Grade 9 Science, Academic (SNC1D): Chemistry: Atoms

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Grade 9 Science, Academic (SNC1D): Chemistry: Atoms, Elements, and Compounds – Unit Plan

Day Topic Activities Expectations/ Resources

1 Safety

Classroom safety procedures –

during labs, in case of fire lock

down, chemical spill etc.

WHMIS

Introduce the importance of safety with an article (e.g. “Safety Harness in

Scaffold Collapse Not Secured” from CBC news – see link under resources)

Safety scavenger hunt: Students locate safety equipment and procedures to

follow in the classroom and school, and learn their function and uses

WHMIS Think-Pair-Share: Set up empty and clean chemical containers with

WHMIS symbols around the classroom (e.g. an empty HCl bottle with a

corrosive WHMIS symbol). Students look at the symbols on each container

and write down ideas about its hazards and precautions. Students discuss

their ideas in pairs, and then share with the rest of the class. Review WHMIS

symbols using handouts, worksheets, videos, online resources, etc.

Students create a safety communication (e.g. poster, blog, video, song/poem,

etc.) to deliver their own safety message derived from the safety concepts

learned

Overalls: A1

Specifics: A1.4

CGEs: 1b, 2c,3c, 4c, 4f, 5a, 5b, 5g

Internet Article:

www.cbc.ca/canada/toronto/

story/2010/01/08/scaffold-accident.html

2 Science Laboratory Equipment and

Scientific Inquiry (Introduction to

“Mystery Solids Inquiry Investigation”)

Science Laboratory Think-Pair-Share & Stations Activity: Laboratory

equipment is set up in stations around the classroom with info cards

explaining its function in a laboratory setting. Students complete a think-

pair-share and then verify their ideas by visiting each station.

Introduce “Mystery Solids Inquiry Investigation” (use same white solids as

Day 13-16 Inquiry Investigation) for students to apply safe laboratory

equipment use, introduce scientific inquiry and physical and chemical

properties:

o Students brainstorm questions they have about three mystery

solids and ideas on how to investigate the answer to their questions

(see Day 13 Appendix 13.2 for brainstorm template). Keep this

template posted for use on Day 13.

Consider using Step 1 of Steps to Inquiry Posters, Observe and Question, to

generate questions about observations instead of the Mystery Solid

Brainstorm Template (see Smarter Science Website or Subject Council Wiki

for more details)

Appendices: 2.1 – 2.5, 13.2

Overalls: A1

Specifics: A1.1, A1.2, A1.11

CGEs: 2b, 3c, 4f, 5a, 5b

Internet:

GAINS website

www.edugains.ca/newsite/di/difinstgains.htm

http://www.cbc.ca/canada/toronto/story/2010/01/08/scaffold-accident.html

http://www.cbc.ca/canada/toronto/story/2010/01/08/scaffold-accident.html

http://www.edugains.ca/newsite/di/difinstgains.htm

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3 Physical and Chemical Properties Students complete a think-pair-share to identify an unknown substance and

make connections to properties, uses and hazards

Physical and Chemical Properties Jigsaw:

1. Students select one of four stations based on the results of a Multiple

Intelligences Survey. Physical and chemical properties are distributed

among the stations and various activities are performed to learn about

the properties at each station.

2. Students are arranged into new groups of four using numbered heads.

Students share their observations and analyses of the activities

performed and consolidate learning using graphic organizers and

worksheets.

Appendices: 3.1 – 3.7

Overalls: A1, C1, C2, C3

Specifics: A1.11, C1.1, C2.1, C3.4

CGEs: 2b, 3c, 5a

4 Physical and Chemical Properties Students conduct an investigation on physical and chemical properties of

common substances

Consider using lab analyses as a learning check and assess the learning goals

Consider adapting some the Grade 9 Science, Applied, DI Teaching Learning

Example (see GAINS website)

Overalls: A1, C2

Specifics:

A1.1, A1.5, A1.8, A1.6, A1.10, C2.2, C3.4

CGEs: 2b, 3c, 4c, 4f, 5a, 5b

Internet: GAINS website:

Grade 9 Science, Applied, DI Teaching Learning

Example – Chemical Properties Investigation

http://www.edugains.ca/newsite/di/

dilearningexamples.htm

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Particle Theory: Elements and

Compounds

Review the Particle Theory of Matter (e.g., using a Jigsaw activity)

Students use a mind map and molecular model kits to organize, compare, and

contrast the following terms: mixtures, solution, mechanical mixture, pure

substance, element, compound, atom, and molecule

Students use flash cards to learn some common elements and compounds

Overalls: A1, C2, C3

Specifics: A1.12, C2.1, C2.5, C3.3, C3.8

CGEs: 3c, 4f, 5a

6 Periodic Table

Demitri Mendeleev

Elements, group, period,

chemical families, metal, non-

metal, metalloid

States of elements for families

in the periodic table

Introduce the periodic table and Demitri Mendeleev’s impact on the

development of the periodic table

Students visit on-line resources to learn the organization of the periodic table and

to analyze the information from the internet site for bias and reliability

Overalls: A1, A2, C1, C3

Specifics: A1.3, A1.7, A1.9, A1.11, A2.2, C3.6

CGEs: 2b, 2c, 3c, 4f, 5b, 5g

Internet: Various Periodic Table Websites

www.ptable.com, www.webelements.com,

www.periodictable.com

www.peroidicvideo.com

http://www.edugains.ca/newsite/di/dilearningexamples.htm

http://www.edugains.ca/newsite/di/dilearningexamples.htm

http://www.ptable.com/

http://www.webelements.com/

http://www.periodictable.com/

http://www.peroidicvideo.com/

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7 Atom and Atomic Theories

Parts of the atom

Influential scientists who

developed models of the atom

Students use manipulatives (e.g., cut outs) to learn the parts of the atom

(nucleus, proton, neutron, electron, energy level/orbital/shell, valence electron)

Jigsaw activity to learn influential scientists involved in the development of the

model of the atom (e.g., Dalton, Thompson, Bohr)

Overalls: A2, C3

Specifics: A2.2, C3.1, C3.2

CGEs: 2b, 2c, 3c, 4c, 4f, 5a, 5g

8 Bohr-Rutherford Models of the Atom Students build Bohr-Rutherford models of the atoms for the first twenty

elements of the periodic table using cut outs

Keep assembled Bohr-Rutherford models for Day 9


Overalls: C3

Specifics: C3.2, C3.5, C3.6

9 Patterns/Trends in the Periodic Table

Using a choice board, students choose a periodic table trend to investigate

Students use the Bohr-Rutherford models from Day 8 to investigate the trends

and share their ideas with the class

Using a choice board, students select a way to demonstrate learning based on

interest or learning preference

Keep Bohr-Rutherford models for Day 10

CGEs: 2c, 3c, 5a, 5g Internet:

GAINS website www.edugains.ca/newsite/di/difinstgains.htm

10

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Naming Compounds

Teacher demonstration: electrolysis of water using the Hoffmann Apparatus

o use the “burning splint test” and the “glowing splint test” to test for

hydrogen and oxygen gas respectively, and demonstrate proper lab

techniques when conducting gas tests

o students complete an OWL chart (What did I Observe? What am I

Wondering? What did I Learn? (see Keeley resource)

o use the OWL chart as an assessment tool (e.g. Do students know the

chemical formula for water? Can students predict the two gases based

on water’s chemical formula and the difference between the gas tests?

Are students wondering about other gas tests?)

Consider reviewing physical and chemical properties during the demonstration.

Use the demonstration as a Minds On activity for naming compounds

Students use molecular model kits to:

o construct simple compounds (e.g. O2, CO2, H2O, NH3, CH4)

o count the number of atoms present in an element, molecule and/or

compound

o write chemical formulas

Facilitate a lesson on nomenclature of simple ionic and molecular compounds.

Use Bohr-Rutherford diagrams to help reinforce concepts

Students practice using worksheets


Specifics: A1.12, C2.4, C2.5, C3.3, C3.8

CGEs: 2b, 4c, 4f, 5a, 5b

Book: Keeley, Page. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, California: Corwin Press.


4

12 Testing For Gases Investigation Students conduct experiments to predict and identify different gases based on

chemical properties


Specifics: A1.5, A1.6, A1.11, C2.4, C3.3

CGEs: 2b, 2c, 4c, 4f, 5a

13 Mystery Solids Inquiry Investigation In small groups, students design an investigation to identify three mystery solids

by applying the knowledge and skills learned throughout the unit

Review Mystery Solids Brainstorm or Step 1 from Steps to Inquiry Poster (Observe

and Question) developed on Day 2

Students:

o use a Learning Contract (Appendix 13.3) to complete the investigation

o use a checklist to guide their progress (Appendix 13.9)

o complete inquiry worksheets (Appendices 13.4 – 13.8) to identify and

choose variables, generate a testable question, purpose, and

hypothesis (adapted from Smarter Science Steps to Inquiry Posters)

o submit completed work for teacher feedback


Overalls: A1, C1, C2, C3

Specifics: A1.2, A1.3, A1.4, A1.5, A1.6, A1.7,

A1.8, A1.10, A1.11, A1.12, A1.13, C1.1, C1.2,

C2.3, C3.4

CGEs: 2c, 3c, 4f, 5a, 5b, 5g

Internet:

SmarterScience Website

www.smarterscience.ca/library

14

15

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Mystery Solids Inquiry Investigation cont. In the same groups as in Day 13, students

o plan a procedure and choose appropriate materials and equipment to

test their prediction

o prepare observation table(s) to record data

o conduct their investigation and submit completed work for assessment

and feedback (using a checklist and a rubric – Appendices 13.9, 13.12)

o complete Analysis Questions for evaluation (Appendix 13.10)

Note: for one of the analysis questions, students determine

the use of the three mystery solids and assess the social,

environmental and economic impacts of using one of the

mystery solids. Students present this information in a format

of their choice.

o complete a R.E.R.U.N. chart to reflect on their inquiry experiences

(Appendix 13.11)

o complete Self and Peer Assessments for group work (Appendices 13.14

– 13.15)

Use a rubric to assess initiating and planning skills of each group (Appendix 13.12)

Use a rubric to evaluate the Analysis Questions for overall expectations A1, C1

and C2 (Appendix 13.13)

GAINS website www.edugains.ca/newsite/di/difinstgains.htm Book: Keeley, Page. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, California: Corwin Press.

http://www.smarterscience.ca/library


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17 Mystery Solids Inquiry Investigation

cont. /Unit Review

If needed, students continue with the Mystery Solids Inquiry Investigation

Students begin to review/prepare for a unit test using a format of their

choice (e.g. review worksheet, study notes)

Chemistry Unit Test Using student input and with sufficient review, select a date for the unit test

Give students at least a week’s notice of the unit test

Use the unit test to evaluate overall expectation C3

Students complete a unit test on this date

Overalls: C3

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Grade 9 Science, Academic (SNC1D): Chemistry: Atoms, Elements and Compounds

Lesson 2: Science Laboratory Equipment Duration: one 75 minute period

Key Instructional Strategies Differentiated Instruction Details

1 Think-Pair-Share (Cooperative Learning)* Knowledge of Students Differentiation based on student: Readiness Interests Preferences Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment

2 Present the Problem (Questions and Cues)*

3 Brainstorming

4 Sharing Ideas

5 Exit Card (Setting Objectives and Providing Feedback) *

*Marzano’s Categories of Instructional Strategies **Differentiated Instruction Structure

Curriculum Connections

Overall Expectation(s):

A1 demonstrate scientific investigation skills(related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating)

Specific Expectation(s):

A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

A1.2 select appropriate instruments (e.g., sampling instruments, laboratory glassware, magnifying lenses, an electroscope) and materials (e.g., ebonite rods, star charts, a ball and spring apparatus, pH paper) for particular inquiries.

