Delta RV Chemistry (10th -12th Grade)
Revised-2009
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
A
Students will:
compare the densities of
regular and irregular
objects using their
respective measures of
volume and mass.
identify pure substances
by their physical and
chemical properties
(examples—color,
hardness, conductivity,
etc.)
classify a substance as
being made up of one kind
of atom (element) or
compound when given the
molecular formula or
structural formula (or
electron dot diagram) for
the substance.
Recall
Skill/Concept
Strategic Thinking
Objects, and
the
materials
they are
made of,
have
properties
that can be
used to
describe and
classify
them.
Assessment
2.1
3.1
3.3
3.4
3.5
compare and contrast the
common properties of
metals, nonmetals,
metalloids, and noble
gases.
1
Density lab
Lab performance and
written lab report
Zinc and HCL chemical change
activity
Lab performance and
student analysis
Construct clay models
Peer and self check
for accuracy
Group research project
Class PowerPoint
presentation with
teacher constructed
rubric
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
B
Students will:
classify solutions as
dilute, concentrated, or
saturated.
Properties of
mixtures
depend upon
the
concentrations,
properties, and
interactions of
particles.
predict the effect of the
properties of solvent or
solute (examples—
polarity, temperature,
surface area/particle
size, concentration,
agitation) on solubility
of a substance.
Skill/Concept
Strategic Thinking
compare and contrast
the properties of acidic,
basic, and neutral
solutions.
1.8
2.1
3.1
3.2
3.4
4.1
2
Assessment
Student modeling and role play of
solution concentrations
Teacher orally checks
for understanding
Acids and bases lab
Lab performance and
accuracy check
Rate of chemical reactions lab
Lab performance and
accuracy check of
written lab report
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Properties of
matter can be
explained in
terms of
moving
particles too
small to be seen
without
tremendous
magnification.
Students will:
describe the movement
of atoms, molecules,
and compounds
utilizing collisions of
particles and the
Kinetic Molecular
Theory.
3.1
3.4
3.5
3.7
Student modeling and role playing
Performance and
accuracy check
Students draw diagrams of substance
in different phases
Accuracy check
Recall
C
Assessment
D
Physical
changes in
states of matter
due to thermal
changes in
materials can be
explained by
the kinetic
Theory of
Matter.
explain the changes that occur
in the distance between
atoms/molecules and
temperatures of a substance as
energy is absorbed or released
during a phase change.
predict the effect of a
temperature change on the
properties (examples—
pressure, density) of a material
(solids, liquids, gases).
Recall
Strategic Thinking
using the Kinetic Theory model,
2.1
3.1
3.4
4.1
predict the effect of pressure
changes on properties
(examples—temperature,
density) of a material (solids,
liquids, gases).
3
Mothball change in state demo
Accuracy check of
journal entry
Peeps evacuation activity 1 chemistry
journal questions regarding pressure
relationships (p. 444 of ch 13)
Accuracy check of
journal questions
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
The atomic
model
describes
the
electrically
neutral
atom.
Students will:
describe the atom as
having a dense, positive
nucleus surrounded by a
cloud of negative
electrons.
calculate the number of
protons, neutrons, and
electrons of an element
(or isotope) given its
atomic mass (or mass
number) and atomic
number.
3.2
3.3
3.4
3.5
4.1
Recreation of Rutherford’s gold foil
experiment
Teacher checklist
Individual whiteboard practice
Accuracy check
Individual classroom worksheets
Scoring guide
Recall
E
Assessment
describe the information
provided by the atomic
number and the mass
number (examples—
electrical charge,
chemical stability).
4
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
The periodic
table organizes
the elements
according to
their atomic
structure and
chemical
reactivity.
Students will:
explain the structure of
the periodic table in
terms of the elements
with common properties
(groups/families) and
repeating properties
(periods).
classify elements as
metals, nonmetals,
metalloids, and noble
gases according to their
location on the Periodic
Table.
Strategic Thinking
F
Assessment
3.1
3.4
3.5
4.1
Recreation of Mendeleev’s
Periodic Table Lab
Scoring guide for lab
report
Ch 6 Chemlab—Properties of
representative elements
Rubric from Glencoe
Matter property scramble activity
Accuracy check on
completed scramble
G
distinguish between
physical and chemical
changes in matter
2.1
3.1
4.1
Skill/Concept
Properties of
objects and
states of matter
can change
chemically
and/or
physically
5
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Chemical
bonding is
the
combining
of different
pure
substances
(elements,
compounds)
to form new
substances
with
different
properties.
Students will:
describe how the valence
electron configuration
determines how atoms
interact and may bond.
Construct electron configurations
Teacher checklist
predict the reaction rates of
different substances based on
their properties (examples—
concentrations of reactants,
pressure, temperature, state
of matter, surface area, type
of reactant material).
Minilab 8 comparing melting points and ch
l6 launch lab—“Accelerating a Reaction”
Lab performance and
accuracy of written lab
report
Student modeling and edible bonding lab
Lab performance and
accuracy check
Lab safety posters
Class presentation and
poster rubric
compare and contrast the
types of chemical bonds
(examples—ionic, covalent).
identify the consequences of
different types of reactions
(examples—
oxidation/reduction reactions
such as combustion,
acid/base reactions) to
humans and human activity.
2.1
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
4.1
Recall
Skill/Concept
H
Assessment
6
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Mass is
conserved
during any
physical or
chemical
change
Students will:
compare the mass of the
reactants to the mass of
the products in a
chemical reaction or
physical change as
support for the Law of
Conservation of Mass.
recognize whether the
number of atoms of the
reactants and products in
a chemical equation are
balanced.
2.1
3.1
3.4
3.7
4.1
Recall
Strategic Thinking
I
Assessment
7
Glencoe concepts in motion
animation
Verbal student
feedback
Individual whiteboard practice
Accuracy check
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
A
Students will:
differentiate between thermal
energy (the total internal energy
of a substance which is
dependent upon mass), heat
(thermal energy that transfers
from one object or system to
another due to a difference in
temperature), and temperature
(the measure of average kinetic
energy of molecules or atoms in
a substance).
recognize chemical energy as the
energy stored in the bonds
between atoms in a compound.
describe the relationship among
wavelength, energy, and
frequency as illustrated by the
electromagnetic spectrum.
2.1
3.1
3.4
3.7
4.1
Recall
Skill/Concept
Strategic Thinking
Forms of
energy have
a source, a
means of
transfer
(work and
heat), and a
receiver.
describe sources and common
uses of different forms of energy
(examples—chemical, nuclear,
thermal, mechanical,
electromagnetic).
8
Making a cold pack lab
Accuracy check
Calorimetry of junk foods lab
Lab performance and
written lab report
checked for accuracy
Flame test lab
Performance
evaluation and
accuracy check
Students research and construct
posters of US energy use from 1800
to present noting consequences and
trends
Classroom
feedback/consensus
regarding
consequences
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
identify and evaluate
advantages/disadvantages
of using various sources
of energy (examples
wind, solar, geothermal,
hydroelectric, fossil fuel)
for human activity.
describe the effect of
Forms of
different frequencies of
energy have electromagnetic waves
a source, a on the Earth and living
organisms (examples—
means of
radio, infrared, visible,
transfer
(work and ultraviolet, gamma,
heat), and a cosmic rays).
receiver.
Recall
Strategic Thinking
A
2.1
3.1
3.4
3.7
4.1
interpret examples
(examples—land and sea
breezes, home heating,
plate tectonics) of heat
transfer as convection,
conduction, or radiation.
9
Newspaper articles/ads promoting
student’s choice of energy
Scoring rubric
Creative fictional writing—“SciFi” paper
Peer assessment with
voting
Individual whiteboard practice
Accuracy check
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
B
Students will:
D
Teacher demonstration of
endothermic and exothermic
reactions using Epsom salt and
anhydrous borax
3.5
4.1
Recall
describe evidence of
energy transfer and
Chemical
transformations that
reactions
occur during
involve changes exothermic and
in the bonding endothermic reactions.
of atoms with
the release or
absorption of
energy.
