Understanding by Design Unit Template

Foundations of Chemistry 11
Title of Unit Grade Level
Physical Science 20 Nine Week Period
Subject Time-Frame (Seventeen lesson set)
Colton Hope
Developed By (ECUR 325, Technological Integration Unit Plan Assign, Dr. Jay Wilson, Monday April 3rd, 2017)

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Lifelong Learners:
The context of students as lifelong learners through the Foundations of Chemistry unit are expressly depicted in their expansion of
knowledge relating to the environment and physical world, placing specific emphasis on their localized occupancies, and cultural World
Views. In developing furthered understanding of the physical world, students are driven toward the refined study of their own topics of
interest centered in the sciences through processes like; industrialization, mining, and agriculture. Central to students development of
understanding their natural physical environments, is their life-long progression in digital literacy as an integral component of
modernized 21st century living. Being able to express these topics through differentiated mediums, often expressive through students
interaction with technological resourcing, and tools for the advancement of independent/inquiry research methodologies, elicits the
capacity of lifelong learning in students. The supposition, of students as lifelong learners, is directed through their naturalized
interactions with the; communities they service, persons that they interact with, impassioned involvement with academic, and non-
academic (cultural) knowledge bases, and progressive understanding of how these communities have adapted/integrated modern
technologies into their daily functionality. These interactions also serve to connect students with their cultural roots, and biases.
Leading hopefully, to a deeper understanding and continued pursuit for the knowledge what make them who they are? What make their
people who they are? How do they thrive? Survive? Live?
Sense of Self, Community, and Place:
Development of a sense of self, community, and place in the Foundations of Chemistry unit, is brought about by the contradiction of
students scientific ideologies and misconceptions, against scientific law and defined theories of scientists in the field. The defying of
these popular misconceptions, they may be proven as either; isolated instances of the need for higher educational standard, or the
direct confliction with a students cultural world view, and Ways of Knowing. In either event, production of a detailed tool-belt,
containing all matter of digital tooling from which students can expand their relevant conceptualized, and culturally constructivist
knowledges, is key. Students come to define their place in the community through the expansion of the larger concepts related to
science industrialization on a macroscopic level and the ways in which chemistry impacts our environments. They come to understand
that the universe is not constant and that on a subatomic level, constant change defines their place in it. Vital in the deepening of
students knowledge in these areas of physical science, is their progression toward an understanding of how their local, and global
communities, use means of technological innovation in the advancement of their scientific understanding, and how technology
produces efficient channels of knowledge distribution and co-construction. Establishing where they fit within it all; among things both
large and small, students must come to contests not only; their misconceptions, and the laws/theories of science, but also the directed
teachings and spheres of influence that impact their knowledge base stemming from; community involvement, parental guidance, and
peer-relationships.
Engaging Citizens:
Learners are engaged as active citizens through the Foundations of Chemistry unit by developing conscious knowledge of industrialized
processes like agriculture and mining, how chemistry effects these processes and how those resultant affects can alter and disrupt our
natural environment. Through the introduction of ethnic and societal issues related to chemistry, students are prompted to speak their
minds and act upon their knowledge development. This infers that as students gain access to the knowledge of such controversial
societal outcomes that are systemic of the practicing and development of scientific/industrialized processes, that some action is to be
taken. Gaining access to this knowledge; global outcomes, effects of industrialization, societal action against large scale chemical
science production, etc., is fast-tracked with students introduction, and continued experimentation, with digital tools appropriating
technology as the academic norm. Students must consider their external passions outside of the classroom, and how the negative
environmental impacts of accepted scientific practice can disrupt or disfigure the naturalization of these passions. Students must ask
themselves; what can I do to make a difference so that me and others may continue to live life as we have?

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking:
Students develop thinking in the Foundations of Chemistry unit through their incorporation of theories based-in; subatomic particles,
the mole, and mathematics (stoichiometry), into how their own modern worlds industrialized processes of chemical reactivity impact
both; positively, and negatively, our modern day societal outcomes. They also learn to think abstractly about the physical world,
instead of simply taking for granted the daily functions of life, they are pushed to consider; the different types of reactions that make
up chemical processes, and how the constant chaining-together of these reactions creates the world around them. Following the
outlining of scientifically factual abstract thought, students must also consider how then, do their defining experiences in life, unto this
point in their academic career, and beyond, become explainable through the utilization of the scientific method. Abstract thought
production, can be supplemented with the analytical study of these natural outcomes using modern technological resources for;
research, and development, which often shape the construction of the scientific methods practical application in and of itself.
Developing Identity and Interdependence:
The development of identity and interdependence in the Foundations of Chemistry unit is based around the conceptualization that all
life is interconnected. Through the processes of chemical reactivity, stoichiometry, etc. students can visually, and mathematically
represent a correspondence between how products of a chemical reaction form, from the designated system of reactants, and how the
sustainability of our; natural, and synthetic, environments, is codependent on these interactions; both of reactants and products. Just as
one societal structure; such as a school, is dependent upon another; the government, for continued success and survival, so too is
product formation co-dependent upon the reactants that construct them. Students are interconnected with one another, as if atoms in
a chemical bond formation, the analogy drawn for them is one of, a weak link in the bonding structure, bringing down the whole lattice,
else a faulty component in a computer, resultantly producing a failure to connect to a world-wide networking populous.
Developing Literacies:
During the Foundations of Chemistry unit students must expressively represent; written literacies in their note taking and lab reports,
mathematical literacy in the competent completion of required calculations, digital literacy through their developing understanding of;
internet safety, scientific technological construction, research mechanisms, and physical literacy through their interactions associated
with the lab demonstrations and case study exercises. These literacy competencies however, are supplemental to students production
and development of both; cultural and intercultural literate practice. This unit provides students with the scientific understanding
necessary to communicate to a multiliterate and multicultural audience, their adept understanding of chemical processes and modern
chemical practices. Often, this progressive relaying of students understanding through a multicultural framework takes place using
expressive technological mediums, which bridge the gaps of understanding created by the multilingual diversification of global
populations. This deepened understanding, will hopefully manifest as culturally responsive dialect between; students, their families,
peers, and other professionals, as a means for opportunistic skill development on behalf of the students. Through the appropriation,
and explanation, of students deepened understanding in a culturally responsive, and respectful manner. Allowances will be made for
them to not only; process how western civilities notion of practical science, conflicts with that of other World Views, but also how
differentiated scientific philosophies, co-construct the knowledge, and technological basis for all modern day scientific exploration. This
progression of knowledge sharing, and co-construction, is transformative (SAMR) through the; modeling, and redefining of students
expressive understanding, presented to a multicultural audience through connective digital platforms.

