Proposed Scope and Sequence for Chemistry 2004-2005

Subject – Chemistry Unit of Study: Quantum Mechanical Model Second Grading Period – Weeks 1-2 (5 days) CURRICULUM OVERVIEW Enduring Understanding (Big Idea) Unit Rationale The frequency and wavelengths of all waves, including light, are inversely related. For Physicists today are exploring the atomic particles at the subatomic level to further instance, as the wavelength of light increases, the frequency decreases. When you multiply explain the nature of atoms and the origin of matter. Quantum physics provides the wavelength and frequency it always equals the speed of light. methods for conducting this research on objects and particles that make up the atom and the light spectra that specific atoms give off. Essential Questions Guiding Questions How can light be both a particle and a wave at the same time? What are the colors of the electromagnetic spectrum and which one has the What evidence do scientists have that light acts like a wave sometimes and like a particle shortest wavelength and highest frequency? Why? other times? Compare the ground state and the excited state of an electron? TEKS TEKS Specificity - Intended Outcome TEKS 6 The student knows and understands the historical development of atomic theory. The student is expected to: ” I CAN” statements highlighted in yellow should be displayed for B. understand the electromagnetic spectrum and the mathematical relationships students. s

t between energy, frequency, and wavelength of light; I can p C. calculate the wavelength, frequency, and energy of light using Planck’s constant and e  Calculate the wavelength, frequency, or energy of light (6C)

c the speed of light; n  Understand that frequency and wavelength always equals the speed of o

C light (6B)  Understand the electromagnetic spectrum consists of radiation over a broad band of wavelengths. (6B) Chemistry TEKS (2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:  plan and perform safe investigations and experiments (1A) (F) collect data and make measurements with accuracy and precision; (G) express and  make accurate measurements using a variety of measuring instruments manipulate chemical quantities using scientific conventions and mathematical procedures, (2F) including dimensional analysis, scientific notation, and significant figures; (H) organize, analyze, evaluate, make inferences, and predict trends from data; and (I) communicate valid conclusions supported by the data through methods such as lab reports, labeled  correctly express and manipulate quantities (2G) drawings, graphs, journals, summaries, oral reports, and technology-based reports.  communicate a valid conclusion (2I)

ELPS Student Expectations ELPS Specificity – Intended Outcome 1(A) Use what they know about light to predict the meaning of electromagnetic ELPS 1(A) use prior knowledge and experiences to understand meanings in English spectrum. ELPS 2(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to 2(G) Describe general meaning, main points, and details heard in class unfamiliar; discussions over energy, frequency, and wavelength of light using prisms.

ELPS 3(E) share information in cooperative learning interactions; 3(E) Share in cooperative groups about the speed of light . ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written 4(D) What comes to mind when you think of Planck’s constant? text; 5(B) Write using newly acquired vocabulary about electromagnetic spectrum. ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level SAISD © 2010-11 – Second Grading Period Science Chemistry- Initial Release Aug 08, V1 Page 1 of 35

TEKS TEKS Specificity - Intended Outcome TEKS 6 The student knows and understands the historical development of

atomic theory. The student is expected to: ” I CAN” statements highlighted in yellow should be displayed for students. s

t B. understand the electromagnetic spectrum and the mathematical relationships I can p between energy, frequency, and wavelength of light; e  Calculate the wavelength, frequency, or energy of light (6C)

c C. calculate the wavelength, frequency, and energy of light using Planck’s constant n  Understand that frequency and wavelength always equals the speed of light (6B) o and the speed of light;

C  Understand the electromagnetic spectrum consists of radiation over a broad band of wavelengths. (6B) Chemistry TEKS (2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:  plan and perform safe investigations and experiments (1A)

(F) collect data and make measurements with accuracy and precision; (G) express  make accurate measurements using a variety of measuring instruments (2F)

and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant  correctly express and manipulate quantities (2G) figures; (H) organize, analyze, evaluate, make inferences, and predict trends from data; and (I) communicate valid conclusions supported by the data through methods  communicate a valid conclusion (2I) such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. ELPS Student Expectations ELPS Specificity – Intended Outcome 1(A) Use what they know about light to predict the meaning of electromagnetic ELPS 1(A) use prior knowledge and experiences to understand meanings in English spectrum.

ELPS 2(G) understand the general meaning, main points, and important details of 2(G) Describe general meaning, main points, and details heard in class discussions spoken language ranging from situations in which topics, language, and contexts are over energy, frequency, and wavelength of light using prisms. familiar to unfamiliar; 3(E) Share in cooperative groups about the speed of light . ELPS 3(E) share information in cooperative learning interactions; 4(D) What comes to mind when you think of Planck’s constant?

