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CHEMISTRY I: Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
GRADE 10 - 2003340/50 CHEMISTRY (HONORS) CURRICULUM MAP SUMMARY 2015-16
Mini- Formative Assessment(MFA)# / IFC Standards / Topic Covered / Number of Days
Lab Safety, Lab equipment, Lab skills, Measurements, What is Chemistry?, and Pre-Assessment / 4 DAYS
1 / SC.912.P.8.1 SC.912.P.8.2 SC.912.P.8.5
SC.912.N.1.1
SC.912.N.1.2 SC.912.N.1.7
SC.912.N.2.2 / Practice of Science, credibility and validity of scientific claims, Matter, States of Matter, Physical and Chemical Properties, and Physical and Chemical changes / 12 DAYS
2 / SC.912.N.1.4
SC.912.N.2.4
SC.912.N.3.2
SC.912.N.3.5 SC.912.P.8.3
SC.912.P.8.4
SC.912.P.8.9 SC.912.P.10.10 (H only) / Reliability and Validity of Scientific Claims, Science vs. Pseudoscience, Scientific Models, Development of Theories in Science, Valence Electrons, Atomic Theory, Mole Concept, Fundamental Forces / 8 DAYS
SC.912.P.10.9
SC.912.P.1018 / Bohr Model of the Atom, Electromagnetic Spectrum / 6 DAYS
3 / SC.912.N.3.2
SC.912.P.10.12 SC.912.P.10.11
SC.912.P.10.10 (H only) / Development of Theory, Chemical vs. Nuclear Reactions, Atomic Structure, Radioactive Decay, Energy changes and Fundamental Forces (Honors) / 10 DAYS
4 / SC.912.P.8.3
SC.912.P.8.5 SC.912.N.1.6 / Atomic Theory, Periodic Relationships, Structure of Atoms, Electron Configuration and Properties, Chemical bonding, and Valence Electrons / 9 DAYS
SC.912.P.8.6
SC.912.N.2.4 SC.912.N.4.2 (H only)
SC.912.P.8.7 SC.912.N.3.5 / Chemical Bonding and Valence Electrons, Ionic, Covalent, and Metallic Bonds, Electronegativity, Intermolecular Forces / 9 DAYS
5 / SC.912.P.8.7
SC.912.P.8.2
SC.912.P.8.8
SC.912.P.10.12
SC.912.N.1.6
SC.912.N.3.3 (H only)
SC.912.N.4.1 / Naming Ionic and Covalent Compounds, Interpreting Formulas, Writing Chemical Formulas, / 10 DAYS
SC.912.P.8.8
SC.912.N.1.6
SC.912.N.3.3
SC.912.N.4.1 / Predict Formulas of Ionic Bonds, Dimensional Analysis, Empirical and Molecular Formulas / 10 DAYS
6 / SC.912.N.1.5 SC.912.N.2.5 / Interpreting Formula Representations, Mole concept, Mass to Mole Stoichiometry, and Determining Formula Mass, / 10 DAYS
SC.912.N.1.5 SC.912.N.2.5 / Dimensional Analysis, Use Experimental Data to Calculate Empirical and Molecular Formulas, Mass to Mass Stoichiometry, Theoretical vs. Actual Yield, and Percent Yield / 10 DAYS
7 / SC.912.N.1.4
SC.912.P.8.1, SC.912.P.10.5, SC.912.P.12.10 SC.912.P.12.11 / Kinetic Molecular Theory, States of Mater, Temperature and Kinetic Energy, Atomic Structure and Properties, Intra and Intermolecular Formula, Bonding Forces, and Phase Diagrams / 12 DAYS
8 / SC.912.N.4.1
SC.912.P.8.8
SC.912.L.17.15 (H only)
SC.912.L.18.12
SC.912.N.3.3
SC.912.N.4.2
SC.912.P.8.11 / Classification of solutions, Arrhenius theory, Neutralization Reactions, Calculating pH and pOH, and Indicators / 14 DAYS
9 / SC.912.P.10.1
SC.912.P.10.2
SC.912.P.10.5
SC.912.P.10.6
SC.912.P.10.7
SC.912.L.17.15 (H only)
SC.912.P.12.12 / Collision Theory, Activation Energy, Rates of Chemical Reactions / 14 DAYS
10 / SC.912.P.12.13 SC.912.P.8.12
SC.912.N.3.2 SC.912.L.17.19 (H only) SC.912.L.17.15 (H only) / Reversible Reactions, Chemical Equilibrium, Organic Molecules / 12 DAYS
CHEMISTRY 1 (Regular and Honors) / COURSE CODE: 2003340/2003350
Unit#: N/A Unit Title: Introduction
Body of Knowledge:
Standards: / Based on 187 Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 4/150 (3%)
Schedule Type / Pacing (Days)
Traditional / 4 days
Block / 2 days
Essential Questions
1. Why are lab protocols important to a safe laboratory experience? / Standards Notes:
· Lab Skills and Safety are an essential part of the curriculum for chemistry instruction but are not linked to NGSSS.
