Unit 2 Chemical Changes All Around Us

Teacher(s)

G. Elliott ; V. Mathews; T. Griffin

Subject group and discipline

Physical Science

Unit title and number

Chemical Changes Are All Around Us

Unit #2

MYP year

Unit duration (hrs)

(when taught month / week of year)

36 (hrs)

October - December

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s):

Global Context

Change

Evidence

Interaction

Identities and Relationships

*Identity formation, status and roles

Statement of inquiry

Scientists observe evidence of chemical changes by examining the interaction of elements.

Inquiry questions

Factual— How do elements interact?

Conceptual— How does evidence shape your conclusion?

Debatable— What are the limits of scientific understanding?

Objectives (MYP)

Summative assessment

Relationship between summative assessment task(s) and statement of inquiry:

Criterion A: Knowing and understanding

i. Explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyse and evaluate information to make scientifically supported judgments

Criterion B: Inquiring and designing

i. explain a problem or question to be tested by a scientific investigation

ii. formulate a testable hypothesis and explain it using scientific reasoning

iii. explain how to manipulate the variables, and explain how data will be collected

iv. design scientific investigations

Cool Chemistry Show Demonstration and Explanation

Criterion A: Students will be able to describe how scientists observe evidence of chemical changes. Students will be able to apply knowledge of elements and their interaction to solve problems set in familiar and unfamiliar situations. Students will be able to analyse and evaluate information to make scientifically supported judgements to support their understanding of chemical changes and the interaction of elements.

Criterion B: Students will be able to outline a problem or question to be tested by a scientific investigation. Students will be able to outline a testable prediction using scientific reasoning. Students will be able to outline how to manipulate the variables, and outline how sufficient, relevant data will be collected. Students will be able to design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

Approaches to learning (ATL):

Skill Category
Critical-thinking skills	Students will draw reasonable conclusions and generalizations based on interpreting and evaluating data gained from scientific investigations.
Collaboration skills	Students will give and receive meaningful feedback on the design of experimental methods.
Communications skills	Students will use appropriate forms of writing - scientific terminology, data tables and graphs to make the meaning of their findings clear to an audience of their peers.
Organizational skills	Students will keep an organized and logical system of information in laboratory investigation reports.
Information literacy skills	Make connections between scientific research and related moral, ethical, social, economic, political, cultural, or environmental factors.

Action: Teaching and learning through inquiry

Content (Common Core State Standards/Arkansas Frameworks)

Learning process

(student experiences and teaching strategies)

C.1.PS.8 Explain the role of valence electrons in forming chemical bonds

C.1.PS.9 Model bonding: ionic, covalent and metallic

C.1.PS.10 Identify commonly used polyatomic ions

C.1.PS.11 Write formulas for ionic and covalent compounds

C.1.PS.12 Name ionic and covalent compounds

C.1.PS.13 Identify the mole and amu(atomic mass unit) as units of measurement in chemistry

C.1.PS.14 Calculate the molar mass of compounds based on average atomic mass.

C.2.PS.5 Compare and contrast endothermic and exothermic reactions as energy is transferred

C.3.PS.1 Identify and write balanced chemical equations

C.3.PS.2 Predict the products(s) of a chemical reaction when given the reactants using chemical symbols and words

C.3.PS.3 Balance chemical equations using the Law of Conservation of Mass

C.3.PS. 4 Determine mole ratios from a balanced reaction equation

C.3.PS.5 Compare and contrast the properties of reactants and products of a chemical reaction

C.3.PS.6 Model the role of activation energy in chemical reactions

C.3.PS.7 Examine factors that affect the rate of chemical reactions, including but not limited to temperature, light, concentration, catalysts, surface area, and pressure

C.3.PS.8 Identify the observable evidence of a chemical reaction:

formation of a precipitate, production of a gas,color changes

changes in heat and light

C.4.PS.1 Summarize carbon bonding

C.4.PS.2 Identify organic compounds by their: formula, structure,properties

functional groups

C.4.PS.3 Distinguish between saturated and unsaturated hydrocarbons

C.4.PS.4 Describe organic compounds and their functions in the human body:

carbohydrates, lipids, proteins, nucleic acids

NS.9.PS.1 Explain why science is limited to natural explanations of how the world works

NS.9.PS.4 Summarize the guidelines of Science”

explanations are based on observations, evidence, and testing

hypotheses must be testable

understandings and/or conclusions may change with additional emperical data

scientific knowledge must have peer review and verification before acceptance

NS.10.PS.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation

NS.10.PS.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conduction scientific investigation

NS.10.PS.3 Identify sources of bias that could affect experimental outcome

NS.10.PS.4 Gather and analyze data using appropriate summary statistics

NS.10.PS.5 Formulate valid conclusions without bias

NS.10.PS.6 Communicate experimental results using appropriate reports, figures, and tables

NS.12.PS.1 Use appropriate equipment and technology as tools for solving problems (e.g., balances, scales, calculators, probes, glassware, burners, computers and computer software)

NS.12.PS.2 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables

NS.12.PS.3 Utilize technology to communicate research findings

Student Experiences

Hands on activities
Mini Labs
Short readings
Question and answer
Reflection in journals
Diagram and sketch in journals
Solve practice problems
Manipulatives
Compare similarities and differences
Collaborative learning

Teaching Strategies

Check for understanding
Formative assessments (quizzes, bellringers, homework)
Modeling
Examine student notebooks
Powerpoints
Songs
Animations
Identify key words for students
Give students examples
Posting student objectives
Probing questions

Formative assessment

“Molecules and Lewis Dot Puzzle Pieces”

“Balancing Chemical Equations” Quiz

Differentiation (504/ELL/IEP)

Differentiation and accommodation according to student IEPs.

Resources

Videos -

“Atomic HookUps - Types of Chemical Bonds: Crash Course Chemistry #22”

Activities -

“Types of Chemical Bonds”

“Ionic Bonding”

“Covalent Bonding”

“Ionic Bonding Pre-Activity Problem Set”

“Ionic Bonding”

“Covalent Bonding Pre-Activity Problem Set”

“Single Covalent Bond”

“Double and Triple Covalent Bond”

“Balancing Equations” reading and practice problems

Chromebook Based Activities -

skyweb.net/science/balancing_chemical_equations reading + 7 practice problems

phet.colorado.edu “Balancing Chemical Equations”

education.jlab.org elementbalancing/question

fun based learning.com “Chembalancer”

sciencegeek.net/chemistry/taters/equationbalancing

Labs -

Evidence of Chemical Reactions

Chemistry in a Bag

PowerPoints and Handouts -

“Chemical Bonds”

“Covalent Bonds”

“Metallic Bonds”

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit