ChemistryUnit of Study: TAKS Review, Preparation and Testing

Fourth Grading Period – Week 1- 4 (17 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Students first take a TAKS science exam in 10th Grade. Students must pass the 11th grade (Exit Level) TAKS to graduate from high school. The TEKS assessed on these test are from Biology and IPC. While some of these concepts are also taught through Chemistry and Physics, a thorough review of the testable Biology and IPC TEKS in the weeks prior to the TAKS will help students meet expectations on this state assessment.

Biology TEKS are addressed at 9th grade, while IPC TEKS are addressed in 10th and 11th grade through an IPC course, or a combination of Chemistry and Physics. To provide students with a timely review of TAKS assessed concepts, the 3 weeks prior to the TAKS are used for re-teaching or reviewing Biology and IPC concepts.

Essential Questions Guiding Questions What are the critical science concepts that will be assessed on the 10th grade

TAKS test? What depth of understanding is needed to meet the standard of 64% on the

TAKS test?

What are the identified campus weaknesses that require extra attention in preparation for the 10th Grade TAKS Exam?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s All Biology TEKS that are common to the old and new state standards

All IPC TEKS that are commons to the old and new state standards

” I CAN” statements highlighted in yellow should be displayed for students.I can

Understand the Biology and IPC concepts assessed by the state and meet the expectations for passing the Exit TAKS Test

Skill

s

Process TAKS Testable TEKS (10th Grade and Exit Level)

Old Biology TEKS - B 1ANew Biology TEKS – B 1A

Old Biology TEKS - B 2E, 2F, 2G, 2HNew Biology TEKS – B 2E, 2F, 2G, 2H

Old Biology TEKS – B 3A, 3C New Biology TEKS – B 3A, 3C, 3C

Identify safe procedures during lab investigations (1A) Plan and conduct and investigations (2E) Collect, graph, and interpret data (2G) Make precise measurements (2F) Communicate the results of an investigation (2H) Analyze, review, and critique scientific explanations (3A) Draw inferences based on data related to promotional materials for products and

services (3C)

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

Use prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills (1A,,2G)

Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3E)

Journal experiences using complete sentences and newly acquired vocabulary (5B)

Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new vocabulary (1A)

Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 1 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

College Readiness Student Expectations College Readiness – Intended OutcomeScience Standards

Various science content strands from the College Readiness Standards Incorporate the college readiness standards in the review of Biology and IPC

content and science process skills

Evidence of Learning (Summative Assessment)

1. Given a TAKS released questions from a testable Biology or IPC TEKS, students can answer the questions with at least 80% accuracy

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 2 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Biology TEKS Review

Weeks 1-2 Lesson 1 - (9 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the critical Biology concepts that will be assessed on the 10th Grade and Exit Level TAKS and what depth of understanding is needed?

Students should have learned all the Biology concepts assessed on the 10th Grade and Exit Level TAKS in 9th grade.

Students should have learned all the IPC concepts assessed on the TAKS in IPC or a combination of chemistry and physics.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can… Review Biology testable TEKS based upon historical areas of weakness and

using hands-on lessons that are focused on the testable conceptsDifferentiation (Additional Support)What do you do for students who need additional support?Use the video clips from the Biology curriculum guides to make real world connections with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at the top of the curriculum guide page).

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students work with those students still needing assistance

Read and understand a TAKS formatted question on Biology content or process skills and answer the question correctly by applying content knowledge and process skills

Answer TAKS formatted questions for TEKS from Objectives 1, 2, and 3 Discuss the Biology concepts addressed in Objectives 2 and 3 Apply the tools of science and the scientific approach to investigations as

defined in Objective 1

Vocabulary:

Use the vocabulary words from the Biology TEKS including the verbs in the TEKS that describe the level of understanding and assessment.

SAISD Science TAKS Preparation ManualSections for TAKS Objectives 1, 2 & 3Holt Science TAKS Practice Workbook Sections for TAKS Objectives 1, 2 & 3 pp. 18-52, 55-210TAKS Dailies pp. 4-54

Biology TAKS Study Cards

District Developed Accordion file lessonsELPS Student Expectations ELPS Specificity – Intended Outcome

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS Stems

Use prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills.

