TOLLESON UNION HIGH SCHOOL DISTRICT

Integrated/Life Science
UNIT 2 – Basics of Chemistry
Unit Plan
 Integrated/Life Tolleson Union High School
Science District

Unit Overview
What is the intended purpose and goal of this course? Who is the audience?

Background Information

Unit Title: Basics of Chemistry

Content Science Other/Additional Math
Area: Content Area(s): Reading
Grade ☒ 9 ☒ 10 ☒ 11 ☒ 12 Time Frame: 7 – 9 weeks
Level(s): ☐ Other
Other: Click here to enter text.

Unit Summary:
The purpose of this unit is to develop students’ scientific skills (proper measuring techniques and
the metric system in regards to mass, length, and time, scientific inquiry, graphical analysis, and
summary of variable relationships) through various experiments relating to the basics of
chemistry.

Unit Goal(s):
 Students will be able to write and follow the procedures of a laboratory experiment.
 Students will demonstrate laboratory safety.
 Students will investigate the relationships of independent variables to dependent variables
in experiments.
 Students will be able to make quantitative observations (measurements) with great
precision.
 Students will be able to make highly detailed qualitative observations.
 Students will be able to construct line, bar and circle graphs.
 Students will use graphical analysis to determine the relationships of different variables.
 Students will be able to write a well thought out hypothesis.
 Students will understand the importance of measurement to everyday life.
 Students will develop metric systems skills and conversion techniques.
 Students will understand the basics of chemistry, specifically the structure and properties
of matter, conservation of entities within a system and the transfer/interactions of energy
and matter.
 Integrated/Life Science Tolleson Union High School District

Stage 1: Desired Results

What goals, content standards, and desired understandings will shape this unit?
Established Goals: List the Transfer
content, literacy, and Students will be able to independently use their learning to…
technology standards this unit
addresses.  Safely and successfully complete chemistry related labs.
 Successfully communicate chemistry lab procedures and results (written lab reports,
graphing).
Science Standards  Explain observations of the world around them using the scientific method and basic
Strand 1: chemistry principles.
 Concept 1, PO 1 – 4  Solve basic chemistry problems using dimensional analysis and unit conversion.
 Concept 2, PO 1 – 5 Meaning
 Concept 3, PO 1 – 7 Enduring Understandings Essential Questions
 Concept 4, PO 2 – 4 Students will understand that… Students will keep considering…
Strand 3:  Formulating predictions, questions and  Why is it important to learn, practice
 Concept 2, PO 3 hypotheses based on observations, as and apply science?
Strand 5: well as designing and conducting  How can we apply scientific skills,
 Concept 1, PO 1–6 controlled investigations, is needed to processes and methods of inquiry to
understand the natural world. solve real-world problems?
 Concept 3, PO 3, 6 – 7
 Evaluation of experimental design,  What are the SI units and symbols for
 Concept 4, PO 1
analysis of data and ability to length, volume, mass, density, time and
 Concept 5, PO 1
communicate, interpret and defend temperature?
Strand 6: results (ie. graphing, lab reports) are  How can related SI units be converted?
 Concept 2, PO 2 needed to understand the natural world.  What are the three types of graphs (line,
 Taking and using measurements to bar and circle), and how are they used?
solve mathematical problems related to  How are dependent and independent
chemistry help explain what we observe variables expressed in a graph?
in the natural world.  How can you analyze data using the
 Heat and temperature differ and dictate various types of graphs?
molecular motion (ie. phase changes).  How are heat and temperature related
 Heat transfer occurs in three main ways to energy?
(convection, conduction and radiation)
 How do we control energy transfer?
and takes place all over the Earth.
 How do we get energy out of matter?
 Matter and energy interact continuously.
 The physical and chemical properties of  What are physical and chemical
matter explain what we see at the properties?
Integrated/Life Science Tolleson Union High School District

