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2017

CHEM 20 Unit Plan UNIT C: Solutions, Acids and Bases


Timeline: 23 Days

Topic and
Curriculum Assessment
Timeline Resources Activities
Concepts (As, For, Of)
[# of Days]
GLO 1: Investigate solutions, describing their physical and chemical properties
20-C1.1k
What is a Solution?
20-C1.2k
What are Types of Exploration Lab:
20-C1.3k
Solutions? H2O Fiasco
20-C1.4k
(Research)
20-C1.1sts Quizzes 1 & 2
Aqueous Solutions
20-C1.3sts Zombie Apocalypse
Classification Practice
20-C1.4sts
Questions
20-C1.5sts
[4]
20-C1.3s
Practice
Concentration Nelson
Questions
Calculations: Chemistry 20-30
Percentage 20-C1.5k Chapter 5
Slime Lab
concentrations 20-C1.6k
Parts per million 20-C1.2sts YouTube:
Zombie Quiz 3
Amount Concentration Crash Course
Apocalypse Pre-Lab Exit Slip
[3] Etc.
Activity Slime Lab
Zombie Zombie Apocalypse
Dissociation and Mr.Quinton’s
Apocalypse
Ionization notes
20-C1.8k Activity
Arrhenius’ Theory
20-C1.1sts
Ion Concentration
Practice
[2]
Questions
Iced-Tea
20-C1.7k
Demonstration Lava Lamp
Solubility and Dilutions 20-C1.9k
(Effervescent
[2] 20-C1.10k
Practice Magnesium Lab)
20-C1.11k
Questions
20-C1.1k
20-C1.3k Topic Summative (of) Assessment:
20-C1.5k 30-40minute test
Topic Test
20-C1.7k Heavy on short answer questions (students to show their
[1]
20-C1.8k work)
Tuesday April 4th
20-C1.9k Emphasis on calculating Concentration
20-C1.10k
20-C1.11k
2017

GLO2: Describe acidic and basic solution qualitatively and quantitatively


Naming Acids and Bases
&
20-C2.1k
Properties of Acids and
20-C2.2k
bases
(review Science 10)
Practice
[1]
Questions
Properties of Acids and
Bases in Solution Home-Products
[3] Acids/Bases Lava Lamp
Mini Research (Effervescent
Arrhenius Theories 20-C2.7k Discussion Magnesium Lab)
(Original and Modified) 20-C2.8k
20-C2.9k Nelson Lava Lamp
Acid-Base Chemical 20-C2.10k Chemistry 20-30 (Effervescent
Equations 20-C2.11k Chapter 6 Magnesium Lab)

Neutralization Mr. Quinton’s


notes
Strong Acids/Bases and
Weak Acids/Bases ScienceBob.com

Hydronium and
Hydroxide
Concentrations
20-C2.3k
pH and pOH Practice
20-C2.4k
[3] Questions Quizzes 4 & 5
20-C2.5k
Rainbow pH lab
20-C2.6k
Strong Acids/Bases and Rainbow pH lab
20-C2.10k
Weak Acids/Bases

Indicators
Topic Test
[1] To be finalized Topic Summative (of) Assessment:
Tuesday April 4th

UNIT ASSESSMENT:
Quizzes (x4) 10%
(Best 4 out of 5)
Labs & Assignments 40%
Topic Tests 50%
Total 100%
2017

UNIT PLAN RATIONALE:


The purpose of this unit is to teach students about solutions; specifically, students will enhance their
knowledge of aqueous solutions as they gain an understanding of the importance of water as universal
solvent. Aqueous solutions (including acids and bases) are chemicals that students will encounter on a
daily basis, as such there is value in them being able to qualitatively and quantitatively identify and
describe such solutions. Furthermore, students must build an awareness of the conse quences related to
the development and usage of chemicals in solutions; the consequences may be environmental, medical,
financial, social, and even financial.
My teaching approach to this unit is a little less creative than my approach to the biology unit. The
reason for this is very simply due to my level of comfort with the material. Admittedly, I understand the
chemistry content; however, unlike the biology content, chemistry is less intuitive. As such, I focused
more on achieving the specific learner outcomes, than I did on developing the nature of science among
the students. This decision was made to ensure that my obligations as a professional educator to teach
curriculum were being met; should I teach this course in the future, I will be more comfortable with the
content, and then I can plan more creatively.
That being said, I did attempt to incorporate relatability and hands-on activities into the unit. The
activities/demonstrations that I chose were not traditionally chemistry related; in fact, I chose to work
with chemicals that would be encountered on a daily basis (Borax, White glue, Iced-Tea, Oil, Magnesium
Tablets, Household Cleaners, etc.). I chose to work with relatable material so that students might find
purpose in the chemistry concepts that they were learning. Relatability and Purpose are my two driving
forces behind my unit planning this practicum.
On a final note, I also attempted to incorporate student-directed learning via exploration activities. Some
activities involved simple research whereby the students could inform themselves of current
events/historical events related to solutions technology. Admittedly, I am finding this goal hardest meet,
and I think it is because chemistry is a little more absolute/definitive mathematically than Biology is;
therefore, some concepts just need to be taught traditionally (lecture-style “how-to-do”).