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Lesson Plans
Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMInteractive Lesson Planner CD-ROMLesson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables: Reading and Study SkillsAssessment
Chapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science
ClassroomThe Princeton Review Standardized Test
Practice BookletDirected Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio Program
ReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the Science
ClassroomMindJogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMVocabulary Puzzlemaker SoftwareCooperative Learning in the Science ClassroomEnvironmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science Classroom
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Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240
ISBN 0-07-827039-1Printed in the United States of America1 2 3 4 5 6 7 8 9 10 009 06 05 04 03 02 01
Glencoe Science
iii
To the Teacher iv
Correlation of Physical Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards v
Chapter 1 Chemical Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3 Substances, Mixtures, and Solubility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4 Carbon Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Table of Contents
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Lesson planning guides are provided for each section of the chapter. Within the Lesson Plansyou will see Student Edition features that may have an accompanying worksheet found in the Chapter Resources Booklet (CRB). These worksheets are shown in parentheses after thefeature. For example:
_____ Before You Read, p. 37 (Foldables, p. 17, CRB)
The Foldables worksheet can be used with the Before You Read feature in the Student Edition.
Each Lesson Plan is divided into several parts:
■ Schedule lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations aregiven.
■ Objectives provides the section objectives. Here you will also find the correlationsto National Science Standards for the section.
■ Motivate lists various resources to introduce the chapter or section to the students.
■ Teach lists Student Edition and Teacher Edition features that are used as you teachthe material. You’ll also find worksheet pages and other resources such as trans-parencies or Professional Series Books that are appropriate to use with the section.
■ Assess provides references to the section assessment in the Student Edition as wellas useful pages from the Performance Assessment in the Science Classroom.
■ Reteach/Reinforce is where you will find worksheets that provide students withadditional reinforcement of the chapter content.
■ Enrich/Apply provides opportunities to challenge students with materials that gobeyond the chapter content.
■ Chapter Assessment lists Student Edition, worksheet, and transparency resourcesthat assess students’ knowledge of the chapter material.
■ Multimedia Options pulls together the many multimedia materials that can beused as reinforcement, review, extension, and assessment with your students.
To the Teacher
v
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.Correlation to National Science Education Standards
Objectives Book, Chapter, and Section
(UCP) Unifying Concepts and Processes
1. Systems, order, and organization
2. Evidence, models, and explanation
3. Change, constancy, and measurement
4. Evolution and equilibrium
5. Form and function
(A) Science as Inquiry
1. Abilities necessary to do scientific inquiry
2. Understandings about scientific inquiry
(B) Physical Science
1. Properties and changes of properties in matter
2. Motion and forces
3. Transfer of energy
(C) Life Science
1. Structure and function in living systems
(D) Earth and Space Science
1. Structure of the Earth system
2. Earth’s history
3. Earth in the solar system
(E) Science and Technology
1. Abilities of technological design
2. Understandings about science and technology
(F) Science in Personal and Social Perspectives
1. Personal Health
2. Populations, resources, and environments
3. Natural hazards
4. Risks and benefits
5. Science and technology in society
K2-1, K4-1, M4-1, M4-2, M4-3
K1-1, K1-2, K1-3, K4-2, L1-1, L1-2, L3-1, L3-2, L3-3, N1-1, N1-2, N1-3, N2-1,N2-2, O1-3, O2-1, O2-2, O3-1, O3-2, O3-3
K2-2, K2-3, K3-1, K3-2, K4-3, L2-1, L2-2, L3-1, L3-2, L3-3, L4-1, L4-2, L4-3,M1-1, M1-2, M1-3, M2-1, M2-2, M2-3, M3-1, M3-2, M3-3, M4-1, M4-2,M4-3, M5-1, M5-2, M6-1, M6-2, M6-3, O1-2
L3-1, L3-2, L3-3, M4-1, M4-2, M4-3
M5-3, N3-1, N3-2, O1-1
K1-1, K1-2, K1-3, K2-2, K2-3, K3-1, K3-2, K4-1, K4-3, L1-1, L1-2, L2-1, L2-2,L4-1, L4-2, L4-3, M1-1, M1-2, M1-3, M2-1, M2-3, M3-1, M3-2, M3-3, M4-1,M4-3, M5-2, M5-3, M6-2, M6-3, N1-2, N1-3, N2-1, N2-2, N3-1, N3-2, O1-1,O1-2, O1-3, O2-1, O2-2, O3-1, O3-2, O3-3
K4-1, M2-1, M2-2, M2-3, N3-1, N3-2
K1-1, K1-2, K1-3, K2-1, K2-2, K2-3, K3-1, K3-2, K4-1, K4-2, K4-3, L1-1, L1-2,L2-1, L3-1, L3-2, L3-3, L4-1, L4-2, L4-3, M5-1, M5-2, M5-3, M6-1, M6-2,M6-3, N2-1, N2-2, O1-1, O1-2, O1-3
M1-1, M1-2, M1-3, M2-1, M2-2, M2-3, M3-1, M3-2, M3-3, M4-1, M4-2,M4-3, N2-1, N2-2, O1-1, O1-2, O1-3, O2-1
K2-2, L2-1, L2-2, M4-1, M4-2, M4-3, M6-1, M6-2, M6-3, N1-1, N1-2, N1-3,N2-2, N3-1, N3-2, O1-1, O1-2, O1-3, O2-1, O2-2, O3-1, O3-2, O3-3
L4-1, L4-2, L4-3, N1-1, O2-2
K1-3, K2-3, L3-2, M3-2, M3-3, N1-1, N3-1, N3-2
N2-2
O2-1, O3-2
K1-1, M1-3, M2-1, M2-2, M2-3, M4-2, M4-3, M6-3
L4-1, L4-2, L4-3, M2-3, M3-2, M3-3, M4-2, M4-3, M6-2, M6-3, N1-2, N1-3,N2-1
L3-2, L4-1, L4-2, L4-3, M4-3, N1-3, O1-2, O2-2
M5-3
M3-3, N1-1, O1-2, O2-2
L3-3, L4-3, M1-3, M2-3, M5-3, M6-3
K1-1, K3-2, K4-2, L2-2, L3-2, L3-3, L4-1, L4-2, L4-3, M2-3, M3-3, M5-2,M6-3, N1-3, N2-2, N3-1, N3-2, O2-1, O2-2, O3-2, O3-3
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Correlation to National Science Education Standards (continued)
Objectives Book, Chapter, and Section
(G) History and Nature of Science
1. Science as a human endeavor
2. Nature of science
3. History of science
K1-1, K1-2, K1-3, K4-1, K4-3, L1-2, L3-3, L4-3, M1-3, M3-3, N1-3, N2-2,N3-1, N3-2
K1-1, K1-3, K2-3, K3-2, K4-1, L1-2, L4-3, M1-3, M3-3, N3-1, N3-2, O1-3
K1-1, K1-3, L2-2, L4-3, M1-3, M3-2, M3-3, N1-3, N3-1, N3-2, O3-3
vi
Chemical Bonds 1
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ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions
Objectivesi1. Identify how electrons are arranged in an atom.2. Determine the energy of electrons in atoms.3. Compare how the arrangement of electrons in an atom
is related to its place in the periodic table.
