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The Material World: Chemistry
Teacher: Summer Stice
[PDF version] [Word version]
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YEAR
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LEVEL
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DURATION
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10-11
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5-6
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2-3 weeks
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Strand
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Achievement Objectives
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The material world
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Investigating in Science
Students will develop and carry out investigations that use a variety of approaches. Variables will be considered and logical and justifiable conclusions drawn.
Communicating in Science
Students will use a wide range of scientific vocabulary, symbols and conventions (including diagrams, graphs and formulae).
Students will apply their understanding of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Making Sense of the Material World
Level 5
Chemical reactions. Students will explore and investigate chemical reactions of a range of substances and identify these occurring in everyday substances.
Particles. Students will develop an understanding of the nuclear atom model. Students will distinguish between elements and compounds at the particle level and represent them in appropriate ways.
Level 6
Properties of materials. Students will identify patterns and trends in the properties of a range of substances and apply this information to how these substances are used and issues arising from their use.
Chemical reactions. Students will observe and classify a range of chemical reactions and factors that affect these. Students will explore ways in which chemical reactions have been used to address issues and needs in society.
Particles. Students will use collision theory to explain the rate of chemical reactions. Develop an understanding of atoms, ions and molecules and this appropriate representation.
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Language and Content Learning Outcomes
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The students will be able to use the 'language' of chemists (the symbols of elements and formulae of simple molecules and compounds; connectives to give explanations; the present, imperative and passive voice in written text) to:
- define and use key vocabulary;
- explain the difference between an element and an ion;
- investigate familiar substances and describe, using the concept of particle nature of matter, how they may exist as solids, liquids and gases;
- distinguish between, elements, compounds and mixtures using simple chemical and physical properties;
- describe a simple model of the atom;
- apply their knowledge of chemical and physical properties of substances to investigate their safe and appropriate use in the home and the community;
- investigate some important types of substances and the way they change chemically in everyday situations;
- write word equations and chemical/symbol equations for the reactions between metals and acids, metals and water and metals and oxygen;
- give explanations for the uses of metals in industry;
- research and describe how selected materials are manufactured and used in everyday goods and technology.
How the Language Learning Outcomes will be Achieved:
Teacher will:
- gather information about the language backgrounds and topic-specific knowledge of students;
- provide an open, relaxed environment that promotes questioning;
- allow students to use their first language for brainstorming activities;
- use a variety of language-based tasks to teach the chemistry content;
- model the correct use of vocabulary and grammatical structures;
- use models to explain how to structure longer written responses;
- offer authentic opportunities to use chemical language;
- encourage the use of cooperative skills to solve problems in groups.
Key Words:
Atomic structure - matter, atom, proton, positive, atomic number, neutron, neutral, nucleus, atomic mass, electron, negative, electron shell, electron arrangement, equilibrium, element, ion, monatomic ion, polyatomic ion, compound, molecule, mixture, group (on periodic table), period (on periodic table), ionic bond, covalent bond, metal, non-metal, formula, symbol, substance.
Reactions of metals - reaction , reactivity series, hydrogen ion, oxide ion, hydroxide ion, metal chloride, metal sulphate, balanced equation, word equation, symbol equation, properties (of metals), physical properties (lustre, thermal conductivity, electrical conductivity, ductility, malleability), chemical properties (unreactive, stable, reactive)
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NCEA Link
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Assessment:
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Non moderated assessment for US 6325
Self-made chemistry exams (see below)
Previous NCEA exams on website
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Achievement Standards:
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Aspects of Chemistry (AS 90189) Level 1
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Unit Standards:
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Investigate factors that affect the rate of a chemical reaction (US 6325) Level 1
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Introduction
This unit includes resources related to some of the achievement objectives for Level 1 Achievement Standard 90189 - Aspects of Chemistry. This is intended as an outline and is by no means an exhaustive sequence of lessons. Teachers should add or delete tasks as the abilities of their students demand. Students should develop the competencies of self management, relating to others, using language, symbols and texts, participating and contributing, and thinking throughout the unit.
TEACHING AND LEARNING ACTIVITIES
By the end of this sequence of lessons, students should know the structure of atoms, the layout of the periodic table, how and why ions form, how to write formulae for ionic compounds, the general equations for the reaction of metals with oxygen, water and acids and what affects the rate of those reactions.
Lesson |
Lesson Focus - Activity Outline |
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Pre-unit work |
Preparing for learning
By tapping into what students already know, teachers help with the learning process. This is because learning happens when new information is related to what is already known. Strategies that can be used for making links to prior knowledge:
- KWLH - Students complete a 3 x 4 vocabulary definitions grid before and after reading ( What I Know/What I want to Learn/What I have Learned/ How I Learned it) . The students should share their responses in small groups and with the class.
- Brainstorming - students draw a mind map or concept map with all that they know about a topic before they begin. This task can be done at the end of a unit to show the students how much they have learned, as they should be able to make much more detailed maps with more thorough connections upon completing a unit.
- Definitions activity - Students are given a list of vocabulary with three columns. Column 1 has the vocabulary words (no more than ten), column 2 is titled "First definition" and column 3 is titled "Revised definition".
- Or you could use think, pair, share or a structured overview.
Including prior knowledge discussions in another language
Allow students to sit in groups that speak the same first language so they can use it to complete the activity.
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Principle 1
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Lesson 1 |
Language and Learning Outcome
Build understandings of chemistry concepts and vocabulary through talk. Teaching and Learning activities
Prior knowledge and skills
The students will share their language experiences and evaluate what they know about chemistry already. They complete a personal inventory and the first column of the Aspects of Chemistry Checklist. The language focus will be on finding out and building students' vocabulary knowledge as they create a structured overview of the topic from a given word list. It is advisable to limit the number of vocabulary at the beginning and give an outline of how the structured overview should look for students to fill in and build upon.
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Principle 2, 3
Principles 1, 5
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Lesson 2
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Language and Learning Outcome
Listen with understanding to key chemistry words and ideas.
Write definitions of chemistry words. Teaching and Learning activities
Teach the structure of the atom. Use parts of this PowerPoint, or use it as a revision exercise. The language focus will be on the vocabulary related to the structure of an atom and how ions form. As students view parts of the presentation, they could write a list of vocabulary words and definitions. Some students may require a grid with words that they should define. Model the first definition on the board. Alternatively, there could be jumbled definitions where the students need to find the matching word while viewing the presentation.
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Principle 2, 3
Principles 4, 6
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Lesson 3
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Language and Learning Outcome
Build understanding of electrons.
Use the symbols and names of the first twenty elements of the periodic table. Teaching and Learning activities
Electron arrangement and forming ions
The students will learn about the number of electrons that are found in each electron shell and how the number of electrons in the outer shell determines the ion that forms. Students will complete an information transfer chart as they interact with a periodic table. The language focus will be on continued practice of vocabulary covered in previous lessons and use of the symbols and names of the first twenty elements of the periodic table. Ions form because the atom is more stable when the outer shell is full. Students should be taught about the information that can be obtained from the periods (rows show the number of shells) and groups (columns show the number of electrons in the outer shell) on the table. For more able students, challenge them to determine what is similar about most of the positive ions. Be sure to explain that, in general, metals form positive ions and non-metals form negative ions. (Exception: hydrogen is a non-metal that forms a positive ion due to one electron in the valence shell.)
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Principles 2, 3
Principle 5
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Lesson 4
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Language and Learning Outcome
Learn and use the names of ions.
Use contextual clues and prior knowledge to complete a reading/writing task.
Teaching and Learning activities
Writing ionic formulae
This skill requires knowledge of the names of ions and equilibrium within a compound. The main language focus will be on learning and using the names of ions, but students will use the context of sentences to complete an interactive cloze. This task will help students understand why compounds form.
