Sciences III Complete Planning (Chemistry)

SCIENCE PLANNING III
EMPHASIS ON CHEMISTRY

(EMPHASIS ON CHEMISTRY)
BLOCK I
THE CHARACTERISTICS OF THE
MATERIALS
Secondary SCHOOL #156 Independent SUBJECT: Sciences III (CHEMISTRY) GROUP: Third Grade PROF. NAME: IB Ernesto Alonso Armenta
Nation School Quintero
BLOCK: I THE CHARACTERISTICS OF DATE: PREVIOUS IDEAS: Relationship between science, technology and society as well
THE MATERIALS as its repercussions on health and the environment.
TOPIC: 1. Chemistry, technology and you SUBTOPIC: 1.1. What is the vision of science and technology in today's world?
PURPOSE OF THE BLOCK : For the student to contrast their ideas about this discipline with the contributions of science to the development of society.
EXPECTED LEARNING: NUCLEAR CONCEPTS: SKILLS: ATTITUDES:
■ Identifies the contributions of ■ Value science and technology as ■ Search for information. ■ Appreciate the importance of scientific
chemical knowledge in relation to human activities in permanent ■ Information analysis. and technological knowledge for society.
the satisfaction of basic needs and construction. ■ Preparation of conclusions. ■ Informed skepticism.
the environment. ■ Recognize benefits and harms of ■ Oral and written communication. ■ Reflective thinking.
■ Evaluates the influence of the scientific and technological activity.
media and oral tradition on attitudes
toward chemistry and technology,
especially those that cause rejection
of chemistry.
MOMENTS OF ORGANIZATION: DIDACTIC RESOURCES GUIDELINES FOR EVALUATION
Startup activities  Reading provided by the  Stake

Individually, each of the students will be in charge of rescuing previous teacher  Teamwork
ideas of the following concepts: chemistry, technology, scientific knowledge,  Textbooks  Definitions and concepts.
model, observation, measurement, representation, interpretation.  Notebook
Subsequently, a reading will be done by the teacher and in an interactive way
he will investigate his classmates about the results of the information search
to conclude with a plenary session of standardization of meanings which will
be recorded in the notebook.
Development activities  Internet  Explanation

With their contributions, it will be explained what chemistry is, what its  Comparative table  Observation
field of study is and its relationship with technology and how it is applied in  Notebook  Brainstorming
daily life.  cuts  Stake
Individually, a collage will be made with the title: “chemistry, technology,  Journals  Notes
the environment and me”  Textbooks  Collage
In this way, the student is expected to recognize the influence that  Internet  Creativity
chemistry and technology has had on human activities and the way in which it
 teamwork
becomes harmful to the environment.
Through brainstorming, the concept “knowledge” is constructed, it is
analyzed and mentioned to the students, subsequently an explanation is given
about empirical, scientific knowledge, with examples and the characteristics

that scientific knowledge should have. .
Closing activities  Notebook  information
Prepare a conceptual map of knowledge, in which they must mention the  Textbooks  work quality
types of knowledge studied and examples.  Internet
BLOCK: I THE CHARACTERISTICS OF DATE: PREVIOUS IDEAS: Importance of the use and development of explanatory models
THE MATERIALS in this area of knowledge.
TOPIC: 1. Chemistry, technology and you SUBTOPIC: 1.2. Characteristics of scientific knowledge: the case of chemistry
PURPOSE OF THE BLOCK : For the student to identify some aspects of technology and its relationship with the satisfaction of various needs
■ Identifies classification, measurement, ■ Identify the skills common ■ Search for information. ■ Reflect on the various ways of
argumentation, experimentation, interpretation, to science. ■ Information analysis. acquiring knowledge.
communication, abstraction and generalization as ■ Characteristics of scientific ■ Use and development of ■ Informed skepticism.
skills common to science. research. models. ■ Curiosity.
■ Values the importance and mechanisms of the ■ How scientific results are ■ Oral and written
communication of ideas and scientific productions. communicated. communication.
■ Identifies models as a fundamental part of ■ What are the characteristics ■ Listen to diverse opinions.
scientific knowledge. of chemistry as a science.
■ Interprets and analyzes the information contained
in different forms of representation of phenomena
and processes.
■ Compare chemistry's view of nature with other
forms of knowledge.
Startup Activities  textbooks  questioning

Through brainstorming, the concept of the experiment is built and the following  notebook  investigation
question is posed: Why is it important to experiment? Once answered and after  chemistry practice  stake
discussing the answers in a group, the students are told about the importance of manual  teamwork
experimental work within the field of science.  notebook  laboratory report
Laboratory practice #1 from the chemistry practice manual. “chemistry laboratory  lab coat  scientific attitude
to learn about its use, materials and organization”  laboratory
Development activities  Chemistry Practice  Teamwork
Go with the students to the school laboratory so that they know its facilities, safety Manual  Creativity
measures, handling of materials and reagents.  Internet  Puntuality
Carry out research by hand on safety measures and laboratory materials and draw  Notebook  responsibility
the materials on white sheets and indicate what each one of them is used for. It must  Textbooks
be delivered individually in a folder and colored.
Closing activities  Internet  stake

resolve students' doubts about the chemistry laboratory  textbooks  contribution of ideas
compare results  notes  investigation
carry out a research about the most used reagents in the chemistry laboratory in  notebook
writing and brainstorm in the classroom  chemistry laboratory
manuals
BLOCK: I THE CHARACTERISTICS OF DATE: PREVIOUS IDEAS: Fundamental characteristics of scientific knowledge that
THE MATERIALS distinguish it from other forms of knowledge.
TOPIC: 1. Chemistry, technology and you SUBTITLE: 1.3 You decide: how do you know that a sample of a substance is
more contaminated than another?
PURPOSE OF THE BLOCK : For the student to identify and differentiate when one sample or substance is more contaminated than another and understand how
toxic this substance can be. As well as knowing how it affects the environment.
■ Recognize that a substance may be ■ Toxicity and its effects on human ■ Search for information. ■ Respect for the environment.
contaminated, even if it is not visible health. ■ Information analysis. ■ Responsibility.
to the naked eye. ■ Atmospheric pollutants. ■ Interpretation of information. ■ Critical attitude based on information.
■ Assess some empirical ways used by ■ Concentration units ■ Observation. ■ Reflect.
other cultures to identify whether a (% and ppm). ■ Classification. ■ Flexibility of thinking.
substance is dangerous, as well as its ■ Know that a substance sample may ■ Oral and written communication. ■ Curiosity.
functionality in certain contexts. be contaminated.
■ Compare substances based on the
concept of toxicity and differentiate
the effects on living beings based on
their concentration.
■ Make conversions from percentage
units (%) to parts per million (ppm)
and identify the advantages of each.
Startup activities  Internet  Investigation

Individually complete a questionnaire provided by the teacher about  Textbooks  Questioning
contamination within chemistry and substances.  Notebook  Stake
According to the research carried out, hold a round table to better  ENCARTA interactive  Attention to class
understand the information collected. encyclopedia  Interest in the topic
Development activities  media room  Observation

A PowerPoint presentation will be presented about the toxicity and  Internet  Model design
contamination of chemical substances.  Notebook  Exercises
Compare substances based on the concept of toxicity and differentiate the  Analysis
effects on living beings based on their concentration.  Attention in class
Perform conversion exercises from percentage units to parts per million  stake
(ppm) and identify the advantages of each one.
Investigate and analyze how useful it is to use the magnitude of parts per
million (ppm)
Closing activities  Laboratory manual  Scientific attitude
Perform practice #3 PARTS PER MILLION from the chemistry practice  Lab coat  Test quality
manual.  Notebook  Information collected
Carry out an essay on what you have collected on this topic individually  Internet  Notebook
with personal opinions and points of view to later comment and discuss ideas  Textbooks
in the group.
BLOCK: I THE CHARACTERISTICS OF DATE: PREVIOUS IDEAS: Functioning and limitations of the senses. Physical properties
THE MATERIALS of matter and measuring instruments.
TOPIC: 2 Physical properties and characterization of substances SUBTEMA: 2.1 What do we perceive from the materials?
PURPOSE OF THE BLOCK : For the student to identify the physical properties of materials as well as the states of aggregation of matter and to be able to
chemically distinguish one substance from another.
■ Classifies different substances in ■ Experiences around the properties ■ Fix attention. ■ Curiosity.
terms of some of their qualitative of materials. ■ Observe. ■ Interest.
properties and recognizes that they ■ Limitations of the senses to ■ Distinguish. ■ Flexibility of thinking.
depend on the physical conditions of identify some properties of ■ Identify.
the environment. materials. ■ Compare.
■ Recognizes the importance and ■ Qualitative properties: color, ■ Describe.
limitations of the senses to identify shape, smell and states of
the properties of materials. aggregation.
■ Identify the difficulties of
measuring qualitative properties.
Startup Activities  Textbooks  questioning

