BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 1: Introduction to Chemistry
Science & Engineering Practices: Planning & Carrying Out Investigations
Essential Questions: What methods/processes do scientists use to conduct safe laboratory investigations? What mathematical processes can be used to describe
accuracy and precision during laboratory investigations? How can scientific curiosity apply to and improve the world around us?
TIMELINE
NJSLS
1 Day
HS-ETS1-2
RI.11-12.7,8,9
MP.2, 4
SKILLS/CONTENT
OBJECTIVES
Lesson: Introduction to the Science
of Chemistry


TEACHER’S
GUIDE
Teacher Text pgs. 4-19
Student Text: pgs. 4-19
HS-ETS1-2
RI.11-12.7,8,9
MP.2, 4
Lesson: Introduction to Laboratory
Safety


Homework
Exit Ticket
Teacher Resource Guide
Text pgs. 4-19
Laboratory Safety Test (In
Curriculum Guide)
Student Text: pg. 4-19
 Flinn Safety video
 POGIL Activity
“Fundamentals of
Experimental
Design” Student
Activity (In
Curriculum Guide)


Homework
Exit Ticket
1 Day
HS-PS1-3
RI.11-12.1
WHST.912.7,9
W.11-12.8
N-Q.A.1,3
Teacher Text pgs. 4-19
Laboratory Safety Quiz (In
Curriculum Guide)
 Calculators
 LAB- “Density”
with listed
materials (In
Curriculum Guide)


Homework
Exit Ticket



Obj.: SWBAT
 Identify the locations of safety
equipment in the lab.
 Identify pieces of equipment and
infer their use.
Lesson: Precision & Accuracy in
Measurement
Obj.: SWBAT
 Demonstrate proper technique in
measuring Mass and Volume.
 Compare various methods of
measurement in terms of
Accuracy and Precision.




ASSESSMENTS
POGIL Activity
“Safety First”
Student Activity
(In Curriculum
Guide)
Ch. 1 Study
Guide (In
Curriculum
Guide)
Obj.: SWBAT
 Define Chemistry
 Understand why we study
chemistry
 Comprehend expectations for
Honors Chemistry
½ Day
MATERIALS
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 1: Introduction to Chemistry
Science & Engineering Practices: Planning & Carrying Out Investigations
Essential Questions: What methods/processes do scientists use to conduct safe laboratory investigations? What mathematical processes can be used to describe
accuracy and precision during laboratory investigations? How can scientific curiosity apply to and improve the world around us?
TIMELINE
NJSLS
½ Day
HS-PS1-3
RI.11-12.1
WHST.912.7,9
W.11-12.8
N-Q.A.1,3
1 Day
HS-ETS1-2
RI.11-12.7,8,9
MP.2, 4
TEACHER’S
GUIDE
SKILLS/CONTENT
OBJECTIVES
Lesson: Golden Penny Lab
Obj.: SWBAT
 Research topics of personal
interest for the Science Fair.
 Research Science Fair Projects in
media center or on Laptops.
ASSESSMENTS

“Golden Penny” Activity
from Living by Chemistry
(In Curriculum Guide)
 Lab- “Golden
Penny” –with
Listed Laboratory
Supplies (In
Curriculum Guide)


Homework
Exit Ticket

“Scientific Method” Chart
(In Curriculum Guide)
 Delaware Valley
Science Fair
materials (To be
distributed by
Science Fair
Coordinator)


Homework
Exit Ticket
Obj.: SWBAT
 Apply Lab Safety Principals.
 Describe Physical and Chemical
Changes of material.
 Use Density as supporting
evidence to determine whether a
new material has been formed.
Lesson: Introduction to the Science
Fair
MATERIALS
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 2: The Structure of the Nucleus
Chapter 4: Atomic Structure
Chapter 25: Nuclear Chemistry
Essential Questions: How do scientists explain and model changes to the nucleus? What mathematical models can we use to describe changes in the nucleus?
How do nuclear interactions produce new elements and energy?
TIMELINE
NJSLS
1 Day
HS-PS1-8
MP.4
N-Q.A.1,2,3
1 Day
HS-PS1-8
MP.4
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 4.1: Defining the Atom


Obj.: SWBAT
 Investigate the historical process of
the development of the atom.
 Illustrate an atom using observations.
Lesson 4.2: Structure of the Nuclear
Atom
TEACHER’S
GUIDE
Teacher Text pgs. 90-115
NJCTL “Atomic Structure”
Presentation Slides 63-89
(In Curriculum Guide and
NJCTL Network Folder)
MATERIALS


ASSESSMENTS
Lab – “Modeling the
Atom”
Ch. 4 STUDY GUIDE
(In Curriculum Guide)


Homework
Exit Ticket
Ch. 4 STUDY GUIDE
(In Curriculum Guide)


Homework
Exit Ticket


Homework
Exit Ticket

Teacher Text pgs. 90-115



Teacher Text pgs. 90-115
POGIL Activity “Isotopes”
pgs. 47 – 52 (In Curriculum
Guide)
 Lab – “Isotope Lab”
with listed laboratory
supplies (In Curriculum
Guide)
 POGIL Activity
“Isotopes” Student
Activity (In Curriculum
Guide)
Obj.: SWBAT
 Calculate atomic number and mass.
 Compare and contrast protons
neutrons and electrons.
 Calculate Protons, Neutrons, and
Electrons.
2 Days
HS-PS1-8
MP.4
N-Q.A.1,2,3
Lesson 4.3: Distinguishing among atoms
Obj.: SWBAT
 Identify Isotopes.
 Predict average atomic mass.
 Calculate average atomic mass using
mathematical models.
 Interpret Isotope data from a chart or
graph.
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 2: The Structure of the Nucleus
Chapter 4: Atomic Structure
Chapter 25: Nuclear Chemistry
Essential Questions: How do scientists explain and model changes to the nucleus? What mathematical models can we use to describe changes in the nucleus?
How do nuclear interactions produce new elements and energy?
TIMELINE
NJSLS
1 Day
HS-ESS1-1
HS-ESS1-3
RI.11-12.1
WHST.912.2
SL.11-12.4
MP.2,4
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson: Solar Creation of Elements
Obj.: SWBAT

Examine the chemical compositions
of stars at various ages and use
evidence to create a theory about the
development of elements in stars.

Students will use a HertzsprungRussel Diagram to describe and
illustrate the development of different
types of elements as a result of
nuclear fusion throughout the life
cycle of a star.

Collect evidence from various media
about the composition of the Sun,
planets, and Pluto to develop an
argument on whether or not Pluto
should be considered part of our solar
system.
TEACHER’S
GUIDE


Hertzsprung-Russell
Diagram articles and
activities
Planet composition
information articles
MATERIALS
 Hertzsprung-Russel Lab
(In Curriculum Guide)
 “Is Pluto OUR planet?”
Lab (In Curriculum
Guide)
ASSESSMENTS


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 2: The Structure of the Nucleus
Chapter 4: Atomic Structure
Chapter 25: Nuclear Chemistry
Essential Questions: How do scientists explain and model changes to the nucleus? What mathematical models can we use to describe changes in the nucleus?
How do nuclear interactions produce new elements and energy?
TIMELINE
NJSLS
1 Day
HS-PS1-8
MP.4
N-Q.A.1,2,3
1 Day
1 Day
HS-PS1-8
MP.4
N-Q.A.1,2,3
HS-PS1-8
HS-ESS-1-6
MP.4
N-Q.A.1,2,3
TEACHER’S
GUIDE
SKILLS/CONTENT
OBJECTIVES
Lesson 25.1: Nuclear Radiation
Obj.: SWBAT
 Identify the products of a nuclear
reaction.
 Solve nuclear equations.
Lesson 25.2: Nuclear Transformations
Obj.: SWBAT
 Complete decay series for radioactive
elements.
 Estimate the half-life of a substance
using graphs and other reference
materials.
Lesson 25.3,4: Fission and Fusion
1 Day
Obj.: SWBAT
 Use resources about planetary
composition and radiometric data to
determine relative age of rocks and to
date Earth’s approximate formation in
the solar system.
 Differentiate between Fission and
Fusion.
Unit 2 Review
1 Day
Unit 2 District Test
MATERIALS
ASSESSMENTS


Teacher Text pgs. 818-843
“Nuclear Decay”-notes (In
Curriculum Guide)

Ch. 25 Study guide (In
Curriculum Guide)


Homework
Exit Ticket


Teacher Text pgs. 818-843
“Nuclear Decay”-notes (In
Curriculum Guide)

Lab- “Graphing Halflife” -with Listed
Laboratory Supplies
(In Curriculum Guide)


Homework
Exit Ticket


 Activity: “Radiometric
dating and rock-age” (In
Curriculum Guide)


Homework
Exit Ticket

Teacher Text pgs. 818-843
“Nuclear Decay”-notes (In
Curriculum Guide)
Radiometric dating article

Test prep
Unit 2 District Test
(In Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 3: Properties of the Periodic Table
Chapter 2: Matter and Change
Chapter 5: Electrons in Atoms
Essential Questions: How do patterns in the periodic table help scientists identify the properties of elements? How can we model the movement of electrons in
atoms? How do scientists identify emission spectra characteristics?
TIMELINE
NJSLS
1Day
HS-PS1-1
HS-ESS1-2
RST.9-10.7
RI.11-12.1
A-CED.A.2
MP.2
WHST.9-12.2
N-Q.A.1,2,3
A-SSE.A.1,23
1 Day
HS-PS1-1
RST.9-10.7
N-Q.A.1
SKILLS/CONTENT
OBJECTIVES
Lesson 2.1: Properties of Matter


TEACHER’S
GUIDE
Teacher Text pgs. 26-31
POGIL Activity “Electrons
and Light” pgs. 75-82
(In Curriculum Guide)

Teacher Text pgs. 116-140
Obj.: SWBAT

Explain why all samples of a
substance have the same intensive
properties
 Identify the three states of matter
 Classify physical changes
Lesson 5.1: Present Days Atomic
Theory
Obj.: SWBAT

Examine energy sublevels and
orbital within an atom.
 Illustrate how Electron
Configurations relate to the Periodic
Table.
MATERIALS
ASSESSMENTS
 Ch. 2.1 STUDY GUIDE (In
Curriculum Guide)
 Filtration Lab with Listed
Laboratory Supplies (In
Curriculum Guide)


