CHEMISTRY THE FUN: UNIT PLAN

Chemistry 10
Title of Unit Grade Level
Science 10 4 weeks
Curriculum Area(s) Time Frame
Emma Devenny
Developed by

IDENTIFY DESIRED RESULTS

Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

- Chemicals meet human needs.

- WHMIS is necessary for our safety, IUPAC guidelines exist to promote consistency.
- Chemicals can undergo a series of changes with observable evidence.
- Matter is not created, nor destroyed, merely changes form.
- The smallest unit of matter is the atom.
- We represent reactions using balanced equations.

Essential Question
What is the big, overarching question guiding your unit plan?

- How has knowledge of the structure of matter led to other scientific advancements?
- How do elements combine?
- Can combinations be classified and the products predicted and quantified?
- Why do scientists classify chemical change, follow guidelines for nomenclature and represent chemical change with equations?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?
Adapted from Wiggins, Grant & J. McTighe (1998)
Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and
simple molecular compounds
- illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the
laboratory and at home
- explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to
communicate clearly and precisely
- explain, using the periodic table, how and why elements combine to form compounds in specific ratios
- predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic),
using a periodic table, a table of ions and IUPAC rules
- classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state
- predict whether an ionic compound is relatively soluble in water, using a solubility chart
- relate the molecular structure of simple substances to their properties (e.g., describe how the properties of water are due to the polar
nature of water molecules, and relate this property to the transfer of energy in physical and living systems)
- outline the issues related to personal and societal use of potentially toxic or hazardous compounds (e.g., health hazards due to
excessive consumption of alcohol and nicotine; exposure to toxic substances; environmental concerns related to the handling, storage
and disposal of heavy metals, strong acids, flammable gases, volatile liquids)

Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as applications of
Lavoisier’s law of conservation of mass
- provide examples of household, commercial and industrial processes that use chemical reactions to produce useful substances and
energy (e.g., baking powder in baking, combustion of fuels, electrolysis of water into H2(g) and O2(g))
- identify chemical reactions that are significant in societies (e.g., reactions that maintain living systems, such as photosynthesis and
respiration; reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
- describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in
temperature
- differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline and other natural and synthetic
fuels, photosynthesis)
- classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single
replacement, double replacement
- translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving
systems
- predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion
chemical reactions, when given the reactants
- define the mole as the amount of an element containing 6.02 × 1023 atoms (Avogadro’s number) and apply the concept to calculate
quantities of substances made of other chemical species (e.g., determine the quantity of water that contains 6.02 × 1023 molecules of
H2O)

Adapted from Wiggins, Grant & J. McTighe (1998)

 - interpret balanced chemical equations in terms of moles of chemical species, and relate the mole concept to the law of conservation of
mass

Skill Outcomes (focus on scientific inquiry)

Initiating and Planning

Students will:
- Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues
- define and delimit problems to facilitate investigation
- design an experiment, identifying and controlling major variables (e.g., design an experiment to differentiate between categories of
matter, such as acids, bases and neutral solutions, and identify manipulated and responding variables)
- state a prediction and a hypothesis based on available evidence and background information (e.g., state a hypothesis about what
happens to baking soda during baking)
- evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring and
decision making (e.g., list appropriate technology for classifying compounds, such as litmus paper or conductivity tester)

Performing and Recording

Students will:
- Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to
gather and record data and information
- carry out procedures, controlling the major variables and adapting or extending procedures (e.g., when performing an experiment to
illustrate conservation of mass, demonstrate an understanding of closed and open systems and control for loss or gain of matter during
a chemical change)
- use library and electronic research tools to collect information on a given topic (e.g., information on compounds we use and their
toxicity, using standard references, such as the Merck Index, as well as Internet searches)
- select and integrate information from various print and electronic sources or from several parts of the same source (e.g., collect
information on research into the subatomic matter, research how pre-contact First Nations communities used available materials such
as brain tissue for tanning hides)
- demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for the handling and disposal of
laboratory materials (e.g., recognize and use Material Safety Data Sheets [MSDS] information)
- select and use apparatus, technology and materials safely (e.g., use equipment, such as Bunsen burners, electronic balances, laboratory
glassware, electronic probes and calculators correctly and safely)