Evidence of Learning (Summative Assessment)Differentiation FMA’S/Benchmarks

Additional TAKS questions

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 3 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: IPC TAKS Review

Weeks 3- 4 Lesson 1 - IPC TEKS Review (8 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the critical IPC concepts that will be assessed on the 10th Grade and Exit Level TAKS and what depth of understanding is needed?

Students should have learned all the IPC concepts assessed on the TAKS in IPC or a combination of chemistry and physics.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can… Review IPC testable TEKS based upon historical areas of weakness and using

hands-on lessons that are focused on the testable concepts Read and understand a TAKS formatted question on IPC content or process skills

and answer the question correctly by applying content knowledge and process skills Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5 Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5 Apply the tools of science and the scientific approach to investigations as defined

in Objective 1Vocabulary:

Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that describe the level of understanding and assessment.

Resources:Chemistry, Prentice HallSAISD Science TAKS Preparation Manual Sections for TAKS Objectives 1, 4 & 5Holt Science TAKS Practice Workbook Sections for TAKS Objectives 1, 4 & 5 pp. 18-52, 212-312TAKS Dailies pp. 4-26, and 56-104

Chemistry and Physics TAKS Study Cards

District Developed Accordion file lessonsELPS Student Expectations ELPS Specificity – Intended Outcome

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS Stems

Use prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills

Evidence of Learning (Summative Assessment)Differentiation FMA’S/Benchmarks

Differentiation (Additional Support)What do you do for students who need additional support?

Use the video clips from the IPC or chemistry curriculum guides to make real world connections with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at the top of the curriculum guide page).

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students work with those students still needing assistance

Additional TAKS questions

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 4 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: TAKS Testing Week

Week 5- TAKS Assessment for 10th and 11th Grade Science - (5 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Are students prepared for the 10 Grade or Exit Level TAKS? Students should have reviewed all the Biology and IPC concepts assessed on the 10th Grade and/or Exit Level TAKS

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can… Review IPC testable TEKS based upon historical areas of weakness and

using hands-on lessons that are focused on the testable concepts

What do you do for students who need additional support?

Use the video clips from the IPC, Chemistry and Physics curriculum guides to make real world connections with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at the top of the curriculum guide page).

What do you do for students who master the learning quickly? Continue working with 12 graders who have mastered the Exit Level TAKS to complete their research reports on one of the fundamental discoveries in Physics and the scientist who made the discovery.

Read and understand a TAKS formatted question on IPC content or process skills and answer the question correctly by applying content knowledge and process skills

Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5

Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5

Apply the tools of science and the scientific approach to investigations as defined in Objective 1

Vocabulary:

Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that describe the level of understanding and assessment.

Teacher Resources:SAISD Science TAKS Preparation ManualSections for TAKS Objectives 1, 4 & 5

Holt Science TAKS Practice WorkbookSections for TAKS Objectives 1, 4 & 5pp. 18-52, 212-312

TAKS Dailiespp. 4-26, and 56-104

Chemistry and Physics TAKS Study Cards

District developed accordion file lessonsELPS Student Expectations ELPS Specificity – Intended Outcome

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS StemsUse prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills

Evidence of Learning (Summative Assessment)Differentiation Interims/TAKS/Benchmarks

Additional TAKS Released Questions

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 5 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Stoichiometry

Fourth Grading Period – Weeks 6 - 7 (9 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Stoichiometry is the process that chemist use to calculate the amount of reactants and products in chemical reactions.

Since chemical reactions can neither create nor destroy matter, the amount of each element must be the same throughout the overall reaction. Stoichiometry is also used to find the right amount of reactants to use in a chemical reaction to produce a required amount of product

Essential Questions Guiding Questions What role does stoichiometry have in manufacturing of goods? How much is a mole of something?

TEKS TEKS Specificity - Intended Outcome

(9)  Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to: (B)  perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases; and

(8)  Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to: (E)  perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.

” I CAN” statements highlighted in yellow should be displayed for students.I can

Con

cept

s

calculate stoichiometry quantities from balanced equations (9B) calculate the limiting reagent and percent yield of a chemical reaction (8E)

Skill

s

(1)  Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A)  demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers;

(2)  Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: (E)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals; (F)  collect data and make measurements with accuracy and precision; (G)  express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (H)  organize, analyze, evaluate, make inferences, and predict trends from data; and

plan and perform safe investigations and experiments (1A, 2E)

make accurate measurements using a variety of measuring instruments (2F)

correctly express and manipulate quantities (2G)

communicate a valid conclusion (2H)

ELPS Student Expectations ELPS Specificity – Intended OutcomeSAISD © 2010-11–Fourth Grading Period Science Chemistry Page 6 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

1(A) Use what they know about the balancing equations to predict what the limiting reagents will be?

