1CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

GRADE 10 - 2003340/50 CHEMISTRY (HONORS) CURRICULUM MAP SUMMARY 2015-16

Mini- Formative Assessment

(MFA)#

IFC Standards Topic Covered Number of Days

Lab Safety, Lab equipment, Lab skills, Measurements, What is Chemistry?, and Pre-Assessment 4 DAYS

1

SC.912.P.8.1 SC.912.P.8.2 SC.912.P.8.5SC.912.N.1.1SC.912.N.1.2 SC.912.N.1.7SC.912.N.2.2

Practice of Science, credibility and validity of scientific claims, Matter, States of Matter, Physical and Chemical Properties, and Physical and Chemical changes 12 DAYS

2

SC.912.N.1.4SC.912.N.2.4SC.912.N.3.2SC.912.N.3.5 SC.912.P.8.3 SC.912.P.8.4SC.912.P.8.9 SC.912.P.10.10 (H only)

Reliability and Validity of Scientific Claims, Science vs. Pseudoscience, Scientific Models, Development of Theories in Science, Valence Electrons, Atomic Theory, Mole Concept, Fundamental Forces

8 DAYS

SC.912.P.10.9SC.912.P.1018 Bohr Model of the Atom, Electromagnetic Spectrum 6 DAYS

3

SC.912.N.3.2SC.912.P.10.12 SC.912.P.10.11 SC.912.P.10.10 (H only)

Development of Theory, Chemical vs. Nuclear Reactions, Atomic Structure, Radioactive Decay, Energy changes and Fundamental Forces (Honors) 10 DAYS

4

SC.912.P.8.3 SC.912.P.8.5 SC.912.N.1.6

Atomic Theory, Periodic Relationships, Structure of Atoms, Electron Configuration and Properties, Chemical bonding, and Valence Electrons 9 DAYS

SC.912.P.8.6SC.912.N.2.4 SC.912.N.4.2 (H only) SC.912.P.8.7 SC.912.N.3.5

Chemical Bonding and Valence Electrons, Ionic, Covalent, and Metallic Bonds, Electronegativity, Intermolecular Forces 9 DAYS

July 2015

2CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

5

SC.912.P.8.7 SC.912.P.8.2 SC.912.P.8.8SC.912.P.10.12SC.912.N.1.6SC.912.N.3.3 (H only)SC.912.N.4.1

Naming Ionic and Covalent Compounds, Interpreting Formulas, Writing Chemical Formulas, 10 DAYS

SC.912.P.8.8SC.912.N.1.6SC.912.N.3.3SC.912.N.4.1

Predict Formulas of Ionic Bonds, Dimensional Analysis, Empirical and Molecular Formulas 10 DAYS

6 SC.912.N.1.5 SC.912.N.2.5

Interpreting Formula Representations, Mole concept, Mass to Mole Stoichiometry, and Determining Formula Mass, 10 DAYS

SC.912.N.1.5 SC.912.N.2.5

Dimensional Analysis, Use Experimental Data to Calculate Empirical and Molecular Formulas, Mass to Mass Stoichiometry, Theoretical vs. Actual Yield, and Percent Yield 10 DAYS

7

SC.912.N.1.4SC.912.P.8.1, SC.912.P.10.5, SC.912.P.12.10 SC.912.P.12.11

Kinetic Molecular Theory, States of Mater, Temperature and Kinetic Energy, Atomic Structure and Properties, Intra and Intermolecular Formula, Bonding Forces, and Phase Diagrams 12 DAYS

8

SC.912.N.4.1SC.912.P.8.8SC.912.L.17.15 (H only)SC.912.L.18.12SC.912.N.3.3 SC.912.N.4.2SC.912.P.8.11

Classification of solutions, Arrhenius theory, Neutralization Reactions, Calculating pH and pOH, and Indicators 14 DAYS

9

SC.912.P.10.1SC.912.P.10.2SC.912.P.10.5SC.912.P.10.6SC.912.P.10.7SC.912.L.17.15 (H only)SC.912.P.12.12

Collision Theory, Activation Energy, Rates of Chemical Reactions 14 DAYS

10

SC.912.P.12.13 SC.912.P.8.12SC.912.N.3.2 SC.912.L.17.19 (H only) SC.912.L.17.15 (H only)

Reversible Reactions, Chemical Equilibrium, Organic Molecules 12 DAYS

July 2015

3CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

July 2015

4CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: N/A Unit Title: IntroductionBody of Knowledge: Standards:

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 4/150 (3%)

Schedule Type Pacing (Days)Traditional 4 days

Block 2 daysEssential Questions

1. Why are lab protocols important to a safe laboratory experience?Standards Notes:

Lab Skills and Safety are an essential part of the curriculum for chemistry instruction but are not linked to NGSSS.

The Nature of Science standards and benchmarks should be taught throughout the course.

Essential ContentBenchmarks (DOK): Objectives and Skills

www . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)Remarks/Examples

Explain why knowledge of chemistry is central to other scientific endeavors.

Describe different areas of chemistry

Apply knowledge of laboratory safety.

Diagram the room layout and locate the safety equipment.

Name and explain the use of basic lab equipment for chemistry.

Review measurement skills using lab equipment.

Lab Safety Video, Song, or Poster

Gizmos Measuring Volume Triple Beam Balance Unit Conversions

Discovery Education (log-in through BEEP)

Lesson Activity - What Not To Do

Lesson Activity – What Not To Do AnswerKey

Video - Lab Safety and Compliance Video

Video - Accident at Jefferson High

Lab Activity - Accuracy and Precision Lab

Lab Safety Memorial Lab

Stations – Create stations available where students can practice taking measurements in the science lab using Gizmo (one laptop available per station). If Gizmo access is not available then teacher can project and discuss how measurements are taken and allow students to perform a measurement lab in class in rotations.

Problem Based Learning (PBL) - Tell students that they work for OSHA and have identified a science lab with a huge number of safety incidents. Their task is to write a letter to the lab manager citing violations and their plan to improve the conditions of the lab. Use rubric to grade.

Science is characterized by empirical observations, testable questions, formation of hypotheses, and experimentation that results in stable and replicable results, logical reasoning, and coherent theoretical constructs.

Read, interpret, and examine credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Strict standards of science included controlled variables, sufficient sample size, and replication of results, empirical and measurable evidence, and the concept of falsification.

Recognize that contributions to science can be made and have been made by people from all over the world.

Collect data/evidence and use tables/graphs to draw conclusions and make inferences based on patterns or trends in data.

July 2015

5CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Scavenger Hunt – students find science laboratory equipment strategically placed in the lab, draw a picture and identify use.

Complete a graph that depicts the number of lab related deaths since 1929 using information found in the Lab Safety Memorial link. Have students draw conclusions and create questions.

Work through difficult problems using creativity, and critical and analytical thinking in problem solving (e.g. convergent versus divergent thinking and creativity in problem solving).

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Science, reliability, investigations, empirical evidence, inference, observations, balance, beaker, Bunsen burner, burette, combustible, dispose, Erlenmeyer flask, eye wash, evaporation dish, fire blanket, fire extinguisher, flammable, fume hood, graduated cylinder, pipette, ring and stand, safety goggles, safety shower, test tube, toxic, volumetric flask, accuracy, precision, mass, metric system, volume, weight, funnel,

July 2015

6CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: I Unit Title: MATTER AND MEASUREMENTBody of Knowledge: Physical ScienceStandards: Matter

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 12/150(11%)

Schedule Type Pacing (Days)Traditional 12 days

Block 6 daysEssential Questions

1. How is the conceptual understanding of matter central to the understanding of all scientific disciplines?

2. How do the following terms differ and how are they important to scientific knowledge: observation, inference, creativity, and methods of questioning and explaining?

3. How is scientific inquiry a multifaceted activity?4. Do the processes of science correspond to the traditional portrayal of “the

scientific method”?5. How is scientific argumentation a part of scientific inquiry, and what is its

role in the generation and validation of scientific knowledge?

Standards Notes: Nature of Science Benchmarks should be taught ALL year.

Essential ContentBenchmarks (DOK): Objectives and

Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Develop conceptual understanding of Matter.

Contrast mixtures and pure substances.

Distinguish between elements compounds and mixtures.

Classify mixtures as homogeneous or heterogeneous.

Describe properties of matter as extensive or intensive.

Distinguish between physical and chemical properties of matter.o e.g. volume,

compressibility, density, conductivity, malleability, reactivity,

SC.912.P.8.1 (2) – Differentiate among the four states of matter.

SC.912.P.8.2 (2) – Differentiate between physical and chemical properties and physical and chemical changes of matter.

SC.912.P.8.5 (2) – Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.

SC.912.N.1.1 (3) – Define a problem based on a specific  body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following

SC.912.N.1.2 (2) – Describe and explain what characterizes science and its methods.

Textbook Lab: Mixture Separation

p.26-27 Lab: Separation of Pen Inks

by Paper Chromatography p. 432-433 Demo: Water vs. glycerin

p.7 Demo: Electrical

Conductivity p.7 Lab: Properties of Matter

Gizmos Scientific Notation and

Significant Digits Density by Displacement Density Lab

Discovery Education (log-in

Graphic Organizers (Modified Venn Diagram, Closed Compare and ContrastAfter Videos or Reading infuse Discussion Strategies such as: Think-Pair-Share Three Minute Pause Read and Say Something Picture Notes

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.P.8.1 - Differentiate among the four states of matter (solid, liquid, gas and plasma) in terms of energy, particle motion, and phase transitions. (Note: Currently five states of matter have been identified)

SC.912.P.8.2 - Discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting, and boiling points. Describe simple laboratory techniques that can be used to separate homogeneous and heterogeneous mixtures (e.g. filtration, distillation, chromatography, evaporation)

Various LAFS and MAFS standards embedded.

July 2015

7CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

molecular composition, freezing, melting and boiling points

Experimentally measure mass and volume. Calculate and discuss the densities of regular and irregular shaped objects.

Use the property of density to identify substances

Describe techniques used to separate mixtures.

Experimentally separate a mixture based on the properties of the substances in the mixture.

SC.912.N.1.7 (1) – Recognize the role of creativity in constructing scientific questions, methods and explanations.

SC.912.N.2.2 (3) - Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.

through BEEP) The Importance of

Measurement Chemical Properties of

Metals Chemical Properties of Non-

Metals

CPalmsGuided Reading - Behavior of Gases: Disaster at Lake NyosModeling - Shake It Up

American Chemical SocietyLesson Plan - What is Density?

SC.912.P.8.5 - Use the periodic table and electron configuration to determine an element number of valence electrons and its chemical and physical properties. Explain how chemical properties depend almost entirely on the configuration of the outer electron shell.

SC.912.N.1.2 - Science is characterized by empirical observations, testable questions, formation of hypotheses, and experimentation that results in stable and replicable results, logical reasoning, and coherent theoretical constructs.

SC.912.N.1.7 - Work through difficult problems using creativity, and critical and analytical thinking in problem solving (e.g. convergent versus divergent thinking and creativity in problem solving).

SC.912.N.2.2 – Identify scientific questions that can be disproved by experimentation/testing. Recognize that pseudoscience is a claim, belief, or practice which is presented as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence and the concept of falsification).

MAFS.K12.MP.1 – Make sense of problems and persevere in solving them.

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Solid, liquid, gas, plasma, energy, motion, phase changes (transitions), volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting point, boiling points, filtration, distillation, chromatography, evaporation, homogeneous mixtures, heterogeneous mixtures, element, compound, pure substance, physical property, chemical property, physical change, chemical change, subatomic particles, protons, neutrons, electrons, metal, nonmetal, metalloid (semi-metal), noble gas, hypothesis, scientific theory, law

July 2015

8CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: II Unit Title: ATOMIC STRUCTURE & MODELSBody of Knowledge: Physical ScienceStandards: Matter and Energy

Based on 186 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 14/150 (9%)

Schedule Type Pacing (Days)Traditional 14 days

Block 7 daysEssential Questions

1. What physical and chemical interactions occur between molecules or atoms, and how can these interactions (properties) be used to classify and describe matter?

2. How are atomic models used to explain atoms and help us understand the interactions of elements and compounds observed on a macroscopic scale?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. Electron configurations (Chapter 4.3) may be taught as a supplemental concept to

reinforce the benchmarks associated with periodicity but are not linked to NGSSS. SC.912.P.10.10 (2) – Compare the magnitude and range of the four fundamental forces

(gravitational, electromagnetic, weak nuclear, strong nuclear). [Honors Only]

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Describe the development and historical importance of atomic theory from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus and “gold foil” experiment), and Bohr (planetary model of atom).

Describe the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of mass, electrical charges and location within the atom.

Determine the valence electrons of an atom using Bohr’s model for elements 1 to 20.

Describe the relationship between valence electrons

SC.912.N.1.4 (3) - Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.2.4 (3) - Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

SC.912.N.3.2 (2) - Describe the role consensus plays in the historical development of a theory

TextbookLab: Constructing a ModelLab: Conservation of Mass pp.64-65

Gizmos

Discovery Education (log-in through BEEP)Early Atomic DiscoveriesAtomic Models by Thomson, Rutherford, and PlanckJJ Thomson discovers the ElectronNiels Bohr Atomic Model

CPalmsComputer Stations Lab – Atomic Theory Stations - EckertAtomic Models

ACS

Videos – The 2,400-year search for

Predict, Observe, Explain (POE) with Atomic Models Lesson

Model Eliciting Activities (MEA)

Timeline – Research Activity

Atomic Model Foldable

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.N.1.4 - Read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Strict standards of science include controlled variables, sufficient sample size, replication of results, empirical and measurable evidence, and the concept of falsification.

SC.912.N.2.4 - Recognize that ideas with the most durable explanatory power become established theories, but scientific explanations are continually subjected to change in the face of new evidence.

SC.912.N.3.2 - Recognize that scientific argument, disagreement, discourse, and discussion create a broader and more accurate understanding of natural processes and events.

July 2015

9CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

and the arrangement of the elements in the periodic table.

Explain how chemical properties depend on valence electrons.

in any one of the disciplines of science.

SC.912.N.3.5 (2) – Describe the function of models in science, and identify the wide range of models used in science. (MAFS.K12.MP.4)

SC.912.P.8.3 (3) – Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.

SC.912.P.8.4 (3) – Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.

SC.912.P.8.9 (3) – Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.

the atoms-Theresa Doud

Interactive Animations – Models of the Hydrogen Atom

Evolution of the Atomic Model

SC.912.N.3.5 - Describe how models are used by scientists to explain observations in nature.

SC.912.P.8.3 - Describe the development and historical importance of atomic theory from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus and gold foil experiment), and understand how each discovery leads to modern atomic theory.

SC.912.P.8.4 - Explain that electrons, protons and neutrons are parts of the atom and that the nuclei of atoms are composed of protons and neutrons, which experience forces of attraction, repulsion consistent with their charges and masses.

SC.912.P.8.9 - Recognize one mole equals 6.02 x 1023 particles (atoms or molecules). Determine number of particles for elements and compounds using the mole concept, in terms of number of particles, mass, and the volume of an ideal gas at specified conditions of temperature and pressure. Use experimental data to determine percent yield, empirical formulas, molecular formulas, and calculate the mass-to-mass stoichiometry for a chemical reaction.

SC.912.P.10.10 - Recognize and discuss the effect of each force on the structure of matter and the evidence of it. (Honors ONLY)

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Model, atomic theory, protons, neutrons, electrons, charges, mole, Law of Conservation of Mass, gravitational Force, electromagnetic force, weak nuclear force, strong nuclear force,

July 2015

10CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Explain that when electrons transition to higher energy levels they absorb energy, and when they transition to lower energy levels they emit energy.

Recognize that spectral lines are the result of transitions of electrons between energy levels that correspond to photons of light with an energy and frequency related to the energy spacing between levels (Planck’s relationship E = hʋ).

Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.

Describe the electromagnetic spectrum (i.e., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays and gamma rays) in terms of frequency, wavelength and energy. Solve problems involving wavelength, frequency, and energy (c = ƛʋ).

SC.912.N.3.5 (2) – Describe the function of models in science, and identify the wide range of models used in science. (MAFS.K12.MP.4)

SC.912.P.10.9 (2) - Describe the quantization of energy at the atomic level.

SC.912.P.10.18 (3) - Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.

TextbookDemonstrations p. 98Quick Lab: The Wave Nature of Light: Interference (pg.106)Lab: Flame Tests (pg.130-131)

Gizmos (subscription required) Bohr Model: Introduction Star Spectra Bohr Model of Hydrogen

Discovery Education (log-in through BEEP) Louis de Broglie’s Theory on

Waves and Particles Icons of Science: Quantum

Theory (20:00)o Classical Gas: Classical

and Quantum Physicso Quantum Leap: Max

Planck and Black Body Radiation

o Bohring the Atom: Niels Bohr and the Structure of the Atom

o Particles Waving: The Dual Nature of Light and Matter

o Those Pesky Atoms: Heisenberg and the Structure of the Atoms

o Certain of Uncertainty: Quantum Physics and Observations

CPALMS Virtual Manipulative – Black

Body Spectrum Virtual Manipulative –

Molecules and Light Virtual Manipulative –

Picture Inquiry (Pg. 72 - Figure 4 and 5) Picture Inquiry (Pg. 74 - Figure 6 and 7)

Predict, Observe, Explain during Flame Test Lab

Paired Reading (pg. 111)

After watching videos infuse one of the following CRISS Discussion Strategies:

Read and Say Something

Three Minute Pause Think-Pair-Share

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.N.3.5 - Describe how models are used by scientists to explain observations in nature.

SC.912.P.10.9 -Explain that when electrons transition to higher energy levels they absorb energy, and when they transition to lower energy levels they emit energy. Recognize that spectral lines are the result of transitions of electrons between energy levels that correspond to photons of light with an energy and frequency related to the energy spacing between levels (Planck’s relationship  E = hv).

SC.912.P.10.18 - Describe the electromagnetic spectrum (i.e., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays and gamma rays) in terms of frequency, wavelength and energy. Solve problems involving wavelength, frequency, and energy.

July 2015

11CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Photoelectric Effect Video/Demonstration – Light is

a Particle Text Resource – Noble Gas

Molecule Discovered in Space

American Chemical Society

BrainPop – [username palmbeach and password palmbeach]Atomic Models PHeTRutherford Scattering

NBC Learno Electromagnetic Pulse

Weaponso How are Elements Broken

Down into Protons, Neutrons, and Electrons?

o Irradiated Food: Is a Mango Exposed to Gamma Rays Safe to Eat?

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Energy, ground state, excited state, emission spectra, transition, amplitude, atomic emission, spectrum, crest, electromagnetic spectrum, electromagnetic radiation, electromagnetic wave, energy sublevel, frequency, light, orbital, photon, Planck’s constant, principal energy level, prism, quantum, trough, wavelength, energy levels, atomic orbital, electron configuration, Aufbau Principle, Pauli Exclusion Principle, spin, Hund’s Rule, visible spectrum.

July 2015

12CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: III Unit Title: NUCLEAR CHEMISTRYBody of Knowledge: Physical ScienceStandards: Energy

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 10/150 (7%)

Schedule Type Pacing (Days)Traditional 10 days

Block 5 daysEssential Questions

1. How are matter and energy transformed and conserved even though their form and location undergo continual change?

2. What is the general architecture of the atom, and what roles do the main constituents of the atom play in determining the properties of materials?

Standards Notes: Nature of Science Benchmarks should be taught ALL year.. SC.912.P.10.11 (3) - Explain and compare nuclear reactions (radioactive decay, fission and

fusion), the energy changes associated with them and their associated safety issues. SC.912.P.10.10 (2) - Compare the magnitude and range of the four fundamental forces

(gravitational, electromagnetic, weak nuclear, strong nuclear). [Honors Only]

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Distinguish between nuclear and chemical reactions.

Recognize that nuclear chemistry focuses on the changes in the nucleus.

Explain the changes that take place in the nucleus, forces holding the nucleus together, and the nucleus’ instability causing radiation

Identify real-world examples where chemical and nuclear reactions occur every day.

SC.912.N.3.2 (2) - Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

SC.912.P.10.12 (2) - Differentiate between chemical and nuclear reactions.

TextbooksLab: Simulation of Nuclear Decay (pg. 708-709)Demonstration: Detecting and Measuring Beta Radiation (pg.693)Demonstration: Modeling A Chain Reaction (pg. 697)

Gizmos (Subscription Required)Nuclear DecayHalf-Life

Discovery Education (log-in through BEEP)o Marie Curie: Radioactivity and

the Discovery of Radiumo Irradiation of Food: Risk

Benefit Analysiso Dating, Radioactive Decay Ray,

Half-Life, Elements of a Nuclear Power Plant

o Radioactivity: Nuclear Disintegration and Subatomic Particles

o Chemistry Connections:

Picture Inquiry – (Pg. 698 Figure 15)

Read and select a content area passage. Give students a text coding bookmark and allow them to code the text. Teacher or students create Text Dependent Questions and pass them around for students to answer in their notebook using complete sentences.

Compare & Contrast Chart (CRISS)

Triangular Comparison DiagramConcept Mapping

Predict Observe Explain (Virtual Simulations)

Enrichment Activities

SC.912.N.3.2 - Recognize that scientific argument, disagreement, discourse, and discussion create a broader and more accurate understanding of natural processes and events.

SC.912.P.10.12 - Describe how chemical reactions involve the rearranging of atoms to form new substances, while nuclear reactions involve the change of atomic nuclei into entirely new atoms. Identify real-world examples where chemical and nuclear reactions occur every day.

