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Matter, Chemical Trends, and Chemical Bonding

Grade 11 Chemistry, University


Taylor Murie
Nov 8 2016

OVERVIEW
A unit plan for Matter, Chemical Trends and Chemical Bonding, from the Grade 11 University Chemistry Stream curriculum. The
unit focuses on electronegativity, different types of bonds and an understanding the periodic table. First, ions and the octet rule
with be reviewed with the assistance of Bohr-Rutherford diagrams. Second, the properties and functionality of the periodic table
will be discussed along with the different families, groups and periods and what the relationship is between the three.
Electronegativity, ionization energy and atomic radius will also be discussed. Additional links are made to safety and WHMIS. The
final portion of the unit will be focused on different types of bonding interactions and nomenclature. This unit would be done as
the first unit of the year, as safety and WHMIS can be covered first. Many of these concepts are also needed in later units, so it is
best to teach this first. This plan attempts to maximize engagement by maximizing hands-on learning and student discussion, as
well as providing activities that relate to the real world. Students are encouraged to think critically about research on chemicals
present in everyday substances. It also provides students opportunities to learn outside to relate to the natural world they are
studying.

Lesson Description
1 Introduction to Chemistry
2 Ions and the Octet Rule & Bohr-Rutherford
Diagrams
3 Reactivity, Isotopes, Radioisotopes and Atomic
Mass
4 Chemical Reactions of Elements and Reactivity
Series
5 The Periodic Table: Basics
6 The Periodic Table: Families
7 Periodic Trends: Electronegativity, Ionization
Energy, Atomic Radius and Periodic Law
8 Drawing and Interpreting Lewis Diagrams
9 Ionic and Molecular Compounds & Bonding
10 Writing Chemical Formulae
11 Nomenclature Continued: Compounds with
Polyatomic Ions, Acids & Bases

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12 Intermolecular vs Intramolecular Forces
13 STSE Interactions
14-17 Culminating Activity

Lesson 1 Introduction to Chemistry

Overview
This lesson would likely be taught at the very beginning of a semester. The goal of this class is to find out what students know
about atomic theory through assessment for learning, and also give them an idea of the plan for this unit. I also hope to have
students sign a safety contract and review WHMIS. I will start by introducing the periodic table and ask students what they know
about it and what questions they have about it to activate prior knowledge and provide an immediate assessment. The lesson will
then move into a general view of what will be discussed this unit (safety, MSDS, periodic trends, bonding, Lewis diagrams, and
compounds). We will then start with the safety portion and review WHMIS with students. The students will then write a short
quiz to assess prior knowledge on the content covered in this unit. Once the quiz is complete, the students would then create
a Safety cue card for the remainder of the class so that they have a pocket-sized guide that they can refer to throughout the year.
This card would have general lab rules on one side and the WHMIS symbols and meanings on the other. At the end of the class,
students will write a list of 3 things they want to learn about on a cue card to be collected and addressed by the teacher to be
incorporated into the unit (if possible).
Resources/References
WHMIS
Board Lab Safety
Manitoba Lab Safety

Specific Expectations
A1.4
Assessment
Assess prior knowledge using discussion and quiz
Find out what students want to learn using the cue card

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Lesson 2 Ions and the Octet Rule & Bohr-Rutherford Diagrams

Overview
The goal is to understand how anions and cations are formed and the Octet rule. Bohr-Rutherford diagrams will be used as a tool
to visually show the Octet rule and the formation of ions. The teacher will introduce the idea of an ion and pose the question on
how ions are formed (assessment of prior knowledge). The teacher will then introduce the idea of the Octet rule. Bohr-Rutherford
diagrams will then be introduced. Students will then be given a worksheet to practice these diagrams and develop an
understanding on the creation of cations and anions. Students can work in groups or independently. Students will then peer
assess each others work (Assessment As Learning), and students will have the chance to learn from one another. In the last
portion of the lesson, any questions will be addressed and a couple of examples from the worksheet will be shown on the board.
As students leave, they will complete an exit slip on one thing they learned, one thing they still have questions about and one
thing they are interested in knowing more about.
Resources/References
Unit plan found online: https://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsxoMKHbeDCAMQFgghMAE&url=https%3A%2F
%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fview%2FSCH3U%2B-%2BMatter%2BChemical%2BTrends
%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_umy4Hkeir2VuXw&sig2=ce-
kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc

Specific Expectations
B3.3
Assessment
Peer assessment
Exit slip

Lesson 3 Reactivity, Isotopes, Radioisotopes and Atomic Mass

Overview
The goal of this lesson is to have students form hypotheses and be introduced to isotopes and radioisotopes. Students will also
learn how to determine the atomic mass of elements when given a mass and relative abundance of different isotopes. Real-life
examples will be integrated into the lesson, like medical imaging and nuclear reactors. Students will be able to differentiate
between isotopes and radioisotopes and provide examples. A short presentation will introduce radioisotopes and have examples

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on how to determine the relative abundance and the atomic mass of different isotopes. Students will be given a worksheet after
the short lesson where they can use the school laptops to research different uses of radioisotopes and calculate the atomic mass
and relative abundances of radioisotopes. In the final part of the lesson, students can share their results of different uses of the
radioisotopes and have a class discussion.
Resources/References
Unit plan from St. Stephen Secondary School: http://mdriscoll.pbworks.com/w/file/fetch/110771548/Sem.
%201%202016%20Unit%201%20Plan.pdf
Specific Outcomes
B3.1, B3.2
Assessment
The worksheet given to students
Walking around and speaking with students as they work

Lesson 4 Chemical Reactions of Elements and Reactivity Series

Overview
The goal is to understand how certain elements are more reaction than others and to develop the reactivity series of metals
through investigation. The lesson will start of with the teacher showing a demonstration reaction between zinc and sulfuric acid.
Students will be asked to inquire about the result and write the balanced chemical equation. A second demonstration will then
take place, with students making a hypothesis about the reaction before the teacher does it. The reaction is that between copper
and hydrochloric acid. Students will be asked to compare the reactivity of the zinc and copper reactions. After this, students will
perform an investigation where they will complete a series of reactions. Through this investigation, they will develop the series of
reactivity. They will complete a worksheet as they go through the investigation. In the last portion of the lesson, students will
come together for a class discussion about the findings on what was the most reactive element and the least reactive element.
Resources/References
Unit plan found online: https://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsxoMKHbeDCAMQFgghMAE&url=https%3A%2F
%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fview%2FSCH3U%2B-%2BMatter%2BChemical%2BTrends
%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_umy4Hkeir2VuXw&sig2=ce-
kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc

4
Specific Outcomes
B2.3
Assessment
Assess students understanding of reactivity
Assess the results from the investigation and the discussion after the investigation

Lesson 5 The Periodic Table: Basics

Overview
The goal for this lesson is develop an understanding of the periodic table and discover basic features. Terms like atomic number,
atomic mass, valence electrons will be reviewed. Students will be divided into small groups (2-3 students) and the classroom
periodic table will be covered. Each group will be given a stack of cue cards with the first 20 elements on them. The cards will
have the atomic number, name, atomic mass and symbol on them. Based on the information on the card, students will have to
determine the number of protons, electrons and neutrons are present in each compound, the number of shells the compound has
and how many valence electrons are present. They will then have to arrange the cue cards following three rules:

The columns have the same number of valence electrons


The elements have to be arranged in order of their atomic numbers.
The rows each have to have the same number of electron shells.
The true periodic table will then be revealed and students can check their results. In the last part of the lesson, the focus will then
come back to the whole class where people can talk about the activity and what they learned and learn the correct names for the
rows and columns (periods and groups). Critical evaluation of the information will be encouraged. Reinforcement of the
relationships between elements in a common column or row will also be tackled.
Resources/References
http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-the-periodic-table.cfm

Specific Expectations
B3.1, B3.2, A1.1
Assessment
Assessing how students perform in the sorting activity

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Lesson 6 The Periodic Table: Families

Overview
The goal is for students to learn about the different families that are present in the periodic table and their characteristics. An
introduction is given on the names of the key groups, and students will be questioned on why they think elements within groups
react in similar ways. After the initial introductions, students will work in groups and pick an element within the group to
investigate. Each group member will investigate the elements reactivity, uses, state, etc. and then compare those results to
other students who are investigating other elements in the group. Students will then present their findings to the rest of the class
the following day (~5 mins).
Resources/References
http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-the-periodic-table.cfm
Specific Expectations
B3.1, B3.2, A1.1

Assessment
Assess the students understanding of elements within specific families through their presentation
Provide feedback on presentations

Lesson 7 Periodic Trends: Electronegativity, Ionization Energy, Atomic Radius and Periodic Law