2(G) Describe general meaning, main points, and details heard in class discussions about the determination of mass and volume relationships between reactants and products for reactions. 3(E) Share in cooperative groups about possible outcomes of various reactants.

4(D) What comes to mind when you think of stoichiometry?

5(B) Write using newly acquired vocabulary about stoichiometry.

College Readiness Student Expectations College Readiness Intended OutcomeVII – G2 Understand molar relationships in reactions, stoichiometric calculations, and percent yield.

Evidence of Learning (Summative Assessment)1. Perform mole -mole calculations with at least 80% accuracy.

2. Perform mass-mass calculations with at least 80% accuracy. 3. Identify and calculate limiting and excess reagents with at least 80% accuracy. 4. Calculate actual yield,, theoretical yield, or percent yield with at least 80% accuracy

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 7 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Stoichiometry

Week 6- Lesson 1 Mole- Mass and Mass- Mass Calculations CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How much is a mole of something? What are the steps for calculating grams of product given grams of reactants in a

chemical equation?

The concept of stoichiometry is introduced in IPC (IPC 8C)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Start with the quick review of the Mole. Show a mole of two or three elements. (9B) A possible summary document for teachers to use to introduce stoichiometry (link)

Identify the mole as an amount of something (9B)

Explore Have students complete the lab activity, The Stoichiometry of S’mores (9B) Answer

Sheet Review mole-mass and mass-mole conversions (link) (9B) Perform mole-mole calculations using balanced equations (link) Start simple, show the

students a balanced equation and identify the different mole ratios and how when one changes in amount the other must also change by the same factor (9B).

Have the students complete the lab activity, Stoichiometry Lab (9B)

Have students complete the worksheet Balancing Equations and Simple Stoichiometry (9B)

2 FeCl3 + 3 Mg(OH)2 2 Fe(OH)3 + 3 MgCl2 (9B) 2:3:2:3 Have the students complete the worksheet, More Exciting Stoichiometry Problems and

have them show all their work. (9B) Pre-AP Chemistry – LTF Stoichiometry: Exploring a Student Friendly Method of

Problem Solving (found at LTF website) Use the Promethean Interactive White Board Flip Chart – Stoichiometry and

Calculations Use the Promethean Interactive White Board Flip Chart – Stoichiometry Have students complete the following worksheet while going over the Stoichiometry

flipchart: Stoichiometry Worksheet

Perform mass-mole and mole-mass calculations (9B) Using a balanced equation, make mole -mole conversions (9B)

Explain that the coefficients in a chemical equations are molar amounts (9B) walk the students through mole-mass and mass-mass calculations (9B)

√ Check for student understanding

State the role of coefficients (9B) Follow mass-mass calculations (9B)

Elaborate Perform mass-mass calculations and calculate percent yield (link)

Start simple, H2 + O2 H2O Ask- Given 20g of hydrogen how many grams of oxygen are need complete the reaction? Walk the students through the steps. Repeat asking for grams of water formed when using 20g of hydrogen.

Perform mass-mass calculations (9B) Determine the amount of product in a reaction and determine percent

yield (9B)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 8 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Use this simple equation to show how to determine the limiting reactant. Ask- If you did not have enough Oxygen would you expect to get the full amount of water? How much would you expect to get? Show why the limiting reactant must be used to determine the actual yield. Recalculate the yield of water using less oxygen than determined in the first calculation of oxygen need when using 20g of hydrogen (9B)

Increase the complexity of the equations for mass- mass calculations but there is no need to get complicated in identifying the limiting reactant at this time. (9B)

Use the rusting of a metal to determine the theoretical amount of rust that will form (link) (9B)

Differentiation (Additional support)What do you do for students who need additional support?

Have students solve very simple mass- mass calculations using equations like 2 Cu + O2 2 CuO

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students identify the limiting and excess reactants and the amounts of excess left over.

