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Course Profile (for a locally developed course)

Essential Science, Grade 9

Unit 3

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for education purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the Production of the document.

Acknowledgments

Public and Catholic School Board Writing Team – Essential Science

Course Profile Writing Team

George Huff, Lead Writer, formerly Scarborough Board of Education and Science Coordinators and Consultants Association of Ontario

Jane Forbes, Halton District School Board

Catherine Kurylo, Upper Grand District School Board

Patrick Likuski, Toronto District School Board

John Rawski, Toronto Catholic District School Board

Joan Tschernow, Toronto Catholic District School Board

Tanya Worobec, Halton District School Board

Lead Board

Halton District School Board

Susan Orchard, Project Manager

Larry Zavitz, Project Coordination

Kelly Terry, Financial Coordination

Science Coordinators and Consultants Association of Ontario

Science Profiles prepared by the Public District School Board Partnership

Unit 3: Chemistry: Exploring Matter

Time: 21 hours

Unit Description

Students develop a concept of matter on the atomic and macroscopic level. Laboratory investigations assist students in understanding that the identity, reactions, and uses of substances are based on their individual properties. Reporting in a variety of formats increases literacy skills. Students gain a renewed respect for safety in and outside the laboratory setting.

Strands and Expectations

Strand(s): Chemistry

Overall Expectations: CHV.01, CHV.02, CHV.03.

Specific Expectations: CH1.01-.04, CH2.01A/B/C/D/E/F, CH2.02-.05, CH3.01-.04.

Activity Title (Time and Sequence)

Activity 1	Lab Safety and Mixing Chemicals	60 minutes
Activity 2	Substances and Their Properties	270 minutes
Activity 3	Pure Substances - Elements and Compounds	270 minutes
Activity 4	Atoms, Molecules, and Formulas	150 minutes
Activity 5	Physical and Chemical Change	210 minutes
Activity 6	Metals and Non-metals	120 minutes
Activity 7	Culminating Activity - A Closer Look at Environmental Chemistry	180 minutes

Task Titles (Type, Time, and Sequence)

Task	Type	Title	Time (minutes)
1.1	Learning	Introduction to Safety Symbols	30
1.2	Assessment	Using and Mixing Chemicals	30
2.1	Learning	Introduction to Properties	45
2.2	Assessment	Properties Identify Substances	30
2.3	Learning/Diagnostic	The Properties of Rubbing Alcohol	60
2.4	Assessment	Looking at an Unknown Liquid	60
2.5	Learning/Assessment	Household Chemicals and Why We Use Them	45
2.6	Learning	Substances and Their Use	30
3.1	Learning	Pure Substances and Mixtures	25
3.2	Learning/Assessment	Is It Really a Pure Substance?	30
3.3	Learning	Elements and Compounds	20
3.4	Diagnostic	Categorizing Models	30
3.5	Learning	Elements and Compounds in Your Life	30
3.6	Learning	Breaking Compounds Apart	60
3.7	Assessment	Breaking Down an Unknown	45
3.8	Learning	Environmental Chemistry	30
4.1	Learning	Getting to Know the Periodic Table	30
4.2	Learning	Atoms and Molecules	30
4.3	Learning	Identifying Atoms and Molecules	30
4.4	Learning	Making Molecules	60
5.1	Learning	Physical Change	45
5.2	Learning/Diagnostic	Chemical Change	60
5.3	Learning	Physical vs. Chemical Change	20
5.4	Learning	Identifying Change	45
5.5	Assessment	Careers in Chemistry	20
5.6	Learning	Making Ice Cream	20
6.1	Learning	What are Metals?	30
6.2	Learning	Properties of Metals	60
6.3	Assessment	Identifying an Unknown	30
7.1	Learning/Assessment	Environmental Chemistry Revisited	30
7.2	Learning/Diagnostic	Environmental Lab	60
7.3	Learning	Research Paper	90

Prior Learning Required

Lab procedures (including lab safety) introduced in Unit 1 are reinforced. Various concepts such as WHMIS standards, properties of matter, and pure substances and mixtures, introduced throughout Grades 7 and 8, are reviewed and reinforced.

General Unit Planning Notes for Unit 3

Specific planning for each activity is described in the Teacher Facilitation sections. However, the following preplanning would be helpful:

· As there are numerous labs, check the Planning Notes for each Activity to ensure you have the required chemicals.

· Activity 2 has extensive equipment list for mini-experiments, check requirements carefully

· Task 7.1 - pre-plan visit with teacher/librarian or book computer lab time to research on Internet

· Periodic Tables are needed in Activity 4. You may distribute simple ones showing symbol and name or more complex ones such as Sargent Welch Periodic Table S-18806. Tables are needed in Activity 4.

· Job shadowing in Task 1.1 and speakers in Task 5.5 require preplanning

Learning/Teaching Strategies or Activities

Activity	Strategy	Description
1	graphic organizer, visual display	Students identify and list household and workplace safety symbols, which are then posted as a constant visual reminder of safe practices in the lab. WHMIS symbols are reviewed with a focus on safety in the classroom.
2	inquiry/experimental, reflection	Students work individually or in pairs to carry out several inquiries into substances and their properties.
3	concept attainment or sorting activity, inquiry/experimental, modeling, research	Pure substances are identified as either elements or compounds. Investigations and modelling are used to reinforce these concepts.
4	reflection, modeling	Hands-on activities help students differentiate between atoms and molecules.
5	inquiry/experimental, reflection	Investigations help students recognize signs of physical and chemical change.
6	inquiry/experimental	Lab activities serve to identify the characteristics that separate metals from non-metals.
7	reflection, inquiry/experimental, research	Students carry out labs and investigate current environmental issues. Introduction to the basic format for conducting research.

