Lesson and Curriculum Key Concepts Resources and Assessment Textbook

Topic (1 Knowl Attitude Skills Activities (FOR, OF, Readings and

Lesson = 1 edge and AS) Relevant Q’s
Day)
1) Mon UA: Safety Science in Action 8 P. 9-10
Self Intro & SLO
WHMIS Symbols 1.2 Lesson opens with an
Introduction introductory activity.
Students will have the
opportunity to ask me
questions and then they
will respond to some of
their own on a
worksheet.

Remaining time will be

spent introducing WHMIS
and it's Symbols
2) Tues UA: Safety Science in Action 8 P. 9-12
WHMIS Symbols SLO
Cont. 1.2 Class time will be spent
Rules & Safety finishing WHMIS Symbols
and going over the
various rules and safety
precautions associated
with WHMIS as well as
any specific lab rules and
safety protocols for the
school.
3) Wed UA: Science in Action 8 For, Of, As P. 9-12
WHMIS Review SLO
& Quiz 1.2 Lesson will begin by
reviewing WHMIS and lab
rules and safety.
Following the review
period there will be a
short quiz.
4) Thurs UA: Stewardship Science in Action 8 P. 13-15
Intro Properties SLO
and Uses of 1.1, Lesson will run through
Fluids 1.3, the different properties
1.4 of fluids and how we
apply those properties in
different areas.
5) Fri UA: Collaboration Analyzing Science in Action 8 For, P. 13-17
Activity and 1.0 SLO and
Review 1.1, Interpreti Lesson will open with a
1.2, ng review segment for any
1.3, questions students may
1.4 Communi have for 1.0 content.
cation Following this there will
and be an activity with
Teamwor pepper and water to
k demonstrate the impact
of the added fluid of soap
to the water pepper
 mixture. Students will
record their observations
and discuss the fluid
properties that lead to
them.
6) M UA: Scientific Analyzing Science in Action 8 For P. 18-19
Intro Activity SLO Inquiry and
Pure Substances 2.1 Interpreti Lesson opens with an
and Mixtures ng activity where students
will observe and analyze
Communi different substances and
cation mixtures and record
and them. After students have
Teamwor recorded observations
k, about every substance
Performin they will be asked to
g and classify each substance as
Recording either pure or a mixture
and then provide a
reason.

After this activity a formal

overview of pure
substances and mixtures
will be the focus of the
remainder of the lesson
7) T UA: Mutual Science in Action 8 P. 19-21
Mechanical SLO Respect
Mixtures and 2.1 The lesson will be spent
Solutions, expanding upon the
Suspensions and previous lessons material
Colloids and will introduce
mechanical mixtures and
solutions, suspensions
and colloids.

8) W UA: Mutual Science in Action 8 P. 21-22

Pure Substance SLO Respect
or Solution? 2.1 The lesson will be spent
Paper going through the
Chromatography distinctions between a
pure substance and a
solution and then how
and why paper
chromatography can
inform us as such.

9) Th UA: Collaboration Analyzing Science in Action 8 For P. 21-23

Chromatography SLO , Scientific and
Activity/ 2.1 Inquiry Interpreti The focus of this lesson
Reading ng will be an activity where
Chromatograms students will perform
Communi paper chromatography
cation tests and record their
and observations. Following
Teamwor these students will take
k their observations and
results to do a proper
 reading of their
chromatograms.
10) F UA: Mutual Science in Action 8 P. 18-23
Review SLO Respect
Intro Measuring 2.1, Students will have the
Concentration 2.2 opportunity to review any
2.1 material before we
move into talking about
concentration.
11) M UA: Scientific Initiating Science in Action 8 For P. 24
Comparing SLO Inquiry, and
Solutions 2.1, Collaboration Planning, The focus of the lesson
Activity 2.2 Analyzing will be an activity in
and which students will
Interpreti compare sets of
ng solutions. Students will
have to come up with a
Communi procedure to determine
cation the approximate
and concentration levels of
Teamwor each solution and order
k, each set accordingly.
Performin
g and
Recording
12) T UA: Safety Science in Action 8 P. 24-25
Comparing SLO
Concentrations, 2.1, The lesson will formally
Saturated vs. 2.2 overview comparing
Unsaturated concentrations and what
Solutions separates saturated vs.
unsaturated solutions.
13) W UA: Interest in Analyzing Science in Action 8 For P. 24-25
Concentrations, SLO Science, and
Saturated vs. 2.1, Safety, Interpreti Lesson will run through
Unsaturated 2.2 Stewardship, ng an activity in which
Solutions Collaboration students will have to
Activity Communi determine the initial level
cation of concentration of each
and of their solutions.
Teamwor Students will then add set
k, increments of solute to
Performin their solutions, recording
g and their observations all the
Recording while, until the solutions
eventually become
saturated.
14) Th UA: Interest in Science in Action 8 P. 26-28
Review SLO Science
Comparing 2.1, Lesson will begin with a
Solubility of 2.2 review of 2.2 material
Common and will then move into
Substances an introduction of the
solubility of common
substances.
15) F UA: Interest in Analyzing Science in Action 8 For P. 26-29
Intro Activity SLO Science, and
Dissolving 2.1, Scientific Interpreti Lesson will open with an
Solutes in 2.2, Inquiry ng activity where students
Solvents, 2.3 will determine the
Types of Solutes Communi solubility of a variety of
and Solvents cation solutes in water.
and
Teamwor The lesson will then
k transition into an
overview of different
types of solutes and
solvents.

16) M UA: Interest in Analyzing Science in Action 8 For P. 29-31

Temperature SLO Science, and
and Solubility 2.1, Scientific Interpreti The lesson opens with an
Activity, 2.2, Inquiry, ng activity in which students
Solubility 2.3 Collaboration will dissolve solutes in
changes with Communi solutions with the sole
Temperature cation distinction being the
and temperature of the
Teamwor solution. Students will
k record their observations.

Following this will be a

formal overview of
solubility changes with
temperature.

17) T UA: Mutual Science in Action 8 P. 29-31

Review SLO Respect
Intro Particle 2.1, Students will have the
Model of Matter 2.2, opportunity to review 2.3
2.3, material.
2.4
Following this will be an
introduction into the
particle model of matter.

18) W UA: Interest in Analyzing Science in Action 8 For P. 31-32

Particle Model SLO Science, and
Activity, 2.1, Collaboration Interpreti The lesson will open with
Mixing of 2.2, ng an activity to mimic the
Substances, 2.3, particle model of matter.
Factors Affecting 2.4
the Rate of Following the activity will
Dissolving be an overview of mixing
substances and the
factors impacting the
dissolving.
19) Th UA: Science in Action 8 P. 32-37
Review SLO P. 18-37
2.1, This class will focus on a
2.2, review of 2.4 material
2.3, and then students will be
2.4 given time to catch up on
 work they have fallen
behind on.
20) F UA: Science in Action 8 P. 2-37
Mid Unit Review SLO
2.1, The lesson will focus on
2.2, reviewing all material
2.3, covered up to this point
2.4 in order to best prepare
students for their mid
unit exam.
21) M UA: For, Of, As
Mid Unit Exam SLO
2.1,
2.2,
2.3,
2.4
22) T
Flex

23) W UA: Mutual Science in Action 8 P. 38-39

Intro SLO Respect
Viscosity and 3.1 The lesson will introduce
Temperature viscosity and the
influence of temperature
on it.
24) Th UA: Interest in Science in Action 8 For, As P. 38-40
How Fast Can it SLO Science
Go activity 3.1 The focus of this lesson
will be a test of the
viscosity of 3 fluids.
Students will determine
the viscosity of the
substances based upon
the rate in which they
flow down an inclined
plane. Students will
record their observations
as they work and make a
formal write up.

25) F UA: Mutual Science in Action 8 P. 38-42

Viscosity and SLO Respect
Temperature 3.1, The lesson will open with
Review 3.2 a brief review of viscosity
Intro Density of and temperature and will
Fluids then transition into an
introduction of density of
fluids.
26) M UA: Mutual Science in Action 8 P. 42-43
Density of SLO Respect
Fluids, 3.1, The focus of this lesson
Calculating 3.2 will be on density of
Density fluids and the calculation
of their respective
densities.
27) T UA: Scientific Initiating Science in Action 8 For, As P. 42-44
Density of SLO Inquiry, and
Fluids Activity 3.1, Collaboration Planning, Students will be provided
3.2 , Interest in Analyzing a set of liquid and solid
Science and substances. Students will
Interpreti have to produce a
ng hypothesis that will
explain how they plan to
Communi calculate the density of
cation each of their substances.
and Students will then run
Teamwor through a procedure to
k, determine the density of
Performin their substances and will
g and create a formal write up.
Recording
28) W UA: Science in Action 8 For, Of, As P. 42-46
Density of Fluids SLO
Review and Quiz 3.1, Students will have the
3.2 opportunity to review 3.2
material before writing
their quiz.
29) Th UA: Interest in Science in Action 8 P. 47-48
Change Activity SLO Science,
Particle Model 3.1, Scientific The lesson will open with
3.2, Inquiry, an activity in which
3.3 Collaboration students will determine
whether or not
temperature has an
impact upon the density
of water.

The remaining time will

be spent reviewing the
particle model of matter
and its relation to density.
30) F UA: Mutual Science in Action 8 P.47-48
Particle Model SLO Respect
Density and 3.1, The focus of the lesson
Concentration 3.2, will be the impact of
3.3 temperature on density
and how the particle
provides an explanation.

The lesson will then

transition into an
overview of the influence
of concentration upon
density.
31) M UA: Interest in Analyzing For, Of, As P.47-48
Baking Soda and SLO Science and The lesson will be an
Honey Density 3.1, Interpreti activity in which students
Activity 3.2, ng will be adding baking
3.3 soda and honey together
Communi and determining the
cation resulting density changes.
and Students will record their
Teamwor observations as they go
 k, and will produce a formal
Performin write up.
g and
Recording
32) T UA: Mutual Science in Action 8 P. 49-52
Buoyancy, SLO Respect
Buoyancy 3.1, The focus of the lesson
Applications 3.2, will be upon buoyancy
3.3 and the various
applications of buoyancy.

33) W UA: Interest in Initiating For, As, P. 49-52

Buoyancy SLO Science, and The focus of the lesson
Activity 3.1, Collaboration Planning, will be an activity in
3.2, , Scientific Analyzing which students will create
3.3 Inquiry and a buoyant device with
Interpreti materials on
ng hand/brought in.
Students will then test
Communi the buoyancy of their
cation devices in a variety of
and solutions. Students will
Teamwor record their observations
k, and produce a formal
Performin write up.
g and
Recording
34) Th UA: Mutual Science in Action 8 P. 53-56
Compression of SLO Respect
Fluids 3.1, The focus of this lesson
3.2, will be upon the
3.3, compression of fluids and
3.4 its influencing factors and
applications.
35) F UA: Mutual Science in Action 8 P. 57-58
Pressure and SLO Respect
Depth 3.1, The focus of this lesson
3.2, will be upon pressure and
3.3, depth and its influencing
3.4, factors and applications.
3.5
36) M UA: Mutual Science in Action 8 P. 57-59
Pressure, Depth, SLO Respect
Pascals Laws 3.1, The focus of this lesson
and Hydraulic 3.2, will be upon finishing
Devices 3.3, pressure and depth and
3.4, its influencing factors and
3.5 applications. The lesson
will then transition into
Pascals Laws and
Hydraulic devices.
37) T UA: Mutual Science in Action 8 P. 58-60
Pascals Laws SLO Respect
Pneumatic 3.1, The lesson will begin with
Devices and 3.2, a review of pascals laws
Maintaining the 3.3, and will then transition
Pressure. 3.4, into pneumatic devices
3.5 and maintaining pressure.
38) W UA: Interest in Analyzing Science in Action 8 For, Of, As P. 57-60
Review and Quiz SLO Science, and
3.1, Collaboration Interpreti The lesson will focus on
3.2, , Scientific ng reviewing 3.0 material
3.3, Inquiry before transitioning into a
3.4, Communi quiz.
3.5 cation
and
Teamwor
k,
39) Th UA: Mutual Science in Action 8 P. 62-68
Technologies SLO Respect
Based on 4.1, The lesson will focus on
Solubility 4.2, technologies based upon
4.3 solubility, flow rates and
Technologies moving fluids, their
Based on Flow different applications and
Rates and uses.
Moving Fluids

