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OUSD 10th Grade Chemistry
Yearlong Scope and Sequence
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Curriculum Instructions - How to Use This Curriculum?
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Curriculum Tools folder
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Instructional Toolkit
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Unit of Study:Unit 0: Magic or Science?Unit 1: Foundations of Chemistry Unit 2: ToxicologyUnit 3: Evaluating FuelsFinalsUnit 4: Global Air PollutionUnit 5: Water Quality and Quantity Unit 6: Chemistry of Human InnovationFinals
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Table of ContentsUnit 0 - ToCUnit 1 ToCUnit 2 ToCUnit 3 ToC-Unit 4 ToCUnit 5 ToCUnit 6 ToC
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Unit FeedbackUnit 0 FeedbackUnit 1 FeedbackUnit 2 Feedback Unit 3 Feedback-Unit 4 FeedbackUnit 5 FeedbackUnit 6 Feedback
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Unit Length & Dates:2 weeks
Marking Period 1
August 22-September 2		5 weeks
Marking Period 1
September 6-October 7		6 Weeks
Marking Period 2
October 10-November 18		5 Weeks
Marking Period 3
November 28-January 13
*Winter Break: December 19-30		1 Week
Jan. 17-20		6 Weeks
Marking Period 4
January 23-March 3		6 Weeks
Marking Period 5
March 6-April 21
*Spring Break: April 3-7		6 Weeks
Marking Period 6
April 24-June 2		1 Week
June 5-9
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Essential Question(s):How can you explain things you can't see?How has our understanding of chemistry changed over time?How can we use our knowledge of chemistry to explain environmental crises?What factors should law makers consider when developing regulations for the use of natural resources such as hydrocarbon fuels? What factors affect the quality of our air and how can we improve air quality?What affects the quality and quantity of water?In what ways has research in field of chemistry improved the quality of life?
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Anchor Phenomenon:SaltFlint Water Crisis
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Storyline (Students' role):You are a chemist working as a consultant to explain the chemistry behind a variety of observed phenomena that are often described as “magic”.You are a physical chemist...You are a toxicologist and each day you are called in by doctors and law enforcement to assist in determining the causes of illness and death in your urban community. You rely heavily on your knowledge of chemical structure and function to uncover the likely causes of the reported symptoms.
You are a chemist studying fuel combustion, who has been asked to share their opinion on the use of particular fuels before congress.You are an environmental chemist working to inform the Oakland citizens about the air quality in their community to inspire them to be part of the solution and not the problem.You are an environmental chemist that is testing the different bodies of water in California, specifically Oakland.
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Learning Tasks:10.0.0 - Blue Liquid and Silvery Sheet10.1.1 - Properties of Na, Cl, & NaCl10.2.0 - The Flint Water Crisis10.3.0 - Canned Steam Engine 10.4.0 - 10.5.0 -
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10.0.1 - Elephant Toothpaste10.1.1 - History of Atomic Theory10.2.1 - Oxidation Reduction Reactions10.3.1 - What is Energy?10.4.1 -10.5.1 -
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10.0.2 - Coloring Changing Carnation10.1.2. - Quantum Leap10.2.2 - Solubility10.3.2 - Exo and Thermo Investigation10.4.2 -10.5.2 -
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10.0.3 - Baking Sode and Vinegar10.1.3 - Organization of Periodic Table 10.2.3 - Precipitation Reactions10.3.3 - 10.4.3 - 10.5.3 -
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10.0.4 - Spare Change10.1.4 - Bonds & Properties10.2.4 - Equilibrium10.3.4: Carbon Cycle and Carbon Footprint 10.4.4 -
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10.0.S - Copper, Silver, or Gold?10.1.5 - Avogadro's Cereal10.2.S - Toxicology Analysis10.3.5 - 10.4.5 -
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10.1.6 - The Law of Conservation of Mass 10.3.S - 10.4.S - The Fair Air Fair
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10.1.S - Chemical Reaction
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NGSS Alignment
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Performance Expectations: 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.
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.
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.
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.
HS-PS-4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various mediaHS-ESS2-5. HS-PS1-8
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PS 1.4: Endo/ExothermicHS-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.
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.