macroscopic level and can be predicted 

using the periodic table.
 Matter, mass and energy are conserved
within a system.
Acquisition of Knowledge & Skill
Knowledge
Students will know… Students will be able to…
 Vocabulary terms regarding scientific
method.
 Key components of laboratory safety.
 SI units and prefixes for length, volume,
mass, density, time and temperature.
 Key characteristics of line, bar and circle
graphs.
 Basic principles of matter.
 Key characteristics of energy and
energy transfer.
 Key factual information regarding the
periodic table (ie. meaning of symbols
and numbers).
 Basic principles of atomic theory.
 Laws of conservation of matter, mass
and energy.
How is the periodic table used?

In what ways do all things change?

How do the laws of conservation of
matter, mass and energy apply to
chemical changes?
Skill
 Make accurate and objective
observations.
 Design, write and communicate
acceptable hypotheses.
 Design, write, communicate and
execute appropriate experiments.
 Design, write and communicate
plausible predictions.
 Accurately record measurements.
 Construct graphs that best represent
data.
 Analyze graphical and conceptual
information to form clear and logical
conclusions.
 Follow laboratory safety procedures.
 Distinguish between units of length,
volume, mass, density, time and
temperature
 Convert SI units for length, volume,
mass, density, time and temperature.
 Identify and predict chemical and
physical properties.
 Describe features and components of
the atom.
 Describe ways that matter and energy
interact.
 Identify how matter, mass and energy
 Integrated/Life Science Tolleson Union High School District

are conserved in a system.

Stage 2: Acceptable Evidence

What evidence will show the students understand the unit content?

Indicate whether the assessment is diagnostic (D), formative (F), or summative (S).

Evaluation Criteria Students will show their learning by…

PERFORMANCE TASK(S)
 Knowledgeable 1. Written summaries of scientific articles related to the basic principles of chemistry. (F)
 Accurate 2. Written quizzes on basic chemistry principles. (F)
 Skilled 3. Written unit test. (S)
 Proficient 4. District CRT. (S)
 Scientifically sound 5. Labs that demonstrate basic chemistry principles. (F)
 Scientific thought 6. Lab reports summarizing labs that demonstrate basic chemistry principles. (S)
7. Presentations of lab report data and conclusions. (F)
 Well argued
8. Presentations of basic chemistry principles. (F)

Click here to enter text.OTHER EVIDENCE

In addition, teachers may allow certain modifications (ie. allowing oral/visual rather than
written response) as long as acceptable evidence of the targeted learning is obtained.
STUDENT SELF-ASSESSMENT & REFLECTION
 Pre-test/quick writes (D)
 Learning logs (F)
 Journal entries regarding content (F)
 Ticket out (F)
 Presentations (F)
 Integrated/Life Science Tolleson Union High School District

 Lab reports (S)

 Integrated/Life Science Tolleson Union High School District

Stage 3: Learning Plan

What sequence of objectives will guide students toward mastery of the unit goals?

Week in Objective Standard

Unit
1 The student will make accurate and objective observations. S1C1PO1
S1C1PO2-3
The student will design, write and communicate acceptable hypotheses.
2 The student will demonstrate safe laboratory procedures and use of equipment. S1C2PO1
S1C2PO2-4
The student will design, write, communicate and execute appropriate experiments.
S1C1PO4
The student will design, write and communicate plausible predictions.
3 The student will accurately record measurements using lab equipment and scientific S1C2PO5
notation.
4 The student will construct graphs that best represent data. S1C3PO1
S1C4PO2
5 Analyze graphical and conceptual information to form clear and logical conclusions. S1C3PO2-7
S1C4PO3-4
S3C2PO3
6 Identify and predict chemical and physical properties. S5C1PO1-4
7 Describe features and components of the atom. S5C2PO5-6
8 Describe ways that matter and energy interact. S5C3PO6-7
S5C5PO1
S6C2PO2
9 Identify how matter, mass and energy are conserved in a system. S5C3PO3
S5C4PO1