From Principles to Practice

MYP unit planner

MYP Programme

AustralianInternationalAcademy, KellyvilleChemical Dilemma! 2016

Teacher(s)

Ms.LubnaSayed

Subject group and discipline

Science Year 9 2015

Unit title

Chemical Dilemma!

MYP year

MYP 4

Unit duration (hrs)

10 Weeks

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Change

Evidence

Consequence

Orientation in space and time

Statement of inquiry

Scientific innovation has changed the way we use chemicals and has had an impact on our health.

Inquiry questions

Factual— What are chemicals?

Conceptual— Where is the energy going during chemical reactions?

Debatable— Is scientific innovation destroying us?

Objectives

Summative assessment

Objective D: Reflecting on the impact of science

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively

iv. document the work of others and sources of information used.

Outline of summative assessment task(s) including assessment criteria:

· Atomic comic stripcartoonComment by sy: Assessment tasks relate directly to the outcomes.

Prac: Household Chemicals Investigation

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

Assignment: Atomic comic stripcartoon which will explain the concepts of atoms and elements of the periodic table and chemical / physical reactions and link these to their everyday life.

SC5-1VAappreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.Comment by sy: Knowledge of BOSTES and MYP curriculum.

SC5-4WSdevelops questions or hypotheses to be investigated scientifically.

SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

SC5-7WSprocesses, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

SC5-17CWdiscusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials

Approaches to learning (ATL)

· Thinking skills

· Research skills

· Self-management skills

Action: Teaching and learning through inquiry

Content

Learning process

Stage 5 - Questioning and predicting

· b. predicting outcomes based on observations and scientific knowledge

Stage 5 - Conducting investigations

· WS6 Students conduct investigations by:

· a. individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data(ACSIS165, ACSIS199) 

· e. reporting data and information, evidence and findings, with accuracy and honesty 

Stage 5 - Processing and analysing data and information

· WS7.2 Students analyse data and information by:

· a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203) 

· b. describing relationships between variables(ACSIS169, ACSIS203) 

· c. assessing the validity and reliability of first-hand data 

· d. using knowledge of scientific concepts to draw conclusions that are consistent with evidence(ACSIS170, ACSIS204)

· e. synthesising data and information to develop evidence-based arguments

· f. evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations (ACSIS171, ACSIS205) 

· g. critically analysing the validity of information from secondary sources (ACSIS172, ACSIS206) 

Stage 5 - Chemical World

· CW1 Scientific understanding changes and is refined over time through a process of review by the scientific community.

· Students:

· a. identify that all matter is made of atoms which are composed of protons, neutrons and electrons(ACSSU177)

· b. describe the structure of atoms in terms of the nucleus, protons, neutrons and electrons

· CW2 The atomic structure and properties of elements are used to organise them in the Periodic Table. (ACSSU186)

· a. identify the atom as the smallest unit of an element and that it can be represented by a symbol

· b. distinguish between the atoms of some common elements by comparing information about the numbers of protons, neutrons and electrons

· c. describe the organisation of elements in the Periodic Table using their atomic number

· d. relate the properties of some common elements to their position in the Periodic Table

· e. predict, using the Periodic Table, the properties of some common elements

· f. outline some examples to show how creativity, logical reasoning and the scientific evidence available at the time, contributed to the development of the modern Periodic Table 

· c. classify compounds into groups based on common chemical characteristics

· d. investigate a range of types of important chemical reactions that occur in non-living systems and involve energy transfer, including

· combustion (ACSSU179)

· the reaction of acids including metals and carbonates (ACSSU179)

· corrosion

· precipitation

· neutralisation

· decomposition

· e. identify some examples of important chemical reactions that occur in living systems and involve energy transfer, including respiration and reactions involving acids such as occur during digestion(ACSSU179)

· d. analyse how social, ehical and environmental considerations can influence decisions about scientific research related to the development and production of new materials 

· e. describe examples to show where advances in science and/or emerging science and technologies significantly affect people's lives, including generating new career opportunities in areas of chemical science such as biochemistry and industrial chemistry(ACSHE161, ACSHE195) 

Learning experiences and teaching strategies

· Skills in the labs, through work practical work, which demonstrate theoretical equations in a practical manner.Comment by sy: Wide variety of learning experiences used to cater to the different learning needs of the students.

· Using M & M’s or Skittles to model an atom.

· YouTube clips to show how covalent and ionic bonds form.

· Classroom Video: On atoms

· Excel to compile experimental data.

· Inquiry – questioning, critical thinking, problem solving

· Project-based learning – focused on developing a product, solving hands-on, real-world problems

· Resource-based learning – have learners select resources from a wide range of materials. They are responsible for selecting resources and using a wide range of materials to investigate subject material.

· Collaborative learning – learners placed in groups or pairs for the purpose of achieving a common academic goal

· Constructivism – focus on open ended questions & promote extensive dialogue among learners. Learners are encouraged to analyse, interpret, and predict information.

Formative assessment

· Worksheets

· Practicals/ Lab skills with chemicals

· Homework tasks involving secondary research

Differentiation

Differentiated task and worksheet will be used to cater for the higher ad lower abilities.

Higher ability evaluation nd reflection task: Chernobyl discussion and debateComment by sy: Comment by sy: Effectively doing Lon term and short term planning based on student needs

Resources

· School Library

· Possible Excursion to the AustralianMuseum for the Science Expo.

· You tube clips on Physical and Chemical Reactions

· Websites

· Atom Structure http://www.chem4kids.com/files/atom_structure.htmlThis site features information about the structure of atoms and a quiz about atomic structure.

· Periodic Table of Comic Bookshttp://www.uky.edu/Projects/Chemcomics/This site features comic strips related to various elements.

· DmitriIvanovichMendeleevhttp://www.aip.org/history/curie/periodic.htmThis site offers background information about DmitriIvanovichMendeleev's work on the periodic table.

· Chemical Elements – Metalloids/semi-metalshttp://www.chemicalelements.com/groups/metalloids.htmlThis site offers information on the different metalloids, metals and non-metals.

· Pictorial Periodic Tablehttp://dwb.unl.edu/Teacher/NSF/C04/C04Links/chemlab.pc.maricopa.edu/periodic/periodic.htmlThis site offers a pictorial periodic table with information about each of the elements.

· Royal Society of Chemistryhttp://www.chemsoc.org/viselements/pages/periodic_table.htmlThis site features an interactive table of the periodic elements with information about each.

· Web Elementshttp://www.webelements.comThis site features an interactive table of the periodic elements with information about each element.

· How Ions Form http://www.visionlearning.com/library/module_viewer.php?print=1&mid=55&mcid=This site contains information about chemical bonding and offers the concept simulation for the reaction of sodium with chlorine

· Families of Elements http://www.chemicalelements.com/This site contains information on the different families of elements.

· Development of the Periodic Table http://mooni.fccj.org/~ethall/period/period.htmThis site contains information about the scientists that contributed to the development of the periodic table.

Pearson science 9-NSW Textbook

Pearson science 9-NSW Activity book

Pearson science 9-NSW Teacher’s Resource

WEEK / LESSONS

STUDENTS LEARN ABOUT:

(NSW BOSTES / AC OUTCOMES + STATEMENT)

STUDENTS LEARN TO:

TEACHING/LEARNING STRATEGIES & RESOURCES (EXPLICIT):

REGISTRATION & FEEDBACK

· Date Completed

1

OUTCOMES

SC5-1VAappreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

Student Research Project.

Understanding the steps

· Title

· Aim

· Abstract

· Equipment

· Risk analysis

· Hypothesis

· Method

· Results

· Conclusion

· Discussion

· Paper helicopter investigation.

· Writing up the investigation with

· Title

· Aim

· Abstract

· Equipment

· Risk analysis

· Hypothesis

· Method

· Results

· Conclusion

· Discussion

Use the experiment- Making a paper helicopter.

8/2

1

A student:

› explains how models, theories and laws about matter have been refined as new scientific evidence becomes available SC5 16CW

SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

CW1 Scientific understanding changes and is refined over time through a process of review by the scientific community.

Students:

a. identify that all matter is made of atoms which are composed of protons, neutrons and electrons (ACSSU177)

b. describe the structure of atoms in terms of the nucleus, protons, neutrons and electrons

CW2 The atomic structure and properties of elements are used to organise them in the Periodic Table. (ACSSU186)

Students:

a. identify the atom as the smallest unit of an element and that it can be represented by a symbol

b. distinguish between the atoms of some common elements by comparing information about the numbers of protons, neutrons and electrons

c. describe the organisation of elements in the Periodic Table using their atomic number

d. relate the properties of some common elements to their position in the Periodic Table

e. predict, using the Periodic Table, the properties of some common elements

f. outline some examples to show how creativity, logical reasoning and the scientific evidence available at the time, contributed to the development of the modern Periodic Table

