1. Table of Contents Engage: Creating Color Engage: Creating Color Engage: Creating Color Engage: Creating Color Explore: Emitting to the Truth Explore: Emitting to the Truth Explore: Emitting to the Truth Explore: Emitting to the Truth Explain: Super Model Explain: Super Model Explain: Super Model Explain: Super Model Explain: Noble-ity Explain: Noble-ity Explain: Noble-ity Explain: Noble-ity Elaborate: All in the Cards Elaborate: All in the Cards Elaborate: All in the Cards Elaborate: All in the Cards

2. ENGAGE: Creating Color Pages 154-157 Learning Target I can determine what part of an ionic compound creates color.

3. Vocabulary Atom: The basic unit of (building blocks) matter Atom: The basic unit of (building blocks) matter Atom

4. Vocabulary Ion: A charged particle. Ion: A charged particle. Ion

5. Vocabulary Electron: An extremely small, negatively charged particle in an atom or ion. (e-) Electron: An extremely small, negatively charged particle in an atom or ion. (e-) Electron

6. Vocabulary Proton: The positive particle in the nucleus of an atom or ion. (p+) Proton: The positive particle in the nucleus of an atom or ion. (p+)

7. Process & Procedure 1 Picture Chemical Name Chemical Formula Microscopic Illustration

8. Class work pgs. 154-157 Process & Procedure 1-6 Process & Procedure 1-6 Reading: The Chemistry of Fireworks Reflect & Connect 1-5

9. EXPLORE: Emitting to the Truth Pages 158-161 Learning Target I can infer the relationship between energy and light color.

10. Vocabulary Incandescent: Emitting light as a result of a metal filament being heated. Incandescent: Emitting light as a result of a metal filament being heated.

11. Fluorescent: Light fixtures that contain a glass tube filled with mercury and coated on the inside with fluorescent powder. Fluorescent: Light fixtures that contain a glass tube filled with mercury and coated on the inside with fluorescent powder.

12. Element: A pure substance made of one kind of atom. Element: A pure substance made of one kind of atom.

13. Spectra: Bands of light, produced by elements, at a particular wavelength. Spectra: Bands of light, produced by elements, at a particular wavelength.

14. Incandescent

15. Fluorescent

16. Element Tube

17. Classwork pgs. 158-161 Process & Procedure 1-7 Reflect & Connect 1-4 Reading: Energy: The Ultimate Quick-Change Artist

18. Debrief What is the relationship between light color and energy? What is the relationship between light color and energy? How is spectra like fingerprints? How is spectra like fingerprints? What are the differences between the three light sources? What are the differences between the three light sources?

19. EXPLAIN: Super Model (PART ONE – The Rutherford Atom: A Conceptual Model) Pages 162-169 Learning Target I can describe the Rutherford Model of the atom. I can explain what makes a good scientific model.

20. Vocabulary Nucleus: A small dense core of an atom made of protons. Nucleus: A small dense core of an atom made of protons. Proton: Positively charged particles Proton: Positively charged particles

21. Physical Model: A reproduction of an object on a different scale. Physical Model: A reproduction of an object on a different scale. Conceptual Model: Describes a system, not an object. Conceptual models show how the various components of a system interact. Conceptual Model: Describes a system, not an object. Conceptual models show how the various components of a system interact.

22. Physical Model

23. Conceptual Model

24. Inferences: Conclusions that follow logically from evidence. Inferences: Conclusions that follow logically from evidence.

25. Classwork pgs. 162-169 Process & Procedure 1-4 Rutherford Applet Rutherford Applet Reading: What is a Model? Stop & Think 1, 2, 3d Reading: Joseph John Tomson

26. Debrief What makes a good model in science? What makes a good model in science? What did the Geiger-Marsden Gold Foil Experiment discover for the Rutherford Model of the atom? What did the Geiger-Marsden Gold Foil Experiment discover for the Rutherford Model of the atom? Name the three basic parts of an atom. Name the three basic parts of an atom.

27. EXPLAIN: Super Model (PART TWO – The Rutherford Atom: A Mathematical Model) Pages 171-175 Learning Target I can explain the mathematical model of the Rutherford Atom.

28. Classwork pgs. 171-175 Process & Procedure 1-6 Reflect & Connect 1-5

29. EXPLAIN: Noble-ity (PART ONE – Back to Spectra: The Bohr Model) Pages 175-180 Learning Target I can explain how color spectra is related to the Bohr Model of the atom.

30. Classwork pgs. 175-180 Process & Procedure 1-6

31. EXPLAIN: Noble-ity (PART TWO – Noble Predictions: Designing Compounds the Easy Way) Pages 180-187 Learning Target I can explain how to make stable compounds. I understand why noble gasses are stable.

32. Classwork pgs. 180-187 Process & Procedure 1-14 Reflect & Connect 1-4 Reading: Molecule Models

33. ELABORATE: All In The Cards Part I: Which Organizing Principle is the Best? Pages 188-190 Learning Target I understand how the periodic table is organized.

34. Classwork pgs. 188-190 Process & Procedure 1-4 Stop & Think 1-3

35. ELABORATE: All In The Cards Part II: Which Organizing Principle is the Best? Pages 188-190