Understanding by Design Unit Template

Foundations of Chemistry 11
Title of Unit Grade Level
Physical Science 20 Nine Week Period
Subject Time Frame (Sixteen lesson set)
Colton Hope
Developed By (ECUR 325, Initial Unit Plan Assign, Dr. Jay Wilson, Monday February 27th, 20fl)

Stage 1 - Identify Desired Results

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

Lifelong Learners:
The context of students as lifelong learners through the foundations of chemistry unit are expressly depicted in their expansion of knowledyerelating to
5jeenvironment and physical world. In developing furthered understanding of the physical world, students are driven toward the refined study of their
own topics of interest centered in the science through processes like; industrialization, mining, and agriculture. Being able to express these topics through
differentiated mediums elicits the capacity of lifelong learning in students.
Sense of Self, Community, and Place:
Development of a sense of selfjemmunity, and place in the foundations of chemistry unit, is brought about by the contradiction of sents scientific
ideologies and misconceptionsgainst scientific law and defined theories of scientists in the field. Students come to define their place in the community
through the expansion of the larger concepts related to science industrialization on a macroscopic level the ways in which chemistry impacts our
environments. They come to understand that the universe is not constant and that on a subatomic level, constant change defines their place in it.
Engaging Citizens:
Learners are engaged as active citizens through the foundations of chemistry unit by developing conscious knowledge of industrialized processes like
agriculture and mining, how chemistry effects these processes and how those resultant affects can alter and disrupt our natural environment. Through the
introduction of ethnic and societal issues related to chemistry, students are prompted to speak their minds and act upon their knowledge development.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking:
Students develop thinking in the foundations of chemistry unit through incorporations of theories on; subatomic particles, the mole, mathematics in the
form of stoichiometry, and the relation of all these theories t9 our modern worlds industrial scale process of chemical reactivity. They also learn to think
abstractly about the physical world, instead of simply takipkr granted the daily functions of life, they are pushed to consider the different types of
reactions that make up chemical processes and how these onstant chains of reactions create the world around them.
Developing Identity and Interdependence:
The development of identity and interdependence in the foundations of chemistry unit is based around the conceptualization that all like is interconnected.
Through the processes of chemical reactivity, stoichiometry etc. students can visually and mathematically represent to correspondence of how products
form from reactants and how the sustainability of our natural environment is codependent on these interactions; both of reactants and products.
 Developing Literacies:
During the foundations of chemistry unit students must expressively represent; written literacies in their note taking and lab reports, mathematical literacy
in the required calculations, and physical literacy through their interactions associated with the lab demonstrations and case study exercises.
Developing Social Responsibility:
The foundations of chemistry units portrayal of how the social understanding of the chemistry discipline has evolved and today is generally understood.
Students look at the imf chemical processes, technology, and models of industrialization and how these effect the social sustainability of our
civilizations and personal interrelations.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; indude the des,gnauons e.g. 1412.1)

P520-Ed Predict products of the five basic types of chemical reactions and evaluate the impact of these reactions on society and the environment.
P520-FC2 Construct an understanding of the mole as a unit for measuring the amount of substance.
V PSZO-FC3 Use stoichiometry to determine the relative amounts of substances consumed and produced in chemical reactions.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will undeistand that.. Content specific
. Chemistry shapes the way that many large-scale mining and How does chemistry affect the processes of mining and
agricultural practices are completed and allows for a more agriculture where we live?
environmentally friendly approach to industrialization. How can a better understanding of chemistry help us to establish
The world of chemistry is all around us, it shapes what and who we a firmer grasp on environmental conservation?
are as well as the way we associatively interact with the world How can chemistry make up everything even when we cant see
around us. it?
We cannot always see chemistry with the naked eye, what accounts How can the physical form of a substance be changed so that it
,_ for a mole of one substance may vary when compared to that of seems to appear differently, or not appear at all?
1- another and substances may exist in many different manipulee How can we use math to express the world around us and the
physical forms. reactions that occur in it every day?
Many simple mathematical relationships exist to express the
chemistry around us and even if something has been physically ENMI, multicultural, cross-curricularv-
altered, math can aid in the development of determining what we H9w do the view of FNMI people differ from that of an
had to start, or what we wind up with. Sthnocentric view of chemistry? LV
How did FNMI people originally use basic principle of chemistry to
Related misconceptions.., survive and thrive? V
. Chemistry is bad, chemicals are dangerous and that chemicals are How did/do ENMI persons employ principles of chemistry in the
those things that come in the little brown bottle or fine white powder. natural and holistic practices of their cultural medicines and
Chemistry is something we have to do with our hands, mixing spiritual healing?
chemicals in beakers and titrating till solutions physically change. %-Li c..._J-&.._J-
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j Chemical reactions are always visible; giving off gas, changing color
rapidly or creating an explosion. ;.-t.e.-,-z 1- r&F
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Any math that expresses a chemical relationship is long and complex, 1-f-
L with units that are impossible to manage. AJh11 c-.-
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Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
What the importance of skeleton equations is for expressing chemical
reactions, how to balance those reactions, and how to use the IUPAC
system to verbally express chemical reactions.
How to define what the products of synthesis and decomposition
reactions will be given a list of reactants.
The feasibility of completing single-replacement reactions based on
the reactivity of metals and/or non-metals.
The products of double-replacement reactions for; acid-based
neutralization reactions and how to use a solubility table to determine
the chemical formulas.
Different mechanisms for measuring quantities of chemical
substances that cannot be individually counted.
What the contributions of; Avogadro, Berzelius, Davy, Gay-Lussac,
Proust, and Dalton, are to our modern understanding of chemistry.
How to use effective means of research to define; industrial, mining,
and agricultural processes.
The correct means by which to communicate experimental results
through the construction of a formal lab report.
Why actual yield differs from theoretical yield based on our
understanding of sources of error.
How the yield of chemical reactions has an economic impact on our
natural environment while at the same time impacting product profit,
and waste production.
Some ways in which the reactants used and products formed during
chemical reactions of; industrial, mining, and/or agricultural
processes can affect human health and/or the health of the
environment.
I Perform stoichiometric calculations to predict the outcomes (e.g.,
Os:..J.j
r experimentation. (5, K)
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Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviors that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to...
Observe and analyze synthesis, decomposition, combustion,
single-replacement and double-replacement (including acid base
neutralization) reactions. (5, K)
Represent synthesis, decomposition, combustion, single-
replacement and double-replacement (including acid base
neutralization) reactions using atomic models, other
manipulatives, skeleton equations, balanced chemical equations
and International Union of Pure and Applied Chemistry (IUPAC)
nomenclature. (5)
Select and apply proper techniques for handling and disposing of
lab materials, as outlined in Workplace Hazardous Materials 30
Physical Science 20 Information System (WHMIS 1998 and
WHMIS 2015) standards, and interpret Materials Safety Data
sheets (MSDS) and Safety Data sheets (SDS). (K, STSE, A)
Research how industrial, mining and/or agricultural processes
involve chemical reactions. (STSE, 5, K, A) V
Calculate the molar mass of various molecular and ionic
compounds. (5)
Perform molar conversions, including mass to mole, number of
particles to mole, volume to mole, concentration of a solution to
mole and their inverse operations, using the correct number of
significant figures. (5)
Prepare solutions of known concentration using molarity and
dilution calculations. (5, K)
Determine the relative numbers of moles of each substance in a
variety of chemical reactions using balanced chemical equations.
(K, 5)
Relate the use of the mole to the coefficients in a balanced
chemical equation, and compare this to mass and volume as
measurable quantities. (K, A, STSE)
concentration, mass, volume, number of particles and energy
transferred) of chemical reactions, using the correct units and
correct number of significant figures. (5)
Determine the limiting and excess reagents in a variety of
chemical reactions through stoichiometric calculations and
Compare the theoretical and actual yield for a variety of chemical
reactions by calculating the percent yield. (5, K)
 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 criterta will performances of understanding be judged?
GRASPS Elements of the Performance Task
6 Goal Students will be asked to work in a scientific laboratory environment. Here they will have the chance to
What should students accomplish by experience for a time what it is truly like to be scientists in the field; interacting with lab equipment, chemical
completing this task? species and displaying their skills for several their fellow-scientists. They must use all that they have learned in

R Role the classroom and apply it to a series of five experiments that will test their knowledge bases in the areas of;
What role (perspective) will your students reactivity, safety, mathematics, and product formation. As scientists, they will be asked to develop on their
be taking,
background knowledge of the experiments, record with accuracy their observations as the reactions occur,
A Authence complete calculations based in the areas of stoichiometry and come to concise conclusions about what they have
Who is the relevant authence?
done. From time to time in the lab they may be asked to publish their scientific works in the form of a
comprehensive laboratory report to be submitted to their supervisory doctoral for inspection and evaluation.
SSituation
The context or challenge pro vid& to the
student.