Read introduction pp166-167

5.1 Chemical building blocks

· Explore history of the atom pp168-169

· Explain the atomic model pp169-170

· Complete Investigation 5.1 Find the nucleus

· Complete Activities p170

5.2 All charged up!

· Explain electron shells and movement of electrons pp171-172

· Complete Investigation 5.2 Flame tests

· Explain ions and draw models of ions p173

· Complete Activities p174

5.3 Searching for patterns

· Explore details of the periodic table pp175-178

· Complete Activities p178

Complete the following activity from eBookplus

· eLesson: The atom – watch a video of the atomic model (eles-1775)

· Interactivity: Timeout: ‘Periodic table’! (int-0758)

· Interactivity: It’s elementary – game (int-0229)

· eLesson: Davey and potassium – video about the discovery of potassium (eles-1773)

· Interactivity: Shell-shocked – create a model of an atom (int-0676)

· Interactivity: Pass the salt – test (int-0675)

5.4 Periodic patterns

· Explore patterns within the periodic table pp179-181

· Complete Investigation 5.3 Chemical properties of metals and non-metals (Teacher demonstration)

· Complete Investigation 5.4 Comparing the properties of two metal families

· Complete Activities p181

2/2

12/2

15/2

19/2

29/2

2

CW2 a-f (as above)

CW2 a-f (as above)

CW2 a-f (as above)

b. identify a range of compounds using their common names and chemical formulae

5.5 Ionic compounds

· Explain chemical bonds and formation of ionic compounds pp182-183

· Identify characteristics of ionic compounds p184

· Complete Activities p184

5.6 Covalent compounds

· Explain formation of covalent bonds

· Explain electronic configuration and draw electron dot diagrams p185

· Complete Investigation 5.5 Drawing electron dot diagrams

· Identify characteristics of covalent compounds p186

· Complete Activities p186

5.7 Finding the right formula

· Explain method for writing formula for covalent and ionic compounds pp187-189

· Complete Investigation 5.6 The ionic formula game

· Complete Activities p190

· Complete Looking Back

Differentiated Activity

Select suitable activity from eBookPLUS based on ability.

· Activity 5.1 Revising chemistry (doc-10647) or

· Activity 5.2 Investigation chemistry (doc-10648) or

· Activity 5.3 Investigating chemistry further (doc-10649)

Complete ProjectPLUS activity: The mystery metal (pro-0113)

26/2

14/3

4/3

3

SC5-4WSdevelops questions or hypotheses to be investigated scientifically.

OUTCOMES

A student:

› explains how models, theories and laws about matter have been refined as new scientific evidence becomes available SC5 16CW

› discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials SC5 17CW

· d. analyse how social, ethical and environmental considerations can influence decisions about scientific research related to the development and production of new materials 

Radioactive Isotopes:

· Read introduction pp196-197

· Complete the following activity from eBookPLUS:

· eLessonDNA and Hiroshima (eles-1781)

· eLesson: Australia’s nuclear future (eles-1075)

· Weblink: Uranium Information Centre

· Focus Activity: nuclear energy – a blessing and a curse (doc-10650)

6.1 Pioneers of radiation

Examine the contributions of scientists to nuclear physics pp198-199

Complete Activity p200

6.2 Radioactive isotopes

Explain isotopes and consider radioactive isotopes pp201-204

Complete Investigation 6.1 Simulating radioactive decay

Complete Activity p204

1/3

4

d. identify that natural radioactivity arises from the decay of nuclei in atoms, releasing particles and energy (ACSSU177)

d. identify that natural radioactivity arises from the decay of nuclei in atoms, releasing particles and energy (ACSSU177)

6.3 Radiation

· Explore types of radiation p205

· Explore measurement of radiation and dangers of radiation pp206-208

· Complete Activity p209

6.4 Helpful radiation

· Explore applications of radiation p 209-211

· Complete Activity p211

6.5 Energy from the atom

· Explain nuclear reactions, nuclear fission and fusion pp212-213

· Explore how nuclear power stations work and discuss the issues associated with nuclear power pp213-215

· Complete Activity p215

· Complete Worksheet 6.1 The sun and nuclear fusion

18/3

18/3

5

SC5-7WSprocesses, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

e. evaluate the benefits and problems associated with medical and industrial uses of nuclear energy

e. evaluate the benefits and problems associated with medical and industrial uses of nuclear energy

· e. describe examples to show where advances in science and/or emerging science and technologies significantly affect people's lives, including generating new career opportunities in areas of chemical science such as biochemistry and industrial chemistry(ACSHE161, ACSHE195) 

6.6 The dark side of radiation

· Explore the negative consequences of nuclear energy including power plant disasters and nuclear weapons pp213-220

· Complete Investigation 6.2 Modelling critical mass

· Complete Activity p220

· Complete Looking Back

Differentiated Activity

Select suitable activity from eBookplus based on ability.

