curriculum map: high school · pdf filefoxborough regional charter school . chemistry . high...

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Foxborough Regional Charter School

CHEMISTRY HIGH SCHOOL

Curriculum Map

41 Objectives Covered in HS/41 Total Objectives Grade 9-12 CEM

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Introduction The purpose of curriculum is to focus instruction in a grade level content / skill area. The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching & Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers, paraprofessionals, special educators and other staff. This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able to do by the end of a given year in a specific subject or skill area. The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at FRCS and beyond! The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior to entering this grade and what he or she will master upon promotion to the next grade level.

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Vertical Curriculum Articulation What is vertical articulation? Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students should master each standard in that subject. What is the purpose of vertical curriculum articulation? Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century) How is this applicable for my classroom? No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which

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Vertical Articulation by Standards Science: 2010-2011SY

Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Earth Science (ES) Earth Materials

ES1 ES2 ES1, ES2 ES1, 3, 4 ES2-5 ES1-5

ES2

Weather

ES3 ES3 ES3 ES7, 9 ES6 ES6, 7, 9 Earth/Solar System

ES4

ES4 ES 13, 15 ES13-15 ES13-15

ES8-12

Patterns

ES5 ES5 ES10, 11 ES10, 11 ES10, 11

ES3, 4

Earth History

ES12 ES12 ES12

ES5-7

Mapping

ES1

Life Science (LS) Living Things

LS1-3, 7 LS1, 3, 6 LS1-3, 6-8 LS1-3, 11 1, 2, 4, 11 LS1-4, 11

LS13-16 Heredity

LS4 LS4

LS7-9

Evolution

LS5 LS6, 8, 9 LS6, 8, 9 LS6, 8, 9

LS10-12 Environment

LS17, 18

Classification

LS1 Systems

LS5, 6

Cells

LS2-4

Physical Science (PS) Properties

PS1 PS1 PS1 PS1 PS1 PS1 PS1, 2, 4

Matter

PS2 PS2 PS2 PS2, 3 PS2, 3 Energy

4, 7, 9-10 4-5, 7-10 PS4-12 PS13-16

Motion

PS3 PS4 PS3-5

PS11, 12 Elements

PS6-8, 10

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Tech.Eng. (TE) Materials and Tools

TE1.1, 1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3

Design

TE2.2 TE2.1 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1-2.6

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Curriculum Map Overview: How to read your grade level Curriculum Map

Organization of Map The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction Each unit has the following elements and each element is described on the following pages Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the

curriculum Acids and Bases and Oxidation-Reduction Reactions

Unit 9 1. How do you design and create a solution to a problem in relation to areas of science?

2. How do structure and function of living things relate to other processes on earth? 3. How are the driving forces for evolution interrelated?

4. How are the many natural events that occur due to forces on earth and in space interrelated?

State Standard Student Learning objective(s) Required vocabulary Learning Plan: Activities, Resources & Experiences

8.1 (EQ 2) Define the Arrhenius theory of acids and bases in terms of the presence of hydronium and hydroxide ions in water and the Bronsted-Lowry theory of acids and bases in terms of proton donors and acceptors. Interrelated Science Connections: HS BIO 1.3 Chemistry of Life PHY 5.1, 5.4 Electromagnetism

1. Compare and contrast acids and bases as defined by the theories of Arrhenius, Bronsted-Lowry, and Lewis.

Monoprotic acids Diprotic acids Tripotic acids Conjugate acid Conjugate base Conjugate acid-base pair Hydronium ion (H3O+) Amphoteric Lewis acid Lewis base

Chapter 19 Common household acids and bases list Acid/Base lab activity: detecting pH values of unknowns Calculating pH values and concentration of acids and bases problems Section review questions

8.2 (EQ 2) Relate hydrogen ion

1. Evaluate how the hydrogen ion concentration is used to classify

Self-ionization Neutral solution

Chapter 19 Indicators from Natural Sources Lab: Textbook pg 604

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concentrations to the pH scale and to acidic, basic, and neutral solutions. Compare and contrast the strengths of various common acids and bases (e.g., vinegar, baking soda, soap, citrus juice). Interrelated Science Connections: HS BIO 1.3 Chemistry of Life ES 3.1 Earth Cycles

a solution as neutral, acid, or basic.