Homework
Exit Ticket



Homework
Exit Ticket

POGIL Activity “Electrons
and Light” Student Activity
(In Curriculum Guide)
Ch. 5 STUDY GUIDE (In
Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 3: Properties of the Periodic Table
Chapter 2: Matter and Change
Chapter 5: Electrons in Atoms
Essential Questions: How do patterns in the periodic table help scientists identify the properties of elements? How can we model the movement of electrons in
atoms? How do scientists identify emission spectra characteristics?
TIMELINE
NJSLS
3 Days
HS-PS1-1
RST.910.7
N-Q.A.1
1 Day
HS-PS1-1
RST.910.7
N-Q.A.1
SKILLS/CONTENT
OBJECTIVES
Lesson 5.2: Electron arrangement in
Atoms


Obj.: SWBAT

Develop a model for electron
configurations.
 Illustrate how Electron Configurations
relate to the Periodic Table.
 Interpret information from the periodic
table and relate it to electron
configurations.
 Predict the electrons configurations of
elements using the periodic table.
Lesson 5.3 Atomic Emission Spectra
Obj.: SWBAT

Explain what causes atomic emission
spectra
 Explain how the frequencies of light are
related to changes in electron energies.
1 Day
Unit 3 Review
1 Day
Unit 3 District Test


TEACHER’S
GUIDE
Teacher Text pgs. 116-140
POGIL Activity “Cracking the
Periodic Table Code”
Pgs. 93-106 (In Curriculum
Guide)
Teacher Text pgs. 116-140
NASA article “How
Astronomers use Spectra to
Learn About the Sun”
MATERIALS





ASSESSMENTS
POGIL Activity “Cracking the
Periodic Table Code” Student
Activity (In Curriculum Guide)
Ch. 5 STUDY GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
NASA article and questions (In
Curriculum Guide)
LAB- Emission Spectrum:
Vernier Lab Quest, SpectroVis
Optical Fiber, and listed
materials (In Curriculum Guide)
Ch. 5 STUDY GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
Unit 3 District Test
(In Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 4: Patterns of the Periodic Table
Chapter 2: Matter and Change
Chapter 6: The Periodic Table
Essential Questions: How do scientists organize elements on the periodic table? How does the periodic table help classify elements? How does the periodic table
help predict properties of the elements?
TIMELINE
NJSLS
1 Day
HS-PS1-1
RST.910.7
N-Q.A.1
1 Day
HS-PS1-1
RST.910.7
N-Q.A.1
SKILLS/CONTENT
OBJECTIVES
Lesson 2.2: Mixtures


Obj.: SWBAT
 Explain how mixtures are classified
 Explain how mixtures are separated
Lesson 6.1: Organizing the Elements
Obj.: SWBAT
 Summarize the steps in the historical
development of the Periodic Table.
 Predict similarities in properties of the
elements by using the Periodic Table.
 Relate an element’s valence electron
structure to its position on the
Periodic Table.


TEACHER’S
GUIDE
Teacher Text pgs. 32-35
ACTIVE CHEMISTRY Text pgs.
187 -189 (Start in class, students
will complete as HW/CW. Due at
end of unit.)
Teacher Text pgs. 148-173.
POGIL Activity “Periodic Trends”
pgs. 107-113 (In Curriculum
Guide)
MATERIALS
ASSESSMENTS
 Ch. 2.2 STUDY GUIDE
(In Curriculum Guide)
 POGIL activity
“Classification of
Matter” (In Curriculum
Guide)


Homework
Exit Ticket
 “Create a Table” Lab (In
Curriculum Guide)
 POGIL activity
“Cracking the Code”
Student Activity (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 4: Patterns of the Periodic Table
Chapter 2: Matter and Change
Chapter 6: The Periodic Table
Essential Questions: How do scientists organize elements on the periodic table? How does the periodic table help classify elements? How does the periodic table
help predict properties of the elements?
TIMELINE
NJSLS
1 Day
HS-PS1-1
RST.910.7
N-Q.A.1
1 Day
HS-PS1-1
RST.910.7
N-Q.A.1
SKILLS/CONTENT
OBJECTIVES
Lesson 6.2: Classifying the Elements

TEACHER’S
GUIDE
Teacher Text pgs. 148-173
Obj.: SWBAT

Relate the position of main group
elements on the periodic table to their
electron configurations.
 Use the periodic table to classify an
element as a metal, non-metal, or
metalloid.
 Compare and contrast the properties
of metals and non-metals.
Lesson 6.3: Periodic Trends
Obj.: SWBAT
 Predict the chemical reactivity of the
main group elements.
 Relate chemical reactivity to electron
configuration and atomic size.

Describe periodic trends for
ionization energy, ionic size, and
electronegativity.
1 Day
Unit 4 Review
1 Day
Unit 4 District Test
MATERIALS

Lab – “Families of
Elements” Kit (In
Curriculum Guide)
“Chem. Chapter
Challenge” (In
Curriculum Guide)


Homework
Exit Ticket
 POGIL activity “Periodic
Trends” Student Activity
(In Curriculum Guide)


Homework
Exit Ticket


Teacher Text pgs. 148-173
ASSESSMENTS
Unit 4 District Test
(In Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 5: Ionic Bonding
Chapter 2: Matter and Change
Chapter 7: Ionic & Metallic Bonding
Chapter 9: Chemical Names and Formulas
Chapter 15: Water and Aqueous Systems
Essential Questions: What models can we use to illustrate how electrons are transferred? What are the major characteristics of ionic bonds? How does the
number of valence electrons affect the chemical behavior of atoms?
TIMELINE
NJSLS
1Day
HS PS1-2
WHST.912.2,5
N-Q.A.1,3
2 Days
2 Days
SKILLS/CONTENT
OBJECTIVES
Lesson 2.3: Elements and Compounds