P Product, Pefformance
What product/pefformance will the student
create?

5 Standards & Criteria for Success

Create the wbric for the Pefformance Task Attach rubric to Unit Plan

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, 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.
Students will demonstrate their comprehension of course materials through
the following means of assessment and evaluation:
. Worksheets/Quizams/ Unit Exam - students regarding what they learned including; relevant formulas and
Research Paper/Lab Report
. Scientific poster creation
Scientific Journal
How will students reflect upon or self-assess their learning?
The self-assessment component of the curricular oqcomes will be
completed by a unit long comprehensive scientifilurnal kept by the
terms, completed experiments, researched topics etc. Daily personal
reflection based around in-class activity will promote the development of
student thought toward what interests them about chemistry.
 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?
With the completion of this unit, students are headed toward a more refinedynderstanding of the mathematical and physical understanding of the nature
of our chemical world. They haveyrviously been introduced to the basic d6ncepts of chemistry; where our knowledge comes from regarding the elemental
world through the periodic tabldand how these elements cane come together to create the substanc!that define life. I will make sure that students can
> understand where we are going through the completion of this unit by defining the outcomes based assessment and indicators of their learning that I am
1 looking for while giving them larger questions to push their knowledge limits and allow me to gauge their understanding. The experiences they bring come
from their daily lives and interactions, through the reactions that they are yet unable to describe in a scientifically refined way and though their previous
science classroom interactions. On the first y of class I will look to complete an introduction and sharing activity so that the students may get to know
one another and I can get to know them well as one interesting fact that they want to get out of the chemistry unit. If students have a designated IEP in
place and are going to be active members of this class, I would like to meet with each of them to discuss how we can best work with their strengths in the
chemistry unit and beyond. If any-xceptionalities including ESL learners are present in the class, the challenges that these students face ranging from;
social stigmatisms to physicaWf6iitations will need to be addressed for them to be successful. It is also extremely important that all students can
communicate during the chemistry unit especially during lab-based activities where students may be at risk for accident or injury. The learning environment
[or the foundations of chemistry unit will be completed in combination between the traditional classroom environmentj!)ctadditional labs room if additional
facilities are required. This is the optimal orientation for this unit because it gives students a chance to have a stable environment for developing their
materials knowledge before establishing a safe and well equipped location to work hands on tyward furthered understanding and practical application of the
knowledge they gained in-class. While in the classroom students should be grouped individually to optimize their attentiveness while taking notes and
working on example-problems with the number of distractions present in the room limited. While in the lab room having student, materials organized in an
easily accessibld-uid organized fashion is best, with hazardous materials kept separate and in locked compartments or rooms to discourage dangerous or
juvenile behavior. In this room, having student arranged in groups; through pods, tables, or work benches is optimal to establish a sense of coopertivity.

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

Student introduction to the foundations of chemistry unit will be completed on the first day through a familiarized motivational video based around chemical
reactions. This video is used to express that chemistry is all around us, its cool and interactive as well as being full of experiments that can better our
understanding of the physical world. Students may also have a history of the use of Bill Nye videos in their classrooms and as such have developed a
popular norm reference in association with this type of instruction.
http://www.dailymotion.com/video/xlp2y1 bill-nye-chemical-reactions tech
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What events wlTiEilp 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 Introduction
Student-teacher introduction exercise get to know interests in chemistry Develop. -Video
(Day 1) Introductory video Identity -Journals
Introduce scientific journal student term project and Inter
k-7 dependen
ce (DII)
2 Science 10 Concept Review from previous years science curricula for chemistry Develop. -Printed
Review a. The Periodic Table of Elements and polyatomic sheet Thinking Periodic
(Week 1) b. Reactants and products in a chemical reaction (DT), Tables and
c. Differenced between physical and chemical changes DLL, and Potyatomic
ACLZI
d. The pH scale Develop, sheets
J e. Ionic vs molecular bonding LV Uteracy -Review
ui., f. Naming and writing common chemical formulas (DL) ppts.
J / g. Balancing Chemical equations -Review
piA ctnAy 4AJC2 -tt
h. The five types of reactions worksheets
F Enthalpy and Entropy
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3 Review Qtiizam Completion of a quiz based ulSon the reviewed materials from the Science 10 Review lesson. DT, and -Quizams
(Day 1 Week 2) DL