Developing Social Responsibility:

The Foundations of Chemistry units portrayal of how the social understanding of the chemical sciences discipline has evolved, and
today is generally understood through the lense of a Euro-centric developmental bias, will produce an adept understanding in students
of systematic inequality. Students will look at the impact of; chemical processes, technology, and models of industrialization.
Examining, how these effect the social sustainability of our civilizations and personal interrelations. Students will also be prompted to
think critically about how these chemical science processes, have furthered the; exploitation, and systematically unequal/inequitable
treatment of minority acculturated groups; both locally and abroad. By developing their understanding of chemical processes, in a
larger, more global context. A large component of societal inequality that students are forced to consider due to the nature of chemical
science exploration, is how the differentiation among our worlds nations with respect to technological development effects economic
networks, and dependence on international cooperation for resource management. Students can begin to interrogate the idea; how has
the effective imperializing of First World countries, lead to a one-sided developmental nature of science and technology?

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

PS20-FC1 Predict products of the five basic types of chemical reactions and evaluate the impact of these reactions on society and the
environment.
PS20-FC2 Construct an understanding of the mole as a unit for measuring the amount of substance.
PS20-FC3 Use stoichiometry to determine the relative amounts of substances consumed and produced in chemical reactions.
PS20CE1 Analyze and explore physical science related occupations in Saskatchewan, Canada, and the world.
PS20SDS1 Create and carry out a plan to explore one or more topics of personal interest relevant to Physical Science 20 in depth.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? What provocative questions will foster inquiry into the content? (open-
(what you want students to understand & be able to use ended questions that stimulate thought and inquiry linked to the content of
several years from now) the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.
Chemistry shapes the way that many large-scale; How does chemistry affect the processes of; mining, and agriculture,
mining, and agricultural practices are completed, where we live?
and allows for a more environmentally friendly How can a better understanding of chemistry, help us to establish a
approach to industrialization. This is the firmer grasp on environmental conservation?
commonality of western civilization, it is how How does our societal development of more advanced technologies,
much of the world views Canada, as apart from enable us to further our understanding of the physical sciences?
lesser developed nations. How can chemistry make up everything, even when we cant see it?
The world of chemistry is all around us, it shapes How can; technologies, digital tools, and software development,
what and who we are as well as the way we enable us to visualize and construct representation of the chemical
associatively interact with the world around us. processes that would remain invisible to us otherwise?
Chemistry also separates, and identifies us. Our How can the physical form of a substance be changed so that it
bodies natural chemistry is what creates our;
appears differently, or does not appear at all?
differences in appearance, personality, and
How can we use math to express the world around us, and the
emotional dexterity.
reactions that occur in it every day?
We cannot always see chemistry with the naked
What technological resources do we have available to us through
eye, what accounts for a mole of one substance
may vary when compared to that of another, and modern scientific development that allow for us to more easily;
represent/complete these mathematical permutations?
 substances may exist in many different, and What specific advantages exist through the technologically-based
manipulatable physical forms. Technology representation of scientific data when compared to historically
produces the means by which we often visualize, contextualized data representation?
and understand chemical processes. Students What measures are in place to ensure personal safety in a science
can idealize this concept through; the filling of laboratory?
space with their favored objects, the more objects FNMI, multicultural, cross-curricular
you can place in the same space, the more moles How do the views of FNMI people differ from that of an ethnocentric
you have. view of chemistry? How do they differ cross-culturally and internally
Many simple mathematical relationships exist to amongst one another?
express the chemistry around us. Even if How did FNMI people originally use basic principles of chemistry to
something has been physically altered, math can survive, and thrive?
aid in the development of determining what we How did/do FNMI persons employ principles of chemistry in the
had to start, or what we wind up with. Engaging
natural and holistic practices of their cultural medicines and spiritual
here with students prior knowledge of; number-
healing?
line systems, unit conversions, and
How do FNMI; scientists, engineers, and innovators, work to shape
organizational/counting cultural norms, will assist
in deepening their comprehension, and creating the modern-day application of chemical sciences?
subsequent relatability to the commonality of How do historical FNMI technological resources influence variant
mathematical representation. modern-day technologies applied in the physical sciences?
In what ways do FNMI scientists continue to; advance, and innovate
Related misconceptions for the technological development of our modern scientific world?
Chemistry is bad. Chemicals are dangerous, and How do the systems of; cultural, and academic communal
are things that come in the little brown bottles, or achievement differ between FNMI persons and European scientists?
as fine white powders.
Chemistry is something we must do with our
hands; mixing chemicals in beakers, and titrating
until solutions chemically shift.
Chemical reactions are always visible; giving off
gas, changing color rapidly, and/or creating
explosions.
Any math that expresses a chemical relationship
is long and complex, with units that are
impossible to manage.
Technologies that are expressive of physical
science related data are impossibly complex and
inoperable.

Knowledge:
What knowledge will student acquire as a result of this
unit? This content knowledge may come from the
indicators, or might also address pre-requisite knowledge
that students will need for this unit.
Skills
What skills will students acquire as a result of this unit? List the skills and/or
behaviors that students will be able to exhibit as a result of their work in
this unit. These will come from the indicators.
Students will know...
What the importance of skeleton equations is for
expressing chemical reactions, how to balance
those reactions, and how to use the IUPAC system
to verbally express chemical reactions.
How to define what the products of synthesis and
decomposition reactions will be given a list of
reactants.
The feasibility of completing single-replacement
reactions based on the reactivity of metals and/or
non-metals.
The products of double-replacement reactions for;
acid-based neutralization reactions and how to
use a solubility table to determine the chemical
formulas.
Different mechanisms for measuring quantities of
chemical substances that cannot be individually
counted.
What the contributions of; Avogadro, Berzelius,
Davy, Gay-Lussac, Proust, and Dalton, are to our
modern understanding of chemistry.
How to use effective means of research to define;
industrial, mining, and agricultural processes.
The correct means by which to communicate
experimental results through the construction of a
formal lab report.
Why actual yield differs from theoretical yield
based on our understanding of sources of error.
How the yield of chemical reactions has an
economic impact on our natural environment
while at the same time impacting product profit,
and waste production.
Some ways in which the reactants used and
products formed during chemical reactions of;
industrial, mining, and/or agricultural processes
can affect human health and/or the health of the
environment.
How to engage their prior systems of knowledge
as they relate to proper handling and disposal of
chemical waste production.
How to engage with, and communicate
appropriately, the relevance of physical/chemical
sciences to students own cultural norms, and
Ways of Knowing.
Students will be able to
Observe and analyze synthesis, decomposition, combustion, single-
replacement, and double-replacement (including acid base
neutralization) reactions. (S, K)
Represent synthesis, decomposition, combustion, single-
replacement, and double-replacement (including acid base
neutralization) reactions using atomic models, other manipulatives,
skeleton equations, balanced chemical equations and International
Union of Pure and Applied Chemistry (IUPAC) nomenclature. (S)
Select and apply proper techniques for handling and disposing of lab
materials, as outlined in Workplace Hazardous Materials 30 Physical
Science 20 Information System (WHMIS 1998 and WHMIS 2015)
standards, and interpret Materials Safety Data Sheets (MSDS) and
Safety Data Sheets (SDS). (K, STSE, A)
Research how industrial, mining and/or agricultural processes involve
chemical reactions. (STSE, S, K, A)
Calculate the molar mass of various molecular and ionic compounds.
(S)
Perform molar conversions, including mass to mole, number of
particles to mole, volume to mole, concentration of a solution to
mole and their inverse operations, using the correct number of
significant figures. (S)
Prepare solutions of known concentration using molarity and dilution
calculations. (S, K)
Determine the relative numbers of moles of each substance in a
variety of chemical reactions using balanced chemical equations. (K,
S)
Relate the use of the mole to the coefficients in a balanced chemical
equation, and compare this to mass and volume as measurable
quantities. (K, A, STSE)
Perform stoichiometric calculations to predict the outcomes (e.g.,
concentration, mass, volume, number of particles and energy
transferred) of chemical reactions, using the correct units and correct
number of significant figures. (S)
Determine the limiting and excess reagents in a variety of chemical
reactions through stoichiometric calculations and experimentation.
(S, K)
Compare the theoretical and actual yield for a variety of chemical
reactions by calculating the percent yield. (S, K)
Explore connection
between topics in Physical Science 20 and occupations
of personal interest. (S, A, STSE)
Examine the roles, responsibilities, educational qualifications, and per
sonal
and professional qualities common to people involved in physical
science related jobs. (S, A)
Communicate research findings related to physical science occupatio
 ns
through a display, brochure, video, presentation software, website or
orally. (K, S, A, STSE)
Carry out an experiment following established scientific protocols to
investigate a question of interest related to one or more of the topics
of Physical Science 20. (S, A, K, STSE)
Share the results of studentdirected research through a display,
presentation, performance, demonstration, song, game, commercial,
fine art representation, video, or research paper. (S)
Design, construct and evaluate the effectiveness of a device, model
or
technique that demonstrates the scientific principles underlying a co
ncept related to Physical Science 20. (STSE, S)

