bhspaul.weebly.com · Web viewWEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS...

Buford High School CURRICULUM CALENDAR

COURSE: Chemistry SEMESTER: 2012-2013

TEACHER(S): A. Edwards and C. Paul

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)

Week 1 Friday, 8/3 Skill focus: Application of scientific method

To develop successful strategies for learning chemistry

Go over syllabus In pairs, have students create list of skills needed to be

successful in a science class As a class, discuss each skill listed paying particular attention to

making observations Introductory Observation Activity-At the Scene of the Crime-

Picture; Questions

SCSh 1-4,6,8

Monday, 8/6 Skill focus: Application of scientific method

Compare and contrast types of observations

Compare and contrast theories and observations

Lab-Observations and Explanations Homework-Complete lab Homework: Review the steps of the Scientific Method using

the PowerPoint-Scientific Method -Note guide

SCSh 1-4,6,8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

Tuesday, 8/7 Skill focus: Application of scientific method

Identify and apply the steps of the scientific method

Create graphs to reveal patterns in data

Identify types of variables

Interpret graphs

As bell ringer activity, have students list the steps of the scientific method in order.

Lab-Application of the Scientific Method: A Penny for Your Thoughts

SCSh 1-4,6,8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

Wednesday, 8/8 Skill Focus:Manipulation and recording of metric measurements

Introduce the use of significant digits to express uncertainty in measured values

Use SI units to make measurements

Explain how adding a prefix changes a unit.

As a bell ringer activity, have students complete the Comic Strip puzzle using their knowledge of the scientific method.

Discuss lab activity from 8/7 Activity-Uncertainty of a Measurement Homework: Print and Review the notes on SI units

SCSh 5,6,8ELACC9-10RTS2

Thursday, 8/9 Skill Focus: Use SI units to make As a bell ringer activity, have students answer the SI unit SCSh 5,6,8

1




Manipulation and recording of metric measurements

measurements Apply the rules of

significant digits to express the uncertainty in measured values

scavenger hunt questions. Complete Uncertainty of a Measurement Activity from 8/8 Homework-Complete handout “Making Measurements”

ELACC9-10RTS2

Friday, 8/10 Skill Focus:Manipulation and recording of metric measurements

Use SI units to make measurements

Apply the rules of significant digits to express the uncertainty in measured values

Define accuracy and precision

Apply the definitions in order to compare the accuracy and precision of recorded data

Describe the accuracy of experimental data using error and percent error

As a bell ringer activity, students take a quiz on Measurement Lab-Measuring Volume Homework-Complete the lab

SCSh 5,6,8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

2





Week 2 Monday, 8/13 Skill Focus:Manipulation and recording of metric measurements

Define accuracy and precision

Apply the definitions in order to compare the accuracy and precision of recorded data

Introduce the use of significant digits to express uncertainty in calculated values

As a bell ringer, have students write a paragraph in which they discuss their lab results and propose possible reasons for error.

Use the lab to discuss accuracy and precision. Explain the terms using the analogy of a target. Use the data from the lab to review the counting of significant

digits in a measurement. Practice determining the correct number of significant figures

given sample data. List and explain the rules for recording significant figures in

calculated values Homework-Practice rounding answers to the correct number

of significant digits. Homework-Review PowerPoint “Significant Digits” Notes-

Significant Digits

SCSh 5,6,8ELACC9-10WHST10ELACC9-10RST7

Tuesday, 8/14 Skill Focus:Manipulation and recording of metric measurements

Use SI base units to make measurements

Apply rules for significant figures to express uncertainty in measured and calculated values

Describe the accuracy of experimental data using error and percent error

As a bell ringer, have students record, to the correct number of significant digits, the perimeter and area of a note card

Lab-A Scientific Approach to Estimation Homework: Complete Study Guide on Measurement

SCSh 5,6,8ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Wednesday, 8/15 Skill Focus:Manipulation and recording of metric measurements

All objectives for weeks 1 and 2

Go over Study Guide Review game-Jeopardy

SCSh 1-8

Thursday, 8/16 Skill Focus: • All objectives for weeks 1 Test over Measurement SCSh 1-8

3




Common Assessment#1

Manipulation and recording of metric measurements

and 2 Following test, students read and complete handout on physical and chemical properties.

ELACC9-10RTS2

Friday, 8/17 Skill focus: Analyze the nature of matter and its classifications

Distinguish between physical and chemical properties

Compare the derived units for volume and density

As a bell ringer, students identify 5 examples of properties as physical or chemical.

Using student volunteers, have students compare the mass and volume of the different steel spheres. As a class, discuss the observations made.

Lab-Relationship Between Mass and Volume Homework: Graph lab data

SC1b, SCSh 5, 6, 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

4





Week 3 Monday, 8/20 Skill focus: Analyze the nature of matter and its classifications

Compare the derived units for volume and density

Define density Distinguish between

intensive and extensive properties

Solve density problems graphically and mathematically

As a bell ringer, have students, in pairs, compare their graphs and discuss similarites and differences.

As a class, complete the lab from 8/17. Using the lab data,explain and demo how density can be determined graphically and mathematically. Using lab data, explain the difference between intensive and

extensive properties Work sample problems using the density formula. Homework-Complete the worksheet: Density problems

SC1b, SCSh 5,6,8ELACC9-10RST7

Tuesday, 8/21 Skill focus: Analyze the nature of matter and its classifications

Apply the measurement of density to determine if objects sink or float

As a bell ringer, show students the coke vs diet coke demo. Have students write a short paragraph that gives a possible explanation for what they observe.

Go over any questions on calculating density. Lab-Will it sink or float? Discuss the coke and diet coke demo using knowledge acquired

through the lab. Homework: Complete the density handout.

SC1b, SCSh 5,6,8ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Wednesday, 8/22 Skill focus: Analyze the nature of matter and its classifications

Apply the measurement of density to determine if objects sink or float

Classify properties as chemical or physical

As a bell ringer, have students match the density values on the board to the materials in the graduated cylinder on the desk.

Perform the methane bubble, hexane ramp, and carbon dioxide ramp demonstrations. Have students write a short paragraph explaining their observations.

Lab-Chemical and Physical Properties Homework-Preview PowerPoint notes on Classification of

Matter; Mixtures (Homogeneous and Heterogeneous) vs. Substances and States of Matter.

SC1b, SCSh 5,6,8ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Thursday, 8/23 Skill focus: Contrast mixtures and As bell ringer, have students take quiz on density. SC1b, SC6a, SCSh 8

5




Analyze the nature of matter and its classifications

substances Classify mixtures as

homogeneous or heterogeneous

Complete lab from 8/22. Distinguish between the different states of matter, mixtures

(heterogeneous and homogeneous) and substances. Provide examples of each.

Provide students with a graphic organizer Go over examples on PowerPoint with students. Homework- Complete handout on classification of matter

Friday, 8/24 Skill focus: Analyze the nature of matter and its classifications

Apply knowledge of chemical and physical properties to identify the components of various mixtures

As a bell ringer, have students classify 10 examples as substance, heterogeneous mixture, or homogeneous mixture.

Lab-Identification of Mixtures Homework-Complete lab

SC1b, SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

6





Week 4Performance Essay

Monday, 8/27 Skill focus: Analyze the nature of matter and its classifications

Contrast elements, compounds, and mixtures

As a bell ringer, have students read a description of a sample of a material. Students should classify each property as chemical or physical and intensive or extensive, and classify the material as a substance or mixture.

Discuss and complete lab from 8/25 as needed. Explain the differences between elements and compounds.

Have students fill in corresponding information on the graphic organizer.

Lab-Classification of Matter Homework-Using PowerPoint notes preview physical and

chemical changes

SC1b, SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Tuesday, 8/28 Skill focus: Analyze the nature of matter and its classifications

Distinguish between chemical and physical changes

As a bell ringer, have students classify 10 examples as an element, compound, or mixture.

Explain the difference between chemical and physical changes and list 5 indicators of chemical change.

Review the names for the different phase changes-emphasize that they are physical changes

Lab-Physical and Chemical Changes Homework-Complete lab

SC1b, SC6a, SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Wednesday, 8/29Language Arts and Fine Arts

Skill focus: Analyze the nature of matter and its classifications

List and describe several techniques used to separate mixtures

As a bell ringer, classify 10 examples as physical or chemical changes.

Demonstrate the different techniques used to separatemixtures

Provide examples of lab equipment used in separation techniques

Homework-Write a set of procedures that could be used to separate a mixture of salt, sand, and iron filings.

SC1b, SCSh 8 ELACC9-10RST7

Thursday, 8/30 Skill focus: Analyze Apply various As a bell ringer, have lab groups discuss their lab procedures SC1b,SCSh 8

7




the nature of matter and its classifications

techniques used to separate mixtures

and decide on the one that will be used. Lab-Separating Mixtures Homework-Complete lab

ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Friday, 8/31Professional Learning(Early Release)


Apply various techniques used to separate mixtures

As a bell ringer, have students identify how 5 examples of mixtures would be separated.

Quiz-Classification of Matter Reading assignment out of “How the Cookie Crumbles”

SC1b, SCSh 8 ELACC9-10RTS2

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS

8




(CCGPS, GPS, AP)Week 5BenchmarkWeek#1

Monday, 9/3 LABOR DAY HOLIDAYTuesday, 9/4Language Arts and Fine Arts


Apply various techniques used to separate mixtures

As a bell ringer, students take quiz on classification of matter. Review game-Password Homework-Complete Study Guide for Benchmark #1

SCSh 1-5,6,8SC1b, SC6a

Wednesday, 9/5Math and Foreign Language


All objectives weeks 1-4

As a bell ringer, have students write down three questions they have regarding classification of matter.

Go over any questions students have on Study Guide Review game-Jeopardy (Round 1) and Jeopardy (Round 2)


Thursday, 9/6Science and Health/PE



Benchmark Exam #1 Following test have students complete Element Pun handout. Homework-Make flashcards of element names and symbols


Friday, 9/7Social Studies + CTAE

Skill focus:Explain the characteristics of atoms

Compare and contrast the atomic models

Define atom

Bell Ringer Activity-Students use prior knowledge to list as many facts as possible about an atom.

Go over Benchmark Exam results Lab-Introduction to Atomic Structure (Mystery Boxes) Discuss lab activity Homework-Preview PowerPoint-Atomic Theory and take notes

on Early Atomic Theories

SC3a-c, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7


9




(CCGPS, GPS, AP)Week 6 Monday, 9/10 Skill focus:

Explain the characteristics of atoms


Define atom

Bell Ringer Activity-Have students complete the square puzzle activity. When finished, have the students write a short paragraph explaining how this relates to the development of theories over time.

Discuss and explain the early atomic theories (Democritus and Dalton) using PowerPoint notes. Note taking guide

Mini Lab- Law of Conservation of Mass Homework: Complete lab activity

SC3a-c, SCSh7, 8 ELACC9-10WHST10ELACC9-10RST7

Tuesday, 9/11 Skill focus:Explain the characteristics of atoms

Distinguish between the subatomic particles in terms of relative charge and mass

Describe the structure of the atom, including the locations of the subatomic particles

Bell Ringer-In a short paragraph, students explain the difference between Democritus’ and Dalton’s atomic theories.

Continue giving notes over experimental data that contributed to our knowledge of the atom.

Perform demonstrations or simulations of experiments that determined the structure of the atom when possible.

Homework: Construct a timeline of the development of the Atomic Theory

SC3a-c, SCSh7, 8 ELACC9-10WHST10

Wednesday, 9/12 Skill focus:Explain the characteristics of atoms

Describe the structure of the atom, including the locations of the subatomic particles

Bell Ringer-In a short paragraph, students describe how the results of Rutherford’s Gold Foil Experiment changed the model of the atom.

Lab-Atomic Target Practice Homework-Complete lab

SC3a-c, SCSh7, 8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Thursday, 9/13 Skill focus:Explain the characteristics of atoms


Describe the contributions various scientists made to the modern atomic theory

Bell Ringer- In pairs, students quiz each other on element names and symbols

Review Game-What’s My Line Questions Game Answers Homework-Study element names and symbols for quiz

SC3a-c, SCSh7, 8

Friday, 9/14 Skill focus:Explain the

Calculate the number of electrons, protons,

Bell Ringer-Quiz over element names and symbols Activity-Building Bohr models

SC3a-c, SCSh7, 8

10




characteristics of atoms

and neutrons in an atom given its mass and atomic numbers

Represent atoms using Bohr diagrams

Define valence electrons

Practice Problems-Identifying Relationship Among Protons, Electrons, Neutrons

11






Monday, 9/17 Skill focus:Explain the characteristics of atoms

Define an isotope Calculate the number

of electrons, protons, and neutrons in an atom given its mass

Bell Ringer-Using puff balls, students construct a two-dimensional Bohr diagram of an assigned atom.

Students list similarities and differences between their model and their assigned partner.

As a class, discuss what the students discovered and use to introduce the definition of isotope.

Activity-Identification of Isotopes Practice solving problems in a class in which the number of

subatomic particles of isotopes are determined from atomic and mass numbers.

Homework: Practice problems involving the calculation of subatomic particles in isotopes of various atoms

SC3a-c, SCSh7, 8


Define the term mole Relate the mole to a

common everyday counting unit

Explain how a mole is used to indirectly count the number of particles of matter

Bell Ringer-Students convert sample numbers into scientific notation and vice versa.

Introduce the concept of a mole using the PowerPoint-Mole Concept. Note taking guide.

Practice the conversion between moles and number of representative particles

SC2c-e, SC3a-c, SCSh7, 8

Wednesday, 9/19SOCIAL STUDIES + CTAE


Relate the mass of an atom to the mass of a mole of atoms

Convert between number of moles and the mass of a substance

Bell Ringer - Students solve 3 mole conversion problems Answer any questions the students have about the practice

problems Activity-Setting Up a Relative Scale. As a class, discuss how the process used to set up the relative

scale in the activity is analagous to the atomic mass scale used by chemists.

Demonstrate and practice the conversion between moles and mass of a substance

Homework-Practice solving conversions between mass and moles and number of representative particles.

SC2c-e, SC3a-d, SCSh7, 8

Thursday, 9/20 Skill focus: Demonstrate the Bell ringer-Students determine the number of subatomic SC3a-d, SCSh7, 8

12




Explain the characteristics of atoms

relationship of the relative abundance of the isotopes to the average atomic mass of a particular element

Calculate the average atomic mass of various elements

particles in atoms given mass number, atomic number, and atomic mass.

Lab-Average Atomic Mass Determination Homework- Practice problems involving the calculation of

average atomic mass

ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Friday, 9/21 Skill focus:Explain the characteristics of atoms

Convert between moles and number of representative particles

Convert between number of moles and the mass of a substance

Perform average atomic mass calculations

Bell Ringer-Quiz over Atomic Theory Sentence Game-The Mole Homework-Complete Study Guide for test


13





Week 8 Monday, 9/24 Skill focus:Explain the characteristics of atoms


Bell Ringer-In pairs, students discuss any questions they have on the study guide

As a class, go over questions from the study guide Review game-Candy Land


Tuesday, 9/25Common Assessment#2



Test over Atomic Theory After test, read excerpt from “How the Cookie Crumbles”

SC2c-e, SC3a-d, SCSh7, 8 ELACC9-10RTS2


Compare the Bohr model and quantum mechanical model of the atom

Bell Ringer-Students draw the Bohr diagram of an element with 60 electrons

Students complete Analysis of Atomic Structure Activity

SC3a-d,f; SCSh7, 8 ELACC9-10RST7



Bell Ringer-In pairs, students compare and discuss the answers to the questions from the activity.

Introduce the quantum theory using the PowerPoint-Electron Arrangement Note Taking guide-Electron Arrangement

Homework-Complete handout on Quantum Theory

SC3a-d,f; SCSh7, 8

Friday, 9/28 Skill focus:Explain the characteristics of atoms


Write electron configurations and draw electron dot diagrams

Assign quantum numbers to represent valence electrons

Bell Ringer-Students write a short paragraph comparing and contrasting the Bohr and Quantum Mechanical models of the atom

Build models relating electron arrangement to quantum numbers for the first 10 elements

Practice writing electron configurations, bohr diagrams, and dot diagrams for the first 10 elements

Practice assigning quantum numbers for electrons making up the first 10 elements.

Homework-Write electron configurations and draw dot diagrams for select elements.

SC3a-d,f; SCSh7, 8 ELACC9-10WHST10

14





Week 9 Monday, 10/1 Skill focus:Explain the characteristics of atoms

Write electron configurations and draw electron dot diagrams

In pairs, students compare their electron configurations from homework assignment

Introduce the correct configuration for potassium Explain the Aufbau Principle. Practice writing configurations and dot diagrams for elements

with atomic numbers greater than 20 Homework-Practice writing configurations, dot diagrams, and

assigning of quantum numbers

SC3a-d,f; SCSh7, 8


Use emission spectra to identify elements

Define ground and excited states

Bell Ringer –Quiz over Quantum Mechanical Model Discuss PowerPoint-Emission Spectrum Give students the Note

taking guide-Emission Spectrum Demonstrate emission spectra using spectrum tubes, glow

sticks, and luminescence reactions Homework-Complete Study guide for test

SC3a-d,f; SCSh7, 8 ELACC9-10RST7


Use emission spectra to identify elements

Bell Ringer-Read Introduction to lab Lab-Flame Test Homework-Complete lab

SC3a-d,f; SCSh7, 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1


All objectives weeks 8 and 9

Bell Ringer-Demonstrate the glowing pickle. Students write a paragraph explaining what is observed in terms of emission spectra

Go over questions on study guide Review game-Configuration Roll Homework-Study for test

SC3a-d,f; SCSh7, 8 ELACC9-10WHST10ELACC9-10RST7ELACC9-10WHST1

Friday, 10/5Common Assessment#3



Test-Electron Arrangement Following test read an excerpt from “Ho w the Cookie

Crumbles”

SC3a-d,f; SCSh7, 8 ELACC9-10RTS2

15





Week 10Benchmark Week #2

Monday, 10/8LANGUAGE ARTS + FINE ARTS

Skill focus:Use the organization of the periodic table to predict properties of elements

Recognize trends that result from the organization of the periodic table

Identify key features of the periodic table

Bell Ringer- Introductory Activity-Recognizing Trends of the Periodic Table

Trace the development of the periodic table PowerPoint notes-Introduce and explain the

development of the periodic table using the Note taking graphic organizer

On a blank periodic table, label periods and group numbers/names

Homework-Complete the handout on scientists’ contributions to the periodic table

SC4, SCSh7, 8

Tuesday, 10/9MATH + FOREIGN LANGUAGE


Identify key features of the periodic table

Compare and contrast the properties of metals and nonmetals

Bell Ringer-In groups of 4, students group candy based on characteristics

As a class, discuss the different characteristics that were used in grouping the candy

Lab-Properties of Metals and Nonmetals Homework-Complete study guide for Benchmark #2

SC4, SCSh7, 8ELACC9-10RST3ELACC9-10RST7


Skill focus:All to date


Go over study guide Review game

SCSh 1-8SC1b, SC3a-d, f, SC4, SC6a

Thursday, 10/11SCIENCE + HEALTH/PE

Skill focus: All to date All objectives weeks 1-9

Midterm Exam (Benchmark #2) After benchmark, read excerpt from “How the Cookie

Crumbles”

SCSh 1-8SC1b, SC3a-d,f, SC4, SC6aELACC9-10RTS2

Friday, 10/12 Professional Learning Day (Student Holiday)

Monday, 10/15 FALL HOLIDAY

16




Tuesday, 10/16 Skill focus:Use the organization of the periodic table to predict properties of elements

Identify the four blocks of the periodic table based on their electron configuration

Explain why elements in the same groups have similar properties

State octet rule

Bell Ringer-Each student selects an element upon entering the room. Students write the electron configuration and dot diagram.

Students with cards of the same color get into the same group. They discuss similarities and differences among their elements and then locate their elements on the periodic table. As a group, students attempt to identify the trend for electron configuration and then use it to predict configurations of other elements.

As a class, discuss the trends that were identified. Evaluate for accuracy.

Label the four blocks on their note taking periodic table. Label the general pattern for configuration, dot diagram, and ion charge.

Homework-Students predict electron configurations and dot diagrams for various elements based on location on table

SC4, SCSh7, 8

Wednesday, 10/17PSAT/ASVAB/College Fair

Skill Focus: Use the organization of the periodic table to predict properties of elements

Use the organization of the periodic table to predict properties of elements

Writing assignment SC4, SCSh7, 8 ELACC9-10WHST10ELACC9-10WHST2

Thursday, 10/18Professional Learning (Early Release)


Compare period and group trends of several properties

Bell Ringer-Students complete Mystery Element Activity

Activity-3D Graph of Periodic Trends Homework-Complete activity

SC4, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7

Friday, 10/19HOMECOMING (Early Release)



Relate period and group trends in atomic radii and ionization energy to electron configurations

Bell Ringer-Students predict the relative size and ionization energy of select elements using knowledge acquired from the activity

Explain the following trends: atomic and ionic radii, ionization energy, and chemical reactivity

Practice using trends to predict element properties Homework-Complete handout and read lab

SC4, SCSh7, 8

17





Week 11 Monday, 10/22 Skill focus:Use the organization of the periodic table to predict properties of elements


Bell Ringer- Students write a brief paragraph explaining the relationship that exists between atomic radius and ionization energy

Lab-Density is a Periodic Property Homework-Complete lab

SC4, SCSh7, 8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Tuesday, 10/23 Skill focus:Use the organization of the periodic table to predict properties of elements


Bell Ringer-Quiz over periodic trends Review game-Periodic Table Scavenger HuntOR Activity-Periodic LawOR Activity-Alien Periodic Table Homework-Complete Study Guide

SC4, SCSh7, 8

Wednesday, 10/24 Skill focus:Use the organization of the periodic table to predict properties of elements


Bell Ringer- In pairs, students discuss study guide Go over questions on study guide Review game-Periodic Table Homework-Study for test

SC4, SCSh7, 8

Thursday, 10/25Common Assessment#4



Test-Periodicity Homework-Writing Assignment

SC4, SCSh7, 8 ELACC9-10WHTS2

18




Friday, 10/26 Skill focus: Analyze properties of composition of compounds

Define a chemical bond

Compare and contrast properties of ionic and covalent bonds

Use electronegativity to predict the type of bond that forms between two elements

Bell Ringer- Students read the article on Dihydrogen Monoxide and then write a paragraph explaining their view on the article.

Introduce the terms ionic and covalent bonds using PowerPoint and Graphic Organizer

Demonstrate Problems using electronegativity to predict bonding type

Lab-Properties of Ionic and Covalent Compounds Homework-Complete lab

SC1c,d; SC3e; SCSh 8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST6ELACC9-10RST7ELACC9-10WHST1

19






Monday, 10/29 Skill focus:Analyze properties and composition of ionic compounds

Describe the formation of positive and negative ions

Relate ion formation to electron configuration

Describe the formation of ionic bonds and the structure of ionic compounds

Generalize about the strength of ionic bonds

Predict formulas of ionic compounds

Bell Ringer-Give each student an element when they enter the room. Have the students draw the Bohr diagram, and write the electron configuration and dot diagram for their element.

Use electron configurations and dot diagrams to illustrate ionic bonding

Explain the naming rules for ionic compounds using the elements assigned at the beginning of class.

Practice predicting formulas of ionic compounds using dot diagrams only

Homework-Draw dot diagrams to determine formulas for various pairs of elements and then name the resulting compound.

SC1c,d; SC3e; SCSh 8

Tuesday, 10/30 Skill focus:Analyze properties and composition of ionic compounds

Write formulas for binary ionic compounds

Apply IUPAC naming conventions to binary ionic compounds

Bell Ringer-Have students write the formula and name of the ionic compound that forms between the pairs of elements written on the board.