· Activity 6.1 Revising radioactivity (doc-10651) or

· Activity 6.2 Investigation radioactivity (doc-10652) or

· Activity 6.3 Investigating radioactivity further (doc-10653)

6

OUTCOMES

A student:

› explains how models, theories and laws about matter have been refined as new scientific evidence becomes available SC5 16CW

› discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials SC5 17CW

CW3 Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed. (ACSSU178)

Students:

b. identify a range of compounds using their common names and chemical formulae

c. classify compounds into groups based on common chemical characteristics

Science4Fun: Exploding bags

A fun way of introducing acid–base reactions.

Acids and metals

Give the general word equation for an acid and metal reaction to produce a salt and hydrogen gas. Define a salt.

7

d. investigate a range of types of important chemical reactions that occur in non-living systems and involve energy transfer, including:

– combustion (ACSSU179)

– the reaction of acids including metals and carbonates (ACSSU179)

– corrosion

– precipitation

– neutralisation

– decomposition

WS4a, 5.2d, 6b, 7.1a, 7.1e, 7.2b, 7.2d, 7.2e, 9d, 9e

Practical investigation 1: Making hydrogen

Students produce hydrogen gas and construct both word and symbolic equation describing the reaction.

Neutralisation reactions

Give the word equation describing an acid and base reaction to produce a salt and water.

Give some specific examples of acid–base reactions.

Acids and carbonates

Give the reaction for an acid–carbonate and acid–hydrogen carbonate reaction and some specific examples.

Relate back to the Science4fun on sherbet on page 45 (sodium hydrogen carbonate and citric acid reaction).

8

e. identify some examples of important chemical reactions that occur in living systems and involve energy transfer, including respiration and reactions involving acids such as occur during digestion (ACSSU179)

WS6b, 6c, 6d, 6e, 7.1a, 7.2a, 7.2d, 7.2e, 9d, 9e

Acid reactions in digestion

Discuss digestion of protein and an acid environment in the stomach (due to enzyme pepsin working at low pH) and need to neutralise the acid as it enters the duodenum (due to pancreatic and duodenal enzymes working at pH 7 to 8).

Science4Fun: Acid rain

A fun activity showing action of acid on chalk.

Practical investigation 2: Evaluating antacids

Antacid tablets are used to neutralise an acid solution to simulate their use in treating heartburn.

9

f. construct word equations from observations and written descriptions of a range of chemical reactions

WS4a, 4b, 5.1a, 5.1b, 5.2a, 5.2b, 5.2c, 5.2d, 5.3a, 5.3b, 5.3c, 5.3d, 6a, 6b, 6c, 6d, 6e, 7.1a, 7.1e, 7.2a, 7.2d, 7.2f, 8a, 8b, 8c, 8f, 9a, 9e

Practical investigation 3: Endothermic or exothermic?

Students design an experiment to test whether an acid–carbonate or acid–hydrogen carbonate reaction is endothermic or exothermic.

10

WS5.1c, 5.2a, 5.3a, 5.3c, 5.3d, 6a, 6b, 6c, 6f, 7.1b,7.2g, 8a, 8b, 8c, 8f, 9a

Practical investigation 4: Acid–base rocket

A fun experiment to design a way of using an acid–base reaction to propel a model rocket.

Worksheet 2.3: Sulfuric acid

Students learn about the importance of sulfuric acid as an industrial chemical

Learning Across the Curriculum: Acid rain

Students study acid rain and the environmental damage it causes.

Worksheet 2.4: Acid rain

Student understanding of acid rain and its effects are tested in this worksheet.

Practical investigation 4: Acid–base rocket

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

Prior to teaching the unit

During teaching

After teaching the unit

This topic does not have a lot of content that needs to be done but there a lot of new things that need to be introduced. I need to make sure that I spend enough time on these new concepts so that the students have a good foundation for HSC chemistry if needed. I would also need to make sure I go over all the part needed for the SRP through investigations needed for this topic. This is so that the students have a clear idea about what needs to be done.Comment by sy: Using reflection as a tool for improving my teaching.

Students were finding it difficult to understand how bonding occurs. So had to use many different types of analogies. Also experiment relating to bonding had to be done repeated times.

This topic took longer than planned. I need to make sure that there are element flashcards ready for next year so that I can explain the bonding a bit better. Also had to spend very little time on acid reactions due to time constraints.

Australian International Academy, KellyvilleMiddle Years Programme Unit planner15