Hillside Township School District

Chemistry
Grade 10

Curriculum Contributors:

Sahar Sayedahmed
Michael Coleman
Lisa Corona

Superintendent of Schools
Dr. Antoine Gayles

Director
Dr. Christy Oliver-Hawley

Supervisor
Lisa Corona

Board of Education Approved:

August 22, 2016
 Hillside Township School District

Table of Contents

Section Page

District Mission Statement 2

Academic Overview 2

Affirmative Action Compliance Statement 2

Honors 3

Lesson Plan Template 4

Related NGSS Physical Science Standards 6

Units and Pacing Charts

Unit 1: Structure and Properties of Matter 15
Unit 2: Periodic Table & Valence Electrons 18
Unit 3: Chemical Bonds 21
Unit 4: Chemical Reactions 24
Unit 5: The Mole and Conservation of Matter 27
Unit 6: Reaction Rate and Equilibrium 30
Unit 7: Reaction Energy 33
Unit 8: Nuclear Reactions 36

Modifications 39
NGSS Resources 39

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District Mission Statement
The mission of the Hillside Public Schools is to ensure that all students at all grade levels achieve the Next Generation Science Standards and make
connections to real-world success. We are committed to strong parent-community school partnerships, providing a safe, engaging, and effective
learning environment, and supporting a comprehensive system of academic and developmental support that meets the unique needs of each
individual.

Academic Area Overview

The Hillside Township School District is committed to excellence. We believe that all children are entitled to an education that will equip them to
become productive citizens of the twenty-first century. We believe that an education grounded in the fundamental principles of science will provide
students with the skills and content necessary to become our future leaders.

A sound science education is grounded in the principles of inquiry and rigor. Children are actively engaged in learning as they model real-world
scientific behaviors to construct knowledge. They have ample opportunities to manipulate materials in ways that are developmentally appropriate to
their age. They work in an environment that encourages them to take risks, think critically, and make models, note patterns and anomalies in those
patterns. Children are encouraged to ask questions, not just the "how" and the "what" of observed phenomena, but also the "why".
 
Our program provides teachers with cost-effective science materials that are aligned to state and national standards, incorporate instructional
strategies that are research-based, and provides teachers with a deep understanding of science and the pedagogical underpinnings of science.   Our
teachers receive quality professional development through a partnership with nearby districts. Our K-8 kit based program encourages "hands-on
science" and is endorsed by the National Science Foundation. 

Equality and Equity in Curriculum

The Hillside Township School District ensures that the district’s curriculum and instruction are aligned to the Next Generation Science Standards and
addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for State
assessment, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of
race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.
N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 197

Honors Curriculum

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The content of an Honors course is organized to include more elaborate, complex, in-depth study of major ideas, problems and themes that integrate
knowledge within a given academic subject. Emphasis is placed on higher-level thinking skills, creativity and excellence of performance. Students
are selected for honors courses by state test data, previous course grades, and teacher recommendation. These students have been identified as being
capable of above-average work. To maintain enrollment in Honor courses, students must maintain a marking period average of ‘B’ or above. In the
event a marking period average falls under a ‘B’, a review process consisting of the student’s counselor seeking input from the teacher regarding the
placement of the student will take place. If removal from the Honor course is recommended, a parent conference with the student’s counselor and
teacher will be conducted.

All science department courses at Hillside High School prepares students with the knowledge and critical thinking skills necessary for study at the
college level. The Honors Science courses are designed to support students seeking an additional challenge in their high school coursework, leading
to the pursuit of STEM career paths. These honors courses stress the intellectual role of the student as they grapple with key concepts of science in
increased depth. Emphasis will be on the analysis and application of data to make sense of major scientific concepts and principles. Students will
learn by designing experiments, performing independent research, and working with models of systems at the nanoscopic, microscopic, and
macroscopic levels.

To be successful in an Honors Science course, a student must be prepared to work both independently and cooperatively inside and outside of class.
Students will also be required to apply more rigorous mathematical skills in Honors science, so it is recommended that students electing to take
Honors Science courses have strong grades in their Math coursework. Students succeeding in Honors Science courses are prepared for success at the
honors level the following year in the corresponding discipline.

● In this document, the Honors Level components are indicated in bold purple text.

Science Department Lesson Plan Template

Lesson Information
Lesson Name: ________________________
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Unit: _______________________________
Date: _______________________________

Lesson Data
1. Essential Question:

2. NGSS:

3. Disciplinary Core Ideas :

Students will know……

4. Practices:
Students will be able to…..

5. Crosscutting Concepts:
Students will apply…

6. Assessment:
Evidence of student learning:

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7. Lesson Agenda:
Include in Lesson Outline:
Anticipated timing
DO NOW
Activities and Investigations
Discussion prompts
Journal writing prompts
Student uses of technology
Safety precautions
Materials

8. Homework

NGSS Physical Science Standards

HS-PS1 Matter and Its Interactions

Students who demonstrate understanding can:

HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed,

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numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include
quantitative understanding of ionization energy beyond relative trends.]

HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction
of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving
main group elements and combustion reactions.]

HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular
forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk
properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not
include Raoult’s law calculations of vapor pressure.]

HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could
include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing
energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the d
ebonnergies of reactants and products.]

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of
collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from
temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]

HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including
descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include
different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying
the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]

HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification
Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the
products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.
Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment
Boundary: Assessment does not include complex chemical reactions.]