Analyzing and Interpreting

Students will:
- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

Adapted from Wiggins, Grant & J. McTighe (1998)

 - describe and apply classification systems and nomenclature used in the sciences (e.g., investigate periodicity in the periodic table,
classify matter, and name elements and compounds based on IUPAC guidelines)
- apply and assess alternative theoretical models for interpreting knowledge in a given field (e.g., compare models for the structure of
the atom)
- compare theoretical and empirical values and account for discrepancies (e.g., measure the mass of a chemical reaction system before
and after a change, and account for any discrepancies)
- identify and explain sources of error and uncertainty in measurement, and express results in a form that acknowledges the degree of
uncertainty (e.g., measure and record the mass of a material, use significant digits appropriately)
- identify new questions or problems that arise from what was learned (e.g., how did ancient peoples discover how to separate metals
from their ores?; evaluate the traditional Aboriginal method for determining alkaline properties of substances)

Communication and Teamwork

Students will:
- Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and
ideas and in assessing results
- communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others (e.g., use
appropriate communication technology to elicit feedback from others)
- represent large and small numbers using appropriate scientific notation
- select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and
results (e.g., use appropriate Système international (SI) units, and IUPAC nomenclature)

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

- PowerPoint
- YouTube
- Various labs ordered through lab tech and RiskAssess
- Mini Whiteboards
- Note packages provided for all major units
- PHET Simulations

UNIT PLAN SUMMATIVE ASSESSMENT

Adapted from Wiggins, Grant & J. McTighe (1998)
 What will you accept as evidence that learning has occurred at the conclusion of this unit?

Unit Exam
What is the summative performance assessment for the unit? Labs
Assignments

Labs target skills outcomes

Assignments and tests target knowledge outcomes
What is the goal of your summative performance assessment
- This provides two sources of summative feedback for
as framed within the outcomes and competencies? What do
students who may not test well.
you hope to learn?

Many small quizzes build up to the Unit Exam

Labs are also an opportunity to provide formative feedback and
How will this assessment inform student learning and your build skills for the next assignment.
practice? Chapter Assignments are returned with formative feedback and
provide an opportunity for review if gaps in understanding become
apparent.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary objective of this learning has occurred in each
Lesson # What are the primary activities in this lesson?
lesson in your own words? lesson? How will you employ
formative assessment?

Adapted from Wiggins, Grant & J. McTighe (1998)

1. Jenn Review Looking at acids and bases… working in Wiliam and Leahy questioning
Feb. 21 Properties of Acids and Bases groups to come up with common physical strategies.
properties. Activating prior knowledge
Lecture through acid and base
- Questions after each slide identification.
- Video on neutralization reactions/in
the news

2. Jenn Quiz Review Mini Whiteboard Game/Race Formative assessment

Feb. 22 Naming of Acids and Bases - Super fun and went really well. Questioning strategies
Students really got into it!
Naming Lecture
Naming sheet for homework
3. Naming Review Naming practice questions on board S3 - Assessment
Feb. 23 Acid/Base Lab - jigsaw homework completion - Analyze data and apply
Lab explanation mathematical and
- have students repeat statements back conceptual models to
Lab develop and assess possible
When done, work on Chapter 2 Assignment solutions
and Practice Problems. - describe and apply
classification systems and
nomenclature used in the
sciences (e.g., investigate
periodicity in the periodic
table, classify matter, and
name elements and
compounds based on IUPAC
guidelines)

4. Solubility Lab Recap Start with activating prior

Feb. 24 Time to work on Chapter 2 Assignment knowledge.
Solubility Demo Cold call questioning strategies
- Silver nitrate precipitate Check in with each student, have
Solubility Lecture them demonstrate one on one
Practice Problems their ability during practice time

