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Writing Chemical Equations Worksheet - Excel

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Writing Chemical Equations Worksheet - Excel Powered By Docstoc
					*Priority Instructions*                         Instructions for Unit Template
                                                      Revised preserve your template for future use.
 1 Saving - Save each unit separately under a different name to 7/04
 2 Print Area - The number of lines on the lesson plan page has been increased to 100, but the print area is set only
   for 64 so that it will fit on two pages. If you have more than 64 lines you will need to highlight all the used cells, go
   under file and press "Print Area" -> "Set Print Area."
 3 Adding Lines to LP Page - Highlight bottom row (3 cells). Copy Cells. Highlight the number of rows you need in
   this format below. Edit -> Paste.
 4 Adding Lesson Plan Sheets - Before you use the last "clean" LP sheet select EDIT and "move or Copy Sheet."
   In the Window, check "create a copy," and use the scroll bar to move to the bottom of the pane and check "(move
   to end)."
   You will have to enter LP Objectives manually for new sheets.
   You can rename sheets by simply double clicking on their respective tabs and typing in a new name.
 5 Changing Info on LP Page - You cannot change the automatic copied information (# of days, LP objective,
   Assessment, Benchmarks or Standards) on the Lesson Plan Sheet. It must be changed on the Unit page so that
   both have the same information.
To Begin…
Each time you start a new unit, keep the format of the unit template, and add information in the appropriate blank
cells. by changing the Header/Footer Information
Begin
1. Go to View Header and Footer
2. Custom Header
3. Center Section and type the grade and subject area after the existing information. i.e. Unit Plan (Teacher,
School, Grade and Subject)
Course Page
Fill in the Course Title, Course Objectives, and elements of each unit.
As you type, cells will automatically expand; if they do not, highlight the row, go to Format, and under Row choose
Autofit (unless they are merged cells).
Unit Page
 1 Begin by changing the Header/Footer Information
   1. Go to View Header and Footer
   2. Custom Header
   3. Center Section and type the grade and subject area after the existing information. i.e. Unit Plan (Teacher,
   School, Grade and Subject)
 2 Replace the text in the top middle cell with your unit title/topic.
 3 Complete the remainder of the top section: Duration, Rationale, Unit Goal, Prior Knowledge, Unit Assessment.
   Note: The rationale will most often be tied to your course outcomes and where this unit fits in the big picture.


 4 Begin filling in the elements of the lesson plans. The number of days, lesson plan objective, asessment and
   benchnmarks/standards/ mastery codes will automatically copy to their cells on the appropriate lesson plan
   sheets.
Lesson Plan Pages
 1 Complete the top portion of the template. The left side contains permanent information while the right side
   contains information that may change from year to year.
 2 Assessment - the formal/informal, formative/summative tools you plan to use to assess your students' mastery of
   the given objective (these could include tests, projects, observation, participation).
 3 Enrichment and Accommodations - Activities that provide challenge and that recognize the particular needs of
   exceptional students.
 4 Equipment/Materials - list the materials you will need throughout the lesson (this will aid considerably in organizing
   yourself).
 5 Student Learning Task or Activity - What the student is doing during the indicated class time, explained in enough
   detail for a substitute teacher to execute with students.
   Teacher METHOD or Activity - In CAPS, what instructional method the teacher is employing (e.g., DIRECT
   INSTRUCTION, GROUP WORK); be sure to note any time the teacher is assessing student learning, and what
   type of assessment is being used (e.g., INFORMAL ASSESSMENT(IA) or FORMAL ASSESSMENT (FA)). Then
   if necessary, describe very briefly in lower case letters any additional details about what or how the teacher is
   executing the particular instructional method.
   A brief description of content is given in the 2nd column if Students are primarily dealing with that content or in the
                                         Instructions for Unit Template
                                                  Revised 7/04
Inserting Pictures, Equations, Diagrams
  It is easiest to prepare pictures, equations, and diagrams in a separate Word Document.
  Save the file and then go to the appropriate lesson plan. Click on the cell where you want the
  information to be placed. Press Insert ->Object - > Create from File - > Then press Browse to find your
  file and click OK.
  The object can easily be resized by pulling a corner.
                                                                                                                                                            (Matt Kloser)




Course
 Title                                                                    Chemistry

                                                             Course Outcomes
  1
         SWBAT communicate scientific ideas effectively and persuasively both orally and in writing

  2
         SWBAT apply the scientific method to design and perform labs following all applicable safety procedures

  3
         SWBAT analyze data numerically and graphically and draw conclusions

  4
         SWBAT utilize mathematical procedures and models to understand, explain, and solve problems

  5
         SWBAT apply principles of energy to predict chemical behavior on the macro and micro scale

  6
         SWBAT illustrate the organization and structure of matter

  7


  8


  9


 10



            Dates
                        Unit Concept or Title or                                                                                                        (Course
Unit #   (Number of                                          Unit Goal                    Prior Knowledge                 Unit Assessment
                               Question                                                                                                                Outcomes)
         Class Days)
                       Chemical and Physical       SWBAT observe and explain       SWBAT make and record            SWBAT classify the
                       Changes                     the similarities and            observations and take simple     chemical and physical
                                                   differences in several          measurements (mass, length,      changes described in a
                                                   chemical reactions and          time, temperature, etc.)         narrative and make
                                                   physical changes                                                 predictions about the same
  1                                                                                                                 chemical and physical
                                                                                                                    changes under different
                                                                                                                    circumstances. (Oil
                                                                                                                    processing and refining to
                                                                                                                    gasoline)
                       Atomic Structure            SWBAT describe how the          Students recognize that all      Students will be given data
                                                   atomic structure affects        matter is made of atoms.         for a new element that they
                                                   chemical properties.                                             have discovered. In order to
                                                                                                                    have their element
                                                                                                                    recognized by the greater
                                                                                                                    scientific community, they
                                                                                                                    must be able to describe the
                                                                                                                    element's atomic structure
  2                                                                                                                 and use this as a justification
                                                                                                                    for the given observed
                                                                                                                    properties. Students will
                                                                                                                    create a one page report
                                                                                                                    about their new element to be
                                                                                                                    submitted to a scientific
                                                                                                                    journal


                       The Periodic Table of the SWBAT predict properties of       SWBAT describe atomic            SWBAT predict the structure
                       Elements                  elements based on trends of       structure in detail, define      of the periodic table of
                                                 the periodic table and            elements, substances and         elements for an alien
  3                                              electron configurations           compounds                        universe given information
                                                                                                                    about the valence electrons
                                                                                                                    of elements in that universe


                       Chemical Bonding            SWBAT apply attractive and      Students are familiar with the   SWBAT build several three-
                                                   repulsive forces of subatomic   structure of the atom.           dimensional models of
                                                   particles to bonding and        Students have a basic sense      molecules incorporating the
                                                   molecular structure             that like charges repel and      attractive and repulsive
  4                                                                                opposite charges attract.        forces of subatomic particles
                                                                                   Students can define valence
                                                                                   electrons, electron
                                                                                   configurations, and electronic
                                                                                   orbitals.
                       Chemical Reactions          SWBAT deduce the products Students may have seen                 Students will predict products
                                                   for various chemical      simple chemical reactions              for several reactions that they
                                                   reactions.                prior to this class.                   have not seen before and
  5                                                                                                                 determine the amount of
                                                                                                                    each product recalling the
                                                                                                                    previous unit.


                       Stoichiometry               SWBAT apply conservation of Students have a general              Students will use their ability
                                                   mass to solve stoichiometric, sense of conservation of           to solve stoichiometric
                                                   limiting reagent, and percent mass.                              problems to determine which
                                                   yield problems.                                                  manufacturing process
                                                                                                                    among three described is
  6                                                                                                                 best for a company (costs the
                                                                                                                    least), on the basis of
                                                                                                                    efficient utilization of raw
                                                                                                                    materials (percent yield).


                       Solutions                   SWBAT relate intermolecular Students can recognize               Given a description and
                                                   forces and the process of   general concepts of                  properties of three
                                                   solvation.                  concentration (kool aid              chemicals, the students will
                                                                               knowledge)                           propose a method for
                                                                                                                    separating them in a
  7                                                                                                                 laboratory and clearly
                                                                                                                    articulate which
                                                                                                                    intermolecular forces are
                                                                                                                    being affected by these
                                                                                                                    methods.
                       Acids and Bases             SWBAT analyze acid/base         Students can relate acid and     Students will be given a
                                                   reactions using knowledge of    base terminology to common       description of a base
                                                   molecular structure and         products like vinegar and        solution. Students will be
                                                   bonding.                        ammonia.                         given the choice of several
                                                                                                                    acids to use to neutralize this
                                                                                                                    solution and will be asked to
                                                                                                                    choose the best acid for the
                                                                                                                    job and calculate how much
                                                                                                                    they will need. They will be
  8
                                                                                                                    able to suggest an indicator
                                                                                                                    that would work for the
                                                                                                                    titration. After the procedure
                                                                                                                    is checked, students can use
                                                                                                                    their procedure in the lab to
                                                                                                                    check their work.




                       Gas Laws                    SWBAT relate the volume,     Students can use concepts of        Students will use a piston
                                                   temperature and pressure of temperature, pressure, and           computer simulation to
                                                   gases to develop the         volume                              illustrate the relation of temp,
  9                                                combined and ideal gas laws.                                     pres, and volume. Students
                                                                                                                    will solve for the ideal gas
                                                                                                                    constant given experimental
                                                                                                                    data.




                                                                                                                                                                            Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                                                                                   Modified: Matt Kloser 7/06
                                                                                                                   (Anne Bernat, High School Chemistry)



             Unit #
                                                             The Periodic Table of the Elements                                               Estimated
                                                                                                                                               Duration
               3                                                                                                                                 21
                                     This unit is designed to help students organize what they have already learned about chemical
                                     changes and atomic structure in the previous two units. Students will learn how to read the periodic
                                     table and use it to organize what they already know about the elements and use the periodic table
        (Unit Rationale)             to help them predict properties of more unfamiliar elements. Electron configurations and valence
                                     electrons are stressed as the motivating factors behind the trends and organization of the periodic
                                     table. Knowledge of electron configurations will also prepare students for the subsequent unit on
                                     chemical bonding.
                                     SWBAT predict properties of elements based on trends of the periodic table and electron
           Unit Goal
                                     configurations
        Prior Knowledge              SWBAT describe atomic structure in detail, define elements, substances and compounds
                                     SWBAT predict the structure of the periodic table of elements for an alien universe given
        Unit Assessment
                                     information about the valence electrons of elements in that universe

