Teacher Anchal Chadha Subject group and Integrated Sciences – Physical Science-

discipline Chemistry
Unit title Physical and Chemical Changes MYP year 1 Unit duration
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationship Interaction Models Scientific and technical innovation(systems,
models and methods)

Statement of inquiry
Scientists use bonding models to explain the nature of interactions between different types of particles.

Inquiry questions

Factual— What information can be derived from the chemical name and formula of a chemical compound?

Conceptual— How do the differences in the chemical bonding contribute to the physical properties of the compounds?

Debatable— To what extent can ionic, covalent and metallic bonding be manipulated to create compounds with unique properties?

Objectives Summative assessment

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Criterion A: Knowing and
understanding
Students develop scientific knowledge (facts,
ideas, concepts, processes, laws, principles,
models and theories) and apply it to solve
problems and express scientifically supported
judgments.
Criterion B: Inquiring and designing
Students develop intellectual and practical
skills through designing, analyzing and
performing scientific investigations.
Criterion C: Processing and evaluating
Students collect, process and interpret
qualitative and/or quantitative data,
and explain conclusions that have been
appropriately reached.
Criterion D: Reflecting on the impacts
of science
Students evaluate the implications of
scientific developments and their applications
to a specific problem or issue. Varied
scientific language is applied to demonstrate
understanding. Students should become
aware of the importance of documenting the
work of others when communicating in
science.
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Relationship between summative assessment Relationship between summative assessment
task(s) and statement of inquiry. task(s) and statement of inquiry.
Assessment task will be to check students  Summative assessment is based upon
understanding of the concept and how are knowledge of the concept, reflecting
they able to process the information and on the impacts of science and
interpret the given data. They will be able to processing and evaluating.
apply scientific language to demonstrate
 Summative assessment task will help
understanding. Students will be able to
students to apply the concept of types
evaluate the implications of scientific
of bonding, law of conservation of
developments and their applications to a
mass to various chemical reactions.
specific problem or issue. (A, B, C and D)
 The written assessment will help
students develop conceptual
understanding about different types of
changes existing in nature.
 Students will be able to develop
conceptual understanding about ions,
valency and will able to deduce
chemical formulae, chemical names and
able to balance chemical equations.
Students will be able to correlate law
of conservation of mass.
2
 Approaches to learning (ATL)
Critical thinking skills:

 Make inferences and draw conclusion from the given information.

 Identifies, use and interpret range of subject specific vocabulary, terms and symbols related to the given text.

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies:
 Students will research, perform activity, record and analyze data.
Starter activity:
 Students will draw a concept wheel to note the concepts which will be covered in this unit.
 They will fill the KWL chart to enhance their interest in the topic.
Teaching Strategy:
 Students will have a hands-on approach to understand the difference between a physical and a
chemical change by performing activities like inflating a balloon, then by bursting it.

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  They will do the folding and burning activity of a paper to understand the difference between a
physical and a chemical change.
 Students will observe through demonstration various properties of substances undergoing
changes and signs of physical and chemical changes.
 Students will watch a video for better understanding.
 Students will follow THIK, PAIR AND SHARE STRATEGY to analyse a question given to
them. Students will be asked to pick an object. Will have them think of a physical change or
chemical change that the object could go through. They will write two properties that would
change as a result of the change. Students to share what they wrote with the class.
 Students watch a video how changes can be classified as reversible or irreversible.
 Students will explore the terms ‘expansion’, ‘contraction’, ‘reversible’, ‘irreversible’, ‘chemical
composition’.
 They will explore the terms ‘melting’, ‘freezing ’and ‘boiling’and how they can be classified
under physical changes on the basis of their chemical composition.
 Students will do a task sheet to classify the changes into given respective categories.
 Students make a SCIENTIFIC VOCABULARY page in the note book and note down key
words used.
 Students enquire ‘Are all physical changes reversible?’ and cite examples where they are not.
They will watch a video for the same.
 Students watch a video to study the characteristics of living and non- living things. Students
take self-notes on comparison between their characteristics. They apply their previous
knowledge to explore how growth in living beings is chemical change.
 Students will discuss the materials needed by a plant to grow. They will learn key terms
‘biotic’ and ‘abiotic’ factors. They will enquire how various abiotic factors affect the plant’s
growth and the concept of photosynthesis..

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  Students will learn how various biotic components are interlinked and dependent on each
other through the concept of food chain and food web.

Formative Assessments
 Investigating properties of substances undergoing physical and chemical changes to assess
criteria B and C.

Differentiation
 Varied teaching strategies to meet individual student needs
 Simple tasks according to the need of the teaching group
 Videos on each concept for better visualisation and comprehension of concepts

Resources
Books: Holt science and Technology: Physical science
Worksheets,
Experiments and investigations
Strategies:
 Alphabet key activity (to write a word with each alphabet related to the topic.)
 True/false
 Experiments
 Word wall

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  KWL and NSEW chart
 Spider web
 Frame a question – to design
 Think, pair and share

You tube videos

https://www.bing.com/videos/search?q=physical+and+chemical+changes&view=detail&mid=DB911FF40FF6221DCAA2DB911FF40FF6221DCAA2&
FORM=VIRE

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

Prior to teaching the unit During teaching After teaching the unit
Students have previous knowledge about
atom, structure of atom, name of sub-atomic
particles.
They also have prior knowledge of periodic
table and position of few elements.

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