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Chemistry 20 Solutions

Breanna Gray
Rationale

Wonderment and curiosity are important for all individuals to maintain,


regardless of age. The sciences hold a key in maintaining that trait, by
always presenting new possibilities and a deeper understanding to
people. Chemistry specifically within the sciences allows us a
microscopic look at how particles, matter, and compounds interact, to
make changes happen on all scale levels. The wonderment of science
is maintained within chemistry because, by not being able to see many
components with our naked eye, we can make multiple inferences that
allow for multiple pathways to discovery. It is important that all
individuals are given the opportunity to ask questions about the world
around them, and then given the opportunity to explore those many
questions. Chemistry is the study of matter, that comprises everything
we know of within this universe, and it is the study of matter that has
given us opportunity and invention. Without all scientists, inventors, or
simple school children wondering and exploring we would not be the
great civilization we are to this day.
The solutions unit within chemistry is relevant because of the
abundance of solutions we interact with everyday. Juice, water, milk,
household cleaner, fertilizers, etc. are all examples of solutions we use
frequently, and wouldnt it be nice to know about these on a molecular
level? Via understanding what is happening with the molecules you can
find out what effects drinks may have on your body. Through

Chemistry 20 Solutions

Breanna Gray

determining levels of various ions and compounds, you can determine


safe levels of fertilizer runoff. The uses of understanding solutions are
wide. As well, have you ever wondered why cold milk doesnt make as
good of chocolate milk as warm, the answer is solution chemistry.
Through examining what happens at wood pulp processing plants and
or water treatment plants students will be able to understand the
impacts runoff of various elements may have on surrounding soils,
water, and atmosphere. Through understanding how Native Aboriginals
interacted with their land students will discover how common
medicines and teas were and still are used. Many words such as
mixtures, solutions, or even homogenized have different meaning
between the scientific and real world, through science literacy
students will be able to discriminate between various definitions.
Lastly, processes of solution extraction, purification, and distillation
have changed over time due to new understanding of impacts or
processes, and students will understand that science is never static.
The whole while students are gaining knowledge about chemical
solutions, they will be exhibiting positive attitudes, collaboration, and
proper scientific skills through a variety of inquiry labs, projects, and
demonstrations.
The students through the constant wonderment of new
discoveries will conquer all of this new knowledge. Engaging activities
will pre-occupy the children by relating real world problems to chemical

Chemistry 20 Solutions

Breanna Gray

solutions, and the students will become more informed citizens. There
will be room for many different learning styles, visual and tactile
learning, and a variety of presentation styles. Students will be able to
openly ask and explore their own questions, given them most
importantly ownership over their learning.

Key Questions
The solutions unit will be designed through an over arching questions
of Why should we care about solutions? Within the unit, between the
various knowledge, skills, and attitudes students will explore more
specific questions such as

Whats the difference between a mixture and solution?


Whats the most powerful drink?
What is too much Kool-aid?
How do you determine concentration?
How do you make tea?
Whats under your sink?
Why cant I pour my solutions on the ground?
Whats in the water?

In order for students to succeed within the solutions unit they will
need to refer to previously gained knowledge within Grade 8 Science;
Mix & Flow, Grade 9 Science; Matter & Chemical Change,
Environmental Chemistry, and Grade 10 Energy and Matter in Chemical
Change. For added success they will build upon previously learned
skills and knowledge from Math 10 Measurement, Relations and
Functions, Grade 9 Math; Patterns, Data Analysis, and Relations. Nature

Chemistry 20 Solutions

Breanna Gray

of Science understanding will need to be assessed as well such as their


ability to develop questions, and procedure for investigation, research
current events and relevant issues around them, and use appropriate
terminology, scientific methods, and scientific tools to carry out
investigations. Students need to have the want to pursue new scientific
knowledge about the world, and understand varying perspectives by
working collaboratively and be able to cooperatively problem solve.
The potential for cross-curricular can be seen in the variety of
research projects they are to undergo. Through the selection of
interesting topics they will be able to relate the findings to societal
implications, historical evidence, and the mathematical interpretations.
They will be able to present their findings through various medias such
as print, video, or audio visual, and their writings will be of sound
language, and format. These projects therefore will build on and
enhance knowledge from Social, Math, Language Arts, History, and Art.
Connection to Program of Studies
Why should we care about solutions?
20C1.1k recall the categories of pure substances and mixtures and explain
the nature of homogeneous mixtures
20C1.2k provide examples from living and nonliving systems that illustrate
how dissolving substances in water is often a prerequisite for chemical
change
20C1.3k explain dissolving as an endothermic or exothermic process with
respect to the breaking and forming of bonds
20C1.4k differentiate between electrolytes and nonelectrolytes
20C1.5k express concentration in various ways; i.e., moles per litre of
solution, percent by mass and parts per million
20C1.6k calculate, from empirical data, the concentration of solutions in
moles per litre of solution and determine mass or volume from such
concentrations

