Curriculum and Instruction – Office of Science - Chemistry



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)2365375105219500To 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 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) 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.Course Level Expectations (CLE)Embedded Standards OutcomesResourcesCLIP ConnectionsStandard 1 – Atomic Structure - 2.5 WeeksCLE 3221.1.2 Analyze the organization of the modern periodic table.Scaffolded (Unpacked) Ideas1. An element is composed of a single type of atom.2. Elements display chemical and physical properties that vary in a periodic fashion.3. The periodic nature of the properties placed these elements into families and led to the development of the Periodic Table.4. The Periodic Table ranks the elements by increasing atomic number (number of protons in the atom of the element).5. The relative mass and radius of atoms and ions can be predicted from their position in the Periodic Table.6. The chemical properties of elements governed by ionization energy, electron affinity and electronegativity can be predicted from their position in the Periodic Table.CLE3221.1.3 Describe an atom in terms of its composition and electron characteristics.Scaffolded (Unpacked) Ideas1. 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.Trace the historical dev elopement of a scientific principle or pare experimental evidence and conclusions with those drawn by municate and defend scientific findings.Identify the contributions of major atomic theorists: Bohr, Chadwick, Dalton, Planck, Rutherford, and ThomsonUse the periodic table to identify an element as a metal, nonmetal, or metalloidApply the periodic table to determine the number of protons and electrons in a neutral atomDetermine the number of protons and neutrons for a particular isotope of an atomSequence selected atoms from the main-group elements based on their atomic or ionic radii. Sequence selected atoms from the main group elements based upon first ionization energy, electron affinity, or electronegativity.Determine the number of protons and neutrons for a particular isotope of an element.Determine an atom’s Lewis electron dot structure or number of valence electrons from an element’s atomic number or position in the periodic table.GCMC Ch. 6 The Periodic Table and Periodic Law 6.1, 6.2, 6.3The Periodic Table6.1 Development of the Modern Periodic Table6.2 Classification of Elements6.3 Periodic TrendsHow can you recognize trends? --Launch Lab. P. 173Problem Solving Lab – p. 180Chemistry Project – p. 188Practice Problems p. 189Math in Chemistry – p. 191Mini Lab – Organize Elements – p. 193ChemLab – Investigate Descriptive Chemistry – p. 196Test Practice pp. 202-203Holt Ch. 5 The Periodic Law 5.1 – History of the Periodic Table5.2 – Electron Configuration and the periodic table 5.3 – Electron Configuration and Periodic PropertiesQuick Lab – Designing Your Own Periodic Table – p.137Practice Problem A - p. 143Practice Problem B – p. 145Practice Problem C – p. 148Practice Problem D – pp. 148-149Practice Problem E – p. 152Practice Problem F – p. 156Practice Problem G – p. 162-163Test Prep – p. 171Chapter Lab – The Mendeleev Lab of 1869Periodic Table – HC61125Noble Gases - HC61038Halogens – HC60710Alkali Metals – HC60043Academic VocabularyAtomic mass, atomic number, chemical change, chemical properties, chemical symbol, conductivity, ductility, electron affinity, electron negativity, element, ionization energy, malleability, metal, metalloid, non-metal, periodic table, physical properties, radiusPerformance TasksModern Periodic TableDescribe in a report how the periodic table predicts the chemical properties of an element.Periodic Table OrganizerConstruct a graphic organizer to organize information about the periodic table.ElementsNumber pieces of paper 1-36 and place them in a container. Have each students draw a number. Each student will research and write a descriptive paragraph about the element whose atomic number he or she drew.Careers in ChemistryStudent will read the article Careers in Chemistry – Materials Scientists- p.145. Students will choose a product used in everyday life. In a report, students will discuss the materials that compose the product and the properties that those materials give to the products.Chemistry & Health Writing in ChemistryStudents will read the article on p. 195 and write a report. Cn you get all of the trace elements you need by eating only pre-packaged food? Why are trace elements necessary, despite the fact that they are present only in such small amounts? Discuss these issues with your classmates.Course