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.
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 2 – Evidence
Authentic Performance Tasks
AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:
PERFORMANCE TASKS RATIONALE: All of the following activities require students to be actively engaged in the learning task. Students will assume roles, argue opinions, share anecdotes, challenge classmates, debate issues, consume products, analyze human behavior, create authentic metrics, and make recommendations. For some students these activities will come easily. For others, teacher encouragement will be needed. Teachers will pay close attention to creating a safe atmosphere in the class for students to express personal opinions. They will also encourage all students to take risks with their learning when debating, role playing, or playing simulation games using curriculum material that is new to them.
GRASPS
What is a GRASPS task?
UNIT TEST
Students are able to explain the similarities and differences between elements and compounds.
Students are able to explain the differences between physical and chemical changes.
Students have a general knowledge of periodic table – able to investigate the properties of elements and compounds.
GRASPS Task: Conducting an Experiment that Reflects Chemical Change
Goal: to design an experiment that will demonstrate chemical change to primary grade students.
Role: you are a grade 2/3 teacher
Audience: the students in your class
Situation: The students in your class are having a hard time understanding the concept of chemical change. You know that they enjoy visual explanations and demonstrations, so you need to design an experiment that will help them understand the concept.
Product/Performance: You will create a detailed lab procedure using the scientific method, as well as demonstrating this experiment to students.
Extra Performance Task: Element Super Villain Trading Card Assignment
You are about to create the most evil super villain mankind has ever seen! This supervillain has terrifying powers of destruction that can cause mass havoc. You are to make a trading card on 8.5 x 11” card stock describing this supervillain and all of his/her properties and characteristics.
Other Evidence
OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
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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.
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.
