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Curriculum Map 1st Nine Weeks

Curriculum Map

Common Core Standards

Fulton Independent School District

 

Subject/Course:

Chemistry

Grade:

11

Revision Date:

July 30, 2015

 

Timeline

(Days or weeks/dates)

Kentucky Core Assessment

Standard

Learning Target

Introduce

Progressing

Master

Review

On Going

(all must get to  “M”)

Assessment

Lesson/Content

Common Core Standard(s) from an Earlier Grade/course that Was/Were no Part of Core content 4.1

1 ½ week

1.1.1, 1.1.3

The students will classify or make generalizations about elements from data of observed patterns in atomic structure and /or position on the periodic table.  The periodic table is a consequence of the repeating pattern of outermost electrons.

 

Students will understand that solids, liquids, and gases differ in the distances between molecules or atoms and therefore the energy that binds them together.   In solids, the structure is nearly rigid, in liquids, molecules for atoms move around each other  but do not move apart; and in gases, molecules or atoms move almost independently of each other and are relatively far apart.  The behavior of gases and the relationship of the variable influencing them can be described and predicted.

 

 

I can define chemistry&

List the branches of chemistry.

I can compare and contrast basic research, applied research, and technological development.

I can distinguish between physical properties and chemical properties of matter.

I can classify changes of matter as physical or chemical.

I can explain the gas, liquid, and solid states in terms of particles.

I can explain how the law of conservation of energy applies to changes of matter.

I can distinguish between a mixture and a pure substance.

I can use a periodic table to name elements, given their symbols.

I can use a periodic table to write the symbols, given names.

I can describe the arrangement of the periodic table.

I can list the characteristics to distinguish metals, nonmetals, and metalloids.

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-lab safety video

-lab (progressive growth indicator)

 

Summative:

Final Assessment

Matter and Change

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Section Reviews
  4. Chapter Review with Reteaching
  5. Study Guide
  6. Discussion of lab safety with video
  7. Lab with modeling and guidance
  8. Review for summative assessment
  9. Summative assessment

 

2 weeks

AE 2.1  Students understand scientific ways of thinking an d working and use those methods to solve real-life problems.

I can describe the purpose of the scientific method

I can distinguish between quantitative and qualitative observations.

I can describe the differences between hypothesis, theories, and models.

I can distinguish between a quantity, a unit, and a measurement standard.

I can name and use SI units for lengt5h mass, time, volume, and density.

I can distinguish between weight and mass.

I can perform density calculations.

I can transform a statement of equality into a conversion factor.

I can distinguish between accuracy and precision.

I can determine the number of sig figs in measurements.

I can perform mathematical operations involving sig figs.

I can convert measurements into scientific notation.

Distinguish between inversely and directly proportional relationships.

 

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-lab safety video

-lab (progressive growth indicator)

 

Summative:

Final Assessment

The Scientific Method and Calculations

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Practice Problems with Guidance
  4. Section Reviews
  5. Chapter Review with Reteaching
  6. Study Guide
  7. Discussion of lab safety.
  8. Lab with modeling and guidance
  9. Review for summative assessment
  10. Summative assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 weeks

1.1.2

Students will understand that the atom’s nucleus is composed of protons and neutrons that are much more massive than electrons.  When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.

I can explain the law of conservation of mass.

I can explain the law of definite proportions.

I can explain the law of multiple proportions.

I can summarize the 5 essential points of Dalton’s theory.

 I can explain the relationship between Dalton’s theory and the law of conservation of mass, law of definite proportions, and law of multiple proportions.

I can summarize th6e observed properties of cathode  rays that led to the discovery of the electron.

I can summarize the experiments carried out by Rutherford and his co-workers that led to the discovery of the nucleus.

I can list the properties of protons, neutrons, and electrons.

I can define atom.

I can explain what isotopes are.

I can define atomic number and mass number, and describe how they apply to isotopes.

I can, given the identity of a nuclide. Determine its number of protons, neutrons, and electrons.

I can define mole, Avogadro’s number, and molar mass, and state how all three are related.

I can solve problems involving mass in grams, amount in moles, and number of atoms in an element.

 

 

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-Atoms video

-lab (progressive growth indicator)

 

Summative:

Final Assessment

Atoms: The Building Blocks of Matter

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Practice Problems with Guidance
  4. Section Reviews
  5. Atoms Video
  6. Chapter Review with Reteaching
  7. Study Guide
  8. Discussion of lab safety.
  9. Lab with modeling and guidance
  10. Review for summative assessment
  11. Summative assessment

 

 

 

 

 

 

 

 

 

2 weeks

1.1.1

The students will classify or make generalizations about elements from data of observed patterns in atomic structure and /or position on the periodic table.  The periodic table is a consequence of the repeating pattern of outermost electrons.

 

I can explain the roles of Mendeleev and Moseley in the development of the periodic table.

I can describe the modern periodic table.

I can explain how the periodic law can be used to predict the physical and chemical properties of elements.

I can describe how the elements belonging to a group of the periodic table are interrelated in terms of atomic number.

I can discuss the relationship between group configurations and group number.

I can describe the locations in the periodic table and the general properties of the alkali metals, the alkaline earth metals, the halogens, and the noble gases.

I can define electronegativity.

I can define valence electrons, and state how many are present in atoms of each main-group elements.

 

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-the Periodic Law Video

-practice pages

-lab (progressive growth indicator)

 

Summative:

Final Assessment

The Periodic Law

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Practice Problems
  4. Section Reviews
  5. The Periodic Law Video
  6. Chapter Review with Reteaching
  7. Study Guide
  8. Review for summative assessment
  9. Summative assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 weeks

1.1.5, 1.1.7

Students will explain the role of intermolecular or intramolecular interactions on the physical properties of compounds.

Students will construct diagrams to illustrate ionic or covalent bonding.

Students will predict compound formation and bond type as either ionic or covalent (polar, nonpolar) and represent the products formed with simple chemical formulas.

Bonds between atoms are created when outer electrons are paired by being transferred (ionic) or shared (covalent). A compound is formed when two or more kinds of atoms bind together chemically.

I can define chemical bond.

I can explain why most atoms form chemical bonds.

I can describe ionic and covalent bonds.

I can explain why most chemical bonding is neither purely ionic nor purely covalent.

I can classify bonding type according to electronegativity differences.

I can define molecule and molecular formula.

I can explain the relationship among potential energy, distance between approaching atoms, and bond length, and bond energy.

 I can state the octet rule.

I can list the 6 basic steps used in writing Lewis structures.

I can explain how to determine Lewis structures for single and multiple bonded molecules.

I can compare and contrast formulas for ionic and covalent compounds.

I can discuss the arrangements of ions in crystals. I can define lattice energy, and explain its significance.

I can list and compare the distinctive properties of ionic and molecular compounds.

I can describe metallic bonding.

I can explain why metal surfaces are shiny.

 I can explain why metals are malleable and ductile but ionic crystalline compounds are not.

I can explain the VSEPR theory.

I can explain what determines polarity.

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-lab (progressive growth indicator)

 

Summative:

Final Assessment

Chemical Bonding

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Section Reviews
  4. Chapter Review with Reteaching
  5. Study Guide
  6. Discussion of lab safety
  7. Lab with modeling and guidance
  8. Review for summative assessment
  9. Summative assessment

 

 

Fulton Independent School  |  304 West State Line   |  Fulton, KY 42041