Greeley-Evans School District 6 Grade Reaction Chemistry Curriculum Guide Theme: Unit I: Chemical Bonding Timeline: 4 weeks

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1 Greeley-Evans School District 6 Grade Reaction Chemistry Curriculum Guide Theme: Unit I: Chemical Bonding Timeline: 4 weeks Inquiry Questions: (From the standards document) How can various substances be classified as ionic or covalent compounds? What role do electrons play in different types of chemical bonds? What is responsible for holding metal atoms together in a metallic substance or alloys. Technical Vocabulary: Academic: classify, develop, communicate, justify, support, gather, analyze, interpret, predict, describe, Content: ions, ionic compounds, valence electrons, formula unit, molecule, covalent bond, diatomic molecule, metals, metallic bonding, electron, electrical conductivity, malleable, ductile, brittle, shared pair, single, double and triple bond, electron dot structure, cations, ions, octet rule Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.4: Atoms bond in different ways to form molecules and compounds that have definite properties. Academic Vocabulary: Greeley-Evans School District 6 Page 1 of 11

2 Evidence Outcomes Students will... Guiding Questions Factual Conceptual Students will be able to..(1.4.a) develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding. Students will be able to..(1.4.b) gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, ph, and conductivity. Students will be able to..(1.4.c) use characteristic physical and chemical properties to develop predictions and supporting claims about compounds' classification as ionic, polar or covalent. Students will be able to..(1.4.d) describe the role electrons play in atomic bonding. Students will be able to..(1.4.e) predict the type of bonding that will occur among elements based on their position in the periodic table What are valence electrons? What is the octet rule? What is the relationship between valence electrons and bonding type? How are compounds formed? As far as electrons are concerned, what is the difference between and ionic and a covalent bond? Why can the periodic table be used to determine chemical bonding? Assessments Common unit assessment Resources: Instruction Notes and Examples Activity/Lab: Analysis of Anions and Cations: This is a small scale lab and is not available in electronic format at this time. Activity/Lab: Formula of an Ionic Compound: This lab is available in electronic format. Good lab for visually determining formula of a PbI 2 cmpd. Bolded Text = Potential assessment items Greeley-Evans School District 6 Page 2 of 11

3 Greeley-Evans School District 6 Grade Reaction Chemistry Curriculum Guide Theme: Unit II: Molecular Structure, Polarity & Intermolecular Forces Timeline: 2 weeks Inquiry Questions: Technical Vocabulary: Academic Vocabulary: (From the standards document) What patterns can be observed in the properties of elements and families in the periodic table? How can various substances be classified as ionic or covalent compounds? What role do electrons play in different types of chemical bonds? What makes a bond polar? Academic: observe, classify, develop, differentiate, communicate, justify, support, gather, analyze, interpret, predict What makes a molecule polar? Content: Covalent Bonds, What special properties does polarity impart to a molecule? Molecules, Polar Bonds, Geometry, Shape, Electronegativity, Polar Bonds, Polar Molecules, bonding pairs, nonbonding pairs, Lewis structures, tetrahedral, linear, bent, trigonal bipyramid, octahedral, trigonal planar, IMF s Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.2: Matter has definite structure that determines characteristic physical and chemical properties. 1.4: Atoms bond in different ways to form molecules and compounds that have definite properties. Greeley-Evans School District 6 Page 3 of 11

4 Evidence Outcomes Students will... Guiding Questions Factual Conceptual Students will be able to..(1.2.d): Develop a model that differentiates atoms and molecules, elements and compounds and pure substances and mixtures. (1.4.a): Develop, communicate, and justify an evidencebased scientific explanation supporting the current models of chemical bonding. (1.4.b): Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, ph, and conductivity. (1.4.c): Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent. (1.4.d): Describe the role electrons play in atomic bonding (1.4.e): Predict the type of bonding that will occur among elements based on their position in the periodic table. What is a polar bond? What are the possible electron arrangements about the central atom in a molecule, and how can they be determined? What is the difference between a single, double and triple covalent bond? What is a Lewis structure and how do you draw the Lewis structure for a molecule? What are intermolecular forces? What is different about molecules that exhibit dipole-dipole vs hydrogen bonding vs dispersion forces? How is electron arrangement related to molecular geometry and polarity? Why do some molecules form multiple bonds and others do not? What factors determine the solubility of a molecule in water vs a nonpolar solvent? Do intermolecular forces have any effect on the chemical or physical properties of molecules? How is the structure of an atom related to the number and types of compounds it can form? Assessments Common unit assessments Instruction Notes and Examples Molecular model activities Intermolecular forces: water vs. isopropyl alcohol vs. glycerol Capillary activity Lisa: Shabam! Resources: See individual lab/activity sheets. Bolded Text = Potential assessment items Greeley-Evans School District 6 Page 4 of 11