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre- 5(B) Write using newly acquired vocabulary about electromagnetic spectrum. taught topic-related vocabulary and other prereading activities to enhance

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Unit of Study: Quantum Mechanical Model Second Grading Period – Weeks 1-2 Lesson 1- Electromagnetic Spectrum (5 days) CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  How did Planck influence the development of modern atomic theory?  Student fist experience the concept of bonding in middle  What is the difference between a photon and a quantum? school (8.8C)  What are the units of frequency?  What is the relationship between frequency and wavelength? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… 5 E model of Instruction Engage  work with a partner to identify the different wavelengths  Hand the students a glass prism and have them look through them. Ask: What do you see when you with justifications (6B) look towards white light? Let the students explain that they see different colors, like a rainbow. Have them record their findings in their interactive journal. Afterwards, discuss with them that white light separates into a rainbow of colors when it passes through the prism. (note: this activity will work better outside with sunlight) (6B) Explore  Have students perform the mini lab Flame Test from the Holt textbook pg. 383 or something similar?  Determine the identity of the cation in an unknown (6B) solution based on its characteristic color (6B)  Show students Simulation 13 from the Chem ASAP CD. This will help them understand the properties of electromagnetic radiation (6B)  use the reading process to assist in developing a  Have students read and complete the practice problems on CHEMath on pgs. 378 -379 Holt textbook. definition for electromagnetic radiation. (6B)  Pre-AP Chemistry – LTF Module 3 Matter Waves: An Exercise in Literal Equations pg. 31  Cornell Note Taking (6B)  Use the Promethean Interactive White Board Flip Chart - “Electromagnetic Spectrum” Explain  Understand the relationship between energy, frequency, and wavelength of light (6B)  distinguish and understand the relationship between  Demonstrate the wavelengths of the electromagnetic spectrum Ask – What causes the wavelengths to energy, frequency, and wavelength of light (6B) get shorter? (6B)  Refer the students to figures 13.8, 13.9 and 13.10 on pgs 372 – 373. Explain to them the  use Marzano’s Six Steps to Effective Vocabulary wavelengths, amplitude, crest, low and high frequencies and the separation of light into a rainbow of instruction to learn key terms about wavelengths of the colors. electromagnetic spectrum by writing a personal definition,  Explain Planck’s constant and the speed of light? (6C) create a visual representation and provide an example (6B)  Explain the origin of the atomic emission spectrum of an element. (6B)  Students record information in their science journal check for student understanding √ and discuss with their learning partner (6C) Differentiation: (Additional support) Use the web site Electromagnetic Spectrum to review how this concept works and why. Elaborate  Reading Learning Log on Chemistry Serving Society - Have students read Chemistry Serving Society:  Learning Log on Lasers At Work (6B) Lasers At Work (Holt p 384) (6B) Text Pages What I Difficult Questions I have  Students record information in their science journal understood Vocabulary and discuss with their learning partner (6B)

Differentiation: (Mastery) Explore the Nobel Prize in Chemistry. Select one whose work has caught your interest. Write about it in

Refer back to the essential questions to assess student knowledge of lessons/concepts Content Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  Understand Chemistry, Prentice Hall  electromagnetic radiation  Calculate  amplitude Chapter 13 (pp. 372-389)  wavelength  Section 13.3  frequency  hertz Guiding Reading and Study , pp. 128 -130  spectrum  atomic emission spectrum Review Module Chapter 13pp. 372 - 384  Planck’s constant  Photons  Photoelectric effect  Ground state  de Broglie’s equation  Heinsberg uncertainty principle English Proficiency Standards (ELPS) ELPS Stems ELPS Language Objectives o I know…1(A) ELPS 1(A) use prior knowledge and experiences to understand meanings in English o I remember …1(A) o The picture reminds me of…1(A) ELPS 2(G) understand the general meaning, main points, and important details of spoken language ranging An example of a ____ is …. 4(D) from situations in which topics, language, and contexts are familiar to unfamiliar; o o What does the picture/word/phrase remind you of? 4(D) ELPS 3(E) share information in cooperative learning interactions; o The way I would solve the problem is …3(E) ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related o I agree/disagree that …because…3(E) vocabulary and other prereading activities to enhance comprehension of written text; o I think ___ means … 2(G) o A common characteristic between ___ and ___ is… 5(B) ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary o ___ can be used to determine ___. 5(B Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board None Not Tested The experimental study of the photoelectric effect and its analysis by Einstein confirmed the assumption of the . photon aspect of light . crystal structure of materials . discrete charge on the electron . energy-mass relationship of special relativity . uncertainty principal of position and momentum

t compounds, acids, and bases; (C) construct electron dot formulas to illustrate p

e ionic and covalent bonds; (D) describe the nature of metallic bonding and  distinguish between binary ionic and binary molecular compounds (7A) c apply the theory to explain metallic properties such as thermal and electrical n

o conductivity, malleability, and ductility; and  use cooperative learning groups to develop and demonstrate skills in writing and C naming ionic and molecular compounds (7A, 7B)

 draw Lewis dot diagrams to show the bonding between ionic and covalent bonds. (7C)

 describe the physical properties of metallic bonding (7D)

(2) Scientific processes. The student uses scientific methods to solve  communicate a valid conclusion (2I) investigative questions. The student is expected to: (F) collect data and make measurements with accuracy and precision; (G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (H) organize, analyze, evaluate, make inferences, and predict trends from data; and (I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-ased reports.

ELPS Student Expectations ELPS Specificity – Intended Outcome ELPS 1(A) What do you know about compound formations? ELPS1(A) use prior knowledge and experiences to understand meanings in English; ELPS 2(C) Identify words and phrases heard in a discussion about ionic and covalent ELPS 2(C) learn new language structures, expressions, and basic and academic compounds vocabulary heard during classroom instruction and interactions; ELPS 3(D) What factors affect bonding? ELPS 3(D) speak using grade-level content area vocabulary in context to internalize ELPS 4(D) What comes to mind when you think of metallic and polyatomic ions? new English words and build academic language proficiency; ELPS 5(B) What is the best explanation for an electron dot formula? ELPS 4D demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; College Readiness Student Expectations College Readiness – Intended Outcome Science Standards  Name ionic compounds and covalent compounds using IUPAC nomenclature  VII – D1: Characterize ionic bonds, metallic bonds, and covalent bonds. rules. Describe the properties of metals and ionic and covalent compounds.  Write the chemical formulas for common ionic compounds, molecular  VII – E1: Classify chemical reactions by type. Describe the evidence that a compounds, metallic and polyatomic ions. chemical reaction has occurred.  Construct electron dot formulas to illustrate ionic and covalent bonds.  VII – F1: Know formulas for ionic compounds.  VII – F2: Know formulas for molecular compounds. Evidence of Learning

1. Students will be able to identify the charge on a monatomic ion with at least 80 % accuracy 2. Students will be able to differentiate between a substance being a molecule or a formula unit with at least 80% accuracy 3. Given a chemical formula, students will be able to state the number of atoms of each element with an accuracy of at least 80%

 How many elements and atoms are in the compound (NH4)3PO4?  Student fist experience the concept of bonding in middle  What are three characteristics that distinguish ionic compounds from molecular compounds? school (8.9A)  What is the difference between cation and anion and relate them to metals and nonmetals? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… 5 E model of Instruction Engage  work with a partner to identify drawings as atoms or  Make a transparency of drawings of some elements and molecules like H2 He, C, Cl2, K, H2O2, molecules with justifications (7A) and CH4. Ask- Which do you think are atoms and which are molecules? What is the difference between an atom and a molecule? What is the difference between a molecule and a compound? (7A) [Do not explain the differences yet, just see what the kids think]  Give each group of students two different colored dice and have them designate which one will represent the cation and anion. If you do not have access to two different colored dice, give each group one die and them roll it twice, once for cation and the second for anion. Formula Fun (7A)  Have the students read the handout, Chemical Bonding and have them answer the questions. (7A) Explore  Have students write the symbols for atoms of hydrogen, oxygen, and carbon. Next, ask them to  write symbols and formulas for selected atoms and write the formula for a molecule of water, carbon dioxide, hydrogen, and oxygen. Have the compare molecules (7B) the two. Ask - What is different and what is the same? (7A)  Have students define what a molecule is. Molecules are made of two or more nonmetal atoms  use the reading process to assist in developing a definition bonded together] Refer them to pages 133-134. (7A) for molecule. (7A)  Have students complete the handout, Nomenclature Worksheet I (7A)  Cornell Note Taking (7A,7B)  Pre-AP Chemistry – LTF Module 4 Chemical Nomenclature: Naming and Writing Chemical Formulas pg. 48 (7A) Explain  Distinguish between atoms and compounds (7A)  distinguish between atoms and molecules and cations and  Demonstrate what a molecule looks like for different compounds Ask - Why do we write oxygen anions (7A) as O2 and not just O? (7A)  Define anion and cation. Ask- Which elements are cation and which are anions? (8A)  use Marzano’s Six Steps to Effective Vocabulary instruction  Explain the formation of molecular and ionic compounds and how they differ. Ask - Which one to learn key terms about chemical bonding by writing a personal always starts with a metal? (7A) definition, create a visual representation and provide an example (7B) √ check for student understanding  compare and contrast molecular and ionic compounds (7A) Differentiation: (Additional support) Have students construct flash cards with definitions and examples.

Have students use a foldable that represents ionic and molecular compounds.

Refer back to the essential questions to assess student knowledge of lessons/concepts Content Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  identify Chemistry, Prentice Hall  molecule  contrast Chapter 6 (pp. 132-142)  cation  compare  Section 6.1  anion  distinguish  Section 6.2  ion  formula unit Guiding Reading and Study , pp. 47-58  molecular compound Review Module  ionic compound Chapter 6 pp. 31-34  chemical formula  molecular formula Video Clips Bonding (Chemistry CD) English Proficiency Standards (ELPS) ELPS Language Objectives ELPS Stems o An example of a ___is …4(D) ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related o The pictures are about….4(D) vocabulary and other prereading activities to enhance comprehension of written text; o ___appears to be _____5(B) ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; o The opposite of ___is …5(B) Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board TAKS 2006  Name ionic compounds and covalent compounds Which part of an atom plays the most important part in using IUPAC nomenclature rules. bonding? According to the periodic table, which of these elements  Write the chemical formulas for common ionic will form an ion with a –2 charge? compounds, molecular compounds, metallic and A Protons in the nucleus F S polyatomic ions. B Neutrons in the nucleus G Mg  Construct electron dot formulas to illustrate ionic C Inner level electrons H F and covalent bonds. D Outer level electrons J Rb The ratio of hydrogen to carbon is often of interest in Additional TAKS Questions comparing different fuels. Calculate the ration for methanol (CH3OH) and ethanol (C2H5OH) SAISD © 2010-11 – Second Grading Period Science Chemistry- Initial Release Aug 08, V1 Page 11 of 35

Explain  Make sure the students have a working definition for ion, binary, monatomic, and  define key terms (7A) polyatomic (7A)  Share with students the rules for combining atoms to form Ions and Ionic Compounds  Use Marzano’s Six Steps to Effective Vocabulary instruction to learn key (7A, 7D) terms about compound formation by writing a personal definition, create an  The rules for the naming ionic compounds (7A) illustration and provide an example (7A)  When roman numerals are need in the name of a compound (7A)  Show video clip Covalent and ionic bonding (7A)  follow the rules for writing binary ionic compound formulas (7A) √ check for student understanding Differentiation: (Additional support) Have students construct flash cards with definitions and examples.

