Unit Planning Organizer

Subject: Science Grade: 9

Unit/Topic: Matter and Chemical Change Unit Duration: 18 days

1. Unit Overview

In this unit, students will learn about matter, chemical change and how
knowledge of chemistry began. This unit is an important introduction to the world
of chemistry and will serve as a stepping-stone to high school science courses. It
will be important for students to learn the concepts in this unit, as they are
foundational to an understanding of chemistry. Also, the skills of observation and
analysis emphasized in this unit will be very valuable for future science classes
and other academic pursuits.
This unit begins by observing properties of matter (chemical and physical). It then
explores the importance of organizing and categorizing matter, starting with the
periodic table organizing elements. A historical background on the discoveries
pertaining to the atom will help students understand what matter is made of at a
level we cannot see without technology. Lastly, students will be asked to observe
chemical change and determine how the physical and chemical properties of
matter can be altered in a chemical change.

2. General Learning Outcomes for Unit

Knowledge and STS:
1. Students will investigate materials, and describe them in terms of their physical and chemical
properties.
2. Students will describe and interpret patterns in chemical reactions.
3. Students will describe ideas used in interpreting the chemical nature of matter, both in the past
and present, and identify example evidence that has contributed to the development of these
ideas.
4. Students will apply simplified chemical nomenclature in describing elements, compounds and
chemical reactions.

Skills:
1. Initiating and Planning
2. Performing in Recording
3. Analyzing and Interpreting
4. Communication and Teamwork

Attitudes:
1. Interest in Science
2. Mutual Respect
3. Scientific Inquiry
4. Collaboration
5. Stewardship
6. Safety
3. Key Skills for Unit

Identifying safety hazards, symbols and responses

Identifying physical and chemical properties
Describing chemical change
Creating and observing chemical reactions
Describing Matter
Interpreting the Periodic Table
Analyzing development of ideas
Naming simple compounds and elements
Teamwork
Analyzing a chemical reaction
Recording observations

5. Specific Learning Outcomes for Unit

Specific Outcomes (in full):
Students will be able to…
•  1.1  Investigate  and  describe  properties  of  materials    
•  1.2  Describe  and  apply  different  ways  of  classifying  materials  based  on  their  composition  
and  properties,  including:  
−  distinguishing  between  pure  substances,  solutions  and  mechanical  mixtures.  
−  distinguishing  between  metals  and  nonmetals.    
−  identifying  and  applying  other  methods  of  classification.  
•  1.3  Identify  conditions  under  which  properties  of  a  material  are  changed,  and  critically  
evaluate  if  a  new  substance  has  been  produced.  

•  2.1  Identify  and  evaluate  dangers  of  caustic  materials  and  potentially  explosive  reactions.  
•  2.2  Observe  and  describe  evidence  of  chemical  change  in  reactions  between  familiar  
materials,  by:  
−  describing  combustion,  corrosion  and  other  reactions  involving  oxygen.  
−  observing  and  inferring  evidence  of  chemical  reactions  between  familiar  household  
materials.  
•  2.3  Distinguish  between  materials  that  react  readily  and  those  that  do  not.    
•  2.4  Observe  and  describe  patterns  of  chemical  change,  by:  
−  observing  heat  generated  or  absorbed  in  chemical  reactions,  and  identifying  examples  of  
exothermic  and  endothermic  reactions.  
−  identifying  conditions  that  affect  rates  of  reactions.    
−  identifying  evidence  for  conservation  of  mass  in  chemical  reactions,  and  demonstrating  
and  describing  techniques  by  which  that  evidence  is  gathered.  
 
•  3.1  Demonstrate  understanding  of  the  origins  of  the  periodic  table,  and  relate  patterns  in  
the  physical  and  chemical  properties  of  elements  to  their  positions  in  the  periodic  table—
focusing  on  the  first  18  elements.  
•  3.2  Distinguish  between  observation  and  theory,  and  provide  examples  of  how  models  and  
theoretical  ideas  are  used  in  explaining  observations.    
•  3.3  Use  the  periodic  table  to  identify  the  number  of  protons,  electrons  and  other  
information  about  each  atom;  and  describe,  in  general  terms,  the  relationship  between  the  
structure  of  atoms  in  each  group  and  the  properties  of  elements  in  that  group.  
•  3.4  Distinguish  between  ionic  and  molecular  compounds,  and  describe  the  properties  of  
some  common  examples  of  each.  

•  4.1  Read  and  interpret  chemical  formulas  for  compounds  of  two  elements,  and  give  the  
IUPAC  (International  Union  of  Pure  and  Applied  Chemistry)  name  and  common  name  of  
these  compounds.    
•  4.2  Identify/describe  chemicals  commonly  found  in  the  home,  and  write  the  chemical  
symbols.  
•  4.3  Identify  examples  of  combining  ratios/number  of  atoms  per  molecule  found  in  some  
common  materials,  and  use  information  on  ion  charges  to  predict  combining  ratios  in  ionic  
compounds  of  two  elements.  
•  4.4  Assemble  or  draw  simple  models  of  molecular  and  ionic  compounds.  
•  4.5  Describe  familiar  chemical  reactions,  and  represent  these  reactions  by  using  word  
equations  and  chemical  formulas  and  by  constructing  models  of  reactants  and  products.    
 
6. Notes on Unit
In this unit, students will be asked to complete a large volume of tasks in a short period
of time. Having students keep on top of class work and homework will be essential.
Some students may need guidance in life skills such as time management.

FNMI connections:
Use of natural materials to obtain chemical compounds has existed as long as humans
societies have existed. The use of compounds found naturally, like seaweed, could
provide people with a useful material for health, improvement of implements or any
number of other improvements to human life.

Safety in the lab is very important for this unit. Students will be given increased
responsibility and independence in hands on work as the unit progresses. In order to
ensure safety students will need a strong foundation in safe practices and frequent
reminders.

