Unit

Chemical Reactions

Local Objective

At the end of this unit, students will be able to...

a.  Describe how chemical reactions produce new substances that have different chemical and physical properties.

b.  Identify four signs that indicate that a chemical reaction might be taking place.

c.  Explain what happens to chemical bonds during a chemical reaction.

d.  Interpret and write simple chemical formulas.

e.  Write and balance simple chemical equations.

f.  Explain how a balanced equation shows the law of conservation of mass.

g.  Describe four types of chemical reactions.

h.  Classify a chemical equation as one of four types of chemical reactions.

i.  Compare exothermic and endothermic reactions.

j.  Explain activation energy.

k.  Interpret an energy diagram.

l.  Describe five factors that affect the rate of a reaction.

Objective used to evaluate students

Yes

Assessment Activity

1.  The students will be assessed by completing daily independent activities on the objectives of describing how chemical reactions produce new substances that have different chemical and physical properties, identifying four signs that indicate that a chemical reaction might be taking place, explaining what happens to chemical bonds during a chemical reaction, interpreting and writing simple chemical formulas, writing and balancing simple chemical equations, explaining how a balanced equation shows the law of conservation of mass, describing four types of chemical reactions, classifying a chemical equation as one of four types of chemical reactions, comparing exothermic and endothermic reactions, explaining activation energy, interpreting an energy diagram, and describing five factors that affect the rate of a reaction.

2.  At the end of the unit, students will complete a unit evaluation testing mastery of describing how chemical reactions produce new substances that have different chemical and physical properties, identifying four signs that indicate that a chemical reaction might be taking place, explaining what happens to chemical bonds during a chemical reaction, interpreting and writing simple chemical formulas, writing and balancing simple chemical equations, explaining how a balanced equation shows the law of conservation of mass, describing four types of chemical reactions, classifying a chemical equation as one of four types of chemical reactions, comparing exothermic and endothermic reactions, explaining activation energy, interpreting an energy diagram, and describing five factors that affect the rate of a reaction.

Level of Expectation

80%

List of concepts and Evaluation Types

ConceptEvaluation Type
Unit ExamCR
QuestionsCR

Learning Activity

The student will:

a.  Read a section about forming new substances.  Discuss topics such as how chemical reactions produce new substances with different chemical and physical properties, the four signs that indicate a chemical reaction, and what happens to chemical bonds during a chemical reaction.

b.  After lecture and discussion, answer some recall questions that ask you to recall information from the reading, identify key ideas, use math skills, and use critical thinking.

c.  Read a section about chemical formulas and equations.  Discuss topics such as how to interpret and write simple chemical equations, how to write and balance simple chemical equations, and how a balanced equation shows the law of conservation of mass.

d.  After lecture and discussion, answer some recall questions that ask you to recall information from the reading, identify key ideas, use math skills, and use critical thinking.

e.  Read a section about the types of chemical reactions.  Discuss topics such as the four types of chemical reactions and how to classify a chemical equation as one of the four types of chemcial reactions.

f.  After lecture and discussion, answer some recall questions that ask you to recall information from the reading, identify key ideas, use math skills, and use critical thinking.

g.  Read a section about energy and rates of chemical reactions.  Discuss topics such as how to compare exothermic and endothermic reactions, explaining the activation energy, interpreting an energy diagram, and the five factors that affect the rate of a reaction.

h. After lecture and discussion, answer some recall questions that ask you to recall information from the reading, identify key ideas, use math skills, and use critical thinking.

i.  Students will end the unit by reviewing questions.  Students will take a exam over describing how chemical reactions produce new substances that have different chemical and physical properties, identifying four signs that indicate that a chemical reaction might be taking place, explaining what happens to chemical bonds during a chemical reaction, interpreting and writing simple chemical formulas, writing and balancing simple chemical equations, explaining how a balanced equation shows the law of conservation of mass, describing four types of chemical reactions, classifying a chemical equation as one of four types of chemical reactions, comparing exothermic and endothermic reactions, explaining activation energy, interpreting an energy diagram, and describing five factors that affect the rate of a reaction.

 

Instructional Method

The teacher will:

a.  Lecture and discuss the section about forming new substances.  Include specific topics such as how chemical reactions produce new substances with different chemical and physical properties, the four signs that indicate a chemical reaction, and what happens to chemical bonds during a chemical reaction.

b.  Guide students during the answering of recall questions.

c.  Lecture and discuss the section about chemical formulas and equations.  Include specific topics such as how to interpret and write simple chemical equations, how to write and balance simple chemical equations, and how a balanced equation shows the law of conservation of mass.

d.  Guide students during the answering of recall questions.

e.  Lecture and discuss the section about the types of chemical reactions.  Include specific topics such as the four types of chemical reactions and how to classify a chemical equation as one of the four types of chemcial reactions.

f.  Guide students during the answering of recall questions.

g.  Lecture and discuss the section about energy and rates of chemical reactions.  Include specific topics such as how to compare exothermic and endothermic reactions, explaining the activation energy, interpreting an energy diagram, and the five factors that affect the rate of a reaction.

h.  Guide students during the answering of recall questions.

 

Content Standards

MA 1, SC 7, CA 4, MA 4, SC 8, SC 1

Process Standards

2.3, 3.4, 4.1, 1.5, 3.7, 3.5, 1.9

Equity/Workplace Readiness

MSIP CodeMSIP Indicator
TTechnology

Resources

Holt Science & Technology "Interactions of Matter" (L)

Correction Exercise

Assignment Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Chapter 2 Enrichment Pages

Special Needs

Assignment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
SC/1ME/1/I/07/aScienceProperties and Principles of Matter and EnergyChanges in properties and states of matter provide evidence of the atomic theory of matterMass is conserved during any physical or chemical changeGrade 7Scope and Sequence  Weather and Climate Explain that the amount of matter remains constant while being recycled through the water cycle
SC/1ME/2/F/07/cScienceProperties and Principles of Matter and EnergyEnergy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systemsEnergy can change from one form to another within systems, but the total amount remains the sameGrade 7Scope and Sequence  Energy Transformations Recognize energy is not lost but conserved as it is transferred and transformed
SC/7IN/1/B/07/bScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/8ST/1/B/06-08/aScienceImpact of Science, Technology and Human ActivityThe nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needsAdvances in technology often result in improved data collection and an increase in scientific informationGrade 6-8Scope and Sequence - All Units Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; Doppler radar and weather conditions; MRI and CAT-scans and brain activity)
SC/8ST/1/C/06-08/aScienceImpact of Science, Technology and Human ActivityThe nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needsTechnological solutions to problems often have drawbacks as well as benefitsGrade 6-8Scope and Sequence - All Units Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)
SC/8ST/2/A/06-08/aScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timePeople of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovationsGrade 6-8Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/8ST/2/B/06-08/aScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timeScientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validityGrade 6-8Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
SC/8ST/2/B/06-08/bScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timeScientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validityGrade 6-8Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence
SC/8ST/3/B/06-08/aScienceImpact of Science, Technology and Human ActivityScience and technology affect, and are affected by, societySocial, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technologyGrade 6-8Scope and Sequence - All Units Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)

Objective Notes/Essential Questions

DateNote/Question
6/18/2007 11:53:51 AMName four possible signs that a chemical reaction has taken place.      What happens to chemical bonds during a chemical reaction?      What is the difference between a reactant and a product?      What is the difference between the formula CO and the symbol C0?      Two reactants exchange ions to form two new compounds.  What kind of reaction is this?      One element takes the place of another element in a compound, what kind of reaction is this?      Why does  grinding a solid into a powder increase reaction rate?      What is the difference between a reactant and a catalyst?