Designing a comprehensive and effective chemistry curriculum is no small feat. As high school chemistry teachers, we understand the importance of providing our students with a solid foundation in chemistry principles and concepts. However, navigating the complexities of curriculum planning can be challenging, especially for teachers who may be new to the subject or have a different science content specialty. (I’m talking to you, Biology Teachers!) Here I’m sharing some common pitfalls to look out for when planning an effective chemistry curriculum based on my experience.
Disjointed Topic Sequencing
One of the most critical aspects of curriculum planning is ensuring a logical and coherent sequence of topics. Textbooks fail to do this ALL THE TIME! (When I was teaching AP Chem, the book had the periodic table as CHAPTER 20. Seriously?!) Teaching topics in a disjointed order can confuse students and hinder their ability to make connections between concepts. For example, introducing bonding concepts before students have a solid understanding of the periodic table can lead to confusion and frustration. It’s hard to know if a bond is ionic or covalent before understanding the difference between metals and nonmetals! Here’s a few that I find come up quite a bit:
Organic Chemistry Mixed in with Bonding
Organic chemistry is a subset of chemistry that focuses on the structure, properties, and reactions of organic compounds (those with carbon). Teaching organic chemistry topics, such as hydrocarbons or functional groups, before students have a solid understanding of general chemistry concepts of covalent bonding, can be overwhelming for students. Organic chemistry is taught in college separately because 1 – there is so much to learn, and 2 – because students are usually required to have a background in chemistry before getting to organic.
The polar-nonpolar aspect of organic should be enough to let you know that this applied chemistry should not be mixed in with the fundamentals of bonding. If you’re really getting into steric hindrance and electronegativity, I think it is definitely best to leave your organic unit toward the end of the year. It’s a great way to spiral review some of your bonding concepts too!
Teaching Matter Before Bonding
I did this one my first year. When you are teaching classification of matter before bonding, I find it’s near impossible. Br2 certainly looks like it would be a compound to a newbie. There’s a subscript in there, after all! But after learning about bonding, and electronegativity in the periodic table unit, this is a lot easier. The big part of this for me is separation of mixtures. It’s really hard to explain that a separatory funnel or chromatography separates components by polarity if students don’t know what polarity is! My first year I had to call it “molecular magnetism” in order to get the point across. It had to be untaught and unlearned later in the year. It was a straight up disaster if you ask me.
Teaching Chemical Stoichiometry Before Reactions
This happened to me in my very first year as a chemistry student. My teacher jumped right into stoichiometry. But I didn’t have a grasp on what it meant to be an ionic bond, or a covalent bond. Distinguishing reactions was a mess. I feel like this rough start was one of my toughest challenges to overcome as a student. To the point where I made myself a “formula” for stoichiometry. “Change the given to moles. The answer is A. Move A into a ratio where you compare coefficients from balanced equation.”
I still teach my students to use this formula, but it’s not as dramatic as 16-year-old Kelsey made it. The reason it was so detailed as a student is because I truly didn’t understand what I was doing. I was just going through the motions. By the time I was teaching it, it was VERY clear, that stoichiometry needed to be taught later in the course.
Now I use it as a “transitional unit” from the micro units to the macro units. You can read more about my personal preferred unit order in my free Chemistry Curriculum Outline. I’ve gotten great feedback from other chemistry teachers using it to build their own effective chemistry curriculum.
Atomic Theory and Nuclear Mixed Together
I’m going to keep this one very simple. Atomic Theory (and all of the chemistry that follows) is all about the electrons. Nuclear chemistry is based on an unstable nucleus. These two different concepts, as far as I am concerned need to be taught separately. In fact, in my unit order, they are the two (real) chemistry units that are the furthest apart. Nuclear is always my last unit of the year, and I teach it as the exception to the “it’s all about the electrons” rule. When I taught it the other way around my students were confused all year long. “It’s the nucleus!” “It’s the electrons!” It was maddening!!
Introducing Acid-Base Chemistry Without Prior Knowledge of Solutions
Acids and bases are just fancy versions of solutions. I feel like nearly everyone teaches the first day of Acid-Base the same way. “Acids taste sour, bases taste bitter.” But when students know about molarity and solution concentration BEFORE getting into acid base, you can teach Arrhenius theory from day 1. Acids have a significant H+ concentration and bases have a significant OH- concentration. You can then go straight into pH if you choose. But I usually do Bronsted-Lowry theory and acid base naming before the pH scale. Plus, what is your acid base unit with a titration?!