A1.11 communicates ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables,

laboratory reports, presentations, debates, simulations, models).

Catholic Graduate Expectation(s):

CGE2b Reads, understands and uses written materials effectively.

CGE3c Thinks reflectively and creatively to evaluate situations and solve problems.

CGE4f Applies effective communication, decision-making, problem-solving, time, and resource management skills.

CGE5a Works effectively as an interdependent team member.

CGE5b Thinks critically about the meaning and purpose of work. Learning Goal(s):

Demonstrate an understanding of the safe use of science laboratory equipment

Brainstorm answers to inquiry question

Communicate ideas in chosen format

Big Idea(s): Elements and compounds have specific physical and chemical properties that determine their practical uses.

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Assessment and Evaluation

Assessment/Success Criteria Knowledge and Understanding

Demonstrates an understanding of the safe use of science laboratory equipment

Thinking and Investigation

Uses planning skills and strategies effectively to brainstorm answers to inquiry question

Communication

Expresses and organizes ideas clearly using chosen format

Assessment Tools:

Anecdotal Comments

Observations

Oral Feedback

Traffic Light Cups

Exit Card

Prior Learning

Prior to this lesson, students will have:

An awareness of scientific investigation skills

An understanding of safety practices and procedures in a laboratory setting

Materials and Resources

Materials: One piece of each laboratory equipment (as per Appendices 2.1- 2.4) Appendix 2.1: Science Laboratory Equipment Handout – one per student Appendix 2.2: Science Laboratory Equipment Answers – teacher resource Appendix 2.3: Science Laboratory Equipment Labels – Cut Outs Appendix 2.4: Science Laboratory Equipment Functions – Cut Outs Appendix 2.5: Exit Card – one per student Appendix 13.2: Mystery Solids Brainstorming Template Internet Resources: Student Success Differentiated Instruction. GAINS. July 2010.

<http://www.edugains.ca/newsite/di/difinstgains.htm> Subject Council Wiki. (2010). Examples of Formative Assessments in Science (Traffic Light Cups).

<http://dpcdsb-ssc.wikispaces.com/Assessment+and+Evaluation> Resources: Blake, Leesa, et al. (2009). ON Science 9. Toronto, Ontario: McGraw-Hill Ryerson. Institute for Catholic Education. (2003). Ontario Catholic School Graduate Expectations. Keeley, Page. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment,

Instruction, and Learning. Thousand Oaks, California: Corwin Press. (Traffic Light Cups) Ministry of Education. (2010). The Differentiated Instruction Scrapbook.

(VAK and MI Inventories – pp. 12-15) Ministry of Education. (2008). The Ontario Curriculum, Grades 9 and 10, Science.


http://dpcdsb-ssc.wikispaces.com/Assessment+and+Evaluation

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Grade 9 Science, Academic/SNC1D/Science Laboratory Equipment/Lesson #2 Minds On (20 min) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning

Connections L: Literacy ML: Mathematical Literacy AfL: Assessment for Learning AaL: Assessment as Learning AoL: Assessment of Learning DI: Differentiated Instruction EE: Environmental Education

Prior to this lesson,

students will have completed a Multiple Intelligences (MI)and VAK (visual, auditory, kinesthetic) inventory, reflected on their learning preferences and created a chart or profile that illustrates their preference (see Materials and Resources)

set up the equipment around the room and place the cut outs (see Appendices 2.3 & 2.4) with the name and function upside-down next to each piece of equipment using the teacher answer key (Appendix 2.2) as a guide

set up the “three mystery solids” from Lesson 13 Individual & Pairs Think-Pair-Share (Science Laboratory Equipment)

Individually, students think of the names and functions of the science laboratory equipment set up around the classroom. They record their ideas on the handout “Science Laboratory Equipment” (Appendix 2.1).

In pairs, students share and make any necessary additions/changes to their handout.

On completion, students circulate the room, flip over the equipment card to compare their answers and make any necessary changes on their handout.

Circulate and provide feedback to students when required.

Consider using Traffic Light Cups as a formative assessment technique (see Kelley resource or wiki for explanation).

Share and discuss the learning goals.

AfL: Observations/Oral Feedback

AfL: Traffic Light Cups

AfL: Sharing and

discussing learning goals

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Action (35 min) Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided independent)

Teacher Present the Problem

Pose the problem, “How can we safely use this equipment to determine the difference between these three mystery solids?”

Use the same mystery solids from Lesson 13. Individuals, Pairs, or Small Groups Brainstorming

Students work alone (intrapersonal) or in pairs/small groups (interpersonal) to brainstorm answers to the question by:

o using pictures and/or a graphic organizer (visual), o discussing and talking through the problem (auditory), or o using the equipment around the room (kinesthetic)

(see Appendix 13.2 for a sample brainstorming template) Circulate and provide feedback to students as required.

DI: Learning Preferences AfL: Observations/Oral Feedback

Consolidation and Connection (20 min) Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection

Whole Class Sharing Brainstorming Ideas

Facilitate a discussion for students to share their ideas with the whole class. Consider cueing students to make connections to:

“properties” of the three mystery solids, and

how a scientist thinks (e.g. scientific investigation skills, inquiry)

Record ideas, electronically or on chart paper, for future reference.

Consider using the discussion as a pre-assessment to help guide instruction for physical and chemical properties and scientific investigation skills.

Make observations or notes, and provide feedback as appropriate.

Explain to students that they will refine this list throughout the unit and test their ideas on Day 13.

Individual Exit Card

Students complete an exit card (Appendix 2.5)

Use the exit card to assess the learning goals

AfL: Observations/

Anecdotal Comments

AfL: Exit Card

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Appendix 2.1 Science Laboratory Equipment Grade 9 Science, Academic (SNC1D)

Science Laboratory Equipment Handout

Identify and state the function each of the following pieces of laboratory equipment in the

space provided below:

Diagram Name Function

11


12


13

(Source for images: Unknown)


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Science Laboratory Equipment Answer Key

Identify and state the function each of the following pieces of laboratory equipment in the space

provided below:


Test Tube Holds small amounts of liquids, solids and

powders for observation and/or heating

Test Tube Brush Cleans test tubes

Test Tube Rack Holds and stores test tubes upright

Medicine Dropper/Eye

Dropper

Transfers small amounts of liquids

Utility Clamp

Attached to a retort stand to hold test tubes

upright for heating

Beaker Holds and pours larger quantities of liquids

and solids

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Rubber Stoppers Used in conjunction with test tubes and

Erlenmeyer flasks to prevent chemicals from

spilling out

Funnel

Channels liquids and small powdered

substances into containers to prevent

spilling

Erlenmeyer Flask This flask is best used for swirling liquids

(since it prevents spilling) as well as

collecting filtrate during a filtration

Support Stand

Supports different apparatus (e.g. – beaker,

flasks) while heating using a Bunsen Burner

and wire gauze

Graduated Cylinder Measures volume of liquids

Wire Gauze Holds and supports apparatus during

experimentation. Used in conjunction with

a ring clamp or utility clamp

Crucible Tongs Transports crucible and cover to prevent

burns when hot

Beaker Tongs

Holds the beaker and transfers it when hot

16


Test Tube Holder Holds and transfers test tubes for

observation and gentle heating

Glass Rod Stirs solutions/chemicals

Forceps Grasps and moves small solid materials

Scoopula Transfers small powder substances and

small solids

Spot Plate

Holds small amounts of chemicals for mixing

and observation

Flint

Creates a spark to light a Bunsen Burner

Watch Glass Used as a cover for beakers or for

evaporating liquid solutions

Bunsen Burner

Creates a continuous flame to heat

substances

17

(Source for images: Unknown)


Ring Clamp

Holds glassware (e.g. beakers, flasks) with a

wire gauze and a retort stand for heating.

Also holds funnels.

Clay Triangle

Holds the crucible above a flame for heating

Crucible and Cover Used to heat solutions ors solids at a high

temperature

Evaporating dish

Used to heat and evaporate solutions

a) Pestle

b) Mortar

a) Used to crush solids into a powder

b) A bowl used to crush solids into a powder

18


Science Laboratory Equipment Labels – Cut Outs

Glass Rod

Test Tube Brush

Scoopula

Eyedropper/

Medicine Dropper

Utility Clamp

Beaker

Rubber Stoppers

Funnel

Erlenmeyer Flask

Support Stand

Graduated

Cylinder

Wire Gauze

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Test Tube Rack

Test Tube Tongs

Glass Rod

Forceps

Beaker Tong

Spot Plate

Flint

Watch Glass

Bunsen Burner

Ring Clamp

Evaporating Dish

Mortar and Pestle

Clay Triangle

Crucible and Cover

20


Holds small amounts

of liquids, solids and

powders for

observation and/or

heating

Cleans test tubes Transfers small

powder substances

and small solids

Transfers small

quantities of liquids

Attached to a

support stand to

hold test tubes

upright for heating

Holds and pours

larger quantities of

liquids and solids

Used with test tubes

and Erlenmeyer

flasks to prevent

chemicals from

spilling out

Channels liquids and

small powdered

substances into

containers to prevent

spilling

Science Laboratory Equipment Functions – Cut Outs

21

This flask is best

used for swirling

liquids (since it

prevents spilling) as

well as collecting

filtrate during a

filtration

Holds and supports

apparatus during

experimentation.

