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Science
First Nine Weeks
Chemistry
Purpose of Science Curriculum Maps
This 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 nonnegotiable. 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
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Science
First Nine Weeks
Chemistry
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)
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.
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Science
First Nine Weeks
Chemistry
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.
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Science
First Nine Weeks
Chemistry
Science Curriculum Maps Overview
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),
informational text (specific writing activities), and NGSS (science practices)
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.
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Science
First Nine Weeks
Chemistry
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 Maps
Tennessee State Standards
The 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.
Content
The 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.
Connections
District 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.
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Science
State Standards
First Nine Weeks
Embedded Standards
Outcomes
Chemistry
Content
Connections
Standard 1 Introduction to Chemistry and Matter & its Properties - 2 weeks
CLE 3221. Math.1 Understand
the mathematical principles
associated with the science of
chemistry.
CLE3221.Math.2 Utilize
appropriate mathematical
equations and process to
solve chemistry problems
3221.Inq.2 Identify an
answerable question and
formulate a hypothesis to
guide a scientific
investigation.
3221.Inq.4 Perform and
understand laboratory
procedures directed at
testing hypothesis.
3221.Inq.5 Select
appropriate tools and
technology to collect precise
and accurate quantitative
and qualitative data.
3221.Inq.6 Correctly read a
thermometer, balance,
metric ruler and a graduated
cylinder.
3221.Math.1 Use a variety of
appropriate notations (e.g.,
exponential, functional,
square root).
3221.Math.5 Analyze graphs
to describe the behavior of
functions.
3221. Inq.7 Record
observation and/or data
using correct scientific units
and significant figures.
Use SI system during
measurement and problem
solving.
Use a variety of appropriate
notations (e.g., exponential,
functional, square root).
Convert metric units using
dimensional analysis.
Accuracy, precision, and error in
a series of measurements.
Read/interpret graphs: (pie, bar,
and line)
Familiarity with use and
importance of the scientific
method, including hypothesis,
independent/dependent variables
Differentiation between a theory
and a scientific law
Apply lab safety awareness and
practice in the laboratory
Become familiar with lab
equipment, their purposes and
name
Glencoe Chemistry – Introduction to Chemistry Chapter 1
1.1 – A Story of Two Substances
1.2 – Chemistry and Matter
1.3 – Scientific Method
1.4 – Scientific Research
Lab Safety Video Lab Safety
Launch Lab – Where did the mass go? P. 3
Quick Demo – Substance or Chemicals – p. 5
Min-Lab – Develop Observation Skills – p. 13
Quick Demo – Systematic Approaches – p. 14
Data Analysis – Interpret Graphs – p. 21
ChemLab – Forensics: Identify the Water Source – p. 24
Test Practice – pp. 28-29
Glencoe Chemistry – Analyzing Data –
Chapter 2
2.1 – Units and Measurements
2.2 – Scientific Notation and Dimensional
Analysis
2.3 – Uncertainty in Data
2.4 – Representing Data
Quick Demo – Metric Masses – p. 33
Demonstration – Measurement of Temperature – p. 34
Practice Problems – pp. 38, 4142, 43, 45, 46, 49, 51, 53,
54
Mini-Lab – Determine Density – p. 39
Quick Demo – Scientific Notation – p. 40
Academic Vocabulary
Chemistry, substance, mass,
weight, model, scientific method,
qualitative data, quantitative data,
hypothesis, experiment,
independent variable, dependent
variable, control, conclusion,
theory, scientific law, pure
research, applied research.
Performance Tasks
Scientific Methods
Students will make a graphic
organizer to help them organize
information about scientific
methods.
Thomas Midgely
Students will research Thomas
Midgely, Jr. Student will write a
short biographical summary of his
life.
Space Travel
Students will research how
astronauts perform common task,
such as working with tools and
eating, in the weightlessness of
space. Students will use technical
writing that communicates scientific
ideas in a short report detailing
their findings.(Practice 8/
Literacy.RST.9-10.2)
Lab SafetyHave student groups
create posters or a bulletin board
that emphasizes safe lab
procedures. Be sure the products
reflect what the safe behavior is
and why it should be used.
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Science
State Standards
Embedded Standards
First Nine Weeks
Outcomes
Chemistry
Content
Problem Solving Lab – Identify an Unknown – p. 50
General Chemistry
http://study.com/academy/course/general-chemistrycourse.html
Connections
In the Field: Career: Art Restorer
Students will prepare a newspaper
article explaining how atomic
oxygen is used for art restoration.
ChemLab – Forensics: Use Density to Date a Coin – p.
60
Test Prep – pp. 66-67
Academic Vocabulary Chapter 2
Base unit, second, meter, kilogram,
kelvin, derived unit, liter density,
scientific notation, dimensional
analysis, convection factor,
accuracy, precision, error, percent
error, significant figure, graph
Performance Tasks
Graphs
Student will make a graphic
organizer to organize information
about the types of graphs
The Price of Gasoline
Students will determine any
needed conversion factors for the
following problem and solve the
problem. Assume that gasoline in
Europe is sold at $0.989 per liter
and the current price in the United
States is $2.56/gallon. Based on
student calculations, have them
explain where gasoline is most
expensive.
Historical Chemistry – Classical
Ideas About Matter
Students will read the article on p.
42 in the Holt Chemistry textbook.
Students will write two short
summaries to answer questions 1
and 2.
Holt Chemistry – Measurements and Calculations –
Chapter 2
2.1 – Scientific Method
2.2 – Units of Measurement
2.3 – Using Scientific Measurements
Quick Lab – Density of Pennies – p. 39
Practice Problems - pp. 40, 42, 45, 48, 50, 54,
Math Tutor – Scientific Notation – 62
Test Prep = p. 63
Chapter Lab – Percentage of Water in Popcorn – pp. 6465
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Science
State Standards
Embedded Standards
First Nine Weeks
Outcomes
Chemistry
Content
Connections
Standard 2 – Matter and Energy -3 Weeks
CLE 3221.2.1 Investigate the
characteristic properties of
matter.
CLE 3221.2.2 Explore the
interactions between matter
and energy
CLE 3221.2.3 Apply the
kinetic molecular theory to
describe solids, liquids, and
gases.
Scaffolded (Unpacked)
Ideas
1. A compound is a substance
composed of two or more
elements chemically
combined.
2. Matter can be either pure
substances (compounds or
elements) or mixtures which
can be homogeneous or
heterogeneous.
3. Homogeneous mixtures can
be characterized by solute
concentration.
4. Solute concentration can
affect the physical properties
of a homogeneous mixture.
5. Solute concentration can be
expressed quantitatively using
a number of different units
such as molarity, molality and
parts per million (ppm).
6. Pressure and temperature
determine the state of the
substance whether it is a
solid, liquid or gas.
3221.Inq.1 Trace the
historical development of a
scientific principle or theory.
3221.1 Select appropriate
tools to conduct a scientific
inquiry
Identify a material as an element,
compound or mixture; identify a
mixture as homogeneous or
heterogeneous; and/or identify a
mixture as a solution, colloid or
suspension.
Classify properties and changes
in matter as physical, or chemical.
Use particle spacing diagrams to
identify solids, liquids, or gases.
Distinguish among solid, liquid,
and gaseous states of a
substance in terms of the relative
kinetic energy of its particles
Investigate similarities and
differences among states of
matter particle spacing
Understanding of the Law of
conservation of mass/energy
Identify properties of matterphysical and chemical
Compare and contrast heat and
temperature changes
(endothermic/ exothermic) in
chemical of physical processes
Glencoe – Matter – Properties and Changes –
Chapter 3
3.1 – Properties of Matter
3.2 – Changes in Matter
3.3 – Mixtures of Matter
3.4 – Elements and Compounds
Launch Lab – How can you observe chemical change?
P. 69
Quick Demo - Solution or Mixture p. 70
Problem-Solving – Recognize Cause and Effect – p. 72
Quick Demo – Changing States of Matter – p. 78
Practice Problems p. 78, 88
Mini-Lab – Observe Dye Separation p. 82
The World of Chemistry
http://www.learner.org/resources/series61.html
Matter: Properties and Changes
http://www.onlinemathlearning.com/matterchemistry.html
CHEMLAB – Identify the Products of a
Chemical Reaction p. 93
Test Practice pp. 98-99
Differentiate between elements,
Academic Vocabulary
States of matter, solid, liquid, gas,
vapor, physical property, extensive
property, intensive property,
chemical property, physical
change, phase change, chemical
change, law of conservation of
mass, mixture, heterogeneous
mixture, homogeneous mixture,
solution, filtration, distillation,
crystallization, sublimation,
chromatography, element, periodic
table, law of definite proportion,
percent by mass, law of multiple
proportions
Performance Tasks
Properties of Matter
Students will make a graphic
organizer to help them organize
their study of the chemical and
physical changes and properties of
matter.
