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Foundations of Chemistry 11
Title of Unit Grade Level
Physical Science 20 Nine Week Period
Subject Time-Frame (Seventeen lesson set)
Colton Hope
Developed By (ECUR 325, Technological Integration Unit Plan Assign, Dr. Jay Wilson, Monday April 3rd, 2017)
Lifelong Learners:
The context of students as lifelong learners through the Foundations of Chemistry unit are expressly depicted in their expansion of
knowledge relating to the environment and physical world, placing specific emphasis on their localized occupancies, and cultural World
Views. In developing furthered understanding of the physical world, students are driven toward the refined study of their own topics of
interest centered in the sciences through processes like; industrialization, mining, and agriculture. Central to students development of
understanding their natural physical environments, is their life-long progression in digital literacy as an integral component of
modernized 21st century living. Being able to express these topics through differentiated mediums, often expressive through students
interaction with technological resourcing, and tools for the advancement of independent/inquiry research methodologies, elicits the
capacity of lifelong learning in students. The supposition, of students as lifelong learners, is directed through their naturalized
interactions with the; communities they service, persons that they interact with, impassioned involvement with academic, and non-
academic (cultural) knowledge bases, and progressive understanding of how these communities have adapted/integrated modern
technologies into their daily functionality. These interactions also serve to connect students with their cultural roots, and biases.
Leading hopefully, to a deeper understanding and continued pursuit for the knowledge what make them who they are? What make their
people who they are? How do they thrive? Survive? Live?
Sense of Self, Community, and Place:
Development of a sense of self, community, and place in the Foundations of Chemistry unit, is brought about by the contradiction of
students scientific ideologies and misconceptions, against scientific law and defined theories of scientists in the field. The defying of
these popular misconceptions, they may be proven as either; isolated instances of the need for higher educational standard, or the
direct confliction with a students cultural world view, and Ways of Knowing. In either event, production of a detailed tool-belt,
containing all matter of digital tooling from which students can expand their relevant conceptualized, and culturally constructivist
knowledges, is key. Students come to define their place in the community through the expansion of the larger concepts related to
science industrialization on a macroscopic level and the ways in which chemistry impacts our environments. They come to understand
that the universe is not constant and that on a subatomic level, constant change defines their place in it. Vital in the deepening of
students knowledge in these areas of physical science, is their progression toward an understanding of how their local, and global
communities, use means of technological innovation in the advancement of their scientific understanding, and how technology
produces efficient channels of knowledge distribution and co-construction. Establishing where they fit within it all; among things both
large and small, students must come to contests not only; their misconceptions, and the laws/theories of science, but also the directed
teachings and spheres of influence that impact their knowledge base stemming from; community involvement, parental guidance, and
peer-relationships.
Engaging Citizens:
Learners are engaged as active citizens through the Foundations of Chemistry unit by developing conscious knowledge of industrialized
processes like agriculture and mining, how chemistry effects these processes and how those resultant affects can alter and disrupt our
natural environment. Through the introduction of ethnic and societal issues related to chemistry, students are prompted to speak their
minds and act upon their knowledge development. This infers that as students gain access to the knowledge of such controversial
societal outcomes that are systemic of the practicing and development of scientific/industrialized processes, that some action is to be
taken. Gaining access to this knowledge; global outcomes, effects of industrialization, societal action against large scale chemical
science production, etc., is fast-tracked with students introduction, and continued experimentation, with digital tools appropriating
technology as the academic norm. Students must consider their external passions outside of the classroom, and how the negative
environmental impacts of accepted scientific practice can disrupt or disfigure the naturalization of these passions. Students must ask
themselves; what can I do to make a difference so that me and others may continue to live life as we have?
Developing Thinking:
Students develop thinking in the Foundations of Chemistry unit through their incorporation of theories based-in; subatomic particles,
the mole, and mathematics (stoichiometry), into how their own modern worlds industrialized processes of chemical reactivity impact
both; positively, and negatively, our modern day societal outcomes. They also learn to think abstractly about the physical world,
instead of simply taking for granted the daily functions of life, they are pushed to consider; the different types of reactions that make
up chemical processes, and how the constant chaining-together of these reactions creates the world around them. Following the
outlining of scientifically factual abstract thought, students must also consider how then, do their defining experiences in life, unto this
point in their academic career, and beyond, become explainable through the utilization of the scientific method. Abstract thought
production, can be supplemented with the analytical study of these natural outcomes using modern technological resources for;
research, and development, which often shape the construction of the scientific methods practical application in and of itself.
