Mrs. Delgado 3 Media: Teacher(s) Subject Group and Discipline Unit Title MYP Year Unit Duration (HRS) 11

Teacher(s) Mrs.
Delgado Subject group and

discipline
Unit title The Periodic Table and preparing salts MYP year 3rd Media Unit duration (hrs) 11
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Concept statements Nucleus, proton, neutron, electron, electron Scientific and Technical Innovations
orbit, atomic (proton) number, Periodic Table,
An atomic number tells you how many How is table salt made?
group, period, melting and boiling points,
protons an atom contains.
reactants, products, carbonates, sulfates, What are the different uses of salts?
A mass number tells you how many protons nitrates, chlorides, indicator, word equation,
and neutrons an atom contains. neutralisation, filtration, crystallisation,
Electronic structure is the way the electrons evaporation, excess, saturated.
are arranged in electron shells or orbits
around the nucleus.
Alkali metals is the name of the elements
located in the first group of the Periodic Table.
Halogens is the name of the elements
located in the seventh group of the Periodic
Table.
Noble gases is the name of the elements
located in the Group 8 of the Periodic Table.
They are unreactive and do not form any
compounds.
Salts are compounds that have hundreds of
different uses. They are formed when the
hydrogen in an acid is replaced by a metal or
ammonium.
Middle Years Programme Unit planner 1

Metal oxides are called bases. When they
combine with water, they form alkalis.
Statement of inquiry
 Students will describe the structure of an atom and learn about the methods and discoveries of Rutherford.
 Students will discuss and explain the importance of questions, evidence and explanations, using historical and contemporary
examples.
 Students will compare the structures of the first twenty elements of the Periodic Table.
 Students will describe trends in groups and periods in the Periodic Table
 Students will explain how to prepare some common salts by the reactions of metals and metal carbonates and be able to write word
equations for these reactions
Inquiry questions
Factual—
 What are the components of an atom?
 What are the most common acids that can be used to create salts?
 What are the main characteristics of elements in groups one, seven and eight?
 How can salt be created?
Conceptual—
 How did Rutherford come up with his model of the atom?
 How are electrons arranged around the nucleus of an atom?
 How does melting and boiling point of an elements changes down the group?

Debatable—
 What safety precautions should be taken when creating salts?
 What safety precautions should be taken when making group 1 elements react with water?
Objectives Summative assessment
Scientific Inquiry Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Ep Plan investigative work
Ep5 Suggest and use preliminary work to  Lab Report
 Lab Report
decide how to carry out an investigation
Students will write a lab report after The lab report will serve as an
Ep6 Decide whether to use evidence from researching the question ‘How does evidence of students’ scientific enquiry
first-hand experience or secondary sources nutrient deficiency affect the growth of and discuss the impact of the lack of
Ep7 Decide which measurements and duckweed?’ A Lab Report format will mineral salt in plants.
observations are necessary and what be given to fill in with information about Students will explain how to prepare some
equipment to use variables, data, analysis of data, and common salts by the reactions of metals
conclusions. and metal carbonates and be able to write
Eo Obtain and present evidence word equations for these reactions
Eo3 Make observations and measurements  End of the unit test

Students will work on a test that  End of the unit test
Ec Consider evidence and approach
involves concept questions and range The end of the unit test will provide the
Ec8 Explain results using scientific knowledge of problem-based questions to allow students with the opportunity of
and understanding. Communicate this clearly opportunities to put into practice in real demonstrate their level of knowledge
to others life examples what they have learned. at the end of the unit.
Students will describe the structure of an
atom and learn about the methods and
Chemistry discoveries of Rutherford.
Cp Material properties Students will discuss and explain the

importance of questions, evidence and
Cp1 Describe the structure of an atom and explanations, using historical and
learn about the methods and discoveries of contemporary examples.
Rutherford Students will compare the structures of
Cp2 Compare the structures of the first twenty the first twenty elements of the Periodic
elements of the Periodic Table. Table.
Cp3 Describe trends in groups and periods Students will describe trends in groups
Cp4 Talk about the contribution of scientists and periods in the Periodic Table
Cc5 Explain how to prepare some common

salts by the reactions of metals and metal
carbonates and be able to write word
equations for these reactions
Approaches to learning (ATL)
1. Thinking skills
Make models to represent the atom according to Rutherford.
Make relationships between groups and boiling and melting point.
2. Communication skills
Communicate the result of experimentation through a Lab Report.
Explain results using scientific knowledge and understanding. Communicate this clearly to others
3. Research skills
Research about the different models of the atom.
Research about the uses and procedures to make salts.

