Beruflich Dokumente
Kultur Dokumente
Breanna Gray
Rationale
Chemistry 20 Solutions
Breanna Gray
Chemistry 20 Solutions
Breanna Gray
solutions, and the students will become more informed citizens. There
will be room for many different learning styles, visual and tactile
learning, and a variety of presentation styles. Students will be able to
openly ask and explore their own questions, given them most
importantly ownership over their learning.
Key Questions
The solutions unit will be designed through an over arching questions
of Why should we care about solutions? Within the unit, between the
various knowledge, skills, and attitudes students will explore more
specific questions such as
In order for students to succeed within the solutions unit they will
need to refer to previously gained knowledge within Grade 8 Science;
Mix & Flow, Grade 9 Science; Matter & Chemical Change,
Environmental Chemistry, and Grade 10 Energy and Matter in Chemical
Change. For added success they will build upon previously learned
skills and knowledge from Math 10 Measurement, Relations and
Functions, Grade 9 Math; Patterns, Data Analysis, and Relations. Nature
Chemistry 20 Solutions
Breanna Gray
Chemistry 20 Solutions
Breanna Gray
Chemistry 20 Solutions
Breanna Gray
Chemistry 20 Solutions
Breanna Gray
Within this unit diverse learning needs will be met by the variety of
ways content will be able to be gained. PowerPoints, written note,
workbooks, visual aids, demonstrations, experiments, and research
projects will all be varied ways that students will be able to understand
and learn about the solutions unit. Through groups and pairings of
students all individuals will have equal opportunity to contribute to the
learning process, allowing for weak and strong students to both meet
their intellectual needs. Group and individual work will be varied so
that students may learn to interact cooperatively with their peers,
creating a community conducive to learning in the classroom, and as
well individuals will have time for self reflection and learning
opportunity, addressing their own needs. Both formative and
summative assessment will be done, in varied levels of weighting and
multiple times, allowing for even re-dos, so that should students have
good and bad days, in the end collectively the grades will be able to
reflect their meaningful learning process. Indigenous knowing will be
incorporated regularly so that students will understand varying
perspectives, and gain an appreciation of our history through inquiry
discovery and perspective presentations.
Chemistry 20 Solutions
Breanna Gray
Date
Who are
we?
Monday
March 9
Tuesday
March 10
Whats the
difference
between a
mixture and
solution?
Lesson
65 minutes
Introduction
Question Ball, Poster Activity, Would you
rather Inquiry
Trail-mix vs. Water, Salt, Sand
Experiment/Inquiry
Curriculum and Ou
SLO
IiS
MR
20-C1.1k
20-C1.2k
20-C1.1s
20-C1.1k
20-C1.2k
20-C1.3k
20-C1.1sts
http://4everateacher.blogspot.ca/2013/03/mixturesand-solutions.html
Wednesda
y
March 11
Wednesda
y
March 11
Thursday
March 12
20-C1.2k
20-C1.3k
20-C1.4k
Whats the
most
powerful
drink?
What is too
much Koolaid?
Skills &
Attitudes
Monday
March 16
Tuesday
March 17
Wednesda
y
March 18
20-C1.3sts
20-C1.1s
20-C1.2s
Continuation
- Electrolyte vs. non-electrolyte
- Dissociation & Ionization (whiteboard
group activity for practice)
20-C1.4k
20-C1.9k
20-C1.10k
20-C1.1sts
20-C1.2sts
20-C1.2s
20-C1.9k
20-C1.10k
20-C1.1s
Chemistry 20 Solutions
Breanna Gray
- Solubility Chart Revisit
-Dynamic Equilibrium (dissociationcrystallization)
Wednesda
y
March 18
Thursday
March 19
Friday
March 20
How do you
determine
concentrati
on?
Monday
March 23
Tuesday
March 24
Wednesda
y
March 25
Wednesda
y
March 25
How do you
make tea?
