Essential Outcomes

Essential Outcomes Basic Integrated Chemistry

1) The properties of matter can distinguish the types of matter. Energy is required to change matter. (Standard 1, 2) Learning Goals: a) Students will understand and be able to explain how physical properties can be used to differentiate among pure substances; solutions, and heterogeneous mixtures. (1.4) b) Students will be able to identify chemical and physical changes in matter. (1.5) c) Students will understand and identify solutions as homogeneous mixtures containing a solute in a solvent. The ratio of solute to solvent can be expressed as concentration in a number of ways. (1.4)

2) Positions of elements on the Periodic Table are related to subatomic particles in the atom. (Standard 1, 2) Learning Goals: a) Students will understand and be able to explain the subatomic particles of an atom. (1.1, 1.2, 1.3, 1.6, 1.7) b) Students will be able to explain how the subatomic particles fit together in an atom. (1.1, 1.2, 1.3, 1.6, 1.7) c) Students will be able to calculate the numbers of protons, neutrons, and electrons from the Periodic Table. (1.6, 1.7, 1.10) d) Students will understand that the Periodic Table is arranged by increasing atomic number. (1.10) e) Students will understand the contributions of Dalton, Thomson, Rutherford, and Bohr to atomic theory.

3) Elements interact forming bonds in order to become more stable. The type of atoms involved determines the nature of the bond, the formula and the name of the compound formed. (Standard 1) Learning Goals: a) Students will be able to understand and predict how electrons are shared in forming covalent bonds. (1.6, 1.)

b) Students will understand, explain, and predict how ions can be formed leading to the formation of ionic bonds. (1.6, 1.7, 1.12) c) Students will understand and be able to write, and name, chemical formulas. (1.12, 1.14)

MCAS Basic Integrated Chemistry Pacing Guide 1 4) Energy exists in different forms and is converted from one form to another. (Standards 3, Core Standard 3D)

Learning Goals: a) Students will defend and give examples of the law of conservation of energy. b) Students will describe transfer of energy at the atomic level.

c) Students will describe the interaction between atoms.

d) Students understand different forms of energy in nature.

5. Dimensional analysis is used for conversions and computations. Learning Goals A) Students will be able to do conversions using dimensional analysis. B) Students will be able to measure various items using different units and tools.

MCAS Basic Integrated Chemistry Pacing Guide 2 MICHIGAN CITY HIGH SCHOOL Basic Integrated Chemistry Ongoing/All Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Course Title Assessment Type Assessment Type Assessment Type Assessment Type

Standard Bundle Bundle Bundle Bundle #4 #4 #4 #4 #1 #2 #2 #3

Best Practice Methods Best Practice Methods Best Practice Methods Best Practice Methods  Cooperative Learning  Cooperative Learning  Cooperative Learning  Cooperative Learning  Similarities and  Similarities and  Similarities and  Similarities and Differences Differences Differences Differences  Choice  Choice  Choice  Choice  Frequent and immediate  Frequent and immediate  Frequent and immediate  Frequent and immediate feedback feedback feedback feedback  Graphic Organizers  Graphic Organizers  Graphic Organizers  Graphic Organizers  Summarizing  Summarizing  Summarizing  Summarizing  Analysis and Evaluation  Analysis and Evaluation  Analysis and Evaluation  Analysis and Evaluation  Hypothesize  Hypothesize  Hypothesize  Hypothesize

MCAS Basic Integrated Chemistry Pacing Guide 3 Bundle #1– Basic Integrated Chemistry – Structure of Matter Standard Indicator: Standard 1 and 2: Structure and Properties of Matter 1.1 Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms. 1.2 Realize that and explain how a neutral atom’s atomic number and mass number can be used to determine the number of protons, neutrons, and electrons that make up an atom. 1.3 Understand, and give examples, that isotopes of the same element have the same numbers of protons and electrons but differ in the number of neutrons. 1.4 Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures. 1.5 Distinguish among chemical and physical changes in matter by identifying characteristics of these changes. 2.2 Describe how Lavoisier’s system for naming substances and describing their reactions contributed to the rapid growth of chemistry. 2.11 Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus. Declarative Knowledge Procedural Knowledge Concepts 1. The properties of matter can distinguish the types of matter. Processes  Scientific Method 2. Energy is required to change matter  Reading Process  Writing Process Organizing 1. Students will understand and be able to explain how physical properties can be used to Ideas differentiate among substances; solutions, and heterogeneous mixtures. 2. Students will be able to identify chemical and physical changes in matter. 3. Students will understand and be able to explain how electromagnetic attractive forces within and between substances determine their physical state. Details 1. Identify solutions, homogeneous mixtures, and heterogeneous mixtures. 2. Identify characteristics of a chemical change. 3. Identify characteristics of a physical change. 4. Identify particle movement of liquids, solids, and gases.

MCAS Basic Integrated Chemistry Pacing Guide 4 Vocabulary Phase changes Solvent Condensation Skills 1. Read thermometers Solution Density matter 5. Reading and making graphs Vaporization Sublimation Gas 6. Designing tables/charts Mixture Boiling point Evaporation 7. Problem Solving Heterogeneous Homogeneous Liquid  List the given Pure substances suspension Attractive  List the unknown variable colloid  Analyze  Calculate  Check your work

MCAS Basic Integrated Chemistry Pacing Guide 5 Bundle #2 – Basic Integrated Chemistry – Periodic Table Standard Indicators: Standard 1: Changes in Matter 1.1 Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms. 1.2 Realize that and explain how a neutral atom’s atomic number and mass number can be used to determine the number of protons, neutrons, electrons that make up an atom. 1.4 Understand, and give examples, that isotopes of the same element have the same numbers of protons and electrons but differ in the number of neutrons. 1.5 Distinguish among chemical and physical changes in matter by identifying characteristics of these changes. 1.6 Understand and explain how an atom can acquire an unbalanced electrical charge by gaining or losing electrons. 1.7 Identify the substances gaining and losing electrons in simple oxidation-reduction reactions. 1.10 Understand and give examples to show that an enormous variety of biological, chemical, and physical phenomena can be explained by changes in arrangement and motion of atoms and molecules. Declarative Knowledge Procedural Knowledge Concepts 1. Positions of elements on the Periodic Table are related to subatomic Processes  Scientific Method particles of an atom.  Problem Solving 2. Students will understand steps of the problems solving method. 1. List the given Organizing 1. Students will understand and be able to explain the subatomic 2. List the unknown Ideas particles of an atom. 3. Analyze 2. Students will be able to explain how the subatomic particles fit 4. Calculate together in an atom. 5. Check your work 3. Students will be able to calculate the numbers of protons, neutrons, and electrons from the Periodic Table. 4. Students will understand that the Periodic Table is arranged by increasing atomic number. Details 1. Subatomic particle charges Skills 1. Dot diagrams 2. Subatomic particles are protons, neutrons, and electrons 2. How to write symbols for 3. Classify an element by its family and period elements 4. Predict properties of elements by location on Periodic Table 3. Reading Periodic Tables 5. Mass number equals number of protons and neutrons 4. Using keys 6. Atomic number equals number of protons and electrons 5. Classification 6. Observation 7. Using charts and tables 8. Reading and making graphs

MCAS Basic Integrated Chemistry Pacing Guide 6 Vocabulary Proton Electron cloud Period Valence electrons Ductile Nucleus Neutron Group/family Atomic Number Noble gases Malleable Electron Electron Electron Dot Diagram Atomic Mass Metalloid

MCAS Basic Integrated Chemistry Pacing Guide 7 Bundle #3– Basic Integrated Chemistry– Chemical Bonds Standard Indicator: Standard 1: Changes in Matter 1.10 Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom would gain, lose, or share electrons as it interacts with other selected atoms. Declarative Knowledge Procedural Knowledge Concepts 1. Elements interact forming bonds in order to become more stable. Processes  Scientific Method The type of atoms involved determines the nature of the bond, the  Reading Process formula and the name of the compound formed. Organizing 1. Students will be able to understand and predict how electrons are Ideas shared in forming covalent bonds. 2. Students will understand, explain, and predict how ions can be formed leading to the formation of ionic bonds. 3. Students will understand and able to write, and name, chemical formulas. Details 1. Determine proper ionic charges Skills 1. Symbol identification 2. Characterize positive and negative ion 2. Determining charges from 3. Identify covalent and ionic bond periodic table and other tables 3. Criss-cross method of charge balancing Vocabulary Electron Valence electrons 4. Drawing dot diagrams Covalent bond ion 5. Following a flow chart Dot diagram Salt 6. Problem Solving Compound Charge 7. Draw dot diagrams Ionic Bond

MCAS Basic Integrated Chemistry Pacing Guide 8 Bundle #4 – Dimensional Analysis

Standard Indicator: 2-Scientific Thinking 8.2.2 Determine in what units, such as seconds, meters, grams, etc., an answer should be expressed based on the units of the inputs to the calculation. 8.2.3 Use proportional reasoning to solve problems. 8.2.4 Use technological devices, such as calculators and computers, to perform calculations.

Declarative Knowledge Procedural Knowledge Concepts Dimensional analysis is used for conversions and computations Process  Order of Operations Organizing 1. Students will be able to do conversions using dimensional  Scientific Method Ideas analysis.  Problem Solving 2. Students will be able to measure various items using different Method units and tools.  Reading Process Details  Know conversion units Skills  Multiply Fractions Examples:  Use a calculator to 12 inches = 1 foot multiply and divide 100 cm = 1 meter fractions, ratios, and  Identify the formula for density whole numbers  Identify tools for measuring mass, volume, and length,  Use displacement to width, and height figure volume of an  Identify formula for figuring volume object Vocabulary Dimensional Analysis Unit  Figure the density of Numerator Density an object using the Denominator Mass correct formula Cancellation Volume  Figure the mass, Length Width length, width, and Centi Height height of objects deci Milli using the correct tools kilo

MCAS Basic Integrated Chemistry Pacing Guide 9 Basic Integrated Chemistry Assessment Planning Bundle #1

Essential Outcome #1 : 1. The properties of matter can distinguish the types of matter. 2. Energy is required to change matter

Summative Assessment: Properties of matter – multiple choice Energy changes matter – short answer/given choices

Describe Assessment & Timeline Method Testing Testing Testing Testing Knowledge Reasoning/ Performance Product Analysis Formative 1: Matching (Diagrams of x x Students will understand and be able to explain how physical different mixtures) properties can be used to differentiate among substances; Short Answer solutions, and heterogeneous mixtures. Timeline: 3 weeks Formative 2: 5 multiply choice x Students will be able to identify chemical and physical changes in matter. Timeline: 3 weeks Formative 3: Matching with phase change x Students will understand and be able to explain how drawings (3) electromagnetic attractive forces within and between substances determine their physical state. (Particle speed for different phases) Timeline: 3 weeks

Essential Outcome #2 : Positions of elements on the Periodic Table are related to subatomic particles of an atom. Summative Assessment: Arrangement of Periodic Table – multiply choice questions Name subatomic particles and changes – drawing of atom/label Figure protons, neutrons, and electrons using the Periodic Table – given problems to solve Describe Assessment & Timeline Method Testing Testing Testing Testing Knowledge Reasoning/ Performance Product Analysis Formative 1: Give each student 4 various x x x Students will understand and be able to explain the articles to produce model of atom subatomic particles of an atom. Verbal explanation of how atom is - 3 subatomic particles - Charges of the particles held together - Location of particles in the atom Students will be able to explain how the subatomic particles fit together in an atom. - opposite charges attract Timeline: 3-4 weeks Formative 2: 5 problems to figure neutrons, x x Students will be able to calculate the numbers of protons, and electrons protons, neutrons, and electrons from the Periodic Table. Problem solving method Timeline: 3-4 weeks Formative 3: 5-10 multiply choice questions x Students will understand that the Periodic Table is arranged by increasing atomic number. - families - groups - element box (using keys) - characteristics of families Timeline: 3-4 weeks

Essential Outcome : Elements interact forming bonds in order to become more stable. The type of atoms involved determines the nature of the bond, the formula and the name of the compound formed. Summative Assessment Types of Bonds – Given two elements show how atoms bond to form ionic and covalent bonds (3 of each) Naming Formulas – Give three formulas to write name from chemical formula Writing Formulas – Give three chemical formulas and student writes name of formula Describe Assessment & Timeline Method Testing Testing Testing Testing Knowledge Reasoning/ Performance Product Analysis Formative 1: Given 3 covalent bonds x x x Students will understand how electrons are shared. students will show bonds Students will understand how covalent bonds are through dot diagrams and formed sharing of electrons

Timeline: 3-4 weeks Formative 2: Given 3 ionic bonds X X X Students will understand how electrons are shared. students will show bonds Students will understand the formation of ionic bonds. through dot diagrams and sharing of electrons Timeline: 3-4 weeks Formative 3: Given 3 names of chemical X X x Students will be able to write chemical formulas. formulas students will write the formula Timeline: 3-4 weeks Formative 4: Given 3 chemical formulas X X x Students will be able to name chemical formulas. students will name the Timeline: 3-4 weeks formulas

Essential Outcome : Students will be able to do conversions using dimensional analysis.

Summative Assessment: Convert using dimensional analysis – 3 problems showing work/Short Answer Identification of measuring tools – 5 Matching Accurate measuring of given items – 5 Measure given objects Calculate the density of an object – 2 problems showing work/short answer Calculate the mass, temperature, and volume of an object – 5 problems showing work/short answer Describe Assessment & Timeline Method Testing Testing Testing Testing Knowledge Reasoning/ Performance Product Analysis Formative 1: 3 Conversion Problems to X x Students will be able to do conversions using solve dimensional analysis.

Timeline: Formative 2: Matching for Correct x x Students will be able to measure various items tools using different units and tools. 1 question to measure - identify measuring tools mass - measure items 1 question to measure - calculate density, volume, and mass, volume temperature 1 question to figure Timeline: denisty

MCAS Basic Integrated Chemistry Pacing Guide 13