Used in conjunction

with a ring clamp or

utility clamp

Measures the

volume of liquids

Supports different

apparatus

(e.g. beaker)

while heating using a

Bunsen Burner and

wire gauze

Transports crucible

and cover to prevent

burns when hot

Holds and stores

test tubes upright

Holds and transfers

test tubes for

observation and

gentle heating

Stirs

solutions/chemicals

Grasps and moves

small solid materials

Holds the beaker

and transfers it

when hot

Holds small amounts

of chemicals for

mixing and

observation

Creates a spark to

light a Bunsen Burner

22

Used as a cover for

beakers or for

evaporating liquid

solutions

Creates a

continuous flame to

heat substances

Holds glassware

(e.g. beakers,

flasks) with a wire

gauze and a retort

stand for heating.

Also holds funnels.

Holds the crucible

above a flame for

heating

Used to heat and

evaporate solutions

A bowl used to

crush solids into a

powder

Used to heat solids

or solutions at a

high temperature

Used to crush solids

into a powder

23


Exit Card

Name: Date:

Name: Date:

Today I learned the

following about

science

equipment…

Today I learned the

following about

science

equipment…

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Grade 9 Science, Academic (SNC1D) Chemistry: Atoms, Elements and Compounds

Lesson 3/Physical and Chemical Properties Duration: one or two 75 minute periods


1 Unknown Substances: Think-Pair-Share/Whole Class Discussion (Cooperative Learning)*

Knowledge of Students Differentiation based on student: Readiness Interests Preferences Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment

2 Properties Learning Stations**

3 Jigsaw (Cooperative Learning)*

4 Whole Class Discussion – Vocabulary (Questions and Cues)*

5 Graphic Organizer (Identifying Similarities and Differences, Non-linguistic Representation) *

6 Practice (Homework and Practice)*

7 Exit Card (Setting Objectives and Providing Feedback)*




A1 demonstrate scientific investigation skills(related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating)

C1 assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties.

C2 investigate, through inquiry, the physical and chemical properties of common elements and compounds

C3 demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.


A1.11 communicates ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

C1.1 assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties[AI, C]

C2.1 use appropriate terminology related to atoms, elements, and compounds, including, but not limited to: boiling point, mixtures, particle theory, pure substances, and viscosity [C]

C3.4 describe the characteristic physical and chemical properties of common elements and compounds (e.g., aluminum is a good conductor of heat; copper reacts to moist air by developing a greenish surface of copper carbonate; sodium carbonate is a white, odourless powder that dissolves in water; water has unique physical properties that allow it to support life)


CGE2b - Reads, understands and uses written materials effectively.

CGE3c - Thinks reflectively and creatively to evaluate situations and solve problems.

CGE5a - Works effectively as an interdependent team member.

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Learning Goal(s):

Demonstrate an understanding of physical and chemical properties

Make connections between the uses and hazards of common substances to their properties

Communicate ideas using a graphic organizer and appropriate terminology

Big Idea(s):

Elements and compounds have specific physical and chemical properties that determine their practical uses.


Assessment/Success Criteria Knowledge and Understanding

Explains the difference between a physical and chemical property.

Describes characteristic physical and chemical properties of common elements and compounds.

Application

Makes connections between the uses and hazards of common substances to their properties.

Communication

Expresses and organizes ideas and information clearly

using a graphic organizer

using appropriate terminology

Assessment Tools:

Observations

Anecdotal Comments

Feedback

Exit Card

Prior Learning


An understanding of safety practices and procedures in a laboratory setting.

An awareness of properties.

Used a graphic organizer to express and organize ideas and information.


Materials: Apparatus for Learning Stations (per activity kit): Station 1 (Appendix 3.1)

two beakers (100 mL)

water

isopropyl alcohol

beeswax block

density chart parafilm

Station 2 (Appendix 3.2)

3 Erlenmeyer flasks (150 mL)

3 rubber stoppers

50 mL of water

1 marble

strip of aluminum foil

strip of copper

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strip of plastic

strip of paper

chunk of charcoal

5 Petri dishes

strip of wax paper

glass plate

strip of construction paper

Spectroscope Station 3 (Appendix 3.3)

3 mol HCl in a dropper bottle (or use an eyedropper)

small piece of Mg ribbon (1 cm)

spot plate

goggles

soap and water (sink access)

candle

candle snuffer (to extinguish the flame)

matches

goggles


vinegar

distilled water


Station 4 (Appendix 3.4)

word and definition cards for “Word Scramble”

2 envelopes per group (one for words and one for definition cards)

Appendix 3.1: Station 1: Logical-Mathematical/Number Smart (Teacher’s Guide and Set Up)

Appendix 3.2: Station 2: Visual-Spatial/Picture Smart (Teacher’s Guide and Set Up) Appendix 3.3: Station 3: Bodily-Kinesthetic/Body Smart (Teacher’s Guide and Set Up) Appendix 3.4: Station 4: Verbal-Linguistic/Word Smart (Teacher’s Guide and Set Up) Appendix 3.5: Physical and Chemical Properties Practice– Student Worksheet Appendix 3.6: Physical and Chemical Properties Practice– Student (Answer Key) Appendix 3.7: Exit Card Internet Resources: Student Success Differentiated Instruction. GAINS. July 2010.

<http://www.edugains.ca/newsite/di/difinstgains.htm>


27

Resources: Blake, Leesa, et al. (2009). ON Science 9. Toronto, Ontario: McGraw-Hill Ryerson. (pp. 568-569) Hume, Karen. (2008). Start Where They Are. Toronto, ON: Pearson Education Canada.

(BLM 10.5 Exit Card Samples) Sandner, Lionel, et al. (2009). Investigating Science: Pearson Canada Inc. (pp. 151, 548) Institute for Catholic Education. (2003). Ontario Catholic School Graduate Expectations. Ministry of Education. (2009). Differentiated Instruction Teaching/Learning Examples.

(Grade 9 Science, Applied, Chemistry) Ministry of Education. (2010). The Differentiated Instruction Scrapbook.

(VAK and MI Inventories – pp. 12-15) Ministry of Education. (2008). The Ontario Curriculum, Grades 9 and 10, Science.

28

Grade 9 Science, Academic/SNC1D/Physical and Chemical Properties/Lesson #3 Minds On (10 min) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning


Prior to instruction:

Set up enough unknown substances (e.g. water, milk of magnesia, corn starch, molasses) in sealed containers (e.g. sealed Erlenmeyer flask with a stopper) for students to work in pairs.

Set up four learning stations based on multiple intelligences (logical-mathematical/number smart, bodily-kinesthetic/body smart, visual-spatial/picture smart, verbal-linguistic/word smart) derived from the Multiple Intelligence Survey on Day 1.

The number of activity kits (i.e., materials and equipment required for pairs or small groups of students per station) will vary depending on the number of students in each category and availability of materials and equipment. Use the Multiple Intelligence Survey to assemble the necessary amount.

See Appendices 3.1-3.4 for a description of each learning station.

Safety Considerations:

Station 1: o Isopropyl alcohol is a volatile and flammable liquid. Keep away

from open flames and ignition sources. The parafilm is used to seal the beaker and contain the alcohol vapours. Set up Station 1 at an opposite end of the room from Station 3.

Station 3: o Hydrochloric acid is corrosive. Proper protective gear (latex or

nitrile gloves, goggles) should be worn at all times. o Magnesium is flammable and emits ultraviolet radiation when

heated. Keep away from open flames and ignition sources. o Hydrogen gas is produced when hydrochloric acid reacts with

magnesium. Hydrogen gas is explosive. Keep away from open flames and ignition sources.

Consider posting safety signs at these stations. Individual & Pairs Think-Pair-Share: Unknown Substances

Provide each pair of students with one unknown substance.

Individually, students observe the contents of one unknown substance, guess its identity and then share their guess and explanations with a partner.

DI: Learning Preferences

29

Whole Class Discussion Unknown Substances

Facilitate a discussion on the think-pair-share.

Use probing questions to help students explain their reasoning.

Lead the discussion to o introduce properties and how we use properties to describe,

compare and make inferences about common substances, o use properties to assess the usefulness and/or hazards

associated with common substances (e.g., Do you know if any of these substances can cause environmental damage? How do we know?)

Use the discussion to pre-assess prior knowledge of properties and hazards associated with common substances.

Share and discuss the learning goals.

AfL: Pre-assess prior knowledge AfL: Sharing and discussing learning goals


Small Groups Properties Learning Stations

Students choose one of the four stations based on their Multiple Intelligence Survey from Day 1. They should choose based on which of the four available intelligences was highest on their survey.

In pairs (or small groups), students complete the activities at their chosen station.

Consider using lab notebooks for students to record observations, information and ideas.

Consider providing copies of tables and questions for students requiring chunking and/or scaffolding in expressing and organizing information and ideas.

Circulate and provide feedback to students as required.

Consider making observations or notes to assess learning skills and work habits (e.g. collaboration, organization, etc.)

Small Groups Jigsaw

Use numbered heads to create groups of students with at least one student from each of the learning stations.

Students assemble into their groups of four to share and discuss concepts learned.

Circulate and provide feedback to students as required. Whole Class Group Discussion (Vocabulary)

Facilitate a discussion to introduce and provide examples for the terms qualitative, quantitative, physical properties and chemical properties. Consider questioning and cueing to help students make connections between the terms and the observations from the jigsaw activity.

Consider posting new vocabulary on a work wall

DI: Learning Stations AfL: Observations/ Anecdotal Comments/ Oral Feedback

AfL: Observations/Oral Feedback L: Scientific Terminology L: Word Wall

30

Individual Graphic Organizer (classification, similarities and differences)

Students create a graphic organizer of their choice (concept map, flow chart, Venn diagram, etc.) to

o categorize the properties as either qualitative or quantitative, physical or chemical

o identify similarities and difference

If students have not been introduced to a graphic organizer, consider modeling one type of graphic organizer for all students to complete.