Refer back to the essential questions to assess student knowledge of lessons/concepts

Content Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  identify Chemistry, Prentice Hall  monatomic  distinguish  binary Chapter 6 (pp. 143-162)  binary compound  Section 6.3  Section 6.4

Teacher Resource Kit Lab Manual, Experiment 6 Small Scale Lab p. 51-56 Review Modules-Chapter 6, pp. 35-36 Guiding Reading and Study Workbook, pp. 53-54

English Proficiency Standards (ELPS) ELPS Language Objectives ELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary ELPS Stems heard during classroom instruction and interactions; o I heard the new word/phrase…2(C) ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level o ___best represents ____. 5(B) vocabulary; Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board

Which is the correct formula for the compound formed by Calcium (Ca2+) + Chloride (Cl–) → Calcium chloride  Name ionic compounds and covalent compounds the bonding of a calcium ion with a phosphorus ion? The chemical formula for calcium chloride is — using IUPAC nomenclature rules. F Ca2Cl  Write the chemical formulas for common ionic A CaP G CaCl compounds, molecular compounds, metallic and H CaCl2 polyatomic ions. B Ca2P3 J Ca2Cl3  Construct electron dot formulas to illustrate ionic C Ca3P2 and covalent bonds. Additional TAKS Questions D 2(CaP)3 What is wrong with the following chemical formula: Br2Ca?

Differentiation: (Additional support) Have students use colored disk to represent protons and electrons in neutral atoms so that when ions are formed as electrons are lost or gained the student can see the charge on the resulting ion as being positive or negative.

Have students use ion models (cut from cardstock) to “fit the pieces together” to form ionic compounds. Elaborate  Have students work through the chart on page 161 as they write and name  write the formulas for compounds containing polyatomic ions (7B) compounds containing polyatomic ion Ask- How can we identify an ion as polyatomic? (7B)  PAIR CHECK  Have students complete the practice problems on Naming Polyatomic Ions (7B) students quickly pair with another to check their answers (7B) Differentiation: (Mastery) Have students determine percent composition of chemicals formulas containing polyatomic ions

Refer back to the essential questions to assess student knowledge of lessons/concepts Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  compare Chemistry, Prentice Hall  polyatomic  contrast  ternary Chapter 6 (pp. 143-162)  Section 6.4

Teacher Resource Kit Review Modules-Chapter 6, pp. 37-38 Guiding Reading and Study Workbook, p. 55 English Proficiency Standards (ELPS) ELPS Language Objectives ELPS Stems ELPS 3(D) speak using grade-level content area vocabulary in context to internalize new o This affects the ___ because ___3(D) English words and build academic language proficiency; o The most important factors are …3(D) ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pretaught o An example of a ___is…4(D) topic-related vocabulary and other prereading activities to enhance comprehension of written o I think ___means…4(D) text; o I know …1(A) ELPS1(A) use prior knowledge and experiences to understand meanings in English; o An example of a ___is …1(A) Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board The correct name for the chemical compound AlF3 is - TAKS 2005  Name ionic compounds and covalent compounds A Aluminum Tri-Fluorine using IUPAC nomenclature rules. B Aluminum Fluorine  Write the chemical formulas for common ionic C Aluminum Fluoride compounds, molecular compounds, metallic and D Antimony Fluoride polyatomic ions.  Construct electron dot formulas to illustrate ionic and covalent bonds. According to this information, what is the chemical formula for aluminum sulfate? Ions of the element copper (Cu) can be either Cu 1+ or A AlSO4 Cu 2+ . Which formula is correctly written for the B Al2(SO4)3 2+ –2 combination of Cu with the carbonate ion CO3 ? C Al3(SO4)2 D Al6SO4 A CuCO3 B Cu3CO2 Additional TAKS Questions C Cu2CO3 D 2CuCO E (CuCO3)2