Lessons Overview:

Lesson #1: WHMIS/Safety (Tue. Sep.3) Length of Lesson:

Outcomes:
1.1  Students  will  investigate  and  describe  properties  of  materials  
Attitude:  Safety
Lesson Procedures:
Notes:
Student expectations when completing activities outside the classroom must be clearly
and decisively established to set precedence in future excursions.
Textbook hazard symbols are outdated. They will need to be taught so students are aware
of what the PAT may ask, but students should also be aware of current differences.
All students will need to be given access to the Google classroom today.
Objectives:
Students will be able to communicate observations of the properties of aluminum.
Students will be able to identify safety hazards and hazard symbols.
Intro:
Elephant in the room: the snake
This will begin a brief introduction of me to the class and break the ice a little.
Body:
Syllabus: The Course syllabus will be distributed to the class and will be deciphered.
Students will be prompted to make note of the safety page and other vital information for
this course. Class expectations will be discussed as well.
Intro to chemistry slideshow: This slideshow will serve to introduce students to their first
unit of study, Matter and Chemical Change.
Cars vs. Cans: Students will walk to a space where they can observe the parking lot to
observe cars made of aluminum. They will be asked to consider the use of aluminum in
cars vs. the use of aluminum in pop cans.
WHMIS: Students will be introduced to safety in the lab. They will work as partners to
identify safety hazards in the image on page 93 of the text. Students will then explore
safety symbols. A handout will also be provided for their notes.
Conclusion:
Lab Safety Parody: Students will watch a humorous lab safety parody to help them
remember the safety rules in a lab setting.
Exit Ticket: Students will complete an exit ticket requiring them to individually identify
the meaning of 3 hazard symbols.
Homework: Students will be asked to make note of hazard symbols they find at home,
work or anywhere in the next few days.
Materials:
Syllabus
Slideshow – Intro to Matter and Chemical Change
Pop Can
Hazard Symbol Handout
Gummy Bear
Lab Safety Parody
Exit Ticket Slips
Assessment:
Safety in the Science Lab Activity: Students will work as partners to identify hazards in
the lab. Student work will be observed for formative assessment purposes.
Exit Ticket: Students will complete an exit ticket requiring them to individually identify
the meaning of 3 hazard symbols. These will be formatively assessed to check if students
understand lab safety rules.

Lesson #2:WHMIS Review(Mon.Sep.9 am) Length of Lesson:

Outcomes:
Attitude:  Safety
Lesson Procedures:
Notes:
Chemicals used in this activity may be labeled with old hazard symbols or new hazard
symbols.
Location of safety equipment should be noted before this lesson.
Some MSDS questions about boiling point and melting point should be included to help
introduce the afternoon lesson.
Objectives:
Students will be able to identify hazard symbols on chemicals located around the
classroom.
Intro:
Review: Quick review of hazard symbols found in the home. Students will be asked to
discuss what labels they have found.
Body:
Labels: There will be a number of bottles with hazard labels located around the room.
Students will be put in groups and will be asked to identify the labels, the contents of the
bottle and other pertinent information. They will write out information on a sheet
provided
Questions: Students will answer questions 1-3 and 5 on page 96 of the textbook.
Tour: Students will take a tour of the classroom to locate safety features such as fire
extinguishers, fire blanket? Eye Wash Station, location of gloves etc.
Conclusion:
Exit Ticket: Students will complete an exit ticket requiring them to individually reproduce
2 hazard symbols based on descriptions provided.
Materials:
Bottles with Hazard Labels
Question Sheet
Textbook
Exit Ticket
Assessment:
Discussion: Student discussion on the different labels they observed in daily life will help
to identify how students are relating safety in the lab with safety in life situations.
Exit Ticket: Students will complete an exit ticket requiring them to individually identify
the meaning of 3 hazard symbols. These will be formatively assessed to check if students
understand lab safety rules.

Lesson #3: Physical Properties (Mon. Sep.9 Length of Lesson:

pm)
Outcomes:
1.1  Students  will  investigate  and  describe  properties  of  materials  
Lesson Procedures:
Notes:
Reference to physical properties will need to continue throughout the unit as opportunity
arises.
Objectives:
Students will be able to describe state changes of matter using proper terminology.
Students will be able to identify a variety of physical properties of matter.
Intro:
Riddle: Upon entering the class, students will be asked to solve a simple riddle to pique
their interest. This will open up discussion about matter having different states, using
water as an example. State change is a physical property because every element and
compound will have a specific temperature that the state change will occur at.
Body:
State Change: Students will receive a chart with the different state changes possible.
They will be asked to visually represent the state changes in a way they will remember.
Physical Properties: Students will be split into small groups and will be asked to observe
some physical properties of a variety of objects.
Conclusion:
Heads up Game: Students will play a game of heads up where the item card will be a
physical property. Their classmates will describe the property. Students will have the
opportunity to get a new card for a second round until all cards run out.
Homework: p.96 q. 6, 8,9
Materials:
Riddle
Variety of objects
State Change Worksheet
Physical Property cards
Assessment:
State Change Worksheet: Students will be formatively assessed on their completion of
the state change worksheet.
Physical Properties Activity: Students will be formatively assessed on their ability to
identify physical properties of objects.

Lesson #4: Lab pg. 100(Tue. Sep.10) Length of Lesson:

Outcomes:
1.1 Investigate  and  describe  properties  of  materials    
2.2  Observe  and  describe  evidence  of  chemical  change  in  reactions  between  familiar  
materials,  by:  
−  observing  and  inferring  evidence  of  chemical  reactions  between  familiar  household  
materials.  
2. Performing in Recording
Lesson Procedures:
Notes:
As this is the first lab it will be important to focus on safety as a top priority.
Objectives:
Students will be able to perform a lab to observe physical properties and chemical
reactions.
Intro:
Video: As students enter the classroom the lab safety video will be playing to entice
students to be safe. A quick review of lab safety expectations will occur at the end,
paying specific attention to safety measures necessary for this particular lab.
Lab Handout: Students will be provided with a modified lab handout to assist them
through the completion of the lab. The lab handout will be read in its entirety before
students are able to begin. Location of lab supplies will be indicated throughout the room.
Hypothesis: Prior to beginning the lab, students will be asked to write a hypothesis of
which material they suspect the sample to be. This hypothesis will be included in their
partial lab report.
Body: Students will work in groups of 3 to perform the lab identifying mystery
substances. Groups will start at different parts of the lab to make sure data is collected
about all physical properties. If necessary, groups will share information.
Conclusion:
Lab Report: Students will be tasked with completing a potion of a lab report. For this first
lab they will be asked to complete a hypothesis and methods section. Sample methods
sections from other labs will be available on the Google classroom for students to refer
to.
Self-Evaluation: Students will be asked to complete a checklist style self-evaluation of
their safety in the lab. These will be compared to a teacher made checklist evaluation.
Materials:
Lab Safety Parody
Lab Handout
Sample methods section of a lab report.
Salt, baking soda, corn starch, sodium nitrate and sodium thiosulfate
Black paper
Magnifying glass
Water
5% acetic acid
Iodine solution
Wax paper
Disposal containers
Assessment:
Lab checklist: Students will be assessed on their lab skills and attitudes formatively using
a checklist style. Once feedback has been analyzed and compared to self-feedback,
students will receive their feedback for personal growth purposes.
Lab Report: Students will be formatively assessed on their ability to complete a section
of a lab report. This lab report will be due Friday.

Lesson #5: Chemical Properties (Wed. Sep. Length of Lesson:

11 am)
Outcomes:
1.1  Investigate  and  describe  properties  of  materials    
1.2  Describe  and  apply  different  ways  of  classifying  materials  based  on  their  composition  
and  properties  
2.1  Identify  and  evaluate  dangers  of  caustic  materials  and  potentially  explosive  reactions.  
2.2  Observe  and  describe  evidence  of  chemical  change  in  reactions  between  familiar  
materials,  by:  
−  describing  combustion,  corrosion  and  other  reactions  involving  oxygen.  
Lesson Procedures:
Notes:
This class may be difficult to time correctly. Fortunately, due to the class schedule, some
of the demonstration reactions can be completed in the afternoon class.
Refresher on WHMIS safety symbols could easily be carried out during reaction
demonstrations.
Objectives:
Students will be able to identify chemical properties of a substance through observation
of a reaction.
Students will be able to differentiate between chemical and physical properties of matter.
Intro:
Video of Sodium in water: as an introduction to chemical properties of matter, students
will watch a video of sodium reacting in water. This is a violent reaction that cannot be
shown without proper equipment.
Body:
Students will be shown different reactions that demonstrate chemical properties of matter.
Students will predict what chemical property they are observing. They will be asked to
think of other examples of chemical properties.
React with Acid: Baking Soda and Vinegar
Ability to Burn: Lycopodium Powder? Or tissue paper
Behavior in air: Rust (Note* Zinga Paint to replace zinc galvanized metal)
Reaction to heat: cooking an egg
Conclusion:
Exit Ticket: Students will complete an exit ticket to test their understanding of the
difference between chemical and physical properties.
Materials:
Video of sodium in water
Baking Soda and Vinegar
Food coloring
Tray and Erlenmeyer flask
Lycopodium powder, funnel, rubber tubing and flint (if available)
Tissue paper and flint
Rusted metal
Zinc coated metal
Egg
Assessment:
Exit Ticket: Students will be formatively assessed using an exit ticket to direct future
class content. This will also be used as a metacognitive technique to help students
understand their own learning.
Discussion: Students discussion of chemical properties will be formatively assessed
throughout the lesson to help determine what guiding questions should be asked. Student
discussion should lead to the development of an understanding of how chemical
properties can be observed.

Lesson #6: Organizing Matter(Wed. Sep. Length of Lesson:

11 pm)
Outcomes:
1.2 Describe  and  apply  different  ways  of  classifying  materials  based  on  their  composition  
and  properties,  including:  
−  distinguishing  between  pure  substances,  solutions  and  mechanical  mixtures.  
Lesson Procedures:
Notes:
I will be circulating during work time to help students with any confusion. When students
run into common problems I will provide a mini-lesson for the whole class.
Objectives:
Students will be able to classify matter based on terminology from page 103 of the
textbook.
Intro:
Kahoot: students will complete a short kahoot quiz that asks students to identify
properties of a compound as physical or chemical. This quiz will help to refresh student
learning of previous classes.
Body:
Organizing Matter Handout: Students will complete a handout in partners that allows
them to explore the different types of matter. The handout will describe different pure
substances and mixtures of matter and students will be asked to predict the correct term
for the matter, using page 103 of their textbook. The handout will also ask students to
create an analogy for the type of matter.
Sticky Note: Students will each be given 3 sticky notes containing a pure substance or
mixture. The chart on page 103 will be displayed on the projector. Students will be asked
to place their sticky notes on the correct place on the chart.
Conclusion:
Mixture to be separated: Students will be asked if by mixing sand and salt a chemical
reaction has occurred (no)? They will also be asked if the two can be separated (yes).
Homework: pg. 104 q. 1, 2, 3, 7 and 8
Materials:
Kahoot
Organizing Matter Handout
Mixture of sand and salt
Sticky notes of matter
Projection of chart.
Assessment:
Handout: Students will be formatively assessed on their completion of the matter
handout.
Sticky Notes: Students will be formatively assessed on the correct classification of pure
substances and mixtures. This will be a low-pressure situation for students to test their
knowledge without consequence of being singled out.

Lesson #7: Design a lab (Thu. Sep.12 ) Length of Lesson:

Outcomes:
1.3 Identify  conditions  under  which  properties  of  a  material  are  changed,  and  critically  
evaluate  if  a  new  substance  has  been  produced.  
2.4  Observe  and  describe  patterns  of  chemical  change,  by:  
−  observing  heat  generated  or  absorbed  in  chemical  reactions,  and  identifying  examples  of  
exothermic  and  endothermic  reactions.  
1. Initiating and Planning
Lesson Procedures:
Notes:
Today’s lab will focus on planning or designing a lab. Students will be asked to create a
design that will be an effective calorimeter.
Calorimetry is not a requirement of this course, but is an excellent way to show evidence
of a chemical reaction.
Objectives:
Students will design a chemical reaction chamber that can be used as a calorimeter.
Students will analyze a reaction for evidence of chemical change.
Intro:
Students will be introduced to the idea of a calorimeter. They will be shown some
examples of a calorimeter, and be asked to identify some observations of the mechanism.
Body:
Build it: Students will work with a partner to build a small calorimeter for the purpose of
testing heat change in a chemical reaction.
Test it: Students will test their calorimeter. Some students will test an exothermic reaction
and others will test an endothermic reaction. Data collected will be shared with another
group.
Conclusion:
Lab report: Students will complete a small portion of a lab report. For this lab they will
be asked to create a graph using the data gathered by groups in the classroom. Class data
will be compiled and put on the Google classroom.
Self-Evaluation: Students will be asked to complete a checklist style self-evaluation of
their design and planning experience in the lab. These will be compared to a teacher
made checklist evaluation.
Materials:
Planning Checklist
Styrofoam cups
Tape
Thermometers
Scissors
Chemicals for endo and exo reactions
Assessment:
Lab checklist: Students will be assessed on their lab skills and attitudes formatively
using a checklist style. Once feedback has been analyzed and compared to self-feedback,
students will receive their feedback for personal growth purposes.
Lab Report: Students will be formatively assessed on their ability to complete a section
of a lab report. This lab report will be due Monday

Lesson #8: Early Alchemy (Fri. Sep.13) Length of Lesson:

Outcomes:
1.2  Describe  and  apply  different  ways  of  classifying  materials  based  on  their  composition  
and  properties,  including:  
−  distinguishing  between  metals  and  nonmetals.    
3.2  Distinguish  between  observation  and  theory,  and  provide  examples  of  how  models  and  
theoretical  ideas  are  used  in  explaining  observations.    
Scientific Inquiry  
Lesson Procedures:
Notes:
Lab report #1 is due on this day.
Students will need a reminder of their lab report task due on Monday.
If the golden rain experiment is feasible there will need to be adequate preparation to
reduce reaction time.
Objectives:
Students will analyze how human needs are met by altering matter.
Students will use terminology associated with experimentation and theoretical evidence
in a correct manner.
Students will distinguish the difference between a metal and a non-metal.
Intro:
Human Needs: Students will be shown a can of shoe deodorant. The ingredient list for
show deodorant is short (isobutene, alcohol denat, zinc oxide, sodium bicarbonate,
perfume). This will open a discussion of the manipulation of chemicals to meet human
needs.
Body:
Alchemy Video: Students will learn about alchemy as an early form of chemistry through
a crash course video. Stop Video around 2:24, before it gets drawn out.
Exploration: Students will explore pages 113 to 115 of the textbook. Early alchemy
seems outrageous today, but taught humans a lot about learning about stuff.
Golden Rain Experiment: If materials are available the class will observe a demonstration
of a golden rain experiment. During the experiment, students will discuss what they know
about the difference between a metal and a non-metal.
Conclusion:
Intro to Performance Task: Students will be given the handout and rubric for their
performance task. This task will have students researching an element, how it was
discovered and why it is important. Students will be asked to select an element before the
next class.
Materials:
Shoe Deodorant
Alchemy Video
Performance Task Description and Rubric.
Lead Nitrate or lead acetate
Potassium Iodide
Assessment:
Lab Report 1: Students will be formatively assessed on their completion of the first lab
report. This lab report will only expect a partial completion as students likely have
minimal experience with writing formal lab reports.
Exploration: Students will be formatively assessed on the discussion about alchemy
occurring throughout this lesson.

Lesson #9: D/T/R/B (Mon. Sep.16 am ) Length of Lesson:

Outcomes:
3.1  Demonstrate  understanding  of  the  origins  of  the  periodic  table,  and  relate  patterns  in  
the  physical  and  chemical  properties  of  elements  to  their  positions  in  the  periodic  table—
focusing  on  the  first  18  elements.  
3.2  Distinguish  between  observation  and  theory,  and  provide  examples  of  how  models  and  
theoretical  ideas  are  used  in  explaining  observations.    
Scientific Inquiry
Lesson Procedures:
Notes:
Repetition may be key in this lesson as historical material is often not as intriguing to
students.
Objectives:
Students will complete a jigsaw of early models of the atom.
Students will try varying techniques to help remember knowledge-based outcomes.
Intro:
Size of an atom: Students will be shown pictures of my zinc oxide nanoparticles. These
images show the nanoparticles, but do not get anywhere near showing an atom.
Body:
Jigsaw: Students will be split into groups to complete a jigsaw activity about Dalton,
Thompson, Rutherford and Bohr. Each group will learn the model theorized by each of
these scientists and how they discovered their idea of the atom. They will then change
groups to teach classmates about their early chemist.
Conclusion:
Quantum Model: Students will be briefly introduced to the quantum model so they can
understand where chemistry has gotten to since these historical figures. It will be
important to note that science is a belief system, and can not be taken as fact without
question.
Exit Ticket: Students will complete an exit ticket relating to the different models of the
atom.
Materials:
Nanoparticle Pictures
Jigsaw Guiding Questions Handout
Quantum Model Slideshow
Assessment:
Jigsaw: Students will be formatively assessed on their understanding of the different
models of the atom that were explored prior to where what is currently accepted as
accurate.
Exit Ticket: Students will be formatively assessed using an exit ticket to direct future
class content. This will also be used as a metacognitive technique to help students
understand their own learning.

Lesson #10: D/T/R/B (Mon. Sep.16 pm) Length of Lesson:

Outcomes:
3.1  Demonstrate  understanding  of  the  origins  of  the  periodic  table,  and  relate  patterns  in  
the  physical  and  chemical  properties  of  elements  to  their  positions  in  the  periodic  table—
focusing  on  the  first  18  elements.
Lesson Procedures:
Notes:
Groups will need to be pre-selected to ensure students stay on task in today’s challenge
Objectives:
Students will create models of different atomic structures discovered in history.
Intro:
Subatomic particles: Students will be shown comics relating to protons, neutrons and
electrons. This will open up discussion on subatomic particles.
Body:
Model: Students will be divided into teams and will be challenged to create a model of
the atom that represents one of the 4 scientists discussed in the morning (Dalton,
Thompson, Rutherford or Bohr). Teams will be timed to ensure an even competition.
Acronym for elements: Little Berry Boron Caught NO Fish Near Nanaimo
Students will be introduced to the start of the periodic table to try practicing the names of
the elements. Students need to know the first 18 elements of the periodic table.
Conclusion:
Peer Feedback: Students will provide peer feedback on each other’s models of atoms.
They will use a two stars and a wish format. Feedback will be pre-screened prior to being
distributed to students.
Homework: page. 121 q. 1, 3, 4, 5, 7 and 12
Materials:
Pre-selected groups
Styrofoam balls
Craft Supplies (markers, pipe cleaners, marbles etc.)
Two-stars and a wish sheets.
Assessment:
Models: Student models of atoms will be formatively assessed to determine how well
students are able to understand a 3-D modeling of an atom.
Peer feedback: the use of peer feedback is useful to both the feedback provider and
receiver. Students often learn more of what is expected within an assignment by learning
from the work of classmates.

