Pre-AP Chemistry Instructional Planning Guide

Teacher Sample
The goal of the instructional planning guide is to help you create a roadmap of the key instructional activities and assessments
you will use to design your course in alignment with the Pre-AP course framework and instructional principles. This sample
illustrates one way in which you might use the guide. Pre-AP National Faculty and educators with experience teaching Pre-AP
provided ideas for additional activities and resources that they might use alongside Pre-AP model lessons and formative
assessments to build their full course.

Using and Customizing Your Own Instructional Planning Guide:

 When planning additional lessons, consider how they support the Pre-AP course framework, areas of focus,
and shared principles. These three elements represent the key ingredients of aligning to Pre-AP.
 Take time to capture your reflections as you move through the course.

1
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Unit 1 Structure and Properties of Matter

Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
1.1 Particle View of States Pre-AP Model Lesson 1.1: Launch Lesson – States of
30 1.1.A.1 1.1.A.a, b HS-PS1-3
of Matter Matter Card Sort
1.1 Particle View of States Pre-AP Model Lesson 1.2: Developing a Model of
60 1.1.A.1, 2, 3 1.1.A.a–d HS-PS1-3
of Matter Matter
Group Measurement Activity: Students measure the
length of large objects with an unconventional tool (i.e.
1.1: Particle View of States
25 their hand). Discuss how each group recorded their 1.1.B.1, 2
of Matter
measurements and the challenges they faced when using
the tool to construct “rules” for making measurements.
1.1 Particle View of States
45 Pre-AP Model Lesson 1.3: Confidence in Measurement 1.1.B.1, 2 1.1.B.a, b
of Matter
1.1 Particle View of States Pre-AP Model Lesson 1.4: Relating Mass and Volume
60 1.1.C.1–3 1.1.C.a, b, c
of Matter Lab
1.1 Particle View of States Density Practice: Graphing, calculations, particulate reps
60 1.1.C.1–3 1.1.C.a, b, c
of Matter in small groups.
Learning Checkpoint 1
45 1.1
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
Review Learning Checkpoint 1: Students individually
1.1 Particle View of States
45 correct each missed question. If time allows, conduct
of Matter
conferences with each student.
1.2 Phase Changes and HS-PS3-1
90 Pre-AP Model Lesson 1.5: Heat Transfer 1.2.A.1, 2 1.2.A
Particle Interactions HS-PS3-4
1.2 Phase Changes and Heat Calculations Review: Students will rotate through HS-PS1-3
45 1.2.A.2 1.2.A
Particle Interactions stations in small groups. HS-PS3-4
Practice Performance Task
Determining Properties of an Unknown Substance HS-PS1-3
45 1.1, 1.2 HS-PS3-1
This practice performance task assesses learning objectives and HS-PS3-4
essential knowledge statements addressed up to this point in the
unit.

2
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Review of Practice Performance Task: Students
complete the practice performance task again in groups
HS-PS1-3
of 3–4. Return student responses and have students
45 1.1, 1.2 HS-PS3-1
compare their answers to the group answers. Provides HS-PS3-4
time for questions and discussion of appropriate
responses.
Endothermic Demo: Apply rubbing alcohol on skin to
1.2 Phase Changes and
30 demonstrate cooling from evaporation. Use a whiteboard 1.2.B.1 1.2.B.a, b HS-PS3-1
Particle Interactions
and conduct a whole group discussion.
1.2 Phase Changes and Pre-AP Model Lesson 1.6: Phase Diagrams—What’s So 1.2.C.1, 2 1.2.C
60 HS-PS1-3
Particle Interactions Dry About Dry Ice? 1.2.D.1 1.2.D.d
1.2 Phase Changes and HS-PS1-3
135 Pre-AP Model Lesson 1.7: Investigating Heating Curves 1.2.D.1, 2 1.2.D.a–d
Particle Interactions HS-PS3-1
1.2 Phase Changes and Review and Reinforcement: Review heating curves and HS-PS1-3
45 1.2.D.1, 2 1.2.D.a–d
Particle Interactions phase diagrams HS-PS3-1
1.3 Kinetic Molecular Pre-AP Model Lesson 1.8: Launch Lesson—Introduction
45 1.3.A.1 1.3.A.a
Theory to Properties of Gases
Pressure Demo: Use an online simulation or a group
1.3 Kinetic Molecular
20 movement activity to show how volume and temperature 1.3.A.2 1.3.A.a, b
Theory
affect the number of collisions occurring in a gas sample.
1.3 Kinetic Molecular Pre-AP Model Lesson 1.9: Exploring and Measuring Gas 1.3.B.1, 2 1.3.B
135
Theory Properties Lab 1.3.C.1, 2 1.3.C
1.3 Kinetic Molecular Practice: Have students practice Gas Laws calculations, 1.3.B.1, 2 1.3.B
60
Theory particulate reps, and conceptual questions. 1.3.C.1, 2 1.3.C
Learning Checkpoint 2
45 1.2, 1.3
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
Review Learning Checkpoint 2: Use an online review
45 1.2, 1.3 site (i.e. Quiziz, Socrative) to conduct a class review of
the most commonly missed questions.
1.2.A.1, 2 11.2.A
1.2.B.1 1.2.B. a, b
HS-PS1-3
1.2.C.1, 2 1.2.C
Unit Review: Students rotate through stations to review HS-PS3-1
45 1.1, 1.2, 1.3 1.2.D.1, 2 1.2.D. a–d
concepts from Unit 1 1.3.A.1, 2 1.3.A. a, b
HS-PS3-4
1.3.B.1, 2 1.3.B
1.3.C.1, 2 1.3.C

3
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Performance Task
Cooling an Alcohol HS-PS1-3
45 1.1, 1.2, 1.3 HS-PS3-1
This performance task assesses learning objectives and HS-PS3-4
essential knowledge statements addressed in the unit.
Review Performance Task: Students complete the HS-PS1-3
performance task in small groups on large whiteboards. HS-PS3-1
45 1.1, 1.2, 1.3
Conduct a share out periodically to evaluate and revise HS-PS3-4
responses as needed.
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

4
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Unit 2 Chemical Bonding and Interactions

Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
2.1 Classification and Pre-AP Model Lesson 2.1: Launch Lesson—Mixing and
105 2.1.B.1, 2 2.1.B.a, b
Interactions of Matter Unmixing
2.1 Classification and Pre-AP Model Lesson 2.2: Atoms, Molecules, and
45 2.1.A.1, 2 2.1.A.a–c HS-PS1-1
Interactions of Matter Particles
2.1 Classification and Particulate Representations: Students draw diagrams of 2.1.A.2
20 2.1.B.a, b HS-PS1-1
Interactions of Matter pure substances and mixtures in small groups. 2.1.B.1
2.1 Classification and Pre-AP Model Lesson 2.3: Chromatography Lab – Who
60 2.1.B.1, 2 2.1.B.a, b
Interactions of Matter Forged the Hall Pass?
2.1 Classification and 2.1.B.1 2.1.B.a
45 Pre-AP Model Lesson 2.4: Partial Pressure
Interactions of Matter 2.1.C.1 2.1.C.a, b
2.1 Classification and Pre-AP Model Lesson 2.5: Distillation and Electrolysis
90 2.1.D.1 2.1.D.a, b HS-PS1-3
Interactions of Matter Lab
2.2 Molecular Structure Pre-AP Model Lesson 2.6: Launch Lesson—Comparing 2.2.A.1, 2 2.2.A.a–c
45 HS-PS1-3
and Properties Methane and Butane 2.2.B.1 2.2.B
2.2 Molecular Structure Pre-AP Model Lesson 2.7: Exploring Intermolecular 2.2.A.1, 2 2.2.A.a–c
90 HS-PS1-3
and Properties Forces 2.2.B.1 2.2.B
2.2 Molecular Structure Pre-AP Model Lesson 2.8: Evaporation and 2.2.A.1, 2 2.2.A.a–c
60 HS-PS1-3
and Properties Intermolecular Forces Lab 2.2.B.1 2.2.B
Practice and Wrap-up IMFs. Students identify types of
2.2 Molecular Structure intermolecular forces present in samples of different
45 2.1.D.1 2.1.D.a, b HS-PS1-3
and Properties compounds and then make predictions of their physical
properties.
Learning Checkpoint 1
45 2.1, 2.2
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
Review Learning Checkpoint 1: In small groups,
students will retake the Learning Checkpoint. This will
45 2.1, 2.2 provide an opportunity to for discussion, peer teaching,
and review. Scores on the assessment should be given
only after a whole group review.
2.2 Molecular Structure Lewis Structures: Provide direct instruction and student
100 2.2.D.1 2.2.D.a HS-PS1-1
and Properties practice.

5
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
2.2 Molecular Structure 2.2.D.1 2.2.D.a
60 Pre-AP Model Lesson 2.9: Molecular Geometry HS-PS1-1
and Properties 2.2.E.1 2.2.E
2.2 Molecular Structure Pre-AP Model Lesson 2.10: Spicy Chemistry—The 2.2.D.1, 2 2.2.D.a, b
45 HS-PS1-1
and Properties Flavors of Isomers 2.2.E.1 2.2.E
2.2.A.2 2.2.A.a–c
90 2.2 Molecular Structure Pre-AP Model Lesson 2.11: Solubility and Laundry 2.2.B.1 2.2.B
HS-PS1-3
and Properties Detergents Lab 2.2.F.1 2.2.F
2.2.G.1 2.2.G
45 2.2 Molecular Structure What Makes Something Polar: Students will complete a HS-PS1-3
2.2.F.1 2.2.F
and Properties card sort to identify characteristics of polar compounds.
Practice Performance Task
Properties of Limonene
HS-PS1-1
45 2.1, 2.2
This practice performance task assesses the learning HS-PS1-3
objectives and essential knowledge statements addressed
up to this point in the unit.
2.1.A.1, 2 2.1.A.a–c
Review Practice Performance Task: Remove student 2.1.C.1 2.1.C.a, b
names from responses and allow students to peer grade 2.2.A.1, 2 2.2.A.a–c HS-PS1-1
45 2.1, 2.2
each other’s work. Facilitate a discussion about the 2.2.B.1 2.2.B HS-PS1-3
correct answers. 2.2.D.1 2.2.D.a
2.2.G.1 2.2.G
2.3 Covalent and Ionic 2.3.A.1 2.3.A
45 Pre-AP Model Lesson 2.12: Classifying Solids Lab HS-PS1-1
Bonding 2.3.B.1 2.3.B.a, b
Ionic and Covalent Nomenclature: Students will use a
2.3 Covalent and Ionic card sort to identify naming structure patterns and
90 2.3.D.1 2.3.D HS-PS1-1
Bonding develop ‘rules’ for naming compounds. Follow this
activity with group and individual practice.
2.3 Covalent and Ionic Pre-AP Model Lesson 2.13: The Structure of Ionic 2.3.C.1 2.3.C.a––c
90 HS-PS1-1
Bonding Compounds 2.3.D.1 2.3.D
Basic Atomic Structure Including Electron Shells: Use
2.3 Covalent and Ionic
90 an online simulation to review concepts from prior 2.2.C.1 2.2.C a, b HS-PS1-1
Bonding
coursework.
Periodic Table and Trends: Use a card sort to identify
2.3 Covalent and Ionic
135 patterns in the periodic table. Students will connect these 2.2.C.1 2.2.C a, b HS-PS1-1
Bonding
patterns to properties of different elements.
Learning Checkpoint 2
45 2.2, 2.3
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
6
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Review Learning Checkpoint 2: Review most commonly
45 2.2, 2.3
missed questions in small groups.
2.2.D.a, b
Unit Review: Wrap up—Have students break into small 2.2.D.1, 2
2.2.E
2.2.E.1
groups to predict the type of IMFs found in the chemical 2.2.F HS-PS1-1
45 2.1, 2.2, 2.3 2.2.F.1
formula. Students should write their findings on a 2.3.B.1
2.3.A
whiteboard. 2.3.B.a, b
2.3.D.1
2.3.D
Performance Task
Ionic and Covalent Compounds
HS-PS1-1
45 2.2, 2.3 HS-PS1-3
This performance task assesses learning objectives and
essential knowledge statements addressed in the unit.
Review Performance Task: Have students complete the
alternate option from what they completed for Part 1. For HS-PS1-1
45 2.2, 2.3
Part 2, give students sample data and have them identify HS-PS1-3
the type of bonding in small groups.
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