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Chemistry Unit of Study: Compound Formation Second Grading Period – Week 4 - Lesson 4- Molecular Compounds (2 days) CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  How do you name a binary molecular compound?  Students name molecular compounds in IPC ( IPC 8C)  How do you distinguish between an ionic compound and a molecular compound?  What are the rules for naming acids? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… 5 E model of Instruction Engage THINK-INK-PAIR-SHARE  Have students write down the numbers 1-10, then ask they to indicate the prefixes for each Students record information in their science journal and discuss with number. [Tell the students it is important to know these prefixes as they are used in naming and their learning partner (7A,7B) writing formulas for molecular compounds] (7A,7B)  work with a partner to provide prefixes for the numbers 1-10 (7A,7B)  Have students complete the practice worksheet, Chemical Quantities (7A,7B) Explore  Students read pages 158-159 and create a graphic organizer to show the steps to writing the  create a graphic organizer for naming and writing formulas for name for a molecular compound. Next, they do the same thing for writing the formula of a molecular compounds (7A,7B) molecular compound (link) (7A,7B)  Have students complete the following handout, Molecular Compounds (7A,7B)  Cornell Note Taking (7A,7B)  Place students in groups of 3 or 4 and have them complete the Lab- Covalent and Ionic Bonding (7A,7B)  Use the Promethean Interactive White Board Flip Chart - “Bonding Covalent Compounds” Explain  How to identify a compound as being ionic or molecular (7A,7B)  differentiate between ionic and molecular compounds and formulas  The use of prefixes in naming and writing formulas for molecular compounds (7A,7B) (7A,7B)  Have students create a Bonding Mind Map on their own sheet of paper. Have them work in  name and write formulas for binary molecular compounds (7A,7B) teams. (7A,7B) √ check for student understanding  measure the percent of water from hydrates (7A,7B)  Create a Team Mind Map on Bonding (7A,7B) Differentiation: (Additional support) Have students say or write common words that contain prefixes.

Have students use a prefix list to help them write molecular formulas. Elaborate  Have the students review rules for naming acids and have them create a graphic organizer to  create a graphic organizer for naming and writing formulas for acids name and write formulas for acids. Ask- In naming acids, when do you use the prefix hydro? (7A,7B) (7A,7B)

Differentiation: (Mastery) Have students explore the naming system for organic compounds to construct a flow chart for naming an organic compound when given its formula.

Have students research and report on CO2 and its role in the greenhouse effect.

C MgCl2 Which of the following substances is not made of molecules?

D Li2S A ClO2 B NH3 C O2 D CaCl2 E CO

Essential Questions Guiding Questions  Why is it important to have the right chemical quantities when manufacturing a  What is the difference between molecular formula and empirical formula? product?  What is a mole and how do you use it?  How is a chemical reaction like a recipe?  How much volume does the mole of any gas at STP occupy?  What is the relationship between Avogadro’s number and one mole of any substance?  What are the steps to calculate the molar mass of any compound? TEKS TEKS Specificity - Intended Outcome (8) Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to: (A) define and use the concept of a ” I CAN” statements highlighted in yellow should be displayed for students. mole;(B) use the mole concept to calculate the number of atoms, ions, or molecules I can s

int a sample of material; (C) calculate percent composition and empirical and  define the mole and provide examples (8A) molecularp formulas; E) perform stoichiometric calculations, including determination of e  relate the mole to the number of particles of a substance (8B) massc relationships between reactants and products, calculation of limiting reagents, calculate the gram atomic mass of an element (8B) n 

ando percent yield.  calculate the gram formula mass of a compound (8B) C  calculate the gram molecular mass of a compound (8B)  calculate percent composition and empirical and molecular formulas (8C)  perform mole-mass and mass- mole conversions (8E) (2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: (G) express and manipulate chemical  plan and perform safe investigations and experiments (2G) quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (I) communicate valid  make accurate measurements using a variety of measuring instruments (2G) conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports  correctly express and manipulate quantities (2G)

 communicate a valid conclusion (2I) ELPS Student Expectations ELPS Specificity – Intended Outcome ELPS 1(A) Close your eyes and think of the mole. What do you see? ELPS 1(A) use prior knowledge and experiences to understand meanings in English; ELPS 2(C) Identify words and phrases heard in a class/group discussion about molar ELPS 2(C) learn new language structures, expressions, and basic and academic mass, percent composition, empirical and molecular formulas. vocabulary heard during classroom instruction and interactions; ELPS 2(E) Use objects, pictures and/or graphic organizers to learn how to calculate the ELPS 3(E) share information in cooperative learning interactions; number of atoms, ions, or molecules ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and ELPS 3(E) Share in cooperative groups the relationship between the number of atoms, pretaught topic-related vocabulary and other prereading activities to enhance ions, or molecules ELPS 4(D) Use prereading supports such as illustrations to understand percent comprehension of written text; composition. ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level ELPS 5(B) Write using newly acquired vocabulary about the mole. vocabulary;

1. Given an amount of a substance the student will be able to determine the amount of moles with at least 80% accuracy. 2. Given the number of moles of a substance the student will be able to determine the mass in grams with at least 80% accuracy.

 Which gas is the more dense, CO2 or H2O and why?

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… 5 E model of Instruction Engage  define the term mole and state its numerical value (8A)  Ask the class to supply you with the number of items in: a dozen-12, a case-24, a gross-144, a score (like 4 score and 7 years ago.)-20. These are all units. In chemistry we need to keep track of  enter exponents on the calculator and perform mathematical atoms and molecules and there is a unit we use to count them---the mole (8A) functions (2G)  Provide the numerical value of the mole- 6.02 x1023 . Ask students to memorize this number. Connect this with Avogadro's number (8A)  Demonstrate how to enter exponents on a calculator and perform math functions (2G)  Have students complete the practice handout, Mole Calculation Worksheet Answer Sheet (8B) Explore  Have students complete the worksheet Molar Conversions to better understand how to calculate molar mass. (8B) measure out exact quantities and compare their volumes  Have students mass out 63.5 g of Copper, 58g of NaCl, 159.5 g of CuSO4 and measure 18ml (g) (2G) of H2O. Have them compare the amounts. Inform them that each sample contains one mole of that compound. Each is 6.02 x1023 units which is 1 mole. Ask- I f they are each equal to one mole why are the sizes different? [Some are larger molecules that others so they take up more space] 100 apples takes up more space than 100 grapes. (8B) THINK-INK-PAIR-SHARE  Ask students to use the periodic table and see if they can figure out where the grams they were Students record information in their science journal and discuss asked to measure out came from. If no one comes up with the answer, ask- Looking at Na and Cl how with their did I come up with 58g? (8B) learning partner (8B)  Have students complete the Mini Lab: Percent Composition from Holt textbook pg. 195 (8C)  Use the Promethean Interactive White Board Flip Chart - “Moles, Molecules and Grams” (note: it measure the percent of water from hydrates (8C) is titled as goodmolesacins)  Use the Promethean Interactive White Board Flip Chart - “The Chemistry Mole” Explain  How to calculate gram atomic mass and show how to convert to moles (8B)  calculate gram formula and gram molecular mass (8B)  How to calculate gram molecular and gram formula mass and show how it is determined for moles of elements. (8B)  covert gram to moles and moles to grams (8B)  How to convert from moles to atoms or molecules (8B)  perform moles- atom conversions (8B) √ check for student understanding Differentiation: (Additional support)  Use Marzano’s Six Steps to Effective Vocabulary instruction to Have students create a visual (conversion tool) to use to perform mole calculations. learn key terms about the mole by writing a personal definition, create an illustration, provide an example (8b) SAISD © 2010-11 – Second Grading Period Science Chemistry- Initial Release Aug 08, V1 Page 21 of 35

Differentiation: (Mastery) Have students make mole-molecule and gram- atom conversions Evaluate  Students should be able to calculate mole of a substance given grams and grams of a substance  perform mole-mass and mass-mole conversions (8B) given moles (8B)

Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board None o Define the mole and calculate molar mass, percent What is the mass of 2 moles of Copper? composition, and empirical and molecular formulas. o Calculate the number of atoms, ions, or molecules in a A 29 g sample. B 63.5 g C 127 g Additional TAKS Questions What is the mass of two moles of propane gas, C3H8? D 241.5 g A 44 B 88 C 22 D 11

 Which gas is the more dense, CO2 or H2O and why? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… 5 E model of Instruction Engage  define the term mole and state its numerical value (8A)  Have students complete the worksheet, Percent Composition & Empirical Formulas (8C) or/and  enter exponents on the calculator and perform mathematical functions o Have students practice finding the percent composition for compounds to determine the (2G) empirical formula. (8C) Explore  Have students complete the Mini Lab: Percent Composition from Holt textbook pg. 195 measure out exact quantities and compare their volumes (2G) (8C) or o Have students perform the activity Formula of a Hydrate Lab (8C)  Have students complete the lab activity: Bite the Bubble. It will help understand how to THINK-INK-PAIR-SHARE calculate the percent composition. (8C) Students record information in their science journal and discuss with their  Use the Promethean Interactive White Board Flip Chart - “Moles, % Composition, and learning partner (8C) Empirical Formulas” measure the percent of water from hydrates (8C)

Calculate the percent composition of sugar in a bubble gum (8C) Explain o Have students read Section 7.3 Percent Composition and Chemical Formulas  Use Marzano’s Six Steps to Effective Vocabulary instruction to learn key √ check for student understanding terms about the mole by writing a personal definition, create an illustration, provide an example (4A) Differentiation: (Additional support) Have students create a visual (conversion tool) to use to perform mole calculations.

Have students do simple conversion problems before they perform mole related calculations. Use whole number that divide to give a whole number answer. Elaborate  Reading Learning Log on Chemistry Serving Society - Have students read Chemistry Serving  Learning Log on Water Worth Drinking (8C) Society: Water Worth Drinking (Holt p 196) (8C) Text Pages What I Difficult Questions I have understood Vocabulary

Refer back to the essential questions to assess student knowledge of lessons/concepts

Content Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  conversion Chemistry, Prentice Hall  percent composition  calculate  empirical formula  convert Chapter 7 (pp. 188-196)  Section 7.3

English Proficiency Standards (ELPS) ELPS Language Objectives ELPS Stems ELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary heard o A new word/phrase I heard was….2(C) during classroom instruction and interactions; o The ___can be represented with…3(E) ELPS 3(E) share information in cooperative learning interactions;

Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board None None o Define the mole and calculate molar mass, percent composition, and empirical and molecular formulas. o Calculate the number of atoms, ions, or molecules in a sample. Additional TAKS Questions What is the mass of two moles of propane gas, C3H8? A 44 B 88 C 22 D 11

THINK-INK-PAIR-SHARE Students record information in their science journal and discuss with their learning partner (11B) Explain  Have students read section 9.3 (8E)  Ask students: What is a limiting reagent:  Use Marzano’s Six Steps to Effective Vocabulary instruction to learn key terms about the mole by writing a √ check for student understanding personal definition, create an illustration, provide an Differentiation: (Additional support) example (4A) Have students create a visual (conversion tool) to use to perform mole calculations. Have students do simple conversion problems before they perform mole related calculations. Use whole number that divide to give a whole number answer.