TEACHER’S
GUIDE
Teacher Text pgs. 36-40
Lesson 7.1: Ions

HS PS1-2
WHST.912.2
N-Q.A.1,3
Lesson 7.2: Ionic Bonds and Ionic
Compounds



Homework
Exit Ticket
Teacher Text pgs. 178-197
 Ch. 7 STUDY
GUIDE (In
Curriculum Guide)
 POGIL activity
“Ions” Student
Activity (In
Curriculum Guide)


Homework
Exit Ticket
Teacher Text pgs. 178-197
 Ch. 7 STUDY
GUIDE (In
Curriculum Guide)
 LAB- “Properties of
Solutions”: Vernier
Lab Quest,
Conductivity Probe,
and listed materials
(In Curriculum
Guide)



Homework
Exit Ticket
MANDATORY
QUIZ “Unit 5 quiz
1”
Obj.: SWBAT
 Determine the number of valence
electrons in an atom
 Identify the atoms of elements that tend
to lose or gain electrons.
 Explain how Anions and Cations form.
Obj.: SWBAT
 Apply ionic charge to writing formulas
for ionic compounds.
 Demonstrate how and why atoms
achieve stability in bonds.
 Examine the conductivity of different
substances.
ASSESSMENTS
 Ch. 2.3 Study Guide
(In Curriculum
Guide)
Obj.: SWBAT
 Explain the difference between an
element and a compound
 Distinguish between a substance and a
mixture
 Describe what chemists use to represent
elements and compounds.
HS PS1-2
WHST.912.2
N-Q.A.1,3
MATERIALS
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 5: Ionic Bonding
Chapter 2: Matter and Change
Chapter 7: Ionic & Metallic Bonding
Chapter 9: Chemical Names and Formulas
Chapter 15: Water and Aqueous Systems
Essential Questions: What models can we use to illustrate how electrons are transferred? What are the major characteristics of ionic bonds? How does the
number of valence electrons affect the chemical behavior of atoms?
TIMELINE
NJSLS
1 Day
HS PS1-2
WHST.912.2
N-Q.A.1,3
1 Day
2 Days
SKILLS/CONTENT
OBJECTIVES
Lesson 7.2: Ionic Bonds and Ionic
Compounds

TEACHER’S
GUIDE
Teacher Text pgs. 178-197


MATERIALS
ASSESSMENTS
 Ch. 7 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
Teacher Text pgs. 178-197



Homework
Exit Ticket
Teacher Text pgs. 178-197
 POGIL activity
“Naming Ionic
Compounds”
Student Activity (In
Curriculum Guide
 Ch. 9 STUDY
GUIDE (In
Curriculum Guide)



Homework
Exit Ticket
MANDATORY
QUIZ “Unit 5 quiz
2”
Obj.: SWBAT

Explain the electrical charge on an
ionic compound
 Describe three properties of ionic
compounds.
HS PS1-2
WHST.912.2
N-Q.A.1,3
Lesson 7.3: Bonding in Metals
HS PS1-2
WHST.912.2
N-Q.A.1,3
Lesson 9.1: Naming Ions
Obj.: SWBAT
 Interpret the electron sea model of
metallic bonding.
 Differentiate between ionic compounds
and metallic compounds.
Obj.: SWBAT
 Explain how to determine the charges
of monatomic ions
 Explain how polyatomic ions differ
from and are similar to monatomic ions
LAB- “Electron
Configuration”:
and listed
materials (In
Curriculum
Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 5: Ionic Bonding
Chapter 2: Matter and Change
Chapter 7: Ionic & Metallic Bonding
Chapter 9: Chemical Names and Formulas
Chapter 15: Water and Aqueous Systems
Essential Questions: What models can we use to illustrate how electrons are transferred? What are the major characteristics of ionic bonds? How does the
number of valence electrons affect the chemical behavior of atoms?
TIMELINE
NJSLS
1 Day
HS PS1-2
WHST.912.2
N-Q.A.1,3
1 Day
1 Day
HS PS1-2
WHST.912.2
N-Q.A.1,3
HS PS1-2
WHST.912.2
N-Q.A.1,3
SKILLS/CONTENT
OBJECTIVES
Lesson 9.2: Naming and Writing
Formulas for Ionic Compounds

TEACHER’S
GUIDE
Teacher Text pgs. 178-197

Teacher Text pgs. 264-269

Teacher Text pgs. 468-476
Obj.: SWBAT
 Apply the rules for naming and writing
formulas for binary and polyatomic
ionic compounds.
Lesson 9.5: The Laws Governing How
Compounds Form
Obj.: SWBAT

List the general guidelines that can
help you write the name and formula of
a chemical compound.
 Explain how the law of the definite
proportions is consistent with Dalton’s
atomic theory.
Lesson 15.2: Homogeneous Aqueous
Solutions
Obj.: SWBAT

Identify the types of substances that
dissolves most readily in water.
 Explain why all ionic compounds are
electrolytes
 Explain why hydrates easily lose and
regain water.
MATERIALS
ASSESSMENTS
 POGIL activity
“Naming Ionic
Compounds”
Student Activity (In
Curriculum Guide
 Ch. 9 STUDY
GUIDE (In
Curriculum Guide)
 POGIL activity
“Polyatomic
Compounds”
Student Activity (In
Curriculum Guide
 Ch. 9 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket


Homework
Exit Ticket
 LAB- “Hydrates”:
and listed materials
(In Curriculum
Guide)
 Ch. 15.2 STUDY
GUIDE (In
Curriculum Guide)



Homework
Exit Ticket
MANDATORY
QUIZ “Unit 5 quiz
3”
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 5: Ionic Bonding
Chapter 2: Matter and Change
Chapter 7: Ionic & Metallic Bonding
Chapter 9: Chemical Names and Formulas
Chapter 15: Water and Aqueous Systems
Essential Questions: What models can we use to illustrate how electrons are transferred? What are the major characteristics of ionic bonds? How does the
number of valence electrons affect the chemical behavior of atoms?
TIMELINE
NJSLS
1 Day
HS PS1-2
WHST.912.2
N-Q.A.1,3
HS PS1-2
WHST.912.2
N-Q.A.1,3
1 Day
SKILLS/CONTENT
OBJECTIVES
Unit 5 Review
Unit 5 District Test
1 Day
Midterm Review
2 Days
Midterm Exam
TEACHER’S
GUIDE
MATERIALS
ASSESSMENTS
Unit 5 District Test
(In Curriculum Guide)
 District
Midterm Exam
(In Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 6: Chemical Reactions
Chapter 2: Lesson 4
Chapter 11: Lesson 1,2,3
Essential Questions: How do scientists apply the Law of Conservation of mass to chemical reactions? What specific properties/characteristics can we use to
classify chemical reactions? How can we find evidence of temperature change during a chemical reaction?
TIMELINE
NJSLS
1 Day
HS PS1-4
HS PS1-6
HS-ESS3-2
RI.11-12.5
N-Q.A.1,2,3
RI.11-12.1
W9-12.7
MP2,4
2 Days
HS PS1-4
HS PS1-6
HS-ESS3-2
RI.11-12.5
N-Q.A.1,2,3
RI.11-12.1
W9-12.7
MP2,4
SKILLS/CONTENT
OBJECTIVES
Lesson 2.4: Chemical Reactions


Obj.: SWBAT

Describe what happens during a
chemical change
 Describe how the mass of the
reactants and the mass of the
products of a chemical reaction
are related.
Lesson 11.1: Describing Chemical
Reactions
Obj.: SWBAT
 Illustrate how to balance chemical
reactions be changing coefficients.
 Use mathematical models to prove
the law of conservation of mass.
 Observe chemical reactions that
illustrate the law of conservation
of mass.

Gather evidence, evaluate, and
present conclusions about systems
of natural resource use and
management.

TEACHER’S
GUIDE
Teacher Text pgs. 43-47
ACTIVE CHEMISTRY
Text pgs. 322 -323 (Start in
class, students will complete
as HW/CW. Due at end of
unit.)
Teacher Text pgs. 316-346
MATERIALS

ASSESSMENTS
“Is recycling
worth it” by
Scientific
American (In
Curriculum
Guide)


Homework
Exit Ticket
 LAB“Conservation of
Mass” with Listed
Laboratory Supplies
(In Curriculum
Guide)
 Ch. 11 STUDY
GUIDE (In
Curriculum Guide)
 “Chapter mini
Challenge” (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 6: Chemical Reactions
Chapter 2: Lesson 4
Chapter 11: Lesson 1,2,3
Essential Questions: How do scientists apply the Law of Conservation of mass to chemical reactions? What specific properties/characteristics can we use to
classify chemical reactions? How can we find evidence of temperature change during a chemical reaction?
TIMELINE
NJSLS
1 ½ Days
HS PS1-4
HS PS1-6
HS-ESS3-2
RI.11-12.5
N-Q.A.1,2,3
RI.11-12.1
W9-12.7
MP2,4
½ Day
HS PS1-4
HS PS1-6
HS-ESS3-2
RI.11-12.5
N-Q.A.1,2,3
RI.11-12.1
W9-12.7
MP2,4
SKILLS/CONTENT
OBJECTIVES
Lesson 11.2: Types of Chemical
Reactions

TEACHER’S
GUIDE
Teacher Text pgs. 316-346

Teacher Text pgs. 316-346
Obj.: SWBAT

Distinguish among the six major
types of chemical reactions.
 Classify a reaction as belonging to
one of the six major types.
 Predict the results of chemical
reactions.
Lesson 11.3: Reactions in Aqueous
Solutions
Obj.: SWBAT
 Demonstrate factors that influence
the direction of a reaction.
 Classify factors that influence the
rate of a reaction.
 Differentiate between
Endothermic and Exothermic
reactions.
MATERIALS
ASSESSMENTS
 Ch. 11 STUDY
GUIDE (In
Curriculum Guide)
 POGIL activity
“Types of Chemical
Reactions” Student
Activity (In
Curriculum Guide)


Homework
Exit Ticket
 LAB- “Reactivity
of Metals” with
Listed Laboratory
Supplies (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 6: Chemical Reactions
Chapter 2: Lesson 4
Chapter 11: Lesson 1,2,3
Essential Questions: How do scientists apply the Law of Conservation of mass to chemical reactions? What specific properties/characteristics can we use to
classify chemical reactions? How can we find evidence of temperature change during a chemical reaction?
TIMELINE
NJSLS
1 Day
SKILLS/CONTENT
OBJECTIVES
Unit 6 Review
1 Day
Unit 6 District Test
TEACHER’S
GUIDE
MATERIALS
ASSESSMENTS
Unit 6 District Test
(In Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 7: Mole Calculations
Chapter 3: Lesson 3
Chapter 10: Lessons 1,2,3
Chapter 12: Lessons 1,2,3
Essential Questions: How do scientists quantify the changes atoms experience during a chemical reaction? What mathematical models can we use to show that
mass is conserved during a chemical reaction? How can we change a chemical reaction to affect the quantity of products?
TIMELINE
NJSLS
1 Day
HS PS1-7
MP.2
N-Q.A.1,2,3
2 Days
1 Day
HS PS1-7
MP.2
N-Q.A.1,2,3
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 3.3: Solving Conversion
Problems
Obj.: SWBAT

Explain what happens when a
measurement is multiplied by a
conversion factor.
 Describe the kinds of problems
that can be easily solved using
dimensional analysis.
Lesson 10.1: The Mole; A
measurement of matter.
Obj.: SWBAT
 Convert among the count, mass,
and volume of something.
 Explain how chemists count the
number of atoms, molecules, or
formula units of a substance.
 Determine the molar mass
Lesson 10.2: Mole Relationships
Obj.: SWBAT

Describe how to convert the
mass of a substance to the
number of moles of a substance,
and moles to mass.
 Convert the volume of a gas at
STP to the number of moles of
the gas.

TEACHER’S
GUIDE
Teacher Text pgs. 78-83


MATERIALS
ASSESSMENTS
 Ch. 3.3 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
Teacher Text pgs. 278-306
 Ch. 10 STUDY
GUIDE (In
Curriculum Guide)
 LAB- “Counting by
Weighing” with
listed materials (In
Curriculum Guide)



Homework
Exit Ticket
MANDATORY
QUIZ “Unit 7 Quiz
1” (In Curriculum
Guide)
Teacher Text pgs. 278-306
 Ch. 10 STUDY
GUIDE (In
Curriculum Guide)
 POGIL activity
“Relative Mass and
the Mole” Student
Activity (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 7: Mole Calculations
Chapter 3: Lesson 3
Chapter 10: Lessons 1,2,3
Chapter 12: Lessons 1,2,3
Essential Questions: How do scientists quantify the changes atoms experience during a chemical reaction? What mathematical models can we use to show that
mass is conserved during a chemical reaction? How can we change a chemical reaction to affect the quantity of products?
TIMELINE
NJSLS
2 Days
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 10.3: Percent Composition and
Chemical Formulae

TEACHER’S
GUIDE
Teacher Text pgs. 278-306

Teacher Text pgs. 354-387

Teacher Text pgs. 354-387
Obj.: SWBAT

Calculate the percent by mass
of an element in a compounds
 Calculate the empirical formula
of a compound
 Distinguish between empirical
and molecular formulae.
1 Day
2 Days
HS PS1-7
MP.2
N-Q.A.1,2,3
HS PS1-7
MP.2
N-Q.A.1,2,3
Lesson 12.1: The Arithmetic of
Equations
Obj.: SWBAT

Describe how chemists use
balanced reactions
 Describe the quantities you can
use to interpret a balanced
equation.

Lesson 12.2: Chemical Calculations
Obj.: SWBAT
 Explain how mole ratios are
used in chemical calculations
 Explain the general procedure
for solving a stoichiometric
problem.
MATERIALS
ASSESSMENTS
 Ch. 10 STUDY
GUIDE (In
Curriculum Guide)
 LAB- “Empirical
Formula
Determination” with
listed materials (In
Curriculum Guide)
 POGIL activity
“Mole Ratios”
Student Activity (In
Curriculum Guide)
 Ch. 12 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket



Homework
Exit Ticket
MANDATORY
QUIZ “Unit 7 Quiz
2” (In Curriculum
Guide)
 Ch. 12 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 7: Mole Calculations
Chapter 3: Lesson 3
Chapter 10: Lessons 1,2,3
Chapter 12: Lessons 1,2,3
Essential Questions: How do scientists quantify the changes atoms experience during a chemical reaction? What mathematical models can we use to show that
mass is conserved during a chemical reaction? How can we change a chemical reaction to affect the quantity of products?
TIMELINE
NJSLS
2 Days
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 12.3: Limiting Reagent and
Percent Yield
Obj.: SWBAT
 Explain how the amount of
product in a reaction is affected
by an insufficient quantity of
any of the reactants
 Explain what the percent yield
of a reaction measures.
1 Day
Unit 7 Review
1 Day
Unit 7 District Test

TEACHER’S
GUIDE
Teacher Text pgs. 354-387
MATERIALS
 Ch. 12 STUDY
GUIDE (In
Curriculum Guide)
 POGIL activity
“Limiting and
Excess Reagents”
Student Activity (In
Curriculum Guide)
 LAB- “Quantitative
Analysis” with listed
materials (In
Curriculum Guide)
ASSESSMENTS



Homework
Exit Ticket
MANDATORY
QUIZ “Unit 7 quiz
3” (In Curriculum
Guide)
Unit 7 District Test

(In Curriculum
Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 8: Covalent Bonding & Covalent Molecules
Chapter 8: Lessons 1,2,3,4
Chapter 9: Lesson 3
Chapter 15: Lesson 1
Essential Questions: How do scientists describe and model the interactions between atoms in molecules? How do we use the HONC rule to illustrate the bonds
between atoms? How does the shape of a molecule affect its macro scale behavior?
TIMELINE
NJSLS
1 Day
HS-ESS2-3,4
RI.11-12.1
MP.2,4
N-Q.A.2,3
SL.11.5
1 Day
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson: Energy Transfer Inside the
Earth
Obj.: SWBAT
 Apply Conservation of Energy to
Energy transfers in the following
systems
- Within the Earth’s layers
- Between the Earth’s systemshydrological, meteorological,
geological, etc.
- From the solar system to the earth
 Distinguish and describe differences
between energy input, output, and
storage systems on earth
Lesson 8.1: Molecular Compounds
Obj.: SWBAT