7
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Unit 3 Chemical Quantities

Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
3.1 Counting Particles in
105 Pre-AP Model Lesson 3.1: Relative Mass and the Mole 3.1.A.1, 2 3.1.A.a, b HS-PS1-7
Substances
3.1 Counting Particles in Mole Conversions Practice: Students practice
90 3.1.A.2 3.1.A.a, b HS-PS1-7
Substances individually and in small groups
3.1 Counting Particles in Pre-AP Model Lesson 3.2: Moles, Molecules, and Mass
45 3.1.A.1, 2 3.1.A.a, b HS-PS1-7
Substances Card Sort
3.1 Counting Particles in Lab: Determining Molar Mass, Molar Volume, or
90 3.1.A.1, 2 3.1.A.a, b HS-PS1-7
Substances Avogadro’s Number
Practice Performance Task
Molar Challenges
45 3.1 HS-PS1-7
This practice performance task assesses learning
objectives and essential knowledge statements addressed
up to this point in the unit.
Review Practice Performance Task: Students work
45 3.1 through the practice performance task in small groups on HS-PS1-7
large whiteboards.
Learning Checkpoint 1
45 3.1
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
3.1 Counting Particles in Review Learning Checkpoint 1: Students individually
45
Substances correct each missed question.
3.1 Counting Particles in Ideal Gas Law Reinforcement: Students practice 3.1.A a, b
45 3.1.B.1–3
Substances calculations in small groups or individually. 3.1.B a–c
Lab: Determining R. Students—use the reaction between
3.1 Counting Particles in 3.1.A a, b
90 magnesium and hydrochloric acid to experimentally 3.1.B.1–3
Substances 3.1.B a–c
determine the value of the ideal gas constant.
3.2 Counting Particles in Balancing equations: Students will complete online
60 3.2.A.1 3.2.A a, b HS-PS1-7
Chemical Reactions simulations and practice in small groups.
Lab: Chemical Reactions—Students observe a variety of
3.2 Counting Particles in
60 chemical reactions and practice writing balanced 3.2.A.1 3.2.A a, b HS-PS1-7
Chemical Reactions
equations for the reactions.

8
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Stoichiometry: Provide direct instruction to support
3.2 Counting Particles in
105 small group or individual practice using calculations and 3.2.B.1, 2 3.2.B HS-PS1-7
Chemical Reactions
particle representations.
3.1.A.2 3.1.A.b
3.2 Counting Particles in Pre-AP Model Lesson 3.3: Candy That Pops — 3.2.A.1 3.2.A.a, b
105 HS-PS1-7
Chemical Reactions A Stoichiometry Lab 3.2.B.2 3.2.B
3.2.D.1 3.2.D
3.2 Counting Particles in
45 Pre-AP Model Lesson 3.4: Limiting Reactants 3.2.C.1 3.2.C HS-PS1-7
Chemical Reactions
Lab: Determining Percent Yield—Students will
3.2 Counting Particles in
105 determine the percent yield of a reaction between copper 3.2.D.1 3.2.D HS-PS1-7
Chemical Reactions
(II), chloride, and sodium carbonate.
Learning Checkpoint 2
45 3.2 This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
High and Low Review Learning Checkpoint 2: In groups
3.2 Counting Particles in of 3 or 4, have students estimate whether answers to
45
Chemical Reactions calculations should be higher or lower than the original
value given without a calculator.
3.1.A.2 3.1.A.b
3.1.B.2 3.1.B.a–c
Unit Review: Mole Races—Use a game to review molar
45 3.1, 3.2 3.2.A.1 3.2.A.a, b HS-PS1-7
relationships. 3.2.B.1, 2 3.2.B
3.2.C.1 3.2.C
Performance Task
The Chemistry of Respiration
45 3.1, 3.2 HS-PS1-7
This performance task assesses learning objectives and
essential knowledge statements addressed in the unit.
Review Performance Task: Students work through the
45 3.1, 3.2 HS-PS1-7
performance task in small groups on large whiteboards
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