Differentiation: (Mastery)  calculate chemical equations (8E) Guided Reading and Study Worksheet pg. 81 – 86 Stoichiometry Evaluate  Students should be able to calculate mole of a substance given grams and grams of a substance given  Perform stoichiometric calculations, limiting reagents moles (8E) and percent yield. (8E)

Refer back to the essential questions to assess student knowledge of lessons/concepts Content Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  conversion Chemistry, Prentice Hall  mole  calculate  Avogadro's number  convert Chapter 9 (pp. 237-261)  gram atomic mass  define  Section 9.1  gram molecular mass  analyze  Section 9.2  gram formula mass  Section 9.3 English Proficiency Standards (ELPS) ELPS Language Objectives ELPS Stems ELPS 1(A) use prior knowledge and experiences to understand meanings in English; o I can draw a ___to represent a….1(A) ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary o The word is ___ and it looks like this….1(A) o Which ___can be used to determine____? 5(B) Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board None o Define the mole and calculate molar mass, percent Not Tested composition, and empirical and molecular formulas. o Calculate the number of atoms, ions, or molecules in a sample. Additional TAKS Questions What is the mass of two moles of propane gas, C3H8?  A 44 B 88 C 22 D 11 Guided Reading and Study Worksheet pg. 81 – 86 Stoichiometry  Guided Reading and Study Worksheet pg. 81 – 86 Stoichiometry

TEKS TEKS Specificity - Intended Outcome

Review chemistry content as needed . review science content and demonstrate learning

(6) Science concepts. The student knows the mechanisms of genetics, including the s

t role of nucleic acids and the principles of Mendelian Genetics. The student is p

e expected to: c n

o F) predict possible outcomes of various genetic combinations such as monohybrid C crosses, dihybrid crosses and non-Mendelian inheritance;

Review biology concept - Genetic Variation Bikini Bottoms Genetics and Genetics Assessment

Review science process skills as need and conduct a formal assessment (FMA) s l l i k S

Evidence of Learning

Given a written assessment document, students will obtain a score of at least 80% or higher

Essential Questions Guiding Questions  How is the law of conservation of mass related to chemical reactions that we  In chemical equations, what do coefficients and subscripts indicate? encounter in our everyday life?  What indication is given in a chemical reaction that shows if a reaction is reversible?  What are the characteristics of the five different types of chemical reactions?  What is the relationship between reactants and products in balanced chemical equations? TEKS TEKS Specificity - Intended Outcome (8) Science concepts. The student can quantify the changes that occur during I can chemical reactions. The student is exp(D) use the law of conservation of mass to identify chemical reaction types (8D) s 

t write and balance chemical equations; and to: p

e  work in cooperative groups to classify every day chemical reactions (8D) c

n o  predict products when given the reactants and reaction type (8D) C

 balancing chemical equations (8D) (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and  plan and perform safe investigations and experiments (1A, ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers,  make accurate measurements using a variety of measuring instruments (2G) eyewash fountains, safety goggles, and fire extinguishers; s

l  correctly express and manipulate quantities (2G) l i (2) Scientific processes. The student uses scientific methods to solve investigative k

S questions. The student is expected to: (G) express and manipulate chemical  communicate a valid conclusion (2I) quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. ELPS Student Expectations ELPS Specificity – Intended Outcome ELPS 1(A) use prior knowledge and experiences to understand meanings in English 1(A) Use what they know about the atom to understand the meaning of chemical reactions. ELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; 2(C) Identify words and phrases heard in a discussion about the Law of conservation of mass.

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and 4(D) Use prereading supports such as graphic organizers, illustration and such to understand the balancing of equations. pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; 5(B) Write using newly acquired vocabulary about chemical equations. ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; College Readiness Student Expectations College Readiness – Intended Outcome Science Standards o VII – E1: Classify chemical reactions by type. Describe the evidence that a o Write and balance chemical equations using the law of conservation of mass. chemical reaction has occurred. Evidence of Learning 1. Given equations for chemical reactions, students will be able to correctly balance at least 80% of the equations. 2. Students can identify the reaction type given its formula with at least 80% accuracy.

Differentiation: (Additional support) Have students use colored paper clips to as a concrete model for balancing chemical equations.

Have students construct a foldable to identify reaction types.

Have students balance simple chemical equations using coefficients no larger that 3. Elaborate  Have student perform a decomposition reaction such as (link) (8D)  Have students balance decomposition reaction equations (8D)  perform a decomposition reaction and balance the reaction equations and additional examples (!A, 8D) Differentiation: (Mastery) Have students chose a chemical compound and research and report on how it is produced. Place emphasis on the chemical reactions that are necessary for the production of the compound. SAISD © 2010-11 – Second Grading Period Science Chemistry- Initial Release Aug 08, V1 Page 30 of 35

Refer back to the essential questions to assess student knowledge of lessons/concepts Content Vocabulary: Academic Vocabulary: Resources: Vocabulary Cards (link)  observe Chemistry, Prentice Hall  Combination reactions  identify Chapter 8 (pp. 202-224 )  decomposition reaction  Section 8.1  Section 8.2 Teacher Demo. TE pp. 205, 213, Guided Reading and Study Workbook, pp. 73-80

Chemistry TAKS Objectives Review Transparencies: 51-52 Lab Manual, Experiment 11 (This will cover all reaction types) Laboratory Recordsheets Small Scale Lab pp. 31-34 English Proficiency Standards (ELPS) ELPS Language Objectives ELPS Stems ELPS 1(A) (A) use prior knowledge and experiences to understand meanings in English I learned … 1(A) ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pretaught A ___ can be represented with a … 1(A) topic-related vocabulary and other prereading activities to enhance comprehension of written A characteristic is …4(D) text; What I know about ___ is …4(D) Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board o Write and balance chemical equations using the law Al + Cl2  AlCl3 of conservation of mass.

