Teacher(s)

Gurvinder Kaur

Subject
group
discipline

Unit title

Atomic Structure

MYP year

and

Sciences (Chemistry)
4

Unit
(hrs)

duration

20

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Evidence
Systems

Models
Patterns

Personal and cultural expression: the

ways in which students discover and
express ideas

Statement of inquiry
System is an expression of new ideas through structural models created and modified over time

Inquiry questions

Factual- What are the basic needs of atoms of an element?

ConceptualHow can combination of different elements make various substances?
How knowing the properties of compounds help to understand the structure of atoms of the constituent elements?
DebatableIs Hydrogen in the right place in the periodic table?

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Objectives

Summative assessment

A- Knowledge and Understanding

Outline of summative assessment task(s)

including assessment criteria:

Relationship between summative assessment

task(s) and statement of inquiry:

i. outline scientific knowledge

Unit test will be conducted based on content

and concepts addressed in class.

Task will help students to visualise the

changes taking place in a system as a result
of expression of new ideas leading to
formation of new substances.

ii. apply scientific knowledge and

understanding to solve problems set in
familiar situations and suggest solutions to
problems set in unfamiliar situations
iii. Interpret information to make scientifically
supported judgments.

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The unit test consists of multiple-choice

questions and short-answer questions that
were designed to examine students
information-recall and problem-solving
abilities. Unfamiliar situations are also included
to encourage students to apply their
understanding of scientific ideas and concepts.

Approaches to learning (ATL)

Thinking: critical thinking

Thinking: transfer
Communication: communication
Research: information literacy
Research: media literacy

Action: Teaching and learning through inquiry

Content

States of matter, physical and

chemical changes, Separation
techniques
Distinguish between atoms,
elements, compounds and molecules

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Learning process
Learning experiences and teaching strategies
Explanation of structure of atom with the help of you tube video on I tune course
Explanation of isotopes using power point presentation.
Demonstration of experiments to study the properties of ionic and covalent compounds (like

State that compounds are formed

when different elements are
chemically joined
Use the particle model to describe
what happens when elements
combine
Distinguish how elements are
represented by symbols and formulae
Describe how compounds can be
formed by reactions
Define that mixtures can be
composed of elements and/or
compounds
Explain that impurities change the
melting and boiling points
Definition of proton number and
nucleon number with the help of
examples
Use of proton number and the simple
structure of atoms to understand the
basis of the Periodic table.
Definition of isotopes
Example of two types of isotopes as
being radioactive and non-radioactive
Discussion on one medical and one
industrial use of radioactive isotopes
Description of the build-up of
electrons in shells and explanation of
the significance of the noble gas
electronic structures and of valence
electrons with the help of smart class
and examples

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solubility, conducting electricity).

Explanation of covalent and ionic bond using app on I tune course
Key concepts should be related to prior, relevant knowledge (both academic and personal).

Resource-based learningencourage learners to select resources from a wide range of

materials and use varied materials to investigate subject matter
Collaborative learningplace learners in groups or pairs for the purpose of achieving a
common academic goal.
Constructivismteachers focus on open-ended questions and promoting extensive dialogue
among learners. Learners are encouraged to analyse and interpret information, and make
predictions accordingly
Lab work, discussion, power point presentations, group work, individual work, providing rubrics,
self and group assessment, providing visuals.
Identifying and using the different equipments used in chemistry lab.
Performing different lab activity like filtration, decantation, crystallization, chromatography etc
Separation of salt and camphor using sublimation

Formative assessment
Students will be given different worksheets to test their understanding on structure of atoms,
isotopes, covalent and ionic compounds.
Formative assessment: Multiple choice test
To investigate the dependence of Rf value on a factor like concentration of solute/ type of
solvent/ concentration of solvent/ size of stationary phase (Whatmann paper). Competent
completion of practical in pairs and written preparations. Students demonstrate the attitudes
and skills to perform safely and effectively.

Explanation of an alloy, such as

brass, as a mixture of a metal with
other elements
Discussion of the formation of ions by
electron loss or gain
Explanation of the formation of ionic
bonds between elements from
Groups I and VII
Explanation of the formation of ionic
bonds between metallic and nonmetallic elements
Access the knowledge of the
formation of single covalent bonds in
H2, Cl2 , H2O, CH4 and HCl as the
sharing of pairs of electrons leading
to the noble gas configuration
Describe the electron arrangement in
more complex covalent molecules
such as N2, C2H4, CH3OH and CO2

Open ended questions during class, individual practice (homework / class work), quizzes, group
activities, individual activities, labs

Differentiation
All activities will be done in groups and peer assessment will be conducted.
Members of group will keep changing for each activity.
Use of the ICT resources room for simulations and information related to the topic
For short, objective quizzes, allow the students to ask the questions to the class. They will know
what they studied! Or, ask the first ten, and have them ask five or so. This is fun and boosts
their confidence!
For inquiry activities, allow students to collaborate in small groups. For students who are less
skilled, initiate a class discussion and agree on a particular method that everyone will follow.
Collect data and process it as a class. Give a set amount of time for students to complete each
step in their process. All students should write a short reflection about what worked, what did
not, and why.
Differentiating by catering to individual needs of students. Providing extra assistance where
needed as well as extension work as required.

Resources
I Tune course, Textbook ,Power point presentations, Lab equipments required for the experiments of this uni,
www.practical.chemistry(website),
Interactive Board, Periodic table poster

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Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

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During teaching

After teaching the unit