Students will have a reason to use the names of the ions when they play a barrier game. Students will use a table of ions to complete several ionic formulae and name given formulae in a formula-writing task. If there is time, students could make flashcards that have the names of the elements and ions on the front side of the card and the corresponding symbols on the back of the card. It is also useful to get students to use the symbol side of their flashcards to put together oppositely charged ions and practise naming the compounds.
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Principles 2, 3
Principle 5
Principles 5, 6, 7
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Lesson 5 |
Language and Learning Outcome
Read with understanding and report orally to others the understanding.
Teaching and Learning activities
Chemical Reactions
The students will learn about chemical changes and what factors can affect the rate of a chemical reaction. The language focus will be on understanding texts that describe the factors that affect the rate of a reaction and selecting the correct information to complete a jigsaw activity. Students should begin the lesson by completing a concept map that describes the differences between physical and chemical changes in matter. It is assumed that students understood the differences in the arrangement of the atoms in the states of matter described in the PowerPoint in Lesson 2.
Rates of Reaction Jigsaw
Outline the purpose and student instructions for the task before students move from their seats.
Purpose : For students to work in groups to select appropriate information that will become notes on the topic.
Student Instructions :
- Students form home groups of five people.
- Each student receives a jigsaw sheet to complete by the end of the lesson.
- Each person in the group chooses to become an expert on one of the factors ( temperature , surface area , concentration and use of catalysts ) that can change the rate of a reaction and collision theory.
Create jigsaw sheets based on
Rates of Reaction & Collision Theory
- The home group will break up and each student meets with the other students from the other home groups who have chosen the same factor.
- With members of other home groups, the students will discuss their factor and then complete a grid with the information required to understand how the factor changes the speed of the reaction.
- After the time for completing the grid is up, students return to their home groups.
- Experts in each home group explain their information so that everyone in the group can fill in the other sections of the grid.
- The teacher discusses the factors and clarifies any misunderstandings at the end.
Students should complete practicals to strengthen their understanding of reactions and how the speed of the reaction can be changed. |
Principles 2, 3
Principle 4
Principles 5, 6
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Lesson 6 |
Language and Learning Outcome
Listen to and understand instructions.
Collect and record data appropriately.
Teaching and Learning activities
Investigating how temperature affects the rate of the reaction
The students will use theoretical knowledge to make a prediction as to how lowering the temperature of an acid will affect the amount of time it takes to dissolve a strip of magnesium.
To introduce the practical, students will complete a skills flow - the teacher will need to create the visuals for this activity. See the sample planning sheet for the steps of the method.
Skills Flow
Explain the purpose and student instructions to the students orally .
Purpose : Students use all four modalities of language as they prepare for the experiment.
Student Instructions:
- Listen to the teacher's description of each step of the experiment and place a number in the box with the picture that depicts the step they heard described (the pictures will need to be drawn in out of order in the blank boxes provided on the sheet). LISTENING SKILLS
- In small groups, the students repeat the method of the experiment, using pictures to guide them. SPEAKING SKILLS
- After clarifying the steps in their groups, students write the steps of the method in order. WRITING SKILLS
- Finally, they listen to the method read out by the teacher again and correct any errors in the method they re-created using the pictures. READING SKILLS
Note to the teacher: The whole process can be completed in ten to fifteen minutes. It is important that all of the steps are completed and that the listening and speaking happens first . Students should not be copying the method as it is read out the first time. Often it is helpful to have the students fold the sheet over so they can see the pictures only for the first two steps. |
Principles 2, 3
Principle 6
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Lesson 7 |
Language and Learning Outcome
Use the names of compounds in word equations that follow the pattern of three general word equations: metal + acid  metal salt + hydrogen gas; metal + water metal hydroxide + hydrogen gas; metal + oxygen metal oxide.
Teaching and Learning activities
Chemical reactions (word equations)
The students will learn about how elements and compounds interact to form new substances. It is useful to directly teach the students about these general equations. Remind the students about ions and explain that when the metal element comes in contact with the other reactant, the positive metal ions are attracted to the negative ions from the other reactant.