Level Expectations (CLE)Embedded Standards OutcomesEOC Prep GuideCore IdeasStandard 3- Interaction of Matter 3 WeeksCLE3221.3.1 Investigate chemical bondingScaffolded (Unpacked) Ideas1. Many different compounds can be made by combining a relatively small number of atoms of different elements.2. Atoms combine in fixed, whole number ratios to form compounds.3. Metal atoms lose electrons to form cations and non-metal atoms gain electrons to form anions when forming ionic compounds.4. Non-metal atoms combine to form covalently-bonded compounds or molecules.5. Compounds are named using established rules accepted by the scientific community.6. Different rules apply to naming different compounds based on the chemical structure of the compound.7. Different rules apply to naming different compounds based on the chemical structure of the compound.8. The mass of the elements in a compound and the number of atoms of that element in a compound are linked through the unit, the mole.9. The number of moles of an element can be derived from knowing the number of atoms of the element or the mass and molar mass of the element.10. Determining the number of moles of an element is used to derive the empirical and molecular formulas of compounds.Trace the historical dev elopement of a scientific principle or pare experimental evidence and conclusions with those drawn by municate and defend scientific findings.Apply the periodic table to identify an element as a metal, nonmetal, or metalloid.Determine the type of chemical bond that occurs in a chemical compound.Explain the formation of anions and cations, and predict the charge of an ion formed by the main-group elements.Identify the chemical formulas of common chemical compounds. Employ a table of polyvalent cations and polyatomic ions to name and describe the chemical formulas of ionic compoundsGCMC Ch. 7 Ionic Compounds and Metals, 7.1 – Ion Formation7.2 – Ionic Bonds and Ionic Compounds7.3 – Names and Formulas for Ionic Compounds7.4 – Metallic Bonds and the Properties of Metals Launch Lab - What compounds conduct electricity in solution? –p.205Chemistry Journal - Summary of Ion Formation – p. 208Quick Demo – Conductivity of Ionic Compounds p. 211Practice Problems p. 212Data Analysis Lab – p.216Practice Problems p. 221Mini Lab – Observe Properties p. 227CHEMLAB – Synthesizing an Ionic Compound p. 230Test Prep pp. 236-237Holt Ch. 6 Chemical Bonding, 6.1- Introduction to Chemical Bonding6.3 – Ionic Bonding and Ionic Compounds6.4 – Metallic Bonding6.5 – Molecular GeometryPractice Problem A- p. 177Practice Problem B – p. 184Practice Problem C – p. 185Practice Problem D – p. 188Practice Problem E – pp.98-199Practice Problem F – p.201Covalent Bonding – HC60363Ultrasound – HC61576Metallic Bonding – HC60944Hydrogen Bonding – HC60777Math Tutor –Drawing Lewis Structures - p. 214Test Prep p. 215Chapter Lab – Types of Bonding in Solids – pp. 216-217Academic VocabularyAtomic mass, atomic number, chemical change, chemical properties, chemical symbol, conductivity, ductility, electron affinity, electron negativity, element, ionization energy, malleability, metal, metalloid, non-metal, periodic table, physical properties, radiusPerformance TasksGraphic OrganizerStudents will construct a graphic organizer to organize information about ionic compounds.Form an Ionic BondStudents will write a story or create a model about the formation of an ionic bond. Students will read their story or present their models to the class.Careers in ChemistryHave you ever thought about the science behind the food you eat? Food scientists are concerned about the effects of processing on the appearance, aroma, taste, and the vitamin and mineral content of food. They also develop and improve foods and beverages. Food scientists often maintain “tasting notebooks” as they learn the characteristics of individual and blended flavors. Students will write an essay on “What a world without food science would look like”.Chemistry in Action –Ultrasonic Toxic- Waste DestroyerStudents will read the article on p.181 and research the existing methods used to dispose of toxic waste in Memphis and Shelby County.Linus PaulingStudents will prepare a report on Linus Pauling. They will discuss his work on the nature of the chemical bond. They will also discuss Pauling as an advocate for the use of vitamin C as a preventative for colds. Evaluate Pauling’s claims. Determine if there is any scientific evidence that indicates whether vitamin C helps prevent mon SubstancesStudents will identify 10 common substances in and around their home, and indicate whether they would expect these substances to contain