Identify the information a
molecular formula provides
 Describe the representative units
that define molecular compounds
and ionic compounds




TEACHER’S
GUIDE
“Layers of the Earth”
Activity & Guide (In
Curriculum Guide)
“Systems of the Earth”
Activity & Guide (In
Curriculum Guide)
Teacher Text pgs.204-207
ACTIVE CHEMISTRY
Text pgs. 500-501 (Start in
class, students will complete
as HW/CW. Due at end of
unit.)
MATERIALS

ASSESSMENTS
“Layers of the
Earth” Activity &
Guide (In
Curriculum
Guide)
“Systems of the
Earth” Activity &
Guide (In
Curriculum
Guide)


Homework
Exit Ticket
 Ch. 8 STUDY
GUIDE (In
Curriculum Guide)
 LAB“Chromatography”
with listed materials
(In Curriculum
Guide)


Homework
Exit Ticket

BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 8: Covalent Bonding & Covalent Molecules
Chapter 8: Lessons 1,2,3,4
Chapter 9: Lesson 3
Chapter 15: Lesson 1
Essential Questions: How do scientists describe and model the interactions between atoms in molecules? How do we use the HONC rule to illustrate the bonds
between atoms? How does the shape of a molecule affect its macro scale behavior?
TIMELINE
NJSLS
2 Days
HS PS1-7
MP.2
N-Q.A.1,2,3
1 Day
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 8.2: Nature of Covalent Bonding

TEACHER’S
GUIDE
Teacher Text pgs.204-207

Teacher Text pgs.204-207
Obj.: SWBAT

Explain the result of electron
sharing in covalent bonds,
 Describe how coordinate covalent
bonds are different from other
covalent bonds
 Identify some exceptions to the
octet rule
 Explain how the strength of a
covalent bond is related to its
bond dissociation energy.
 Describe how resonance structures
are used.
Lesson 8.3: Bonding Theories
Obj.: SWBAT
 Describe the relationship between
atomic and molecular orbitals
 Describe how VSEPR theory
helps predict the shapes of
molecules
MATERIALS
ASSESSMENTS
 Ch. 8 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
 POGIL activity
“Molecular
Geometry” Student
Activity (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 8: Covalent Bonding & Covalent Molecules
Chapter 8: Lessons 1,2,3,4
Chapter 9: Lesson 3
Chapter 15: Lesson 1
Essential Questions: How do scientists describe and model the interactions between atoms in molecules? How do we use the HONC rule to illustrate the bonds
between atoms? How does the shape of a molecule affect its macro scale behavior?
TIMELINE
NJSLS
2 Days
HS PS1-7
MP.2
N-Q.A.1,2,3
1 Day
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 8.4: Polar Bonds and Molecules


Obj.: SWBAT
 Describe how electronegativity
values determine the charge
distribution in a polar molecule.
 Evaluate the strengths of
intermolecular attractions
compared with the strengths of
ionic and covalent bonds.
 Explain why the properties of
covalent compounds are so
diverse.
Lesson 9.3: Naming and writing
formulas for molecular compounds
Obj.: SWBAT
 Apply the rules for naming and
writing formulas for binary
molecular compounds.

TEACHER’S
GUIDE
Teacher Text pgs.204-207
ACTIVE CHEMISTRY
Text pgs. 500-501 (Start in
class, students will complete
as HW/CW. Due at end of
unit.)
Teacher Text pgs.256 -259
MATERIALS
ASSESSMENTS
 “Polar bears and
penguins” Activity
(In Curriculum
Guide)
 “Chapter mini
Challenge” (In
Curriculum Guide)


Homework
Exit Ticket
 POGIL activity
“Naming Molecular
Compounds”
Student Activity (In
Curriculum Guide)
 Ch. 9 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 8: Covalent Bonding & Covalent Molecules
Chapter 8: Lessons 1,2,3,4
Chapter 9: Lesson 3
Chapter 15: Lesson 1
Essential Questions: How do scientists describe and model the interactions between atoms in molecules? How do we use the HONC rule to illustrate the bonds
between atoms? How does the shape of a molecule affect its macro scale behavior?
TIMELINE
NJSLS
1 Day
HS PS1-7
MP.2
N-Q.A.1,2,3
SKILLS/CONTENT
OBJECTIVES
Lesson 15.1: Water and its Properties
Obj.: SWBAT

Identify the factor that causes the
high surface, low vapor pressure,
and high boiling point of water.
 Describe the structure of ice
1 Day
Unit 8 Review
1 Day
Unit 8 District Test

TEACHER’S
GUIDE
Teacher Text pgs. 462-467
MATERIALS
 Ch. 15 STUDY
GUIDE (In
Curriculum Guide)
 LAB- “Names and
Formulas” with
listed materials (In
Curriculum Guide)
ASSESSMENTS


