Unit Plan: Chemistry
Science / Grade 7
Big Ideas
Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined.
Concepts:
- Change
- Organization
- Form
- Interaction
- System
- Stability
- Cause/effect
Essential Questions
Students will keep considering…
- N/A
Evaluative Criteria
Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.
- N/A
Monitoring Progress
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- N/A
Resources
N/A
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher Reflection
- What aspects of the unit went well
- What did students struggle with
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
Downloads
Stage 1 – Desired Results
Big Ideas
Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined.
Concepts:
- Change
- Form
- Organization
- Interaction
- Cause/effect
- Stability
- System
Transfer Goals
Students will be able to independently use their learning to…
- N/A
Meaning
Students will understand that…
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Students are able to explain the similarities and differences between elements and compounds.
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Students are able to explain the differences between physical and chemical changes.
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Students have a general knowledge of periodic table – able to investigate the properties of elements and compounds.
Students will keep considering…
- N/A
Acquisition
Students will be skilled at…
QUESTIONING AND PREDICTING
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- Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
- Make observations aimed at identifying their own questions about the natural world
- Identify a question to answer or a problem to solve through scientific inquiry
- Formulate alternative “If…then…” hypotheses based on their questions
- Make predictions about the findings of their inquiry
PLANNING AND CONDUCTING
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- Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified
- Measure and control variables (dependent and independent) through fair tests
- Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision
- Ensure that safety and ethical guidelines are followed in their investigations
PROCESSING AND ANALYZING DATA AND INFORMATION
- Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate
- Seek patterns and connections in data from their own investigations and secondary sources
- Use scientific understandings to identify relationships and draw conclusions
EVALUATING
- Reflect on their investigation methods, including the adequacy of controls on variables (dependent
and independent) and the quality of the data collected - Identify possible sources of error and suggest improvements to their investigation methods
APPLYING AND INNOVATING
- Contribute to care for self, others, community, and world through personal or collaborative approaches
- Co-operatively design projects
- Transfer and apply learning to new situations
- Generate and introduce new or refined ideas when problem solving
COMMUNICATING
- Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
- Express and reflect on a variety of experiences and perspectives of place as sources of information.
CONTENT
Students will know…
Elements and compounds are pure substances:
- an element is a pure substance consisting of a single type of atom, as distinguished by its atomic number (e.g., iron, copper)
- a compound is a pure substance consisting of two or more different atoms held together in a defined special arrangement by chemical bonds (i.e. water/salt)
Crystalline structure of solids
- crystals formed by a unique arrangement of particles (e.g., rock candy, quartz, snowflakes)
Chemical changes
- when atoms rearrange into new products accompanied by an energy change (e.g., rusting, the reaction of vinegar and baking soda, etc.)
Which Core Competencies will be integrated into the unit?
N/A
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