5. Quiz Chapter 2 Assignment Due and Taken In

Adapted from Wiggins, Grant & J. McTighe (1998)
Feb. 27 Recap Solubility Solubility recap activity
Physical changes and evidence of - (practice problems class jigsaw)
chemical changes Lecture on Physical and Chemical Change
Endo and Exothermic reactions - for physical change bring out horse
hoof trimmings
- cool videos for Endo/Exothermic
reactions embedded
Minute to Win It
- chemical v physical change game
- endo v exo
- split class into two teams
- each team sends up a volunteer
- members of the groups will read out
the different scenarios
- volunteer writes down c/p/endo/exo
on the board
- fastest team to finish wins
6. Lab day Acid and Base Lab Due S1:
Feb. 28 Baggie lab Recap Physical and Chemical changes as well - Ask questions about
as endothermic and exothermic reactions by observed relationships, and
taking up practice sheet. plan investigations of
Mark Rober video questions, ideas, problems
Students are provided the pre-lab and issues
- work through developing a question - state a prediction and a
and a hypothesis as a class hypothesis based on
Complete pre-lab worksheet available evidence and
- trade lab sheets in groups, exposure to background information
multiple hypotheses (e.g., state a hypothesis
Complete the Baggie Lab and finish post-lab about what happens to
analysis questions. baking soda during baking)

7. Types of reactions Start with the Hoffman’s Demo Cold call questioning strategies.
Mar. 1 Format + Balancing Lecture on types of reactions Check in with each student, have
Hoffman’s demo Balancing lecture them demonstrate one on one
- practice problems on the board their ability during practice
- go over the table strategy time.

Adapted from Wiggins, Grant & J. McTighe (1998)

 *include word equations in each - take it slow and mirror reactants and Class polling, thumbs up/thumbs
practice sheet* products along the line down for comprehension.
Practice
- put up PHET balancing simulations on
the board
- groups will go up one at a time for
five-minute intervals and see how far
they can get with the simulation
- rest of the class will do practice
problems
8. TEST CHAPTER 2 (include solubility) 45-minute test K2 - Explain, using the periodic
Mar. 2 Single + Double replacement Fun Demos table, how elements combine to
- Freezer Flask – endothermic form compounds, and follow IUPAC
- Elephant Toothpaste - exothermic, guidelines for naming ionic
- Electrolysis + Hydrogen/Oxygen Test compounds and simple molecular
2 facilitated practice balancing questions on compounds (whole general
the board. outcome)
Practice single and double replacement
balancing.
Cold call questioning strategies
Check in with each student, have
them demonstrate one on one
their ability during practice time
9. Combustion Magnesium demo
Mar. 3 Magnesium demo Really got their attention and was super
engaging!
Lecture on combustion balancing
- go over practice questions on the board
Balloon activity
- put together the equations using
balloon-building blocks
- Then they will have to explain how they
balanced their equation to the rest of
the class
- Would not recommend doing this
activity again. Not good instructional
value. Should be run as a demo instead

Adapted from Wiggins, Grant & J. McTighe (1998)

 of a full class activity. Too many
balloons!
10. Practice Equations (translating Practice equations review S2:
Mar. 6 equations) - Facilitated guided practice on the board - Conduct investigations into
Flame Test - Working through word problems relationships between and
- Have each group explain how they among observable variables,
balanced their assigned equation. and use a broad range of
tools and techniques to
Flame Test Lab gather and record data and
- Overview of instructions needs to be information
very careful! - select and use apparatus,
technology and materials
- Assessment of safe and effective use of safely (e.g., use equipment,
equipment /4 added to completion and such as Bunsen burners,
recording data/information /6 electronic balances,
laboratory glassware,
o 4/4 = wears safety goggles all the electronic probes and
time and uses the appropriate calculators correctly and
technology effectively. safely)

o ¾ has to be reminded to wear

safety goggles. Has to be reminded
about the effective use of the
equipment.

o 2/4 has to be reminded multiple

times to wear PPE. Shows limited
understanding of using the
equipment.

o ¼ does not wear PPE. Barely

participates.