Developing Identity and Interdependence:
The development of identity and interdependence in the Foundations of Chemistry unit is based around the conceptualization that all
life is interconnected. Through the processes of chemical reactivity, stoichiometry, etc. students can visually, and mathematically
represent a correspondence between how products of a chemical reaction form, from the designated system of reactants, and how the
sustainability of our; natural, and synthetic, environments, is codependent on these interactions; both of reactants and products. Just as
one societal structure; such as a school, is dependent upon another; the government, for continued success and survival, so too is
product formation co-dependent upon the reactants that construct them. Students are interconnected with one another, as if atoms in
a chemical bond formation, the analogy drawn for them is one of, a weak link in the bonding structure, bringing down the whole lattice,
else a faulty component in a computer, resultantly producing a failure to connect to a world-wide networking populous.
Developing Literacies:
During the Foundations of Chemistry unit students must expressively represent; written literacies in their note taking and lab reports,
mathematical literacy in the competent completion of required calculations, digital literacy through their developing understanding of;
internet safety, scientific technological construction, research mechanisms, and physical literacy through their interactions associated
with the lab demonstrations and case study exercises. These literacy competencies however, are supplemental to students production
and development of both; cultural and intercultural literate practice. This unit provides students with the scientific understanding
necessary to communicate to a multiliterate and multicultural audience, their adept understanding of chemical processes and modern
chemical practices. Often, this progressive relaying of students understanding through a multicultural framework takes place using
expressive technological mediums, which bridge the gaps of understanding created by the multilingual diversification of global
populations. This deepened understanding, will hopefully manifest as culturally responsive dialect between; students, their families,
peers, and other professionals, as a means for opportunistic skill development on behalf of the students. Through the appropriation,
and explanation, of students deepened understanding in a culturally responsive, and respectful manner. Allowances will be made for
them to not only; process how western civilities notion of practical science, conflicts with that of other World Views, but also how
differentiated scientific philosophies, co-construct the knowledge, and technological basis for all modern day scientific exploration. This
progression of knowledge sharing, and co-construction, is transformative (SAMR) through the; modeling, and redefining of students
expressive understanding, presented to a multicultural audience through connective digital platforms.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
PS20-FC1 Predict products of the five basic types of chemical reactions and evaluate the impact of these reactions on society and the
environment.
PS20-FC2 Construct an understanding of the mole as a unit for measuring the amount of substance.
PS20-FC3 Use stoichiometry to determine the relative amounts of substances consumed and produced in chemical reactions.
PS20CE1 Analyze and explore physical science related occupations in Saskatchewan, Canada, and the world.
PS20SDS1 Create and carry out a plan to explore one or more topics of personal interest relevant to Physical Science 20 in depth.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? What provocative questions will foster inquiry into the content? (open-
(what you want students to understand & be able to use ended questions that stimulate thought and inquiry linked to the content of
several years from now) the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.
Chemistry shapes the way that many large-scale; How does chemistry affect the processes of; mining, and agriculture,
mining, and agricultural practices are completed, where we live?
and allows for a more environmentally friendly How can a better understanding of chemistry, help us to establish a
approach to industrialization. This is the firmer grasp on environmental conservation?
commonality of western civilization, it is how How does our societal development of more advanced technologies,
much of the world views Canada, as apart from enable us to further our understanding of the physical sciences?
lesser developed nations. How can chemistry make up everything, even when we cant see it?
The world of chemistry is all around us, it shapes How can; technologies, digital tools, and software development,
what and who we are as well as the way we enable us to visualize and construct representation of the chemical
associatively interact with the world around us. processes that would remain invisible to us otherwise?
Chemistry also separates, and identifies us. Our How can the physical form of a substance be changed so that it
bodies natural chemistry is what creates our;
appears differently, or does not appear at all?
differences in appearance, personality, and
How can we use math to express the world around us, and the
emotional dexterity.
reactions that occur in it every day?
