 7.2 - Model Electrons in Atoms (p. 244 Glencoe TE)
d) Chemistry Journal - Electron Story (p. 245 Glencoe TE)
e) Demonstration - Electrons and Reactivity (p. 246 - 247 Glencoe TE)
Special Needs
Modification and adaptations will be made based on the individual student's IEP
English Language Learner
Modification and adaptations will be made based on the individual student's IEP
GLEs v1.0
GLE Code
Disciplin
e
Strand
Big Idea
Concept
Grade
Level/Cours
e
Scope and
Sequence
Atomic Theory
and Changes in
Matter
Describe how
the valence
electron
configuration
determines
how atoms
interact and
may bond
Scope and
Sequence
Grade 9-11
Energy Forms
and Transfer
Chemical
Changes in bonding is the
properties
combining of
Properties and states of different pure
and
matter
substances
SC/1ME/1/H/09
Science Principles provide
(elements,
Grade 9-11
-11/a
of Matter evidence of compounds) to
and Energy the atomic form new
theory of
substances
matter
with different
properties
Properties
SC/1ME/2/A/09
and
Science
-11/c
Principles
of Matter
Energy has a
source, can
be
transferred,
Forms of
energy have a
source, a
means of
GLE
and Energy and can be transfer (work
transformed and heat), and
into various a receiver
forms but is
conserved
between and
within
systems
Describe the
relationship
among
wavelength,
energy, and
frequency as
illustrated by
the
electromagneti
c spectrum
Scope and
Sequence - All
Scientific
Units
Science
inquiry
Analyzing an
understandin
includes the
experiment,
g is
ability of
identify the
developed
students to
components
through the
formulate a
(i.e.,
use of
testable
independent
science
question and
variable,
SC/7IN/1/A/09Scientific process
Science
explanation,
Grade 9-11 dependent
11/b
Inquiry
skills,
and to select
variables,
scientific
appropriate
control of
knowledge,
investigative
constants,
scientific
methods in
multiple trials)
investigation,
order to obtain
and explain
reasoning,
evidence
their
and critical
relevant to the
importance to
thinking
explanation
the design of a
valid
experiment
Science
Scientific
Scope and
understandin inquiry
Sequence - All
g is
includes the
Units
developed ability of
Acknowledge
through the students to
some scientific
use of
formulate a
explanations
science
testable
(e.g.,
SC/7IN/1/A/09Scientific
Science
process
question and Grade 9-11 explanations of
11/e
Inquiry
skills,
explanation,
astronomical
scientific
and to select
or
knowledge, appropriate
meteorological
scientific
investigative
phenomena)
investigation, methods in
cannot be
reasoning, order to obtain
tested using
and critical evidence
the standard
thinking
relevant to the
explanation
experimental
scientific
method due
to the limits of
the laboratory
environment,
resources,
and/or
technologies
Scope and
Sequence - All
Units
Communicate
the procedures
and results of
investigations
and
explanations
through: -oral
Science
presentations understandin
drawings and
g is
maps -data
developed
tables
through the The nature of
(allowing for
use of
science relies
the recording
science
upon
and analysis of
SC/7IN/1/E/09Scientific process
communicatio
Science
Grade 9-11 data relevant to
11/a
Inquiry
skills,
n of results
the experiment
scientific
and
such as
knowledge, justification of
independent
scientific
explanations
and dependent
investigation,
variables,
reasoning,
multiple trials,
and critical
beginning and
thinking
ending times
or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line) equations and
writings
SC/8ST/2/B/09Impact of Historical
Scientific
Scope and
Science
Grade 9-11
11/a
Science, and cultural theories are
Sequence - All
Technolog
y and
Human
Activity
perspectives
of scientific
explanations
help to
improve
understandin
g of the
nature of
science and
how science
knowledge
and
technology
evolve over
time
developed
based on the
body of
knowledge
that exists at
any particular
time and must
be rigorously
questioned and
tested for
validity
Units Identify
and describe
how
explanations
(hypotheses,
laws, theories)
of scientific
phenomena
have changed
over time as a
result of new
evidence (e.g.,
model of the
solar system,
basic structure
of matter,
structure of an
atom, Theory
of Plate
Tectonics, Big
Bang and
nebular theory
of the
Universe,
explanation of
electric
current)
Objective Notes/Essential Questions
Date
Note/Question
1)
What determines the properties of an element?
a) periodic table
2/19/2009
2:09:56 PM
b) valence protons
c) valence electrons
d) atomic number
2) Describe how the electron configurations of a group of elements is related to their position in
the periodic table.
3)
Describe how the emission spectrum of Hydrogen revolutionized the model of the atom.
Emission Spectrum of Hydrogen
________________________________________________________________________
Rubric –
1) 2 points for answer c
2) 3 points total:
1 point for relating position within a sublevel (p-block)
1 point for that position being directly related to the last electrons in the end of their electron
configuration (1s2
2s2
2p6
3s2
3p3).
1 point for describing all member of group a group (15) as being found in the same block of the
periodic table (p) and have the same number of electrons in that orbital of their valence energy
level (3).
3) 3 points total:
answers may include the following or other relevant answers
1 point for describing electrons behavior as particles of matter and
waves of energy
light
1 point for describing emission spectral lines as specific energy levels of
1 point for describing the absorption and release of specific energy levels
by electrons resulting in electrons moving from one energy level to another
Unit
Unit 5: Periodic Table
Local Objective
The student will demonstrate periodic law and how elements are categorized
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Element classification
CR
Periodic table structure
SR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. shade and label a blank copy of the periodic table to show the classification of elements.
b. complete a periodic table scavenger hunt to get them familiar with the organization of the
periodic table and the location of the elements.
c. complete a laboratory exercise to compare samples of materials that represent a variety of
classifications, such as the Everyday Chemistry activity found on p. 108 of the Glencoe
textbook.
Instructional Method
The teacher will utilize the following activities: direct instruction (class discussion), graphic
organizers, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to:
a. supervise the shading and labeling a blank copy of the periodic table to show the classification
of elements.
b. provide questions and a cooperative learning acitivity that will form a periodic table scavenger
hunt to get them familiar with the organization of the periodic table and the location of the
elements.
c. provide samples for and supervise a lab activity such as the Everyday Chemistry activity found
on p. 108 of the Glencoe textbook.
Content Standards
SC 1
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry:Concepts and Applications (Glencoe, 2009); Chapter 3
Lab equipment as listed in the textbook for all lab activities
Enrichment Exercise
Supplemental Practice problems for chapter 3, pp. 809-810 in the Glencoe (2009) textbook
Try At Home Lab entitled "Element Hunt", p. 869
Special Needs
The students will use adaptations and modifications according to his/ her IEP, as needed.
English Language Learner
The students will use adaptations and modifications as needed.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Objects,
and the
Changes in
Scope and Sequence
materials
properties
Atomic Theory
they are
Properties and states
and Changes in
made of,
and
of matter
Matter Compare and
have
SC/1ME/1/A/09Principles provide
contrast the
Science
properties Grade 9-11
11/d
of Matter evidence
common properties
that can be
and
of the
of metals,
used to
Energy atomic
nonmetals,
describe
theory of
metalloids, and
and
matter
noble gases
classify
them
The
Scope and Sequence
periodic
Changes in
Atomic Theory
table
properties
and Changes in
organizes
Properties and states
Matter Explain the
the
and
of matter
structure of the
elements
SC/1ME/1/F/09Principles provide
periodic table in
Science
according Grade 9-11
11/a
of Matter evidence
terms of the
to their
and
of the
elements with
atomic
Energy atomic
common properties
structure
theory of
(groups/families)
and
matter
and repeating
chemical
properties (periods)
reactivity
Properties Changes in The
Scope and Sequence
and
properties periodic
Atomic Theory
SC/1ME/1/F/09Science Principles and states table
Grade 9-11 and Changes in
11/b
of Matter of matter organizes
Matter Classify
and
provide
the
elements as metals,
Energy
evidence
of the
atomic
theory of
matter
elements
according
to their
atomic
structure
and
chemical
reactivity
The
periodic
Changes in
table
properties
organizes
Properties and states
the
and
of matter
elements
SC/1ME/1/F/09Principles provide
Science
according
11/b
of Matter evidence
to their
and
of the
atomic
Energy atomic
structure
theory of
and
matter
chemical
reactivity
The
periodic
Changes in
table
properties
organizes
Properties and states
the
and
of matter
elements
SC/1ME/1/F/09Principles provide
Science
according
11/c
of Matter evidence
to their
and
of the
atomic
Energy atomic
structure
theory of
and
matter
chemical
reactivity
nonmetals,
metalloids, and
noble gases
according to their
location on the
Periodic Table
Scope and Sequence
Atomic Theory
and Changes in
Matter Classify
elements as metals,
Grade 9-11 nonmetals,
metalloids, and
noble gases
according to their
location on the
Periodic Table
Scope and Sequence
Atomic Theory
and Changes in
Matter Predict the
chemical reactivity
Grade 9-11
of elements, and the
type of bonds that
may result between
them, using the
Periodic Table
Objective Notes/Essential Questions
Date
Note/Question
1. For each element, makle a chart to include the following information:
group number and period number, state at room temperature, and
whether it is a metal, nonmetal, or a metalliod/semiconductor:
3/11/2009 12:23:46 PM A. argon B. nickel C. silicon D. mercury
Grading: 1 pt. each: A. group 18, period 3, gas, nonmetal B. group 10,
period 4, solid, metal C. group 14, period 3, solid, metalliod D.
group 12, period 6, liquid, metal
Unit
Unit 6: Chemical Bonding
Local Objective
The student will describe and differentiate between chemical bonding in terms of the behavior of
electrons.