· The Nature of Science standards and benchmarks should be taught throughout the course.
Essential Content / Benchmarks (DOK): Objectives and Skills
www.floridastandards.org / Instructional Resources:
(select benchmark specific resource) / Instructional Strategies:
(recommended activities and labs) / Remarks/Examples
· Explain why knowledge of chemistry is central to other scientific endeavors.
· Describe different areas of chemistry
· Apply knowledge of laboratory safety.
· Diagram the room layout and locate the safety equipment.
· Name and explain the use of basic lab equipment for chemistry.
· Review measurement skills using lab equipment. / Lab Safety Video, Song, or Poster
Gizmos
· Measuring Volume
· Triple Beam Balance
· Unit Conversions
Discovery Education (log-in through BEEP)
· Lesson Activity - What Not To Do
· Lesson Activity – What Not To Do AnswerKey
· Video - Lab Safety and Compliance Video
· Video - Accident at Jefferson High
· Lab Activity - Accuracy and Precision Lab
· Lab Safety Memorial Lab / Stations – Create stations available where students can practice taking measurements in the science lab using Gizmo (one laptop available per station). If Gizmo access is not available then teacher can project and discuss how measurements are taken and allow students to perform a measurement lab in class in rotations.
Problem Based Learning (PBL) - Tell students that they work for OSHA and have identified a science lab with a huge number of safety incidents. Their task is to write a letter to the lab manager citing violations and their plan to improve the conditions of the lab. Use rubric to grade.
Scavenger Hunt – students find science laboratory equipment strategically placed in the lab, draw a picture and identify use.
Complete a graph that depicts the number of lab related deaths since 1929 using information found in the Lab Safety Memorial link. Have students draw conclusions and create questions. / · Science is characterized by empirical observations, testable questions, formation of hypotheses, and experimentation that results in stable and replicable results, logical reasoning, and coherent theoretical constructs.
· Read, interpret, and examine credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Strict standards of science included controlled variables, sufficient sample size, and replication of results, empirical and measurable evidence, and the concept of falsification.
· Recognize that contributions to science can be made and have been made by people from all over the world.
· Collect data/evidence and use tables/graphs to draw conclusions and make inferences based on patterns or trends in data.
· Work through difficult problems using creativity, and critical and analytical thinking in problem solving (e.g. convergent versus divergent thinking and creativity in problem solving).
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit):
Science, reliability, investigations, empirical evidence, inference, observations, balance, beaker, Bunsen burner, burette, combustible, dispose, Erlenmeyer flask, eye wash, evaporation dish, fire blanket, fire extinguisher, flammable, fume hood, graduated cylinder, pipette, ring and stand, safety goggles, safety shower, test tube, toxic, volumetric flask, accuracy, precision, mass, metric system, volume, weight, funnel,
CHEMISTRY 1 (Regular and Honors) / COURSE CODE: 2003340/2003350
Unit#: I Unit Title: MATTER AND MEASUREMENT
Body of Knowledge: Physical Science
Standards: Matter / Based on 187 Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 12/150(11%)
Schedule Type / Pacing (Days)
Traditional / 12 days
Block / 6 days
Essential Questions
1. How is the conceptual understanding of matter central to the understanding of all scientific disciplines?
2. How do the following terms differ and how are they important to scientific knowledge: observation, inference, creativity, and methods of questioning and explaining?
3. How is scientific inquiry a multifaceted activity?
4. Do the processes of science correspond to the traditional portrayal of “the scientific method”?
5. How is scientific argumentation a part of scientific inquiry, and what is its role in the generation and validation of scientific knowledge? / Standards Notes: Nature of Science Benchmarks should be taught ALL year.
Essential Content / Benchmarks (DOK): Objectives and Skills
www.floridastandards.org / Instructional Resources:
(select benchmark specific resource) / Instructional Strategies:
(recommended activities and labs) / Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)
· Develop conceptual understanding of Matter.
· Contrast mixtures and pure substances.
· Distinguish between elements compounds and mixtures.
· Classify mixtures as homogeneous or heterogeneous.
· Describe properties of matter as extensive or intensive.
· Distinguish between physical and chemical properties of matter.
o e.g. volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting and boiling points
· Experimentally measure mass and volume. Calculate and discuss the densities of regular and irregular shaped objects.
· Use the property of density to identify substances
· Describe techniques used to separate mixtures.
· Experimentally separate a mixture based on the properties of the substances in the mixture. / · SC.912.P.8.1 (2) – Differentiate among the four states of matter.
