Planning for Inquiry in Science

Unit Physical Science 20 Foundations of Grade 11

Chemistry
Developer( Colton Hope (PT Charles Devon) Date October 26th 2016
s)

Stage 1: Identify Desired Results

Curricular Outcomes
Choose an outcome, multiple outcomes, or part of an outcome to address for this planning process.
PS20-FC1 Predict products of the five basic types of chemical reactions and evaluate the impact of these
reactions on society and the environment. [DM, SI]
PS20-FC2 Construct an understanding of the mole as a unit for measuring the amount of substance. [DM,
SI]
PS20-FC3 Use stoichiometry to determine the relative amounts of substances consumed and produced in
chemical reactions. [SI]

Knowledge Students will know Do Students will be able to

Determine the key knowledge students will
acquire upon achieving this outcome. (3-6 items
per outcome)
Outcome 1:
a. Observe and analyze synthesis, decomposition,
combustion, single-replacement and double-
replacement (including acid base neutralization)
reactions. (S, K)
b. Represent synthesis, decomposition,
combustion, single replacement and double-
replacement (including acid base neutralization)
reactions using atomic models, other
manipulatives, skeleton equations, balanced
chemical equations and International Union of
Pure and Applied Chemistry (IUPAC)
nomenclature. (S)
e. Determine the feasibility of single-replacement
reactions based on the activity series of metals
and/or non-metals. (S, K)
i. Select and apply proper techniques for handling
and disposing of lab materials, as outlined in
Workplace Hazardous Materials 30 Physical
Science 20 Information System (WHMIS 1998 and
WHMIS 2015) standards, and interpret Materials
Safety Data Sheets (MSDS) and Safety Data
Sheets (SDS). (K, STSE, A)
Outcome 2:
g. Calculate the molar mass of various molecular
and ionic compounds. (S)
h. Perform molar conversions, including mass to
mole, number of particles to mole, volume to
mole, concentration of a solution to mole and
their inverse operations, using the correct
number of significant figures. (S)
i. Prepare solutions of known concentration using
molarity and dilution calculations. (S, K)
Saskatchewan Ministry of EducationPlanning for Inquiry in Science Template
11/29/2011
Determine the key skills students will acquire upon
achieving this outcome. (3-6 items per outcome)
Outcome 1:
Using background knowledge of chemical
reactions based upon type, determine the
number of products to be created.
Can balance determined chemical reactions
and establish molar ratios.
Predict physical properties of created reaction
products and define their impact on the
environment to formulate lab safety
practices.
Outcome 2:
Utilize understanding of the mole and molar
masses to complete mass conversions.
Measure approximate masses using
analytical balance to define how sizes of
molar quantities can vary.
Define how moles of specific solutes can still
be present when dissolved in solution.
Outcome 3:
Utilize cross multiplication to convert
between masses and moles.
Use molar ratios to convert between moles of
reactant and product.
Be able to invert molar masses to go
between moles and masses.
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 Outcome 3:
b. Determine the relative numbers of moles of
each substance in a variety of chemical reactions
using balanced chemical equations. (K, S)
d. Perform stoichiometric calculations to predict
the outcomes (e.g., concentration, mass, volume,
number of particles and energy transferred) of
chemical reactions, using the correct units and
correct number of significant figures. (S)
g. Determine the limiting and excess reagents in
a variety of chemical reactions through
stoichiometric calculations and experimentation.
(S, K)
Understand Students will understand
that
Determine the specific understandings students will
acquire upon achieving this outcome. (1-2 items per
outcome)
K Outcome 1:
That reaction products dependent upon
reaction type will vary in physical appearance
and environmental impact.
That reactivity and safety precautions vary
from type to type of chemical reaction.
Outcome 2:
That the quantity of a single mole of a
heavier substance appears smaller than that
of a substance with lighter molecular weight.
U D That the analytical balance is the most
accurate means by which to evaluate how
much of a solid solute one has.
Outcome 3:
That the processes of stoichiometry are how
we convert between masses and molar
quantities.

Saskatchewan Ministry of EducationPlanning for Inquiry in Science Template 2/6

11/29/2011
 Big Ideas
Write one or more sentences that sum up the big ideas or enduring understandings related to this
outcome or unit of study. Note that it will likely take multiple iterations to develop big ideas that fully
represent the outcome. Development of questions for deeper understanding should guide development
of the big ideas.

Students need to be able to understand that chemical reactions of the five types; synthesis,
decomposition, combustion, single replacement and double replacement, appear physically different and
have varied degrees of reactivity. They need to know that based upon the molar mass of a particular
substance the appearance of the quantity for a single mole may vary dramatically, and that in order to
be able to mathematically manipulate measured quantities that they must have an understanding of
stoichiometric relations.