Objective used to evaluate students
Yes
Objective is A+
Yes
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Lewis Structures
PE
ionic vs. covalent com
CR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic organizer, small group
activities (nonlinguistic representation), and Marzano strategies (summarizing/notetaking and
similarities/differences) to do the following:
a. Student will describe how chemical bonds are formed when valence electrons are:
1. transferred from one atom to another (ionic)
2. shared between atoms (covalent)
3. mobile within a metal (metallic)
b. Student will understand how atoms attain a stable valence electron configuration by bonding with
other atoms and why noble gases have stable valence configurations and tend not to bond.
c. Student will understand electron-dot diagrams (Lewis structures) can represent the
valence electron arrangement in elements, compounds, and ions.
d. Student will explain why in a multiple covalent bond, more than one pair of electrons are shared between two
atoms.
Instructional Method
a. Utilizing direct instruction and cooperative learning groups, the teacher will detail the matter
in terms of how electrons are transferred.
b. Utilizing Cornell two column notes and pre-reading strategies, the teacher will present the
similarities and differences of ionic, covalent and metallic bonding.
c. Utilizing lab equipment and problem solving skills, the teacher will demonstrate and supervise
an experiment explaining the lewis structures.
d. Working in cooperative learning groups, the teacher will model observation techniques to
Content Standards
SC 1
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe,2009); Pages 298 - 335
Experiment 8: Building Covalent Molecules Lab
Special Needs
The student will use adaptations and modifications according to his/her IEP, as needed.
English Language Learner
The student will use adaptations and modifications according to his/her IEP, as needed
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
Changes in Chemical
properties bonding is the
Properties
and states combining of
and
of matter different pure
SC/1ME/1/H/09Principles
Science
provide
substances
Grade 9-11
11/a
of Matter
evidence of (elements,
and
the atomic compounds) to
Energy
theory of form new
matter
substances
GLE
Scope and
Sequence
Atomic Theory
and Changes in
Matter Describe
how the valence
electron
configuration
determines how
with different
properties
Chemical
Changes in bonding is the
properties combining of
Properties
and states different pure
and
of matter substances
SC/1ME/1/H/09Principles
Science
provide
(elements,
Grade 9-11
11/c
of Matter
evidence of compounds) to
and
the atomic form new
Energy
theory of substances
matter
with different
properties
Changes in The periodic
properties table
Properties
and states organizes the
and
of matter elements
SC/1ME/1/F/09Principles
Science
provide
according to
11/c
of Matter
evidence of their atomic
and
the atomic structure and
Energy
theory of chemical
matter
reactivity
atoms interact
and may bond
Scope and
Sequence
Atomic Theory
and Changes in
Matter Compare
and contrast the
types of
chemical bonds
(i.e., ionic,
covalent)
Scope and
Sequence
Atomic Theory
and Changes in
Matter Predict
the chemical
Grade 9-11 reactivity of
elements, and
the type of
bonds that may
result between
them, using the
Periodic Table
Objective Notes/Essential Questions
Date
Note/Question
1. Which pair of elements will combine to form an ionic compound?
a. sulfur and oxygen
b. magnesium and chlorine
c. carbon and chlorine
d. phosphorus and nitrogen
2. Which pair of elements will combine to form a covalent compound?
a. litium and iron
1/22/2009 12:36:12 PM
b. fluorine and lithium
c. magnesium and sulfur
d. nitrogen and oxygen
3. Fill in the chart below.
formula
CH4
lewis dot
structure
kind of
molecule(polar/nonpolar)
H2S
4. Give two similarities and or differences between ionic, covalent and
metallic compounds (relating to the charecteristics of these types of
bonds..ie. boiling point, electrical conductivity..etc).
1. Which pair of elements will combine to form an ionic compound?
a. sulfur and oxygen
b. magnesium and chlorine
c. carbon and chlorine
d. phosphorus and nitrogen
2. Which pair of elements will combine to form a covalent compound?
a. lithium and iron
b. fluorine and lithium
c. magnesium and sulfur
3/11/2009 10:03:01 AM d. nitrogen and oxygen
3. Fill in the chart below.
formula
lewis dot
structure
kind of
molecule(polar/nonpolar)
CH4
H2S
4. Give two similarities and or differences between ionic, covalent and
metallic compounds (relating to the charecteristics of these types of
bonds..ie. boiling point, electrical conductivity..etc).
Unit
Unit 7: Chemical Nomenclature
Local Objective
The student will differentiate and explain names and formulas of covalent compounds and ionic compounds.
Objective used to evaluate students
Yes
Objective is A+
Yes
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Naming ionic and covalent compounds
CR
Learning Activity
The student will use direct instruction (class discussion), reading (chapter 1 & 2) strategies such
as a graphic organizer, small group activities (nonlinguistic representation), and Marzano
strategies to do the following:
a. detail the difference in naming ionic compounds vs. naming covalent compounds.
b. present the similarities and differences of naming ionic and naming covalent compounds.
Instructional Method
a. Utilizing direct instruction and cooperative learning groups, the teacher will detail the
difference in naming ionic compounds vs. naming covalent compounds.
b. Utilizing Cornell two column notes and pre-reading strategies, the teacher will present the
similarities and differences of naming ionic and naming covalent compounds.
Content Standards
SC 1
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Pages 150 - 185
Bond with a classmate activity: http://sciencespot.net/Pages/classchem.html#Anchorbond
Special Needs
The student will use adaptations and modifications according to his/her IEP, as needed.
English Language Learner
The student will use adaptations and modifications according to his/her IEP, as needed.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
Chemical
Changes in bonding is the
properties combining of
Properties
and states of different pure
and
matter
substances
SC/1ME/1/H/09Principles
Science
provide
(elements,
Grade 9-11
11/c
of Matter
evidence of compounds) to
and
the atomic form new
Energy
theory of substances with
matter
different
properties
GLE
Scope and
Sequence
Atomic
Theory and
Changes in
Matter
Compare and
contrast the
types of
chemical
bonds (i.e.,
ionic,
covalent)
Objective Notes/Essential Questions
Date
Note/Question
1. Name the following compounds.
1) CuS
_______________________________
2) P2O3
_______________________________
3) N2O
_______________________________
4) Mg(NO3)2
_______________________________
1/22/2009 9:56:56 AM
2. Give the formula for the following compounds.
1) sulfur dioxide
_______________________________
2) ammonium phosphate
_______________________________
3) platinum(IV) cyanide
_______________________________
4) calcium carbide
_______________________________
Unit
Unit 8: Empirical and Molecular Formulas
Local Objective
The student will describe, differentiate, analyze, and evaluate the mole concept, empirical
formulas and molecular formulas, and percent composition.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Ojective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Mole gram conversions
PE
Percent composition
PE
Empirical/ Molecular Formulas
CR
Mole concept
CR
Learning Activity
The student will use direct instruction (class discussion), reading (chapter 1 & 2) strategies such
as a graphic organizer, small group activities (nonlinguistic representation), and Marzano
strategies to do the following:
a. apply the concept of the moleas shown in Glencoe, p. 403-405.
b. explain and perform mole-to gram and gram-to-mole conversions as shown in Glencoe, p.
406-412
c. perform calculations to determine the percent composition of compounds as shown in
Glencoe, p. 421.
d. explain similarities/ differences and create empirical and molecular formulas as shown in
Glencoe, p. 426-428
f. The student will perform various chemical laboratory experiments to identify chemical
changes, such as the minilab chemlabs, pages 402, 403, 406, 408 Glencoe textbook.
Instructional Method
a. Using pre-reading strategies, direct instruction, and technology, the teacher will facilitate the
understanding of the mole concept.
b. Using problem solving skills and calculators, the teacher will demonstrate the proper
procedure for converting moles to grams and grams to moles.
c. Using problem solving skills and calculators, the teacher will demonstrate the proper
procedure for determining percent composition of a compound.
d. Working in cooperative learning groups, the teacher will provide direction to analyze
similarities/ differences of empirical and molecular formulas and also model how to create them.
e. Utilizing lab equipment and problem solving skills, the teacher will demonstrate and supervise
minilabs from the Glencoe textbook, pages 402, 403, 406, and 408.
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Chapter 12
Chemicals/materials as listed in the specific lab protocol
Enrichment Exercise
Try at Home Lab: Measuring Moles of Sugar. Glencoe Textbook p. 873
Try at Home Lab: Counting Nutrients Glencoe Textbook p. 877
Special Needs
The student will use adaptations and modifications according to his IEP, as needed.
English Language Learner
The student will use adaptations and modifications as needed.
GLEs v1.0
GLE Code
Disciplin
Strand
e
Big Idea
Concept
Grade
Level/Cours
e
GLE
Scope and
Sequence
Atomic
Theory and
Changes in
Changes in
Matter
properties
Compare the
Propertie
and states of Mass is
mass of the
s and
matter
conserved
reactants to
SC/1ME/1/I/09
Principles
Science
provide
during any
Grade 9-11 the mass of
-11/a
of Matter
evidence of physical or
the products in
and
the atomic chemical change
a chemical
Energy
theory of
reaction or
matter
physical
change as
support for the
Law of
Conservation
of Mass
Scope and
Sequence
Atomic
Changes in
Theory and
properties
Changes in
Propertie
and states of Mass is
Matter
s and
matter
conserved
Recognize
SC/1ME/1/I/09
Principles
Science
provide
during any
Grade 9-11 whether the
-11/b
of Matter
evidence of physical or
number of
and
the atomic chemical change
atoms of the
Energy
theory of
reactants and
matter
products in a
chemical
equation are
balanced
Science
Scientific
Scope and
understandin inquiry includes
Sequence - All
SC/7IN/1/A/09Scientific g is
the ability of
Units
Science
Grade 9-11
11/a
Inquiry developed
students to
Formulate
through the formulate a
testable
use of science testable question
questions and
process skills, and explanation,
hypotheses
scientific
and to select
knowledge, appropriate
scientific
investigative
investigation, methods in
reasoning,
order to obtain
and critical evidence
thinking
relevant to the
explanation
Science
understandin
g is
Scope and
developed
Sequence - All
Scientific
through the
Units
inquiry relies
use of science
Determine the
upon gathering
SC/7IN/1/B/09Scientific process skills,
appropriate
Science
evidence from
Grade 9-11
11/c
Inquiry scientific
tools and
qualitative and
knowledge,
techniques to
quantitative
scientific
collect,
observations
investigation,
analyze, and
reasoning,
interpret data
and critical
thinking
Science
understandin
g is
Scope and
developed
Sequence - All
through the
Units Use
use of science Evidence is
quantitative
SC/7IN/1/C/09Scientific process skills, used to
and qualitative
Science
Grade 9-11
11/a
Inquiry scientific
formulate
data as
knowledge, explanations
support for
scientific
reasonable
investigation,
explanations
reasoning,
(conclusions)
and critical
thinking
Science
Scope and
understandin
Sequence - All
g is
Units Identify
Evidence is
developed
the possible
SC/7IN/1/C/09Scientific
used to
Science
through the
Grade 9-11 effects of
11/c
Inquiry
formulate
use of science
errors in
explanations
process skills,
observations,
scientific
measurements,
knowledge,
and
scientific
investigation,
reasoning,
and critical
thinking
calculations,
on the validity
and reliability
of data and
resultant
explanations
(conclusions)
Science
understandin
Scientific
g is
inquiry includes
developed
evaluation of
through the
explanations
use of science
(hypotheses,
SC/7IN/1/D/09Scientific process skills,
Science
laws, theories) Grade 9-11
11/b
Inquiry scientific
in light of
knowledge,
scientific
scientific
principles
investigation,
(understandings
reasoning,
)
and critical
thinking
Science
understandin
g is
developed
The nature of
through the
science relies
use of science
upon
SC/7IN/1/E/09Scientific process skills,
Science
communication
11/a
Inquiry scientific
of results and
knowledge,
justification of
scientific
explanations
investigation,
reasoning,
and critical
thinking
Scope and
Sequence - All
Units Evaluate
the
reasonablenes
s of an
explanation
(conclusion)
Scope and
Sequence - All
Units
Communicate
the procedures
and results of
investigations
and
explanations
through: -oral
presentations drawings and
Grade 9-11 maps -data
tables
(allowing for
the recording
and analysis
of data
relevant to the
experiment
such as
independent
and dependent
variables,
multiple trials,
beginning and
ending times
or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line)
-equations and
writings
Objective Notes/Essential Questions
Date
Note/Question
1. The student will demonstrate his knowledge of the mole utilizing the
following performance event. (4 pts)
Procedure
A. Measure the length of a paper clip to the nearest 0.1 cm.
B. Measure the mass of the paper clip to the nearest 0.1 g.
Analysis
A. Calculate: How far would a mole of paper clips, placed end to end
lengthwise, reach into
space?
1/22/2009 12:50:11 PM
B. Determine: What is the mass of a mole of paper clips?
2. Geraniol is the chemical compound that gives roses their scent. It's
chemical formula is
C10H18O. What is the mass percent of carbon in this compound? (2pt)
3. An oxide of nitrogen is 26% by mass. The molar mass of of the oxide
is approximately
105g/ mol. What is the formula of the compound? (2 pt)
Unit
Unit 9: Chemical Reactions
Local Objective
The student will use chemical formulas to write balanced chemical equations and predict their
products. The student will then use the quantitative information inherent in the chemical
formulas and equations to predict the amounts of substances consumed or produced in the
chemical reaction.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Ojective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Reactants/ Products
CR
Reaction Types
CR
Law of Conservation of Mass
CR
Balancing Equations
PE
Learning Activity
The student will use direct instruction (class discussion), reading (chapter 1 & 2) strategies such
as a graphic organizer, small group activities (nonlinguistic representation), and Marzano
strategies (summarizing/notetaking and similarities/differences) to do the following:
a. perform calculations to balance chemical equations as shown in Glencoe, p. 196-199.
b. interpret and apply the Law of Conservation of Mass as shown in Glencoe, p. 40.
c. explain and apply the various types of reactions as shown in Glencoe, p. 200-207.
d. The student will analyze and explain reactants and products as shown in Glencoe, p. 190.
e. perform various chemical laboratory experiments to identify chemical changes, such as the
minilab chemlabs, pages 196, 202, 414, and 418 Glencoe textbook.
Instructional Method
a. Utilizing pre-reading startegies and problem solving skills, the teacher will model the
procedures for balancing chemical equations.
b. Using Cornell two column notes and cooperative learning groups, the teacher will interpret
and explain the Law of Conservation of Mass.
c. Working in a cooperative learning group, the teacher will compare and contrast the various
types of reactions.
d. Using problem solving skills, the teacher will model and explain reactants and products.
e. Utilizing lab equipment and problem solving skills, the teacher will demonstrate and supervise
minilabs from the Glencoe textbook, pages 196, 202, 414, and 418.
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Chapters 6 and 20
Chemicals/materials as listed in the specific lab protocol
Enrichment Exercise
Try at Home Lab: Mixing Ionic and Covalent Liquids Glencoe Textbook p. 869
Try at Home Lab: Preventing a Chemical Reaction. Glencoe Textbook p. 870
Special Needs
The student will use adaptations and modifications according to his IEP, as needed.
English Language Learner
The student will use adaptations and modifications as needed.