SC.912.P.10.11 - Identify the three main types of radioactive decay (alpha, beta, and gamma) and compare their properties (composition, mass, charge, and penetrating power). Explain the concept of half-life for an isotope (e.g. C-14 is used to determine the age of objects) and calculate the amount of a radioactive substance remaining after an integral number of half-lives have passed. Recognize that the energy release per gram of material is much larger in nuclear fusion

July 2015

13CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Nuclear changes (29:05)o Program Overview o Comparing Nuclear

changes, Chemical Changes, and Phase Changes (4:47)

o The Energy of Nuclear Changes (12:01)

o Harnessing Nuclear Energy (9:24)

CPalmsLab – The Life of the PartyReading in the Content - The New AlchemyReading in the Content – Where Do Chemical Elements Come From? Virtual Manipulative – Alpha DecayVirtual Manipulative – Beta DecayVirtual Manipulative – Nuclear FissionVirtual Manipulative – Radioactive Dating Games

BrainPop – [username palmbeach and password palmbeach]RadioactivityNuclear EnergyMarie Curie

American Chemical Society

NBC LearnScientist Closer to Reaching Nuclear Fusion (1974)

Science FairScience OlympiadEPICS

or fission reactions than in chemical reactions due to the large amount of energy related to small amounts of mass by equation E =mc2. Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.

SC.912.P.10.10 - Recognize and discuss the effect of each force on the structure of matter and the evidence of it. (Honors ONLY)

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Radiation, fusion, fission, chemical reactions, nuclear reactions, alpha particle, beta particle, gamma ray, nuclear reaction, radiation, radioactive decay, radioisotope, renewable resource

July 2015

14CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: IV Unit Title: PERIODICITY & BONDINGBody of Knowledge: Physical ScienceStandards: Matter

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 18/150 (12%)

Schedule Type Pacing (Days)Traditional 18 days

Block 9 daysEssential Questions How is the Periodic Table used to identify the distinct properties among the elements? How does the arrangement of the outer electrons in an atom determine how the atom

bonds to others and forms materials?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. Review Periodic Table from Chapter This unit connects concepts introduced in Unit II and unit V.

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Describe the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of mass, electrical charges and location within the atom.

Determine the valence electrons of an atom using Bohr’s model for elements 1 to 20.

Describe the relationship between valence electrons and the arrangement of the elements in the periodic table.

Explain how chemical properties depend on valence electrons.

Apply basic rules of electron configuration to determine the valence electrons of an atom and their chemical and physical properties.

Describe why atoms come

SC.912.P.8.3 (3) – Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.

SC.912.P.8.5 (2) – Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.

SC.912.P.8.6 (2) – Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.

TextbookDesigning Your Own Periodic Table (pg. 137)Demonstration: Comparing Reactivities of Alkaline-Earth Metals (pg. 142)The Mendeleev Lab of 1869 (pg. 172)Types of Bonding in Solids (pg. 216)

GizmosElectron ConfigurationElement Builder

Discovery Education (log-in through BEEP)The First Periodic TableExploring the Modern Periodic TableUsing the Modern Periodic TableBonds and Molecular Structure (6:31)Sticky: Attractive Forces (5:16)Physical Science Series: Chemical Bonding (18:46)

Magnet Summaries (CRISS)

Use content reading passages to complete the following, Main Idea – Detail Notes or Conclusion –Support Notes

Student Centered Activities such as All In the Family card game

Enrichment ActivitiesVSEPR TheoryScience FairScience OlympiadEPICS

SC.912.P.8.3 - Describe the historical importance of atomic theory from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus and gold foil experiment), and Bohr (planetary model of atom), and understand how each discovery leads to modern atomic theory.

MAFS.K12.MP.4 – Model with mathematics.

SC.912.P.8.5 - Use the periodic table and electron configuration to determine an element’s number of valence electrons and its chemical and physical properties. Explain how chemical properties depend almost entirely on the configuration of the outer electron shell.

SC.912.P.8.6 - Describe how atoms combine to form molecules through ionic, covalent, and hydrogen bonding. Compare and contrast the characteristics of the interactions between atoms in ionic and covalent compounds and how these bonds form. Use electronegativity to explain the

July 2015

15CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

together to form chemical bonds.

Introduction to Chemical Bonding (1:15)Atoms and Bonding (1:40)Electrons and Energy Levels (1:01)Stability and Chemical Bonds (1:37)Common Types of Atomic Bonds (7:22)

CPalmsCard Game – All In the FamilyMEA – Rodent Infestation

BrainPop – [username palmbeach and password palmbeach]Periodic Table

American Chemical SocietyContent Reading - Discovery of OxygenContent Reading - The Discovery of FullerenesContent Reading - Smartphones: Smart ChemistryLesson Plan -The Periodic TableLesson Plan - The Periodic Table and Energy ModelsLesson Plan – Energy Levels, Electrons, and Covalent BondingLesson Plan – Energy Levels, Electrons, and Ionic BondingLesson Plan – Represent Bonding with Lewis Dot Diagrams

PHeTMolecule Shapes: Basics

difference between polar and nonpolar covalent bonds.

SC.912.P.8.7 - Write chemical formulas for simple covalent (HCl, SO2, CO2, and CH4), ionic (Na+ + Cl- NaCl) and molecular (O2, H2O) compounds. Predict the formulas of ionic compounds based on the number of valence electrons and the charges on the ions.

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): anion, cation, chemical bond, conductivity, covalent, bond, covalent bond, delocalized electrons, diatomic molecule, electrolyte, electron dot, electronegativity, formula unit, intermolecular forces, intramolecular forces, ionic bond, Lewis dot structure, metallic bond, molecule, monatomic ion, oxidation number, polar covalent, polyatomic ion, solubility, structural formula.

July 2015

16CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Describe why atoms come together to form chemical bonds.

Distinguish between ionic, covalent bonds and metallic bonds and explain how they are formed.

Determine experimentally the properties of ionic, covalent, and metallic substances.

Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

Draw Lewis structures for simple molecules and molecules with multiple bonds.

Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.

Determine experimentally how different types of intermolecular forces affect the rate of evaporation.

SC.912.P.8.6 (2) – Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.

SC.912.P.8.7 (2) – Interpret formula representations of molecules and compounds in terms of composition and structure.

TextbookDesigning Your Own Periodic Table (pg. 137)Demonstration: Comparing Reactivities of Alkaline-Earth Metals (pg. 142)The Mendeleev Lab of 1869 (pg. 172)

GizmosElectron ConfigurationElement Builder

Discovery Education (log-in through BEEP)The First Periodic TableExploring the Modern Periodic TableUsing the Modern Periodic TableBonds and Molecular Structure (6:31)Sticky: Attractive Forces (5:16)Physical Science Series: Chemical Bonding (18:46)

Introduction to Chemical Bonding (1:15)Atoms and Bonding (1:40)Electrons and Energy Levels (1:01)Stability and Chemical Bonds (1:37)Common Types of Atomic Bonds (7:22)

CPalmsCard Game – All In the FamilyMEA – Rodent Infestation

Magnet Summaries (CRISS)Main Idea – Detail Notes

Use the Predict Observe Explain strategy to Predict: Which alkaline Earth metal is the most reactive? [Demonstration]

Use RACE reading response strategy to answer the following question: How is the Periodic Table Organized? [Restate, Answer, Cite Evidence, and Explain] use after note-taking or reading pgs. 133-144. For lower level readers jigsaw the passage or share PowerPoint

Claims-Evidence Lab Report for the Mendeleev Lab of 1869 use rubric to grade.

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.P.8.3 - Describe the historical importance of atomic theory from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus and gold foil experiment), and Bohr (planetary model of atom), and understand how each discovery leads to modern atomic theory.

SC.912.P.8.5 - Use the periodic table and electron configuration to determine an element’s number of valence electrons and its chemical and physical properties. Explain how chemical properties depend almost entirely on the configuration of the outer electron shell.

SC.912.P.8.6 - Describe how atoms combine to form molecules through ionic, covalent, and hydrogen bonding. Compare and contrast the characteristics of the interactions between atoms in ionic and covalent compounds and how these bonds form. Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

SC.912.P.8.7 - Write chemical formulas for simple covalent (HCl, SO2, CO2, and CH4), ionic (Na+ + Cl- NaCl) and molecular (O2, H2O) compounds. Predict the formulas of ionic compounds based on the number of valence electrons and the charges on the ions.

July 2015

17CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

American Chemical SocietyContent Reading - Discovery of OxygenContent Reading - The Discovery of FullerenesContent Reading - Smartphones: Smart ChemistryLesson Plan -The Periodic TableLesson Plan - The Periodic Table and Energy ModelsLesson Plan – Energy Levels, Electrons, and Covalent BondingLesson Plan – Energy Levels, Electrons, and Ionic BondingLesson Plan – Represent Bonding with Lewis Dot Diagrams

NBC LearnThe Dirt of Ammonia as a Cleaning Agent

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): anion, cation, chemical bond, conductivity, covalent, bond, covalent bond, delocalized electrons, diatomic molecule, electrolyte, electron dot, electronegativity, formula unit, intermolecular forces, intramolecular forces, ionic bond, Lewis dot structure, metallic bond, molecule, monatomic ion, oxidation number, polar covalent, polyatomic ion, solubility, structural formula.

July 2015

18CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: V Unit Title: CHEMICAL FORMULAS & REACTIONSBody of Knowledge: Physical ScienceStandards: Matter, Energy

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 18/150 (12%)

Schedule Type Pacing (Days)Traditional 18 days

Block 9 daysEssential Questions

1. How does the configuration of the electrons in an atom determine (a.) what reactions can occur between atoms, (b.) how much energy is required to get the reaction to happen, and (c.) how much energy is released in the reaction?

2. How is “quantity”, measured based on chemical formulas?3. How is a balanced chemical equation written and in what ways does it illustrate

the Law of Conservation of Mass?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. Review Periodic Table from Chapter VSEPR Theory In Ch. 18 students will learn about reversible reactions that lead to chemical equilibrium

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Describe why atoms come together to form chemical bonds.

Distinguish between ionic, covalent bonds and metallic bonds and explain how they are formed.

Determine experimentally the properties of ionic, covalent, and metallic substances.

Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

Draw Lewis structures for simple molecules and molecules with multiple bonds.

Distinguish between bonding forces holding compounds together and other attractive forces,

SC.912.P.8.7 (2) – Interpret formula representations of molecules and compounds in terms of composition and structure.

SC.912.P.8.2 (2) – Differentiate between physical and chemical properties and physical and chemical changes of matter.

SC.912.P.8.8 (2) – Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.

SC.912.P.10.12 (2) – Differentiate between chemical and nuclear reactions.

SC.912.N.1.6 (2) - Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.4.1 (2) - Explain how

TextbooksLab: Testing Water for Ions (pg. 464-465)Demonstration: Evidence of a Chemical Reaction (pg. 262)Demonstration: Electrolysis of Water (pg.270)Demonstration: Synthesis of a Base from a Metal Oxide (pg. 278)Lab: Single-Displacement Reaction ( )Lab: Double-Displacement Reaction (pg.282) [micro]QuickLab – Balancing Equations Using Models (pg.284) GizmosChemical EquationsBalancing Chemical EquationsLimiting ReactantsThe Law of Conservation of MassBalancing Equations: Forming

Create Ion on Flash Cards or complete them digitally using Study Blue (pg. 221)

Students debate whether a name, formula, statement or diagram is Ionic or not in “I-On-It or Not”. Use a t-chart or other graphic organizer to organize their learning and conclude with writing assignment.

Predict, Observe, Explain with PHeT virtual lab simulation.

Model balancing equations using candy, beads, beans or some other type objects.

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.P.8.7 - Write chemical formulas for simple covalent (HCl, SO2, CO2, and CH4), ionic (Na+ + Cl- NaCl) and molecular (O2, H2O) compounds. Predict the formulas of ionic compounds based on the number of valence electrons and the charges on the ions.

SC.912.P.8.2 - Discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting, and boiling points. Describe simple laboratory techniques that can be used to separate homogeneous and heterogeneous mixtures (e.g. filtration, distillation, chromatography, evaporation).

SC.912.P.8.8 - Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.

July 2015

19CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

including hydrogen bonding and van der Waals forces.

Determine experimentally how different types of intermolecular forces affect the rate of evaporation.

Explain the significance of a chemical formula and the meaning of symbols and subscripts.

Determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

Write and name molecular compounds using prefixes.

scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Water

Discovery EducationChemical ReactionsChemical Reaction Basics

CPalmsLesson Plan - Balancing Chemical Equations Using a Visual AidLesson Plan - Dancing Ionic CompoundsLesson Plan - I-On-It (Ionic) or Not?Reading in the Content Area – Surprise: Ordinary Table Salt Turns Into Forbidden’ Forms

American Chemical Society

NBC Learn

BrainPop – [username palmbeach and password palmbeach]Chemical Equations

PHeT Virtual Simulation – Balancing Chemical Equations

Tutorial – Atoms and Bonding

SC.912.P.10.12 - Describe how chemical reactions involve the rearranging of atoms to form new substances, while nuclear reactions involve the change of atomic nuclei into entirely new atoms. Identify real-world examples where chemical and nuclear reactions occur every day.

SC.912.N.1.6 - Collect data/evidence and use tables/graphs to draw conclusions and make inferences based on patterns or trends in the data.

MAFS.K12.MP.1 – Make sense of problems and persevere in solving them.

MAFS.K12.MP.2 – Reason abstractly and quantitatively.

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): anion, cation, chemical bond, conductivity, covalent, bond, covalent bond, delocalized electrons, diatomic molecule, electrolyte, electron dot, electronegativity, formula unit, intermolecular forces, intramolecular forces, ionic bond, Lewis dot structure, metallic bond, molecule, monatomic ion, oxidation number, polar covalent, polyatomic ion, solubility, structural formula, subscripts, prefix, diatomic molecules.

July 2015

20CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: VI Unit Title: STOICHIOMETRYBody of Knowledge: Physical ScienceStandards: Matter, Energy

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 20/150 (13%)

Schedule Type Pacing (Days)Traditional 20 days

Block 10 daysEssential Questions

1. How are quantities determined in a chemical reaction?2. How is the amount of product formed and the reactants used in a chemical

reaction calculated?

Standards Notes: Nature of Science Benchmarks should be taught ALL year.

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

(Review) Interpret formula representations of molecules and compounds in terms of composition and structure.

(Review) Predict the formulas of ionic compounds based on the number of valence electrons and the charges of the ions.

Develop the concept of mole as a counting unit.

Use formulas of compounds to find the formula mass and the molar mass.

Use dimensional analysis to determine number of particles for elements and compounds using the mole concept, in terms of number of particles, mass, and the volume of an ideal gas at specified conditions of temperature and pressure.

Use experimental data to determine, empirical formulas, molecular

SC.912.N.1.5 (2) - Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.N.2.5 (3) - Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

SC.912.P.8.9 (3) - Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.

TextbookDemonstration: Mass Relationshipsin Chemical Reactions p.300Lesson Starter p.304Foldable for CalculationsDemonstration p.312Quick Lab: Limiting Reactants in aRecipe p. 316Lab: Stoichiometry and GravimetricAnalysis p. 326-327

GizmosStoichiometryLimiting Reactants

Discovery Education The Mole and Conversion

Methods What is Stoichiometry? Balancing Equations Molar conversions Mass-Mass Conversions Mass Percent and Empirical

Formulas Limiting Reactants

Lewis Structures

Hook/engage students using the Making Menus lesson plan.

Student centered activity which engages students in a little bit of competition using Mole Relay lesson plan.

Modeling bonding using students.

Use Predict, Observe, Explain (POE) strategy to have students conceptualize what happens when you don’t have enough ingredients to make a specific product in a recipe.

RACE – Have students answer the following question using the RACE method. How does stoichiometry relate to the Law of Conservation of Mass?

Enrichment ActivitiesScience Fair

SC.912.N.1.5 - Recognize that contributions to science can be made and have been made by people from all over the world.

SC.912.N.2.5 - Recognize that scientific questions, observations, and conclusions may be influenced by the existing state of scientific knowledge, the social and cultural context of the researcher, and the observer’s experiences and expectations. Identify possible bias in qualitative and quantitative data analysis.

SC.912.P.8.9 - Recognize one mole equals 6.02 x 1023 particles (atoms or molecules). Determine number of particles for elements and compounds using the mole concept, in terms of number of particles, mass, and the volume of an ideal gas at specified conditions of temperature and pressure. Use experimental data to determine percent yield, empirical formulas, molecular formulas, and calculate the mass-to-mass stoichiometry for a chemical reaction.

July 2015

21CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

formulas Analyze balance chemical

equations in terms of mole ratio of reactants and products.

Identify and solve mass-to-mass stoichiometry problems.

Differentiate theoretical yield from actual yield.

Determine the percent yield of a given chemical reaction.

The Octet Rule ad Atomic Bonding

Covalent Bonds and Electronegativity

Intermolecular Forces Chemical Bonding:

Valence Electrons

CPalmsLesson Plan - Making MenusLesson Plan – Mass Mole Relationships: A Statistical Approach to Accuracy and PrecisionLesson Plan – Mole RelayVirtual Manipulative –

American Chemical SocietyRepresent Bonding with Lewis Dot Diagrams

PHeTReactants, Products, and Leftovers

Science OlympiadEPICS

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Atomic mass unit, Avogadro’s number, ionic compound (formula unit), molecule, atom, gas, particle, element, volume, temperature, pressure, ideal gas, empirical formula, molecular formula, empirical formula, molar mass, mole, molecular formula, Mole ratio, stoichiometry, molar mass, mole, mole ratio, molecular formula, compound, molecule, atom, aqueous, chemical equation, coefficient,, Law of Conservation of Matter (mass), Precipitate, product, theoretical yield, actual yield, percent yield.

July 2015

22CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: VII Unit Title: STATES OF MATTERBody of Knowledge: Physical Science Body of Knowledge: Life ScienceStandards: Matter, Energy, Motion Standards: Interdependence

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 12/150 (8%)

Schedule Type Pacing (Days)Traditional 12 days

Block 6 daysEssential Questions1. How does the kinetic molecular theory explain the behavior of gases?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. SC.912.P.10.5 (2) – Relate temperature to the average molecular kinetic energy. (Honors

ONLY)

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Describe molecular motion and the effect of temperature.

Develop the conceptual understanding of the KMT. (Describe why particles move and what happens to particles when they move).

Analyze the structure of matter in solid, liquid and gas states based on the kinetic molecular theory.

Relate temperature to average molecular kinetic theory.

Describe how structure and properties of a solid are related

Differentiate among the four states of matter in terms of energy, particle motion and phase transitions.

Compare and contrast the role of intra- and inter-molecular forces in the

SC.912.P.8.1 (2) – Differentiate among the four states of matter.

SC.912.P.8.2 (2) - Differentiate between physical and chemical properties and physical and chemical changes of matter.

SC.912.P.12.11 (2) - Describe phase transitions in terms of kinetic molecular theory.

TextbookVisual Concepts for Chap 10.1States of MatterDemonstrations as shown in figuresp.334-335Demonstration: Dry Ice SublimationLab: Heating Curve for WaterLab: “Wet” Dry Ice p. 358-359

GizmosFreezing Point of Salt WaterPhases of WaterTemperature and Particle Motion

Discovery EducationStates of Matter: Intermolecular forces

CPalmsLesson Plan – States of MatterLesson Plan – Heating Curve of Water

PHeT States of MatterGas Properties

Laboratory explorations are important for this unit. Ensure that students are gaining understanding of benchmarks from completion of labs.

Picture Inquiry – Give students images of phase diagrams with labeled axes only. What do you think is happening in the phase diagram? Do you think that this phase diagram would be the same for any substance?

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.P.8.1 - Differentiate among the four states of matter (solid, liquid, gas and plasma) in terms of energy, particle motion, and phase transitions. (Note: Currently five states of matter have been identified.)

SC.912.P.8.2 - Discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting and boiling points. Describe simple laboratory techniques that can be used to separate homogeneous and heterogeneous mixtures (e.g. filtration, distillation, chromatography, evaporation).

SC.912.P.12.11 - Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.

SC.912.P.10.5 – Recognize that the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy.

July 2015

23CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

structure of matter. Distinguish between

bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.

Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

Describe phase transitions in terms of kinetic molecular theory.

Apply the concepts of temperature, kinetic and potential energy in explaining phase changes.

Draw and label a phase change graphic.

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Solid, boiling, change of state, condensation, conservation of energy, phases, dipole-dipole forces, (Van der Waals) forces, electrostatic forces, energy, hydrogen bonding, induced dipole, intermolecular forces, intramolecular forces, liquid, melting, phases, polarity, solid, states of matter, vapor, freezing point, boiling point, vaporization, temperature, absolute zero, phase diagram, volume, compressibility, reactivity, malleability.

July 2015

24CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: VIII Unit Title: ACIDS AND BASESBody of Knowledge: Physical Science Body of Knowledge: Life ScienceStandards: Matter Standards: Interdependence

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 14/150 (9%)

Schedule Type Pacing (Days)Traditional 14 days

Block 7 daysEssential Questions

1. How are the properties of acids, bases, and salts different from one another and how do they behave?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. SC.912.N.4.2 (3) – Weigh the merits of alternative strategies for solving a specific societal

problem by comparing a number of different costs and benefits, such as human, economic, and environmental.[Honors Only]

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific

resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Identify properties of acids and bases.

Classify solutions as acidic, basic or neutral.

Define acids and bases using the Arrhenius theory.

Predict the products of neutralization reactions.

Explain the strength of acids and bases from the perspective of ionization.

Recognize the product of an acid and a base as a salt and water.

Calculate the pH and pOH of aqueous solutions.

Explain the process of neutralization.

Describe how an indicator works.

SC.912.L.18.12 (2) – Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

SC.912.N.4.1 (2) – Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. [MAFS.K12.MP.1, MAFS.K12.MP.2]

SC.912.P.8.8 (2) – Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.

SC.912.P.8.11 (2) - Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.

Textbooks Differentiated Instruction:

Recommended Activities and Labs.

Quick Lab: Household Acids & Bases p. 472

Lab: Is It an Acid or a Base? P. 496-497

Lab: Testing pH of solutions with pH paper

Demonstration: pH change in an Acid-Base Titration p. 517

Lab: How Much Calcium Carbonate Is in an Eggshell? P. 528

GizmospH AnalysispH Analysis Quad Color Indicator

Discovery EducationProperties of Acids and BasesAcids and BasesThe pH ScaleArrhenius’ Definition of Acids and

Graphic Organizer – Compare and contrast the Arrhenius and Lewis definitions of Acids and Bases.

2-column notes on the properties of acids and bases.

POE - Have students sort various household chemicals into groups: acids, bases, or neutral substances. In their notebook create 3-columns. In the first column name the substance, second column write prediction (acid, base, neutral) plus qualitative observations of the chemical (look, smell (waft)), use litmus paper or Gizmo to observe the pH using litmus paper. In final column explain with evidence whether the substance was an acid, base, or neutral substance and what properties support that conclusion.

Benchmark ClarificationSC.912.18.12 – Students will explain the properties of water at a conceptual level. Students will explain how the properties make water essential for life on Earth.

Content Limits SC.912.L.18.12 – Items referring to the properties of water are limited to hydrogen bonding, polarity, cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Annually assessed on Biology EOC.

SC.912.N.4.1 - Recognize that no single universal step-by-step scientific method captures the complexity of doing science. A number of shared values and perspectives characterize a scientific approach.

SC.912.P.8.8 - Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.

July 2015

25CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Bases

CPalmsLesson Plans – Acids, Bases, and pHLesson Plans – Investigating the pH of SoilsTeaching Idea – Zip-lock Bag Reactions

PhET Interactive Simulations – Acid-Base SolutionspH Scale

Lab: Titration Lab (Hydrochloric Acid and Sodium Hydroxide)

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.P.8.11 – Use experimental data to illustrate and explain the pH scale to characterize acid and base solutions. Compare and contrast the strengths of various common acids and bases.

SC.912.N.4.2 - Identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified. Discuss ethics in scientific research to advance society (e.g. global climate change, historical development of medicine and medical practices).(Honors ONLY)

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): acid, base, amphoteric, Arrhenius model, Bronsted-Lowry model, conjugate acid, conjugate base, dissociation, end point, equivalence point, hydronium ion, indicator, ionization constant, neutralization, pH, salt, strong acid, strong base, titration, weak acid, weak base, hydroxyl ion.

July 2015

26CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: IX Unit Title: REACTION ENERGY & KINETICSBody of Knowledge: Physical Science Standards: Energy

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 14/150 (9%)

Schedule Type Pacing (Days)Traditional 14 days

Block 7 daysEssential Questions

1. What factors affect the rate of a chemical reaction?2. How are matter and energy transformed and conserved even though their form

and location undergo continual change?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. Students may think that the first step is the slowest step in reaction mechanism. SC.912.P.10.6 (3) – Create and interpret potential energy diagrams, for example:

chemical reactions, orbits around a central body, motion of a pendulum. (Honors ONLY)

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Use collision theory and activation energy to describe the mechanisms by which chemical reaction takes place.

Review the factors that influence the rate of a chemical reaction.

Describe the rate based on experimental data, and relates the reaction rate to the mechanism of the reaction.

SC.912.P.10.1 (2) – Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.

SC.912.P.10.2 (3) – Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.

SC.912.P.10.5 (2) – Relate temperature to the average molecular kinetic energy.

SC.912.P.10.7 (2) – Distinguish between endothermic and exothermic chemical processes.

SC.912.P.12.12 (3) – Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.

TextbookDemonstration: Boiling water in aPaper cup p. 532Demonstration: Hess’s Law p. 540Lab: Calorimetry and Hess’s Lawp.558-559Demonstration p. 563Demonstration: Decomposition andCatalysts p. 571Quick Lab: Factors InfluencingReaction Rate p. 578Lab: Rate of a Chemical Reaction p. 586

Laboratory InvestigationFactors Affecting Reaction RatePotential/Kinetic Energy Simulation

Gizmos (Need subscription)Collision Theory

PHeT – Energy Transformations

Graphic Organizer – Use PHeT simulation to differentiate various forms of energy.

Brainstorm in collaborative groups multiple transformations of energy in everyday life.

POE – Which substance do you think will dissolve the fastest? Sugar Cubes, sugar granules or you can use candies.

Inquiry – Allow students to set up their own lab to test a factor and its influence on reaction rate or which factor influence the most. Review rules of scientific investigation.

Enrichment ActivitiesScience FairScience OlympiadEPICS

SC.912.P.10.1 – Differentiate between kinetic and potential energy. Recognize that energy cannot be created or destroyed, only transformed. Identify examples of transformation of energy: Heat to light in incandescent electric light bulbs, Light to heat in laser drills, Electrical to sound in radios, Sound to electrical in microphones, electrical to chemical in batter rechargers, Chemical to electrical in dry cells, Mechanical to electrical in generators [power plants], Nuclear to heat in nuclear reactors, Gravitational potential energy of a falling object is converted to kinetic energy then to heat and sound energy when the object hits the ground.

SC.912.P.10.2 – Use calorimetry to illustrate conservation of energy. Differentiate between the different types of systems and solve problems involving conservation of energy in simple systems (Physics). Explain how conservation of energy is important in chemical reactions with bond formation and

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27CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Discovery Education

NBC LearnProducing Biofuels May Worsen, Not Lessen, Carbon Dioxide EmissionsBlack Carbon

bond breaking (Chemistry).SC.912.P.10.5 – Recognize that the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy.

SC.912.P.10.6 – Construct and interpret energy diagrams for endothermic and exothermic chemical reactions, and for rising or falling objects. Describe the transformation of energy as a pendulum swings. (Honors ONLY)

SC.912.P.10.7 – Classify chemical reactions and phase changes as exothermic (release thermal energy) or endothermic (absorb thermal energy).

SC.912.P.12.12 – Various factors could include: temperature, pressure, solvent and/or solute concentration, sterics, surface area, and catalysts. The rate of reaction is determined by the activation energy, and the pathway of the reaction can be shorter in the presence of enzymes or catalysts. Examples may include: decomposition of hydrogen peroxide using manganese (IV) oxide, nitration of benzene using concentrated sulfuric acid, hydrogenation of a C=C double bond using nickel.

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Reaction mechanism, intermediates, collision theory, activation energy, activated complex, homogeneous reactions, heterogeneous reactions, surface area, temperature, concentration, catalyst (homogeneous or heterogeneous), order, rate constant, rate-determining step, rate law.