Consider collecting the graphic organizers to assess the learning goals and to provide written or verbal feedback.

Individual or Pairs Practice

Individually (intrapersonal) or in pairs (interpersonal), students practice concepts learned by completing a handout (Appendix 3.5).

AfL: Graphic Organizer/

Modeling/Feedback

DI: Learning Preference


Individual Exit Card

Students complete an exit card (Appendix 3.7) to reflect on their learning and achievement of the learning goals.

Consider using the exit card to assess the learning goals and to guide further instruction.

AfL/AaL: Exit Card

31

Appendix 3.1 Physical and Chemical Properties Grade 9 Science, Academic (SNC1D)

Station 1: Logical-Mathematical/Number Smart (Teacher’s Guide and Set Up)

Properties at this station: Density, Boiling Point, Freezing Point and Melting Point

Description of set up:

Post Station Label (see p.32) to identify this station.

Set up the properties as per the description in the above table. See safety considerations in lesson plan.

Students follow directions for both properties and complete questions. (pp. 33-34)

Property Materials/Equipment Description Observations/Answers

Density two beakers (100 mL)

water

isopropyl alcohol

beeswax block

density chart

Place 50 mL of water in one beaker and 50 mL

of alcohol in the other beaker.

Place a beeswax block in each beaker. Each

block should be the same size.

Seal each beaker with parafilm.

The density of isopropyl alcohol (0.786 g/ml) is

greater than wax (0.958 - 0.97 g/mL) causing it to

float in the alcohol.

The density of wax ((0.958-0.97 g/mL) is greater than

the water (1.0 g/mL) causing it to sink in the water.

Boiling

Point,

Melting

Point and

Freezing

Point,

Density

Table of Values (see

p.33)

Make available a table of values with various

boiling, melting, freezing points and density.

Students look for familiar substances on the list and

predict which column contains information about

each property.

32

Station Label

Logical–

Mathematical/

Number Smart

33

Boiling Point, Melting Point, Freezing Point and Density Table 1. Analyze the information in the table below and predict which column contains information about melting point (OC), freezing point (OC),

boiling point (OC) and density (g/mL or g/cm3); be sure to justify your choices.

2. Come up with your own definitions for melting point (OC), freezing point (OC), boiling point (OC) and density (g/mL or g/cm3) based on the

information from the table.

Name ? ? ? ? Appearance (at 20oC) Additional Information

Aluminum

659.7 659.7 2519 2.7 silver-white solid metal Used in electrical equipment, air craft and cooking

utensils.

Isopropyl

Alcohol

- 89 - 89 82.5 0.768 clear colourless liquid Used as an antiseptic to clean cuts.

Bromine

- 7.2 - 7.2 58.8 3.12 red-brown liquid Used to make painkilling medication.

Calcium 845 845 1418 1.55 soft white solid metal Essential for many chemical processes in our body.

E.g., it makes our bones strong.

Copper

1084 1084 2562 8.95 shiny reddish solid metal Good conductor of heat.

Gold

1063 1063 2856 19.3 shiny yellow solid metal Soft metal commonly used in jewelry due to its

tarnish resistance.

Mercury

-38.5 -38.5 356.6 13.6 shiny silvery liquid The only metal that is a liquid a room temperature.

It can mix with other substances to become

poisonous.

Potassium

63.5 63.5 759 0.86 silvery-white soft metal Found in all living organisms and used in fertilizers.

Titanium

1666 1666 3287 4.5 white shiny solid metal Used commonly in the aerospace industry.

Water 0 0 100 1 clear colourless liquid Good medium to dissolve solutes.

34

Density

Observe the contents of the two beakers and record as many observations as possible. Please refrain from removing the parafilm

and touching the contents of the beaker. Ensure that you are following proper safety laboratory techniques!

Questions:

1. Give as many reasons as possible to explain your observations.

2. Come up with your own definition of density based on your observations.

(Source of Images: http://www.imprintitems.com/drinkware/beakerandflaskmugs )

http://www.imprintitems.com/drinkware/beakerandflaskmugs

35


Station 2: Visual-Spatial/Picture Smart (Teacher’s Guide and Set Up)

Properties at this station: State, Lustre, Clarity, and Colour



Set up the four properties as per the description in the above table.

Students follow directions for each property and complete questions (pp. 37-40)

Property Materials/Equipment Description Observations/Answers

State 3 Erlenmeyer flasks

(150 mL)

3 rubber stoppers

50 mL of water

1 marble

One Erlenmeyer flask contains air. Place a rubber stopper on

top of this flask.

One Erlenmeyer flask contains water. Fill the flask with 50 mL of

water and place a rubber stopper on top.

One Erlenmeyer flask contains a marble. Place the marble

inside the flask and place a rubber stopper on top.

Water represents the liquid state.

Air represents the gas state.

The marble represents the solid state.

Lustre strip of aluminum foil

strip of copper

strip of plastic

strip of paper

chunk of charcoal

5 Petri dishes

Cut (or have available) rectangular strips of aluminum foil,

copper, plastic and paper.

Place each substance into a Petri dish.

Place labels beside each Petri dish to identify substances.

High Lustre: aluminum foil, copper

Low Lustre: plastic, paper, charcoal

Clarity strip of wax paper

glass plate

strip of construction

paper

Cut (or have available) rectangular strips of wax paper and

construction paper and place each into a Petri dish.

Place labels beside each substance.

Transparent: glass plate

Translucent: wax paper

Opaque: construction paper

Colour Spectroscope Make available some spectroscopes.. Students see different colours of the spectrum of

white light.

36

Station Label

Visual-Spatial/

Picture Smart

37

State Observe the contents of the three Erlenmeyer flasks. Copy and fill in the table below to record your observations.

Flask

Number

Do the contents

have a definite

shape?

OR

Do they take the

shape of the

container?

Do the contents have a

definite volume?

Base your answer on your

comments the first column.

Do you think the particles that

make up this substance are:

a) Tightly packed?

b) Further apart?

c) Very spread out?

Explain why!

What State is this

material in (solid,

liquid, or gas)?

1

2

3

1. Based on your answers in the table above, write your own definition of State.

38

Lustre Observe the materials listed in the table. Copy and fill in the table below to record your observations.

Material Shiny or Dull? High or Low Lustre?

Charcoal

Aluminum Foil

Paper

Copper

Plastic

1. Based on your answers in the table above, write down your own definition for Lustre.

39

Clarity

Pick up each material and look through them at any object in the classroom.

Copy and fill in the table below to record your observations.

Material Is it completely

clear?

(yes or no)

Is it partially clear?

(yes or no)

Which term best describes this material?

Transparent

Translucent

Opaque

Glass plate

Construction Paper

Wax Paper

1. Based on your answers in the table above, write down your own definitions for Transparent, Translucent, and Opaque.

40

Colour

Pick up the spectroscope provided, look into it, and point it towards the light.

Write down and answer the following questions.

1. What did you see? Describe your observations.

2. What do you think is the function of a spectroscope?

3. Give your own definition for Colour based on your observations.

41


Station 3: Bodily-Kinesthetic/Body Smart (Teacher’s Guide and Set Up)

Properties at this station: Reactivity with Acid, Reactivity with Oxygen, and Odour



Set up the three properties as per the description in the above table. See safety considerations in the lesson plan.

Students follow directions for each property and complete questions (pp. 43-45)

Property Materials/Equipment/Chemicals Description Observations/Answers

Reactivity

with Acid

3 mol HCl in a dropper bottle

(or use an eyedropper)

small piece of Mg ribbon (1

cm)

spot plate

goggles


Prepare pre-cut strips of magnesium

ribbon.

Assemble all materials and chemicals at

the station.

Magnesium ribbon will react with the HCl and

“bubble”. The presence of bubbles indicates the

production of a gas (carbon dioxide).

This is a chemical property.

Reactivity

with Oxygen

candle

candle snuffer (to extinguish

the flame)

matches

goggles


Assemble all materials at the station. Wick on the candle turns black (formation of a

new substance).

Smoke produced (formation of a gas) due to the

consumption of oxygen producing carbon

dioxide and water).

This is a chemical property.

Odour vinegar

distilled water


Place approximately 50 mL of vinegar in

one Erlenmeyer flask and 50 mL of

water in the other.

Place a rubber stopper on top of each

flask.

Vinegar has a pungent, sharp, or sour odour.

Distilled water is odourless.

This is a physical property.

42

Station Label

Bodily-Kinesthetic/

Body Smart

43

Reactivity with Acid

Safety!

Place your goggles on and keep them on for the duration of this activity.

Hydrochloric acid (HCl) is very corrosive. Use protective equipment properly.

Magnesium is flammable. Keep away from an open flame and other sources of heat and

ignition.

Be sure to follow all safety precautions and laboratory techniques.

Equipment and Materials:

1 dropper bottle of HCl (hydrochloric acid) (3 mol)

1 piece of Mg (magnesium) ribbon

1 spot plate

1 cleaning brush

1 container of soap

Procedure:

1) Place the magnesium strip in one well of the spot plate.

2) Place five drops of hydrochloric acid (3 mol) into the same well.

3) Record your observations.

4) Dispose of chemicals as directed by your teacher.

5) Wash all equipment with soap and water using the brush provided. Dry all equipment and return it to the appropriate location.

6) Wash your hands with soap and water.

Questions:

1. Describe your observations. Why do you think this occurred?

2. What does the word “reaction” mean to you?

3. Describe, in your own words, the property demonstrated by this activity.

(Source of Clip Art: Microsoft Word)

44

Combustibility

Safety!

Place your goggles on and keep them on for the duration of this activity.

Keep matches away from combustible and flammable materials.

Be sure to follow all safety precautions and laboratory techniques learned thus

far.

Equipment and Materials:

1 tea light candle

1 match

candle snuffer

1 container of soap

Procedure:

1) Carefully light the match provided.

2) Bring the match close to the wick of the candle and light it.

3) Record your observations (wait at least 1 min before you record your observations).

4) Extinguish the flame with the device provided.

5) Wash your hands with soap and water and return all equipment back to its appropriate location.

Questions:

1. Describe your observations. Why do you think this occurred?

2. Come up with your own definition for Combustibility.


45

Odour

Remove the stopper of each flask and smell the contents of the two Erlenmeyer Flasks provided using the wafting

technique. Place the rubber stopper back on top of the flask when completed.

Material Describe the smell.

Use as many terms as you can!

What do you think this material is?

Substance #1

Substance #2

1. Based on your answers above, come up with your own definition for Odour.

2. Try to describe the odour for the following substances:

a. manure

b. flower

c. perfume

d. black toast (toast that has been in the toaster too long!)

46


Station 4: Verbal-Linguistic/Word Smart Teacher’s Guide and Set Up

Properties at this station: Malleability, Ductility, Viscosity, Hardness, Brittleness, Texture, Form, Conductivity and Solubility



Cut out terms, definitions, and examples from pp. 48-49, and place in one large envelope.

Each pair or small group of students is provided with one envelope containing the cut-outs.

Students follow directions and complete questions (pp. 48-49).

Property Materials Description Answers

Malleability Word and Definition Cards

for “Word Scramble”.

Set up envelopes containing all terms, definitions and

examples.

See p.50 for answers.

Ductility

Viscocity

Brittleness

Texture

Form

47

Station Label

Verbal–Linguistic/

Word Smart

48

Word Scramble! The envelope contains terms, definitions and examples of various properties. Assemble the correct term with its definition and

example. Write down this information into your notes when complete. Have fun!

Term Cut-Outs

Viscosity Form Texture

Ductility Malleability Conductivity

Solubility Hardness Brittleness

Definition Cut-Outs

The resistance of

liquid to flowing.

Applies to liquids

only.

The ability of a

substance to be

hammered into a

thin sheet. Applies

to metals and other

solids.

The ability to be

stretched into a

wire. Applies to

metals and other

solids.

The resistance of a

substance to being

scratched.

The ability of an

object to break

apart or shatter

easily.

The way a substance

feels.

The ability of a

substance to

transmit heat,

sound, or electricity.

A solute (e.g. solid)

mixing with a

solvent (e.g. liquid)

to make a solution.

The shape of an

object.

49

Examples Cut-Outs

Corn syrup is thick

and pours slowly

out of the

container. Water is

thin and trickles

easily out of a

faucet.

An aluminum block

is formed into

aluminum foil.

Chalk forms dust.

Copper wire is used

in many electrical

appliances because

they can be shaped

into long thin wires.

Diamonds are the

hardest substances

in nature. Silly

putty is very soft.

Sugar mixes well

with water. Wax

does not mix with

water.

If you drop chalk, it

will break. If you

drop plastic wrap, it

will not break.

Glass is smooth.

Sandpaper is rough.

Metals are used in

electrical

appliances.

Salt is crystalline

(cube-like).

50

Word Scramble Answers

Term Definition Example

Viscosity The resistance of liquid to flowing. Applies to liquids only. Corn syrup is thick and pours slowly out of the container. Water is thin and trickles easily out of a faucet

Form The shape of an object. Salt is crystalline (cube-like.)

Texture The way a substance feels. Glass is smooth. Sandpaper is rough.

Hardness The resistance of a substance to being scratched. Diamonds are the hardest substances in nature. Silly putty is very soft.

Ductility The ability to be stretched into a wire. Applies to metals and other solids.

Copper wire is used in many electrical appliances because they can be shaped into long thin wires.

Malleability The ability of a substance to be hammered into a thin sheet. Applies to metals and other solids.

An aluminum block is formed into aluminum foil. Chalk forms dust.

Conductivity The ability of a substance to transmit heat, sound, or electricity. Metals are used in electrical appliances.

Brittleness The ability of an object to break apart or shatter easily. If you drop chalk, it will break. If you drop plastic wrap, it will not break.

Solubility A solute (e.g. solid) mixing with a solvent (e.g. liquid) to make a solution.

Sugar mixes well with water. Wax does not mix with water.

51


Physical and Chemical Properties Practice – Student Worksheet

Part A: Match the physical properties with a correct description.

1. ____ odour a. the resistance of a liquid to flowing

2. ____ state b. the ‘feel’ of a substance to the fingers

3. ____ viscosity c. the condition of being a solid, liquid, gas

4. ____ hardness d. how ‘shiny’ or ‘dull’ an object is

5. ____ malleability e. the ability to be stretched into a wire

6. ____ ductility f. how well a substance dissolves in water

7. ____ conductivity g. the ability of a substance to conduct electricity

8. ____ lustre h. the ‘smell’ given off by an object

9. ____ texture i. the ability of an object to be hammered into thin sheets

10. ____ clarity j. the resistance to being scratched

11. ____ solubility k. the ability of light to pass through an object

Part B: Identify the physical property described in each of the following cases:

1. copper is used to wire our homes _____

2. a variety of motor oils is available __ _____

3. sandpaper is rough to the touch

4. glass and water allow light to pass through

5. copper II sulfate dissolves in water

6. aluminum can be used to wrap sandwiches

7. oil floats on the surface of water ______

8. diamonds are used in drill bits

9. Earth is the only planet where water is in 3 forms

10. gold is used in jewelry because of these properties

52

Part C: 1. Use a check mark to indicate whether the description listed refers to a chemical

property, qualitative physical property, or quantitative physical property.

Description

Chemical

Property

Physical Property

Quantitative

Qualitative

wood burns

the boiling point of water is 100oC

sodium reacts violently with water

nitrogen is a colourless gas

the action of a drain cleaner on a clog

diamonds are one of the hardest substances

water has a density of 1.0 g/mL

an iodine solution kills bacteria

oxygen supports combustion

2. Justify your choices in question 1.

53


Physical and Chemical Properties Practice – Student Worksheet (Answer Key)

Part A: Match the physical properties with a correct description.

1. H - odour a. the resistance of a liquid to flowing

2. C - state b. the ‘feel’ of a substance to the fingers

3. A - viscosity c. the condition of being a solid, liquid, gas

4. J - hardness d. how ‘shiny’ or ‘dull’ an object is

5. I - malleability e. the ability to be stretched into a wire

6. E - ductility f. how well a substance dissolves in water

7. G - conductivity g. the ability of a substance to conduct electricity

8. D - lustre h. the ‘smell’ given off by an object

9. B - texture i. the ability of an object to be hammered into thin sheets

10. K - clarity j. the resistance to being scratched

11. F - solubility k. the ability of light to pass through an object

Part B: Identify the physical property described in each of the following cases:

1. copper is used to wire our homes - DUCTILITY

2. a variety of motor oils is available - VISCOCITY

3. sandpaper is rough to the touch – TEXTURE

4. glass and water allow light to pass through – TRANSPARENCY

5. copper II sulfate dissolves in water - SOLUBILITY

6. aluminum can be used to wrap sandwiches - MALLEABILITY

7. oil floats on the surface of water - DENSITY

8. diamonds are used in drill bits - HARDNESS

9. Earth is the only planet where water is in 3 forms - STATE

10. gold is used in jewelry because of these properties - MALLEABILITY

54

Part C: Use a check mark to indicate whether the description listed refers to a chemical

property, qualitative physical property, or quantitative physical property.

Description

Chemical

Property

Physical Property

Quantitative

Qualitative

wood burns

the boiling point of water is 100oC

sodium reacts violently with water

nitrogen is a colourless gas

the action of a drain cleaner on a clog

diamonds are one of the hardest substances

water has a density of 1.0 g/mL

an iodine solution kills bacteria

oxygen supports combustion

55


Exit Card

Three things I learned today are:

1.

2.

3.

Two questions I still have are:

1.

2.

One connection I can make from today’s lesson is:

1.

56

Grade 9 Science, Academic (SNC1D) Chemistry: Atoms, Elements and Compounds

Lesson 8 & 9/Bohr-Rutherford Diagrams and Trends in the Periodic Table Duration: two 75 minute periods


1 Bohr-Rutherford Model Review (Cooperative Learning)*


2 Group Discussion (Questions and Cues)*

3 Building Bohr-Rutherford Models (Cooperative Learning)*

4 Choice Board**: Analyzing Trends Using Bohr-Rutherford Models (Cooperative Learning)*

5 Whole Class Discussion (Questions and Cues)*

6 Choice Board: What did I learn today?**




C3 demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table


C3.2 describe the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass

C3.5 describe patterns in the arrangements of electrons in the first 20 elements of the periodic table, using the Bohr-Rutherford model

C3.6 explain the relationship between the atomic structure of an element and the position of that element in the periodic table


CGE2c Presents information and ideas clearly and honestly and with sensitivity to others.



CGE5g Achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others.

Learning Goal(s):

Describe patterns and relationships of the first 20 elements in the periodic table using the Bohr-Rutherford model of the atom.

Communicate ideas in chosen format.

Big Idea(s):



Assessment/Success Criteria Knowledge/Understanding

Demonstrate an understanding of patterns and relationships of the first 20 elements in the periodic table using the Bohr-Rutherford model of the atom.

Communication

Expresses and organizes ideas and information in chosen format.

Assessment Tools:

Oral Feedback

Anecdotal Notes

Reflection

Checklist

57

Prior Learning


An understanding of the organization of periodic table.

Knowledge of the names and symbols for the first twenty elements of the periodic table.

An understanding of the atom, subatomic particles and the Bohr-Rutherford model.


Materials: For Appendix 8.3:

Roll of Tape

Washable Marker(s)

Bohr-Rutherford Atom Templates

Ziploc Bags Appendix 8.1: Review of the Bohr-Rutherford Model of the Atom – Student Worksheet Appendix 8.2: Review of the Bohr-Rutherford Model of the Atom – Teacher Answer Key Appendix 8.3: Instructions for Building Bohr-Rutherford Models Appendix 8.4: Choice Board for analysis of activity Appendix 8.5: Energy Level Analysis Group Appendix 8.6: Valence Electron Analysis Group Appendix 8.7: Mass Number and Atomic Number Analysis Group Appendix 8.8: Contents of the Ziploc Bag – Cut-Outs Appendix 8.9: Choice Board – What did I learn today? Internet Resources: Student Success Differentiated Instruction. GAINS. July 2010.

<http://www.edugains.ca/newsite/di/difinstgains.htm> Resources: Institute for Catholic Education. (2003). Ontario Catholic School Graduate Expectations. Ministry of Education. (2008). The Ontario Curriculum, Grades 9 and 10, Science.


58

Grade 9 Science, Academic/SNC1D/Bohr-Rutherford Diagrams and the Periodic Table/Lessons 8 & 9 Minds On (75 min) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning


Day 8 Individuals, Pairs, or Small Groups Bohr-Rutherford Atomic Model Review (Worksheet)

Individually (intrapersonal) or in pairs/small groups (interpersonal), students complete a worksheet (Appendix 8.1) to review the Bohr-Rutherford model of the atom

Whole Class Bohr-Rutherford Atomic Model Review ( Group Discussion)

Facilitate a discussion on the concepts of the Review Worksheet (Appendix 8.1) using Appendix 8.2 as a guide.

Share and discuss the learning goals. Pairs Building Bohr-Rutherford Models

Distribute a Ziploc bag to each pair of students containing laminated cutouts (atom templates and element name labels from Appendix 8.8), tape, and washable markers. If a laminator is inaccessible, students can write directly on a copy of the templates (one copy for each pair). Consider using different coloured markers to represent electrons in different energy levels.

Students assemble the Bohr-Rutherford diagrams for the atoms of the first twenty elements of the periodic table (Appendix 8.3).

Keep assembled atoms for use in the Action component (Day 9).

Circulate and provide feedback to students as required.

DI: Learning Preferences

AfL: Review/Oral Feedback/Sharing and discussing learning goals AfL: Observations/Oral Feedback


Day 9 PairsChoice Board: Analyzing Trends Using Bohr-Rutherford Models

In the same pairs, students organize their Bohr-Rutherford models from the Minds On component (Appendix 8.3) into a “mini-periodic table” based on atomic number.

Students choose a periodic table trend to analyze, based on interest, using a Choice Board (Appendix 8.4). Choices include:

o Energy levels (Appendix 8.5) o Valence electrons (Appendix 8.6) o Mass numbers (Appendix 8.7)

Circulate and provide cues/feedback to help students answer questions and discover trends among groups and periods of the periodic table, as required.

Consider making observations or notes to assess learning skills and work habits (e.g. collaboration, organization, etc.)

DI: Choice Board/ Interest AfL: Oral Descriptive Feedback AfL: Anecdotal Notes

59


Day 9 Whole Class Group Discussion

Facilitate a discussion on the trends of the periodic table and refer back to the learning goals.

Consider selecting some students to display and discuss their work to the class. Purposefully select students who may have arrived at similar conclusions in different ways and/or different conclusions. Students share their learning experiences with the class (e.g., I did it this way because…, By comparing these atoms, we determined that…, etc.)

IndividualChoice Board: What did I learn today?

Students select a choice board option to demonstrate learning based on interest or learning preference (Appendix 8.9) and use the success criteria checklist to self assess their product.

Consider using the success criteria checklist on the choice board (Appendix 8.9) to assess the learning goals and to guide further instruction.

AaL: Reflection DI: Choice Board/ Interest or Learning Preference AaL/AfL: Choice Board Checklist

60

Appendix 8.1 Bohr-Rutherford Models and the Periodic Table Grade 9 Science, Academic (SNC1D)

Review of the Bohr-Rutherford Model of the Atom – Student Worksheet

SYMBOLS 1. Draw in the symbols used to represent parts of the atom.

Electron

Proton

Neutron

Nucleus

Energy Level

(will contain electrons)

ENERGY LEVELS

2. How many electrons can be held by the first energy level?

Draw in the maximum number of electrons that can fill the first energy level below.

# p+

_-# n- 1st Energy Level

n = 1


61

3. How many electrons can be held by the second energy level?

Draw in the maximum number of electrons that can fill the second energy level below.

How many electrons can be held by every energy level past the second one?

CHARGES AND LOCATION OF SUBATOMIC PARTCLES

4. What charge do protons have? Where are protons located?

5. What charge do neutrons have? Where are neutrons located?

6. What charge do electrons have? Where are electrons located?

7. Label the protons, neutrons, and electrons in the diagram below.

8. What are valence electrons?

THE PERIODIC TABLE

9. What is a group in the periodic table?

How many groups does the periodic table have?

10. What is a period in the periodic table?

How many periods does the periodic table have?

# p+

# n-

2nd Energy Level

n = 2

# p+

# n-

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Review of the Bohr-Rutherford Model of the Atom – Teacher Answer Key

SYMBOLS 1. Draw in the symbols used to represent parts of the atom.

Electron

Proton p+

Neutron n-

Nucleus

Orbital/Shell/Energy Level

(will contain electrons)

ENERGY LEVELS/ORBITALS/SHELLS

2. How many electrons can be held by the first energy level? 2 electrons

Draw in the maximum number of electrons that can fill the first energy level below.

# p+

# n-

# p+

# n- 1st Energy Level

n = 1


63

3. How many electrons can be held by the second energy level? 8 electrons

Draw in the maximum number of electrons that can fill the second energy level below.

How many electrons can be held by every energy level past the second one? 8 electrons

CHARGES AND LOCATION OF SUBATOMIC PARTCLES

4. What charge do protons have? Positive. Where are protons located? In the nucleus of an

atom.

5. What charge do neutrons have? No charge/Neutral. Where are neutrons located? In the

nucleus of an atom.

6. What charge do electrons have? Negative. Where are electrons located? In energy levels.

7. What are valence electrons? Electrons located in the outermost energy level of an atom.

THE PERIODIC TABLE

8. What is a group in the periodic table? The “columns”.

How many groups does the periodic table have? Eight/Eighteen.

9. What is a period in the periodic table? The “rows”.

How many periods does the periodic table have? Seven.

# p+

# n-

2nd Energy Level

n = 2

Protons

Neutrons

Electron

# p+

# n-

64

Appendix 8.3 Bohr-Rutherford Models and The Periodic Table Grade 9 Science, Academic (SNC1D)

Instructions for Building Bohr-Rutherford Models

Setting Up

1. You will be working in groups of two to create a mini periodic table on your desks!

2. Gather materials located in the Ziploc bags at the front of the room. Each group will need one Ziploc bag. Each Ziploc bag should contain 20 pieces of white paper with templates for Bohr-Rutherford diagrams of the atom, a periodic table, twenty element names, a washable marker, and a roll of tape.

3. Remove all contents from the Ziploc bag and place them on your desk.

Activity

Atomic Number and Element Names:

4. Gather all element name labels. Using the marker, write the atomic number and mass number for each element on this label using the periodic table given.

5. Organize these element names by increasing atomic number. Be sure to use the

periodic table given to keep the elements in their correct periods and groups. Example: keep Hydrogen in group 1 and period 1. Keep Lithium in group 1 period 2 etc.

Protons, Electrons and Neutrons

6. Using the periodic table, write the appropriate number of protons, neutrons and electrons that would be located in each atom that you organized on the element name label.

Energy Levels

7. Based on the number of electrons discovered in # 6, choose the correct Bohr-Rutherford template (with the correct number of energy levels) for each atom. Remember, you must fill each energy level with electrons before adding another energy level.

Assembling the Atom

8. For each atom, you must complete the following: a. With the marker, write the correct number of protons and neutrons in the

appropriate places on the Bohr-Rutherford templates. b. Draw in the correct number of electrons in the appropriate locations for each

atom.

65


Choice Board – Analysis of the Periodic Table

Choose one of the boxes below to further analyze a trend of the periodic table. Work alone or with someone who has

chosen the same trend as you.

Energy Levels

You will be analyzing the energy levels of

elements in the periods of the periodic table.

Valence Electrons

You will be analyzing the valence electrons in

the elements of groups in the periodic table.

Atomic Number and Mass Number

You will be analyzing the atomic numbers and

mass numbers of selected elements of the

periodic table.

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Energy Level Analysis Group

Read the following questions to discover an important trend in the periodic table!

1. How many energy levels are observed in the atoms of elements in period 1?




CONCLUSION:

What relationship did you discover about the number of energy levels and the PERIODS in the periodic

table?

(Source of Images: Google Images (www.google.ca) and Microsoft Clip Art)

67


Valence Electrons Analysis Group

Read the following questions to discover an important trend in the periodic table!

1. How many valence electrons are observed in the atoms of elements in group 1?








CONCLUSION:

What relationship did you discover about the number of valence electrons and GROUPS in the

periodic table?

(Source of Images: Google Images (www.google.ca) and Microsoft Clip)

Art

http://www.google.ca/

68


Mass Number and Atomic Number Analysis Group

Read the following questions to discover an important trend in the periodic table! You must

use the periodic table given, not your mini periodic table, to answer these questions.

1. Look at the mass numbers and atomic numbers of the atoms of elements #1-20. What

general trend do these atoms follow?

2. Look at the mass numbers and atomic numbers of the atoms of elements with atomic

number 27 - Cobalt (Co) and atomic number 28 - Nickel (Ni) on the period table given. How is

the trend seen here different from elements 1-20?

CONCLUSION:

What conclusion do you make about how elements are organized in the periodic table with respect to atomic

number and mass number?

(Source of Images: Google Images (www.google.ca) and Microsoft Clip Art)

http://www.google.ca/

69


Teachers Resource – Templates for Contents for the Ziploc Bags

Period 2 Templates (8 required for each bag)

Nucleus

p+

n-

Nucleus

p+

n-

70


Nucleus

p+

n-

Nucleus

p+

n-

71


Nucleus

p+

n-

Nucleus

p+

n-

72

Period 4 Template (2 required for each bag)

p+

n-

Nucleus

73

ELEMENT NAME LABELS (1 of each per bag)

HYDROGEN Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

HELIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

LITHIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

BERYLLIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

BORON Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

CARBON Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

NITROGEN Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

74

OXYGEN Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

FLUORINE Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

NEON Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

SODIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

MAGNESIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

ALULMINUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

SILICON Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

75

PHOSPHOROUS Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

SULFUR Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

CHLORINE Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

ARGON Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

POTASSIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

CALCLIUM Atomic Number:

Mass Number:

# Protons:

# Neutrons:

# Electrons:

76


Choice Board – What did I learn today?

Choose one of the options below to demonstrate what you learned today about the trends of the periodic table.

DRAW

Create a cartoon with callouts.

WRITE

Create a news report or blog.

SAY/SING

Create a poem or song.

WILD CARD

Choose a creative format of your choice. Share

your idea with your teacher before you begin.

Success Criteria/Checklist:

I am able to accurately describe the following periodic table patterns using Bohr-Rutherford diagrams

(Knowledge and Understanding):

□ energy levels

□ valence electrons

□ mass number & atomic number

□ I can express my ideas clearly in the format of my choice (Communication).

□ I can organize my ideas in the proper format of my choice (Communication).

77

Grade 9 Science, Academic (SNC1D): Chemistry: Atoms, Elements and Compounds

Lesson 13-16/Mystery Solids Inquiry Investigation Duration: four 75 minute periods


1 Mystery Solids Brainstorm Review and Learning Contract**


2 Initiate and Plan – Question, Purpose, Variables and Hypothesis (Cooperative Learning; Generating and Testing Hypotheses)*

3 Initiate and Plan – Procedure, Materials and Observations (Cooperative Learning; Generating and Testing Hypotheses)*

4 Perform and Record (Cooperative Learning; Generating and Testing Hypotheses)*

5 Analysis of Results

6 Reflection – R.E.R.U.N, Self and Peer Assessment (Setting Objectives and Providing Feedback )*




A1 demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting and communicating).

C1 assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties.

C2 investigate, through inquiry, the physical and chemical properties of common elements and compounds.

C3 demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.


A1.2 select appropriate instruments (e.g., sampling instruments, laboratory glassware, magnifying lenses, an electroscope) and materials (e.g., ebonite rods, star charts, a ball and spring apparatus, pH paper) for particular inquiries

A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information Systems (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection

A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data

A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

78

A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

C1.1 assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties[AI, C]

C1.2 assess social, environmental, and economic impacts of the use of common elements or compounds [AI, C]

C2.3 plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), and distinguish the substances by their physical and chemical properties (e.g., physical properties: hardness, conductivity colour, melting point, solubility, density; chemical properties: combustibility, reaction with water) [IP, PR, AI]

C3.4 describe the characteristic physical and chemical properties of common elements and compounds (e.g., aluminum is a good conductor of heat; copper reacts to moist air by developing a greenish surface of copper carbonate; sodium carbonate is a white, odourless powder that dissolves in water; water has unique physical properties that allow it to support life)


CGE2c Presents information and ideas clearly and honestly and with sensitivity to others.


CGE4f Applies effective communication, decision-making, problem-solving, time and resource management skills.


CGE5b Thinks critically about the meaning and purpose of work.

CGE5g Achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others.

Learning Goal(s):

Plan and conduct an inquiry to identify the three mystery solids based on their properties.

State the uses of the three mystery solids.

Research and assess the social, environmental, and economic impact of using one of the mystery solids.

Communicate research in format of choice.

Big Idea(s):


The use of elements and compounds has both positive and negative effects on society and the environment.

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Assessment/Success Criteria Thinking and Investigating

Uses initiating and planning skills effectively to formulate questions, develop hypotheses and plans, and select variables, strategies and resources to perform an inquiry investigation.

Uses processing skills to perform and record observations, manipulate materials, use equipment safely, and analyze and interpret observations to perform an inquiry investigation.

Application

Applies knowledge of physical and chemical properties accurately to investigate and identify the mystery solids.

Accurately states the use of the three mystery solids.

Effectively researches and assesses the social, environmental, and economic impact of using one of the mystery solids.

Communication

Expresses and organizes ideas and information clearly

using proper conventions

using appropriate terminology

in proper format of choice

Assessment Tools:

Observations

Anecdotal Notes

Oral/Written Feedback

Traffic Cup Lights

Checklist

Rubric

R.E.R.U.N Reflection

Self and Peer Assessment Checklists

Prior Learning


An understanding of safety practices and procedures in a laboratory setting

Experience using the skills required in conducting a laboratory experiment

An understanding of physical and chemical properties

An awareness of the Steps to Inquiry Posters


Materials: For Inquiry Investigation:

Sticky notes

Flour

Sugar

Salt

Conductivity testers

Scoopulas

Beakers

Graduated Cylinders

Glass Rods

Eyedroppers/Medicine Droppers

Petri Dishes or Evaporating Dishes

Spot Plates

Water

Any other materials students request for their investigation Appendix 13.1: Mystery Solids Brainstorming (Teacher Instructions) Appendix 13.2: Mystery Solids Brainstorming Template Appendix 13.3: Learning Contract Appendix 13.4: Initiating and Planning: Choosing Variables – Student Handout

80

Appendix 13.5: Initiating and Planning: Choosing Variables – Sample Answers Appendix 13.6: Initiating and Planning: Formulating a Testable Question and Purpose – Student Handout Appendix 13.7: Initiating and Planning: Formulating a Testable Question and Purpose – Sample Answers Appendix 13.8: Initiating and Planning: Making a Prediction – Student Handout Appendix 13.9: Group Checklist Appendix 13.10: Analysis Questions Appendix 13.11: R.E.R.U.N. Reflection Appendix 13.12: Rubric – Inquiry Investigation: Initiate, Plan and Communicate Appendix 13.13: Rubric –Analysis Questions Appendix 13.14: Self Assessment Checklist: Working in a Group Appendix 13.15: Peer Assessment Checklist: Working in a Group Internet Resources: Student Success Differentiated Instruction. GAINS. July 2010.

<http://www.edugains.ca/newsite/di/difinstgains.htm> “Steps to Inquiry Posters”. Smarter Science. (2005-2010). Youth Science Canada. July 2010.

< http://www.smarterscience.ca/library/> Resources: Attwood, Randy J, et al. (2009). ON Science 9 Teacher’s Resource. Toronto, Ontario: McGraw-Hill Ryerson. (BLM A-19) Institute for Catholic Education. (2003). Ontario Catholic School Graduate Expectations. Keeley, Page. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, California: Corwin Press. (R.E.R.U.N. Reflection) Ministry of Education. (2008). The Ontario Curriculum, Grades 9 and 10, Science.


http://www.smarterscience.ca/library/

81

Grade 9 Science, Academic/SNC1D/Mystery Solids Inquiry Investigation/Lesson 13-16 Minds On (Four 75 min Periods) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning


Prior to the lesson:

Adapted forms of the Steps to Inquiry Posters steps 3-5 (see Appendices 13.2 – 13.8) are used to guide students throughout this investigation. Templates for the Steps to Inquiry Posters can be found on the Smarter Science Website, www.smarterscience.ca/library.

Consider downloading “How to Use Steps to Inquiry Posters” file from the Science Subject Council Wiki (http://dpcdsb-ssc.wikispaces.com/Science+Writing+Teams).

DAY 13 Whole Class Mystery Solids Brainstorm Review & Learning Contract

Facilitate a discussion to review the Mystery Solids Brainstorm from Day

2 (see Appendix 13.1 for teacher instructions and Appendix 13.2 for

brainstorming template).

Distribute Learning Contract (Appendix 13.3) to outline learning goals,

format of work, criteria for assessment and evaluation, and details of the

investigation.

Discuss any relevant safety issues.

Small Groups Initiate and Plan (Question, Purpose, Variables,

Hypothesis)

Consider creating small, heterogenous groups based on availability of

resources and student learning preferences from a Multiple Intelligence

survey (i.e., a group with mixed intelligences such as visual-spatial,

logical-mathematical, and verbal-linguistic).

In small groups, students

o identify and choose variables, generate a testable question,

purpose and hypothesis (Appendices 13.4 – 13.8) based on the

Mystery Solids Brainstorm

o use a checklist (Appendix 13.9) to guide their progress

throughout the inquiry investigation

o fill in components of the checklist as they are completed

o submit one checklist and completed work, per group, at the end

of each day

Circulate and provide cues/feedback to students as required.

Consider using a Traffic Light Cups formative assessment technique.

Review each submission and provide descriptive oral/written feedback.

AfL: Sharing and Discussing Learning Goals and Success Criteria

AfL/AaL: Checklist

AfL: Observations/ Anecdotal Comments/ Oral and/or Written Descriptive Feedback/ Traffic Cup Lights


http://dpcdsb-ssc.wikispaces.com/Science+Writing+Teams

http://dpcdsb-ssc.wikispaces.com/Science+Writing+Teams

82

DAY 14 Small Groups Initiate and Plan (Procedure, Materials, Observations)

In the same groups as Day 13, students plan a procedure, choose

materials and instruments to use, and create observation table(s) to

record data.

Consider providing (or co-constructing) criteria for writing procedures.

Some suggestions include:

o located under the heading/section “Procedure”

o numbered steps

o includes all necessary steps to avoid confusion (e.g. gather all

materials from…)

o use present tense when planning (before the experiment)

o use past tense when writing a report (after the experiment)

Consider providing (or co-constructing) criteria for creating an

observation table. Some suggestions include:

o located under the heading/section “Observations”

o includes a title and table number

o includes columns and rows

o includes units of measurement when required

o only include observations (qualitative and quantitative), no

assumptions, analyses or conclusions


Each group submits their checklist with a list of materials and instruments, a procedure and observation table(s).

Review each submission and provide descriptive oral/written feedback.

AfL: Co-constructing success criteria AfL: Co-constructing success criteria AfL: Observations/Oral Descriptive Feedback AfL/AaL: Checklist AfL: Oral and/or Written Descriptive Feedback


Prior to lesson:

Gather all necessary materials and instruments required by groups to perform investigation based on submission of materials list, procedure, and observations table(s).

Review relevant safety precautions, laboratory skills and techniques, and chemical disposal locations and methods.

DAY 15 Small Groups Perform and Record

Students conduct planned investigations and record data.


Groups submit their checklist with completed observation table(s). Provide descriptive feedback (e.g. the table is set up properly with the use of columns and rows. An area of improvement would be...)

Use a rubric (Appendix 13.12) to assess the learning goals related to the

AfL: Observations/Oral Descriptive Feedback

83

checklist. AfL: Rubric


DAYS 15&16 Individual Analysis of Results from Investigation

Distribute and discuss the Analysis Questions (Appendix 13.10) and the corresponding Rubric (Appendix 13.13). Consider whether students will be required to complete the research for Question 5b at home or if class time will be provided.

Individually, students analyze data from the investigation and complete the Analysis Questions (Appendix 13.10) for evaluation.


Evaluate the analysis questions using a rubric.

Individual R.E.R.U.N Reflection, Self Assessment & Peer Assessment

Individually, students complete

a R.E.R.U.N reflection (Appendix 13.11) to reflect on the Inquiry Investigation

a self and peer assessment checklist (Appendices 13.14 and 13.15)

Consider assessing some of the learning skills/work habits using the checklists.