2. Prioritize the most important characteristic of an acid-base indicator.

Ion-product constant for water (Kw) Acidic solution Basic solution Alkaline solutions pH

Acid/Base reactions handout Section review questions

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State Standard: Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area. Measurable Student Learning Objective: (“The Students Will Be Able To”): For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor should communicate to students each day prior to the start of a lesson. Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’ core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning objectives for a given standard first. The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning. To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with

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follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching activities. As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also greater; perhaps an open response or Venn Diagram explaining the two concepts. With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly identifying any learning gaps and addressing them so that every student successfully assesses our curriculum! Learning Plan: Resources, Activities and Experiences This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many. The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate an instructional approach to reach different populations of your students. . The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,

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ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader any time!

Vital Vocabulary: These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of these words and the underlying concepts is critical for students to understand and master the learning objective. Essential Question(s): This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction, this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential question as an open response question at the end of each unit.

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4 Essential Questions

1. How do you design and create a solution to a problem in relation to areas of science?


4. How are the many natural events that occur due to forces on earth and in space interrelated?

Science Curriculum Map Links Biology Map Physics Map

Earth Science Map

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Scientific Measurements and Inquiry Unit 1

1. How do you design and create a solution to a problem in relation to areas of science?


III. Math Skills (EQ 1) • Measure with

accuracy and precision

• Convert Units • Use common

prefixes • Use appropriate

metric units of measurement

1. Demonstrate how to measure using units of length, volume, mass, temperature and time

2. Distinguish between prefixes of metric system and convert between metric and English system of measurements

Accuracy Precision Meter Liter Gram Kelvin Celsius

Chapter 3 SI Units Handout Metric-English conversion problems worksheet Lab: Common measurements in classroom using proper units Section review questions

III. Math Skills (EQ 1) • Use Scientific

Notation • Use ratio and

proportion to solve problems

• Determine correct number of significant figures

• Determine Percent error from experimental and accepted data

1. Evaluate mathematical problems and conversion representing answers in correct significant figures

2. Properly use ratios/proportions when solving dimensional analysis problems

3. Relate the use of scientific notation to extremely large and small quantities

Percent error Experimental value Accepted value

Chapter 3 Notebook: Rules for significant figures Converted numbers into scientific notation problems Dimensional Analysis Worksheet Section review problems Quiz

Scientific Inquiry Skills (EQ 1)

SIS1: Observations, questions, and

1. Pose questions and form hypotheses based on personal observations, articles, research and

Hypothesis Theory Scientific Law Scientific Method

Chapters 1 and 3 Scientific Method Handout Forming Observations, analyzing results

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formulate hypotheses

SIS2: Design and conduct scientific investigations

SIS3: Analyze and interpret results

SIS4: Communicate and apply results

Interrelated Science Connections: PHY 1.3 Motion and Forces ES 1.8 Matter and Energy

experimental results 2. Identify independent and

dependent variables 3. Select required materials

and write procedures that are clear and replicable

4. Employ appropriate methods

5. Properly use materials, instruments and equipment

6. Follow safety guidelines 7. Use results of an experiment

to develop a conclusion 8. State questions raised by an

experiment 9. Review information, and

explain results 10. Develop and explain

diagrams and charts

Analyze Conclusion Application Control Independent Variable Dependent Variable

Science Fair Project Development plan Identifying Independent and Dependent variables worksheet Section review questions Quiz

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Properties of Matter Unit 2



1.1 (EQ 2) Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances). Distinguish between chemical and physical changes. Interrelated Science Connections: PHY 3.3 Heat Transfer

1. Evaluate physical and chemical properties.

2. Characterize physical and chemical changes.

Mass Volume Extensive property Intensive property

Chapters 2 Classifying Matter Lab Activity Section review questions

1.2 (EQ 2) Explain the difference between pure substances (elements and compounds) and mixtures. Differentiate between heterogeneous and homogeneous mixtures.

1. Categorize a sample of matter as a substance or a mixture.

2. Distinguish between homogenous and heterogeneous samples of matter.

Mixture Heterogeneous Homogeneous Solution Phase Filtration Distillation

Chapters 1 and 2 Classifying mixtures/solutions/substances activity Density Lab demonstrating phases Homework: Section Review Questions Quiz

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1.3 (EQ 2, EQ 3) Describe the three normal states of matter (solid, liquid, gas) in terms of energy, particle motion, and phase transitions. Interrelated Science Connections: PHY 3.3 Heat Transfer PHY 4.5 Waves

1. Differentiate among the three states of matter.

Solid Liquid Gas

Chapters 1, 2 and 13 Corn starch lab (liquid or solid?) Chapter 2 Homework Review Packet Discovery Video on States of Matter Chapter 2 Homework Packet Exam on Unit 1

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Atomic Structure and Nuclear Chemistry Unit 3

1. How do you design and create a solution to a problem in relation to areas of science? 2. How do structure and function of living things relate to other processes on earth?

3. How are the driving forces for evolution interrelated? 4. How are the many natural events that occur due to forces on earth and in space interrelated?


2.1 (EQ 4) Recognize discoveries from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus), and Bohr (planetary model of atom), and understand how each discovery leads to modern theory.

1. Assess the inadequacies in the Rutherford atomic model.

2. Rate the new proposal in the Bohr model of the atom.

3. Organize the energies and positions of electrons according to the quantum mechanical model.

4. Evaluate how the shapes of orbitals related to different sublevels differ.

Energy levels Quantum Quantum mechanical model Atomic orbital

Chapters 4 and 5 Atomic Models Group Activity Atomic orbitals worksheet Discovery Video: Clash of the Titans (demonstrating atomic theories/models)

2.2 (EQ 2) Describe Rutherford’s “gold foil” experiment that led to the discovery of the nuclear atom. Identify the major components (protons, neutrons, and electrons) of the nuclear atom and explain how they interact. Interrelated Science Connections: HS BIO 1.1 Chemistry of Life PHY 5.4 Electromagnetism ES 4.1 The Origin of Universe

1. Characterize the three types of subatomic particles.

2. Evaluate the structure of atoms according to the Rutherford atomic model.

Electrons Protons Neutrons Nucleus

Chapters 4 and 5 Bohr Model Practice problems/drawings Textbook practice problems Chapters 4 and 5 Homework Packets

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2.3 (EQ 4) Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions. Interrelated Science Connections: PHY 2.1 Conservation of Energy ES 4.1 The Origin of Universe

1. Integrate the mass of the reactants and the mass of the products as they relate to each other in a chemical reaction.

Reactant Product Law of Conservation of Mass

Chapters 4 and 5 Chemical Equation worksheet problems (conservation of mass) Homework: Section Review Questions Quiz

2.4 (EQ 1) Write the electron configurations for the first twenty elements of the periodic table.

1. Construct a set of rules to use when writing the electron configuration for an atom.

2. Evaluate why the actual electron configurations for some elements differ from those predicted by the Aufbau principle.

Electron configurations Aufbau principle Pauli exclusion principle Hund’s rule

Chapters 6 Preview of Periodic Table handout Electron configurations practice worksheet Quiz on Electron configurations

2.5 (EQ 2, EQ 4) Identify the three main types of radioactive decay (alpha, beta, and gamma) and compare their properties (composition, mass, charge, and penetrating power). Interrelated Science Connections: ES 1.1 Matter and Energy

1. Evaluate the three main types of nuclear radiation.

Alpha particle Beta particle Gamma particle

Chapter 25 Types of radiation examples/particles Research Essay: Uses of Radiation Homework: Section Review Questions

2.6 (EQ 3) Describe the process of radioactive decay by using nuclear equations, and explain the concept of half-life for an isotope (for example, C-14 is a powerful tool in

1. Characterize the type of decay a radioisotope undergoes.

2. Solve problems that involve half-life.

3. Compare and contrast the two ways transmutation can occur.

Nuclear force Band of stability Positron Half-life Transmutation Transuranium elements

Chapter 25 Calculating Half-Life Activity Discovery Video Segment: Radiometric Dating Textbook: Calculations/practice problems Quiz

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determining the age of objects). Interrelated Science Connections: ES 1.1 Matter and Energy ES 3.7 Earth Cycles HS BIO: 5.1 Evolution

2.7 (EQ 4) Compare and contrast nuclear fission and nuclear fusion. Interrelated Science Connections: ES 2.1 Energy Resources

1. Compare and contrast fission reactions from fusion reactions.

Fission Neutron moderation Neutron absorption Fusion

Chapter 25 Nuclear Reactor technology, Detecting radiation examples Chapter 25 Homework Packet Unit Exam

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Periodicity Unit 4

2. How do structure and function of living things relate to other processes on earth?


3.1 (EQ 2) Explain the relationship of an element’s position on the periodic table to its atomic number. Identify families (groups) and periods on the periodic table. Interrelated Science Connections: HS BIO 1.1 Chemistry of Life PHY 5.4 Electromagnetism

1. Assess the organization of the Periodic Table.

Periodic Law

Chapter 6 Discovery Video on Mendeleev and Periodic Table Identifying families, groups and periods Homework: Section review questions

3.2 (EQ 2) Use the periodic table to identify the three classes of elements: metals, nonmetals, and metalloids. Interrelated Science Connections: HS BIO 1.1 Chemistry of Life PHY 5.1 Electromagnetism PHY 5.5 Electromagnetism

1. Compare and contrast three broad cases of elements.

Metals Nonmetals Metalloids

Chapter 6 Classifying elements, characteristics and examples Quiz

3.3 (EQ 2) Relate the position of an element on the periodic table to its electron configuration and compare its reactivity to the reactivity of other

1. Classify elements based on electron configuration.

2. Appraise representative elements and transition metals.

Alkali metals Alkaline earth metals Halogens Noble gases Representative elements

Chapter 6 Examples of different groups Cross word puzzle challenge activity on Periodic Table Homework: Section review questions

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elements in the table. Interrelated Science Connections: HS BIO 1.2 Chemistry of Life PHY 5.4 Electromagnetism ES 1.2 Matter and Energy

Transition metal Inner transition metal

3.4 (EQ 2) Identify trends on the periodic table (ionization energy, electronegativity, and relative sizes of atoms and ions). Interrelated Science Connections: PHY 5.4 Electromagnetism ES 1.2 Matter and Energy ES 4.2 The Origin of Universe

1. Characterize trends among the elements for atomic size.

2. Relate how ions form. 3. Evaluate periodic trends for first

ionization energy, ionic size, and electronegativity.

Atomic radius Ion Cation Anion Ionization energy Electronegativity

Chapter 6 Periodic Trends and Graphs Lab Activity Chapter 6 Homework Packet Group Review activity for exam Unit Exam

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Chemical Bonding Unit 5


3. How are the driving forces for evolution interrelated?


4.1 (EQ 2) Explain how atoms combine to form compounds through both ionic and covalent bonding. Predict chemical formulas based on the number of valence electrons. Interrelated Science Connections: HS BIO 1.2 Chemistry of Life PHY 5.4 Electromagnetism ES 3.2, 3.3 Earth Cycles

1. Appraise the number of valence electrons in an atom of an element.

2. Characterize how the octet rule applies to atoms of elements.

3. Evaluate how electrons are shared to from covalent bonds and identify exceptions to the octet rule.

Valence electrons Octet rule Electron dot structures Single covalent bond Structural formula Unshared pair Polyatomic ion

Chapter 7 Octet Rule and Dot Structures Worksheet and practice problems Examples of common cations and anions (ionic compounds) Homework: Section review questions

4.2 (EQ 1) Draw Lewis dot structures for simple molecules and ionic compounds.

1. Characterize the electrical charge of an ionic compound.

2. Compare and contrast three properties of ionic compounds.

Ionic bonds Chemical formula Formula unit Coordination number

Chapter 7 Examples of crystal structures and common shapes Lab: Solutions containing Ions Chapter review questions Chapter 7 Homework Packet Quiz

4.3 (EQ 2) Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

1. Evaluate how electronegativity values determine the charge distribution in a polar bond.

2. Propose what would happen to a polar molecule between a pair of

Nonpolar covalent bond Polar covalent bond Polar bond Polar molecule Dipole

Chapter 8 Group Challenge Activity with Chemical Bonds (Covalent and Ionic) Dot Structures Handout for single, double and triple covalent bonds

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Interrelated Science Connections: HS BIO 1.2 Chemistry of Life PHY 5.4 Electromagnetism

oppositely charged metal plates.

4.4 (EQ 2) Use valence-shell electron-pair repulsion theory (VSEPR) to predict the molecular geometry (linear, trigonal planar, and tetrahedral) of simple molecules. Interrelated Science Connections: HS BIO 1.2 Chemistry of Life PHY 5.4 Electromagnetism

1. Evaluate how the VSEPR theory helps us predict the shape of molecules.

Tetrahedral angle VSEPR theory

Chapter 8 Ball and Stick models activity demonstrating VSEPR theory and shapes of molecules Section review questions

4.5 (EQ 2, EQ3) Identify how hydrogen bonding in water affects a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, density, boiling point). Interrelated Science Connections: HS BIO 1.1 Chemistry of Life HS BIO 2.1 Cell Biology HS BIO 3.1 Genetics HS BIO 4.2 Anatomy ES 3.4, 3.5 Earth Cycles

1. Compare and contrast how intermolecular attractions compare with ionic and covalent bonds.

2. Justify why network solids have high melting points.

Hydrogen bonds Network solids

Chapter 8 Examples of hydrogen bonds in living and nonliving things Examples of network solids Section review questions Chapter 8 Homework Packet Quiz

4.6 (EQ 1) Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium,

1. Integrate and apply the rules for naming and writing formulas for binary ionic compounds.

2. Integrate and apply the rules for naming and writing formulas for binary molecular compounds.

3. Integrate and apply the rules for

Binary compound Polyatomic ion

Chapters 7, 8 and 9 Notebook assignment: Rules for naming and writing chemical formulas Naming ionic and molecular compounds worksheet Group Challenge: Naming Compounds Race! Polyatomic ions handout review sheet and create index cards for studying

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carbonate, hydroxide, nitrate, phosphate, and sulfate.

naming and writing the formulas for compounds with polyatomic ions.

Group Project: Bonding/Naming Board Game Creation Group review for Exam Unit Exam

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Chemical Reactions and Stoichiometry Unit 6


State Standard Student Learning objective(s) Required vocabulary Learning Plan:

Activities, Resources & Experiences

5.1 (EQ 1) Balance chemical equations by applying the laws of conservation of mass and constant composition (definite proportions). Interrelated Science Connections: HS BIO 2.4 Cell Biology HS BIO 6.4 Ecology PHY 2.1 Conservation of Energy ES 1.3 Matter and Energy

1. Construct the steps used to balance chemical equations.

2. Evaluate the quantities that are always conserved in chemical equations.

Chemical equation Coefficients Balanced equation

Chapters 10 and 11 Mole Handout #1 and practice problems Basic Skeleton equations handout: balancing coefficients Balancing Chemical Equations Review Packet Quiz

5.2 (EQ 2) Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion. ES 2.1 Energy Resources

1. Evaluate the five general types of reactions.

2. Predict the products of the five general types of reactions.

Combination reaction Decomposition reaction Single replacement reaction Double replacement reaction Combustion reaction

Chapter 11 Classifying Reactions Handout Practice problems: Identifying chemical reactions Predicting reactants and Products worksheet Quiz

5.3 (EQ 1) Use the mole concept to determine number of particles and molar mass for elements and compounds.

1. Interpret balanced chemical equations in terms of moles, representative particles, mass, and gas volume at STP.

Stoichiometry Chapter 12 Stoichiometry Notes Handout: A step by step guide in solving stoichiometry problems Stoichiometry Practice Problems: Textbook Sample problems

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Interrelated Science Connections: HS BIO 6.4 Ecology ES 2.1 Energy Resources

Stoichiometry Worksheet Group Challenge Chapter 12 review Questions Quiz

5.4 (EQ 1) Determine percent compositions, empirical formulas, and molecular formulas.

1. Calculate percent composition, empirical formulas, and molecular formulas from stoichiometric data.

Percent composition Empirical formula Molecular formula

Chapter 10 Calculating Percent composition review problems (textbook) Formula Worksheet: Calculating Empirical and Molecular formulas

5.5 (EQ 1) Calculate the mass-to- mass stoichiometry for a chemical reaction. Interrelated Science Connections: HS BIO 2.4 Cell Biology PHY 2.1 Conservation of Energy ES 2.2 Energy Resources

1. Evaluate the general procedure for solving a mass-mass calculation.

Mole ratio Chapter 10 and 12 Mole handout #2: Calculating Mole Ratios in chemical reactions

5.6 (EQ 1) Calculate percent yield in a chemical reaction.

1. Propose what the percent yield of a reaction measures.

Percent yield Chapter 12 Calculating and comparing percent yield, theoretical yield and actual yield handout Lab: Stoichiometry Calculations Measuring Moles, grams and percent yield of simple chemical reactions Jeopardy Review Game for exam Unit Exam

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States of Matter, Molecular Theory, and Thermochemistry Unit 7





6.1 (EQ 1, EQ 2) Using the kinetic molecular theory, explain the behavior of gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay- Lussac’s law), and the number of particles in a gas sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in pressure, volume, and temperature. Interrelated Science Connections: HS BIO 4.2, 4.3 Anatomy PHY 1.7 Motion and Forces PHY 3.3 Heat Transfer ES 1.3, 1.4 Matter and Energy

1. Evaluate why gases are easier to compress than solids or liquids.

2. Rank the three factors that affect gas pressure.

3. Appraise how pressure, volume, and temperature are related.

Compressibility Boyle’s aw Charles’s Law Gay-Lussac’s Law Combined gas law

Chapter 14 Notebook assignment and index cards for all gas laws Gas Law Handout and Practice Problems Combined Gas Law Worksheet PBS NOVA Documentary: Absolute Zero Section review questions

6.2 (EQ 1) Perform calculations using the ideal gas law. Understand the molar volume at 273 K and 1 atmosphere (STP).

1. Predict what is needed to calculate the amount of gas in a sample at given conditions of volume, temperature, and pressure.

2. Characterize the conditions in which real gases might differ

Ideal gas constant Ideal Gas Law

Chapter 14 Add to Index cards Ideal Gas Law Ideal Gas Law and Stoichiometry Worksheet Challenge Lab: Gas Law Lab using balloons (measuring factors of temperature, pressure and volume) Chapter 14 Homework Packet

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from ideal gases.

6.3 (EQ 2, EQ4) Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions. PHY 3.3 Heat Transfer ES 3.2, 3.3, 3.5 Earth Cycles

1. Characterize the assumptions of the kinetic theory as it applies to gases, liquids, and solids.

2. Evaluate factors that determine the physical properties of solids, liquids, and gases.

3. Assess how equilibrium conditions are represented in a phase diagram.

Kinetic Theory Pascal (Pa) Standard atmosphere (atm) Vaporization Evaporation Melting point Sublimation Phase diagram Triple point

Chapter 13 Vocabulary notes Converting Problems: units of measure for pressure Water Evaporation Lab Activity Measuring Melting points and Boiling points demonstration lab Phase Diagram Analysis Chapter 13 Homework Packet Quiz

6.4 (EQ 4) Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process. Interrelated Science Connections: HS BIO 1.3 Chemistry of Life PHY 2.1 Conservation of Energy PHY 3.1 Heat Transfer ES 1.1, 1.3 Matter and Energy

1. Characterize what happens in both endothermic and exothermic processes.

2. Define the unit that heat flow is measured.

Law of Conservation of Energy Endothermic process Exothermic process

Chapter 17 Measuring/Calculating Energy, Heat Capacity problems Identifying Endothermic and Exothermic reactions Chapter 17 Homework Packet Section review questions

6.5 (EQ 3, EQ 4) Recognize that there is a natural tendency for systems to move in a direction of disorder or randomness (entropy). Interrelated Science Connections: HS BIO 5.3 Evolution

1. Evaluate the part entropy plays in a chemical reaction.

Entropy Law of Disorder

Chapter 18 Enthalpy and Entropy Small scale Lab (textbook pg 574) Section review questions Quiz

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Solutions, Rates of Reaction, and Equilibrium Unit 8





7.1 (EQ 2) Describe the process by which solutes dissolve in solvents. Interrelated Science Connections: PHY 5.4 Electromagnetism

1. Relate how solubility is usually expressed.

Solubility

Chapters 15 and 16 Textbook practice problems calculating solubility Calculating Solubility equation problems worksheet Solubility Lab: Factors affecting dissolving rates

7.2 (EQ 1) Calculate concentration in terms of molarity. Use molarity to perform solution dilution and solution stoichiometry.

1. Outline the process used to calculate the molarity of a solution.

2. Appraise the effect of dilution on the total moles of solute in solution.

Concentration Dilute solution Concentrated solution Molarity (M)

Chapters 15 and 16 Dilutions/Molarity Worksheet Problems Solutions Lab: Dilutions and Measuring Molarity

7.3 (EQ 2) Identify and explain the factors that affect the rate of dissolving (e.g., temperature, concentration, surface area, pressure, mixing). Interrelated Science Connections: PHY 3.3, 3.4 Heat Transfer

1. Rank the factors that determine the rate at which a substance dissolves.

Saturated solution Unsaturated solution Supersaturated solution

Chapters 15 and 16 Section Review Questions Chapter 15 Homework Packet Quiz

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Solutions, Rates of Reaction, and Equilibrium (continued) Unit 8 (continued)


Activities, Resources & Experiences 7.4 (EQ 2, EQ 4) Compare and contrast qualitatively the properties of solutions and pure solvents (colligative properties such as boiling point and freezing point). Interrelated Science Connections: PHY 3.4 Heat Transfer

