DIDACTIC MODULE

OF
SCIENCES
Physical Sciences 8th

August
2020
Website: https://de.pr.gov/ . SOCR Twitter: @educacionpr
Note. This module is designed for educational purposes only and not for profit. The
copyrights of the exercises or information presented have been kept visible for users'
reference. Its use for commercial purposes is prohibited without the authorization of the
authors of the texts used or cited, as applicable, and the Department of Education of
Puerto Rico.
 TABLE OF CONTENTS

DIDACTIC MODULE OF...............................................................................................................1

SCIENCES.......................................................................................................................................1
TABLE OF CONTENTS..................................................................................................4
LIST OF COLLABORATORS.........................................................................................7
LETTER FOR STUDENTS, FAMILIES AND TEACHERS..........................................8
GENERAL STRUCTURE OF THE MODULE.............................................................10
LESSON 1: Solubility and concentrations......................................................................12
LESSON 2: Acids and Bases...........................................................................................17
Would you like to drink a delicious and refreshing glass of acid?..................................17
NaOH Na+ + OH -...............................................................................................................19
Vocabulary.......................................................................................................................21
Practice exercise..............................................................................................................21
LESSON 3: Atomic theory..............................................................................................24
Let's travel through the history of the atom.....................................................................25
Vocabulary.......................................................................................................................27
LESSON 4: Periodic table and the atom.........................................................................29
Atomic number — -S 10.81 1 — Atomic mass...........................................................30
 Symbol.................................................................................................................................30
Boron Element name.....................................................................................................30
Example of an atomic model using information from the periodic table .......................31
Vocabulary.......................................................................................................................33
are....................................................................................................................................34
LESSON 5: Electrons and chemical bonds.....................................................................35
H • • N • or H...........................................................................................................................39
either........................................................................................................................................39
h...............................................................................................................................................39
Vocabulary.......................................................................................................................39
Practice exercise..............................................................................................................40
Complete the crossword.............................................................................................................40
LESSON 6: Physical and chemical properties................................................................40
Vocabulary.......................................................................................................................43
LESSON 7: Classification of matter................................................................................45
Vocabulary.......................................................................................................................49
Practice exercises.............................................................................................................49
Lesson 2...........................................................................................................................55
Lesson 3...........................................................................................................................55
Lesson 4...........................................................................................................................55
Lesson 5...........................................................................................................................57
Lesson 6...........................................................................................................................57
REFERENCES................................................................................................................60
SHEET DOCUMENTING REASONABLE ACCOMMODATIONS USED WHEN
WORKING ON THE DIDACTIC MODULE................................................................64
Student name:..................................................................................................................64
Module subject:...............................................................................................................64
LIST OF COLLABORATORS

Prof. López Curbelo

Josefina

ORE of Arecibo

Prof. Aguiar Garcia

Lissette

Science teaching facilitator

ORE of Arecibo
 LETTER FOR STUDENTS, FAMILIES AND TEACHERS

Dear Student:

This teaching module is a document that favors your learning process. In addition, it
allows you to learn more effectively and independently, that is, without the need for you
to depend on in-person or remote classes at all times. Likewise, it contains all the
elements necessary to learn the key concepts and skills of Physical Sciences class,
without the constant support of your teacher. Its content has been prepared by teachers,
teaching facilitators and directors of the academic programs of the Puerto Rico
Department of Education (DEPR) to support your academic and comprehensive
development in these extraordinary times in which we live.

I invite you to start and complete this teaching module following the progress schedule
established per week. In it, you will be able to review knowledge, refine skills and learn
new things about the Physical Sciences class through definitions, examples, readings,
practice exercises and evaluation. In addition, it suggests resources available on the
Internet, so that you can expand your learning. Remember that this learning experience
is essential in your academic and personal development, so start now.

Dear families:

The Department of Education of Puerto Rico (DEPR), committed to the education of our
students, has designed this teaching module with the collaboration of: teachers, teaching
facilitators and directors of academic programs. Its purpose is to provide the academic
content of the Physical Sciences subject for the first ten weeks of the new school year.
Additionally, to develop, reinforce and evaluate mastery of key concepts and skills. This
is one of the alternatives that the DEPR promotes to develop the knowledge of our
students, your children, in order to improve their academic achievement.

It is proven that when families are involved in their children's education, their learning
results improve. For this reason, we invite you to support the academic and
comprehensive development of your children by using this module to support their
learning. It is essential that your child progresses through this module following the
progress schedule established per week.

DEPR staff recognize that they will be really anxious about the new teaching modalities
and that they want their children to do very well. We ask families to provide direct and
active collaboration in the teaching and learning process of their children. In these
extraordinary times we live in, we remind you that it is important that you develop your
child's confidence, sense of achievement and independence when completing
schoolwork. Don't forget that the educational needs of our children and young people
are everyone's responsibility.

Dear teachers:

The Department of Education of Puerto Rico (DEPR), committed to the education of our
students, has designed this teaching module with the collaboration of: teachers, teaching
facilitators and directors of academic programs. This constitutes a useful and necessary
resource to promote an innovative teaching and learning process that allows us to
promote the holistic and comprehensive development of our students to the maximum of
their abilities. In addition, it is one of the alternatives provided to develop key knowledge
in DEPR students; in the face of emergency situations due to force majeure that our
country faces.

The purpose of the module is to provide the content of the Physical Sciences subject for
the first ten weeks of the new school year. It is a work tool that will help develop
concepts and skills in students to improve their academic achievement. When selecting
this teaching alternative, you must ensure that students progress through the module
following the progress schedule established per week. It is important to promote their full
development, providing tools that can support their learning. Therefore, they must
diversify the offerings with creative learning and assessment alternatives of their own
creation to significantly reduce gaps in academic achievement.
DEPR staff hopes that this module can help them ensure that students make significant
progress in their academic achievement. We hope that this initiative can help you
develop the capabilities of our students to the maximum.
 GENERAL STRUCTURE OF THE MODULE

The general structure of the module is as follows:

PART DESCRIPTIONS
• Front page

• Index content) It is the first page of the module. In it you will find
the subject and the grade to which the module
corresponds.
• List of collaborators This is a reflection of the structure of the
document. It contains the titles of the sections and
the number of the page where it is located.
• Letter to the student, This is the list of personnel from the Puerto Rico
family and teachers Department of Education who collaborated in the
preparation of the document.
• Progress calendar It is the section where the module is presented, in
module (per week) a general way, to students, families and teachers.
It is the calendar that tells students, families and
teachers what is the appropriate progress per
• Lessons week to work on the content of the module.
■ Unit It is the learning content. It contains explanations,
■ Subject of study definitions, examples, readings, practice
■ Standards exercises, teacher evaluation exercises, and
and
grade expectations online resources for the student, family or teacher
■ Learning objectives to expand their knowledge.
■ Opening
■ Content
■ exercises practice
■ Exercises to qualify
■ Resources in Internet They are the answers to the practice exercises for
• Keys of answer of students and their families to validate that they
practice exercises understand the content and correctly apply what
they have learned.
These are the data that will allow us to know and
• References access the primary and secondary sources used
to prepare the content of the module.
 PROGRESS CALENDAR IN THE MODULE
DAYS /
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEKS
Lesson 1 Lesson 1 Lesson 1 Lesson 1
1 Lesson 1
Lesson 2 Lesson 2 Lesson 2 Lesson 2
2 Lesson 2
Lesson 3 Lesson 3 Lesson 3 Lesson 3
3 Lesson 3
Lesson 4 Lesson 4 Lesson 4 Lesson 4
4 Lesson 4
Lesson 4 Lesson 4 Lesson 4 Lesson 4
5 Lesson 4
Lesson 5 Lesson 5 Lesson 5 Lesson 5
6 Lesson 5
Lesson 5 Lesson 6 Lesson 6 Lesson 6
7 Lesson 5
Lesson 7 Lesson 7
8 Lesson 6 Lesson 6 Lesson 7
Lesson 7 Lesson 7 Lesson 7 Lesson 7 Lesson 7
9
Lesson 7 Lesson 7 Lesson 7 Lesson 7 Lesson 7
10
LESSON 1: Solubility and concentrations

Unit: 8.1 Science Methodology

Topic : Solubility and concentrations
Standard: Structures and levels of organization of matter, Interactions and energy
Learning objective: (Indicator: EI.F.CF1.EM.7)
Through lesson one, the student gathers evidence to establish a contrast
between a dilute, saturated, and supersaturated solution, explain their properties,
and provide examples and uses of each of these solution types in everyday life.

You want to wash a piece of clothing. Fill a container

with water and washing powder. When you pour the
detergent into the water, you will notice that it disappears.
What do you think that happened? You will learn the answer
to these and other questions in this lesson.
A mixture is a combination of two or more substances
that are not chemically combined. Each substance can be
separated by physical methods without losing its identity.
https://www.freepik.es/ Example, a mixture of water with marbles where you can
vect
or-premium/conjoint- extract the marbles without changing their properties. When
preparing a mixture, its components do not necessarily have to be in the same
proportion. You can get a mixture of water and marbles where you have few marbles
and a lot of water or vice versa and both mixtures are fine.
Mixtures are classified into homogeneous and heterogeneous
mixtures. Solutions are found in homogeneous mixtures.
Solution is a homogeneous mixture in which two or more
substances are mixed.
disperse evenly. When you add sugar to water and move it
around, the solid appears to disappear. The sugar has dissolved
in the water and formed a solution. In this fresh water solution,
sugar is the substance that dissolves, the solute . Water is the
substance in which the solute dissolves; therefore, water is the
solvent.
Chemical solutions can be classified according to the proportion
between solute and solvent, called concentration . There are
four types of
solutions:

Diluted . When the amount of

solute with respect to the solvent is
very small. For example: 1 gram of
juice powder in 100 grams of
1 gram of juice powder in
100 grams of water.

water.

Concentrated . When the

amount of solute relative to the
solvent is large. For example:
25 grams of juice powder 25
in grams of juice powder in 100
100 grams of water grams of water.
 Saturated . When the solvent no longer accepts solute
at a certain temperature, its particles no longer have the
means to generate more bonds. For example: 36 grams
of juice powder in 100 grams of water at 20 °C.

grams of juice powder in

100 grams of water at 20 °C

Oversaturated . Saturation has to do with temperature:

this is because by increasing the latter, the solvent can be
forced to take in more solute than it ordinarily can, thus
obtaining an excessively saturated solution. A precipitate
may form.

Oversaturated

Video: https://youtu.be/VvYjKuSrl0s
 Vocabulary:
• Solution is a homogeneous mixture of two or more substances uniformly dispersed in
a single phase.
• Saturated solution a solution that cannot dissolve any more solutes in the
given conditions.
• Supersaturated solution a solution that contains more dissolved solute than
necessary to reach equilibrium at a given temperature.
• Diluted - the amount of solute compared to the solvent is very small

Practice exercise

1. Complete the diagram

2. Mention 2 examples of solutions that you have prepared in your home.

to.
b.
3. Identify the solute with an (S) and the solvent with a (D) in the following solutions:
a. water and sugar
b. milk and chocolate
c. Juice powder and water
 4. Order the words and form a studied definition

can saturated the solution that No solutes a

dissolve further Dadaist conditions in solution

Make a triple Venn diagram to compare and contrast different solutions (diluted, saturated,
and supersaturated). The information in the diagram should include its uses in everyday life.
LESSON 2: Acids and Bases

Unit: 8.1 Science Methodology

Topic : Acids and Base
Standard: Structures and levels of organization of matter, Interactions and energy Learning
objective (Indicator: EI.F.CF1.EM.8)
Through the lesson, the student analyzes the general properties of acids and bases (alkaline
substances) and applies them in the qualitative determination of the pH of different materials
(mixtures and substances) as a means of classifying them as acidic or alkaline, as well as
provide examples of its uses and applications in science and everyday life. Examples may be
the use of antacids to control the pH of gastric juice, the pH of swimming pools, acid rain,
hygiene and cleaning products.

Would you like to drink a delicious and refreshing glass of acid?

That's exactly what happens to you when you

drink a glass of lemon juice. Lemons contain a substance
called citric acid that makes them taste sour.
Citric acid belongs to a group of substances that
have some properties in common: they are sour, they react
with metals, they change the color of a substance (indicator)
and they conduct electric current. These substances are
known as acids.
An acid is a compound that increases the amount
of hydronium ions (H 3 O +
) when dissolved in water. The
https://es.123rf.com/ water molecule (H 2 O) is made up of two hydrogen atoms
photo_489
02093_muchacho-que-come-
and one oxygen atom. Remember that an atom is the
smallest unit that matter can be divided into while preserving its properties. When an acid
releases a hydrogen ion (H ), it binds to the water molecule and a hydronium ion (H
+
3 O ) is
+

formed, allowing the formation of an acid.

In nature we can find a variety of acids. For example, citric acid (lemons), malic acid (apple)
and tartaric acid (grapes) and hydrochloric acid (stomach). We can also find them in some
medications (aspirin), battery fluid, dressing (vinegar), vitamin C, insecticide, etc.

dibujosgr atisapp.php?
codigo=14391 l dibujosgratisapp.php?c odigo=16623

Did you know that laundry detergents, soaps and toothpaste are substances called
alkalines or bases. These substances have the characteristics of being bitter, slippery,
producing electrical currents and changing color with indicators.
 https://www.pinterest.com.mx/meredit
hmej/vocabulario-ingl%C3%A9s / https://dibujoscolorear.es/dibuj
o-de-un-jabon/

A base is any compound that increases the amount of hydroxyl ions (OH -
) when
dissolved in water. Unlike acids, the formula for bases can vary greatly. An example of a
strong base is sodium hydroxide (NaOH). Sodium hydroxide is an ionic compound consisting
of the ions Na and OH . When NaOH dissolves in water, it dissociates (decomposes) into
+ -

these ions:

NaOH Na+ + OH -
hydroxyl ions

When a substance increases the ions of

Hydroxyl (OH ) becomes alkaline (Base). Yeah
-

the substance increases hydronium ions (H 3 O )

+

When dissolved in water it becomes acid.

 A scale called the pH Scale is used to identify acids and bases. This allows you to
measure the degree of acidity or alkalinity (base) of a substance. The
scale starts at zero (0) and goes up to fourteen (14). The first numbers (0 to 6) represent
acidic substances, the numbers (8 to 14) represent alkaline substances and the number
seven (7) represents neutral substances.

When an acid or base is

in presence of a indicator EITHER battery acid

(substance) a change in color occurs in the indicator. x Sulfuric acid

2 Lemon juice and vinegar

Based on that change
3 JL8C n=ar=anj=
in color the numbers on the pH scale are Acids —
TO and acicia rain
assigned. For example, a solution of purple
5 Gtinco and coffee
cabbage (violet color) is mixed with lemon
6 Milk
juice, its color changes to reddish. Comparing
Neutra 7 Pure Agtna

the color on the pH scale indicates that it is an l

8 Sea water

acidic substance. If the purple cabbage 9 Baking soda

solution is Alcal mixed with a bleaching 10 Milk of magnesia

detergent, its color changes to greenish, 10 or Base XX Ammonia

indicating that the substance is alkaline or 12 Soapywater

base. 13 Bleach

14 drain cleaner

Video: https://youtu.be/W0vKs0pQoV4
Vocabulary
acid - is a substance that when dissolved in water increases the
amount of hydronium ions (H 3 O ). +

atom - smallest unit of matter that retains its properties.

base - are substances that increase the amount of hydroxyl ions (OH ) when dissolved in
-

water.
pH – is a scale that measures the level of acidity or alkalinity in a solution.

Practice exercise
Identify substances with a capital A if it is acidic, a capital N for neutral substances and a
capital B for alkaline or base substances.
______coffee
______water
_______Detergent
______lemon
______ banana
_____ baking soda ofsodium
______ ammonia
Evaluation exercise: Complete the diagrams
Possible rubric can be used for each of the diagrams.

