Unit A: Energy and Matter in
Chemical Change
Alana Kozak
Overview
In this unit students will explore the properties of molecular and ionic compounds,
and acids and bases. Students will also classify and name chemical compounds,
and balance chemical equations. Students will also be introduced to the law of
conservation of mass and the mole concept. Students will recognize why an
understanding of chemical substances is important and how it is connected to their
lives. They will be able to learn about safety with chemicals, as well as safe
practices in a lab environment. Students will be able to take what they learn and
apply it to environmental or societal issues.
Rationale
This unit is important because it helps students recognize processes that are
happening all around them at a molecular level. They are able to understand
why certain reactions happen and how they occur. This knowledge allows
students a brief insight into the situations that occur beyond what the naked
eye can see. This unit will be a foundation for all students and provide the
knowledge needed to move on to higher levels. I want students to realize
that reactions are specific, and there are many variables involved in
recreating a reaction between chemical substances. Reactions are complex
and need to be carefully considered. I want students to be able to use their
knowledge to address, and think critically about, major issues associated
with toxic or hazardous compounds. There are many environmental issues
related to toxic compounds, and I want students to be able to understand
why they are problems, and what some implications could be.
Resources
Textbook: Science 10 by Addision-Wesley
Teachers Resource Guide: Science 10 by Addision-Wesley
Chemical Changes Lab
Household Acids and Bases Lab
You Tube
Readingquest.org
Spongelab.com
Desired Results
Established Goals: (GLOs)
1) Describe the basic particles that make up the underlying structure of
matter, and investigate related technologies
2) Explain, using the periodic table, how elements combine to form
compounds, and follow IUPAC guidelines for naming ionic compounds
and simple molecular compounds
3) Identify and classify chemical changes, and write word and balanced
chemical equations for significant chemical reactions, as applications
of Lavoisier’s law of conservation of mass
Understandings:
Students will understand that…
1. Recognizing symbols and completing safe practices is crucial when one is involved with chemical substances.
2. Names of chemical substances contain valuable information and provide clues about how they will react in different situations. 3. Chemical reactions can be classified into a
variety of different categories that help us decipher the reactants and products.
4. Conservation of Mass can be proven through equation balancing and working with Moles.
Essential Questions:
1. What are the most important chemical substances that contribute to life on earth? 2. How important are chemical
substances and reactions to our daily lives?
3. What would you consider as the most important chemical reaction?
Students will know…
A1.1 Identify historical examples of how humans worked with chemical substances to meet their basic needs. (e.g., how pre-contact First Nations communities used biotic and abiotic materials to meet their needs)
A1.2 Outline the role of evidence in the development of the atomic model consisting of protons and neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr. A1.3 Identify examples of chemistry-based careers in the community (e.g., chemical engineering, cosmetology, food processing)
A2.1 Illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home.
A2.2 Explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to communicate clearly and precisely
A2.3 Explain how and why elements combine to form compounds in specific ratios
A2.4 Predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules A2.5 Classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state
A2.6 Predict whether an ionic compound is relatively soluble in water, using a solubility chart
A2.7 Relate the molecular structure of simple substances to their properties (e.g., describe how the properties of water are due to the polar nature of water molecules, and relate this property to the transfer of energy in physical and living systems)
A2.8 Outline the issues related to personal and societal use of potentially toxic or hazardous compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine; exposure to toxic substances; environmental concerns related to the handling, storage and disposal of heavy metals, strong acids, flammable gases, volatile liquids)
A3.1 Provide examples of household, commercial and industrial processes that use chemical reactions to produce useful substances and energy (e.g., baking powder in baking, combustion of fuels, electrolysis of water into H2(g) and O2(g)
A3.2 Identify chemical reactions that are significant in societies
(e.g., reactions that maintain living systems, such as photosynthesis and respiration; reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
A3.3 Describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in temperature
A3.4 Differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline and other natural and synthetic fuels, photosynthesis)
A3.5 Classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement
A3.6 Translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving systems
A3.7 Predict the products of formation (synthesis) and decomposition, single and double replacement, and
hydrocarbon combustion chemical reactions, when given the
Students will be able to do…
A2.1 Illustrate an awareness of WHMIS
guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home.
SK1 Ask questions about observed relationships,
and plan investigations of questions, ideas, problems and issues
SK1.1 Define and delimit problems to facilitate investigation
SK1.2 Design an experiment, identifying and controlling major variables
SK 1.3 State a prediction and a hypothesis based on available evidence and background
information
SK1.4 Evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring and decision making
SK2 Conduct investigations into relationships
between and among observable variables, and use a broad range of tools and techniques to
gather and record data and information
SK2.1 Carry out procedures, controlling the major variables and adapting or extending procedures SK2.2 Use library and electronic research tools to collect information on a given topic
SK2.3 Select and integrate information from various print and electronic sources or from several parts of the same source
SK2.4 Demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for the handling and disposal of laboratory materials
SK2.5 Select and use apparatus, technology and materials safely
SK3 Analyze data and apply mathematical and
conceptual models to develop and assess possible solutions
SK3.1 Describe and apply classification systems and nomenclature used in the sciences
SK3.2 Apply and assess alternative theoretical models for interpreting knowledge in a given field
SK3.3 Compare theoretical and empirical values and account for discrepancies
SK3.4 Identify and explain sources of error and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty
SK3.5 Identify new questions or problems that arise from what was learned
SK4 Work as members of a team in addressing
problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results
SK4.1 Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others SK4.2 Represent large and small numbers using appropriate scientific notation
SK4.3 Select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and
Stage 2 – Assessment Evidence
Performance Tasks, Projects
What are you doing?!?!
Quizzes, Tests, Assignments
Chemical change Lab
Acids and Bases lab
3 Quizzes
Unit test
Other Evidence (observations, work samples,
dialogues)
Worksheets
Word work
Observations
Class reviews
Chapter and Review Questions
Student self-assessment
ASSESSMENT PLAN: UNIT A Energy and Matter in Chemical Change
Learning
Outcomes
Assessments Title Performance
Task Chemical Changes Lab Quiz 2 Balancing and Translating Quiz 1 (Naming and Classificati on) Acids and Bases Lab Skills Checklist/ Rubric What Happene d/Unit Test
Type (Formative/Summative) Summative Summative Summative Summative Summative Summative Summative
Weighting 10% 10% 15% 15% 10% 10% 30%
K1.1) Humans using chemical substances to meet basic
needs
K1.2) Role of evidence in Development of Atomic Model
K1.3) Chemistry-based careers
K2.1) WHMIS and Safe Practices
K2.2) Reason and Importance of IUPAC
K2.3) Elements Form Compounds in Specific Ratios
K2.4) Formulas and Names for Compounds and Acids
K2.5) Classifying Compounds, Bases, and Acids by their
Properties
K2.6) Predict Solubility of Ionic Compounds
K2.7) Relating Substance Structure to Properties
K2.8) Issues related to Toxic or Hazardous Compounds
K3.1) Chemical reactions in household, commercial, and
industrial processes
K3.2) Significant chemical reactions
K3.3) Evidence of Chemical Reactions
K3.4) Endothermic vs Exothermic
K3.5) Classification and Identification of Chemical Reactions
K3.6) Translating Word Equations and Chemical Equations
K3.7) Predict products of different categories of Chemical
Reactions
K3.8) Mole and Avagadro’s Number
K3.9) Chemical Equation in terms of Moles & related to
Conservation of Mass
SK1.1 Define and delimit problems to facilitate investigation
SK1.2 Design an experiment, identify and control major
variables
SK 1.3 State a prediction and hypothesis from evidence and
info
SK1.4 Evaluate & select appropriate instruments and
processes
SK2.1 Carry out/adapt/extend procedures & control major
variables
SK2.2 Use library & electronic research tools to collect
information
SK2.3 Select & integrate info from various source/ parts of 1
source
SK2.4 Select/apply proper technique while handling lab
materials.