We cannot always see chemistry with the naked
What technological resources do we have available to us through
eye, what accounts for a mole of one substance
may vary when compared to that of another, and modern scientific development that allow for us to more easily;
represent/complete these mathematical permutations?
substances may exist in many different, and What specific advantages exist through the technologically-based
manipulatable physical forms. Technology representation of scientific data when compared to historically
produces the means by which we often visualize, contextualized data representation?
and understand chemical processes. Students What measures are in place to ensure personal safety in a science
can idealize this concept through; the filling of laboratory?
space with their favored objects, the more objects FNMI, multicultural, cross-curricular
you can place in the same space, the more moles How do the views of FNMI people differ from that of an ethnocentric
you have. view of chemistry? How do they differ cross-culturally and internally
Many simple mathematical relationships exist to amongst one another?
express the chemistry around us. Even if How did FNMI people originally use basic principles of chemistry to
something has been physically altered, math can survive, and thrive?
aid in the development of determining what we How did/do FNMI persons employ principles of chemistry in the
had to start, or what we wind up with. Engaging
natural and holistic practices of their cultural medicines and spiritual
here with students prior knowledge of; number-
healing?
line systems, unit conversions, and
How do FNMI; scientists, engineers, and innovators, work to shape
organizational/counting cultural norms, will assist
in deepening their comprehension, and creating the modern-day application of chemical sciences?
subsequent relatability to the commonality of How do historical FNMI technological resources influence variant
mathematical representation. modern-day technologies applied in the physical sciences?
In what ways do FNMI scientists continue to; advance, and innovate
Related misconceptions for the technological development of our modern scientific world?
Chemistry is bad. Chemicals are dangerous, and How do the systems of; cultural, and academic communal
are things that come in the little brown bottles, or achievement differ between FNMI persons and European scientists?
as fine white powders.
Chemistry is something we must do with our
hands; mixing chemicals in beakers, and titrating
until solutions chemically shift.
Chemical reactions are always visible; giving off
gas, changing color rapidly, and/or creating
explosions.
Any math that expresses a chemical relationship
is long and complex, with units that are
impossible to manage.
Technologies that are expressive of physical
science related data are impossibly complex and
inoperable.
Knowledge: Skills
What knowledge will student acquire as a result of this What skills will students acquire as a result of this unit? List the skills and/or
unit? This content knowledge may come from the behaviors that students will be able to exhibit as a result of their work in
indicators, or might also address pre-requisite knowledge this unit. These will come from the indicators.
that students will need for this unit.
Students will know... Students will be able to
What the importance of skeleton equations is for Observe and analyze synthesis, decomposition, combustion, single-
expressing chemical reactions, how to balance replacement, and double-replacement (including acid base
those reactions, and how to use the IUPAC system neutralization) reactions. (S, K)
to verbally express chemical reactions. Represent synthesis, decomposition, combustion, single-
How to define what the products of synthesis and replacement, and double-replacement (including acid base
decomposition reactions will be given a list of neutralization) reactions using atomic models, other manipulatives,
reactants. skeleton equations, balanced chemical equations and International
The feasibility of completing single-replacement Union of Pure and Applied Chemistry (IUPAC) nomenclature. (S)
reactions based on the reactivity of metals and/or Select and apply proper techniques for handling and disposing of lab
non-metals. materials, as outlined in Workplace Hazardous Materials 30 Physical
The products of double-replacement reactions for; Science 20 Information System (WHMIS 1998 and WHMIS 2015)
acid-based neutralization reactions and how to standards, and interpret Materials Safety Data Sheets (MSDS) and
use a solubility table to determine the chemical Safety Data Sheets (SDS). (K, STSE, A)
formulas. Research how industrial, mining and/or agricultural processes involve
Different mechanisms for measuring quantities of chemical reactions. (STSE, S, K, A)
chemical substances that cannot be individually Calculate the molar mass of various molecular and ionic compounds.