Criteria 4 3 2 1 Points
Definition The definition is The definition is The definition is The definition is
precise and clear clear in its somewhat clear in difficult to
in its content content its content understand its
content

Use Presents box or Presents three Presents two uses Present a use in
more uses in the uses in the in the diagram. the diagram.
diagram. diagram.

Characteristics Presents box or Presents three Presents two Present a

more features in characteristics in characteristics in characteristic in
the diagram the diagram the diagram the diagram

Orthography The diagram is The diagram is The diagram is The diagram is

answered without answered with answered with answered with five
spelling errors one to two three spelling or more spelling
spelling errors errors. errors
LESSON 3: Atomic theory

Unit: 8.2 Structure, composition and organization of matter

Topic : Atomic theory
Standard: Structures and levels of organization of matter, Interactions and energy
Learning objective (Indicator: EI.F.CF1.EM.1)
Throughout the lesson, the student gathers information from reliable sources to explain the
usefulness of knowing about atomic models and theory.

Have you ever wondered what the things around you are made of?
The answer is very simple: atoms. Today, industries use the knowledge of atomic theory
and the atom to work on the development of new technological products that improve our
lives.
The atom cannot be seen with the naked eye
because it is the smallest unit of matter without losing
its properties. Because it is so small, scientists have
made models to understand its structure. Models of the
atom have changed over the years as new scientific
research emerges.

https://astronomia.fandom.com/wiki/%C3%81tomo
 Let's travel through the history of the atom.

• The first to speak of the atom were the Greek philosophers Leucippus and his
disciple Democritus. They maintained that matter could be subdivided into
5th smaller and smaller parts until reaching a smaller, invisible, indivisible particle
century called an atom.
BC

• John Dalton experimentally proves the existence of the atom. He was the first to
give a property to the atom: weight, thus creating the first scale of relative atomic
weights. From his atomic theory, the atom can be defined as the basic unit of an
Year element that can intervene in a chemical combination.
1808

• JJ Thomson worked with cathode rays where he discovered that they can be
deflected by a magnetic field and could be considered as electrically negative
particles, which exist in all matter. His model of the atom was presented as a
Year 1897 - sphere of positive electricity, where the electrons were dispersed like raisins in a
1910 cake. The atom was still conceived as a compact and indivisible particle.

• Ernest Rutherford experimented with a gold foil with alpha particles, and realized
that most of the particles passed through the foil, others deviated and some
returned. As a result of his research, he proposed that: the atom is made up of a
small positive nucleus; that most of the mass of the atom is made up of a
positive nucleus and that the electrons are found around the nucleus, forming
Year most of the volume of the atom.
1911
• Niels Bohr established that electrons move in circular orbits around the nucleus
of the atom and that each orbit has a particular and fixed energy. This theory
allowed us to calculate the energy that an electron has in its orbital. This model
is known as the Bohr planetary model of the atom .

Year 1913 -
1915
• Schroding er states that his model contains a nucleus with protons and neutrons
around which electrons move rapidly. The area around the nucleus where the
electron is located is known as the electron cloud .

Present
These are the models over time

EI
Evolution of
Atomic Theory

T
nucleus

J•
Thomson
orbits

Ernest
Rutherford

H
Niels
Bohr Schrödinger

https://www.pinterest.com/pin/71755015311727463

E
Video: https://youtu.be/H7rIhQdHi7o

R
John Dalton
Vocabulary
• electron - an atomic subparticle that has a negative charge
• nucleus – central region of an atom made up of protons and neutrons
• atomic theory - is a scientific theory of the nature of
matter, which states that matter is composed of units called atoms.

Practice exercise
Complete the diagram of the evolution of the Atomic Theory

Theory
Atomic

Thrusters

Model drawing Model drawing Model drawing Model drawing

Model drawing
 Complete the comparison table of atomic models
Scientist Similarity in the model Differences in the model Draw the model

Thomson

Rutherford

dalton

Bohr

Imagine your model

Evaluate rubric for the previous exercise in the table

Criteria 4 3 2 1 Points
Board The table is filled The table is filled The table is in
The table has
in all its parts in all its parts some places full
some parts filled
with precise and with clear and its content is
out, but the
clear content content somewhat clear
content is not
clear

Differences Present three There are two There is a It presents

differences in the differences in the difference in the something similar
diagram diagram. diagram. to the difference
in the diagram.
Similarities It presents three There are two It presents a
It presents
similarities in the similarities in the similarity in the
something similar
table. table. table.
to the table.

Orthography Use scientific Uses very little

terminology Uses some scientific
without spelling Uses scientific scientific terminology five or
errors terminology with terminology with more spelling
one to two three spelling errors
spelling errors errors
 LESSON 4: Periodic table and the atom

Unit: 8.2 Structure, composition and organization of matter

Topic : Periodic table and the atom
Standard: Structures and levels of organization of matter, Interactions and energy
Learning objective (EI.F.CF1.EM.2)
Throughout the lesson, the student uses knowledge about atomic structures to classify
families of chemical elements and predict their location on the periodic table.

Do you know how to use the information provided by the periodic table to make a
model?
atomic? This question will be answered below.
You should know that the periodic table is a
diagram of all the chemical elements arranged in
order of increasing atomic number and in a way
that reflects the structure of the elements. When
you look at a periodic table you will find that it is
made up of elements. Each element has its full
name, chemical symbol, atomic number and
mass.
 Atomic number — -S 10.81 1 — Atomic mass

Symbol

Boron-------- ----Element name

https://www.significados.com/masa-atomica/

The elements are arranged in horizontal rows, called periods , and vertical columns, called
groups (I,II,III,IV,V,VI,VII,VIII). An element that belongs to a group has the same number of
electrons in the last orbital shell, this makes their properties similar. Meanwhile, the periods
indicate the number of energy levels or orbitals of an atom. The periodic table has 18 groups
(vertical columns) and 7 periods (horizontal rows).

Groups
1 23456789 AlO 11 12 13 14 15 16 17 18
M.A.------HA-------rite-------TVB-------V.B.------V®-------HBV-----VHTB----VTTB-- -V.B.---------T.B.------T.B.------H1A------VAT------GOES- - -VIA-------VttA------VHA
1
I have
HOUR
1
Lee "Be" you either N ne
)F
na

Rb
K AC

Mr
Mg
HE You

AND Zr Nb
V Cr

mo
mn

Tea
Faith

Ru
Co

Rh
Neithe
r
P.S
Cu

Ag
Zn

CD
To the Yeah

Ga

in
Ge

Yes
Q

Ace

Sb
€
HE

Tea
CL

Br

1
Ar

Kr

Xe

cs Ba The Hf Ta W Re You Go Pt Au Hg YOU Pb Bi po At Rn

Fr Ra Ac RF DB Sg Bh hs Mt. ds Rg cn Uut FL Oops Lv Uus Whoo

EC Pr nd P.m YE eu gd tb Dy Ho Er Tm Yb Lu

Th Da OR N.p. Pu A.M cm bk CF Is FM MD No Lr

Retrieved from: https://www.quimicas.net/2015/08/los-nitrogenoides.html

 Example of an atomic model using information from the periodic table .

If you look at the periodic table above, the element Nitrogen is circled in red. Nitrogen belongs
to period two (2) and family 15 or VA (the Roman numeral means the number of electrons that
that atom has in its last energy level). The Bohr atomic model for Nitrogen is:

Nitrogen, which means it has 7

protons, neutrons and electrons.
In the periodic table, groups are identified
by family name. For example, Lithium (Li) is an element that belongs to the
alkaline family for being in the first group.

FIGURE 34. Periodic table with names by family and their numbering, Arabic and Roman.
https://sites.google.com/site/cienciaytecnologiaquimica/quimica-secundaria/tema-5
 Elements can also be classified into metals, non-metals and metalloids depending on their
properties.

57 58 62 63 64 65 66 67 68 70 71
59 Pr 60Nd 61 Pm 69 MT
The EC 140.308 Naodyl Fromelo YE eu gd tb Dy Ho Er Tullius Yb Lu
Carlos Europlo Gadollno Tarbium Holmium Eriblo 168,534 Ibarblo L-key
128.506 144.24 144,513
140.115 150.36 151.566 157.25 158,525 162.50 164,330 167.28 173.04 174.567
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
Ac Th Da or N.p. Pu A.M cm bk CF Is FM MD No Lr
AcEnl Thorium Firotaeti-la Uranid Napti-ia Plutard American = or Curto Barkaliin Callñomnio Eireteno Farm or Mendalaslo I notice I Aurancio
227/028 222.038 211.036 2220029 237.048 244.064 242.061 247.070 247.0070 25 22342 257/095 2581 255.101 [262]

Metal Metalloid Non-metal

h I
have
EITH
Lee Be b c N F ne
ER
To
na Mg Yeah Q Yes CL Ar
the
K AC Sc You V Cr mn Faith Co Neith Cu Zn Ga Ge Ace HE Br Kr
er
Rb Mr AND Zr Nb mo tc Ru Rh P.S Ag CD in Yes Sb Tea 1 Xe

cs Ba La-Lu Hf Ta W Re You Go Pt Au Hg YOU Pb Bi po At Rn

Fr Ra Ac-Lr
https://cursoparalaunam.com/clasificacion-de-elementos-metales-no-metales-y-metaloides

Guided practice to learn about an element using the periodic table.

1. What is the period that calcium (Ca) is found? (4)
2. How many orbitals will (Ca) have if you were to make your atomic model? (4)
3. What family does it belong to (Ca)? (alkaline earth)
4. What group does it belong to (Ca)? (2)
5. How many valence electrons does (Ca) have in its last energetic orbital? (2)
6. Make the atomic model of Ca using the Borh structure.
Vocabulary
• Proton -subparticle with positive charge
• Neutron - uncharged subparticle.
• Electron - subparticle with a negative charge
• Orbital - possible area that an electron can find.
• Group - are the vertical columns in the periodic table that identify the
electrons that an atom can have in its last orbital.
• Period - are the horizontal rows on the periodic table that identify the numbers of orbitals
an atom can have.

Video: https://www.youtube.com/watch?v=FqZ3BSeu1d0
Practice exercise. Answer the following questions.
1. What is the name of the third element in period 2?
2. What is the name of the second element in halogens?
3. What is the first noble gas?
4. What is the alkaline earth metal located in the fifth period?
5. How many periods does the periodic table have?
6. How many groups does the periodic table have?
7. What is the name of the element according to the model? Explain your answer.

In the table
periodically.
You must use all the
Order the words to form a definition of what is a group words.
Identify the elements in metals, non-metals and metalloids.
are orbital that

cluste
last columns the
r
atom
vertical

boar
d
have
periodic electrons
that identifies

the
can
_____ gold
_____ sodium
_____ aluminum
_____ oxygen
_____ nitrogen

Write the symbol of the elements.

_____ silver
_____ mercury
_____ chlorine
_____ iron
_____ hydrogen

Write the name of the elements

___Li
___ C
___ F
___ To the
___ K

Evaluation exercises: Answer the questions using the periodic table.

1. What is the period that sodium is found?
2. How many orbitals will sodium have if it were to make its atomic model?
3. What is the family that sodium belongs to?
4. What group does sodium belong to?
5. How many valence electrons does sodium have in its last energetic orbital?
6. What is the atomic number of sodium?
7. What is the atomic mass of sodium?
8. What is the symbol for sodium?
9. How many electrons does sodium have?
10. How many protons and neutrons does sodium have?
11. Make the atomic model of sodium using the Bohr structure.
LESSON 5: Electrons and chemical bonds

Unit: 8.2 Structure, composition and organization of matter

Topic : Electrons and chemical bonds
Standard: Structures and levels of organization of matter, Interactions and energy Learning
objective (EI.F.CF1.EM.3) and (EI.F.CF1.EM.4)
At the end of the lesson, the student
- can describes the processes by which substances combine to form compounds.
 Emphasis is on simple ionic and covalent bonds, Lewis structures, and valence electrons.
- develops models to describe the atomic composition of simple molecules and extended
structures. Examples of simple molecules may include water and carbon dioxide.
Examples of extended structures may include sodium chloride or diamond. Examples of
molecular-level models may include drawings, 3-D models, or computer renderings.

Everything you see (chairs, pencils, notebook and even you) are made up of atoms. All
substances are made of one or more atoms that when joined together form chemical bonds. The
union of atoms is called: bond between atoms and that of molecules is known as: intermolecular
bond. Now, the classification of the chemical bond between atoms will depend on the type of
element that participates in the bond, whether metals or non-metals.
It is not possible to see atoms or chemical bonds with the naked eye. Using models helps
people understand how and why atoms form bonds. To better understand the formation of
chemical bonds, let's review the formation of an atomic model. The atomic number is the number
of protons, neutrons and electrons in an atom. The electrons in an atom are organized into
energy levels. Not all electrons in an atom form chemical bonds. Only the electrons at the
outermost level of an atom called valence electrons form bonds.
 Element Carbon (C) Lewis Model
Atomic number = 6
Electrons begin
to fill the second
energy level only
when the first
level is
completed. The
second energy The first energy
level can have up level is closer to
to 8 electrons the nucleus and
can have up to 2
electrons

How many valence electrons does carbon have? 4

Bonds are classified into two: ionic and covalent bonds.

How are ionic bonds formed?
An ionic bond is a bond that forms when one or more valence electrons are
transferred to another atom. It occurs most easily when elements with low ionization energy
(metals) react with elements that have high electronegativity and high electron affinity
(nonmetals). Many metals lose electrons easily, while nonmetals tend to gain electrons. When
a chemical bond occurs, the outermost energy levels of the atom seek to stabilize by filling its
last orbital with 8 electrons.
Example: Lithium gives an electron to Fluorine and it completes its last orbital with 8
electrons, while Li remains stable because its first orbital reached the maximum number of
electrons it can have, 2.
 Covalent bonding is where electrons are shared between non-metallic elements, where
each element participating in the bond completes its octet;
Depending on the value of its electronegativity difference, it is classified as covalent.
polar and non-polar covalent.
Example: Chlorine needs a
electron to stabilize its last
orbital with 8 electrons.
Hydrogen has a single electron
that it cannot give away, but it They share electrons
can share with chlorine and Electron Sharing
both remain stable. (1 covalent bond)
To represent electrons when they form covalent bonds, the Lewis structure, also called the
diagonal dot and dash diagram, is used. The Lewis structure is a graphical representation that
shows the dashed electron pairs or dots of bonds between the atoms of a molecule and any lone
electron pairs that may exist. To make the Lewis structure you can use the following steps:
1. Count the valence electrons of all the atoms involved. This number is the total number of
electrons to represent.
2. Draw the central atom (or central atoms) with its valence electrons around it (represented
by dots ).
3. Draw the rest of the atoms around the central atom, matching a valence electron of the
latter (of the central atom) with a valence electron of the secondary atom.
4. Count the number of electrons around each atom. The H, Li and Be atoms must be
surrounded by two electrons (corresponding to the bond electrons) and the other elements
must be surrounded by eight electrons.
 Example of NH
3

N= 5 valence electrons 00 ••

+ H= 1 valence electron x 3
0
N• H • • N • or
NH 3 = 8 valence electrons
• H
either
h
Video: https://www.youtube.com/watch?v=85XmStwDdJo

Vocabulary
• Anions (negatively charged ions) are formed when a metal loses
electrons, and nonmetals gain those electrons.
• Cations (positively charged ions) are formed when a metal loses
electrons, and nonmetals gain those electrons.
• valence electrons - are the electrons in the outermost level of an atom.
• covalent bond - is where electrons are shared between non-metallic elements.
• ionic bond - a bond that forms when electrons are transferred from one atom to another,
producing a positive and a negative ion.
• chemical bond - interaction that holds atoms to ions.
• Ion - a charged particle that forms when an atom or group of atoms gains or loses one or
more electrons.
Practice exercise
Draw the model of the water molecule using the Lewis structure and identify whether it is covalent or ionic.
Explain.

