ST. JOHN'SACADEMY
VANCOUVER
369 Boundary Road, Vancouver, B.C.
Canada. V5K 2B1
www.stjohnsacademy.ca
Chemistry 11 Unit Plan (2021-2022 2nd Semester)
Teacher: Eagle KC Chan (EagleC@stjohnsis.com)
Understand
Unit Topic / Guiding Question:
Scientific Investigation Skills
Rationale:
Students will learn significant digits and scientific notation and lab safety knowledge.
STAGE 1: Desired Results What curriculum will be addressed?
Big Ideas
Essential Questions
1. The chemical elements are
☑ What is matter?
fundamental building materials of
☑ What is a property?
matter, and all matter can be
☑ What is an extensive property?
understood in terms of
☑ What is a chemical property?
arrangements of atoms. These
☑ What is temperature?
atoms retain their identity in
☑ What is thermal energy?
chemical reactions.
2. Chemical and physical properties of ☑ What is heat?
materials can be explained by the
structure and the arrangement of
atoms, ions, or molecules and the
forces between them.
First Peoples Principles of Learning
http://teachered.ca/first-peoples-principles-of-learning/
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Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits,
and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on
reciprocal relationships, and a sense of place).
Learning involves recognizing the consequences of one’s actions.
Learning involves generational roles and responsibilities.
Learning recognizes the role of indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves patience and time.
Learning requires exploration of one’s identity.
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or
in certain
Core Competencies:
What core competencies will be focused on in this unit? These competencies cross all
subject areas and are directly related to the educated citizen and as such are what we
value for all students in the system.
Ref: https://curriculum.gov.bc.ca/competencies
Communication
Thinking
Personal & Social
KNOW
☑ Connect and engage with
others (to share and develop
ideas)
☑ Acquire, interpret, and
present information (includes
inquiries)
☑ Collaborate to plan, carry out,
and review constructions and
activities
☑ Explain/recount and reflect on
experiences and
accomplishments
Creative
☑ Novelty and value
☑ Generating ideas
☑ Developing ideas
Critical
☑ Analyze and critique
☑ Question and investigate
☑ Develop and design
Positive Personal & Cultural
Identity
☑ Relationships and cultural
contexts
☑ Personal values and choices
☑ Personal strengths and
abilities
Personal Awareness &
Responsibility
☑ Self-determination
☑ Self-regulation
☑ Well-being
Social Responsibility
☑ Contributing to Community
and Caring for the
Environment
☑ Solving Problems in Peaceful
Ways
☑ Valuing Diversity
☑ Building Relationships
Curriculum Competencies:
☑ Communicate results and data in clear and understandable forms
☑ Demonstrate skills in measuring and in recording data
☑ Convert units in chemistry
Content:
☑ Relate the observable properties and characteristics of elements, compounds, and
mixtures to the concept of atoms and molecules
☑ Write the names and formulas for ionic and covalent compounds, given appropriate
charts or data tables
☑ Differentiate between physical and chemical changes
☑ Select an appropriate way of separating the components of a mixture
STAGE 2: Assessment Plan
Summative Assessment (of Learning):
Summative "assessment of learning" activities occur at or near the end of periods of learning.
Evidence of student achievement for evaluation is also collected over time from different
sources, such as discussions, conversations and observation of the development of the
student's learning. Using multiple sources of evidence increases the reliability and validity of
this evaluation.
The evaluations are expressed as a percentage based upon the levels of achievement. It
contains multiple opportunities for students to obtain information about their progress and
achievement, and to receive feedback that will help them improve their learning.
Formative Assessment (for Learning):
These include formal and informal observations, discussions, conversations, questioning,
assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.
Teachers use evidence from a variety of sources in their assessment. As part of assessment
for learning, teachers provide students with descriptive feedback and coaching for
improvement. Students can monitor their own success through the tracking of learning goals
and success criteria throughout all courses.
Stage 3: Learning Plan
Learning
Instructional Activities
Intention
Assessment AS
Learning
Resources
(with integrated Aboriginal
Understandings and
Perspectives)
☑ Knowledge and
Understanding Subject-specific
content acquired
in each course
(knowledge), and
the
comprehension of
its meaning and
significance
☑ Knowledge of
content (e.g., facts,
☑ Use of initiating
☑ Students can
and planning skills
complete an
and
practice quiz on
strategies (e.g.,
each lesson that
formulating questions,
tests their
identifying the
knowledge of
problem, developing
fundamental facts
hypotheses, selecting
and definitions.
strategies and
resources, developing ☑ Assessment
plans)
occurs
☑ Use of processing
concurrently and
skills and
seamlessly with
terms, definitions,
strategies (e.g.,
instruction.
safe use of equipment
performing and
☑
Teachers engage
and material)
recording, gather
in assessment as
evidence and data,
☑ Understanding of
learning by
observing,
mathematical
manipulating
helping all
content (e.g.,
materials and using
students develop
concepts, ideas,
equipment safely,
their capacity to
theories, procedures,
solving equations,
processes)
be independent,
proving)
☑ Thinking - The use ☑ Use of
autonomous
of critical and
learners who are
critical/creative
creative thinking
able to set
thinking
skills and/or
individual goals,
processes, skills,
processes
monitor their own
and
progress,
☑ Communication strategies (e.g.,
determine next
The conveying of
analyzing,
steps, and reflect
interpreting, problem
meaning through
solving,
evaluating,
on their thinking
various forms
forming and justifying
and learning.
☑ Expression and
conclusions on the
☑ The student and
organization of
basis of evidence)
instructor can then
ideas and
☑ Use of
have a
information (e.g.,
conventions,
clear expression,
conversation on
vocabulary, and
logical
how best to assist
terminology of the
organization) in oral,
the student's
discipline in oral,
graphic, and
learning.
visual, and/or
written forms (e.g.,
☑ Students discover
written forms
diagrams, models)
their areas of
☑ Transfer of
☑ Communication
weakness and can
knowledge and
for different
take steps to
skills (e.g., concepts
audiences (e.g.,
improve on them.
and procedures, safe
peers, adults) and
use of equipment,
☑ Completing
purposes (e.g., to
scientific investigation
assignments
inform, to
skills) to unfamiliar
☑ Completing
persuade) in oral,
contexts
essays
visual, and/or
☑ Making
☑
Preparing
written forms
connections
presentations
☑ Application - The
between science,
use of knowledge
☑ Reading materials
for course
☑ Studying
instructional
material
☑ Practicing skills
☑ Researching
topics on internet
As in a conventional
classroom,
instructors employ a
range of strategies
for teaching a course:
☑ Well-presented,
clear writing and
helpful graphics
and diagrams
☑ Various contexts
and opportunities
to practice through
virtual animation
and simulations
☑ Direct instruction
and coaching on
student work by
the teacher
and skills to make
connections within
and between
various contexts
☑ Application of
knowledge and
skills (e.g., concepts
and processes, safe
use of equipment,
scientific investigation
skills) in familiar
contexts
technology,
society, and the
environment (e.g.,
assessing the impact
of science on
technology, people
and other living
things, and the
environment)
☑ Proposing courses
of practical action
to deal with
problems relating
to science,
technology,
society, and the
environment (e.g.,
assessing the impact
of science on
technology, people
and other living
things, and the
environment)
Reflection
How did it go?
Where to next?
How do I know?
☑ Reviewing for
tests and exams