Science First Nine Weeks Chemistry

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

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Science First Nine Weeks ChemistryStandards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science First Nine Weeks Chemistry

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

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At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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Science First Nine Weeks Chemistry

State Standards Embedded Standards Outcomes Content Connections

Standard 1 Introduction to Chemistry and Matter & its Properties - 2 weeks

CLE 3221. Math.1 Understand the mathematical principles associated with the science of chemistry.

CLE3221.Math.2 Utilize appropriate mathematical equations and process to solve chemistry problems

3221.Inq.2 Identify an answerable question and formulate a hypothesis to guide a scientific investigation.

3221.Inq.4 Perform and understand laboratory procedures directed at testing hypothesis.

3221.Inq.5 Select appropriate tools and technology to collect precise and accurate quantitative and qualitative data.

3221.Inq.6 Correctly read a thermometer, balance, metric ruler and a graduated cylinder.

3221.Math.1 Use a variety of appropriate notations (e.g., exponential, functional, square root).

3221.Math.5 Analyze graphs to describe the behavior of functions.

3221. Inq.7 Record observation and/or data using correct scientific units and significant figures.

Use SI system during measurement and problem solving.

Use a variety of appropriate notations (e.g., exponential, functional, square root).

Convert metric units using dimensional analysis.

Accuracy, precision, and error in a series of measurements.

Read/interpret graphs: (pie, bar, and line)

Familiarity with use and importance of the scientific method, including hypothesis, independent/dependent variables

Differentiation between a theory and a scientific law

Apply lab safety awareness and practice in the laboratory

Become familiar with lab equipment, their purposes and name

Glencoe Chemistry – Introduction to Chemistry - Chapter 11.1 – A Story of Two Substances1.2 – Chemistry and Matter1.3 – Scientific Method1.4 – Scientific Research

Lab Safety Video Lab Safety

Launch Lab – Where did the mass go? P. 3Quick Demo – Substance or Chemicals – p. 5Min-Lab – Develop Observation Skills – p. 13Quick Demo – Systematic Approaches – p. 14Data Analysis – Interpret Graphs – p. 21ChemLab – Forensics: Identify the Water Source – p. 24Test Practice – pp. 28-29

Glencoe Chemistry – Analyzing Data –Chapter 22.1 – Units and Measurements2.2 – Scientific Notation and Dimensional Analysis2.3 – Uncertainty in Data2.4 – Representing Data

Quick Demo – Metric Masses – p. 33Demonstration – Measurement of Temperature – p. 34Practice Problems – pp. 38, 4142, 43, 45, 46, 49, 51, 53, 54Mini-Lab – Determine Density – p. 39Quick Demo – Scientific Notation – p. 40Problem Solving Lab – Identify an Unknown – p. 50General Chemistry

Academic VocabularyChemistry, substance, mass, weight, model, scientific method, qualitative data, quantitative data, hypothesis, experiment, independent variable, dependent variable, control, conclusion, theory, scientific law, pure research, applied research.Performance TasksScientific MethodsStudents will make a graphic organizer to help them organize information about scientific methods.Thomas MidgelyStudents will research Thomas Midgely, Jr. Student will write a short biographical summary of his life.Space TravelStudents will research how astronauts perform common task, such as working with tools and eating, in the weightlessness of space. Students will use technical writing that communicates scientific ideas in a short report detailing their findings.(Practice 8/ Literacy.RST.9-10.2)Lab SafetyHave student groups create posters or a bulletin board that emphasizes safe lab procedures. Be sure the products reflect what the safe behavior is and why it should be used.In the Field: Career: Art RestorerStudents will prepare a newspaper

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State Standards Embedded Standards Outcomes Content Connections

http://study.com/academy/course/general-chemistry-course.html

ChemLab – Forensics: Use Density to Date a Coin – p. 60Test Prep – pp. 66-67

Holt Chemistry – Measurements and Calculations – Chapter 22.1 – Scientific Method2.2 – Units of Measurement2.3 – Using Scientific Measurements

Quick Lab – Density of Pennies – p. 39Practice Problems - pp. 40, 42, 45, 48, 50, 54,

Math Tutor – Scientific Notation – 62

Test Prep = p. 63

Chapter Lab – Percentage of Water in Popcorn – pp. 64-65

article explaining how atomic oxygen is used for art restoration.