GLEs v1.0
Disciplin
GLE Code
Strand
e
Big Idea
Concept
Propertie Changes in Mass is
SC/1ME/1/I/09
Science s and
properties conserved
-11/a
Principle and states of during any
Grade
Level/Cours
e
GLE
Scope and
Grade 9-11 Sequence
Atomic Theory
s of
Matter
and
Energy
matter
physical or
provide
chemical
evidence of change
the atomic
theory of
matter
Changes in
Propertie properties
s and
and states of
Principle matter
SC/1ME/1/I/09
Science s of
provide
-11/b
Matter evidence of
and
the atomic
Energy theory of
matter
Mass is
conserved
during any
physical or
chemical
change
Science
understandin
g is
developed
through the
use of
science
Evidence is
SC/7IN/1/C/09
Scientific process
used to
Science
-11/a
Inquiry skills,
formulate
scientific
explanations
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
Science
understandin Evidence is
SC/7IN/1/C/09
Scientific g is
used to
Science
-11/b
Inquiry developed formulate
through the explanations
use of
and Changes in
Matter Compare
the mass of the
reactants to the
mass of the
products in a
chemical reaction
or physical
change as support
for the Law of
Conservation of
Mass
Scope and
Sequence
Atomic Theory
and Changes in
Matter Recognize
whether the
Grade 9-11
number of atoms
of the reactants
and products in a
chemical
equation are
balanced
Scope and
Sequence - All
Units Use
quantitative and
Grade 9-11 qualitative data
as support for
reasonable
explanations
(conclusions)
Scope and
Sequence - All
Units Analyze
Grade 9-11
experimental data
to determine
patterns,
science
process
skills,
scientific
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
relationship,
perspectives, and
credibility of
explanations
(e.g.,
predict/extrapolat
e data, explain
the relationship
between the
independent and
dependent
variable)
Science
understandin
Scope and
g is
Sequence - All
developed
Units Identify the
through the
possible effects
use of
of errors in
science
Evidence is
observations,
SC/7IN/1/C/09
Scientific process
used to
Science
Grade 9-11 measurements,
-11/c
Inquiry skills,
formulate
and calculations,
scientific
explanations
on the validity
knowledge,
and reliability of
scientific
data and resultant
investigation,
explanations
reasoning,
(conclusions)
and critical
thinking
Science
understandin
g is
Scientific
developed inquiry
through the includes
Scope and
use of
evaluation of
Sequence - All
science
explanations
Units Evaluate
SC/7IN/1/D/09
Scientific process
(hypotheses,
Science
Grade 9-11 the
-11/b
Inquiry skills,
laws, theories)
reasonableness of
scientific
in light of
an explanation
knowledge, scientific
(conclusion)
scientific
principles
investigation, (understandings
reasoning, )
and critical
thinking
SC/7IN/1/E/09
Scientific Science
The nature of
Scope and
Science
Grade 9-11
-11/a
Inquiry understandin science relies
Sequence - All
g is
upon
developed communication
through the of results and
use of
justification of
science
explanations
process
skills,
scientific
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
Units
Communicate the
procedures and
results of
investigations
and explanations
through: -oral
presentations drawings and
maps -data tables
(allowing for the
recording and
analysis of data
relevant to the
experiment such
as independent
and dependent
variables,
multiple trials,
beginning and
ending times or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line) equations and
writings
Objective Notes/Essential Questions
Date
Note/Question
1. Write a balanced chemical equation for the reactions described: (3pts)
A. Na + Cl (g) = NaCl
B. C3H8 + O2= CO2 + H2O + energy
C. Zn + HCl = ZnCl + H2
2. Write a paragraph explaining the Law of Conservation of Mass.
1/22/2009 12:46:15 PMInclude an example in your
response. (2pts)
3. Identify the type of reaction for each example: (5 pts)
A. Two elements combine to form a compund
B. A compound breaks down into two or more simpler substances
C. One element takes the place of another
D. A substance rapidly combines with oxygen to form one or more
oxides.
E. The positive ions of two ionic compounds are interchanged.
4. In paragraph form, explain two chemical reactions that might occur in
your home, identify the
reactants and products of these events. (2 pts)
Unit
Unit 10: Quantitative Aspects of Reactions
Local Objective
The student will perform stoichiometric analysis utlizing moles, molar mass, atoms, limiting and
excess reactants, percent yield, and theoretical vs. actual yield.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Ojective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 or higher on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Calculate amount of reactant/product
PE
Percent yield
PE
Molecular conversions
PE
Learning Activity
The student will use direct instruction (class discussion), reading (chapter 1 & 2) strategies such
as a graphic organizer, small group activities (nonlinguistic representation), and Marzano
strategies (summarizing/notetaking and similarities/differences) to do the following:
a. calculate molecular mass as shown in Glencoe, p. 406-408.
b. convert grams to moles and moles to grams using molar masses as shown in Glencoe, p. 412415.
c. convert the number of molecules to moles and moles to number of molecules using
Avogadro's number as shown in Glencoe, p. 404-405.
d. calculate the empirical and molecular formula of a compound from percentage composition
and molecular weight as shown in Glencoe, p. 426-428.
e. calculate amounts, in grams or moles, of reactants and products for a reaction as shown in
Glencoe, p. 414-415.
f. calculate the percent yield of a reaction as shown in Glencoe, p. 420.
g. perform various chemical laboratory experiments to identify chemical changes, such as the
minilab chemlabs, pages 422 and 426 Glencoe textbook.
Instructional Method
a. Utilizing pre-reading startegies and problem solving skills, the teacher will model the
procedures for calculating molecular mass.
b. Using problem soving skills and procedures, the teacher will interpret and explain the process
of converting grams to moles and moles to grams.
c. Using mathematical skills and Avogadro's number, the teacher will model and explain how to
convert the number of molecules to moles and moles to the number of molecules.
d. The teacher will use Cornell two-column note taking and examples to demonstrate the process
of calculating empirical and molecular formulas given percent composition and molecular
weight.
e. The teacher will use direct instruction and examples to demonstrate the process of calculating
amounts, in grams or moles, of reactants and products for a reaction.
f. Using direct instruction and problem solving skills, the teacher will explain and model the
procedure for calculating the percent yield of a reaction.
g. Utilizing lab equipment and problem solving skills, the teacher will demonstrate and supervise
minilabs from the Glencoe textbook, pages 422 and 426.
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 209); Chapter 20
Chemicals/materials as listed in the specific lab protocol
Enrichment Exercise
Try at Home Lab: Testing the Oxidation Power of Bleach Glencoe Textbook p. 875
Special Needs
The student will use adaptations and modifications according to his IEP, as needed.
English Language Learner
The student will use adaptations and modifications as needed.
GLEs v1.0
GLE Code
Disciplin
Strand
e
Big Idea
Concept
Changes in
Propertie properties
s and
and states of
Principle matter
SC/1ME/1/I/09
Science s of
provide
-11/a
Matter evidence of
and
the atomic
Energy theory of
matter
Mass is
conserved
during any
physical or
chemical
change
Propertie Changes in
SC/1ME/1/I/09
s and
properties
Science
-11/b
Principle and states of
s of
matter
Mass is
conserved
during any
physical or
Grade
Level/Cours
e
GLE
Scope and
Sequence
Atomic Theory
and Changes in
Matter Compare
the mass of the
reactants to the
Grade 9-11 mass of the
products in a
chemical reaction
or physical
change as support
for the Law of
Conservation of
Mass
Scope and
Sequence
Grade 9-11
Atomic Theory
and Changes in
Matter
and
Energy
provide
chemical
evidence of change
the atomic
theory of
matter
Science
understandin
g is
developed
through the
use of
science
Evidence is
SC/7IN/1/C/09
Scientific process
used to
Science
-11/a
Inquiry skills,
formulate
scientific
explanations
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
Science
understandin
g is
developed
through the
use of
science
Evidence is
SC/7IN/1/C/09
Scientific process
used to
Science
-11/b
Inquiry skills,
formulate
scientific
explanations
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
Science
Evidence is
SC/7IN/1/C/09
Scientific understandin used to
Science
-11/b
Inquiry g is
formulate
developed explanations
Matter Recognize
whether the
number of atoms
of the reactants
and products in a
chemical
equation are
balanced
Scope and
Sequence - All
Units Use
quantitative and
Grade 9-11 qualitative data
as support for
reasonable
explanations
(conclusions)
Scope and
Sequence - All
Units Analyze
experimental data
to determine
patterns,
relationship,
perspectives, and
credibility of
Grade 9-11
explanations
(e.g.,
predict/extrapolat
e data, explain
the relationship
between the
independent and
dependent
variable)
Scope and
Sequence - All
Grade 9-11
Units Analyze
experimental data
through the
use of
science
process
skills,
scientific
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
to determine
patterns,
relationship,
perspectives, and
credibility of
explanations
(e.g.,
predict/extrapolat
e data, explain
the relationship
between the
independent and
dependent
variable)
Science
understandin
g is
Scientific
Scope and
developed inquiry
Sequence - All
through the includes
Units Analyze
use of
evaluation of
whether evidence
science
explanations
(data) and
SC/7IN/1/D/09
Scientific process
(hypotheses,
Science
Grade 9-11 scientific
-11/a
Inquiry skills,
laws, theories)
principles support
scientific
in light of
proposed
knowledge, scientific
explanations
scientific
principles
(hypotheses,
investigation, (understandings
laws, theories)
reasoning, )
and critical
thinking
Science
Scope and
understandin
Sequence - All
g is
Units
developed
Communicate the
through the
procedures and
The nature of
use of
results of
science relies
science
investigations
upon
SC/7IN/1/E/09
Scientific process
and explanations
Science
communication Grade 9-11
-11/a
Inquiry skills,
through: -oral
of results and
scientific
presentations justification of
knowledge,
drawings and
explanations
scientific
maps -data tables
investigation,
(allowing for the
reasoning,
recording and
and critical
analysis of data
thinking
relevant to the
experiment such
as independent
and dependent
variables,
multiple trials,
beginning and
ending times or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line) equations and
writings
Objective Notes/Essential Questions
Date
Note/Question
1. What is the molecular mass of ethanol (C2H5OH)? (2 pts)
2. Convert 159.6 grams of Fe2O3 to moles. (2 pts)
3. Convert the answer in #2 to number of molecules. (2 pts)
1/22/2009 11:51:38 AM4. The combustion of propane, C3H8, a fuel used in backyard grills and
camp stoves, produces
carbon dioxide and water vapor. (2 pts)
C3H8(g) + 5O2 = 3CO2 (g) + 4H2O (g)
