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Heather Alexander
Unit: Solutions
Stage 1- Desired Results
Connections to Context:
Established Goals
Transfer
Students will be able to independently use their learning to
Identify what is/ is not a solution outside of the laboratory setting
Dilute various materials correctly
Conduct an inquiry-based experiment
Interpret given data and present data findings clearly and concisely
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand
Students will keep considering
Solutions are important components of the science of
The relationship between solutions and other
daily life and of research scientists
components of chemistry (states of matter, reaction
kinetics)
The process of solvation including all three states of
matter
The applicability of different means of quantifying
concentration both in the lab and in real life
Molarity and molality are two of many ways to
describe the concentration of a solution
How knowledge of solutions can be used in daily life
food, drink, travel, etc.
That different factors effect solutions and solubility in
varied, but predictable ways
Colligative properties depend on the number of solute
particles in solution and can change other physical
properties of the solvent/ solution such as B.P. & F.P.
(What specically do you want students to understand?
What inferences should they make?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Evaluative Criteria
(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
A unit test will be given after all the instruction
is complete, and will be based on learning
targets students were given at the beginning.
This unit includes three laboratory experiments
with accompanying lab reports; the criteria for
these are expressed in lab report rubrics
produced by the VanAndel Institute. For
informal assessments, mostly in the form of
discussion, the criteria will remain simple
participation from each student at some point
and some evidence of mastery of the material.
Objective homework will be evaluated based on
four components (but the grade will be taken
based on completion): correct equation,
mathematical process, answer, and units.
Subjective homework will be graded based on a
rubric I have created.
(Regardless of the format of the assessment,
what qualities are most important?)
Clear understanding and ability to recall and
articulate the subjects
Involvement from all members of the class
Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Individual and collaborative quizzes
Homework assignments (for completion/ understanding not necessarily correctness)
Laboratory experiments and follow-up lab reports
Final test
Possible application mini-essay
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
OTHER EVIDENCE:
Evidence of knowledge will also be displayed in group discussion of the topics, though that tends not to include the
entire class
Students will also demonstrate mastery of the information by peer teaching mini-bits of a homework assignment or
note section, with involvement from everyone in the class
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events
Students will complete transfer goals in part during laboratory experiments. In one
instance, they will be pushed to think outside the normal chemistry lab curriculum to
create an investigation of their own (inquiry-based) and use this to collect and analyze
data. Gaining familiarity with this will lead to success at some of the transfer goals. The
others will be accomplished during in class lectures and their accompanying discussions.
Progress Monitoring
(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)
To monitor the students progress I will
begin by asking questions to the entire
class to judge their knowledge on the
whole, but also asking smaller groups
questions, and circulating around the
classroom to ask students individually
certain questions or see if they need help.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Meaning goals will be achieved in students who pay attention to the basics during times of
gaining information in class and considering those ideas in ways that relate outside the
classroom. I will encourage students to keep considering real life applications and
connections to other chapters in chemistry.
Students will complete acquisition goals by building on the methods listed above, but also
by diligence and ample practice with the conceptual and mathematical parts of the unit.
Students acquisition of the material to analyze and synthesize the information they have
learned will be achieved in part by a second experiment, a more subjective assignment that
allows them to choose a topic and find a real life example, bringing transfer, meaning, and
acquisition goals together.
Star the multiple means of representation; underline the multiple means of action and
expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum