Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Chemical Reactions Name: Amy Rudenberg

Content Area: Chemistry Grade Level: High School

Next Generation Science Standards/Performance Expectations

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron
states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon
the changes in total bond energy. [

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a
chemical reaction.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the
biosphere, atmosphere, hydrosphere, and geosphere

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and
biosphere.

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the
current rate of global or regional climate change and associated future impacts to Earth systems.

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships
are being modified due to human activity.

Anchoring Activity

You are a chemical engineer. You have been tasked to choose an appropriate fuel for an innovative new engine. To make your
decision you must take into consideration the efficiency of the fuels, abundance of the fuel, accessibility to the fuel, price of the
fuel and the affect the fuel will have on the environment. You

will create a model of the carbon cycle that includes the chemical breakdown of the fuel and use independent research to justify
the selection of this fuel source.

Driving Question of the Unit

Why do we use gasoline for Energy?

Unit Goals---Describe what you want students to be able to do. For example, I wanted my students to be able to know when to
use the epistemic practices when I gave them verbal or visual cues. Students will need to be able to recognize science even if it
is not in the verbal form. See the article Outside the Pipeline: Reimagining Science Education for Nonscientists. A summary of
the article is in the appendix of this unit plan template.

Students will be able to construct and a revise a models by interpreting the context of the anchoring activity and
know what type of epistemic practice is used to solve it.
Students will be able to use their knowledge of scientific principles, to construct and revise explanations .
They will use this knowledge to assist in answering the driving question.
Students are confronted with a problem of which fuel source to use in the anchoring activity and by
working to solve that problem they will extend their existing knowledge and develop concrete solutions.
Students convert phenomena into mathematical models.
Students understand how to engage in peer review and plan an argument.
Students use their engagement in the epistemic practices to examine how the social-inflected anchoring
phenomenon is related to the interface of science and daily life.
Students obtain, evaluate, and communicate information using personal interests and doing independent
research to develop an answer to the driving question.
Lesson 1 The Carbon Cycle

Student Learning Objective: By creating an initial model, students Acceptable Evidence Formative and/or Summative
will be able to create a drawing that represents the carbon cycle. Assessment:

Entry Level Formative assessment - Students answer warm-up

question, Why do we use gasoline as energy?

Formative Progress Monitoring Assessment: Students create and

answer questions using the negotiation of expository text.

Formative Progress Monitoring Assessment: Students make a

detailed peer reviewed initial model of the carbon cycle that includes a
carbon source from the combustion of fuel.
Lesson 2 Structure and Properties of Matter

Student Learning Objective: Students refine Acceptable Evidence Formative and/or Summative Assessment:
their initial model by adding the Lewis diagrams of
compounds in the carbon cycle. Entry Level Formative assessment - Students answer warm-up question, Where do the
products of a combustion reaction go?

Formative Progress Monitoring Assessment: Worksheets about how valence electrons, Lewis
diagrams, and covalent bonds

Formative Progress Monitoring Assessment:: Your Body as an Element -kinesthetic group

activity

Formative Progress Monitoring Assessment: Students add Lewis diagrams of compounds to

their carbon cycle model.

Lesson 3 Chemical Reactions

Student Learning Objective: Students refine Acceptable Evidence Formative and/or Summative Assessment:
their model by adding chemical equations of the
parts of the model where carbon changes form. Entry Level Formative assessment - Students answer warm-up question, , How do the
properties of the elements in fuel determine how they bond and react with other elements?

Formative Progress Monitoring Assessment: Students take guided notes to record their
observations while reacting elements using the simulation found at the website
http://www.msichicago.org/play/goreact/

Formative Progress Monitoring Assessment: Students add chemical equations to all parts of
their carbon cycle model where carbon changes form either physically or chemically.

Lesson 4 - Enthalpy Thermodynamics

Student Learning Objective: Students refine Acceptable Evidence Formative and/or Summative Assessment:
their model by adding change in enthalpy to the
chemical reactions on the carbon cycle model Entry Level Formative assessment - Students answer warm-up question, Write down
and balance the chemical equation for fuel undergoing combustion.

Formative Progress Monitoring Assessment: 4 corners vocabulary: Enthalpy, Entropy, Gibbs

Free Energy, Catalysts, and Activation energy

Formative Progress Monitoring Assessment: Students add the enthalpy (energy

released/energy needed) to the chemical reactions on their carbon cycle model.

Lesson 5 - Fuel Comparison and Environmental Impact

Student Learning Objective: Students use their Acceptable Evidence Formative and/or Summative Assessment:
refined models and independent research to give a
presentation about which fuel type they would Entry Level Formative assessment - Students answer warm-up question, What factors
select for a new car after considering the are considered when choosing an appropriate fuel source and why?
efficiency of the fuels, abundance of the fuel,
accessibility to the fuel, price of the fuel and the
affect the fuel will have on the environment
Formative Progress Monitoring Assessment: Companion Worksheet - comparing fuels - You
decide, How does each fuel add up?

Formative Progress Monitoring Assessment: Resource Guide used for summative assessment
and at least one example of negotiation of expository text for one of the resources.

Unit Summative Assessment

Students will demonstrate their understanding of the overall driving question, Why do we use gasoline for Energy?

Students will work in groups to create and give a presentation about which fuel they would use if they were to design a new car
engine. Students use the refined carbon cycle model as well as independent research to defend the fuel they think is best based
on the efficiency of the fuels, abundance of the fuel, accessibility to the fuel, price of the fuel and the affect the fuel will have on
the environment. Students will also answer why they think so many cars use gasoline as a source of energy, and compare
gasoline to their fuel choice if they are different.

Useful Websites:

Videos

Fossil Fuels and the carbon cycle https://www.youtube.com/watch?v=oIFYdMO8gwA

Chemical Thermodynamics https://www.youtube.com/watch?v=8m6RtOpqvtU

The chemistry of cars https://www.youtube.com/watch?v=e9vfMrjitXw

The periodic table https://www.youtube.com/watch?v=0RRVV4Diomg

Alternative energy sources https://www.youtube.com/watch?v=oVOUE4sFMuw

Websites

Periodic table interactive http://www.ptable.com/

Chem doodle create organic molecules https://web.chemdoodle.com/demos/sketcher/

Chemical Reactions http://www.msichicago.org/play/goreact/

Chemical thermodynamics http://www.shodor.org/unchem/advanced/thermo/

Global Warming Facts, causes and effects http://www.livescience.com/topics/global-warming