Converse with students regarding their assessments and provide an opportunity for students to write and share personal learning goals for scientific investigation skills.

Please note that the Days and Times suggested in this lesson are approximate. Groups will be working at different paces depending on the complexity of their investigation, requirement to perform an experiment multiple times, etc.

AfL: Observations/Oral Descriptive Feedback AoL: Rubric/Analysis Questions AaL/AfL: R.E.R.U.N. Reflection, Self Assessment, Peer Assessment AaL: Writing and sharing personal learning goals

84

Appendix 13.1 Mystery Solids Inquiry Investigation Grade 9 Science, Academic (SNC1D)

Mystery Solids Brainstorming (Teacher Instructions)

1. Show students three mystery solids (e.g., salt, sugar, and flour) but do not

state their identity and revisit the brainstorming ideas.

2. Students brainstorm “I wonder” questions, write them on a sticky note, and post them on the board to share with the class.

3. Discuss the questions on the board and identify any questions related to

physical and chemical properties. Consider prompting students to brainstorm more questions, if necessary.

4. Cue students to develop the underlying question “What is the identity of each white powder?”

5. Cue students to develop ways of investigating the answer to this question by using

physical and chemical properties

the safe and proper use of instruments and materials

85


Mystery Solids Brainstorming Template

I Wonder…Questions

Underlying Question?

How could you investigate

answers to this question?

86


Learning Contract Learning Goal(s):

o Plan and conduct an inquiry to identify the three mystery solids based on their properties.

o State the uses of the three mystery solids. o Research and assess the social, environmental, and economic impact of using one of the

mystery solids. o Communicate research in format of choice.

Non-Negotiable Tasks: GROUP TASKS: Submit completed work on a daily basis for feedback. Fill in the checklist provided

(Appendix 13.9) and submit with all completed work. The following is a list of group work that needs to be submitted:

o Initiating and Planning: Formulating a Testable Question and Purpose o Initiating and Planning: Formulating a Prediction

Working cooperatively in your group as an interdependent team member. INDIVIDUAL TASKS: Individually complete the Analysis Questions (Appendix 13.10) for evaluation

(a rubric, Appendix 13.13, is provided) Complete a R.E.R.U.N Reflection (Appendix 13.11). Complete a self and peer assessment checklist (Appendices 13.14-13.15).

Negotiable Tasks:

Format used to submit daily work for teacher feedback. Choosing the independent, dependent and control variables for your investigation. Choosing the materials and instruments you would like to use to investigate your

question.

Teacher

Initials

87


Initiating and Planning: Choosing Variables – Student Handout

There are three kinds of variables to consider in investigations:

1. Ones that you CHANGE – Independent Variable (type of solid) 2. Ones that you MEASURE – Dependant Variable(s) 3. Ones that you CONTROL – Controlled Variable(s)

One variable that will be CHANGED is:

The Type of Solid

Variables that I will MEASURE based on the change are (fill in as many as you can)... Hint: Think Properties!

Variables that I will CONTROL are (fill in as many as you can)…

Adapted from Smarter Science Steps to Inquiry Posters (Step 3) (www.smarterscience.ca/library)

Place a sticky note here

DEPENDENT

VARIABLE


DEPENDENT

VARIABLE


DEPENDENT

VARIABLE


DEPENDENT

VARIABLE


CONTROLLED

VARIABLE


CONTROLLED

VARIABLE


CONTROLLED

VARIABLE


CONTROLLED

VARIABLE


88


Initiating and Planning: Choosing Variables – Sample Answers

Initiate and Plan There are three kinds of variables to consider in investigations:

1. Ones that you CHANGE – Independent Variable (type of solid) 2. Ones that you MEASURE – Dependant Variable(s) 3. Ones that you CONTROL – Controlled Variable(s)

One variable that will be CHANGED is:

The Type of Solid

Variables that I will MEASURE based on the change are (fill in as many as you can)… Hint: Think Properties!

Variables that I will CONTROL are (fill in as many as you can)…


Solubility


Conductivity

Place the sticky note here

Amount of

Water/Solid


Duration of Mixing


Duration of Heating Place the sticky note here

Temperature of

Water


Texture


Combustibility

89


Initiating and Planning: Formulating a Testable Question and Purpose –

Student Handout

If I change this one variable…….

What will happen to these variables?

(choose three dependent variables)

1. Write down the QUESTION that you will be investigating.

2. Use the flow chart above and your question to develop a PURPOSE (in the

form of a statement).


Write dependent variable chosen here




90


Initiating and Planning: Formulating a Testable Question and Purpose –

Sample Answers

If I change this one variable…….

Type of Solid

What will happen to these variables?

(choose any three dependent variables)

1. Write down the QUESTION that you will be investigating.

What is the identity of each white powder?

2. Use the flow chart above and your question to develop a PURPOSE (in the

form of a statement).

To investigate the identity of each white powder by testing solubility, conductivity

and combustibility.

Solubility Conductivity Combustibility

91


Initiating and Planning: Making a Prediction – Student Handout

Based on my Purpose, I predict that:

WHAT?

WHY?

If I change (independent variable)

then I predict this will happen to what I measure or observe: (dependant variables)

I think this will happen because:



92


Group Checklist

Complete the checklist on a daily basis and submit it to your teacher with the corresponding completed work.

Names: _______________________________ _______________________________

_______________________________ _______________________________

Complete? (place checkmark)

Part of Investigation Comments/Notes Teacher Initials

□

Handout - Initiating and Planning: Formulating a Testable Question and Purpose

□

□

Handout - Initiating and Planning: Making a Prediction Our prediction is related to the Question and Purpose

□

List of materials and instruments

□ Procedure □ numbered □ present tense

□

Observation table(s) in proper format

□

Conduct and complete the investigation

□

Record all observations in table(s)

93


Analysis Questions

Answer the questions below using the data from your observation table(s) or information from research.

1. List the dependent variables you chose to investigate. What type of

properties are they (physical qualitative, physical quantitative or chemical)? Explain your reasoning.

2. Based on your observations, write a conclusion by stating the identity of

each powder. Justify your choices and explain whether or not your prediction was correct.

3. What other dependent variables could you have investigated to discover

the identity of each powder? What would you expect to see? How would those observations help you discover the identity of each powder?

4. How would you improve your experiment if you could perform it again?

Explain.

5. a. Based on your observations, state a practical use and/or hazard for each powder.

b. Choose one powder from the investigation and research its social, environmental and economic impacts. Communicate your research in the form of a verbal presentation, poster, newspaper article, power point presentation, blog or another format of your choice (with teacher approval).

94


R.E.R.U.N Reflection

Recall – Summarize what your learned in this investigation.

Explain – Explain the Purpose of this investigation.

Results – Describe the meaning of the results from this investigation.

Uncertainties – List/describe any uncertainties after completing this investigation.

New – List/describe any new things that you learned

(Source: Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning)

95


Rubric – Inquiry Investigation: Initiate, Plan and Communicate

Categories 50-59% (Level 1) 60-69% (Level 2) 70-79% (Level 3) 800-100% (Level 4)


□ uses initiating and

planning skills to

formulate a purpose

and hypotheses,

identify variables, select

appropriate

instruments and

materials, and plan a

procedure

□ with limited

effectiveness

□ with some

effectiveness

□ with

considerable

effectiveness

□ with a high

degree of

effectiveness

Communication

□ creates observation

table(s) in proper

format (e.g. includes a

title, table number,

proper experimental

data)

□ expresses data/

observations precisely

using proper

terminology and units

of measurements

□ with limited

effectiveness

□ with limited

effectiveness

□ with some

effectiveness

□ with some

effectiveness

□ with

considerable

effectiveness

□ with

considerable

effectiveness

□ with a high

degree of

effectiveness

□ with a high

degree of

effectiveness

96


Rubric – Analysis Questions

Categories/Criteria 50-59% (Level 1) 60-69% (Level 2) 70-79% (Level 3) 80-100% (Level 4)


(Questions 2 & 4)

□ evaluates data to identify

solids

□ formulates and justifies

conclusions

□ identifies areas of

improvement

□ with limited

effectiveness

□ with limited

effectiveness

□ with limited

effectiveness

□ with some

effectiveness

□ with some

effectiveness

□ with some

effectiveness

□ with considerable

effectiveness


effectiveness


effectiveness

□ with a high degree

of effectiveness


of effectiveness


of effectiveness

Application

□ applies knowledge about

physical and chemical

properties and data

collected from the

investigation to answer

analysis questions 1 & 3

□ states a practical use for

each solid (Question 5a)

□ makes connections by

assessing the impact of a

chosen solid on the

environment, society, and

the economy (Question 5b)

□ with limited

effectiveness

□ with limited

effectiveness

□ with limited

effectiveness

□ with some

effectiveness

□ with some

effectiveness

□ with some

effectiveness


effectiveness


effectiveness


effectiveness


of effectiveness


of effectiveness


of effectiveness

Communication

□ uses proper format of choice

to clearly express ideas from

research for Question 5b

□ with limited

effectiveness

□ with some

effectiveness


effectiveness


of effectiveness

97


Self Assessment Checklist: Working in a Group

Criteria

Read the statements to the left and place a checkmark in the

box that most applies to you!

I do not agree I agree I strongly agree

I always contributed my ideas to my group.

I took my turn to listen when my group members were sharing their

ideas.

I was always prepared and completed work on time.

I was an active member in group discussions.

I helped members in my group if they were having difficulty.

I put in my equal share of work.

Questions:

1. What did you do particularly well in this group investigation?

2. What would you like to improve on for the next investigation?

(Adapted from: ON Science 9 Teachers Resource, Backline Master A-19)

98

Appendix 13.15 Mystery Solids Inquiry Investigation Grade 9 Science, Academic (SNC1D) Peer Assessment Checklist: Working in a Group

Criteria

Read the statements to the left and place a checkmark in the box

that most applies to you!

I do not agree I agree I strongly agree

My group worked very efficiently together.

My group members shared the work evenly.

My group members were always prepared to work.

My group members were mature and always followed safety

precautions during experimentation.

Questions:

1. Describe how your group organized itself to ensure completion of this project. Did your method work well?

Explain.

2. List three things your group could have done to be more effective or work better together.

(Adapted from: ON Science 9 Teachers Resource, Backline Master A-19)

Documents

Grade 9 Science, Academic (SNC1D): Chemistry: Atoms