10
Check of student
journal and additional
classroom discussion
Science: Chemistry (10th -12th Grade)
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems.
E
Nuclear energy
is a major
source of
energy
throughout the
universe.
Measurable Learner
Objective
Process
Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
Ch 24 minilab—model radioactive
decay with pennies and shoebox
Lab performance and
accuracy check of
decay graphs
Oral debate of nuclear power
plants
Oral debate rubric
Teacher demonstrates book drop
and burning splint—students
create diagrams of energy
transformation.
Classroom discussion
and accuracy check
of diagrams
The life of petroleum research and
short story
Story rubric
Students will:
describe how changes in the
nucleus of an atom during a
nuclear reaction
(examples—nuclear decay,
fusion, fission) result in
emission of radiation.
identify the role of nuclear
energy as it serves as a
source of energy
(examples—source of
electromagnetic radiation,
nuclear power plants, etc.)
3.1
3.4
3.7
4.1
Skill/Concept
Strategic Thinking
Concepts
F
explain how energy can
be transferred (absorbed
or released) or
transformed between and
within systems as the
total amount of energy
remains constant
(example—Law of
Conservation of Energy).
2.1
3.5
3.7
4.1
Recall
Skill/Concept
Energy can
change from
one form to
another within
and between
systems, but the
total amount
remains the
same.
describe the
transformations that
occur as energy changes
from kinetic to potential
within a system.
11
Science: Chemistry (10th -12th Grade)
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Scientific
inquiry
includes the
ability of
students to
formulate a
testable
question and
explanation,
and to select
appropriate
investigative
methods in
order to
obtain
evidence
relevant to
the
explanation.
Students will:
formulate testable
questions and
hypotheses.
analyze an experiment,
identify the components
and explain their
importance to the design
of a valid experiment.
design and conduct a
valid experiment.
recognize it is not
always possible, for
practical or ethical
reasons, to control some
conditions (examples—
when sampling or
testing humans, when
observing animal
behaviors in nature).
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
2.1
Extended Thinking
A
12
See rationale
Science: Chemistry (10th -12th Grade)
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Scientific
inquiry
includes the
ability of
students to
formulate a
testable
question and
explanation,
and to select
appropriate
investigative
methods in
order to
obtain
evidence
relevant to
the
explanation.
Students will:
acknowledge some scientific
explanations cannot be tested
using the standard
experimental “scientific
method” due to the limits of
the laboratory environment,
resources, and/or
technologies.
acknowledge there is no
fixed procedure called the
“scientific method”, but that
some investigations involve
systematic observations,
carefully collected and
relevant evidence, logical
reasoning, and some
imagination in developing
hypotheses and other
explanations.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
2.1
Extended Thinking
A
evaluate the design of an
experiment and make
suggestions for reasonable
improvements.
13
See rationale
Science: Chemistry (10th -12th Grade)
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
B
Students will:
make qualitative and
quantitative observations
using the appropriate
senses, tools, and
equipment to gather data.
Scientific
inquiry relies
upon
gathering
evidence
from
qualitative
and
quantitative
observations.
determine the appropriate
tools and techniques to
collect, analyze, and
interpret data.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
2.1
Extended Thinking
measure length, mass,
volume, force,
temperature, and time to a
specific unit using the SI
system.
calculate the range,
average/mean, percent,
and ratios for sets of data.
recognize observation is
biased by the experiences
and knowledge of the
observer.
14
See rationale
Science: Chemistry (10th -12th Grade)
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
analyze experimental data
to determine results.
Evidence is used
to formulate
identify the possible effects
explanations.
of errors in observations,
measurements, and
calculations, on the validity
and reliability of data and
resultant explanations
(conclusions).
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
2.1
Extended Thinking
Students will:
use quantitative and
qualitative data as support
for reasonable explanations
(conclusions).
