Overview and Background: Unit: Ionization

Renee Teague : Cheney USD 268

Science. : Chemistry : Chemistry

Cheney : Grades 9 - 9 : Aug. - Jun.

Title:	Ionization
Topics:	Ionization
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
This unit looks at chemical displacement reactions.

Print Materials Needed:
Focus on Physical Science / Merrill, 1989.

Resources:

Resource Attachments:

Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:	KS
Title:	Science
Standard(s):	Inquiry 1:1.2 Develop questions and identify concepts that guide scientific investigations. Process. 1:1.3 Design and conduct scientific investigations. Process. Chemistry: 2A:2.6 Chemical bonds result when electrons are transferred or shared between atoms. Knowledge.

Understandings:
user	Chemical reactions occur based on reactivity of atoms and ions.

Essential Questions:
User	Why do chemical reactions occur or not occur? What influences the reactivity of chemicals?

Knowledge and Skills:

K
Ions react to form neutral compounds.
Common polyatomic ions.
Common elements & their tendencies.

S
Balance equations.
Identify common elements.
Predict products of common reactions.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will assume the role of chemists. They will prepare a formal report for a chemistry journal, reporting the reactivity of different metals.

Task/Prompt: The Chemist

Type:Performance Task

Topics: Ionization

Summary:
Students will assume the role of chemists. They will prepare a formal report for a chemistry journal, reporting the reactivity of different metals.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
You have just been employed as a chemist for a large research corporation. You have been assigned to test the reactivity of five metals - aluminum, iron, copper, lead and silver. You need to prepare a formal experiment proposal to be reviewed by your supervisor. The proposal should include your prediction of the reactivity of each metal. Once you have approval to proceed with your research, conduct the experiments and prepare your formal report for a chemistry journal, reporting the reactivity of different metals from most to least reactive. If your predictions were not accurate, explain possible reasons.
Your research project should follow the Scientific Method Procedures. Your finished report should be accurate, thorough and precise.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

1. Demonstration using: Iron sulfate & aluminum (reaction) & Iron sulfate & copper (no reaction) Discussion of what happened in the demonstration and why. What other kinds of reactions are they aware of?
2. Written Pre-assessment.
3. Post Scientific Method Procedures in room.
4. Post Essential Questions.
5. Lecture on 4 types of reactions.
6. Practice balancing equations.
7. Practice exercises identifying reactions.
8. Create models to represent reactants and products of different reactions.
9. Student labs where they see all 4 types of reactions. They should predict what products were produced. They should review the Essential Questions to see if the labs provide insights into the Essential Questions.
10. Students will assume the role of chemists. They will prepare a formal report for a chemistry journal, reporting the reactivity of different metals.
11. Students should compare the in-class labs to their assessment project, evaluating how well their experiment is designed compared to the labs and comparing the results.
12. Written Post-assessment.