Complete the crossword

Horizontal
1. Union of two or more elements
2. Electron in the last level
3. Pure substance represented on the periodic table
Vertical
1. Bond that shares electrons
2. Negatively charged subparticle
3. Essential element for life

Prepare an acrostic with the word ELECTRON

AND
l
AND
c
T
R
EITHER
N
LESSON 6: Physical and chemical properties

Unit: 8.2 Structure, composition and organization of matter

Topic : Physical and chemical properties
Standard: Interactions and energy
Learning objective (EI.F.CF1.IE.2)
Through reading the lesson, the student plans and conducts an investigation to provide data on
how the chemical and physical properties of substances interact to determine whether a reaction
has occurred. Examples of reactions may include burning sugar or steel wool and the reaction of
acetic acid with baking soda.

Every day you use physical properties. For example, physical properties help you determine
whether your socks are clean (smell), whether books fit in the bag (volume), or whether your
pants match your shirt (color).
The physical properties of matter are all the properties that are observed or measured of a
material, without altering or changing its composition. An example is the volume where it can be
measured with a test tube or measuring cup and the matter is not altered. Also, the mass of a
matter can be measured and this does not alter its composition.
Mass, volume and length are known as extensive physical properties. These properties will
depend on the amount of that material you have. For example, having a glass of water is not the
same as having a gallon of water.
Color, state of matter, melting point, boiling point, freezing point, density, solubility, ductility
and malleability are examples of intensive physical properties. These properties do not depend
on the amount of matter. For example, the freezing point of water is 0º C. It doesn't matter if you
have a few gallons of water, the freezing point of water is still the same as that of a glass full of
water. Physical changes can alter the shape or appearance of a material, but it does not convert
it into new substances. When you crush a soda can (aluminum) you changed its shape, but it is
still an aluminum can.
 69683902.html

Physical properties are not the only properties that describe matter.
Chemical properties describe matter based on its ability to become new matter with different
properties. For example, when paper is burned, ash and smoke are formed. This new substance
has very different properties than the original paper had. Paper has the chemical property of
flammability (ability of a substance to burn). Ash and smoke cannot burn, so they have the
chemical property of nonflammability.
Another chemical property is reactivity. Chemical reactivity is the ability of a substance to react in
the presence of others and become a new substance. Example: An iron nail rusts when exposed
to oxygen.
Chemical properties are observable or perceptible when there is a change in the original
composition, transforming it into a different
one. This change, called chemical change ,
causes the modification of chemical bonds
when in contact with other reacting
substances. In other words, a chemical change
occurs when a

rusty-nail-you-will-have-tetanus or
more substances are
transformed into a new one
with different properties.
You see chemical changes more often than you

Recovered from : https://www.xatakaciencia.com/salud/es- Verdad-que-si-pisas-un-

think. For example, when milk becomes 39
spoiled and smells bad because bacteria have formed new substances in the milk. When you
make a cake where the mixture of flour, eggs, sugar and other ingredients being in the heat of the
oven causes the ingredients to react producing a chemical change. The result is a delicious cake
with properties totally different from the original ingredients.
Some of the indicators or signs to know if a chemical change has occurred are odor, gas
production, color change, precipitate formation, light emission, heat production or absorption.

Video: https://youtu.be/YyQAjuW2KWc

Vocabulary
• physical properties - are all the properties that are observed or measured of a material,
without altering or changing its composition.
• extensive physical properties - are those that depend on the amount of that material.
• intensive physical properties - these properties do not depend on the amount of matter.
• chemical properties - describe matter based on its ability to become new matter with
different properties.

Practice exercises: Identify the following premises in chemical or physical change

1. Make a sugar candy.
2. Melted shortbread.
3. A mixture of silver nitrate and sodium chloride produces a gray-purple precipitate.
4. Butter in pieces.
5. Burned wood.
6. Chew a piece of hamburger.
7. Your hair starts to dry after bathing.
8. Prune a plant that has grown excessively.
9. Mash potatoes to make mashed potatoes.

4
4
 10. Hydrogen peroxide is poured on some livers and they begin to decompose .

Evaluation exercise
Read the following premises and identify if they are true or false. Explain why, of those that you
identify as false.
1. A chemical change implies that a new substance with new properties is formed.
2. When water freezes, a chemical change occurs.
3. When platinum is heated and then cooled back to its original state, we can say that a
physical change occurs.
4. When milk is cut, a physical change occurs because a change in smell does not imply a
chemical change.
5. When magnesium is burned, ash is formed. We say this is a physical change because
magnesium looks different.
6. When citric acid and baking powder are mixed, carbon dioxide is produced and the
temperature is reduced. This must be a chemical change.

4
5
LESSON 7: Classification of matter

Unit: 8.2 Structure, composition and organization of matter

Topic : Classification of matter
Standard: Structures and levels of organization of matter, Interactions and energy Standard:
Design for engineering
Learning objective (EI.F.CF1.EM.6) and (EI.F.IT1.IT.2)
Through the lesson, the student designs and performs an experiment to demonstrate the
difference between a compound and a mixture based on the methods (chemical or physical) used
to separate them (mixtures) or decompose them (compounds). The emphasis is that a mixture is
separated by physical methods (filtration, chromatography, decantation, crystallization, distillation,
among others), while a compound is decomposed by chemical methods (heating, electrolysis,
photolysis).
Through the lesson, the student develops a model to generate data by performing interactive
tests and modifications to an object, tool or process, in order to document and obtain the optimal
design.

Imagine that you have in front of you, a pizza with

cheese, olives, chorizo and green peppers. Did you know
that pizza is a mix. Just like a full glass of soda.
To understand mixtures well you have to know what
matter is. Here you will be learning about the classification
of matter and its properties.
All objects that you can see, touch and hold are matter.
Matter is anything that has mass and occupies space.
Everything you use every day, from soaps to foods, soft
drinks and sweets are matter. Matter can be classified into pure substances or mixtures .
Pure substances are those whose nature and composition do not vary regardless of their
state. They are divided into two large groups: Elements and Compounds .

4
6
 An element is a pure substance that cannot be broken down into simpler substances by
chemical or physical methods. In each element there is only
one type of particle called an atom. So you can understand, a
meteorite travels millions of kilometers to reach Earth.
However, its iron particles are the same as an iron nail you get
from the hardware store.
Most elements can be found in nature in their pure form or
forming compounds. Additionally, they are organized by their
properties in the periodic table.
A compound is a pure substance made up of two or more
elements that are chemically joined together. There are many
substances that are used in the home such as salt (NaCl) and
sodium bicarbonate (NaHCO ₃ ). The properties of a compound
are different from the properties of the elements. For example,
water (H 2 O) is composed of hydrogen and oxygen, which are
colorless gases, but when they join together, a liquid is formed.
Pure substances can be separated by heating, electrolysis and photolysis methods.
Electrolysis is the process that separates the elements of a compound using electricity. When
current is applied, the release of electrons by the anions at the anode and the capture of
electrons by the cations at the cathode occur. For example, when you want to obtain chlorine or
sodium from the salt compound, the electrolysis method is used where the chlorine goes to one
side (anode) and the sodium goes to the other side (cathode).

4
7
 Electrolysi
s

Mixtures are made up of 2 or more pure substances. His composition

It is variable. Two large groups are distinguished: homogeneous and
mixtures
Heterogeneous mixtures .
Homogeneous mixtures : Also called solutions, they are
mixtures in which the components cannot be distinguished
with the naked eye. Example: Dissolving salt in water, air, a
silver alloy, etc.
Heterogeneous mixtures : These are mixtures in which the
components can be distinguished with the naked eye.
Example: Water with oil, granite, sand in water, etc.

Heterogeneous mixtures can be

separated by filtration , decantation and
magnetic separation methods. These separation methods are quite
simple due to the fact that the components are very well distinguished in
Filtration

these mixtures. In filtration it is used when you want to separate a

liquid from an insoluble solid. Additionally, a sieve or funnel with a filter
can be used to allow the liquid to pass through and collect the solid.

4
8
Decantation is used to separate 2 immiscible liquids
or liquids of different densities between
Yeah. Example: Water and oil. In the separation of
two
immiscible liquids, such as water and oil, uses a H
E
separatory funnel consisting of a transparent a
container fitted with a stopcock. hi
s
bottom. When you open the tap, the liquid with the
highest density passes first and when it has been
exhausted, the other liquid is prevented from passing
by closing the tap. http://decanta

oyster
Magnetic separation is used to separate magnetic substances from non-magnetic
tion-of-decantation-chemistry.html
substances.
are. When the magnet is brought close to the mixture, it attracts the iron filings, which
are
thus separated from the rest of the
mixture.

https://www.freepng.es/png-6dzjl7/

Video : https://youtu.be/2FPaXer7AN0

4
9
element - is a pure substance that cannot be broken down into simple
substances by chemical or physical methods.
matter - is anything that has mass and occupies space.
Homogeneous mixtures - are mixtures that cannot be distinguished
with the naked eye.
heterogeneous mixtures : they are mixtures that can be distinguished
Vocabulary
by
substances
more

components to

components to
simple view.
Pure substances - are those whose nature and composition do not vary regardless of
their state.

Practice exercises
Complete the crossword
1. Complete the following crossword

5
0
 2. You order the words and form a definition of the concept MATTER . You must use all
of the words below.

space mass
is stuff

occupi has
es that any

3. Write an acrostic of the word: electrolysis

AND
l
AND
c
T
R
EITHER
l
Yo
Yes
Yo
Yes

4. Order the words and form a definition of the concept: SATURATED SOLUTION .
You must use all of the words below.

the
in furth Dada conditions dissolve
er ist
solution solutes
that can
N a
o

5
1
5. Look for the concepts related to the study of the subject, in the following wordgram.
EIT EIT EITH EIT
N TO AND c AND l AND c T R N AND Yes AND N
HER HER ER HER
ei EIT EIT EITH
d
th
yes R
HER
TO □ HER
AND l b Yes OR Z l c R OR
ER
M Yo AND l EIT M TO T AND R Yo TO AND TO Yo EIT N
c d
HER HER
EIT EIT AND z
c c N Q Yo R □ Yo
HER
AND l AND M AND N T
HER
EIT EITH EIT EIT
l TO M T h M g AND N AND TO Yes c Yes h
HER ER HER HER
T R Yo TO l EIT □ M l EITH Q h Q EIT TO EITH TO EIT TO
HER ER HER ER HER
Yo T c AND l AND c T R eithe l Yo Yes Yo Yes R F c Yes
r
EIT
c l or Yo TO Yes AND Yo AND h R Yes T OR AND Yo AND h
HER
AN Yo l AND EIT OR Yes TO M Yo Yes R d Q Yo d b R AND
D HER
1
F EIT N T AND Q AND EIT EITH AND TO Yes AND EIT AND TO EIT T
HER HER ER HER HER
N EIT yes AND Yes R TO AND N Q T TO AND Yo R d EIT Yes AND
HER HER
EITH EIT
N OR Yo c AND Yes c TO T Yo TO R Q AND AND TO R
ER HER
Ye AND d TO OR M Yo AND N c R AND EITH b Q Yo N d EITH
s ER ER
Yo EIT EIT Yes Q TO EITH Yo N d Q T OR Yes l c c EIT g
HER HER ER HER
AN EIT
TO c TO M Yes AND TO TO TO h or Yo AND M c Yo AND
D HER
EIT Yo eithe Yo EIT TO T Q l Yo AND d M AND M Q c R
HER r HER N
AN l EITH EIT

a
p R c Yes TO b Q Yo TO b N T g AND
D ER HER
EITH
° Yes V R or AND TO N N AND F TO Q T AND AND Q TO
ER
EIT EIT EIT
T Yo TO Yes Yo T AND l AND M
ELEMENT HOMOGENEOUS MATTER
AND N T
HER
R TO
HER HER
c

HETEROGENEOUS PURE SUBSTANCES

ELECTROLYSIS SOLUTIONS

COMPOSITE ELEMENT

FILTRATION NEWSPAPER TAB

ATOM MASS SPACE

NEUTRON WEIGHT

ELECTRON FAMILIES

PERIODS

5
2
TO. Evaluation exercises
Complete the following diagrams. You must observe the concepts that appear in
them so that you can complete them correctly.

5
3
 Example

b. Imagine that you have a container with sand, water, stones, iron, salt and oil. How can
you separate each substance? Design a diagram where you identify the method of
separation of the substances present in the mixture.
The following rubric can be used to evaluate the diagram

Criteria 4 3 2 1 Points
Diagram The diagram is The diagram is The diagram is
The diagram is
precise and clear somewhat clear in difficult to
clear in its content
in its content its content understand in its
Organization The diagram is The diagram is content
The diagram is
presented in an The diagram is presented in an disorganized,
orderly, clear and presented in an orderly manner difficult to
easy to read orderly manner but difficult to understand and
manner. and can be read. read. read.
Separation Features more It presents three Features two
method than three separation separation Features a single
separation methods. methods separation method
Orthography methods
Use scientific Uses very little
terminology Uses some scientific
without spelling Uses scientific scientific terminology five or
errors terminology with terminology with more spelling errors
one to two spelling three spelling
errors errors

5
4
PRACTICE EXERCISES ANSWER KEYS

Lesson 2
Identify substances with a capital A if it is acidic, a capital N for neutral substances and a
capital B for alkaline or base substances.
__ A ___ coffee
__N___ pure water
__B___ detergent
__A___ lemon
__A ___ banana
__B___ baking soda
__B___ ammonia

Lesson 3

Theory
Atomic

Thrusters

J. dalton J. J. Thomson AND. N. Bohr Schrödinger

Rutherford
Model drawing Model drawing Model drawing Model drawing Model drawing
Lesson 4
Answer the questions.
1. What is the name of the third element in period 2? Boron (B)
2. What is the name of the second element in halogens? Chlorine (Cl)

5
5
 3. What is the first noble gas? Helium (He)
4. What is the alkaline earth metal located in the fifth period? Strontium (Sr)
5. How many periods do the periodic table have? 7 periods
6. How many groups do the periodic table have? 18 groups
7. What is the name of the element according to the model? Explain your answer.
Beryllium (Be). It has two orbitals, it must belong to period two and it has two
electrons in its last orbital, it must belong to the alkaline earth group. Its location
is that of beryllium.
Order the words to form a definition.

cluster are the columns vertical in the board

____________
periodic identifies
that the
electrons that can
—
_____ —
have a atom
in his last orbital

Identify the elements in metals, non-metals and metalloids.

metal- gold
metal-sodium
metalloid-aluminum
non-metal-oxygen
non-metal-nitrogen

Write the symbol of the elements.

Ag- silver
Hg- mercury
Cl- chlorine
Fe- iron
H- hydrogen

Write the name of the elements

Lithium- Li
Carbon- C
Fluorine- F
Aluminum-Al
Potassium- K

5
6
Lesson 5
h EITHER h

H:O:H

It is covalent because hydrogen shares its only electron.