Overview
The goal of this lesson is to introduce periodic trends in terms of electronegativity, ionization energy, atomic radius and periodic
law. Each of these terms will be defined at the beginning of the lesson, and then students will perform an investigation on
periodic trends through the ACS website. Students will investigate on any trends that may be present based on the information
found in this interactive applet. They will then fill in the trends on a blank periodic table. The lesson will end with a recap on what
the trends mean and students can compare their research to the true trends supplied by the teacher.
Resources/References
Interactive Periodic Table Applet: https://www.acs.org/content/acs/en/education/whatischemistry/periodictable.html

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Specific Outcomes
B2.1, B2.2, B3.3,
Assessment
Students can perform a self assessment by comparing their periodic trend table to the sample provided by the teacher.
The teacher can assess students learning based on their results in the creation of their own period trends table.

Lesson 8 Drawing and Interpreting Lewis Diagrams

Overview
The goal of this lesson is to introduce Lewis Diagrams and have students draw their own Lewis Diagrams. The teacher will first
explain Lewis diagrams and demonstrate multiple examples of both an ionic and covalent bond using the diagrams. Students will
then have the chance to practice creating Lewis dot diagrams on a worksheet that they will work on individually. Once the
worksheets have been completed, students can then share their answers and write them up on the board. They can then explain
their reasoning behind their diagram and can be challenged by other students. In the last portion of the lesson, students will be
asked to brainstorm what they think the difference is between an ionic and a covalent bond for the next days lesson.
Resources/References
Unit plan found online: https://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsxoMKHbeDCAMQFgghMAE&url=https%3A%2F
%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fview%2FSCH3U%2B-%2BMatter%2BChemical%2BTrends
%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_umy4Hkeir2VuXw&sig2=ce-
kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc
Specific Outcomes
B2.4
Assessment
Collect the Lewis diagram worksheets to ensure that students are comprehending the diagrams.
Observe responses when students come up to the board and explain their answers.

Lesson 9 Ionic and Molecular Compounds & Bonding

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Overview
The goal of this lesson is to explore the differences, both chemically and physically, between ionic and covalent compounds. The
lesson will begin with a hook where students view a demonstration done by the teacher. In the demonstration, the teacher will
take a charged rod and put it close to a stream of water to see the end result. Before the demonstration occurs, students will
make predictions on what they think will happen once the rod comes close to the water. Afterwards, the phenomenon displayed
will be addressed. Students will then be introduced to the basic concepts of each type of bonding in the introduction of the
lesson, and then they can launch the ionic and covalent bonding Gizmos to explore these interactions visually. Students will then
be introduced to what contributes to why some compounds are ionic and covalent (electronegativity). The formula for
determining the type of bond that will be present between elements will also be discussed at this point. Students will then be
given a worksheet to complete and hand in at the end of the lesson. The computer lab will need to be booked for this lesson or a
class set of iPads/laptops will need to be signed out.
Resources/References
Gizmos: www.explorelearning.com
Unit plan found online: https://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsxoMKHbeDCAMQFgghMAE&url=https%3A%2F
%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fview%2FSCH3U%2B-%2BMatter%2BChemical%2BTrends
%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_umy4Hkeir2VuXw&sig2=ce-
kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc

Specific Outcomes
B3.4, B3.5

Assessment
Collect worksheets to determine students understanding of bonding interactions.

Lesson 10 Writing Chemical Formulae

Overview
The goal of this lesson is to be introduced to the rules of writing the formulas of: ionic compounds without a transition metal, ionic
compounds with a transition metal, covalent compounds, polyatomic compounds. For this lesson, students will begin with a sheet
that has a list of the names of compounds. Students will work in groups on one kind of compound to guess on how they are
named and what the process was to name compounds on the sheet. After students have come up with a method, they will
present that method to other groups in the class. Once this has been completed, the teacher will then confirm or deny the
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findings from the students and the true rules will be introduced. Students will then work on a worksheet as practice in naming
compounds. Students will complete an exit slip on what the understand and what they still have questions about.
Resources/References
Haslett High School: https://msu.edu/~bunkajoh/Lesson_Plan.html

Specific Outcomes
B2.6, B2.7
Assessment
Observe discussions and provide feedback.
Review exit slips to determine understanding.