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HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion,
and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released
in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy
released. Assessment is limited to alpha, beta, and gamma radioactive decays.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.A: Structure and Properties of Matter Patterns
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and · Each atom has a charged substructure consisting of a · Different patterns may be
developing models to predict and show relationships among variables nucleus, which is made of protons and neutrons, surrounded by observed at each of the scales at which
between systems and their components in the natural and designed worlds. electrons. (HS-PS1-1) a system is studied and can provide
· Develop a model based on evidence to illustrate the relationships · The periodic table orders elements horizontally by the evidence for causality in explanations
between systems or between components of a system. (HS-PS1-4),(HS- number of protons in the atom’s nucleus and places those with of phenomena. (HS-PS1-1),(HS-PS1-
PS1-8) similar chemical properties in columns. The repeating patterns of 2),(HS-PS1-3),(HS-PS1-5)
· Use a model to predict the relationships between systems or this table reflect patterns of outer electron states. (HS-PS1-1), Energy and Matter
between components of a system. (HS-PS1-1) (HS-PS1-2) · In nuclear processes, atoms are
Planning and Carrying Out Investigations · The structure and interactions of matter at the bulk scale are not conserved, but the total number of
Planning and carrying out investigations in 9-12 builds on K-8 experiences determined by electrical forces within and between atoms. (HS- protons plus neutrons is conserved.
and progresses to include investigations that provide evidence for and test PS1-3),(secondary to HS-PS2-6) (HS-PS1-8)
conceptual, mathematical, physical, and empirical models. · A stable molecule has less energy than the same set of · The total amount of energy and
· Plan and conduct an investigation individually and collaboratively atoms separated; one must provide at least this energy in order to matter in closed systems is conserved.
to produce data to serve as the basis for evidence, and in the design: take the molecule apart. (HS-PS1-4) (HS-PS1-7)
decide on types, how much, and accuracy of data needed to produce PS1.B: Chemical Reactions · Changes of energy and matter in a
reliable measurements and consider limitations on the precision of the · Chemical processes, their rates, and whether or not energy system can be described in terms of
data (e.g., number of trials, cost, risk, time), and refine the design is stored or released can be understood in terms of the collisions energy and matter flows into, out of,
accordingly. (HS-PS1-3) of molecules and the rearrangements of atoms into new and within that system. (HS-PS1-4)
Using Mathematics and Computational Thinking molecules, with consequent changes in the sum of all bond Stability and Change
Mathematical and computational thinking at the 9–12 level builds on K–8 energies in the set of molecules that are matched by changes in · Much of science deals with
and progresses to using algebraic thinking and analysis, a range of linear and kinetic energy. (HS-PS1-4),(HS-PS1-5) constructing explanations of how things
nonlinear functions including trigonometric functions, exponentials and · In many situations, a dynamic and condition-dependent change and how they remain stable.
logarithms, and computational tools for statistical analysis to analyze, balance between a reaction and the reverse reaction determines (HS-PS1-6)
represent, and model data. Simple computational simulations are created and the numbers of all types of molecules present. (HS-PS1-6)
used based on mathematical models of basic assumptions.
· Use mathematical representations of phenomena to support claims. · The fact that atoms are conserved, together with knowledge -------------------------
(HS-PS1-7) of the chemical properties of the elements involved, can be used
to describe and predict chemical reactions. (HS-PS1-2),(HS-PS1- Connections to Nature of Science
Constructing Explanations and Designing Solutions 7)
Constructing explanations and designing solutions in 9–12 builds on K–8 PS1.C: Nuclear Processes
experiences and progresses to explanations and designs that are supported by Scientific Knowledge Assumes an Order
multiple and independent student-generated sources of evidence consistent · Nuclear processes, including fusion, fission, and radioactive and Consistency in Natural Systems
with scientific ideas, principles, and theories. decays of unstable nuclei, involve release or absorption of · Science assumes the universe is a
· Apply scientific principles and evidence to provide an explanation energy. The total number of neutrons plus protons does not vast single system in which basic laws
of phenomena and solve design problems, taking into account possible change in any nuclear process. (HS-PS1-8) are consistent. (HS-PS1-7)
unanticipated effects. (HS-PS1-5) PS2.B: Types of Interactions
· Construct and revise an explanation based on valid and reliable · Attraction and repulsion between electric charges at the
evidence obtained from a variety of sources (including students’ own atomic scale explain the structure, properties, and transformations
investigations, models, theories, simulations, peer review) and the of matter, as well as the contact forces between material objects.
assumption that theories and laws that describe the natural world operate (secondary to HS-PS1-1),(secondary to HS-PS1-3)
today as they did in the past and will continue to do so in the future. ETS1.C: Optimizing the Design Solution

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(HS-PS1-2) · Criteria may need to be broken down into simpler ones that
· Refine a solution to a complex real-world problem, based on can be approached systematically, and decisions about the
scientific knowledge, student-generated sources of evidence, prioritized priority of certain criteria over others (trade-offs) may be needed.
criteria, and tradeoff considerations. (HS-PS1-6) (secondary to HS-PS1-6)

Connections to other DCIs in this grade-band:

HS.PS3.A (HS-PS1-4), (HS-PS1-5), (HS-PS1-8); HS.PS3.B (HS-PS1-4),(HS-PS1-6),(HS-PS1-7),(HS-PS1-8); HS.PS3.C (HS-PS1-8); HS.PS3.D (HS-PS1-4),(HS-PS1-8); HS.LS1.C (HS-PS1-1), (HS-
PS1-2), (HS-PS1-4), (HS-PS1-7); HS.LS2.B (HS-PS1-7); HS.ESS1.A (HS-PS1-8); HS.ESS1.C (HS-PS1-8); HS.ESS2.C(HS-PS1-2),(HS-PS1-3)

Articulation of DCIs across grade-bands:

MS.PS1.A (HS-PS1-1),(HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8);MS.PS1.B (HS-PS1-1), (HS-PS1-2), (HS-PS1-4), (HS-PS1-5), (HS-PS1-6), (HS-PS1-7), (HS-PS1-8);
MS.PS2.B (HS-PS1-3),(HS-PS1-4),(HS-PS1-5); MS.PS3.A (HS-PS1-5); MS.PS3.B (HS-PS1-5); MS.PS3.D (HS-PS1-4); MS.LS1.C (HS-PS1-4),(HS-PS1-7); MS.LS2.B (HS-PS1-7); MS.ESS2.A
(HS-PS1-7),(HS-PS1-8)

Common Core State

ELA/Literacy -

RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words. (HS-PS1-1)

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the
account. (HS-PS1-3),(HS-PS1-5)

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2),(HS-PS1-5)

WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience. (HS-PS1-2)

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS1-3),(HS-PS1-6)

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms
of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation. (HS-PS1-3)

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3)

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest. (HS-PS1-4)

Mathematics -

MP.2 Reason abstractly and quantitatively. (HS-PS1-5),(HS-PS1-7)

MP.4 Model with mathematics. (HS-PS1-4),(HS-PS1-8)

HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and

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the origin in graphs and data displays. (HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8)

HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4),(HS-PS1-7),(HS-PS1-8)

HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8)

HS-PS2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

HS-PS2-6 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed
materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could
include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and
pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of
specific designed materials.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating, and Communicating Information PS1.A: Structure and Properties of Matter Structure and Function
Obtaining, evaluating, and communicating information in 9–12 builds on K– · The structure and interactions of matter at the bulk scale · Investigating or designing new
8 and progresses to evaluating the validity and reliability of the claims, are determined by electrical forces within and between atoms. systems or structures requires a detailed
methods, and designs. (secondary to HS-PS2-6) examination of the properties of different
· Communicate scientific and technical information (e.g. about the PS2.B: Types of Interactions materials, the structures of different
process of development and the design and performance of a proposed · Newton’s law of universal gravitation and Coulomb’s law components, and connections of
process or system) in multiple formats (including orally, graphically, provide the mathematical models to describe and predict the components to reveal its function and/or
textually, and mathematically). (HS-PS2-6) effects of gravitational and electrostatic forces between distant solve a problem. (HS-PS2-6)
---------------------------- objects. (HS-PS2-4)
Connections to Nature of Science · Forces at a distance are explained by fields (gravitational,
electric, and magnetic) permeating space that can transfer energy
Science Models, Laws, Mechanisms, and Theories Explain Natural through space. Magnets or electric currents cause magnetic
Phenomena fields; electric charges or changing magnetic fields cause electric
· Theories and laws provide explanations in science. (HS-PS2-1), fields. (HS-PS2-4),(HS-PS2-5)
(HS-PS2-4) · Attraction and repulsion between electric charges at the

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· Laws are statements or descriptions of the relationships among atomic scale explain the structure, properties, and
observable phenomena. (HS-PS2-1),(HS-PS2-4) transformations of matter, as well as the contact forces between
material objects. (HS-PS2-6),(secondary to HS-PS1-1),
(secondary to HS-PS1-3)

Connections to other DCIs in this grade-level:

HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS1.B (HS-PS2-4); HS.ESS1.C (HS-PS2-1), (HS-PS2-2),
(HS-PS2-4);HS.ESS2.A (HS-PS2-5);HS.ESS2.C (HS-PS2-1),(HS-PS2-4); HS.ESS3.A (HS-PS2-4),(HS-PS2-5)

Articulation of DCIs across grade-bands:

MS.PS1.A (HS-PS2-6); MS.PS2.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.PS2.B (HS-PS2-4),(HS-PS2-5),(HS-PS2-6); MS.PS3.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.ESS1.B (HS-PS2-4),
(HS-PS2-5)

Common Core State Standards Connections:

ELA/Literacy -

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the
account. (HS-PS2-1),(HS-PS2-6)

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6)

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)

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HS-PS4 Waves and their Applications in Technology for Information Transfer

Students who demonstrate understanding can:

HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling
through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and
describing those relationships qualitatively.]

HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and
the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books,
magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational Thinking PS4.A: Wave Properties Cause and Effect
Mathematical and computational thinking at the 9-12 level builds on K-8 and · The wavelength and frequency of a wave are related to · Empirical evidence is required to
progresses to using algebraic thinking and analysis, a range of linear and one another by the speed of travel of the wave, which depends differentiate between cause and
nonlinear functions including trigonometric functions, exponentials and on the type of wave and the medium through which it is correlation and make claims about
logarithms, and computational tools for statistical analysis to analyze, passing. (HS-PS4-1) specific causes and effects. (HS-PS4-1)
represent, and model data. Simple computational simulations are created and PS4.B: Electromagnetic Radiation · Cause and effect relationships can
used based on mathematical models of basic assumptions. · When light or longer wavelength electromagnetic be suggested and predicted for complex
· Use mathematical representations of phenomena or design radiation is absorbed in matter, it is generally converted into natural and human designed systems by
solutions to describe and/or support claims and/or explanations. (HS- thermal energy (heat). Shorter wavelength electromagnetic examining what is known about smaller
PS4-1) radiation (ultraviolet, X-rays, gamma rays) can ionize atoms scale mechanisms within the system. (HS-
and cause damage to living cells. (HS-PS4-4) PS4-4))
Obtaining, Evaluating, and Communicating Information ----------------------
Obtaining, evaluating, and communicating information in 9–12 builds on K– Connections to Engineering, Technology,
8 and progresses to evaluating the validity and reliability of the claims, and Applications of Science
methods, and designs.
· Evaluate the validity and reliability of multiple claims that appear Interdependence of Science, Engineering,
in scientific and technical texts or media reports, verifying the data when and Technology
possible. (HS-PS4-4) · Science and engineering
----------------------------- complement each other in the cycle
Connections to Nature of Science known as research and development

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(R&D). (HS-PS4-5)
Science Models, Laws, Mechanisms, and Theories Explain Natural Influence of Engineering, Technology, and
Phenomena Science on Society and the Natural World
· A scientific theory is a substantiated explanation of some aspect of · Modern civilization depends on
the natural world, based on a body of facts that have been repeatedly major technological systems. (HS-PS4-2),
confirmed through observation and experiment and the science (HS-PS4-5)
community validates each theory before it is accepted. If new evidence · Engineers continuously modify
is discovered that the theory does not accommodate, the theory is these technological systems by applying
generally modified in light of this new evidence. (HS-PS4-3) scientific knowledge and engineering
design practices to increase benefits while
decreasing costs and risks. (HS-PS4-2)

Connections to other DCIs in this grade-band:

HS.PS1.C (HS-PS4-4); HS.PS3.A (HS-PS4-4),(HS-PS4-5); HS.PS3.D (HS-PS4-3),(HS-PS4-4); HS.LS1.C (HS-PS4-4); HS.ESS1.A (HS-PS4-3); HS.ESS2.A (HS-PS4-1);HS.ESS2.D (HS-PS4-3)

Articulation of DCIs across grade-bands:

MS.PS3.D (HS-PS4-4); MS.PS4.A (HS-PS4-1),(HS-PS4-2),(HS-PS4-5); MS.PS4.B (HS-PS4-1),(HS-PS4-2),(HS-PS4-3),(HS-PS4-4),(HS-PS4-5); MS.PS4.C (HS-PS4-2),(HS-PS4-5); MS.LS1.C (HS-
PS4-4); MS.ESS2.D (HS-PS4-4)

Common Core State Standards Connections:

ELA/Literacy -

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-2),(HS-
PS4-3),(HS-PS4-4)

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the
account. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4)

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem. (HS-PS4-1),(HS-PS4-4)

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other
sources of information. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4)

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation. (HS-PS4-4)

Mathematics -

MP.2 Reason abstractly and quantitatively. (HS-PS4-1),(HS-PS4-3)

MP.4 Model with mathematics. (HS-PS4-1)

HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1),(HS-PS4-3)

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HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1),(HS-PS4-3)

HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1),(HS-PS4-3)

UNIT 1: Structure and Properties of Matter

1 Student Learning Objectives HS-PS1-3

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Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical
forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific
intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite).
Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary:
Assessment does not include Raoult’s law calculations of vapor pressure.]

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed
materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could
2 include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and HS-PS2-6
pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of
specific designed materials.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

✓ Everything is made up of matter. ✓ What is matter and how does it behave?

✓ The structure of matter is affected by the types of atoms present and the interactions both between and ✓ How does the structure of Matter affect its
within them. properties?
✓ Atomic structure and the arrangement of the Periodic Table are the foundation for understanding ✓ How does the structure of matter affect its
matter and its interactions. interactions?

