Mrs. Grace Martin’s Science 10 Lesson Plan #1ASubject: Science 10 Date: September 1st, 2015Unit (introduction) Time: part 1 80 minutesGeneral Outcome 1: N/ASpecific Outcomes: Lesson Objective: By the end of the lesson, students will:

- Be familiar with the course outline and classroom expectations- Better understand their learning preferences and areas of strength- Acknowledge that a person can learn in many different ways

Resources/MaterialsPowerPoint titled: 1_unitA_introduction_lesson1.pptxStudent Periodic Table Profile handoutMultiple Intelligences test from http://schoolofeducators.com/tag/multiple-intelligence-test-printable/ VARK learner preference http://vark-learn.com/strategies/multimodal-strategies/

Preparation:Print handoutsLoad PowerPoint on SMARTboard. Ensure projector is working and hooked up to computer.

Lesson Procedure:Today’s first lesson is a day of rules, routines, getting-to-know-you and mathematical review.Opener: WELCOME TO SCIENCE 10! My name is Mrs. Martin and I will be your instructor. My background is in biology and physics, with a minor focus on math and calculus. Please feel free to ask me questions at any time.Turn on PowerPoint to Today’s agenda •Prayer of St Francis•Attendance

Please tell me your name, favourite colour, and one random or cool thing about you•Rules and Routines

Go over expectations for the course, most importantly to respect yourself, respect others, and respect property. All assignments are due in two days unless otherwise stated.•Course Outline: Go over the break down of the four units.•About me: Introduce myself in the same format as the Periodic Table Profile sheet.•Learner Preferences Profile using the VARK questionnaire, send the multiple intelligences test home to be completed by students and handed in as part of getting-to-know-you•Brain break•Safety WHMIS jigsaw•If finished, work on Student Periodic Table Profile (due in 2 days but preferably tomorrow)Assessment:Pre-assessment of student self-awareness, interests, background, and preferences in profile

Student profile as an element from the Periodic Table

Symbol: Favourite number: Photo:

Birthday:

About You:

Name: Dream Job:

Unique Properties (Including Something Random):

Freezing Point/Melting Point:

Your History with Science and Math:

How Do You Learn Best? What are your Multiple Intelligences?

Mrs. Grace Martin’s Science 10

The VARK Questionnnaire – How Do I Learn Best?

V-visual, A-aural, R-read/write, K-kinestheticChoose the answer which best explains your preference and circle the letter next to it. You may choose more than one answer for each if multiple answers pertain to you.

1. I like websites that have: A. an interesting design and visual effects. B. audio channels for music, chat and discussion. C. interesting information and articles in printed text. D. things I can click on and do.

2. You are unsure whether a word should be spelled 'dependent' or 'dependant'. You would: A. see the words in your mind and choose by how they look. B. hear them in your mind or out loud. C. find them in the dictionary. D. write both words on paper and choose one.

3. You want to plan a surprise party for a friend. You would: A. imagine the party happening. B. talk about it on the phone or text others. C. make lists of what to do and what to buy for the party. D. invite friends and just let it happen.

4. You are going to make something special for your family. You would: A. look for ideas and plans in books and magazines. B. talk it over with friends. C. find written instructions to make it. D. make something you have made before.

5. You have been selected as a tutor or a leader for a holiday program. Your friends are interested in this program too. You would:

A. show them the map of where it will be held and photos about it. B. describe the activities you will be doing in the program. C. show them the list of activities in the program. D. start practising the activities you will be doing in the program.

6. You are about to buy a new digital camera or mobile phone. Other than price, what would most influence your decision?

A. it is the latest design and looks good. B. the salesperson telling you about it. C. reading the details about its features. D. trying it.

7. Recall when you learned how to play a computer or board game. You learned best by: A. looking at clues from the diagrams in the instructions.

B. listening to somebody explaining it and asking questions. C. reading the instructions. D. watching others do it first.

8. After reading a play you need to do a project about it. Would you prefer to: A. draw or sketch something that happened in the play. B. read a speech from the play. C. write about the play. D. act out a scene from the play.

9. You are about to set up your parent’s new computer. You would: A. follow the diagrams that show how it is done. B. phone, text or email a friend and ask how to do it. C. read the instructions that came with it. D. unpack the box and start putting the pieces together.

10. You need to give directions to go to a house nearby. You would: A. draw a map on a piece of paper or get a map online. B. tell them the directions. C. write down the directions as a list. D. walk with them.

11. You have a problem with your knee. Would you prefer that the doctor: A. showed you a diagram of what was wrong. B. described to you what was wrong. C. gave you an article or brochure that explained knee injuries. D. demonstrated what was wrong using a model of a knee.

12. A new movie has arrived in town. What would most influence your decision to go or not? A. you see a preview of it. B. you hear friends talking about it. C. you read what others say about it online or in a magazine. D. it is similar to others you have liked.

13. Do you prefer a teacher who likes to use: A. an overview diagram, charts, labelled diagrams and maps. B. class discussions, online discussion, online chat and guest speakers. C. a textbook and plenty of handouts. D. demonstrations, models or practical sessions.

14. You are learning to take photos with your new digital camera or cell. You want: A. diagrams showing the camera and how to use it. B. a chance to ask questions and talk about the camera’s features.

C. clear written instructions with lists and bullet points. D. examples of good and poor photos and how to improve them.

15. You want some feedback about an event, competition or test. You would like to have feedback:

A. that used graphs showing what you achieved. B. from somebody who would discuss it with you.C. that used a written description or table of my results. D. that used examples of what I have done.

16. You have to present your ideas to your class. You would: A. make diagrams or get graphs to help explain your ideas. B. write a few key words and practice what to say again and again. C. write out your speech and learn it by reading it again and again. D. gather examples and stories to make it real and practical.

Use the following scoring chart to find the VARK category that each of your answers corresponds to. Note that a high score does not mean you will learn better using that method, but simply that you prefer to learn in that way.Question A

VisualB

AuditoryC

Read/WriteD

Kinesthetic123456789

10111213141516

TOTALYou CAN learn from every strategy. Most people are multimodal, meaning they learn best by a combined approach. A learning preference is NOT strength, but what you most enjoy.

Visual Strategies Key words:different formats, space, graphs, charts, diagrams, maps and plans

Description:This preference uses symbolism and different formats, fonts and colors to emphasize important points. It does not include video and pictures that show real images and it is not Visual merely because it is shown on a screen.

Visual preferences for learning should use some or all of the following:

INTAKETo take in the information:To take in the information:• lecturers who use gestures and picturesque language• pictures, videos, posters, slides• flowcharts• underlining, different colours, highlighters• textbooks with diagrams and pictures• graphs• symbols and white space

SWOT – Study without tearsTo make a learnable package:To make a learnable package:Convert your “notes” into a learnable package by reducing them (3:1)• Use all of the techniques above• Reconstruct the images in different ways… try different spatial arrangements.• Redraw your pages from memory• Replace words with symbols or initials• Look at your pages.

OUTPUTTo perform well in any test, assignment or examination:To perform well in any test, assignment or examination:• Draw things, use diagrams• Write exam answers• Recall the pictures made by your pages• Practice turning your visuals back into words

You want the whole picture so you are probably holistic rather than reductionist in your approach.

You are often swayed by the look of an object.You are interested in color and layout and design and you know where you are.

You would probably draw something to describe it.

Aural (Auditory) Strategies

Key words:listening, discussing, talking, questioning, recalling

Description:This preference is for information that is spoken or heard and the use of questioning is an important part of a learning strategy for those with this preference.

Auditory (aural or hearing) preferences for learning should use some or all of the following:

INTAKETo take in the information:To take in the information:• attend classes• attend discussions and tutorials• discuss topics with others• discuss topics with your teachers• explain new ideas to other people• use a tape recorder• remember the interesting examples, stories, jokes…• describe the overheads, pictures and other visuals to somebody who was not there• leave spaces in your notes for later recall and ‘filling’

SWOT – Study without tearsTo make a learnable package:To make a learnable package:Convert your “notes” into a learnable package by reducing them (3:1)• Your notes may be poor because you prefer to listen. You will need to expand your notes

by talking with others and collecting notes from the textbook.• Put your summarised notes onto tapes and listen to them.• Ask others to ‘hear’ your understanding of a topic.• Read your summarised notes aloud.• Explain your notes to another ‘aural’ person.

OUTPUTTo perform well in any test, assignment or examination:To perform well in any test, assignment or examination:• Imagine talking with the examiner.• Listen to your voices and write them down.• Spend time in quiet places recalling the ideas.• Practice writing answers to old exam questions.• Speak your answers aloud or inside your head.

You prefer to have this page explained to you.The written words are not as valuable as those you hear.

You would probably tell somebody about this.

Read/Write StrategiesKey words: lists, notes and text in all its formats and whether in print or online.

Description: This preference uses the printed word as the most important way to convey and receive information.