Chemistry 20 Solutions

Breanna Gray

20C1.7k calculate the concentrations and/or volumes of diluted solutions


and the quantities of a solution and water to use when diluting
20C1.8k use data and ionization/dissociation equations to calculate the
concentration of ions in a solution
20C1.9k define solubility and identify related factors; i.e., temperature,
pressure and miscibility
20C1.10k explain a saturated solution in terms of equilibrium; i.e., equal
rates of dissolving and crystallization
20C1.11k describe the procedures and calculations required for preparing
and diluting solutions.
20C1.1sts explain how science and technology are developed to meet
societal needs and expand human capability
provide examples of how solutions and solution concentrations are
applied in products and processes, scientific studies and daily life
20C1.2sts explain that science and technology have influenced, and been
influenced by, historical development and societal needs
compare the ways in which concentrations of solutions are expressed
in chemistry laboratories, household products and environmental
studies
20C1.3sts explain that scientific and technological activity may arise from,
and give rise to, such personal and social values as accuracy, honesty,
perseverance, tolerance, open-mindedness, critical-mindedness, creativity
and curiosity
explain the Responsible Care program developed by the Canadian
Chemical Producers Association
20C1.4sts explain how science and technology have both intended and
unintended consequences for humans and the environment
explain the significance of biomagnification in increasing the
concentration of substances in an ecosystem
20C1.5sts explain that the appropriateness, risks and benefits of
technologies need to be assessed for each potential application from a
variety of perspectives, including sustainability
explain the role of concentration in risk-benefit analyses for
determining the safe limits of particular substances, such as pesticide
residues, heavy metals, chlorinated or fluorinated compounds and
pharmaceuticals.
20C1.1s

design a procedure to identify the type of solution


design a procedure to determine the concentration of a
solution containing a solid solute
20C1.2s
use a conductivity apparatus to differentiate solutions
perform an experiment to determine the concentration of a
solution
use a balance and volumetric glassware to prepare solutions of
specified concentrations
perform an investigation to determine the solubility of a solute
in a saturated solution
20C1.3s
use experimental data to determine the concentration of a
solution

Chemistry 20 Solutions

Breanna Gray

evaluate the risks involved in the handling, storage and


disposal of solutions commonly used in the laboratory and in the
home
20C1.4s work collaboratively in addressing problems and apply the skills and
conventions of science in communicating information and ideas and in
assessing results
compare personal concentration data with the data collected
by other individuals or groups
select and use appropriate numeric, symbolic, graphical and
linguistic modes of representation to communicate ideas, plans
and results
use integrated software effectively and efficiently to
incorporate data, graphics and text
conduct, collectively, a risk-benefit analysis of the pollution of
waterways by the release of effluents and propose a plan for
reducing the impact on the ecosystem
Interest in Science: Students will be encouraged to develop enthusiasm
and continuing interest in the study of science.
Mutual Respect: Students will be encouraged to appreciate that scientific
understanding evolves from the interaction of ideas involving people with
different views and backgrounds.
Scientific Inquiry: Students will be encouraged to develop attitudes that
support active inquiry, problem solving and decision-making.
Collaboration: Students will be encouraged to develop attitudes that
support collaborative activity.
Stewardship: Students will be encouraged to develop responsibility in the
application of science and technology in relation to society and the natural
environment.
Safety: Students will be encouraged to demonstrate a concern for safety in
science and technology contexts.
Nature of Science and Aboriginal Perspectives Key
AP1: develop the concept of humankinds connectivity to the natural world
and foster an appreciation for caring for the environment
AP2: support relational thinking by integrating learning from various
disciplines of science
AP4: foster the development of positive attitudes by providing experiences
that encourage all students to feel confident about their ability to succeed in
science
NS1: the goal of science is knowledge about the natural world
NS4: Scientific knowledge is subject to change as new evidence becomes
apparent and as laws and theories are tested and subsequently revised,
reinforce or rejected
NS6c: scientific language is precise, and specific terms may be used in each
field of study
IP-NS3: state a prediction and a hypothesis based on available evidence or
background information or on a theory
PR-NS1: research, integrate, and synthesize information from various print
and electronic sources regarding a scientific question
CT-NS1: work collaboratively to develop and carry out investigations

Chemistry 20 Solutions

Breanna Gray

PR-NS5: apply Workplace Hazardous Materials Information System (WHMIS)


standards to handle and dispose of materials
IP-NS2: design an experiment, identifying and controlling major variables
PR-NS2: select and use appropriate instruments for collecting data
effectively, safely and accurately

Within this unit diverse learning needs will be met by the variety of
ways content will be able to be gained. PowerPoints, written note,
workbooks, visual aids, demonstrations, experiments, and research
projects will all be varied ways that students will be able to understand
and learn about the solutions unit. Through groups and pairings of
students all individuals will have equal opportunity to contribute to the
learning process, allowing for weak and strong students to both meet
their intellectual needs. Group and individual work will be varied so
that students may learn to interact cooperatively with their peers,
creating a community conducive to learning in the classroom, and as
well individuals will have time for self reflection and learning
opportunity, addressing their own needs. Both formative and
summative assessment will be done, in varied levels of weighting and
multiple times, allowing for even re-dos, so that should students have
good and bad days, in the end collectively the grades will be able to
reflect their meaningful learning process. Indigenous knowing will be
incorporated regularly so that students will understand varying
perspectives, and gain an appreciation of our history through inquiry
discovery and perspective presentations.

Chemistry 20 Solutions

Breanna Gray

Mind Map: https://www.mindmeister.com/515796139


WHY SHOULD WE CARE ABOUT SOLUTIONS?
Inquiry
Question
Addressed

Date

Who are
we?

Monday
March 9

Tuesday
March 10

Whats the
difference
between a
mixture and
solution?

Lesson
65 minutes
Introduction
Question Ball, Poster Activity, Would you
rather Inquiry
Trail-mix vs. Water, Salt, Sand
Experiment/Inquiry

Curriculum and Ou
SLO

IiS
MR
20-C1.1k
20-C1.2k

20-C1.1s

20-C1.1k
20-C1.2k
20-C1.3k

20-C1.1sts

http://4everateacher.blogspot.ca/2013/03/mixturesand-solutions.html

Macaroni Salad Deconstruction Video


https://www.youtube.com/watch?v=Vt7lN4QPU0k

Spray on Clothing Video


https://www.youtube.com/watch?v=ScvdFeh1aOw

Wednesda
y
March 11

- relate following notes to the video and


terms presented
Powerpoint Notes/Workbook
- Solute & Solvent
- Homogeneous Mixture
- Types of Solutions (liquid, gas, solid)

Wednesda
y
March 11

- Solution Process (Class activity/simulation)


- Exothermic vs. Endothermic (notes and
video)

Thursday
March 12

- Electrolyte Testing Lab (variety of drinks)


- Dissociation & Ionization (notes relate to
lab video visual)

20-C1.2k
20-C1.3k

20-C1.4k

Whats the
most
powerful
drink?

What is too
much Koolaid?

Skills &
Attitudes

Monday
March 16

Tuesday
March 17

Wednesda
y
March 18

20-C1.3sts
20-C1.1s
20-C1.2s

Continuation
- Electrolyte vs. non-electrolyte
- Dissociation & Ionization (whiteboard
group activity for practice)

20-C1.4k

Kool-aid Observations (varying water,


temperature, pressure) Individual Lab
Notes:
- Solubility (Saturated, Unsaturated,
Equilibrium)
- Solubility Varies (Temp, Pressure)
- Solubility Chart Revisit

20-C1.9k
20-C1.10k

20-C1.1sts
20-C1.2sts
20-C1.2s

Notes & Group Whiteboard Visuals:


Continuation
- Solubility (Saturated, Unsaturated,
Equilibrium)
- Solubility Varies (Temp, Pressure)

20-C1.9k
20-C1.10k

20-C1.1s

Chemistry 20 Solutions

Breanna Gray
- Solubility Chart Revisit
-Dynamic Equilibrium (dissociationcrystallization)

Wednesda
y
March 18

Flex Day Test Study Day Interest Day


Quiz (half class time, 10 questions)

Thursday
March 19

Friday
March 20

How do you
determine
concentrati
on?

Monday
March 23

Tuesday
March 24
Wednesda
y
March 25
Wednesda
y
March 25

How do you
make tea?

Salt & Sugar Water Taste Testing


- Classifying Concentration by taste,
Groups
Notes & Video Simulation:
- Concentration
- Volume
- Mass
Opening Discussion about adaption to Ion
Conc.

20-C1.1k
20-C1.2k
20-C1.3k
20-C1.4k
20-C1.9k
20-C1.10k
20-C1.5k
20-C1.6k

IiS
SI
C

20-C1.6k
20-C1.8k

20-C1.3sts

20-C1.1sts
20-C1.2sts
20-C1.3sts

http://www.iflscience.com/health-andmedicine/population-found-adapted-arsenic

Notes & Group Whiteboard Work


- Concentration of Ions
Notes & Group Whiteboard Work
- Concentration of Dilution

20-C1.6k
20-C1.7k

Concentration Determination Lab

Research of Indigenous Plant Knowledge


- Rubric Design with Student Input
Research Continuation Gallery Walk

20-C1.1s
20-C1.3s
20-C1.4s
S&C
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.8k

20-C1.1sts
C
MR
S

20-C1.11k

20-C1.2sts
20-C1.3sts
20-C1.1s
20-C1.2s
20-C1.4s
S
SI
C
20-C1.1s
20-C1.2s
20-C1.4s
S
SI
C

Thursday
March 26
Household, Commercial Product Discovery
Friday
March 27

Whats
under your
sink?

Standard and Stock Solution & Lab


(Nelson p.215)

20-C1.11k

Monday
March 30
Tuesday
March 31

Solution Preparation Lab contd


(Nelson p.218)

Quiz (half class time, 10 minutes)

20-C1.5k
20-C1.6k
20-C1.7k

Chemistry 20 Solutions

Breanna Gray
20C1.8&11
k

Wednesda
y
April 1

Why cant I
pour my
solution on
the ground?

Wednesda
y
April 1

Whats in
the water?
Thursday
April 2

Research Project
- Peak interest with following article jigsaw
http://www.thenakedscientists.com/HTML/news/news/2
199/
http://www.cbc.ca/news/canada/windsor/first-nationsexposed-to-pollutants-in-chemical-valley-1.2438724
http://www.readersdigest.com.au/drinking-recycledwater
http://www.lenntech.com/water-chemistry-faq.htm
http://www.aquatech.com/water-conservation/
http://www.recycledwater.com.au/index.php?id=19

Research Presentations

20-C1.2sts
20-C1.4sts
20-C1.5sts
20-C1.4s
IiS
SI
C
St
MR

Chemistry 20 Solutions

Breanna Gray
Resources

Teacher Resources
Alabama School System Collaboration. (n.d.). In Physical Science in the
21st Century
(PS-21). Retrieved March 6, 2015, from http://ps21pd.weebly.com
Alberta Education. (2104). Chemistry 20-30 Program of Studies. In
Program of
Studies. Edmonton, Canada.
Brooks, S., & Byles, B. (n.d.). Chemistry. In Internet4Classrooms.
Retrieved March 6,
2015, from https://www.internet4classrooms.com/chemistry.htm
Garcia. (2013). Mixture and Solutions. In 4 ever a teacher. Retrieved
March 6, 2015,
from http://4everateacher.blogspot.ca/2013/03/mixtures-andsolutions.html
Gautam, R., Fleming, O., Klinger, R., & Shultz, R. (2011). Class Notes
Chemistry 20.
Edmonton, Canada: Castle Rock Research Corp.
Gautam, R., Fleming, O., Klinger, R., & Shultz, R. (2011). Chemistry 20 Problem
Solved. Edmonton, Canada: Castle Rock Research Corp.
Jenkins, F., van Kessel, H., Tompkins, D., & Lantz, O. (2007). Chemistry
Alberta 20-30
(pp. 193-351). Toronto, Canada: Thomson Nelson.
Student Resources
Aquatech. (2014). What is water conservation and why is it important?.
In Aquatech.
Retrieved March 6, 2015, from http://www.aquatech.com/waterconservation/
Australia Reader's digest. (2010). Drinking recycled water: The debate.
In Australia
Reader's digest. Retrieved March 6, 2015, from
http://www.readersdigest.com.au/drinking-recycled-water?
page=3

Chemistry 20 Solutions

Breanna Gray

Australian Coordinator for Recycled Water Use in Horticulture. (2012).


Frequently
Asked Questions. In Recycled Water in Australia. Retrieved March
6, 2015,
from http://www.recycledwater.com.au/index.php?id=1
Banana skins stop metal ions from slipping away (2011). In The Naked
Scientists.
Retrieved March 6, 2015, from
http://www.thenakedscientists.com/HTML/news/news/2199/

Ceurstemont, S. (Producer). (2010). Spray-on clothing [Online video].


NewScientist.
Retrieved from
http://www.newscientist.com/article/dn19462#.VPny8EIk_dk
Gautam, R., Fleming, O., Klinger, R., & Shultz, R. (2011). Class Notes
Chemistry 20.
Edmonton, Canada: Castle Rock Research Corp.
Gautam, R., Fleming, O., Klinger, R., & Shultz, R. (2011). Chemistry 20 Problem
Solved. Edmonton, Canada: Castle Rock Research Corp.
Jenkins, F., van Kessel, H., Tompkins, D., & Lantz, O. (2007). Chemistry
Alberta 20-30
(pp. 193-351). Toronto, Canada: Thomson Nelson.
Kurz, J. (Writer, Animation). (2013). The science of macaroni salad:
What's in a
mixture? [Online video]. TED-Ed. Retrieved March 6, 2015, from
https://www.youtube.com/watch?v=Vt7lN4QPU0k
Luntz, S. (2015). Population of humans found to have adapted to
arsenic. In IFL
Science. Retrieved March 6, 2015, from
http://www.iflscience.com/healthand-medicine/population-found-adapted-arsenic
PhET. (2014). PhET Interactive Simulations [Online video]. PhET
Interactive
Simulations. Retrieved from
https://phet.colorado.edu/en/simulation/balancing-chemicalequations

Chemistry 20 Solutions

Breanna Gray

The Canadian Press. (2013). First Nations exposed to pollutants in


'chemical valley'.
In CBC News - Windsor. Retrieved March 6, 2015, from
http://www.cbc.ca/news/canada/windsor/first-nations-exposed-topollutants-in-chemical-valley-1.2438724
Water chemistry FAQ (2015). In Water Treatment Solutions Lenntech.
Retrieved
March 6, 2015, from http://www.lenntech.com/water-chemistryfaq.htm

Assessment
For Learning Exemplar (Workbook)
1 milliliter of ink can print 50 pages of text. If you had 100
gallons of ink then how many pages could you print? *Note: 1
gallon = 3.79L

Chemistry 20 Solutions

Breanna Gray

Calculate the molar concentration of the following solution:


7.11 mol of C12H22O11 in 2.25 L of solution

Of Learning Exemplar
(Exit
0.5 marks
each
/2

In the space below draw and


label the following test tubes
as:
- SuperSaturated
- Unsaturated
- Saturated

1 mark
/1

Slip)

Draw or explain what will happen


when you place the supersaturated
test tube into a beaker full of boiling
water.

Chemistry 20 Solutions

Breanna Gray

As Learning (Stoplight Checklist)

Statement of
Outcome for
Learning
20-C1.1k - I
know the
difference
between a
mixture and a
solution, and

Red Light

Yellow Light

I dont
understand any
of the content

I understand
some but need
more time/help

Green Light
I understand
and could be
tested or teach
this

ASSESSMENT
Stude
Chemistry 20 Solutions

Learn
ing
Outco
mes

Title

can give
examples of
each

Type

(Formative/
Summative)

nt
White
board
s

20-C1.2k
Weighting I
can provide
20-C1.1k: recall the categories of
pure substances examples
and mixtures and
from
nature
explain the nature
of homogeneous
mixtures
of solutions
and I know
20-C.1.2k: provide examples from
why water is
living and nonliving systems that
an important
illustrate how dissolving
substances
in water is often
a
prerequisite
for
component of
chemical change
almost all
solutions
20-C1.3k: explain dissolving as an
endothermic or exothermic process
with respect to the breaking and
forming of bonds

20-C1.3k I
know the
20-C1.4k: differentiate between
steps
of the
electrolytes and nonelectrolytes
dissolving
20-C1.5k: express
concentration
process,
at in
various ways; i.e., moles per litre of
the molecular
solution, percent by mass and parts
level
per million
(difference
20-C1.6k: calculate,
from empirical
between
data, the concentration
of solutions
exothermic
in moles per litre of solution and
andfrom such
determine mass or volume
concentrations
endothermic)
20-C1.7k: calculate the
concentrations and/or volumes of
diluted solutions and the quantities
of a solution and water to use when
diluting
20C1.8k use data and
ionization/dissociation equations to
calculate the concentration of ions in
a solution
20C1.9k define solubility and
identify related factors; i.e.,
temperature, pressure and miscibility
20-C1.10k: explain a saturated
solution in terms of equilibrium; i.e.,
equal rates of dissolving and
crystallization
20-C1.11k: describe the procedures
and calculations required for
preparing and diluting solutions.

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ts

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15%

Stu
de
nt
Po
psi
cle
Sti
cks

Prese
ntatio
ns /
Galler
y
Walks

Q
u
i
z

15%

Breanna
Gray
T
e
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1 2
5 5
% %

ASSESSMENT

Breanna Gray

PSII
Lesson Plan

Grade/Subject: Chemistry 20
Lesson Duration: 65 minutes
Unit: Solutions
Who are we? - #1
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Attitudes:
o Interest in Science, Mutual Respect, Scientific Inquiry
LEARNING OBJECTIVES
Students will be encouraged to develop enthusiasm and continuing interest in
the study of science
Students will be encouraged to appreciate that scientific understanding evolves
from the interaction of ideas involving people with different views and
backgrounds.
Students will be encouraged to develop attitudes that support active inquiry,
problem solving and decision-making.
ASSESSMENTS
Observations:
Key Questions:
Pay attention to my students
What kind of teacher do you
answers to better understand the
want?
individuals in the classroom.
School is important because?
Get to know the students more
Our class should be blank
through conversation and
everyday.
question answering.
Written Performance Assessments:
Pre-Assessment
Key Question Bulletin Answers
LEARNING RESOURCES CONSULTED
Resource #1: http://lifeaccordingtokatrina.blogspot.ca/2013/01/54-get-to-knowyou-questions.html?m=1
Resource #2: http://missklohnsclassroom.blogspot.ca/2012/08/wonderful.html
Resource #3: http://www.minds-in-bloom.com/2009/10/exploing-would-you-ratherquestions.html
MATERIALS AND EQUIPMENT
Question Ball
Name Cards
Would you rather? Powerpoint
3 poster papers
Sharpies/Markers/Crayons
PROCEDURE
INTRODUCTION: 5 minutes
Hook/Attention Grabber: Music will be playing as the class enters the room.
Transition to Body: Introduction about who I am, and why Im here again. Introduce
the idea that today is a get to know the classroom day.
BODY: 59 minutes
To get to know the individual students in my classroom, we will take one day to play
interactive games that will help me to better relate to them, so that I can in turn
relate the future lessons to their interests.
Question Ball: Students will be instructed to push all the desks to the edges
of the room, and make a circle. I will then grab the question ball, and explain
the rules about the activity we will be doing. One round of the activity will be
performed, time permitting two.

