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I like having the time allotted for moles and stoich.  We can always use more for that since it gives so many students trouble.  I like only two weeks for gases since only the Boyle's, Charles', Gay-Lussac, and Ideal is being taught.  Can't spend too much more than two weeks on just those gas laws!

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I like having the time allotted for moles and stoich.  We can always use more for that since it gives so many students trouble.  I like only two weeks for gases since only the Boyle's, Charles', Gay-Lussac, and Ideal is being taught.  Can't spend too much more than two weeks on just those gas laws!

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The balancing and identifying types of equations is good to have first if all the students are to do is balance a skeleton equation (which I think is the intent of the AKS) as it then gives ALL semester to practice.  This also ties in well with the indicators of a reaction as the indicators can be shown in an actual reaction.  This will capture students attention immediately rather than the typical boring stuff we always start off the year teaching.

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The balancing and identifying types of equations is good to have first if all the students are to do is balance a skeleton equation (which I think is the intent of the AKS) as it then gives ALL semester to practice.  This also ties in well with the indicators of a reaction as the indicators can be shown in an actual reaction.  This will capture students attention immediately rather than the typical boring stuff we always start off the year teaching.

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The sequence overall looks good! I'm happy that the curriculum is not completely different than what we've been doing (these are the new NGSS standards right?).

I also think balancing equations would be best left until after bonding, but I see why you were trying to move it forward, it does seem we get bogged down in classification of matter which students have already learned a BUNCH of times in previous grades.

If we are anxious to dive into chemistry , I think it might be better though to perhaps move AKS 3 (c and d) to Chemical reactions and maybe even AKS 2 (a and/or b). If we teach chemical reactions along with chemical and physical changes and types of reactions, it might save time. I've also always thought it would make more sense to teach physical and chemical changes once they know a bit more chemistry, otherwise it is just a repeat of physical science. Once they have learned about compounds and reactions and bonding, they can better differentiate between chemical and physical changes.

Agree we could spend about 1 less week on the mole and stoichiometry and give us more time on the remaining units that semester. Indeed, perhaps 1 week could go ahead and be put into the sequence as gateway week?

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I think that balancing equations is best placed when students have been introduced to naming compounds so that the equations are more meaningful  when balancing them.  Also a discussion of significant figures follows more logically after a discussion of why the last digit of a measurement is an estimate (AKS1) rather than delaying this topic until a discussion of chemical and physical properties (AKS 2).

Second Semester
Too much time has been given to Stoichiometry and not enough to Kinetics and Gases.  The time dedicated to Stoichiometry could be reduced by a week.  This time should be built in to the end of the semester that is often very rushed.

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Could we have schools pilot different timelines next year to see how it works before going "live" for the whole county

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I think it's difficult to begin with chemical reactions and have no knowledge of periodic table, charges, bonding, etc. as well.

Second Semester:
UGGHH
There is so much in the last nine weeks and there is no time allotted for the time we lose for gateway review and gateway testing. In our school that is about 7 days, plus SPG review, plus AP testing starting, plus Performance finals, etc.. Could we find a way to get through Stoichiometry, Solutions and Acids and Bases in first 9 weeks and then have 3 weeks each on remaining topics knowing that we lose time for testing. We could even cut one week out of intro and chemical reactions and intro the mole in first semester during the last two weeks to help get through second semester more easily.

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The time between when the types of chemical reactions are taught (1st 3 weeks) and when students are asked to predict products for single/double displacement reactions (last 3 weeks of semester) is very spaced out. This can be good for helping to refresh their memories on the reaction types, but it might take up valuable time in those last 3 weeks to have to reteach that material.

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I always think that gases are easily understood by the students (because there are SO many real-world, macro examples), but it gets crammed in at the end of the year and isn't done justice. Perhaps move it before thermo/kinetics?

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I think that it could be difficult to explain the concepts of balancing equations so early on in the semester, especially before they've learned about the periodic table and charges and bonding, as well as naming of chemical compounds.