Perform analysis of reading provided by the teacher and brainstorm as a  Notebook  attention in class
group in order to conceptualize the following points: shape, color, smell,  reading  stake
expansion, states of aggregation.
Development activities  Textbooks  Laboratory report

Perform practice #4 of the chemistry practice manual “PROPERTIES OF  Notebook  Scientific attitude
MATTER”.  Chemistry laboratory manual  Teamwork
Take a questionnaire provided by the teacher on material properties and  Lab coat  Stake
aggregation states.  Questionnaire
 Attention in class
Closing activities  Products they collected at  Comparative table
Take a tour of the school yard and have the student list the different school  Explanation
materials that surround us, then compare the characteristics of each one and  White sheets  Observation
make a table to classify them according to qualitative characteristics (size,  Notebook  Teamwork
color, texture, type of material, among others). others)  stake
Compare results with those of your colleagues
This exercise will be performed in bins
BLOCK: I THE CHARACTERISTICS OF DATE: PREVIOUS IDEAS: Qualitative properties that characterize materials; concept of
THE MATERIALS mass and volume.
TOPIC: 2 Physical properties and characterization of substances SUBTITLE: 2.2 Can the properties of materials be measured?
PURPOSE OF THE BLOCK : For the student to verify some properties of substances through experimental activities.
■ Assess the importance of measuring ■ Recognize what characterizes ■ Search for information. ■ Curiosity.
intensive and extensive properties to materials. ■ Information analysis. ■ Interest.
characterize and identify substances. ■ Distinguish the intensive and ■ Interpretation of information. ■ Flexibility of thinking.
■ Appreciate the importance of extensive properties of matter. ■ Measurement. ■ Reflective attitude.
measuring instruments in expanding ■ Measure intensive properties. ■ Observation.
our senses.
■ Identify that when the
concentration (mass and volume
percentage) of a substance varies, its
properties change.
■ Values the role of measurement
instruments in the construction of
scientific knowledge.
Startup Activities  textbooks  stake

brainstorm with words associated with the topic, related to properties of  notes  attention in class
substances, how they can be measured, with what instruments and types of  notebook  contribution of ideas
properties that can be measured, write them down on cards that will be  flipchart  teamwork
glued on a flipchart sheet, it is recommended that it be visible during  cards  creativity
sequence  school supplies  flipchart
Development activities  calculator  exercises
make a comparative table with materials from the environment and  textbooks  attention in class
describe their physical characteristics  laboratory manual  laboratory report
develop a conceptual map of the properties of materials (extensive  lab coat  teamwork
properties and intensive properties)  White sheets  quality
Carry out experimental activity on colligative properties.
investigate what density is and how it is measured
perform exercises and problems on density
Closing activities  Notebook  Stake
take a questionnaire on extensive and intensive properties of matter  Text book  Answers to the questionnaire
PROPERTIES OF SUBSTANCES: students create a mental map with cutouts  cuts  Creativity
and explain it to the group.  White sheets  mind map
 School supplies  exposure
BLOCK: I THE CHARACTERISTICS OF DATE: PREVIOUS IDEAS: Concepts of mass and volume.
THE MATERIALS
TOPIC: 2 Physical properties and characterization of substances SUBTEMA: 2.3 What is conserved during change?
PURPOSE OF THE BLOCK : That the student learns to identify and distinguish what is conserved in materials or substances when a change occurs in the
■ Explain the importance of ■ The contributions of ■ Search for information. ■ Respect for diverse opinions.
establishing a closed system to state Lavoisier to chemistry. ■ Information analysis. ■ Appreciation of the history of science.
the principle of conservation of mass. ■ Law of conservation of mass. ■ Interpretation of information. ■ Valuation of scientific knowledge
■ Recognizes that Lavoisier's work ■ The first revolution in Chemistry. ■ Oral and written communication. generated in previous centuries.
allowed science to improve its ■ Informed skepticism.
research mechanisms and ■ Curiosity.
understanding of natural phenomena.
■ Recognizes that scientific
knowledge is tentative and limited by
the society in which it is developed.
Startup activities  Internet  Attention to class

introduction to the topic by the teacher about the “LAW OF CONSERVATION  Textbooks  Stake
OF MASS” generating a series of questions to be solved individually and later  White sheets  Answers to the questionnaire
analyzed and discussed in the group.  Notebook  Teamwork
Development activities  Chemistry Practice Manual  Laboratory report

laboratory practice #5 “law of conservation of mass” from the chemistry  Lab coat  Teamwork research
practice manual  Internet  Stake
Write a biography of Lavoisier and list the contributions he made to  Textbooks  Creativity
chemistry, complementing your analysis with a comment on the way in which  Notebook  Quality of work
social conditions limit or help the development of science.
Closing activities  Cardboards  Exhibition quality

Carry out team presentations on the research carried out, the organization  Markers  Teamwork
of said activity will be carried out in classes, for review, correction, feedback  White sheets  Stake
and conclusions.  Notes  Conclusions
 Textbooks  Respect for the work of others
 Internet
 Basic chemistry
encyclopedias
BLOCK: I THE CHARACTERISTICS OF THE MATERIALS DATE: PREVIOUS IDEAS: Qualitative properties of materials, states of aggregation of
matter, classification as a form of systematization of
Knowledge.
TOPIC: 2 Physical properties and characterization of substances SUBTITLE: 2.4 The diversity of substances
PURPOSE OF THE BLOCK :
■ Identify some forms of classification of substances used by other ■ Mixtures, ■ Search for information. ■ Value the wealth of knowledge
cultures, as well as their purposes, purposes and uses. characteristics and ■ Observation. of indigenous peoples.
■ Interprets classification as a way of systematizing knowledge for a classification. ■ Information analysis. ■ Respect for the environment.
specific purpose. ■ Methods for ■ Preparation of ■ Responsibility.
■ Recognize that a collection of objects can have different separating mixtures. conclusions. ■ Reflective thinking.
properties from those of its individual components. ■ Recognize the ■ Oral and written
■ Differentiates homogeneous and heterogeneous mixtures by using benefits of herbalism. communication.
various criteria to classify them.
■ Distinguish mixtures from other types of substances based on their
physical properties and separation methods.
Startup activities  Text book  class participation

With the generating question: How do grandmothers heal? Students will  Brainstorming  attention to class
mention the various remedies used in their home, enriching the information  Notes  comparative table
obtained with their classmates.  notebook  attitude and discipline
Make a comparative table on different types of mixtures used as medicinal
remedies
Development activities  media room  Attention in class

Power point presentation about the types of mixtures and separation  Notebook  Stake
methods.  Internet  Work quality
summarize the presentation  Textbooks  Summary
prepare a synoptic table of common mixtures and their composition  Synoptic table
(provided by the teacher)
Conduct a research questionnaire about the topic in question.
Closing activities  Laboratory manual  laboratory report

perform laboratory practice #7 mixtures and separation methods  Lab coat  exposure
evaluation of the topic with presentations by team  school supplies  teamwork
Secondary SCHOOL #156 SUBJECT: Sciences III (CHEMISTRY) GROUP: Third Grade PROF. NAME: IB Ernesto Alonso Armenta
Independent Nation School Quintero
BLOCK: I THE CHARACTERISTICS OF THE MATERIALS DATE:
TOPIC: 4 PROJECT: Project. Now you explore, experiment and act
PURPOSE OF THE PROJECT: For the student to attach all his knowledge acquired during the block with the purpose of translating it into a scientific research project.
■ Discriminate the premises and assumptions of a case, based on the Stages to follow in a school Identify, organize, Tolerance, cooperation,
properties of the substances and the conservation of mass. project, all those acquired analyze, evaluate and solidarity.
■ Recognizes some of the basic foundations of the analysis methods during the study of the first communicate information.
used in scientific research. block and in previous courses. Teamwork, objectivity to
■ Assesses the social implications of the results of scientific research. evaluate the work of
■ Select the most appropriate separation method based on the others and one's own.
properties of the components of a mixture.
■ Apply various mixture separation methods to purify a water sample.
■ Systematizes information on different purification methods.
MOMENTS OF ORGANIZATION: DIDACTIC RESOURCES GUIDELINES FOR
EVALUATION
Startup activities  note s  teamwork
Make a synoptic table of what was studied in this block to identify and highlight main concepts and  notebook  attitude
ideas and write them down in the notebook.  textbooks  responsibility
Rank the identified concepts from the most general to the most specific.  planning  stake
Development activities  Notebook  Stake

As a team, brainstorm ideas, mentioning the most interesting topics for your project, encouraging the  Notes  Teamwork
participation of all other colleagues.  Internet  Quality of research
Conduct research on the application of the topics to daily life, industries, etc.  Textbooks
Closing activities  White sheets  Quality

Capture all the information collected in a wall newspaper or a scientific magazine prepared by a team  Cardboard  Creativity
with the participation of all members.  Eraser  Responsibility
 Colors, pens  Teamwork
 Textbooks  Punctuality in
 Internet delivery.
 Scientific articles
 cuts
 Scientific
magazines
 Scientific articles

BLOCK II
THE DIVERSITY OF PROPERTIES OF MATERIALS
AND THEIR CHEMICAL CLASSIFICATION
BLOCK: II THE DIVERSITY OF PROPERTIES OF DATE: PREVIOUS IDEAS: Properties of materials, types of mixtures.
MATERIALS AND THEIR CHEMICAL CLASSIFICATION
TOPIC: 1. Mixtures of compounds and elements SUBTITLE: 1.1 The classification of substances
■ Represents mixtures through the molecular kinetic model. ■ Classification of ■ Use and development of ■ Curiosity.
■ Distinguish mixtures of compounds in terms of their composition substances. models. ■ Interest.
and purity. ■ Mixtures: ■ Analyze information. ■ Reflective thinking.
■ Identify its components in a solution (solute and solvent) and the components of a ■ Comparison.
change in their properties depending on their concentration. solution. ■ Develop hypotheses.
■ Difference through experiments between compound and chemical ■ Differentiate
element. substances
pure in compounds and
elements
Startup activities  Internet  Stake

 Notebook  Investigation
Using generative questions, guide the group to construct the concept of  media room  explanation of what was
mixture, give examples and explain why they are mixtures. investigated
List different types of mixtures that you know.
Investigate the classification of mixtures and to organize the different
substances.
Prepare a conceptual map on cardboard about what you investigated.
Power point presentation: “THE CLASSIFICATION OF MATTER”
Development activities
 Science Laboratory Manual  Preparation of practice

Perform an experiment to identify components and determine what a solute III  record in the notebook
and a solvent are. “LABORATORY PRACTICE: MIXTURES AND SEPARATION OF  Notebook  stake.
MIXTURES.”  Textbooks
Identify and record in the notebook the solute and solvent contained in the  Internet
substances.
Reflect on the consequences of increasing or decreasing the kinetic energy
of substances through a group reading practice.
Prepare a summary of the explanations in your notebook.
Investigate an experiment to identify solute and solvent
Closing activities (time)

 Materials to make an atomic  Creativity
Develop an atomic model and explain it to the group individually model (plasticine, shell  Atomic model
paper, cardboard, resistol,  puntuality
scissors, construction paper,
etc.)
BLOCK: II THE DIVERSITY OF PROPERTIES OF MATERIALS AND THEIR DATE: PREVIOUS IDEAS: Symbols of some of the chemical elements
CHEMICAL CLASSIFICATION
TOPIC: 1. Mixtures of compounds and elements SUBTITLE: 1.2 What is the structure of the materials like?
PURPOSE OF THE BLOCK : For the student to represent elements, molecules, atoms, ions in a chemical expression applying chemical symbols, using the Lewis
structure.
■ Identify the function that external electrons have in the atom. ■ The atomic model. Search for information. ■ Informed skepticism.
■ Explain how atoms are linked, applying the Lewis model. ■ Organization of ■ Information analysis. ■ Curiosity.
■ Explain the difference between atoms and molecules based on electrons in the atom. ■ Oral and written ■ Recognizes the importance of
the Lewis model. ■ Lewis model and communication. the history of science in the
■ Explain the diversity of materials and properties using the atomic valence electrons. ■ Respect for diverse understanding of it.
model. ■ Chemical opinions.
representation of
elements, molecules,
atoms, ions and
isotopes.
Startup activities
 Textbooks  Attention to class
 Internet  Discipline
 Presentation of the different atomic models that have existed  media room  Atomic model
 notebook
Develop an atomic model where the valence electrons are observed so that
they can observe that the electrons are located in different shells.
 Power point presentation of the different atomic models  media room  Notes
 Textbooks  Attention in class
Present basic aspects about the history of the concept of the atom.  Internet  I respect
 Chemistry encyclopedias  Discipline
Presentation of a video: “THE HISTORY OF THE ATOM” and “ATOMIC  tasks
MODELS”.
Promote them to express their knowledge about the concept and

characteristics of the electron. Why are the elements united?
Establish the differences between the atom and the molecules and, based
on these ideas, explain the diversity of materials and their chemical
properties.
Investigate Lewis models and prepare a report in the notebook

Closing activities
 Based on what has been researched, teams prepare posters where they  Notebook  Tasks
briefly explain the atomic models and molecules based on the Lewis models.  Notes  Sign
 Constructive role  written
Prepare writing of main ideas about (elements, molecules, atoms, ions and  Scissors
isotopes)  Colors
 Markers
Prepare a timeline about what was investigated and what was seen in this  Cardboard
subtopic.  White sheets
 cuts
BLOCK: II THE DIVERSITY OF PROPERTIES OF DATE: PREVIOUS IDEAS: Construction of models to explain the matter; origins of atomic
MATERIALS AND THEIR CHEMICAL CLASSIFICATION theory.
TOPIC: 1. Mixtures of compounds and elements SUBTITLE: Subtopic 1.3 Scientific classification of knowledge of materials.
PURPOSE OF THE BLOCK : For the student to represent elements, molecules, atoms, ions in a chemical expression applying chemical symbols, using the Lewis
structure.
■ Identify the function that external electrons have in the ■ The atomic model. ■ Search for information. ■ Informed skepticism.
atom. ■ Organization of electrons in ■ Information analysis. ■ Curiosity.
■ Explain how atoms are linked, applying the Lewis model. the atom. ■ Oral and written ■ Recognizes the importance
■ Explain the difference between atoms and molecules based ■ Lewis model and valence communication. of the history of science in the
on the Lewis model. electrons. ■ Respect for diverse understanding of it.
■ Explain the diversity of materials and properties using the ■ Chemical representation of opinions.
atomic model. elements, molecules, atoms,
■ Represent elements, molecules, atoms, ions in a chemical ions and isotopes.
expression applying chemical symbols.
Startup Activities
 Presentation of the History of the periodic table with a Power point  Textbooks  Attention to class
presentation and a video.  Internet  Discipline
 media room  Atomic model
Prepare a summary of the main ideas in your notebook  notebook
 Using information provided by the teacher, create a timeline that describes  Textbooks  Notes
how the periodic table evolved and indicate the names of the prominent  Internet  Attention in class
scientists of each era, mentioning their contributions.  Chemistry encyclopedias  Discipline
 Notebook  tasks
Investigate the characteristics of chemical elements according to their
metallic character.
Bring one poster board per team and present the timeline to your
classmates.
Closing activities
 Notebook  Tasks
 Brainstorm what they think about the predictive capacity of science.  Notes  Periodic table
 Constructive role  stake
Make the students see how Canizzaro's contributions enriched the data of  Scissors
the periodic table by incorporating the atomic masses of the elements.  Colors
 Markers
Prepare a large periodic table per team with all the data it contains.  Cardboard
 White sheets
 cuts
BLOCK: II THE DIVERSITY OF PROPERTIES OF DATE: PREVIOUS IDEAS: Electric current, development of electrical circuits and use of
MATERIALS AND THEIR CHEMICAL CLASSIFICATION the ammeter.
TOPIC: 1. Mixtures of compounds and elements SUBTOPIC: 1.4. You decide: What materials to use to conduct the electric
current.
■ Identify and measure the properties of materials and ■ Material characteristics ■ Search for information. ■ Respect for the environment.
select the most suitable one for the conduction of electric employees like ■ Information analysis. ■ Responsibility.
current. conductors, insulators, and ■ Interpretation of ■ Critical attitude based on
■ Identifies some macroscopic characteristics of metallic superconductors information. information.
materials and relates them to technological applications. ■ Conduction of electric ■ Observation. ■ Reflection.
current. Electron sea model. ■ Classification. ■ Flexibility of thinking
■ Oral and written ■ Curiosity.
communication.
Startup Activities
 Textbooks  Attention to class
 Create a conceptual map that expresses the characteristics of the chemical  Internet  Discipline
elements according to their metallic character.  notebook  Conceptual map
 Request that within the concept map they consider examples of metallic  Exposure
materials, as well as the importance they have meant for the development of
humanity.
 Present your conceptual map in teams to the group.
 Identify similarities and differences between the concept maps presented.
 Textbooks  Notes
 Power point presentation Properties of metals and non-metals  Internet  Attention in class
 Chemistry encyclopedias  Discipline
 Prepare a synoptic table of the presentation seen in class  Notebook  Tasks