4 History of Coverage of the history of chemistry including the relevant scientists who contributed to the DT, DII, -Chemistry
Chemistry and units field of study: and DL history ppts.
Naming a. Avogadro -JUPAC
Convention b. Berzelius naming ppts.
(Week 2) c. Davy -Chemical
d. Gaylussac compound
e. Proust naming
f. Dalton worksheets
IUPAC nomenclature conventions and naming compounds

5 History and Completion of a quiz based on the historical figures in the field of chemistry and modern IUPAC DT, and -Quizams
Naming Quizam naming conventions for chemical compounds covered in the History of Chemistry and Naming DL
(Day 5 Week 2) Convention lesson.
C

6 The Five Detailing the structural formulas of the five reaction types including; reactants, products, and DT, and -Five rxn.
Reaction Types physical characteristics DL Types and
and Equation a. Single Replacement balancing
Balancing b. Double Replacement equation
(Week 3) C. Decomposition Worksheets
d. Synthesis and ppts.
e. Combustion
Rules_and_practice_with_balancing_and_creating_chemical_equations
7 Research; Student creation research paper based around a selected industrialized chemical process from Develop. -Research
Industrialized a defined list given by the instructor to outline student options. Social paper format
Chemical a. Industry Responsib -List of
Reactions and b. Mining ility industrialized
Chemical Uses c. Agriculture (DSR), chemical
(Week 3
DT, DII processes
Ongoing) and DL -Technology
resources for
research

8 Units, Introduction to working with significant figures and SI units DT and -Sig. fig.,
Conversions Calculation of molar masses for compounds from atomic mass values found on the periodic DL calculation
and table. and
Calculations Unit conversions in the following formats: conversion
(Week 4 and 5) a. Mass to moles ppts. and
b. Volume to moles worksheets
c. Moles to particles
Use the principles of STP to calculate gaseous quantities

9 Balancing, Completions of a quiz based on the following materials from The Five Reaction Types and DT and -Quizams
Units, Equation Balancing, and Units, Conversions and Calculations lessons: DL
Conversions & a. Equation balancing
Calculations b. Significant figures & SI units
Quizam c. Unit conversion
(Day S Week 5) d. Molar Mass and STP calculations

10 Limiting Using the mechanisms of stoichiometry, students will work to determine which of the reactants DT and -Limiting
Reagent & in a chemical equation can create the least product, or is limiting, and how much product it DL reagent,
Theoretical! can create, or its actual yield. They will then compare their actual yields tQtheoretical yield theoretical
Percent Yield value to establish the percent yield. and percent
Calculations yield ppts. &
(Week 6) worksheets

11 Concentration, Solution concentration calculations using the principle M=n/V formula DT and -Conc.,
Dilution and Dilution calculations by establishing the MN1 = M2V2 relation DL dilution &
Solubility Rules Reading and interpreting a solubility table to determine the order of precipi,gjion solubility
(Week 6 and 7) ppts. and
worksheets
-Solubility
Tables

12 WHIMIS, Introduction to the WHIMIS and MSDS systems and certifications DT, DL -WHIMIS
MSDS, and Lab Lab safety contracts and make safe layout - and DSR and MSDS
Safety L. binders
(Week 7) -Safety
contracts &
lab layouts
13 Safety Quizam Completion of a quiz covering student knowledge from the WHIMIS, MSDS and Lab Safety DT and -Quizams
(Day 5 Week 7)
lesson must be completed and passes before lab entry. DL

14 Five Types of Completions of a series of five lab experiments to help better define student understanding of DT and -All required
Reaction the live reaction types; synthesis, decomposition, single replacement, double replacement and DL lab materials
Experiments combustion: -Lab
(Week 8) a. Decomposition of sodium in sulfuric acid experiment
b. Synthesis of magnesium oxide from magnesium handouts
c. Single replacement of zinc in copper (II) sulfate
d. Double replacement of potassium iodide and lead (II) nitrate
e. Combustion of sucrose in potassium chlorate
Completion of lab handouts requiring calculation, prior, and developed student knowledge.

15 Environmental Creation of a poster by students to detail the environmental impacts of chemical processes as DT, DII, -Poster
Effects of designated from a list created by the instructor. Completed in groups. DL and making
Chemistry Specifically focus on what these environmental impacts would mean to the communities of DSR materials
Research FNMI peoples with a specific focus on prairie or plains peoples. -Technology
Poster resources for
(Week 9) research

16 Unit Exam A comprehensive final examination designed to cover all aspects of the lessons completed DT and -Exams
(Day 5 Week 9) during the Foundations of Chemistry Unit DL

 Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study For this unit plan; all three outcomes presented in the Foundations of Chemistry unit, in
Is there alignment between outcomes, performance the Physical Science 20 curriculum have been addressed with a minimum of six indicators
assessment and learning experiences? per outcome being utilized in the assessment of student learning, skills and knowledge.
Both the summative modes of assessment in the form of the Quizams and unit exam, as
well as the hands on and formative assessments; research paper, poster, journal, and lab
experiments. Are organized to allow for students to comprehensively display their
knowledge through a variety of assessment and evaluation strategies.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum ,e For those students that struggle with science academics I have incorporated several
content (not outcomes), instructional practices, and/or \ adaptations including; a review lesson, the use of visual aids, hands on reinforcement of
the learning environment to meet the learning needs and,) the knowledge, incorporation of group activities and, comprehensive examples in excess.
diversities of all my students? W 7L The review will help these students to refresh on or even establish understanding they
7 were missing. Using power-points and other visuals like video may help them to see and
understand what a text based approach would have them overlook. Experiments help
them to gain an understanding of what chemistry can really look like and the effects of
jafticular reaction mechanisms. Group work allows for the mixing of students that succeed
with those that may struggle more for the elevation of their understanding and instruction
-

from a different perspective. Last, the large number of worksheets will give ample practice
in the areas of mathematics where students tend to struggle the most.

For students who need a challenge:

For the students that excel in science academics, I have incorporated hands on lab
activities as well as formatted their assignments, namely the research paper, to reflect
Q41L&tt_.4 ct%4 actual scientific publication such that they will strive to achieve excellence and a standard
y
, acceptable to professional workmanship. I have also worked to incorporate several
-rj..a.atcec a .
- handouts for expression of the mathematical component of the Foundations of Chemistry
...a4ejt..-e ad unit that will range in degree of difficulty to further challenge students.
cwats
J-tcaw.-t J4ts.i -if I t-&e_2 c dta. .-, 4-It.- -C-.-t./ ..o
Instructional Approaches: J My instructional ap5roaches range from; power-point lecture presentations, to students
Do I use a variety of teacher directed and student centered research and inquiry through their research paper and poster creation, to video-
centered instructional approaches? gpphical multimedia lessons, and right down to hands on interactive student-lead
U. 4Scperimentation guided by the instructor.

Resource Based Learning: Students have access to resources ranging from; technology required for research, to lab
Do the students have access to various resources on an .
-bad experimental materials, to handouts and power-points, and eventually they will
ongoing basis? have text based reference with the development of.aytbook resource for this course.
FNM/I Content and Perspectives/Gender During the introductory lesson I have allowed for time}that the students can express
Equity/Multicultural Education: themselves and expand on their identities free of rMietife and misunderstanding. I have
Have I nurtured and promoted diversity while honoring also looked to incorporate the FNMI perspective into the student-centered poster creation
each childs identity? where they will look specifically at the environmental impacts of chemical processes
L ftcting FNMI peoples with a natural prairie/plains background.

