Chamblee Charter High Planning Instrument

Weekly Components
Teacher: / Kathryn Zuehlke / WeekofFeb 20, 2018 and Feb. 26 (M-W)
Course: / Chemistry / Unit Name and Number:Unit 6Describing Chemical Change
Unit Essential Question(s): / What are the signs of a chemical change?
How do scientists use chemical formulas and equations to describe chemical changes?
When given a chemical equation, how do I identify the type of chemical reaction?
How can the formulas of the reactants and the type of chemical reaction be used to predict the products of a chemical change?
Unit Priority Standards: / SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions.
  1. Use mathematics and computational thinking to balance chemical reactions (i.e., synthesis, decomposition, single replacement, double replacement, and combustion) and construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
  2. Plan and carry out an investigation to determine that a new chemical has been formed by identifying indicators of a chemical reaction (e.g., precipitate formation, gas evolution, color change, water production, and changes in energy to the system).

Assignments / Due 2/16 – Initial posting – Chromebooks in the classroom
Due 2/21 in VERGE – Activities of Metals: Single replacement reactions lab
Due 2/21- WA Ch. 9.2 Classifying Reactions 3
Due 2/23 – WA Ch. 9.3 Reactions in Aqueous Solutions
Due 2/23 – Response post – Chromebooks in the classroom
Due 2/27 in VERGE – Reactions in Aqueous Solutions: Double Replacement Reactions Lab
Ch. 8 & 9 Test
I can-
  • write chemical formulas and name compounds (molecules, ionic compounds, 6 common acids) using only the periodic table
  • draw Lewis structures and identify the shape (linear, angular, trigonal planar, trigonal pyramidal, and tetrahedral) and evaluate whether the molecule is polar using only a periodic table and a table of electronegativities
  • determine if a change is chemical or physical
  • identify the type of chemical reaction (synthesis, decomposition, single replacement, double replacement, and/or combustion) when given a chemical equation
  • predict the products of chemical reactions including phase and determining whether a reaction will occur (activity series will be provided)
  • write and balance chemical equations
  • accurately and quickly identify errors in the names or chemical formulas of compounds

Mon 2/19 – no school
Tues 2/20
Essential Question(s):What are the signs of a chemical change?
Learning Target(s): SWBAT write the balanced chemical equation for a chemical change. Students can predict the products of a chemical change.
Success Criteria:WILF Students can write and balance chemical equations. Students can identify the type of reaction and predict the product of the reaction.
Work time:
Opening – review reaction types, how can you tell if a reaction is a single replacement reaction
Materials materials for demonstrations: copper(II) chloride and sodium hydroxide and droppers, test tubes and rack
Content & Methods
Lesson – reactions in aqueous solutions
Closing: Think/Pair/Share – How can you determine that a chemical reaction is a single replacement reaction?
Wed 2/21
EQ/LT/SC – this is an extension of Tues. (How can the law of conservation of mass be used to help identify products?
Opening - predict the products of synthesis and decomposition reactions
Work Time – this is an extension of Tues. lesson
  • Pre-lab for Lesson - Ch. 9.3: Chemical reactions in aqueous solution
  • Notes on the mechanism of double replacement reactions.
  • predicting products and identifying spectator ions
  • Gases
  • Precipitates
  • Water
  • no reaction
Show students how to complete Ch. 9.3 HW on WebAssign
Closing – Think/Pair/Share -How are aqueous solutions different from liquids? Compare/contrast the metal deposits in a single replacement reaction with a precipitate in a double replacement reaction.
Thurs 2/22
EQ/LT/SC – this is an extension and deepeningof Tues - Wed
Work time:
Materials – sodium hydroxide and copper nitrate, sodium carbonate, acetic acid, droppers for demo,
Content & Methods
Finish notes on products of double replacement reactions
  • Gases – review (baking soda + vinegar)
  • Precipitates – review (copper nitrate + sodium hydroxide), youtube video of lead nitrate +potassium iodide
  • water
  • no reaction (identification of soluble products)
  • Pre-lab – double replacement reactions – read entire lab in class and discuss safety precautions. Students then complete the pre-lab questions and write out the formulas for the reactants in the “Complete Chemical Equation” column of data table 1
Closing – Quick think – How is the Law of Conservation of Mass useful in predicting the products of a chemical change? /

Progress

1st–
2nd –
4th –
5th –
Fri 2/23
EQ/LT/SC – this is an extension and deepening of Tues - Thurs
Work time:
Materials - materials as described in double replacement lab handout, thermometers, hand lenses, test tube brushes
Content & Methods
Double replacement reactions lab
Closing – Quick think – How are chemical equations similar to math equations? How do they differ? /

Progress

1st–
2nd –
4th –
5th –
Mon 2/26
EQ/LT/SC – this is an extension and deepening of 2/20-2/23
Work time:
Materials - materials as described in double replacement lab handout, thermometers, hand lenses, test tube brushes
Content & Methods
Double replacement reactions lab
Closing – Quick think – How are chemical equations similar to math equations? How do they differ?
Tues 2/27
EQ/LT/SC – this is an extension and deepening of 2/20-2/23
Work time:
Question and answer Time
Team trivia – review for unit test
Tues 2/27
Unit test Ch. 8 & 9 – see “I can” statements at top of lesson plans. Review materials are available in VERGE and in Web Assign.

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