Breanna Gray

PSII

The ball will be passed to those across the circle politely as no


throwing will be tolerated.
o Only the person with the ball will be able to speak, no interruptions.
o Once the catch the ball with both hands, you will be asked to answer
either of the questions that your thumbs are on or closest to,
whichever you are more comfortable with.
o Before you answer your question please state your name, so that I the
teacher can learn.
o Once you answer the question, if you do please you will have the
opportunity to ask me, the teacher, one question that I will answer. As
your reward for being so brave.
o If you have already answered a question, and receive the ball, please
pass to another who may not have answered one yet.
o Please be respectful of all students answers, as we are maintaining a
positive community.
Poster Board Activity
o 3 poster boards will be presented to the class, each addressing a
different question that the students will need to answer.
What kind of teacher do you want?
School is important because?
Our class should be (blank) everyday
o The students will be asked to form groups with the people nearest
them to brainstorm answers to each of these questions. After 2
minutes the students will be supplied with writing utensil to go up to
the board and fill in the poster board with as many words as they
choose to help inform myself of what kind of teacher, learning
environment and lessons I should create. Throughout the class period
as well student are welcome to suggest new words to add.
Would you rather?
o To understand the creativeness, and individuals I will present a
presentation to the class about would you rather questions. I will pick
names out of a hat, and randomly ask students a series of questions
and have them elaborate on their answers.
The questions will be presented first to the class as a whole so
each student has time to formulate an answer, and then I will
draw the names, and that student will answer said questions,
and give a brief description of why those chose said answer.
Students will be given the opportunity to skip the question, or go
onto the next.
o There will be enough questions so that all students will be able to
answer at least one.
Pre-assessment
o I will hand out a question sheet that has questions aim toward learning
more about the individuals in the class. They will begin the question
sheet in class, and should more time be needed, take it home, and it is
to be completed and turned in the next day.
CLOSURE: 1 minute
As students are leaving the classroom I will ask for them to individually hand me
their name cards as they go, so that I may again put name to face.
o

Breanna Gray

PSII

Sponge Activity: Name Card Doodles: all students will have name cards that I
have already written their names on to help me learn them all quickly. Should we
finish all activities and the pre-assessment be completed they will be allowed to
doodle on their name card. They will be encouraged to draw pictures of things that
represent them individually.
Consolidation: When the next lesson begins I will be at the door, handing the
appropriate name cards to students to try and memorize names quicker. I will also
collect all pre-assessments.

Lesson Plan
Grade/Subject:
Chemistry 20
Unit: Solutions

Lesson Duration: 65 minutes


Whats the difference between a mixture and
solution - #1
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:


Students will:
C - investigate solutions, describing their physical and chemical
properties
Specific Learning Outcomes:
Students will:
20C1.1k recall the categories of pure substances and mixtures and explain the
nature of homogeneous mixtures
20C1.2k provide examples from living and nonliving systems that illustrate
how dissolving substances in water is often a prerequisite for chemical change
LEARNING OBJECTIVES
Students will:
1. Explore the visual difference between mixtures and solutions
2. Explore different methods of how to separate mixtures and solutions
ASSESSMENTS
Observations:
Key Questions:
During the demonstrations and
Whats the difference between
activities I will ask for verbal
a mixture and a solution?
feedback from the students
How is separating a solution
During activities I will circulate
different from separating a
around groups so they maintain on
mixture?
task
During activities I will gather inquiry
questions from students
Written Performance Assessments:
Exit slip : visual observation, relate to other household examples
MATERIALS AND EQUIPMENT
Diatomous Earth
M&Ms
Sand
Peanuts
Salt
Chex
Cups
Marshmallows
Exit Slip
Paper Plates
PROCEDURE