Student Learning Disciplinary Core Ideas Practices of Science & Engineering Cross Cutting Concepts
Objective with Extended Knowledge with Additional Skills
Students will apply:
Students will know: Students will be able to:

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Each atom has a charged substructure consisting of a Planning and Carrying Out an Investigation Patterns
Plan and conduct an nucleus, which is made of protons and neutrons, Describe the phenomenon under investigation, which Different patterns may be
investigation to gather surrounded by electrons. HS-PS1.A includes the following idea: the relationship between observed at each of the scales
evidence to compare the the measurable properties (e.g., melting point, at which a system is studied
structure of substances at the An atom’s nucleus is made of protons and neutrons and boiling point, vapor pressure, surface tension) of a and can provide evidence for
bulk scale to infer the is surrounded by electrons. substance and the strength of the electrical forces causality in explanations of
strength of electrical forces between the particles of the substance phenomena. HS-PS1-3
between particles. HS-PS1-3 Electrostatic forces can be attractive or repulsive and
exist between charged particles such as protons and Describe how the data will be collected, the number Structure and Function
Communicate scientific and electrons. of trials, and the Investigating or designing new
technical information about experimental set up and equipment required. HS- systems or structures requires a
why the molecular-level PS1-3 detailed examination of the
Nuclear forces hold the particles in the nucleus together
structure is important in the properties of different
and keep positive protons from pushing one another
functioning of designed Obtaining, Evaluating, and Communicating materials, the structures of
away in the nucleus because the attractive nuclear force
materials. HS-PS2-6 Information Communicate scientific and technical different components, and
is stronger than the repulsive electrostatic forces.
information (e.g., about the process of development connections of components to
and the design and performance of a proposed reveal its function and/or solve
The structure and interactions of matter at the bulk scale a problem. HS-PS2-6
are determined by electrical forces within and between process or system) in multiple formats (including
atoms. HS-PS1.A oral, graphical, textual and mathematical).

Attraction and repulsion between electric charges at the Use at least two different formats (including oral,
atomic scale explain the structure, properties, and graphical, textual and mathematical) to
transformations of matter, as well as the contact forces communicate scientific and technical information,
between material objects. HS-PS2.B including fully describing* the structure,properties,
and design of the chosen material(s). Students cite
the origin of the information as appropriate. HS-
Models (e.g., physical, mathematical, computer models) PS2-6
can be used to simulate why the molecular-level
structure is important in the functioning of designed
materials. Technology Design
Use a design process to devise a technological
product or system that addresses a global problem,
Chemistry Honors will include the following provide research, identify trade-offs and constraints,
assessment boundaries: and document the process through drawings that
● molecular structures of specific designed include data and materials. 8.2.12.C.7
materials HS-PS2-6

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Course Pacing Chart

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

FRAME ACTIVITIES/PROJECTS CONNECTIONS
ASSESSMENTS

September- Matter Chem Talk: Intermolecular Forces in Active Chemistry Textbook

October Liquids, Animation of dissolving at the molecular level
Solids, and Gasses p365 BrainPOP: Matter Changing States
18 periods Active Chemistry “ Chem Talk” p546-548
Kinetic Molecular Theory Interactive
Checking Up Questions p548
Active Chemistry Chem Talk (p50)Ions Phases of water animation
Small group collaboration and input on posters PhET: States of matter simulation
or small white boards Ions and bulding the atom:
Students are encouraged to make some of their https://phet.colorado.edu/en/simulation/legacy/build-an-atom
own quiz questions. PhET: Salts and Solubility Interactive
Intermolecular forces and function of different SMART Notebook Lesson: Mixtures Virtual Lab
molecules such as water. SMART Notebook Lesson: What’s the Matter?
You Tube: Kinetic Theory Model
Assessments:
You Tube: Molecules in Motion
Students will desgin a project that reflects their
understanding of molecular geometry. Uncovering Student Ideas in Science (USIS) Vol.1 –Is it Matter? p79
Quizzes USIS Vol.3 – Is It a Solid? p25
Chapter Test USIS Vol.2 –What’s in the Bubbles? p65

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UNIT 2: Periodic Table & Valence Electrons

Student Learning Objectives

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
1 atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, HS-PS1-1
numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include
quantitative understanding of ionization energy beyond relative trends.]

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling
2 through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and HS-PS4-1
describing those relationships qualitatively.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

✓ Electrons interact between atoms, depending on number and location. ✓ What is matter and how does it
✓ The Periodic Table illustrates trends in atomic reactivity. behave?
✓ What makes one atom different from
another?

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Student Learning Disciplinary Core Ideas Practices of Science & Cross Cutting Concepts
Objective with extended knowledge Engineering with additional skills
Students will apply:
Students will know: Students will be able to:

Each atom has a charged substructure consisting of a Analyzing and Interpreting Data Patterns
Use the periodic table as a model
nucleus, which is made of protons and neutrons, Analyze data using a model (Periodic table) The pattern of the valence
to predict the relative properties of
surrounded by electrons. HS-PS1.A in order to make a valid scientific claim. electrons in the periodic table
elements based on the patterns of
can help predict the properties of
electrons in the outermost energy According to the octet rule, atoms are in the most stable
Use the periodic table to predict the patterns the elements
level of atoms. HS-PS1-1 and least reactive state when they have eight valence
of behavior of the elements based on the Atomic radius, reactivity,
electrons.
Use mathematical representations attraction and repulsion between electrically electronegativity, metals and
to support a claim regarding Electrons surround the nucleus at different energy charged particles and the patterns of nonmetals. HS-PS1-1
relationships among the frequency, levels. The first energy level closest to the nucleus can outermost electrons that determine the
wavelength, and speed of waves hold 2 electrons (then 8, 18, and 32 for subsequent typical reactivity of an atom. Cause and Effect
traveling in various media. HS- energy levels). Electrons fill the lower energy levels HS-PS1-1 Empirical evidence is required
PS4-1 first. to differentiate between cause
The elements in the same group (column) on the Developing and Using Models and correlation and make claims
periodic table have the same number of valence Use a model to predict the relationships about specific causes and
electrons. This gives them similar chemical properties between systems or between components of effects. HS-PS4-1
that can be used to predict how they interact with other a system.
elements (reactivity).
Students show that the product of the
Bohr models and Lewis dot diagrams represent the
frequency and the wavelength of a
valence electron configurations in a given atom.
particular type of wave in a given medium
The wavelength and frequency of a wave are related to is constant, and identify this relationship as
one another by the speed of travel of the wave, which the wave speed according to the
depends on the type of wave and the medium through mathematical relationship 𝑣 = 𝑓𝜆. HS-PS4-1
which it is passing. HS-PS4.A
Chemistry Honors will include the following Technology Operations and Concepts
assessment boundaries: Collaborate in online courses, learning
● transition group elements HS-PS1-1 communities, social networks or virtual
● quantitative understanding of ionization worlds to discuss a resolution to a problem
energy beyond relative trend HS-PS1-1 or issue 8.1.12.A.3
● algebraic relationships and describing those
relationships qualitatively and quantitatively
HS-PS4-1

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TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY
FRAME 2 ACTIVITIES/PROJECTS CONNECTIONS
ASSESSMENTS