9
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Unit 4 Chemical Transformations

Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Pre-AP Model Lesson 4.1: Introduction to Precipitation 4.1.A.1 4.1.A
90 4.1 Precipitation Chemistry HS-PS1-2
Reactions 4.1.B.1 4.1.B
Predicting Products of Reactions: In pairs, students will
use cards with chemical formulas to “build” reactions 4.1.A.1 4.1.A
60 4.1 Precipitation Chemistry HS-PS1-2
and ultimately predict the outcome of precipitation 4.1.B.1 4.1.B
reactions.
4.1.B.1 4.1.B
Pre-AP Model Lesson 4.2: Molarity and Precipitation
105 4.1 Precipitation Chemistry 4.1.C.1, 2 4.1.C HS-PS1-2
Reactions 4.1.D.1, 2 4.1.D
Molarity Practice and Reinforcement: Students will
complete practice problems on large whiteboards in
90 4.1 Precipitation Chemistry 4.1.C.1, 2 4.1.C
groups of 3 or 4. The problems involve conceptual
questions, particulate representations, and calculations.
Lab: Gravimetric Analysis—Students will calculate the
percentage by mass of SO42- in an unknown sulfate salt
3.1.A.2 3.1.A.b
135 4.1 Precipitation Chemistry using a stoichiometric analysis of a collected precipitate. 4.1.D.1, 2 4.1.D
HS-PS1-7
They will then use the percentage to identify the metal
“M” present in the sulfate salt.
4.2 Oxidation−Reduction Pre-AP Model Lesson 4.3: The Chemistry of Rusting— 4.2.A.1, 2 4.2.A.a–c
45 HS-PS1-2
Chemistry An Introduction to Redox Reactions 4.2.C.1 4.2.C
4.2 Oxidation−Reduction Pre-AP Model Lesson 4.4: Redox Reactions—Rusting 4.2.A.1, 2 4.2.A.a–c
75 HS-PS1-2
Chemistry Nails and Tarnishing Silver 4.2.C.1 4.2.C
4.2 Oxidation-Reduction Activity Series Lab: Students will collect data to rank
90 4.2.B.1, 2 4.2.B HS-PS1-2
Chemistry metals in terms of reactivity.
Learning Checkpoint 1
45 4.1, 4.2
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
Review Learning Checkpoint 1: Students will work in
small groups to retake the Learning Checkpoint. Allow
45 4.1, 4.2 time for discussion, peer teaching, and review. Scores on
the assessment should be given only after the group
review.