Questions for Deeper Understanding

Develop 3 5 questions that encompass the big ideas related to this outcome or unit of study.
Ultimately, these should support development of the big ideas written above.

How can?
When is?
What would?
Why would?
Which would?
Who can?
Where did?

1. What key concepts of chemical reactivity do we want to enforce with this inquiry assignment
relative to students key understanding of the five types of reactions?
2. What do students need to understand about the mole to be able to complete the relevant
experimental procedures and calculations?
3. Why do students need to have an understanding of the mathematics of stoichiometry in order to
complete the necessary calculations for this inquiry assignment?

Saskatchewan Ministry of EducationPlanning for Inquiry in Science Template 3/6

11/29/2011
 Learning Contexts
Develop one or more of the following four contexts to guide student inquiries.

Scientific Inquiry (SI)

Identify the key scientific concepts, principles, laws, and theories related to this outcome.
making observations, including watching or listening to knowledgeable sources;
reviewing what is already known in light of experimental evidence and rational arguments;
using tools to gather, analyze, and interpret data;
proposing critical answers, explanations, and predictions;

Technological Problem Solving (TPS)

Identify human and social needs related to this outcome that could be solved by constructing a
prototype of a technology.
Cultural Perspectives (CP)
Identify knowledge and ways of knowing related to this outcome that represent First Nations and Mtis or
other cultures.
STSE Decision-Making (DM)
Identify key issues related to this outcome and determine potential stakeholders who have an interest in
this issue.
identifying a fundamental value associated with each action or solution;
making a thoughtful decision

Stage 2: Determine Evidence of Understanding

Identify the evidence through which students will demonstrate achievement of the outcome and the
criteria for judging their understanding. This can include teacher-generated and student-generated
assessments. Keep in mind that a particular assessment tool may be used for formative and/or
summative assessment.

When the cook tastes the soup, thats formative

assessment.
When the guests taste it, thats summative! (Stake.
1967)

Formative

Students are formatively assessed through the completion of the laboratory handouts that account for
the need to complete calculations as well as questions prior to and after completion of experimental
procedures. These handouts will draw on students prior knowledge of subject materials as well as new
understandings developed through completion of the outlined experiments.

Summative

The summative assessment portion of the activity is the students completion of each of the exercises,
their ability to follow the written instruction in order to complete the experiment and their capacity to
exhibit safe chemical handling and laboratory safety procedures.

Performance tasks

Completion of the following five reactions;

1.Sodium metal in sulfuric acid. (Demo)
2.Oxidation of magnesium ribbons.
3.Reaction of copper (II) sulfate with zinc metal.

Saskatchewan Ministry of EducationPlanning for Inquiry in Science Template 4/6

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 4.Combination of lead (II) nitrate and potassium iodide.
5. Combustion of sucrose with potassium chlorate. (Demo)

Stage 3: Develop Learning Plan

Identify the activities, resources, and adaptations required to ensure all students achieve the outcome.
The learning plan should include methods of identifying prior knowledge and student interests, methods
of engaging students with the big ideas related to the outcome, and processes for enabling students to
choose the products they will create to demonstrate their understanding and methods of evaluation of
those products.

Levels of Inquiry
Identify the levels of inquiry students will use to achieve this outcome.

Level Students are provided with:

Confirmation Question, procedure, and results
Structured Question and procedure
Guided Question
Open

The level of inquiry associate with this activity is structured. Students are provided with experimental
procedures to be completed from whose results questions must be answered using data obtained during
the completion of the experiment.

Activities / Timeframe

The activities for completion during the time spent in lab; approximately 50 minutes. Are the first two
sections; what to know and, observations, for each of the experimental procedures. Calculation
questions as well as the things to think about sections for each of the experiments are to be completed
as homework after the lab session has expired.

Resources / Materials

Teachers will have prepared all necessary solutions as well as lab materials outline in relevant sections of
the lab handouts in workstations for student groups. Students must be provided with the handouts, have
with them a writing utensil and be given the proper Personal Protective Equipment (PPE) for completion
of the experiments; in this case only safety glasses are required.

Adaptations

The initial adaptation inclusive to this activity is that of the group work environment, allowing for
students with communicative differences to be included and work their way through the assigned
experiments. Additional adaptations can be made through the utilization of assistive technology to more
quickly demonstrate the combustion and decomposition reactions in the form of a video. This would
allow for more time to complete the assigned experiments which may be beneficial if students in the
group have exceptionalities where their cognitive or physical processing is limited. Additionally,
paraeducators can be paired with students that have difficulty staying on task or completing physical
objectives whether from a resultant exceptionality or not.

Saskatchewan Ministry of EducationPlanning for Inquiry in Science Template 5/6

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 Adapted From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for
Supervision and Curriculum Development

Saskatchewan Ministry of EducationPlanning for Inquiry in Science Template 6/6

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