Subject Area Science

Grade Level Grade 9

Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

Stage 1 – Desired Results

Established Goals – GLO(s):
GLO 1.0 Investigate materials, and describe them in terms of their physical and chemical properties
GLO 2.0 Describe and interpret patterns in chemical reactions
GLO 3.0 Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and identify example evidence that has contributed to the development of
these ideas
GLO 4.0 Apply simplified chemical nomenclature in describing elements, compounds and chemical reactions
Understandings: Essential Questions:
Students will understand… How do we determine the properties of a variety of different substances?
- How to work safely with chemicals and in a lab setting How do different substances interact?
- Different properties of materials and how to classify them by their How do we know when a chemical reaction has taken place?
properties How do we represent chemical compounds – pictorially and symbolically?
- How to identify a chemical reaction versus a physical reaction What is the periodic table?
- How the periodic table was set up How can we use the periodic table to determine important information about elements?
- How to use the periodic table to determine information about atoms Can we predict compound formation using the periodic table?
- Molecular versus ionic compounds How can we represent a chemical reaction?
- Naming of compounds What is a compound?
- How to use ion charges to predict compounds Can we alter how fast a chemical reaction occurs?
- How compounds can be drawn or modelled
- How to properly represent chemical reactions in word equations and
chemical formulas

Prior understandings… Students will be able to…

 Grade 8 Science: Unit A – Mix and Flow Of Matter
Where does this lead?
 Science 10: Unit A – Energy and Matter in Chemical Change
Students Will…
SKILLS
1.1- identify questions to investigate (e.g., ask questions about the reactivity
of particular materials or about conditions that affect the rate of reaction,
after observing that materials react at different rates)
1.2- define and delimit questions and problems to facilitate investigation (e.g.,
reframe a general question, such as: "What affects the speed of reactions?" to
become one or more specific questions, such as: "How will temperature affect
KNOWLEDGE
STSK 1.1- investigate and describe properties of materials (e.g., investigate and describe the
melting point, solubility and conductivity of materials observed)
STSK 1.2- describe and apply different ways of classifying materials based on their composition
and properties, including:
 distinguishing between pure substances, solutions and mechanical mixtures
 distinguishing between metals and nonmetals
 identifying and applying other methods of classification
STSK 1.3- identify conditions under which properties of a material are changed, and critically
evaluate if a new substance has been produced
STSK 2.1- identify and evaluate dangers of caustic materials and potentially explosive reactions
STSK 2.2- observe and describe evidence of chemical change in reactions between familiar
materials, by:
 describing combustion, corrosion and other reactions involving oxygen
 Subject Area
Grade Level
Topic
Length of Unit (days)
the rate of reaction between materials x and y?" or "How will moisture affect
the rate of reaction between x and y?")
1.3- state a prediction and a hypothesis based on background information or
an observed pattern of events
1.4- select appropriate methods and tools for collecting data and information
and for solving problems (e.g., plan and conduct a search for information
about chemical elements, using appropriate print and electronic sources)
2.1- carry out procedures, controlling the major variables (e.g., investigate the
effect of particle size on a chemical reaction, taking care to identify and
control other potentially relevant variables)
2.2- observe and record data, and prepare simple drawings (e.g., represent a
molecule studied through a drawing)
2.3- demonstrate knowledge of WHMIS standards, by using proper
techniques for handling and disposing of laboratory materials
2.4-research information relevant to a given question (e.g., research
properties of materials)
3.1- compile and display data, by hand or computer, in a variety of formats,
including diagrams, flow charts, tables, bar graphs, line graphs and
scatterplots (e.g., present data on different chemical substances in a form that
facilitates interpretation)
3.2- calculate theoretical values of a variable (e.g., predict the total mass of
the products of a chemical reaction, based on the mass of the reactants used)
3.3- identify and suggest explanations for discrepancies in data
3.4- state a conclusion, based on experimental data, and explain how evidence
gathered supports or refutes an initial idea
3.5- identify new questions and problems that arise from what was learned
(e.g., identify new questions, such as: "Why do different compounds
containing the same elements behave differently?" or "How do atoms stick
together in a molecule?")
4.1- receive, understand and act on the ideas of others (e.g., follow given
safety procedures)
4.2- evaluate individual and group processes used in planning and carrying
out investigative tasks (e.g., evaluate the relative success and scientific merits
of different approaches to drawing and making models of molecules.
ATTITUDES
Science
Grade 9
Unit B: Matter and Chemical Change
~15 days
 observing and inferring evidence of chemical reactions between familiar household
materials
STSK 2.3- distinguish between materials that react readily and those that do not (e.g., compare
reactions of different metals to a dilute corrosive solution)
STSK 2.4- observe and describe patterns of chemical change, by:
 observing heat generated or absorbed in chemical reactions, and identifying examples of
exothermic and endothermic reactions
 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)
 identifying evidence for conservation of mass in chemical reactions, and demonstrating and
describing techniques by which that evidence is gathered.
STSK 3.1- 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—
focusing on the first 18 elements
STSK 3.2- distinguish between observation and theory, and provide examples of how models
and theoretical ideas are used in explaining observations (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)
STSK 3.3- 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 (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) [Note: Knowledge of
specific orbital structures for elements and groups of elements is not required at this grade
level.]
STSK 3.4- distinguish between ionic and molecular compounds, and describe the properties of
some common examples of each
STSK 4.1- 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 (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)
 Subject Area Science
Grade Level Grade 9
Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

 Interest in Science STSK 4.2- identify/describe chemicals commonly found in the home, and write the chemical
symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide [NaOH(aq)] used in
 Mutual Respect
household cleaning supplies)
 Scientific Inquiry STSK 4.3- identify examples of combining ratios/number of atoms per molecule found in some
 Collaboration common materials, and use information on ion charges to predict combining ratios in ionic
 Stewardship compounds of two elements (e.g., identify the number of atoms per molecule signified by the
 Safety 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)
STSK 4.4- assemble or draw simple models of molecular and ionic compounds (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.]
STSK 4.5- describe familiar chemical reactions, and represent these reactions by using word
equations and chemical formulas and by constructing models of reactants and products (e.g.,
describe combustion reactions, such as: carbon + oxygen → carbon dioxide [C (s) + O2(g) →
CO2(g)]; describe corrosion reactions, such as: iron + oxygen→ iron(II) oxide [Fe (s) + O2(g)→
FeO(s)]; describe replacement reactions, such as the following: zinc + copper(II) sulfate→ zinc
sulfate + copper [Zn(s) + CuSO4(aq) → ZnSO4(aq) + Cu(s)]) [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 CuSO 4(s), ZnSO4(s) and H2SO4(aq) can
help prepare students for further study of these materials in units C and D.]
Stage 2 – Assessment Evidence
Pre-Assessment
KWL Chart/Mind Map

Quizzes, Tests, Assignments Performance Tasks, Projects

 Quizzes (1 for each GLO)  Periodic table families
 Unit Test (all GLO’s)

Other Evidence (observations, work samples, dialogues) Student self-assessment

 Exit Slips -Element Bingo  Heads Down Thumbs Up
 Questions - Elephant Toothpaste  Project self assessment
 ID mystery substances lab
 Periodic table families booklet -make ice cream
-marshmellow compounds
-dissolving alka-seltzer
 Subject Area Science
Grade Level Grade 9
Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

Assessments
Mystery P.T. Elephant Ice Questions/ Alka- Marshmellow
Topic Unit B
Title substances Families Toothpaste Cream Worksheets Seltzer Compounds
Quizzes Exam
Learning ID lab Project Lab
Outcomes Type S F F F/S S F
S S S
(Formative/Summative)
Part of 4% 0% 0% 0% / Part of Part of 0%
Weighting Part of 4% 5% 5%
4% 4%
1.1- investigate and describe
properties of materials (e.g.,
investigate and describe the melting X X X X
point, solubility and conductivity of x X
materials observed)
1.2- describe and apply different ways X
of classifying materials based on their X X X x X
composition and properties
1.3- identify conditions under which
properties of a material are changed, X X X
X X
and critically evaluate if a new x
substance has been produced
2.1- identify and evaluate dangers of
caustic materials and potentially X X X
explosive reactions
2.2- observe and describe evidence of
chemical change in reactions between X X X x X X
familiar materials
2.3- distinguish between materials
that react readily and those that do
not (e.g., compare reactions of x X X x X X
different metals to a dilute corrosive
solution
 Subject Area Science
Grade Level Grade 9
Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

2.4- observe and describe patterns of x x X X

X X
chemical change

3.1- demonstrate understanding of the

origins of the periodic table, and
relate patterns in the physical and
X X
chemical properties of elements to X
their positions in the periodic table— X
focusing on the first 18 elements
3.2- distinguish between observation
and theory, and provide examples of
how models and theoretical ideas are
used in explaining observations (e.g.,
describe how observations of
electrical properties of materials led X X
to ideas about electrons and protons; X
describe how observed differences in
the densities of materials are
explained, in part, using ideas about
the mass of individual atoms)
3.3- use the periodic table to identify
the number of protons, electrons and
other information about each atom;
and describe, in general terms, the X X
relationship between the structure of X X
atoms in each group and the X
properties of elements in that group
3.4- distinguish between ionic and
molecular compounds, and describe X
X X
the properties of some common X X
examples of each
4.1- read and interpret chemical
formulas for compounds of two
elements, and give the IUPAC X
X X
(International Union of Pure and X
Applied Chemistry) name and
common name of these compounds
 Subject Area Science
Grade Level Grade 9
Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

4.2- identify/describe chemicals

commonly found in the home, and X X x X X
write the chemical symbols
4.3- identify examples of combining
ratios/number of atoms per molecule
found in some common materials, and
X X
use information on ion charges to
predict combining ratios in ionic X X
compounds of two elements
4.4- assemble or draw simple models
X X
of molecular and ionic compounds X X
4.5- describe familiar chemical
reactions, and represent these
reactions by using word equations and X X
x x
chemical formulas and by X
constructing models of reactants and
products

Unit B - Assessment Breakdown (14% of Science 9 Overall Grade)

Labs, Daily Assignments Formative 0%
Labs, Project and Assignments Summative 4%
Topic Quizzes Summative 5%
Unit B Exam Summative 5%
 Subject Area Science
Grade Level Grade 9
Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Worksheets and practice questions are to be used for students to learn from and
to be used as a measurement of student learning. How they are used depends on
the prior formative assessment that has been made and whether or not students
Worksheets/Practice are ready to demonstrate their understanding of the material. Questions are
X X X
Questions mainly taken from the end of each topic as a review of what was just learned,
giving students an opportunity to practice what they have learnt, and ask
questions about what they are still unsure of. Worksheets, made by me, will have
the same intention and will model questions they will see on quizzes and tests.
The unit B exam will be a longer exam covered all topics from the unit. The exam
will have a variety of question formats. There will be emphasis on the fourth topic
which does not have a topic quiz prior to the exam. The exam will be used as a
Unit B Exam X
demonstration OF student learning and will make up a significant portion of the
grade for this unit. It will completed on the last day of the unit after multiple forms
of formative assessment have been made.
One quiz will be written following each topic to allow students to demonstrate
their knowledge of that topic before moving on. They will be done after formative
Topic Quizzes assessments on such topics have been made. Questions will be formatted much X
like PAT questions to give students practice with them before the final exam and
PAT.
The mystery id lab is a lab where students are given multiple different substances
and need to make observations before any tests are done, throughout testing, and
after testing. Based on their observations and the data they collect during this lab,
Mystery ID Lab they will make conclusions as to which substance is which. Students are given the X X X
opportunity to practice lab safety as well as identifying substances based on their
physical and chemical properties. This lab will be used as and for learning, while
the lab report will be of their learning, showing what they learned.
 Subject Area Science
Grade Level Grade 9
Topic Unit B: Matter and Chemical Change
Length of Unit (days) ~15 days

The alka-selzer lab is one of the last labs done. Part of this unit is being able to
understand what a chemical reaction is, what the evidence for chemical reactions
are, and what things affect the rates of a chemical reaction when they occur. This
lab is perfect as it touches on all of those major topics. The focus is especially on
Alka Seltzer Lab what effects the rate of a reaction. Alka seltzers are put into different X X X
temperatures of water to test the effect of that variable, and are also placed in
water in different sizes to look at the effect of surface area and concentration. This
lab is used for and as learning, but the lab report is summative and will be used to
show the students knowledge of the concepts.
This is an activity done using marshmellows and toothpicks to have students build
ionic and molecular compounds. It is done alongside a worksheet where students
Marshmellow
must use the periodic table to name compounds and compare molecular and ionic X x
Compounds
compounds in the process. Students must also draw the compounds as they build
them.
Making ice cream is a lab done to demonstrate chemical reactions and evidence of
chemical reactions occurring. The evidence in this lab that is very obvious is the
Making Ice Cream temperature change. That allows it to be a good lesson of exothermic versus X X
endothermic reactions as well. This lab is to be used as and for learning. No grades
are taken.
Elephant toothpaste ( depending on resources and time) is done either as a demo
or in groups. The point of elephant toothpaste is to act as an attention catcher to
Elephant Toothpaste draw questions out of students as to what classifies a chemical change and what X X
classifies a physical change. It provides an example of, and a hook to, the topic. It is
purely for and as learning, no grades are taken on the experiment.
The project for this unit is one that allows students to explore and learn about the
periodic table. Students, individually or in groups, create a photo album on paper
or on the computer of one of the families on the periodic table. They are to include
Project details about the families and pictures to coincide. This project is done after X
students learn about the periodic table and have had a chance to answer questions
about the periodic table. Since it takes place after the learning is done, it is taken
for grades and so is of the student learning.