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Robert Pavletic

Unit Plan: Matter, Chemical Trends, and Chemical Bonding

Grade 11 University Preparation

Due Nov 3, 2017

Overview

A unit plan for grade 11 university level Chemistry Matter, Chemical Trends, and Chemical Bonding. This
unit has 3 big ideas. The first is every element has predictable chemical and physical properties
determined by its structure. The second is the type of chemical bond in a compound determines the
physical and chemical properties of that compound. The final big idea is it is important to use chemicals
properly to minimize the risks to human health and the environment. This unit is done as the first unit
of a high school semester (after WHIMIS and safety) in order to introduce many chemical concepts to
students. The first portion of this unit focuses on ionic interactions, atomic mass and isotopes. The
focus then shifts to chemical trends and reactivity with an emphasis on the periodic table. The focus is
then sifted to chemical bonds, inter and intramolecular forces and drawing Lewis structures. The last
section involves applying what the students learned to their daily lives and common household
chemicals. The student’s main evaluation for this unit will be the unit test at the end of the Unit after 2
full classes of review and discussion. Students will be evaluated throughout the unit to determine their
learning.

Overall Expectations

B1. Analyse the properties of commonly used chemical substances and their effects on human health
and the environment, and propose ways to lessen their impact

B2. Investigate physical and chemical properties of elements and compounds, and use various methods
to visually represent them

B3. Demonstrate an understanding of periodic trends in the periodic table and how elements combine
to form chemical bonds.
Lessons

1. Introduction to Grade 11 Chemistry


2. The Octet-Rule, ions and Bohr-Rutherford Diagrams
3. Atomic Mass and Isotopes
4. Reactivity Series and the Chemical Reactions of Elements
5. Introduction to the Periodic Table
6. Families in the Periodic Table
7. Periodic Trends
8. Ionic and Molecular Bonds
9. Writing Chemical Formulas
10. Nomenclature Naming Compounds with Polyatomic ions, Acids and Bases
11. Drawing and interpreting Lewis Diagrams
12. Intermolecular Forces and Intramolecular Forces
13. Chemicals in our Daily Lives
14. Review
15. Unit Test

Lesson 1 Introduction to Chemistry

Overview

As the unit Matter, Chemical Trends, and Chemical Bonding is often the first one taught in grade 11 the
first lesson would be used to evaluate student’s prior knowledge. Students will be given a quick review
quiz of grade 10 chemistry that will be taken up immediately followed by a discussion to gauge student
knowledge. At the end of class students will write one thing they would like to learn about in this unit
on an exit card. This lesson would also be used to reintroduce them to WHIMIS safety and MSDS
sheets. Students would sign a safety contract as well as create a safety handbook to keep track of safety
procedures in the lab that will be used throughout the semester.

Specific Expectations

A1.4

Resources

WHMIS

MSDS Sheets

Ontario Curriculum Science safety


guidehttp://www.ontariodirectors.ca/downloads/health_and_safety/English_Guides-Jun18-
13/Safety%20Secondary%20Science%20Education%209-12%20June%2018.pdf
Assessment

Access prior knowledge using review quiz and discussion

Gauge student’s interests using exit card

Lesson 2 The Octet-Rule, ions and Bohr-Rutherford Diagrams

Overview

In this lesson students will learn about the octet rule, ions and Bohr-Rutherford diagrams. To introduce
this topic the teacher will ask students to explain the octet rule and how ions are formed. Building on
this students will then learn about the formation of anions and cations. Bohr-Rutherford diagrams will
be used to help illustrate the octet rule and how this influences the formation of ions. After the teacher
completes the spoken part of the lesson students will work with their neighbors to complete a
worksheet on ion formation and the octet rule. Students will be given the opportunity to asses each
other’s work and learn from each other.

Resources

Bohr-Rutherford diagrams instructional video

https://www.youtube.com/watch?v=M4dfgCfLNE8

Unit Plan from

http://mdriscoll.pbworks.com/w/file/fetch/110771548/Sem.%201%202016%20Unit%201%20Plan.pdf

Specific Expectations

B3.3

Assessment

Assessment of prior knowledge using discussion on octet rule and ions

Peer assessment from worksheet and peer collaboration

Lesson 3 Atomic Mass and Isotopes

Overview

In this lesson students will be introduced to isotopes and radioisotopes through a brief PowerPoint
presentation. By the end of this lesson students will be able to determine the atomic mass when given
the mass and relative abundance of an isotope. Students will also be able to differentiate between
isotope and radioisotopes. Students will be given an online worksheet where students can use the
school laptops to research different isotopes and their real world applications as well as calculate the
atomic mass and relative abundance of different isotopes.
Specific Expectations

B3.1, B3.2

Resources

Unit Plan from


https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsx
oMKHbeDCAMQFgghMAE&url=https%3A%2F%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fvie
w%2FSCH3U%2B-
%2BMatter%2BChemical%2BTrends%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_
umy4Hkeir2VuXw&sig2=ce-kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc

Isotopes used in medicine

https://www.radiochemistry.org/nuclearmedicine/radioisotopes/ex_iso_medicine.htm

Assessment

Assessment using online worksheet to be submitted to teacher

Speaking with students as they complete work sheet

Lesson 4 Reactivity Series and the Chemical Reactions of Elements

Overview

In this lesson students will learn how certain elements are more reactive than others and to develop
their own reactivity series of metals through investigation. This lesson will begin with a quick
experiment at the front performed by the teacher. This will be the reaction of zinc and sulfuric acid. At
this point students will be asked to inquire about what happened and write a balanced chemical
equation. The teacher will then inform them that the second demonstration will be between copper
and hydrochloric acid. Students will be asked to make a hypothesis about what they think will happen in
this reaction. After this demonstration the teacher will do a quick recap before the students begin their
first lab investigation. In this investigation students will form the reactivity series of metals through
investigation based on several reactions they perform. After this investigation the class will discuss and
rank what they think the order is between the most and least reactive metals.

Specific Expectations

B2.3

Resources

Unit Plan from


https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsx
oMKHbeDCAMQFgghMAE&url=https%3A%2F%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fvie
w%2FSCH3U%2B-
%2BMatter%2BChemical%2BTrends%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_
umy4Hkeir2VuXw&sig2=ce-kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc

Assessment

Assessment based on the results of the lab investigation and the following discussion

Lesson 5 Introduction to the Periodic Table

Overview

In this lesson students will be placed in groups of 3 and asked to sort the first 20 elements into a
periodic table. Each group will be given a stack of cue cards containing the first 20 elements containing
the atomic number, atomic mass, name and symbol. Using this information students will have to
determine the number of protons, neutrons, electrons, valence electrons and the number of shells are
present. They will then arrange the cue cards following three rules;

1. Cards must be placed in the order of their atomic number.

2. All cards in the same column must have the same number of valence electrons.

3. All cards in the same row must have the same number of electron shells.

Once this activity is complete the actual periodic table will be revealed and students can check their
results. The class will finish with a discussion to recap what students learned as well as the proper name
for rows(periods) and columns(groups).

Specific Expectations

B3.1, B3.2, A1.1

Resources

http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-the-periodic-
table.cfm

Assessment

Assessment based on student performance during sorting activity and recap discussion
Lesson 6 Families in the Periodic Table

Overview

This lesson builds off the previous lesson on the periodic table and introduces the concept of families
and their characteristics. In this lesson students will think critically on why elements in certain groups
react in the same way. The concept of families will be introduced via a brief PowerPoint. After this
introduction students will work in groups and explore elements of the same group (ex halogens) with
each picking one element to present the following class. Each student will investigate the element’s
reactivity, uses, state etc. groups will present together the following class(5-10 min).

Specific Expectations

B3.1, B3.1, A1.1

Resources

http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-the-periodic-
table.cfm

Assessment

Assessment based on understanding shown through presentations

Provide feedback on presentations

Lesson 7 Periodic Trends

Overview

This lesson builds on the previous two lessons to further students understanding of the periodic table.
This lesson will introduce periodic trends in atomic radius, effective nuclear charge, electronegativity,
ionization energy and electron affinity. We will also cover what causes these trends and how they affect
chemical bonding. This will help students use the periodic table to identify basic qualities of an atom
based on its position in the periodic table. This will be done by giving the students a PowerPoint lecture
explaining periodic trends and what causes them. Students will follow along the lecture with partially
completed notes. Students will be required to follow along filling in information as it appears on the
PowerPoint. Students will be given a worksheet that they can work on with peers, taken up at the end
of class.

Specific Expectations

B2.1, B2.2, B3.3

Resources
http://kcvs.ca/isotopesmatter/iupacMaterials/javascript/Interactive%20Periodic%20Table%20of%20the
%20Isotopes/HTML5/index.html

Assessment

Assessment of worksheet as well as observations from walking around and interacting with students

Peer assessment form collaboration on worksheet

Lesson 8 Ionic and Molecular Bonds

Overview

In this lesson students will learn the differences both chemical and physical of ionic and covalent
compounds. This will be done by explaining the formula for determining whether a bond is ionic or
covalent and how electronegativity’s affect the bonding of molecules. How ionic and covalent bonds
share electrons will also be explained. After this lesson students will be given a worksheet to find some
common polar and non-polar compounds and their uses as well as identifying whether a compound will
be polar or non-polar based on the electronegativity’s of the atoms.