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real-life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Students will be asked to work in a scientific laboratory environment. Here they will have the
What should students accomplish by chance to experience for a time what it is truly like to be scientists in the field; interacting with lab
completing this task? equipment, chemical species and displaying their skills for several their fellow-scientists. They must
R Role use all that they have learned in the classroom and apply it to a series of five experiments that will
What role (perspective) will your test their knowledge bases in the areas of; reactivity, safety, mathematics, and product formation.
students be taking? As scientists, they will be asked to develop on their background knowledge of the experiments,
A Audience record with accuracy their observations as the reactions occur, complete calculations based in the
Who is the relevant audience?
areas of stoichiometry and come to concise conclusions about what they have done. For this
performance task, students are not specifically designated to contribute their findings through the
S Situation
submission of a formally written lab report. Instead the summative assessment will center around
The context or challenge provided to
the student. their completion of a provided, comprehensive laboratory booklet which; evokes questions related
P Product, Performance to prior knowledge, chemical equation creation and balancing, calculations, and questions of
What product/performance will the deeper comprehension. With the submission of this lab booklet, students will also be asked to
student submit a two-page paper, detailing the impacts of improper chemical disposal (from each of the
create? five experiments) on their local environment. This write-up needs to be submitted as a formalized
good-copy, meaning that it is to be typed utilizing any number of word-processing programs
available to students, and submitted either; electronically through an established classroom digital
medium (i.e. Black-Board), or as a hard-copy. Students will be asked to provide specific examples of
local environmental factors, negatively impacted by incorrect chemical disposal and handling.
 Included with students examples of localized environmental factors negatively influenced by these
chemical science practices, should be the detailing of sustained cultural relevance of any local
locations to their communitys population. Students should consider how the improper disposal of
chemical waste bi-products, not only impacts the local environment, but the people connected to it,
and how, if these processes of improper disposal are to continue would localized communities be
negatively impacted?
S Standards & Criteria for A rubric has been attached at the rear of this UBD unit plan template for the Foundations of
Success Chemistry detailing the specific evaluation criteria for this summative assessment creation. The
Create the rubric for the Performance evaluation rubric will be made accessible to students through a class-wide digital platform like; a
Task website, or administrative school directory.
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals, or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Students will demonstrate their comprehension of course The self-assessment component of the curricular outcomes will be
materials through the following means of assessment and completed by a unit long comprehensive scientific journal kept by
evaluation: the students regarding what they learned including; relevant
Quizams and Unit Exam formulas and terms, completed experiments, researched topics
Research Paper/Lab Report etc. Daily personal reflection based around in-class activity will
Scientific poster creation promote the development of student thought toward what
interests them about chemistry. It is also a means by which
Scientific Journal
students can evaluate their personal growth and development as a
Cultural response chemical disposal writing
learner throughout the course of the semester. As their processes
Linguistic development - chemical nomenclature games of; thought development, organization, and cooperative learning
Worksheets detailing; calculation questions, unit progress, they will be able to track, and chronologically organize
conversion development, chemical naming and IUPAC their systems of thought into detailed cyclic relations. Keying on
systems of nomenclature, and Periodic Table symbolic the development of their own learning-cycles, students may
identification/reasoning. choose to incorporate technological resources into the confines of
Formative technological assessment media including; their journal entries that they found best assisted them in their
Kahoots, collaborative Google-doc and Padlet post-marking, reading during the course completion.
class Jeopardy, and chemical structure diagraming using
the program Chemdraw.
Summative technological assessment media including;
Prezi presentations, Weebly website design, and PowerPoint
construction.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are, your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
With the completion of this unit, students are headed toward a more refined understanding of the mathematical and physical laws that
govern the construction of our chemical world. Students, have previously been introduced to the basic concepts of chemistry; where our
knowledge comes from regarding the elemental world (the Periodic Table), the technological resources used to research and understand
individual characteristics of each of these elements, and how elements cane come together to create the substances that define life. I
will look to ensure, that students understand where we are going while completing this unit; by defining the outcomes based assessment
and indicators of their learning that I am looking for, while still giving them larger questions to push their comprehension limits, allowing
me to gauge their understanding. I will push for a set of highly achieving academic standards from all learners, regardless of supposed
limitation, seeking to adapt and differentiate for those students who face; learning deficits, physical challenges, or previously Othered
cultural identities. Accompanying these high academic standards, will be the desire to have all students exhibit selectivity regarding their
own learning; choosing how to represent their understanding through technological, or other creative means. This while maintaining an
inclusive classroom environment that is accommodating, and welcoming of all learners. The experiences students bring, come from their
daily lives and interactions, through the chemical reactions they perceive, that they are yet unable to describe in a scientifically refined
way, and though their previous science classroom interactions. On the first day of class I will look to complete an introduction and
sharing activity so that the students may get to know one another, and so I can get to know them as well. Students will be asked to
share their names, and one interesting thing about themselves. By sharing what makes them unique individuals, I am hoping to
immediately establish an inclusivity within the group, and make the classroom a known safe place for all cultural worldviews. If students
have a designated IEP in place and are going to be active members of this class, I would like to meet with each of them to discuss how
we can best work with their strengths in the chemistry unit and beyond. If any exceptionalities including EAL learners are present in the
class, the challenges that these students face ranging from; social stigmatisms to cognitive/comprehension limitations will need to be
addressed for them to be successful. Specifically differentiating for these students by co-constructing my relationships with the schools
paraprofessionals; educational assistants, speech language pathologists, and guidance counselors, so that they have a positive impact in
our classroom will help to build my relationship(s) with these students. Differentiation for my EAL and culturally diverse students will
subsequently be accomplished through the integration of a number of culturally responsive pedagogical strategies including; modelling
chemical composition and mathematical practice, scaffolding of complete scientific ideologies (i.e. stoichiometry), continued
implementation of inquiry pedagogy allowing for guided student-directed research into their topic of interest, and the provision of
responsive feedback for both; students that regularly succeed, and students that struggles academically or personally. It is also
extremely important that all students have the compacity to communicate during the chemistry unit especially during lab-based
activities where students may be at risk for accident or injury. This communication may not be readily accomplished orally by the EAL
learners, and as such proper safety protocols and instruction should be diligently taught to the entire class. Communication
advancement for these students outside the lab environment, is also integral, and will be more readily accomplished by procuring
developmentally appropriate mechanisms of assistive-technology for students convenience. The learning environment for the
Foundations of Chemistry unit will be constructed as a combination between; the traditional classroom environment, and additional labs
room if facilities are available. Utilization of the students local environment outside of the school can also be integrated as a point of
reference by which to expose them to the environmental impacts of physical science processes. This is the optimal orientation for this
unit because it gives students a chance to; have a stable environment for developing their materials knowledge, while being able to turn
that knowledge into lived curricula within their communities, before establishing a safe and well equipped location to work hands on
toward furthered understanding, and practical application of their knowledge. While in the classroom students should be grouped
individually to optimize their attentiveness while taking notes and working on example problems with the number of distractions present
in the room limited. Individualized grouping should be altered as necessitated by the learning needs of the students, specifically EAL
learners who may produce better academically when allowed to work together co-constructing knowledge. For lessons that are more
heavily influenced by the integration of technology, subsequent grouping of students to accommodate for resource availability may also
be required. If students are working in the surrounding community, the inclusion of; local professionals working in the physical science
field, traditional knowledge keepers, and community resources/facilities, should be constant. While in the lab, having student materials
organized in an easily accessible fashion is best, with hazardous materials kept separate and in locked compartments or rooms to
discourage dangerous or juvenile behavior. In this room, having student arranged in groups; through pods, tables, or work benches is
optimal to establish a sense of cooperativity. It also provides an outlet to EAL and multicultural student populations, to procure adequate
assistance in-case of an emergency.
How will you engage students at the beginning of the unit? (motivational set)

Student introduction to the foundations of chemistry unit will be completed on the first day through a familiarized motivational video
based around chemical reactions. This video is used to express that chemistry is all around us, its cool and interactive as well as being
full of experiments that can better our understanding of the physical world. Students may also have a history of the use of Bill Nye
videos in their classrooms and as such have developed a popular norm reference in association with this type of digital tool. As a means
of ensuring the engagement of EAL and multicultural students, the audio-visual composition of this resource, that physically iterates the
reactions being studied, is somewhat of kick-start. Ensuring that the video is displayed using subtitles for EAL learners, or even closed
captions for those exceptional students who may not be able to perceive the video being shown, is the best means of ensuring that
students are not becoming lost immediately starting the unit. The video also fills a required need for beginning to integrate
technological responsive learning, into the students curricular outcomes.
http://www.dailymotion.com/video/xlp2y1_bill-nye-chemical-reactions_tech

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Introduction Beginning: Develop. -Bill Nye

(Day 1) Students are grouped into fours in an introductory exercise, where they share; their Identity Chemical
names, and one interesting fact about themselves in an accepting inclusive and Reactions
environment. Groups of four are conjoined until the entire class is together in a Inter- video
circular (FNMI referenced) configuration. Instructor will also take part to build depende -Journals
relationships with students, produce introductions both; too and from the class. nce (DII) -Translation
Middle: materials
Outline the scientific journal assessment (AS learning) that students will complete (closed
as an ongoing project throughout the course of the semester. Proper formatting for captioning/
entries including topics of interest; scientific exploration, cultural relevance, subtitles)
connection to course content, and students feeling related to the lessons, should -Para-
be introduced at this point. professiona
End: ls
Students will, as a class watch the motivational set video as a means of
introduction to the Foundations of Chemistry unit. Here, adaptations and
differentiation for EAL, and exceptional students is paramount.

