Lesson Plans - GlencoeLesson planning guides are provided for each section of the chapter. Within the Lesson Plans you will see Student Edition features that may have an accompanying

Lesson Plans

Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMInteractive Lesson Planner CD-ROMLesson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables: Reading and Study SkillsAssessment

Chapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science

ClassroomThe Princeton Review Standardized Test

Practice BookletDirected Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio Program

ReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the Science

ClassroomMindJogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMVocabulary Puzzlemaker SoftwareCooperative Learning in the Science ClassroomEnvironmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science Classroom

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Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-827039-1Printed in the United States of America1 2 3 4 5 6 7 8 9 10 009 06 05 04 03 02 01

Glencoe Science

iii

To the Teacher iv

Correlation of Physical Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards v

Chapter 1 Chemical Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3 Substances, Mixtures, and Solubility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

4 Carbon Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Table of Contents

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Lesson planning guides are provided for each section of the chapter. Within the Lesson Plansyou 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 thefeature. 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 Lesson Plan is divided into several parts:

■ Schedule lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations aregiven.

■ Objectives provides the section objectives. Here you will also find the correlationsto 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 teachthe material. You’ll also find worksheet pages and other resources such as trans-parencies or Professional Series Books that are appropriate to use with the section.

■ Assess provides references to the section assessment in the Student Edition as wellas useful pages from the Performance Assessment in the Science Classroom.

■ Reteach/Reinforce is where you will find worksheets that provide students withadditional reinforcement of the chapter content.

■ Enrich/Apply provides opportunities to challenge students with materials that gobeyond the chapter content.

■ Chapter Assessment lists Student Edition, worksheet, and transparency resourcesthat assess students’ knowledge of the chapter material.

■ Multimedia Options pulls together the many multimedia materials that can beused as reinforcement, review, extension, and assessment with your students.

To the Teacher

v

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.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

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Correlation to National Science Education Standards (continued)

Objectives Book, Chapter, and Section

(G) History and Nature of Science

1. Science as a human endeavor

2. Nature of science

3. History of science

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

Chemical Bonds 1

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ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. 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.

Motivatei_____ 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)

Teachi_____ 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 Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, p. 47, TCR

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–46, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 15_____ Skill Builder Activities, p. 15_____ Performance Assessment in the Science Classroom, pp. 123, 127, 159, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 19, 20, CRB_____ Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB

■____ Reinforcement, p. 27, CRB

Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Physical Science Critical Thinking/Problem-Solving, pp. 9, 13, TCR_____ Cultural Diversity, pp. 55, 59, TCR

Multimedia Optionsi_____ 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

Section 1 ■ Why do atoms combine?LessonPlans

National Content StandardsUCP2, A1, B1

TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources

11

2 Chemical Bonds

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ScheduleBlock Schedule: 2.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 5 sessions

Objectivesi4. Compare and contrast ionic and covalent bonds.5. Identify the difference between polar and nonpolar covalent bonds.6. Define chemical shorthand.

Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB)

Teachi_____ 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. 26–27

(Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 24_____ Skill Builder Activities, p. 24_____ Performance Assessment in the Science Classroom, pp. 101, 123, 127, 135, TCR


■____ Reinforcement, p. 28, CRB_____ Mathematics Skill Activities, p. 47, TCR

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 15, TCR

Chapter Assessmenti■____ Chapter Study Guide, pp. 30–31■____ Chapter Review, pp. 35–36, CRB

■____ Chapter Assessment, pp. 32–33■____ Chapter Test, pp. 37–40, CRB

Multimedia Optionsi_____ 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

Section 2 ■ How Elements BondLessonPlans


11

National Content StandardsUCP2, A1, B1, G1, G2

_____ Science and Language Arts, pp. 28–29_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, p. 25, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Home and Community Involvement, p. 42, TCR_____ Spanish Resources, Section 2, CRB

■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 47, CRB)

_____ Standardized Test Practice by The PrincetonReview, pp. 11–14, TCR

Chemical Reactions 3

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Objectivesi1. 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.


Teachi_____ 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 Teaching, Section 1 (Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, pp. 1, 5, 7, 15, TCR

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–46, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Home and Community Involvement, p. 44, TCR_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 29, CRB

Multimedia Optionsi_____ 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

Section 1 ■ Chemical Formulas and Equations

LessonPlans

National Content StandardsUCP3, A1, B1, B3


22

4 Chemical Reactions

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ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 4 sessions

Objectivesi4. Determine how to describe and measure the speed of a chemical reaction.5. Identify how chemical reactions can be speeded up or slowed down.


Teachi_____ 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. 54–55 (Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 52_____ Skill Builder Activities, p. 52_____ Performance Assessment in the Science Classroom, pp. 89, 99, TCR


■____ Reinforcement, p. 28, CRB_____ Reading and Writing Skill Activities, p. 1, TCR

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 10, TCR_____ Cultural Diversity, p. 5, TCR



Multimedia Optionsi_____ 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

Section 2 ■ Rates of Chemical ReactionsLessonPlans


22

National Content StandardsUCP3, A1, B3, F5, G3

_____ Science and History, pp. 56–57_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 31–32, CRB)_____ Science Inquiry Lab, p. 53, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB



Substances, Mixtures, and Solubility 5

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Objectivesi1. Distinguish between substances and mixtures.2. Describe two different types of mixtures.3. Explain how solutions form.4. Describe how solids, liquids, and gases can form different types of solutions.


Teachi_____ 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 Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 69_____ Skill Builder Activities, p. 69_____ Performance Assessment in the Science Classroom, p. 89, TCR



Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 10, 13, TCR

Multimedia Optionsi_____ 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

Section 1 ■ What is a solution?LessonPlans

National Content StandardsUCP2, UCP3, UCP4, B1


33

6 Substances, Mixtures, and Solubility

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Objectivesi5. Explain why water is a good general solvent.6. Describe how the structure of a compound affects which

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.


Teachi_____ 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 Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 17, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB


Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 20, CRB_____ Spanish Directed Reading for Content Mastery, p. 24, CRB


Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Cultural Diversity, p. 65, TCR

Multimedia Optionsi_____ 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

Section 2 ■ SolubilityLessonPlans


33

National Content StandardsUCP2, UCP3, UCP4, B1, D1, F1, F5

Substances, Mixtures, and Solubility 7

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Objectivesi9. 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.


Teachi_____ 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. 86–87 (Activity Worksheet, pp. 7–8, CRB)




Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 18, TCR



Multimedia Optionsi_____ 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

Section 3 ■ Acidic and Basic SolutionsLessonPlans

National Content StandardsUCP2, UCP3, UCP4, B1,F4, F5, G1


33

_____ Science Stats, pp. 88–89_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp.47–48, CRB)

_____ Home and Community Involvement, p. 44, TCR_____ Spanish Resources, Section 3, CRB



8 Carbon Chemistry

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Objectivesi1. Explain why carbon is able to form many compounds.2. Describe how saturated and unsaturated hydrocarbons differ.3. Identify isomers of organic compounds.


Teachi_____ 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 Teaching, Section 1 (Note-taking Worksheet, pp. 35–37, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 49–50, CRB)_____ Home and Community Involvement, p. 40, TCR_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Cultural Diversity, p. 45, TCR

Multimedia Optionsi_____ 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

Section 1 ■ Simple Organic CompoundsLessonPlans


44

National Content StandardsUCP3, A1, B1, C1, E2, F1, F5

Carbon Chemistry 9

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Objectivesi4. Describe how new compounds are formed by substituting

hydrocarbons.5. Identify the classes of compounds that result from substitution.


Teachi_____ 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 Teaching, Section 2 (Note-taking Worksheet, pp. 35–37, CRB)_____ Spanish Resources, Section 2, CRB


Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 23, CRB_____ Spanish Directed Reading for Content Mastery, p. 27, CRB


Enrich/Applyi_____ Enrichment, p. 33, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 17, TCR

Multimedia Optionsi_____ 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

Section 2 ■ Other Organic CompoundsLessonPlans

National Content StandardsUCP3, A1, B1, C1, E2, F1, F5


44

10 Carbon Chemistry

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Objectivesi6. 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.


Teachi_____ 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




Enrich/Applyi_____ Enrichment, p. 34, CRB



Multimedia Optionsi_____ 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

Section 3 ■ Biological CompoundsLessonPlans


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National Content StandardsUCP3, A1, B1, C1, E2, F1, F4,F5, G1, G2, G3

■____ Activity: Looking for Vitamin C, pp. 116–117(Activity Worksheet, pp. 7–8, CRB)

_____ Science and Society, pp. 118–119_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 35–37, CRB)_____ Science Inquiry Lab, p. 17, TCR_____ Laboratory Activity 1, pp. 9–14, CRB_____ Laboratory Activity 2, pp. 15–18, CRB_____ Spanish Resources, Section 3, CRB



Documents

Lesson Plans - GlencoeLesson planning guides are provided for each section of the chapter. Within the Lesson Plans you will see Student Edition features that may have an accompanying