HS-PS1-4HS-PS-4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.HS-ESS3-5.HS-PS2-6
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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. HS-PS1-2. Construct and revise an explanation for the outcome of a simple reaction based on teh outermost electron states of atoms, trends in the periodic table, and the knowledge of the patterns of chemical propertiesHS-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.
HS-PS3-1HS-ESS-2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climateHS-ESS3-6
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PS 1.7: Conservation of Mass. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
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.*
HS-PS3-3HS-ESS-2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.HS-ESS2-4
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PS 2.6: Material StructureHS-ETS1-2HS-PS3-4HS-ESS-3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.HS-ETS1-1
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ETS 1.1: Analyze Global ChallengeHS-ESS3-2HS-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.
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ETS 1.3: Evaluate SolutionHS-ESS2-6HS-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.
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Science and Engineering Practices:1 - Asking Questions and Defining Problems1 - Asking Questions and Defining Problems1 - Asking Questions and Defining Problems1 - Asking Questions and Defining Problems1 - Asking Questions and Defining Problems1- Asking Questions and Defining Problems1 - Asking Questions and Defining Problems
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2 - Developing and Using Models2 - Developing and Using Models2 - Developing and Using Models2 - Developing and Using Models2 - Developing and Using Models2 - Developing and Using Models2 - Developing and Using Models
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3 - Planning and Carrying Out Investigations3 - Planning and Carrying Out Investigations3 - Planning and Carrying Out Investigations3 - Planning and Carrying Out Investigations3 - Planning and Carrying Out Investigations3- Planning and Carrying Out Investigations3 - Planning and Carrying Out Investigations
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4 - Analyzing and Interpreting Data4 - Analyzing and Interpreting Data4 - Analyzing and Interpreting Data4 - Analyzing and Interpreting Data4 - Analyzing and Interpreting Data4- Analyzing and Interpreting Data4 - Analyzing and Interpreting Data
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5 - Using Mathematics and Computational Thinking5 - Using Mathematics and Computational Thinking5 - Using Mathematics and Computational Thinking5 - Using Mathematics and Computational Thinking5 - Using Mathematical and Computational Thinking5 - Using Mathematical and Computational Thinking5 - Using Mathematics and Computational Thinking
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6 - Constructing Explanations and Designing Solutions6 - Constructing Explanations and Designing Solutions6 - Constructing Explanations and Designing Solutions6 - Constructing Explanations and Designing Solutions6 - Constructing Explanations and Designing Solutions6- Constructing Explanations and Designing Solutions6 - Constructing Explanations and Designing Solutions
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7 - Engaging in Argument from Evidence7. Engaging in argument7. Engaging in argument7. Engaging in argument7. Engaging in argument7. Engaging in argument7. Engaging in argument
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8 - Obtaining, Evaluating, and Communicating Information8 - Obtaining, Evaluating, and Communicating Information8 - Obtaining, Evaluating, and Communicating Information8 - Obtaining, Evaluating, and Communicating Information8 - Obtaining, Evaluating, and Communicating Information8- Obtaining, Evaluating, and Communicating Information8 - Obtaining, Evaluating, and Communicating Information
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Disciplinary Core Ideas:
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Cross Cutting Concepts:1 - Patterns1 - Patterns1 - Patterns1 - Patterns1 - Patterns1- Patterns1 - Patterns
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2 - Cause and Effect2 - Cause and Effect2 - Cause and Effect2 - Cause and Effect2 - Cause and Effect2- Cause and Effect2 - Cause and Effect
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3 - Scale, Proportion, and Quantity3 - Scale, Proportion, and Quantity3 - Scale, Proportion, and Quantity3 - Scale, Proportion, and Quantity3 - Scale, Proportion, and Quantity
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4 - Systems and System Models4 - Systems and System Models4 - Systems and System Models4 - Systems and System Models4- Systems and System Models4 - Systems and System Models
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5 - Energy and Matter5 - Energy and Matter5 - Energy and Matter5 - Energy and Matter
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6 - Structure and Function6 - Structure and Function6 - Structure and Function
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7 - Stability and Change7 - Stability and Change7 - Stability and Change7- Stability and Change 7 - Stability and Change