1. Prioritize three colligative properties of solutions.

Colligative property Freezing point depression Boiling point elevation

Chapter 16 Solutions and Colloids small scale lab: Textbook pg 489 Molality and Mole Fraction Handout Freezing point/Boiling point practice problems in textbook Chapter 16 Homework packet Quiz

7.5 (EQ 2) Identify the factors that affect the rate of a chemical reaction (temperature, mixing, concentration, particle size, surface area, catalyst). Interrelated Science Connections: HS BIO 1.3 Chemistry of Life

1. Evaluate the four factors that influence the rate of a chemical reaction.

2. Relate how the rate of a chemical reaction is expressed.

Rate Collision Theory Activation energy Activated complex Transition state Inhibitor

Chapter 18 Activation Energy graphs demonstrating effects of catalysts Section review questions

7.6 (EQ 4) Predict the shift in equilibrium when a system is subjected to a stress (LeChatelier’s principle) and identify the factors that can cause a shift in equilibrium (concentration, pressure, volume, temperature). Interrelated Science Connections:

1. Characterize how the amounts of reactants and products change in a chemical system at equilibrium.

2. Prioritize the three stresses that can cause a change in the equilibrium position of a chemical system.

3. Assess what the value of Keq indicates about the position of

Reversible reaction Chemical equilibrium Equilibrium position Le Chatelier’s Principle Equilibrium constant

Chapter 18 Equilibrium Practice Problems Equilibrium constants worksheet Chapter 18 Homework Packet Group study review Unit Exam

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HS BIO 5.3 Evolution HS BIO 6.1, 6.2 Ecology

equilibrium.

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Acids and Bases and Oxidation-Reduction Reactions Unit 9





8.1 (EQ 2) Define the Arrhenius theory of acids and bases in terms of the presence of hydronium and hydroxide ions in water and the Bronsted-Lowry theory of acids and bases in terms of proton donors and acceptors. Interrelated Science Connections: HS BIO 1.3 Chemistry of Life PHY 5.1, 5.4 Electromagnetism

2. Compare and contrast acids and bases as defined by the theories of Arrhenius, Bronsted-Lowry, and Lewis.

Monoprotic acids Diprotic acids Tripotic acids Conjugate acid Conjugate base Conjugate acid-base pair Hydronium ion (H3O+) Amphoteric Lewis acid Lewis base

Chapter 19 Common household acids and bases list Acid/Base lab activity: detecting pH values of unknowns Calculating pH values and concentration of acids and bases problems Section review questions

8.2 (EQ 2) Relate hydrogen ion concentrations to the pH scale and to acidic, basic, and neutral solutions. Compare and contrast the strengths of various common acids and bases (e.g., vinegar, baking soda, soap, citrus juice). Interrelated Science Connections: HS BIO 1.3 Chemistry of Life

3. Evaluate how the hydrogen ion concentration is used to classify a solution as neutral, acid, or basic.

4. Prioritize the most important characteristic of an acid-base indicator.

Self-ionization Neutral solution Ion-product constant for water (Kw) Acidic solution Basic solution Alkaline solutions pH

Chapter 19 Indicators from Natural Sources Lab: Textbook pg 604 Acid/Base reactions handout Section review questions

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ES 3.1 Earth Cycles

8.3 (EQ 2) Explain how a buffer works.

1. Evaluate the components of a buffer.

Buffer Buffer capacity

Chapter 19 Examples and importance of buffers in living and nonliving things Section review questions Chapter 19 Homework Packet Quiz

8.4 (EQ 2) Describe oxidation and reduction reactions and give some everyday examples, such as fuel burning and corrosion. Assign oxidation numbers in a reaction. Interrelated Science Connections: HS BIO 5.1 Evolution ES 2.1 Energy Resources

1. Characterize how the loss of electrons is linked to oxidation and reduction.

2. Justify oxidation and reduction in terms of a change in oxidation number.

Oxidation-reduction reactions Redox reactions Oxidation Reduction Reducing agent Oxidizing agent Oxidation number

Chapter 20 Examples of Oxidation/Reduction reactions Identifying reactions problems Notebook: Assigning Oxidation Numbers Rules Balancing Equations Handout Section review questions Chapter 20 Homework Packet Unit Exam

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Appendix A: Assessing Student Learning

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Measurable Action Words & Formative Assessment Types As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind; developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state. This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they should attain and the means through which we assess their understanding. Objectives and assessments: Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed. Developing formative and other classroom assessments: Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding.