Crossword
c EITHE M Q OR AND Yes T EITHER
R
EITH
ER
V TO l AND N c Yo TO

TO

AND l AND M AND N T EITHER

N l x

T AND Yo

AND c g

T AND

R N

EITHER EITHER

Lesson 6
Identify between chemical or physical change
1. Make a sugar candy. Chemical
2. Melted shortbread. Physical
3. A mixture of silver nitrate and sodium chloride produces a gray-violet precipitate.
Chemical
4. Butter in pieces. Physical
5. Burned wood. Chemical
6. Break a piece of hamburger. Physical
7. Your hair starts to dry after bathing. Physical
8. Prune a plant that has grown excessively. Physical
9. Mash potatoes to make mashed potatoes. Physical

5
7
 10. Hydrogen peroxide is poured on some livers and they begin to decompose.
Wordgram
Chemical

LessonN 7 d D AN c TO c EITH ER
M Q OR AND Yes T 0 AND TO TO yes
EITH
ER
h M AN N T Yo N ANYo J.R N EITHE
Yes TO AND gYes N AN
Q M N R AND Yo TOTOAND AND
D D
EIT Yes OR Yes d TO Yo yes d R D
Yo TO T h d AND N R l F TO
HER
M Yo TO g p YoN M R
eith AN TTO YesYo cEITH AND
TOOR AND EITH
1 N TO M Yo Yo
er
EIT yes eithe yes AND AND D ER ER
5 Q TO c Yo EITH Yo g Q AND EITH Q l T
HER
g Yo p
r
EITH
ER
c EITH Yes M FYes h
ER
d AND Yo TO AND Q TO Q AND T R
ER ER
AN l AND c T R EITHE l Yo Yes Yo Yes
D N l c TO AND N R AND l TO T M
R TO g TO AND AND Yes R TO
EITH EITHM EITH EITHl
AN
D TO R N
e T TO l

Yo AND M
Yo
ER
TO R
g

T
M OR
ER
Yo
Q
c N
ER
Yo

l TO T
ER T
Yo TO

F AND TO
° TO

c
Q

T
OR R
T AND EIT M OR N Q T N Q Yo l EITH Yo Yo h T Yo Q
HER AND ER EITHE
EITH EITH EITH eithe EITH
c M T AND TO TO OR M TO Q OR R l N Q
ER ER Yes ER r ER
EIT
AND AND N TO R T R TO AND N
HER T M N yes d d M N TO
AN T EITH Yes AND
l l
D ER EITHE
F AND Yes N AND TO AND TO T Yo N T
AN eithe EITH EITH EITH EITH
AND AND OR M d N R
AND N T Yes AND c TO
D r ER ER ER ER
EITH EITH eithe
AND c R yes Q AND R Yo d Yes T TO AND AND Yo M
ER ER r
EITH g eithe EITH
AND AND TO AND h AND T AND R AND N AND TO R Q
ER r ER
TO AND TO AND Yes AND N EITH R T c AND l AND TO R I| l Yo
Order the words to form the definition
ERof matter and saturated solution.
T M Yo M N TO d AND AND d Yo R Z TO Yo N F TO R
EIT EIT T eithe d TO EITH
T
subject R
HERis HER
TO
any b l TO Q
stuff AND R Yo
that r
Yo
has c mass
ER

an
occup space
d
ies

solution saturate a solution that No can dissolve

d

further solutes in the conditions Dadaist

5
8
5
9
 REFERENCES

Bear, P. [Test]. (2017,July 3). Physical and chemical changes. [Video file].
Retrieved from https://youtu.be/YyQAjuW2KWc
Bernal, M [CEDART] (2012). Chemical links. [Video file]. Recovered in
https://www.youtube.com/watch?v=85XmStwDdJo
Borgford, C, Champagne, A., Cuevas, M., Dumas, L., Lamb, W., and Vonderbrink, S.
(2005)
Science Physics Science and Technology. Austin, Texas, Holt, Rinehart and
Winston. Department of Education of Puerto Rico. (2014). Science Curriculum Maps
Derpich, C. Pure chemistry bringing chemistry to the world.
Recovered https://es-puraquimica.weebly.com/introduccion.html
Dobson, K., Holman, J., and Robert, M. (2013). Physical Science with Earth and Space
Science. Orlando, Florida: Houghton Mifflin Harcourt.
Fly, S. [Test]. (2020, January 24). The history of the atomic model[Video file].
Retrieved from https://youtu.be/H7rIhQdHi7o
González, M. [UCN Cyber College]. (2018, March 30). Solution experiments
chemicals [Video file]. Retrieved from https://youtu.be/VvYjKuSrl0s
Pérez, M. (2019 October 24). Understanding the periodic table [File and video].
Recovered at https://youtu.be/FqZ3BSeu1d0
Slim, C. [Test]. (2020, February 27). Acids and bases[Video file].
Retrieved from https://youtu.be/W0vKs0pQoV4

6
0
Dear family:

The Puerto Rico Department of Education (DEPR) has as a priority ensuring that its
children are provided with a free and appropriate public education. To achieve this goal,
it is imperative to keep in mind that human beings are diverse. Therefore, when
educating it is necessary to recognize the abilities of each individual and look for
strategies to minimize all those barriers that could limit access to their education.

The provision of reasonable accommodations is one of the strategies used to minimize

the needs that a student may present. These allow us to adapt the way in which the
material is presented, the way in which the student responds, the adaptation of the
environment and place of study and the time and itinerary that is used. Its main function
is to provide the student with equal access during teaching and assessment. These are
intended to reduce the effects of the disability, exceptionality or language limitation and
not to reduce expectations for learning. During the teaching and learning process, we
must have high expectations with our children and young people.

This guide is intended to support families in the selection and administration of

reasonable accommodations during the teaching and evaluation process for students
who will use this teaching module. Reasonable accommodations allow your child to
complete the assignment and the assessment, not in a way that is easier, but in a way
that is possible to do, based on the abilities he or she displays. Offering reasonable
accommodations is tied to how your child learns. Studies in neuroscience establish that
human beings learn visually, auditorily, or kinesthetically or multisensory, and although
they may lean towards one style, the majority use all three.

Therefore, below are some examples of reasonable accommodations that you could use
with your child while working on this educational module at home. It is important that as
a mother, father or person in charge of directing the student in this task, you keep them
in mind and can document which ones were used. If you need more information, you can
refer to the Guide for the provision of reasonable accommodations (2018) available
through the page www.de.pr.gov , in special education, under Manuals and Regulations.

6
1
 GUIDE TO REASONABLE ACCOMMODATIONS FOR STUDENTS WHO
THEY WILL WORK UNDER DIDACTIC MODULES

Presentation Accommodations in Environment and Time and itinerary

accommodations the way you respond place accommodations
They change the way accommodations
They change the way the Change the place, setting They change the amount
information is presented student responds or or environment where the of time allowed to
to the student. This allows demonstrates knowledge. student will complete the complete an assessment
you to access information Allows students to teaching module. The or assignment; changes
in different ways. The present answers to tasks accommodations of the way, order or time in
material can be presented in different ways. For environment and place which time, subjects or
auditorily, tactilely, example, verbally, require organizing the tasks are organized.
visually or multisensory. through manipulatives, space where the student
among others. will work.

Visual learner: Visual learner:

Visual learner: ■ Use the ■ Quiet, structured
■ Use enlarged font or computer so you environment, without Apprentice visual
equipment for can write. many distractions. and
enlarge as ■ Use ■ ventilated place, auditory:
magnifying glasses, graphic organizers. with good lighting. ■ Prepare a
televisions and ■ Make drawings that ■ Use desktop or Detailed and color-
computers Explain your table near the adult coded agenda with
■ Use of sheets, answer. for direction. what they have to
pictogram videos. ■ Allow the use of do.
■ Use keys pictures or drawings Auditory learner : ■ Strengthen the
visuals such as use of to explain your ■ Environment where Complete the tasks
colors in instructions, answers can read aloud or assigned in the
highlighters, ■ Allow the where you can listen agenda.
underlining words Student writes down to the material ■ Use agendas
important. what they learned without interrupting paper where you can
using cards, stripes,
■ Demonstrate what the other people. mark, write, color.
student is expected to
pictures, the ■ ventilated place, ■ Use “post-it”
do and use models computer, or a with good lighting to organize your day.
visual and where ■ Start with the
either communicator. movement is allowed more complex
demonstrations. ■ Reply in the while repeating the classes and then
■ Speak clearly, slowly user information. material out loud. move to the simple
■ Identify colleagues Auditory learner : ones.
that Multisensory learner: ■ Provide time
can serve of ■ Record your extended to
support for he answers complete their tasks.
student
■ Offer your
■ Add to material answers to an adult
Multisensory learner:
who will document
Additional information
what was mentioned
■ Assist the student
organize your work
in writing.
Auditory learner : with written or
■ Read material or use electronic agendas.
apps

6
2
 Presentation Accommodations in Environment and Time and itinerary
accommodations the way you respond place accommodations
he ■ Do ■ accommodations
that convert Environment is ■ Establish
text in Format oral presentations. Allow you to move, mechanisms for
audible. ■ Make videos talk, listen to music reminders that are
■ Read the instructions explanatory. while working, sing. effective.
aloud. ■ Make exhibitions ■ Allow it to perform ■ Use the
■ Allow that he activities in different Rewards for
student records Multisensory learner: scenarios controlled completing your
himself while ■ Point out the by the adult. assigned tasks within
read he response to a Example the floor, the set time.
material. computer or a the dining room table ■ Set schedules
■ Audiobooks person. and then, a desk. flexible to complete
■ Repetition of ■ Use tasks.
instructions manipulatives to ■ Provide breaks
■ Ask the student to represent their between tasks.
explain in their own response. ■ Have flexibility
words what they have ■ Do as to the best time to
to do. oral and written complete tasks.
■ Use the material presentations. ■ Start with the
Recorded ■ make dramas easier tasks and
■ Identify colleagues where it represents then move on to
that what has been more complex ones.
can serve of learned. ■ Provide time
support for he ■ Create videos, extended to
student songs, posters, complete their tasks.
infographics to
Apprentice explain the material.
multisensory: ■ Use a
■ Present segmented electronic or manual
material (in communicator.
pieces)
■ Divide the task into
short parts
■ Use manipulatives
■ Use songs
■ Use videos
■ Present the material
actively, with common
materials.
■ Allow him to
the
student investigate
the topic to be worked
on
■ Identify colleagues
that
can serve of
support for he
student

6
3
 SHEET DOCUMENTING REASONABLE ACCOMMODATIONS
USED WHEN WORKING ON THE DIDACTIC MODULE

Student name: SIE number:

Module subject: Degree:

Dear family:

Use the following sheet to document the reasonable accommodations you use with your
child in the process of supporting and monitoring the study of this module. Please place a
1. check mark [•] on those reasonable accommodations you used with your child to complete
the educational module. You can check all that apply and add additional ones in the part
assigned for it.

Presentation accommodations Time and itinerary accommodations

Visual learner:
□ Use the computer so you can write.
□ Use graphic organizers.
Visual learner: □ Make drawings that explain your answer.
□ Using enlarged print or enlarging equipment □ Allow the use of pictures or drawings to explain
such as magnifying glasses, televisions, and your answers.
computers □ Allow the student to write what they learned
□ Use of pictures, videos, pictograms. using cards, stripes, slides, the computer, or a
□ Use visual cues such as use of colors in visual communicator.
instructions, highlighters , underlining □ Answer in the brochure.
important words.
□ Demonstrate what the student is expected to Auditory learner :
do and use models or demonstrations. □ Record your answers
□ Speak clearly, slowly □ Offer your answers to an adult who will
□ Identify colleagues who can serve as support document what was mentioned in writing.
for the student □ Do oral presentations.
□ Add complementary information to the □ Do explanatory videos.
material □ Do exhibitions

Auditory learner : Multisensory learner:

□ Read the material to him or use applications □ Report the answer to a computer or
that convert the text into audible format. □ a person.
□ Read the instructions aloud. □ Use manipulatives to represent your answer.
□ Allow the student to record themselves while □ Make oral and written presentations.
reading the material. □ Make dramas where you represent what you
□ Audiobooks have learned.
□ Instruction repetition □ Create videos, songs, posters, infographics to
□ Ask the student to explain in their own words explain the material.
what they have to do. □ Use an electronic or manual communicator.
□ Use recorded material
□ Identify colleagues who can serve as support
for the student

Multisensory learner:
□ Present the material segmented (in pieces)
□ Divide the task into short parts

6
4
 Presentation accommodations Time and itinerary accommodations
□ Use manipulatives
□ Use songs
□ Use videos
□ Present the material actively, with
common materials.
□ Allow the student to investigate the topic that
will be worked on.
□ Identify colleagues who can serve as support
for the student
Response Accommodations Environment and place
Visual learner: accommodations
□ Quiet, structured environment, without many Visual and auditory learner:
distractions.
□ Ventilated place, with good lighting. □ Prepare a detailed, color-coded agenda with
□ Use a desk or table near the adult to direct what they have to do.
you. □ Reinforce the completion of the tasks assigned
in the agenda.
Auditory learner : □ Use paper diaries where you can mark, write,
color.
□ Environment where you can read aloud or
where you can listen to the material without □ Use “post-its” to organize your day.
interrupting other people. □ Start with the more complex classes and then
move to the simple ones.
□ Ventilated place, with good lighting and where
movement is allowed while repeating the □ Provide extended time to complete their tasks.
material out loud.
Multisensory learner:
Multisensory learner: □ Assist the student in organizing their work
□ Environment allows you to move, talk, listen to with written or electronic agendas.
music while working, sing. □ Establish mechanisms for reminders that
□ Allow them to carry out the activities in are effective.
different scenarios controlled by the adult. □ Use the rewards by finishing your assigned
Example the floor, the dining room table and tasks within the set time.
then, a desk. □ Set flexible schedules to complete tasks.
□ Provide breaks between tasks.
□ Have flexibility when it comes to the best
time to complete tasks.
□ Start with the easiest tasks and then move
on to the more complex ones.
□ Provide extended time to complete their
tasks.

Others:

If your child is a candidate or participant in student services

6
5
2. Spanish second language learners and immigrants consider the following teaching
suggestions:

• Provide modeling or demonstrations of required or expected written or oral

responses.
• Check for understanding: Use questions that require single-word answers, props,
and gestures.
• Speak clearly, slowly.
• Avoid the use of complex, colloquial expressions.
• Ensure that students have all necessary materials.
• Read the instructions orally.
• Check that students understand the instructions.
• Incorporate visuals: gestures, accessories, organizing graphics and tables.
• Sit near or next to the student during study time.
• Follow predictable routines to create a safe and stable environment for learning.
• Allow discovery learning, but be available to offer direct instructions on how to
complete a task.
• Use graphic organizers to relate ideas, concepts and texts.
• Allow the use of the regular or illustrated dictionary.
• Create a pictorial glossary.
• Simplify instructions.
• Offer support in carrying out research work.
• Offer the steps to follow in developing paragraphs and essays.
• Provide books or readings with similar concepts, but at a simpler level.
• Provide a reader.
• Provide examples.
• Group similar problems (all sums together), use drawings, pictures, or graphs to
support the explanation of the concepts, reduce the linguistic complexity of the
problem, read and explain the problem or theory verbally or break it down into
short steps.
• Provide objects for learning (concretize vocabulary or concepts).
• Reduce length and allow more time for written assignments.
• Read to the student the texts that he or she has difficulty understanding.
• Accept all attempts at voice production without error correction.
• Allow students to substitute drawings, images or diagrams, graphs, charts for a
written assignment.
• Outline reading material for the student at his or her reading level, emphasizing main
ideas.
• Reduce the number of problems on a page.
• Provide manipulatives for the student to use when solving math problems.

6
6
 If your child is a gifted student, that is, he or she scored 130 or higher on the
quotient
3. intellectual (IQ) on a psychometric test, your education should be targeted and
challenging. They should consider the following recommendations:

• Know the student's special abilities, interests and learning styles.

• Carry out motivating activities that require them to think at more sophisticated
levels and explore new topics.
• Adapt the curriculum and go deeper.
• Avoid repetitions and routines.
• Perform writing tasks to develop empathy and sensitivity.
• Use research as a teaching strategy.
• Promote the production of creative ideas.
• Allow him to learn at his own pace.
• Provide more time to complete tasks, when required.
• Take care of the alignment between your education and your academic needs
and
socio-emotional.

6
7