Stage 1 – Desired Results

Established Goals – GLO(s):

1. Describe the basic particles that make up the underlying structure of matter, and investigate related technologies
2. Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic
compounds and simple molecular compounds
3. Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as
applications of Lavoisier’s law of conservation of mass
Understandings: Essential Questions:
Students will understand that… - How has chemistry shaped the foundation of science?
● Chemistry is essential to life - Why is the order of the periodic table significant?
● The ever evolving nature of chemistry - How have isotopes advanced chemical breakthroughs?
● The laws and principles chemistry - How has the ability to balance equations affected modern/ current life?
follows

Prior understandings… Students will be able to…

● Grade 7 Science, Unit C: Heat and Knowledge
Temperature ● Students will: 1. Describe the basic particles that make up the underlying
structure of matter, and investigate related technologies
● Grade 8 Science, Unit A: Mix and
Flow of Matter ● A 1.1 • identify historical examples of how humans worked with chemical
substances to meet their basic needs (e.g., how pre-contact First Nations
● Grade 9 Science, Unit B: Matter and communities used biotic and abiotic materials to meet their needs)
Chemical Change
● A1.2 • outline the role of evidence in the development of the atomic
model consisting of protons and neutrons (nucleons) and electrons; i.e.,
● Grade 9 Science, Unit C:
Dalton, Thomson, Rutherford, Bohr
Environmental Chemistry
● A 1.3 • identify examples of chemistry-based careers in the community
(e.g., chemical engineering, cosmetology, food processing)
Where does this lead?
● 2. Explain, using the periodic table, how elements combine to form
Chemistry 20 compounds, and follow IUPAC guidelines for naming ionic compounds
and simple molecular compounds
Specific Outcomes for Science, Technology ● A 2.1 • illustrate an awareness of WHMIS guidelines, and demonstrate
and Society (STS) (Nature of Science safe practices in the handling, storage and disposal of chemicals in the
Emphasis) laboratory and at home
Students will: ● A 2.2 • explain the importance of and need for the IUPAC system of
naming compounds, in terms of the work that scientists do and the need
Skill Outcomes (focus on scientific inquiry) to communicate clearly and precisely

(1) Ask questions about observed ● A 2.3 • explain, using the periodic table, how and why elements combine
relationships, and plan investigations to form compounds in specific ratios
of questions, ideas, problems and ●
issues ● A 2.4 • predict formulas and write names for ionic and molecular
compounds and common acids (e.g., sulfuric, hydrochloric, nitric,
A 1.1S • define and delimit problems to ethanoic), using a periodic table, a table of ions and IUPAC rules
facilitate investigation
● A 2.5 • classify ionic and molecular compounds, acids and bases on the
A1.2S • design an experiment, identifying and basis of their properties; i.e., conductivity, pH, solubility, state
controlling major variables (e.g., design an
experiment to differentiate between categories ● A 2.6 • predict whether an ionic compound is relatively soluble in water,
of matter, such as acids, bases and neutral using a solubility chart
solutions, and identify manipulated and
responding variables) ● A 2.7 • relate the molecular structure of simple substances to their
properties (e.g., describe how the properties of water are due to the polar
A 1.3S • state a prediction and a hypothesis nature of water molecules, and relate this property to the transfer of
based on available evidence and background energy in physical and living systems)
information (e.g., state a hypothesis about
what happens to baking soda during baking) ● A 2.8 • outline the issues related to personal and societal use of
potentially toxic or hazardous compounds (e.g., health hazards due to
A 1.4S • evaluate and select appropriate excessive consumption of alcohol and nicotine; exposure to toxic
instruments for collecting evidence and substances; environmental concerns related to the handling, storage and
appropriate processes for problem solving, disposal of heavy metals, strong acids, flammable gases, volatile liquids)
inquiring and decision making (e.g., list
appropriate technology for classifying ● 3. Identify and classify chemical changes, and write word and balanced
compounds, such as litmus paper or chemical equations for significant chemical reactions, as applications of
conductivity tester) Lavoisier’s law of conservation of mass