Assessment/Evaluation

Activity	Expectations	Tool	Assessing	Who
1.1	CH2.01A	Worksheet Answer Key	knowledge	Teacher
1.2	CH3.01, CH3.03	Reading for Understanding Rubric	knowledge, communication	Teacher
2.1	CH1.01, CH2.01B	Worksheet Answer Key	knowledge	Teacher
2.2	CH1.01, CH2.01B, CH2.01C	Cloze Answer Sheet Worksheet Answer Key Lab Safety Checklist or Lab Procedures Rubric	knowledge, inquiry	Teacher, Peer
2.3	CH1.01, CH2.01B, CH2.01D	Worksheet Answer Key Lab Procedures Rubric	knowledge, inquiry	Teacher, peer
2.4	CH1.01, CH2.01B, CH2.01C, CH2.01D, CH2.01E	Worksheet Answer Key Lab Procedures Rubric Lab Safety Checklist	knowledge, inquiry	Teacher
2.5	CH1.01, CH3.02, CH3.04	Worksheet Answer Key SLL Rubric	knowledge, making connections	Teacher
2.6	CH3.02	Worksheet Answer Key	knowledge	Teacher
3.2	CH1.02	Lab Procedures Rubric Worksheet Answer Key	inquiry	Teacher
3.3	CH1.02	Worksheet Answer Key	knowledge	Teacher
3.4	CH1.02	Worksheet Answer Key	knowledge	Teacher
3.5	CH3.01	Reading for Understanding Rubric	knowledge, communication	Teacher
3.6	CH2.04	Lab Procedures Rubric Worksheet Answer Key	inquiry	Teacher
3.7	CH2.04	Worksheet Answer Key Lab Procedures Rubric	knowledge, inquiry	Teacher
3.8	CH1.02, CH3.01	Reading for Understanding Rubric	knowledge, communication	Teacher
4.2	CH1.03, CH1.04	Notebooks are Important! Checklist	inquiry	Teacher
4.3	CH1.03, CH1.05, CH2.01F	Worksheet Answer Key	knowledge	Teacher
4.4	CH1.03, CH1.05, CH2.01F	Worksheet Answer Key	knowledge	Teacher
5.1	CH1.07	SLL Rubric	knowledge, making connections	Teacher
5.2	CH1.08, CH2.03	SLL Rubric Worksheet Answer Key Lab Procedures Rubric	knowledge, making connections, inquiry	Teacher, Peer
5.3	CH1.07, CH1.08, CH2.02	Worksheet Answer Key	knowledge	Teacher
5.4	CH2.01A, CH2.01C, CH2.01D, CH2.01E, CH2.01F, CH2.02	Lab Procedures Rubric	inquiry	Teacher
5.5	CH3.04	Worksheet Answer Key	making connections	Teacher
5.6	CH1.07, CH2.02	Worksheet Answer Key	knowledge	Teacher
6.1	CH1.06	Worksheet Answer Key	knowledge	Teacher
6.2	CH2.01A, CH2.05	Lab Procedures Rubric Worksheet Answer Key	inquiry	Teacher
6.3	CH1.06, CH2.01A, CH2.05	Worksheet Answer Key	knowledge	Teacher
7.1	CH2.01D	SLL Rubric	knowledge, making connections	Teacher
7.2	CH1.05, CH1.07, CH1.08, CH2.01A, CH2.01C, CH2.02	Worksheet Answer Key Lab Procedures Rubric Lab Safety Checklist	knowledge, inquiry	Teacher
7.3	CH2.01D, CH2.01E	Research Paper Rubric	knowledge, making connections	Teacher

Unit Resources

Hawley, Gessener G. The Condensed Chemical Dictionary. New York: Van Nostrand Reinhold, most recent edition. ISBN 0-442-23244-6
An excellent resource for answering all those questions such as, What is that used for? What is laughing gas? What's in dynamite?

Miranda, Joseph (ed.). Milady’s Standard: Textbook of Cosmetology, Revised. Albany: Milady Publishing Company, 1993.
Details the chemistry behind hair dying, and hair permanents.

Prentice Hall Science Matter: Building Block of the Universe. Activity Book. New Jersey: Prentice-Hall Inc., 1993. ISBN 0-13-402140-1
Simple worksheets about the properties of matter.

Prentice Hall Science The Nature of Science, Activity Book. New Jersey: Prentice-Hall Inc., 1993.
ISBN 0-13-400425-6
Simple worksheets about measurement and tools of science.

Prentice Hall Science The Nature of Science: Review and Reinforcement, Activity Book. New Jersey: Prentice-Hall Inc., 1993. ISBN 0-13-986050-9
Simple assessment tasks dealing with measurement and tools of science.

Rosen, Seymour. Chemistry Workshop 1, New York: Globe Book Company Inc., 1988.
ISBN 0-87065-952-9
Soft cover text with a reading level of 4-5 and an interest level 6-12. Topics range from changes of state to differences between physical and chemical changes.

Rosen, Seymour. Chemistry Workshop 2, New York: Globe Book Company Inc., 1988.
ISBN 1-55675-704-2
Continuation of Chemistry Workshop 1. Topics range from mixtures to solutions.

Shapiro, Brenda and Stan Shapiro. Chemistry at Work. Toronto: Copp Clarke Pitman Ltd., 1989.
ISBN 0-7730-4730-1
A resource of ideas for practical chemistry

Activity 1: Lab Safety and Mixing Chemicals

Time: 60 minutes

Description

The need for procedures regarding the safe handling and use of chemicals in the laboratory, home, and workplace is examined. WHMIS safety symbols are related to those found on household products.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH2.01A, CH3.01, CH3.03.

Planning Notes

Equipment required for Task: