Unit Plan
Andrew Rigby
Chemistry: Energy and Matter in
10
Title of Unit Chemical Change Grade Level
Science 10 20 Days (Nov 7 – Dec 5)
Subject Time Frame
Andrew Rigby
Developed By
Desired Results
Cross-curricular Competencies
Communication [C]
Connections [CN]
Problem Solving [PS]
Technology [T]
Visualization [V]
Learning Outcomes
G.L.O. 1) Describe the basic particles that make up the underlying structure of matter, and investigate related technologies
1.1 identify historical examples of how humans worked with chemical substances to meet their basic needs (e.g., how pre-contact First Nations
communities used biotic and abiotic materials to meet their needs)
1.2 outline the role of evidence in the development of the atomic model consisting of protons and neutrons (nucleons) and electrons; i.e.,
Dalton, Thomson, Rutherford, Bohr
1.3 identify examples of chemistry-based careers in the community (e.g., chemical engineering, cosmetology, food processing
G.L.O. 2) Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for
naming ionic compounds and simple molecular compounds
2.1 illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the
laboratory and at home
2.2 explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to
communicate clearly and precisely
2.3 explain, using the periodic table, how and why elements combine to form compounds in specific ratios
2.4 predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using
a periodic table, a table of ions and IUPAC rules
2.5 classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state
2.6 predict whether an ionic compound is relatively soluble in water, using a solubility chart
2.7 relate the molecular structure of simple substances to their properties (e.g., describe how the properties of water are due to the polar
nature of water molecules, and relate this property to the transfer of energy in physical and living systems)
2.8 outline the issues related to personal and societal use of potentially toxic or hazardous compounds (e.g., health hazards due to excessive
consumption of alcohol and nicotine; exposure to toxic substances; environmental concerns related to the handling, storage and disposal of
heavy metals, strong acids, flammable gases, volatile liquids)
G.L.O. 3) Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical
reactions, as applications of Lavoisier’s law of conservation of mass
3.1 provide examples of household, commercial and industrial processes that use chemical reactions to produce useful substances and energy
(e.g., baking powder in baking, combustion of fuels, electrolysis of water into H2(g) and O2(g))
3.2 identify chemical reactions that are significant in societies (e.g., reactions that maintain living systems, such as photosynthesis and
respiration; reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
3.3 describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in
temperature
3.4 differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline and other natural and synthetic fuels,
photosynthesis)
3.5 classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single
replacement, double replacement
3.6 translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving systems
3.7 predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical
reactions, when given the reactants
3.8 define the mole as the amount of an element containing 6.02 × 1023 atoms (Avogadro’s number) and apply the concept to calculate
quantities of substances made of other chemical species (e.g., determine the quantity of water that contains 6.02 × 1023 molecules of H2O )
3.9 interpret balanced chemical equations in terms of moles of chemical species, and relate the mole concept to the law of conservation of
mass
Enduring Understandings Essential Questions
Students will understand that...
C
1)
Knowledge: Skills
Students will know... Students will be able to…
Definitions and applications for keywords: WHMIS Read and follow WHMIS regulation for safe chemical practice
Name elements, compounds (molecular & ionic), acids according to
IUPAC naming system
Write and balance chemical equations
Assessment Evidence
Performance Task
Other Evidence Student Self-Assessment
Learning Plan
Prerequisite Outcomes
Particle Model of Matter (Heat & Temperature; Science 7)
WHMIS symbols, pure substances, mixtures and solutions (Mix & Flow of Matter; Science)
Reactants, products, conservation of mass, periodic table, elements, compounds, atomic theory, chemical nomenclature (Matter &
Chemical Change; Science 9)
Acids & Bases (Environmental Chemistry; Science 9)
Future Related Outcomes
Unit Topics
Topic Specific Learning Outcomes
#1: Atomic Theory & Application 1.1 identify historical examples of how humans worked with chemical substances to meet their basic
needs (e.g., how pre-contact First Nations communities used biotic and abiotic materials to meet
their needs)
1.2 outline the role of evidence in the development of the atomic model consisting of protons and
neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr
1.3 identify examples of chemistry-based careers in the community (e.g., chemical engineering,
cosmetology, food processing
#2: WHMIS & IUPAC 2.1 illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling,
storage and disposal of chemicals in the laboratory and at home
2.2 explain the importance of and need for the IUPAC system of naming compounds, in terms of the
work that scientists do and the need to communicate clearly and precisely
2.8 outline the issues related to personal and societal use of potentially toxic or hazardous
compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine; exposure to
toxic substances; environmental concerns related to the handling, storage and disposal of heavy
metals, strong acids, flammable gases, volatile liquids)
#3: Predicting & Naming 2.3 explain, using the periodic table, how and why elements combine to form compounds in specific
Compounds ratios
2.4 predict formulas and write names for ionic and molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules
#4: Compound Properties 2.5 classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e.,
conductivity, pH, solubility, state
2.6 predict whether an ionic compound is relatively soluble in water, using a solubility chart
2.7 relate the molecular structure of simple substances to their properties (e.g., describe how the
properties of water are due to the polar nature of water molecules, and relate this property to the
transfer of energy in physical and living systems)
#5: Chemical Change 3.1 provide examples of household, commercial and industrial processes that use chemical reactions
to produce useful substances and energy (e.g., baking powder in baking, combustion of fuels,
electrolysis of water into H2(g) and O2(g))
3.3 describe the evidence for chemical changes; i.e., energy change, formation of a gas or
precipitate, colour or odour change, change in temperature
3.4 differentiate between endothermic and exothermic chemical reactions (e.g., combustion of
gasoline and other natural and synthetic fuels, photosynthesis)
#6: Chemical Reactions 3.2 identify chemical reactions that are significant in societies (e.g., reactions that maintain living
systems, such as photosynthesis and respiration; reactions that have an impact on the environment,
such as combustion reactions and decomposition of waste materials)
3.5 classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition,
hydrocarbon combustion, single replacement, double replacement
3.7 predict the products of formation (synthesis) and decomposition, single and double replacement,
and hydrocarbon combustion chemical reactions, when given the reactants
#7: Conservation of Mass 3.6 translate word equations to balanced chemical equations and vice versa for chemical reactions
that occur in living and nonliving systems
3.8 define the mole as the amount of an element containing 6.02 × 1023 atoms (Avogadro’s number)
and apply the concept to calculate quantities of substances made of other chemical species ( e.g.,
determine the quantity of water that contains 6.02 × 1023 molecules of H2O )
3.9 interpret balanced chemical equations in terms of moles of chemical species, and relate the mole
concept to the law of conservation of mass
Unit Timeline
Day Date DOTW Topic Learning Objectives Activities Assessments
1 11/7 W WHMIS/ 2.1 illustrate an awareness of WHMIS guidelines, and Assessment for Learning:
Atomic Theory demonstrate safe practices in the handling, storage
and disposal of chemicals in the laboratory and at Assessment as Learning:
home
Assessment of Learning:
2.8 outline the issues related to personal and societal
use of potentially toxic or hazardous compounds
(e.g., health hazards due to excessive consumption
of alcohol and nicotine; exposure to toxic substances;
environmental concerns related to the handling,
storage and disposal of heavy metals, strong acids,
flammable gases, volatile liquids)
1.1 identify historical examples of how humans
worked with chemical substances to meet their basic
needs (e.g., how pre-contact First Nations
communities used biotic and abiotic materials to
meet their needs)
2 11/8 R Atoms, Periodic 1.2 outline the role of evidence in the development of
Table the atomic model consisting of protons and neutrons
(nucleons) and electrons; i.e., Dalton, Thomson,
Rutherford, Bohr
1.3 identify examples of chemistry-based careers in
the community (e.g., chemical engineering,
cosmetology, food processing
3 11/9 F Ions, Energy 1.2 outline the role of evidence in the development of
Diagrams the atomic model consisting of protons and neutrons
(nucleons) and electrons; i.e., Dalton, Thomson,
Rutherford, Bohr
2.3 explain, using the periodic table, how and why
elements combine to form compounds in specific
ratios
4 11/12 M Ionic Compounds 2.2 explain the importance of and need for the IUPAC
system of naming compounds, in terms of the work
that scientists do and the need to communicate
clearly and precisely
2.3 explain, using the periodic table, how and why
elements combine to form compounds in specific
ratios
2.4 predict formulas and write names for ionic and
molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a
periodic table, a table of ions and IUPAC rules
5 11/13 T Multivalent/ 2.2 explain the importance of and need for the IUPAC
polyatomic ions & system of naming compounds, in terms of the work
compounds that scientists do and the need to communicate
clearly and precisely
Quiz: WHMIS
2.3 explain, using the periodic table, how and why
Energy
Diagrams elements combine to form compounds in specific
ratios
2.4 predict formulas and write names for ionic and
molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a
periodic table, a table of ions and IUPAC rules
6 11/14 W Molecular 2.2 explain the importance of and need for the IUPAC
Compounds/ system of naming compounds, in terms of the work
Acids that scientists do and the need to communicate
clearly and precisely
2.3 explain, using the periodic table, how and why
elements combine to form compounds in specific
ratios
2.4 predict formulas and write names for ionic and
molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a
periodic table, a table of ions and IUPAC rules
7 11/15 R Practice all 2.4 predict formulas and write names for ionic and
compounds molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a
periodic table, a table of ions and IUPAC rules
8 11/16 F Quiz: All
Compounds
9 11/19 M Compound 2.3 explain, using the periodic table, how and why
properties/ elements combine to form compounds in specific
solubility ratios
2.4 predict formulas and write names for ionic and
molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a
periodic table, a table of ions and IUPAC rules
10 11/20 T Compound 2.5 classify ionic and molecular compounds, acids
Properties and bases on the basis of their properties; i.e.,
Lab: Compound conductivity, pH, solubility, state
Properties
2.6 predict whether an ionic compound is relatively
soluble in water, using a solubility chart
2.7 relate the molecular structure of simple
substances to their properties (e.g., describe how the
properties of water are due to the polar nature of
water molecules, and relate this property to the
transfer of energy in physical and living systems)
11 11/21 W Chemical Change 3.1 provide examples of household, commercial and
industrial processes that use chemical reactions to
produce useful substances and energy (e.g., baking
powder in baking, combustion of fuels, electrolysis of
water into H2(g) and O2(g))
3.3 describe the evidence for chemical changes; i.e.,
energy change, formation of a gas or precipitate,
colour or odour change, change in temperature
3.4 differentiate between endothermic and
exothermic chemical reactions (e.g., combustion of
gasoline and other natural and synthetic fuels,
photosynthesis)
12 11/22 R Types of 3.2 identify chemical reactions that are significant in
Reactions societies (e.g., reactions that maintain living systems,
such as photosynthesis and respiration; reactions
that have an impact on the environment, such as
combustion reactions and decomposition of waste
materials)
3.5 classify and identify categories of chemical
reactions; i.e., formation (synthesis), decomposition,
hydrocarbon combustion, single replacement, double
replacement
13 11/26 M Predicting 3.7 predict the products of formation (synthesis) and
Reactions decomposition, single and double replacement, and
hydrocarbon combustion chemical reactions, when
given the reactants
14 11/27 T Conservation of 3.6 translate word equations to balanced chemical
Mass/ Balancing equations and vice versa for chemical reactions that
Equations occur in living and nonliving systems
Quiz: Naming
Compounds
15 11/28 W Practice 3.7 predict the products of formation (synthesis) and
Predicting & decomposition, single and double replacement, and
Balancing hydrocarbon combustion chemical reactions, when
Equations
given the reactants
Demo:
3.6 translate word equations to balanced chemical
Reactions
equations and vice versa for chemical reactions that
occur in living and nonliving systems
16 11/29 R Avogadro’s 3.8 define the mole as the amount of an element
Number/ Moles containing 6.02 × 1023 atoms (Avogadro’s number)
and apply the concept to calculate quantities of
substances made of other chemical species (e.g.,
Quiz: determine the quantity of water that contains 6.02 ×
Predict/Balance 1023 molecules of H2O)
Equations 3.9 interpret balanced chemical equations in terms of
moles of chemical species, and relate the mole
concept to the law of conservation of mass
17 11/30 F Practice 3.8 define the mole as the amount of an element
Calculations containing 6.02 × 1023 atoms (Avogadro’s number)
and apply the concept to calculate quantities of
substances made of other chemical species (e.g.,
determine the quantity of water that contains 6.02 ×
1023 molecules of H2O)
3.9 interpret balanced chemical equations in terms of
moles of chemical species, and relate the mole
concept to the law of conservation of mass
18 12/3 M FLEX
19 12/4 T Review
20 12/5 W Unit Test:
Chemistry
Assessments
In-class Homework Unit
Learning Title Observation Assignments Quizzes Labs
Work Checks Test
Outcomes
Type (Formative/Summative) Form Form Both Both Sum Sum Sum
Weighting [21% of Sci 10 Final Grade] NA NA 15% 5% 20% 20% 40%
#1: Atomic Theory & Application
1.1 identify historical examples of how humans worked with
chemical substances to meet their basic needs
1.2 outline the role of evidence in the development of the
atomic model consisting of protons and neutrons and
electrons; i.e., Dalton, Thomson, Rutherford, Bohr
1.3 identify examples of chemistry-based careers in the
community
#2: WHMIS & IUPAC
2.1 illustrate an awareness of WHMIS guidelines, and
demonstrate safe practices in the handling, storage and
disposal of chemicals in the laboratory and at home
2.2 explain the importance of and need for the IUPAC
system of naming compounds, in terms of the work that
scientists do and the need to communicate clearly and
precisely
2.8 outline the issues related to personal and societal use of
potentially toxic or hazardous compounds
#3: Predicting & Naming Compounds
2.3 explain, using the periodic table, how and why elements
combine to form compounds in specific ratios
2.4 predict formulas and write names for ionic and
molecular compounds and common acids using a periodic
table, a table of ions and IUPAC rules
#4: Compound Properties
2.5 classify ionic and molecular compounds, acids and bases
on the basis of their properties; i.e., conductivity, pH,
solubility, state
2.6 predict whether an ionic compound is relatively soluble
in water, using a solubility chart
2.7 relate the molecular structure of simple substances to
their properties
#5: Chemical Change
3.1 provide examples of household, commercial and
industrial processes that use chemical reactions to produce
useful substances and energy
3.3 describe the evidence for chemical changes; i.e., energy
change, formation of a gas or precipitate, colour or odour
change, change in temperature
3.4 differentiate between endothermic and exothermic
chemical reactions
#6: Chemical Reactions
3.2 identify chemical reactions that are significant in
societies
3.5 classify and identify categories of chemical reactions;
i.e., formation (synthesis), decomposition, hydrocarbon
combustion, single replacement, double replacement
3.7 predict the products of formation (synthesis) and
decomposition, single and double replacement, and
hydrocarbon combustion chemical reactions, when given the
reactants
#7: Conservation of Mass
3.6 translate word equations to balanced chemical equations
and vice versa for chemical reactions that occur in living and
nonliving systems
3.8 define the mole as the amount of an element containing
6.02 × 1023 atoms (Avogadro’s number) and apply the
concept to calculate quantities of substances made of other
chemical species
3.9 interpret balanced chemical equations in terms of moles
of chemical species, and relate the mole concept to the law
of conservation of mass
Assessment Tool Overview
Assessment
Brief Description Assessment FOR, AS, or OF Learning
Tool
Throughout the classes of the unit, observations of student’s Assessment for Learning:
work will indicate students level of knowledge and competency Classroom observations will inform me of student’s
Observations with subject matter. current level of understanding so I can identify student’s
various levels of competency related to the SLOs.
In-class work will help students practice and identify questions Assessment for Learning:
and allow me to help guide their learning based on my In-class work will allow me to see student work and
In-class assessment of their work during class time. assess their understanding based on their written work
Work and discussions. This will allow me to determine whether
In-class work can include: textbook questions, practice question,
students understand the outcome or if more instructional
discussions, etc.
help is required.
Assignments provide students practice on key concepts related Assessment for Learning:
to the curriculum as a low stakes way of assessing student’s Assignments will allow me to assess student’s
understanding of content. understanding and identify and gaps of student’s
knowledge I need to address.
Assessment as Learning:
Assignments Assignments that are marked will be returned which
students can use to correct their mistakes and learning
from them.
Assessment of Learning:
Some assignments will be used to inform me of meeting
the SLOs linked to the assignment.
Homework checks will happen frequently in class in order set Assessment for Learning:
Homework expectation of students working on content outside of class Some homework checks will be handed in so that I can
Checks time. Checks will either be for completion or for assessment of assess the students understanding of the material and can
student’s understanding. provide more guided instruction.
Quizzes will be summative assessment of students meeting set Assessment of Learning:
program of study outcomes. Quizzes will provided a summative assessment of
Quizzes student’s understandings for the SLOs assessed in the
quiz.
Labs will provide students with a chance to apply school Assessment of Learning:
learnings to real-world concepts. Labs will also give students an Labs will provide students the opportunity to apply their
Labs opportunity to develop their professional lab skills as budding scientific learnings to “living models”. Observing the
scientists. students will help inform me of their understanding of the
concepts learned in class.
Unit Finals will be a summative assessment of students meeting Assessment of Learning:
set program of study outcomes. Unit Finals will provided a summative assessment of
Unit Final student’s understandings for the GLOs from the unit.