Properties and Uses
Students will use the CRC
Handbook of Chemistry and
Physics to research the physical
and chemical properties of a
particular element or compound.
Then, they will write a summary
relating how that particular property
is useful for a product made with
that element of compound. For
example, copper’s malleability,
conductivity, and high melting point
might make it ideal for cookware.
(Practice 8/ Literacy.RST.9-10.1)
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Science
State Standards
7. Particle spacing and motion
is different in solids, liquids
and gases as described by the
Kinetic-Molecular Theory.
8. The change in temperature,
pressure, volume and the
number of particles of gases
can be predicted by the gas.
Embedded Standards
First Nine Weeks
Outcomes
compounds and mixtures
Apply the rules for significant
figures
Solve for energy, specific heat: Q
= m (Δ T) Cp, mass and change
in temperature.
Identify the four types of
separation techniques-filtration,
distillation, crystallization and
chromatography.
Chemistry
Content
Holt Chemistry – Matter and Change - Chapter 1
1.1- Chemistry is a Physical Science
1.2- Matter and Its Properties
1.3 – Elements
Demonstration – Amount of Energy in a Substance –
p.8
Lab – Mixture Separation – pp. 26-27
Test Prep – p. 25
Argument-Driven Inquiry in Chemistry –Lab 23 –
Classification of Changes in Matter: Which Changes are
examples of a Chemical Change, and Which Are
Examples of a Physical Change – p. 366.
Vernier – Activity # 2 – Freezing and Melting of Water
www.vernier.com/experiments
Connections
Colloids
A mixture such as low-fat milk
looks like a solution, but it is not.
Low-fat milk is a type of mixture
called a colloid. Students will
conduct research on types of
colloids and their uses. That will
write a detailed description of each
type, and include information about
the sources they consulted.
Superconductors
Students will investigate current
and proposed technological
applications of superconductors.
Student will write a report on which
of the applications have been
successfully tested or are already
in use.
Secrets of the Cremona Violins
Students will read the article on the
Cremona Violins on p. 15 in the
Holt textbook. Students will use
the library or internet to find
additional information about the
Cremona Violins and present this
information in a report. Students
will also answer the questions in
number 2. (Practice 8/
Literacy.RST.9-10.1)
Making Lemonade
One way to make lemonade is to
start by combining lemon juice and
water. To make the lemonade
taste better you could add some
sugar. Is your lemonade-sugar
combination classified as a
compound or a mixture? In a short
essay, explain your answer.
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Science
State Standards
Embedded Standards
First Nine Weeks
Outcomes
Chemistry
Content
Connections
Standard 1 Atomic Structure - 4 weeks
CLE 3221.1.1 Compare and
contrast historical models of
the atom.
CLE 3221.1.3 Describe an
atom in terms of its
composition and electron
characteristics.
Scaffolded (Unpacked)
Ideas
1. All matter is composed of
atoms.
2. A number of models have
been generated to explain the
structure of the atom.
3. The validity of these models
has been accepted or rejected
as knowledge and technology
has evolved.
4.Atoms contain negatively
charged particles called
electrons that surround the
nucleus.
5. Atoms are composed of a
small, dense, positively
charged nucleus that is
composed of two major
subatomic particles, positively
charged protons and
uncharged neutrons.
6. Isotopes of atoms contain
the same number of protons,
but varying numbers of
neutrons.
7. The concept that electrons
in the hydrogen atom reside in
Identify the contributions of major
atomic theorists: Bohr,
Chadwick, Dalton, Planck,
Rutherford, and Thomson.
Compare the Bohr model and the
quantum mechanical electroncloud models of the atom.
Interpret a Bohr model of an
electron moving between its
ground and excited states in
terms of the absorption or
emission of energy.
Apply the periodic table to
determine the number of protons
and electrons in a neutral atom.
Understand how Dalton’s theory
explains the conservation of
mass.
Distinguish between the
subatomic particles in terms of
relative charge and mass.