20-C1.1k
20-C1.2k
20-C1.3k
20-C1.4k
20-C1.9k
20-C1.10k
20-C1.5k
20-C1.6k
IiS
SI
C
20-C1.6k
20-C1.8k
20-C1.3sts
20-C1.1sts
20-C1.2sts
20-C1.3sts
http://www.iflscience.com/health-andmedicine/population-found-adapted-arsenic
20-C1.6k
20-C1.7k
20-C1.1s
20-C1.3s
20-C1.4s
S&C
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.8k
20-C1.1sts
C
MR
S
20-C1.11k
20-C1.2sts
20-C1.3sts
20-C1.1s
20-C1.2s
20-C1.4s
S
SI
C
20-C1.1s
20-C1.2s
20-C1.4s
S
SI
C
Thursday
March 26
Household, Commercial Product Discovery
Friday
March 27
Whats
under your
sink?
20-C1.11k
Monday
March 30
Tuesday
March 31
20-C1.5k
20-C1.6k
20-C1.7k
Chemistry 20 Solutions
Breanna Gray
20C1.8&11
k
Wednesda
y
April 1
Why cant I
pour my
solution on
the ground?
Wednesda
y
April 1
Whats in
the water?
Thursday
April 2
Research Project
- Peak interest with following article jigsaw
http://www.thenakedscientists.com/HTML/news/news/2
199/
http://www.cbc.ca/news/canada/windsor/first-nationsexposed-to-pollutants-in-chemical-valley-1.2438724
http://www.readersdigest.com.au/drinking-recycledwater
http://www.lenntech.com/water-chemistry-faq.htm
http://www.aquatech.com/water-conservation/
http://www.recycledwater.com.au/index.php?id=19
Research Presentations
20-C1.2sts
20-C1.4sts
20-C1.5sts
20-C1.4s
IiS
SI
C
St
MR
Chemistry 20 Solutions
Breanna Gray
Resources
Teacher Resources
Alabama School System Collaboration. (n.d.). In Physical Science in the
21st Century
(PS-21). Retrieved March 6, 2015, from http://ps21pd.weebly.com
Alberta Education. (2104). Chemistry 20-30 Program of Studies. In
Program of
Studies. Edmonton, Canada.
Brooks, S., & Byles, B. (n.d.). Chemistry. In Internet4Classrooms.
Retrieved March 6,
2015, from https://www.internet4classrooms.com/chemistry.htm
Garcia. (2013). Mixture and Solutions. In 4 ever a teacher. Retrieved
March 6, 2015,
from http://4everateacher.blogspot.ca/2013/03/mixtures-andsolutions.html
Gautam, R., Fleming, O., Klinger, R., & Shultz, R. (2011). Class Notes
Chemistry 20.
Edmonton, Canada: Castle Rock Research Corp.
Gautam, R., Fleming, O., Klinger, R., & Shultz, R. (2011). Chemistry 20 Problem
Solved. Edmonton, Canada: Castle Rock Research Corp.
Jenkins, F., van Kessel, H., Tompkins, D., & Lantz, O. (2007). Chemistry
Alberta 20-30
(pp. 193-351). Toronto, Canada: Thomson Nelson.
Student Resources
Aquatech. (2014). What is water conservation and why is it important?.
In Aquatech.
Retrieved March 6, 2015, from http://www.aquatech.com/waterconservation/
Australia Reader's digest. (2010). Drinking recycled water: The debate.
In Australia
Reader's digest. Retrieved March 6, 2015, from
http://www.readersdigest.com.au/drinking-recycled-water?