Specific Expectations

B3.4, B3.5

Assessment

Assessment performed using worksheet as well as observation and interaction with students

Resources

Covalent and Ionic bonding lessons

http://study.com/academy/topic/chemical-bonding-lesson-plans.html

Lesson 9 Writing Chemical Formulas

Overview

This lesson will introduce the concept of naming the following types of compounds; polyatomic
compounds, covalent compounds, and ionic compounds with a transition metal and ionic compounds
without a transition metal. Students will be placed in groups each given a type of compound to study.
Each group will be given a list of the names of compounds. Students will work together to determine a
method of naming their type of compounds. Once each group has their “rules” they will present their
findings in front of the class. After each presentation the teacher will break down what the students did
correctly and what they need to correct. Students will then work in their groups to determine the
names of all 4 different types of compounds. Students will be given an exit slip to determine their
understanding and where they require further instruction.
Specific Expectations

B2.6, B2.7

Resources

https://msu.edu/~bunkajoh/Lesson_Plan.html

Assessment

Observe and Provide Feedback on presentations

Assessment of worksheets

Review exit cards to determine understanding

Lesson 10 Nomenclature Naming Compounds with Polyatomic ions, Acids and Bases

Overview

This lesson further expands the nomenclature section too include polyatomic ionic compounds and
acids and bases. Students will learn to name these compounds using IUPAC rules. Students will be given
a lesson on how to name these compounds followed by several examples on the board. Students will
then be given a worksheet with these new compounds as well as the compounds discussed in the
previous lesson. Once students feel comfortable naming all the compounds discussed students will be
placed in teams of 3 or 4 and will play a game of nomenclature jeopardy using factile with each category
being a different type of compound.

Specific Expectations

B2.6, B2.7

Resources

https://www.playfactile.com/signin

Assessment

Assessment of worksheet

Assessment using factile

Lesson 11 Drawing and interpreting Lewis Diagrams

Overview

This lesson will introduce the students to Lewis Diagrams. The teacher will explain the concept of Lewis
Diagrams and then provide several examples on the board while facilitating discussion. Students will
then be given a worksheet with several examples of Lewis Diagrams to be completed individually. Once
the worksheet is complete students can share their answers on the board. At the end of class the
teacher can use nearpod to do examples with the class in which every student draws their figure on the
smart board using a device. The teacher can then evaluate any common mistakes present in the class.

Specific Expectations

B2.4

Resources

Unit plan

https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwiq4J7k15rQAhVsx
oMKHbeDCAMQFgghMAE&url=https%3A%2F%2Fpplazekgrade11physics.wikispaces.com%2Ffile%2Fvie
w%2FSCH3U%2B-
%2BMatter%2BChemical%2BTrends%2526Bonding%2BUnit%2BPlan.docx&usg=AFQjCNF84i9gK3ml4CH_
umy4Hkeir2VuXw&sig2=ce-kQp60v2EXofiWrYSaBQ&bvm=bv.138169073,d.amc

Nearpod https://nearpod.com/

Assessment

Assessment using worksheet

Assessment using Nearpod

Lesson 12 Intermolecular Forces and Intramolecular Forces

Overview

This lesson will introduce intermolecular forces and explain how they differ from intramolecular forces.
This will be done via a PowerPoint followed by a lab. In this lab students will be given a nickel and will
determine how many drops (using a pippete) of both water and vegetable oil can fit on the nickel. After
the experiment students will then discuss why the water was able to fit more drops on as a result of
greater surface tension due to hydrogen bonding. Students will perform a short write up of this after
the lab during class.

Specific Expectations

B2.1, B2.5, B3.5

Resources

https://www.stevespanglerscience.com/lab/experiments/penny-drops/

Assessment

Assessment by observation during lab


Assessment of lab write up

Lesson 13 Chemicals in our Daily Lives

Overview

This lesson will introduce students to real life scenarios in which chemicals are used. The teacher will
pay a quick YouTube video about chemicals in cosmetic products. After watching the video students will
be given a laptop or IPad and will be asked to research a common product of their choosing and discuss
its possible health and environmental effects. Students will then write a reflection on the uses, health
and environmental effects, possible improvements and possible substitutes for their chosen product.

Specific Expectations

B1.1, B1.2

Resources

https://www.youtube.com/watch?feature=player_detailpage&v=JAvnbOX8QX4

Assessment

Assessment based on student reflections

Lesson 14 Review

Overview

Students will be given a unit test review sheet including all the types of questions that will be asked on
the unit test. This will include questions involving information covered in lessons 1-13. Students will be
given 2 full classes to complete review as well as ask questions to improve understanding. The teacher
will take up several questions on the board upon request. This lesson is designed to clarify any gaps in
understanding. Students can work individually or in groups to increase peer collaboration. All questions
on the unit test will be covered during this review

Specific Expectations

B2.2, B2.4, B.5, B2.7, 3.1, B3.2, B3.3, B3.4, B3.5

Assessment

Assessment by interacting with students to judge understanding

Assessment by answering questions


Lesson 15 Unit Test

Overview

Unit test involving topics covered in lessons 1-13. Unit test will challenge students understanding of
important topics covered in the unit. Section 1 definitions, section 2 naming compounds, Section 3
writing chemical formulas, Section 4 Lewis Diagrams, section 5 short answer.

Specific Expectations

B2.2, B2.4, B.5, B2.7, 3.1, B3.2, B3.3, B3.4, B3.5

Assessment

Assessment by evaluating tests