Curriculum and Instruction * Office of Science-

Curriculum and Instruction – Office of Science--Chemistry

Third Nine Weeks

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready



90% of students will graduate on time



100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career

Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination

2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the science curriculum maps.

The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important

“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information.



Construct explanations and design solution

Ask questions and define problems

Develop and use models

Patterns

Obtain, evaluate, and communicate information

Engage in argument

Practices in

Science

Plan and carry out investigations

Analyze and interpret data

Use math, technology, and computational thinking

Stability and change

Energy and matter

Cross Cutting

Concepts

Cause and

Effect

Systems and system models

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue to develop proficiency with the eight science practices.

Crosscutting concepts can help students better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.

Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those predictions with those observed in the real world.



Science Curriculum Maps

This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for science.

To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,

Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards

Based Curriculum, Science Curriculum Frameworks-K-12 ( State of Tennessee Board of Education, and National Science Education

Standards).

Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.

Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.

Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping material prepared by

Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist teacher in developing grade level lessons.

A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual

SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in

SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum map.

Secondary Science: Curriculum Map for Chemistry


State Standards

CLE 3221.3.3 Explore the mathematics of chemical formulas and equations.

CLE 3221.3.4 Explain the law of conservation of mass/energy.

Embedded Standards Outcomes Resources

3221.3.7 Balance an equation for a chemical reaction, including the use of polyatomic ions and the oddeven technique.

3221.3.8 Classify a chemical reaction as composition, decomposition, single replacement, double replacement, and combustion.

3221.3.9 Use the activity series to predict the products of a chemical reaction.

3221.3.10 Predict the products of a neutralization reaction involving inorganic acids and bases.

3221.3.11 Interpret a chemical equation to determine molar ratios

UNIT 3.1 Chemical Equations 3 Weeks

Identify the different types of reactions, including composition, decomposition, single displacement and double displacement and combustion.

Predict the products of a chemical reaction.

Use word problems to translate the names of chemical compounds and elements to chemical equations and balance the equations.

Determine molar ratios in a balanced equation.

GCMC Ch. 9 Chemical Reactions,

9.1Reactions and Equations

9.2 Classifying Chemical Reactions

9.3 Reactions in Aqueous Solutions

Launch Lab – How do you know when a chemical change has occurred? P. 281

Practice Problems p. 287








Problem-Solving Lab. P. 294

Mini Lab – Observing a Precipitate

Forming a Reaction p. 301

ChemLab – Develop an Activity Series p.

310

Holt Ch. 8 Chemical Equations and

Reactions

8.1 Describing Chemical Reactions

8.2 Types of Chemical Reactions

8.3 Activity Series of the Elements

Vernier Chemistry – Endothermic and

Exothermic Reactions # 1 p. 1-1

Connections

Vocabulary

Chemical reactions, reactants, product, chemical equation, coefficient, precipitate, word equation, formula equation, reversible equation, synthesis reaction, combustion reaction, single displacement reaction, double replacement reaction, electrolysis, decomposition reaction, aqueous solution, solute, solvent, complete ionic equation, net ionic equation, activity series

Foldable – Chemical Reactions –

Students will construct a foldable to help organize information about how chemical reactions are classified. P.

281

Chemistry Journal – Have students keep a running list in their journals of chemical reaction they use or observe. Have students describe and include the evidence for each listed reaction p.282

Main Idea – Ask students why it might be important to organize chemical reactions according to different types of categories.

Chemistry Project – Hard Water

Cleanup p. 305

Writing in Chemistry – Lighting Up

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Secondary Science: Curriculum Map for Chemistry the Night: Bioluminescence –

Students will identify different life forms that use bioluminescence and create a pamphlet showing how bioluminescence is effective in each of these organisms. P. 309

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically

(e.g., in an equation) into words.

Mastery of Math Proficiency Skill Set

NGSS Practices

1. Asking Questions and

Defining Problems

3. Analyzing and Interpreting

Data

5. Using Mathematics and

Computational Thinking

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State Standards

CLE 3221.3.3 Explore the mathematics of chemical formulas and equations.

Embedded Standards

3221.3.12 Convert between the following quantities of a substance: mass, number of moles, number of particles, and molar volume at

STP.

3321.3.1.13 Solve stoichiometry problems converting within substance A and between A and

B.

3221.3.14 Determine the amount of expected product in an experiment and calculate percent yield

Outcomes Resources

Unit 3.2 Stoichiometry 3 Weeks

Calculate the molar mass of a compound.

Calculate percent composition of a compound.

Determine a molecular formula from an empirical formula.

Solve stoichiometry problems.

(mass to mass, moles to mass, moles to volume and moles to moles)

Solve any stoichiometry problems using a stoichiometry roadmap.