2 Science 10 Beginning: Develop. -Printed

Review Start with a concept review of the key resources that students will be expected to Thinking Periodic
(Week 1) continue to work with, developing deeper comprehension and understanding such (DT), Tables and
as; the Periodic Table of the Elements, polyatomic ions sheet, and the pH scale. DLL, and Polyatomic
Students should be given print resources and the instructor should go through Develop. sheets
them detailing a system of organization (i.e. splitting of the periodic table Literacy -Review
classifications) (DL) ppts.
Middle: -Review
Introduction to review of chemical reactions processes, specifically; differences worksheets
between products and reactants, five types of chemical reactions synthesis, -Handouts
decomposition, single-replacement, double-replacement, and combustion, and the of ppt.
rules for balancing chemical reactions. As these are key developmental constructs slides
of later unit materials, use of a formative review Kahoot specific to reaction typing - Five
is appropriate. Reaction
 End: Types
Review of the properties of chemical reactions should be completed, detailing Review
specific examples of each property; physical versus chemical change, entropy Kahoot
versus enthalpy, catalysis, and ionic versus molecular bonding. Attempting to - Padlet
connect these examples to students local environments is critical, culturally discussion
responsive student-centered learning. A brief review of naming may be given board
before moving forward into the history of chemical science, where a deeper level of
instruction will be given for naming convention. Due to the large quantity of
curricular material covered during the review lesson, establishing a class discussion
board using the Padlet web-based program, will assist with students keying on one
concept recalled during the lesson.
3 Review Completion of a quiz based upon the reviewed materials from the Science 10 DT, and -Quizams
Quizam Review lesson. The entire lesson time should be dedicated to completion of the DL
(Day 1 Week quiz. Students should be allowed their print resources (i.e. Periodic Tables, and
2) polyatomic sheets), and additional time may be allotted for ELA, or low
cognition/exceptional students.
4 History of Beginning: DT, DII, -Chemistry
Chemistry This lesson will begin with a period of direct instruction, as students take part in a and DL History
and Naming notation exercise detailing the exploits of historical European scientists including; ppts.
Convention Avogadro, Berzelius, Davy, Gaylussac, Proust, and Dalton. Both; exceptional -Handouts
(Week 2) learners, and EAL students who may experience difficult simultaneously taking of ppt.
notation and comprehending materials should be given handouts specific to the slides
ppts. with key words either given in bolded text or as blanks to be filled by the -IUPAC
students. naming
Middle: ppts.
Students will be given time to complete an in-class entry for their journals based on -Chemical
a provided focus question. Why do you think there is no representation by FNMI Compound
scientist in the ppt. we just saw? This question is designated to set students on a Naming
path to culturally responsive thinking and help them to identify our societal biases worksheets
when it comes to science. Accompanying this time for students to complete an -Flowchart
entry, will be the playing of the TED Talk video; Award-Winning Teenage Science in for IUPAC
Action. Reasoning for the utilization of this video herein, is the attempt to define a naming
more prominent multicultural perspective in modernized sciences. convention
End: s
We will return to the period of direct instruction related to the introduction of IUPAC -TED Talk
naming conventions, again using ppt. slides and handouts as necessitated. Video (1)
Instruction will be given before a period of drill and practice on how to use the
provided print IUPAC Naming Flowchart resource. Modelling will be used as a
culturally responsive instructional strategy, working students through one or two
specific examples of each naming convention using the chart.
5 History and Completion of a quiz based on the historical figures in the field of chemistry and DT, and -Quizams
Naming modern IUPAC naming conventions for chemical compounds covered in the History DL
Quizam (Day of Chemistry and Naming Convention lesson. The entire lesson time should be
5 Week 2) dedicated to completion of the quiz. Students should be allowed their print
resources (i.e. Periodic Tables, polyatomic sheets, and IUPAC Naming Flowchart),
and additional time may be allotted for ELA, or low cognition/exceptional students.
6 The Five Beginning: DT, and -Five rxn.
Reaction Using the culturally responsive instructional strategy of scaffolding, students will DL Types and
 Types and progress through the five basic types of chemical reactions from most simplistic balancing
Equation (synthesis) to most complex/different (combustion). This scaffolding instruction will equation
Balancing follow the designation of; synthesis, decomposition, single-replacement, double- Worksheets
(Week 3) replacement, and finally combustion. and ppts.
Middle: - Five types
To supplement the scaffolding instructional approach, video references gathered of reaction
from YouTube, for each of the reaction types will be provided to the students. These experiment
videos should illustrate the differences in reactive nature amongst these five types, al video
and differences in physical appearance of both reactants and products. Continuing examples
to work for the benefit of both visual, and analytical learners in the class, the from
instructor will use the modelling software ChemDraw to illustrate te bonding YouTube
configuration/electron movement in each of these reactions. -ChemDraw
End: desktop
Students will be provided with worksheets that reference multiple examples from software
the five basic reaction types. Questions should range from; balancing of these and
reactions, identification of the reaction type, and product formation formula reaction
notation/reverse engineering of reactant formulas. Closing the lesson, instructor eq.
should establish a summative assessment styled in the like of a Jeopardy game, examples
where students will be grouped into threes or fours, and compete against one -Five
another in an evaluation of comprehension from The Five Reaction Types and Reactions
Equation Balancing Lesson. Jeopardy
7 Research; Beginning: Develop. -List of
Industrialized Students will be provided a listing of industrialized (i.e. industry, mining, or Social industrializ
Chemical agricultural) chemical processes, as an editable Google Doc to which they can add Responsi ed
Reactions their own discovered chemical processes. Individually, or in groups of 2-3, students bility chemical
and Chemical will select one of the options to determine which of the industrialized chemical (DSR), processes
Uses (Week 3 processes will be research for this project. DT, DII as Google
Ongoing) Middle: and DL Doc.
As a class, during an instructor led discussion/notation period, students will be -Technology
provided with a template that is determinate of how to write a research paper. This resources
template should walk students through, what is; a hypothesis, thesis, conclusion, for
etc. It should also produce idealization on how each of these is constructed research
including quick tips for students. By defining these academic terms, the hope is to -Research
equate necessary understanding to EAL learners. Template must also contain safe- paper
research suggestions, and reliable sources for student use. template
After: with;
Students will be given multiple classes, to complete detailed research and compose terminolog
their papers for submission and evaluation. Technological resources will need to be y, safe-
provided for the completion of this guided inquiry (i.e. computers, iPads, tablets, research
etc.). The assigned paper completion should in-part be designated as a cooperative direction
homework assignment that must be completed by students outside of class-time. (i.e.
Dependent on socio-economic construction of the classroom demographic, more libguides
time may be given to complete it in class, if student do not have the resources to link), and
complete it outside of the school. reliable
sources
8 Units, Beginning: DT, and -Sig. fig.,
Conversions, The beginning of this lesson will be a period of direct instruction that introduces DL calculation,
and students to; the four basic rules for significant figure identification, and resultant and
Calculations conversion
 (Week 4 and rule of operation for mathematical manipulation of significant quantities: ppts. and
5) 1. Real numbers are significant worksheets
2. Middle zeros are significant - Rules list
3. Lead zeros are not significant for sig. figs.
4. Trailing zeros are significant if before or after a decimal (include
The rules governing the addition/subtraction and multiplication/division specific
mathematical operations for significant figure factorization, and the standard SI examples
units of measurement including; mass, time, weight, and volume. of each)
When adding/subtracting significant quantities, the sum/resultant should resemble - Example
the nature of the least accurate factor. questions
When multiplying/dividing significant quantities, the product/dividend should for unit
resemble the nature of the factor of least significance. conversion
Posted supplemental to in-class instruction, on a class digital platform (i.e. class s game
Weebly), should be the Significant Figures Addition Subtraction Multiplication -Handouts
Division and Scientific Notation video by Organic Chemistry Tutor, to give students of ppt.
an alternate perspective. slides
Middle: -Organic
Chemistry
The middle of this lesson will introduce students to a foreign concept from their
Tutor Video
Periodic Tables, that being the molar mass quotients. Using their rules for
(1)
significant digit factorization, students will be provided with notation and
-Smart
worksheets that detail how to add together molar mass values when finding the
Board/
combinative molar mass of a compound. Helping students to quantify the relative
projector
sizing of a single atom, a second TED Talk video; Just How Small is an Atom? will
-TED Talk
be implemented.
Video (2)
End:
The completion of this lesson will take place as a student-centered constructivist
game that engages inclusivity of all students. After a brief teacher lead introduction
to unit conversion and cancelation. Students will be grouped together into two
teams, given a series of example questions, and asked to work together
cooperatively in determination of how to progress from one unit quotient to
another. Conversions should follow three basic formattings; mass-moles, volume-
moles, and moles-particles. To best facilitate this activity, students should be
provided with brief notation on the principles of STP (gaseous), and unit definition
for Avogadros number. Completion of this game can take place using the available
technological resources of the classroom, including having students demonstrate
their comprehension formatively; using the Smart Board/projector to show their
work.

9 Balancing, Completions of a quiz based on the following materials from The Five Reaction DT, and -Quizams
Units, Types and Equation Balancing, and Units, Conversions, and Calculations lessons: DL
Conversions a. Equation balancing
& b. Significant figures & SI units
Calculations c. Unit conversion
Quizam d. Molar Mass and STP calculations
(Day 5 Week The entire lesson time should be dedicated to completion of the quiz. Students
5) should be allowed their print resources (i.e. Periodic Tables, polyatomic sheets, and
IUPAC Naming Flowchart), and additional time may be allotted for ELA, or low
cognition/exceptional students.
10 Limiting Beginning: DT, and -Limiting
Reagent & Due to the nature of the academic language appropriated by this lesson, students DL reagent,
Theoretical/ should first be provided with a series of terms that help them to better understand theoretical
Percent Yield the nature of the mathematical quantities they will be calculating (i.e. and
Calculations theoretical/actual/percent yield, limiting reagent, and reactant excess). percent
(Week 6) Middle: yield ppts.
Students will be given a prolonged period of drill and practice, interspersed with &
instructor modelling of stoichiometric calculation that identifies all produced worksheets
values. Differentiation for struggling students should centralize on the visual -Handouts
creation of the rainbow for defining location within an ongoing series calculation of ppts.
dealing with the steps for dimensional analysis. slides
End: -Padlet
The end of the lesson should be completed as a reinforcing, grouped, student lead discussion
discussion centering around the following focus question. Why do you think board (2)
stoichiometry is important?. At this point, students should also be given the
opportunity to discuss/review any materials from the lesson that remain unclear.
This can be accomplished by; the second implementation of a Padlet discussion
board. Students should be given time for the completion of a second in-class
journal entry.

11 Concentratio Beginning: DT, and -Conc.,

n, Dilution, At the beginning of this lesson, students will be introduced to the two formulas of DL dilution &
and Solubility interest; concentration (M=n/V), and dilution (M1V1 = M2V2) during a modeled solubility
Rules instruction by the teacher in which students progress through the various algebraic ppts. and
(Week 6 and manipulations of the formulas without numbered coefficients. It is important for worksheets
7) EAL student here that we do not initially introduce numbers to the formula -Solubility
manipulation so that they can see the simplest representation before the Tables
introduction of more complex content including units (scaffolding). -Examples
Middle: for
Students should be given a period of independent drill and practice using solubility
worksheets designed to test their comprehension of formula manipulation. During race
this lesson, a more individualized approach is necessitated for the teacher to be -Handouts
able to accurately evaluate students capabilities with word problems and formula of ppt.
manipulation. It only hurts the students if someone else comes up with the answer slides
and they only manage to copy it down. -Formula
End: Manipulatio
Used as a medium of formative review, the instructor should lead students in the n Review
completion of a Formula Manipulation Review Kahoot designed to assess their Kahoot
understanding of how to algebraically alter both formulas represented above to
find specific quantities.
To conclude this lesson, students will be given their final of four print resources for
use during quizzes and exams, the solubility table. A cooperative group discussion
to detail what soluble, and low-solubility mean, followed by a solubility race
will be completed. Students grouped in two teams and given lists of examples
which they must identify as soluble or not.

12 Stoichiometry Completion of a quiz designated to evaluate students on their comprehension of; DT, and -Quizams
 , stoichiometric calculations including the identification of key numerical values DL
Concentratio theoretical, actual, and percent yield, concentration and dilution calculations, and
n, Dilution, solubility production in chemical reactions. The entire lesson time should be
and Solubility dedicated to completion of the quiz. Students should be allowed their print
Quizam resources (i.e. Periodic Tables, polyatomic sheets, and IUPAC Naming Flowchart),
(Day 1 Week and additional time may be allotted for ELA, or low cognition/exceptional students.
7)

13 WHMIS, Beginning: DT, DL, -WHMIS

MSDS, and To begin this lesson, students will come together in groups of three, to direct their and DSR and MSDS
Lab Safety own scavenger hunt for the chemical safety and handling materials present binders
(Week 7) throughout the school. The instructor must be conscious of other on-going classes -Safety
throughout the building, and the required safety precautions students must take contracts &
when entering areas that house chemical safety handling materials (i.e. storage lab layouts
rooms, shops, etc.). Recruitment of other paraprofessionals for supervision may be -School
required dependent on class size. Students should be cognoscenti of the fact that safety
not all groupings will encounter the same series of chemical safety and handling equipment
materials. As such during the completion of the scavenger hunt; using their mobile scavenger
devices, students will be granted access to a group-wide Google Doc that they can hunt
edit to reflect their findings during their directed scavenger hunt. During the checklist
completion of the scavenger hunt, the instructor is to be monitoring (and editing if -Lab Safety
necessary) the progression of the Google Doc, this is also a means to track Rules and
students location during task completion. Scenarios
Middle: ppts.
Upon their return to the classroom, students will be introduced to the; WHMIS and -Handouts
MSDS systems of chemical handling and disposal including the specific set of rules of ppt.
for laboratory safety. After a period of notation to detail these rules, students will slides
be grouped as they were for the scavenger hunt, each group assigned a lab safety -Lab room
scenario, and asked to identify the flaws in each situation. outlines
End: -Google
To conclude this lesson, students will be brought to the lab room, where they will be Doc for
asked to fill a blank floor plan with the relevant safety information for criteria such Safety
as; chemical storage, location of PPE (Personal Protective Equipment), and location Scavenger
of safety apparat (i.e. fire extinguisher, safety shower, and fume hoods). The lesson Hunt
culminates with students signing of the lab safety contracts which guarantee their -Chemicals
appropriate behavioral standards, and safe practice during the following lessons for stock
assessment. Students will then practice implementing their new understanding of; solution
concentration, and dilution, by working as groups to prepare the stock solutions prep (15)
required for the performance task lesson (15)
14 Safety Completion of a quiz covering student knowledge from the WHMIS, MSDS and Lab DT, and -Quizams
Quizam Safety lesson must be completed and passes before lab entry. The entire lesson DL
(Day 5 Week time should be dedicated to completion of the quiz. Students should be allowed
7) their print resources (i.e. Periodic Tables), and additional time may be allotted for
ELA, or low cognition/exceptional students.
15 Five Types of Beginning: DT, and -All
Reaction Completions of a series of five lab experiments to help better define student DL required
Experiments understanding of the five reaction types; synthesis, decomposition, single lab
(Week 8) replacement, double replacement, and combustion: materials
 a. Decomposition of sodium in sulfuric acid -Lab
b. Synthesis of magnesium oxide from magnesium experiment
c. Single replacement of zinc in copper (II) sulfate handouts
d. Double replacement of potassium iodide and lead (II) nitrate -Unit
e. Combustion of sucrose in potassium chlorate Review
Middle: handouts
Over the course of this two-day guided inquiry period, students will progress -Technology
through the five detailed reaction sections (the performance task of the resources
Foundations of Chemistry unit). The entirety of the lessons time should be split for paper
between student completion of the experimental stations, and subsequent constructio
answering of the reaction booklet questions. n (i.e.
Print resources including; the Periodic Table, polyatomic ions sheets, solubility computers,
table, and IUPAC Naming Flowchart, should be brought to the lab, while tablets,
binders/bags are elsewhere. etc.)
End:
Closing the lesson students should be allowed time for third in-class journal entry
surrounding the following guiding question. What local environmental impacts
would the improper disposal of chemical waste bi-products of these experiments
have? Provide examples.
As a homework submission; students will be tasked as outlined in the Performance
Task section of this unit plan, with the completion of a typed, electronically (or
hard-copy) submitted two-page write-up relating the specifics of improper chemical
disposal for waste products produced in this lab on their natural local environment.
On exiting the class, students should be given access to their final review, which is
to be completed as a student-directed study guide. This infers that students WILL
NOT be given class-time for completion of the review and as such if time is needed
for clarification it must be arranged for the following week with the instructor. As
the instructor, time must be readily available for meeting with students, and
tutorial sessions (modelling).

