Namrta Bhardwaj (HDSB) and Joy McCourt (TDSB)
SCH4U Evaluation Plan – Unit B – Organic Chemistry
Lesson Summative Assessments (of learning)
18
15, 16,
17
Unit Test
Culminating Task
* STSE Case Study (Drug Recall)
*work period given in lesson 11; check-in interview in lesson 11; due by end of unit (lesson 18)
Formative Assessments (for and of learning)
1 (Diagnostic) Agree/Disagree chart: “organic” refers to a section of the grocery store; the longer a molecule is, the higher its boiling point; aspartame is very bad for you; all pharmaceuticals are rigorously tested and safe to use; etc.
(Diagnostic) Whole-Class Brainstorm: What is
“organic,” and how does it affect you? (draw out misconception that it’s all about food; connection to alcohol; synthetic clothing and other polymers; pharmaceuticals; natural polymers)
2 Class responses while reviewing hydrocarbons using
SMARTBoard Notebook files and board
Building Hydrocarbons (uses molecular modeling kits)
(p. 20 Nelson text) (includes isomers)
Flashcards created to review naming, structure, properties and reactions of alkanes, alkenes, alkynes
(including branched & aromatic) (see BLM)
3 Exit pass: predict solubility & b.p. trends of 5 given hydrocarbons, & provide reasoning
4 Quiz: hydrocarbons
Student explanations of demonstrations (“Money to
Burn,” Comparison of Three Isomers of Butanol)
Designing a Procedure: Investigating Trends and
Properties of Alcohols
(*not actually performing the m.p. and b.p. investigations, but solubility and acidity OK) (incl. identifying safety concerns/precautions)
Achievement
Chart Focus
K, I, C
K, I, C
K, C, A
Achievement
Chart Focus
K
K
I (AI), C
I (AI), C
K, I (AI), C
K
K, I, C
I (AI)
I (IP, PR, AI)
Weighting in
Category
40% of K
35% of I
25% of C
10% of K
35% of I
25% of C
10% of K
20% of C
100% of A
Weighting in
Category
20% of K
15% of I
10% of C

(4) Flashcards created to review naming, structure, properties and reactions of alcohols and ethers
5 While carrying out lab designed previous day:
safe laboratory practice
results/observations recorded promptly and organized effectively
6 Class discussion of results from previous day’s lab
Class discussion and individual responses to reading assignment on aspartame (see unit plan for lesson 5)
Think-Pair-Share responses to question: “Put propane, 1-propanol, propanal and propanone in order of b.p., from lowest to highest.”
7
8
Flashcards created to review naming, structure, properties and reactions of aldehydes and ketones
Student responses during “Who Wants to Be a
Millionaire” PowerPoint review game
“Try This: How Many Can You Build?” p. 54 of text
(see marking scheme)
Quiz: Alcohols, Ethers, Aldehydes, Ketones
Namrta Bhardwaj (HDSB) and Joy McCourt (TDSB)
K, I (AI), C
I (PR)
I (AI), C
I (AI), C, A
K, C
K, I (AI), C
K, I (AI), C
C
K, C
Four Corners to see if class can predict properties
(e.g., “Which of these compounds will have the highest boiling point?”); after each question, ask people in each corner to explain their choice.
9 Flashcards created to review naming, structure, properties and reactions of carboxylic acids and their derivatives
10 Lab: Synthesis of an Ester (see rubric – used for assessment only)
11 STSE project check-in interview (see STSE project package for interview checklist)
12 Gallery walk: planning the synthesis of a compound
13 Class answers during SMARTBoard activity matching compounds to their organic classes (or monitor questions students ask if working at individual computers)
Questions asked by students as they do self-quiz and review sections of text
14 POE responses (dissolving Styrofoam peanuts in acetone, disposable diaper polymer demonstration)
K, C
K, I (AI), C
I (PR, AI)
Learning Skills
(see unit plan)
I (IP, AI), C
I (AI), C
K, I (AI), C
K, I (AI)
10% of C
20% of K
15% of I
10% of C