Understanding by Design Unit Template Foundations of Chemistry it Title of Unit Grade Level Physical Science 20, Subject | Time Frame Colton Hope Developed By —_| (ECUR 326.3, Unit Plan Assign., Dr. Tim Molnar, November 28%, 2016) Nine Week Period Stage 1 - Identify Desired Results Broad Areas of Learning How are the BAL incorporated into this unit? 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. In developing furthered understanding of the physical world, students are driven toward the refined study of their ‘own topics of interest centered in the science through processes like; industrialization, mining, and agriculture. Being able to express these topics through the capaci long learning in students. ind 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. Students come to define thelr 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. Engaging Citizens: Learners are engaged as active ctizens through the foundations of chemistry unit by developing co agriculture and mining, how chemistry effects these processes and how those resultant affects introduction of ethnic and societal Issues related to chemistry, students are prompted to speak t (Cross curricular Competencies How will this unit promote the CCC? fous knowledge of industrialized processes Ike F and disrupt our environment, Through the Developing Thinking: Students develop thinking in the foundations of chemistry unit through incorporations of theories on; subatomic particles, the mole, mathematics in the form of stoichiometry, and the relation of all these theories to our madern worlds industrial scale process of chemical reactivity. 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 these constant chains of reactions create the world around them. Developing Identity and Interdependence: The development of identity and interdependence in the foundations of chemistry unit is based around the conceptualization that all ike is interconnected, ‘Through the processes of chemical reactivity, stoichiometry etc. students can visually and mathematically represent to correspondence of how products form from reactants and how the sustainability of our natural environment is codependent on these interactions; both of reactants and products.‘Developing Literacies: During the foundations of chemistry unt students must expressively represent; wr in the required calculations, and physical iteracy through their interactions associated Developing Social Responsibility: ‘The foundations of chemistry units portrays how the social understanding of the chemistry discipline has evolved and today Is generally understcod. Students look at the impact of chemical processes, technology and models of industrialization and how these effect the social sustainability of our civilizations and personal interrelations. [Learning Outcomes What relevant goals wil (must come from currc facies in their note taking and lab reports, mathematical literacy he lab demonstrations and case study exercises. is unit address? include the designations e.g. IN2.1) P520-FCI Predict products of the five basic types of chemical re PS20-FC2 Construct an understanding of the mole as a unit f PS20-FC3 Use stoichiometry to determine the relative amount vo eactions and evaluate the impact of these reactions on society and the environment. measuring the amount of substance. of substances consumed and produced in chemical reactions, Enduring Understandings Essential Questions What understandings about the big Ideas are desited? (what you want ‘What provocative questions will foster inquiry into the content? (open- students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content What misunderstandings are predictable? ____| of the enduring understanding) u ‘Students will understand that... Content specific... ‘© Chemistry shapes the way that many large-scale mining and ‘© How does chemistry affect the processes of mining and agriculture where we live? ‘+ How can a better understanding of chemistry help us to establish a firmer grasp on environmental conservation? are as well as the way we associatively interact with the world ‘+ How can chemistry make up everything even when we can't see around us. we 4 We cannot always see chemistry with the naked eye, what accounts ‘+ How can the physical form of a substance be changed so that it for a mole of one substance may vary when compared to that of seems to disappear, but It still be there? another and substances may exist in many different manipulee ‘+ How can we use math to express the world around us and the physical forms. reactions that occur in it everyday? Many simple mathematical relationships exist to express the chemistry around us and even if somnething has been physically FNM], multicultural, cross-currcular... altered, math can aid in the development of determining what we # How do the view of FNMI people differ from that of an had to start, or what we wind up with, ethnocentric view of chemistry? «How did FMI people originally use basic principle of chemistry to survive and thrive? bad, chemicals are dangerous and that chemicals are + How did/do FMI persons employ principles of chemistry in the come in the litle brown bottle or fine white powder. ‘natural and holistic practices of their cultural medicines and something we have to do with our hands, mixing spiritual healing? Chemical reactions are always visible; giving off gas, changing color a rapidly or creating an explosion. Any math tt ‘presses a chemical relationship is long and complex,at Us is Ha & ot gor A Ltane hegre Knowledge: cui! br assesery § ber, gaa ‘What knowledge will student acquire as a resuitt of this unit? This content knowledge may come from the inc ight also address pre-requisite knowledge that students will need mae bie What skils will students acquire as a result of this unit? List the and/or behaviors that students will be able to exhibit as a result work in this unit. These will come from the indicators. How to find and interpret WHIMIS and MSDS materials including chemical labels and advisories. Interpret written chemical reactions to determine what are reactants and what are products, Name and write the chemical equations for common ionic and covalent molecular compounds know the difference between an endothermic and exothermic rns. know key differences between acids and bases as well as how to neutralize reactions based upon a pH scale. + How to interpret the Periodic Table of Elements, for; chemical names, symbols, and atomic masses. + Know factors affecting rate of reaction Outeonnee -Bxplairrthe importance of skeleton equations, balanced equations and TUPAC nomenclature in communicating understanding of chemical reactions. (SpA) rte Reediet products of synthesis and decomposition reactions given the reactants. (SK) ‘eoRatermine the feasibility of single-replacement reactions based on the activity series of metals and/or non-metals. (46) "| fdtadict products of double-replacement reactions, including acid-base neutralization reactions, and precipitate formation using solubility rules. (4) it how to measure quantities of substances that are not als such as Avogadro, Berzellus, Davy, GayLussac, have contributed to modern understanding of the composition of compounds. (STSE, A) | j.Raseareh the use of solutions in industrial, mining and agricultural processes. (STSE, S, K) Outcome-3: f_Gammunicate results of experiments using narrative and formal lab reports, ) -Explain how actual yield differs from theoretical yield using the concept of sources of error. (STSE, S) ke-Diseuss the economic impact of the yield of chemical reactions with respect to maximizing product and profit and minimizing waste production. (STSE, A) |. Researeh how the reactants used and products formed through chemical reactions in industrial, mining and/or agricultural processes can affect human () pbs Dete th of the environment. (STSE, A) Using atomic models, ‘Students wil be able to... Outeorret> ‘a. Observe and analyze synthesis, decomposition, combustion, single~ replacement and double-replacement (including acid base neutralization) reactions. (S, K) lds: Represent synthesis, decomposition, combustion, A) KA) er manipulatives, skeleton ‘chemical equations and International Union of Pure and Applied Chemistry (IUPAC) nomenclature. (5) per techniques for handling and disposing of lab in Workplace Hazardous Materials 30 Physical ‘of chemical reactions using balanced chemical equation: \-c?Relate the use of the mole to the coefficients in a balanced chemical ind compare this to mass and volume as measurable ining and/or agricultural processes involve Lar Calcot the molar mass of various melecuar and ion compounds. Perform molar conversions, including mass to mole, number of to mole, volume to mole, concentration of a solution to mole and ir inverse operations, using the correct number of significant figures. gePrepare solutions of known concentration using molarity and dilution calculations. (S, K) ie the relative numbers of moles of each substance in a variety )Stage 2 — Assessment Evidence the desired understandings, knowledge, and skils? (describes the learning activity in t requires students to apply knowledge and skills to demonstrate their understanding ‘the classroom and apply it to.a series. of five exper Wat rote (perspective) will your students. | reactivity, safety, mathematics, and product formal be ta backgrour Of the experiments, récord with accuracy their observations as the reactions occur, SAO ctatience? complete the areas of stoichiometry and come to concise conclusions about what they have done. Fro lab they may be asked to publish their scientific works in the form of a ‘5 Station compreher rt to be submitted to thelr supervisory dock The context or chalenge provided tothe | Phe denke wv Leke rao ig ba daey P — Product, Performance yon eawwicjont “y What proauct/prtormance wil the student 4 gee ee iegly ey a ecg ave Gee ecm ws ERG Cate te ris torte Petomance Tat | MCh rub to Uni lan 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. rive at the outcomes. ‘Student Self-Assessment How will students reflect upon or self-assess their learning? il demonstrate their comprehension of course materials through the following means of assessment and evaluation: © Worksheets/Quizams/ Unit Exam Research Paper/Lab Report ‘+ Scientific poster creation © Scientific Journat “The self-assessment component of the curricular outcomes will be ‘completed by a unit long comprehensive ic journal kept by the students regarding what they learned including; relevant formulas and terms, completed experiments, researched topics ete. Daily personal reflection based around in-class activity will promote the development of student thought toward what interests them about chemistry, LY aly 9 petal eG ataent Leaning shyt 2Wenile behavior. In this room, having student arranged in groups; through pods, tables, or work benches is optimal to establish a sense of coopertivity. 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 27 Wieere 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 and interactions, through the interactions. On the first day of class. ‘one another and I can get to know them as well as one interesting fact that they want to get out of the chemistry place and are going to be active members of this class, I would like to meet with each of them to discuss how we sm to be successful. It is also ly importar ies where students may be at risk for accident or communicate during the chemistry for the foundations of chemistry ur facilities are required, This is the of -easily accessible and organized fashion is best, with hazardous materials kept separate ar How will you engage students at the beginning of the unit? (motivational set) ‘Stunt inroduction to the foundations of chemistry unk wll be competed on the ist day Girough@ familiarized motivational video based sound chemical iymotion.com/video,[ What events will help students experience and explore the enduri ing understandings and essential questions in the unit? How will you ©. Combustion Rules and practice with balancing and creating chemical equations equip them with needed skills and knowledge? # | Lesson Title ‘Lesson Activities cccs | Resources 1 | Introduction ‘+ Student-teacher introduction exercise ~ get to know interests In chemistry Develop. | -Video (Day 1) ‘+ Introductory video Identity | -Journals, ‘+ _ Introduce scientific journal student term project dependen Seaaedaace secon) | | 2 _| Science 10 ‘= Concept Review from previous years’ science curricula for chemistry Develop. | “Printed Review ‘a, The Periodic Table of Elements and polyatomic sheet ‘Thinking | Petiodic (Week 1) b. Reactants and products in a chemical reaction (OT), | Tables and ©. Differenced between physical and chemical changes DLL, and | Polyatomic 4d. The pH scale Develop, | sheets Tonic vs molecular bonding Unteracy | -Review f. Naming and writing common chemical formulas (00) pots. g. Balancing Chemical equations Review hh. The five types of reactions worksheets: i. Enthalpy and Entropy J. Catalysis and reaction rate 3 | Review Quizam | + "Completion of @ quiz based upon the reviewed materials from the Science 10 Review lesson. | DT, and | -Quuame (Day 1 Week 2) DL 4 | History of ‘+ Coverage of the history of chemistry including the relevant scientists who contributed to the | DT, Dl, | Chemistry Chemistry and Units’ fleld of study: and DL’ | history pts. Naming a. Avogadro “TUPAC Convention b. Berzelius naming pts. (Week 2) Day “Chemical d. Gaylussac compound fe. Proust: naming f. Dalton worksheets ‘+ TUPAC nomenctature conventions and naming compounds 5 | History and ‘+ Completion of a quiz based on the historical figures in the field of chemistry and modern TUPAC | DT, and | -Quizams Naming Quizam ‘naming conventions for chemical compounds covered in the History of Chemistry and Naming | DL (Day 5 Week 2) Convention lesson, & | The Five + Detailing the structural formulas of the five reaction types including; reactants, products, and | DT, and | -Five rans Reaction Types Physical characteristics DL’ ‘Types and and Equation a. Single Replacement balancing Balancing b. Double Replacement equation (Week 3) Decomposition Worksheets d. Synthesis and ppts.13. | Safety Quizam ‘Completion of @ quiz covering student knowledge from the WHIMIS, MSDS and Lab Safety [DT and | -Quizams (Day 5 Week 7) lesson ~ must be completed and passes before lab entry. DL. 14 _| Five Types of ‘Completions of a series of five lab experiments to help better define student understanding of | DT and | -Allrequirea Reaction the five reaction types; synthesis, decomposition, single replacement, double replacement and | DL lab materials Experiments combustion; stab (Week 8) ‘a. Decomposition of sodium in sulfuric acid experiment Synthesis of magnesium oxide from magnesium handouts Single replacement of zinc in copper (II) sulfate 4. Double replacement of potassium lodide and lea . Combustion of sucrose in potassium chlorate Completion of lab handouts requiring calculation, prior, and developed student knowledge. 15_| Environmental Creation of a poster by students to detail the environmental impacts of chemical processes as_| DT, Dif, | Poster Effects of designated from a list created by the instructor. Compl roups. DLand’ | making Chemistry Specifically focus on what these environmental impacts would mean to the communities of |_| DSR materials Research FNMI peoples with a specific focus on prairie or plains peoples. “Technology Poster resources for (Week 9) research 16 | Unit Exam ‘A comprehensive final examination designed to cover all aspacts of the lessons completed Diand |-Exams (Day 5 Week 9) during the Foundations of Chemistry Unit DL.| Considerations aquired Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? the Physical Science 20 curriculum have been addressed with @ minimum of six indicators pper outcome being utilized in the assessment of student learning, skills and knowledge. Both the summative modes of assessment in the form of the Quizams and sm, aS | well as the hands on and formative assessments; research paper, poster, experiments, Are organized to allow for students to comprehensively knowledge through a variety of assessment and evaluation strategies. ‘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? bead Agate, LAM Oe ger EE Piers tana ere paacting Pe A Te ae Oy been in ohare rd hy Gi bey? a) ut For those students adaptations inch rugale with science academics I have incorporated several iew lesson, the use of visual aids, hands on reinforcement of The review will help these students to refresh on or even establish understanding they ‘were missing, Using power-points and other visuals like video may help them to see and understand what a text based approach would have them overlook. Experiments help [-them to gain an understanding of what chemistry can really look like and the effects of ing of students that succeed derstanding and instruction perspective. Last, the large number of worksheets will give ample practice in the areas of mathematics where students tend to struggle the most. ce academics, I have incorporated hands on lab Inments, namely the research paper, to reflect unit that will range in degree of difficulty to further challenge students, is & Re ‘Instructional Approaches: i See aaA Do I use a variety of teacher directed and student , x» centered instructional approaches? ‘ Resource Gased Learning: Do the students have access to various resources on an ongoing basis? each child's identity? ‘My instructional approaches range from; power-point lecture presentations, to students centered research and inquiry through their research paper and poster creation, to video graphical muitimedia lessons, and right down to hands on interactive student-lead experimentation guided by the instructor, oe Students have access to resources ranging from; technology required for research, to lab based experimental materials, to handouts and power-points, and eventually t textbook resource for this course. that the students can express le and misunderstanding. 1 have also looked to incorporate the FAWMI perspective into the student-centered poster creation where they will look specifically at the environmental impacts of chemical processes ““T affecting FNMI peoples with a natural prairie/plains background. From: Wiggins, Grant and J. MeTighe. (1998). Understanding by Destan, Association for Supervision and Curricukim Development, ISBN # 0-87120-313-6 (pbk)