Matter

MYP unit planner

Mahesh
Teacher(s) Subject group and discipline Chemistry

Unit title Matter and its purity MYP year 4 Unit duration (hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Form, Scientific and Technical Innovation
Systems
Pattern,
function

Statement of inquiry

Inquiry questions

Factual
 How can be acids and bases differentiated?

Debatable
 Advantages and Disadvantages of Acid s and Bases.

Conceptual
 How do Acids and Bases harm the environment?
 How have chemical reactions depended on acids and bases?

1
Objectives: Summative assessment

A: all strands Outline of summative assessment task(s) Relationship between summative assessment
task(s) and statement of inquiry
D: all strands
Investigation  A: Stuednts will apply their knowledge of knowing
and understanding the concepts of acid and
A: all strands bases.
A-Knowing and Understanding  D: Students will explore different types of
chemical reactions and how these reactions
have helped in the development of new
technology within the automobile industry.
Reflection Students will have the opportunity to explore how
D: all strands engineers design new products to solve the
problem of improving a car´s performance.
D: reflect on the impact of the use of chemical Students must describe and analyse the
reactions in the automobile industry. implications of science in solving the problem
through exploring its impact on society, and the
effect on the environment, using written or oral
skills. Students are required to acknowledge the
work of others and the sources of information
used by appropriately documenting them (in
written or verbal form) using a recognized
referencing system.
Approaches to learning (ATL)

Thinking: critical thinkinggather and organize relevant information to formulate an argument.

Self-management: reflectionconsider ethical, cultural and environmental implications.
Thinking: creative thinkinguse brainstorming and visual diagrams to generate new ideas and inquiries.
Communication: communicationgive and receive meaningful feedback.
Communication: communicationuse appropriate forms of writing for different purposes and audiences.
Communication: communication take effective notes in class.
Communication: communicationstructure information in summaries, essays and reports.
Communication: communicationreference, cite accurately, create footnotes and construct a bibliography according to recognized conventions.
Self-management: organizationselect and use technology effectively and productively.
Research: information literacycollect, record and verify data.
Research: information literacyevaluate and select information sources and digital tools based on their appropriateness to specific tasks.
Research: media literacycommunicate information and ideas effectively to multiple audiences using a variety of media and formats.

Action: Teaching and learning through inquiry

Content Learning process

 Introduction to acids and bases-Common acids and bases Learning experiences and teaching strategies
 Types of acid and bases : Organic and mineral, strong and weak acids,
 Properties of acids and bases -It would be nice if at least a demonstration could be included to show properties of
acids and bases.
 Preparation of acids and bases
 Neutral oxides -Students will be given general information about acid n bases in real life, use and
 Use of indicators- litmus paper and universal indicator, pH and pOH knowledge of key terms.
 Neutralization reaction - Include an activity to compare and contrast acid and base.
 formation and uses of salts -Students will research on affects and uses of acids and bases, and their
 Real life applications of acids and bases environmental impact.
 Global issues – Consequences of using household products containing
acids and bases
 Acid rain
-Field trip to visit the places affected by acid rain.
-Present relevant information to a specific audience (classmates, teachers, parents,
etc) using different means of communication.

Formative assessment
-Students will be given different worksheets to test their understanding on acids and
bases, describing and analysing important chemical reactions in real life.
-Crit B and C task will be given on titration.
- Students will design a format to register information during the visit will be written as
a summary and shared with their peers to receive feedback about the most important
issues/aspects of the task (application of science, addressing the specific problem and
the analysis of the advantages and disadvantages of the application).

Differentiation
Different ways of delivering information
Opportunities to participate in different activities during the unit
1. Basic information delivered to the student using media resources
2. Use of the ICT resources room for simulations and information related to the
topic
 4. Students could take photographs of a demonstration or experiment showing the
steps and stages of each process. They can then create a cartoon first in their
own language and then translate this into the language of instruction.
5. Students with learning support requirements students could be helped in building
charts of acids and bases from the conent of the substances given to them.

Assessment
Different devices to be investigated according to the student´s preference.
 Universal Indicator
 pH paper
 Litmus paper
Two different options to present the information
1. Written task: 5001000 words
2. Oral/multi-media task: 36 minutes

Resources

 Class working environment with resources: internet access/multimedia resources.

 Laboratory working environment with different materials/reagents and resources, and internet access/multimedia resources. Group working: 23 students per
group; collaborative work at all times.

 Visit to an Acid base affected area.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit