MYP unit planner

Unit title

Speed of Chemical Reactions

Teacher(s)

Chui Lai Hong

Subject and grade level

Chemistry Grade 10

Time frame and duration

4 weeks (150 mins x 4)

Stage 1: Integrate significant concept, area of

interaction and unit question
Area of interaction focus

Significant concept(s)

Which area of interaction will be our focus?

Why have we chosen this?

What are the big ideas? What do we want our

students to retain for years into the future?

Human Ingenuity

How to measure the speed of reaction?

MYP unit question

Chemical reactions is it always the faster the better?

Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?

Criterion D, E and F
Design and conduct an experimental investigation on how one of the factors affects the rate of a
chemical reaction. At the end of report, student need to present on how an organization can benefit
from the investigation.
Criterion C pen and paper test with other topics.
Which specific MYP objectives will be addressed during this unit?

develop skills that are relevant and useful to the study and practice of science in everyday
situations

develop curiosity, interest and enjoyment in science and its methods of enquiry

Which MYP assessment criteria will be used?

Criteria D, E and F

Stage 2: Backward planning: from the assessment to the

learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?

Knowledge
Explain the factors affecting the rate of reaction using the idea of activation energy.

Skills:

- Laboratory skills to measure the rate of chemical reactions

- Write a complete investigation report that includes testable hypothesis and explains the
hypothesis using scientific reasoning, relevant variables and explains how to manipulate
them, evaluation of the method and commenting on its reliability and/or validity, suggests
improvements to the method and makes suggestions for further inquiry

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

- Students can acquire thinking and organization skills through task.

- Students who work together during laboratory investigation can develop collaborative skills.

Learning experiences
How will students know what is expected of them? Will they
see examples, rubrics, templates?
How will students acquire the knowledge and practise the
skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we
know?

Rubric for assesment tasks are given at the start.

For Criterion D, students are given some laboratory
work during course that gives them an idea on how
to formulate hypothesis and draft a method.
For Criterion E, students can explore the idea of
measuring the speed of reaction by the 3 methods
taught to them and understand the limitation of each
method.
For Criterion F, students should be aware that
assessment for this criterion is ongoing throughout
the investigation.

Teaching strategies
How will we use formative assessment to give students
feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How
have we made provision for those learning in a language other
than their mother tongue? How have we considered those
with special educational needs?

Formative assessments are in the form of submitting

lab report of informal task. Students are assessed
on their learning before they are graded for the
investigation.
When they are given the task, students are told to
research on some chemical reactions they have
chosen and how they want to measure their speed.
Through this session, teacher will help students
understand the limitation of certain reactions due to
availablity of chemicals/ lab apparatus and the
safety issue involved.
After grading the investigation, teacher will share
some observation and ideas to help students make
future improvement.

Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students experiences during
the unit?

Resources- textbook, internet.

Activities:
Students are exposed to different ways to measure the rate of reaction, laboratory work

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There
are further stimulus questions at the end of the Planning for
teaching and learning section of MYP: From principles into
practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflectboth on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

This assessment is very open-ended. The main idea is that students must be able to state the ways to
measure the speed of chemical reactions, from there, choose the most suitable method to measure its
speed.
Through the lab practices, students have the opportunity to experience various ways to measure the speed
of a reaction. When they work with their lab partner, they will have the opportunity to explore different ways
to measure the speed of reaction of a certain chemical reaction. They should anticipate the limitation of
each method and work together to solve the problem. The role of a teacher is to guide them along and help
them out when they are stucked. There might be a possibility that within the pair, one of them will
dominate the direction of the discussion. Teacher need to ensure a fair distribution of job among the pair
and the submissive member should be fully aware of the investigation even though the original idea was
not from him/her.
To ensure that there is integrity throughout, teacher should grade the reports of both partners together and
make a comparison on how they organise and process the data. Any duplicity should be severely dealt
with.

Figure 12
MYP unit planner