Homework
Exit Ticket
Unit 8 District Test
(In Curriculum Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 8: Covalent Bonding & Covalent Molecules
Chapter 8: Lessons 1,2,3,4
Chapter 9: Lesson 3
Chapter 15: Lesson 1
Essential Questions: How do scientists describe and model the interactions between atoms in molecules? How do we use the HONC rule to illustrate the bonds
between atoms? How does the shape of a molecule affect its macro scale behavior?
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 9: Particle Motion in Solids, Liquids, and Gases
Chapter 13: Lessons 1,2,3,4
Chapter 14: Lessons 1,2,3
Essential Questions: How do scientists define and model the behavior of molecules in motion? What mathematical models can we use to describe the motion of
particles? How do the molecules in solids, liquids and gases react to temperature change?
TIMELINE
NJSLS
½ Day
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
½ Day
½ Day
SKILLS/CONTENT
OBJECTIVES
Lesson 13.1: Nature of Gases


Obj.: SWBAT

Describe the three assumptions
of the kinetic theory as it applies
to gases.
 Interpret gas pressure in terms of
kinetic theory
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
Lesson 13.2: Nature of Liquids
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
Lesson 13.3: Nature of Solids
TEACHER’S
GUIDE
Teacher Text pgs. 396-400
ACTIVE CHEMISTRY
Text pgs. 680-681 (Start in
class, students will complete
as HW/CW. Due at end of
unit.)
ASSESSMENTS
 Ch. 13 STUDY
GUIDE (In
Curriculum Guide)


Homework
Exit Ticket

Teacher Text pgs. 401- 406
 LAB- Determining
Melting
Temperature:
Vernier Lab Quest,
Melt Station, and
listed materials (In
Curriculum Guide)


Homework
Exit Ticket

Teacher Text pgs. 407 - 410



Homework
Exit Ticket
Obj.: SWBAT

Identify the factors that
determine physical properties of
a liquid.
 Define evaporation in terms of
kinetic energy
 Identify the condition under
which boiling occurs.
Obj.: SWBAT

Describe how the structures and
properties of solids are related
 Identify the factors that
determine the shape of a crystal
MATERIALS
Ch. 13 STUDY
GUIDE (In
Curriculum
Guide)
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 9: Particle Motion in Solids, Liquids, and Gases
Chapter 13: Lessons 1,2,3,4
Chapter 14: Lessons 1,2,3
Essential Questions: How do scientists define and model the behavior of molecules in motion? What mathematical models can we use to describe the motion of
particles? How do the molecules in solids, liquids and gases react to temperature change?
TIMELINE
NJSLS
½ Day
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
1 Day
1 Day
SKILLS/CONTENT
OBJECTIVES
Lesson 13.3: Nature of Solids

TEACHER’S
GUIDE
Teacher Text pgs. 407 - 410
Obj.: SWBAT

Describe how the structures and
properties of solids are related
 Identify the factors that
determine the shape of a crystal
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
Lesson 13.4: Changes of State
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
Lesson 14.1: Properties of Gases



Teacher Text pgs. 411 – 414
Obj.: SWBAT

Identify the conditions necessary
for sublimation
 Determine how the conditions at
which phases are in equilibrium
are represented on a phase
diagram.
Obj.: SWBAT

Explain why gases are easier to
compress than solids or liquids.
 Describe the three factors that
affect gas pressure.
MATERIALS



Teacher Text pgs. 422-426

ASSESSMENTS
Ch. 13 STUDY
GUIDE (In
Curriculum
Guide)
LAB- “Changes
of State” with
listed materials
(In Curriculum
Guide)


Homework
Exit Ticket
Ch. 13 STUDY
GUIDE (In
Curriculum
Guide)
“Chapter mini
Challenge” (In
Curriculum
Guide)


Homework
Exit Ticket
Ch. 14 STUDY
GUIDE (In
Curriculum
Guide)


Homework
Exit Ticket
BRIDGETON PUBLIC SCHOOLS
Honors Chemistry
Pacing Guide
Unit 9: Particle Motion in Solids, Liquids, and Gases
Chapter 13: Lessons 1,2,3,4
Chapter 14: Lessons 1,2,3
Essential Questions: How do scientists define and model the behavior of molecules in motion? What mathematical models can we use to describe the motion of
particles? How do the molecules in solids, liquids and gases react to temperature change?
TIMELINE
NJSLS
1 Day
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
1 Day
HS PS1-3
HS PS2-6
RI.11-12.1
N-Q.A.1,2,3
WHST.9.12.7
SKILLS/CONTENT
OBJECTIVES
Lesson 14.2: The gas Laws

TEACHER’S
GUIDE
Teacher Text pgs. 427-440

Ch. 14 STUDY
GUIDE (In
Curriculum
Guide)


Homework
Exit Ticket

Teacher Text pgs. 441 - 447

Ch. 14 STUDY
GUIDE (In
Curriculum
Guide)


Homework
Exit Ticket
MATERIALS
Obj.: SWBAT
 Explain why gases are easier to
compress than solids or liquids.
 Describe the three factors that
affect gas pressure.
Lesson 14.3: Ideal Gases
Obj.: SWBAT

Calculate the amount of a
contained gas when the pressure,
volume, and temperature are
specified.
 Determine the conditions under
which real gases are most likely
to differ from ideal gases.
1 Day
Unit 9 Review
1 Day
Unit 9 District Test
2 Days
FINAL EXAM REVIEW
2 Days
FINAL EXAM
ASSESSMENTS
Unit 9 District Test
 (In Curriculum Guide)
Honors Chemistry
Final Exam (In
Curriculum Guide)