page=3
Chemistry 20 Solutions
Breanna Gray
Chemistry 20 Solutions
Breanna Gray
Assessment
For Learning Exemplar (Workbook)
1 milliliter of ink can print 50 pages of text. If you had 100
gallons of ink then how many pages could you print? *Note: 1
gallon = 3.79L
Chemistry 20 Solutions
Breanna Gray
Of Learning Exemplar
(Exit
0.5 marks
each
/2
1 mark
/1
Slip)
Chemistry 20 Solutions
Breanna Gray
Statement of
Outcome for
Learning
20-C1.1k - I
know the
difference
between a
mixture and a
solution, and
Red Light
Yellow Light
I dont
understand any
of the content
I understand
some but need
more time/help
Green Light
I understand
and could be
tested or teach
this
ASSESSMENT
Stude
Chemistry 20 Solutions
Learn
ing
Outco
mes
Title
can give
examples of
each
Type
(Formative/
Summative)
nt
White
board
s
20-C1.2k
Weighting I
can provide
20-C1.1k: recall the categories of
pure substances examples
and mixtures and
from
nature
explain the nature
of homogeneous
mixtures
of solutions
and I know
20-C.1.2k: provide examples from
why water is
living and nonliving systems that
an important
illustrate how dissolving
substances
in water is often
a
prerequisite
for
component of
chemical change
almost all
solutions
20-C1.3k: explain dissolving as an
endothermic or exothermic process
with respect to the breaking and
forming of bonds
20-C1.3k I
know the
20-C1.4k: differentiate between
steps
of the
electrolytes and nonelectrolytes
dissolving
20-C1.5k: express
concentration
process,
at in
various ways; i.e., moles per litre of
the molecular
solution, percent by mass and parts
level
per million
(difference
20-C1.6k: calculate,
from empirical
between
data, the concentration
of solutions
exothermic
in moles per litre of solution and
andfrom such
determine mass or volume
concentrations
endothermic)
20-C1.7k: calculate the
concentrations and/or volumes of
diluted solutions and the quantities
of a solution and water to use when
diluting
20C1.8k use data and
ionization/dissociation equations to
calculate the concentration of ions in
a solution
20C1.9k define solubility and
identify related factors; i.e.,
temperature, pressure and miscibility
20-C1.10k: explain a saturated
solution in terms of equilibrium; i.e.,
equal rates of dissolving and
crystallization
20-C1.11k: describe the procedures
and calculations required for
preparing and diluting solutions.
E
x
it
S
li
p
s
F
/
S
1
5
%
La
b
Re
por
ts
Work
shee
ts
Peer
Asse
ssme
nt
20
%
15%
Stu
de
nt
Po
psi
cle
Sti
cks
Prese
ntatio
ns /
Galler
y
Walks
Q
u
i
z
15%
Breanna
Gray
T
e
s
t
1 2
5 5
% %
ASSESSMENT
Breanna Gray
PSII
Lesson Plan
Grade/Subject: Chemistry 20
Lesson Duration: 65 minutes
Unit: Solutions
Who are we? - #1
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Attitudes:
o Interest in Science, Mutual Respect, Scientific Inquiry
LEARNING OBJECTIVES
Students will be encouraged to develop enthusiasm and continuing interest in
the study of science
Students will be encouraged to appreciate that scientific understanding evolves
from the interaction of ideas involving people with different views and
backgrounds.
Students will be encouraged to develop attitudes that support active inquiry,
problem solving and decision-making.
ASSESSMENTS
Observations:
Key Questions:
Pay attention to my students
What kind of teacher do you
answers to better understand the
want?
individuals in the classroom.
School is important because?
Get to know the students more
Our class should be blank
through conversation and
everyday.
question answering.
Written Performance Assessments:
Pre-Assessment
Key Question Bulletin Answers
LEARNING RESOURCES CONSULTED
Resource #1: http://lifeaccordingtokatrina.blogspot.ca/2013/01/54-get-to-knowyou-questions.html?m=1
Resource #2: http://missklohnsclassroom.blogspot.ca/2012/08/wonderful.html
Resource #3: http://www.minds-in-bloom.com/2009/10/exploing-would-you-ratherquestions.html
MATERIALS AND EQUIPMENT
Question Ball
Name Cards
Would you rather? Powerpoint
3 poster papers
Sharpies/Markers/Crayons
PROCEDURE
INTRODUCTION: 5 minutes
Hook/Attention Grabber: Music will be playing as the class enters the room.
Transition to Body: Introduction about who I am, and why Im here again. Introduce
the idea that today is a get to know the classroom day.
BODY: 59 minutes
To get to know the individual students in my classroom, we will take one day to play
interactive games that will help me to better relate to them, so that I can in turn
relate the future lessons to their interests.
Question Ball: Students will be instructed to push all the desks to the edges
of the room, and make a circle. I will then grab the question ball, and explain
the rules about the activity we will be doing. One round of the activity will be
performed, time permitting two.
Breanna Gray
PSII
Breanna Gray
PSII
Sponge Activity: Name Card Doodles: all students will have name cards that I
have already written their names on to help me learn them all quickly. Should we
finish all activities and the pre-assessment be completed they will be allowed to
doodle on their name card. They will be encouraged to draw pictures of things that
represent them individually.
Consolidation: When the next lesson begins I will be at the door, handing the
appropriate name cards to students to try and memorize names quicker. I will also
collect all pre-assessments.
Lesson Plan
Grade/Subject:
Chemistry 20
Unit: Solutions
Breanna Gray
PSII
INTRODUCTION: 5 minutes
As students are walking into the classroom I will be distributing the name cards
to the appropriate student, to put a name to a face.
Hook/Attention Grabber: Students will be asked to turn into the front desk their preassessments, and make sure their name card is visible on their desk. Over the sound
system trickling water sounds will be plying to get the kids wondering.
Transition to Body: All students will be handed the Learning Goal Worksheet and
asked to fill out their name.
BODY: 50 minutes
What is a mixture? 5 minutes
o The question will be posed to the class, and they will be given approx. 1
minute to think independently about a definition they can come up with.
o Students will be called upon based on the use of popsicle sticks, to allow
for fairness. They will be asked to give the class their definition of a
solution. Other students in the class will be called upon via popsicle
sticks as well to see if their definition varies. We will discuss as a class
why this might be so.
Is a solution different than a mixture? Is so, then how? 5 minutes
o This second question will be posed to the students again in the same
format as above, and students will be called to give their answers via
popsicle stick. After a quick discussion pre-assigned lab groups will be
asked to form and head to their bench, where their supplies are located.
On lab benches they will be supplied with fist a trail mixture. They will record
what they are seeing on a sheet of paper and discuss amongst themselves. 5
minutes
o After identification I will ask the students if its possible for them to
separate the ingredients, and if so, to do it.
o I will then announce that this trail mix is a mixture, and we will identify
the physical components of what makes it a mixture. We will see if these
new definitions differ from our pre-definitions.
Mixture: two or more substance that have been mixed together,
can be separated, and are not physically changed in the process
Solutions & Mixture Combination 30 minutes
o Next on the lab bench the students will be asked to combine
diatomaceous earth, sand, salt and water in a cup. We will ask what they
just made, and they will be asked to record what they see going on.
o With the supplies at their table they will then be asked to now separate
their mixture. They will be given a majority of time to explore, and I will
circulate during tasks.
o We will inquire if they were able to fully separate all of the components,
and ask if they needed more supplies, and if they could. We will then
explain if this isnt a mixture, what is it. How is it different from a
mixture, what made it different physically, and possibly on a molecular
level?
Students will then be asked to properly dispose of their mixtures and solutions,
and make sure their bench is clean, then return to their desks. 5 minutes
CLOSURE: 10 minutes
Breanna Gray
PSII
The TED-Ed video will be showed to have the students inquire what the next
step in our inquiry into solutions might be. https://www.youtube.com/watch?v=Vt7lN4QPU0k
Students will be given an exit slip that will ask them to record visually how they
might be able to tell the difference between a mixture and a solution. As well
they will be asked to give other examples they come across regularly that are
mixtures and solutions.
As students are leaving class, they will again hand in their name cards to
myself.
Consolidation: I will review the exit slips, and if students write some examples of
mixtures and solutions that are not correct, we will address it next class, to cure
common misconceptions.
Lesson Plan
Grade/Subject:
Chemistry 20
Unit: Solutions
Breanna Gray
PSII