Evaluate Have students complete the activity, Mixed Reception to assess Stoichiometry (9B) Students can solve stoichiometry problems (9B)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Solve stoichiometry problems (9B)

Vocabulary: mole mole ratio limiting reagent excessive reagent actual yield theoretical yield percent yield

Academic Vocabulary demonstrate describe implement investigate precision inferences organize analyze evaluate describe explain

Resources:Chemistry, Prentice HallChapter 9 pp 236-257

Section 9.1 Section 9.2 Section 9.3

Guided Reading and Study 9.1, 1.9.2, 9.3 Review Module Chapter 9 9.2, 9.3

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS Language ObjectivesELPS 3(E) share information in cooperative learning interactions;ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

ELPS Stemso If the pattern continues, the next picture will be … 5(B)o The ___ can be represented with … 3(E)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 9 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evidence of Learning (Summative Assessment)Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeInterim None

TAKS 2005Not Tested

Additional TAKS questions

When a given amount of Ca(OH)2 is completely neutralized with H2SO4, which of the following is the mole ratio of Ca(OH)2 to H2SO4 in this reaction?

A 1:4B 1:2C 1:1D 2:1E 4:1

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 10 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Stoichiometry

Week 7 - Lesson 2 Limiting Reagent and Percent Yield CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How much is a mole of something? What are the steps for calculating grams of product given grams of reactants in a

chemical equation?

The concept of stoichiometry is introduced in IPC (IPC 8C)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Perform mass-mass calculations and calculate percent yield (link) Start simple, H2 + O2 H2O Ask- Given 20g of hydrogen how many grams of oxygen are need complete the reaction? Walk the students through the steps. Repeat asking for grams of water formed when using 20g of hydrogen.

Use this simple equation to show how to determine the limiting reactant. Ask- If you did not have enough Oxygen would you expect to get the full amount of water? How much would you expect to get? Show why the limiting reactant must be used to determine the actual yield. Recalculate the yield of water using less oxygen than determined in the first calculation of oxygen need when using 20g of hydrogen (9B)

Identify the mole as an amount of something (9B)

Explore Have students complete the limiting reagent exercise (8E) Use the Promethean Interactive White Board Flip Chart – Limiting Reactants Pre-AP Chemistry – LTF Limiting Reactant: Exploring Molar Relationships (found at

LTF website)

Perform mass-mole and mole-mass calculations (9B) Using a balanced equation, make mole -mole conversions (9B)

Explain Have the students copy notes over Stoichiometry, Limiting Reactant and Percent Yield

and have them complete the practice problems in the power point, Stoichiometry

√ Check for student understanding journal notes in interactive notebook using Cornell Notes (10H) State the role of coefficients (9B) Follow mass-mass calculations (9B)

Elaborate Have students complete this Limiting Reactant Lab Activity Differentiation (Additional support)What do you do for students who need additional support?

Have students solve very simple mass- mass calculations using equations like 2 Cu + O2 2 CuO

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students identify the limiting and excess reactants and the amounts of excess left over.

Perform mass-mass calculations (9B) Determine the amount of product in a reaction and determine percent

yield (9B)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 11 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evaluate As an assessment, have the students complete the following assessment sheet,

Limiting Reactant Challenge (9B, 8E)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Solve stoichiometry problems (9B)

Vocabulary: mole mole ratio limiting reagent excessive reagent actual yield theoretical yield percent yield

Academic Vocabulary demonstrate describe implement investigate precision inferences organize analyze evaluate describe explain

Resources:Chemistry, Prentice HallChapter 9 pp 236-257

Section 9.1 Section 9.2 Section 9.3

Guided Reading and Study 9.1, 1.9.2, 9.3 Review Module Chapter 9 9.2, 9.3

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS Language ObjectivesELPS 3(E) share information in cooperative learning interactions;ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

ELPS Stemso If the pattern continues, the next picture will be … 5(B)o The ___ can be represented with … 3(E)

Evidence of Learning (Summative Assessment)Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeInterim None

TAKS 2005Not Tested

Additional TAKS questions

When a given amount of Ca(OH)2 is completely neutralized with H2SO4, which of the following is the mole ratio of Ca(OH)2 to H2SO4 in this reaction?

A 1:4B 1:2C 1:1D 2:1E 4:1

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 12 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Oxidation Reduction Reactions

Fourth Grading Period – Week 7 - 8 (6 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Oxidation can be represented as involving a loss of electrons by one molecule and reduction as involving absorption of electrons by another. Both oxidation and reduction occur simultaneously and in equivalent amounts during any reaction involving either process

The rusting of metals, the process involved in photography, the way living systems produce and utilize energy, and the operation of a car battery, are but a few examples of a very common and important type of chemical reaction - oxidation-reduction reactions.

Essential Questions Guiding Questions What would happen to vehicles in coastal areas if they did not have a protective

undercoat or plastic parts attached to them? What are the characteristics of oxidation-reduction reactions?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

(10)  Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:

(H)  understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;

” I CAN” statements highlighted in yellow should be displayed for students.I can

define oxidation and reduction in terms of electrons being lost or gained (10 H) identify substance reduced and oxidized as well as reducing and oxidizing

agents (10H) identify a reaction as being a redox reaction (10H) explain the importance of electroplating metals (10H)

Skill

s

(1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A)  demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers;

(2)  Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: (E)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals; (F)  collect data and make measurements with accuracy and precision; (G)  express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (H)  organize, analyze, evaluate, make inferences, and predict trends from data; and

plan and perform safe investigations and experiments (1A, 2E)

make accurate measurements using a variety of measuring instruments (2F)

correctly express and manipulate quantities (2G)

communicate a valid conclusion (2H)

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English;ELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;

ELPS 1(A) Close your eyes and think of oxidation. What do you see?ELPS 2(C) Identify words and phrases heard in a class/group discussion about redoxELPS 2(E) Use objects, pictures and/or graphic organizers to learn how to understand and differentiate oxidation and reduction reactions.

ELPS 3(E) Share in cooperative groups the relationship between oxidation and

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 13 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS 3(E) share information in cooperative learning interactions;ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;

reduction.ELPS 4(D) Use prereading supports such as illustrations to understand percent composition.ELPS 5(B) Write using newly acquired vocabulary about redox reactions.

Evidence of Learning (Summative Assessment)1. Given a chemical equation, a student can identify a redox reaction with at least 80% accuracy.

2. Given a chemical formula or reaction, a student can assign oxidation numbers with at least 80% accuracy. 3. Given a redox reaction, a student can identify which substance is oxidized and which is reduced with at least 80% accuracy.

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 14 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Oxidation Reduction Reactions

Weeks 7- 8 Lesson 1 (6 days) Oxidation Reduction Reactions CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How is the oxidation number of an element in a formula determined? How are redox reactions balanced?

The foundation of understanding oxidation reduction is found in ion formation and bonding ( IPC 7D, 8A )

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Show samples of the oxidation of metals such as rusting iron, tarnished silver, and corroded copper. Let students know that each is an example of the metal reacting with oxygen-this is basically what oxidation is Ask- Can you think of other examples of the reaction of a metal with oxygen? (10H)

Have students review oxidation numbers using the periodic table; H and Na are +1, Ca is +2, Al is +3, N is -3 ,O is -2, Cl is -1 Ask- What is the octet rule? (10H)

Have students combine Fe+3 and O-2 [ Fe2O3] In the real world what happens is : Fe + O2 Fe2O3 . Have students balance the equation (10H)

Introduce reduction as the opposite of oxidation, that is - a loss of oxygen from a compound [ see page 647 for an example] (10H)

Journal descriptions of oxidized metals (10H) Identify oxidation numbers for elements in the columns on the

periodic table (10H) Define oxidation and reduction in terms of oxygen being lost or

gained (10H)

Explore Refer the students to page 647 - electron transfer - to redefine the definition of oxidation to

include a gain of oxygen or a loss of electrons and reduction as a loss or oxygen or a gain of electrons (10H)

Have students practice electrons being lost or gained using dot diagrams and identify which substance is oxidized or reduced (link) Ask- Which type of elements always seem to lose electrons and which seem to gain electrons? (10H)

Have students read the rules for assigning oxidation numbers on page 655 to assign oxidation numbers to substances in chemical equations. Use practice problems on page 656 (10H)

Pre-AP Chemistry – LTF OIL RIG: Balancing Redox Equations (found at LTF website) Pre-AP Chemistry – LTF Deposition: Determining the Size of an Atom by Silvering Glass

(found at LTF website) Use the Promethean Interactive White Board Flip Chart – Oxidation Reduction Have the students complete the Oxidation Reduction Worksheet while showing the

promethean lesson. (10H)

Cornell Note Taking (10H) Marzano's Six Steps to Effective Vocabulary Instruction

