Understanding By Design Unit Template

Chemical Reactions 10
Title of Unit Grade Level
Science 1/3 of semester (~1.25 months)
Subject Time Frame
Samantha Haines
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Lifelong Learners: Students will take part in constructing and applying science knowledge and techniques which will allow them to grow a
positive disposition towards learning. Through inquiry, curiousity should develop and foster within the students.
Sense of Self, Community and Place: Students will explore connections between their own understanding and other’s understanding of the
natural and connected worlds.
Engaged Citizens: Students will explore connections between science, technology, society and the environment and experience opportunities
to contribute and make changes to their life and reflect upon the changes needed within the community.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking: Students will work throughout the unit to constantly build and reflect upon observations.
Developing Identity:
Developing Literacies: Students will build science literacy by collecting, analyzing, and representing ideas. Building scientific techniques and
abilities in multiple ways.
Developing Social Responsibility: Through the lessons, students will be promoted to constantly think about connections between science
and society and what implications this derives for the present and the future.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

SCI10- CR1: Explore the properties of chemical reactions, including role of energy change and applications of acids and bases.
SCI10- CR2: Name and write formulas for common ionic and molecular chemical compounds, including acids and bases.
SCI10 -CR3: Represent chemical reactions and conservation of mass symbolically using models, word and skeleton equations and balanced
chemical equations.
SCI10- CR4: Investigate rates of chemical reactions including factors that affect the rate.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content?
students to understand & be able to use several years from now) (open-ended questions that stimulate thought and inquiry linked to
What misunderstandings are predictable? the content of the enduring understanding)
Students will understand that... Content specific….
-Chemical reactions are complex processes that occur in the real world - How do chemical reactions and the rates of a number of
-Energy is not lost, it simply changes forms chemical reactions impact you? Society? Other cultures?
-Chemicals have countless real-world applications - Why do we need to understand the name, structure, and
-Why a consistent nomenclature for chemical compounds is needed? formula of chemical compounds?
-Proper method of designing and completing experiments - How does energy change impact your life?
-Factors that affect rates of reactions and how they are altered in
agriculture and industrial processes

Related misconceptions…
-Science stays the same, theories are set in stone and don’t ever
change
-Students drawing sudden conclusions and failing to consider alternative
options FNMI, multicultural, cross-curricular…
Using oral histories, elders pass down the knowledge of chemical
reactions using natural products to the younger generations

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also address skills and/or behaviours that students will be able to exhibit as a
pre-requisite knowledge that students will need for this unit. result of their work in this unit. These will come from the indicators.
Students will know... Students will be able to…
-How to use periodic table in a practical and applicable way -Balance chemical equations, including subscripts (atoms) and
-Differentiate between products and reactants coefficients (compounds)
-The complexity of classifying changes as physical or chemical -Observe and describe types of chemical reactions
-WHMIS -Name and write formulas for ionic compounds, acids/bases,
-Describe the pH scale and its uses molecular and organic compounds
-Explain the importance of scientific nomenclature systems -Design and investigate a lab/experiment to determine properties of
-Properties of chemical compounds acids/bases, and the factors that affect rate of reaction
-Concept of conservation of mass -Predict the factors that affect rate, and the outcome of changing
-Variables, different aspects/parts of labs/experiments factors
-Collision Model -Formulate scientific questions
-How rates of reaction are controlled -Interpret trends and patterns in data
-Exothermic vs Endothermic -Compile and organize data in effective way

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning
activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate
their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal At the end of the unit, students will be asked to design and conduct their own experiment based one of
What should students accomplish by multiple given topics or questions.
completing this task? I will create the rubric in class, with the students so that they know the expectations. I will provide an
R – Role example that we will edit where needed.
What role (perspective) will your
students be taking?
A – Audience The assignment and example rubrics are attached below.
Who is the relevant audience?

S – Situation
The context or challenge provided to the
student.
P – Product, Performance
What product/performance will the
student
create?
S – Standards & Criteria for Success
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, How will students reflect upon or self-assess their learning?
tests, journals or other means) will students demonstrate achievement
of the desired results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.
-Mark their own assignments prior to handing it in for teacher
Worksheets – Given in multiple lessons for additional practice assessment
Observations – Conducted during various demonstrations and -Observe results in lab and compare to what was expected, look into
experiments sources of error and why certain things happened
Lab Reports – two lab reports will be completed, one for a class -A large part of the student’s final unit grade will come from their own
experiment and one as part of their final assignment self-assessment conducted at the end of the unit with the teacher.
Assignments – A variety of assignments will be completed throughout They will have to provide examples as to why they are giving
the unit, some for marks and some as formative assessment themselves the mark
Quizzes – A quiz will be used to test the students knowledge of
WHMIS to ensure they understand the safety before entering an
experiment situation

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

Students are headed to learning the fundamentals of chemical compounds and reactions. Building upon their prior knowledge of the periodic table.
Assessment will be completed throughout the unit to ensure students understand concepts as we will keep building upon said concepts. Need to focus on
the rates at which individual students learn and make sure to not go to fast in teaching. This unit will be a building block for future physical science and
chemistry courses, so the concepts need to be properly understood. This unit will be best learned in a classroom environment that has lab space for various
activities and experiments.

How will you engage students at the beginning of the unit? (motivational set)

Hands on Demonstration of multiple chemical reactions

-lead to inquiry as students will be trying to figure out what happened, what chemicals, why it did what it did?
-at the end of the unit as a closing activity, go back to this without telling the students. Have the students predict the reactions and results that they saw at
the beginning. Once they make the connection that they have already seen these reactions take place, they will be able to answer their previous questions.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Demonstration of chemical reactions (acids and bases, inorganic, molecular, etc) Thinking
Introduction Students conducting some reactions
 All reactions based on what equipment and supplies are available at the time
Students record any questions that they have developed during the activity, keep to go back to
them at the end of the unit.
 This will allow students to make a list of what they would like to learn throughout the
semester and then go back to the questions at the end to self-assess their own learning
  Student centered
How do you use chemical reactions in your life?
2 Investigate differences between pure substances and compounds Thinking
Chemical  Students will break into small groups and brainstorm a list of materials and items that they
Reactions in believe are pure substances and compounds around the room and then as a class we will
General go over examples
Examples of chemical reactions and combinations in the real world
 Have students brainstorm examples that they know of
 Do we all use chemical reactions in the same way?
 What chemical reactions are you aware of?
 This will be used as a pre-knowledge indicator
Physical vs Chemical Properties of Chemicals
 As a class, we will fill out a table determining the differences between physical and
chemical properties
3 WHMIS literacies WHMIS Prezi
Safety &  WHMIS for high school by Robert Simoneau (Prezi)
Changes Lab Safety Walkthrough of Classroom/Lab
 Go though the classroom to clearly indicate where all safety features are, where chemicals
and materials are kept, disposal locations, etc
 Modelling: Showing the lab safety and requirements needed to be able to participate in
experiments
Physical vs Chemical Changes
 Explain the difference between physical and chemical changes and provide examples

4 Periodic Table Quiz on WHMIS Literacies Blank

 Short quiz to be completed for marks and to ensure the students understand all safety Thinking Periodic
requirements before completing a lab (https://www.proprofs.com/quiz- Tables
school/story.php?title=whmis-and-safety-quiz)
Breakdown the different components of the periodic table (Chemical symbols, arrangement,
electronegativity, atomic number, atomic mass, etc)
 Provide students with a periodic table to look at, using a large version on the board, go
over all of the different aspects as a class and allow students to fill out the table with notes
or drawings to help them learn best (Student centered: students are free to design their
periodic table in such a way that they will best benefit and learn from.)
Build your own periodic table activity
 In pairs, students will be given a blank periodic table with the names of elements. They will
have to fill in the rest of the table with images of products in the world that are made up of
the elements
5 Compounds Vs Difference between compounds and molecules Identity and Craft
Molecules  Explain the differences between compounds and molecules to students Interdepende Supplies
What does the molecular mass tell us? nce
 Ask students prior to explaining anything
 See what they come up with and provide explanation and answer
Atomic Structure (neutrons, protons, electrons, orbitals, valence electrons, ions)
 Using a model, explain the atomic structure and all of its components
Build an element group activity
 In groups based on similar abilities, students will be given an element and make a model of
the element using materials provided (Styrofoam balls, toothpicks, pipe cleaners, etc) based
on the information on the periodic table
6 Bonding Lewis Dot Diagrams Thinking YouTube
 Provide steps and examples on how to draw lewis dot diagrams on the board for multiple Video
different elements
Covalent vs Ionic Bonding YouTube Video: Atomic Hook-Ups- Types of Chemical Bonds: Crash
Course Chemistry
Ionic Bonds in Detail
 As a class, go over and record the details of ionic bonding learned from the video
Polyatomic ions
 Go over the list of common polyatomic ions, where they are found, and how to name them
7 Ionic Bonding Octet Rule
 Using Lewis Dot Diagrams, explain the concept of the octet rule and how it is used in
bonding
 When bonding, atoms arrange themselves in such a way to have a valence shell of 8
electrons therefore creating ions
Ionic Bonds Simulation
 PBS Learning Media: Ionic Bonding
 Students will use this simulation as a means of recognizing the bonding patterns of ionic
bonds using some form of technology (cell phones, tablets, computers, etc)
 Students will complete steps 1-13
Naming Ionic Bonds
 Walk through the steps of how to name ionic compounds
 Step 1: list the metal first, followed by the non-metal
 Step 2: Change the suffix of the non-metal to be “ide”
Ionic Bonds Matchmaking Activity
 Students will be each given a small card, one with the name of a metal and the other with
the name of a non-metal. They will have to figure out a write down the lewis diagram, the
symbol and the charge of the element.
  Once their info is complete, students will have to move around the class and find their
“perfect match” based on the charges of each atom
 Once found, the pairs of students will come up with and record the name and formula of
the compound they formed
7 Refresh on ionic bonds Thinking Naming ionic
Covalent Covalent Bonds and covalent
Bonding  As a class again, go over and record the details of covalent bonding learned from the video bonds
 What were key aspects of the video that you remember? handout
Multiple Bonds
 Explain the concept of double and triple bonds and how to know when they are used
 (Need-Have)/2 Trick
Diatomic Molecules
 Explain which elements are diatomic and what this means
Naming
 Provide handout for naming ionic and covalent bonds
 Complete worksheet for practice on naming both types of bonds

8 Reactions in the World Video: 6 Chemical Reactions that Changed History Social YouTube
Chemical Oral History of Chemical Reactions through FNIM elders Responsibility Video
Reactions  Go over common chemical reactions used in FNIM culture (ie. Natural bleach)
 Explain the concept of passing on knowledge through oral history
 Students will have group discussions to come up with ways in which chemical reactions are
used in other cultures and contexts
Using word equations
 Explain how to represent a chemical equation using words
 When would this be used?
Create a story using chemical word equations in pairs
 Given a chemical equation, students will be asked to create a fictional story that explains
the chemical reaction in a creative way
9 Balancing Demonstration of Law of Conservation of Mass Literacies How to
Chemical  Weigh an ice cube and then reweigh the same ice cube after it has melted to show that the Balance
Equations mass has not changed even though the form has Chemical
How to Balance Chemical Equations Equations
 Explain how to balance chemical equations using examples Handout
 Provide students with handout featuring step by step instructions
Balancing Chemical Equations Worksheet
 Students will complete this worksheet for practice
10 Balancing Balancing Chemical Equations Simulations Literacies Computer
Chemical  Go over online simulations of balancing chemical equations Lab or Class
Equations Part Online Practice Games iPads
2  Using computers or phones, students will practice what they have learned using a variety of
online practice games and activities
Continue Worksheet
 After the online practice, students can continue their worksheet and make any corrections
to the previous days work before submitting it to the teacher
Exit Slip
 What was I supposed to learn? What did I learn? What do I still want to learn?
11 Types of Synthesis vs Decomposition vs Single Replacement vs Double Replacement vs Hydrocarbon Thinking YouTube
Chemical Combustion Reactions video
Reactions  Explain the difference generally before watching the video
YouTube Video: Chemistry Lesson: Types of Chemical Reactions
Matching Activity
 Students will be given an activity that involves them matching a variety of chemical
equations with the type of reactions that they represent
12 Types of All class experiment to determine the differences between the types of chemical reactions Literacies Textbooks
Chemical  Lab Procedure and steps will be provided Thinking
Reactions Part  Science 10 Textbook Page 152-154
2
13 Work Period Since this is approximately ¾ way through the unit, there will be a work period for students to Identity and
catch up on any worksheets they haven’t finished, and get extra help on topics they are struggling Interdepende
with nce
14 Acids and What in the class are acids and what are bases? Thinking
Bases  Students will fill in a table with examples from around the class before going over the Literacies
examples as a class
pH scale matching activity
 Students will complete a matching activity in which they will fill out a pH scale with a list of
products based on how acidic or basic the substances are compared to other substances
Neutralization mini experiment
 Test the pH of vinegar, using baking soda, neutralize the vinegar and retake the pH to see
if the pH changed
 Problem solving: why does this happen?
 Students will group together to discuss and come up with a solution (Collaborative
Teaching)
Naming acids and bases
 Explain common rules for naming acids and bases
  Students provided with worksheet for naming practice
Exit Slip
 Did I learn what I was supposed to? How do I know?
15 Reaction Rates Why do rates of reaction matter? How can we alter rates of reaction? Thinking
 Ask the students these questions to see what they know already
 Provide examples of reaction rates in the world
Kinetics
 Explain what kinetics studies
Nature of Reactants
 Some elements and compounds are naturally more reactive than others
Temperature
 Increasing temperature generally increases the rate of reaction
Concentration
 High concentration allows for more particles which increases the rate of reaction
16 Reaction Rates Review previous factors that affect reaction rates Thinking TedEd Video
Part 2 Surface Area
 High surface area allows for greater chance of more collisions and therefore higher rate of
reaction
Catalysts
 Products that speed up the rate of reaction without being consumed themselves
TedEd Video: How to speed up chemical reactions (and get a date)
17 Reaction Rates Problem Solving
Research  Students will be provided with a real life situation (ie, a car rusting) and be required to use
their knowledge they have learned to research the problem and come up with a possible
solution and present their solution to the class in a creative way (ie. Prezi, Corkulousm
Canva, etc)