Would keep closer watch for these safety

marks in the future. Most got 4/4 because I
got excited about helping them and forgot to
keep a close watch on it. Over all this was a

Adapted from Wiggins, Grant & J. McTighe (1998)

 super fun activity though and 100% would do
it again.
11. Quiz Homework check Homework Checks (highly
Mar. 7 Predicting Products Quiz effective at telling me who is
(I will give them the states, if Predicting Products challenge before I lecturecatching on and who isn’t – make
aqueous they need to predict the notes. notes of those that require more
solubility.) Go over facilitated guided practice assistance)
- ionic compounds have to cross and K3
drop charges - classify and identify
- molecular do not have to worry about categories of chemical
charges reactions; i.e., formation
- create polyatomics out of molecular (synthesis), decomposition,
compounds hydrocarbon combustion,
- states, test for aqueous solubility single replacement, double
replacement
- translate word equations to
balanced chemical
equations and vice versa for
chemical reactions that
occur in living and nonliving
systems
12. Molar Mass Do two predicting products practice questions Cold call questioning strategies
Mar. 8 Chemical Warfare article? on the board – pulled from the textbook. Check in with each student, have
Hand out Chapter 3 Assignment Give time to complete Predicting Products them demonstrate one on one
worksheet. their ability during practice time
Assign the Chapter 3 Assignment (in place of
Chapter 3 Test – can use their notes to
complete it)
Molar mass lesson
- Avogadro’s number
- guided practice

13. Mol calculations and Unit Analysis Read through Chemical Warfare article in Cold call questioning strategies
Mar. 9 groups. Check in with each student, have
- Read the article in groups and answer them demonstrate one on one
the questions provided their ability during practice
- Must present findings to the class time.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Review mini whiteboard activity Homework Checks (highly
- Race to complete the math effective at telling me who is
Mol Calculations Lecture catching on and who isn’t – make
- Facilitated Practice notes of those that require more
Predicting Products HW Check assistance)
Independent practice in workbooks.

Time to work on Chapter 3 Assignment

14. PARENT TEACHER INTERVIEWS

Mar. 10 No School

15. Mole Quiz Collect Chapter 3 Assignments K3

Mar. 13 Sig Digs – Essential Skills Moles Quiz - describe the evidence for
Research and effects of toxic Sig Digs Lecture and Booklet chemical changes
chemicals worksheet Hand out toxic substances sheet and let - differentiate between
students complete independent research endothermic and
*need to make sub plans* using phone or textbook. exothermic chemical
Class discussion of substances to follow. reactions
- predict the products of
formation (synthesis) and
decomposition, single and
double replacement, and
hydrocarbon combustion
chemical reactions, when
given the reactants
- define the mole as the
amount of an element
containing 6.02 × 1023
atoms (Avogadro’s number)
and apply the concept to
calculate quantities of
substances made of other
chemical species
- interpret balanced chemical
equations in terms of moles
of chemical species, and

Adapted from Wiggins, Grant & J. McTighe (1998)

 relate the mole concept to
the law of conservation of
mass

16. Reaction Lab Give students time to complete the pre-lab in S1

Mar. 14 groups. They will have to balance and create - state a prediction and a
all of the equations. hypothesis based on
- evidence of chemical change available evidence and
- write out the chemical equation background information
- predict the products and states (e.g., state a hypothesis
- exothermic or endothermic? about what happens to
- calculate the number of mols that are baking soda during baking)
reacting
Lab is due at the end of Wednesday’s class. S3
Hand back all assignments and hand out - describe and apply
review packages. classification systems and
nomenclature used in the
sciences (e.g., investigate
periodicity in the periodic
table, classify matter, and
name elements and
compounds based on IUPAC
guidelines)

17. Unit Review – Card Game Time to ask questions.

Mar. 15 Final chance to hand in all labs.
Play unit review card game in groups.
Will lecture as needed.
Hand back all assignments.
18. Chem Unit Test Provide Data Sheet
Mar. 16

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER REFLECTION

OVERALL:
● How do you feel your students experienced this UNIT? (Think about things like - clarity, frustration, organization of
materials, classroom set up, your proximity to and interaction with students, flow vs tension)
Overall I felt the students really enjoyed this unit. There has been great participation, they loved the labs and demos. Many students are
now saying how fun chemistry is, which makes me feel as though I am doing my job right. There are students that are struggling,
however I have offered lunch hour tutorials, and often these students are not the ones that attend.
● Were you successful in reaching all students? How do you know?
It is very clear who is engaged in the class. I will keep better track of the students I check in with each period, to make sure I am not
missing the quieter ones. I will do this by using a class list and making more thorough notes. I believe it also helps to start student
portfolios, and keep track of the work of students of concern.
● How did you accommodate for diverse learners and those requiring accommodations?
I am in communication with students who ask to write assessments in the resource room. I am also aware that this is a very
linguistically diverse group of students. I try to keep the language simple, and draw in global examples of the topics so that we can
steer away from eurocentric views of Science.
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
Lots of traditional indigenous knowledge relied on the chemical properties of certain substances. I also believe in current events in
science, and I think I will add a current events time every week for Biology.
● What went well and what needs refinement?
I felt that as a whole the unit went really well. I would not change the pacing, however it is clear that there are still a number of
students that are very lost when it comes to balancing, naming, and calculating mols. I would like to offer more tutorials right away,
and create table groups of students that I can work with during independent work time.

ASSESSMENT:
● What was your assessment of the learning in this unit?
The final unit exam gives me the final picture of their understanding, however I am assessing using outcomes, and so all assignments
are weighted equally in their categories.
● Were students involved in setting criteria for your assessment? Could this strategy have been improved upon? What do you
want to remember for next time?
I did not involve students directly, however we did have a discussion of classroom expectations for labs.
● What is your evidence of student understanding?
This is found in quizzes, assignments, labs, as well as one-on-one conversation. I find homework completion to be a great indicator of
understanding as well. Students that struggle seem to quit almost immediately.
● How did you employ formative assessment for/of/as learning?

Adapted from Wiggins, Grant & J. McTighe (1998)

 I provided extensive feedback on assignments, however I did take in all work for marks. The incentive to complete the work needs to
apply to all students, and I feel marks are the best way to do this. I have had students perform reflections at the end of labs, and I use
thumb signals to determine if I need to go over content multiple times.
● How will this inform your future planning and teaching?
Formative assessment lets me know where I need to focus, and where students have gaps in understanding. There is always time to go
back, and time to review key concepts. Tutorials at lunch or before school are also a fantastic option. I also want to keep better track of
student work through the development of portfolios and exemplars.
● What Summative Assessment did you use for this unit?
Final Unit Exam, but all labs are also counted.

CONSIDER:
● How can you solicit feedback from students to inform your teaching?
I poll students regularly through the thumbs. I also speak to students one-on-one, and I find them to be very honest about their
understanding. I am welcoming and approachable, so I get a lot of students asking me questions which is great.
● How can you invite your colleagues to give you feedback?
I have a list of questions that I use to incite discussions. I also ask teachers opinions about theoretical scenarios, and then apply that to
my current situations.
● What is the theory, research and/or resource that contribute to your growth?
Formative assessment, and appropriate questioning strategies. I have extension questions that are application based on almost every
slide. These questions are how I really tell whether students get it.
● Personal strengths that contributed or hindered this lesson?
I feel my strengths are in being engaging and approachable, as well as running an efficient classroom with clear expectations. Students
came to me with questions, and seemed to enjoy being in the classroom. It takes effort for me to not be distracted by the needs of all
the students in the classroom. I have spent too long working one-on-one with a student while the rest of the class finishes and goes off
task. I also struggle to balance curriculum with the individual student; if they are not meeting the standard I have to report that, not
how great they are as a person.

Adapted from Wiggins, Grant & J. McTighe (1998)