SK2.5 Select and use apparatus, technology and materials
safely
SK3.1 Describe/apply scientific classification systems
SK3.2 Apply/assess alternative theoretical models for
interpreting
SK3.3 Compare theoretical/empirical values & account for
discrepancies
SK3.4 Identify/explain sources of error/ uncertainty in measurement, & form of results will acknowledges the degree
of uncertainty
SK3.5 Identify new questions or problems
SK4.1 Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the
ideas of others
SK4.2 Show large/small numbers using approp. scientific
notation
SK4.3 Select/use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results
Assessments
Learning
Outcomes
Title WHMIS Hunt Atomic Model (Jigsaw… You’re the Expert) Worksheet s (Naming , Balancing, Vocab, and other) Literacy Worksheet s (Word work) Chapter Questions Unit Review QuestionsType (Formative/Summative) Formative Formative Formative Formative Formative Formative Formative Formative
Weighting -- -- -- -- -- -- --
--K1.1) Humans using chemical substances to meet basic
needs
K1.2) Role of evidence in Development of Atomic Model
K1.3) Chemistry-based careers
K2.1) WHMIS and Safe Practices
K2.2) Reason and Importance of IUPAC
K2.3) Elements Form Compounds in Specific Ratios
K2.4) Formulas and Names for Compounds and Acids
K2.5) Classifying Compounds, Bases, and Acids by their
Properties
K2.6) Predict Solubility of Ionic Compounds
K2.7) Relating Substance Structure to Properties
K2.8) Issues related to Toxic or Hazardous Compounds
K3.1) Chemical reactions in household, commercial, and
industrial processes
K3.2) Significant chemical reactions
K3.3) Evidence of Chemical Reactions
K3.4) Endothermic vs Exothermic
K3.5) Classification and Identification of Chemical Reactions
K3.6) Translating Word Equations and Chemical Equations
K3.7) Predict products of different categories of Chemical
Reactions
K3.8) Mole and Avagadro’s Number
K3.9) Chemical Equation in terms of Moles & related to
Conservation of Mass
SK1.1 Define and delimit problems to facilitate investigation
SK1.2 Design an experiment, identify and control major
SK 1.3 State a prediction and hypothesis from evidence and
info
SK1.4 Evaluate & select appropriate instruments and
processes
SK2.1 Carry out/adapt/extend procedures & control major
variables
SK2.2 Use library & electronic research tools to collect
information
SK2.3 Select & integrate info from various source/ parts of 1
source
SK2.4 Select/apply proper technique while handling lab
materials.
SK2.5 Select and use apparatus, technology and materials
safely
SK3.1 Describe/apply scientific classification systems
&nomenclature
SK3.2 Apply/assess alternative theoretical models for
interpreting
SK3.3 Compare theoretical/empirical values & account for
discrepancies
SK3.4 Identify/explain sources of error/ uncertainty in measurement, & form of results will acknowledges the degree
of uncertainty
SK3.5 Identify new questions or problems
SK4.1 Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the
ideas of others
SK4.2 Show large/small numbers using approp. scientific
notation
SK4.3 Select/use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas,
Assessment Tool Overview
Assessm
ent Tool
Brief Description
Assessme nt FOR Learning Assessme nt AS Learning Assessme nt OF Learning Quizzes
I want to give one quiz every week. It is a way to help students keep up on the material and practice the concepts
they need. Some will be formative and some will be
summative.
Chemical Change Lab
As students complete the lab they will answer the associated table and list observations and what type of change is occurring. Primarily assesses skills. The focus is on proper lab procedures and how to safely handle materials. Students will make predictions and say if their prediction was correct or incorrect, and why. They will have to account for any reactions that worked for some groups but not for others. Students will have to say if they completed the necessary skills for the lab by completing a self-reflection paragraph afterward.
Acids and Bases Lab
Again the focus is on handling substances with a proper technique. They will have to compare actual values to theoretical values, and say why they used the equipment and products they did. Students will have to say if they completed the necessary skills for the lab by completing a self-reflection paragraph afterward.
Worksheet s
I am using worksheets as an application tool for students to put what they learned into practice. They will learn the concept prior to being given the worksheet. Some are to reiterate concepts while others are used as a summative assessment. Those used for summative assessment will not be given unless the concepts have been practiced in class.
Skills Checklist
There will be two columns. During/after the labs, the skills they demonstrated will be checked off. Skills completed in the first lab will be checked off in the first column. Students will be shown which ones they need to complete in the next lab. Skills in the second lab will be checked off in the second column.
Unit Test Used to assess all the knowledge outcomes except for the twoaddressed in the performance task.
Performan ce Task
Students will have to look at an issue centered around hazardous/toxic compounds. They will have to try and persuade a panel that they should discontinue their practices because of the toxic and hazardous compounds they are producing and discarding. They have to identify the chemical processes that are occurring and defend why the company should stop what they are doing. They will do one draft, get feedback, and then submit for grades. They will also have to include a self-reflection on how the issue impacted the way they thought.
WHMIS Hunt
A fun way for students to learn about WHMIS. They have to find the 8 signs by looking at products in the room, and then they have to flip through the text book to find out what each of them means. It’s a race! We will go through it afterward and they can fix any mistakes and use it for notes later on.
AtomicModel Jigsaw
Students will each look up a different Atomic Model Theory and fill in their section of the table. They will form groups that include one person from every theory. They will share what they learned and others will fill in the rest of the table based on what their classmates provided.
Word Work These will be given to students at the beginning of every, orevery other, class. It is a way to work on Literacy with the students. They will be given a sheet or booklet that they need
to complete at the beginning of each class (bell work). They will have to go through the text book, or other notes, and complete the activity they are given. Activities include
the-blanks, summarizing, picking out headings sub-headings and bolded words, concept maps, etc. Can be used as a study
tool, and is a way for students to access the material in a different way.
Daily/Outcome Breakdown
Topic/ Outcomes Activities Assessments (F or S) IntroductionSept 3, 2014 Policies and Procedures, Classroom rules, Get to know students (Introductions), Course Outlines, Textbook Scavenger Hunt, Introduce Word Work
Pre-Unit quiz Clickers (F) Unit A Introduction Sept 4, 2014 K2.1, 1.1, 1.3
WHMIS and Safe Practices Using chemical substances to meet basic needs Chemistry-based careers
Word Work/Vocab lists (Textbook Basics and vocab lists for the unit)
WHMIS Hunt- Have to find all the WHMIS symbols on products in the room, then look in textbook to try and figure out what each mean.
-Go over, give fill in blank sheet, students fill in as we go over slideshow Safe practices around chemicals
Word work (Reading about First Nations and Food Preservation)
-In what ways have our ancestors used chemical substances to meet their needs? (Go through as class) -What are some ways that we use chemicals today?
-Go through chemistry careers and figure out how they are related to chemistry
-Do worksheet/questions after as a review for students of what we talked about
Word Work (F) WHMIS Hunt (F) WHMIS Fill in the blank (F)
Name something we did/ learned about today before they leave Exit slip (F) Worksheet (F) Poll Everywhere (F) 1.2 Sept 5 Role of evidence in Development of Atomic Model
Word work activity-Vocab
Law of Conservation of Mass demo or lab
http://sites.jmu.edu/chemdemo/2013/05/06/ mass-the-gas/
Atomic Models Jigsaw- Each look up one model. Share what they learned with peers. Each record info to study from. (Year, Scientist, Specific
evidence/experiment that led to the conclusion, How model of atom changed, Explain the new model)
Word Work (F) You’re the Expert Jigsaw (F) Lab Questions (F) Need computers/ phones 2.3 Sept 8/9,2014 Elements Form Compounds in Specific Ratios WHMIS Review
Word work-Concept map on Ch 1..2 (Classification)
Provide notes for students to follow along/fill-in in slideshow. Cover phase changes prior to lab
Law of Conservation of Mass demo/mini-lab
http://sites.jmu.edu/chemdemo/2013/05/06/ mass-the-gas/
Complete questions and skills checklist
Cookies- Ingredients need to be in
Word Work (F) Restating in their own words (F) Conservation of Mass Lab (F)
specific ratios to form a cookie… different ratios =muffins
3.3, 3.5 Sept 9, 2014 Evidence of Chemical Reactions Classification and Identification of Chemical Reactions
Word work activity- Review differences between chemical and physical
properties. Text book definition, and reword. 3 examples of each and their descriptions.
changes/properties
Lab, reflection- how did they achieve each skill
Clean-up… Review(if time)
Chemical Changes Lab Questions and Chart (S) Word Work (F) 2.7,3.4 Sept 10/11, 2014 Periodic Table Endothermic and Exothermic rections Relating Substance Structure to Properties
Word work- Vocab (Partners) Exthothermic/Endothermic demo Review Lab. Which reactinos were exothermic/endothermic?