Breanna Gray

PSII

INTRODUCTION: 5 minutes
As students are walking into the classroom I will be distributing the name cards
to the appropriate student, to put a name to a face.
Hook/Attention Grabber: Students will be asked to turn into the front desk their preassessments, and make sure their name card is visible on their desk. Over the sound
system trickling water sounds will be plying to get the kids wondering.
Transition to Body: All students will be handed the Learning Goal Worksheet and
asked to fill out their name.
BODY: 50 minutes
What is a mixture? 5 minutes
o The question will be posed to the class, and they will be given approx. 1
minute to think independently about a definition they can come up with.
o Students will be called upon based on the use of popsicle sticks, to allow
for fairness. They will be asked to give the class their definition of a
solution. Other students in the class will be called upon via popsicle
sticks as well to see if their definition varies. We will discuss as a class
why this might be so.
Is a solution different than a mixture? Is so, then how? 5 minutes
o This second question will be posed to the students again in the same
format as above, and students will be called to give their answers via
popsicle stick. After a quick discussion pre-assigned lab groups will be
asked to form and head to their bench, where their supplies are located.
On lab benches they will be supplied with fist a trail mixture. They will record
what they are seeing on a sheet of paper and discuss amongst themselves. 5
minutes
o After identification I will ask the students if its possible for them to
separate the ingredients, and if so, to do it.
o I will then announce that this trail mix is a mixture, and we will identify
the physical components of what makes it a mixture. We will see if these
new definitions differ from our pre-definitions.
Mixture: two or more substance that have been mixed together,
can be separated, and are not physically changed in the process
Solutions & Mixture Combination 30 minutes
o Next on the lab bench the students will be asked to combine
diatomaceous earth, sand, salt and water in a cup. We will ask what they
just made, and they will be asked to record what they see going on.
o With the supplies at their table they will then be asked to now separate
their mixture. They will be given a majority of time to explore, and I will
circulate during tasks.
o We will inquire if they were able to fully separate all of the components,
and ask if they needed more supplies, and if they could. We will then
explain if this isnt a mixture, what is it. How is it different from a
mixture, what made it different physically, and possibly on a molecular
level?
Students will then be asked to properly dispose of their mixtures and solutions,
and make sure their bench is clean, then return to their desks. 5 minutes
CLOSURE: 10 minutes

Breanna Gray

PSII

The TED-Ed video will be showed to have the students inquire what the next
step in our inquiry into solutions might be. https://www.youtube.com/watch?v=Vt7lN4QPU0k
Students will be given an exit slip that will ask them to record visually how they
might be able to tell the difference between a mixture and a solution. As well
they will be asked to give other examples they come across regularly that are
mixtures and solutions.
As students are leaving class, they will again hand in their name cards to
myself.

Consolidation: I will review the exit slips, and if students write some examples of
mixtures and solutions that are not correct, we will address it next class, to cure
common misconceptions.

Lesson Plan
Grade/Subject:
Chemistry 20
Unit: Solutions

Lesson Duration: 65 minutes

Whats the difference between a mixture and


solution - #2
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
C - investigate solutions, describing their physical and chemical properties
Specific Learning Outcomes:
Students will:
20C1.1k recall the categories of pure substances and mixtures and explain the
nature of homogeneous mixtures
20C1.2k provide examples from living and nonliving systems that illustrate
how dissolving substances in water is often a prerequisite for chemical change
20C1.3k explain dissolving as an endothermic or exothermic process with
respect to the breaking and forming of bonds
LEARNING OBJECTIVES
Students will:
1. Define and discriminate solvent and solute.
2. Define and discriminate between heterogeneous and homogenous mixture.
3. Identify what happens to molecules during dissolution.
ASSESSMENTS
Observations:
Key Questions:
I will observe during popsicle
What is the difference between
question the answers and determine
a mixture and solution?
if we need to progress slower or
How do you identify a solvent,
faster.
and a solute?

Breanna Gray

PSII

I will observe that all students are


What is the difference between
being active in discussion and note
a heterogeneous and
taking.
homogenous mixture?
Written Performance Assessments:
Workbook
MATERIALS AND EQUIPMENT
Powerpoint/Whiteboard Markers
Popsicle Sticks
PROCEDURE
INTRODUCTION: 20 minutes
Various music choices that the students wrote down on their pre-assessments will be
playing over the system as a welcome to a new class.
Hook/Attention Grabber: Clothing has been made that is spray on. It contains solvent,
particles, and can be broken down into simpler units. The students will view the video
and after we will discuss some key words they picked out. We will also ask what else
the children thin they might be able to make with solution and mixture, that would be
useful in life. They will have time to think independently and collectively, and we can
discuss implication. Their examples will then be related back to when we go over
notes.
https://www.youtube.com/watch?v=ScvdFeh1aOw
BODY: 30 minutes
Powerpoint notes will be given. The students will have print outs of the slides
and can follow along writing notes. When we uncover new terms we will relate
them to previous examples we discussed, and there will be time for classroom
discussion to provide real world relations. The following terms will be discussed
in the notes and class discussion.
Solute & Solvent
Homogeneous / Heterogeneous Mixture
Types of Solutions (liquid, gas, solid)
CLOSURE: 10 minutes
Students will be given workbook pages to complete as homework for marks, to
be turned in next class. Time permitting they can start working on these in
class.
Consolidation: Students will have their homework checked, for completion as entry
into the next class.

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