                                                                                                                                             (Benchmarks,
           estimated                                                      Lesson Objective
Lesson #                                                                                                                                      Standards or
           # of days                                                     Lesson Assessment
                                                                                                                                            Mastery Codes)
                                     Acquiring & Integrating
                       Objective:
                                     SWBAT explain the historical development of the periodic table
 LP1          3
                       Assessment    SWBAT explain the contribution of Newlands, Mendeleev and Moseley to the modern periodic table
                            :
                       Objective:    SWBAT draw electron configurations and orbital diagrams                                                PS-H-B1
 LP2          4        Assessment    SWBAT draw the electron configuration and orbital diagram for 5 elements
                            :
                        Objective:   SWBAT connect electron configuration to blocks of the periodic table.                                  PS-H-C2
 LP3          2        Assessment    SWBAT use electron configurations to predict and explain properties of elements in the s and p
                            :        blocks of the periodic table
                       Objective:    SWBAT explain trends of ionization energy and atomic radius                                            PS-H-C2
 LP4          2        Assessment    SWBAT order 5 elements in terms of atomic radius from smallest to greatest and order 5 elements
                            :        in terms of ionization energy from least to greatest.
                       Objective:    Traditional Test
 LP5          1        Assessment
                            :
                                     Extending & Refining                                                                                   PS-H-C1
                       Objective:    SWBAT apply electron configuration and trends of the periodic table to individually researched
 LP6          4                      elements.
                       Assessment    SWBAT present the electron configuration of a researched element and how it fits or does not fit
                            :        the trends of the periodic table.
                                     SWBAT predict the properties of elements based on electron configuration and location on the           PS-H-C2
                       Objective:
 LP7          4                      periodic table.
                       Assessment    Performance Assessment
                            :
                                     Using Knowledge Meaningfully (Performance Assessment)
                       Objective:    SWBAT predict the structure of the periodic table of elements for an alien universe given
 LP8          1                      information about the valence electrons of elements in that universe
                       Assessment
                            :
                        Objective:
  LP9                  Assessment
                            :
                       Objective:
 LP10                  Assessment
                            :
                       Objective:
 LP11                  Assessment
                            :
                       Objective:
 LP12                  Assessment
                            :
                        Objective:
 LP13                  Assessment
                            :
                        Objective:
 LP14                  Assessment
                            :

                                                                                                                                                             Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                                                                    Modified: Matt Kloser 7/06
                                                                      (Anne Bernat, High School Chemistry)


                                                          History of the Periodic Table
  LP 1
 # of Days      3                                                                          Enrichment
                Students are familiar with the historical development of the model of
   Prior        the atom and are familiar with the concept that scientific ideas and
                knowledge change over time. Students can find atomic mass and           Accommodations
 Knowledge
                atomic number on the periodic table.
                Acquiring & Integrating
   Lesson       SWBAT explain the historical development of the periodic table
                                                                                           (Anticipated
  Objective                                                                                 Problems)
  Lesson   SWBAT explain the contribution of Newlands, Mendeleev and                    (Changes for next
Assessment Moseley to the modern periodic table                                              time)
                0
(Benchmarks                                                                               (What worked
or Standards)                                                                                well)
  Materials     Text book, power point, computer, projector, handouts                                       October 9, 12, and 13
                                                                                              Dates
  Needed

   Time                       Student Learning Task or Activity                                             Teacher METHOD or Activity
   Day 1
                BELL WORK: If you could discover a new element,
   3 min        what would you name it and why? Answers written in
                composition notebook
                PRAYER: student leads prayer with special intentions
   2 min
                from class
                                                                                        QUESTIONING: What core concepts have we learned in the
   10 min                                                                               previous two units? Is there a way that this information can be easily
                                                                                        organized?




                                                                                                                           Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                                  Modified: Matt Kloser 7/06
                                                     (Anne Bernat, High School Chemistry)

         PAIR WORK: Students are provided with a table of        Individual questioning during activity
         randomly organized cancer rate data for 5 different
         states and 5 different types of cancer. Two data points
         are missing (Breast cancer rate for Texas, or Lung
15 min
         cancer rate for Louisiana for example). Students are
         asked to examine the data provided and determine a
         more efficient method of organizing the data.

         CLASS DISCUSSION: volunteers draw their                 Moderates discussion and asks guiding questions. Ensures all
         organization system on the board. Class identifies      students participate through questioning.
         strengths and weaknesses, similarities and differences,
10 min
         and examines the data for any trends that have
         become apparent with the organization of the cancer
         rate data
                                                                 LECTURE: Introduce unit on the periodic table. Periodic table of the
                                                                 elements is presented as an organization system that provides
5 min                                                            useful information and allows trends in chemical properties to
                                                                 become apparent.
         INDIVIDUAL: Students complete a worksheet
5 min    assessing prior knowledge of vocabulary and concepts
         associated with the periodic table.
         No Homework

Day 2
         BELL WORK: List 5 pieces of information you can
         determine about an element based on information on
3 min
         the periodic table. Answers written in composition
         notebook
         PRAYER: student leads prayer with special intentions
2 min
         from class
                                                                  LECTURE: Historical development of the periodic table of the
10 min                                                            elements. Contribution of Newlands, Mendeleev, and Moseley and
                                                                  definition of the periodic law




                                                                                                   Template authors: Michael Saleeby Timothy Welsh
                                                                                                                          Modified: Matt Kloser 7/06
                                                    (Anne Bernat, High School Chemistry)

         PAIR WORK: Students use the textbook to define and Individual questioning during activity
         locate groups on the periodic table (alkali metals,
10 min   alkaline earth metals, halogens, noble gases, etc.
         review from physical science), and color a copy of the
         periodic table to identify these groups
         CLASS DISCUSSION: the colored periodic tables are Moderates discussion and asks guiding questions. Ensures all
         used by students to find evidence supporting or        students participate through questioning.
10 min   contesting Newlands rule of octaves, Mendeleev's
         organization by atomic mass, and Moseley's
         organization by atomic number.
                                                                LECTURE: description of Mendeleev's argument for leaving blanks
8 min                                                           in his periodic table for elements that had not yet been discovered.
                                                                Case Study: Gallium
                                                                 QUESTIONING: What were the contributions of Newlands,
                                                                 Mendeleev and Moseley to the modern periodic table? How could
                                                                 Mendeleev's argument for leaving blanks in his periodic table be
7 min                                                            used to predict properties of elements that are difficult to measure?
                                                                 (The purpose of this last question is to motivate the alkali metal lab
                                                                 activity planned for tomorrow)
         HW: Textbook section 6.1 Assessment Questions 2-5


Day 3
         BELL WORK: Describe how Mendeleev contributed to
         the development of the periodic table. In your own
3 min    words, what is periodic law? Write answers in
         composition notebook. Turn in HW

         PRAYER: student leads prayer with special intentions
2 min
         from class




                                                                                                  Template authors: Michael Saleeby Timothy Welsh
                                                                                                                         Modified: Matt Kloser 7/06
                                                 (Anne Bernat, High School Chemistry)

         GROUP WORK: Francium-- solid, liquid or gas?               Individual questioning during activity
         handout attached below. In groups of three, students
         complete the problem solving lab activity in their
         composition notebooks. Students are provided with
         data about the melting point, boiling point, and atomic
         radius of Li, Na, K, Rb, and Cs, and are asked to
25 min
         identify the trends they observe, graph the data, and
         predict, based on their graphs, the melting point,
         boiling point, and atomic radius of Fr. Students will
         analyze their results in their composition notebook and
         compare this activity to Mendeleev's prediction of the
         properties of Gallium
         CLASS DISCUSSION: students will share their results Moderates discussion and asks guiding questions. Ensures all
         by writing their predicted melting point, boiling point,   students participate through questioning.
         and radius for Fr in a data table on the board. Students
10 min
         will discuss the sources of error in their predictions and
         compare to Mendeleev's prediction of the properties of
         Gallium
         I&I FORMATIVE ASSESSMENT: students will
         complete a timeline template to explain the progression
10 min   of the historical periodic table as Newlands,
         Mendeleev, and Moseley made their contributions

         No Homework




                                                                                            Template authors: Michael Saleeby Timothy Welsh
                                                                                                                   Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                                     (Anne Bernat, High School Chemistry)


                                                              Electron Configurations
  LP 2
 # of Days      4                                                                        Enrichment
                Students know the structure of the atom, the general shapes and
   Prior        sizes of atomic orbitals, and the size and charges of the subatomic   Accommodations
 Knowledge      particles.
  Lesson   SWBAT draw electron configurations and orbital diagrams                       (Anticipated
 Objective                                                                                Problems)
  Lesson   SWBAT draw the electron configuration and orbital diagram for 5            (Changes for next
Assessment elements                                                                         time)
                PS-H-B1
(Benchmarks                                                                             (What worked
or Standards)                                                                              well)
                Text book, power point, computer, projector, handouts                                     October 14 was all school testing, No school October 16.
  Materials                                                                                               lesson began October 15 and continued October 19, 20 and
                                                                                            Dates
  Needed                                                                                                  21


   Time                      Student Learning Task or Activity                                             Teacher METHOD or Activity
   Day 1
                BELL WORK: For each of the following elements, list
                two other elements that have similar chemical
   3 min        properties and explain how you know. Iodine, Barium,
                Iron. Write answers in composition notebook

                PRAYER: student leads prayer with special intentions
   2 min
                from class
                                                                                      QUESTIONING: Why do alkali metals all react in the same way?
   10 min                                                                             How does atomic structure influence how an element reacts?
                                                                                      LECTURE: Introduce the vocabulary used with electron
   10 min                                                                             configurations and orbital diagrams. Recall atomic structure and
                                                                                      motivate the need to describe where electrons are.
                PAIR WORK: With a partner students review their                       Individual questioning during activity
   5 min        notes on the Bohr Model of the atom and shapes and
                sizes of s, p, d, and f sublevels


                                                                                                                        Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                               Modified: Matt Kloser 7/06
                                                    (Anne Bernat, High School Chemistry)

5 min                                                             LECTURE: Define the Aufbau Principle
         PAIR WORK: With a partner students create a list or      Individual questioning during activity
5 min    table to help them remember the order of atomic
         orbitals according to the Aufbau principle
                                                             LECTURE: Define and use the Pauli Exclusion Principle and Hund's
5 min
                                                             Rule.
         PAIR WORK: With a partner students create analogies Individual questioning during activity
         to help them remember the Aufbau Principle, Pauli
5 min
         Exclusion Principle and Hund's Rule.

         HW Workbook p. 29 #1-8

Day 2
         BELL WORK: State the Aufbau principle, Pauli
3 min    exclusion principle and Hund’s rule in your own words.
         Write answers in composition notebook
         PRAYER: student leads prayer with special intentions
2 min
         from class
                                                                  QUESTIONING: Review definitions of Aufbau principle, Pauli
5 min                                                             exclusion principle, and Hund's rule.
         PEER REVIEW: Check HW
5 min
                                                                  LECTURE: How to draw an orbital diagram using the 3 principles.
10 min                                                            Multiple examples calling on individual students for suggestions and
                                                                  ideas.
         PAIR WORK: Practice worksheet drawing orbital            Individual questioning during activity
15 min   diagrams and explaining how the 3 principles apply to
         the orbital diagram.
         CLASS DISCUSSION: check pair work by individual          Moderates discussion and asks guiding questions. Ensures all
8 min
         students writing their answers on the board.             students participate through questioning.
         EXIT CARD: I&I write the orbital diagram for one
2 min
         element and describe the 3 principles
         HW: complete practice worksheet

Day 3




                                                                                                   Template authors: Michael Saleeby Timothy Welsh
                                                                                                                          Modified: Matt Kloser 7/06
                                                   (Anne Bernat, High School Chemistry)

         BELL WORK: Draw the orbital diagrams for lithium,
3 min    oxygen, and sodium. Write answers in composition
         notebook
         PRAYER: student leads prayer with special intentions
2 min
         from class
         CLASS DISCUSSION: Check HW                             Moderates discussion and asks guiding questions. Ensures all
10 min                                                          students participate through questioning.
         Guided notes                                           LECTURE: review of orbital diagram and introduction of related
                                                                electron configurations. Teach process of writing electron
10 min                                                          configurations and call on students for suggestions and ideas during
                                                                examples.
         PAIR WORK: Practice worksheet writing electron          Individual questioning during activity
15 min
         configurations and connecting to orbital diagrams
         CLASS DISCUSSION: check pair work by individual         Moderates discussion and asks guiding questions. Ensures all
8 min
         students writing their answers on the board.            students participate through questioning.
         EXIT CARD: I&I write the electron configuration for one
2 min    element and explain how it is related to the orbital
         diagram
         HW: complete practice worksheet

Day 4    Mass Day: shortened class period
         BELL WORK: Write the electron configuration for
3 min    carbon, neon, and iron. Write answers in composition
         notebook
         PRAYER: student leads prayer with special intentions
2 min
         from class
         CLASS DISCUSSION: check HW                           Moderates discussion and asks guiding questions. Ensures all
10 min
                                                              students participate through questioning.
         QUIZ: LP1 and LP2 explain why groups on the periodic Monitor class
         table tend to have the same properties and where
15 min   groups can be found. Draw the orbital diagram and
         electron configuration for 5 elements, each from a
         different group on the periodic table.




                                                                                                Template authors: Michael Saleeby Timothy Welsh
                                                                                                                       Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                                     (Anne Bernat, High School Chemistry)


                                                   Reconnecting to the Periodic Table
  LP 3
  # of Days     2                                                                        Enrichment
    Prior       Students know the vocabulary used for the groups of the periodic
                table and are able to write electron configurations                   Accommodations
 Knowledge
   Lesson       SWBAT connect electron configuration to blocks of the periodic           (Anticipated
  Objective     table.                                                                    Problems)
                SWBAT use electron configurations to predict and explain properties
  Lesson   of elements in the s and p blocks of the periodic table
                                                                                      (Changes for next
Assessment                                                                                 time)
                PS-H-C2
(Benchmarks                                                                             (What worked
or Standards)                                                                              well)
  Materials     Text book, power point, computer, projector, handouts                                     October 22 and 23
                                                                                            Dates
  Needed

   Time                      Student Learning Task or Activity                                            Teacher METHOD or Activity
   Day 1
                BELL WORK: An unknown element has chemical
                behavior similar to that of silicon (Si) and lead (Pb).
                The unknown element has a mass greater than that of
                sulfur (S), but less than that of cadmium (Cd). Use the
   3 min
                periodic table to determine the identity of the unknown
                element.
                Germanium (Ge)

                PRAYER: student leads prayer with special intentions
   2 min
                from class
                CLASS DISCUSSION: What do the electron                                Moderates discussion and asks guiding questions. Ensures all
   10 min       configurations for the elements within the same group                 students participate through questioning.
                have in common?
                                                                                      LECTURE: identify the s, p, d, and f blocks on the periodic table
   10 min                                                                             based on the electron configurations of elements in those areas




                                                                                                                        Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                               Modified: Matt Kloser 7/06
                                                     (Anne Bernat, High School Chemistry)

         INDIVIDUAL: color or box the s, p, d, and f blocks on
5 min
         periodic table hand out
                                                                    LECTURE: valence electrons have the most influence on chemical
10 min                                                              properties. Identify number of valence electrons based on electron
                                                                    configuration and placement on the periodic table.
         PAIR WORK: With a partner, complete a worksheet            Individual questioning during activity
         identifying numbers of valence electrons for certain
10 min   elements and attempt to explain the chemical
         properties of that element based on the number of
         valence electrons.
         HW p. 139 #18-20

Day 2
         BELL WORK: Which element has one electron in the
         3s orbital?
         Which element has completely full orbitals ending in a
3 min
         full 4p orbital?
         How can you determine the number of valence
         electrons an element has?
         PRAYER: student leads prayer with special intentions
2 min
         from class
5 min    Check homework
15 min   PAIR WORK: complete workbook pages 31-32                   Individual questioning during activity
         CLASS DISCUSSION: check the answers to workbook            Moderates discussion and asks guiding questions. Ensures all
10 min
         pages 31-32                                                students participate through questioning.
         INDIVIDUAL FORMATIVE ASSESSMENT: given a                   Monitor class
         description of the position of an unknown element on
         the periodic table, the student describes the properties
10 min
         of the element. Given the properties of an element, the
         student describes the position of the element and its
         electron configuration
         CLASS DISCUSSION: closure questions about the              Moderates discussion and asks guiding questions. Ensures all
5 min
         assessment                                                 students participate through questioning.
         no homework




                                                                                                     Template authors: Michael Saleeby Timothy Welsh
                                                                                                                            Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                                       (Anne Bernat, High School Chemistry)


                                                            Trends of the Periodic Table
  LP 4
 # of Days      2                                                                           Enrichment
                Students can describe the differences in numbers of subatomic
   Prior        particles in different elements. Students can describe differences in
                properties of elements and groups of the periodic table with which       Accommodations
 Knowledge
                they are familiar.
   Lesson       SWBAT explain trends of ionization energy and atomic radius                (Anticipated
  Objective                                                                                 Problems)
                SWBAT order 5 elements in terms of atomic radius from smallest to
  Lesson   greatest and order 5 elements in terms of ionization energy from
                                                                                        (Changes for next
Assessment least to greatest.                                                                time)
                PS-H-C2
(Benchmarks
                                                                                        (What worked well)
or Standards)
  Materials     Text book, power point, computer, projector, handouts                                        October 26 and 27
                                                                                               Dates
  Needed

   Time                       Student Learning Task or Activity                                              Teacher METHOD or Activity
   Day 1
                BELL WORK: identify the number of valence electrons
   3 min
                in the following elements, Ar, Cs, S, Br
                PRAYER: student leads prayer with special intentions
   2 min
                from class
                                                                                        LECTURE: introduce trends of the periodic table. What is a trend?
   10 min                                                                               What causes trends? Look at atomic radius and ionization energy in
                                                                                        detail
                PAIR WORK: With a partner, students try to write an                     Individual questioning during activity
   5 min        explanation for the trends of atomic radius and
                ionization energy
                CLASS DISCUSSION: pair share their theories on the                      Moderates discussion and asks guiding questions. Ensures all
   10 min       explanation of the trends of atomic radius and                          students participate through questioning.
                ionization energy



