9/9/14 Atomic Structure

Date: 9/9/14

Class: Chemistry

Periods: B1

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

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: Atomic Structure Worksheet

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

Reflection: Concepts were understood a lot faster than last year, students had no issue with it, could have moved on the electrons.

9/5/14 Physical and Chemical Properties and Changes

Date: 9/5/14

Class: Chemistry

Periods: B1

Outcomes: Students will explain the difference between elements and compounds and how we separate mixtures.

Standards: 9-12.P.1.5 and 9-12.P.1.4

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 and 3.4 > Notes over 3.3 and 3.4 > Around the Room > Review of everything covered so far > HW: Read 4.1 pgs. 102-105 Explain the evolution of the atomic theory. What is the Law of Conservation of Mass?

9/3/14 Scientific Notations and Mixtures

Date: 9/3/13

Class: Chemistry

Periods: B1

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

Standards: 9-12.P.1.5

Student Needs: Reading Time

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

Lesson Outline: Bellringer > Review Scientific Method and parts of an experiment > What did you read about in 2.2? > Practice putting things in scientific notation and do some math with it > Notes over 3.1 and 3.2 > Questions 1-4 on pg. 75 and 10-14 on pg. 79 > HW: Read pgs. 82-90 What allows mixtures to be separated? Why does there need to be a Law of Definite Proportions and a Law of Multiple Proportions?

8/28/14 Intro to Chem 2

Date: 8/28/14
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?

8/26/14 Pre-test and Intro Lab

Date: 8/26/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to graph lab results and the results of several trials all on one graph.

Standards: 9-12.N.2.1

Student Needs: Redirection

Assessment Plan: Completed table and graph of all groups' data.

Lesson Outline: Go over bell ringer format > Allow 5 minutes to do the bell ringer > Collect signed contracts > Pass out Periodic Tables > Explain that the pre-test has no impact on their grade, it will simply help me learn where everyone is at, what you remember from before, try your best but it's ok if you get none right > Allow students to take the pre-test (no time limit but should be quick) > Penny Graphing Activity: Start by counting and recording how many pennies you have. Next, shake the pennies and lay them out on the desk. Count and record how many pennies are heads, tails are removed from the group. Repeat this process until all pennies have turned up tails recording how many heads there are for each trial. Write your data on the table on the whiteboard. Construct either a line or bar graph that indicates just your data, then graph the other groups' data on the same graph. > Discuss results > Homework: Read Chapter 1 Section 1 pgs. 4-8 and answer the following questions on schoology, "What is ozone and why is it important? What are chlorofluorocarbons and why are they bad?"

8/22/14

Go over class contract.
Run through syllabus.
Register for schoology.com and get into class.
Hand out books and point out online book directions.