Go over any questions from homework In pairs have students use the sample problems from the

homework to determine the “shortcut” to formula writing. Demonstrate the writing of formulas and names of ionic

compounds using element location on periodic table Homework - Practice writing formulas and names of ionic

compounds. Make flashcards of polyatomic ions


Wednesday, 10/31MATH + FOREIGN

Skill focus:Analyze properties and composition of ionic compounds

Write formulas for ionic compounds involving polyatomic ions

Apply IUPAC naming conventions to ionic compounds involving polyatomic ions

Bell Ringer-Quiz over Ionic Bonding Define and give examples of polyatomic ions Demonstrate the writing of formulas and names of ionic

compounds involving polyatomic ions Homework-Practice writing formulas and naming compounds

with polyatomic ions


Thursday, 11/1 Skill focus: Write formulas for Bell Ringer-Students write formulas and names given examples SC1c,d; SC3e;

20




Analyze properties and composition of ionic compounds

ionic compounds involving polyatomic ions

Apply IUPAC naming conventions to ionic compounds involving polyatomic ions

on the board Practice activity-Chemdeck card game

SCSh 8

Friday, 11/2 Skill focus:Analyze properties and composition of ionic compounds

Calculate formula mass for ionic compounds

Calculate percent composition for ionic compounds

Bell Ringer-Students write formulas and names of ionic compounds listed on the board

Activity-% Composition of M & M sample Demonstrate calculating formula mass and % composition of

ionic compounds Practice calculating formula mass and % composition of ionic

compounds Homework-Complete problems on handout

SC1c,d; SC3e; SCSh 8 ELACC9-10RST7

21





Week 13 Monday, 11/5 Skill focus:Analyze properties and composition of ionic compounds

Perform mole conversion problems using formula mass

Bell Ringer-Calculate the formula mass for 5 formulas written on the board

Lab-Mole Concept Homework-complete lab


Tuesday, 11/6 Skill focus:Analyze properties and composition of ionic compounds

Perform mole conversion problems using formula mass

Bell Ringer-Solve the mole conversion problem on the board Peer Practice Activity using mole conversion problems Homework-Complete study guide


Wednesday, 11/7 Skill focus:Analyze properties and composition of ionic compounds


Bell Ringer-Students select an element when they enter the room and write the configuration and dot diagram for their element.

Activity-Chemical Bonding Game (modeled after the Newlywed Game)

Homework-Study for test


Thursday, 11/8Common Assessment# 5

Skill focus:Analyze properties and composition of ionic compounds


Test-Ionic Bonding Following test read an excerpt from “How the Cookie

Crumbles”

SC1c,d; SC3e; SCSh 8 ELACC9-10RTS2

Friday, 11/9 Skill focus: All to date

All objectives to date Bell Ringer-Students begin working on Study Guide Work on study guide as questions for review activity

SCSh 1-8SC1b,c,d; SC3a-f, SC6a

22






Monday, 11/12 Skill focus: All to date

All objectives to date Bell Ringer-Students answer 5 review questions from the board Review game-Use study guide as questions for review activity

SCSh 1-8SC1b,c,d; SC3a-f, SC6a

Tuesday, 11/13SCIENCE + HEALTH/PE

Skill focus: All to date

All objectives to date Benchmark #3 Following Benchmark, students read an excerpt from “How the

Cookie Crumbles”

SCSh 1-8SC1b,c,d; SC3a-f, SC6aELACC9-10RTS2


Skill focus: Analyze properties and composition of covalent compounds

Determine the empirical and molecular formulas for a compound from mass percent and actual mass data

Bell Ringer-Find the % composition given a formula. Define the terms empirical and molecular formula List and model the steps involved in determining empirical Practice determining empirical formulas Homework-Solve empirical formula problems

SC2c-e; SCSh8

Thursday, 11/15LANGUAGE ARTS + FINE ARTS



Bell Ringer-Have students find the empirical formula given % composition data

Discuss answer to bell ringer Demonstrate how to change empirical formula to molecular

formula given molecular mass data Define hydrate Demonstrate how to determine the formula of a hydrate Homework-Solve empirical and molecular formula problems

SC2c-e; SCSh8

Friday, 11/16MATH + FOREIGN LANGUAGE



Bell Ringer-Given a graph of % compositions, have students answer questions

Activity-Mole Airline Crash Homework- Preview notes on States of Matter

SC2c-e; SCSh8

THANKSGIVING BREAK

23






Monday, 11/26 Skill focus: Analyze properties and composition of covalent compounds

Determine the empirical and molecular formulas for a compound from mass percent data

Review activity on Empirical and Molecular formula determination

SC2c-e; SCSh8

Tuesday, 11/27 Skill focus:All to date


Bell Ringer-Solve the Empirical formula problem on board As a class, discuss their results Go over PowerPoint reviewing effective writing Review major concepts and vocabulary

SCSh 1-8SC1b,c,d; SC2c-e, SC3a-f, SC6aELACC9-10RST8

Wednesday, 11/28SCIENCE + HEALTH/PE

Skill Focus:All to date

All to date Performance Exam SCSh 1-8SC1b,c,d; SC2c-e, SC3a-f, SC6aELACC9-10WHST10ELACC9-10WHST2

Thursday, 11/29 Skill focus: Analyze properties and composition of covalent compounds

Apply the octet rule to atoms that form covalent bonds

Illustrate the formation of single covalent bonds using electron dot diagrams

Apply IUPAC naming conventions

Bell Ringer-Students write a short paragraph explaining the differences between ionic and covalent bonds.

Contrast the formation of covalent and ionic bonds using electron dot diagrams

Practice writing formulas and naming covalent compounds Homework-Practice naming covalent molecules

SC1d; SC3e; SCSh 8 ELACC9-10WHST10

Friday, 11/30 Skill focus: Analyze properties and composition of covalent compounds

Illustrate the formation of single covalent bonds using electron dot diagrams

Draw structural formulas to illustrate the relative positions of atoms within a molecule

Identify molecular geometry of various covalent compounds

Bell Ringer-Given molecular model kits, students build the model for a molecule of H2O, NH3, and CF4

Using the models that have been built, discuss molecular geometry, polarity, and hybridization.

Activity-Building Molecular Models-Students practice drawing dot diagrams to illustrate covalent bonding, identify molecular shape, polarity, and name of compound after building the model.

Homework-Complete activity

SC1d; SC3e; SCSh 8

24





Week 16 Monday, 12/3 Skill focus: Analyze properties and composition of covalent compounds

Illustrate the formation of double, and triple covalent bonds

Identify elements that exist as diatomic molecules

Bell Ringer-Given a formula on the board, students draw the dot diagram, identify the polarity, the molecular shape, the hybridization, and name the compound

Students build a model of H2, O2, and N2. Use the models to explain the formation of double and triple bonds. Contrast sigma and pi bonds.

Have students identify other elements that occur as diatomic molecules.

Activity-Building Molecular Models-Complete activity using compounds that contain double and triple bonds.

Homework-Complete activity

SC1d; SC3e; SCSh 8

Tuesday, 12/4 Skill focus: Analyze properties and composition of covalent compounds

Define polar and nonpolar bonds and molecules

Bell Ringer-Classify elements as diatomic Complete the :”Polar Bears and Penguins” activity Homework-complete the activity questions

SC1d; SC3e; SCSh 8

Wednesday, 12/5 Skill focus: Analyze properties and composition of covalent compounds

Define polar and nonpolar bonds and molecules

Bell Ringer-Students write a sentence explaining polarity in their own words

Using powerpoint, review the concept of polarity Practice drawing Lewis dot diagrams and predicting polarity Explain the concept of “like dissolves like”

SC1d; SC3e; SCSh 8

Thursday, 12/6 Skill focus: Analyze properties and composition of covalent compounds

Illustrate the formation of double, and triple covalent bonds

Identify molecular geometries

Bell Ringer-Given a formula on the board, students draw the dot diagram and identify the polarity

Activity-Building Molecular Models-Students build molecules in order to identify molecular geometries

Draw Lewis dot structures and predict shape Homework-Complete activity

SC1d; SC3e; SCSh 8

Friday, 12/7 Skill focus: Analyze properties and composition of covalent compounds

Identify molecular geometries

Bell Ringer-Given 5 formulas, predict shape Homework complete-study guide

SC1d; SC3e; SCSh 8

25





Week 17 Monday, 12/10 Skill focus: Analyze properties and composition of covalent compounds


Bell Ringer-Answer 5 questions from study guide Go over questions from study guide Review game or activity Homework-Study for test

SC1d; SC3e; SCSh 8

Tuesday, 12/11Common Assessment #6



Test over Covalent Bonding Following test, begin working on study guide for Final Exam

SC1d; SC3e; SCSh 8

Wednesday, 12/12 Skill focus: All to date


Work on study guide for Final Exam SCSh 1-8SC1b,c,d; SC2c-e, SC3a-f, SC6a

Thursday, 12/13 Skill focus: All to date


Work on and go over Study Guide for final exam SCSh 1-8SC1b,c,d; SC2c-e, SC3a-f, SC6a



Review activity-Password SCSh 1-8SC1b,c,d; SC2c-e, SC3a-f, SC6a

26






Monday, 12/17Semester Exams (Benchmark #4) – 7th Period



Review activity-Candy Land SCSh 1-8SC1b,c,d; SC2c-e, SC3a-f, SC6a

Tuesday, 12/18 Semester Exams (Benchmark #4) – 1st & 2nd PeriodsWednesday, 12/19 Semester Exams (Benchmark #4) – 3rd & 4th PeriodsThursday, 12/20 Semester Exams (Benchmark #4 – 5th & 6th PeriodsFriday, 12/21 Professional Learning Day (Student Holiday)

27





Week 1 Monday, 1/7 Professional Learning Day (Student Holiday)Tuesday, 1/8 Skill focus:

Use kinetic molecular theory to explain the behavior of gases

Identify the properties used to describe the behavior of gases

Bell Ringer-Students write a paragraph explaining how they would prove that a sample of gas is matter.

Discuss, using the PowerPoint, the properties used to describe gases

Demonstrate each property as it is discussed

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10WHST1

Wednesday, 1/9 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Explain how pressure of a gas s measured

List and describe different pressure units

Solve pressure conversion problems

Bell Ringer- Show set up of balloon on bed of nails. Students, in pairs, discuss what they think will happen as weight is added.

Using PowerPoint, define pressure and demonstrate how the pressure of a gas is measured.

Demonstrate the conversion between various pressure units Homework-Practice problems involving conversions between

pressure units

SC6a; SCSh8 ELACC9-10RST7

Thursday, 1/10 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Identify the components of the atmosphere and their respective percentages

Identify the layers of the atmosphere

Bell Ringer-Students perform 3 pressure conversion problems Demonstrate the egg in the bottle. Students write a paragraph

explaining what was observed. In pairs, students read and discuss their paragraphs As a class, discuss the explanations. Lab-% Oxygen in the Air Discuss their findings. Take notes to reinforce the discoveries Homework-Preview notes on Boyle’s Law

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7

Friday, 1/11 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Use the kinetic molecular theory to explain the behavior of gases

State the relationships among pressure, temperature, and volume of a constant amount of gas

Apply the gas laws to problems.

Bell Ringer-Students investigate the Cartesian divers and write an explanation of their observations and conclusions

Activity-Marshmallow in syringe Lab-Boyles Law Discussion of Boyle’s Law Practice problems involving application of Boyles law Homework-Solve problems involving the application of Boyle’s

Law

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7

28





Week 2 Monday, 1/14 Skill focus: Use kinetic molecular theory to explain the behavior of gases



Apply the gas laws to problems involving the pressure, temperature, and volume of a constant amount of gas

Bell Ringer-Students solve two Boyle’s Law Problems on the board

Students graph Charles’ Law data and answer questions Discuss and demo Charles’ Law/ Note-taking guide Practice problems involving application of Charles’ Law Homework-Solve problems involving the application of Charles’

Law


Tuesday, 1/15 Skill focus: Use kinetic molecular theory to explain the behavior of gases




Bell Ringer-Students solve two Charles’ Law problems on the board.

Demo and explain Gay-Lussac’s law Practice problems involving application of Gay-Lussacs law Demo and explain Avogadro’s Principle Note-taking guide Practice problems involving the application of Avogadro’s

Principle


Wednesday, 1/16 Skill focus: Use kinetic

Use the kinetic molecular theory to

Bell Ringer-Perform the egg in the bottle demo. Have students write a short paragraph explaining their observations


29




molecular theory to explain the behavior of gases

explain the behavior of gases



Explain and demo the combined gas law equation Practice problems involving application of Combined Gas law Homework-Solve problems using all gas laws to date


Relate the amount of gas present to its pressure, temperature and volume using the ideal gas law

Calculate the partial pressure of a gas

Bell Ringer-Quiz over gas laws to date Demo Dalton’s law of partial pressures using balloons/notes

over Dalton’s law Notes over Ideal Gas law Practice problems involving application of Ideal Gas law and

Dalton’s Law of Partial Pressures

SC6a; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Friday, 1/18 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Relate the amount of gas present to its pressure, temperature and volume using the ideal gas law

Calculate the partial pressure of a gas

Bell Ringer-Read intro to lab Lab-Ideal Gas law Homework-Complete lab

SC6a; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

30





Week 3 Monday, 1/21 MLK HOLIDAYTuesday, 1/22 Skill focus:

Use kinetic molecular theory to explain the behavior of gases


Determine the relative rates of effusion through the application of Graham’s Law

Bell Ringer-Spray perfume in the front of the room. Students write a paragraph explaining what is observed.

Demo-Graham’s law Note taking guide Practice problems involving application of Graham’s Law

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST7

Wednesday, 1/23 Skill focus: Use kinetic molecular theory to explain the behavior of gases


Bell Ringer-Solve the Graham’s law problem on the board Gas Law Riddle Homework-Complete Study Guide for test

SC6a; SCSh8



Bell Ringer-Go over Review sheet questions Review game or activity Homework-Study for test

SC6a; SCSh8

Friday, 1/25Common Assessment #1

Skill focus: Use kinetic molecular theory to explain the behavior of gases


Test-Gas Laws Following test-Read excerpt from “How the Cookie Crumbles”

SC6a; SCSh8

31






Monday, 1/28 Skill focus: Identifying, writing, and balancing chemical equations

Differentiate between physical and chemical changes

Identify indicators of chemical reactions

Compare and contrast endo- and exothermic reactions

Bell Ringer-Students write a paragraph explaining the differences between chemical and physical changes

As a class, discuss the paragraphs Lab-Intro to Chemical Reactions Using lab results, discuss indicators of chemical change,

including exo and endothermic reactions. PowerPoint Chemical Reactions Note-taking Guide

Homework-Handout reviewing formula writing

SC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST10

Tuesday, 1/29 Skill focus: Identifying, writing, and balancing chemical equations

Represent chemical reactions with word and skeleton equations

Identify the parts of an equation

Bell Ringer- Write formulas for the 5 compounds written on the board

Review formula writing as required Using the PowerPoint, discuss the parts of a chemical equation Demonstrate the writing of word and skeleton equations using

reactions performed as demonstrations Homework-Handout Writing Skeleton Equations

SC2a,b; SCSh8

Wednesday, 1/30LANGUAGE ARTS + FINE ARTS

Skill focus: Identifying, writing, and balancing chemical equations

Represent chemical reactions with word and skeleton equations

Balance Chemical Equations

Bell Ringer-Perform a chemical reaction. Have students write a skeleton equation for the reaction.

Discuss the reactions the students wrote and go over any homework questions.

Demonstrate the Law of Conservation of Mass In pairs, have the students discuss what was observed in terms

of atoms and molecules. As a class, share and discuss the students’ explanations Activity-Is Matter Conserved? (Using puff balls, have students

write equations and carry out reactions that demonstrate the conservation of matter)

Model how to balance an equation Homework- Handout Balancing Equations

SC2a,b; SCSh8

Thursday, 1/31 Skill focus: Identifying, writing, and balancing chemical equations

Balance chemical equations

Bell Ringer-Students complete the peer practice activity Game-“Shake, Balance, and Roll” (Equations) Homework-Handout Writing Balanced Equations

SC2a,b; SCSh8

Friday, 2/1 Skill focus: Identify types of Bell Ringer-Given a word equation on the board, have students SC2a,b; SCSh8

32




Identifying, writing, and balancing chemical equations

chemical reactions write a correctly balanced equation. Demonstrate and explain the different types of equations Use the PowerPoint to assist in giving notes Practice classifying equations Homework-Handout Classifying Equations


33




(CCGPS, GPS, AP)Week 5Benchmark Week #1

Monday, 2/4ELECTIVES


Identify types of chemical reactions

Write balanced equations

Bell Ringer-Read the lab procedure Lab-Types of Reactions Homework-Complete lab

SC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7

Tuesday, 2/5ELA


Identify types of chemical reactions

Write balanced equations

Bell Ringer-Carry out a reaction and have students attempt to write a correctly balanced equation for the reaction

Work on study guide for benchmark exam

SC2a,b; SCSh8

Wednesday, 2/6MATH


All objective weeks 1- 4

Bell Ringer-Students work on Study Guide for benchmark As a class, go over any questions on the study guide Review game or activity

SC2a and b; SC6a, SCSh8, SCSh9

Thursday, 2/7SCIENCE



Benchmark #1 Following benchmark, students read an excerpt from “How the

Cookie Crumbles”

SC2a and b; SC6a, SCSh8, SCSh9 ELACC9-10RST2

Friday, 2/8SOCIAL STUDIES

Skill focus: Relate conservation of matter in the analysis of chemical reactions

Define stoichiometry Describe the types of

relationships indicated by a balanced chemical equation

State the mole ratios from a balanced chemical equation

Bell Ringer: Recipe Analogy and questions Intro Activity- Balloon Races Students write a paragraph explaining their observations Discuss the students’ explanations and use to introduce the

concept of stoichiometry Review the mole concept as needed Explore balanced equations in terms of relationships between

atoms/molecules, moles, and grams Homework-Handout Intro to Stoichiometry

SC2c-e; SCSh8ELACC9-10WHST10


34




(CCGPS, GPS, AP)Week 6 Monday, 2/11 Skill focus: Relate

conservation of matter in the analysis of chemical reactions

Demonstrate the molecular and mass information given in a balanced equation

Solve stoichiometric problems

Bell Ringer- Perform a chemical reaction that forms a precipitate. Ask the students to predict how much product is formed given an amount of reactant.

As a class, discuss students predictions and use to introduce stoichiometric calculations

List the sequence of steps used in solving stoichiometric problems

Model the solving of stiochiometric problems Practice solving stoichiometric problems Homework-Handout Stoichiometry problems

SC2c-e; SCSh8;

Tuesday, 2/12 Skill focus: Relate conservation of matter in the analysis of chemical reactions

Solve stoichiometric problems involving volumes of gas

Calculate the theoretical yield of a chemical reaction from data

Determine the % yield for a chemical reaction

Bell Ringer-Students solve a stoichiometry problem from the board

As a class, discuss any questions on stoichiometric calculations Lab-Mole Relationship and Chemical Reactions Use data and calculations to introduce % yield Homework-Complete lab and additional problems involving

Stoichiometry

SC2c-e; SCSh8; ELACC9-10RST3ELACC9-10RST7

Wednesday, 2/13 Skill focus: Relate conservation of matter in the analysis of chemical reactions

Identify the limiting and excess reactant in a chemical equation

Bell Ringer-Activity: The Nuts and Bolts of Chemistry As a class, discuss their answers to the questions posed in the

activity Define the term limiting and excess reactant and relate it to

the activity Lab-Limiting Reactants Homework-Complete lab

SC2c-e; SCSh8ELACC9-10RST2ELACC9-10WHST10

Thursday, 2/14 Skill focus: Relate conservation of

Calculate the mass of a product formed

Bell Ringer-Students compare answers to lab activity Answer any questions as necessary

SC2c-e; SCSh8ELACC9-10RST2

35




matter in the analysis of chemical reactions

when the amounts of more than one reactant are given

Have students read a short article on air bag deployment and write a short paragraph on how it relates to the concept of limiting reactants

Model the steps involved in solving limiting reactant problems using Part 3 of the activity

Practice solving limiting reactant problems using the article information

Homework-Handout Limiting Reactants

ELACC9-10WHST10


Skill focus: Relate conservation of matter in the analysis of chemical reactions

Calculate the mass of a product formed when the amounts of more than one reactant are given

Bell Ringer-Answer questions on board related to stoichiometry

Test over Stoichiometry Following quiz, students read an excerpt from “How the Cookie Crumbles”

SC2c-e; SCSh8; ELACC9-10RST2

36






Monday, 2/18WINTER HOLIDAYTuesday, 2/19

Wednesday, 2/20Thursday, 2/21 Skill focus:

Analyze the flow of energy

Compare and contrast temperature and heat

Identify examples of conductors and insulators

Compare and contrast methods of heat transfer

Bell Ringer-Students answer 5 questions that address areas of weakness on quiz from 2/15.

Introduce topic-Energy and Change using PowerPointNote-taking guide

Compare and contrast the three temperature scales In pairs, have students discuss what they think are the

differences between temperature and heat. As a class, discuss the differences. Discuss the methods of heat transfer/Demo conducting and

insulating blocks Demo conduction and radiation Homework- Practice identifying the type of heat transfer given

examples

SC6b; SCSh8

Friday, 2/22 Skill focus: Analyze the flow of energy

To describe the direction of energy flow during phase changes

Construct and interpret phase diagrams

Bell Ringer-Students complete 5 review questions over heat vs temperature.

Give notes using PowerPoint and discuss phase diagrams Using IPads, students complete practice activity at

www.sciencegeek.net Homework-Complete practice sheet-Interpreting Phase

Diagrams

SC6b-c;; SCSh8

Monday, 2/25 Skill focus: Analyze the flow of energy

Describe how a calorimeter is used to measure energy that is absorbed or released

Define specific heat Calculate the amount

of heat absorbed or released by a substance as its temperature changes

Bell Ringer-Students answer 5 questions about the phase diagram on the screen.

Using PowerPoint notes, discuss how heat is measured. Provide examples of calorimeters. Define specific heat and provide real world examples of how

specific heat determines the amount of temperature change a sample undergoes.

Model how to solve specific heat problems. In pairs, students practice solving calorimetry problems Homework-Solve calorimetry problems on handout.

SC6b-c; SCSh8

37

http://www.sciencegeek.net/




Tuesday, 2/26 Skill focus: Analyze the flow of energy

Use a calorimeter to measure energy that is absorbed or released

Calculate the amount of heat absorbed or released by a substance as its temperature changes

Use specific heat to determine the identity of an unknown metal

Bell Ringer-Students check answers for homework problems Discuss any questions students have on homework problems Lab-Which is your Metal? Homework-Complete lab

SC6b-c, SCSh8


Skill focus: Analyze the flow of energy

Define latent heat Describe how energy

is lost or gained during changes of state

Construct heating and cooling curves

Bell Ringer-Students solve a calorimetry problem on the board Students graph sample data and construct a heating curve (p.

553 from textbook) Students write a paragraph interpreting what the graph

represents. In pairs, students share their paragraphs As a class discuss the data. Using the PowerPoint, define latent

heat and explain how energy is gained or lost during changes of state using heating curves.

Practice interpreting heating and cooling curves. Homework-Complete handout on Interpreting Heating Curves

SC6b-c; SCSh8

Thursday, 2/28 Skill focus: Analyze the flow of energy

All objectives weeks5 and 6

Bell Ringer-Check answers to homework Answer any questions/Using IPads, have students complete

review activities at www.sciencegeek.net Quiz-Heat and Temperature Following quiz, students read excerpt from “The Poisoner’s

Handbook”

SC6b-c; SCSh8

Friday, 3/1 Skill focus: Compare and contrast Bell Ringer-Students identify several examples or reactions as SC6b; SC5b-c; SCSh8

38

http://www.sciencegeek.net/




Analyze the flow of energy

endothermic and exothermic reactions

Construct and interpret graphs of endothermic and exothermic reactions

either exo or endothermic As a class, discuss their classifications Using the PowerPoint notes, review exothermic/endothermic

reactions and demo each type using hand warmers, chemical ice packs, and chemical heating pads

Practice labeling and interpreting graphs of endothermic and exothermic reactions

Use the “reaction ball” to illustrate activation energy Perform the Pink Panther demo to illustrate the role of

catalysts-explain their effect on activation energy Homework-Complete handout labeling and interpreting

potential energy curves.

39





Week 8 Monday, 3/4 Skill focus: Analyze the flow of energy

Write thermochemical equations for chemical reactions and other processes

Bell Ringer-Burn a candle. Students sketch a potential energy curve that represents the reaction and write a brief explanation of their prediction.

Discuss the students’ graphs Using PowerPoint notes and graph of burning candle, explain

the steps involved in writing thermochemical equations Practice writing, interpreting, and solving problems using

thermochemical equations

SC6-b; SC5b-c; SCSh8

Tuesday, 3/5 Skill focus: Analyze the flow of energy

To identify the factors that affect rate of a reaction

To demonstrate the effects of changing temperature and particle size on the rate of a reaction

Bell Ringer-Drop an alka seltzer in water. Students list their observations and the factors that they think affect the rate of the reaction.

As a class, discuss the students’ responses Demo the burning of steel wool in a bunsen burner flame. Use

a tight ball, a loose ball, and a few individual strands. In pairs, have students discuss their observations and identify another real world example of this factor.

As a class, demonstrate the effects of temperature and surface area using alka seltzer tablets.

Relate how these factors affect the potential energy curve for a reaction

Homework-Study guide for test

SC5a-b; SCSh8

Wednesday, 3/6 Skill focus: Analyze the flow of energy


Bell Ringer-In pairs, have students discuss the study guide Go over questions students have on study guide or energy

transfer Turning Point Review game

SC6b; SC5b-c; SCSh8

Thursday, 3/7Common Assessment #3

Skill focus: Analyze the flow of energy


Test-Energy and Change Following test, read excerpt from ”The Poisoner’s Handbook”

SC6b-c; SC5b-c; SCSh8

Friday, 3/8 Skill focus: Investigate reaction rates and the equilibrium condition

To model the concept of dynamic equilibrium and discover the principles that govern it.

Bell Ringer-Students read a cartoon and then discuss with another student.

Lab-Introduction to Equilibrium Homework-Graph data from lab

SC2f, SCSh8

40





Weeks 9/10

Benchmark Week #2

Monday, 3/11ELECTIVES

Skill focus: Investigate reaction rates and the equilibrium condition

To model the concept of dynamic equilibrium and discover the principles that govern it.

Bell Ringer-In pairs, students compare their graphs and discuss any differences

In groups of four, students complete discussion questions As a class, discuss the responses and use lab data to explain

equilibrium. Homework-Read textbook to preview LeChatelier’s Principle

SC2f, SCSh8

Tuesday, 3/12LANGUAGE ARTS + FINE ARTS


Describe how various factors affect chemical equilibrium

Explain how LeChatelier’s Principle applies to equilibrium systems

Bell Ringer-Give students a word equation and ask them to write a balanced chemical equation.

Lab-Introduction to LeChatelier’s Principle Homework-Complete lab

SC2f, SCSh8

Wednesday, 3/13MATH + FOREIGN LANGUAGE


Describe how various factors affect chemical equilibrium

Explain how LeChatelier’s Principle applies to equilibrium systems

Bell Ringer-Students write a 2 to 3 sentence paragraph explaining LeChatelier’s Principle in their own words

Share student explanations with the class Using lab data, explain LeChatelier’s Principle Predict shifts in equilibrium position given equations and

various scenarios Homework-Complete handout and begin working on

Benchmark Exam Study Guide

SC2f, SCSh8

Thursday, 3/14

Professional Learning (Student Holidays)Friday, 3/15

Monday, 3/18 Skill focus: Investigate reaction

Define entropy Identify factors that

Bell Ringer-Students write a short paragraph explaining why some newer building seem to be falling apart while others that

SC5c; SCSh8

41




rates and the equilibrium condition

affect entropy are much older seem to stand forever. Define entropy and discuss the factors that affect entropy Given examples of chemical reactions, practice predicting the

entropy changes. Homework-Given examples of chemical reactions, predict

whether the entropy increases or decreases and if the reaction is spontaneous or not.

Tuesday, 3/19SOCIAL STUDIES + CTAE

Skill Focus: All to date


Bell Ringer-In pairs, students discuss review guides Answer questions about study guide and benchmark Review game

SC1a,b ;SC2a-f; SC5b-c, SC6a-b; SCSh8 ; SCSh9


Skill Focus: All to date

All objectives weeks 1-10 Benchmark #2 Following Benchmark, complete review sheet on isotope

notation

SC1a,b ;SC2a-f; SC5b-c, SC6a-b; SCSh8 ; SCSh9 ELACC9-10RST2

Thursday, 3/21Early Release

Skill focus: Applications and Effects of Nuclear Reactions

Define an isotope Calculate the number

of electrons, protons, and neutrons in an isotope given its mass and atomic numbers

Explain why certain nuclei are radioactive

Identify radioactive isotopes

Describe radioactive decay

Bell Ringer-Practice determining relationship between protons, neutron, and electrons in various isotopes

In pairs, students compare their answers to the bell ringer problems

As a class, review and discuss any areas needing review Using PowerPoint, explain why some isotopes are radioactive

Note-taking guide Homework-Preview notes on alpha, beta, and gamma radiation

SC1a; SC4a

Friday, 3/22Early Release

Same as Thursday


42





Monday, 3/25 Skill focus: Applications and Effects of Nuclear Reactions

Identify alpha, beta, and gamma radiations in terms of composition and key properties

Apply knowledge of radioactive decay to write balanced nuclear equations

Bell Ringer-Given 5 isotopes, students classify as either radioactive or not

Using PowerPoint and demos with Geiger Counter, compare and contrast alpha, beta, and gamma radiation

Practice writing nuclear decay reactions Homework-Practice writing nuclear decay reactions

SC1a; SC4a

Tuesday, 3/26 Skill focus: Applications and Effects of Nuclear Reactions

Apply knowledge of radioactive decay to write balanced nuclear equations

Bell Ringer-Students write 5 nuclear decay reactions given info on board

Activity-Nuclear Decay Puzzle Homework- Students read an article on nuclear power and

write a short opinion paper

SC1a; SC4a

Wednesday, 3/27MATH + FOREIGN LANGUAGE


Solve problems involving radioactive decay rates

Bell Ringer-Write 5 nuclear decay equations for info on board Lab-Half Life Homework-Complete lab

SC1a; SC4a

Thursday, 3/28 Skill focus: Applications and Effects of Nuclear Reactions

Solve problems involving radioactive decay rates

Bell Ringer-Asnwer 5 questions about the lab Explain how to calculate half life and practice solving half life

problems Homework-Half life problems

SC1a; SC4a

Friday, 3/29 Skill focus: Applications and Effects of Nuclear Reactions

Explain applications of radiation in production of energy and in the treatment of disease

Bell Ringer-Students read information about radiation exposure.

Activity-Determining exposure to radiation Homework-Complete study guide for test over Nuclear

Chemistry

SC1a; SC4a

43






Monday, 4/1 Skill focus: Applications and Effects of Nuclear Reactions

All objectives weeks 11

Bell Ringer-work on review guide Go over questions on review sheet Review activity or game

SC1a; SC4a

Tuesday, 4/2Common Assessment #4


All objectives weeks 11

Test over Nuclear Chemistry Homework-Prepare for Performance Exam

SC1a; SC4a




Performance Exam SC1a,b ;SC2a-f; SC4aSC5b-c, SC6a-b; SC7SCSh8 ; SCSh9 ELACC9-10RST2

Thursday, 4/4 Skill focus: Characterize the properties describe solutions

Compare the properties of suspensions, colloids, and solutions

Identify the parts of a solution

Identify types of solutions

Bell Ringer-Given a list of mixtures, students classify as with homogeneous or heterogeneous

Using PowerPoint, differentiate between solutions, colloids, and suspensions Note-taking guide

Complete a table comparing properties of colloids, solutions, and suspensions

Compare the different types of solutions Practice classifying types of mixtures using embedded Turning

Point questions Homework-Complete Study guide for Benchmark

SC7; SCSh8

Friday, 4/5 Skill focus: Characterize the properties describe solutions

Compare and contrast different types of mixtures

Classify mixtures based on observations of properties

Bell Ringer-Classify the examples on the board as either colloid, suspension, or solution.

Review notes and answer any questions Lab-Types of Mixtures Homework-Complete lab; Complete Study Guide for

Benchmark

SC1b, SC6a, SC7SCSh 8

SPRING BREAK

44





Week 13 Monday, 4/15 Skill focus: Characterize the properties describe solutions

To compare the properties of alloys with the metals from which they are made

Bell Ringer-Review questions on types of mixtures Lab-Striking It Rich (ChemCom textbook p. 91) Homework-Complete lab

SC7, SCSh8

Tuesday, 4/16 Skill focus: Characterize the properties describe solutions

Describe concentration using different units

Determine the concentration of solutions

Calculate the molarity of a solution

Bell Ringer-Solve the 3 mole conversion problems on the board Review mole calculations as needed Define molarity and model solving molarity problems Mini-lab-Student prepare a salt solution of given molarity Homework-Molarity problems

SC7a, SCSh8

Wednesday, 4/17 Skill focus: Characterize the properties describe solutions

Describe concentration using different units

Determine the concentration of solutions

Calculate the molarity of a solution

Bell Ringer-Solve the 3 molarity problems on the board Review molarity calculations as needed Lab-Rainbow Salt Solutions Homework-Complete lab

SC7a, SCSh8

Thursday, 4/18 Skill focus: Characterize the properties describe solutions

Construct and interpret solubility curves

Bell Ringer-Solve the 5 molarity problems on board Complete Graphing Activity-Construction of a Solubility Curve In pairs, students answer conclusion questions about solubility

curve Homework-Complete activity

SC7a, SCSh8

Friday, 4/19 Skill focus: Define saturated, Bell Ringer-Demo the addition of sugar to room temp tea and SC7a; SCSh8

45




Characterize the properties describe solutions

unsaturated, and supersaturated solutions


warm tea. Students write a short paragraph explaining their observations.

As a class, discuss the questions that accompany the activity from 4/18

Define and demo saturated, unsaturated, and supersaturated. (Use thermal pack to illustrate real life application of saturated/supersaturated solutions)

Relate the terms to the solubility curve Homework-Complete handout out on interpreting solubility

curves

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Week 14 Monday, 4/22ELECTIVES

Skill focus:Characterize the properties describe solutions


Bell Ringer-Students answer 5 questions about a solubility curve

Go over questions from homework Lab-Construction of a Solubility Curve Set up crystal growing activity Homework-Complete lab and begin working on study guide for

Benchmark Exam

SC7a; SCSh8

Tuesday, 4/23ELA


Construct and interpret a solubility curve from experimental data

Bell Ringer-Select 5 questions from study guide needing review Go over study guide questions Review activity for Benchmark Exam Homework-Study for Benchmark Exam

SC1a,b ;SC2a-f; SC4aSC5b-c, SC6a-b; SC7SCSh8 ; SCSh9

Wednesday, 4/24SCIENCE



Benchmark #3 Homework-Preview notes on colligative properties


Thursday, 4/25SOCIAL STUDIES


Describe colligative properties

Identify four colligative properties

Bell Ringer-Define colligative properties and list 4 examples Using PowerPoint, review colligative properties and give

examples of each Demo-Freezing point depression with carbonated water Identify real world applications of colligative properties Homework-Complete handout on colligative properties and

complete conclusion questions for crystal growing activity

SC7a; SCSh8

Friday, 4/26MATH


Determine the boiling point elevation and freezing point depression of a solution

Bell Ringer-Students write a paragraph responding the prompt written on the board (question 115 p. 510)

Lab-Freezing Point Depression (Making Ice-Cream) or Lab-Boiling Point Elevation

Homework-Complete lab

SC7a; SCSh8

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Monday, 4/29 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Identify the physical and chemical properties of acids and bases

Classify solutions as acids and bases

Bell Ringer-Provide samples of various fruits and vegetables (lemon, orange, celery, banana, grape, apple, and grapefruit). Ask studetns to classify the items based on properties.

As a class, discuss the possible ways to classify the items Complete the lab-Intro to Acids and Bases Homework-Complete the lab

SC7b; SCSh 8

Tuesday, 4/30 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Identify the physical and chemical properties of acids and bases

Classify solutions as acids and bases

Compare the Arrhenius, Bronsted-Lowry, and Lewis* models of acids and bases

Bell Ringer-Students answer 5 questions on the board related to previous day’s lab

Discuss the discoveries made during the lab Give notes on the definitions, characteristics, and rules for

naming acids and bases using the PowerPoint-Acids and BasesNote-taking guide (refer to lab when giving notes and demo where possible)

Homework-Crossword puzzle

SC7b; SCSh 8

Wednesday, 5/1 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Relate the strength of an acid or base to its degree of ionization

Explain pH and pOH Calculate pH and pOH

of aqueous solutions

Bell Ringer-Given properties of substances, students classify several samples as either acid, base, or neutral

Using a conductivity apparatus, demo examples of strong and weak acids and bases.

In pairs, have students discuss the differences in degree of conductivity

Explain how degree of ionization relates to the strength of the acid and base

Explain the pH scale and demo pH calculations using Glencoe virtual lab http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

Use the attached handout for the activity Homework-Complete the practice pH and pOH calculations

SC7b; SCSh 8

Thursday, 5/2 Skill focus: Explain the use of Bell Ringer-Students write a short paragraph explaining the SC7b; SCSh 8

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http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html




Compare, contrast, and evaluate the nature of acids and bases

indicators to identify acid and base strength

Write the name and formula for common acids and bases

differences between acids and bases Demo-Phenolphthalein Magic Trick In pairs, have student discuss the demo List and demo examples of various indicators (phenolphthalein,

litmus, universal indicator) After giving notes, have students discuss again the demo and

attempt possible explanations Explain the naming of acids and bases Homework-Practice naming acids and bases

Friday, 5/3 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Identify strength of acid and base solutions using indicators and pH meters

Bell Ringer-Quiz Lab-Fish Kill at Lake Dove Homework-Complete lab

SC7b; SCSh 8

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Week 16 Monday, 5/6 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Write chemical equations for neutralization reactions

Bell Ringer-Students classify examples of chemical equations Carry out the Milk of Magnesia demonstration As a class, discuss and explain their observations Use the demonstration to explain neutralization reactions Practice writing and analyzing neutralization reactions Homework-Practice writing neutralization reactions

SC7b; SCSh 8

Tuesday, 5/7 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Explain how neutralization reactions are used in acid-base titrations

Construct and interpret titration curves

Bell Ringer-Perform a common neutralization reaction. Have students write a chemical reaction and label the parts

Explain the titration process Computer simulation of a titration Practice constructing and interpreting a titration curve Homework-Complete handout on titration curves

SC7b; SCSh 8

Wednesday, 5/8 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Apply the titration process to determine the unknown molarity of a solution

Bell Ringer-In pairs, have students discuss the homework As a class, discuss any questions regarding titration curves Lab-Titration Or Lab-Effectiveness of Antacids Homework-Complete lab and work on review sheet for test

SC7b; SCSh 8

Thursday, 5/9 Skill focus: Compare, contrast, and evaluate the nature of acids and bases


Bell Ringer-Identify questions from review sheet As a class, discuss any questions Review game-Acid and Base Jeopardy

SC7b; SCSh 8


Skill focus: Compare, contrast, and evaluate the nature of acids and bases


Test-Acids and Bases Following the test, students complete the acid base logic

problem

SC7b; SCSh 8

AP ExamsMonday, 5/6 – AP Chemistry (AM) and AP Psychology (PM)Wednesday, 5/8 – AP Calculus (AM) Thursday, 5/9 – AP English Literature (AM)Friday, 5/10 – AP English Language (AM), AP Art (AM), and AP Statistics (PM)

Career Pathways TestingTuesday, 5/7Wednesday, 5/8Thursday, 5/9 (PM – Make-Up Exams)

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Week 17 Monday, 5/13 Skill focus: All to date


Bell Ringer-Complete section 1 of Benchmark review guide Lab-Copper to Copper (Day 1) Homework-Complete lab analysis from Day 1 and work on

study guide for benchmark exam


Tuesday, 5/14 Skill focus: All to date


Bell Ringer-Students write a list of the safety procedures for the day’s lab

Lab-Copper to Copper (Day 2) Homework-Complete lab analysis from Day 2 and work on

study guide for Benchmark exam


Wednesday, 5/15 Skill focus: All to date


Bell Ringer-Students write a short paragraph explaining how the lab illustrates the Law of Conservation of Mass

Lab-Copper to Copper (Day 3) Homework-Students complete and turn in lab


Thursday, 5/16 Skill focus: All to date


Bell Ringer-Students answer 5 questions about lab on board Go over questions from study guide Review game or activity




Review game or activity SC1a,b ;SC2a-f; SC4aSC5b-c, SC6a-b; SC7SCSh8 ; SCSh9

AP ExamsMonday, May 13 – AP Biology (AM) and AP Music Theory (AM)Tuesday, May 14 – AP Government (AM) Wednesday, May 15 – AP US History (AM)Thursday, May 16 – AP Macroeconomics (AM) and AP World History (AM)Friday, May 17 – AP Human Geography (AM)

EOCTsThursday, 5/16 – EconomicsFriday, 5/17 – 9th Lit & Comp, Math 2

(Other EOCTs will be given during Semester Exam periods.)

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Monday, 5/20 Senior Exams (Benchmark #4 – 5th, 6th, & 7th)Tuesday, 5/21 Senior Exams (Benchmark #4 – 1st, 2nd, 3rd, & 4th) / Semester Exams (Benchmark #4 – 7th)Wednesday, 5/22 Semester Exams (Benchmark #4 – 1st & 2nd)Thursday, 5/23 Semester Exams (Benchmark #4 – 3rd & 4th)Friday, 5/24 Semester Exams (Benchmark #4 – 5th & 6th)

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