You don’t need to give nearly as many questions and students are required to really show what they know. Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what

DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards and objectives

Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.

Reading the chart below: Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy “Skill definition” is the action verb for a given objective. It’s what the student should be able to do “Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can

demonstrate the particular level or depth of understanding

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Analytical & Evaluative Skills Skills Definition Assessment format expectations and suggestions

Analyze: Given or collect information or data to support a conclusion.

Expectations for analysis are some form of explanation based on given or collected data. Written assessments are usually in the form of a lab report (i.e.: conclusions section)

Categorize / Rank: Students are given or collect a set of examples or specimens and must sort them into appropriate groups or classes based on their characteristics.

Students usually test the examples or specimen to determine their characteristics. Students organize their categorization in a table and support with data and written or oral explanation.

Compare & Contrast: Identify and explain the similarities and differences of two or more concepts

Expectations for this skill focuses on writing about science concepts: essay or graphic organizer form (i.e.: Venn Diagram)

Differentiate Between: Students describe the differences between two or more concepts, specimen, examples or items.

This can be done using a ‘T-chart’ or other graphic organizer. This can also be incorporated into a written response

Simplify: Summarize Written or oral explanation of a concept in students’ own words Evaluate: Determine the significance Usually assessed in written form. Students support their evaluation with data or

background knowledge

Synthesis & Application Skills

Skills Definition Assessment format expectations and suggestions Determine: Decide upon or identify Pick out the correct term or concept from a group. Provide and fill in the correct term or

concept. Diagram / Illustrate: Students create a drawing that includes labels and written explanation.

Expectations are that students can generate scientific diagrams or illustrations. Labels and explanation should be included.

Solve / Calculate: find the answer or solution (usually mathematically)

Given some data set, students find the answer or solution. Include work and units. Formulas are provided by instructor

Design / Create / Develop / Construct: Make or build This is very broad, but the expectation is that a performance assessment of some kind is given

Demonstrate: show The expectation for this is that students physically show a skill or demonstrate an understanding in written form.

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Comprehension Skills Skills Definition Assessment format expectations and suggestions

Classify: Arrange and assign to a category The assessment expectation is that students can arrange examples into appropriate categories. This may be matching or listing and may or may not include a brief explanation

Describe: Students’ written or oral description Expectations are that students can describe (orally or written) a concept in their own words. ‘Describe’ objectives focus more on broad comprehension than explanation of detailed mechanisms

Explain: Written explanation, usually with a diagram Students should be able to explain a concept in detail and provide supporting fact and/or data; diagrams often accompany this in sci.

Predict: Forecast or hypothesize an outcome based on supporting data or background knowledge

This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that students support hypotheses with ‘why’.

Summarize: Paraphrase content into simpler terms Summaries are usually written and often act as follow up assessments to a passage that is read. Distinguish Between: Determine differences between The expectation is that students can accomplish ½ of the compare-contrast essay by identifying

key differences between two (usually similar) concepts or ideas. Usually written.

Recall Skills Skills Definition Assessment format expectations and suggestions

Define: Provide a definition.

Assessing this skill is more effective if put in the student’s own words or description. Matching or student generated definitions

Label / Name: Provide or choose a name for an item, object or concept.

The expectation is either to match or write in a label for a given diagram or fill in the blank

Recognize: pick out from a variety of possible choices Multiple choice is the most common recognition skill assessment Sequence: Place the concepts or items in a specific, relevant order

Expectations are that students can either select or write a series of concepts in an appropriate and accurate sequence

Identify Select or list (usually characteristics) label, list or identify

Students should be able to select or write in the appropriate concept or vocabulary word

Organize / List: Put associated concepts in order Students create an order that may or may not be based on a standard criterion. This can be written, oral or physically done

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Appendix B: FRCS Unit Plan Template

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FRCS Unit Plan

Teacher __________________________ Grade Level _______________

Unit Title ___________ Length of Unit ______________

Essential Question(s): _________________________________________________________________

Student Learning Outcomes/Objectives (SWBAT):

Assessments:

Learning Experiences:

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Reflection:

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Appendix C: Content Specific Terminology Glossary

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Grade 9-12 Glossary

Describe Summarize Identify Explain Distinguish Analyze Diagram Compare and Contrast Differentiate Discuss Relate Evaluate Justify Characterize Synthesize Rank Outline

curriculum map: high school · pdf filefoxborough regional charter school . chemistry . high...

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