A. What mass of carbon dioxide forms when 95.6g of propane burns?
Unit
Unit 11 - Gases
Local Objective
The student will explain and analyze the properties and behaviors of gases on a macro and
atomic level.
Objective used to evaluate students
Yes
Objective is A+
Yes
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Pressure affects on gases
PE
Temperature affects on gases
PE
Kinetic Theory of Gases
CR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. understand the relationship between the movement of atoms/molecules of a gas and the
temperature of that gas.
b. predict the effect a temperature change has on the properties of a gas.
c. predict the effect a pressure change has on the properties of a gas.
d. understand the relationship between the volume of a gas and the number of moles of that gas.
Instructional Method
a. Provide a model which illustrates the relationship between the temperature of a gas and the
movement of the atoms/molecules of that gas.
b. Use cooperative learning groups and direct instruction to predict changes in the physical
properties of gases based on changes in the temperature of these gases.
c. Use cooperative learning groups and direct instruction to predict changes in the physical
properties of gases based on changes in the pressure of these gases.
d. Use cooperative learning groups, laboratory activities, and direct instruction to perform
stoichiometric applications using the molar volume of gases.
Content Standards
SC 1
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Chapter 11
Chemicals/materials as listed in the specific lab protocol
Discovery Demo, Pages 368 and 369
Can Crushing Demo, Pages 376 and 377
Boyle's Law lab
Special Needs
The student will use adaptations and modifications according to his IEP, as needed.
English Language Learner
The student will use adaptations and modifications according to his IEP, as needed.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and Sequence
Atomic Theory
and Changes in
Matter Using the
Kinetic Theory
model, explain the
changes that occur
in the distance
between
atoms/molecules
and temperature of a
substance as energy
is absorbed or
released during a
phase change
Properties Changes in Physical
Scope and Sequence
and
properties changes in
Atomic Theory
SC/1ME/1/D/09Science Principles and states the state of Grade 9-11 and Changes in
11/c
of Matter of matter matter that
Matter Predict the
and
provide
result from
effect of pressure
Physical
changes in
Changes in
the state of
properties
matter that
Properties and states
result from
and
of matter
thermal
SC/1ME/1/D/09Principles provide
Science
changes
Grade 9-11
11/a
of Matter evidence
can be
and
of the
explained
Energy atomic
by the
theory of
Kinetic
matter
Theory of
Matter
Energy
evidence
of the
atomic
theory of
matter
thermal
changes
can be
explained
by the
Kinetic
Theory of
Matter
Physical
changes in
Changes in
the state of
properties
matter that
Properties and states
result from
and
of matter
thermal
SC/1ME/1/D/09Principles provide
Science
changes
Grade 9-11
11/b
of Matter evidence
can be
and
of the
explained
Energy atomic
by the
theory of
Kinetic
matter
Theory of
Matter
changes on the
properties (e.g.,
temperature,
density) of a
material (solids,
liquids, gases)
Scope and Sequence
Atomic Theory
and Changes in
Matter Predict the
effect of a
temperature change
on the properties
(e.g., pressure,
density) of a
material (solids,
liquids, gases)
Objective Notes/Essential Questions
Date
Note/Question
When the temperature of a gas is increased, what happens to the
molecules of this gas and identify at least one change in the other
properties of this gas?
The gas molecules start moving faster (1 pt), which causes the
particles to spread out, if the pressure is the same or the pressure to
increase if the volume is fixed (1pt for either).
If the temperature of a gas is doubled, what happens to its pressure if the
volume of the gas remains unchanged?
a) the pressure is doubled
1/22/2009 12:41:28 PM
b) the pressure stays the same
c) the pressure is halved
d) there is insufficient information to determine the resulting pressure.
If the temperature of a gas is unchanged, what happens to the volume of
a gas if the pressure is doubled?
a) the volume is doubled
b) the volume stays the same
c) the volume is halved
d) there is insufficient information to determine the resulting volume.
Unit
Unit 12 Solids, Liquids, and Gases
Local Objective
The student will explain the differences in properties and behaviors of solids, liquids and gases
as well as the effects of temperature and energy changes on these states of matter.
Objective used to evaluate students
Yes
Objective is A+
Yes
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Kinetic energy relating to particles
CR
Effect of pressure change
PE
Effect of temperature change
PE
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. The student will understand the interplay between mass, velocity, energy and temperature
regarding particles and how it applies to solids, liquids, and gases.
b. The student will demonstrate the effects of pressure changes on the properties of solids,
liquids, and gases.
c. The student will demonstrate the effects of temperature changes on the properties of solids,
liquids, and gases.
Instructional Method
a. Utilizing demonstrations, cooperative learning groups and direct instruction the teacher will
provide a model which illustrates the relationship between mass, velocity, energy and
temperature of particles and how it applies to solids, liquids, and gases.
b. Use cooperative learning groups and direct instruction to predict changes in the physical
properties of solids, liquids, and gases based on changes in the temperature of these solids,
liquids, and gases.
c. Use cooperative learning groups and direct instruction to predict changes in the physical
properties of solids, liquids, and gases based on changes in the temperature of these solids,
liquids and gases.
Content Standards
SC 1, SC 2
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Chapter 20
Chemicals/materials as listed in the specific lab protocol
Special Needs
The student will use adaptations and modifications according to his IEP, as needed.
English Language Learner
The student will use adaptations and modifications according to his IEP, as needed.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
Changes in Physical
properties changes in
Properties
and states of the state of
and
matter
matter that
SC/1ME/1/D/09Principles
Science
provide
result from Grade 9-11
11/a
of Matter
evidence of thermal
and
the atomic changes can
Energy
theory of
be
matter
explained
GLE
Scope and
Sequence
Atomic Theory
and Changes in
Matter Using the
Kinetic Theory
model, explain the
changes that occur
in the distance
by the
Kinetic
Theory of
Matter
between
atoms/molecules
and temperature
of a substance as
energy is absorbed
or released during
a phase change
Physical
Scope and
changes in
Sequence
Changes in the state of
Atomic Theory
properties matter that
and Changes in
Properties
and states of result from
Matter Predict the
and
matter
thermal
effect of a
SC/1ME/1/D/09Principles
Science
provide
changes can Grade 9-11 temperature
11/b
of Matter
evidence of be
change on the
and
the atomic explained
properties (e.g.,
Energy
theory of
by the
pressure, density)
matter
Kinetic
of a material
Theory of
(solids, liquids,
Matter
gases)
Physical
Scope and
changes in
Sequence
Changes in the state of
Atomic Theory
properties matter that
Properties
and Changes in
and states of result from
and
Matter Predict the
matter
thermal
SC/1ME/1/D/09Principles
effect of pressure
Science
provide
changes can Grade 9-11
11/c
of Matter
changes on the
evidence of be
and
properties (e.g.,
the atomic explained
Energy
temperature,
theory of
by the
density) of a
matter
Kinetic
material (solids,
Theory of
liquids, gases)
Matter
Energy has a Mechanical
source, can energy
Scope and
be
comes from
Sequence
Properties transferred, the motion
Interactions
and
and can be (kinetic
between Energy,
SC/1ME/2/B/09Principles transformed energy)
Science
Grade 9-11 Force, and Motion
11/a
of Matter into various and/or
Relate kinetic
and
forms but is relative
energy to an
Energy conserved position
object s mass
between and (potential
and its velocity
within
energy) of
systems
an object
Objective Notes/Essential Questions
Date
Note/Question
Copy the graph (not the notes) for Figure 10.23 on page 362. Have
1/22/2009 1:05:25 PMstudents identify where water is a solid, liquid, and gas (1pt) and also
where it is boiling, condensing, evaporating, or melting (2 pt).