October- Periodic Active Chemistry:Fun with the Periodic Table Active Chemistry Textbook
November Table & Chem Talk p50 youtube videos on periodic table
Valence Interactive periodic table found in the https://www.youtube.com/watch?v=Zg6KeXsDVwY
18 Periods Electrons Smartboard gallery
Youtube video on the valence electrons
Checking Up questions p54
Active Chemistry Chapter 1 activity 7 p58 https://www.youtube.com/watch?v=yADrWdNTWEc
Students will use Claim, Evidence, Reasoning Interactive periodic table in the smartboard gallery.
to support their learning. Neon Light and Discharge Lamp
Chapter 1, Activity 5: The Elactronic Behavior http://phet.colorado.edu/en/simulation/legacy/discharge-lamps
of Atoms PhET: Build an Atom
Small group and large group discussions SMART Notebook Lesson: Bohr Model and Lewis Dot Diagrams
Small group collaboration SMART Notebook Lesson: Bohr Model and Lewis Dot Practice
Chapter 1, Activity 5: The Electronic Behavior Electromagnetic radiation on youtube video
of Atoms https://www.youtube.com/watch?v=cfXzwh3KadE
Selected questions from checking up questions
http://group.chem.iastate.edu/Greenbowe/sections/proje
p41
Selected Chem to Go questions p43 tfolder/flashfiles/reaction/bonding1.swf
Calculate Enegy, calculate frequecy, claculate
wave length.
Assessments:
Quizzes
Unit test

UNIT 3: Chemical Bonds

1 Student Learning Objectives HS-PS1-1

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Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy
level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of
bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements.
Assessment does not include quantitative understanding of ionization energy beyond relative trends.]

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of
electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming
2 specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as HS-PS1-3
graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

✓ Everything is made up of matter. ✓ What is matter and how does it behave?

✓ The structure of matter is affected by the types of atoms present and the interactions both ✓ How does the structure of Matter affect its properties?
between and within them.
✓ Atomic structure and the arrangement of the Periodic Table are the foundation for
understanding matter and its interactions.

Student Learning Objective Disciplinary Core Ideas Practices of Science & Engineering Cross Cutting
with extended knowledge with additional skills Concepts

Students will know: Students will be able to: Students will apply:
The periodic table orders elements horizontally by the Planning and Carrying Out Investigations Patterns
Use the periodic table as a model to
number of protons in the atom’s nucleus and places Plan and conduct an investigation individually Different patterns may be
predict the relative properties of
those with similar chemical properties in columns. The and collaboratively to produce data to serve as observed at each of the
elements based on the patterns of
repeating patterns of this table reflect patterns of outer the basis for evidence, and in the design: decide scales at which a system is
electrons in the outermost energy
electron states. HS-PS1.A on types, how much, and accuracy of data studied and can provide
level of atoms. HS-PS1-1
needed to produce reliable measurements and evidence for causality in
The structure and interactions of matter at the bulk
Plan and conduct an investigation consider limitations on the precision of the data explanations of phenomena.
scale are determined by electrical forces within and
(e.g., number of trials, cost, risk, time), and HS-PS1-1 and HS-PS1-3
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between atoms. refine the design accordingly.
to gather evidence to compare the
structure of substances at the bulk By knowing how many electrons are being transferred
scale to infer the strength of to create ions and form an ionic bond, you can predict Describe why the data about bulk properties
electrical forces between particles. the chemical formula of the resulting binary would provide information about strength
HS-PS1-3 compound. The name of this compound is two words. of the electrical forces between the particles of
The first word is the name of the metal. The second the chosen substances, including: spacing of the
word is the name of the nonmetal with the ending particles of the chosen substances can change as
changed to “-ide”. a result of the experimental procedure even if the
identity of the particles does not change (e.g.,
when water is boiled the molecules are still
Atoms can interact with one another by sharing
present but further apart). HS-PS1-3
electrons to create a bond. By sharing these electrons,
both atoms are able to have a full and stable octet
configuration. This is a covalent bond, which is Developing and Using Models
stronger than an ionic bond. Use a model to predict the relationships between
systems or between components of a system.
Covalent bonding occurs between two non-metals.
Predict the following patterns of properties: (1)
the number and types of bonds formed (i.e.
Structural diagrams represent where covalent bonds
ionic, covalent, metallic) by an element and
exist between the elements in a molecule.
between elements; and (2) the number and
charges in stable ions that form from atoms in a
Chemistry Honors will include the following group of the periodic table. HS-PS1-1
assessment boundaries:
● transition group elements HS-PS1-1
● quantitative understanding of ionization
energy beyond relative trends HS-PS1-1

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

FRAME ACTIVITIES/PROJECTS CONNECTIONS
3 ASSESSMENTS

November- Chemical Chapter 6 Activity 3 (Chem Talk) Active Chemistry Textbook

December Bonds Selected problems from the Checking Up section Youtube video on reactivity of metals
Selected problems from the Chem to Go section p455 https://www.youtube.com/watch?
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18 periods 1. Students will plan an investigation to select v=2MawIDT5DFU
Aluminum versus Magnesium pan for baking using Lab Equipment and Materials
an acid Reactions of metals and metal ions simulation
2. Compare the ionization energy for different atoms
http://group.chem.iastate.edu/Greenbowe/sections/p
and relate it to the activity of the chosen metal
using collected data from various resources. roj
3. Students will plan an invetigation to compare ctfolder/flashfiles/redox/home.html
trends in the periodic table using different metals
and acid Ionization energy
4. Students will submit lab report via Google https://www.youtube.com/watch?v=vx2RYpzCdhE
Classroom
Assessments:
Students will use posters to demonstrate understanding of
the relation between the ionization energy and element’s
reactivity.
Quizzes
Lab Report
Exit Questions
Unit test

UNIT 4: Chemical Reactions

Student Learning Objectives

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
1 periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the HS-PS1-2
reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions
involving main group elements and combustion reactions.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

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✓ Atoms interact to form molecules. ✓ How do substances combine or change (react) to make new substances?
✓ Atoms and their mass are conserved during chemical reactions. ✓ How does one characterize and explain reactions and make predictions about them?
✓ Many substances react chemically with other substances to form new
substances with different properties.

Student Learning Disciplinary Core Ideas with extended knowledge Practices of Science & Cross Cutting
Objective Engineering with additional Concepts
Students will know: skills
Students will apply:
Students will be able to:

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Construct and revise an The fact that atoms are conserved, together with knowledge of the Constructing Explanations and Patterns
explanation for the outcome chemical properties of the elements involved, can be used to describe Designing Solutions Different patterns may be
of a simple chemical and predict chemical reactions. HS-PS1.B Construct and revise an explanation observed at each of the
reaction based on the based on valid and reliable evidence scales at which a system is
In the case of ionic compounds, a highly reactive element will replace a
outermost electron states of obtained from a variety of sources studied and can provide
less reactive element in a compound. The reactive metal (element A)
atoms, trends in the periodic (including students’ own investigations, evidence for causality in
gives electrons to the nonmetal (element C) in a binary compound (BC)
table, and knowledge of the models, theories, simulations, and peer explanations of
and replaces the less reactive metal (element B), which then becomes
patterns of chemical review) and the assumption that phenomena. HS-PS1-2
separate. This is called a single replacement reaction. It can be
properties. HS-PS1-2 theories and laws that describe the
represented by the generic formula: A + BC → AC + B
natural world operate today as they did
in the past and will continue to do so in
In a double-replacement reaction, the cations in two compounds are the future.
switched with one another. Ionic compounds can disassociate into ions
in solution and can bond to form a different type of compound (water,
Identify and describe the evidence to
a gas, or a solid precipitate) that cannot split back apart into ions.
construct the explanation, including:
identification of the products and
Synthesis reactions build larger molecules from smaller molecules and reactants, including their chemical
store chemical potential energy in covalent bonds between atoms in the formulas and the arrangement of their
larger molecules. Energy must be put in for a synthesis reaction to take outermost (valence) electrons HS-PS1-
place. 2