Academic Vocabulary Chapter 2Base unit, second, meter, kilogram, kelvin, derived unit, liter density, scientific notation, dimensional analysis, convection factor, accuracy, precision, error, percent error, significant figure, graphPerformance TasksGraphsStudent will make a graphic organizer to organize information about the types of graphsThe Price of GasolineStudents will determine any needed conversion factors for the following problem and solve the problem. Assume that gasoline in Europe is sold at $0.989 per liter and the current price in the United States is $2.56/gallon. Based on student calculations, have them explain where gasoline is most expensive.Historical Chemistry – Classical Ideas About MatterStudents will read the article on p. 42 in the Holt Chemistry textbook. Students will write two short summaries to answer questions 1 and 2.

Standard 2 – Matter and Energy -3 Weeks

CLE 3221.2.1 Investigate the characteristic properties of

3221.Inq.1 Trace the historical development of a

Identify a material as an element, compound or mixture; identify a

Glencoe – Matter – Properties and Changes – Academic Vocabulary

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State Standards Embedded Standards Outcomes Content Connections

matter.CLE 3221.2.2 Explore the interactions between matter and energyCLE 3221.2.3 Apply the kinetic molecular theory to describe solids, liquids, and gases.Scaffolded (Unpacked) Ideas1. A compound is a substance composed of two or more elements chemically combined.2. Matter can be either pure substances (compounds or elements) or mixtures which can be homogeneous or heterogeneous.3. Homogeneous mixtures can be characterized by solute concentration.4. Solute concentration can affect the physical properties of a homogeneous mixture.5. Solute concentration can be expressed quantitatively using a number of different units such as molarity, molality and parts per million (ppm).6. Pressure and temperature determine the state of the substance whether it is a solid, liquid or gas.7. Particle spacing and motion is different in solids, liquids and gases as described by the Kinetic-Molecular Theory.8. The change in temperature, pressure, volume and the number of particles of gases can be predicted by the gas.

scientific principle or theory.

3221.1 Select appropriate tools to conduct a scientific inquiry

mixture as homogeneous or heterogeneous; and/or identify a mixture as a solution, colloid or suspension.Classify properties and changes in matter as physical, or chemical.

Use particle spacing diagrams to identify solids, liquids, or gases.

Distinguish among solid, liquid, and gaseous states of a substance in terms of the relative kinetic energy of its particles

Investigate similarities and differences among states of matter particle spacing

Understanding of the Law of conservation of mass/energy

Identify properties of matter- physical and chemical

Compare and contrast heat and temperature changes (endothermic/ exothermic) in chemical of physical processes

Differentiate between elements, compounds and mixtures

Apply the rules for significant figures

Solve for energy, specific heat: Q = m (Δ T) Cp, mass and change

Chapter 33.1 – Properties of Matter3.2 – Changes in Matter3.3 – Mixtures of Matter3.4 – Elements and Compounds

Launch Lab – How can you observe chemical change? P. 69Quick Demo - Solution or Mixture p. 70

Problem-Solving – Recognize Cause and Effect – p. 72

Quick Demo – Changing States of Matter – p. 78Practice Problems p. 78, 88Mini-Lab – Observe Dye Separation p. 82

The World of Chemistryhttp://www.learner.org/resources/series61.html

Matter: Properties and Changeshttp://www.onlinemathlearning.com/matter-chemistry.html

CHEMLAB – Identify the Products of aChemical Reaction p. 93

Test Practice pp. 98-99

Holt Chemistry – Matter and Change - Chapter 11.1- Chemistry is a Physical Science1.2- Matter and Its Properties1.3 – Elements

