CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Learning Plan: SNC1DE Chemistry (Atoms, Elements, and Compounds)

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
1$ Lab$Safety$&$ A1.4,$C1.1,$ $1.$General$Lab$Safety$video$$ Materials:$ Students$will$ CoO $
WHMIS$ C1.2$ $ •! WHMIS$Worksheet$ hand$in$ construction$
$ $ 2.$CoOconstruct$lab$safety$rules$with$students$ $ “slimy$ of$lab$safety$
$ $ $ •! Styrofoam$Cups$ science”$for$ rules$$
$ $ 3.$WHMIS$Introduction$+$Student$Worksheet$ •! Craft$Sticks$ feedback.$$
$ $ $ •! Water$
Practicing$lab$ A1.1,$ 4.$“Slimy$Science”$$ •! Glue$
techniques$$ A1.10$ $ •! “Mystery$Matter”$ Accommodations:$
$ (borax$solution)$ •! Transcript$of$General$Lab$Safety$video$
•! Graduated$ will$be$made$available.$$
Cylinders$ •! A$video$that$further$explains$WHMIS$
•! Ziploc$Bags$ will$be$provided.$$
•! Food$Colouring$ •! Students$may$work$individually$or$in$
$ pairs$for$the$“Slimy$Science”$activity.$
$ $
Resources:$ Notes:$$
$ $
•! General$Lab$Safety$ $
Video$ $
(https://www.yout
ube.com/watch?v=
MEIXRLcC6RA)$
$
$

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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

$
Essential$Question:$What$is$everything$made$of?$
$
Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
2$ What$is$ C2.1,$C2.2,$ 1.!States$of$matter$and$particle$theory$of$ Materials:$ Diagnostic$ $ $
matter?$ C2.3,$C3.3$ matter$(Menti$slide$deck).$$ •! Phone/Chromeboo word$cloud$$
(physical/che •! “What$do$you$think$of$when$you$ ks$to$connect$to$
mical$ hear$“States$of$matter$and/or$ Menti$
properties)$ particle$theory$of$matter?”$word$ •! Classifying$Matter$
cloud$&$followOup$discussion$$ Worksheet$
$ •! Properties$of$ Accommodations:$
2.$Classifying$Matter$ Matter$Lab$sheet$ •! Have$Chromebooks$available$for$
•! Pure$substances$vs.$Mixtures$$ $
those$who$require$a$device.$
•! Flow$chart$+$match$term$to$ Part$I$$$$$$$$$$$$$$$$$$$$Part$II$
•! Provide$transcript$of$video$$
definition$(attempt)$ Cornstarch$$$$$$$$$$$sulphur$
•! Deconstructing$Macaroni$Salad$ Baking$soda$$$$$$$$$graphite$ Notes:$
(video)$ Salt$$$$$$$$$$$$$$$$$$$$$$$$marble$
•! Talk$about$worksheet$&$fill$in$ Sugar$$$$$$$$$$$$$$$$$$$$copper$
examples$as$class$ Spot$plates$$$$$$$$$$$aluminum$
$ Scoopulas$$$$$$$$$$$$$iron$
3.$Properties$of$Matter$Lab$(part$I$AND/OR$II)$ Droppers$$$$$$$$$$$$$$chalk$
•! Part$I:$physical$properties$of$matter$ Magnifying$lens$$$wood$
•! Part$II:$Using$properties$to$identify$ 0.5$M$HCL$$$$$$$$$$$$$Magnets$
pure$substances$$ 5$%$Iodine$solution$
Water$
$
Resources:$
•! Deconstructing$
Macaroni$Salad$
(https://www.yout
ube.com/watch?v=
Vt7lN4QPU0k)$
$
 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
3$ Density$ A1.1,$C2.1,$ 1.!PEOE:$Coke$vs.$Diet$Coke$ Materials:$ $ $ Summative$
C2.3$ $ •! PEOE$handout$$ Research$
2.$Density$Calculations$(practice$worksheet)$ •! “Sink$or$Float”$ Project$$
$ (extra$challenge)$
3.$Assign$Summative$Research$Project$(create$a$ •! Density$practice$
“Cereal$Brand”$for$an$element$of$your$choice).$$ worksheet$
•! Summative$
Research$Project$
Outline$$ Accommodations:$
$ •! Students$who$finish$the$PEOE$quickly$
•! Large$container$ can$work$on$“Sink$or$Float”$activity$
(filled$with$ (extra$challenge)$
water)$ •! Provide$calculators$if$possible$$
•! Coke$cans$and$ •! Extra$help$available$at$lunch$for$
Diet$Coke$cans$ density$calculations$(if$required).$$
•! Balance$$
•! Students$do$not$need$to$create$a$
$
physical$cereal$box;$they$may$choose$
Resources:$
to$do$this$assignment$on$paper$
•! Coke$vs.$Diet$
Coke$Lab$ Misconceptions:$
(https://www.yo •! Mass$vs.$weight$!$how$does$volume$
utube.com/watc relate?$Density?$
h?v=UvCAOE4TV $
rg)$ Notes:$
$
$
$
$

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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
4$ Density$ A1.1,$A1.2,$ 1.! $“Rainbow$in$a$Cup”$Inquiry$Lab$ Materials:$ “Rainbow$in$a$ Students$will$ $
A1.5,$A1.11,$ •! Students$will$work$in$randomly$ •! Rainbow$in$a$cup$ Cup”$lab$will$ likely$need$to$
C2.3$ assigned$groups$and$use$their$ explanation$ be$handed$in$ adapt$their$
knowledge$of$density$to$develop$a$ sheet$$ for$formative$ procedure$as$
procedure$that$enables$the$creation$ $ feedback$ they$try$to$
of$a$“rainbow$in$a$cup”.$Students$ •! Food$colouring$ (focus$on$ determine$
will$conduct$their$experiment$as$a$ •! Cups/Beakers$ procedure$ what$
group$and$then$individually$answer$ •! 1$Cup$of$ development)$ methods$
the$followOup$questions$to$reflect$on$ sugar/group$$ work$best.$$
the$experience.$This$lab$will$be$ •! Water$
handed$in$at$the$end$of$the$period$ •! Stirring$rods$
for$formative$feedback.$$ •! Spoons$
$ Accommodations:$
•! Graduated$
•! Students$may$require$prompting$(i.e.$
Cylinders$$
assistance$determining$an$efficient$
$
technique$for$developing$sufficient$
Resources:$
coloured$layers)$
•! Have$images$of$
•! Check$in$with$each$group$to$make$sure$
some$examples$
they$understand$the$implications$of$
density$in$this$experiment$
$
Notes:$
$
$
$
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
5$ What$is$ C2.1,$C2.2$ 1.!$Particle$Theory$of$Matter$$ Materials:$ $ Students$will$ $
matter?$ •! Introduce$the$particle$theory$of$ •! Lab$worksheet$ develop$their$
(physical/che matter$using$the$PhET$“States$of$ $ own$“note”$
mical$ Matter”$simulation$$ •! Cornstarch$ on$the$
changes)$ •! Prompt$students$to$identify$the$5$key$ •! Baking$soda$ particle$
points$of$the$theory$(they$should$ •! Vinegar$$ theory$of$
create$a$“record$of$their$learning”$ •! Popcorn$kernels$ matter$(they$
from$this$discussion).$$ •! Antacid$tablets$ will$
•! Consolidate$by$having$students$share$ •! Lemon$juice$ share/reflect$
their$5$key$points$with$each$other.$ •! Milk$ with$other$
$ •! DrinkOmix$powder$ students)$
2.$“Chemical$or$Physical$Change?$A$bit$of$ •! Water$ Accommodations:$
everything!”$Lab$$ •! Beakers$ •! Provide$a$more$formal$note$to$summarize$
•! Note:$this$lab$has$many$stations$and$ •! Graduated$Cylinders$ the$keys$points$of$the$particle$theory$of$
requires$an$ample$amount$of$time$for$ matter$if$necessary$
•! Stirring$Rods$
cleanOup.$Students$will$likely$need$ •! Have$a$timer$on$the$board$so$students$
•! Scoopulas$
prompting$to$move$from$station$to$ know$when$to$transition$to$a$new$station$
•! Steel$Wool$
station.$$ $
•! Tongs$
$ Misconceptions:$
•! Magnifying$Glasses$
$ •! Physical$changes$are$reversible$while$
Resources:$ chemical$changes$are$not$reversible$
•! States$of$Matter$ $
PhET$ Notes:$
(https://phet.colora $
do.edu/sims/html/st
atesOofOmatterO
basics/latest/statesO
ofOmatterO
basics_en.html)$
$
$
 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
6$ Identifying$ C2.4$ 1.!“Identifying$Gases”$Lab$ Materials:$ “ExploreOfirst,$ LSWH$ $
Gases$ •! Students$will$ •! LSWH$Rubric$for$student$reflection$ explainOlater”$ Reflection$
conduct$four$“gas$ $ approach.$$ Rubric$
tests”$in$an$ 3%$Hydrogen$Peroxide$ HCL$ $
Manganese$dioxide$powder$ Magnesium$metal$
attempt$to$ Graduated$cylinder$ Graduated$cylinder$
identify$different$ Wooden$splint$ Tea$light$candle$
gases.$$ Matches$ Tongs$
Test$tube/rack/stopper$ Test$tube/rack/stopper$
•! Note:$This$lab$ Toothpick$ Wooden$splint$
requires$a$lot$of$ Tea$light$candle$$ matches$
set$up.$
$ Accommodations:$
HCL$ Hot$plate$
$ Baking$Soda$ Water$
•! The$teacher$should$demo$each$of$these$
2.$Learning$Skills$and$ Test$tube$(x2)/rack/stopper$ Tongs$ tests$after$the$students$have$tried$
Work$Habits$Rubric$
Wooden$splint$ Beaker$$ them.$$
Tea$light$candle$ Cobalt$chloride$test$
•! Students$will$fill$ Tongs$ paper$ $
Limewater$
out$a$LSWH$rubric$ Notes:$
Graduated$cylinder$
to$reflect$on$the$ matches$
unit$thus$far.$They$ $ $
will$be$asked$to$ $
create$a$SMART$ $ $
goal(s)$to$help$ Resources:$
$
them$further$ $
develop$their$ $ $
work$habits.$
$
$

$
 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

$
Essential$Question:$Why$do$we$need$a$periodic$table$of$elements?$
$
Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
7$ What$is$the$ C3.5,$C3.6$ 1.!$Alien$Periodic$Table$$ Materials:$ “exploreOfirst,$ $ $
periodic$ •! It’s$easiest$to$preOcut$the$alien$squares$ •! Alien$periodic$table$ explainOlater”$
table?$ and$explain$to$students$what$they$are$ squares$ approach$
trying$to$do.$$ •! Slide$deck$to$explain$ $
•! Once$each$group$has$finished,$ask$every$ the$organization$of$
group$to$share$one$trend$that$they$ the$periodic$table$$
noticed$$ •! “Blank”$periodic$
$ table$with$
2.$Organization$of$the$periodic$table$ instructions$for$
•! Families$vs.$periods$ activity$
•! Metals,$nonOmetals,$metalloids$ $
Accommodations:$
•! Have$students$create$a$“record$of$their$ Resources:$
•! Provide$students$with$a$more$formal$
learning”$ •! Alien$Periodic$
“note”$on$the$organization$of$the$
$ Table$
periodic$table$if$required$$
3.$“Exploring$the$periodic$table”$activity$ (https://www.gu
•! Groups$should$be$chosen$by$teacher$
•! Provide$students$with$a$“blank”$periodic$ lfcoast.edu/curr
to$ensure$that$equal$participation$
table$and$have$them$label$the$families.$$ entO
occurs$when$trying$to$create$the$alien$
•! Note:$Most$SNC1D$textbooks$have$ students/acade
periodic$table$
instructions$for$this$activity.$ micO
$
divisions/natural
O Notes:$
sciences/biology $
O $
project/chemistr $
yO $
1/documents/ali
enOperiodicO
table.pdf)$
$
 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

$
Essential$Question:$How$small$is$small?$
$
Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
8$ What$is$an$ C3.1,$C3.2,$$ 1.!$Jigsaw:$Evolving$Models$of$the$Atom$ Materials:$ Kahoot$ $ $
atom?$ $ •! Readings$for$ Consolidation$ $
(Atomic$ 2.$The$History$of$the$Atom:$Candy$Models?$$ Jigsaw$stations$
models)$ •! Students$will$be$asked$to$determine$ •! Jigsaw$handout$
which$candy$model$corresponds$with$ •! Candy$Models$
which$atomic$model$(the$same$atomic$ activity$handout$
models$from$the$Jigsaw).$$ •! Phones/Chrome Accommodations:$
•! This$should$be$completed$individually$ books$for$ •! Upload$a$completed$copy$of$the$
and$then$followed$up$with$a$Kahoot$ Kahoot$ Jigsaw$to$the$course$website$
style$checkOin$(formative$assessment).$$ •! Kahoot$Quiz$ (necessary$for$students$who$were$
$ away/those$who$want$to$check$their$
Resources:$ work)$
•! Kahoot$ $
(https://kahoot. Misconceptions:$$
com/schoolsOu/)$ •! Atoms$have$electrons$circling$around$
them$like$planets$around$a$star$

$
Notes:$
$
$
$
$
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
9$ What$is$an$ C3.6,$C3.8$ $1.$What$are$Atoms$Made$of?$(Video)$ Materials:$ BohrO $ $
atom?$(BohrO $ •! Fill$in$the$blank$ Rutherford$
Rutherford$ 2.$The$Atom$(fill$in$the$blank$note)$ worksheet$ diagram$
Diagrams)$ •! Charge/Mass/location$of$protons,$ •! BohrORutherford$ practice$
neutrons,$electrons$$ Diagrams$ sheet$
•! Standard$atomic$notion$(looking$at$the$ practice$sheet$ $
periodic$table)$ $ $
•! General$rules$of$BohrORutherford$ Resources:$$ $
diagrams$(i.e.$max$#$electrons/shell)$ •! What$are$Atoms$ $
•! Go$through$an$example$of$how$to$draw$ made$of?$ $
a$BohrORutherford$diagram$ (https://www.yo $
$ utube.com/watc Accommodations:$
3.$BohrORutherford$Diagrams$(practice$sheet)$ h?v=ooWfzpUIo •! Provide$a$transcript$of$the$video$
•! Note:$This$sheet$requires$11x17$sized$ NM)$ •! Provide$Chromebooks$for$students$
paper.$ $ who$have$difficulty$with$fine$motor$
•! Students$will$have$the$first$three$of$ skills.$Find$an$alternative$to$drawing$
their$diagrams$checked$by$the$teacher$ BohrORutherford$diagrams.$
before$continuing$the$worksheet$$ $
Misconceptions:$
•! Atoms$have$electrons$circling$around$
them$like$planets$around$a$star$

Notes:$
$
$
$
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
10$ Quiz$ $ 1.! $Quiz$$ Materials:$ Quiz$ $ $
$ $ •! Physical/Chemical$change$ •! Quiz$ $
$ $ •! Density$(calculations)$ •! Chromebooks$ Draft$of$
$ $ •! BohrORutherford$Diagrams$$ $ Research$
$ $ $ $ Project$
$ $ $ $
Work$period$ A1.3,$ 2.$Independent$work$period$ Accommodations:$
for$ A1.7,$ •! Students$will$work$on$their$summative$ •! Develop$an$online$quiz$for$students$
summative$ A1.9,$ research$project.$$ with$corresponding$needs$
research$ A2.1,$A2.2$ •! Students$will$be$encouraged$to$submit$ •! Ensure$that$a$full$set$of$Chromebooks$
project$ their$draft$for$formative$feedback.$ is$available$for$the$work$period$
$ $
Notes:$
$
$
$
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$
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$
$
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

$
Essential$Question:$What$makes$sugar$and$salt$so$different?$
$
Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
11$ Molecular$ C2.5,$C3.8$ 1.! $How$to$Count$Atoms?$(activity)$ Materials:$ Exit$Card$ Exit$Card$(the$ $
Compounds$ •! Most$students$will$not$have$seen$ •! How$to$count$ (checking$in$ question$
chemical$formulas$before.$This$ atoms?$ on$potential$ being$asked$
activity$helps$students$understand$ worksheet$ misconceptio has$not$yet$
the$difference$between$subscripts$ •! Compounds$ ns/knowledg been$
and$coefficients$and$how$they$ worksheet$ e$of$topic$to$ discussed$in$
apply$to$chemical$formulas.$ •! Modelling$ be$discussed$ class)$
Especially$helpful$for$students$who$ Molecules$ next$class)$
haven’t$taken$grade$9$math$yet.$$ worksheet$ $
•! Try$completing$the$activity$with$ •! Molecular$Model$ Accommodations:$
magnets$to$enhance$students’$ Kits$ •! Students$who$may$have$difficulty$
understanding.$ $ building$models$should$work$in$a$
$ Resources:$ group$with$students$who$can$help$
2.$Compounds$(note)$$ •! What$happens$to$ guide$them$through$the$activity$$
•! Note:$only$fill$in$the$“molecular$ sugar$when$it’s$ •! Provide$a$completed$copy$of$the$
compounds”$portion$of$the$table$ dissolved$in$ compounds$note$for$students$who$
$ water?$ require$it$
3.$Discussion$about$sugar$(glucose)$and$what$ (https://www.you
happens$when$it$is$dissolved$in$water$ tube.com/watch? $
$ v=ZmWYG7qh0Q Misconceptions:$
4.$Modelling$Molecules$(activity)$ A)$ •! When$sugar$is$mixed$with$water,$the$
$ •! Padlet$ sugar$disappears$(literally).$$
5.$Exit$Card$ (https://padlet.co $
•! Ask$students$to$submit$a$response$to$ m/)$ $
the$question:$“What$happens$to$salt$ $ Notes:$
when$it’s$dissolved$in$water?”$ $
•! Use$Padlet$to$collect$their$responses$ $
$
$
 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

$
Essential$Question:$Why$is$it$dangerous$to$have$electricity$near$water?$
$
Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
12$ Ions$and$ C3.8$ 1.$How$does$salt$dissolve$in$water?$(video)$ Materials:$ $ Naming$ $
Ionic$ $ •! Forming$ions$ $ compounds$
Compounds$ 2.$Finish$Compounds$note$from$previous$class$ note$ $ activity$
(i.e.$complete$ionic$compounds$portion$of$the$ •! Naming$ $ (“exploreO
table)$ compounds$ $ first,$explain$
$ worksheet$ $ later”$
3.$Forming$Ions$(fill$in$the$blank$note)$ •! Ingredients$list$ $ approach)$
•! Use$BohrORutherford$diagrams$to$show$ from$common$ $
how$ions/ionic$compounds$form$$ household$ $
•! Emphasize$how$this$differs$from$the$ products$(food,$ $
formation$of$molecular$compounds$ beauty,$ Accommodations:$
$ cleaning,$ •! Students$may$work$individually$or$
4.$Naming$Compounds$(activity)$ medications)$ with$a$small$group$(2O3$students)$to$
•! This$activity$has$students$attempt$to$ $ complete$the$naming$compounds$
identify$trends/rules$in$the$way$ Resources:$ activity$
compounds$are$named$and$chemical$ •! How$does$salt$ $
formulas$are$determined.$$ dissolve$in$ $
water?$ Misconceptions:$
(https://www.yo •! Atoms$“own”$their$electrons$
utube.com/watc $
h?v=xdedxfhcp Notes:$
Wo)$ $
$ $
$ $
$ $
$ $
$ $
$ $
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
13$ Consolidate$ C3.8$ 1.! $Class$discussion$about$the$Naming$ Materials:$ $ Peer$ Summative$
naming$ $ Compounds$activity.$$ •! Ionic$ $ evaluation$ Research$
compounds$ $ $ Compounds$ $ rubric$(see$ Project$DUE$
activity$ $ 2.! Consolidate$students’$learning$with$a$more$ note$ $ agenda$for$ $
$ $ formal$note$on$Ionic$Compounds$(rules$ •! Peer$evaluation$ $ explanation)$ $
$ $ naming/writing$formulas)$ rubrics$$ $ $ $
$ $ •! At$this$point,$students$will$need$to$draw$ $ $
$ BohrORutherford$diagrams$to$determine$ $ $
$ ionic$charges.$Allow$for$drawing$time.$$ $
$ $ Accommodations:$
$ $ •! Students$who$are$unable$to$present$
Share$ 3.$Students$will$share$their$summative$research$ to$a$group$of$peers$(for$what$ever$
research$ projects$in$small$groups$(4O5$students).$Each$ reason)$will$be$able$to,$instead,$have$a$
projects$with$ student$is$responsible$for$“assessing”$one$other$ conversation$about$their$project$and$
small$group$ student$in$their$group$using$the$“peerO journey$of$completing$their$project$
evaluation”$rubric.$$ with$the$teacher.$
•! The$purpose$of$this$is$for$students$to$ $
identify$the$“most$critical”$aspects$of$ $
mini$presentations$(in$areas$of$both$oral$ Notes:$
presentation$skills$and$content).$This$
activity$is$intended$to$help$students$
prepare$for$future$presentations$and$
research$projects.$
$
$
$
$
$
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
14$ Ionic$Charges$ C3.5,$C3.6,$ 1.! Ask$students$to$bring$out$the$periodic$table$ Materials:$ $ $ $
&$Chemical$ C3.7$ that$they$filled$in$on$day$7.$Have$a$discussion$ •! Extra$copies$of$ $ $
Families$ to$familiarize$the$class$about$the$organization$ “blank”$periodic$ $
of$the$periodic$table.$ table$ $
$ •! Ionic$Charges$ $
2.! Give$students$some$time$to$further$explore$ and$Chemical$ $
their$periodic$table—now$that$they$have$a$ Families$ $
greater$understanding$of$it—and$ask$them$to$ worksheet$ $
identify$any$“new”$trends$they$now$see.$ $ $
$ $ Accommodations:$
3.! Ionic$Charges$and$Chemical$Families$ $ $
(worksheet)$ $ $
•! Have$students$work$independently$to$ $ $
complete$this$worksheet.$Take$it$up$as$a$ $ $
class$when$everyone$has$finished$ $ $
$ $ Notes:$
4.$If$there$is$extra$time,$encourage$students$to$ $ $
start$developing$study$notes$and$reviewing$for$ $ $
the$summative$lab$(day$17).$ $ $
$ $
$ $
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 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

$
Essential$Question:$What$is$road$salt?$
$
Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
15$ Assessing$the$ C1.1,$C1.2$ 1.! $To$Salt$the$Roads$or$Not$to$Salt$the$ Materials:$ $ Personal/group$ $
environment Roads?$(group$inquiry$activity)$ •! Chromebooks$ $ “evaluation”$ $$
al$and$social$ •! Students$will$work$in$groups$of$4$to$ •! Whiteboards$&$ $
impact$of$ assess$the$pros$and$cons$of$road$salt.$ markers$$ $
road$salts$ As$according$to$the$handout,$each$ $ $
student$will$be$assigned$a$specific$ $ $
role$within$their$group.$$ Resources:$ $
•! Each$group$will$present$their$findings$ *Any$resource$that$can$ $
at$the$end$of$the$period.$ be$used$to$better$adapt$ $
•! Note:$this$activity$was$designed$for$a$ the$activity$for$the$ $
school$in$Kingston,$ON.$The$questions$ particular$city$in$which$ $
should$be$adapted$to$better$suit$the$ the$school$is$located$$ $
city$in$which$the$school$is$located.$$ Accommodations:$
$ •! Students$who$are$unable$to$work$in$a$
2.$Exit$Card:$Students$will$be$asked$to$ group$(for$what$ever$reason)$may$
complete$a$personal$and$group$“evaluation”.$ choose$to$work$independently$on$this$
This$is$an$opportunity$for$students$to$reflect$ activity.$They$may$present$if$they$want,$
on$how$their$group$worked$together,$ or$can$submit$a$written/typed$copy$of$
whether$or$not$having$assigned$roles$was$ what$they’ve$learned.$
helpful,$the$LSWHs$that$they$feel$they$did$ $
well/could$be$improved$upon,$etc.$ $
$
Notes:$
$
$
$
$
$
$
 CURR$306:$Curriculum$Design$Assessment$ $ $ Hannah$Howard$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
16$ Review$ $ 1.! Students$can$submit$their$“study$ Materials:$ Feedback$on$ $ $
Period$ notes”$for$formative$feedback.$$ •! Jeopardy$review$slides$ study$notes$
$ •! Whiteboards/markers$ $
2.$Jeopardy$review$(or$any$type$of$review$ $ $
period$that$the$students$agree$to$be$ Resources:$ Notes:$
beneficial).$$ •! How$to$make$a$ $
$ Jeopardy$review$in$ $
PowerPoint$ $
(https://www.youtube
.com/watch?v=_EvsM
MaMOwY)$
$

Curriculum$ Assessment$
Day$ Topic$ Expectations$
Agenda$ Materials$and$Resources$
For$ As$ Of$
17$ Lab$ $ 1.$Lab$Summative$$ Materials:$ $ $ Lab$
Summative$ •! Design$a$fun,$engaging,$lab$summative$ •! Depends$on$the$ $ Summative$
that$assesses$students$on$the$lab$ lab$summative$ $
techniques/concepts$they$have$learned$ $ $
during$this$unit.$$ Resources:$ $
•! Recall:$properties$of$matter,$ Accommodations:$
physical/chemical$changes,$identifying$ •! Extra$time$
the$identity$of$“white$powders”,$ •! Potential$for$prompting$
conducting$gas$tests$to$identify$ $
different$gases,$etc.$ $
•! Potential$themes$include:$murder$ Notes:$
mystery,$“escape$room”,$crime$scene$ $
investigation,$etc.$ $
$
$
$