Matter and Chemical Change

Science 9

Laurel Tester

Professional Semester III

Arbour Lake School
Assessment Breakdown:

Assignment Weighting (%) Formative or Summative

Quizzes (2) 20 Summative with formative component:
- Students will complete the quiz and
receive feedback with a grade.
Students will then have the opportunity
to correct their quiz to receive a
maximum of 3 more points. This will be
their final quiz grade.
Lab Write-ups (4) 20 Summative
Concept Maps (7) 35 Summative with formative component
- Rubric given to students - Students will complete a concept map
and receive feedback with a grade.
Students will then have the opportunity
to correct mistakes or add more
information for a bonus mark. This will
be their final concept map grade.
Unit Test 55 Summative

Resources:

Class Notes

Science in Action 9: Unit B

Science in Focus 9

Kahoot Quizzes
 Jeopardy Review Game

Indigenous Foundational Knowledge - Applications to Chemistry

U of Waterloo - Making Chemistry Relevant - Indigenous Peoples

Grade: 9
Unit B: Matter and Chemical Change
General Outcome 1 Investigate materials and describe them in terms of their physical and chemical properties.
- investigate and describe properties of materials (e.g., investigate and describe the melting point, solubility and conductivity of
materials observed)
- describe and apply different ways of classifying materials based on their composition and properties, including:
o distinguishing between pure substances, solutions and mechanical mixtures
Specific Outcomes o distinguishing between metals and non-metals [Note: Metalloids may also be introduced at this level but are not
required.]
o identifying and applying other methods of classification
- identify conditions under which properties of a material are changed, and critically evaluate if a new substance has been
produced

General Outcome 2 Describe and interpret patterns in chemical reactions.

- identify and evaluate dangers of caustic materials and potentially explosive reactions
- observe and describe evidence of chemical change in reactions between familiar materials, by:
o describing combustion, corrosion and other reactions involving oxygen
Specific Outcomes o observing and inferring evidence of chemical reactions between familiar household materials
- distinguish between materials that react readily and those that do not (e.g., compare reactions of different metals to a dilute
corrosive solution)
- observe and describe patterns of chemical change, by:
 o observing heat generated or absorbed in chemical reactions, and identifying examples of exothermic and
endothermic reactions
o identifying conditions that affect rates of reactions (e.g., investigate and describe how factors such as heat,
concentration, surface area and electrical energy can affect a chemical reaction)
o identifying evidence for conservation of mass in chemical reactions and demonstrating and describing techniques by
which that evidence is gathered.

Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and identify example evidence that has
General Outcome 3
contributed to the development of these ideas.

- demonstrate understanding of the origins of the periodic table, and relate patterns in the physical and chemical properties of
elements to their positions in the periodic table
o focusing on the first 18 elements
- distinguish between observation and theory, and provide examples of how models and theoretical ideas are used in explaining
observations
o (e.g., describe how observations of electrical properties of materials led to ideas about electrons and protons;
describe how observed differences in the densities of materials are explained, in part, using ideas about the mass of
individual atoms)
Specific Outcomes
- use the periodic table to identify the number of protons, electrons and other information about each atom; and describe, in
general terms, the relationship between the structure of atoms in each group and the properties of elements in that group
o (e.g., use the periodic table to determine that sodium has 11 electrons and protons and, on average, about 12
neutrons; infer that different rows (periods) on the table reflect differences in atomic structure; interpret information on
ion charges provided in some periodic tables)
o [Note: Knowledge of specific orbital structures for elements and groups of elements is not required at this grade
level.]
- distinguish between ionic and molecular compounds, and describe the properties of some common examples of each
General Outcome 4 Apply simplified chemical nomenclature in describing elements, compounds and chemical reactions.

- read and interpret chemical formulas for compounds of two elements, and give the IUPAC (International Union of Pure and
Applied Chemistry) name and common name of these compounds
o (e.g., give, verbally and in writing, the name for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s)
(magnesium oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or methane), FeCl2(s)
(iron(II) chloride), FeCl3(s) (iron(III) chloride)
Specific Outcomes - identify/describe chemicals commonly found in the home, and write the chemical symbols
o (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide [NaOH(aq)] used in household cleaning supplies)
- identify examples of combining ratios/number of atoms per molecule found in some common materials, and use information on
ion charges to predict combining ratios in ionic compounds of two elements
o (e.g., identify the number of atoms per molecule signified by the chemical formulas for CO(g) and CO2(g); predict
combining ratios of iron and oxygen based on information on ion charges of iron and oxygen)
 - assemble or draw simple models of molecular and ionic compounds
o (e.g., construct models of some carbon compounds using toothpicks, peas and cubes of potato) [Note: Diagrams
and models should show the relative positions of atoms. Diagrams of orbital structures are not required at this grade
level.]
- describe familiar chemical reactions, and represent these reactions by using word equations and chemical formulas and by
constructing models of reactants and products
o (e.g., describe combustion reactions, such as: carbon + oxygen → carbon dioxide [C(s) + O2(g) → CO2(g)];
o describe corrosion reactions, such as: iron + oxygen → iron(II) oxide [Fe(s) + O2(g) → FeO(s)];
o describe replacement reactions, such as the following: zinc + copper(II) sulfate → zinc sulfate + copper [Zn(s) +
CuSO4(aq) → ZnSO4(aq) + Cu(s)])
o [Note 1: This outcome does not require students to explain the formation of polyatomic ions. Some chemicals with
polyatomic ions may nevertheless be introduced; e.g., a brief introduction to CuSO4(s), ZnSO4(s) and H2SO4(aq)
can help prepare students for further study of these materials in units C and D.]
o [Note 2: At this grade level, students are not required to balance reactants and products in chemical equations.
Teachers may want to inform students about opportunities for further study of chemistry in Science 10 and in Science
14–24.]
- Initiating and Planning
- Preforming and Recording
Skill Outcomes
- Analyzing and Interpreting
- Communication and Teamwork
- Interest in Science
- Mutual Respect
- Scientific Inquiry
Attitude Outcomes
- Collaboration
- Stewardship
- Safety
 Foundational
Assessment
Lesson Knowledge Attitude and Resources Concepts
Inquiry Instructional Topic and Activities -for
# Topic and STS Skills -NOS
Questions (55 minutes) -as
(Date) Outcomes Outcomes (Tech) -FMNI
-of
-History
Topic 1 – Exploring Matter
-students will do a Kahoot quiz to review the material from Science 8 (unit
-Kahoot Quiz:
A)
Science 8 Mix
Pre- -after each question, the proper answer will be shown and discussed why For and As:
and Flow
Assessment it is correct Kahoot Quiz
1 Review
-KWL chart
-Student
Review -Exit slip: students will answer these questions: 1. How do you prefer to For: Exit slip
devices
learn, what works best for you? 2. What is one thing you like and one
required
thing you dislike about science?
For: WHMIS
Quiz
-students will be given a work package to go through
WHMIS
2 WHMIS Safety Safety -when finished, they will check and correct their answers
Package As: Self-
-when finished, they will then write a short quiz and hand this in
correcting of
work
-review the Particle Model of Matter
-PhET -https://www.scoe.org/files/ngss-particle-model.pdf
Classifying What is simulation: -use the PhET simulation “States of Matter” to demonstrate For: Student
3 1: 1.2
Matter matter? States of the points of the Particle Model of Matter examples
Matter -review solid, liquid and gas states and their differences. Relate these to
the particle model of matter
-develop classification of matter flow chart with students (pure
-classifying
Classifying What is substances, mixtures) and their properties For: Student
4 1: 1.2 matter
Matter matter? -provide students with one example each examples
worksheet
-have students comes up with other examples
-students will create a concept map for Topic 1. They will include terms,
definitions and examples.
-these will be taken in as a formative assessment and students will be
able to see and make corrections to their work. These will serve as study
notes for their quizzes and unit test.
-WHMIS symbols and meanings
Concept Map WHMIS -WHMIS Of and As:
5
Topic 1 1: 1.2 -Particle Model of Matter Concept Map
-States of Matter (s, l, g)
-Classification of Matter
-pure substances (elements, compounds)
-mixtures (Heterogenous: mechanical,
suspension, colloid) (homogenous: solutions)
-examples of each
Topic 2 – Changes in Matter
-Difference -ask students: what is a property?
Between -explain what a property is and that there are 2 types: physical and
Physical and chemical
Chemical -explain physical change:
How can
Properties of Properties -develop with students a ‘changes of state' diagram
6 matter 1: 1.1, 1.3
Matter (solid liquid gas: condensation, sublimation,
change?
-Youtube evaporation, deposition, freezing, melting)
video -colour, lustre, melting point, boiling point, hardness,
malleability, ductility, crystal shape, solubility, density,
conductivity
 - give examples of the types of physical changes

-review physical change

-explain chemical change and things to look for:
-Change in colour. Change in odour, Formation of a gas
-Physical and For: Physical
(bubbles) in a liquid, Formation of a solid (precipitate) in a
How can Chemical and Chemical
Properties of 1: 1.1, 1.3 liquid, Release or absorption of energy (heat),
7 matter Change Change
Matter 2: 2.2, 2.4 -Materials you started with are used up, A new material is
change? Sorting Sorting
formed, The change is difficult to reverse
Activity Activity
-give examples
-have students complete the Physical and Chemical Change Sorting
Activity. Go over this together as a class
-review physical and chemical changes and their properties with
-Preforming
How does whiteboard activity
and
matter -students will write their answer on their whiteboard whether
Properties of Recording For and As:
change, -Making Ice the example given out loud by the teacher is physical or
8 Matter - 1: 1.1, 1.2, 1.3 -Analyzing Whiteboard
and how do Cream chemical and show the teacher
Activity and activity
we observe -hand out the ice cream activity sheet and go over the procedure with
Interpreting
it? students
-Safety
-allow 20 minutes for activity and 5 for clean up
-students will create a concept map for Topic 2. They will include terms,
definitions and examples.
-these will be taken in as a formative assessment and students will be
able to see and make corrections to their work. These will serve as study
notes for their quizzes and unit test.
-Physical changes:
-(solid liquid gas: condensation,
sublimation, evaporation, deposition, freezing,
melting)
Concept Map 1: 1.1, 1.2, 1.3 -colour, lustre, melting point, boiling point, Of and As:
Topic 2 2: 2.2, 2.4 hardness, malleability, ductility, crystal shape, Concept Map
solubility, density, conductivity
- give examples of the types of physical
changes
-Chemical changes:
-Change in colour. Change in odour,
Formation of a gas (bubbles) in a liquid,
Formation of a solid (precipitate) in a liquid,
Release or absorption of energy (heat),
-give examples
Topic 3 – What Are Elements?
https://www.yo -explain that we will be moving into more detail about chemical
utube.com/wa reactions. To do this, we need to understand elements and the laws that
tch?v=2S6e11 control them
Law of NBwiw -explain the Law of Conservation of Mass
What are 1: 1.3
9 conservation -explain the history of the scientist as well -History
elements? 2: 2.4.3
of mass Law of -Ex) If heating 10.0 grams of calcium carbonate (CaCO3)
Conservation produces 4.4 g of carbon dioxide (CO2) and 5.6 g of
of Mass calcium oxide (CaO), show that these observations are in
DEMO agreement with the law of conservation of mass.
 -do a demo for students to they can see this visuality:
https://www.youtube.com/watch?time_continue=224&v=Ww
msy4huZQ0&feature=emb_logo
-Law of Conservation of Mass Demo
-explain the Law of Definite Composition
-initiating &
Page 108-109: -students will complete a lab demonstrating the Law of Conservation of
planning
http://www.lea Mass
-preforming &
rnalberta.ca/c -students will go over safety rules, the procedure, the stations and
Law of recording
What are ontent/seetbsf materials and the clean-up process. Of:
10 conservation 2: 2.4.3 -analyzing -NOS
elements? 9/html/Scienc -students will have a lab write up to complete Lab Write Up
of mass – Lab and
eFocus9/pdf/S
interpreting
F9- **if labs are not possible, do this is a demo with students. Students will
-communication
U02_T03.pdf still be able to develop a lab write up with teacher guiding questions**
& teamwork
-discuss and demonstrate electrolysis through the voltaic pile
-relate this back to the Particle Model
-relate this to Dalton’s Atomic Theory
-define element
Page 112- -define compound
113 : -discuss how Dalton’s theory led to others and explain them briefly
-analyzing http://www.lea -Thomson’s plum pudding, Rutherford’s, Bohr’s, electron
What is and rnalberta.ca/c cloud model For:
Atomic -History
11 matter 3: 3.2 interpreting ontent/seetbsf -have students complete a diagram demonstrating these Matching
Theories -NOS
made of? -communication 9/html/Scienc theories activity
& teamwork eFocus9/pdf/S -draw connections from these examples to the purposes of laws and
F9- theories and their use in science
U02_T03.pdf -matching activity for the development of theories (terms
and definitions: observations, hypothesis, experiments,
theory, time, revised theory). Students will have to use the
terms and definitions to place the terms in the proper
chronological order.
-students will create a concept map for Topic 3. They will include terms,
definitions and examples.
- Law of Conservation of Mass
1: 1.3 - Law of Definite Composition
Concept Map
2: 2.4.3 - electrolysis (voltaic pile)
Topic 3
3: 3.2 - Dalton’s Atomic Theory
- Thomson’s plum pudding, Rutherford’s, Bohr’s, electron
cloud model
- laws and theories: scientific method
WHMIS
1: 1.1, 1.2, 1.3
12 Quiz 1 Students will complete a quiz for topics 1, 2 and 3.
2: 2.2, 2.4
3: 3.2
Topic 4 – Classifying Elements
How can **allow 10 minutes are beginning of class for quiz corrections*
we -Preforming &
Metals and decipher Recording Topic 4 -define the characteristics of metals, non-metals, and metalloids
13 1: 1.2 -NOS
Non-metals different -Analyzing & -(table 2.3, p.118)
types of Interpreting -DEMO: preform flame tests for students to see colour changes of several
elements? metals (p.119)
 How many -define chemical families and explain that we will be learning about
Chemical types of Class Notes - specific ones
14 3: 3.1
Families elements p.8 -transition metals, alkaline metals, alkaline earth metals,
are there? nobel gases, halogens
Topic 5 – The Periodic Table
-Mendeleev’s contributions
https://www.yo -atomic number
History of utube.com/wa -mass number
15 3: 3.1, 3.2, 3.3 -History
periodic table tch?v=fPnwBI -why are elements arranged in groups and periods
TSmgU -have students practice identifying the number of proton and electrons of
each first 18 atoms
-students will create a concept map for Topic 4 and 5. They will include
terms, definitions and examples.
- define the characteristics of metals, non-metals, and
metalloids
- define chemical families
Concept Map 1: 1.2 - transition metals, alkaline metals, alkaline Of and As:
Topic 4 and 5 3: 3.1, 3.2, 3.3 earth metals, nobel gases, halogens Concept Map
- history of the periodic table
-atomic number
-mass number
-why are elements arranged in groups and
periods
Topic 6 – Chemical Compounds
For:
-define characteristics of molecular compounds
Practice
-table 2.4, p.136
Ionic and How do drawing and
3: 3.4 -draw molecular compounds
16 Molecular elements Topic 6 Text naming
4: 4.1, 4.4 -demonstrate how molecular compounds are named
Compounds combine?
-practice with naming activities
For:
-building models with materials brought from home (some supplied)
Models
-define characteristics of ionic compounds For:
Ionic and How do -table 2.4, p.136 Practice
3: 3.4
17 Molecular elements Topic 6 Text -draw ionic compounds drawing and
4: 4.1, 4.4
Compounds combine? -demonstrate how ionic compounds are named naming
-practice with naming activities
-Initiating &
planning
Comparing -Preforming & -lab from p.142
Ionic and 1: 1.1 recording For:
18 Topic 6 Text -NOS
Molecular 3: 3.4 -Analyzing & **if labs are not possible, do this is a demo with students. Students will Lab Write Up
Properties Lab interpreting still be able to develop a lab write up with teacher guiding questions**
-Communication
& teamwork
-students will create a concept map for Topic 6. They will include terms,
definitions and examples.
1: 1.1
Concept Map -define characteristics of molecular and ionic compounds Of and As:
3: 3.4
Topic 6 -example drawings of molecular and ionic compounds Concept Map
4: 4.1, 4.4
-directions and examples for how to name molecular and
ionic compounds
 1: 1.1, 1.2
19 Quiz 2 3: 3.1, 3.2, 3.3, 3.4 Students will complete a quiz for topics 4, 5 and 6.
4: 4.1, 4.4
Topic 7 – Chemical Reactions
**allow 10 minutes are beginning of class for quiz corrections*

-define chemical reaction and the types:

-combustion, decomposition, displacement, exchange
-reactants and products
-chemical changes involved
Chemical 1: 1.3 -exothermic and endothermic reactions
20 Topic 7 Text -FNMI
Reactions 2: 2.2, 2.4 -demos for each reaction
4: 4.5 (4.2) -give common examples of these in the world
-demonstrate the chemical equation for these reactions:
-Chemical reactions can be written as word equations
which gives the names of all the reactants (separated by a
"plus' sign +) followed by an arrow which points to the
names of all the products (separated by a 'plus' sign +)
-Preforming & -lab from p.152
Exothermic or
What is 1: 1.1, 1.3 recording For:
21 Endothermic Topic 7 Text
heat? 2: 2.4 -Analyzing & **if labs are not possible, do this is a demo with students. Students will Lab Write Up
Lab
interpreting still be able to develop a lab write up with teacher guiding questions**
-students will create a concept map for Topic 6. They will include terms,
definitions and examples.
-combustion, decomposition, displacement, exchange
1: 1.1, 1.3
Concept Map -reactants and products of specific reactions Of and As:
2: 2.2, 2.4
Topic 7 -chemical changes involved in specific reactions Concept Map
4: 4.5 (4.2)
-define exothermic and endothermic reactions and give
examples
-word equations for all reactions
Topic 8 – Reaction Rate
Reactions -define reaction rate
rates and -list factors that affect reaction rate:
22 2: 2.2, 2.4 -History
affecting -temperature, surface area, concentration, catalysts and
factors inhibitors
-lab from p. 156
Catalysts and For:
23 2: 2.4
inhibitors Lab **if labs are not possible, do this is a demo with students. Students will Lab Write Up
still be able to develop a lab write up with teacher guiding questions**
-define, examples with chemical equations of each (corrosion and
Corrosion and 2: 2.2, 2,3
24 combustion) -FNMI
Combustion 4: 4.5
-demonstrate the difference in the ability of material to readily react
-students will create a concept map for Topic 6. They will include terms,
definitions and examples.
-reaction rate
Concept Map 2: 2.2, 2,3, 2.4 -list factors that affect reaction rate: Of and As:
Topic 8 4: 4.5 -temperature, surface area, concentration, Concept Map
catalysts and inhibitors
-corrosion (examples, word equations)
-combustion (examples, word equations)
 Jeopardy
Game
Practice and
25 STS: 1, 2, 3, 4 Template: Jeopardy game
study period
https://jeopard
ylabs.com/

26 Unit Test STS: 1, 2, 3, 4 Students will complete a unit test for all topics covered. Of: Unit Test