Lesson 11 Nomenclature Continued: Compounds with Polyatomic Ions, Acids & Bases

Overview
The goal of this lesson is to have students learn to name polyatomic ionic compounds and acids and bases. Students will be able
to name these compounds based on the IUPAC naming rules, and can successfully write out the name when given the compound
and vice versa. The lesson will begin with an introduction on how to name these compounds and then comparing the naming to
the rules we determined in the previous days lesson. The students will then engage in a worksheet where they have to name
different kinds of compounds, including those discussed in the previous lesson and those from this lesson. A class review will then
take place as the reflect and connect portion of the lesson. A Kahoot! game will be played with teams of 3-4 members where
review questions will be asked and students will need to respond to earn points for their team. Compounds will be shown as well
as the names and students will have to select the corresponding answer from a list of responses. Candy can be given out as an
incentive.
Resources/References
Normal Community High School: http://www.unit5.org/Page/4095
Kahoot!: kahoot.it

Specific Outcomes
B2.6, B2.7
Assessment
9
Circulate during worksheet to assess understanding and give feedback
Review students answers to the Kahoot! game.

Lesson 12 Intermolecular vs Intramolecular Forces

Overview
The goal of this lesson is to introduce the concept of intermolecular forces and how they can be differentiated from intramolecular
forces. The different type of each interaction will also be explored in greater detail. The students will briefly be introduced to the
lab that they will be performing that day The Surface Tension of Water. In this lab, students will be given a penny (or a nickel, as
pennies are no longer relevant), and they will be investigating how many drops of water can fit on the surface of that penny.
Students will also do this same test using vegetable oil to see how many drops again can fit on the coin of choice. Student will
use a pipette or similar dropper to create the drops. Following the lab, students will share their results with the class and then the
teacher will go into a short presentation why the water has such a high surface tension (hydrogen bonding) and other types of
intermolecular forces. Intramolecular forces will also be discussed briefly.

Resources/References
Steve Spangler Science Lab: https://www.stevespanglerscience.com/lab/experiments/penny-drops/

Specific Outcomes
B2.1, B2.5, B3.5

Assessment
During the class discussion, the teacher can assess students learning by hearing about their results and the reasoning
behind why they think the penny can hold so many water droplets.

Lesson 13 STSE Interactions

Overview
The goal of this lesson is to provide students with a real life scenario in which compounds (both ionic and covalent) may have an
impact on society. Students will be shown a video on the dangers of cosmetics, a product that is commonly used, but could be
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potentially harmful, and they will discuss how they feel and any thoughts they have after watching the video. Students will then
have the opportunity to pick a topic (like cleaners, sulphates in shampoo, phosphates, etc.) and research how the substance
affects the environment and propose ways in which the product could be made safer or identify other substances that could be
used in its place. The students will have the remainder of the class to research their substance (using the provided laptops need
to sign them out), and then they will complete a reflection on their research. In their reflections, they will need to include all of
the aspects mentioned above and and their own thoughts on the meaning of this research. A few days later, students will have
the opportunity to share their own findings and thoughts with the rest of the class if they would like to share.
Resources/References
Youtube video: https://www.youtube.com/watch?feature=player_detailpage&v=JAvnbOX8QX4

Specific Outcomes
B1.1, B1.2
Assessment
Give feedback on reflections and evaluate their understanding of the risks and impacts of their selected topic.

Lesson 14 Culminating Activity Day 1

Overview
The goal of the culminating task is to assess students understanding of the material covered in this unit. Students will be able to
work either in groups or independently on this project and their will have the opportunity for critical thinking and higher order
thinking skills in this task. The task will be introduced to the students by the teacher at the beginning of the lesson. The task will
be attached on the last pages of this unit plan. The culminating activity incorporates many learning styles to accommodate
differentiated instruction. In addition, students can select one of the choices to meet their needs and interests. Students can
select other scenarios outside of the ones provided as long as they meet teacher approval. Students will work for the period on
the culminating task. Students will begin to work on their visual organizer. The organizer is based around how they will do the
presentation in front of the class.
Resources/References
Summative Task found online: https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwis-
tOahZzQAhUm2IMKHSRhC2IQFgggMAE&url=http%3A%2F%2Fsonyatha.wikispaces.com%2Ffile%2Fview%2FCulminating
%2BActivity-
Sonya.docx&usg=AFQjCNHOJC0Jgy4KIua8xhvWyG86PVG3pg&sig2=gnL5mlaeHEEjf36Yo0wKHg&bvm=bv.138169073,d.amc

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Specific Outcomes
B1.1, B1.2, B2.1, B2.3, B2.4, B2.5, B2.6, B3.5
Assessment
Assess ability of students to create a plan for their task and how they plan to organize their research.

Lesson 15 Culminating Task Day 2


Overview:
Students continue to work on their selected topic from Day 1, and work on their visual representation of their material. At the end
of the class, the visual component will need to be handed in for assessment. Students will also have the chance to perform a self
assessment for the components of the culminating task. If students are done early, they can move onto the second component
of the culminating task, which is a presentation. Students can begin to plan their presentation and how they wish to organize it as
well as continuing research on their topic of choice. The students can use iPads or laptops, whichever is available during this
period.

Resources/References:
Summative Task found online: https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwis-
tOahZzQAhUm2IMKHSRhC2IQFgggMAE&url=http%3A%2F%2Fsonyatha.wikispaces.com%2Ffile%2Fview%2FCulminating
%2BActivity-
Sonya.docx&usg=AFQjCNHOJC0Jgy4KIua8xhvWyG86PVG3pg&sig2=gnL5mlaeHEEjf36Yo0wKHg&bvm=bv.138169073,d.amc

Specific Outcomes
B1.1, B1.2, B2.1, B2.3, B2.4, B2.5, B2.6, B3.5

Assessment

Students self-assess their own learning and projects throughout the duration of the culminating activity.

The teacher assesses the visual representation to be handed in.

Lesson 16 Culminating Task Day 3


Overview:

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Students continue to work on their selected topic from Day 1, and work on their presentation for Day 4 of the culminating task.
Students will have the chance to perform a self assessment for the components of the culminating task, including the
presentation. This self-assessment is to be handed in after the presentation. Students will work on their presentation and how
they wish to organize it as well as continuing research on their topic of choice. The students can use iPads or laptops, whichever
is available during this period.

Resources/References:

Summative Task found online: https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwis-


tOahZzQAhUm2IMKHSRhC2IQFgggMAE&url=http%3A%2F%2Fsonyatha.wikispaces.com%2Ffile%2Fview%2FCulminating
%2BActivity-
Sonya.docx&usg=AFQjCNHOJC0Jgy4KIua8xhvWyG86PVG3pg&sig2=gnL5mlaeHEEjf36Yo0wKHg&bvm=bv.138169073,d.amc

Specific Outcomes
B1.1, B1.2, B2.1, B2.3, B2.4, B2.5, B2.6, B3.5

Assessment

Students self-assess their own learning and projects throughout the duration of the culminating activity.

The teacher assesses the presentation the following day.

Lesson 17 Culminating Task Day 4


Overview:
Students present their presentation for the culminating task. Students will have the chance to perform a self assessment for the
components of the culminating task, including the presentation. This self-assessment is to be handed in after the presentation.
Students will also evaluate their peers as they present their findings. Peer evaluation is anonymous and will be given to the
student after the teacher collects the evaluations and ensures that the comments are appropriate.

Resources/References:
Summative Task found online: https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwis-
tOahZzQAhUm2IMKHSRhC2IQFgggMAE&url=http%3A%2F%2Fsonyatha.wikispaces.com%2Ffile%2Fview%2FCulminating
%2BActivity-
Sonya.docx&usg=AFQjCNHOJC0Jgy4KIua8xhvWyG86PVG3pg&sig2=gnL5mlaeHEEjf36Yo0wKHg&bvm=bv.138169073,d.amc
13
Specific Outcomes
B1.1, B1.2, B2.1, B2.3, B2.4, B2.5, B2.6, B3.5

Assessment

Students self-assess their own learning and projects throughout the duration of the culminating activity.

The teacher assesses the presentation, peer assessment and self-assessments.

Student Handout Culminating Task

For this culminating activity for the Matter, Chemical Trends and Chemical Bonding unit, you will have the opportunity to choose
to perform one activity and presentation out of a list of 7 options. As well, you will have the option to work on this project solo or
as part of a duo!

However, regardless of the option you select, you must make a clear link to what we have studied in class by including AT LEAST
2 of the following topics in your presentation:
Lewis Diagrams
Electronegativity and Periodic Trends
Intermolecular Forces
Ionic and Covalent Bonding
Nomenclature of Various Compounds
A commonly used substance that could be potentially harmful

The method of presenting will be left to your discretion, although feel free to consult me if you have any questions.