In summary, disjointed topic sequencing in chemistry curriculum planning can hinder students’ ability to build a strong foundation of understanding. By ensuring a logical and cohesive sequence of topics, you can help students make connections between concepts and deepen their understanding of chemistry principles.
Skipping Foundational Concepts
It can be tempting to rush through foundational concepts in favor of more “exciting” or advanced topics. I’m certainly guilty! However, skipping over essential concepts such as atomic structure, chemical bonding, and stoichiometry can leave students with significant gaps in their understanding of chemistry. Without a solid, effective chemistry curriculum, students may struggle to grasp more complex concepts later on.
If you are crunched for time, I suggest trying out guided notes. It has been a game changer for me! I know how hard it can be to get a room full of bored students to take notes on stoichiometry! And then trying to have them practice?
I find that guided notes give students more time and attention to actually focus on what you are saying as you teach them. They only need to write down a few key words into their notes. Then you have plenty of class time to practice. I find that I can EASILY get through my lesson each day using guided notes. You can read more about how much I love guided notes here, if you’re not thoroughly convinced.
Overemphasis on Memorization
Chemistry is much more than just memorizing facts and formulas. In fact, I don’t have my students memorize ANYTHING aside from a few select element names and symbols. (Get my suggested list here for free!)
While rote memorization may help students pass exams in the short term, it does little to foster deep understanding and critical thinking skills. (Your students aren’t really in your class to learn chemistry. Well a few of them might be, but most are there for the mental exercise of critical thinking and problem solving!)
Avoid overemphasizing memorization and instead focus on helping students understand the underlying principles and relationships that run chemistry. In an effective chemistry curriculum, the authors is focused on having students fully understand chemistry – not memorize it!
Neglecting Hands-On Learning
Chemistry is a hands-on science, and students learn best when they have opportunities to engage in hands-on experiments and activities. They’ll certainly complain if you don’t give them enough opportunity to “play.”
Neglecting hands-on learning experiences can limit students’ ability to apply theoretical concepts in a practical setting. This can really hinder their ability to make the imaginary and invisible seem visible and real! I know how hard this can be too. My first classroom ever was an old art classroom with one sink and one functional outlet for students to use. We had no equipment either. Just a lot of epsom salt.
For this reason, I wrote a bunch of labs that didn’t require a lot of materials, or set up, or even a lab classroom. There are 41 in my lab book, but you can check out the individual labs here as well.
How to Avoid the Pitfalls
To avoid these pitfalls and ensure a successful chemistry curriculum, consider utilizing a comprehensive and research-based curriculum. The curriculum I’ve designed provides a cohesive and structured approach to teaching chemistry, with a focus on sequential learning. You can add the lab book if you need some hands on learning experiences too.
With the All Star Planning Chemistry Curriculum, you’ll have access to:
- Comprehensive lesson and unit plans aligned with most state and NGSS standards
- A carefully sequenced scope and sequence that ensures topics are taught in a logical and developmentally appropriate order.
- 90 day and 180 calendars that outline your pacing
- Slides and guided notes in a variety of formats designed to make learning quick and leave room for implementation
- “Show What You Know” questions at the end of each lesson to allow students to self assess, ask question and take ownership of their learning
- “Quick Practice” worksheets that are short and sweet to assess student learning
- Editable unit tests and final exams to test your students’ knowledge and understanding
- Vocabulary resources to help your students learn the “language of chemistry”
In addition to the curriculum, I also offer a free scope and sequence document that provides a roadmap for planning your own chemistry curriculum if you choose to go that route. This document outlines the recommended sequence of topics, key concepts, and suggested resources to help you get started on your curriculum planning journey.
Don’t let the complexities of curriculum planning overwhelm you. With the right resources and support, you can design an effective chemistry curriculum that engages students, fosters deep understanding, and sets them up for success in chemistry and beyond.
I’m launching a course mid June 2024 that will help you to plan your chemistry curriculum on your own. You can sign up for the waitlist here!