Decomposition reactions break down large molecules into smaller Abilities for a Technological World
ones. Explain how material processing
impacts the quality of engineered and
In a chemical reaction, the same number and type of atoms that go into fabricated products. 8.2.12.D.5
the reaction (reactants) have to come out of the reaction (products).
Atoms do not disappear or appear during a chemical reaction.
(Conservation of Matter)

Chemistry Honors will include the following assessment boundary:

● chemical reactions involving transition group elements HS-
PS1-2

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

FRAME ACTIVITIES/PROJECTS CONNECTIONS
4 ASSESSMENTS

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December- Chemical Chapter 3 Activity 3 Active Chemistry Textbook

January Reactions Checking Up questions p198 Reaction of Metals Simulation:
Selected Chem to Go questions p200 http://group.chem.iastate.edu/Greenbowe/sections/pro
17 periods Handling chemicals, lab equipment, and following ject
safety rules folder/flashfiles/redox/home.html
Chem Talk p393-396 “Types of Chemical Reactions” SMART Notebook Lesson: Matter and Photosynthesis
Chapter 6 Activty 6 p477 http://express.smarttech.com/?
Checking UP questions p481 url=http://exchangedownl
Selected Chem to Go questions p483 ads.smarttech.com/public/content/15/1500bf3c-ddb4-
408
Assessments: c-b5d1-d1de08366d4b/photosynthesis.notebook
Quizzes Flame Test Lab
Unit test https://www.youtube.com/watch?v=1EXr_L7Ojqg
Lab Report submitted on google classroom Reaction Rate Lab: The Iodine Clock (with safey
rules)
https://www.youtube.com/watch?v=KWJpKNQfXWo

UNIT 5: The Mole and Conservation of Matter

Student Learning Objectives

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification
Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products,
1 and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on HS-PS1-7
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assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary:
Assessment does not include complex chemical reactions.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

✓ Atoms and their mass are conserved during chemical reactions. ✓ Are the types and mass of atoms conserved in a chemical reaction?
✓ The mole concept simplifies calculations involving very large numbers of atoms. ✓ What is the mole concept used for?

Student Learning Objective Disciplinary Core Ideas Practices of Science & Cross Cutting Concepts
with extended knowledge Engineering with additional skills
Students will apply:
Students will know: Students will be able to:
Use mathematical representations to The fact that atoms are conserved, together with Using Mathematics and Computational Energy and Matter
support the claim that atoms, and the knowledge of the chemical properties of the Thinking. The total amount of energy and
therefore mass, are conserved during elements involved, can be used to describe and Use mathematical representations of matter in closed systems is
a chemical reaction. HS-PS1-7 predict chemical reactions. PS1. phenomena to support claims. conserved. HS-PS1-7
Atoms and their mass are conserved during a
chemical reaction. (Conservation of Matter) Identify and describe the relevant Scale, Proportions, and and Quantity.

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One mole of a substance consists of 6.02 x 1023 components in the mathematical Change the mass of reactants result
particles. representations: (1) quantities of reactants in a change of the mass of products.
and products of a chemical reaction in terms
One mole of an element has the same mass in
of atoms, moles, and mass; (2) molar mass
grams as one atom of that element has in
of all components of the reaction;(3) use of
AMUs. This can be used to calculate how many
balanced chemical equation(s); and (4)
particles are present in a known mass, or the
identification of the claim that atoms, and
mass of a known number.
therefore mass, are conserved during a
chemical reaction.
Chemistry Honors will include the following
assessment boundary:
Use the mole to convert between the atomic
● single replacement, double
and macroscopic scale in the analysis.
replacement, synthesis, and
Given a chemical reaction, use the
decomposition chemical reactions HS-
mathematical representations to predict the
PS1-7
relative number of atoms in the reactants
versus the products at the atomic molecular
scale; and calculate the mass of any
component of a reaction, given any other
component. HS-PS1-7

Technology Operations and Concepts

Construct a spreadsheet workbook with
multiple worksheets, rename tabs to reflect
the data on the worksheet, and use
mathematical or logical functions, charts
and data from all worksheets to convey the
results. 8.1.12.A.4

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

ACTIVITIES/PROJECTS CONNECTIONS
FRAME 5 ASSESSMENTS

January- The Mole and Chapter 4, Activity 2: Balancing Chemical Equations Active Chemistry Textbook
February Conservation p265 BrainPOP: Chemical Equations
of Matter Chem Talk: Law of Conservation of Matter BrainPOP: Moles
12 periods Chapter 1, Activity 3: Atoms and Their Masses p15
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in Chem Talk: Atomic Mass Chembalancer Game
January Chapter 4 Activity 3: How Much Gas is Produced? Molar Mass interactive
p274 PhET: Balancing Chemical Equations interactive
Mid Term Chem Talk: Stoichiometry
Exam PhET: Reactants, Products, and Leftovers simulation
ChemTalk The Chemistry Way of Counting – Moles
p215-217 SMART Notebook Lesson: Balancing Chemical
14 periods Equations
Balancing level 3 chemical equations on Phet
in
simulations. SMART Notebook Lesson: Balancing Chemical
February
Balance combustion reactions. Equations
Name the type of chemical reaction and balance it. SMART Notebook Lesson: Balancing Equations with
Assessments: Molecules
Quizzes
SMART Notebook Lesson: Solutions review with
Quia (exit quiz)
molarity
https://www.quia.com/quiz/3373113.html
PhET: Balancing Chemical Equations interactive level
small poster that reflects at least 10 household
products and their chemical formula. 3
Unit test

UNIT 6: Reaction Rate and Equilibrium

Student Learning Objectives

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting HS-PS1-5
1
particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of
collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from
temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
[Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including
2 descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include HS-PS1-6
different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying
the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

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✓ External conditions affect the rate of a chemical reaction. ✓ How do you change the rate of a reaction?
✓ If the forward and reverse reaction rates are equal, this is chemical equilibrium. ✓ When does equilibrium occur in a chemical reaction?