From: Wiggins, Grant and]. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN #0-87120-313-8 (pb
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Initial Unit Plan, Feb 27th, 2017

Physical Science 20; Reactions Experimental Rubric:

Criteria: 1 2 3 4
Laboratory Safety Does not utilize proper lab Inconsistent in lab safety; All proper lab safety Student works over and
(WHIMIS and MSDS safety; found not wearing once found without practices followed; proper above to; use/inquiry on
knowledge, safe chemical proper PPE multiple times, correct PPE, use means of PPE always used, chemical additional PPE, chemical
handling practice, use of handle chemicals in an chemical handling when a handling follows specified handling provides safety
PPE, and use of unsafe manner outside better alternative exists, directions, all chemicals for self/others, no excess
appropriate reaction working area, use handle chemicals unsafely handled with care waste production, vessels
vessels) incorrect reaction vessels, at the work station, once producing minimal waste, properly cleaned and used
and lack chemical hazard mix up reaction vessels, reaction vessels used as correctly, WHIMIS/MSDS
info which may cause and know chemical indicated, and WHIMIS/ knowledge evident as
harm. reactivity. MSDS is consulted. known prior to lab.
Experimental Handout Handout does not; show Handout shows; multiple Handout has; all required Handout is exceptional in;
Completion use of required chemical missing chemical formulas formulas for calculations, having all formulas/
(Formulas displayed, formulas, language is not in calculations, language language is correct with all derivations for calculation,
comprehensive scientific academic/grammatically in incorrect formatted with IUPAC standards followed, language is correct
language used, and work incorrect, and answer some rules of IUPAC used, and answer length follows following IUPAC standards
shown for long answer) lengths not appropriate to and answer length often with spacing allowances with full sentences, and
questions. half of what is required. for each question but accurate answer length
could use organization. using concise points.
Group Work Skills Individual does not; Individual has; passive Individual works to; have Group maintains; activity
(Maintained active role, involve themselves in the role in group work not an active role helping from all members working
assisted others, and was lab often relocated during taking initiative to fill others to understand/ cooperatively to complete
involved in preparation the reactions, shows no group needs, complete lab, lab/handout,
and cleanup if work communication with group communication is abrupt communication is clear communication is caring,
station) members, and does not /inconsiderate, and cleans and direct, and all and workstation is clean
clean on lab completion. only countertop waste. required cleaning is aided, having glassware washed.
Direction Student does not; follow Student gets; through the Student effectively; uses Group cohesively; uses lab
Comprehension the directions outlined in lab stages in less than lab handout to give handout to provide
(Shows having prior the lab handout often optimal time but follows direction and complete direction, members
reading of instructions, missing steps, getting direction, correct reactions inquiry in optimum time, function together in fasV
follows reaction steps in inaccurate results, are produced even if producing all correct safe manner, all reactions
order, and does not miss producing side reactions multiple attempts are reactions in single are correct and analyzed
or over-utilize required and excess chemical needed, and reactants are attempt(s), limiting during lab time, and
chemicals) reactants are used. limited per attempt. reactants as directed. reactants used precisely,
indicated by sig. figs.
Comments: Total: /16
/c ci

%- )
 I
Colton Hope, ECUR 325.3, h563
Dr. Jay Wilson, Initial Unit Plan, Feb 27th, 2017

frP
4\ Justification and Reflection (3):

/74 In the creation of this initial plan for the Foundations of Chemistry unit, I made some very

specific choices relating to the ordering of the lessons and incorporation of; inquiry, FNMI, and cross

cultural content. I wanted to ensure that the unit began with a conc9aul<eview of Science 10

curricular material to best evaluate students level of prior knowledge. This was followed with a brief

historical revwof key chemistry concepts presented by major scientists of the past, before moving into

new mat5pls from the Physical Science 20 curricula. From this point, the principle means of assessment

and evaluation is to be student directeJpquiry. These means of inquiry assessment including; research,

reporting, and modelling, are designated with the want to incorporate as much FNMI perspective as

possible. The unit culminates with an introduction to lab safety which is applied during completion of

the performance task, before a final summative evaluation using a unit test during the last lesson.

The following is a detailing of how I perceive myself as having achieved based on the outcomes

for this assignment. Outco3Xl plan lessons and assessment based on provincial curriculum (4). For

the creation of this unit plan, the performance task is centralized around the key formative assessment

creation but as yet others do not exist for the orienting of other lessons. The outcomes and indicators

do develop the key ideals and materials covered in each of the units lessons, and a variety of

instructional modes/assessment tactics are implored to evaluate and create student understanding (i.e.

inquiry, formal and standard testing, individual and group project development, and homework).