 media room  I respect
Closing activities
 Encourage them to explain the reasons for the differences and, if  Notes  Periodic table
necessary, correct the work done.  Textbooks  Stake
 Location in the periodic table of metallic, non-metallic and metalloid

elements. A blank table will be provided per student to identify each group in
said table.
BLOCK: II THE DIVERSITY OF PROPERTIES OF DATE: PREVIOUS IDEAS: periodic table, properties of elements, order of elements in
MATERIALS AND THEIR CHEMICAL CLASSIFICATION the periodic table.
TOPIC: 2 The periodic table SUBTOPIC: 2.1. Structure and organization of physical and chemical information
in the periodic table.
PURPOSE OF THE BLOCK : That the student learns to identify each element of the periodic table according to the place and group it occupies, as well as knowing
how they are classified within it.
■ Analyze the information contained in some presentations of the ■ Organization of the periodic ■ Analyze information. ■ Informed skepticism.
periodic table. table. ■ Classify and establish ■ Curiosity.
■ Predicts the properties of unknown elements from known data. ■ Identification of some regularities. ■ Interest
■ Appreciate the unfinished nature of science from how scientists properties of the elements. ■ Predict properties ■ Reflective attitude.
continue to study atoms and discover chemical elements. ■ Regularities in the periodic according to position in
■ Describes the general characteristics of some chemical elements table. the table
of the periodic table. Periodic.
■ Relates the abundance of some elements on Earth to their
chemical properties and recognizes their importance in living
beings.
■ Assesses the importance of some elements in the national and
international chemical industry, and the repercussions of their
presence or absence on the human body and the environment.
Startup activities
 Ask students to express their ideas regarding the order of the chemical  Textbooks  Attention to class
elements in the periodic table.  Internet  Discipline
 Notebook  Conceptual map
Make an observation of the periodic table so that later, together in teams,  Materials to make the board  Exposure
they can describe and explain the order of the chemical elements. game.
Create a game as a team that allows you to become familiar with the
periodic table (lottery, memo, puzzle, etc.)
Put the elaborate game into practice.
 Investigate an element (C, Li, F, Si, S, Fe, Hg) as a team. Importance for  Textbooks  Notes
humans and the environment as well as its usefulness in daily life and  Internet  Attention in class
industry. (ELEMENT SAFETY SHEET)  Chemistry encyclopedias  Discipline
Make a list of the data presented in the periodic table (atomic number,  Materials to make the poster  Sign
atomic mass and valence)  Teamwork
Comment on the data presented in the periodic table.
Identify some elements known to them.
Comment on the basic characteristics of some investigated elements. (C, Li,

F, Si, S, Fe, Hg). (C,H,O,N,P,S)
Highlight the similarities and differences between some elements and

explain why this is due. FILE
Write your conclusions in your notebook.
Make a poster about an element in question and paste clippings or

illustrations of applications in industry, daily life, and toxicity or benefits.
Closing activities
 Set up a cardboard exhibition.  Notebook  Tasks
Investigate the different types of bonds that occur between elements: Ionic  Notes  Periodic table
bond, Covalent bond (polar and non-polar, Hydrogen bond, Metallic bond  Textbooks  Stake
 Internet
Investigate some chemical properties of the element you have been working
on.
Create diagrams of each type of link using various materials and represent
the way the elements are combined.
Explain each type of link in front of the group.
Promote reflection in the group so that they realize that everyday objects
are the result of combinations of chemical elements, To do this, suggest
that they recognize their environment and talk about its chemical properties.
Prepare a summary in your notebook about the structure and organization

of the physical and chemical information in the Periodic Table.

BLOCK: II THE DIVERSITY OF PROPERTIES OF DATE: PREVIOUS IDEAS: Classification of substances, differences between element and
MATERIALS AND THEIR CHEMICAL CLASSIFICATION compound, properties of substances.
TOPIC: 2 The periodic table SUBTITLE: 2.2 How do atoms join together?
PURPOSE OF THE BLOCK : Identify and differentiate properties of substances and understand the different models of chemical bonds by which atoms are joined.
■ Differentiates the properties of substances and explains them ■ What is a chemical ■ Search for information. ■ Flexibility of thinking.
according to the different bond models (covalent, ionic and bond. ■ Information analysis. ■ Creativity.
metallic). ■ How the properties ■ Making inferences. ■ Imagination.
■ Recognize that, at the atomic level, electrical forces between of substances are ■ Use of models. ■ Reflective attitude
charges of opposite sign keep atoms and molecules together. explained. ■ Oral and written
■ Explain chemical bonds based on the electron transfer model. ■ Bonding and communication.
properties of
substances.
■ Properties of water.
Startup activities
 textbooks  Attention to class
 Formation of molecules taking into account the oxidation number of the  Internet  Discipline
elements to determine the number of atoms involved in each molecule  Notebook  Conceptual map
 Exposure
 Textbooks  Notes
 Investigate an element (C, Li, F, Si, S, Fe, Hg) as a team. Importance for  Internet  Attention in class
humans and the environment as well as its usefulness in daily life and  Chemistry encyclopedias  Discipline
industry. (ELEMENT SAFETY SHEET)  Notebook  Tasks
 Teamwork
Make a list of the data presented in the periodic table (atomic number,
atomic mass and valence)
Comment on the data presented in the periodic table.

Identify some elements known to them.
Comment on the basic characteristics of some investigated elements. (C, Li,

F, Si, S, Fe, Hg). (C,H,O,N,P,S)
Highlight the similarities and differences between some elements and

explain why this is due. FI c HA
Write your conclusions in your notebook.
Make a poster about an element in question and paste clippings or

illustrations of applications in industry, daily life, and toxicity or benefits.
Closing activities
 Set up a cardboard exhibition.  Notes  Stake
 Textbooks  Investigation
Investigate the different types of links that occur between elements:  Internet  Schemes
ionic bond
Covalent bond (polar and non-polar)
Hydrogen bonding
Metal link
Investigate some chemical properties of the element you have been working
on.
Create diagrams of each type of link using various materials and represent
the way the elements are combined.
Explain each type of link in front of the group.
Promote the group's reflection so that they realize that everyday objects
are the result of combinations of chemical elements, to this end, suggest that
they recognize their environment and talk about their chemical properties.
Prepare a summary in your notebook about the structure and organization

of the physical and chemical information in the Periodic Table.

BLOCK: II THE DIVERSITY OF PROPERTIES OF MATERIALS AND THEIR CHEMICAL DATE:
CLASSIFICATION
■ Identify the chemical components of different drugs, as well as their ■ According to the ■ Identify, organize, analyze, ■ Tolerance, cooperation,
characteristics. selected question. For evaluate and communicate solidarity.
■ Explains how drugs work as accelerators or retarders of nervous or example, the information, teamwork,
hormonal transmission, as well as the alterations they cause in the functioning of drugs as objectivity to evaluate the work
functioning of the body. accelerators or of others and one's own.
■ Argues about some alternatives to promote the culture of addiction retarders of nervous or
prevention. hormonal transmission
■ Critically evaluate the use of some drugs; for example, for pain relief and their repercussions
or asepsis and contrasts it with its addictive uses. on health.
■ Assesses the repercussions of addictions on health, family, society and
the economy.
MOMENTS OF ORGANIZATION: DIDACTIC RESOURCES GUIDELINES FOR

EVALUATION
Startup activities  Internet  Stake
 Notebook  Investigation
 Search for information about the most important chemical elements for the proper functioning  Scientific articles,  explanation of
of our body. And individually carry out research with a theoretical framework on these main nutrition books, what was
elements and examples of each of them, as well as images in this regard. Subsequently, make a encyclopedias, etc. investigated
mental map about the bioelements for good nutrition. It must be delivered individually in a folder  Content and
or attached to a computer or by hand with legible handwriting, with images and a cover. creativity
Development activities  Notebook  record in the

 Textbooks notebook
 Teams of 4 to 5 people will be formed and a bibliographic research will be carried out on how  Internet  stake.
drugs work and the types of drugs that exist. This research will be delivered in a folder on white  Investigation
paper and later a model will be made in which the most common drugs are captured. common k  Model and
are sold clandestinely and each model will be explained in front of the group with all the creativity
participants of each team.
Closing activities  Materials to make an  Final product
atomic model  Stake

 T he two works will be delivered at the end of the second block and will be presented in front of (plasticine, shell paper,  Explanation
the group 1 week before the bimonthly exam. cardboard, resistol, 
scissors, construction
paper, etc.)

BLOCK III
THE TRANSFORMATION OF MATERIALS: THE CHEMICAL
REACTION
Secondary SCHOOL #156 Independent SUBJECT: Sciences III GROUP: Third Grade PROF. NAME: IB Ernesto Alonso Armenta
Nation School (CHEMISTRY) Quintero
BLOCK: III THE TRANSFORMATION OF DATE: PREVIOUS IDEAS: General properties of matter; models in science: corpuscular
MATERIALS: THE CHEMICAL REACTION kinetics; notions about acids and bases.
TOPIC: 1 The chemical reaction SUBTITLE: 1.1 Chemical change
PURPOSE OF THE BLOCK : Identify chemical changes that occur in the environment and recognize the reactants and products that participate in a chemical
change.
■ Identify some chemical changes ■ What is a chemical reaction (or ■ Search for information. ■ Flexibility of thinking.
that occur in your environment. chemical change). ■ Information analysis. ■ Creativity.
■ Identify reactants and products ■ How an antacid works. ■ Making inferences. ■ Imagination.
that participate in a chemical change ■ Representation of chemical ■ Use of models. ■ Reflective attitude.
and differentiate their properties. reactions. ■ Oral and written communication.
■ How new materials are obtained.
Startup Activities  Notebook  Stake

Induction to the block with a general explanation of the topic and a  Text book  Attention in class
brainstorming session to ask questions that resolve doubts and develop  Internet  Teamwork
concepts.  Investigation
investigate what the chemical reaction is and what equation it represents
Investigate the types of chemical reactions that exist and 4 examples of
chemical reaction equations for a compound.
Development activities  Notebook  Synoptic table

ACTIVITY: Synoptic table of objects that undergo chemical changes  Textbooks  Investigation
Research on POLYMERS, what they are, what types there are, how they are  Chemistry encyclopedias  Stake
formed.  Virtual encyclopedias  written
draw 5 structures of 5 different polymers  Virtual books
Prepare a report on polymers in the industry.
Closing activities  Chemistry laboratory manual  Teamwork
laboratory practice #6 of the Chemistry practice manual  Notebook  Laboratory participation
 Lab coat  Scientific attitude
 Materials prior to practice  Laboratory report
BLOCK: III THE TRANSFORMATION OF DATE: PREVIOUS IDEAS: General properties of matter; models in science: corpuscular
MATERIALS: THE CHEMICAL REACTION kinetics; notions about acids and bases.
TOPIC: 1 The chemical reaction SUBTOPIC: 1.2. The language of chemistry
PURPOSE OF THE BLOCK : For the student to represent the chemical change through an equation and identify the information it contains, verify the correct
expression of the chemical equation and methods to balance them.
■ Build models of compounds based on the Lewis representation. ■ Models and molecules. ■ Search for information. ■ Flexibility of thinking.
■ Model some compounds in three-dimensional form to identify ■ The chemical bond and ■ Information analysis. ■ Creativity.
chemical bonds and with them explain how new ones are formed Valencia ■ Making inferences. ■ Imagination.
in some simple chemical reactions. ■ Chemical equation. ■ Use of models. ■ Reflective attitude.
■ Relates the three-dimensional model of compounds to their Representation of the ■ Oral and written
chemical formula and valence. principle of conservation communication.
■ Represent the chemical change using an equation and identify of mass.
the information it contains.
■ Verify the correct expression of the chemical equation using
the principle of conservation of mass and valence.
■ Predict the formation of molecules using the valence model.
Startup activities  Textbooks  Stake

Induction to the topic through oral and written information of examples of chemical  Chemistry manuals  Attention to class
reactions with chemical equations and determining what type of reaction these equations are.  Internet  Exercises
Investigate what a chemical equation is, what elements are involved and what methods  Notebook  investigation
exist to balance chemical equations.
Investigate 10 examples of balanced chemical equations by some method and write them in
the notebook.
Development activities  Text book  Stake

explain methods for balancing chemical equations:  Notebook  Attention in class
 SCORE METHOD  Chemistry  Team work
 ALGEBRAIC METHOD laboratory manual  Exercises
 OXIDE REDUCTION METHOD  Lab coat  Laboratory report
Indicate examples of each method for better reasoning  Scientific attitude
apply a series of exercises to balance equations so that the student is able to solve them
autonomously
Subsequently, the results are analyzed with the entire group and discussed and concluded.
Laboratory Practice #10 and 11 of the Chemistry practices manual.

Closing activities  Text book  stake
investigate types of chemical bonds (IONIC, COVALENT, METALLIC) and examples of each of  Internet  discipline
them  notebook  ability to solve exercises
investigate what the octet rule and the Lewis structure consist of and write 3 examples of  exercises
any compound in the notebook
explain with exercises the types of chemical bonds and the Lewis structure
apply evaluation on chemical reactions and chemical bonds with a series of exercises to
solve autonomously and later discuss in the group
BLOCK: III THE TRANSFORMATION OF DATE: PREVIOUS IDEAS: Properties of substances, octet rule, valence electrons.
MATERIALS: THE CHEMICAL REACTION
TOPIC: 1 The chemical reaction SUBTITLE: 1.3 On the trail of the structure of materials
PURPOSE OF THE BLOCK : Identify chemical bonds in compounds, applying the octet and electronic pair model.
■ Identify the differences between the electron ■ Difference between link ■ Search for information. ■ Flexibility of thinking.
transfer chemical bond model, the electron pair model models. ■ Information analysis. ■ Creativity.
and the octet model. ■ Contributions from Lewis and ■ Use of models. ■ Informed skepticism.
■ Infer the structure of different compounds, applying Pauling. ■ Reflective attitude.
the octet and electron pair model. ■ Infer the structure of materials.
■ Explain the single, double and triple bonds found
in some compounds by applying the octet and electron
pair model.
■ Appreciates that scientific knowledge is unfinished
and is determined by the society in which it develops.
Startup Activities  periodic table  exercises

Explain concepts of the topic to solve exercises and determine chemical bonds in  Text book  stake
compounds of chemical equations.  notebook  attention in class
Solve a series of exercises on the octet rule
Development activities  Chemistry Practice  Investigation

Research: which elements or compounds are good conductors of electricity and which Manual  Attention in class
elements or compounds are not.  Lab coat  Teamwork
investigate what electrical conductivity consists of  Notebook  Laboratory performance
analyze and discuss the research in the classroom to resolve doubts about it  Laboratory report
laboratory practice: “electrical conductivity of chemical compounds”  Scientific attitude
develop a prototype to evaluate some substances that do or do not conduct electric
current through their chemical bonds
Closing activities  Text book  Evaluation determines

Through an exam-type evaluation that is applied per student, what they learned about the  Notebook qualification
topic will be investigated in order to provide feedback before the bimonthly exam.
Secondary SCHOOL #156 Independent SUBJECT: Sciences III (CHEMISTRY) GROUP: Third Grade PROF. NAME: IB Ernesto Alonso
Nation School Armenta Quintero
BLOCK: III THE TRANSFORMATION OF DATE: PREVIOUS IDEAS: Chemical reaction, concept of mixtures and pure substances.
MATERIALS: THE CHEMICAL REACTION
TOPIC: 1 The chemical reaction SUBTITLE: 1.4 You decide: How to prevent food from spoiling quickly?
PURPOSE OF THE BLOCK : For the student to know the techniques that exist and the processes that industries use to prevent food from decomposing quickly and
having longer shelf life.
■ Identify some factors that cause food ■ Food preservatives and catalysts. ■ Search for information. ■ Respect for the environment and
decomposition. ■ Factors that promote food ■ Information analysis. human health.
■ Recognize that catalysts are chemical decomposition. ■ Interpretation of information. ■ Responsibility.
substances that speed up the reaction ■ Reaction speed. ■ Observation. ■ Critical attitude based on
without participating in it. ■ Classification. information.
■ Assess the importance of catalysts in ■ Oral and written communication. ■ Reflection.
the food industry. ■ Flexibility of thinking.
■ Curiosity.
Startup activities  Text book  Stake

A group debate will be held to understand and analyze different processes for  Notebook  Interest in the topic
food preservation.  exercises
COMPLETE THE TABLE: according to the processes described in the debate,
you must complete a table with foods and you will indicate which process is
used to preserve that food or product.
Development activities  media room  Attention to class

Power point presentation on food preservation methods.  Notebook  Stake
Deliver a summary of the presentation per student at the end of class.  Internet  Summary
Individually, a food will be selected and its conservation process will be  Textbooks  Final work
described in detail: the work must contain:
 FOOD
 BRIEF HISTORY
 WHAT IS IT FOR
 OBTAINING PROCESS (INCLUDE FLOW AND PROCESS CHART)
 CONSERVATION PROCESS
 CONCLUSIONS ON THE RESPECT
It must be submitted on white sheets by hand or on a computer with drawings
and diagrams.
Closing activities  Chemistry Practice Manual  Stake
LABORATORY PRACTICE: Evaluation of the acceleration of chemical reactions.  Lab coat  Teamwork
LABORATORY PRACTICE: PREPARATION OF CANNED FOOD.  Notebook  Attitude in the laboratory and
during practice
BLOCK: III THE TRANSFORMATION OF DATE: PREVIOUS IDEAS: Scientific notation to perform calculations, representation of
MATERIALS: THE CHEMICAL REACTION chemical changes through chemical equations.
TOPIC: 2 The measurement of chemical reactions SUBTEMA: 2.1 How to count the very small?
PURPOSE OF THE BLOCK : Explain and assess the importance of the concept of mole as a standard of measurement to determine the amount of substance
■ Compare the human scale with the ■ Comparison of magnitudes. ■ Search for information. ■ Curiosity.
astronomical and microscopic scale. ■ Dimensions of the chemical world. ■ Information analysis. ■ Reflective thinking.
■ Represent very large or very small ■ Number and size of particles. ■ Oral and written communication. ■ Imagination.
numbers in terms of powers of 10 and ■ The mole as a unit of ■ Use of models. ■ Teamwork.
recognize that it is easier to compare measurement. ■ Analysis of magnitudes.
and imagine such quantities this way.
■ Explain and assess the importance
of the concept of the mole as a
standard of measurement to
determine the amount of a
substance.
Startup activities  Text book  exercises

Explanation of the topic based on determination of Avogadro's number to  Notes  investigation
know and find molecular weights of different compounds.  Internet  stake
Investigate what Avogadro's number is and what it consists of.  attention to class
Development activities  Text book  Attention to class

Explanation of how many molecules each mole of compound has to know  Notebook  Stake
and determine how many grams a molecule of the substance weighs.  exercises
Series of exercises to apply Avogadro's number, mole and molecular
weights.
Closing activities  Text book  Notebook
Applying what I learned: the student will form compounds to determine  Notebook  Stake
their molecular weights and find how many grams a mole of that compound  exercises
weighs.
Once the exercises are finished, the students will be taken to the
blackboard to discuss and evaluate each of them.
BLOCK: III THE TRANSFORMATION OF MATERIALS: THE CHEMICAL REACTION DATE:
EXPECTED LEARNING: NUCLEAR SKILLS: ATTITUDES:
■ Compare foods by their caloric content and relate them to the CONCEPTS: Identify, organize, analyze, evaluate Tolerance, cooperation, solidarity
activities carried out in daily life. ■ Energy and communicate information, and respect for your colleagues.
■ Recognizes that the amount of energy that a person requires is contribution teamwork, objectivity to evaluate
measured in calories and that it depends on their personal of chemical the work of others and one's own. .
characteristics (sex, activity, age and efficiency of their body, among compounds in
others) and environmental characteristics. food.
■ Compare diets in different cultures based on their nutritional Nutritional
contributions. balance.
■ Associate the properties of various organic molecules with their ■
structure, particularly intra- and intermolecular interactions. Characteristic
■ Recognize the three-dimensional arrangement of these molecules. s of some
■ Models the relationship between amino acids in the structure of biomolecules
proteins. formed by
CHON.
ACTIONS TO BE DEVELOPED: DIDACTIC RESOURCES OBSERVATIONS
According to the knowledge acquired in the block, a balanced diet manual will be  Nutrition manual  The work will be
prepared for each student. Food should be distributed in a week according to the total  Textbooks delivered on the day of
daily caloric intake based on weight, age, height, sex and daily activities.  Internet the bimonthly exam
 Nutrition encyclopedias corresponding to block 3
The dietary manual must include 3 meals a day with a morning snack between breakfast  Notebook on white sheets by hand
BLOCK IV
and lunch and an evening snack between lunch and dinner.  White sheets and school or on the computer with
supplies a cover and in a folder.
 It must include the
format established in the
group and personal data
(height, weight, sex,
age, heart or diabetic
THE FORMATION OF NEW MATERIALS

diseases, etc.

BLOCK: IV THE FORMATION OF NEW DATE: PREVIOUS IDEAS: Acids and bases.
MATERIALS
TOPIC: 1 Acids and bases SUBTITLE: 1.1 Important acids and bases in our daily lives
PURPOSE OF THE BLOCK: Assess the importance of pH to determine acidic or basic substances
■ Identify some of the ■ Theory of electrolytic dissociation. ■ Search for information. ■ Informed skepticism.
characteristics, scope and limitations ■ Strong and weak electrolytes. ■ Information analysis. ■ Curiosity.
of the Arrhenius model. ■ Arrhenius model. ■ Oral and written communication. ■ Recognizes the importance of
■ Explains the behavior of acids and the history of science in the
bases based on the model proposed understanding of it.
by Arrhenius. ■ Respect for diverse opinions.
Startup Activities  Text book  Stake

Brainstorm ideas based on the teacher's explanation to learn a little more  Internet  Attention in class
about acids and bases.  Notebook  Investigation
research on acids and bases in everyday life  tasks
investigate that pH and how it is measured
examples of formulas of acids and bases
3 examples of pH determination problems
Development activities  Notebook  Exercises

Solve pH exercises and determine if they are acidic or basic substances.  Text book  Stake
Gathered as a team and with the help of the textbook, they will prepare a  School supplies
presentation on pH with examples.
Closing activities  Chemistry Practice Manual  Scientific attitude
Practice #9 of the chemistry practice manual: ACIDS AND BASES IN OUR  Lab coat  Laboratory
DAILY LIFE.  Notebook  Laboratory reports
Laboratory practice pH determination using pH measuring strips  Teamwork
BLOCK: IV THE FORMATION OF NEW DATE: PREVIOUS IDEAS: Acids and bases.
MATERIALS
TOPIC: 1 Acids and bases SUBTITLE: 1.2 Model of acids and bases. Arrhenius model
PURPOSE OF THE BLOCK: Identify and form new acidic or basic compounds with IUPAC and GENEVA nomenclature with Arrhenius model

■ Identify some of the ■ Theory of electrolytic dissociation. ■ Search for information. ■ Informed skepticism.
characteristics, scope and limitations ■ Strong and weak electrolytes. ■ Information analysis. ■ Curiosity.
of the Arrhenius model. ■ Arrhenius model. ■ Oral and written communication. ■ Recognizes the importance of the
■ Explains the behavior of acids and history of science in understanding it.
bases based on the model proposed ■ Respect for opinions.
by Arrhenius.
Startup activities  Text book  attention in class

Explanation of the topic by the teacher with examples of models of acids  Organic chemistry books  stake
and bases and with everyday products.  Notebook  discipline
exercises to solve in groups on the formation of compounds  Internet  investigation
Investigate IUPAC AND GENEVA nomenclature to name acids and bases.  exercises
Development activities  Notebook  exercises
Exercises to form acidic and basic compounds: name them by IUPAC and  Text book  scheme
GENEVA nomenclature.  Internet  stake
Make a diagram of existing acidic compounds and basic compounds.
Closing activities  Notebook  assessment