States of matter, solid, liquid, gas, vapor, physical property, extensive property, intensive property, chemical property, physical change, phase change, chemical change, law of conservation of mass, mixture, heterogeneous mixture, homogeneous mixture, solution, filtration, distillation, crystallization, sublimation, chromatography, element, periodic table, law of definite proportion, percent by mass, law of multiple proportionsPerformance TasksProperties of MatterStudents will make a graphic organizer to help them organize their study of the chemical and physical changes and properties of matter.Properties and UsesStudents will use the CRC Handbook of Chemistry and Physics to research the physical and chemical properties of a particular element or compound. Then, they will write a summary relating how that particular property is useful for a product made with that element of compound. For example, copper’s malleability, conductivity, and high melting point might make it ideal for cookware. (Practice 8/ Literacy.RST.9-10.1)ColloidsA mixture such as low-fat milk looks like a solution, but it is not. Low-fat milk is a type of mixture called a colloid. Students will conduct research on types of

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Science First Nine Weeks Chemistry

State Standards Embedded Standards Outcomes Content Connections

in temperature.

Identify the four types of separation techniques-filtration, distillation, crystallization and chromatography.

Demonstration – Amount of Energy in a Substance – p.8

Lab – Mixture Separation – pp. 26-27

Test Prep – p. 25

Argument-Driven Inquiry in Chemistry –Lab 23 – Classification of Changes in Matter: Which Changes are examples of a Chemical Change, and Which Are Examples of a Physical Change – p. 366.

Vernier – Activity # 2 – Freezing and Melting of Waterwww.vernier.com/experiments

colloids and their uses. That will write a detailed description of each type, and include information about the sources they consulted.SuperconductorsStudents will investigate current and proposed technological applications of superconductors. Student will write a report on which of the applications have been successfully tested or are already in use.Secrets of the Cremona ViolinsStudents will read the article on the Cremona Violins on p. 15 in the Holt textbook. Students will use the library or internet to find additional information about the Cremona Violins and present this information in a report. Students will also answer the questions in number 2. (Practice 8/ Literacy.RST.9-10.1)Making LemonadeOne way to make lemonade is to start by combining lemon juice and water. To make the lemonade taste better you could add some sugar. Is your lemonade-sugar combination classified as a compound or a mixture? In a short essay, explain your answer.

Standard 1 Atomic Structure - 4 weeks

CLE 3221.1.1 Compare and contrast historical models of the atom.

CLE 3221.1.3 Describe an atom in terms of its

Identify the contributions of major atomic theorists: Bohr,Chadwick, Dalton, Planck, Rutherford, and Thomson.

Glencoe Chemistry – The Structure of the Atom - Chapter 44.1 – Early Ideas About Matter4.2 – Defining the Atom4.3 – How Atoms Differ

Academic VocabularyDalton’s atomic theory, atom, cathode ray, electron, nucleus, proton, neutron,Atomic number, isotope, mass number, atomic mass unit (amu),

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State Standards Embedded Standards Outcomes Content Connections

composition and electron characteristics.Scaffolded (Unpacked) Ideas1. All matter is composed of atoms.2. A number of models have been generated to explain the structure of the atom.3. The validity of these models has been accepted or rejected as knowledge and technology has evolved.4.Atoms contain negatively charged particles called electrons that surround the nucleus.5. Atoms are composed of a small, dense, positively charged nucleus that is composed of two major subatomic particles, positively charged protons and uncharged neutrons.6. Isotopes of atoms contain the same number of protons, but varying numbers of neutrons.7. The concept that electrons in the hydrogen atom reside in specific energy levels or shells surrounding the nucleus was a central component of the Bohr Model.8. The development of the quantum mechanical model led to the determination of the orbital position and spin of electrons in all atoms including hydrogen.9. The position and energy of an electron surrounding the atom can be described

Compare the Bohr model and the quantum mechanical electron-cloud models of the atom.