5 Greeley-Evans School District 6 Grade Reaction Chemistry Curriculum Guide Theme: Unit III: The Mole and Chemical Reactions and Equations Timeline: 6 weeks Inquiry Questions: (From the standards document) What patterns of chemical reactions exist? What information does the formula of a compound tell us? How can we determine the formula of a compound after breaking it down into its elemental components? How is solution concentration notated (Molarity)? What patterns of chemical reaction exist? How are chemical reactions distinguished from nuclear reactions? How can various substances be classified as ionic or covalent compounds? Vocabulary: Academic: determine, recognize, analyze, interpret, predict, calculate, examine, investigate, distinguish, evaluate, question, develop Content: mole, Avogadro s number, percent composition, empirical formula, molecular formula, molarity, chemical formula, chemical equation, subscript, coefficient, balanced chemical equation, law of conservation of mass, ionic compound, molecular compound, ionic bonds, covalent bonds Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.3: Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy. 1.4: Atoms bond in different ways to form molecules and compounds that have definite properties. Greeley-Evans School District 6 Page 5 of 11

6 Evidence Outcomes Students will... Guiding Questions Factual Conceptual Students will be able to..(1.3.a) recognize, analyze, interpret, and balance chemical equations(synthesis, decomposition, combustion, and replacement) or nuclear equations(fusion & fission). Students will be able to.((1.3.c) predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants. Students will be able to..(1.3.d) examine, question and ethically use information from a variety of sources and media to investigate the conservation of mass and energy. What is Avogadro s constant and what does it tell you about matter? What is atomic mass, molecular mass, molar mass and moles? How are they related? What is an empirical formula and how can it be calculated from experimental data? How is molecular formula related to an empirical formula? How is the law of conservation of mass/matter related to chemical reactions? What are the differences among various reaction types: synthesis/direct combination, decomposition, single replacement, double replacement and combustion? How do you balance a chemical equation? Can percent composition be used to compute molecular formula? What information is required? Why is the mass of products equal to the mass of reactants? What patterns of chemical reactions exist? How are chemical reactions used to maximize production in manufacturing? Assessments Common unit assessment Instruction Notes and Examples POGIL and/or mole and molecules activity Lab: moles of elements and compounds Activity: How big is a mole? and group calculations Lab/activity: Types of Reactions Translation of word equations to balanced equations Activity: Predict the products Resources: See individual lab/activity sheets. Greeley-Evans School District 6 Page 6 of 11

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8 Greeley-Evans School District 6 Grade Reaction Chemistry Curriculum Guide Theme: Unit IV: Stoichiometry Timeline: 3 weeks Inquiry Questions: (From the standards document) What patterns of chemical reactions exist? How can we calculate the percent composition by mass of a compound? How can we predict the amount of product that will be produced in a chemical Rxn? Technical Vocabulary: Academic: recognize, analyze, distinguish, interpret, predict, evaluate, question, develop Content: moles, grams, liters, molarity, % composition, empirical & molecular formula, subscripts, coefficients, molar mass, atomic mass, molecular mass, STP, molar volume, gas law(s), dimensional analysis, Academic Vocabulary: Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.3: Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy. Greeley-Evans School District 6 Page 8 of 11

9 Evidence Outcomes Students will... Guiding Questions Factual Conceptual Students will be able to..(1.3.c) predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants. Students will be able to. (1.3.d) examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy. How are amounts of products and/or reactants calculated from a balanced chemical equation? What is STP? What units are used to measure pressure? How are they related? How can experimental data/graph be utilized to: balance an equation, determine the formula of a compound, determine limiting reactant, etc. How can the volume of a gas be utilized in a determining the amounts of products &/or reactants? How are the coefficients in a balanced equation used by a chemist? How are calculations involving gases different and how are they the same vs solids and liquids? How is the law of conservation of mass utilized in the solving of stoichiometry problems. Assessments Common unit assessment Instruction Notes and Examples Stoichiometry card game Excess and limiting reactions using CaC 2 O 4 or PbI 2 % Composition lab (CuS; MgO) Boyle vs. Charles law using lab quest or lack of technology Boyle in a bottle or syringes Molar Volume of H 2 via and Mg and HCl Resources: See individual lab/activity sheets. Bolded Text = Potential assessment items Greeley-Evans School District 6 Page 9 of 11

10 Greeley-Evans School District 6 Grade Reaction Chemistry Curriculum Guide Theme: Unit 5: Mini Kinetics and Equilibrium Inquiry Questions: What influences the direction a reaction will proceed? How can you change the direction of a reaction? Which factors influence the rate of a reaction? What can increase/decrease the speed of a reaction? Timeline: 2 weeks Technical Vocabulary: Content: Rate, shift, forward reaction, reverse reaction, equilibrium, kinetics, system stress Academic Vocabulary: Academic: calculate, predict, examine, evaluate, question Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.3: Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy. Evidence Outcomes Students will... Guiding Questions Factual Conceptual Determine shifts in physical and chemical reactions. Determine the factors that affect reaction rate. What is reaction rate? What is equilibrium? How can indicators be used to determine the shift in a reaction? Why don t all reactions occur? How does a specific stress affect a system? For example increased concentration of ion What allows molecules to have successful reactions? (activation energy ideas) Assessments Common unit assessment Instruction Notes and Examples Inquiry labs Acid/base Copper tetrachloride/ cobalt demonstration Glow sticks Clock reactions Greeley-Evans School District 6 Page 10 of 11

11 Resources: See individual lab/activity sheets. Bolded Text = Potential assessment items Greeley-Evans School District 6 Page 11 of 11