Science 9- Chemistry Unit Plan

Physical Science: Atoms and Elements Title of Unit Science Subject Lauren Novak Developed By Time Frame Grade Level Wed Sept 19th - Oct 25th 9

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit? Life Long Learners: Through the use of lab experiments, the students are able to engage in inquiry and collaborate in learning experiences that address the needs and interest of self and others. They will be demonstrating their understanding and abilities necessary to learn from the subject discipline. Engaged Citizens: Through the study of career opportunities that exist in the chemistry field, students are able to make informed life and career decisions that support positive actions.

Cross curricular Competencies How will this unit promote the CCC? Develop Social Responsibility: By engaging in communitarian thinking and dialogue. Students will need to rely on one another as they complete multiple lab experiments in groups. They will need to ensure that each person has on opportunity to contribute while using census-building strategies to work toward shared understanding. Developing Thinking: Think and learn creatively. Students will make use of LINC tables to imagine and create central images or metaphors for subject area content. Think and learn critically. Students will analyze and critique ideas and theories that have evolved throughout history regarding the development of the atomic model. Develop Identity and Interdependence Demonstrate self-reliance, self-regulation, and the ability to act with integrity. Applicable while working in lab groups most especially

Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1) AE9.1 Distinguish between physical and chemical properties of common substances including those found in household, commercial, industrial,, and agricultural applications AE9.2 Analyze historical explanations of the structure of matter up to and including Dalton Model, Thomson Model, Rutherford model, Bohr Model of the atom AE9.3 Demonstrate an understanding of the classification of pure substances (elements and coumpounds) Including the development and nature of the period table

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable? Students will understand that... Science is an evolving concept. Theories are continuously being tested, disproven, and modified to fit the most advanced degree of knowledge and information that is available. The development of technology aids this scientific process, often consumers guide what direction technology development takes. All things are made of matter and experience physical and chemical changes.

Essential Questions What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Content specific. How does societys need for new products can lead to science research and technology developments based on understanding of physical and chemical properties of matter? In which settings, individual or group, do scientific and technology activities related to chemistry take place in SK? What are the strengths and limitations of historical and contemporary atomic models? Why do molecules that contain the same elements behave differently? How do elements stick together in a molecule? Are there smaller particles then protons, electrons, and neutrons?

Related misconceptions
Students may have the misconception that matter is a continuous medium rather then as an aggregation of particles.

FNMI, multicultural, cross-curricular

Do First Nations, Metis, and Inuit cultures view matter differently then western science? What are some traditional uses of substances, specifically uses specific to local aboriginal communities?

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite

Skills What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their

knowledge that students will need for this unit.

work in this unit. These will come from the indicators.

Prior to this unit students will need to know Students will need to understand mass, volume, and density prior to this unit. (these concepts are covered in the introductory unit in science 9) After this unit students will know That all things are made up of matter That there can be physical and chemical changes to matter They will understand the following terms: melting point, boiling point, density, solubility, ductility, crystal shape, conductivity, hardness, luster, texture, malleability, mass, electron, protron, neutron, nucleus, atom, molecule, element, compound, neutral, positive charge, negative charge, ion, isotope, periodic table, mixture, period, groups, atomic mass, atomic number, metal, non-metals, metalloids, heterogeneous, homogenous. Shifts in the understanding of matter, that have occurred in history, have led to more detailed explanations of the structure and composition of the atom leading up to our current model (Bohr Model) Technologies that have enhanced, promoted, or made possible scientific research about the structure of the atom How elements, compounds, and mixtures are different from one another The elements that occur naturally in nature as diatomic molecules That certain patterns and structures exist within the periodic table

Students will be able to Investigate common materials and describe them in terms of their physical and chemical properties. Classify substances based on their observations of physical and chemical properties Identify indicators of chemical changes Safely use equipment/tools/materials in the science classroom to carry out experiments Differentiate between physical and chemical properties of matter, and physical and chemical changes in matter based on observable evidence Use appropriate terminology when describing atoms and elements Construct models to illustrate the structure and components of matter Classify pure substances as elements or compounds Write and interpret chemical symbols or formulae of common elements and compounds Identify elements and number of atoms in a given element Construct Bohr model of first 18 elements Determine number of electrons, protons of an element given the atomic number Determine number of electrons, protons, and neutrons of an isotope of an element given atomic number and mass

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task G Goal Goal: To construct Graphic representation of 5 elements occurring on the period table of elements (students will What should students accomplish by be assigned elements) that symbolizes each element in a meaningful way. Containing the name, atomic number, completing this task? possible uses, and historic background. R Role What role (perspective) will your students Role: Students will be taking the role of researcher and teacher. They will need to share the information they be taking? gather with their fellow peers. A Audience
Who is the relevant audience?

S Situation

Audience: The students will be one anothers audience. They should not assume any knowledge or understanding of the elements they are representing. Situation: Each student will be assigned 5 elements on the periodic table to represent. Some elements they will be familiar with, while others they may not have heard of before. They are challenged to represent the element in a meaningful way, expressing its uses in society and, if a common element, the role it plays in our everyday lives. As a class the students will compose their own periodic table which will be displayed throughout the year on the wall. Product: The students will each create 5 visual representations of the elements.

The context or challenge provided to the student.

P Product, Performance

What product/performance will the student create?

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. Mineral Identification lab Mystery powder analysis lab Whats the Matter? Nature of the world around us lab Poll everywhere questions, specifically focused on the following videos: Bill Nye phases of matter, Elements Compounds & Mixtures, Bill Nye Atoms and Molecules Work Samples Periodic Table Quiz Drawing Atoms Quiz Counting Atoms Quiz Chemistry Unit Review to be handed in and corrected

Student Self-Assessment How will students reflect upon or self-assess their learning?

Students are expected to make corrections on returned quizzes, they can use these quizzes to establish what information they need to focus on studying for the unit exam. When handing in each lab report the students are required to evaluate their own learning that took place during the lab and include this in their lab report 1. What was a task during this lab that you found difficult? Outline your plan to improve your ability to complete this task? 2. Do you understand all the concepts covered in this lab? If not which concepts do you not understand? 3. Evaluate your contribution to the lab work on a scale of 1 to 5, (5 meaning you carried out tasks, were mentally present and involved

in developing your understanding of the material, 1 meaning you did not partake in planning, carrying out, or constructing knowledge) If you did not rate yourself at a 5, in what ways can you become more involved?

Stage 3 Learning Plan

What teaching and learning experiences will you use to: achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2? Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning? The students will be required to participate in a great deal of group work through the labs, they will need to divide work, communicate with one another, and depend on one another to achieve the necessary understandings of concepts. Students will be placed in Working pods these will consist of 3-4 students placed to work together for the entirety of the unit. They will sit together, complete labs together, discuss misconceptions amoung them, and develop deep understanding of the content together. The hoe is the students will hold their peers and self to a high level of accountability. If they miss class, they should lean on their working pod members to catch up. It is a structured collaborative learning science group to aid the students. I think the current learning environment is very conducive for group/lab work and the structure of the working pods. I believe all the students will need to work on following directions and independently (without asking for step by step guides from teacher) work through the labs. Students thus far have been quick to say I dont know what to do without reading the lab directions. Students in the class seem to have some auditory learning limitations The students will be given a unit web outlining the structure of the unit and loose timeline of activities that will be completed throughout the unit. How will you engage students at the beginning of the unit? (motivational set) I intend to dress as a mad scientist and carry out a fun chemistry demonstration for the students called Elephant toothpaste. The students will see chemistry in action. It is a fun demo that will engage their desire to learn more and carry out their own experiments. What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? # Lesson Title Lesson Activities CCCs Resources 1 2 Physical Properties of Matter 3 Chemical Properties of Intro to Chemistry Elephant Toothpaste Demonstration Chemistry and You Notes Mineral Identification Lab

Mystery Powder Analysis Lab

Matter 4 The Nature of Matter 5 Phases of Matter 6 Classification of Matter 7 The Atomic Model Whats the Matter? Lab

Watch Bill Nye: Phases of Matter Video Complete accompanying questions What Elements, Compounds, and Mixture Video Complete accompanying questions Element, compounds, and mixtures identification practice sheet History of the Atomic Model PowerPoint Instruction Watch Bill Nye Atoms and Molecules Video Complete accompanying questions Parts of an Atom Notes General info on the Period Table Notes Symbols of the Elements Practice worksheet Element Symbols Matching Game Atomic Number of the Elements Worksheet Atomic Masses Worksheet Performance Task: Class-constructed periodic Table Periodic Table Quiz

8 Parts of an Atom 9 The Periodic Table

10 Drawing Atoms 11 Counting Atoms

Drawing Atoms Notes Drawing Atoms Practice worksheet Drawing Atoms Quiz Counting Atoms Notes Counting of Atoms Practice sheet Counting Atoms Quiz

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study: Is there alignment between outcomes, performance

Comments
The learning experiences allow the students the opportunity to apply their knowledge in order to accomplish a task. They are using the required terminology in order to

assessment and learning experiences?

demonstrate their abilities and understanding. The structure of the unit requires that students are able to do more then recite and memorize concepts. The labs will have them building on knowledge and skill sets. Each of the lessons specifically address one of the learning outcomes in direct, clear, and concise terms that the students are able to follow and understand. For struggling students: The students have been set into specifically created heterogeneous groups in order to promote individual strengths and aid in potential student weaknesses. Notes are in fill in the blank format so that all students are able to listen to the notes and follow along instead of rushing to get the notes down. This will be particularly beneficial to those students that have reading and/or writing exceptionalities. Time will be taken at the start of labs to walk through steps of the lab, this will ensure that all students have a better idea of how to complete the tasks. It will be extremely useful to students that have trouble following directions due to reading exceptionalities. During labs I will be circulating throughout the class and aiding students that need extra motivation to complete tasks and/or those that have trouble understanding the material. As those students that understand the concepts progress and work on the lab I can give one-on-one attention to weaker students. For students who need a challenge: Extend your knowledge questions will be asked at the end of labs that will act as a base for further inquiry for those students that move at a faster pace I want to look into establishing inquiry sessions in the class that will be related to the topics being covered. They may provide potential experiments students can complete at home, give students deeper insight into topics, provide resources students can access, and suggest possible connections within the community that will allow students to enhance their involvement in science.

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?

I am making use of direct instruction, teacher demonstrations, lab activities, and inquiry projects. The students have the majority of class time to carry out activities that will enhance their understanding of the material

Resource Based Learning: Do the students have access to various resources on an ongoing basis? FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each

childs identity?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)