Interpret a Bohr model of an electron moving between its ground and excited states in terms of the absorption or emission of energy.Apply the periodic table to determine the number of protons and electrons in a neutral atom.

Understand how Dalton’s theory explains the conservation of mass.

Distinguish between the subatomic particles in terms of relative charge and mass.

Describe the structure of the atom, including the locations of the subatomic particles.

Calculate the number of electrons, protons, and neutrons in an atom, given its mass number and atomic number.

Define and calculate an isotope.

Draw Bohr models of the first 18 elements.

Represent an electron’s location in the quantum mechanical model in terms of orbital shape of the clouds relative energies of

4.4 – Unstable Nuclei and Radioactive DecayAtoms, Compounds, and Ions - Videohttps://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/introduction-to-the-atom/v/atomic-number-mass-number-and-isotopes

Launch Lab – How can the effects of electric charges be observed? P. 101

Quick Demo – Small Sizes – p. 108Data Analysis – Interpret Scientific Illustrations – p. 113

Practice Problems –pp. 116, 118, 121

Mini-Lab – Model Isotopes – p. 120

Chem-Lab – Model Atomic Mass – p. 127

Test Practice pp. 132-133

GCMC Ch. 5 Electrons in an Atom, 5.1, 5.2, 5.3

Holt Chemistry – Atoms: The Building Blocks of Matter – Chapter 33.1 – The Atom From Philosophical Idea to Scientific Theory3.2 – The Structure of the Atom3.3 – Counting Atoms

Quick Lab – Constructing a Model- p. 71Practice Problems – pp. 80, 84, 85, 86, 87

Lab – Conservation of Mass – pp. 94-95

Math Tutor – Conversion Factors – p. 92

atomic mass, radioactivity, radiation, nuclear reaction, radioactive decay, alpha radiation, alpha particles, nuclear equation, beta radiation, beta particle, gamma rayPerformance TasksStructure of the AtomStudents will make a graphic organizer to help them organize their study of the structure of the atom.Useful IsotopesStudents will research the use of isotopes in medicine and radiochemical dating. Students will write a report describing how radiochemical dating makes use of radioactive isotopes. Students will also list three isotopes used in medicine and describe how these isotopes are used. (Practice 8/ Literacy.RST.9-10.1)

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State Standards Embedded Standards Outcomes Content Connectionsthrough the use of four quantum numbers.10. The quantum mechanical model can be used to predict the gain or loss of electrons to form anions and cations

the orbitals and the number of electrons possible in the orbitals.(Heisenberg Uncertainty Principle)

Identify the s, p, d, and f blocks based on their electron configuration and location on the periodic table.

Test Prep – p. 93

TOOLBOX

Unit 1.1 Introduction

Plans and Background Information for Teachers

Concepts Taught: Use of precision and accuracy in science measurements. http://teachers.net/lessons/posts/577.html

Concepts Taught: Use of significant figures in science. http://teachers.net/lessons/posts/576.html

Representing Numbers Using Scientific Notation http://dl.clackamas.edu/ch104/lesson1scientificnotation.html

Significant Digits and Scientific Notation http://www.chemteam.info/SigFigs/SigFigs.html

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Science First Nine Weeks Chemistry

TOOLBOX

Laboratory Equipment http://visual.merriam-webster.com/science/chemistry/laboratory-equipment_1.php

Laboratory Equipment http://www.bing.com/images/search?q=chemistry+lab+equipment+worksheets&qpvt=chemistry+lab+equipment+worksheets&FORM=IGRE&adlt=strict#view=detail&id=BE653E59BB1F68966232156ED40328B586A8845C&selectedIndex=4

http://dl.clackamas.edu/ch104/lesson1scientificnotation.html

Convert from standard to scientific notation https://learnzillion.com/lessons/180-convert-from-standard-to-scientific-notation

Scientific Notation http://freemathresource.com/lessons/algebra/104-scientific-notation