In which of the following phase changes is energy released?
a) Solid to gas
1/22/2009 1:07:03 PMb) Solid to liquid
c) Liquid to gas
d) Liquid to solid
Unit
Unit 13 Solutions
Local Objective
The student will compare and explain the different types, properties, and components of
solutions.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
Types of homogenous mixtures
CR
Types of solutions
SR
Characteristics of water
PE
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. The student will complete a variety of lab exercises to experience water's unique
characteristics, including density, bonding, surface tension, and capillary action.
b. The student will use observations and notetaking to explain the differences between saturated,
unsaturated, and supersaturated solutions.
c. The student will be able to recognize the similarities and differences between solutions and
colliods, suspensions, and emulsions through the use of a concept map and samples displayed in
the classroom.
Instructional Method
a. provide a variety of lab exercises to experience water's unique characteristics, including
density, bonding, surface tension, and capillary action.
b. use observations and notetaking to demonstrate the differences between saturated, unsaturated,
and supersaturated solutions.
c. use direct instruction and samples displayed in the classroom be able to demonstrate the
similarities and differences between solutions and colliods, suspensions, and emulsions.
Content Standards
SC 1
Process Standards
1.6, 3.5, 4.1
Resources
Chemistry: Concepts and Applications (Glencoe,2009); Chapter 13
Lab equipment as listed in the textbook for all lab activities
Enrichment Exercise
Supplemental Practice problems for chapter 13, pp. 827-829 in the Glencoe (2009) textbook
Try At Home Lab entitled "Measuring Capillarity", p. 874
Special Needs
The student will use adaptations and modifications according to his/ her IEP, as needed.
English Language Learner
The student will use adaptations and modifications as needed.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Changes
in
properties
Properties
and states
and
of matter
SC/1ME/1/B/09Principles
Science
provide
11/a
of Matter
evidence
and
of the
Energy
atomic
theory of
matter
Changes
in
properties
Properties
and states
and
of matter
SC/1ME/1/B/09Principles
Science
provide
11/c
of Matter
evidence
and
of the
Energy
atomic
theory of
matter
Concept
Grade
Level/Course
GLE
Properties of
mixtures
depend upon
the
concentrations,
properties, and
interactions of
particles
Scope and
Sequence
Atomic Theory
and Changes in
Grade 9-11 Matter Classify
solutions as
dilute,
concentrated, or
saturated
Properties of
mixtures
depend upon
the
concentrations,
properties, and
interactions of
particles
Scope and
Sequence
Atomic Theory
and Changes in
Matter Predict
the effect of the
properties of the
solvent or solute
Grade 9-11 (e.g., polarity,
temperature,
surface
area/particle
size,
concentration,
agitation) on the
solubility of a
substance
Objective Notes/Essential Questions
Date
Note/Question
1. Give directions for making a supersaturated solution of sugar water.
2. Explain at least 4 ways to make a chocolate bar melt in milk to make
2/12/2009 1:07:18 PMcocoa.
3. Explain why soap is used to wash the hands and body.
Scoring: 1. The student should mention that too there is so much sugar
that it will not dissolve.(1 pt.).
2. The student should mention 2 ways to melt the bar, earning one point
for every 2 methods: increase heat, increase pressure, decrease
concentration, add a catalyst, or change surface area (break or stir).
3. The student should either mention that soap is an emulsifier or that it
makes the water and oil mix (1 pt.).
Unit
Unit 14 Acids and Bases
Local Objective
The student will examine the differences between acid and base properties and explain
phenomena related to their properties. The student will analyze solutions to determine their pH's
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
acid/base definitions & vocabulary
SR
indicator testing
PE
neutralization reactions
PE
pH and pOH
CR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. use a graphic organizer to determine any pOH, pH, hydronium concentration, or hydroxide
concentration, when given any of the other pieces of data. Each column contains one of these
parameters, and various data are filled-in underneath them.
b. analyze and compare the effects of various acids by doing a lab activity. Using test tubes
containing assorted acids and a set of assorted metal samples, students will do reactions and will
record data in a chart (graphic organizer).
c. compare the pH's of various household solutions (lemon juice, vinegar, soap, aspirin, lye,
cleanser, antacid tablets, soda drinks.) Students will use three or four different liquid indicators
to test solutions in test tubes. Overlapping pH ranges plotted on number lines can be used to
determine a possible pH range for a given solution. A chart such as the one on page 504 can be
used to plot these ranges.
d. predict the products for various neutralization reactions, given the reactants in written form,
such as the ones on page 521.
e. compare the properties of weak and strong acids, and weak and strong bases, by making a
folded study organizer like the ones on pp 479 and 515 in the textbook.
f. use a graphic organizer containing categories for similarities and differences to explain the
meanings of terms associated with acids and bases; such as pH/pOH, strong/weak acid,
strong/weak base, hydronium ion/hydroxide ion, acid/base/neutral,
diprotic/monoprotic/polyprotic acid, neutralization reaction/salt, ionization/electrolyte, BronstedLowry model, etc. (Chapter 15)
Instructional Method
a. provide students with a rationale for converting back and forth between pH and pOH and for
converting these values to molar hydronium and hydroxide ion concentrations. The teacher will
provide students with a graphic organizer (data chart) on which to place the converted data.
b. provide students with lab materials such as test tubes, various acid samples, and various metal
samples. The teacher will explain safety precautions and will indicate how data should be
recorded and analyzed.
c: provide students with lab materials such as test tubes, 3 or 4 liquid indicator solutions, litmus
papers, and an assortment of household solutions representing pH ranges from strongly acidic to
strongly basic. The teacher will provide students with printed number lines on which to plot pH
ranges. Overlapping ranges show what the possible pH range of a given solution is. The teacher
will explain the process of determining pH ranges by this method.
d. provide students, in printed form, with the formulas for reactants in various neutralization
reactions. The teacher will explain the concept of neutralization and will model the writing out
of correct products for the neutralization.
e. direct students read the "foldables" instructions on pp.479. These, and text material in
chapters 14 and 15, will be used by the student to make a folded graphic organizer based on the
concepts of weak acid/strong acid and weak base/strong base.
f. explain how to make a graphic organizer based on the similarities and differences of various
terms and concepts related to acids and bases (chapters 14 and 15).
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Lab equipment: Common glassware such as test tubes, beakers, cylinders, and so on, that
are components of each classroom's supplies.
Chemicals: Various acids, metal samples, and indicators, that are components of the
chemical storeroom.
Chemistry Concepts and Applications (Glencoe, 2009); Chapters 14 and 15 (Pages 478551)
Teacher-constructed graphical organizers
Correction Exercise
Study Guide, pp. 59-60
Study Guide, pp. 61-62
Enrichment Exercise
Critical Thinking/Problem Solving, pp. 16-17 (Glencoe)
Special Needs
The student will use adaptations and modifications according to his/her IEP, as needed.
English Language Learner
The student will use adaptations as needed.