                                                                                                                          Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                                 Modified: Matt Kloser 8/04
                                                      (Anne Bernat, High School Chemistry)

         PAIR WORK: answer textbook questions about trends Individual questioning during activity
10 min   of the periodic table. Assessment questions p. 165

10 min   CLASS DISCUSSION: check answers to pair work              Moderates discussion and asks guiding questions. Ensures all
         HW: practice worksheet trends of the periodic table

Day 2
         BELL WORK: Look back at the second bell work of this
3 min    unit (10/12), make a list of things that you have learned
         since then.
         PRAYER: student leads prayer with special intentions
2 min
         from class
5 min    Check homework
         PAIR WORK: With a partner, summarize what you             Individual questioning during activity
         know about the trends of the periodic table and create
10 min   an argument that explains which would be bigger an
         more likely to loose electrons, halogens or alkali metals

         GROUP WORK: two sets of partners share their work         Individual questioning during activity
5 min    in a group of 4. Students explain their argument and
         get feedback from the group
         QUIZ: formative assessment, given several lists of        monitors class
10 min   elements, students put them in order according to
         increasing size or ionization energy
                                                                   QUESTIONING: What connections can be drawn between the
                                                                   placement of an element on the periodic table and its properties?
                                                                   How do valence electrons affect an element's properties? How can
15 min
                                                                   electron configurations be determined just by looking at the periodic
                                                                   table?




                                                                                                    Template authors: Michael Saleeby Timothy Welsh
                                                                                                                           Modified: Matt Kloser 8/04
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 8/04
                                                          (Anne Bernat, High School Chemistry)


                                                                 TEST
  LP 5
 # of Days 1                                                              Enrichment
   Prior
                                                                       Accommodations
Knowledge
  Lesson   Traditional Test                                               (Anticipated
 Objective                                                                 Problems)
  Lesson   0                                                           (Changes for next
Assessment                                                                   time)
                0
(Benchmarks                                                              (What worked
or Standards)                                                               well)
  Materials     Test                                                                       October 28, 2009
                                                                             Dates
  Needed

    Time                    Student Learning Task or Activity                              Teacher METHOD or Activity
                PRAYER: student leads prayer with special intentions
   2 min
                from class
   40 min       TEST: I&I Summative Assessment                         Monitor class
                CLASS DISCUSSION: discuss any closure questions        Present the topics and skills that will be utilized in the extending and
   8 min
                related to test                                        refining project and lab




                                                                                                         Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                                      (Anne Bernat, High School Chemistry)


                                         Researching and Experimenting with Elements
  LP 6
 # of Days      4                                                                         Enrichment
                Students can write electron configurations and are familiar with the
   Prior        trends of atomic radius and ionization energy on the periodic table    Accommodations
 Knowledge
                Extending & Refining
   Lesson       SWBAT apply electron configuration and trends of the periodic table
                                                                                         (Anticipated
  Objective     to individually researched elements.                                      Problems)
                SWBAT present the electron configuration of a researched element
  Lesson   and how it fits or does not fit the trends of the periodic table.
                                                                                       (Changes for next
Assessment                                                                                  time)
                PS-H-C1
(Benchmarks                                                                             (What worked
or Standards)                                                                              well)
  Materials     Text book, power point, computer, projector, handouts, Mg lab                              October 29 and 30, November 2 and 3
                materials                                                                   Dates
  Needed

   Time                       Student Learning Task or Activity                                            Teacher METHOD or Activity
   Day 1
                 BELL WORK: Lateral thinking puzzle
                 A man and his dog went for a walk in the woods. When
                 he returned home he invented something now worth
                 millions of dollars. What was it?
                 Hint: something annoying happened during the walk in
                 the woods. It gave the man an idea. He invented a
    3 min        popular fastener
                 Answer: During his walk in the woods, the man picked
                 up several burrs on his clothes. When he returned
                 home, he examined them under his microscope and
                 discovered the mechanism whereby they stick on. He
                 went on to invent Velcro
                 write answer in composition notebook
                 PRAYER: student leads prayer with special intentions
    2 min
                 from class


                                                                                                                         Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                                Modified: Matt Kloser 7/06
                                                    (Anne Bernat, High School Chemistry)

                                                                   QUESTIONING: Who were the scientists who had the most
                                                                   influence on the periodic table and what did they do? How do
10 min                                                             electrons affect chemical behavior? What are the principles that
                                                                   govern where electrons are most likely to be found in an atom and
                                                                   how do we use them?
                                                                   LECTURE: Present guidelines for element research project. Assign
5 min
                                                                   elements to students
30 min   INDIVIDUAL: research in the computer lab                  Individual questioning during activity
         HW: Continue researching element and preparing
         presentation. Presentations begin on Monday
         November 2

Day 2
         BELL WORK: Lateral thinking puzzle
         A man was driving down the road into town with his
         family on a clear day. He saw a tree and immediately
         stopped the car and reversed at high speed. Why?
         Hint: there were many trees along the side of the road.
         The man had never seen or noticed this tree before.
         There was something different about this tree. His
         primary concern was safety. The tree was not a threat
         to him.
3 min
         Answer: The man saw a tree lying across the road. He
         was in Africa and he knew that blocking the road with a
         tree was a favorite trick of armed bandits, who then
         waited for a car to stop at the tree and so they could
         ambush and rob the passengers. He guessed correctly
         that this was the case here, so he reversed quickly to
         avoid danger Write answer in composition notebook


         PRAYER: student leads prayer with special intentions
2 min
         from class
                                                                   LECTURE: Introduction of the skills and procedure used in the
10 min                                                             Properties of Magnesium Lab on page 184 of the textbook




                                                                                                  Template authors: Michael Saleeby Timothy Welsh
                                                                                                                         Modified: Matt Kloser 7/06
                                                      (Anne Bernat, High School Chemistry)

         INDIVIDUAL: students set up their lab notebook with     Individual questioning during activity
         the procedure, safety concerns and data tables needed
10 min
         for this lab. Students answer prelab questions in their
         notebook.
         LAB: In science lab students perform the Properties of Individual questioning during activity
         Magnesium Lab in pairs. Students use safe and
25 min
         appropriate lab procedures and record all data and
         observations in their lab notebook
         HW: Complete Analysis questions on page 184 of the
         textbook in lab notebook following your data from this
         lab.

Day 3
         BELL WORK: What was the purpose of the Properties
3 min    of Magnesium Lab?         Collect lab notebooks for
         grading
         PRAYER: student leads prayer with special intentions
2 min
         from class
         PRESENTATIONS: Individual students present their           Assess student's presentation according to the presentation outline
         assigned element to the class. All students are            attached below
45 min
         respectfully attentive to their classmates' presentations.
         Presentations last 3-5 minutes

Day 4
         BELL WORK: List 3 things that you found interesting or
3 min    surprising about your element as you prepared your
         presentation.
         PRAYER: student leads prayer with special intentions
2 min
         from class
         PRESENTATIONS: Individual students present their             Assess student's presentation according to the presentation outline
         assigned element to the class. All students are              attached below
40 min
         respectfully attentive to their classmates' presentations.
         Presentations last 3-5 minutes
         CLASS DISCUSSION: What went well with this project           Moderates discussion and asks guiding questions. Ensures all
5 min
         and what could be improved?                                  students participate through questioning.




                                                                                                      Template authors: Michael Saleeby Timothy Welsh
                                                                                                                             Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                                        (Anne Bernat, High School Chemistry)


                                                                                   LAB
  LP 7
 # of Days      4                                                                        Enrichment
   Prior        Students can write electron configurations and are familiar with
                trends of the periodic table                                         Accommodations
Knowledge
  Lesson        SWBAT predict the properties of elements based on electron              (Anticipated
 Objective      configuration and location on the periodic table.                        Problems)
  Lesson        Performance Assessment                                               (Changes for next
Assessment                                                                                 time)
                PS-H-C2
(Benchmarks                                                                           (What worked
or Standards)                                                                            well)
  Materials     Samples of several elements, text book, lab materials                                    November 4, 5, 6, and 9
                                                                                           Dates
  Needed

   Time                   Student Learning Task or Activity                                              Teacher METHOD or Activity
   Day 1        Mass Day, Shortened Class Period
                BELL WORK: Think back to the Magnesium lab, what
   3 min        were some of the key lab skills practiced in that lab?

                PRAYER: student leads prayer with special intentions
   2 min
                from class
                                                                                    LECTURE: Introduction of the skills and procedure used in the
                                                                                    Descriptive Chemistry of the Elements lab on page 170 of the
   10 min                                                                           textbook (many skills similar to Mg lab of last lesson, only on a larger
                                                                                    scale)
                INDIVIDUAL: students set up their lab notebook with     Individual questioning during activity
                the procedure, safety concerns and data tables needed
   15 min
                for this lab. Students answer prelab questions in their
                notebook.
                No Homework

   Day 2



                                                                                                                        Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                               Modified: Matt Kloser 7/06
                                                   (Anne Bernat, High School Chemistry)

         BELL WORK: What do you predict will happen in
3 min
         today's lab?
         PRAYER: student leads prayer with special intentions
2 min
         from class
         LAB: In science lab students perform the Descriptive    Individual questioning during activity
         Chemistry of the Elements lab in pairs. Students use
45 min   safe and appropriate lab procedures and record all
         data and observations in their lab notebook

         No Homework

Day 3
         BELL WORK: What is the purpose of the Descriptive
         Chemistry of the Elements lab? Summarize your
3 min
         results so far. Write answers in composition notebook

         PRAYER: student leads prayer with special intentions
2 min
         from class
         LAB: Continue Descriptive Chemistry of the Elements     Individual questioning during activity
         lab in pairs. Use safe and appropriate lab procedures
40 min
         and record all data and observations in lab notebook

         CLASS DISCUSSION: student led discussion of lab.        Moderates discussion and asks guiding questions. Ensures all
5 min
         What was good? What could be improved                   students participate through questioning.
         HW: Complete analysis questions #1-5 on page 171.
         Write 1-3 paragraphs in your lab notebook
         summarizing your results of this lab and supporting
         your conclusions

Day 3
         BELL WORK: Write the electron configuration for 3
3 min
         elements used in the lab
         PRAYER: student leads prayer with special intentions
2 min
         from class




                                                                                                  Template authors: Michael Saleeby Timothy Welsh
                                                                                                                         Modified: Matt Kloser 7/06
                                                      (Anne Bernat, High School Chemistry)

         GROUP WORK: Students work in groups of 4. No lab           Individual questioning during activity
         partners are assigned to the same group. Students
         compare data, observations, and results. Students
15 min   write the electron configuration for all of the elements
         used in the lab and explain the properties observed in
         lab in terms of electron configurations

         GROUP WORK: Students work in different groups of Individual questioning during activity
         4. No previous group members are assigned to the
         same new group. Students discuss and compare their
         previous group's results. Students locate the elements
15 min
         used in the lab on the periodic table and draw
         connections between properties of elements, electron
         configuration, and location on the periodic table.