Reading and Writing (R&W) preferences for learning should use some or all of the following:

INTAKETo take in the information:To take in the information:• lists• headings• dictionaries• glossaries• definitions• handouts• textbooks• readings – library• notes (often verbatim)• teachers who use words well and have lots of information in sentences and notes• essays• manuals (computing and laboratory)

SWOT – Study without tearsTo make a learnable package:To make a learnable package:Convert your “notes” into a learnable package by reducing them (3:1)• Write out the words again and again.• Read your notes (silently) again and again.• Rewrite the ideas and principles into other words.• Organize any diagrams, graphs … into statements, e.g. “The trend is…”• Turn reactions, actions, diagrams, charts and flows into words.• Imagine your lists arranged in multiple choice questions and distinguish each from each.

OUTPUTTo perform well in any test, assignment or examination:To perform well in any test, assignment or examination:• Write exam answers.• Practice with multiple choice questions.• Write paragraphs, beginnings and endings.• Write your lists (a,b,c,d,1,2,3,4).• Arrange your words into hierarchies and points.

You like this page because the emphasis is on words and lists.You believe the meanings are within the words, so any talk is OK but this handout is better.

You would prefer to read independently in order to learn.

Kinesthetic StrategiesKey words:senses, practical exercises, examples, cases, trial and error.

Description:This preference uses your experiences and the things that are real even when they are shown in pictures and on screens.

Strong Kinesthetic preferences for learning should use some or all of the following:

INTAKETo take in the information:To take in the information:• all your senses – sight, touch, taste, smell, hearing …• laboratories• field trips• field tours• examples of principles• lecturers who give real-life examples• applications• hands-on approaches (computing)• trial and error• collections of rock types, plants, shells, grasses…• exhibits, samples, photographs…• recipes – solutions to problems, previous exam papers

SWOT – Study without tearsTo make a learnable package:To make a learnable package:Convert your “notes” into a learnable package by reducing them (3:1)• Your lecture notes may be poor because the topics were not ‘concrete’ or ‘relevant’.• You will remember the “real” things that happened.• Put plenty of examples into your summary. Use case studies and applications to help with

principles and abstract concepts.• Talk about your notes with another “K” person.• Use pictures and photographs that illustrate an idea.• Go back to the laboratory or your lab manual.• Recall the experiments, field trip…

OUTPUTTo perform well in any test, assignment or examination:To perform well in any test, assignment or examination:• Write practice answers, paragraphs…• Role play the exam situation in your own room.

You want to experience the exam so that you can understand it.The ideas on this page are only valuable if they sound practical, real, and relevant to you.

You need to do things to understand.Mrs. Grace Martin’s Science 10 Lesson Plan #1B

Subject: Science 10 Date: September 1st, 2015Unit A: Matter and Chemical Change Time: part 1 80 minutes

Outcomes: STSK GLO1: Describe the basic particles that make up the underlying structure of matter, and investigate related technologies

1.3 identify examples of chemistry-based careers in the community (e.g., chemical engineering, cosmetology, food processing)

STSK GLO2: Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and simple molecular compounds

2.1 illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home

Slightly touch on 2.6 predict whether an ionic compound is relatively soluble in water, using a solubility chart

Slightly touch on 2.8 outline the issues related to personal and societal use of potentially toxic or hazardous compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine; exposure to toxic substances; environmental concerns related to the handling, storage and disposal of heavy metals, strong acids, flammable gases, volatile liquids)

Safety attitude

Lesson Objective: By the end of the lesson, students will:- Be able to identify careers with chemistry- Be familiar WHMIS symbols- Be able to use an MSDS to find information- Identify personal issues with using hazardous materials using an MSDS- Differentiate between pure substances and mechanical mixtures and solutions

Resources/MaterialsPowerPoint titled: 1_unitA_introduction_lesson1.pptxChemistry Pre-test WHMIS/MSDS worksheet handoutBleach MSDS: http://www.lavo.ca/wp-content/uploads/2013/12/lavopro6_en.pdf Ferrofluid Fun Fact brain break video: https://www.youtube.com/watch?v=sFOv6_L5C-k

Preparation:Print handoutsLoad PowerPoint on SMARTboard. Ensure projector is working and hooked up to computer.

Lesson Procedure:• Safety jigsaw• Careers in Chemistry PowerPoint slide• Chemistry pre-test• WHMIS worksheet to be completed individually• MSDS worksheet completed in pairs• Notes from PowerPoint: classification and properties of matter, pure substances and mixtures

• Work time for student periodic table, VARK, MI test, WHMIS/MSDS worksheet, and practice problems from textbook section 1.1• If extra time, ask students to read 1.2 as they will be doing project-based learning strategy on this next day.

