Digital Unit Plan Template

Unit Title: Stoichiometry Name: Yung Chung

Content Area: Chemistry Grade Level: 10th Grade
CA Content Standard(s)/Common Core Standard(s):

1. HS-PS-1.1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers
of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative
understanding of ionization energy beyond relative trends.]

2. HS-PS-1.2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of
sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main
group elements and combustion reactions.]

3. HS-PS-1.7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification
Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products,
and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on
assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary:
Assessment does not include complex chemical reactions.]

Big Ideas/Unit Goals:

Big Ideas:
1. If I mix two solutions, sometimes I will experience flakes being created inside the solutions. Where are these flakes coming from?
2. In the solution, after I've seen the flakes stop appearing, if I add more of one of the two solutions, will I see more of the flakes? What does it mean when I see
more flakes when I add one solution but I don't see more when I add the other?
3. If I wanted to create a compound, what would be the best way to create that substance while using the minimal amount of ingredients?

Unit Goals:
1. Students will be able to calculate the number of moles that is equivalent to the grams of a chemical compound.

2. Students will be able to calculate the appropriate ratios needed to balance a chemical equation. Students will understand that matter cannot be created or
destroyed.

3. Students will be able to calculate the amount of product produced or the amount of reactants needed based on the given information of a simulation.

Unit Summary:
In this unit, I've broken down the concept of stoichiometry into three basic parts: the conversion of units into moles, the balancing of chemical equations, and the
process of predicting products or reactants. This unit will provide the basic skills and knowledge needed to succeed in future units. The unit will teach each skill
to students in a manner that it will transition and feed into future lessons. The goal of this unit is for students to understand the concept that the number of
atoms before a reaction occurs is equivalent to the number of atoms after a reaction. There is no destruction of matter nor the creation of it and therefore can be
affirmed through the use of calculations. Furthermore, we can utilize this concept to predict how much reactant is needed or how much product is produced
during a complete reaction. Each lesson will provide one skill that will be combined with the following skills in following lessons to allow students to apply
knowledge to a complete and complex stoichiometry problem.

Assessment Plan:
Entry-Level: Formative: Summative:
How do you bake a cake? Mole Diagram Production of Copper (II) Carbonate Lab Report
This assessment will assess the students' basic The mole diagram is a graphic organizer students Students will be given a lab procedure that
abilities to apply and utilize ratios. Using a recipe will create that guides readers through converting provides various types of information needed to
for various cakes or pastries, students will have to various measurements of compounds into different complete the lab. Students will perform the lab the
adjust or calculate the amount of ingredients measurements. By having students create their first time following the procedure given and predict
needed to make various amounts of servings or vice own graphic organizer, it provides the teacher an the amount of product they expect to obtain. After
versa. Students need to answer the basics of ratios opportunity to assess whether or not students truly students have completed it, students will then
to proceed through the unit, therefore this understand the concept of conversions between proceed to attempt the lab procedure once again
assessment will assure students are well versed in grams and moles. It also allows students to be but with their own edits. Students will utilize their
basic concept of ratios before proceeding through creative and design a chart that displays their knowledge of stoichiometry and basic laboratory
the unit. knowledge and creativity. techniques to design and recreate a laboratory
procedure. The assessment acts as a measure of
Balancing Equations their capabilities within the realm of stoichiometry
This in an in-class activity. Students will go to but also checks their knowledge in past units of
various stations that have different types of chemistry.
chemical reactions such as acid-base, double
displacement, single displacement, etc. Students Stoichiometry Test
will rotate station to station and solve the chemical The stoichiometry test will be a conventional
equations provided at each station. This is a group assessment. Students will be asked four
activity so students will work together and stoichiometry questions. With each question,
converse the best way to solve the problem. At the students will have to convert grams to moles and
end of the period, students will submit their moles to grams to determine amounts of various
equations as a group assignment. compounds. Students will also learn to balance
equations to create proper proportions within
Quizizz Balancing Moles chemical reactions. Finally students will have to
This assessment is an in-class review session in the apply all their knowledge to figure out the needed
form of a game. The program is similar to kahoot or produced amount of a compound depending on
and will allow me to make edits quickly between the information given. Points will be given at every
sessions. The game will cover balancing reactions step to assess students understand the step by step
and conversions utilizing moles. It will allow the process of solving a stoichiometry problem.
teacher to guage current student understanding of
the topics. It will also allow students to practice
 before receiving a formal assessment the following
day on the information covered during the game.

Stoichiometry MiniLab
The stoichiometry mini-lab is a designated time for
students to apply their knowledge in stoichiometry
to various chemical reactions. Students will predict
the various amounts of products of a series of
chemical reactions. Students will then proceed to
perform a mini-lab that will allow them to obtain
an experimental value for product obtained and
observe the differences in their experimental and
theoretical. It also provides a chance for students to
reflect on their process and identify mistakes.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
Students will be able to (Assessments): 1. Students will start with the “How to Cake a Bake” exercise where students will provide new
convert between various How to Bake a Cake: amounts of ingredients to adjust to the number of servings based on a recipe. This pre-
units pertaining to the Students are able to adjust assessment will allow the teacher to assess the current level of understanding of ratios among
amounts of a compound. amounts of ingredients to students.
I.E. moles, grams, number match the recipe of a baked 2. Students will then be lectured with on moles, what it represents, and it’s utilization. Students
of molecules. cake based on servings. will be provided guided notes that they will fill out while listening to the lecture.
3. After students have finished the lecture, students will be given time to practice converting moles
to grams, grams to moles, and to the number of molecules in class. Students will be provided a
Mole Diagram:
key so that they can compare their answers to identify faults in their process.
Students are able to 4. After students have learned about the mole and practiced it’s utilization, students will create
express how to change their own graphic organizer that will represent what the mole is and how to utilize is. The
between moles, grams, and teacher will utilize this activity to assess how well students understand the concept of the mole.
the number of molecules
through a graphic
organizer.

Quizziz:
Students are able to
convert between moles,
grams, and the number of
molecules to answer a
question in a game.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will be able to Balancing Equations: 1. Students will access a webercise utilizing google classroom or through physical worksheet.
apply the concept of the 2. Students will proceed to access the websites provided and fill out the worksheet as they read
conservation of matter and the tutorial provided through multiple websites.
ratios to balance chemical Students, as a group, are 3. Students will then proceed to practice the skill of balancing equations by accessing the Phet
equations. Students will be able to balance a variety of simulations that will allow students to visually practice the art of balancing equations.
able to discuss needed chemical equations. 4. After students have completed the practice, students will come together as groups of four and
amounts of compounds in will practice the skill of balancing equations as a group. At the end of the group activity,
terms of ratios for Quizziz: students will submit a complete balancing equation sheet as a group assignment for group
reactions to go through Students are able to credit.
completion. balance chemical equations
and provide the right
answer to the question in
the game.

Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will be able to fill 1. Students will go to the website provided and fill out a graphic organizer that will guide them on
out the graphic organizers how to solve stoichiometry problems.
and utilize as needed to 2. Students will proceed to utilize this graphic organizer to solve various stoichiometry problems
solve various stoichiometry as practice.
problems. 3. Students will utilize the graph and their basic knowledge to predict various chemical reactions
yields and provide an explanation that assesses their ability to perform stoichiometry or obtain
a chemical compound.
Stoichiometry Mini-Lab:
4. Students will spend 2-3 days performing a lab procedure and revising it to increase their
Students are able to predict
percent yield.
the amount of product 5. Students will end the unit with a stoichiometry test.
created and are able to
provide a reasonable
explanation comparing
their theoretical and
experimental yields.

Production of Copper (II)

Carbonate:
Students are able to adjust
their lab procedure to
reflect understanding of
stoichiometry to increase
their percent yield.

Stoichiometry Test:
Students are able to solve
various stoichiometry
problems to express their
understanding of all the
skills taught in this unit.
Unit Resources:
Video Tutorials
 https://www.youtube.com/watch?v=AsqEkF7hcII
 https://www.youtube.com/watch?v=RnGu3xO2h74
 https://www.youtube.com/watch?v=SjQG3rKSZUQ
 https://www.youtube.com/watch?v=jFv6k2OV7IU

Practice Problems
 http://www.chemistry.wustl.edu/~coursedev/Online%20tutorials/Plink/Stoichiometry/stoichset.htm
 http://www.sciencegeek.net/Chemistry/taters/Unit4Stoichiometry.htm

Virtual Labs
 http://chemcollective.org/activities/autograded/110
 http://chemcollective.org/activities/autograded/112
 http://chemcollective.org/activities/autograded/109

Lesson Resources
 https://prezi.com/view/TwJsNEfnpraZvHYM3Fxc/
 https://www.youtube.com/watch?v=El6El4iapO4
 https://phet.colorado.edu/en/simulation/reactants-products-and-leftovers
 https://www.ck12.org/book/CK-12-Physical-Science-Concepts-For-Middle-School/section/3.17/
 https://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_en.html
 https://www.khanacademy.org/science/chemistry/chemical-reactions-stoichiome/stoichiometry-ideal/a/stoichiometry

Useful Websites:

Periodic Table
 https://www.ptable.com/
 http://www.rsc.org/periodic-table