Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

Teacher(s) Subject group and Sciences – Chemistry

discipline

Unit title 5 What are the impacts of chemical industry? MYP year 4 Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Interactions Globalization and sustainability

Statement of inquiry

The chemical industry has brought change that affects global interactions with positive and negative environmental impacts.

Inquiry questions

Factual— How can I distinguish acids and bases? What do the symbols of a chemical equation show?
Conceptual— Why must a chemical equation be balanced? How do atoms and their compounds persist in the environment?
Debatable— What is the fairest way to use our chemical resources?

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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s) and statement of
assessment criteria: inquiry:

A: All strands Criterion A: Knowing and understanding – Various problems allow for application of understanding of balanced
chemical equations, precipitation and acid–base reactions, and the uses
Some summative problems to try
of salts.

B: All strands Criterion B: Inquiring and designing, and Criterion C: Students independently test an ionic solid to evaluate how a variable may
Processing and evaluating – change its solubility.
C: All strands
Activity: Investigating a factor that affects solubility

D: All strands Criterion D: Reflecting on the impacts of science – Individually, students research and promote how a category of waste can
be disposed of safely.
Activity: Take Action: Responsible waste disposal

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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

Approaches to learning (ATL)

Communication skills:
use a variety of media to communicate with a range of audiences
negotiate ideas and knowledge with peers and teachers
make inferences and draw conclusions
use and interpret a range of discipline-specific terms and symbols
write for different purposes
understand and use mathematical notation
organize and depict information logically
Collaboration skills:
help others succeed
listen actively to other perspectives and ideas
encourage others to contribute
give and receive meaningful feedback
Organization skills:
plan short- and long-term assignments and meet deadlines
keep an organized and logical system of information files/notebooks
use appropriate strategies for organizing complex information
understand and use sensory learning preferences (learning styles)
Affective skills:
mindfulness; practise focus and concentration

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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

Critical-thinking skills:
gather and organize relevant information to formulate an argument
interpret data
revise understanding based on new information and evidence
evaluate and manage risk
propose and evaluate a variety of solutions
Transfer skills:
apply skills and knowledge in unfamiliar situations
inquire in different contexts to gain a different perspective
make connections between subject groups and disciplines

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Chemistry for the IB MYP 4&5: by Concept
Action: Teaching and learning through inquiry
Content
All students should:
Present responses to, and listen to others
respond to, case studies involving
chemical environmental pollution
Present relevant information in the local
community about how wastes should be
safely disposed of
Investigate systematically combinations
of ionic solutions for their potential to
form precipitates (ionic compounds with
low solubility), as an example of a type of
chemical reaction
Formulate balanced chemical equations
‘by inspection’ – balancing chemical
equations is an application of the law of
conservation of mass
Create a kit for detecting a ‘heavy metal’
ion and use it to test the removal of the
heavy metal ions from a solution by
precipitation
Outline a history of ideas about acids and
bases
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UNIT PLANNER
Learning process
Learning experiences and teaching strategies
The Learner Profile attribute for the unit is Principled and a key ATL focus is critical thinking. Thus, a
case study involving environmental pollution and the consequences to connected communities
becomes a narrative for students to recognize the importance and relevance of chemisty. Students will
then apply their knowledge to develop a kit for detecting heavy metal ions and test the efficacy of
removing a pollutant by precipitation. They will subsequently research and present a Scientific
Evaluation Report of a real case study involving chemical pollution.
 Activity: Should the success of some come at a cost to others? (p. 98)
In groups, students use the cooperative learning strategy ‘Fishbowl-think-aloud’ to reflect on their
responses to case studies involving chemical pollution. ‘Fishbowl-think-aloud’ is a strategy that
helps students recognize that others may think and respond differently to themselves.
 Activity: A systematic approach (p. 101)
In small teams, students investigate a range of cations and anions for their ability to form
precipitates in aqueous solutions, presenting the results as word equations and analysing patterns.
The discussion includes reference to ‘heavy metals’.
 Activity: Chemical scenarios (p. 102)
Individually or in small teams, students apply their understanding of ‘solubility rules’ of ions to a
range of scenarios, including ionic compounds with potential to act as pollutants.
 Activity: Balancing simple chemical equations ‘by inspection’ (p. 104)
Individually or in pairs, students develop familiarity with this important skill, including the use of
state symbols to represent solids, liquids, gases and aqueous solutions.
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Chemistry for the IB MYP 4&5: by Concept
Identify colour changes associated with a
range of indicators of acids and bases
Describe the relationship between the pH
scale and hydrogen ion concentration in a
solution
Investigate the relationship between the
concentration of an acid or a base and the
pH measured in a serial dilution
Investigate acid–base reactions
experimentally, for example: formation of
salts, by reacting (a) acids and carbonates,
(b) metal oxides and acids, and (c) metals
with acids
Compare the corrosive effects of acids
and bases and identify examples of uses
of salts
Investigate how a factor affects the
solubility of an ionic compound
Present a Scientific Evaluation Report of a
case study of interest involving pollution
Investigate the pH of an oxide to extend
understanding of periodic table trends
Identify redox and non-redox reactions,
using examples discussed in this chapter
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UNIT PLANNER
 Activity: Balancing simple chemical equations ‘algebraically’ (p. 105)
Individually or in pairs, students use this skill for equations that are difficult to balance ‘by
inspection’.
 Activity: Managing ‘heavy metal’ water pollutants (p. 106)
Students develop a kit that can detect a ‘heavy metal’ (in an ionic solution). The kit may detect
more than one type of ion, but it must include the ion you are investigating. This kit can then be
used for testing the effectiveness of removing waste ions from a solution by precipitation. This is an
opportunity to elaborate on the importance of risk management in chemical contexts and for
students to present the results of their investigation as balanced chemical equations.
 Activity: Clarifying your understanding of acids and bases (p. 109)
Individually or in pairs, students reflect on the history of ideas concerning acids and bases, including
Arrhenius and Bronsted–Lowry theory.
 Activity: Observing indicators of acids and bases (p. 110)
Individually or in small groups, students test a variety of laboratory and natural indicators of acids
and bases, to develop practical experience with the range of colour changes.
 Activity: pH (p. 111)
Individually or in small groups, students reflect on their understanding of logarithmic scales and the
pH scale.
 Activity: Investigating concentration and pH (p. 112)
Individually or in small groups, students test their understanding of the pH scale by investigating the
relationship between serial dilutions of strong and weak acids and bases and the effect on pH. To
manage the time involved when students create the dilutions, teachers may wish to consider
performing the task as a collaborative exercise in which different teams of students each test a
particular acid or base and then collate their observations, prior to subsequent individual or pair
analysis.
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Chemistry for the IB MYP 4&5: by Concept
Some students could:
Formulate balanced chemical equations
‘algebraically’ for chemical equations in
which simple compounds cannot be
balanced ‘by inspection’
Evaluate further examples of acid
pollution caused by emissions (acid rain,
ocean acidification and case studies
associated with mining; dynamic learning
resource)
Formulate balanced equations to describe
neutralization reactions
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UNIT PLANNER
The series of practical neutralization experiments listed below could be offered as work stations within
a long lesson.
 Activity: Reactions of metal carbonates with acids (p. 113)
Individually or in small teams, students react carbonates with strong and weak acids and describe
the results.
 Activity: Comparing domestic acids and alkalis (p. 114)
Individually or in small teams, students test a variety of household products using universal
indicator and then evaluate their corrosive effect on various materials.
 DYNAMIC LEARNING: Activity: Exploring neutralization
This activity has three parts: Reaction of metal oxides with acids, Reaction of metals with acids, and
Practising neutralization equations. Individually or in small teams, students complete practical
activities and consolidate their understanding of equations.
 Activity: Investigating a factor that affects solubility (p. 114)
Independently, students test a factor or factors that affect the solubility of an ionic compound in
aqueous solution. The DL resource Scaffold: Data presentation may be helpful to students in
deciding how to present their results.
 DYNAMIC LEARNING: Template: Investigating a factor that affects solubility
 DYNAMIC LEARNING: Scaffold: Data presentation
 DYNAMIC LEARNING: Activity: Scientific Evaluation Report of a pollution case study
Students read about and research acids and bases in context, and examples of acid pollution – for
example, acid rain, ocean acidification and cases involving historic and modern mines – as formative
preparation for a Criterion D activity in which they produce a Scientific Evaluation Report involving
the chemical impacts of a human activity. This task aims to develop students’ understanding of the
role of scientists in government and business policy development. The report should be correctly
formatted, with tables or graphs, and appropriate citations for this purpose.
 DYNAMIC LEARNING: Template: Scientific Evaluation Report of a pollution case study
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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

 Take action: Responsible waste disposal (p. 115)

Individually or in small teams, students research a waste category and its responsible disposal in
their local community. They then publicize the safe practice in the local context (e.g. a business,
their school, etc.)
 DYNAMIC LEARNING: Template: Responsible waste disposal
 Activity: Investigating oxides (p. 117)
Individually or in small teams, students investigate the pH of oxides experimentally and identify a
pattern in the location of the element other than oxygen on the periodic table.
 DYNAMIC LEARNING: Activity: Exploring ionic reactions
This activity has two parts. In the first section, students consider how to describe reactions using
ionic equations. The second section concerns analysing familiar reactions as redox or non-redox
reactions. Each task can be completed by students individually or in small teams, and builds skills in
describing reactions involving ions.
 Summative problems (pp. 118–120)
 DYNAMIC LEARNING: Solutions to summative problems

Formative assessment
Criterion A: Knowing and understanding
Formulating balanced chemical equations including the use of correct state symbols. This
communication skill is fundamental if students are to master this discipline.

Differentiation
Use of pairwork, Think–Pair–Share routines and Fishbowl–think–aloud allows students to work with
each other, develop listening skills and develop each others’ understanding.
If offering the neutralization experiments as a series of work stations, consider using the readings of
case studies involving acid pollution as extension work for students who manage to complete the work

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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

early.
Additional practise balancing chemical equations to describe neutralization are available in the Dynamic
Learning space.
A task that can be personalized is the written research task (Scientific Evaluation Report).
Summative problems are levelled, but problems in higher bands contain parts that can be accessed at
the lower levels of achievement.

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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

Resources

DYNAMIC LEARNING resources

Chapter 5 Building blocks presentation
Chapter 5 Approaches – notes for teachers on formative tasks in Chapter 5
Chapter 5 Summative solutions – notes and solutions for the end-of-chapter summative problems
Template: Take Action: Responsible waste disposal
Template: Investigating a factor that affect solubility
Scaffold: Conducting an experimental inquiry
Scaffold: Reflecting on the impacts of science
Additional activity: Acids and bases in context
Additional activity: Exploring ionic reactions
Additional activity: Exploring neutralization
Supporting websites
Lead(II) iodide precipitation: www.youtube.com/watch?v=bq_eV95wJBI
Links shown in a Dynamic Learning activity featuring case studies of environmental pollution.
Poster resources or similar
Range of common acids, bases, indicators and other standard laborary materials to support practical investigations.

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Chemistry for the IB MYP 4&5: by Concept UNIT PLANNER

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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