2nd & 3rd Blocks Physical Science
- What
- 2nd & 3rd Blocks Physical Science
- When
- 2/20/2025
High School Weekly Lesson Plan Template Week of: 2/17/25 *for additional curriculum information, please visit the district's resource High School Pacing Guides or Georgia Standards of Excellence Course Name: Modified Physical Science Monday Standard(s):SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form stable compounds. a. Analyze and interpret data to predict properties of ionic and covalent compounds. (Clarification statement: Properties are limited to types of bonds formed, elemental composition, melting point, boiling point, and conductivity.) LT: We are learning to predict types of chemical bonds formed based on their element composition. (Ionic versus Covalent) We are learning to predict the relative melting and boiling points for ionic and covalent compounds. SC: Identify metals, nonmetals and metalloids on the Periodic Table Describe ionic bonds as those between metals and nonmetals, and covalent bonds as those between two nonmetals. Predict the type of chemical bonds formed for a compound Relate bond type to melting point Relate bond type to boiling point. (example: ionic substances have higher melting and boiling points because of higher electromagnetic forces, and covalent bonds have lower melting points because of weaker EMF.) Relate bond type to conductivity.(Example: ionic substances have high conductivity in aqueous solutions while covalent substances have poorer conductivity in aqueous solutions.) Predict relative melting and boiling points for an unknown compound Lesson/Activity: -Daily 10 Questions -Ionic vs. Covalent Substance Lab - Chemical Bonds Color by Number -Ionic vs. Covalent Bonds Review (Matching Game) Resources: Teacher Created Materials Tuesday SPS2c: I can use IUPAC nomenclature for translating between chemical names and chemical formulas. Success criteria: I will know I am successful when I can . . . Discriminate between ionic and covalent compounds. Name binary ionic compounds based on the metal and nonmetal, using the suffix “-ide” for the nonmetal. Name binary covalent compounds using the appropriate prefix (1-9) based on IUPAC nomenclature, and the suffix “ide” for the second element. Generate the formula for binary ionic and covalent compounds based on their names. Lesson/Activity: -Daily 10 Questions -Ionic vs. Covalent Bonds Matching -Notes - Naming Compounds -Practice WS naming the elements in chemical compounds -Brainpop: Chemical Equations (EdPuzzle) -Counting Atoms Vocabulary Resources: Teacher Created Materials EdPuzzle Wednesday SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. a. Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. (Clarification statement: Limited to synthesis, decomposition, single replacement, and double replacement reactions.) b. Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. (Clarification statement: Limited to chemical equations that include binary ionic and covalent compounds and will not include equations containing polyatomic ions.) SPS3b: We are learning how the total number of atoms is conserved during a chemical reaction Success Criteria: I will know I am successful when I can . . . Calculate the number of atoms in a compound’s formula Compare the number of atoms for an element on the reactant and product side Identify a coefficient to describe the number of atoms in a product/reactant to balance the equation Develop a model of a chemical equation to support the Law of Conservation of Matter Lesson/Activity: -Daily 10 Activity - Review of Ionic and Covalent compounds and naming -Notes: Counting Atoms -Counting Atoms Practice WS -Ionic vs. Covalent Bonds Matching Game Resources: Teacher Created Materials Thursday SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. a. Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. (Clarification statement: Limited to synthesis, decomposition, single replacement, and double replacement reactions.) b. Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. (Clarification statement: Limited to chemical equations that include binary ionic and covalent compounds and will not include equations containing polyatomic ions.) SPS3b: We are learning how the total number of atoms is conserved during a chemical reaction Success Criteria: I will know I am successful when I can . . . Calculate the number of atoms in a compound’s formula Compare the number of atoms for an element on the reactant and product side Identify a coefficient to describe the number of atoms in a product/reactant to balance the equation Develop a model of a chemical equation to support the Law of Conservation of Matter Lesson/Activity: -Daily 10 Questions -Review reactants, products and Law of Conservation of Matter -M&M Balancing Equations Lab -Unit 3 Review game - Kahoot -Start Unit 3 Study Guide Resources: Teacher Created Materials, Kahoot Friday Standards: ALL Unit 3 Learning Targets: ALL Unit 3 Success Criteria: ALL Unit 3 Lesson/Activity: -Finish Practice sheet for naming Ionic Compounds - review -Unit 3 Review Games (Kahoot, card sort, Trashketball) -Unit 3 Study Guide and Review - Quiz on Monday or Tuesday Resources: Teacher created materials Kahoot, GimKit 