· SC.912.P.8.2 (2) – Differentiate between physical and chemical properties and physical and chemical changes of matter.
· SC.912.P.8.5 (2) – Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
· SC.912.N.1.1 (3) – Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following
· SC.912.N.1.2 (2) – Describe and explain what characterizes science and its methods.
· SC.912.N.1.7 (1) – Recognize the role of creativity in constructing scientific questions, methods and explanations.
· SC.912.N.2.2 (3) - Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. / Textbook
· Lab: Mixture Separation p.26-27
· Lab: Separation of Pen Inks by Paper
· Chromatography p. 432-433
· Demo: Water vs. glycerin p.7
· Demo: Electrical Conductivity p.7
· Lab: Properties of Matter
Gizmos
· Scientific Notation and Significant Digits
· Density by Displacement
· Density Lab
Discovery Education (log-in through BEEP)
· The Importance of Measurement
· Chemical Properties of Metals
· Chemical Properties of Non-Metals
CPalms
Guided Reading - Behavior of Gases: Disaster at Lake Nyos
Modeling - Shake It Up
American Chemical Society
Lesson Plan - What is Density? / Graphic Organizers (Modified Venn Diagram, Closed Compare and Contrast
After Videos or Reading infuse Discussion Strategies such as:
· Think-Pair-Share
· Three Minute Pause
· Read and Say Something
· Picture Notes
Enrichment Activities
Science Fair
Science Olympiad
EPICS / SC.912.P.8.1 - Differentiate among the four states of matter (solid, liquid, gas and plasma) in terms of energy, particle motion, and phase transitions. (Note: Currently five states of matter have been identified)
SC.912.P.8.2 - Discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting, and boiling points. Describe simple laboratory techniques that can be used to separate homogeneous and heterogeneous mixtures (e.g. filtration, distillation, chromatography, evaporation)
Various LAFS and MAFS standards embedded.
SC.912.P.8.5 - Use the periodic table and electron configuration to determine an element number of valence electrons and its chemical and physical properties. Explain how chemical properties depend almost entirely on the configuration of the outer electron shell.
SC.912.N.1.2 - Science is characterized by empirical observations, testable questions, formation of hypotheses, and experimentation that results in stable and replicable results, logical reasoning, and coherent theoretical constructs.
SC.912.N.1.7 - Work through difficult problems using creativity, and critical and analytical thinking in problem solving (e.g. convergent versus divergent thinking and creativity in problem solving).
SC.912.N.2.2 – Identify scientific questions that can be disproved by experimentation/testing. Recognize that pseudoscience is a claim, belief, or practice which is presented as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence and the concept of falsification).
MAFS.K12.MP.1 – Make sense of problems and persevere in solving them.
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit):
Solid, liquid, gas, plasma, energy, motion, phase changes (transitions), volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting point, boiling points, filtration, distillation, chromatography, evaporation, homogeneous mixtures, heterogeneous mixtures, element, compound, pure substance, physical property, chemical property, physical change, chemical change, subatomic particles, protons, neutrons, electrons, metal, nonmetal, metalloid (semi-metal), noble gas, hypothesis, scientific theory, law
CHEMISTRY 1 (Regular and Honors) / COURSE CODE: 2003340/2003350
Unit#: II Unit Title: ATOMIC STRUCTURE & MODELS
Body of Knowledge: Physical Science
Standards: Matter and Energy / Based on 186 Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 14/150 (9%)
Schedule Type / Pacing (Days)
Traditional / 14 days
Block / 7 days
Essential Questions
1. What physical and chemical interactions occur between molecules or atoms, and how can these interactions (properties) be used to classify and describe matter?
2. How are atomic models used to explain atoms and help us understand the interactions of elements and compounds observed on a macroscopic scale? / Standards Notes: Nature of Science Benchmarks should be taught ALL year.
· Electron configurations (Chapter 4.3) may be taught as a supplemental concept to reinforce the benchmarks associated with periodicity but are not linked to NGSSS.
· SC.912.P.10.10 (2) – Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). [Honors Only]
Essential Content / Benchmarks (DOK): Objectives and Skills
www.floridastandards.org / Instructional Resources:
(select benchmark specific resource) / Instructional Strategies:
(recommended activities and labs) / Benchmark Clarifications / Learning goals (BC) & Content Limits (CL)
· Describe the development and historical importance of atomic theory from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus and “gold foil” experiment), and Bohr (planetary model of atom).
· Describe the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of mass, electrical charges and location within the atom.
· Determine the valence electrons of an atom using Bohr’s model for elements 1 to 20.
· Describe the relationship between valence electrons and the arrangement of the elements in the periodic table.
· Explain how chemical properties depend on valence electrons. / · SC.912.N.1.4 (3) - Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
· SC.912.N.2.4 (3) - Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.