Common Laboratory Equipment http://www.smc.edu/AcademicPrograms/PhysicalSciences/Pages/Equipment.aspx

Unit 1.1

Introduction to Chemistry

Student Activities

Scientific Notation http://www1.nsd131.org/classpages/awilkens/Shared%20Documents/Scientific%20Notation%20Worksheets.pdf

Scientific Notation http://www.chemteam.info/SigFigs/Scientific-Notation.html

Significant Digits http://www.chemteam.info/SigFigs/SigFigRules.html

Laboratory Equipment http://www.bing.com/images/search?q=chemistry+lab+equipment+worksheets&qpvt=chemistry+lab+equipment+worksheets&FORM=IGRE&adlt=strict#view=detail&id=BE653E59BB1F68966232156ED40328B586A8845C&selectedIndex=4

Unit 1.1Matter and Its Properties

PlansandBackground for Teachers

Matter Lesson Plans http://www.sas.upenn.edu/~mkate/Perrone_LessonPlan.pdf

Matter and Change http://www.dv-fansler.com/Teaching/Chemistry/Chemistry%20Lesson%20Plans%2003%20-%20Matter%20and%20Change.pdf

Chemistry 101: General Chemistry http://education-portal.com/academy/course/general-chemistry-course.html

The World of Chemistry http://www.learner.org/resources/series61.html#

Exploring Matter Activities http://www.arborsci.com/cool/exploring-matter-chemistry-demonstrations

States of Matter http://staff.concord.org/~btinker/workbench_web/states_of_matter/pdf/states_of_matter_whole.pdf

Properties of Matter http://www.onlinemathlearning.com/matter-chemistry.htmlUnit 1.1Matter and Its The Matter and Its Properties http://cniesrc.files.wordpress.com/2012/06/activities-about-matter.pdf

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Science First Nine Weeks Chemistry

TOOLBOX

Properties

Student Activities

The World of Chemistry http://www.jdenuno.com/Chemistry/WorldC/WorldC5States.swf

Unit 1.2

Atomic Structure & Electrons in Atoms

PlansandBackground for Teachers

Atomic Structure & Electrons in Atoms http://mrdchemdwiki.wikispaces.com/Atomic+Structure+and+Electrons+in+Atoms

Atom http://en.wikipedia.org/wiki/Atom

Electron http://en.wikipedia.org/wiki/Electron

Chapter 4 Atomic Structure http://www.slideshare.net/kmawhiney/chapter-4-pp-1

Chapter Outline – Review of Atomic Structure http://people.virginia.edu/~lz2n/mse209/Chapter2.pdf

How to Draw the Atomic Structure of Atoms http://www.ehow.com/how_5779210_draw-atomic-structure-atoms.html

Electrons in Atoms Powerpoint http://www.tvgreen.com/chapt11/chapt11_files/frame.htm

Chemistry – Lab Management http://www.nclark.net/Chemistry

An Atom Apart http://www.superteacherworksheets.com/reading-comp/science-atoms_WBRRM.pdf

Atomic Structure and Electrons in Atoms http://www.wps.k12.va.us/tchrstaf/plans/atomplan.pdfUnit 1.2

Atomic Structure & Electrons in Atoms

Student Activities

What is Matter? http://education.jlab.org/beamsactivity/6thgrade/whatismatter/whatismatter.pdf

Chemistry Atomic Structure http://www.nclark.net/AtomicStructure.htm

Rutherford Roller http://www.exo.net/~emuller/activities/Rutherford%20Roller.pdf#search=%22Rutherford%20experiment%20with%20marbles%22

An Atom Apart http://www.superteacherworksheets.com/reading-comp/science-atoms_WBRRM.pdf

Atomic Structure http://www.helpteaching.com/tests/159757/atomic-structure

Atomic Structure Worksheet http://www.mrjgrom.com/Matter%20345/atom%20worksheet.pdf

Atomic Structure and Electrons in Atoms http://www.wps.k12.va.us/tchrstaf/plans/atomplan.pdf

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