UNIT COVER PAGE
Regular Chemistry
Bremen Dist. #228 Department:
School District:
Unit Title: Introduction to Chemistry
Science
Chemistry
Course:
Grade Levels:
10 & 11
Topic Areas: Classification of Matter
Time Frame:
8-10 Days
Unit Designer(s):
Date Created:
1/16/04
Date Modified:
5/12/09
Amy Bertrand and Paul Switzer
Link to State Standards
12.C.5b
13.A.5c
Analyze the properties of materials (e.g., mass, boiling point, melting point,
hardness) in relation to their physical and/or chemical structures.
Explain the strengths, weaknesses and uses of research methodologies including
observational studies, controlled laboratory experiments, computer modeling and
statistical studies.
Link to Department Learner Program Outcomes (LPO)
Summary of Unit
Classification is the first step in studying matter. Matter can be found in different states and can
undergo chemical or physical changes.
Resources
measurement challenge – density, balance, ruler, blocks, basic lab equipment, textbook.
Key Words
matter, mass, qualitative observation, quantitative observation, chemical property, physical
property, substance, homogeneous mixture, heterogeneous mixture, element compound, pure
substance, solution, solute, solvent, density, volume, solubility
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that




matter is classified as either a pure substance or mixture
there are different states of matter
matter can undergo chemical and physical changes
matter possesses physical and chemical properties
Essential Questions
1. How would you design a way to organize a relationship between mixtures and pure
substances?
2. How could you use the density and mass of a block to calculate its volume?
3. How would you analyze a changing substance and determine if it is a physical change
or chemical change?
4. How do you recognize the facets of your diet which are elements, compounds,
homogeneous, mixtures, and heterogeneous mixtures?
5. How would you illustrate the physical change of water?
6. How do you recognize the difference between a physical and chemical property?
7. How would you feel if you were a particle in a melting ice cube?
Knowledge and Skills
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Students will know




solute, solvent, solution
qualitative/quantitative
law of conservation of mass
exothermic/endothermic
Students will be able to



calculate density
identify chemical vs. physical change
classify a substance as a compound element, homogeneous, heterogeneous mixture
Students will be familiar with







scientific model
alloy
microscopic/macroscopic
formula
aqueous solution
colloid, Tyndall effect
saturated, supersaturated, unsaturated
K:\Science Department\Chemistry-Regular\UbD Units\Unit 1B - Intro to Chemistry\Unit 1B Classification of Matter.doc
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Measurement Challenge—Performance Assessment: Students will assume the role of a job applicant
applying for a position at a Fortune 500 Company. Students will calculate the volume of a given block
and determine its mass after given the blocks density. Following, students will mass their block and
calculate error/percentage. Error percentages exceeding 9% will eliminate job applicants from further
consideration.
Other Assessments (brief description)
Designing a Graph: Students will construct a time vs. temperature graph for the physical change of solid
ice to gaseous H20.
Create a Flowchart: Students will create a flowchart relating mass, pure substances and mixtures.
Analyzing Scenarios: Students will analyze scenarios and determine if a physical or chemical change has
occurred.
Writing a Reflection: Students will describe the feeling of an ice cube as it melts.
Recognizing the Facets of your Diet: Students will classify the main components of their diet as either a
homogeneous or heterogeneous mixture, element or compound.
K:\Science Department\Chemistry-Regular\UbD Units\Unit 1B - Intro to Chemistry\Unit 1B Classification of Matter.doc
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
 create an anticipation guide for mixtures vs. pure substances
 post a classification of matter flow chart
H
How will you hook students at the beginning of the unit?
 provide different examples of pure substances and mixtures
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
 conduct conservation of mass lab
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
 students will describe the feelings of an ice cube as it melts.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
 students will classify the food in their house as an element, compound, heterogeneous
mixture or homogeneous mixture.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
 Students will work with a partner when completing a density lab.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
 students will start by relating mass, volume, and matter. Students will then classify matter
as a pure element or mixture. Following, students will study the physical separation of a
mixture which can then lead to chemical change.
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Performance Task Blueprint
Unit:
Classification of Matter
Type: Application
Topic Area:
Density
Goal
Calculate the mass of a block using the calculated volume and the given
density.
Role
You are a job applicant
Audience
The director of human resources at a fortune 500 company.
Situation
The job applicants must calculate the mass of a block and score within
9% error to continue in the interviewing process.
Product or
Performance
Calculate the mass of a given block
Standards
The scoring rubric for chemistry.
Time Frame: 1 day
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Student Performance Task
Unit I: Introduction to Chemistry – Classification of Matter
Task: Application
Time Frame: 1 Day
Overarching Understanding:

Students will understand that matter and energy’s behavior on the microscopic level
will explain how matter behaves in the macroscopic world.
Enduring Understanding:

Students will understand that there are different states of matter.
Essential Question:

How could you use the density and mass of a block to calculate its volume?
Vignette:
Imagine you are an applicant looking for a job. You must calculate the mass of a
block using the calculated volume and the given density. In order to convince the director
of human resources at this fortune 500 company that you are able to work in their
chemical division, you must calculate the mass of a block and score within a 9% error
range.
Standard:
Scoring Rubric for Chemistry
Error within
Less than
3%:
6%:
9%:
12%:
15%:
16%:
5 points
4 points
3 points
2 points
1 point
0 points
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Total Possible Points:
5 points
Correct units on calculated mass:
1 point
Significant figures in answer and calculations:
2 points
Show calculations/work:
2 points
Total Possible Points:
5
_______________
Experiment Worth:
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ESSENTIAL QUESTIONS AT TOPIC LEVEL
Use the six facets of understanding to generate possible essential questions for the topic of your threecircle audit (curricular priorities).
Explanation
Interpretation
How would you
design a way to
organize a
relationship between
mixtures and pure
substances?
How would you
illustrate the
physical change
of water?
Application
How could you
use the density
and mass of a
block to calculate
its volume?
Classification of Matter
Empathy
Perspective
How would you
feel if you were
a particle in a
melting ice
cube?
How would you analyze a
changing substance and
determine if it is a
physical change or
chemical change?
Self-Knowledge
How do you recognize
the facets of your diet
which are elements,
compounds,
homogeneous mixtures,
and heterogeneous
mixtures?
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Creating Possible Performances
Performance
verb
Possible performances for
Performance
Generalization
Classification of Matter
(topic/unit)
Facet One: Explanation
1.
Calculate volume
by
performing the density assessment.
Facet Two: Interpretation
2.
Illustrate the physical change of water
by
designing a graph.
Facet Three: Application
3.
Organize a relationship between pure substances
and mixtures
by
creating a flowchart.
Facet Four: Perspective
4.
Classify a changing substance
by
analysis of different scenarios.
Facet Five: Empathy
5.
Describe the feeling of a melting ice cube
by
writing a reflection.
Facet Six: Self-Knowledge
6.
Recognize the facets of your diet
by
identifying what you consume as a
homogeneous, heterogeneous ,element, or
compound.
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