Glencoe Chemistry – The Structure of the Atom Chapter 4
4.1 – Early Ideas About Matter
4.2 – Defining the Atom
4.3 – How Atoms Differ
4.4 – Unstable Nuclei and Radioactive Decay
Atoms, Compounds, and Ions - Video
https://www.khanacademy.org/science/chemistry/atomicstructure-and-properties/introduction-to-theatom/v/atomic-number-mass-number-and-isotopes
Launch Lab – How can the effects of electric charges be
observed? P. 101
Quick Demo – Small Sizes – p. 108
Data Analysis – Interpret Scientific Illustrations – p. 113
Practice Problems –pp. 116, 118, 121
Mini-Lab – Model Isotopes – p. 120
Chem-Lab – Model Atomic Mass – p. 127
Test Practice pp. 132-133
Describe the structure of the
atom, including the locations of
the subatomic particles.
Calculate the number of
electrons, protons, and neutrons
in an atom, given its mass
number and atomic number.
GCMC Ch. 5 Electrons in an Atom, 5.1, 5.2, 5.3
Academic Vocabulary
Dalton’s atomic theory, atom,
cathode ray, electron, nucleus,
proton, neutron,
Atomic number, isotope, mass
number, atomic mass unit (amu),
atomic mass, radioactivity,
radiation, nuclear reaction,
radioactive decay, alpha radiation,
alpha particles, nuclear equation,
beta radiation, beta particle,
gamma ray
Performance Tasks
Structure of the Atom
Students will make a graphic
organizer to help them organize
their study of the structure of the
atom.
Useful Isotopes
Students will research the use of
isotopes in medicine and
radiochemical dating. Students will
write a report describing how
radiochemical dating makes use of
radioactive isotopes. Students will
also list three isotopes used in
medicine and describe how these
isotopes are used. (Practice 8/
Literacy.RST.9-10.1)
Holt Chemistry – Atoms: The Building Blocks of
Matter – Chapter 3
3.1 – The Atom From Philosophical
Idea to Scientific Theory
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Science
State Standards
specific energy levels or shells
surrounding the nucleus was a
central component of the Bohr
Model.
8. The development of the
quantum mechanical model
led to the determination of the
orbital position and spin of
electrons in all atoms
including hydrogen.
9. The position and energy of
an electron surrounding the
atom can be described
through the use of four
quantum numbers.
10. The quantum mechanical
model can be used to predict
the gain or loss of electrons to
form anions and cations
Embedded Standards
First Nine Weeks
Outcomes
Define and calculate an isotope.
Content
3.2 – The Structure of the Atom
3.3 – Counting Atoms
Draw Bohr models of the first 18
elements.
Quick Lab – Constructing a Model- p. 71
Practice Problems – pp. 80, 84, 85, 86, 87
Represent an electron’s location
in the quantum mechanical
model in terms of orbital shape of
the clouds relative energies of
the orbitals and the number of
electrons possible in the orbitals.
(Heisenberg Uncertainty
Principle)
Lab – Conservation of Mass – pp. 94-95
Chemistry
Connections
Math Tutor – Conversion Factors – p. 92
Test Prep – p. 93
Identify the s, p, d, and f blocks
based on their electron
configuration and location on the
periodic table.
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Science
First Nine Weeks
Chemistry
TOOLBOX
Unit 1.1 Introduction
Plans and
Background
Information for
Teachers
Concepts Taught: Use of precision and accuracy in science measurements. http://teachers.net/lessons/posts/577.html
Concepts Taught: Use of significant figures in science. http://teachers.net/lessons/posts/576.html
Representing Numbers Using Scientific Notation http://dl.clackamas.edu/ch104/lesson1scientificnotation.html
Significant Digits and Scientific Notation http://www.chemteam.info/SigFigs/SigFigs.html
Laboratory Equipment http://visual.merriam-webster.com/science/chemistry/laboratory-equipment_1.php
Laboratory Equipment
http://www.bing.com/images/search?q=chemistry+lab+equipment+worksheets&qpvt=chemistry+lab+equipment+worksheets&FORM=IGRE&adlt=strict#view=detail&id=BE653
E59BB1F68966232156ED40328B586A8845C&selectedIndex=4
http://dl.clackamas.edu/ch104/lesson1scientificnotation.html
Convert from standard to scientific notation https://learnzillion.com/lessons/180-convert-from-standard-to-scientific-notation
Scientific Notation http://freemathresource.com/lessons/algebra/104-scientific-notation
Common Laboratory Equipment http://www.smc.edu/AcademicPrograms/PhysicalSciences/Pages/Equipment.aspx
Unit 1.1
Introduction to
Chemistry
Scientific Notation http://www1.nsd131.org/classpages/awilkens/Shared%20Documents/Scientific%20Notation%20Worksheets.pdf
Scientific Notation http://www.chemteam.info/SigFigs/Scientific-Notation.html
Significant Digits http://www.chemteam.info/SigFigs/SigFigRules.html
Student Activities
Unit 1.1
Matter and Its
Properties
Laboratory Equipment
http://www.bing.com/images/search?q=chemistry+lab+equipment+worksheets&qpvt=chemistry+lab+equipment+worksheets&FORM=IGRE&adlt=strict#view=detail&id=BE653
E59BB1F68966232156ED40328B586A8845C&selectedIndex=4
Matter Lesson Plans http://www.sas.upenn.edu/~mkate/Perrone_LessonPlan.pdf
Matter and Change http://www.dv-fansler.com/Teaching/Chemistry/Chemistry%20Lesson%20Plans%2003%20-%20Matter%20and%20Change.pdf
2016-2017
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Science
First Nine Weeks
Chemistry
TOOLBOX
Plans
and
Background for
Teachers
Chemistry 101: General Chemistry http://education-portal.com/academy/course/general-chemistry-course.html
The World of Chemistry http://www.learner.org/resources/series61.html#
Exploring Matter Activities http://www.arborsci.com/cool/exploring-matter-chemistry-demonstrations
States of Matter http://staff.concord.org/~btinker/workbench_web/states_of_matter/pdf/states_of_matter_whole.pdf
Properties of Matter http://www.onlinemathlearning.com/matter-chemistry.html
Unit 1.1
Matter and Its
Properties
The Matter and Its Properties http://cniesrc.files.wordpress.com/2012/06/activities-about-matter.pdf
The World of Chemistry http://www.jdenuno.com/Chemistry/WorldC/WorldC5States.swf
Student Activities
Unit 1.2
Atomic Structure &
Electrons in Atoms
Plans
and
Background for
Teachers
Atomic Structure & Electrons in Atoms http://mrdchemdwiki.wikispaces.com/Atomic+Structure+and+Electrons+in+Atoms
Atom http://en.wikipedia.org/wiki/Atom
Electron http://en.wikipedia.org/wiki/Electron
Chapter 4 Atomic Structure http://www.slideshare.net/kmawhiney/chapter-4-pp-1
Chapter Outline – Review of Atomic Structure http://people.virginia.edu/~lz2n/mse209/Chapter2.pdf
How to Draw the Atomic Structure of Atoms http://www.ehow.com/how_5779210_draw-atomic-structure-atoms.html
Electrons in Atoms Powerpoint http://www.tvgreen.com/chapt11/chapt11_files/frame.htm
Chemistry – Lab Management http://www.nclark.net/Chemistry
An Atom Apart http://www.superteacherworksheets.com/reading-comp/science-atoms_WBRRM.pdf
Atomic Structure and Electrons in Atoms http://www.wps.k12.va.us/tchrstaf/plans/atomplan.pdf
Unit 1.2
Atomic Structure &
Electrons in Atoms
What is Matter? http://education.jlab.org/beamsactivity/6thgrade/whatismatter/whatismatter.pdf
Chemistry Atomic Structure http://www.nclark.net/AtomicStructure.htm
2016-2017
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Science
First Nine Weeks
Chemistry
TOOLBOX
Rutherford Roller http://www.exo.net/~emuller/activities/Rutherford%20Roller.pdf#search=%22Rutherford%20experiment%20with%20marbles%22
Student Activities
An Atom Apart http://www.superteacherworksheets.com/reading-comp/science-atoms_WBRRM.pdf
Atomic Structure http://www.helpteaching.com/tests/159757/atomic-structure
Atomic Structure Worksheet http://www.mrjgrom.com/Matter%20345/atom%20worksheet.pdf
Atomic Structure and Electrons in Atoms http://www.wps.k12.va.us/tchrstaf/plans/atomplan.pdf
2016-2017
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