GLEs v1.0
GLE Code
Disciplin
Strand
e
Big Idea
Changes in
Propertie properties
s and
and states of
Principle matter
SC/1ME/1/A/09
Science s of
provide
-11/b
Matter evidence of
and
the atomic
Energy theory of
matter
Changes in
Propertie properties
s and
and states of
Principle matter
SC/1ME/1/B/09
Science s of
provide
-11/b
Matter evidence of
and
the atomic
Energy theory of
matter
Science
understandin
g is
SC/7IN/1/B/09Scientific developed
Science
11/a
Inquiry through the
use of
science
process
Concept
Grade
Level/Cours
e
GLE
Scope and
Sequence
Atomic Theory
and Changes in
Matter Identify
pure substances
by their physical
Objects, and
and chemical
the materials
properties (i.e.,
they are made
color,
of, have
luster/reflectivity
Grade 9-11
properties that
, hardness,
can be used to
conductivity,
describe and
density, pH,
classify them
melting point,
boiling point,
specific heat,
solubility, phase
at room
temperature,
chemical
reactivity)
Properties of
Scope and
mixtures
Sequence
depend upon
Atomic Theory
the
and Changes in
concentrations Grade 9-11 Matter Compare
, properties,
and contrast the
and
properties of
interactions of
acidic, basic, and
particles
neutral solutions
Scope and
Scientific
Sequence - All
inquiry relies
Units Make
upon gathering
qualitative and
evidence from Grade 9-11
quantitative
qualitative and
observations
quantitative
using the
observations
appropriate
skills,
scientific
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
Science
understandin
g is
developed
through the
use of
science
Evidence is
SC/7IN/1/C/09Scientific process
used to
Science
11/a
Inquiry skills,
formulate
scientific
explanations
knowledge,
scientific
investigation,
reasoning,
and critical
thinking
senses, tools and
equipment to
gather data (e.g.,
microscopes,
thermometers,
analog and
digital meters,
computers,
spring scales,
balances, metric
rulers, graduated
cylinders)
Scope and
Sequence - All
Units Use
quantitative and
Grade 9-11 qualitative data
as support for
reasonable
explanations
(conclusions)
Science
understandin
g is
developed
through the The nature of
use of
science relies
science
upon
SC/7IN/1/E/09Scientific process
communicatio
Science
Grade 9-11
11/a
Inquiry skills,
n of results
scientific
and
knowledge, justification of
scientific
explanations
investigation,
reasoning,
and critical
thinking
Scope and
Sequence - All
Units
Communicate
the procedures
and results of
investigations
and explanations
through: -oral
presentations drawings and
maps -data tables
(allowing for the
recording and
analysis of data
relevant to the
experiment such
as independent
and dependent
variables,
multiple trials,
beginning and
ending times or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line) equations and
writings
Objective Notes/Essential Questions
Date
Note/Question
1. Find the pH value of a solution with hydronium concentration of (ten to
the minus 9) M.
(modified from textbook page 831)
______________________________________________________________
___________
2. Find the pH value of a solution with hydroxide ion concentration of (ten to
the minus 6) M.
(modified from textbook page 831)
______________________________________________________________
___________
3. Which of these is a neutralization reaction?
a) NaOH + HCl --> H2O + NaCl
3/11/2009 8:53:47
b) 2HCl + 2Na --> 2NaCl + H2
AM
c) 2HCl + Zn --> ZnCl2 + H2
d) 2H2 + O2 --> 2H2O
______________________________________________________________
___________
4. A student tests several solutions and finds that they have pHs of 12.2, 3.5,
8.0, 5.7, 1.2, and 10.0. a. Which solution has the highest concentration of
hydronium ions? b. Which solution is the closest to being neutral?
(modified from textbook page 830)
______________________________________________________________
___________
5. The student will test lemon juice with litmus paper.
The student will then add an antacid tablet to the lemon juice and measure
the solution with litmus paper.
The student will discuss the results of both tests, using vocabulary
associated with acids and bases, such as acidic, indicator, neutral, pH, etc.
______________________________________________________________
________________
6. A substance whose color changes when the pH changes is called:
a) basic
b) an indicator
c) a buffer
d) a neutralizer
______________________________________________________________
______________ Scoring:
1. One point is awarded if the student answers "9"
2. point is awarded if the student answers "8".
3. One point is awarded for the answer "a".
4a. One point is awarded for the answer "1.2".
4b. One point is awarded for the answer "8.0".
5. One point is awarded for mentioning that the antacid changes the pH, or
changes the hydronium concentration of the solution, or changes the solution
from acidic to basic.
One point is awarded for mentioning that litmus paper is an indicator.
6. One point is awarded for the answer "b".
Unit
Unit 15 Nuclear Chemistry
Local Objective
The student will explain phenomena that account for the fact that nuclear energy is a major
source of energy throughout the universe.
Objective used to evaluate students
Yes
Objective is A+
Yes
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
Evaluation Type
nuclear applications
CR
half-life
PE
fission and fusion
CR
alpha, beta, gamma radiation
SR
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. construct a chart (graphic organizer) to show similarities and differences between the
properties of alpha, beta, and gamma forms of radiation. The three radiation types form the
horizontal rows of the chart and the vertical columns show speeds, masses, charges, penetrating
abilities, and descriptions of each radiation type.
b. explain, in written form, a diagram of Rutherford's experiment. [Rutherford discovered alpha,
beta, and gamma forms of radiation by passing a combined radiation beam through a magnetic
field.]
c. interpret half-life data and radiation measurements made over time to construct graphs that are
correctly labeled.
d. work in cooperative learning groups to write an essay on an application of nuclear chemistry,
such as smoke detectors, medical radiation, nuclear reactors, tracers, problems associated with
radioactivity, or non-medical uses of radioisotopes. Each group will have a different topic. Each
student will write one portion of the essay. Completed essays will be presented to the class in
written form or orally.
e. construct a concept map to show similarities and differences between fission and fusion. (Abomb/H-bomb, splitting/forming-together; power plant/future power plant; etc.)
Instructional Method
a. show students where in the text (Chapter 21) to find properties of alpha, beta, and gamma
radiation. The teacher will draw a sample chart on the board (to be filled in by students) that
organizes the properties of these three radiation forms. The teacher will briefly discuss any
properties of radiation that are not listed in the chapter.
b. provide students with a diagram of Rutherford's experiment. The teacher will interpret this
diagram.
c. model the construction of a graph and will provide students with the location in the text that
explains the concept of half-life (p.752). The teacher will provide students with sets of radiation
and half-life data to construct a graph.
d. assign students to cooperative learning groups and give a topic to each group. The topics
relate to applications of nuclear chemistry, such as smoke detectors, medical radiation, nuclear
reactors, tracers, problems associated with radioactivity, or non-medical uses of radioisotopes, as
covered in Ch. 21. Instructions will be given for the writing of an essay.
e. model the making of a concept map and will direct students to the text pages that explain
fission and fusion.
Content Standards
SC 1, SC 7
Process Standards
1.6, 3.5, 4.1
Resources
Various items commonly kept in the storeroom such as radioactive samples, Geiger
counter, and so on.
Chemistry Concepts and Applications (Glencoe 2009); Chapter 21 (Pages 738-777)
Correction Exercise
Study Guide (Glencoe) pages 87-88
Study Guide (Glencoe) pages 89-90
Enrichment Exercise
Critical Thinking/Problem Solving (Glencoe) page 24
Special Needs
The student will use adaptations and modifications according to his IEP, as needed.
English Language Learner
The student will use adaptations as needed.
GLEs v1.0
GLE Code
Disciplin Strand
Big Idea
Concept
Grade
GLE
e
Propertie
s and
Principle
SC/1ME/2/A/09
Science s of
-11/e
Matter
and
Energy
Propertie
s and
Principle
SC/1ME/2/E/09
Science s of
-11/a
Matter
and
Energy
Propertie
s and
Principle
SC/1ME/2/F/09Science s of
11/c
Matter
and
Energy
Level/Cours
e
Scope and
Sequence
Energy has a
Energy Forms
source, can
and Transfer
be
Forms of
Describe
transferred,
energy have a
sources and
and can be
source, a
common uses of
transformed
means of
Grade 9-11 different forms
into various
transfer (work
of energy (i.e.,
forms but is
and heat), and
chemical,
conserved
a receiver
nuclear,
between and
thermal,
within
mechanical,
systems
electromagnetic
)
Scope and
Energy has a
Sequence
source, can
Energy Forms
be
and Transfer
transferred, Nuclear
Describe how
and can be energy is a
changes in the
transformed major source
nucleus of an
Grade 9-11
into various of energy
atom during a
forms but is throughout the
nuclear reaction
conserved
universe
(i.e., nuclear
between and
decay, fusion,
within
fission) result in
systems
emission of
radiation
Scope and
Sequence
Energy has a
Energy Forms
source, can
Energy can
and Transfer
be
change from
Classify the
transferred,
one form to
different forms
and can be
another within
of energy (i.e.,
transformed
systems, but
Grade 9-11 chemical,
into various
the total
nuclear,
forms but is
amount
thermal,
conserved
remains the
mechanical,
between and
same
electromagnetic
within
) that can be
systems
observed as
energy is
transferred and
transformed
within a system
when given a
scenario (e.g.,
dynamite
explosion, solar
radiation
interacting with
the Earth,
electromagnetic
motor doing
work, energy
generated by
nuclear reactor)
Science
understandin
g is
developed
Scope and
through the
Sequence - All
use of
Units Use
science
Evidence is
quantitative and
SC/7IN/1/C/09Scientific process
used to
Science
Grade 9-11 qualitative data
11/a
Inquiry skills,
formulate
as support for
scientific
explanations
reasonable
knowledge,
explanations
scientific
(conclusions)
investigation,
reasoning,
and critical
thinking
Science
Scope and
understandin
Sequence - All
g is
Units
developed
Communicate
The nature of
through the
the procedures
science relies
use of
and results of
upon
science
investigations
SC/7IN/1/E/09Scientific
communicatio
Science
process
Grade 9-11 and
11/a
Inquiry
n of results
skills,
explanations
and
scientific
through: -oral
justification of
knowledge,
presentations explanations
scientific
drawings and
investigation,
maps -data
reasoning,
tables (allowing
and critical
for the
thinking
recording and
analysis of data
relevant to the
experiment such
as independent
and dependent
variables,
multiple trials,
beginning and
ending times or
temperatures,
derived
quantities) graphs (bar,
single, and
multiple line) equations and
writings
Objective Notes/Essential Questions
Date
Note/Question
1. A substance has a half-life of two years. In 1980 its radiation level was
2400. Produce a properly-labeled graph of its radiation level over a 20-year
period.
