12/20/13

Semester Final Exam.

12/18/13

Date: 12/18/13

Class: Chemistry

Periods: B1

Outcomes: Students will prepare themselves for the Semester Final by writing 15 questions they believe could be on the test.

Standards: All used throughout the semester.

Student Needs: Alternate setting.

Assessment Plan: Student-written test questions

Lesson Outline: Bellringer > Give students 5 minutes to ask each other questions about the Ch. 8 Review > Go over a few of them > Give assignment: write 20 questions you think could be found on the semester final, you'll have 30 minutes> Once done have them submit their questions to schoology then have them take each other's tests > Remind them to bring Periodic table, ion list packet and notes for use on the final next time.

12/16/13

Date: 12/16/13

Class: Chemistry

Periods: B1

Outcomes: Students will accurately describe covalent bonding, the octet rule, polarity, molecular shape and bond angles

Standards: UCP.2,3,5; A.1,2; B.1,2,3,4,6; G.2,3

Student Needs: Help reading question

Assessment Plan: Chapter 8 Review on pgs. 274-275: 78-87; 88-90, 93-96; 97, 102, 104; 106-108, 111, 112; 113-115, 117-120, 123

Lesson Outline: Bellringer (5mins) > Review metals and nonmetals > Give students ten minutes to help each other with Ch. 6 Review Questions > Go over answers to Ch. 6 Review as a class > Ask students if they have any questions on anything we've covered so far or about the Semester Final > Assign Chapter 8 Review questions > Remind students test is next time > 

12/12/13

Date: 12/12/13

Class: Chemistry

Periods: B1

Outcomes: Students will work in pairs to answer questions relating to ion formation and ionic bonding.

Standards: UCP.1,2; B.1,2,3,4,6; E.1,2; G.2

Student Needs: 

Assessment Plan: Answer questions 46, 47, 49-53; 60-62, 67; 76-83

Lesson Outline: What are the 6 steps of the Scientific Method? What is a control? > We are going to continue reviewing what we need to know for the semester test. > Answer each set of questions one section at a time then go over them as a class. The questions sets are on pgs. 232 and 233 Sec. 1 46-47, 49-53; Sec. 2 60-62, 67; Sec. 3 76-83 > At the end have the students submit their answer to schoology.

12/6/13

Go through the Chapter 9 Review questions and start reviewing atomic structure.

12/3/13

Finish Hunting the Elements and the worksheet.

11/26/13

Watch NOVA: Hunting the Elements and answer questions on a worksheet.

11/20/13

Date: 11/20/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to use Complete and Net Ionic Equaitons to predict the outcomes of reactions.

Standards: UCP.3,5; A.1,2; B.2,3,6

Student Needs: 

Assessment Plan: 50-56 on pg. 308

Lesson Outline: How many protons does Ge have? What charge will P form? How many bonds will Br form? > Practice Complete Ionic and Net Ionic Equations > Answer questions 50-56 on pg. 308. > HW: Read 10.1 What is a mole and how does it connect the molecular scale to our scale?

11/18/13 Chemical Reactions 4

Date: 11/15/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to apply what they’ve learned about chemical reactions to the process of bioluminescence.

Standards: UCP.3,5; A.1; B.3,6

Student Needs: 

Assessment Plan: Short paper.

Lesson Outline: What is a decomposition reaction? It is the opposite of what? > Biology is simply a complicated set of chemical reactions. > Give directions for short paper: What is an enzyme and what do they do? What chemical reaction is responsible for bioluminescence in fireflies? Balance the equation. What kind of reaction is it? Where does energy fit into the reaction? How has the reaction been used in research? HW: Classification Quiz next time and read 10.1

11/13/13 Precipitate Lab

Date: 11/13/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to identify when a double replacement and single replacement reactions have occurred.

Standards: UCP.3,5; A.1; B.3,6

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: How can you tell a double replacement reaction has occurred? How can you tell if a single replacement reaction will occur? > Go over directions for lab, put students into groups, Have one student collect materials, monitor lab > go over lab results, have students submit and talk about which reactions showed precipitate formation. > Demo copper wire in silver nitrate > HW: Read the rest of 9.3 How are gases similar to solids and why are overall reactions helpful?

11/11/13 Chemical Reactions 3

Date: 11/11/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to write complete ionic and net ionic equations.

Standards: UCP.3,5; A.1,2; B.2,3,6

Student Needs: 

Assessment Plan: Worksheet involving writing complete and net ionic equations

Lesson Outline: How many neutrons are in P-31? Electron config for Se > Balancing Quiz > Go over the classifications from the last worksheet > What are the main types of rxns? > Today we’re going to focus in on reactions that take place in water. > Read pgs. 299 - 303, after each section ask the students what’s important from that section. > HW: Worksheet involving writing complete and net ionic equations

11/4/13 Chemical Reactions 2

Date: 11/4/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to correctly identify what type of chemical is occurring given a chemical equation

Standards: UCP.3,5; A.1; B.2,3,6

Student Needs: 

Assessment Plan: Identify the reactions taking place in the Balancing Equations Worksheet

Lesson Outline: How many neutrons does H-3 have? How many bonds does O form? Draw a molecule of NOCl. > Go over answers to Balancing Equations worksheet > Notes over 9.1 and 9.2 > Practice identifying the 5 main types of reactions > HW: identify the reactions taking place in the Balancing Equations Worksheet.

11/1/13 Covalent Quiz

Date: 11/1/13

Class: Chemistry

Periods: B1

Outcomes: Students will demonstrate their understanding of drawing molecules, determining polarity and shape.

Standards: UCP.2,3,5; B.2; G.2

Student Needs: 

Assessment Plan: Bellringer > Grade last 3 pages of packet > Quiz > HW: Read 9.1 pgs 282-288 What happens in a chemical reaction? Why do we need to balance chemical equations?

10/30/13

Date: 10/30/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to draw molecules of polyatomic ions if electrons are taken away or added to it.

Standards: UCP.2,3,5; B.2; G.2

Student Needs: 

Assessment Plan: Worksheets on drawing molecules, shape and polarity

Lesson Outline: Bellringer > Neutrons in O-15 > Go over bond length pages of packet. > Last day to work on packet > Quiz Next Time

10/28/13

Date: 10/28/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to use the electronegativities of different elements to predict the polarity of a molecule. Students will also begin to discern the shape of different molecules.

Standards: UCP.2,3,5; B.2; G.2

Student Needs: 

Assessment Plan: Worksheet on shapes and polarity

Lesson Outline: Bellringer > Grade the first 5 pages of the Covalent Packet > Discuss the effect of bond order and electronegativity on bond length.

10/22/13

Quiz over Ionic Bonding. Grade quiz in class. Continue working on packet.

10/18/13 Covalent Bonding 2

Date: 10/18/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to use the electronegativities of different elements to predict the polarity of a molecule. Students will also begin to discern the shape of different molecules.

Standards: UCP.2,3,5; B.2; G.2

Student Needs: 

Assessment Plan: Worksheet on shapes and polarity

Lesson Outline: Bellringer article > What is a control? Protons in Se. NiBr₂ naming and charges. SF₆ naming and lewis dot diagram > Explain Electronegativity chart and how to use it > Practice with H₂O > Read 8.3 > HW: Start next page in worksheet

10/16/13

Date: 10/16/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to identify metals and nonmetals and when a bond is ionic or covalent.

Standards: UCP.2,3,5; B.2; G.2

Student Needs: 

Assessment Plan: Red/Yellow/Green with different bonding concepts

Lesson Outline: Bellringer article > Review what an ionic bond and a covalent bond is > Give sets of elements then ask if they’d be ionically or covalently bonded > Write out rules for ionic and covalent naming > HW: Work on the next page of the packet

10/11/13

Date: 10/11/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to correctly name covalent compounds given the formula and predict their structures.

Standards: UCP.2,3,5; B.2; G.2

Student Needs: 

Assessment Plan: Covalent Bonding Worksheet

Lesson Outline: Bellringer article > Neutrons in Sb-120, shorthand e- config for Sr > Tell me about what you read > Go over rules for naming > Practice naming several compounds on the board > Worksheet on covalent bonding

10/9/13 Covalent Bonding 1

Date: 10/9/13

Class: Chemistry

Periods: B1

Outcomes: Student will be able to predict the ratios of elements in molecules

Standards: UCP.2,3,5; A.1; B.1,2,3,4,6

Student Needs: 

Assessment Plan: Ticket-to-leave: Combine 2 atoms of Carbon with hydrogen 3 different ways.

Lesson Outline: Bellringer setup, Main idea from short article > What charges will Gallium and Bromine form? What will be the compound if the two bond together? What is the compound’s name? > Tell me about what you read. What is a single, double and triple bond? > Notes over 8.1 > Practice covalent bonding > Ticket-to-Leave > HW: Read pgs. 248-252

10/7/13 Ionic Bonding 4

Date: 10/7/13

Class: Chemistry

Periods: B1

Outcomes: Students will continue to master polyatomic ion bonding and naming and describe the properties of ionic bonds.

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Check worksheet answers on ionic compounds and naming.

Lesson Outline: What is the Independent and Dependent variables? Neutrons in Kr-84 then beta decay > Read pgs. 218-224 > Notes > Finish Ionic Bonding and Naming packet > Grade packet > HW: Read pgs. 240-247 What is a covalent bond and describe the energies involved in different orders of bonding.

10/3/13 Ionic Bonding 3

Date: 10/3/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to predict the ionic bonding involving polyatomic ions and correctly name ionic compounds.

Standards: UCP.1,2; B.2; E.2; G.2

Student Needs: 

Assessment Plan: Ionic Bonding and Naming Worksheet.

Lesson Outline: How many neutrons does Americium (Am)-243? Electron configuration for Barium (Ba). What ions will K, P, and Kr form? > Read 7.2 pgs. 210-217 > Practice forming ionic compounds and naming. > HW: Ionic Bonding and Naming Packet

10/1/13 Flame Test

Date: 10/1/13

Class: Chemistry

Periods: B1

Outcomes: Students will show how the energy in ionic bonds is shown in a flame test.

Standards: UCP.1,2; B.1,2,3,4,6

Student Needs: 

Assessment Plan: Flame Test Lab Report

Lesson Outline: Review protons, neutrons, electrons for I-135 then have it undergo alpha decay > Grade Ionic Bonding Worksheet > What ions do Sr, Ca, Na and Cu form? > Give directions for lab, assign groups, have student repeat directions, move to Mr. Peterson’s room > After lab discuss results, big flame tests, practice ion formation

Ionic Bonding 1

Date: 9/27/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to determine what charge at atom will have when it forms an ion and how different ions bond together to form ionic compounds.

Standards: UCP.1,2; A.1; B.1,2

Student Needs: 

Assessment Plan: Ion Formation and Ionic Bonding Worksheet

Lesson Outline: What are the steps of the Scientific Method? What is the electron configuration for Nitrogen? How many valence electrons does Nitrogen have? > Tell me about 7.1 and Ions. > Notes over 7.1 > Practice determining Ion Charge and Ionic Bonding > HW: Ion Formation and Ionic Bonding Worksheet

Periodic Trends

Date: 9/25/13

Class: Chemistry

Periods: B1

Outcomes: Students will compare period and group trends and start to relate the trends to electron configuration.

Standards: UCP.1,2,5; A.1,2; B.1,2,6; E.1,2; G.2,3

Student Needs: 

Assessment Plan: 6.3 Assessment Questions 20-23 on pg. 194

Lesson Outline: Grade the test from last time. > Ask students about what they read. > Notes over 6.3 Periodic/Group Trends > Have students answer questions 20-23 on pg. 194 > Discuss answers as a class > HW: Read 7.1 pgs 206 - 209 Why do atoms form ions?

9/23/13

Test over protons, neutrons, electrons, nuclear decay, electron dot diagrams and electron configurations. Read 6.1 pgs. 174 - 181.

9/19/13 Electrons 3

Date: 9/23/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to determine electron configurations, valence electron dot structures.

Standards: 9-12.P.1.1

Student Needs: More time

Assessment Plan: Electron diagrams worksheet

Lesson Outline: What are the 3 components of an atom? What are their charges and where are they located? Si electron dot diagram and configuration > Continue practicing harder electron configurations > Read 5.3 > Explain valence shell electrons > Practice diagramming > Homework: Electron dot diagrams and configurations homework

9/17/13 Electrons 2

Date: 9/17/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to organize an atom’s electrons into energy levels and orbitals.

Standards: UCP.1,2; A.1,2; B.1,6; E.2; F.6; G.2,3

Student Needs: Reading time

Assessment Plan: Full electron dot diagrams and electron configurations

Lesson Outline: What is the purpose of constants? What are some signs a chemical change has occurred? Po-209 protons, neutrons and electrons, Oxygen electron dot diagram > So far we’ve worked with the first 20 elements, today we’re going to find out why the transition metals, lanthanides and actinides are more complicated. > Read 154-162 focusing on why electron configurations are useful > Electron dot diagram and electron configuration practice > Homework is Electron Dot Diagrams and Electron Configurations

9/13/13 Electrons 1

Date: 9/13/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to draw electron dot diagrams for the first 18 elements.

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Draw electron dot diagrams of Cl, Ca and B

Lesson Outline: What is the dependent variable? If two liquids mixed together create a solid, what happened? > Rn-222 protons, neutrons, electrons then alpha decay, then beta decay > Ask students what they know about electrons > Read 5.2 pgs. 146 - 155 > go through drawing electron dot diagrams > Check a few they do on their own > if time start explaining s, p, d and f orbitals

9/11/13 Radioactive Decay

Date: 9/11/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to predict the outcomes of the 3 main types of nuclear decay.

Standards: B.2

Student Needs: 

Assessment Plan: Worksheet on nuclear decay.

Lesson Outline: What are the 4 parts of an experiment? What are the 3 parts of an atom? Rn-222 > Go over answers to worksheet > Put students into 3 groups, have each group read about 1 type of decay then have them share what we should know about that decay type > Notes over 4.4 > Practice nuclear decay > Worksheet predicting the outcomes of nuclear decay

9/9/13 Atomic Structure

Date: 9/9/13

Class: Chemistry

Periods: B1

Outcomes: Students will be able to determine the number of electrons, neutrons and electrons in atoms of specific elements.

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: Questions 31-39,43-46 on pg. 94

Lesson Outline: What are the 4 parts of an experiment? What is the difference between physical and chemical changes? What is the Law of Conservation of Mass? What does filtration do? > Notes over elements, compounds, how does the Periodic Table work? > Practice figuring out the number of protons, neutrons and electrons in atoms > Atomic structure worksheet

9/5/13

Date: 9/5/13

Class: Chemistry

Periods: B1

Outcomes: Students will describe the 5 ways of separating mixtures.

Standards: UCP.1,3; A.1; B.2

Student Needs: 

Assessment Plan: Around-the-Room: Have each student describe one way of separating materials.

Lesson Outline: What are the steps of the scientific method? What are the 4 parts of an experiment? What is a physical change and give me some examples? What is a chemical change and give some examples? > Tell me about what you read in 3.3 > Notes over 3.3 > Around the Room > Read 3.4 for next time.

9/3/13

Date: 9/3/13

Class: Chemistry

Periods: B1

Outcomes: Students will identify the differences between chemical and physical properties and changes.

Standards: UCP.1-3,5; A.1,2; B.2,5,6; G.3

Student Needs: 

Assessment Plan: Questions 1-4 on pg. 75 and 10-14 on pg. 79

Lesson Outline: Review Scientific Method and parts of an experiment > What did you read about? > Notes over 3.1 and 3.2 > Questions 1-4 on pg. 75 and 10-14 on pg. 79

8/29/2013

Date: 8/29/13

Class: Chemistry

Periods: B3

Outcomes: Students will practice lab techniques and gathering data

Standards: UCP.1-3,5; A.1,2; F.5; G.2

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: What are the steps of the Scientific Method? What are the 4 major parts of an experiment? > Lab Day! > Put students into groups > Go over lab report format > Have a different student read each part of the lab directions giving them time to answer the Research and Hypothesis questions before moving on > Have a student summarize what they need to do > Monitor students > Tell students to save their table and answer the Conclusion questions > Have students share their findings 

8/27/2013

Date: 8/27/13
Class: Chemistry
Periods: B1

Outcomes: Students will be able to identify the 4 parts of an experiment and the steps of the Scientific Method.

Standards: 9-12.N.1.1

Student Needs: 

Assessment Plan: Students will answer questions 15-19 on pg. 16 

Lesson Outline: What is Science? What do scientists do? >  Fixing a mower scenario > Read pgs. 12 - 16 > Answer questions 15-19 on pg. 16 > Go over several chemistry experiment examples and have students pick out the different parts > Ticket-to-leave: What is the purpose of a control in an experiment? HW: Read 2.2 pgs 40-46 Why do you think scientific notation and unit analysis will be important in Chemistry?