Calculate the percent yield in a word problem and using a balanced equation.

GCMC Ch. 11 Stoichiometry,

11.1 Defining Stoichiometry

11.2 Stoichiometric

11.3 Using Reactants

11.4 Percent Yield

Launch Lab – What evidence can you observe that a reaction is taking place?

P. 367





Practice Problems p. 376, 377


Mini Lab – Apply Stoichiometry p. 378

Data Analysis Lab – Can rocks on the

Moon provide an effective oxygen source for future lunar missions? P. 387

Connections

Vocabulary

Stoichiometry, mole ratio, limiting reactant, excess reactant, theoretical yield, actual yield, percent yield

Foldable – Steps in Stoichiometric

Calculations - Students will construct a foldable to summarize the steps in solving a stoichiometric problem.

Chemistry Project – Have student research the role of lithium hydroxide in the removal of the carbon dioxide exhaled by astronauts. Ask them to describe why the carbon dioxide must be removed, and how stoichiometric calculations are used to minimize the weight of lithium hydroxide carried into space.

Writing in Chemistry – Read the article

Battling Resistant Strains. Students will research how scientists determine the safe dosing level for an experimental drug. Discuss how a drug’s effectiveness must be balanced with its potential toxicity and side effects.

Chemistry Project – Maximum Yield of

Carbon Dioxide – Have students design an experiment to determine the maximum yield of carbon dioxide produced by the reaction of baking soda and vinegar. P. 380

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Holt Ch. 9 Stoichiometry,

9.1 Introduction to Stoichiometry

9.2 Ideal Stoichiometric Calculations

9.3 Limiting Reactants and Percentage

Yield

Historical Chemistry – The Case of

Combustion – Have students read the article summarize the article and answers the questions. Pp. 302-303







Quick Lab – Limiting Reactants in a

Recipe p. 316

Have students compare and contrast theoretical yield and actual yield. Have them speculate about what factors might cause the actual yield to be less than the theoretical yield and give an example.

NGSS Practices


Math Tutor – Using Mole Ratios –

Practice Problems - p. 324

Chapter Lab – Stoichiometry and

Gravimetric Analysis – pp. 326 - 327

Defining Problems

2. Developing and Using

Models


Data



6. Constructing Explanations

and Designing Solutions

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State Standards

CLE 3221.2.1

Investigate the characteristic properties of matter.

CLE 3221.2.2

Explore the interactions between matter and energy.

CLE 3221.2.3

Apply the kinetic molecular theory to describe solids, liquids, and gases.

CLE 3221.2.4

Investigate characteristics associated with the gaseous state.


3221.2.1 Identify a material as an element, compound or mixture; identify a mixture as homogenous or heterogeneous; and/or identify a mixture.

3221.2.11 Perform calculations on heat of solvation, heat of reaction, heat of formation, and hear of phase changes.

3221.2.13 Distinguish among solid, liquid, and gaseous states of a substance in terms of the relative kinetic energy of its particles.

3221.2.14 Use a phase diagram to

. correlate changes in temperature and energy with phases of matter.


Unit 3.3 States of Matter - 1 Week

Contrast the arrangement of particles in solids and liquids.

Explain how the addition and removal of energy can cause a phase change.

Interpret a phase diagram

GCMC Ch. 12 States of Matter

12.1 Gases

12.2 Forces of Attraction

12.3 Liquids and Solids

12.4 Phase Changes



Data Analysis Lab – Make and Use

Graphs – p. 408

Mini-Lab – Model Crystal Unit Cells –

How can you make physical models that illustrate the structures of crystals? P.

423

CHEMLAB – Compare Rates of

Evaporation p. 432

Holt Ch. 10 States of Matter,

10.1 The Kinetic-Molecular Theory of

Matter

10.2, Liquids

10.3 Solids

10.4 Changes of State

10.5 Water


Math Tutor p. 356

Connections

Vocabulary

Kinetic molecular theory, elastic collision, temperature, diffusion,

Graham’s law of effusion, pressure, barometer, Pascal, atmosphere,

Dalton’s law of partial pressure, dispersion force, hydrogen, viscosity, surface tension, surfactant, crystalline solid, unit cell, allotrope, amorphous solid, melting point, vaporization, evaporation, vapor pressure, boiling point, freezing point, condensation, deposition, phase diagram, triple point, real gas, supercooled liquids, ideal gas, capillary action, equilibrium, equilibrium vapor pressure, volatile liquids, molar enthalpy of vaporization, molar enthalpy of fusion

Foldable – States of Matter -

Students will construct a foldable to help them summarize information about three common states of matter.