16 Environmenta Beginning: DT, DII, -Poster

l Effects of The first days completion of this lesson, will be led by a visiting traditional DL, and making
Chemistry knowledge keeper. At the discretion of the elder, the discussion will center around DSR materials
Research FNMI; cultural adaptations and applications of chemical and physical sciences, -Technology
Poster current provisions to the world of science and technology, and how their resources
(Week 9) connection to the land/the land itself, has been changed by chemical processes for
and industrialization. research
Middle: (i.e.
Following the first days introduction to FNMI scientific perspectives, students will computers,
be provided with a list of common chemical processes. Again, this list can be tablets,
produced to students as an editable Google Doc to which they can add their own etc.)
explicit chemical processes of interest, as well as select the process of their groups -List of
choosing as a means to ensure no duplicate inquiries are produced. Individually, or various
in groups, students must select one of these chemical processes on which they will chemical
complete a period of research culminating in their creation of either; a poster, or processes
Prezi, referencing the; environmental impacts, connection to FNMI cultural Ways of as a
Knowing, and long term effects of their processes. Google
End: Doc.
 Students will be given time with which to use the schools technological, and artistic -Visitation
resources, for the research and development of their posters/Prezis. As with the by a
earlier completed research paper, the poster/Prezi creation will be designated as traditional
homework should the students have the applicable resources for research and knowledge
development accessible to them outside the classroom environment. keeper

17 Unit Exam A comprehensive final examination designed to cover all aspects of the lessons DT, and -Exams
(Day 1 Week completed during the Foundations of Chemistry Unit. The entire lesson time should DL
9) be dedicated to completion of the exam. Students should be allowed their print
resources (i.e. Periodic Tables, polyatomic sheets, IUPAC Naming Flowchart, and
Solubility Table). In the case of the final exam, additional time will not be allotted,
except for a pre-arranged agreement between the instructor and student, pushing
them to achieve at the highest academic standard.

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: For this unit plan; all three outcomes presented in the Foundations of Chemistry
Is there alignment between outcomes, unit, in the Physical Science 20 curriculum have been addressed with a
performance assessment and learning minimum of six indicators per outcome being utilized in the assessment of
experiences? student learning, skills, and knowledge. With the recent revisions for cultural
responsive planning and pedagogical integration, I have also elected to include
the two outcomes from the Career Exploration and Student-Directed Study
units detailed in the curricula. Incorporating culturally responsive planning and
instructional methodologies into this unit, has allowed me to touch on several
of the indicators for student comprehension for each of these curricular
sections, subsequently creating a direct link between; students, their local
environments/ communities, and their futures. All assessments including; the
summative modes of assessment (Quizams, unit exam, and performance task
completion), formative assessments (research paper, and poster creation), and
self-reflective AS learning assessments (journal writing). Are organized to allow
for students to comprehensively display their knowledge through a variety of
assessment and evaluation medium, while continuing to be reflective lifelong
learners in their pursuit for understanding of our chemical and physical world.
Students capabilities to exhibit comprehensive understanding has also been
accelerated through the processing of revision for technological integration.
The changes associated to this revision have expanded students control over
their learning; giving them access to additional resources, mediums of
representation, and digital tools that will assist them as the progress forward
with their schooling, and lives. Revision for technological integration has
transformed this unit into a mechanism of action, by which students will bring
together; aspects of their modern lives, and the scientific principles that have
always governed out physical world.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the For those students that struggle with science academics I have incorporated
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
several adaptations including; a review lesson, the use of visual aids, hands on
reinforcement of the knowledge, incorporation of group activities, assistive
technologies for communication and method enhancement, and comprehensive
examples in excess. Again, with the recent revisions for cultural
responsiveness, I have attempted to identify my own biases and limitations
with the introduction and incorporation of paraprofessionals into the general
education classroom. Having access to specifically trained professional for
students that show academic difficulty, exceptional or not, allows for the
establishment of a productive co-teaching environment. I may not be the best
person to get through to every struggling student and these paraprofessionals
can produce that lacking relatability. As with the incorporation of these trained
paraprofessionals, revision for technological integration has grated struggling
students additional resourcing to assist them with better achieving their
academic outcomes. The review, at the beginning of the unit, will help these
students to refresh on or even establish understanding they were missing.
Using power-points and other visuals like video may help them to see and
understand what a text based approach would have them overlook, and
technologically based formative assessments will assist me in producing
regulated monitoring of students that experience difficulty in such a content-
heavy course. This manifestation of the adaptive dimension proves specifically
relevant in my now culturally responsive planning through its refined focus on
EAL learners in the classroom. Making adaptations like the provisioning of these
students with ppt. handouts, established further, the desires sense of equality
and inclusion among all students. Experiments help them to gain an
understanding of what chemistry can really look like and the effects of reaction
mechanisms. Group work allows for the mixing of students that succeed with
those that may struggle more for the elevation of their understanding and
instruction from a different perspective. The perspective learning may also
come via the incorporation of student teaching mechanisms, again most
relevant with the EAL students, whom if grouped together can look to assist one
another in forming a deeper comprehension in the academically challenging
physical science classroom. Last, the large number of worksheets will give
ample practice in the areas of mathematics where students tend to struggle the
most, practice which is supplemented for visual learners through
technologically-based revisions like; Kahoots, class jeopardy, Padlet discussion
boards, etc.
For students who need a challenge:
For the students that excel in science academics, I have incorporated hands on
lab activities as well as formatted their assignments, namely the research
paper, to reflect actual scientific publication such that they will strive to achieve
excellence and a standard acceptable to professional workmanship. I have also
worked to incorporate several handouts for expression of the mathematical
component of the Foundations of Chemistry unit that will range in degree of
difficulty to further challenge students. With the incorporation of culturally
responsive planning, I have tasked gifted/talented students with the deeper
thinking associated to identifying with an altered FNMI world view, and self-
reflective reasoning required to relate FNMI Ways of Knowing to Eurocentric
scientific thought, and practice. This deeper thought is designated to prompt

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
inquiry-into-action from higher achieving students, who will now be able to use
accessed digital tools, integrated as part of the technologically responsive
revision, to deepen their understanding, and pursue more thoroughly, their
passion for physical science.
My initial instructional approaches ranged from; power-point lecture
presentations, to students centered research and inquiry through their research
paper and poster creation, to video-graphical multimedia lessons, and right
down to hands on interactive student-lead experimentation guided by the
instructor. Planning for culturally responsive pedagogy produced a need for
inclusion of the following instructional strategies; modelling, collaborative
teaching, instructional scaffolding, and student centered learning. Executing on
these responsive strategies during the teaching of this unit, in combination with
systematic and responsive feedback to learners, will produce the desired
positive academic outcomes. The incorporation of revision centered around
technological integration, produces a central change in the pedagogical
instructional/learning strategy exhibited during the completion of this unit, that
being the definition of a more student-centered instructionally. Incorporating
technology, and digital medium into an already diverse classroom, produces a
manifestation of student selectivity as to how they wish to best complete their
own individualized learning experience, and corresponding assessments.
Students have access to resources ranging from; technology required for
research, to lab based experimental materials, to handouts and power-points,
and eventually they will have text based reference with the development of a
textbook resource for this course. Culturally responsive planning and instruction
has not changed the allowances for these resources to be utilized in the
teaching of this unit. It has however shifted the focus of several assignments,
creating additional time-allowances, and resource allocation, to students whose
socio-economic situational development may limit their capacity for interaction
with resources outside of the classroom. Assisting in positive achievement of
the academic outcomes, are the recent revisions for technologically responsive
planning that incorporate the digital tools; Google Docs., Kahoot, Padlet,
Jeopardy games, TED Talk, Youtube, and ChemDraw, into an already adaptive
pedagogical approach to students instruction and learning. When reviewing
the units completion, I also reflected on the need to establish a readily
available platform for students to gain access to; outcomes, indicators,
assessment materials, lesson content, and organization/productivity resources.
I believe the development of a class Weebly, containing a possible unit
template (i.e. Glogster), and all relevant materials from each lesson that can be
accessed by students at any-time. Would best facilitate the course materials to
them, especially during those times in which they are not physically able to be
present in class.
During the introductory lesson, I have allowed for a time that the students can
express themselves and expand on their identities free of ridicule and
misunderstanding. I have also looked to incorporate the FNMI perspective into
the student-centered poster/Prezi creation where they will look specifically at
the environmental impacts of chemical processes affecting FNMI peoples with a
 natural prairie/plains background. I looked to reinforce the incorporation of FNMI
content into this science unit upon its completion during my culturally
responsive revising. Incorporating; the utilization of a traditional knowledge
keeper as a means of eliminating personal biases, and giving an authenticity to
the class discussion/presentation of acculturated connection to chemical
science. By both opening, closing, and traditional FNMI Ways of Knowing
throughout the unit, I am searching to eliminate the trivialization of their
cultural contributions to the science, and classroom communities. By-in revising
for technological integration, I am also seeking to give voice to both; the
historical, and modern day contextualization of FNMI technology and innovation
in the science classroom.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

Physical Science 20; Reactions Experimental Rubric:

Criteria: 1 2 3 4
Laboratory Safety Does not utilize proper Inconsistent in lab All proper lab safety Student works over
(WHIMIS and MSDS lab safety; found not safety; once found practices followed; and above to;
knowledge, safe wearing proper PPE without correct PPE, proper PPE always use/inquiry on
chemical handling multiple times, handle use means of chemical used, chemical additional PPE,
practice, use of PPE, chemicals in an unsafe handling when a better handling follows chemical handling
and use of appropriate manner outside alternative exists, specified directions, all provides safety for
reaction vessels) working area, use handle chemicals chemicals handled with self/others, no excess
incorrect reaction unsafely at the work care producing minimal waste production,
vessels, and lack station, once mix up waste, reaction vessels vessels properly
chemical hazard info reaction vessels, and used as indicated, and cleaned and used
which may cause know chemical WHIMIS/ MSDS is correctly,
harm. reactivity. consulted. WHIMIS/MSDS
knowledge evident as
known prior to lab.
Experimental Handout does not; Handout shows; Handout has; all Handout is exceptional
Handout Completion show use of required multiple missing required formulas for in; having all formulas/
(Formulas displayed, chemical formulas, chemical formulas in calculations, language derivations for
comprehensive language is not calculations, language is correct with all IUPAC calculation, language is
scientific language academic/grammaticall in incorrect formatted standards followed, correct following IUPAC
used, and work shown y incorrect, and answer with some rules of and answer length standards with full
for long answer) lengths not appropriate IUPAC used, and follows with spacing sentences, and
to questions. answer length often allowances for each accurate answer length
half of what is required. question but could use using concise points.
organization.
Group Work Skills Individual does not; Individual has; passive Individual works to; Group maintains;
(Maintained active role, involve themselves in role in group work not have an active role activity from all
assisted others, and the lab often relocated taking initiative to fill helping others to members working
was involved in during the reactions, group needs, understand/ complete cooperatively to
preparation and shows no communication is lab, communication is complete lab/handout,
cleanup if work station) communication with abrupt /inconsiderate, clear and direct, and all communication is
group members, and and cleans only required cleaning is caring, and workstation
does not clean on lab countertop waste. aided. is clean having
completion. glassware washed.
Direction Student does not; Student gets; through Student effectively; Group cohesively; uses
Comprehension follow the directions the lab stages in less uses lab handout to lab handout to provide
(Shows having prior outlined in the lab than optimal time but give direction and direction, members
reading of instructions, handout often missing follows direction, complete inquiry in function together in
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

follows reaction steps steps, getting correct reactions are optimum time, fast/ safe manner, all
in order, and does not inaccurate results, produced even if producing all correct reactions are correct
miss or over-utilize producing side multiple attempts are reactions in single and analyzed during
required chemicals) reactions and excess needed, and reactants attempt(s), limiting lab time, and reactants
chemical reactants are are limited per reactants as directed. used precisely,
used. attempt. indicated by sig. figs.
Comments: Total: /16
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017