         GROUP PRESENTATIONS: each group briefly
15 min
         explains their results to the other groups
         Collect lab notebooks




                                                                                                     Template authors: Michael Saleeby Timothy Welsh
                                                                                                                            Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                                      (Anne Bernat, High School Chemistry)


                                                              Performance Assessment
  LP 8
 # of Days      1                                                                         Enrichment
                Students can write the electron configuration for elements, predict
   Prior        properties based on the periodic table, and can calculate the
                number of valence electrons in at atom of an element                    Accommodations
 Knowledge

                Using Knowledge Meaningfully (Performance Assessment)
   Lesson       SWBAT predict the structure of the periodic table of elements for an      (Anticipated
  Objective     alien universe given information about the valence electrons of            Problems)
                elements in that universe
  Lesson   0                                                                           (Changes for next
Assessment                                                                                  time)
                0
(Benchmarks
                                                                                       (What worked well)
or Standards)
  Materials     Performance Assessment                                                                      9-Nov
                                                                                             Dates
  Needed

   Time                       Student Learning Task or Activity                                             Teacher METHOD or Activity
   Day 1
                PRAYER: student leads prayer with special intentions
   2 min
                from class
                CLASS DISCUSSION: brief wrap up discussion of                          Moderates discussion and asks guiding questions. Ensures all
   8 min
                yesterday's group work                                                 students participate through questioning.
                PERFORMANCE ASSESSMENT: I&I Summative                                  Monitors class
   40 min
                Assessment




                                                                                                                      Template authors: Michael Saleeby Timothy Welsh
                                                                                                                                             Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
(Anne Bernat, High School Chemistry)




                                       Template authors: Michael Saleeby Timothy Welsh
                                                              Modified: Matt Kloser 7/06
                                                (Teacher Name, School, Grade and Subject)


                                                        Lesson Title
  LP 9
 # of Days 0                                                      Enrichment
   Prior
                                                               Accommodations
Knowledge
  Lesson   0                                                      (Anticipated
 Objective                                                         Problems)
  Lesson   0                                                   (Changes for next
Assessment                                                           time)
                0
(Benchmarks
                                                              (What worked well)
or Standards)
  Materials
                                                                     Dates
  Needed

    Time            Student Learning Task or Activity                              Teacher METHOD or Activity




                                                                                             Template authors: Michael Saleeby Timothy Welsh
                                                                                                                    Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)




                                            Template authors: Michael Saleeby Timothy Welsh
                                                                   Modified: Matt Kloser 7/06
                                                (Teacher Name, School, Grade and Subject)


                                                        Lesson Title
 LP 10
 # of Days 0                                                      Enrichment
   Prior
                                                                Accommodations
Knowledge
  Lesson   0                                                      (Anticipated
 Objective                                                         Problems)
  Lesson   0                                                   (Changes for next
Assessment                                                           time)
                0
(Benchmarks
                                                               (What worked well)
or Standards)
  Materials
                                                                     Dates
  Needed

    Time            Student Learning Task or Activity                               Teacher METHOD or Activity




                                                                                              Template authors: Michael Saleeby Timothy Welsh
                                                                                                                     Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)




                                            Template authors: Michael Saleeby Timothy Welsh
                                                                   Modified: Matt Kloser 7/06
                                                (Teacher Name, School, Grade and Subject)


                                                        Lesson Title
 LP 11
 # of Days 0                                                     Enrichment
   Prior
                                                               Accommodations
Knowledge
  Lesson   0                                                     (Anticipated
 Objective                                                        Problems)
  Lesson   0                                                  (Changes for next
Assessment                                                          time)
                0
(Benchmarks                                                     (What worked
or Standards)                                                      well)
  Materials
                                                                    Dates
  Needed

    Time            Student Learning Task or Activity                             Teacher METHOD or Activity




                                                                                             Template authors: Michael Saleeby Timothy Welsh
                                                                                                                    Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)




                                            Template authors: Michael Saleeby Timothy Welsh
                                                                   Modified: Matt Kloser 7/06
                                                (Teacher Name, School, Grade and Subject)


                                                        Lesson Title
 LP 12
 # of Days 0                                                      Enrichment
   Prior
                                                               Accommodations
Knowledge
  Lesson   0                                                      (Anticipated
 Objective                                                         Problems)
  Lesson   0                                                   (Changes for next
Assessment                                                           time)
                0
(Benchmarks                                                      (What worked
or Standards)                                                       well)
  Materials
                                                                    Dates
  Needed

    Time            Student Learning Task or Activity                              Teacher METHOD or Activity




                                                                                             Template authors: Michael Saleeby Timothy Welsh
                                                                                                                    Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)




                                            Template authors: Michael Saleeby Timothy Welsh
                                                                   Modified: Matt Kloser 7/06
                                                (Teacher Name, School, Grade and Subject)


                                                        Lesson Title
 LP 13
 # of Days 0                                                      Enrichment
   Prior
                                                                Accommodations
Knowledge
  Lesson   0                                                      (Anticipated
 Objective                                                         Problems)
  Lesson   0                                                   (Changes for next
Assessment                                                           time)
                0
(Benchmarks
                                                               (What worked well)
or Standards)
  Materials
                                                                     Dates
  Needed

    Time            Student Learning Task or Activity                               Teacher METHOD or Activity




                                                                                            TTemplate authors: Michael Saleeby Timothy Welsh
                                                                                                                    Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)




                                            TTemplate authors: Michael Saleeby Timothy Welsh
                                                                    Modified: Matt Kloser 7/06
                                                (Teacher Name, School, Grade and Subject)


                                                        Lesson Title
 LP 14
 # of Days 0                                                      Enrichment
   Prior
                                                               Accommodations
Knowledge
  Lesson   0                                                      (Anticipated
 Objective                                                         Problems)
  Lesson   0                                                   (Changes for next
Assessment                                                           time)
                0
(Benchmarks                                                      (What worked
or Standards)                                                       well)
  Materials
                                                                    Dates
  Needed

    Time            Student Learning Task or Activity                              Teacher METHOD or Activity




                                                                                            TTemplate authors: Michael Saleeby Timothy Welsh
                                                                                                                    Modified: Matt Kloser 7/06
(Teacher Name, School, Grade and Subject)




                                            TTemplate authors: Michael Saleeby Timothy Welsh
                                                                    Modified: Matt Kloser 7/06

				
DOCUMENT INFO
Description: Writing Chemical Equations Worksheet document sample