What is the periodic table? Colour code Periodic Tables
What am I? Element is choses, students indicate period, family, atomic #, atomic mass, # of protons, neutrons, electrons
Significant Digits
Which elements are metals, metalloids, and Non-metals? (Connect # of valence electrons to different classes and properties)
Find the element! (List characteristic(s) of one and students need to figure out which one it is)
Bohr and Lewis Dot Diagrams Worksheets
Exit slip- Bohr and Lewis dot diagram of one element, and list properties that element might have
Word Work (F) Whiteboards (F) Worksheets/ Electron Diagrams Assigment (F) What am I? (F) Exit Slip (F) Whiteboards Markers 2.2, 2.4, 2.6 Sept 11 & 12, 2014 Reason and Importance of IUPAC Formulas and Names for Compounds and Acids Solubility of Ionic Compounds
Word work- Write questions about concepts they are learning, get with partner, share questions, and record other’s they might have Answer own, and each other’s questions(using each other and textbook)
Why
is it important to use universal names for each element? (Think Pair Share) Isotopes
Ionic Compounds (Naming, Properties, Solubility)- Fill in ½ of t chart as we go Multivalent Ions
Polyatomic Ion compounds Hydrates
Think Pair Share (F) Partner Practice: Smartboard answers (F) Ionic Compounds Worksheet (F) Whiteboards (F) P.50 Texbook Questions (F) T-Chart 2.4, 2.7, 2.5 Sept 16, 2014 Formulas and
Word work-Vocab (definitions and examples)
Formative Quiz (plus what I need to
Ionic compound quiz (F)
Names for Compounds and Acids Relating Substance Structure to Properties Classifying Compounds, Bases, and Acids by their Properties
work on)
Molecular Compounds (Naming, Properties)
Molecular vs Ionic (Classifying compounds)
What do I know about ______
compounds? (3 points about each plus a question they have)
*What I need to work on component afterward*
Compounds Concept map/T-chart
work on (F) End: Card Sort Variations (Molecular vs Ionic) (F) T-Chart/Concept map (F) P.50 Texbook Questions (F) Molecular compounds worksheet (F) Think-Pair-Share (F) Ionic and Molecular Simile/Compariso n (F) 2.4, 2.7, 2.5 Sept 17/18, 2014 Formulas and Names for Compounds and Acids Relating Substance Structure to Properties Classifying Compounds, Bases, and Acids by their Properties
Word Work-Vocab Naming Practice/ Review Acids and Bases
*Search for properties part way through slideshow(fill in chart, compare with partner)
Naming Acids & Bases
Give examples/hints on board- Students have to figure out what each is referring to via properties, names, and/or
formulas that are listed.
Booklets (F) Smartboard pre-assessment (F) Graphic Organizer (F) Whiteboards (F) Acids and Bases Worksheet (F) P.69 Textbook Questions (1-4, 6) Sept 19, 2014 2.4, 2.5 Formulas and Names for Compounds and Acids Classifying Compounds, Bases, and Acids by their Properties
Naming Quiz (F)
Acids and Bases Lab- with checklist, questions, and reflection at end (how did they accomplish those skills
Naming Quiz (F) Acids and Bases Lab (S) Sept 22, 2014 2.5 Classifying Compounds, Bases, and Acids by their Properties
Word work- P. 69 textbook Question 6 Naming Quiz
Finish Acids and Bases Lab- with checklist, questions, and reflection at end (how did they accomplish those skills) Acids and Bases Lab (S) 2.4, 2.5 Sept 23, 2014 Formulas and Names for Compounds and Acids Classifying Compounds, Bases, and Acids
Naming and Classification Quiz (S)
Work on Vocab
Sponge- Brainstorm different chemical reactions at home, commercial, and industrial settings
Word work- Pg 91What are the 5 types of reactions? Include the General statement/equation for each Reading Chemical Equations
Quiz 1 (S)
Brainstorming (F) Clickers (F)
by their Properties 3.5 Classification and Identification of Chemical Reactions 3.7 Predict products of different categories of Chemical Reactions
Introduce Skeleton and Balanced equations Sept 24, 2014 3.5 Classification and Identification of Chemical Reactions 3.7 Predict products of different categories of Chemical Reactions
Skeleton and Balanced equations Types of Reactions (ask students to come up with examples for each) ***Balance as we go***
Predicting Products/ Classifying
reactions p.102, Table A3.3 Science in Action
Practice Balancing Equations
Graphic Organizer (6 rows) (F)
-add any missing info from table A3.3 Science in Action to organizer. Whiteboards (F) Word and Balanced Equations worksheet (F) Predicting products worksheet (F) Sept 25, 2014 3.6 Translating Word Equations and Chemical Equations
Word work- Vocab
Mini- Reaction type and Balancing quiz (F)
1) Predicting Products worksheet 2) Ch 3 Equations Booklet End of class: Class competition
(Partnerships- given a question (multiple choice or short answer), have 2 min to figure out and record answer, each correct answer is a point. Most points gets a treat ) Booklet and Worksheet questions (F) Whiteboards (F) Clickers (F) Quiz (F) Sept 26, 2014 3.7 Predict products of different categories of Chemical Reactions 3.6 Translating Word Equations and Chemical Equations 3.8
Mole and Avagadro’s Number
Word work- Fill in the blank/ short answer questions from reading textbook p.107-108
Balancing/Translating equations continued
Predicting products Review
Avagadro’s number and the mole- Fix word work answers if necessary
Word work (F) Questions (F) Whiteboards (F) Moles and Molar Mass Questions (F)
Sept 29, 2014
2.8
Issues related to Toxic or Hazardous Compounds
3.8, 3.9
Mole and Avagadro’s Number
Chemical Equation in terms of Moles & related to
Conservation of Mass
Quiz 2- Balancing/Predicting reactions (S)
Word Work Read P.70-72 Pick a Heading and summarize the information under that heading (including the sub-headings)
Review and Practice moles and Molar Mass questions
Quiz 2 (S)
Sept 30, 2014
2.8
Moles and Molar Mass Quiz and Study/ Practice time
Molar Mass quiz (F)
Issues related to Toxic or Hazardous Compounds 3.1 Chemical reactions in household, commercial, and industrial processes
Word Work- Why is benzene dangerous? (Personal and Societal implications of misuse) Pg73-74 *Read and Fill in main points
Chemical reactions in home, commercial, and industrial settings Introduce Performance Task: - Students list different chemical reactions they can think of
- Identify which ones are/could be toxic or hazardous. What are some problems that arise from those reactions?
Discuss responses as class (if need to let students work on it)
What chemical reactions are necessary for life? (e.g., reactions that maintain living systems, such as photosynthesis and respiration; reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
Discussion (F) Think Pair Share (F) Brainstorming (F) Performance Task (S) Oct 1, 2014 3.8, 3.9
Mole and Avagadro’s Number
Chemical Equation in terms of Moles & related to
Conservation of Mass Issues related to Toxic or Hazardous Compounds 2.7 3.2 Significant chemical reactions 3.2 Chemical reactions in household, commercial, and industrial processes 3.1
Word Work- Vocab Review/ Catch up/ Mix and match
Naming, balancing, predicting, and Molar Mass Quiz (F)
Molar Mass questions Combustion demo-
http://www.youtube.com/watch? v=H8XS_YCFsuM
(Do it as a break)
Work on Performance Task
Worksheets (F) Smartboard clicker questions (F)
Oct 2, 2014 Practice Balancing, Predicting, Naming, Moles and Molar mass equations Work on/ Hand in Performance Task
Worksheets (F) Performance Task (S)
Oct 3, 2014 Practice Balancing, Predicting, Naming, Moles and Molar mass equations Unit Review Questions
Unit Review Questions (F) October 6 Take test, Compare answers with
partner. Figure out right answers. Mid unit test (F October 7 Unit Test (S) Unit Test (S)