ionic, covalent, or metallic bonds.Course Level Expectations (CLE)Embedded StandardsOutcomesResourcesCore IdeasStandard 3 - Interaction of Matter - 3 WeeksCLE 3221.3.1 Investigate chemical bonding.Scaffolded (Unpacked) Ideas1. Many different compounds can be made by combining a relatively small number of atoms of different elements.2. Atoms combine in fixed, whole number ratios to form compounds.3. Metal atoms lose electrons to form cations and non-metal atoms gain electrons to form anions when forming ionic compounds.4. Non-metal atoms combine to form covalently-bonded compounds or molecules.5. Compounds are named using established rules accepted by the scientific community.6. Different rules apply to naming different compounds based on the chemical structure of the compound.7. Different rules apply to naming different compounds based on the chemical structure of the compound.8. The mass of the elements in a compound and the number of atoms of that element in a compound are linked through the unit, the mole.9. The number of moles of an element can be derived from knowing the number of atoms of the element or the mass and molar mass of the element.10. Determining the number of moles of an element is used to derive the empirical and molecular formulas of compounds..Analyze covalent compounds in terms of their formation (electron transfer vs. sharing), names, chemical formulas, percent composition, and molar masses.Determine an atom’s Lewis electron-dot structure or number of valence electrons from an element’s atomic number or position in the periodic table.Differentiate between ionic and covalent bond models.Convert percent composition information into the empirical or molecular formula of a compound.Apply information about the molar mass, number of moles, and molar volume to number of particles of substanceGCMC Ch. 8 Covalent Bonding,8.1 - The Covalent Bond8.2 – Naming Molecules8.3 – Molecular Structures8.4 - Molecular Shapes8.5 – Electronegativity and Polarity What type of compound is used to make a super ball? -- Launch Lab p. 239Quick Demo – Potential Energy p. 240 Mini Lab – Comparing Melting Points p. 242Build a Model – Lewis Structures p. 243Practice Problems p. 244, 249, 251Quick Demo – Octet Models – p. 253Practice Problems p. 255, 256, 257, 258, 260, 264Data Analysis Lab – p. 269CHEMLAb – Model Molecular Shapes p. 272Academic VocabularyCovalent bonding, molecule, Lewis structure, sigma bond, pi bond, endothermic reaction, exothermic reaction, oxyacid, structural formula, resistance, coordinate covalent bond, polar covalent bond, VSEPR, hybridization, non-polar covalent bonding, polyatomic ion, metallic bonding, dipolePerformance TasksChemistry Journal – Bonding Limerick. Students will read the limerick on p. 240. Students will develop limericks, poems, or rhymes that depict some aspect of covalent bonds.Chemistry in Medicine Students will research the use of perfluorooctylbromide as an artificial oxygen carrier in synthetic blood. Write a report on how the compound works in the body to supply oxygen to the tissues.How It Works Students will read “Sticky Feet: How Geckos Grip on p. 271. Writing in Science – Students will write a brief paragraph on What uses for a new sticky geckolike material can you think of? TOOLBOXUnit 2.1The Periodic Table and Periodic Law PlansandBackground for TeachersDiscovery EducationElements of Chemistry: The Periodic Table: Periodic Trends of Elements Table: Ferocious Elements Trends Law Law Periodic Law Science Spot -- Chemistry Lesson Plans Worksheets in Periodic table 2.1 The Periodic Table and Periodic LawStudent ActivitiesPeriodic Table Worksheet Chemistry Worksheets for Students Science Spot -- Chemistry Lesson Plans: The Periodic Table and Periodicity 2.2Ionic Compounds and MetalsPlansandBackground for TeachersLesson Plan: Ionic Bonds vs Covalent Bonds Compounds Bonds Compounds Rolling, Rolling, Rolling 7 – Properties of Ionic/Molecular Compounds Formulas for Ionic Compounds 2.2 Ionic Compounds and MetalsStudent ActivitiesLesson 7 – Properties of Ionic/Molecular Compounds Bonds Ionic Compounds Worksheet Compounds Formulas for Ionic Compounds Bonds 2.3Covalent CompoundsPlans and Background for TeachersNaming Covalent Compounds Compounds: Properties, Naming & Formation Compounds Levels, Electrons, and Covalent Bonding of Covalently Bonded Molecules Bonds: predicting Bond Polarity Bonds 2.3Covalent Compounds Natural SelectionStudent ActivitiesNaming Covalent Compounds Worksheet: Naming Covalent Compounds Worksheet Formula: A Bonding Bonding Worksheet 2 Bonding Worksheet 3 Bonds ................
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