Pecos-Barstow-Toyah ISD
Curriculum Map
Subject: Chemistry / Grade Level: 10-12 / Sixth Week: 1st / Week: 1 - 3Guiding Questions
TEKS/Student Expectations
(Critical Thinking SE)
(Including statements) / Chem.1Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.
(A)demonstrate safe practices during field and laboratory investigations
Chem.2Scientific processes. The student uses scientific methods during field and laboratory investigations.
(A)plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology
(B)collect data and make measurements with precision
(C)express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures
(D)organize, analyze, evaluate, make inferences, and predict trends from data
(E)communicate valid conclusions
Chem.3 Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.
(A)analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information
(C)evaluate the impact of research on scientific thought, society, and the environment
(E)research and describe the history of chemistry and contributions of scientists
Chem.4Science concepts. The student knows the characteristics of matter.
(A)differentiate between physical and chemical properties of matter
Including but not limited to:
· Color
· Reactivity
· Texture
· Malleability
· Ductility
· Toxicity
· pH
· Solubility
· Conductivity
(B)analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume
Including but not limited to:
· Compressibility
· Structure and arrangement of particles
· Motion of particles
· Shape
· Volume
· Apply intermolecular forces and energy of particles to motion, shape, and volume of solids, liquids, and gases
· Use the kinetic molecular theory to explain the physical properties of solids, liquids, and gases
· Use the kinetic molecular theory to explain phase changes
· Compare densities between three phases and relate it to floating, sinking, or suspension
(C)investigate and identify properties of mixtures and pure substances
Including but not limited to:
· Describe difference in properties of mixtures vs. samples of pure substances
· Determine if a sample is an element, compound, or mixture using techniques such as
§ Filtration
§ Distillation
§ Chromatography
§ Magnetism
§ Solubility
Chem.5Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter.
(A)identify changes in matter, determine the nature of the change, and examine the forms of energy involved
Including but not limited to:
· Analyze changes in state Including
§ Freezing
§ Melting
§ Condensation
§ Evaporation
§ Sublimation
§ Deposition
· Identify the changes in state with regard to the change in heat energy.
· Describe and interpret phase change diagrams.
· Define normal boiling point and freezing point of water and other substances
· Describe the critical temperature and pressure for substances including water.
· Apply the law of conservation of energy to physical changes in matter.
(C)measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases
Including but not limited to:
· Calculate heat transfer using calorimetry.
· Explain the energy and entropy changes that are associated with phase changes.
· Graph energy changes and relationships.
Week 1 / Week 2 / Week 3
Concepts/
Vocabulary / Scientific Method, Laboratory Safety, Laboratory Equipment
Chapter 1.3 Vocabulary: scientific method
qualitative data
quantitative data
hypothesis
experiment
independent variable
dependent variable
control
conclusion
model
theory
scientific law
Ch. 1.4 Vocabulary
beaker
Erlenmyer flask
watch glass
stirring rod
hot plate
balance / Matter: Mixtures and Substances
Chapter 3.3 Vocabulary:
Matter
substances
element
compound
mixtures
heterogeneous mixture
homogeneous mixture
solutions / Matter: Physical and Chemical Changes
Matter: Law of Conservation
Chapter 3.2 Vocabulary:
physical change
chemical change
law of conservation of mass
Resources / Dingrado,Chemistry Matter and Change, Glencoe ;Hsu, CPO Science Teaching Tools
Instructional Activities / Lab Safety worksheet, Scientific Method Worksheet, Lab equipment/glassware identification
Assessment / 1A,2A,2B,2D,2E,3A,3C,3E,4A,5A,5C / 1A, 4C / 2C,4B,5A,5C
Integration / Chemistry in the News Articles
Intervention
Extension / Chemistry Timeline of famous scientists/discoveries / Physical vs. Chemical Separations Lab / Physical vs. Chemical Changes Lab
ELPS / Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
Week 1: (1) (E)
(E)internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
(4)(B)recognize directionality of English reading such as left to right and top to bottom; / Week 2:
(1)(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
(2) (C)learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; / Week 3: (1) (H)
(1) (H)develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
Subject: Chemistry / Grade Level:10-12 / Sixth Week: 1st / Week: 4 - 6
Guiding Questions
TEKS/Student Expectations
(Critical Thinking SE)
(Including statements) / Chem.1Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.
B. Demonstrate safe practices during field and laboratory investigations.
Chem.2Scientific processes. The student uses scientific methods during field and laboratory investigations.
B.Collect data and make measurements with precision.
D.Organize, analyze, evaluate, make inferences, and predict trends from data .
E.Communicate valid conclusions.
Chem.3 Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.
A.Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.
C.Evaluate the impact of research on scientific thought, society, and the environment.
E.Research and describe the history of chemistry and contributions of scientists.
Chem.4 The student knows the characteristics of matter.
D. Describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.
Including but not limited to:
· Describe
§ Rows (periods)
§ Columns (groups/families)
§ Blocks
§ Periodic trends (electronegativity)
§ Electron affinity
§ Ionization energy
§ Atomic radius
§ Ionic radius
§ Reactivity
§ Electrons (electron arrangement)
§ Metals vs. nonmetals
§ Representative element families
· Use the periodic table to show electron configuration trends
Oxidation numbers
Bonding
Chem.5 The student knows that energy transformations occur during physical or chemical changes in matter.