Students will complete a simple worksheet and a more advanced one to practise word equations that follow the general patterns established earlier in the lesson. Students could also make flashcards with the names of the reactants, products, + s and . They could then manipulate the cards to show the word equations.
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Principles 2, 3
Principle 7
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Lesson 8 |
Language and Learning Outcome
Write the ionic formulae that correspond to the correct reactants and products in a chemical reaction.
Teaching and Learning activities
Chemical reactions (symbol equations)
The students will learn to convert word equations into symbol equations. Students will complete a worksheet that requires both word and symbol equations. Upon successfully learning to convert between word and symbol equations, students should be instructed in balancing equations to ensure that there are the same numbers of atoms on both sides of the equation.
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Principles 2, 3
Principle 7
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Lesson 9 |
Language and Learning Outcome
Read and extract important information from an unfamiliar text.
Understand how metals are used in industry.
Teaching and Learning activities
Uses of metals
The students will get an introduction into how metals are used in industry. The language focus will be on reading and extracting important information from an unfamiliar text. Students will be given a vocabulary jumble to get them interested in what the topic might be.
Vocabulary Jumble (From ‘Building Blocks' - Helen Nicholls )
Give students the purpose and instructions orally and in written form.
Purpose:
This activity will help you to:
- check that you know the sound, spelling and meaning of some key words for this topic;
- use the key word list to predict what the text or topic will be about.
Student Instructions:
- (While the Vocabulary Jumble OHT is on)
Fold your arms and study the words on the OHT for TWO minutes. Try to remember all the words on List One so that you will be able to write them down later with correct spelling. Do the same for the Level Two words if you have time.
- ( After 2 minutes the Vocabulary Jumble OHT will be turned off)
Now write down as many words as you can, trying hard to spell them all correctly. Put a tick next to each of the words you are confident that you know the meaning and spelling of.
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Check all your words. Add any words that you missed and correct any spelling errors.
Extension: Add at least ten more words that you think will be included in the text.
After completing the vocabulary jumble, hand out the questions and read through them as a class. Finally, hand out the readings or have a few copies available per group. It works well to make this a time challenge and offer a reward to the first English-speaking and ESOL teams to finish.
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Principles 2, 3
Principles 5, 6
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Lesson 10 |
Language and Learning Outcome
Learn the new vocabulary associated with properties (physical properties - lustre, thermal conductivity, electrical conductivity, ductility, malleability ; chemical properties - unreactive, stable, reactive ) and selecting information from reference materials in order to complete an information poster about a selected substance.
Teaching and Learning activities
Research on properties of metals
The students will learn about physical and chemical properties of metals. Students will use information charts - click here to see an example I-chart and a blank template - to organise their research. Either in groups or individually, students will be assigned a metal and will find out about the physical and chemical properties of that metal and the industrial uses of the metal in relation to those properties. An information poster will be made and presented to class. Students could complete a grid during presentations in order to have a written record of the uses of metals.
Note: Students need specific instruction on exam language . For example, Achievement level questions begin words like: describe , name , label , draw , and define . When students learn the language of exams, they are more capable of gearing their responses at the right level.
Teachers should also focus on explicitly teaching students how to structure their responses. For Merit and Excellence level questions, students must be able to use connectives ( because , therefore , nevertheless , however , so , in order to , which results in , etc . . .) when writing more complex responses on assessments. Sentence starters could be given along with several questions to model how students can rephrase the questions to begin their responses.
Students should follow a logical order when giving longer answers. For example, they could begin by defining the main vocabulary required in the response. Then, they should explain how or why that idea or structure is important. For Excellence-level responses, students must be able to link together the two or more ideas presented in the question. This means students should give examples to support every explanation they give or claim they make. The more students practise the skill of writing a logical explanation paragraph, the more successful they will be.
ASSESSMENT
Formative assessments
- Atomic Structure Quiz (Lesson 3)
- Periodic Table Quiz (Lesson 4)
- Ionic Compound and Equation Quiz (Lesson 8)
Summative assessments
Chemistry Test
RESOURCES
Electronic
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Principles 2, 3
Principles 5, 6
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