Motivatei_____ Explore Activity, p. 7_____ Before You Read, p. 7 (Foldables, p. 17, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB)
Teachi_____ Content Background, pp. 6E–6F, TWE_____ Discussion, p. 9, TWE_____ Science Online, p. 10_____ Visual Learning, pp. 10, 12, TWE_____ Activity, p. 12, TWE_____ Problem-Solving Activity, p. 13_____ MiniLAB: Drawing Electron Dot Diagrams, p. 14 (MiniLAB Worksheet, p. 3, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, p. 47, TCR
■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–46, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB
Assessi■____ Section Assessment, p. 15_____ Skill Builder Activities, p. 15_____ Performance Assessment in the Science Classroom, pp. 123, 127, 159, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 19, 20, CRB_____ Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB
■____ Reinforcement, p. 27, CRB
Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Physical Science Critical Thinking/Problem-Solving, pp. 9, 13, TCR_____ Cultural Diversity, pp. 55, 59, TCR
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Interactive CD-ROM, Presentation Builder, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 1 ■ Why do atoms combine?LessonPlans
National Content StandardsUCP2, A1, B1
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
11
2 Chemical Bonds
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ScheduleBlock Schedule: 2.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 5 sessions
Objectivesi4. Compare and contrast ionic and covalent bonds.5. Identify the difference between polar and nonpolar covalent bonds.6. Define chemical shorthand.
Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB)
Teachi_____ Physics Integration, p. 17_____ MiniLAB: Constructing a Model of Methane,
p. 19 (MiniLAB Worksheet, p. 4, CRB)_____ Science Online, p. 21■____ Activity: Ionic Compounds, p. 25
(Activity Worksheet, pp. 5–6, CRB)■____ Activity: Atomic Structure, pp. 26–27
(Activity Worksheet, pp. 7–8, CRB)
Assessi■____ Section Assessment, p. 24_____ Skill Builder Activities, p. 24_____ Performance Assessment in the Science Classroom, pp. 101, 123, 127, 135, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 21, 22, CRB_____ Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB
■____ Reinforcement, p. 28, CRB_____ Mathematics Skill Activities, p. 47, TCR
Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 15, TCR
Chapter Assessmenti■____ Chapter Study Guide, pp. 30–31■____ Chapter Review, pp. 35–36, CRB
■____ Chapter Assessment, pp. 32–33■____ Chapter Test, pp. 37–40, CRB
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ MindJogger Videoquiz, Ch. 1_____ ExamView Pro Test Bank Software, Ch. 1_____ Interactive CD-ROM, Exploration and Quiz, Ch. 1_____ Science Web site: science.glencoe.com
Section 2 ■ How Elements BondLessonPlans
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
11
National Content StandardsUCP2, A1, B1, G1, G2
_____ Science and Language Arts, pp. 28–29_____ Content Outline for Teaching, Section 2
(Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, p. 25, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Home and Community Involvement, p. 42, TCR_____ Spanish Resources, Section 2, CRB
■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 47, CRB)
_____ Standardized Test Practice by The PrincetonReview, pp. 11–14, TCR
Chemical Reactions 3
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ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions
Objectivesi1. Determine whether or not a chemical reaction is occurring.2. Determine how to read and understand a balanced chemical equation.3. Examine some reactions that release energy and others that absorb energy.
Motivatei_____ Explore Activity, p. 35_____ Before You Read, p. 35 (Foldables, p. 17, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB)
Teachi_____ Content Background, pp. 34E–34F, TWE_____ Visual Learning, pp. 37, 40, 44, TWE_____ Activity, pp. 37, 41, TWE_____ MiniLAB: Observing a Chemical Change p. 38 (MiniLAB Worksheet, p. 3, CRB)_____ Life Science Integration, p. 39_____ Science Online, p. 41_____ Math Skills Activity, p. 42_____ Discussion, pp. 43, 44, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, pp. 1, 5, 7, 15, TCR
■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–46, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Home and Community Involvement, p. 44, TCR_____ Spanish Resources, Section 1, CRB
Assessi■____ Section Assessment, p. 45_____ Skill Builder Activities, p. 45_____ Performance Assessment in the Science Classroom, pp. 89, 119, 159, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 18, 19, CRB_____ Spanish Directed Reading for Content Mastery, pp. 22, 23, CRB
■____ Reinforcement, p. 27, CRB_____ Mathematics Skill Activities, p. 9, TCR
Enrich/Applyi_____ Enrichment, p. 29, CRB
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 2_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 1 ■ Chemical Formulas and Equations
LessonPlans
National Content StandardsUCP3, A1, B1, B3
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
22
4 Chemical Reactions
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ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 4 sessions
Objectivesi4. Determine how to describe and measure the speed of a chemical reaction.5. Identify how chemical reactions can be speeded up or slowed down.
Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB)
Teachi_____ Science Online, p. 47_____ MiniLAB: Identifying Inhibitors p. 50
(MiniLAB Worksheet, p. 4, CRB)_____ Life Science Integration, p. 51■____ Activity: Comparing Metals p. 53
(Activity Worksheet, pp. 5–6, CRB)■____ Activity: Exothermic or Endothermic,
pp. 54–55 (Activity Worksheet, pp. 7–8, CRB)
Assessi■____ Section Assessment, p. 52_____ Skill Builder Activities, p. 52_____ Performance Assessment in the Science Classroom, pp. 89, 99, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 21, 22, CRB_____ Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB
■____ Reinforcement, p. 28, CRB_____ Reading and Writing Skill Activities, p. 1, TCR
Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 10, TCR_____ Cultural Diversity, p. 5, TCR
Chapter Assessmenti■____ Chapter Study Guide, pp. 58–59■____ Chapter Review, pp. 35–36, CRB
■____ Chapter Assessment, pp. 60–61■____ Chapter Test, pp. 37–40, CRB
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ MindJogger Videoquiz, Ch. 2_____ ExamView Pro Test Bank Software, Ch. 2_____ Interactive CD-ROM, Quiz, Ch. 2_____ Science Web site: science.glencoe.com
Section 2 ■ Rates of Chemical ReactionsLessonPlans
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
22
National Content StandardsUCP3, A1, B3, F5, G3
_____ Science and History, pp. 56–57_____ Content Outline for Teaching, Section 2
(Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, p. 53, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB
■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 47, CRB)
_____ Standardized Test Practice by The PrincetonReview, pp. 15–18, TCR
Substances, Mixtures, and Solubility 5
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ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions
Objectivesi1. Distinguish between substances and mixtures.2. Describe two different types of mixtures.3. Explain how solutions form.4. Describe how solids, liquids, and gases can form different types of solutions.
Motivatei_____ Explore Activity, p. 63_____ Before You Read, p. 63 (Foldables, p. 17, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB)
Teachi_____ Content Background, pp. 62E–62F, TWE_____ Science Online, p. 65_____ Visual Learning, p. 65, TWE_____ Activity, p. 66, TWE_____ Quick Demo, p. 66, TWE_____ Environmental Science Integration, p. 67_____ Inclusion Strategies, p. 67, TWE_____ Discussion, p. 67, TWE_____ Use Science Words, p. 68, TWE_____ Science Journal, p. 68, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB
Assessi■____ Section Assessment, p. 69_____ Skill Builder Activities, p. 69_____ Performance Assessment in the Science Classroom, p. 89, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 19, 20, CRB_____ Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB
■____ Reinforcement, p. 27, CRB
Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 10, 13, TCR
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ Interactive CD-ROM, Presentation Builder, Ch. 3_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 1 ■ What is a solution?LessonPlans
National Content StandardsUCP2, UCP3, UCP4, B1
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
33
6 Substances, Mixtures, and Solubility
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ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions
Objectivesi5. Explain why water is a good general solvent.6. Describe how the structure of a compound affects which
solvents it dissolves in.7. Identify factors that affect how much of a substance will dissolve in a solvent.8. Describe the concentration of a solution.
Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 45, CRB)
Teachi_____ Environment Science Integration, p. 71_____ Discussion, pp. 71, 73, TWE_____ Visual Learning, p. 71, TWE_____ Quick Demo, pp. 71, 73, TWE_____ Activity, p. 72, TWE_____ Science Journal, pp. 72, 73, 75, TWE_____ Use an Analogy, pp. 72, 75, TWE_____ MiniLAB: Observing Gas Solubility, p. 74 (MiniLAB Worksheet, p. 3, CRB)_____ Problem-Solving Activity, p. 75■____ Activity: Growing Crystals, p. 77 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 17, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB
Assessi■____ Section Assessment, p. 76_____ Skill Builder Activities, p. 76_____ Performance Assessment in the Science Classroom, pp. 89, 105, 127, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 20, CRB_____ Spanish Directed Reading for Content Mastery, p. 24, CRB
■____ Reinforcement, p. 28, CRB_____ Mathematics Skill Activities, p. 5, TCR
Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Cultural Diversity, p. 65, TCR
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 2 ■ SolubilityLessonPlans
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
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National Content StandardsUCP2, UCP3, UCP4, B1, D1, F1, F5
Substances, Mixtures, and Solubility 7
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ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 4 sessions
Objectivesi9. Compare acids and bases and their properties.
10. Describe practical uses of acids and bases.11. Explain how pH is used to describe the strength of an acid or base.12. Describe how acids and bases react when they are brought together.
Motivatei■____ Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 46, CRB)
Teachi_____ Visual Learning, pp. 79, 80, 89, TWE_____ MiniLAB: Observing a Nail in a Carbonated
Drink, p. 79 (MiniLAB Worksheet, p. 4, CRB)_____ Science Online, pp. 81, 84, 88_____ Life Science Integration, p. 82■____ Activity: Testing pH Using Natural Indicators,
pp. 86–87 (Activity Worksheet, pp. 7–8, CRB)
Assessi■____ Section Assessment, p. 85_____ Skill Builder Activities, p. 85_____ Performance Assessment in the Science Classroom, pp. 93, 127, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 21, 22, CRB_____ Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB
■____ Reinforcement, p. 29, CRB
Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 18, TCR
Chapter Assessmenti■____ Chapter Study Guide, pp. 90–91■____ Chapter Review, pp. 37–38, CRB
■____ Chapter Assessment, pp. 92–93■____ Chapter Test, pp. 39–42, CRB
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ MindJogger Videoquiz, Ch. 3_____ ExamView Pro Test Bank Software, Ch. 3_____ Interactive CD-ROM, Exploration and Quiz, Ch. 3_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 3 ■ Acidic and Basic SolutionsLessonPlans
National Content StandardsUCP2, UCP3, UCP4, B1,F4, F5, G1
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
33
_____ Science Stats, pp. 88–89_____ Content Outline for Teaching, Section 3
(Note-taking Worksheet, pp. 33–35, CRB)
■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp.47–48, CRB)
_____ Home and Community Involvement, p. 44, TCR_____ Spanish Resources, Section 3, CRB
■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 49, CRB)
_____ Standardized Test Practice by The PrincetonReview, pp. 19–22, TCR
8 Carbon Chemistry
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ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions
Objectivesi1. Explain why carbon is able to form many compounds.2. Describe how saturated and unsaturated hydrocarbons differ.3. Identify isomers of organic compounds.
Motivatei_____ Explore Activity, p. 95_____ Before You Read, p. 95 (Foldables, p. 19, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 46, CRB)
Teachi_____ Content Background, pp. 94E–94F, TWE_____ Visual Learning, pp. 97, 101, TWE_____ Activity, pp. 97, 99, 101, TWE_____ Earth Science Integration, p. 98_____ Science Journal, p. 98, TWE_____ Discussion, p. 99, TWE_____ Make a Model, p. 99, TWE_____ Use Science Words, p. 100, TWE_____ MiniLAB: Modeling Isomers, p. 100 (MiniLAB Worksheet, p. 3, CRB)_____ Science Online, p. 102_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 35–37, CRB)
■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 49–50, CRB)_____ Home and Community Involvement, p. 40, TCR_____ Spanish Resources, Section 1, CRB
Assessi■____ Section Assessment, p. 102_____ Skill Builder Activities, p. 102_____ Performance Assessment in the Science Classroom, pp. 89, 135, 145, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 21, 22, CRB_____ Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB
■____ Reinforcement, p. 29, CRB
Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Cultural Diversity, p. 45, TCR
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 1 ■ Simple Organic CompoundsLessonPlans
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
44
National Content StandardsUCP3, A1, B1, C1, E2, F1, F5
Carbon Chemistry 9
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ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions
Objectivesi4. Describe how new compounds are formed by substituting
hydrocarbons.5. Identify the classes of compounds that result from substitution.
Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 47, CRB)
Teachi_____ Visual Learning, pp. 104, 105, TWE_____ Lab Demonstration, p. 104, TWE_____ Identifying Misconceptions, p. 104, TWE_____ Science Journal, p. 105, TWE_____ Fun Fact, p. 105, TWE
■____ Activity: Conversion of Alcohols, p. 107 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 35–37, CRB)_____ Spanish Resources, Section 2, CRB
Assessi■____ Section Assessment, p. 106_____ Skill Builder Activities, p. 106_____ Performance Assessment in the Science Classroom, pp. 99, 127, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 23, CRB_____ Spanish Directed Reading for Content Mastery, p. 27, CRB
■____ Reinforcement, p. 30, CRB
Enrich/Applyi_____ Enrichment, p. 33, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 17, TCR
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com
Section 2 ■ Other Organic CompoundsLessonPlans
National Content StandardsUCP3, A1, B1, C1, E2, F1, F5
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
44
10 Carbon Chemistry
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ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 4 sessions
Objectivesi6. Describe how large organic molecules are made.7. Explain the roles of organic molecules in the body.8. Explain why eating a balanced diet is important for good health.
Motivatei■____ Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 48, CRB)
Teachi_____ MiniLAB: Summing Up Protein, p. 109
(MiniLAB Worksheet, p. 4, CRB)_____ Health Integration, p. 110_____ Quick Demo, p. 110, TWE_____ Visual Learning, pp. 111, 114, TWE_____ Problem-Solving Activity, p. 112_____ Science Online, p. 113_____ Activity, p. 113, TWE_____ Discussion, p. 114, TWE
Assessi■____ Section Assessment, p. 115_____ Skill Builder Activities, p. 115_____ Performance Assessment in the Science Classroom, pp. 99, 151, 167, TCR
Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 23, 24, CRB_____ Spanish Directed Reading for Content Mastery, pp. 27, 28, CRB
■____ Reinforcement, p. 31, CRB_____ Mathematics Skill Activities, p. 49, TCR
Enrich/Applyi_____ Enrichment, p. 34, CRB
Chapter Assessmenti■____ Chapter Study Guide, pp. 120–121■____ Chapter Review, pp. 39–40, CRB
■____ Chapter Assessment, pp. 122–123■____ Chapter Test, pp. 41–44, CRB
Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ MindJogger Videoquiz, Ch. 4_____ ExamView Pro Test Bank Software, Ch. 4_____ Interactive CD-ROM, Quiz, Ch. 4_____ Science Web site: science.glencoe.com
Section 3 ■ Biological CompoundsLessonPlans
TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources
44
National Content StandardsUCP3, A1, B1, C1, E2, F1, F4,F5, G1, G2, G3
■____ Activity: Looking for Vitamin C, pp. 116–117(Activity Worksheet, pp. 7–8, CRB)
_____ Science and Society, pp. 118–119_____ Content Outline for Teaching, Section 3
(Note-taking Worksheet, pp. 35–37, CRB)_____ Science Inquiry Lab, p. 17, TCR_____ Laboratory Activity 1, pp. 9–14, CRB_____ Laboratory Activity 2, pp. 15–18, CRB_____ Spanish Resources, Section 3, CRB
■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 51, CRB)
_____ Standardized Test Practice by The PrincetonReview, pp. 23–26, TCR