Through an exam-type evaluation with different exercises on acids and  Text book
bases, this part will be evaluated to determine if the student understood the
topic and to be able to provide feedback.
BLOCK: IV THE FORMATION OF NEW DATE: PREVIOUS IDEAS: Importance of nutrition for life and health; acids and bases
MATERIALS important in our daily lives.
TOPIC: 1 Acids and bases SUBTEMA: 1.3 You decide: How to control the effects of frequent consumption
of “acidic foods”?
PURPOSE OF THE BLOCK: Decide how you can control the consumption of acidic foods and the effect they have on the body
■ Identify the acidity of some foods ■ What is gastric juice. ■ Search for information. ■ Flexibility of thinking.
for human consumption. ■ Why we have acid in our stomach. ■ Information analysis. ■ Creativity.
■ Values the importance of a correct ■ What is an acidic food. ■ Oral and written communication. ■ Imagination.
diet and recognizes the risks of ■ How to treat heartburn. ■ Reflective attitude.
frequent consumption of acidic
foods.
■ Identify substances to neutralize
stomach acidity considering their
properties.
Startup activities  Textbooks  Reading

Analysis of reading about acidic and basic foods and how they affect  Notebook  Stake
stomach acidity and how they can be controlled.  Internet  Investigation
Research a range of stomach antacids.  Nutrition encyclopedias  Tasks
 Attention in class
Development activities  Textbooks  Stake
Brainstorm with the help of the students to better understand the topic.  Notebook  Investigation
Investigate a questionnaire proposed by the teacher about the effects of  Internet  Attention in class
consuming acidic foods and how they can be controlled.  Nutrition encyclopedias
Closing activities  Textbooks  Stake

investigate acidic foods, their pH and what antacids can be used to control  Notebook  Investigation
the heartburn caused by these products and foods.  Internet  Tasks
 Nutrition encyclopedias  Attention in class
BLOCK: IV THE FORMATION OF NEW DATE: PREVIOUS IDEAS: chemical change, chemical equations.
MATERIALS
TOPIC: 2 Oxidation and reduction SUBTITLE: 2.1 Oxidation, a type of chemical change
PURPOSE OF THE BLOCK: Identify oxidation as a type of chemical change and its main characteristics
■ Identify oxidation as a type of ■ Relationship between oxidation and ■ Search for information. ■ Flexibility of thinking.
chemical change and its main daily life. ■ Information analysis. ■ Creativity.
characteristics. ■ Oxidation and reduction, a type of ■ Oral and written communication. ■ Imagination.
■ Identify some examples of chemical change. ■ Reflective attitude.
oxidation that take place in your
environment.
Startup Activities  Text book  attention to class

Group reading analysis with explanation of the topic and examples of  Notebook  stake
exercises to solve in the group for better reasoning and understanding of the  Internet  tasks
topic.  investigation
investigate what oxidation and reduction consist of
Investigate chemical changes due to oxidation in some materials, write
down the examples in your notebook.
Development activities  Text book  attention in class
Identify different chemical changes that occur in the environment, write  Notebook  stake
them down in the notebook and later comment on them as a group and  Internet  investigation
discuss ideas.  exercises
oxidation and reduction exercises to solve independently  ability to solve exercises
Once the exercises have been solved, comment on them and compare autonomously
answers in the group to clarify doubts.
Closing activities  Text book  Investigation

Investigate commercial substances that inhibit oxidation in foods and  Notebook  Laboratory report
metals.  Internet  Scientific attitude
LABORATORY PRACTICE: oxidation of food  Chemistry Practice Manual  Teamwork
 Lab coat
 Materials prior to practice
BLOCK: IV THE FORMATION OF NEW DATE: PREVIOUS IDEAS: chemical reaction, oxidation-reduction reactions. chemical
MATERIALS reaction, oxidation-reduction reactions.
TOPIC: 2 Oxidation and reduction SUBTITLE: 2.2 Redox reactions
PURPOSE OF THE BLOCK: Analyze some REDOX reactions in daily life and in industry.
■ Analyze some oxidation-reduction ■ Oxidizing atmosphere and reducing ■ Search for information. ■ Informed skepticism.
reactions in daily life and in industry. atmosphere. ■ Information analysis. ■ Curiosity.
■ Identify the oxidizing ■ Oxidation number. ■ Oral and written communication. ■ Respect for the environment.
characteristics of the atmosphere ■ Importance of redox reactions for ■ Respect for diverse opinions.
and reducing photosynthesis. the environment.
■ Establishes a first relationship ■ Importance of redox reactions in
between the oxidation number of industry.
some elements and their position in
the periodic table.

reading analysis to introduce the topic by the teacher  Notebook  Contribution of ideas
Investigate what redox reactions consist of.  Internet  Attention in class
Power point presentation of redox reactions in daily life.  Chemistry encyclopedias  Notes and notes
Each student must submit a summary in the notebook about the  investigation
presentation.
Analysis of the octet rule, Lewis structure as well as exercises to determine  Notebook  Contribution of ideas
the oxidation number in some chemical compounds.  Internet  Attention in class
solve exercises autonomously to determine the oxidation number  Chemistry encyclopedias  Notes and notes
 exercises
investigate different redox reactions that occur in nature  Notebook  Contribution of ideas
Later share answers and ideas in the group to discuss and analyze.  Internet  Attention in class
Conclude the topic as a group so that the student takes notes on it, which  Chemistry encyclopedias  Notes and notes
serves as a guide for the bimonthly exam.  investigation
BLOCK: IV THE FORMATION OF NEW MATERIALS DATE:
Can I stop using petroleum derivatives and replace them with other compounds?
■ Identify the physical characteristics of some substances derived from Physical characteristics of some Identify, organize, Tolerance, cooperation,
petroleum and some of the reactions involved in their preparation. substances derived from analyze, evaluate and solidarity, respect for your
■ Identifies the strategic importance of petrochemistry in the petroleum. communicate colleagues and respect for
production of substances essential for industry and daily life. ■ Strategic importance of information, the environment.
■ Identifies the importance of seeking alternative resources to satisfy petrochemicals. teamwork, objectivity
needs within the framework of sustainable development. ■ Importance of alternative to evaluate the work of
■ Assesses the environmental implications of the use of petroleum resources. others and one's own.
derivatives. ■ Identify the physical characteristics of some substances
derived from petroleum and some of the reactions involved in their
preparation.
■ Identifies the strategic importance of petrochemistry in the
production of substances essential for industry and daily life.
■ Identifies the importance of seeking alternative resources to satisfy
needs within the framework of sustainable development.
■ Assesses the environmental implications of the use of petroleum
derivatives.
ACTIONS TO BE DEVELOPED: DIDACTIC RESOURCES OBSERVATIONS
Introduction to the topic with contribution of ideas to generate  Internet  By teams, biodiesel will be
brainstorming about petroleum derivatives and how they can be replaced by  Textbooks obtained with corn oil for
BLOCK V
other alternative sources.  Notebook cooking in the institution's
investigate alternative sources to replace petroleum derivatives  Laboratory practice manual chemistry laboratory. Said
Investigate the use of biotechnology in the use of alternative sources of  Lab coat experiment and product will be
petroleum derivatives.  Vegetable fat residues presented at the science fair
Investigate information about petrochemicals and derivatives and their  Lab's material that will be held at the
impact on the environment to prepare a team poster with cutouts. institution.
USE OF A BIOTECHNOLOGICAL PROCESS TO OBTAIN BIODIESEL ON A
CHEMISTRY AND TECHNOLOGY

LABORATORY SCALE WITH VEGETABLE FAT WASTES AS AN ALTERNATIVE
ENERGY SOURCE.

BLOCK: V CHEMISTRY AND TECHNOLOGY DATE: PREVIOUS IDEAS: Polymer, polymerization, plastics.
TOPIC: PROJECT 1 SUBTITLE: HOW IS AN ELASTIC MATERIAL SYNTHESIZED?
PURPOSE OF THE BLOCK: Pose, interpret and look for alternatives to communicate the results of a project.
■ Relates the conditions of the  Polymers ■ Search for information. ■ make informed decisions about the use
chemical reaction (temperature,  Polymerization ■ Information analysis. of plastics and practice reducing their
catalyst) to the macroscopic  elastic material ■ Oral and written communication. use, reusing and recycling them.
properties of the product.  plastics .
■ Analyze which materials are better
than others for certain tasks and
processes.
■ Explains how different
transformation processes give rise to
different materials.

introduction to the topic by the teacher with emphasis on how a scientific  Notebook  Contribution of ideas
research project should be carried out  Internet  Attention in class
investigate about polymers and how an elastic material is synthesized  Chemistry encyclopedias  Notes and notes
individually  investigation

In teams, write the project and define the type of polymer you want to  Notebook  Contribution of ideas
know or what you want to know about the topic.  Internet  Attention in class
Develop a key question which will serve to start from there and begin  Chemistry encyclopedias  Notes and notes
developing the research.  journals

Each team must submit the drafting of the project with introduction,  Notebook  Contribution of ideas
approach, objective, development and conclusions on white sheets.  Internet  Attention in class
LABORATORY PRACTICE: OBTAINING A POLYMER  Chemistry encyclopedias  Notes and notes
 Journals  Investigation
 Chemistry Practice Manual  Final project
 Laboratory report
BLOCK: V CHEMISTRY AND TECHNOLOGY DATE:
TOPIC: PROJECT 1 SUBTITLE: WHAT HAS MEXICO CONTRIBUTED TO CHEMISTRY?
PURPOSE OF THE BLOCK: Recognize the importance of the work carried out by Mexicans who have contributed discoveries to Chemistry.
Appreciate the main contributions of  Mexico and chemistry ■ Search for information. ■ develop investigations where the
the history of chemistry in Mexico.  Mexican scientists ■ Information analysis. student identifies that chemical
■ Oral and written communication. knowledge contributes to improving the
quality of life.

introduction to the topic by the teacher with debate among students about  Notebook  Contribution of ideas
Mexican contributions to chemistry  Internet  Attention in class
Investigate outstanding works by Mexican scientists that have contributions  Chemistry encyclopedias  Notes and notes
to chemistry at all levels.  investigation


 Chemistry encyclopedias  Notes and notes
 Final project
TOPIC: PROJECT 3 SUBTOPIC: WHY DO WE USE FERTILIZERS AND PESTICIDES?
PURPOSE OF THE BLOCK: Recognize the importance of the work carried out by Mexicans who have contributed discoveries to Chemistry.
 Identify the environmental  conventional agriculture ■ Search for information. ■ identify problems associated with the
consequences of intensive  Fertilizers ■ Information analysis. indiscriminate use of fertilizers and
agriculture  Pesticides ■ Oral and written communication. pesticides.
 Know different agricultural  Natural fertilizers and
techniques and the use of pesticides
fertilizers by cultures that  biotechnology
favor sustainable
development.

Introduction to the topic with the help of a questionnaire on agricultural  Notebook  Contribution of ideas
techniques, fertilizers and pesticides.  Internet  Attention in class
per student bring information about the topic and the use of biotechnology  Chemistry encyclopedias  Notes and notes
as an alternative to reduce the use of pesticides and chemical fertilizers  investigation

 Chemistry encyclopedias  Notes and notes
 Final project
TOPIC: PROJECT 4 SUBTOPIC: WHAT ARE COSMETICS AND PRODUCTS LIKE SOAP MADE OF?
PURPOSE OF THE BLOCK: TO KNOW THE MAIN RAW MATERIALS AND CHEMICAL PROCESSES FOR THE MANUFACTURE OF COSMETICS AND PRODUCTS SUCH AS SOAPS.
EXPECTED LEARNING: SUGGESTIONS
■ Relates the cost of a product to its social valuation and environmental ■ It is recommended to carry out experimental practices in which students make
impact. gel, shampoo, cream and cosmetics at low cost, analyzing the properties of these
■ Plan a safe and low-cost method of manufacturing cosmetics. substances.
■ Analyzes the concepts of beauty associated exclusively with physical
appearance.
■ Manifests a critical attitude when discussing the needs that lead human
beings to consume these products.
ACTIONS TO BE DEVELOPED: RESOURCES OBSERVATIONS
Introduction with a Power point presentation on cosmetic raw materials and internet, media room  Stake
chemical processes for their manufacture as well as some common journals  Attention in class
commercial products. cardboard  creativity
school supplies  Sign
Preparation of a poster of commercial cosmetics and their properties. chemistry laboratory practices  Teamwork
manual  Laboratory report
preparation of a common soap using the saponification method in the lab coat  Final project
laboratory encyclopedias
 Laboratory work
 Creativity to capture the
laboratory report with project investigation
knowledge acquired
In teams, write the project and define the type of polymer you want to
know or what you want to know about the topic.
Develop a key question which will serve to start from there and begin
developing the research.
Each team must submit the drafting of the project with introduction,
approach, objective, development and conclusions on white sheets.
TOPIC: PROJECT 5 SUBTEMA: TO WHAT EXTENT DOES DNA MAKE US DIFFERENT?
PURPOSE OF THE BLOCK: TO KNOW THE DOUBLE HELIX STRUCTURE OF DNA, GENES, MUTATIONS, CHROMOSOMES, HUMAN GENOME AND THE RELATIONSHIP THESE
HAVE WITH BIOTECHNOLOGY
EXPECTED LEARNING: SUGGESTIONS
 That the student knows the structure of DNA and to what extent it It is recommended that you pay attention to the presentations and videos that
makes us different. will be shown in the media room to generate ideas and questions, which
 Know and understand what a gene, chromosome, represents the student's interest in the topic.
 What are mutations?
 What is the human genome
 And how they relate to biotechnology techniques
ACTIONS TO BE DEVELOPED: RESOURCES OBSERVATIONS
Power point presentation to learn about DNA, structure, replication, internet, media room  Stake
discoverers, DNA techniques, and how it is chemically formed. journals  Attention in class
school supplies  creativity
Power point presentation of mutations, biotechnology and Genetically chemistry laboratory practices  Teamwork
Modified Organisms (GMOs). manual  Laboratory report
lab coat  Final project
LABORATORY PRACTICE: EXTRACTION OF DNA FROM A CHICKEN LIVER, A encyclopedias  Laboratory work
BANANA AND AN ONION.
 Creativity to capture the
knowledge acquired
LABORATORY REPORT AND RESEARCH PROJECT

Sciences III Complete Planning (Chemistry)

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SCIENCE PLANNING III

SCIENCE PLANNING III

MOMENTS OF ORGANIZATION: DIDACTIC RESOURCES GUIDELINES FOR EVALUATION

Startup activities  Reading provided by the  Stake

Development activities  Internet  Explanation

about empirical, scientific knowledge, with examples and the characteristics

Startup Activities  textbooks  questioning

Closing activities  Internet  stake

Startup activities  Internet  Investigation

Development activities  media room  Observation

Startup Activities  Textbooks  questioning

Development activities  Textbooks  Laboratory report

Startup Activities  textbooks  stake

Startup activities  Internet  Attention to class

Development activities  Chemistry Practice Manual  Laboratory report

Closing activities  Cardboards  Exhibition quality

Startup activities  Text book  class participation

Development activities  media room  Attention in class

Closing activities  Laboratory manual  laboratory report

Development activities  Notebook  Stake

Closing activities  White sheets  Quality

SCIENCE PLANNING III

Startup activities  Internet  Stake

 Science Laboratory Manual  Preparation of practice

Closing activities (time)

Promote them to express their knowledge about the concept and

Investigate Lewis models and prepare a report in the notebook

MOMENTS OF ORGANIZATION: DIDACTIC RESOURCES GUIDELINES FOR EVALUATION

 Identify similarities and differences between the concept maps presented.

 Prepare a synoptic table of the presentation seen in class  Notebook  Tasks

 Location in the periodic table of metallic, non-metallic and metalloid

Put the elaborate game into practice.

Comment on the data presented in the periodic table.

Identify some elements known to them.

Comment on the basic characteristics of some investigated elements. (C, Li,

Highlight the similarities and differences between some elements and

Write your conclusions in your notebook.

Make a poster about an element in question and paste clippings or

Explain each type of link in front of the group.

Prepare a summary in your notebook about the structure and organization

of the physical and chemical information in the Periodic Table.

Comment on the data presented in the periodic table.

Identify some elements known to them.

Comment on the basic characteristics of some investigated elements. (C, Li,

Highlight the similarities and differences between some elements and

Write your conclusions in your notebook.

Make a poster about an element in question and paste clippings or

Covalent bond (polar and non-polar)

Explain each type of link in front of the group.

Prepare a summary in your notebook about the structure and organization

of the physical and chemical information in the Periodic Table.

MOMENTS OF ORGANIZATION: DIDACTIC RESOURCES GUIDELINES FOR

Development activities  Notebook  record in the

atomic model  Stake

SCIENCE PLANNING III

Startup Activities  Notebook  Stake

Development activities  Notebook  Synoptic table

Startup activities  Textbooks  Stake

Development activities  Text book  Stake

Laboratory Practice #10 and 11 of the Chemistry practices manual.

Startup Activities  periodic table  exercises

Development activities  Chemistry Practice  Investigation

Closing activities  Text book  Evaluation determines

Startup activities  Text book  Stake