Student Learning Disciplinary Core Ideas Practices of Science & Engineering with Cross Cutting
Objective with extended knowledge additional skills Concepts

Students will know: Students will be able to: Students will

apply:

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Apply scientific Chemical processes, their rates, and whether or not energy is Constructing Explanations and Designing Solutions Patterns
principles and evidence stored or released can be understood in terms of the collisions of Apply scientific principles and evidence to provide an Different patterns
to provide an molecules and the rearrangements of atoms into new molecules, explanation of phenomena and solve design problems, may be observed at
explanation about the with consequent changes in the sum of all bond energies in the taking into account possible unanticipated effects. each of the sacalesat
effects of changing the set of molecules that are matched by changes in kinetic energy. which a system is
temperature or PS1.B Construct an explanation that includes the idea that as studid and can
concentration of the the kinetic energy of colliding provide
In many situations, a dynamic and condition-dependent balance
reacting particles on the particles increases and the number of collisions
between a reaction and the reverse reaction determines the
rate at which a reaction increases, the reaction rate increases. HS-PS1-5 Stability and
numbers of all types of molecules present. PS1.B
occurs. HS-PS1-5 Change
Chemical reaction rates depend on factors that influence the Constructing Explanations and Designing Solutions Much of science
Refine the design of a frequency of collision of reactant molecules. Refine a solution to a complex realworld problem, based deals with
chemical system by Chemical reactions occur at different rates. Factors such as on scientific knowledge, student-generated sources of constructing
specifying a change in temperature, mixing, concentration, particle size, and surface evidence, prioritized criteria, and tradeoff explanations of how
conditions that would area affect the rates of chemical reactions. considerations. things change and
produce increased how they remain
amounts of products at In many situations, a dynamic and condition-dependent balance stable. HS-PS1-6
Identify and describe potential changes in a component
equilibrium. HS-PS1-6 between a reaction and the reverse reaction determines the
of the given chemical reaction system that will increase
numbers of all types of molecules present.
the amounts of particular species at equilibrium. Use
Chemistry Honors will include the following assessment evidence to describe the relative quantities of a product
boundaries: before and after changes to a given chemical reaction
● complex reactions in which there are more than two system (e.g., concentration increases, decreases, or stays
reactants HS-PS1-5 the same), and will explicitly use Le Chatelier’s
principle HS-PS1-6
● quantitative relationships between rate and
temperature HS-PS1-5
Technology and Society
● specifying the change in more than one variable at a Research and analyze the impact of the design
time HS-PS1-6 constraints (specifications and limits) for a product or
● calculating equilibrium constants and concentrations technology driven by a cultural, social, economic or
HS-PS1-6 political need and publish for review. 8.2.12.B.1

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

ACTIVITIES/PROJECTS CONNECTIONS
FRAME 6 ASSESSMENTS

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March- Reaction Rate Chapter 11 Activity 4 Chem Talk Active Chemistry Book
April and p884-887 Dynamic Equilibrium youtube video: https://www.youtube.com/watch?
Equilibrium Selected Checking Up questions v=JsoawKguU6A&feature=youtu.be&t=5s
20 periods and Chem to Go questions p886-
Effect of temerature on Equilibrium youtube video
889
https://www.youtube.com/watch?
Assessments: v=0XQVXFL4uoo&feature=youtu.be&t=15s
Design and carry out an Blue Bottle experiment as a demo for equilibrium.
investigation to study the effect of https://www.youtube.com/watch?v=kGSPAkOgN3U
temperature on equilibrium. Effect of Pressure and Temperature
Quizzes http://www.freezeray.com/flashFiles/ammoniaConditions.htm
Unit test
Reactant concentration over time
http://employees.oneonta.edu/viningwj/sims/equilibrium_state_s.html
Disturbing a Chemcial Equilibrium
http://employees.oneonta.edu/viningwj/sims/disturbing_a_chemical_equil
ibrium_s.html
Le Chatelier’s principal Crash Course Chemistry #28 youtube video
https://www.youtube.com/watch?v=g5wNg_dKsYY
Equilibrium Constant (Keq)
http://employees.oneonta.edu/viningwj/sims/equilibrium_constant_s.html

Unit 7: Reaction Energy

1 HS-PS1-4
Student Learning Objectives
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could
include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing

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energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the
bond energies of reactants and products.]

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

✓ Atoms interact to form molecules as a result of a chemical reaction. ✓ What is matter and how does it behave?
✓ Energy and entropy drive chemical reactions. ✓ Where does energy go?
✓ External conditions affect the rate of a chemical reaction.
Student Learning Disciplinary Core Ideas Practices of Science & Cross Cutting
Objective with extended knowledge Engineering with additional Concepts
skills
Students will know: Students will apply:
Students will be able to:

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Develop a model to Chemical processes, their rates, and whether or not energy is stored or Developing and Using Models Energy and Matter
illustrate that the release released can be understood in terms of the collisions of molecules and the Develop a model based on evidence to Changes of energy and
or absorption of energy rearrangements of atoms into new molecules, with consequent changes in illustrate the relationships between matter in a system can be
from a chemical reaction the sum of all bond energies in the set of molecules that are matched by systems or between components of a described in terms of energy
system depends upon the changes in kinetic energy. HS-PS1.B system. and matter flows into, out of,
changes in total bond and within that system. HS-
The driving forces of chemical reactions are energy and entropy.
energy. HS-PS1-4 Use the developed model to illustrate: PS1-4
Energy is the ability to do work. (1) the energy change within the system
Entropy is a measure of disorder and randomness. is accounted for by the change in the
bond energies of the reactants and
Energy is conserved. It may change locations or forms, but does not products; (2)breaking bonds requires an
leave our finite universe. (Law of Conservation of Energy, First Law of input of energy from the system or
Thermodynamics) surroundings, and forming
Every time energy changes forms, some of it doesn’t go into useful bonds releases energy to the system and
energy but is instead given off as heat, light, sound, etc. As useful energy the surroundings; (3) the energy
decreases, the amount of disorder and randomness (entropy) increases. transfer between systems and
(Second Law of Thermodynamics) surroundings is the difference in energy
between the bond energies of the
Chemical reactions either release energy to the environment (exothermic) reactants and the products; (4) the
or absorb energy from the environment (endothermic). The change in overall energy of the system and
heat energy is called enthalpy. Enthalpy (ΔH) is negative in an surroundings is unchanged (conserved)
exothermic reaction and positive in an endothermic reaction. during the reaction; (4) energy transfer
occurs during molecular collisions; and
All chemical reactions require activation energy to begin.
(5) the relative total potential energies
A catalyst lowers the activation energy necessary for a reaction. of the reactants and products can be
accounted for by the changes in bond
Chemistry Honors will include the following assessment boundary:
energy. HS-PS1-4
● calculating the total bond energy changes during a chemical
reaction from the bond energies of reactants and products HS-
PS1-4

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

ACTIVITIES/PROJECTS CONNECTIONS
FRAME 7 ASSESSMENTS

33
 Hillside Township School District
April- Reaction Chapter 4, Activity 1: Alternative Pathways p255 Active Chemistry Textbook
May Energy Chem Talk: Energy and Entropy Changes in Catalysts Graph Animation
Chemical Reactions PhET: Reactions and rates simulation
22 periods Chapter 4, Activity 7: Reactions that Produce
PhET: Reversible reactions simulation
Heat p318
Chem Talk: Thermodynamics Reaction Rate and Concentration Animation
Chapter 6, Activity 5: Chemical Energy p468 Reaction Rate and Temperature Interactive
Chem Talk: Endothermic and Exothermic SMART Notebook Lesson: Catalysts
Processes SMART Notebook Lesson: Effect of Pressure on Rate of
Chapter 6, Activity 6 Reaction Rate Lab p477 Reaction
Chem Talk: Factors Affecting the Rate of a SMART Notebook Lessons: Combustion
Reaction
YouTube: Entropy Video
Assessments: Bond Energy and ΔHrxn
Quizzes http://employees.oneonta.edu/viningwj/sims/bond_energy_dh_r
Unit test eaction_s.html
Hess’s Law
http://employees.oneonta.edu/viningwj/sims/hess_law_s.html

UNIT 8: Nuclear Reactions

1 HS-PS1-8
Student Learning Objectives
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of
energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative
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calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.]

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the
form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to
2 reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s HS-ESS1-1
radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary:
Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.]

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have
when absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different
3 energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could HS-PS4-4
include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to
qualitative descriptions.]

ENDURING UNDERSTANDINGS ESSENTIAL QUEST

✓ Energy is exchanged or transformed in all chemical reactions and physical changes of matter. ✓ How does conservation play a role in chemic

Student Learning Disciplinary Core Ideas Practices of Science & Engineering with additional Cross Cutting
Objective with extended knowledge skills Concepts

Students will know: Students will be able to: Students will

apply:
Nuclear processes, including fusion, fission, and Obtaining, Evaluating, and Communicating Information Energy and Matter
Develop models to
radioactive decays of unstable nuclei, involve changes Evaluate the validity and reliability of multiple claims that appear In nuclear processes,
illustrate the changes
in nuclear binding energies. The total number of in scientific and technical texts or media reports, verifying the data atoms are not
in the composition of
neutrons plus protons does not change in any nuclear when possible. conserved, but the
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process. HS-PS1.C total number of
the nucleus of the
Students obtain at least two claims proposed in published material protons plus neutrons
atom and the energy When light or longer wavelength electromagnetic
(using at least two sources per claim) regarding the effect of is conserved. HS-
released during the radiation is absorbed in matter, it is generally converted
electromagnetic radiation that is absorbed by matter. One of these PS1-8
processes of fission, into thermal energy (heat). Shorter wavelength
fusion, and radioactive electromagnetic radiation (ultraviolet, X-rays, gamma claims deals with the effect of electromagnetic radiation on living
decay. HS-PS1-8 rays) can ionize atoms and cause damage to living cells. tissue. HS-PS4-4 Cause and Effect
HS-PS4-4 Cause and effect
Develop a model Developing and Using Models relationships can be
based on evidence to Uncontrolled systems always evolve toward more Develop a model based on evidence to illustrate the relationships suggested and
illustrate the life span stable states—that is, toward more uniform energy between systems or between components of a system. predicted for complex
of the sun and the role distribution (e.g., water flows downhill, objects hotter natural and human-
of nuclear fusion in than their surrounding environment cool down). designed systems by
Students develop five distinct models to illustrate the relationships
the sun’s core to examining what is
Atoms of an element whose nuclei have different between components underlying the nuclear processes of 1)
release energy in the known about smaller
numbers of neutrons are called isotopes. The atomic fission, 2) fusion and 3) three distinct types of radioactive
form of radiation. HS- scale mechanisms
mass given on the periodic table for an element is an decay. HS-PS1-8
ESS1-1 within the system.
average of all the isotopes of that element relative to
Evaluate the validity their abundance on earth. HS-PS4-4
Students use the model to explicitly identify that chemical
and reliability of processes are unable to produce the amount of energy flowing out
Chemistry Honors will include the following Scale, Proportion,
claims in published of the sun over long periods of time, thus requiring fusion
assessment boundaries: and Quantity
materials of the effects processes as the mechanism for energy release in the sun. HS-
● quantitative calculation of energy released. The significance of a
that different ESS1-1
HS-PS1-8 phenomenon is
frequencies of
electromagnetic ● details of the atomic and sub-atomic processes dependent on the
Design scale, proportion, and
radiation have when involved with the sun’s nuclear fusion HS- Analyze a product or system for factors such as safety, reliability,
absorbed by matter. ESS1-1 quantity at which it
economic considerations, quality control, environmental concerns, occurs. HS-ES1-1
HS-PS4-4 manufacturability, maintenance and repair, and human factors
● quantitative descriptions HS-PS4-4
engineering (ergonomics). 8.2.12.C.3

TIME UNIT PERFORMANCE TASKS RESOURCES/INTERDISCIPLINARY

ACTIVITIES/PROJECTS CONNECTIONS
FRAME 8 ASSESSMENTS

May- Nuclear Chapter 1 Activity 9: What determines and limits Active Chemistry Textbook
June Reactions an atom’s mass? p77 BrainPOP: Isotopes
ChemTalk Unstable Atoms
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12 periods Debate on the use of nuclear energy BrainPOP: Radioactivity
Quizzes using google docs on google classroom. Isotope calculator
Final Exam Equation on the nuclear reaction in the sun PhET: Alpha decay simulation
Balancing nuclear reactions
PhET: Beta decay simulation
Calculation of E=mc2
PhET: Nuclear fission simulation
Assessments: PhET: Radioactive dating game
Quizzes Radioactive decay animation
Unit test Radioactive decay interactive
Radioactive Decay graph
http://employees.oneonta.edu/viningwj/sims/radioactive
_d
ecay_s.html

Modifications
Note: Teachers identify the modifications they will use in each unit.

● Restructure lessons using Universal Design for Learning (UDL) principals (http://www.cast.org/our-work/about-
udl.html#.VXmoXcfD_UA)
● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their
community.
● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
pictures, illustrations, graphs, charts, data tables, multimedia, modeling).
● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE,
experts from the community helping with a project, journal articles, and biographies).
● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
(e.g. multiple representation and multimodal experiences).

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● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to
demonstrate their understandings.
● Use project-based science learning to connect science with observable phenomena.
● Structure the learning around explaining or solving a social or community-based issue.
● Provide English Language Learners students with multiple literacy strategies.
● Collaborate with after-school programs or clubs to extend learning opportunities.

NGSS Resources
https://ngsschemistry.wordpress.com/

http://ngss.nsta.org/

http://concord.org/ngss/

http://www.bozemanscience.com/ngss/

Appendix F Science & Engineering Practices

Appendix G Crosscutting Concepts

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