A student is given the unbalanced equation shown Copper carbonate (+ heat) → Copper oxide + Carbon above. When this equation is correctly balanced using dioxide is an example of smallest whole numbers, what is the coefficient that should be placed in the empty box in front of Cl2? A synthesis or direct combination reaction B simple displacement F 6 C double decomposition reaction G 4 What coefficient values will balance the reaction shown D decomposition reaction H 3 above? E partial neutralization reaction J 2 A 2, 2, 1 B 1, 1, 1 C 2, 1, 2

D 1, 2, 2

Additional TAKS Questions

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… 5 E model of Instruction Engage  perform an investigation to identify metals by the spectrum that is  Demo flame test to identify metals by their colors [Easy way to do this is to make strong produce when they are heated strongly (8D) chloride solutions for selected metals and use q-tips or wooden sticks that have been soaked over night in the solutions in place of nichrome wire loops ] (8D)  Have students complete a worksheet such as Classification of Chemical Reactions (8D) Explore  Have students perform a single replacement (displacement) reaction such as (link) (8D)  Have students balance single replacement reaction equations Ask- Is it the metal or  Perform a single replacement reaction and balance the reaction nonmetal that gets replaced? (8D) equations and additional examples (8D)  Have students practice Word Equations. (8D)  Guided Reading and Study Worksheet pg. 81 – 86 Stoichiometry

 Use the Promethean Interactive White Board Flip Chart - “Balancing Chemical Equations”

Differentiation: (Additional support) Have students construct a foldable to identify reaction types. Have students balance simple chemical equations using coefficients no larger that 3. Explain  How to identify single and double replacement reactions (8D)  identify a reactions as being a single or double replacement reaction (8D) √ check for student understanding Elaborate  Have students perform a double replacement (displacement) reaction (link) (8D)  Have students balance double replacement reactions equations (8D)  perform a double replacement reaction and balance the reaction  For Pre AP students, have them write out the formula and name the Types of Chemical equations and additional examples (8D) Reactions from the word equations. (8D)

Differentiation: (Mastery) Have students balance more difficult equations Evaluate  Have students Identify and Balance Chemical Equations and determine what type of  balance single and double replacement reaction equations (8D) reaction is occurring.

Teacher Demo. TE pp. 216, 217, 219 English Proficiency Standards (ELPS)

ELPS Stems ELPS Language Objectives ELPS 1(A) (A) use prior knowledge and experiences to understand meanings in English An example of a ___ is …1(A) ___ means …1(A) ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; Which of the following is best classified as _____? 5(B) Which ___ best represents ___? 5(B)

Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board o Write and balance chemical equations using the law of Al(OH)3  Al2O3 + 3 H2O TAKS 2006 conservation of mass.

23 The chemical equation shown above is not __Ca(C2H3O2)2 + __K3PO4  __Ca3(PO4)2 + __KC2H3O2 written correctly. What is the correct explanation Fe2O3 + CO  Fe + CO2 for why it is written incorrectly? Which set of coefficients balances the equation? When the equation above is balanced and all the coefficients F There is water on the product side but F 3, 3, 1, 2 are reduced to lowest whole-number terms, what is the not on the reactant side. G 6, 1, 1, 3 coefficient for Fe2O3? G There is only one reactant but there are H 3, 2, 1, 6 two products. J 6, 2, 1, 6 A 1 H The amount of reactant atoms does not B 2 equal the amount of product atoms. Additional TAKS Questions C 3 J There is a parentheses on the reactant D 4 side but not on the product side E 5

Evaluate  Student should be able to identify and balance combustion reactions (8D)  balance combustion reactions (8D)  Students can identify a combustion reaction as being complete or incomplete (8D)  Sample of a worksheet that can be used as an assessment tool to inquire if the students understand A  identify a combustion reaction as being complete or Voyage through Equations and Answer Sheet incomplete by looking at the products (8D)

Refer back to the essential questions to assess student knowledge of lessons/concepts  demonstrate knowledge of reaction types by creating a visual (8D)

Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board 2 C8H18 + O2  6 CO2 + H2O o Write and balance chemical equations using the law of TAKS 2006 conservation of mass. The chemical equation shown above is only partially balanced. What are the correct coefficients to finish 2C2H2(g) + 5O2(g) → 4CO2(g) + ___ balancing the equation?

Which additional product balances this reaction? A O3 A 13 and 9 B O2 B 36 and 12 F 4OH(aq) C CO C 16 and 50 G CH4(g) D Cl2 D 25 and 18 H H2O2(g) E SO2 J 2H2O(g) Is a product of the incomplete combustion of hydrocarbons Additional TAKS Questions