40) F UA: Interest in Initiating Science in Action 8 For, As P. 69-73

Designing a SLO Science, and
Working Model 4.4 Collaboration Planning, Students will have the
of a Fluid-Using , Scientific Analyzing lesson time to design
Device Inquiry and their own working model
Interpreti of a fluid making device.
ng Students will then be
expected to create their
Communi own device using
cation materials they will
and source. Students will then
Teamwor generate a formal
k, presentation for their
Performin device, its uses and
g and applications.
Recording
41) M UA: Science in Action 8 For, Of, As P. 62-73
4.0 Review and SLO
Quiz 4.1, Lesson will be an
4.2, overview of 4.0 material
4.3 and will then transition
into a quiz.
42) T UA: Science in Action 8 P. 2-77
Unit Review SLO
1.1, The lesson will be an
1.2, opportunity for students
1.3, to do a complete review
1.4, of unit A material.
2.1,
2.2,
2.3,
2.4,
3.1,
3.2,
3.3,
3.4,
 3.5,
4.1,
4.2,
4.3,
4.4
43) W UA: Of
Unit Exam SLO
1.1,
1.2,
1.3,
1.4,
2.1,
2.2,
2.3,
2.4,
3.1,
3.2,
3.3,
3.4,
3.5,
4.1,
4.2,
4.3,
4.4
44) Th
Flex

45) F
Flex

Rationale:

Overall the unit is delivered alongside activities and examples that can be easily replicated by
students at home and connect to common past experiences. These connections should make
the unit feel more relevant to students and improve their engagement with the material. The unit
itself is important for future exploration into chemistry concepts as well as more complicated
science labs/activities. The unit is laid out in a way that introduces the basis for the conceptual
understandings and then provides an abundance of activities in order for students to have as
much personal experience as possible. Within these activities are also a handful of performance
tasks that give students the opportunity to explore the unit's concepts and to demonstrate their
depth of understanding.

Key questions:

What are fluids? What are they made of and how do we use them? What properties of fluids are
important to their use?
Differentiation

-Use of a combination of visual, auditory and kinesthetic learning strategies to better include
students of all learning styles
-PowerPoint’s would have many visual cues, like bolded words, pictures, diagrams, etc, and
instructions and PowerPoint lectures would have text on the Smart board as well as read out
verbally.
-Formative assessments/reviews are done through a variety of methods as well such as,
think-pair-shares, mini-whiteboards, brief quizzes, Kahoot, and the four corner game.
-Students have the option of completing their performance tasks using multiple modalities,
whichever format they feel the most comfortable showcasing their knowledge with.Ex. Written
report, poster board, video presentation, model, etc..

Scientific Resources:

School provided textbook

https://www.canada.ca/en/health-canada/services/environmental-workplace-health/occupational
-health-safety/workplace-hazardous-materials-information-system.html

https://whmis.org/

https://www.informit.com/articles/article.aspx?p=2832417&seqNum=4#:~:text=There%20are%2
0three%20physical%20properties,%2C%20L%2C%20and%20T).

http://www.mechanicalwalkins.com/properties-of-fluids/

https://byjus.com/physics/properties-of-fluids/

https://chem.libretexts.org/Courses/Los_Angeles_Trade_Technical_College/Chem_51/03%3A_
Matter/3.05%3A_Pure_Substances_and_Mixtures#:~:text=A%20pure%20substance%20is%20
a,classified%20as%20homogeneous%20or%20heterogeneous.
https://www.bbc.co.uk/bitesize/guides/zyvnrwx/revision/1

https://byjus.com/chemistry/pure-substances-and-mixtures/

https://www.dummies.com/article/academics-the-arts/science/chemistry/how-to-distinguish-pure-
substances-and-mixtures-194431/

https://www.britannica.com/science/viscosity
https://www.tec-science.com/mechanics/gases-and-liquids/viscosity-of-liquids-and-gases/

https://edulab.com/understanding-the-density-of-solids-liquids-and-gases/

https://www.bbc.co.uk/bitesize/guides/zrbhjhv/revision/7

https://www.sciencedirect.com/science/article/abs/pii/0079194681900148#:~:text=The%20comp
ression%20of%20liquids%20can,of%20the%20compression%20are%20reviewed.

https://www.physics.utoronto.ca/~jharlow/teaching/everyday06/reading08a.pdf

https://www.khanacademy.org/science/physics/fluids/density-and-pressure/a/pressure-article

Teaching Resources:

https://www.kurpinskisclass.com/mix-and-flow-of-matter-i

https://rsf-gsacrd-ab-ca.webguide-forschools.ca/eteacher_download/1550/34054

School Provided Textbook

Review question sets

https://classroom.google.com/w/MTMxNDMyMzcyMDM3/tc/MTczOTcwMTIwNjc4

Activity/App resources:

School provided Textbook

https://classroom.google.com/w/MTMxNDMyMzcyMDM3/tc/MTczOTcwMTIwNjc4