_____________________________________________________________
______________
2. Which of these is the fastest?
a) alpha
b) beta
c) gamma
_____________________________________________________________
______________
3/11/2009 10:42:19 3. Explain disadvantages and advantages of nuclear power use.
AM
_____________________________________________________________
______________
4. Describe how nuclear energy can be used to generate electricity in a
power plant.
_____________________________________________________________
____________
Scoring:
1. One point is awarded for correct completion of a data table with correct
data.
One point is awarded for proper labeling of the graph.
One point is awarded for correct plotting of data on the graph.
2. One point is awarded for the answer "c"
3. One point is awarded for correctly listing 2 or more disadvantages of
nuclear power such as difficulty with waste storage, possible radiation
leakages, high cost of start-up, etc.
One point is awarded for correctly listing 2 or more advantages of nuclear
power, such as lack of greenhouse production, abundance of fuel
available, reliability, etc.
4. One point is awarded for mentioning fission as the heat production
source.
One point is awarded for a correct description of how the heat is used to
generate electricity.
Unit
Unit 16 Chemistry and its Impact on Life
Local Objective
The student will solve non-routine problems based on how human-caused changes in one
ecosystem may affect the diversity of organisms in another ecosystem.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
The student will answer selected response, constructive response, and performance event
questions as listed in Objective Notes/Essential Questions.
Level of Expectation
To achieve proficiency, the student will earn a 3 on the common assessment.
List of concepts and Evaluation Types
Concept
ATP
Biochemistry
Cellular respiration
Evaluation Type
CR
SR
CR
Metabolism
Photosynthesis
Quality testing
Treatment of environment
PE
CR
PE
PE
Learning Activity
The student will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. analyze the importance of each component of the atmosphere to plant and animal life.
b. investigate how the energy needs of plant and animal life is met through photosynthesis and
cellular respiration.
c. link the physical and chemical properties of water as a solvent to its function as a transporter
of nutrients inside plant and animal life.
d. describe the role of water in biochemical reactions.
e. perform a calorimetry lab with food items to test the accuracy of the label on the package, as
shown in Glencoe text p. 720-721.
f. identify sources of pollution and evaluate the effects pollution has on sample quality (air, water
and solid).
g. recommend ways to reduce the production of pollution (air, water and solid) and to minimize
their effects on the health on the environment.
h. differentiate between reduction, reusing and recycling with emphasis on the physical and
chemical properties that determine which method is preferred for several common household
materials.
Instructional Method
The teacher will use direct instruction (class discussion), reading strategies such as a graphic
organizer, small group activities (nonlinguistic representation), and Marzano strategies
(summarizing/notetaking and similarities/differences) to do the following:
a. analyze the importance of each component of the atmosphere to plant and animal life through
graphic organizers.
b. investigate how the energy needs of plant and animal life is met through photosynthesis and
cellular respiration hands on investigations and guided practice.
c. link the physical and chemical properties of water as a solvent to its function as a transporter
of nutrients inside plant and animal life while summarizing and notetaking.
d. describe the role of water in biochemical reactions direct instruction.
e. perform a calorimetry lab with food items to test the accuracy of the label on the package, as
shown in Glencoe text p. 720-721.
f. identify sources of pollution and evaluate the effects pollution has on sample quality (air, water
and solid)while summarizing and note taking.
g. recommend ways to reduce the production of pollution (air, water and solid) and to minimize
their effects on the health on the environment using student presentations after independent
research.
h. differentiate between reduction, reusing and recycling with emphasis on the physical and
chemical properties that determine which method is preferred for several common household
materials while also discussing their similarities.
Content Standards
SC 3, SC 4, SC 7
Process Standards
1.6, 3.5, 4.1
Equity/Workplace Readiness
MSIP Code
MSIP Indicator
T
Technology
D
Disability Awareness/Equity
Resources
Chemistry: Concepts and Applications (Glencoe, 2009); Chapter 20
CORD - Applications in Biology/Chemistry: Air and Other Gases Unit
CORD - Applications in Biology/Chemistry: Water Unit
CORD - Applications in Biology/Chemistry: Waste and Waste Management Unit
2009 Flinn Scientific:Food Analysis (AP8635) Page
681
Becker Bottle (AP4559) Page
874
Air Pollution Chart (AP5217)
Page 875
Water Pollution Chart
(AP5216) Page 875
Correction Exercise
2009 Flinn Scientific:
Cell Respiration Laboratory Kit (FB1839) p. 646
Plants in the Spotlight (FB1780) p. 831
Air Pollution Investigation (AB1118) p. 872
Soil Test Kit (FB0426) p. 879
Tes Tab Water Investigation Kit (AP5274) p. 883
Enrichment Exercise
2009 Flinn Scientific:
Identifying Proteins and Amino Acids (AP1769) p. 682
Introduction to Carbohydrates (AP1766) p. 1766
Properties of Lipids (AP1773) p. 684
DNA Isolation Kit (FB1562) p. 732
Acid Rain Study (AP5039) p. 871
Greenhouse Effect Demo Kit (FB1611) p. 873
Make Your Own Ozone Test Paper (FB1619) p. 874
Special Needs
Modification and adaptations will be made based on the individual student's IEP
English Language Learner
Modification and adaptations will be made based on the individual student's IEP
GLEs v1.0
GLE Code
Disciplin
e
Strand
Big Idea
Grade
Concept Level/Cours
e
GLE
Scope and
Sequence
Genetics and
Heredity
Describe the
chemical and
structural
There is a
properties of
genetic basis
DNA (e.g.,
All living
for the
DNA is a large
organisms
transfer of
polymer
Characteristic
have
biological
formed from
s and
genetic
SC/3LO/3/B/09
characteristics
linked subunits
Science Interactions
material
Grade 9-11
-11/a
from one
of four kinds of
of Living
(DNA) that
generation to
nitrogen bases;
Organisms
carries
the next
genetic
hereditary
through
information is
information
reproductive
encoded in
processes
genes based on
the sequence of
subunits; each
DNA molecule
in a cell forms
a single
chromosome)
(Assess the
concepts
NOT
memorization
of nitrogen
base pairs)
Scope and
Sequence
Interdependenc
e of Organisms
and their
Environment
Devise a multistep plan to
All
restore the
organisms,
stability and/or
including
biodiversity of
Changes in Organisms humans,
an ecosystem
Ecosystems are
and their
when given a
and
interdependen activities
scenario
SC/4EC/1/C/09
Science Interactions t with one
cause
Grade 9-11 describing the
-11/a
of Organisms another and changes in
possible
with their
with their
their
adverse effects
Environments environment environmen
of human
t that affect
interactions
the
with that
ecosystem
ecosystem
(e.g.,
destruction
caused by
direct
harvesting,
pollution,
atmospheric
changes)
All
Scope and
organisms,
Sequence
including
Interdependenc
Changes in Organisms
humans,
e of Organisms
Ecosystems are
and their
and their
and
interdependen
SC/4EC/1/C/09
activities
Environment
Science Interactions t with one
Grade 9-11
-11/b
cause
Predict and
of Organisms another and
changes in
explain how
with their
with their
their
natural or
Environments environment
environmen
human caused
t that affect
changes
the
(biological,
ecosystem
chemical
and/or
physical) in one
ecosystem may
affect other
ecosystems due
to natural
mechanisms
(e.g., global
wind patterns,
water cycle,
ocean currents)
Objective Notes/Essential Questions
Date
Note/Question
1. Evaluate which form of alternative energy might be feasible in the
state of Missouri and explain why? (ex. solar energy, geothermal energy,
wind energy).
2. Evaluate the effects of pollution on water, soil and air qualities.
3/9/2009 10:09:12 AM
3. Explain how water is a vital chemical for the continuation of life on
Earth.
4. Describe how the ATP molecule is used as an energy source in cellular
respiration and photosynthesis.