Glencoe Science. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240

Transcription

1

2 Glencoe Science Student Edition Teacher Wraparound Edition Interactive Teacher Edition CD-ROM Interactive Planner CD-ROM Content Outline for ng Directed Reading for Content Mastery Foldables: Reading and Study Skills Assessment Chapter Review Chapter Tests ExamView Pro Test Bank Software Assessment Transparencies Performance Assessment in the Science Classroom The Princeton Review Standardized Test Practice Booklet Directed Reading for Content Mastery in Spanish Spanish Resources Guided Reading Audio Program Reinforcement Enrichment Activity Worksheets Section Focus Transparencies ng Transparencies Laboratory Activities Science Inquiry Labs Critical Thinking/Problem Solving Reading and Writing Skill Activities Cultural Diversity Laboratory Management and Safety in the Science Classroom MindJogger Videoquizzes and Teacher Guide Interactive Explorations and Quizzes CD-ROM Vocabulary Puzzlemaker Software Cooperative Learning in the Science Classroom Environmental Issues in the Science Classroom Home and Community Involvement Using the Internet in the Science Classroom Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH ISBN Printed in the United States of America

3 Table of Contents To the Teacher Correlation of Physical Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards iv v Chapter 1 Chemical Bonds Chemical Reactions Substances, Mixtures, and Solubility Carbon Chemistry iii

4 To the Teacher planning guides are provided for each section of the chapter. Within the you will see Student Edition features that may have an accompanying worksheet found in the Chapter Resources Booklet (CRB). These worksheets are shown in parentheses after the feature. For example: Before You Read, p. 37 (Foldables, p. 17, CRB) The Foldables worksheet can be used with the Before You Read feature in the Student Edition. Each Plan is divided into several parts: lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations are given. Objectives provides the section objectives. Here you will also find the correlations to National Science Standards for the section. Motivate lists various resources to introduce the chapter or section to the students. Teach lists Student Edition and Teacher Edition features that are used as you teach the material. You ll also find worksheet pages and other resources such as transparencies or Professional Series Books that are appropriate to use with the section. Assess provides references to the section assessment in the Student Edition as well as useful pages from the Performance Assessment in the Science Classroom. Reteach/Reinforce is where you will find worksheets that provide students with additional reinforcement of the chapter content. Enrich/Apply provides opportunities to challenge students with materials that go beyond the chapter content. Chapter Assessment lists Student Edition, worksheet, and transparency resources that assess students knowledge of the chapter material. Multimedia Options pulls together the many multimedia materials that can be used as reinforcement, review, extension, and assessment with your students. iv

5 Correlation to National Science Education Standards Objectives Book, Chapter, and Section (UCP) Unifying Concepts and Processes 1. Systems, order, and organization 2. Evidence, models, and explanation 3. Change, constancy, and measurement 4. Evolution and equilibrium 5. Form and function (A) Science as Inquiry 1. Abilities necessary to do scientific inquiry 2. Understandings about scientific inquiry (B) Physical Science 1. Properties and changes of properties in matter 2. Motion and forces 3. Transfer of energy (C) Life Science 1. Structure and function in living systems (D) Earth and Space Science 1. Structure of the Earth system 2. Earth s history 3. Earth in the solar system (E) Science and Technology 1. Abilities of technological design 2. Understandings about science and technology (F) Science in Personal and Social Perspectives 1. Personal Health 2. Populations, resources, and environments 3. Natural hazards 4. Risks and benefits 5. Science and technology in society K2-1, K4-1, M4-1, M4-2, M4-3 K1-1, K1-2, K1-3, K4-2, L1-1, L1-2, L3-1, L3-2, L3-3, N1-1, N1-2, N1-3, N2-1, N2-2, O1-3, O2-1, O2-2, O3-1, O3-2, O3-3 K2-2, K2-3, K3-1, K3-2, K4-3, L2-1, L2-2, L3-1, L3-2, L3-3, L4-1, L4-2, L4-3, M1-1, M1-2, M1-3, M2-1, M2-2, M2-3, M3-1, M3-2, M3-3, M4-1, M4-2, M4-3, M5-1, M5-2, M6-1, M6-2, M6-3, O1-2 L3-1, L3-2, L3-3, M4-1, M4-2, M4-3 M5-3, N3-1, N3-2, O1-1 K1-1, K1-2, K1-3, K2-2, K2-3, K3-1, K3-2, K4-1, K4-3, L1-1, L1-2, L2-1, L2-2, L4-1, L4-2, L4-3, M1-1, M1-2, M1-3, M2-1, M2-3, M3-1, M3-2, M3-3, M4-1, M4-3, M5-2, M5-3, M6-2, M6-3, N1-2, N1-3, N2-1, N2-2, N3-1, N3-2, O1-1, O1-2, O1-3, O2-1, O2-2, O3-1, O3-2, O3-3 K4-1, M2-1, M2-2, M2-3, N3-1, N3-2 K1-1, K1-2, K1-3, K2-1, K2-2, K2-3, K3-1, K3-2, K4-1, K4-2, K4-3, L1-1, L1-2, L2-1, L3-1, L3-2, L3-3, L4-1, L4-2, L4-3, M5-1, M5-2, M5-3, M6-1, M6-2, M6-3, N2-1, N2-2, O1-1, O1-2, O1-3 M1-1, M1-2, M1-3, M2-1, M2-2, M2-3, M3-1, M3-2, M3-3, M4-1, M4-2, M4-3, N2-1, N2-2, O1-1, O1-2, O1-3, O2-1 K2-2, L2-1, L2-2, M4-1, M4-2, M4-3, M6-1, M6-2, M6-3, N1-1, N1-2, N1-3, N2-2, N3-1, N3-2, O1-1, O1-2, O1-3, O2-1, O2-2, O3-1, O3-2, O3-3 L4-1, L4-2, L4-3, N1-1, O2-2 K1-3, K2-3, L3-2, M3-2, M3-3, N1-1, N3-1, N3-2 N2-2 O2-1, O3-2 K1-1, M1-3, M2-1, M2-2, M2-3, M4-2, M4-3, M6-3 L4-1, L4-2, L4-3, M2-3, M3-2, M3-3, M4-2, M4-3, M6-2, M6-3, N1-2, N1-3, N2-1 L3-2, L4-1, L4-2, L4-3, M4-3, N1-3, O1-2, O2-2 M5-3 M3-3, N1-1, O1-2, O2-2 L3-3, L4-3, M1-3, M2-3, M5-3, M6-3 K1-1, K3-2, K4-2, L2-2, L3-2, L3-3, L4-1, L4-2, L4-3, M2-3, M3-3, M5-2, M6-3, N1-3, N2-2, N3-1, N3-2, O2-1, O2-2, O3-2, O3-3 v

6 Correlation to National Science Education Standards (continued) Objectives (G) History and Nature of Science 1. Science as a human endeavor 2. Nature of science 3. History of science Book, Chapter, and Section K1-1, K1-2, K1-3, K4-1, K4-3, L1-2, L3-3, L4-3, M1-3, M3-3, N1-3, N2-2, N3-1, N3-2 K1-1, K1-3, K2-3, K3-2, K4-1, L1-2, L4-3, M1-3, M3-3, N3-1, N3-2, O1-3 K1-1, K1-3, L2-2, L4-3, M1-3, M3-2, M3-3, N1-3, N3-1, N3-2, O3-3 vi

7 1 Section 1 Why do atoms combine? Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Identify how electrons are arranged in an atom. 2. Determine the energy of electrons in atoms. 3. Compare how the arrangement of electrons in an atom is related to its place in the periodic table. Explore Activity, p. 7 Before You Read, p. 7 (Foldables, p. 17, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB) Content Background, pp. 6E 6F, TWE Discussion, p. 9, TWE Science Online, p. 10 Visual Learning, pp. 10, 12, TWE Activity, p. 12, TWE Problem-Solving Activity, p. 13 MiniLAB: Drawing Electron Dot Diagrams, p. 14 (MiniLAB Worksheet, p. 3, CRB) Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 47, TCR ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Laboratory Activity 1, pp. 9 12, CRB Spanish Resources, Section 1, CRB Section Assessment, p. 15 Skill Builder Activities, p. 15 Performance Assessment in the Science Classroom, pp. 123, 127, 159, TCR Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 27, CRB Enrichment, p. 29, CRB Physical Science Critical Thinking/Problem-Solving, pp. 9, 13, TCR Cultural Diversity, pp. 55, 59, TCR Vocabulary Puzzlemaker Software,Ch.1 Guided Reading Audio Program (English & Spanish),Ch.1 Interactive CD-ROM, Presentation Builder, Ch. 1 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP2, A1, B1 Chemical Bonds 1

8 1 Section 2 How Elements Bond Block : 2.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 5 sessions 4. Compare and contrast ionic and covalent bonds. 5. Identify the difference between polar and nonpolar covalent bonds. 6. Define chemical shorthand. Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB) Physics Integration, p. 17 MiniLAB: Constructing a Model of Methane, p. 19 (MiniLAB Worksheet, p. 4, CRB) Science Online, p. 21 Activity: Ionic Compounds, p. 25 (Activity Worksheet, pp. 5 6, CRB) Activity: Atomic Structure, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 24 Skill Builder Activities, p. 24 Performance Assessment in the Science Classroom, pp. 101, 123, 127, 135, TCR Directed Reading for Content Mastery, pp. 21, 22, CRB Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB Reinforcement, p. 28, CRB Mathematics Skill Activities, p. 47, TCR Enrichment, p. 30, CRB Life Science Critical Thinking/Problem-Solving, p. 15, TCR Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.1 Guided Reading Audio Program (English & Spanish),Ch.1 MindJogger Videoquiz, Ch. 1 ExamView Pro Test Bank Software, Ch. 1 Interactive CD-ROM, Exploration and Quiz, Ch. 1 Science Web site: science.glencoe.com 2 Chemical Bonds UCP2, A1, B1, G1, G2 Science and Language Arts, pp Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 25, TCR Laboratory Activity 2, pp , CRB Home and Community Involvement, p. 42, TCR Spanish Resources, Section 2, CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 47, CRB) Standardized Test Practice by The Princeton Review, pp , TCR

9 2 Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 1. Determine whether or not a chemical reaction is occurring. 2. Determine how to read and understand a balanced chemical equation. 3. Examine some reactions that release energy and others that absorb energy. Explore Activity, p. 35 Before You Read, p. 35 (Foldables, p. 17, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB) Content Background, pp. 34E 34F, TWE Visual Learning, pp. 37, 40, 44, TWE Activity, pp. 37, 41, TWE MiniLAB: Observing a Chemical Change p. 38 (MiniLAB Worksheet, p. 3, CRB) Life Science Integration, p. 39 Science Online, p. 41 Math Skills Activity, p. 42 Discussion, pp. 43, 44, TWE Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, pp. 1, 5, 7, 15, TCR ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Laboratory Activity 1, pp. 9 12, CRB Home and Community Involvement, p. 44, TCR Spanish Resources, Section 1, CRB Section Assessment, p. 45 Skill Builder Activities, p. 45 Performance Assessment in the Science Classroom, pp. 89, 119, 159, TCR Directed Reading for Content Mastery, pp. 18, 19, CRB Spanish Directed Reading for Content Mastery, pp. 22, 23, CRB Reinforcement, p. 27, CRB Mathematics Skill Activities, p. 9, TCR Enrichment, p. 29, CRB Section 1 Chemical Formulas and Equations Vocabulary Puzzlemaker Software,Ch.2 Guided Reading Audio Program (English & Spanish),Ch.2 Interactive CD-ROM, Presentation Builder and Exploration, Ch. 2 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP3, A1, B1, B3 Chemical Reactions 3