Lesson #11: (Tue. Sep.17) Periodic Table Length of Lesson:

Outcomes:
1.2  Describe  and  apply  different  ways  of  classifying  materials  based  on  their  composition  
and  properties,  including:  
−  distinguishing  between  metals  and  nonmetals.    
− identifying  and  applying  other  methods  of  classification.  
3.1  Demonstrate  understanding  of  the  origins  of  the  periodic  table,  and  relate  patterns  in  
the  physical  and  chemical  properties  of  elements  to  their  positions  in  the  periodic  table—
focusing  on  the  first  18  elements.  
Lesson Procedures:
Notes:
Lab materials will need to be prepped in advance to ensure students have adequate time
to perform the lab.
Objectives:
Students will compare characteristics of elements to determine if there is a reason for the
way a periodic table is set up.
Intro:
Metals vs. non-metals: Students will be shown the RCS interactive periodic table. They
will have a short period of time to interact with the table. They will be asked to make 3
observations of the difference between metals and non-metals.
Body:
Mini Lab: Students will perform a modified version of the Periodic Table Lab so they can
explore characteristics of a variety of elements. They will share data with classmates who
have completed other portions of the lab.
Performance Task: Students will be provided with time to explore the element they have
chosen for their performance task on the RCS website.
Conclusion:
Periodic Table Battleship: Students will play a round of periodic table battleship.
Questions must be framed using terminology and scientific knowledge learned in this
course.
Lab report: Students will complete a partial lab report. In this partial lab report they will
write a conclusion based on the information gathered. Sample conclusions will be made
available on the Google classroom.
Materials:
RCS interactive periodic table
Periodic table battleship sets
HCl, water, samples of a variety of metals and non-metals etc.
Assessment:
Lab Report: Students will be formatively assessed on their completion of the first lab
report. This lab report will only expect a partial completion as students likely have
minimal experience with writing formal lab reports.
Students Observation: Students will be formatively assessed on their analysis of the RCS
periodic table. Students will be able to assess relevant differences between metals and
non-metals.

Lesson #12: Evidence of Reaction (Wed. Length of Lesson:

Sep.18 am)
Outcomes:
1.3  Identify  conditions  under  which  properties  of  a  material  are  changed,  and  critically  
evaluate  if  a  new  substance  has  been  produced.  
Lesson Procedures:
Notes:
Students may enjoy if their reactions are filmed or they have picture evidence
Objectives:
Students will identify evidence of a chemical reaction occurring.
Students will observe differences between characteristics of starting materials in a
reaction and characteristics of the final product.
Intro:
What’s in a name: Students will look at the names of some of the items we are using in
today’s experiment. They will be asked to make note of what elements of the periodic
table are present. Students will explore the connection between common names and
scientific names. (eg. hydrogen peroxide)
Body:
Elephant Toothpaste Reaction: Students will perform the elephant toothpaste reaction in
small groups. They will be asked to identify the evidence of reaction observed in this
reaction.
Analysis: Students will analyze the reactants and products in their reaction. They will
determine how the matter has changed and what evidence of change they have seen.
Conclusion:
Exit Ticket: Students will complete an exit ticket about chemical properties and evidence
of chemical reaction occurring.
Materials:
Water Bottles
Food coloring
Yeast
Kettle
Hydrogen Peroxide
Safety Equipment
Trays
Analysis questions
Exit Ticket
Assessment:
Analysis: Students will be formatively assessed on their analysis of reaction evidence.
Exit Ticket: Students will be formatively assessed using an exit ticket to direct future
class content. This will also be used as a metacognitive technique to help students
understand their own learning.

Lesson #13: Periodic Table Details (Wed. Length of Lesson:

Sep.18 pm)
Outcomes:
3.3  Use  the  periodic  table  to  identify  the  number  of  protons,  electrons  and  other  
information  about  each  atom;  and  describe,  in  general  terms,  the  relationship  between  the  
structure  of  atoms  in  each  group  and  the  properties  of  elements  in  that  group.  
Lesson Procedures:
Notes:
This lesson may not be as fun as other lessons. Student motivation will require buy in to
the challenge nature of activities.
Reference to atomic number, mass number etc. will need to continue throughout the
naming lessons to ensure students get multiple exposures to this material.
Objectives:
Students will identify information that can be located on the periodic table.
Intro:
Wallet Periodic Table: Students will be entertained by the periodic table I carry in my
wallet. It is part of my proof of being a nerd.
Element symbols: Students will search the periodic table to locate elements whose
symbol does not match its name.
Body:
Study on Oxygen: Using oxygen students will fill in a diagram to express what all the
numbers represent on the periodic table.
Search and Find: Students will complete a search and find activity where they explore
the periodic table. Items to be found will include atomic numbers, names for groups or
families, number of subatomic particles etc.
Conclusion:
Interactive Periodic Table: The interactive periodic table has more information than
most. Students will explore this periodic table again briefly to learn a little more.
Homework: pg. 1, 2, 3, 5 and 8
Materials:
Periodic table
Element symbol printout for oxygen
Search and Find clues
Technology for interactive periodic table
Assessment:
Search and Find: During the search and find activity, students will be formatively
assessed on their ability to navigate the periodic table.

Lesson #14: U of L Periodic Table (Thu. Length of Lesson:

Sep.19)
Outcomes:
3.1  Demonstrate  understanding  of  the  origins  of  the  periodic  table,  and  relate  patterns  in  
the  physical  and  chemical  properties  of  elements  to  their  positions  in  the  periodic  table—
focusing  on  the  first  18  elements.  
3.3  Use  the  periodic  table  to  identify  the  number  of  protons,  electrons  and  other  
information  about  each  atom;  and  describe,  in  general  terms,  the  relationship  between  the  
structure  of  atoms  in  each  group  and  the  properties  of  elements  in  that  group.  
Lesson Procedures:
Notes:
For this lesson I hope to take the class on a field trip. I am unsure if this is feasible, but
experiential learning could benefit students greatly. By using the communities nearby to
show students science as a part of life, students can begin to see potential reasons to
continue with science based education.
Pictures of the elements students have chosen for their performance task will need to be
taken.
Ensuring all students are accounted for at all times will be important.
Objectives:
Intro:
Attendance: Student attendance will need to be closely kept track of in a field trip
situation.
Review of etiquette: Students will need a reminder that we are visitors and therefore have
to follow rules and be respectful.
Body:
Tour of a Lab: Students would receive a brief tour of a lab facility. They would be able to
ask questions about equipment and the type of lab work performed in the lab.
Periodic Table of Elements: The University has a wall of periodic table elements
containing actual elements. Students would get to observe this periodic table.
Conclusion:
Questions and Thank you: Students will be encouraged to ask any final questions. The
class will be expected to thank the tour guide for showing us around the facility.
Materials:
Bus
Supervision
Tour Guide
Student Attendance Sheet
Permission Forms
Assessment:
Attitudes: Students will be formatively assessed based on their attitude towards the
experiential learning situation. Students will be encouraged to be active participants.