counted. (S)
Perform molar conversions, including mass to mole, number of
What the contributions of; Avogadro, Berzelius, particles to mole, volume to mole, concentration of a solution to
Davy, Gay-Lussac, Proust, and Dalton, are to our mole and their inverse operations, using the correct number of
modern understanding of chemistry. significant figures. (S)
How to use effective means of research to define; Prepare solutions of known concentration using molarity and dilution
industrial, mining, and agricultural processes. calculations. (S, K)
The correct means by which to communicate Determine the relative numbers of moles of each substance in a
experimental results through the construction of a variety of chemical reactions using balanced chemical equations. (K,
formal lab report. S)
Why actual yield differs from theoretical yield Relate the use of the mole to the coefficients in a balanced chemical
based on our understanding of sources of error. equation, and compare this to mass and volume as measurable
How the yield of chemical reactions has an quantities. (K, A, STSE)
economic impact on our natural environment Perform stoichiometric calculations to predict the outcomes (e.g.,
while at the same time impacting product profit, concentration, mass, volume, number of particles and energy
and waste production. transferred) of chemical reactions, using the correct units and correct
Some ways in which the reactants used and number of significant figures. (S)
products formed during chemical reactions of; Determine the limiting and excess reagents in a variety of chemical
industrial, mining, and/or agricultural processes reactions through stoichiometric calculations and experimentation.
can affect human health and/or the health of the (S, K)
environment. Compare the theoretical and actual yield for a variety of chemical
How to engage their prior systems of knowledge reactions by calculating the percent yield. (S, K)
as they relate to proper handling and disposal of Explore connection
chemical waste production. between topics in Physical Science 20 and occupations
How to engage with, and communicate of personal interest. (S, A, STSE)
appropriately, the relevance of physical/chemical Examine the roles, responsibilities, educational qualifications, and per
sciences to students own cultural norms, and sonal
Ways of Knowing. and professional qualities common to people involved in physical
science related jobs. (S, A)
Communicate research findings related to physical science occupatio
ns
through a display, brochure, video, presentation software, website or
orally. (K, S, A, STSE)
Carry out an experiment following established scientific protocols to
investigate a question of interest related to one or more of the topics
of Physical Science 20. (S, A, K, STSE)
Share the results of studentdirected research through a display,
presentation, performance, demonstration, song, game, commercial,
fine art representation, video, or research paper. (S)
Design, construct and evaluate the effectiveness of a device, model
or
technique that demonstrates the scientific principles underlying a co
ncept related to Physical Science 20. (STSE, S)
Student introduction to the foundations of chemistry unit will be completed on the first day through a familiarized motivational video
based around chemical reactions. This video is used to express that chemistry is all around us, its cool and interactive as well as being
full of experiments that can better our understanding of the physical world. Students may also have a history of the use of Bill Nye
videos in their classrooms and as such have developed a popular norm reference in association with this type of digital tool. As a means
of ensuring the engagement of EAL and multicultural students, the audio-visual composition of this resource, that physically iterates the
reactions being studied, is somewhat of kick-start. Ensuring that the video is displayed using subtitles for EAL learners, or even closed
captions for those exceptional students who may not be able to perceive the video being shown, is the best means of ensuring that
students are not becoming lost immediately starting the unit. The video also fills a required need for beginning to integrate
technological responsive learning, into the students curricular outcomes.
http://www.dailymotion.com/video/xlp2y1_bill-nye-chemical-reactions_tech
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
9 Balancing, Completions of a quiz based on the following materials from The Five Reaction DT, and -Quizams
Units, Types and Equation Balancing, and Units, Conversions, and Calculations lessons: DL
Conversions a. Equation balancing
& b. Significant figures & SI units
Calculations c. Unit conversion
Quizam d. Molar Mass and STP calculations
(Day 5 Week The entire lesson time should be dedicated to completion of the quiz. Students
5) should be allowed their print resources (i.e. Periodic Tables, polyatomic sheets, and
IUPAC Naming Flowchart), and additional time may be allotted for ELA, or low
cognition/exceptional students.
10 Limiting Beginning: DT, and -Limiting
Reagent & Due to the nature of the academic language appropriated by this lesson, students DL reagent,
Theoretical/ should first be provided with a series of terms that help them to better understand theoretical
Percent Yield the nature of the mathematical quantities they will be calculating (i.e. and
Calculations theoretical/actual/percent yield, limiting reagent, and reactant excess). percent
(Week 6) Middle: yield ppts.
Students will be given a prolonged period of drill and practice, interspersed with &
instructor modelling of stoichiometric calculation that identifies all produced worksheets
values. Differentiation for struggling students should centralize on the visual -Handouts
creation of the rainbow for defining location within an ongoing series calculation of ppts.
dealing with the steps for dimensional analysis. slides
End: -Padlet
The end of the lesson should be completed as a reinforcing, grouped, student lead discussion
discussion centering around the following focus question. Why do you think board (2)
stoichiometry is important?. At this point, students should also be given the
opportunity to discuss/review any materials from the lesson that remain unclear.
This can be accomplished by; the second implementation of a Padlet discussion
board. Students should be given time for the completion of a second in-class
journal entry.
12 Stoichiometry Completion of a quiz designated to evaluate students on their comprehension of; DT, and -Quizams
, stoichiometric calculations including the identification of key numerical values DL
Concentratio theoretical, actual, and percent yield, concentration and dilution calculations, and
n, Dilution, solubility production in chemical reactions. The entire lesson time should be
and Solubility dedicated to completion of the quiz. Students should be allowed their print
Quizam resources (i.e. Periodic Tables, polyatomic sheets, and IUPAC Naming Flowchart),
(Day 1 Week and additional time may be allotted for ELA, or low cognition/exceptional students.
7)
17 Unit Exam A comprehensive final examination designed to cover all aspects of the lessons DT, and -Exams
(Day 1 Week completed during the Foundations of Chemistry Unit. The entire lesson time should DL
9) be dedicated to completion of the exam. Students should be allowed their print
resources (i.e. Periodic Tables, polyatomic sheets, IUPAC Naming Flowchart, and
Solubility Table). In the case of the final exam, additional time will not be allotted,
except for a pre-arranged agreement between the instructor and student, pushing
them to achieve at the highest academic standard.
Resource Based Learning: Students have access to resources ranging from; technology required for
Do the students have access to various resources research, to lab based experimental materials, to handouts and power-points,
on an ongoing basis? and eventually they will have text based reference with the development of a
textbook resource for this course. Culturally responsive planning and instruction
has not changed the allowances for these resources to be utilized in the
teaching of this unit. It has however shifted the focus of several assignments,
creating additional time-allowances, and resource allocation, to students whose
socio-economic situational development may limit their capacity for interaction
with resources outside of the classroom. Assisting in positive achievement of
the academic outcomes, are the recent revisions for technologically responsive
planning that incorporate the digital tools; Google Docs., Kahoot, Padlet,
Jeopardy games, TED Talk, Youtube, and ChemDraw, into an already adaptive
pedagogical approach to students instruction and learning. When reviewing
the units completion, I also reflected on the need to establish a readily
available platform for students to gain access to; outcomes, indicators,
assessment materials, lesson content, and organization/productivity resources.
I believe the development of a class Weebly, containing a possible unit
template (i.e. Glogster), and all relevant materials from each lesson that can be
accessed by students at any-time. Would best facilitate the course materials to
them, especially during those times in which they are not physically able to be
present in class.
FNM/I Content and Perspectives/Gender During the introductory lesson, I have allowed for a time that the students can
Equity/Multicultural Education: express themselves and expand on their identities free of ridicule and
Have I nurtured and promoted diversity while misunderstanding. I have also looked to incorporate the FNMI perspective into
honoring each childs identity? the student-centered poster/Prezi creation where they will look specifically at
the environmental impacts of chemical processes affecting FNMI peoples with a
natural prairie/plains background. I looked to reinforce the incorporation of FNMI
content into this science unit upon its completion during my culturally
responsive revising. Incorporating; the utilization of a traditional knowledge
keeper as a means of eliminating personal biases, and giving an authenticity to
the class discussion/presentation of acculturated connection to chemical
science. By both opening, closing, and traditional FNMI Ways of Knowing
throughout the unit, I am searching to eliminate the trivialization of their
cultural contributions to the science, and classroom communities. By-in revising
for technological integration, I am also seeking to give voice to both; the
historical, and modern day contextualization of FNMI technology and innovation
in the science classroom.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017
follows reaction steps steps, getting correct reactions are optimum time, fast/ safe manner, all
in order, and does not inaccurate results, produced even if producing all correct reactions are correct
miss or over-utilize producing side multiple attempts are reactions in single and analyzed during
required chemicals) reactions and excess needed, and reactants attempt(s), limiting lab time, and reactants
chemical reactants are are limited per reactants as directed. used precisely,
used. attempt. indicated by sig. figs.
Comments: Total: /16
Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017