10 2 Section 2 Rates of Chemical Reactions Block : 2 sessions ( denotes activities recommended for block schedule.) Single Periods: 4 sessions 4. Determine how to describe and measure the speed of a chemical reaction. 5. Identify how chemical reactions can be speeded up or slowed down. Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB) Science Online, p. 47 MiniLAB: Identifying Inhibitors p. 50 (MiniLAB Worksheet, p. 4, CRB) Life Science Integration, p. 51 Activity: Comparing Metals p. 53 (Activity Worksheet, pp. 5 6, CRB) Activity: Exothermic or Endothermic, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 52 Skill Builder Activities, p. 52 Performance Assessment in the Science Classroom, pp. 89, 99, TCR Directed Reading for Content Mastery, pp. 21, 22, CRB Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB Reinforcement, p. 28, CRB Reading and Writing Skill Activities, p. 1, TCR Enrichment, p. 30, CRB Physical Science Critical Thinking/Problem-Solving, p. 10, TCR Cultural Diversity, p. 5, TCR Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.2 Guided Reading Audio Program (English & Spanish),Ch.2 MindJogger Videoquiz, Ch. 2 ExamView Pro Test Bank Software,Ch.2 Interactive CD-ROM, Quiz, Ch. 2 Science Web site: science.glencoe.com 4 Chemical Reactions UCP3, A1, B3, F5, G3 Science and History, pp Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 53, TCR Laboratory Activity 2, pp , CRB Spanish Resources, Section 2, CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 47, CRB) Standardized Test Practice by The Princeton Review, pp , TCR

11 3 Section 1 What is a solution? Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Distinguish between substances and mixtures. 2. Describe two different types of mixtures. UCP2, UCP3, UCP4, B1 3. Explain how solutions form. 4. Describe how solids, liquids, and gases can form different types of solutions. Explore Activity, p. 63 Before You Read, p. 63 (Foldables, p. 17, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB) Content Background, pp. 62E 62F, TWE Science Online, p. 65 Visual Learning, p. 65, TWE Activity, p. 66, TWE Quick Demo, p. 66, TWE Environmental Science Integration, p. 67 Inclusion Strategies, p. 67, TWE Discussion, p. 67, TWE Use Science Words, p. 68, TWE Science Journal, p. 68, TWE Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) Laboratory Activity 1, pp. 9 12, CRB Spanish Resources, Section 1, CRB Section Assessment, p. 69 Skill Builder Activities, p. 69 Performance Assessment in the Science Classroom, p. 89, TCR Directed Reading for Content Mastery, pp. 19, 20, CRB Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB Reinforcement, p. 27, CRB Enrichment, p. 30, CRB Physical Science Critical Thinking/Problem-Solving, p. 10, 13, TCR Vocabulary Puzzlemaker Software,Ch.3 Guided Reading Audio Program (English & Spanish),Ch.3 Interactive CD-ROM, Presentation Builder, Ch. 3 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com Substances, Mixtures, and Solubility 5

12 3 Section 2 Solubility Block : 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions 5. Explain why water is a good general solvent. 6. Describe how the structure of a compound affects which UCP2, UCP3, UCP4, B1, D1, F1, F5 solvents it dissolves in. 7. Identify factors that affect how much of a substance will dissolve in a solvent. 8. Describe the concentration of a solution. Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 45, CRB) Environment Science Integration, p. 71 Discussion, pp. 71, 73, TWE Visual Learning, p. 71, TWE Quick Demo, pp. 71, 73, TWE Activity, p. 72, TWE Science Journal, pp. 72, 73, 75, TWE Use an Analogy, pp. 72, 75, TWE MiniLAB: Observing Gas Solubility, p. 74 (MiniLAB Worksheet, p. 3, CRB) Problem-Solving Activity, p. 75 Activity: Growing Crystals, p. 77 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 17, TCR Laboratory Activity 2, pp , CRB Spanish Resources, Section 2, CRB Section Assessment, p. 76 Skill Builder Activities, p. 76 Performance Assessment in the Science Classroom, pp. 89, 105, 127, TCR Directed Reading for Content Mastery, p. 20, CRB Spanish Directed Reading for Content Mastery, p. 24, CRB Reinforcement, p. 28, CRB Mathematics Skill Activities, p. 5, TCR Enrichment, p. 31, CRB Cultural Diversity, p. 65, TCR Vocabulary Puzzlemaker Software,Ch.3 Guided Reading Audio Program (English & Spanish),Ch.3 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com 6 Substances, Mixtures, and Solubility

13 3 Section 3 Acidic and Basic Solutions Block : 2 sessions ( denotes activities recommended for block schedule.) Single Periods: 4 sessions 9. Compare acids and bases and their properties. 10. Describe practical uses of acids and bases. 11. Explain how ph is used to describe the strength of an acid or base. 12. Describe how acids and bases react when they are brought together. Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 46, CRB) Visual Learning, pp. 79, 80, 89, TWE MiniLAB: Observing a Nail in a Carbonated Drink, p. 79 (MiniLAB Worksheet, p. 4, CRB) Science Online, pp. 81, 84, 88 Life Science Integration, p. 82 Activity: Testing ph Using Natural Indicators, pp (Activity Worksheet, pp. 7 8, CRB) Section Assessment, p. 85 Skill Builder Activities, p. 85 Performance Assessment in the Science Classroom, pp. 93, 127, TCR Directed Reading for Content Mastery, pp. 21, 22, CRB Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB Reinforcement, p. 29, CRB Enrichment, p. 32, CRB Earth Science Critical Thinking/Problem-Solving, p. 18, TCR Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.3 Guided Reading Audio Program (English & Spanish),Ch.3 MindJogger Videoquiz, Ch. 3 ExamView Pro Test Bank Software, Ch. 3 Interactive CD-ROM, Exploration and Quiz, Ch. 3 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP2, UCP3, UCP4, B1, F4, F5, G1 Science Stats, pp Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp.47 48, CRB) Home and Community Involvement, p. 44, TCR Spanish Resources, Section 3, CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 49, CRB) Standardized Test Practice by The Princeton Review, pp , TCR Substances, Mixtures, and Solubility 7

14 4 Section 1 Simple Organic Compounds Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 1. Explain why carbon is able to form many compounds. 2. Describe how saturated and unsaturated hydrocarbons differ. 3. Identify isomers of organic compounds. Explore Activity, p. 95 Before You Read, p. 95 (Foldables, p. 19, CRB) Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 46, CRB) Content Background, pp. 94E 94F, TWE Visual Learning, pp. 97, 101, TWE Activity, pp. 97, 99, 101, TWE Earth Science Integration, p. 98 Science Journal, p. 98, TWE Discussion, p. 99, TWE Make a Model, p. 99, TWE Use Science Words, p. 100, TWE MiniLAB: Modeling Isomers, p. 100 (MiniLAB Worksheet, p. 3, CRB) Science Online, p. 102 Content Outline for ng, Section 1 (Note-taking Worksheet, pp , CRB) ng Transparency, TCR (Transparency Master and Study Guide, pp , CRB) Home and Community Involvement, p. 40, TCR Spanish Resources, Section 1, CRB Section Assessment, p. 102 Skill Builder Activities, p. 102 Performance Assessment in the Science Classroom, pp. 89, 135, 145, TCR Directed Reading for Content Mastery, pp. 21, 22, CRB Spanish Directed Reading for Content Mastery, pp. 25, 26, CRB Reinforcement, p. 29, CRB Enrichment, p. 32, CRB Cultural Diversity, p. 45, TCR UCP3, A1, B1, C1, E2, F1, F5 Vocabulary Puzzlemaker Software,Ch.4 Guided Reading Audio Program (English & Spanish),Ch.4 Interactive CD-ROM, Presentation Builder and Exploration, Ch. 4 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com 8 Carbon Chemistry

15 4 Section 2 Other Organic Compounds Block : 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions 4. Describe how new compounds are formed by substituting hydrocarbons. 5. Identify the classes of compounds that result from substitution. Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 47, CRB) Visual Learning, pp. 104, 105, TWE Lab Demonstration, p. 104, TWE Identifying Misconceptions, p. 104, TWE Science Journal, p. 105, TWE Fun Fact, p. 105, TWE Activity: Conversion of Alcohols, p. 107 (Activity Worksheet, pp. 5 6, CRB) Content Outline for ng, Section 2 (Note-taking Worksheet, pp , CRB) Spanish Resources, Section 2, CRB Section Assessment, p. 106 Skill Builder Activities, p. 106 Performance Assessment in the Science Classroom, pp. 99, 127, TCR Directed Reading for Content Mastery, p. 23, CRB Spanish Directed Reading for Content Mastery, p. 27, CRB Reinforcement, p. 30, CRB Enrichment, p. 33, CRB Earth Science Critical Thinking/Problem-Solving, p. 17, TCR Vocabulary Puzzlemaker Software,Ch.4 Guided Reading Audio Program (English & Spanish),Ch.4 Using the Internet in the Science Classroom, TCR Science Web site: science.glencoe.com UCP3, A1, B1, C1, E2, F1, F5 Carbon Chemistry 9

16 4 Section 3 Biological Compounds Block : 2 sessions ( denotes activities recommended for block schedule.) Single Periods: 4 sessions 6. Describe how large organic molecules are made. 7. Explain the roles of organic molecules in the body. 8. Explain why eating a balanced diet is important for good health. Section Focus Transparency 3, TCR (Transparency Master and Study Guide, p. 48, CRB) MiniLAB: Summing Up Protein, p. 109 (MiniLAB Worksheet, p. 4, CRB) Health Integration, p. 110 Quick Demo, p. 110, TWE Visual Learning, pp. 111, 114, TWE Problem-Solving Activity, p. 112 Science Online, p. 113 Activity, p. 113, TWE Discussion, p. 114, TWE Section Assessment, p. 115 Skill Builder Activities, p. 115 Performance Assessment in the Science Classroom, pp. 99, 151, 167, TCR Directed Reading for Content Mastery, pp. 23, 24, CRB Spanish Directed Reading for Content Mastery, pp. 27, 28, CRB Reinforcement, p. 31, CRB Mathematics Skill Activities, p. 49, TCR Enrichment, p. 34, CRB Chapter Assessmenti Chapter Study Guide, pp Chapter Review, pp , CRB Chapter Assessment, pp Chapter Test, pp , CRB Vocabulary Puzzlemaker Software,Ch.4 Guided Reading Audio Program (English & Spanish),Ch.4 MindJogger Videoquiz, Ch. 4 ExamView Pro Test Bank Software, Ch. 4 Interactive CD-ROM, Quiz, Ch. 4 Science Web site: science.glencoe.com 10 Carbon Chemistry UCP3, A1, B1, C1, E2, F1, F4, F5, G1, G2, G3 Activity: Looking for Vitamin C, pp (Activity Worksheet, pp. 7 8, CRB) Science and Society, pp Content Outline for ng, Section 3 (Note-taking Worksheet, pp , CRB) Science Inquiry Lab, p. 17, TCR Laboratory Activity 1, pp. 9 14, CRB Laboratory Activity 2, pp , CRB Spanish Resources, Section 3, CRB Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 51, CRB) Standardized Test Practice by The Princeton Review, pp , TCR