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Instructional Unit Plan—UNIT 3
Teacher:
Grade Level: 11th
Content Area(s) Science:
Chemical Reactions
Implementation Dates:
Unit Focus:
New Mexico Content Standards, Benchmarks and Performances Addressed:
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
9-12 Benchmark I: Use accepted scientific methods to collect, analyze, and
interpret data and observations and to design and conduct scientific
investigations and communicate results.
1. Describe the essential components of an investigation, including appropriate
methodologies, proper equipment, and safety precautions.
2. Design and conduct scientific investigations that include:
 testable hypotheses
 controls and variables
 methods to collect, analyze, and interpret data
 results that address hypotheses being investigated
 predictions based on results
 re-evaluation of hypotheses and additional experimentation as necessary
 error analysis.
3. Use appropriate technologies to collect, analyze, and communicate scientific
data (e.g., computers, calculators, balances, microscopes).
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
9-12 Benchmark II: Understand that scientific processes produce scientific
knowledge that is continually evaluated, validated, revised, or rejected.
1. Understand how scientific processes produce valid, reliable results, including:
 consistency of explanations with data and observations
 openness to peer review
 full disclosure and examination of assumptions
 testability of hypotheses
 repeatability of experiments and reproducibility of results.
2. Use scientific reasoning and valid logic to recognize:
 faulty logic
 cause and effect
 the difference between observation and unsubstantiated inferences and
conclusions
 potential bias.
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
9-12 Benchmark III: Use mathematical concepts, principles, and expressions to
analyze data, develop models, understand patterns and relationships, evaluate
findings, and draw conclusions.
1. Create multiple displays of data to analyze and explain the relationships in
scientific investigations.
2. Use mathematical models to describe, explain, and predict natural
phenomena.
Strand II: The Content of Science
Standard I (Physical Science): Understand the structure and properties of
matter, the characteristics of energy, and the interactions between matter and
energy.
9-12 Benchmark I: Understand the properties, underlying structure, and
reactions of matter.
9-12 Properties of Matter
Chemical Reactions
12.
Know that chemical reactions involve the rearrangement of atoms, and
that they occur on many timescales (e.g., picoseconds to millennia).
13.
Understand types of chemical reactions (e.g., synthesis, decomposition,
combustion, redox, neutralization) and identify them as exothermic or
endothermic.
14.
Know how to express chemical reactions with balanced equations that
show:
•
conservation of mass
•
products of common reactions.
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and
knowledge influence, and are influenced by, individuals and societies.
9-12 Benchmark I: Examine and analyze how scientific discoveries and their
applications affect the world, and explain how societies influence scientific
investigations and applications.
Science and Society
9. Describe how scientific knowledge helps decision makers with
local, national, and global challenges (e.g., Waste Isolation Pilot
Project [WIPP], mining, drought, population growth, alternative
energy, climate change).
10. Describe major historical changes in scientific perspectives (e.g.,
atomic theory, germs, cosmology, relativity, plate tectonics, and
evolution) and the experimental observations that triggered them.
11. Know that societal factors can promote or constrain scientific
discovery (e.g., government funding, laws and regulations about
human cloning and genetically modified organisms, gender and
ethnic bias, AIDS research, alternative-energy research).
Science and Individuals
15. Know that science plays a role in many different kinds of careers
and activities (e.g., public service, volunteers, public office holders,
researchers, teachers, doctors, nurses, technicians, farmers,
ranchers).
Description of knowledge and skills required by the Standards
Vocabulary: chemical reaction, reactant, product, synthesis, decomposition, single
replacement, double replacement, combustion, coefficient, subscript, aqueous solution,
complete ionic equation, spectator ion, net ionic equation, precipitate, soluble, product,
reactant, shift left, shift right, concentration, endothermic, exothermic, catalyst, mole,
avagadro’s number, one step conversion, two step conversion, hydrate, empirical
formula, molecular formula, stoichiometry, mole ratio, percent yield, and theoretical
yield.
Concepts:
Skills:
Description of the Assessments that will be used to provide evidence of
student learning that targets the standards:
PERFORMANCE STANDARD
1. Describe the essential
components of an investigation,
including appropriate
methodologies, proper
equipment, and safety
precautions.
2. Design and conduct scientific
investigations that include:
 testable hypotheses
 controls and variables
 methods to collect, analyze, and
interpret data
 results that address hypotheses
being investigated
 predictions based on results
 re-evaluation of hypotheses and
additional experimentation as
necessary
 error analysis.
3. Use appropriate technologies to
collect, analyze, and
communicate scientific data (e.g.,
computers, calculators, balances,
microscopes).
4. Understand how scientific
processes produce valid, reliable
results, including:
 consistency of explanations with
data and observations
 openness to peer review
 full disclosure and examination
of assumptions
 testability of hypotheses
 repeatability of experiments and
reproducibility of results.
ASSESSMENT
Students will use appropriate
equipment when performing
laboratories
Design and conduct a scientific
investigation related to Properties of
Matter (ex. Separation of Aspirin*)
that include:
 testable hypotheses
 controls and variables
 methods to collect, analyze, and
interpret data
 results that address hypotheses
being investigated
 predictions based on results
 re-evaluation of hypotheses and
additional experimentation as
necessary
error analysis.
Major investigation (lab) Teacher
choice
Major investigation (lab) Teacher
choice
5. Use scientific reasoning and valid
logic to recognize:
 faulty logic
 cause and effect
 the difference between
observation and unsubstantiated
inferences and conclusions
 potential bias.
Major investigation (lab) Teacher
choice
6. Create multiple displays of data
to analyze and explain the
relationships in scientific
investigations.
Major investigation (lab) Teacher
choice
7. Use mathematical models to
describe, explain, and predict
natural phenomena.
Standardized Test Practice Chapter 11
#1-10 pg 351
8. Know that chemical reactions
involve the rearrangement of
atoms, and that they occur on
many timescales (e.g.,
picoseconds to millennia).

9. Understand types of chemical
reactions (e.g., synthesis,
decomposition, combustion,
redox, neutralization) and
identify them as exothermic or
endothermic.

10. Know how to express chemical
reactions with balanced
equations that show:
• conservation of mass
• products of common reactions.




“Chapter 10 Study Guide For
Content Mastery Section 10.3”*
Chapter 10 Assessment problems
90-94 page 305
“Chapter 10 Study Guide For
Content Mastery Section 10.3”*
Chapter 10 Assessment problems
90-94 page 305
Students will complete “Chapter
18 Review Chemical Equilibrium”*
“Stoichiometry Assessment”*
Description of the rubrics or criteria that will be used to assess student
performance:
GISD Rubrics
Learning Activities – Description of the learning activities that will develop
the knowledge and skills required by the performance standard:
Types Chemical Reactions
Know that chemical reactions involve the rearrangement of atoms, and that they occur on
many timescales (e.g., picoseconds to millennia).
Understand types of chemical reactions (e.g., synthesis, decomposition, combustion,
redox, neutralization) and identify them as exothermic or endothermic.
Engage Activities Students will simulate a “volcano reaction”
Teacher demonstrates a series of definite chemical reactions
“Chemical Rxns Demo”
 Acid-Base neutralization
 Baking soda-vinegar
 Burn piece of Mg
Explore Activities Think Pair Share: Students will demonstrate everyday
examples of chemical reactions.
Explain Activities  Teacher and student develop Cornell notes on evidence
of chemical reaction and five basic inorganic chemical
types. Pgs 284-291
 Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: chemical reaction, reactant,
product, synthesis, decomposition, single replacement,
double replacement, combustion.
Elaborate
Foldable/Booklet on five reaction types.
Activities
Evaluate
 Standardized Test Practice Chapter 6 #1-12 pg383
or
 Teacher Generated Assessment
Product Prediction – Balancing Chemical Reactions
Know how to express chemical reactions with balanced equations that show: conservation
of mass, products of common reactions.
Engage
 Simply Science: Reaction Equations
http://player.discoveryeducation.com/index.cfm?guidAssetId=695C
3823-CF15-4958-A2A11979B72FEEE4&blnFromSearch=1&productcode=US
 Demonstration of conservation of Mass using effervescences
tablets, Erlenmeyer Flask and balloon. Reconnect to IS2
Explore Teacher will provide set of unbalance chemical reactions for students
to balance.
Explain  Teacher and student develop Cornell notes, reconnect to naming
Activitie
and balancing chemical reactions. Pgs 280-282
s
 Vocabulary Building to include 4-square type Vocabulary Cards
and Word Wall*: coefficient and subscript.
Elaborat Students will complete “Reaction Worksheet”*
e
Teachers will choose from: “Reaction Problems”*
Activitie
s
Explain  Teacher and student develop Cornell notes on complete ionic
Activitie
equations and net ionic equations, solubility/precipitation.
s
 Vocabulary Building to include 4-square type Vocabulary Cards
and Word Wall*: aqueous solution, complete ionic equation,
spectator ion, net ionic equation, precipitate, and soluble.
Elaborat Student will perform Lab 7 Chemistry Small-Scale “Solutions and
e
Precipitates”*
Activitie
s
Evaluate  “Chapter 10 Study Guide For Content Mastery Section 10.3”*
 Chapter 10 Assessment problems 90-94 page 305
 Students will complete Standardized Test Practice p307 #1-8
Moles
Use mathematical models to describe, explain, and predict natural phenomena.
Engage Activities Discussion question: What is a counting unit? When we talk
about a dozen, what number do you think of?
Explore Activities  Think Pair Share: Have students come up with other
examples and discuss. Internet search recommended.
 Internet Activity “How Big is a Mole?”*
Explain Activities  Teacher and student develop Cornell notes on the mole,
avagadro’s number, molar mass and conversion. Pgs
309-327
 Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: mole, avagadro’s number, one
step conversion, two step conversion.
Elaborate
 Discovery lab “How much is a Mole” page 309
Activities
 Students will complete “Measuring Atoms Activity*
 “Molar Mass Worksheet”*
Extra Credit: “Molennium Mole Pattern”*
Explain Activities  Teacher and student develop Cornell notes on hydrates
and empirical/molecular formulas. Pgs 328-346
 Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: hydrate, empirical formula,
molecular formula
Elaborate
 MiniLab “Percent Composition and Gum” page 329
Activities
 Or ChemLab 11 “Hydrated Crystals” page 342
Evaluate
Standardized Test Practice Chapter 11 #1-10 pg 351
Stoichiometric Calculations
Know how to express chemical reactions with balanced equations that show:
• conservation of mass
• products of common reactions.
Engage Activities Sandwich/S’more Activity*
Explore Activities Classroom discussion on Section Focus Transparency 45
“Limiting Reactants”
Explain Activities  Teacher and student develop Cornell notes on molar
ratio, Stoichiometric process, calculating percent yield.
Pgs 352-373