Chemistry Project – Boltzmann and

Maxwell – Ask students to research

Ludwig Boltzmann and James

Maxwell, whose work on gases led to the kinetic-molecular theory. Ask them to write a report including a synopsis of the contributions of both men and an evaluation of which

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Chapter Lab “Wet” Dry Ice – pp. 358 -

359 scientist’s work made a stronger contribution to the theory.

Writing in Chemistry – Read the article – Cocoa Chemistry – Have students research to find out about chocolate and write a short report. P.

431

As students read the section on

Changes of State – pp.343 -348, have students create a concept map that show what happens during the changes of state. Concept map should include terms such as evaporation, condensation, boiling point, freezing point, sublimation, and deposition as well as indicate where energy is absorbed or released.

Have students compare their maps with others in the class.

NGSS Practices


Defining Problems


Data



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State Standards

CLE 3221.2.4 Investigate characteristics associated with gaseous state.

.


3221.2.15 Graph and interpret the results of experiments that explore relationships among pressure, temperature, and volume of gases.

3221.2.16 Solve gas law problems using Boyle’s Law, Charles’ Law, and the combined gas law.


Unit 3.4 The Gas Laws 2 weeks

Apply the gas laws to problems involving pressure, temperature, and volume of a constant amount of gas, including Boyle’s Law, Charles’ Law, and the combined gas law

GCMC Ch. 13 Gases

13.1 The Gas Laws

13.2 The Ideal Gas Law

13.3 Gas Stoichiometry

Launch Lab –How does temperature affect the volume of a gas? P. 441

Problem Solving Lab – Apply p. 444

Practice Problems pp. 443, 446, 448,

450, 453, 455, 461, 463

Mini-Lab – Why is carbon dioxide used in fire extinguishers?

CHEMLAB – Determine Pressure in

Popcorn Kernels – p. 466

Holt Ch. 11 Gases

11.1 Gases and Pressure

11.2 The Gas Laws

11.3 Gas Volumes and the Ideal Gas

Law

11.4 Diffusion and Effusion

Practice Problems pp. 365, 367, 370,

372, 374, 375, 381, 382, 385, 388

Quick Lab – Diffusion – p. 387

Chapter Lab – Mass and Density of Air at Different Pressures – pp. 398-399

Vernier Chemistry – Boyle’s Law # 6 p.6-1

Connections

Vocabulary

Boyle’s law, absolute zero, Charles’s law, Gay-Lussac’s law

Combined gas law, Avogadro’s number, ideal gas constant (K), ideal gas law, pressure, newton, barometer, millimeters of mercury, atmosphere of pressure, Pascal, partial pressure

Dalton’s law of partial pressures, Gay-

Lussac’s law of combining volumes of gases, standard molar volume of gas

Foldable – The Gas Laws – Students will create a foldable to organize their study of the gas laws.

Writing in Chemistry – Students will read the article Health Under Pressure and research and prepare an informational pamphlet about the use of HBOT to treat slow healing wounds.

P. 465

Chemistry in Action p. 368 – Students will read the article The Gas Laws and

Scuba Diving and summarize the article and answer the questions at the end of the article.

Historical Chemistry – Chemistry’s First

Law – pp.376-377 – Have students explain why this first law was/is so important to understanding the gas laws. Students will also answer the questions at the end of the article.

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Unit 3.1

Chemical

Equations

Plans and

Background

Information for

Teachers

Unit 3.1

Chemical

Equations

Student

Activities

Unit 3.2

Stoichiometry

Plans and

Background for

Teachers

TOOLBOX

Chemical Equations (handout) http://teachers.net/lessons/posts/361.html

Chemical Reactions (Video) http://education-portal.com/academy/topic/chemical-reactions.html

Lesson plan for Balancing Chemical Equations

: http://phet.colorado.edu

Balancing Equations (worksheet) http://www.prometheanplanet.com/en-us/Resources/Item/30366/balancing-chemical-equations

Balancing Equations Challenge (activity) http://sciencespot.net/Media/baleqchall.pdf

ChemBalancer (game) http://funbasedlearning.com/chemistry/default.htm

Balancing Act (Simulation) http://sciencespot.net/Media/baleqpractice.pdf

Balancing Equations Challenge (worksheet) http://sciencespot.net/Media/baleqchall.pdf

Equation Challenge (activity) http://sciencespot.net/Media/chem_eqchallwkst.pdf

Lesson plan (lesson plan) http://www.dv-fansler.com/Teaching/Chemistry/Chemistry%20Lesson%20Plans%2008%20-%20Stoichiometry.pdf

Creating a Connection between Everyday Life and Stoichiometry using ChemPrime (activity) http://serc.carleton.edu/sp/chemeddl/activities/64693.htm

Introduction to Stoichiometry (lesson plan) http://www.elizabeth.levien.net/LessonPlan4.htm

Stoichiometry (video) http://education-portal.com/academy/topic/stoichiometry.html

Stoichiometry (PowerPoint) http://betterlesson.com/community/document/5985/student-ch-10-stoichiometry

Group Activity Stoichiometry (problems) http://www.kaffee.50webs.com/Science/activities/Chem/Activity.Stoichiometry.html

Chemical Quantities (activities and worksheets) http://www.nclark.net/ChemicalQuantities

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Unit 3.2

Stoichiometry

Student

Activities

Unit 3.3

The States of

Matter

Plans and

Background for

Teachers

Unit 3.3

The States of

Matter

Stoichiometry Worksheet http://betterlesson.com/community/document/5983/stoichiometry-ws

Mole Problems http://betterlesson.com/community/document/298858/moles-problem-set-doc

Creating a Connection between Everyday Life and Stoichiometry using ChemPrime http://serc.carleton.edu/sp/chemeddl/activities/64693.html

Stoichiometry (virtual labs) http://chemcollective.org/stoichiometry

Group Activity Stoichiometry http://www.kaffee.50webs.com/Science/activities/Chem/Activity.Stoichiometry.html

Images of States of Matter http://www.bing.com/search?q=states+of+matter&form=IE10TR&src=IE10TR&pc=HPDTDFJS&adlt=strict

States of Matter (informational text) http://www.edinformatics.com/math_science/states_of_matter.htm

States of Matter (encyclopedia) http://www.encyclopedia.com/topic/states_of_matter.aspx

States of Matter (informational text and activities) http://sciencelearn.org.nz/Science-Stories/Strange-Liquids/States-of-matter

States of Matter (informational text with embedded animations) https://www.msu.edu/~zeluffjo/statesofmatter.html

States of Matter (videos) http://www.brightstorm.com/science/chemistry/matter/states-of-matter/

Exploring the States of Matter: Lesson & Worksheet http://www.brighthubeducation.com/elementary-school-activities/98215-three-states-of-matter-activity-andworksheet/

States of Matter (guided notes) https://www.msu.edu/~zeluffjo/Notes_Chapter_3_Section_1.pdf

I mages of states of matter worksheets simple

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Student

Activities

Unit 3.4

The Gas Laws

Plans and

Background for

Teachers

Unit 3.4

The Gas Laws

Student

Activities http://www.bing.com/search?q=States+of+Matter+Worksheets+Simple&FORM=QSRE2&adlt=strict

Exploring the States of Matter: Lesson & Worksheet http://www.brighthubeducation.com/elementary-school-activities/98215-three-states-of-matter-activity-andworksheet/

States of Matter Worksheet http://mysite.cherokee.k12.ga.us/personal/jamie_basso/site/Subject%202%20Notes/1/Ch%2016.1%20States%20of%20Matter%2

0Questions%20and%20Diagram%2012-13.pdf

States of Matter (worksheet) teach.fcps.net/trt8/Weaver/States%20of%20Matter%20Worksheet.doc

States of Matter (worksheet) http://www.qldscienceteachers.com/junior-science/chemistry/worksheets/definitions-states-of-matter.pdf

Gas Laws http://alex.state.al.us/lesson_view.php?id=24069

The Gas Laws (lesson plan) http://thescienceclassroom.org/chemistry-lessons/gases/the-gas-laws/

Intro to Gas Laws (lesson plan) http://betterlesson.com/community/lesson/14652/chapter-19-intro-to-gas-laws

Chemistry: The Behavior of Gases (teacher notes and lesson plan) http://www.dvfansler.com/Teaching/Chemistry/Chemistry%20Lesson%20Plans%2011%20-%20The%20Property%20of%20Gases.pdf

Using Visual Examples to Teach Boyle’s Law (teaching video) https://www.teachingchannel.org/videos/teach-boyles-law

CHEMISTRY: GAS LAWS SMORGASBORG (ACTIVITIES) http://www.arborsci.com/cool/chemistry-gas-laws-smorgasborg

Ideal Gas Laws (worksheet) http://misterguch.brinkster.net/PRA009.pdf

Gas Laws Worksheet http://home.comcast.net/~cochranjim/PDFS2/GLWS9.pdf

Gas Laws (worksheet) http://steinhardtapps.es.its.nyu.edu/create/mm/materials/gaslaws_Lesson_plan_packet.pdf

Gas Laws (list of worksheets) http://misterguch.brinkster.net/gaslawworksheets.html

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Curriculum and Instruction * Office of Science-

Practices in

Science

Unit 3.4 The Gas Laws 2 weeks

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