(10H) Redefine oxidation and reduction in terms of electrons being lost

or gained (10H) Create electron dot diagrams to identify which substance would

lose or gain electrons when bonding (10H) List the rules for assigning oxidation numbers (10H) PAIR CHECK

Students quickly pair with another to check their answers (10H)

Explain the oxidation-reduction process (10H) demonstrate how to determine and assign oxidation numbers Ask- What elements seem to

never change their oxidation numbers? When is the oxidation number of an element zero? (10H) demonstrate how to identify redox reactions (10H) guide students through the balancing of redox equations (10H) the ways to reduce oxidation by electroplating (10H)

√ Check for student understanding

define terms oxidation and reduction (10H) assign oxidation numbers (10H) identify and balance redox reactions (10H) summarize the chemistry behind electroplating (10H)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 15 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Elaborate Have students identify redox reaction - They are the reactions where one element is oxidized

and one is reduced. Ask- What is one easy way to identify a redox reaction? [There is a single uncombined element in the equation--single replacement reaction]

See pages 660-662. Have students do practice problems on page 662 by writing the oxidation numbers over

the elements to see which actually changed (link) (10H)

Differentiation (Additional Support)What do you do for students who need additional support?

Have students make and use a chart that list oxidations numbers that never change.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students balance half reactions

Identify redox reactions and assign oxidation numbers (10H)

Evaluate Students can identify and balance a redox reaction, assign oxidations numbers, and identify

which element is oxidized or reduced suggested evaluation] (10H)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

given a list of reactions, identify and balance the one that is a redox reaction, assign oxidations numbers to the elements, identify which element is oxidized or reduced, which is the agent for each (10H)

Vocabulary: oxidation reduction oxidation number reducing agent oxidizing agent redox reaction

Academic Vocabulary identify demonstrate implement investigate precision inferences organize analyze evaluate describe explain

Resources:Chemistry, Prentice HallChapter 22 (pp. 644-664) Section 22.1 Section 22.2 Section 22.3

Lab Manual Experiment 44 pp. 281-284Experiment 45 pp. 285-292Laboratory Recordsheets Mini-Lab pp. 113-116Guided Reading and Study Workbook pp. 203-204, 206-208, 209-210Review Module 22 pp. 29-32, 35

ELPS Student Expectations ELPS Specificity – Intended OutcomeSAISD © 2010-11–Fourth Grading Period Science Chemistry Page 16 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Language ObjectivesELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;ELPS 3(E) share information in cooperative learning interactions;

ELPS Stemso A new word/phrase I heard was….2(C)o The ___can be represented with…3(E)

Evidence of Learning (Summative Assessment)Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life Interim

None TAKS 2005

Not Tested

Additional TAKS questions

In which compound does nitrogen have an oxidation number of +5?

A HNO3

B N2

C NO2

D N2OE NH2OH

Answer A

ChemistrySAISD © 2010-11–Fourth Grading Period Science Chemistry Page 17 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Unit of Study: Gas LawsFourth Grading Period – Weeks 9 - 11 (11 days) CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas) Unit RationaleThe gas laws deal with how gases behave with respect to pressure, volume, temperature, and amount.

Gases behave differently from the other two commonly studied states of matter, solids and liquids, so we have different methods for treating and understanding how gases behave under certain conditions.

Essential Questions Guiding Questions What will happen when a helium-filled balloon is released into the sky? For gases, what is the relationship between pressure and volume?

How is the volume of a gas affected by a change in temperature?

TEKS TEKS Specificity - Intended Outcome(9)  Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to: (A)  describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law; (C)  describe the postulates of kinetic molecular theory.

” I CAN” statements highlighted in yellow should be displayed for students.I can

Con

cept

s

describe the properties of gases (9A) make Kelvin to Celsius temperature conversions (9A) verify Boyle’s Law, Charles’s Law, Gay-Lussac’s Law, the combined gas law, and

the Universal Gas Law (9A,C calculate effusion rates (9A) calculate the amount of gas at any specific pressure, volume, and temperature (9A) work in cooperative groups to identify application of the Gas Laws in every day life

situations (9A)

Skill

s

(2)  Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:

(E)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals; (F)  collect data and make measurements with accuracy and precision; (G)  express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (I)  communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.

plan and perform safe investigations and experiments (1A, 2E)

make accurate measurements using a variety of measuring instruments (2F)

correctly express and manipulate quantities (2G)

communicate a valid conclusion (2I)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 18 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

1(A) Use what they know about the gas laws to predict how the systems work together as a whole.