Elaborate
Activities
Explain Activities
Elaborate
Activities
Evaluate
Unit Resources:

“Stoichiometry Overview”*
Vocabulary Building to include 4-square type Vocabulary
Cards and Word Wall*: Stoichiometry, mole ratio, percent
yield, theoretical yield
Students will perform miniLab “Baking Soda
Stoichiometry” page 362
Or
 Lab 12-2 “Stoichiometry of a chemical reaction”
And
 “How It Works” page 376
 Teacher and student develop Cornell notes on limiting
reactant stoichiometry. Pgs 364-369
ChemLab 12 “A Mole Ratio” page 374
“Stoichiometry Assessment”* generated from test bank

“volcano reaction”
Erlenmeyer flask (10)
Baking Soda
Baking Powder
Vinegar
Food Dye

Conservation of Mass Demonstration
Effervescent tablets
Erlenmeyer flask
balloon

“Solutions and Precipitates”*
1.0M BaCl2
1.0M CuSO4
1.0M FeCl3
1.0M KI
1.0M NaCl
1.0M Na2CO3
1.0M NaOH
1.0M Na2SO4
1.0M Pb(NO3)2
24 – well microplate
Pipettes (9)

“How Big is a Mole?”
Computer access
Textbook
Other Book resources

“How much is a Mole”
Centimeter ruler
Paper clip

“Measuring Atoms Activity”
1” Iron Nail
Balance

“Percent Composition and Gum”
Balance
Weighing paper
250 – mL beakers (2)
Pieces of chewing gum (2)
Stirring rod
Paper towels
Window screen (10cm x 10 cm)
Scissors
Clock or timer

“Hydrated Crystals”
Bunsen burner
Ring stand and ring
Crucible and lib
Clay triangle
Crucible tongs
Balance
Epsom salts (hydrated MgSO4)
Spatula
Spark lighter or matches

Sandwich Activity
Bread
Meat
Cheese

S’more Activity
Graham Crackers
Marshmallows
Bar Chocolate

“Baking Soda Stoichiometry”
Ring stand
Ring
Clay triangle
Crucible
Crucible tongs
Bunsen burner
Balance
Baking soda (NaHCO3)

“Stoichiometry of chemical reaction”
24-well microplate
thin-stem pipet
balance
distilled water
paper towels
NaHCO3
CaCO3
KHCO3
HCl

“A Mole Ratio”
Iron metal filings, 20 mesh
Copper (II) sulfate pentahydrate (CuSO4 . 5H2O)
Distilled water
Stirring rod
150–mL beaker
400-mL beaker
100-mL graduated cylinder
Weighing paper
Hot plate
Beaker tongs
Technology links:
Simply Science: Reaction Equations
http://player.discoveryeducation.com/index.cfm?guidAssetId=695C3823-CF154958-A2A1-1979B72FEEE4&blnFromSearch=1&productcode=US