Ou5pe 2; I make student learning goals for each lesson/task (4). The goal of each lesson is definitively

stated in the initial planning point for each. These goals produce a focal point integrated for each of the

lesson titles and following planning points which are developed and elaborated on through

resources/assessments of each lesson. Outcoyr; I know which instructional strategies to pick a given

times (4). Through my utilization of inquiry learning and development of student-teaching strategies. I

refine the focus of the entire unit on differentiating the ways by which students can express their
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Initial Unit Plan, Feb 27th, 2017

comprehension and knowledge levels. By allowing for more student choice, multiple pathways remain

open for students to meet/display achievement of the outcomes. Outcome 5; I create formative

assessments (3/4). One formative assessment of my own creation currently exists for the instruction of

this unit; the reactions lab assessment focuses on all facets of the unit as the overall performance task

to evaluate student comprehension. The unit outline also details specific instances where formative

assessments will be created to check for student understanding at 5pecific topical checkpoints. Outcome

}treate summative assessment (4). Two models of summative assessment that are of my own

creation exist for the instruction of this unit; the evaluative rubric for marking of the reactions formative

handout which produces a simple 1-4 rating scale for students to follow in their completion of the

performance task, and the Quizam which uses formal testing to evaluate student comprehension of

some of the more difficult mathematically based lessons during the unit while touching on multiple

levels of Blooms Taxonomy. Outcpi 7; I set and use goals for enhancing my professional development

(3). My assessment and reflection component of the unit plan is well detailed in all four outlined criteria

with specific instances of achievement detailed in each. The stated evidence could to more in the way of

working toward specific goal structuring for the inclusion of each ideal. Outco14; I understand how

to plan for differentiation and adaptation (4). My planning for adaptation and differentiation is

centralized around both; my own personal interaction with student exceptionalities, and my

instruction/understanding of how these conditions effect our classroom environments. I look to account

for exceptionalities rangJrom; ELL inclusion, to physical and cognitive limitations, and

social/emotional alterations. Outcpe 15; I create engaging learning activities and tasks (4). Using

student directed inquiry learning as the principle means by which both my instruction as well as student

tasking/assessment takes place. I hope to allow for the student to build their own understanding and

work with one another as a means of discovering deeper comprehension in what I consider to be a more

difficult course and unit of study. Outcome 16; my planned activities would improve the discipline
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Initial Unit Plan, Feb 27th, 2017

specific literacy skill5 of my 5tudents (4). My outlined modes of assessment and student

teaching/learning play off of multiple subject specific literacies including; physical, mathematical, oral,

written, and creative. Inquiry learning forces students to think and act through the practical application

of their own learning and find new/innovative ways of expressing their understanding. This principle of
V
innovative thinking is integral to science pedagogy and practice. Outc9e-17; I can create a unit that

would achieve the outcomes and the indicators (4). Student; learning, assessment (both self and other),

and preferred methods of instruction, are differentiated to try and provide a variety of options for the

demonstrations of skills and comprehension. Means for the displaying of student understanding during

this unit include; journaling, researching, project creation, testing, and sheet work/homework

applications. Outjym 18; the final task in my unit elicits evidence of application in a new situation

(4/5). My final performance task not only works through all the elements of the GRASPS, but goes over

and above to provide a practical hands-on application of students learning and understanding via

multiple facets of the unit including; chemical knowledge, safety practices, and calculation

question/answer. The usefulness of this practical application of student learning is best taken in the

context of furthered education including mechanisms of inquiry they will encounter in the Chemistry 30,

and post-secondary science classroom environments. Outcome 1-9; I can create a unit that would assess

the outcomes and indicators (4). My formative and summative assessment creations, both currently

created and outlined in the unit plan, vary through both; degree of difficulty, and styling. Most

important in these modes of assessment is students self-assessment (AS learning) through journaling

which allows them to show development in their own understanding and learning as well as see that

development first hand.

During the previous assignments, my professional development and growth goals have been

specific to the simple creation of both; a formative (FOR) assessment of student learning, and a lesson

plan centered around that same formative assessment. Wanting to learn how to plan for the creation of
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Initial Unit Plan, Feb 27th, 2017

these types of assessment and lesson planning were as specific as the objectives got. Now with the

creation of this initial unit plan, the goal for professional learning and growth changes to how best to

include these planning and creation processes into an overall structure for studentarning. Going

forward, learning to allow for cross-curricular content integration, and incorporating for FNMI Ways of

Knowing and doing becomes the goal for revision of the unit as a whole.