Action: Teaching and learning through inquiry
Content Learning process

Learning experiences and teaching strategies
Chemistry  Prior knowledge: Ask learners to draw a representation of an atom.
 The structure of the atom  Introduce Rutherford’s experiment and how it demonstrated that most of the atom was
 More about the structure of the atom empty space with a small, positively charged nucleus. Use a simulation to help learners
 Trends in Group 1 visualise why the plum pudding model and planetary model would give different results.
 Trends in some other group
 Activities that allow learners to practise recalling and using the symbols of the first 20
 What is a salt?
chemical elements and other common elements.
 Preparing a salt using metal and acid
 Give learners a copy of the Periodic Table. Show learners the information given for each
 Metal carbonates and acid
element. Use a range of activities to help learners become familiar with the information
 Forming salts by neutralization
in the Periodic Table such as: use the Periodic Table to find the atomic number of the
first 20 elements. Do you see any patterns? And use the Periodic Table to find the
Scientific Enquiry relative atomic mass of the first 20 elements. Do you see any patterns?
 Observations and measurements
 Provide cards with the atomic models (showing the electron shells) for hydrogen to
 Use evidence from first-hand sodium. Learners: identify the atomic number of each element, order the elements by
experience or secondary sources as atomic number, compare the structures of hydrogen, lithium and sodium. Do you see
evidence any patterns?, arrange the elements like a Periodic Table. Do you see any patterns?
 Learners practise drawing the atomic structures of the first 20 elements in a blank
 Use preliminary work to decide how
Periodic Table.
to carry out an investigation
 Use demonstrations with elements so learners can observe elements which are in the
 Variables in the scientific method same group and identify similarities in their physical and chemical properties. Examples
 Measurements and observations are include: lithium and sodium (their state, appearance and reaction with water) and
necessary and what equipment to use magnesium and calcium (their state, appearance and reaction with dilute acid), chlorine,
bromine and iodine (their state and appearance).
 Learners recognise groups and periods by colouring in according to the properties of the
elements e.g. metals and non-metals or solids, liquids and gases (at room temperature).
 Learners, in groups, prepare an appropriate salt (e.g. calcium chloride, magnesium
nitrate or copper sulfate) by reacting the metal carbonate with a dilute acid.
 Learners, in groups, prepare a salt using a soluble base and an acid (e.g. sodium
hydroxide solution and dilute hydrochloric acid).

Formative assessment
 Learners make physical models of atoms to display in their classrooms. Make sure
learners can identify the nucleus, protons, neutrons and electrons.
 Learners demonstrate how to work out the number of protons, electrons and neutrons in
an atom from the atomic number and relative atomic mass.
 Learners write word equations for the creation of salts (and symbol equations as an
extension activity).
 Learners evaluate the preparation of the salt. They suggest how they could do it better if
they were to do it again.
 Learners draw and annotate diagrams describing the main steps of preparing a salt
from a metal and an acid.
Differentiation
Language needs: a different criterion will be used for students with limited proficiency.
Resources
Books
 Cambridge Checkpoint Science Coursebook
 Cambridge Checkpoint Science Workbook
Practical activities resources

 For the preparation of salts from acids and insoluble metal carbonates: Solid metal carbonate (e.g. calcium carbonate, copper
carbonate, magnesium carbonate) and dilute acid (e.g. hydrochloric acid, sulfuric acid, nitric acid), beaker, spatula, filter funnel, filter
paper, evaporating basin, glass rod, heating apparatus.
 For the preparation of salts from acids and alkalis: Dilute hydrochloric acid, dilute sodium hydroxide, methyl orange (or plant indicator),
beaker, spatula, filter funnel, filter paper, evaporating basin, glass rod, dropping pipette, heating apparatus.
 For the demonstration of the preparation of salts from metals and acids: Zinc powder, dilute hydrochloric acid, beaker, spatula, filter

funnel, filter paper, evaporating basin, glass rod, heating apparatus.
Other resources
 Simulation to visualise Rutherford scattering https://phet.colorado.edu/en/simulation/rutherford-scattering
 Materials for making models of atoms.
 Activities to review atoms: matching card game (using cards with either a name or symbol written on them), dominos (using cards with
the name of one element and the symbol of another written on them), creating and solving crosswords and word searches, matching the
name of the element to the element in the Periodic Table containing only the symbols.
 Periodic Table.
 Set of cards with the atomic models for the first 20 elements.
 Worksheet with atomic number and relative atomic mass for several elements.
 Videos of the elements can be found at: http://www.rsc.org/periodic-table/video
 Supplies: pens, markers, pencils, whiteboard markers.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit


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Teacher(s) Mrs.

Delgado Subject group and

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Middle Years Programme Unit planner 1

Middle Years Programme Unit planner 2

Objectives Summative assessment

Eo3 Make observations and measurements  End of the unit test

Middle Years Programme Unit planner 3

Cc5 Explain how to prepare some common

Approaches to learning (ATL)

Middle Years Programme Unit planner 4

Content Learning process

Middle Years Programme Unit planner 5

Practical activities resources

Middle Years Programme Unit planner 6

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

Middle Years Programme Unit planner 7

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