See rationale
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
2.1
Extended Thinking
C
See rationale
D
Scientific
inquiry includes
evaluation of
explanations
(hypotheses,
laws, theories)
in light of
scientific
principles
(understandings)
analyze whether
evidence (data) and
scientific principles
support proposed
explanations
(hypotheses, laws,
theories).
evaluate the
reasonableness of an
explanation
(conclusions).
15
Science: Chemistry (10th -12th Grade)
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
communicate the
procedures and results
of investigations and
explanations through:
a. oral presentations
b. drawings and maps
c. data tables
d. graphs
e. equations and
writing.
The nature of
science relies
upon
communicate and
communication defend a scientific
of results and argument.
justification of
explanations.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.10
2.1
Extended Thinking
E
16
See rationale
B
Advances in
technology
often result in
improved data
collection and
an increase in
scientific
information.
Students will:
recognize the
relationships linking
technology and science
(examples—how
technological problems
may create a demand
for new science
knowledge, how new
technologies make it
possible for scientists
to extend research and
advance science).
Extended Thinking
Science: Chemistry (10th -12th Grade)
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
2.4
2.7
4.1
See rationale
Technological
solutions to
problems often
have drawbacks
as well as
benefits.
identify and evaluate
the drawbacks and
benefits of
technological solutions
to a given problem
Extended Thinking
C
2.4
2.7
4.1
17
See rationale
Assessment
Science: Chemistry (10th -12th Grade)
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
B
Scientific
theories are
developed
based on the
body of
knowledge that
exists at any
particular time
and must be
rigorously
questioned and
tested for
validity.
recognize gender and
ethnicity of scientists often
influence the questions
asked and/or the methods
used in scientific research
and may limit or advance
science knowledge and/or
technology.
identify and describe
how explanations
(hypotheses, laws,
theories) of scientific
phenomena have
changed over time as a
result of new evidence.
Extended Thinking
People of
different gender
and ethnicity
have
contributed to
scientific
discoveries and
the invention of
technological
innovations.
Students will:
recognize contributions to
science are not limited to
the work of one particular
group, but are made by a
diverse group of scientists
representing various ethnic
and gender groups.
2.4
2.7
4.1
2.4
2.7
4.1
Extended Thinking
A
18
See rationale
See rationale
Assessment
Science: Chemistry (10th -12th Grade)
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 3: Science and technology affect, and are affected by, society.
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Students will:
identify and describe
major scientific
Social, political, technological challenges
to society and their
economic,
ramifications for public
ethical and
policy.
environmental
factors strongly
influence, and
are influenced
by, the direction
of progress of
science and
technology.
Extended Thinking
B
Instructional Strategies/Student
Activities/Resources
2.4
2.7
4.1
analyze and evaluate the
social, political,
economic, ethical, and
environmental factors
affecting progress toward
meeting major scientific
and technological
challenges.
See rationale
C
identify the ethical issues
involved in
experimentation.
Extended Thinking
Scientific ethics
require that
scientists must
not knowingly
subject people
or the
community to
health or
property risks
without their
knowledge and
consent.
identify and evaluate the
need for informed consent
in experimentation.
2.4
2.7
4.1
identify and evaluate the
role of models as an ethical
alternative to direct
experimentation.
19
See rationale
Assessment
D
Scientific
information
is presented
through a
number of
credible
sources, but
is at times
influenced
in such a
way to
become
noncredible.
Students will:
evaluate a given source
for it scientific
credibility (examples—
articles in a new
periodical quoting an
“eye witness”, a scientist
speaking within or
outside his/her area of
expertise).
explain why accurate
record-keeping,
openness, and
replication are essential
for maintaining an
investigator’s credibility
with other scientists and
society.
2.4
2.7
4.1
Extended Thinking
Science: Chemistry (10th -12th Grade)
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 3: Science and technology affect, and are affected by, society.
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
20
Instructional Strategies/Student
Activities/Resources
See rationale
Assessment