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28CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

CHEMISTRY 1 (Regular and Honors) COURSE CODE: 2003340/2003350

Unit#: X Unit Title: CHEMISTRY & UNIFYING THEMESBody of Knowledge: Physical Science Body of Knowledge: Life Science Standard: Matter and Motion Standard: Interdependence

Based on 187 Total Contact Days (1 Day equals approximately 1 class period)Pacing: 12/150 (8%)

Schedule Type Pacing (Days)Traditional 12 days

Block 6 daysEssential Questions

1. What factors affect phase equilibrium on a molecular level?2. How does chemistry connect with the concepts of evolution and Earth’s

suitability for life?

Standards Notes: Nature of Science Benchmarks should be taught ALL year. Students may need a review of the concepts of electron configurations (ch. 4),

hybridization and covalent bonding (ch. 6) and intermolecular attraction with liquids and solids (ch. 12)

SC.912.P.8.12 (2) - Describe the properties of the carbon atom that make the diversity of carbon compounds possible. (Honors ONLY)

SC.912.L.17.15 (2) - Discuss the effects of technology on environmental quality. (Honors ONLY)

SC.912.L.17.19 (2) - Describe how different natural resources are produced and how their rates of use and renewal limit availability. (Honors ONLY)

Essential ContentBenchmarks (DOK): Objectives

and Skillswww . floridastandards . org

Instructional Resources:(select benchmark specific resource)

Instructional Strategies:(recommended activities and

labs)

Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)

Define reversible reactions, the state of equilibrium, and K, the equilibrium constant.

Describe how equilibria shifts in response to changes in concentration, pressure, and temperature and discuss the common-ion effect.

Describe the equilibria of acids, bases, and salts.

Discuss solubility equilibria and explain calculations involving the solubility product.

Describes carbon bonding

SC.912.P.12.13 (3) - Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.

SC.912.N.3.2 (2) - Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

PowerPoint Presentation – Renewable vs. Nonrenewable ResourcesPowerPoint Presentation – Energy Conservation

Gizmos (Need Subscription)Energy ConversionsDehydration Synthesis

Discovery Education (Login through BEEP)The Carbon Cycle: Fossil fuels - Addresses the effect that human use of fossil fuels has had and continues to have on the planet. Fluctuation in global temperatures is a natural process, part of the greenhouse effect,

Reading Interactive Resource – Reading Comprehension Passage (Renewable/Nonrenewable Resources)

Graphic Organizer – Students should read Section 2: Hydrocarbons and organize the information in a table titled “Organic Compounds”. Include information on structural characteristics, naming, properties, uses, and examples.

Student Centered Instruction –

SC.912.P.12.13 - Identify and explain the factors that affect the rate of dissolving (e.g., temperature, concentration, surface area, pressure, mixing). Explain that equilibrium is established when forward and reverse-reaction rates are equal.

SC.912.N.3.2 - Recognize that scientific argument, disagreement, discourse, and discussion create a broader and more accurate understanding of natural processes and events.

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29CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

as the key to the diversity of organic compounds, and introduces structural formulas and isomers.

Identify functional groups and classes of organic compounds. Determine the properties of and uses of each.

Discusses the properties and functions of carbohydrates and lipids.

Describe amino acids and polypeptides and explains how amino acid side chains influence protein structure and function.

Discuss how ATP is used as an energy source for making new molecules.

Describes the structure and replication of DNA and discusses how proteins are made.

but humans are burning fossil fuels too quickly for the Earth to keep up. The result is an increase in the output of carbon dioxide, which is causing global warming.Elements of Chemistry: Carbon: The Element of Life - All matter follows the same scientific principles, but there are significant differences in the chemical make-up of organic and inorganic substances. Life as we know it could not exist without the element carbon. It provides the backbone of every living molecule. This program focuses on the unusual properties of carbon and shows how it is able to combine with other elements to produce the vast number of organic compounds from hydrocarbons to the molecules in human tissues.Achievements in Biotechnology Part 1 - An overview of important advances in biotechnology is given including the use of DNA to solve criminal investigations both new and old.Achievements in Biotechnology Part 2 - An overview of important advances in biotechnology including the future this technology may have a bigger impact than the Industrial Revolution.

YouTubeHeal, Feed, Sustain: How Biotechnology Can Help Save the World

CPalmsVirtual Manipulative – Chemical EquilibriumVirtual Manipulative – The Meaning of Equilibrium ConstantVirtual Manipulative – Reversible Reactions

Carbon Cycle Game

Scientific Argumentation – Assign half of the students to be for and the other half against the following statement: “Should humans and corporations be limited by government in their use of fossil fuels that release greenhouse gases into our atmosphere?” Students will research to cite evidence of their claim.

Enrichment ActivitiesScience FairScience OlympiadEPICS

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30CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

Video –Climate Connections Global Warming: All About Carbon

American Chemical SocietyReading in the Content Area –Graphene: The Next Wonder MaterialReading in the Content Area – Do Diamonds Really Come from Coal?

KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): reversible reactions, equilibrium constant, chemical equilibrium expression, organic compounds, catenation, hydrocarbons, alkanes, cycloalkanes, alkenes, alkynes, isomers, petroleum resources (715), molecular clocks (762), environmental impact, nucleic acid, Deoxyribonucleic Acid, Ribonucleic Acid, clone.

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31CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and Gifted

These standards from the course description should be placed at the end of the IFC-Curriculum Map

Florida Standards

Each unit will incorporate Florida Standards while covering the required content. The particular core standard implemented will depend on the instructional strategy implemented.

LAFS.1112.SL.1.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher –led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.LAFS.1112.SL.1.2 – Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.LAFS.1112.SL.1.3 – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.LAFS.1112.SL.2.4 – Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.LAFS.1112.SL.2.5 – Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.MAFS.912.F-IF.2.4 –For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicityMAFS.912.F-IF.3.7 – Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.ELD.K12.ELL.1.1 – English language learners communicate for social and instructional purposes within the school setting.ELD.K12.ELL.XX.1 – English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.MAFS.912.G-MG.1.2- Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). ★LAFS.1112.RST.1.1 –MAFS.912.S-ID.1.1 – Represent data with plots on the real number line (dot plots, histograms, and box plots).MAFS.912.S-ID.1.2 – Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.MAFS.912.S-ID.1.3 – Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).MAFS.912.S-ID.1.4 – Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.MAFS.912.S-ID.2.5 – Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.MAFS.912.S-ID.2.6 – Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.MAFS.912.S-IC.2.6 - Evaluate reports based on data.LAFS.1112.RST.1.2 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LAFS.1112.RST.1.3 – Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.LAFS.1112.RST.2.5 – Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, and energy).

July 2015

32CHEMISTRY I: Curriculum Map – Instructional Focus Calendar School Board of Broward County Florida – Department of Math, Science, and GiftedLAFS.1112.RST.2.6 – Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.LAFS.1112.RST.3.7 – 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.LAFS.1112.RST.3.8 – Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.LAFS.1112.RST.3.9 – Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.LAFS.1112.RST.4.10 – By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.LAFS.1112.WHST.1.1 – Write arguments focused on discipline-specific content. LAFS.1112.WHST.1.2 – Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LAFS.1112.WHST.2.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.LAFS.1112.WHST.2.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.LAFS.1112.WHST.2.6 – Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.LAFS.1112.WHST.3.7 – Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.LAFS.1112.WHST.3.8 – Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.LAFS.1112.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research.LAFS.1112.WHST.4.10 – Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.MAFS.912.N-Q.1.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

July 2015