I expect every presentation to last between 10 and 15 minutes.

I will also ask you to fill out a variety of forms, charts and assessments throughout the duration of the project as well.
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Schedule:

Days 1-2: Complete a visual representation of your plan for your presentation and begin to research the are you have selected.
Hand in your visual representation at the end of Day 2 class.

Day 3: Work on your presentation.

Day 4: Present your presentation.

Once you have selected the activity you would like to undertake, you will be given an additional form with questions specific to
that activity. This form is to be completed by you (or your partner if you work in pairs) and submitted to me. This form will be
copied and distributed to your classmates after your presentation as a memory-helper for the important details of your
presentation.

Work well together, see me with any questions and have fun!

Students can choose out of the following options:

1) Discuss and display the types of chemicals you would find in an automotive mechanics shop and how their properties are
used.

2) A cooking show that uses ingredients with a variety of chemical properties i.e. oil, water, salt, sugar etc

3) Spas or beauty parlours all use specific chemicals that could be discussed in the presentation.

4) CBC News Report or Radio Broadcast of how chemicals are affecting the environment.

5) Mock court case between an environmental activist group and a multi-national pharmaceutical company.

6) Musical song and dance show that incorporates lessons seen in the unit

7) Dramatic role play incorporating the lessons learned and personifying the chemical theories and facts

Students are allowed to choose how they will deliver the presentation. Therefore, they will have a voice in their preferred form of
assessment. They inform the teacher of their group choice and their presentation method.

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Mechanics Shop Names of group members: ____________ __________________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1) Where is a mechanics shop you
can visit and / or call to interview
the owner or worker?

2) What types of chemicals are


discussed in your presentation? i.e.
motor oil, gasoline, brake fluid, etc.

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3) What are the molecular formulas of
the key chemicals used or
discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular structures,


what type of chemical bonding do
the chemicals possess?

6) What are careers that would relate


to this topic presentation?

7) How does your presentation tie


your selected concepts into our
society and the application to the
real world?

Cooking Show Names of group members: ____________ __________________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1) What cooking shows do you watch
or can you interview a cook from a
show or restaurant?

2) What types of chemicals are


discussed in your presentation? i.e.
olive oil, water, salt, sugar, syrups,
etc.
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3) What are the molecular formulas of
the key chemicals used or discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular structures,


what type of chemical bonding do
the chemicals possess?

6) What are careers that would relate


to this topic presentation?

7) How does your presentation tie your


selected concepts into our society
and the application to the real
world?

A Spa or Beauty Salon Names of group members: ____________ __________________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1) What spa or salon can you visit or
interview an employee?

2) What types of chemicals are


discussed in your presentation? i.e.
massage oil, water, alcohol, Epsom
salts, stones, etc.

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3) What are the molecular formulas of
the key chemicals used or discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular structures,


what type of chemical bonding do
the chemicals possess?

6) What are careers that would relate


to this topic presentation?

7) How does your presentation tie your


selected concepts into our society
and the application to the real
world?

CBC News Report / News Broadcast Report Names of group members: ______ _____________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1) What news TV show or radio
show can you visit or interview
one of their employees?

2) What types of chemicals are


discussed in your presentation? i.e.

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carbon dioxide emission, green
house gases, etc.

3) What are the molecular formulas of


the key chemicals used or discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular structures,


what type of chemical bonding do
the chemicals possess?

6) What are careers that would relate


to this topic presentation?

7) How does your presentation tie your


selected concepts into our society
and the application to the real
world?

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Court Case Names of group members: ____________ __________________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1) Is there an environmental activist
group and /or multi-national
pharmaceutical company you can
interview
2) What types of chemicals are discussed
in your presentation? i.e. hydrocarbons,
and pollution caused from
manufacture.

3) What are the molecular formulas of


the key chemicals used or discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular structures,


what type of chemical bonding do the
chemicals possess?
6) What are careers that would relate to
this topic presentation?

7) How does your presentation tie your


selected concepts into our society and the
application to the real world?

21
Musical Song & Dance Show Names of group members: ____________ __________________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1) Is there a singer and/ or dancer
you can interview (they do not need
to be famous)?

2) What types of chemicals are


discussed in your presentation? i.e.
through a poetic song or rap.

3) What are the molecular formulas


of the key chemicals used or
discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular


structures, what type of chemical
bonding do the chemicals possess?

6) What are careers that would relate


to this topic presentation?

7) How does your presentation tie


your selected concepts into our society
and the application to the real world?
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23
Dramatic Play Names of group members: ____________ __________________

Question Answer Resource where Ideas for the presentation


answer was
obtained
1)Is there an actor or play writer you
can interview (they do not need to
be famous)?

2) What types of chemicals are discussed


in your presentation? i.e. through a
dramatic characterization and
personification.

3) What are the molecular formulas of the


key chemicals used or discussed?

4) Justify the formulas using VSPER


theory and Lewis structures

5) Based on the molecular structures, what


type of chemical bonding do the
chemicals possess?

6) What are careers that would relate to


this topic presentation?

7) How does your presentation tie your


selected concepts into our society and
the application to the real world?

24
Students will be asked to brainstorm ideas and research topics in class and will be required to submit a flowchart, mind map or other graphical
organiser before the end of class.

Chart A: Checklist of Necessary Features


To be used as a checklist to ensure you have covered the necessary expectations, used appropriate resources and connected them to society,
application and the real-world. This can be used as a self-assessment as well.

Lessons covered Checkmark Resources to be used to facilitate Details that will be addressed during the presentation with
in Unit 2 or more research and gathering of respect to the lessons covered and how it directly ties in to
concepts information: society, applications in the real-world, etc
that you - Class text book
have chosen - Scientific Journal
to include in - Encyclopaedia
your - Interview person in company or
presentation expert
- Youtube video
- etc.
1) Lewis Diagrams
2) Electronegativity
and Periodic
Trends
3) Intermolecular
Forces
4) Ionic and
Covalent
Bonding
5) Nomenclature of
Various
Compounds
6) A commonly
used substance
that could be
potentially
harmful

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Scoring Rubric for the Final Product
Level 1 to 4 evaluation scheme for Matter, Chemical Trends & Bonding Unit Culminating Activity Assignment
Category / Criteria Level 1 Level 2 Level 3 Level 4
Knowledge and Understanding
Knowledge of content -demonstrates -demonstrates -demonstrates -demonstrates thorough
- Presentation clearly demonstrates at knowledge of knowledge of considerable and extensive
least 2 of the necessary concepts (see content with content with limited knowledge of content knowledge of content
General Hand-out) intensive support support
Understanding of content - understands - understands - is able to use - - uses complex
- Demonstrates understanding of the material with material with complex ideas and ideas thoroughly and
presented concepts through the use of intensive support limited support understand effectively
specific examples material
Thinking
Use of planning skills - presents between - presents between - presents between - presents within 10-15
- Presents material within the required 7-8 minutes or 17- 8-9 minutes or 16- 9-10 minutes or 15- minutes
time limits 18 minutes 17 minutes 16 minutes
Use of processing skills - processes - processes -is able to process -is able to process
- gathered information by using various information with information with complex information complex information
resources and references them properly intensive support limited support effectively and
thoroughly
Use of critical / creative thinking -uses critical -uses critical -uses complex critical - uses complex
processes thinking skills with thinking skills with thinking skills critical thinking skills
- creative and analytical process intensive support limited support effectively and
thoroughly
Communication
Expression of ideas through multimedia - communicates -communication is -communication is - communication is
in oral and written format with intensive clear, engaging clear, engaging with clear, engaging with
- able to communicate the information in an support with limited visuals that are visuals that are highly
interesting and dynamic fashion support considerably effective stimulating
effective
Organization of ideas - organizes ideas - organizes ideas -is able to organize - uses thorough and
- is able to organize and express information with intensive with limited complex ideas logical sequence of
in an easy to understand manner support support ideas appropriately
Language Usage - many errors and - some minor errors - minimum minor -practically no minor
- is able to communicate effectively using or omissions (over and / or omissions errors and / or errors and /or omissions
diagrams, visuals, and media 10) (6 to 10) omissions (3 to 6) (under 3)
Application
Application - applies knowledge - applies knowledge - applies knowledge - applies knowledge to
- is able to connect presented concepts to to support position to support position to support their support their position
applications in society with intensive with limited position thoroughly and

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- able to describe and investigate the support support effectively
connection of the lessons learned in class
with their presentation choice

Culminating Activity Assessment

Students will be given the rubric for this assessment so that they understand what makes a successful presentation.

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