10
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Practice Performance Task
Reactions of Copper and Aluminum
HS-PS1-2
45 4.1, 4.2
This practice performance task assesses learning HS-PS1-7
objectives and essential knowledge statements addressed
up to this point in the unit.
Review Practice Performance Task: Students will write
the net ionic equations in groups of 4 on large
HS-PS1-2
45 4.1, 4.2 whiteboards. Create a gallery walk of sample responses HS-PS1-7
for the particle diagrams and have students evaluate each
diagram in their small groups.
4.3.A.1–3 4.3.A
90 4.3: Acid−Base Chemistry Pre-AP Model Lesson 4.5: Acids, Bases, and PH 4.3.B.1 4.3.B
pH Calculations: Students will work in pairs to practice
60 4.3 Acid-Base Chemistry calculating pH, [H+], and [OH-] for acidic and basic 4.3.B.2 4.3.B
solutions.
4.1.A.1 4.1.A
4.1.B.1 4.1.B
4.2.A.1 4.2.A.a–c
45 4.3: Acid−Base Chemistry Pre-AP Model Lesson 4.6: Classifying Reactions 4.2.C.1 4.2.C
HS-PS1-2
4.3.C.1 4.3.C
4.3.D.1 4.3.D
Lab: Endothermic and Exothermic Reactions—Students
are given temperature probes and two sets of reactants.
60 4.4 Thermochemistry They will determine which reaction is endothermic and 4.4.A.1 4.4.A a, b HS-PS1-4
which reaction is exothermic. Individually, students will
write evidence-based claims to summarize their findings.
Pre-AP Model Lesson 4.7: Bond Energy and Fuel
45 4.4: Thermochemistry 4.4.B.1 4.4.B HS-PS1-4
Reactions
Hot/Cold Packs Simulation: Students will work in pairs
using an online simulation of a hot/cold pack to associate
60 4.4 Thermochemistry 4.4.A.2 4.4.A a, b HS-PS1-4
an increase or decrease in temperature with absorbing
and releasing energy.
Lab: Heat of Solution—Students will observe a
60 4.4 Thermochemistry temperature change when dissolving an ionic solid in 4.4.A.2 4.4.A a, b HS-PS1-4
water.
Thermo Review: Students work through stations in small 4.4.A.1–3 4.4.A a, b
45 4.4 Thermochemistry HS-PS1-4
groups. 4.4.B.1 4.4 B

11
Pre-AP Chemistry Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks
Pacing in Learning Essential State Reflections on
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks,
Minutes Objectives Knowledge Standards Areas of Focus & Shared Principles
Performance Tasks, Assessments
Kinetics Simulation: Students will use an online
45 4.5 Reaction Rates simulation to observe changes to the rate of a reaction on 4.5.A.1 4.5.A a–c HS-PS1-5
the particulate level.
Collision Theory Stop Motion: Students will create stop
90 4.5 Reaction Rates motion videos to demonstrate effective collisions 4.5.A.1 4.5.A a–c
HS-PS1-5
between reactants.
105 4.5: Reaction Rates Pre-AP Model Lesson 4.8: Antacid Rate of Reaction Lab 4.5.A.2 4.5.A.a–c HS-PS1-5
Learning Checkpoint 2
45 4.3, 4.4, 4.5
This learning checkpoint can assess any of the learning
objectives from its associated Key Concepts.
Review Learning Checkpoint 2: Students (individually
or in small groups) will use an online polling app to
45 4.3, 4.4, 4.5
review the most commonly missed items. Rotate and
have each group defend their answer.
3.1.A.2
3.1.A.b
3.2.A.1
3.2.A.a, b
3.2.B.2
3.2.B
3.2.D.1
3.2.D HS-PS1-2
4.1.A.1
Unit Review: Students rotate through stations in small 4.1.A HS-PS1-4
45 4.1, 4.2, 4.3, 4.4, 4.5 4.1.B.1
groups to review the learning objectives for this unit. 4.1.C.1, 2
4.1.B HS-PS1-5
4.1.C HS-PS1-7
4.2.A.1, 2
4.2.A.a–c
4.2.B.1
4.2.B
4.1.B.2
4.2.C
4.2.C.1
Performance Task
Applications of Chemical Transformations HS-PS1-2
HS-PS1-4
45 4.1, 4.2, 4.3, 4.4, 4.5 HS-PS1-5
This performance task assesses learning objectives and HS-PS1-7
essential knowledge statements addressed in the unit.
Review Performance Task: Students will work in groups
of 3 or 4 to review selected portions of the Performance
Task. For Part 1, have students complete the card sort as
HS-PS1-2
a small group followed by a whole group discussion. For
45 4.1, 4.2, 4.3, 4.4, 4.5 HS-PS1-4
Parts 2 and 3, select sample responses from the class HS-PS1-5
(without names) and have the small groups evaluate the HS-PS1-7
responses. Vary the completeness or correctness of the
responses chosen.

[add or remove rows as needed]

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Pre-AP Chemistry Instructional Planning Guide Teacher Sample
Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

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Pre-AP Chemistry Instructional Planning Guide Teacher Sample