Science Second Nine Weeks Physical Science

Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

Science Second Nine Weeks Physical Science

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science Second Nine Weeks Physical Science

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices)

Science Second Nine Weeks Physical Science

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content ConnectionsStandard 1- Chemical Bonds --- 3 Weeks

CLE 3202.1.3 Characterize and classify elements based on their atomic structure.

CLE 3202.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

CLE 3202. Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.

CLE 3202. Inq.3 Use appropriate tools and technology to collect precise and accurate data.

CLE 3202.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3202,Inq.6 Communicate and defend scientific findings.

Use information about an element’s position in the periodic table to determine the charge of its ions.

List the three major subatomic particles and distinguish among their location, charges, and relative masses.

Know the chemical symbols for the common elements.

Use the periodic table to identify the characteristics and properties of metals, non-metals, and metalloids

Label a periodic table with oxidation numbers of main group elements, identify elements likely to form ions and use information to construct formulas for compounds

Explain ionic and covalent bonding based on the oxidation numbers of the elements in a compound.

Prentice Hall Physical Science: Concepts in Action Chapter. 6 - Chemical Bonds6.1 – Ionic Bonding6.2 – Covalent Bonding6.3 – Naming Compounds and Writing Formulas6.4 – The Structure of Metals

Engage/ExploreInquiry Activity – What Can the Shape of a Material Tell You About the Material? P. 157Data Analysis – What Determines the Size of an Atom or Ion? P. 160Teacher Demo p. 169Connecting concepts p. 169Quick Lab – Unequal Sharing of Electrons p. 167Quick Lab – Modeling Molecules – p. 173Math Skills and Practices – pp. 174, 175www.phschool.comArticles on Metals – cce-1064www.SciLinks.orgIonic Bonds –ccn-1061Covalent Bonding – ccn1062Chemical Formulas –ccn1063

Consumer Lab – Improving the Dyeing of Nonpolar Fabrics – pp. 184-185

Glencoe Physical ScienceCh. 20 – Chemical Bonds20.1 – Stability in Bonding20.2 – Types of Bonds20.3 – Writing Formulas and Naming CompoundsLaunch Lab- Chemical Bonds

Academic VocabularyElectron dot diagram, ion, anion, cation, chemical bond, ionic bond, chemical formula, crystals, covalent bond, molecule, polar covalent bond, metallic bond, alloy

Performance TasksWriting in Science – p. 181 Prentice Hall ---Compare and Contrast - Students will write a paragraph comparing the properties of ionic compounds and alloys. Students will relate their properties to the structure of their lattices.Synthetic Rubieshttp://www.madehow.com/Volume-4/Synthetic-Ruby.htmlStudents will read the article using the link above. Students will prepare a poster presentation explaining methods for synthesizing gemstones. (Practice 2/Literacy.RST.9-10.1)Henry FordCause and EffectStudents will write a paragraph about Henry Ford’s decision to use vanadium steel for automobile parts. Where did Ford first see parts made from vanadium steel? What properties of this type of steel impressed Ford? Did Ford need to overcome any problems before going ahead with his plan?(Practice 8/Literacy.RST.9-10.1)Chipping InStudents will read the article – Chipping In pp. 182-183. Studentswill research and write about the development of transistors. Why

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content Connectionsand Mixing p. 601

Lab - Atomic Trading Cards p. 607- Glencoe

Mini Lab – Observing Bond Type – p. 612

Applying Math – Practice Problems pp. 606, 614, 617, 621

Applying Science p. 618

Mini Lab – Making a Hydrate- p. 620

Lab – Becoming a Bond Breaker – pp. 622-623

were researchers looking for a replacement for vacuum tubes? How did replacing vacuum tubes affect the size of radios and computers? Make a table or Venn diagram to compare n-type silicon with p-type silicon.(Practice 8/Literacy.RST.9-10.7)Chemical FormulasStudents will make a graphic Organizer to help identify the chemical formulas. Glencoe p. 601Integrate History – LimeThe use of compounds to enrich yield of crops has been developed through the ages. Students will read the article from the link below and prepare a report on the advantages and disadvantages to using lime to enrich crops.http://yardandgardenrescue.com/a-guide-to-using-lime-in-your-yard-or-garden/

Standard 1- Chemical Reactions – 2.5 WeeksCLE 3202.1.7 Construct chemical formulas for common compounds.