A. Identify changes in matter, determine the nature of the change, and examine the forms of energy involved.
Including but not limited to:
· Analyze changes in state Including
§ Freezing
§ Melting
§ Condensation
§ Evaporation
§ Sublimation
§ Deposition
· Identify the changes in state with regard to the change in heat energy.
· Describe and interpret phase change diagrams.
· Define normal boiling point and freezing point of water and other substances
· Describe the critical temperature and pressure for substances including water.
· Apply the law of conservation of energy to physical changes in matter.
Chem.6 The student knows that atomic structure is determined by nuclear composition, allowable electron cloud, and subatomic particles.
A. Describe the existence and properties of subatomic particles.
Including but not limited to:
· Describe particles, properties, and location of subatomic particles
§ Protons
§ Neutrons
§ Electrons
· Summarize the historic development of atomic theory
· Describe electromagnetic spectrum and wave and particle properties including frequency, wavelength, and energy
· Calculations using wavelength, frequency, and energy
· Describe the electrons oribitals and properties such as
§ Shape (s & p)
§ Location within energy levels
§ Number of electrons
§ Sublevels
§ Quantum numbers
· Write electron configurations and abbreviated (noble gas) configurations
· Draw orbital diagrams of atoms and ions using
§ Aufbau Principle
§ Pauli Exclusion Principle
§ Hund’s Rule
§ Periodic table
§ Octet Rule
Chem.11 The student knows that balanced chemical equations are used to interpret and describe the interactions of matter.
B. Demonstrate the use of symbols, formulas, and equations in describing interactions of matter.
Such as
· Recognize chemical and nuclear reactions
· Explain evidences of a chemical reaction
· Describe the symbols used in a chemical equation
+
à
states of matter
o Solid (s)
o Liquid (l)l
o Gas (g)
o Aqueous (aq)
· Translate word equations into chemical formula equations
· Write word equations from formula equations
· Recognize what type of reaction is taking place, given the reactants and products:
§ Synthesis (combination)
§ Decomposition (analysis)
§ Single replacement (single displacement)
§ Double replacement (double displacement)
§ Combustion
Week 1 / Week 2 / Week 3
Concepts/
Vocabulary / Historical Models of the Atom, Modern Atomic Model
Ch. 4.1 Vocabulary
Dalton’s Atomic Theory
atom
Ch. 4.2 Vocabulary
cathode ray
electron
nucleus
proton
Ch. 4.3 Vocabulary
atomic number
isotope
mass number
atomic mass unit (amu)
atomic mass / Electrons in Atoms
Ch. 5.1 Vocabulary
electromagnetic radiation
wavelength
frequency
amplitude
electromagnetic spectrum
quantum
Planck’s constant
photoelectric effect
photon
atomic emission spectrum / Review for 1st Six Week’s Benchmark
Resources / Dingrado,Chemistry Matter and Change, Glencoe ;Hsu, CPO Science Teaching Tools
Instructional Activities
Assessment / 1A, 2B, 2D, 3A, 3C, 3E,4D, 6A, 11B / 1A, 2B, 2E, 3C, 3E, 5A / 1A,2A,2B,2C,2D,2E,3A,3C,3E,4A,4B,4C,4D,5A,5C,6A,11B
Integration
Intervention
Extension / Isotope Lab / Flame Test Lab
ELPS / (1)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(5)Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
Week 4:
1.(A)use prior knowledge and experiences to understand meanings in English; / Week 5:
1.(B)monitor oral and written language production and employ self-corrective techniques or other resources; / Week 6:
(5)(A)learn relationships between sounds and letters of the English language to represent sounds when writing in English;
Subject: Chemistry / Grade Level:10-12 / Sixth Week: 2nd / Week: 1 - 3
Guiding Questions
TEKS/Student Expectations
(Critical Thinking SE)
(Including statements) / Chem.1Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.
A.Demonstrate safe practices during field and laboratory investigations.
Chem.2Scientific processes. The student uses scientific methods during field and laboratory investigations.
A. Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.
B.Collect data and make measurements with precision.
C.Express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures.
D.Organize, analyze, evaluate, make inferences, and predict trends from data .
E.Communicate valid conclusions.
Chem.3 Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.
A.Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.
C.Evaluate the impact of research on scientific thought, society, and the environment.
D.Describe the connection between chemistry and future careers.
E.Research and describe the history of chemistry and contributions of scientists.
Chem.4 The student knows the characteristics of matter.
A. Differentiate between physical and chemical properties of matter.
Including but not limited to:
· Color
· Reactivity
· Texture
· Malleability
· Ductility
· Toxicity
· pH
· Solubility
· Conductivity
C. Investigate and identify properties of mixtures and pure substances.
Including but not limited to:
· Describe difference in properties of mixtures vs. samples of pure substances
· Determine if a sample is an element, compound, or mixture using techniques such as
§ Filtration
§ Distillation
§ Chromatography
§ Magnetism
§ Solubility
D. Describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.
Including but not limited to:
· Describe
§ Rows (periods)
§ Columns (groups/families)
§ Blocks
§ Periodic trends (electronegativity)
§ Electron affinity
§ Ionization energy
§ Atomic radius
§ Ionic radius
§ Reactivity
§ Electrons (electron arrangement)
§ Metals vs. nonmetals
§ Representative element families
· Use the periodic table to show electron configuration trends