(2) Conduct investigations into ● A 3.1 • provide examples of household, commercial and industrial
relationships between and among processes that use chemical reactions to produce useful substances and
observable variables, and use a broad energy (e.g., baking powder in baking, combustion of fuels, electrolysis of
range of tools and techniques to water into H2(g) and O2(g))
gather and record data and
information ● A 3.2 • identify chemical reactions that are significant in societies (e.g.,
reactions that maintain living systems, such as photosynthesis and
2.1S • carry out procedures, controlling the respiration; reactions that have an impact on the environment, such as
major variables and adapting or extending combustion reactions and decomposition of waste materials)
procedures (e.g., when performing an
experiment to illustrate conservation of mass, ● A 3.3 • describe the evidence for chemical changes; i.e., energy change,
demonstrate an understanding of closed and formation of a gas or precipitate, colour or odour change, change in
open systems and control for loss or gain of temperature
matter during a chemical change)
● A 3.4 • differentiate between endothermic and exothermic chemical
2.2S • use library and electronic research tools reactions (e.g., combustion of gasoline and other natural and synthetic
to collect information on a given topic (e.g., fuels, photosynthesis)
information on compounds we use and their
toxicity, using standard references, such as the ● A 3.5 • classify and identify categories of chemical reactions; i.e.,
Merck Index, as well as Internet searches) formation (synthesis), decomposition, hydrocarbon combustion, single
replacement, double replacement
2.3S • select and integrate information from
● A 3.6 • translate word equations to balanced chemical equations and vice
various print and electronic sources or from
versa for chemical reactions that occur in living and nonliving systems
several parts of the same source (e.g., collect
information on research into subatomic matter,
● A 3.7 • predict the products of formation (synthesis) and decomposition,
research how pre-contact First Nations
communities used available materials such as single and double replacement, and hydrocarbon combustion chemical
brain tissue for tanning hides) reactions, when given the reactants

● A 3.8 • define the mole as the amount of an element containing 6.02 ×

2.4S • demonstrate a knowledge of WHMIS 1023 atoms (Avogadro’s number) and apply the concept to calculate
standards by selecting and applying proper
quantities of substances made of other chemical species (e.g., determine
techniques for the handling and disposal of
the quantity of water that contains 6.02 × 1023 molecules of H2O)
laboratory materials (e.g., recognize and use
Material Safety Data Sheets [MSDS]
● A 3.9 • interpret balanced chemical equations in terms of moles of
information)
chemical species, and relate the mole concept to the law of conservation
of mass
2.5S • select and use apparatus, technology
and materials safely (e.g., use equipment, such
as Bunsen burners, electronic balances,
laboratory glassware, electronic probes and
calculators correctly and safely)
 Assessments
Practice Unit A
Topic Assignm
Title Questio Labs Gizmos Test
Quizzes ents
Learning ns
Outcomes Type S
S
(Formative/Sum S F S S, F
mative)

● A 1.1 • identify historical X

examples of how humans worked
with chemical substances to meet
their basic needs (e.g., how
X X
pre-contact First Nations
communities used biotic and
abiotic materials to meet their
needs)
● A1.2 • outline the role of evidence X
in the development of the atomic
model consisting of protons and
X X
neutrons (nucleons) and
electrons; i.e., Dalton, Thomson,
Rutherford, Bohr
● A 1.3 • identify examples of X
chemistry-based careers in the
community (e.g., chemical X X
engineering, cosmetology, food
processing)
● A 2.1 • illustrate an awareness of X
WHMIS guidelines, and
demonstrate safe practices in the
X X
handling, storage and disposal of
chemicals in the laboratory and at
home
● A 2.2 • explain the importance of X
and need for the IUPAC system of
naming compounds, in terms of
X X X
the work that scientists do and
the need to communicate clearly
and precisely
● A 2.3 • explain, using the periodic X
table, how and why elements
X X X X
combine to form compounds in
specific ratios
● A 2.4 • predict formulas and write X
names for ionic and molecular
compounds and common acids
X X X X X
(e.g., sulfuric, hydrochloric, nitric,
ethanoic), using a periodic table, a
table of ions and IUPAC rules
● A 2.5 • classify ionic and X
molecular compounds, acids and
bases on the basis of their X X
properties; i.e., conductivity, pH,
solubility, state
 X
● A 2.6 • predict whether an ionic
compound is relatively soluble in X X
water, using a solubility chart

● A 2.7 • relate the molecular X X X

structure of simple substances to
their properties (e.g., describe how
the properties of water are due to
the polar nature of water
molecules, and relate this property
to the transfer of energy in
physical and living systems)

● A 2.8 • outline the issues related to X X X X

personal and societal use of
potentially toxic or hazardous
compounds (e.g., health hazards
due to excessive consumption of
alcohol and nicotine; exposure to
toxic substances; environmental
concerns related to the handling,
storage and disposal of heavy
metals, strong acids, flammable
gases, volatile liquids)

● A 3.1 • provide examples of X X X X

household, commercial and
industrial processes that use
chemical reactions to produce
useful substances and energy (e.g.,
baking powder in baking,
combustion of fuels, electrolysis of
water into H2(g) and O2(g))

● A 3.2 • identify chemical reactions X X X

that are significant in societies
(e.g., reactions that maintain living
systems, such as photosynthesis
and respiration; reactions that
have an impact on the
environment, such as combustion
reactions and decomposition of
waste materials)

● A 3.3 • describe the evidence for X X X

chemical changes; i.e., energy
change, formation of a gas or
precipitate, colour or odour
change, change in temperature

● A 3.4 • differentiate between X X X

endothermic and exothermic
chemical reactions (e.g.,
combustion of gasoline and other
 natural and synthetic fuels,
photosynthesis)

● A 3.5 • classify and identify X X

categories of chemical reactions;
i.e., formation (synthesis),
decomposition, hydrocarbon
combustion, single replacement,
double replacement

● A 3.6 • translate word equations X X X X

to balanced chemical equations
and vice versa for chemical
reactions that occur in living and
nonliving systems

● A 3.7 • predict the products of X X

formation (synthesis) and
decomposition, single and double
replacement, and hydrocarbon
combustion chemical reactions,
when given the reactants

● A 3.8 • define the mole as the X X X X

amount of an element containing
6.02 × 1023 atoms (Avogadro’s
number) and apply the concept to
calculate quantities of substances
made of other chemical species
(e.g., determine the quantity of
water that contains 6.02 × 1023
molecules of H2O)

● A 3.9 • interpret balanced chemical X X X

equations in terms of moles of
chemical species, and relate the
mole concept to the law of
conservation of mass
Assessment Tool Overview
Assessmen Assessmen Assessmen
Assessment Tool Brief Description t FOR t AS t OF Percentage of grade
Learning Learning Learning
Multiple quizzes will be written throughout this unit.
Quiz 1 and 2 will
Topic Quizzes There will be one quiz written per topic. Quizzes will
be worth 5% each.
be written after the learning has taken place and
X Quiz 3 will be
activities/questions/worksheets and review have been
worth 10%.
completed. It is summative and therefore will
20% in total
contribute to the final grade
Worksheets, activities and questions will be done
throughout the unit where fit. These worksheets,
activities and questions may be done for learning, as
Assignments/
learning, or of learning. X X X 15%
Practice Questions
Only worksheets, activities and questions that are
unique and cannot simply be “googled” will be taken
summatively.

Labs will be used to assess students in their ability to

Each Lab will be
use learning from the classroom in a practical sense.
Labs (3) X X X worth 10% each.
With the overarching purpose of demonstrating the use
30% in total
of chemistry beyond theory.

Gizmos will be used supplementary with labs and notes

to explore different avenues of learning. Gizmos will
primarily be used for learning, but in certain instances
they may be used summatively. Each Gizmo will be
Gizmos weighted the same, and full marks will be given on X X 5%
completion. To achieve full marks on completion,
students must complete the gizmo in its entirety. If
there is something that a student did mistakenly, they
will have the opportunity to fix their mishap.
The unit test is done as a final summative exam
covering all the intended outcomes. It is completed at
Unit A Test the end of the unit after all learning has been done and I X 30%
feel confident that the students have been given time
and resources to learn the intended material.