2(G) Describe general meaning, main points, and details heard in class discussions how temperature, pressure and volume work together. 3(E) Share in cooperative groups about possible outcomes of temperature, pressure and volume working together. 4(D) What comes to mind when you think of a scuba diver, hot air balloon and a helium tank?

5(B) Write using newly acquired vocabulary about the relationship between pressure, volume, and temperature.

Evidence of Learning (Summative Assessment)1. Use Gas Law formulas to solve for an unknown with at least 80% accuracy.

2. Determine the diffusion rate of gases with at least 80% accuracy.

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 19 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Gas Laws

Week 9- Lesson 1 - (5 days) Boyle's, Charles's and Gay Lussac's Laws CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

For gases, what is the relationship between pressure and volume? How is the volume of a gas affected by a change in temperature? How is the pressure of a gas affected by a change in temperature? What are the limitations of the Ideal Gas Law?

Gas laws receive minor coverage in IPC (IPC 8C)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Use a vacuum pump Bell jar set-up to demonstrate Boyle's Law. Show two inflated balloons (try to make them the same size- they do not have to be very large) to the class and ask, “What gives a balloon its shape and size? Ask students to share their ideas with the class.

Tape one balloon to the top of a bell jar and place the jar on a solid base. Be sure to grease the bottom of the bell jar before placing it on the base to create the most efficient seal possible.

Place the second balloon by the side of the jar for comparison. Then reduce the air pressure inside the jar by attaching the pressure pump to the base of the set up and turning it on. Have the students observe and describe what happens. (9A)

Tell the students that this unit will focus on how gases respond to changes in temperature, pressure, and volume (teacher link for gas Law Problems) (9A,C)

Journal observations of teacher demonstration (9A)

Explore Have students investigate the relationship between the volume and the amount of air in a

balloon (link) (9A) Have students investigate Boyle's Law and solve related problems using the appropriate

Gas Law formula. Ask - What is the relationship you discovered between the pressure and volume of a gas at a constant temperature? (9A)

Have the students do a simple activity that relates to Charles's Law and solve related problems using the appropriate Gas Law formula. (link) Ask - What is the relationship you discovered between the temperature and volume of a gas at a constant pressure? (9A)

Pre-AP Ch Pre-AP Chemistry – LTF Airbags: Designing a Lab with the Gas Laws (found at LTF website)

Pre-AP Chemistry – LTF Boyles Law – Pressure-Volume (student/teacher pages) (found at LTF website)

Pre-AP Chemistry – LTF Charles Law: Investigating the Relationship Between Temperature and Volume of a Gas (found at LTF website)

determine and graph the relationship between the amount of gas and its volume when pressure and temperature are constant (9A)

work with others to investigate Boyle's law (9A)

work in groups to investigate Charles's law (9A)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 20 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Explain characteristics and properties of gases (9A) problem solving for Charles's, Boyle's and Gay-Lussac's Gas Laws (9A) how the Combined Gas Law equations is used (9A)

THINK-INK-PAIR-SHARE

Students record information in their science journal and discuss with

their learning partner demonstrate understanding by solving gas law problems (9A)

Elaborate Students solve problems for Gay-Lussac'sLaw Ask - What is the relationship you

discovered between the temperature and pressure of a gas at a constant volume? (9A) Students solve problems using the Combined Gas Law (9A)

Differentiation (Additional Support)What do you do for students who need additional support?

Allow students to work in pairs and use a calculator to solve simple Gas Law problems using whole numbers and whole number answers.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students researching and reporting an activity, such as SCUBA diving, that illustrate applications of the gas laws

Solve gas law problems (9A)

Evaluate Have students work in pairs to create a visual that summarizes a basic Gas Laws (9A) Students solve a variety of Gas Law problems (9A)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Create a visual to summarize a gas law (9A) Solve gas law problems (9A)

Vocabulary: compressibility pressure volume Kelvin

Academic Vocabulary Describe Illustrate implement investigate precision inferences organize analyze evaluate describe explain

Resources:Chemistry, Prentice HallChapter 12 (pp. 326-343)

Section 12.1 Section 12.2 Section 12.3

Guided Reading and Study Workbook, pp. 111-120Review Modules 12 pp. 85-92Lab Manual, Experiment 17, Experiment 18Gas Laws: http://www.chemistry.ohio-state.edu/betha/nealGasLaw/

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 21 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

ELPS Stemso The ___can be represented with…3(E)o Which ___can be used to determine____? 5(B)

Evidence of Learning (Summative Assessment)Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life Interim None

TAKS 2005 None

Additional TAKS questions

The volume of one cylinder in an automobile is 0.44 L. The cylinder is filled with a gasoline and air mixture at 1.0 atm and then is compressed to 0.073 L prior to ignition. What pressure must be applied to produce this compression?

A 4.4B 6.0 C 7.3D 3.1E 3.6

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 22 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ChemistryUnit of Study: Gas Laws

Week 10-11 Lesson 2- (6 days) Ideal Gal Law, Dalton’s Law and Kinetic Molecular Theory CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is the ideal gas law? Under what conditions does the ideal gas law apply? What are the limitations of the ideal gas law?

Gas laws receive minor coverage in IPC (IPC 8C)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

So far students have studied the behavior of gases under three variables - temperature, pressure, and volume. Let them know there is a forth factor to consider - the amount of gas in the system. (9A)

Present the fact that one mole of a gas occupies 22.4 L at STP (9A,C) Present the Ideal Gas Law formula (9A,C)

Restate that a mole of a gas at STP occupies 22.4 L of volume (9A,C)

Identify the components of the Ideal Gas Law formula (9A,C)

Explore Introduce the formula for the Ideal Gas Law Ask- How is this formula different from the other gas law

formulas? (9A,C) Demonstrate calculations using the Ideal Gas Law formula (9A,C) Have students perform the activity on page 346 to calculate the moles of gas formed (9A,C) Pre-AP Chemistry – LTF Practice Using Gas Laws(student/teacher pages) Mixed Problem Set

(found at LTF website) Pre-AP Chemistry – LTF Gas Systems: Gas Simulation (found at LTF website)

solve for an unknown using the Ideal Gas Law formula (9A,C)

perform an investigation to determine the moles of a gas produced in a reaction (9A,C)

Explain After performing some hands on lessons on the gas laws, have a class discussion over the Ideal Gas

Law, Dalton’s Law, and Kinetic Molecular Theory (9A,C) discuss the diffusion and effusion of gases Ask- What are some every day examples of the diffusion

and effusion of a gas? (9A,C) Use the Promethean Interactive White Board Flip Chart – Gas Laws

Have the students complete the Notes on Gas Laws as they review the Promethean Lesson. (9A, C)

√ Check for student understanding

identify the use and limitations of the Ideal Gas Law (9A,C) provide examples of gases diffusing and effusing (9A,C)

Elaborate Have students measure the diffusion rate of two gases. Suggested activity (link) (9A,C) Have the students read pg. 354 Diving Can Be A Gas.

Differentiation (Additional support)What do you do for students who need additional support?

Follow the reteach suggestions on TE page 353

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research the refrigerants used in cooling systems

work with others to measure the diffusion rate of two gases (9A,C)

After reading Diving Can Be A Gas, have the students write in their journal:

3-2-1 Process - Students… write 3 thing they learned or already knew write 2 questions paragraph summarizing (10 I)

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 23 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evaluate Have students solve Ideal Gal Law and gas diffusion rate problems (9A,C)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

solve gas problems (9A,C)

Vocabulary: diffusion effusion

Academic Vocabulary describe illustrate implement investigate precision inferences organize analyze evaluate describe explain

Resources:Spectrum, Prentice Hall (344-353) Section 12.4

Section 12.5

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

o The word is ___ and it looks like this….1(A)o An experience I have had with ___ is … 4(D)

Evidence of Learning (Summative Assessment)Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students who need additional support?Follow the reteach suggestions on TE page 353

What do you do for students who master the learning quickly?

Have students research the refrigerants used in cooling systems

Interim None TAKS Not Tested

Additional TAKS questions

2 CO + O2 2 CO2

According to the reaction represented above, 1.0 mol of CO reacts at O0C and 1 atm to consume how much O2?A 32.0 gB 11.2 LC 22.4 LD 1.0 molE 2.0 mol

SAISD © 2010-11–Fourth Grading Period Science Chemistry Page 24 of 24

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.