Reaction Rates Continue working with computers on research projects

Research
Cont’d
18 Energy Exothermic vs Endothermic Thinking YouTube
 YouTube Video: What are endothermic and exothermic reactions? Chemistry for all Video
 What are examples of endothermic and exothermic reactions that you can think of that
weren’t in the video?
Chemical Energy
19 Project Day 1 Introduce Final Project Literacies
Create Rubrics with Class Thinking
20 Project Day 2-3 Work on Project Thinking
Submit first copy of assignment

21 Project Day 4 Teacher feedback/questions day/Responsive Feedback Thinking

Submit Final copy of assignment by end of the day

22 Project Day 5 Student Built Experiments Literacies

23 Review Full day to review all of the concepts students learned throughout the unit
24 Self- Students will have a short one-on-one meeting with teacher to self-assess and assist with giving a Identity and
Assessment final unit mark. Their self-assessment will be included to determine their final mark. Interdepende
nce

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance Everything planned has an importance and relates to the outcomes. Every activity,
assessment and learning experiences? assessment and learning experience is planned to help them achieve all four required
outcomes of this unit.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum Additional practice worksheets are provided that are not for marks but are useful for
content (not outcomes), instructional practices, and/or students who need the extra help. I also planned a work period to focus on the students
the learning environment to meet the learning needs and who need the assistance. There are also group activities that can help to support
diversities of all my students? struggling students.

For students who need a challenge:

Additional challenges are provided during some of the lessons and on some of the
worksheets. If students need more of a challenge, I plan on creating an additional project

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
FNIM Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?
for them to work on individually: a project-based learning opportunity based on research
in which students are able to learn as much as they would like about a topic of interest.
Multiple lessons incorporate a variety of teacher directed and student centered
instructional approached. There is a healthy mix of teacher taught knowledge, student
inquiry, and student activities or experiments.
Students will be able to access information from multiple sources that aren’t just me
teaching them. Throughout the unit, multiple videos will be presented and used that
provide a different resource as well as using the internet for a variety of activities
Lesson #8 is set aside as majority of the class will be used to go over the importance of
chemical reactions to FNIM cultures and how they passed on the wide array of knowledge
about multiple chemical reactions.
Depending on the student population in the class, this same lesson could be altered to
include other cultural perspectives and uses.
Subtitles on videos for EAL students
Through group and partner work, students will be encouraged to share their own
perspectives on topics based on their own knowledge and insights.
Students will be the focus as they will be given choice when it comes to a variety of
assignments, allowing them to learn and do what they would like to do.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)