CLE 3202.1.9 Apply the Laws of Conservation of Mass/Energy to balance chemical equations.

CLE 3202.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3202.Inq.6 Communicate and defend scientific findings.

Construct the chemical formula of a compound using the periodic table.

Balance simple chemical equations, identifying the reactants, products, and proper coefficients.

Predict the products of common chemical reactions.

Describe synthesis, decomposition, single-replacement, and double-replacement reactions using equations.

Describe how chemical symbols and balanced chemical equation s illustrate the Law of Conservation

Prentice Hall Physical Science: Concepts in Action – Chapter 7- Chemical Reactions7.1 - Describing Reactions7.2 – Types of Reactions7.3 – Energy Changes in Reactions7.4 – Reaction Rates7.5 – Equilibrium

Engage/Explore - Inquiry Activity – How Is Mass Conserved in a Chemical Change? P. 191Math Skills p. 195Quick Lab – Modeling a Mole p. 196Quick Lab – Identifying a Type Of Reaction p. 203Exothermic and Endothermic

Academic Vocabularyreactants, products, chemical equation, coefficient, mole, molar mass, synthesis reaction, decomposition reaction, single replacement reaction, double replacement reaction, combustion reaction, oxidation-reduction reaction, chemical change, exothermic reaction, endothermic reaction, equilibrium, reversible reactionPerformance TasksStudents will construct a graphic organizer to differentiate between the various types of reactionsHow it Works – Automobile Safety: Air BagsStudents will read the article on p. 201. Students will research the

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content Connectionsof Mass.

Observe and measure the temperature change s to distinguish between endothermic and exothermic reactions.

Reactions – p. 208Observing the Action of Catalysts – 214Problem Solving Activity – Recreating High Altitudes – p. 218Design Your Own Lab – Manipulating Chemical Equilibrium – pp. 220-221

Glencoe Physical scienceCh. 21- Chemical Reactions -21.2 – Chemical Change21.2 – Chemical Equations21.3 – Classifying Chemical Reactions21.4 – Chemical Reactions and EnergyLaunch Lab – Rusting – A Chemical Reaction – p. 631

Mini Lab – Designing a Team Equation p. 636

Applying Science & Practice Problems p. 644

Mini Lab – Creating a Colorful Chemical Reaction p. 648

Lab – Catalyzed Reaction p. 651

Lab – Using the Internet – Fossil Fuels and Greenhouse Gases – pp. 652-653

Modeling Chemical Equations Labhttp://www.scienceteachingjunkie.com/2013/10/a-science-teaching-junkie-flash-freebie.html

Balancing Equations Worksheet Maker

benefits and drawbacks of including air bags in automobiles. Students write a position paper will take a position for or against airbags.Writing in Science p. 205 – Explanatory Paragraph - Students will write an explanatory paragraph explaining why the formation of water can be classified as a synthesis, combustion, or oxidation-reduction reaction.Concepts in Action - FirefightingStudents will read the article on pp.210-211 –Firefighting and write a paragraph explaining how dousing, back-burning, and firebreaks affect the chemical reaction involved in wildfires.Chemical ReactionsStudents will create a graphic organizer to help them classify chemical reactions.Accidents in ScienceStudents will read the article on p. 654. Working with a partner, examine the fabric content labels on the inside collar of your clothes. Research the materials and then make a data table that identifies their characteristics.

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content Connectionshttp://stemsheets.com/science/balancing-equations-worksheet

Reaction TypesSciLinks Go Chemical Formulas”SciLinks Go Ionic Bonds

Standard 1 - Acids and Bases – 2.5 WeeksCLE 3202.1.10 Distinguish among acids, bases, and neutral substances.

CLE 3202. Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.

CLE 3202. Inq.3 Use appropriate tools and technology to collect precise and accurate data.

Apply indicators and instruments to classify a material as acidic, basic, or neutral.

Identify a substance as acidic, basic, or neutral based on its pH or response to an indicator or instrument.

Measure and compare the acid-neutralizing strengths of antacids.

Recognize the effect of acid rain on the environment.

Conduct research on issues associated with acid rain.

Prentice Hall Physical Science: Concepts in Action Chapter 8 – Solutions, Acids, and Bases8.1 - Formation of Solutions8.2 – Solubility and Concentration8.3 - Properties of Acids and Bases8.4 – Strength of Acids and Bases

Engage/ExploreInquiry Activity – How Do Shaking and Heating Affect a Carbonated Beverage p. 227

Quick Lab – Comparing Heats of Solution – p. 232

Connecting Concepts p. 234Factors Affecting Solubility p. 237

Problem-Solving Activity – Putting the Fizz Into Carbonated Beverages – p. 238

Quick Lab – Using an Indicator p. 243

Connecting Concepts p. 245

Quick Lab - Making a Battery- p. 248Exploration Lab – Preparing a Salt by Neutralization pp. 254-

Academic VocabularySolute, solvent, polar dissociation, dispersion, ionization, solubility, saturated solution, unsaturated solution, supersaturated solution, concentration molarity, acid, indicator, base, neutralization, salt, pH, buffer, electrolyte, nonelectrolyte, nonpolarPerformance TasksIntegrate BiologyTo avoid decompression sickness, or “the bends,” scuba divers take “decompression stops” as they return to the surface. Using the link below research compression sickness. http://www.drugs.com/health-guide/decompression-sickness.htmlStudents will write a report on why they think decompression sickness is not a risk when diving without a scuba tank. (Practice 8/Literacy.RST.9-10.9)Writing in Science- Students will write a compare and contrast paragraph comparing the different ways that concentration can be expressed. p. 239Writing in Science – Students will write an explanatory paragraph explaining the concept of a pH scale and compare the pH values of acids, bases, and pure water. P. 249Concepts In Action – Students

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content Connections255

Glencoe Physical scienceChapter 22 – Solutions22.1 – How Solutions Form22.2 – Solubility and Concentration22.3 – Particles in Solution22.4 – Dissolving Without Water

Mini-Lab – Observing the Effect of Surface Area - 668

Surface Area Equation p. 669

Applying Math pp. 670, 675, 679, 685

Lab- Boiling Points of Solutions p. 680

Mini Lab – Observing Clinging Molecules p. 683

Lab – Saturated Solutions pp. 686-687

Glencoe Physical Science -Chapter 23 – Acids, Bases, and Salts23.1 – Acids and Bases23.2 - Strength of Acids and Bases23.3 – SalLaunch Lab – The Effects of Acid Rain p. 695Mini Lab – Observing Acid Relief p. 698Lab – Acid Concentrations p. 706

Applying Science - How can you handle an upsetting situation? p. 711

Lab – Design You Own - Be a

will read the article Using Blood pp. 252-253 and research and write a paragraph about the work of Charles Drew. What method did he use to prolong the storage time for whole blood? Why did he decide to separate whole blood into plasm and cells for storage?(Practice 8/Literacy.RST.9-10.9)Solvent-SoluteStudent will make a solvent-solute graphic organizer to compare and contrast the characteristics of solvents and solutes.Science Stats – Weird SolutionsStudents will read the article on p. 688 and apply the math.Acids, Bases, and SaltsStudents will make a graphic organizer to compare and contrast the characteristics of acids, bases, and salts.Science and Society – Acid RainStudents will read the article on p- 718 on acid rain. Students will write and producing a TV segment on acid rain, and an extension activity on writing an argumentative paper on laws that can help control acid rain.

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content ConnectionsSoda Scientist – pp. 716-717

Acids and Bases ExperimentCan We Dissolve Chalk? http://www.msm.cam.ac.uk/SeeK/acidrain1.htm

SciLinks Go BasesSciLinks Go pHGO Online PHSchool.com“acid Rain Activity” code ccc-1091

Standard 2 - Carbon Chemistry – 1 Week

CLE 3202.1 Distinguish between nuclear fission and nuclear fusion.

CLE 3202.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3202.Inq.6 Communicate and defend scientific findings.

.

Use print and electronic resources to investigate the use of radioactive isotopes.

Explore nuclear energy and its impact on science and society.

Distinguish between nuclear fission and nuclear fusion.

Prentice Hall Physical Science: Concepts in Action- Chapter 10

Engage/Explore – Inquiry Activity - What Happens When an Atom Decays? p. 291

Math skills pp. 295, 297,

Quick Lab – Modeling Half-Life – p. 300

Quick Lab – Modeling Transmutation – p. 304

Exploration Lab – Modeling a Chain Reaction – pp. 316-317

Glencoe Physical Science – Radioactivity and Nuclear Reaction - Chapter 18

Mini Lab – Modeling the Strong Force – p. 539

Applying Math pp. 540, 545, 550

Calculating Rock Age – p. 548

Mini Lab – Modeling a Nuclear Reaction – p. 552

Academic VocabularyRadioactivity, radioisotopes, nuclear radiation, alpha particles, beta particles, gamma rays, background radiation, half-life, transmutation, transuranium elements, quark, strong nuclear force, fission, chain reaction, critical mass, fusion, plasma

Performance TasksArtificial TransmutationStudents will write a brief summary of the first artificial transmutation performed by Ernest Rutherford. The summary should describe an example of a nuclear reaction.Nuclear Medicine Students will read the article on pp. 306-307 and write a paragraph describing how radioactive tracers are used in medicine, Indicate what qualities make a particular radioisotope useful as a radioactive tracer in the human body..Nuclear Power StationThe U. S. Navy uses nuclear reactors to power many different types of ships, ranging from submarines to aircraft carrier. Students are to research how nuclear reactors in ships differ from

Science Second Nine Weeks Physical Science

State Standard Embedded Standard Outcomes Content Connections

Lab – Chain Reactions – p. 557

Lab Model and Invent – Modeling Transmutations – pp. 558-559

Fission vs. Fusion Lesson Planhttp://teachnuclear.ca/resources-db/files/Fission-vs-Fusion-Lesson-Plan.pdf

Half-Life Candy Simulationhttp://www.nuclearconnect.org/in-the-classroom/for-teachers/half-life-of-paper-mms-pennies-or-puzzle-pieces

Performance Assessment“Evaluating” TE p. 321

SciLinks Half-LifeSciLinks Go Fission

those in nuclear power plants.Radioactivity and Nuclear ReactionStudents will construct a graphic organizer to help them understand radioactivity and nuclear reactions.Integrate Social Studies – Artificial Rainmaking Students using the link below, student will research artificial rainmaking in the form of a report and present their finding to the class.http://thesecretsofscience.com/artificial-rain-making-technology/

TOOLBOX

Unit 2.1 Chemical Bonds --- 3 WeeksPlans

In this lesson, the learners will be introduced to the idea that the electrons surrounding the nucleus can either be gained or lost. If the number of electrons stays the same, then perhaps the atoms are involved in a covalent bond.

http://edtech2.boisestate.edu/melissagetz/506/molecules/final_ionic_bonds.pdf

Background for Teachers

Paul Anderson explains ionic and covalent bonds- http://www.bozemanscience.com/chemical-bonds-covalent-vs-ionic

This packet provides background information on chemical bonds. https://www.oakland.k12.mi.us/portals/0/learning/bonding.pdf

An introduction to chemical bonding with links to related topics: http://www.ehow.com/how_7879941_introduce-lesson-chemical-bonding.html

A concise explanation of how to balance chemical equations and predict the products of reactions is provided at the following website. There are also links to related topics.

Science Second Nine Weeks Physical Science

http://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm

Student Activities

This is a review activity for ionic bonding. PowerPoint to be used as hand outs. Students are given a "dating card" each which gives an element and some information about them. Students need to "speed date" with each other to find another element (or elements) to form a bond with in order to make a compound. Wrap up- certificate sheet. Students given a certificate of bonding sheet; they must draw a dot and cross diagram for the compound they made as well as explain in terms of electrons/oxidation states why they decided to make this compound. http://www.sharemylesson.com/teaching-resource/Ionic-bond-speed-dating-6087374/

PHet simulation- building an atom: https://phet.colorado.edu/en/simulation/build-an-atom

Other Resources Photographic Periodic Table: A great visual of what the elements actually look like in real life: http://www.periodictable.com/

Powerpoint on the four types of chemical bonds

Videos and Scientific American articles on chemical bonding:https://www.nbclearn.com/portal/site/learn/chemistry-now/how-atoms-bond

Unit 2.2 Chemical Reactions – 2 WeeksPlans To understand the difference between four different types of chemical reactions: composition, synthesis, single replacement, and double replacement. Students should be able to

identify the type of reaction and predict the products of these types of reactions. This lesson hopes to make the topic interesting by comparing types of reactions to a high school dance or relationship. http://mste.illinois.edu/courses/educ362sp04/folders/thompson/Lesson%20Plan%204.html

Use the law of conservation of Mass to balance chemical equations: http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/11546/Science_Sample_LessonPlan_May2012%204.pdf

Background for Teachers

Although identified as a handout, this page might best be used by teachers to prepare for teaching the unit: http://teachers.net/lessons/posts/361.html

Student Activities

This lab is designed to challenge students to be able to identify types of chemical reactions and distinguish between them using safe, less hazardous chemicals. Students will make a choice as to which reaction they will perform using the principles of Green Chemistry. Students will ultimately learn the difference between composition, decomposition, single displacement and double displacement reactions. www.beyondbenign.org/K12education/hsgc/ Reaction %20Lab.doc This website provides a review of the types of reactions in the form of multiple choice questions: http://www.sciencegeek.net/Chemistry/taters/EquationIdentification.htmPHET simulation on balancing chemical equations: https://phet.colorado.edu/en/simulation/balancing-chemical-equations

PHET Reaction Rates simulation: https://phet.colorado.edu/en/simulation/reactions-and-ratesPHET simulation of gas laws: https://phet.colorado.edu/en/simulation/gas-properties

Other Resources

This article describes how the elements and chemical reactions occur inside the body- The Chemistry of Life- http://www.livescience.com/3503-chemistry-life-human-body.html

The following website provides a slide show to use in a classroom lecture on chemical reactions: http://www.slideshare.net/nwill89/ch-8-chemical-equations-and-reactions

Intro to Stoichiometry Powerpoint (it’s free on Teachers Pay Teachers, but you have to create a free account to download): www.teacherspayteachers.com/product/chemistry-freebie- Intro-to-stoichiometry-the-initial-change-after-method-1259222

Science Second Nine Weeks Physical Science

Balancing Chemical Equations Powerpoint

Unit 2.3 Acids and Bases – 1 WeekPlans In this lesson, students will learn the characteristics of acids and bases including the associated pH values. Students will conduct a hands-on lab that shows color indicators for

different pH values. http://alex.state.al.us/lesson_view.php?id=23984

From this lesson you will understand the neutralization process between acids and bases. Learn how a hydroxide ion from a base reacts with a hydronium ion from an acid to neutralize each other and form water. Discover what conjugate acids and bases are and what the definition of amphoteric is. Although this lesson is part of a college course, it can be adapted for high school: http://education-portal.com/academy/lesson/neutralization-and-acid-base-reactions.html

Background for Teacher

A more extensive explanation of acid/base chemistry: http://www.chemtutor.com/acid.htm

Student Activities

Decomposition of an acid using chalk http://extension.uga.edu/k12/science-behind-our-food/physical-science.cfm

PHET pH scale basics simulation: https://phet.colorado.edu/en/simulation/ph-scale-basics

Acid-Base Interactive Simulation- In this PHET acid-base simulation, students measure the conductivity of strong and weak acids- http://phet.colorado.edu/en/simulation/acid-base-solutions

Other Resources

A printable summary of acids and bases: http://www.chem4kids.com/files/react_acidbase.html

Acid-Base Powerpoint: http://presentations.phillipmartin.info/science/acids_bases.php

Acid Rain Powerpoint

Unit 2.4 Nuclear Chemistry – 1 WeekPlans The document that can be downloaded at the following site describes a unit on nuclear chemistry, from which from which useful activities may be selected. It also contains an

extensive background information section for teachers: http://www.oakland.k12.mi.us/Portals/0/Learning/NuclearChange.pdf

Background for Teachers

This site provides an introduction to nuclear chemistry with links to related topics: http://www.chem.duke.edu/~jds/cruise_chem/nuclear/nuclear.html

Student Activities

Great nuclear fusion and fission tutor video clips http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/fission_fusion/fissionfusionact.shtml

Watch free video lessons on topics in nuclear chemistry: http://education-portal.com/academy/topic/nuclear-chemistry.html

"Operate Your Own Tokamak Reactor" with this Java Applet: http://w3.pppl.gov/~dstotler/SSFD/

PHET simulation on Nuclear Fission: https://phet.colorado.edu/en/simulation/nuclear-fission

Other Resources

Great site for nuclear energy science articles. Supports common core standardshttp://www.popsci.com/category/tags/nuclear-energy

The Energy Debates: Nuclear Power- Great article that deals with the pros and cons of nuclear energy. Supports common core standards.

Science Second Nine Weeks Physical Science

http://www.livescience.com/5227-energy-debates-nuclear-power.html

Nuclear fusion, hydrogen bombs, and neutron bombs with Quicktime videos: http://www.atomicarchive.com/Fusion/Fusion1.shtml

Nuclear fusion and fission Powerpoint

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