Lesson #15: Ionic Compounds (Fri. Sep.20) Length of Lesson:

Outcomes:
3.4  Distinguish  between  ionic  and  molecular  compounds,  and  describe  the  properties  of  
some  common  examples  of  each.  
4.1  Read  and  interpret  chemical  formulas  for  compounds  of  two  elements,  and  give  the  
IUPAC  (International  Union  of  Pure  and  Applied  Chemistry)  name  and  common  name  of  
these  compounds.    
4.4  Assemble  or  draw  simple  models  of  molecular  and  ionic  compounds.  
Lesson Procedures:
Notes:
Throughout this lesson there may be need for pop-up mini lessons to help clarify student
confusion. I am fairly uncertain of how challenging naming will be for grade 9 students.
Some students will need lots of practice questions to complete at home. It will be
essential to provide these non-graded opportunities for students to improve their naming
skills.
Objectives:
Students will identify ionic compounds commonly found in daily life.
Students will name ionic compounds using IUPAC naming rules.
Students will read chemical formulas for ionic compounds.
Intro:
Sodium Chloride: Students will be riddled with the name sodium chloride. They will be
asked to try to identify what this common substance is using the periodic table and prior
knowledge.
Body:
Brief Slideshow: Students will be presented with a brief slideshow about what an ionic
compound is. They will be taught how ionic compounds form crystal structures and that
they are a combination of a charged metal and non-metal.
Video: Students will watch the video by Tyler Dewitt about naming ionic compounds.
They will also receive a copy of his modified/simplified periodic table.
Stations: Students will complete stations where they will be able to practice translating
chemical compound names to chemical formulas or chemical diagrams, and vice versa.
Students will have a set length of time to complete as much of each station as possible,
but will get to take their unfinished questions home to practice with.
Jujube Models: Students will make models of ionic compounds using jujubes and
toothpicks. They will make models of a variety of household compounds.
Conclusion:
Exit Ticket: Students will complete an exit ticket relating to ionic compounds.
Homework: pg. 142 fill in the chart in the skills practice pg. 149 q. 1, 3, 7 odds and 8
odds
Materials:
Video of naming Ionic compounds
Station handouts
Jujubes and toothpicks
Exit Ticket
Assessment:
Stations: Students will be formatively assessed on their naming of ionic compounds
during the stations exercise. Students will be practicing using naming rules.
Exit Ticket: Students will be formatively assessed using an exit ticket to direct future
class content. This will also be used as a metacognitive technique to help students
understand their own learning.

Lesson #16: Molecular (Mon. Sep.23am) Length of Lesson:

Outcomes:
3.4  Distinguish  between  ionic  and  molecular  compounds,  and  describe  the  properties  of  
some  common  examples  of  each.  
 
Lesson Procedures:
Notes:
Throughout this lesson there may be need for pop-up mini lessons to help clarify student
confusion. I am fairly uncertain of how challenging naming will be for grade 9 students.
Some students will need lots of practice questions to complete at home. It will be
essential to provide these non-graded opportunities for students to improve their naming
skills.
Objectives:
Students will identify characteristics that make a compound molecular.
Students will analyze common household compounds to determine if they contain
molecular or ionic compounds.
Intro:
Dihydrogen Monoxide: Students will be riddled with the term dihydrogen monoxide.
They will be asked to try to identify what this common substance is using their
knowledge of the periodic table.
Body:
Common products: Students will be provided with a list of common household chemicals
that may or may not be molecular compounds. They will use what they know about ionic
compounds and what they can learn about molecular compounds to determine their best
hypothesis about these common products.
Properties of Molecular: Students will use some of the common products determined to
be molecular in the last activity to test a few common characteristics of molecular
compounds. They will search for patterns among this category.
Conclusion:
Properties: Students will be given a molecular compound to observe the chemical and
physical properties of that compound.
Exit Ticket: Students will complete an exit ticket relating to the properties of molecular
compounds.
Materials:
List of common household products
Conductivity Tester
Water
Exit Ticket
Assessment:
Exit Ticket: Students will be formatively assessed using an exit ticket to direct future
class content. This will also be used as a metacognitive technique to help students
understand their own learning.

Lesson #17: Naming (Mon. Sep.23 pm) Length of Lesson:

Outcomes:
4.1  Read  and  interpret  chemical  formulas  for  compounds  of  two  elements,  and  give  the  
IUPAC  (International  Union  of  Pure  and  Applied  Chemistry)  name  and  common  name  of  
these  compounds.    
4.4  Assemble  or  draw  simple  models  of  molecular  and  ionic  compounds.  
 
Lesson Procedures:
Notes:
Objectives:
Students will name ionic compounds using IUPAC naming rules.
Students will read chemical formulas for ionic compounds.
Intro:
Molecular naming Video: Students will watch a video that demonstrates how to name
compounds using proper IUPAC naming rules. Students will receive a handout including
the prefixes used in naming compounds.
Body:
Naming Worksheet: Students will be given a worksheet with practice molecular
compounds. They will write chemical formulas, make models and vice versa.
Jujube Models: Students will make models of molecular compounds using jujubes and
toothpicks. They will make models of a variety of household compounds.
Conclusion:
Test Review Checklist: Students will be given the list of what they should be able to
complete in the upcoming unit test. Students will be guided in the use of this checklist.
(Prove it to yourself that you know what the checklist is referring to before moving to the
next one.)
Homework: page 153 q. 1, 2, 3, 5 and 6
Materials:
Molecular Naming Video
Handout for naming.
Jujubes
Test Review Checklist
Assessment:
Naming Worksheet: Students will be formatively assessed in their completion of the
naming worksheet. Students will have the opportunity to ask questions during this
practice.
Jujube: Student ability to create models of molecular compounds will be assessed
formatively. Students will demonstrate their ability to represent a chemical in multiple
formats.

Lesson #18: Reaction Lab (Tue. Sep.24) Length of Lesson:

Outcomes:
2.3  Distinguish  between  materials  that  react  readily  and  those  that  do  not.    
4.3  Identify  examples  of  combining  ratios/number  of  atoms  per  molecule  found  in  some  
common  materials,  and  use  information  on  ion  charges  to  predict  combining  ratios  in  ionic  
compounds  of  two  elements.  
4.5  Describe  familiar  chemical  reactions,  and  represent  these  reactions  by  using  word  
equations  and  chemical  formulas  and  by  constructing  models  of  reactants  and  products.    
Lesson Procedures:
Notes:
This lab is intended to be a catch –all that will allow a variety of specific outcomes to
represent the purpose of knowledge learned throughout this unit. Lab procedures and the
lab report expectations will need to be clearly outlined.
Objectives:
Students will perform a lab for the purpose of practicing using chemistry knowledge.
Intro:
Rocket Launch Video: Students will watch a video depicting a real life rocket launch.
How a rocket works: Students will watch a video that explains how a rocket works. This
video will help guide students in their lab report introduction.
Body:
Rocket Science: Students will build a bottle rocket using common household products.
Students will be able to recognize that not all reactions require intense chemicals.
Improve it: Students will be challenged to work in partners to determine how to they
could improve the function of their bottle rocket. Science almost always involves many
trials and alterations to a reaction sequence. Students will be encouraged to improve their
rocket and if time permitting to launch it again.
Conclusion:
Self-Evaluation: Students will complete a self-evaluation checklist relating to their
personal views on analysis of the experiment. This self-evaluation will be compared to
the checklist completed through observation by me.
Lab Report: Students will complete an introduction for a lab report.
Materials:
Small canister
Water
Alka seltzer tablets
Rocket Launch Video
How a rocket works Video
Lab Checklist
Self-Evaluation Checklist
Assessment:
Lab checklist: Students will be assessed on their lab skills and attitudes summatively
using a checklist style. Once feedback has been analyzed and compared to self-feedback,
students will receive their feedback for personal growth purposes.
Lab Report: Students will be summatively assessed on their ability to complete a section
of a lab report. This partial lab report will be due Monday.

Lesson #19: Flex Day (Wed. Sep.25 am) Length of Lesson:

Outcomes:
To be determined.
Lesson Procedures:
Notes:
This day will be left available for catch-up or review of any material that needs to be
covered. The procedures and outcomes covered will be selected based on the needs of the
class.
Student’s Performance task will be due on this day.
Objectives:
To be determined.
Intro: To be determined.
Body: To be determined.
Conclusion: To be determined.
Materials:
To be determined
Assessment:
To be determined.

Lesson #20: Ionic vs. Molecular (Wed. Length of Lesson:

Sep.25 pm)
Outcomes:
 4.1  Read  and  interpret  chemical  formulas  for  compounds  of  two  elements,  and  give  the  
IUPAC  (International  Union  of  Pure  and  Applied  Chemistry)  name  and  common  name  of  
these  compounds.    
4.3  Identify  examples  of  combining  ratios/number  of  atoms  per  molecule  found  in  some  
common  materials,  and  use  information  on  ion  charges  to  predict  combining  ratios  in  ionic  
compounds  of  two  elements.  
4.4  Assemble  or  draw  simple  models  of  molecular  and  ionic  compounds.  
4.5  Describe  familiar  chemical  reactions,  and  represent  these  reactions  by  using  word  
equations  and  chemical  formulas  and  by  constructing  models  of  reactants  and  products.    

Lesson Procedures:
Notes:
Teams will be decided based on student skill areas. Teams will be split as evenly as
possible.
Objectives:
Students will compete as teams to practice chemistry skills.
Intro:
Team Name: The class will be split into 4 teams and will be assigned either molecular or
ionic. They will be asked to select a compound to be their team name.
Body:
Competition: Students will compete in challenges as a team to hone their skills in the
matter and chemical change unit, with a focus on outcomes related to molecular and ionic
compounds.
1. make a model
2. chemical formula
3. properties of ionic and molecular
4. chemical equations
Conclusion:
Final Points (Individual): Students will complete a final round of the competition
individually. Students who get the answer correct will gain their teams an extra point.
This will be a final redemption phase.
Materials:
Pre-selected teams
Challenge Cards
Score Keeping Method
Assessment:
Competition Responses: Student answers and team answers will be formatively assessed
to help determine problem areas that will need to be practiced again or re-taught.

Lesson #21: Conservation of Mass (Mon. Length of Lesson:

Sep.30 am)
Outcomes:
2.4  Observe  and  describe  patterns  of  chemical  change,  by:  
−  identifying  evidence  for  conservation  of  mass  in  chemical  reactions,  and  demonstrating  
and  describing  techniques  by  which  that  evidence  is  gathered.  

Lesson Procedures:
Notes:
It is very difficult to prove that mass is conserved without proper equipment.
Lab Report introduction due today.
Objectives:
Students will describe the concept of conservation of mass.
Intro:
What is Smoke: Students will be asked to describe what they think smoke is. This
discussion will be guided with leading questions
Body:
Closed vs. Open System: Students will explore the difference between a closed system
and open system. They will be presented with a number of potential reaction set-ups and
will determine if that reaction is closed or open.
Conserving Mass Experiment: Students will watch a demonstration of the conserving
mass lab on page 164. Students will be asked to help set up and perform the lab.
Conclusion:
Exit Ticket: Students will complete an exit ticket to allow them to demonstrate their
understanding of conservation of mass.
Materials:
Scale
Baking Soda
Calcium Chloride
Bag
Bromothymol Blue
Very small container
Assessment:
Closed vs. Open System: Students will be formatively assessed on their knowledge of
what constitutes a closed or open system in chemistry. The class will discuss and vote on
certain systems they are presented with.
Exit Ticket: Students will be formatively assessed using an exit ticket to direct future
class content. This will also be used as a metacognitive technique to help students
understand their own learning.

Lesson #22: Chemicals at Home (Mon. Length of Lesson:

Sep.30 pm)
Outcomes:
1.2  Describe  and  apply  different  ways  of  classifying  materials  based  on  their  composition  
and  properties,  including:  
−  distinguishing  between  pure  substances,  solutions  and  mechanical  mixtures.  
2.1  Identify  and  evaluate  dangers  of  caustic  materials  and  potentially  explosive  reactions.  
4.2  Identify/describe  chemicals  commonly  found  in  the  home,  and  write  the  chemical  
symbols.  
Lesson Procedures:
Notes:
Students will be reviewing material from earlier in the unit. They may need a quick
reminder or review.
Objectives:
Students will name and identify molecular and ionic compounds located in a home
environment.
Students will classify compounds and pure substances found in the home.
Intro:
Baking: Students will be asked if the ingredients involved in baking a loaf of bread are
considered pure substances and compounds. They will review the classification system
used earlier in this unit.
Recreation: Students will explore some of the chemicals used in recreation areas. How
can these chemicals affect our experience?
Gardening/Farming: Students will be asked what chemicals they have seen used in
gardening or farming. This section will be an opportunity for review on WHMIS
symbols.
Body:
Chemistry is all around: Students will play a heads up game to try to determine what part
of chemistry they are. Students will ask each other questions and will try to decide based
on the answers they receive.
Conclusion:
Chemicals at work: Many students
Homework: pg. 165 q. 1, 2, 3, 4 and 5
Materials:
Bread Ingredients List
Gardening/Farming Chemical List
Chemicals at work worksheet
Assessment:
Discussion: Students will be formatively assessed based on discussion. Pre-made guiding
questions will be developed to help keep discussion heading in a meaningful direction.

Lesson #23: Catalysis (Tue. Oct.1) Length of Lesson:

Outcomes:
2.4  Observe  and  describe  patterns  of  chemical  change,  by:  
−  observing  heat  generated  or  absorbed  in  chemical  reactions,  and  identifying  examples  of  
exothermic  and  endothermic  reactions.  
−  identifying  conditions  that  affect  rates  of  reactions.    
Lesson Procedures:
Notes:
Student review may be needing a larger period of time for studying. At this age some
students may be busy when not in school and may benefit greatly from in class time to
complete studying/homework. For those students who are not participating in studying, a
worksheet may be necessary.
Objectives:
Students will describe different methods to increase the rate of reaction.
Intro:
Rust: Students will use rust as a case study. Rust is a slow chemical reaction that takes a
lot of time. Being in Southern Alberta our cars do not rust quickly. Students will be
encouraged to decide why vehicles in New Brunswick rust quicker.
Body:
Catalysis: Students will explore the idea of catalysis used to increase rate of reaction.
Students will find common examples of catalysis.
Conclusion:
Remaining Questions :As the unit is wrapping up, students will need some time to ask
any remaining questions they may have. Students will be asked how their study checklist
is progressing and if they have any questions to be addressed.
Materials:
Pictures of Liza (My Car) Before and after
Catalysis Exploration
Assessment:
Study Checklist: Students will be formatively assessed on their progress through the study
checklist. Students who are not progressing as quickly may need a quick conversation.

Lesson #24: (Wed. Oct.2 am) Length of Lesson:

Outcomes:
1. Students will investigate materials, and describe them in terms of their physical and chemical
properties.
2. Students will describe and interpret patterns in chemical reactions.
3. Students will describe ideas used in interpreting the chemical nature of matter, both in the past
and present, and identify example evidence that has contributed to the development of these
ideas.
4. Students will apply simplified chemical nomenclature in describing elements, compounds and
chemical reactions.
Lesson Procedures:
Notes:
Practice quizzes will need to be marked as they are submitted to ensure preparation for
the afternoon class.
Objectives:
Students will demonstrate their ability to apply knowledge of matter and chemical change
in a test setting.
Intro:
Students will be introduced to the idea of a practice test. They will be asked to treat this
quiz like a real test, but will know it is not for marks.
Body: Students will complete a practice quiz to prepare for the unit test tomorrow.
Conclusion:
Review: Students who complete the practice quiz early will be asked to review material
for the test. At this time they will not have the opportunity to ask questions, as marking
the tests quickly will need to be a priority.
Materials:
Practice Test
Assessment:
Practice Quiz: Students will be formatively assessed using a practice quiz. Their
knowledge about the outcomes of the mater and chemical change unit will be assessed to
drive the direction of the following class.

Lesson #25: Review Day (Wed. Oct.2 pm) Length of Lesson:

Outcomes:
1. Students will investigate materials, and describe them in terms of their physical and chemical
properties.
2. Students will describe and interpret patterns in chemical reactions.
3. Students will describe ideas used in interpreting the chemical nature of matter, both in the past
and present, and identify example evidence that has contributed to the development of these
ideas.
4. Students will apply simplified chemical nomenclature in describing elements, compounds and
chemical reactions.
Lesson Procedures:
Notes: Based on the practice quiz, areas where the class may be struggling will be
identified. The activities in this class period will depend on these results.
Objectives:
Students will develop effective studying skills by identifying areas of difficulty in a topic.
Intro: Students will be handed back their practice quiz so they can identify areas they
may have trouble with. Students will be prompted to take notes on questions they may
have completed incorrectly.
Body:
Whole Class Practice: A class review of one or two larger problem areas will be
reviewed. These areas will be selected based on the practice quiz completed in the
morning class period.
Individual Work Time: Students will be provided in class time to review and practice for
their unit test. They will have the opportunity to ask questions.
Conclusion:
Reminder: Students will be reminded to prepare for their unit test. Get enough sleep. Eat
properly.
Materials:
Marked Practice Test
Other unknown Materials
Assessment:
Review Practices: Students will be formatively assessed on their review and
metacognitive practices. Students will participate in a whole class review session as well
as be provided with individual study time.

Lesson #26: Unit Test (Thu. Oct.3) Length of Lesson:

Outcomes:
1. Students will investigate materials, and describe them in terms of their physical and chemical
properties.
2. Students will describe and interpret patterns in chemical reactions.
3. Students will describe ideas used in interpreting the chemical nature of matter, both in the past
and present, and identify example evidence that has contributed to the development of these
ideas.
4. Students will apply simplified chemical nomenclature in describing elements, compounds and
chemical reactions.
Initiating and Planning
Lesson Procedures:
Notes:
Student accommodations or test taking needs may need to be considered on a case-by-
case basis.
Objectives:
Students will be able to demonstrate understanding of matter and chemical change.
Intro: Students will be informed of test taking procedures
1) Please read all questions carefully to
2) You can ask questions to clarify what a question intends to elicit.
3) When you complete your test please remember your classmates are still writing.
Body: Students will complete the unit test within class time.
Conclusion:
Once students have completed the unit test they will be provided with the parameters for
the first lab in the next unit. They will be asked to brainstorm how they might perform
this lab.
Materials:
Test
Lab Design Outline
Assessment:
Unit Test: Students will be summatively assessed on the Matter and Chemical Change
unit.
Lab Design Outline: Students will be formatively assessed on their ability to plan a lab
procedure. They will receive more time in the future to plan this procedure as not all
students will have adequate time.