Assessment:Pre-assessment of student self-awareness, interests, background, and preferences in profilePre-assessment of chemistry in pre-testAnswer Key 1. A 2. D 3. A 4. A 5. D 6. D 7.c 8. C 9.a 10.cWHMIS/MSDS worksheetPractice problems textbook section 1.1 for a homework check

Science 10 with Mrs. Grace Martin Name:Chemistry Pre-test

Question 1 A heterogeneous mixture has:

A. at least two visible components

B. a uniform distribution of a single phase

C. at least two components that look like one substance

D. only one component

Question 2  

This WHMIS symbol describes a substance that is:A. infectious materials

B. radioactive

C. oxidizing agent

D. dangerously reactive

Question 3 A homogeneous mixture has:

A. at least two components that look like one substance

B. a non-uniform distribution of multiple phases

C. at least two visible components

D. only one component

Question 4Which of the following WHMIS symbols is most appropriate on a gasoline container?A. B.

C. D.

Question 5 Which of the following statements is not an observation?

A. A blue flame was produced during the hydrogen "pop" test.

B. A whistle sound was produced when the burning splint was put inside the test tube.

C. When mossy zinc was added to HCl, the flask became hot.

D. Bubbles of hydrogen gas were produced during the reaction.

Question 6 As an analogy, the atomic model of Ernest Rutherford is often called:

A. Raisin Bun Model

B. Billiard Ball Model

C. Quantum Model

D. Solar System Model

Question 7 Rust forming on an old car is an example of a(n) ___ reaction:

A. mechanical

B. electrical

C. chemical

D. physical

Question 8 Melting ice is an example of a change in ___ property:

A. electrical

B. chemical

C. physical

D. magnetic

Question 9 Most of the mass of an atom is in the:

A. nucleus

B. neutrons

C. electrons

D. protons

Question 10 Tin is a metal needed to make bronze. What other metal is needed?

A. Nickel

B. Silver

C. Copper

D. Gold

True or False: Hairstylists, nurses, dentists, artists, and chemical engineers all have jobs related to chemistry.

Science 10 with Mrs. Grace Martin

WHMISWhat does WHMIS stand for?

What is the purpose of WHMIS?

What information would you find on a WHMIS label?

Do all products and chemicals have WHMIS labels? Explain.

Identify Symbol Hazard ExampleA Helium, Hydrogen

B Gasoline, Ether

C Chlorine, Bleach, Peroxide

D Potassium cyanide, carbon monoxide

E Cancer, sterility, benzene, asbestos

F Hepatitis B, AIDS, fungi, viruses

G Sulfuric acid, chlorine gas

H Calcium carbide

Crack the Code:1. CaC2 reacts violently and explosively with water because it is _________________ _______________ (use ninth letter of first word)2. Propane in a tank is a _________________________ __________ (use first letter of first word)3. Blood is an example of a ____________________________ material (use second last letter)4. Do not touch hydrochloric acid because it is highly ___________________________ (use last letter)5. Licking poisons would be a bad idea because they are ___________________ (use fourth letter)6. You cannot put an aerosol can near an open flame because it is a __________________________ material (use fourth letter)

_____ _____ _____ _____ _____ _____2 4 1 5 3 6

What numerical value is associated with the code word?

MSDS WorksheetThere are nine (9) categories of information that must be present on an MSDS in Canada, as specified in the Controlled Products Regulations and include:1. ____________________ ________________________: product identifier (name),

manufacturer and suppliers names, addresses, and emergency ph. numbers2. Hazardous ______________________: composition3. _____________________ Data: pH, solubility in water, specific gravity,

appearance, boiling point, freezing point, and other physical properties4. ______________ or Explosion Hazard Data5. _____________________ Data: information on the chemical instability of a

product and the substances it may react with6. ________________________ Properties: health effects7. Preventive _______________________8. First ___________ Measures: inhalation, ingestion, skin contact, and eye

contact medical attention required9. _______________________________ Information: who is responsible for preparation

and date of preparation of MSDS

“Minds On… Reading an MSDS for Household Bleach Solution.” Page 9 textbook

ANSWER KEY1. dangerouSly reactive2. Propane in a tank is a Compressed gas3. biohazardoUs4. corrosivE5.ToxIc6. Aerosols are a highly flaMmable C E S I U M Atomic number 55