_Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Chemical Reactions Name: Team-Obey Gibbs, Amy Rudenberg, Nic Carlson
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 problem and knowing 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 an 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 [Insert Topic/Title Here]

Student Learning Objective: By creating an initial model, Acceptable Evidence Formative and/or Summative Assessment: Formative question, Why do we use
students will be able to create a drawing that represents the gasoline as energy?
carbon cycle.
Formative Assessment: Students make a detailed and accurate model of the carbon cycle that includes a
carbon source from the combustion of fuel.
Lesson 2 [Insert Topic/Title Here]
Student Learning Objective: Students refine their initial Acceptable Evidence Formative and/or Summative Assessment: Formative question, Where does the
model by adding the Lewis diagrams of compounds in the products of the combustion reaction go?
carbon cycle.
Formative Assessment: Worksheets about how valence electrons, Lewis diagrams, and covalent bonds

Formative: Your Body as an Element -kinesthetic group activity

Formative Assessment: Students add Lewis diagrams of compounds to their carbon cycle model.
Lesson 3 [Insert Topic/Title Here]
Student Learning Objective: Students refine their model Acceptable Evidence Formative and/or Summative Assessment: Formative question, How do the
by adding chemical equations of the parts of the model properties of the elements in fuel determine how they bond and react with other elements?
where carbon changes form.
Formative 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 Assessment: Students add chemical equations to all parts of their carbon cycle model where
carbon changes form either physically or chemically.
Lesson 4 - [Insert Topic/Title Here]
Student Learning Objective: Students refine their model Acceptable Evidence Formative and/or Summative Assessment: Formative question, Write down and
by adding change in enthalpy to the chemical reactions on balance the chemical equation for fuel undergoing combustion.
the carbon cycle model
Formative Assessment: 4 corners vocabulary: Enthalpy, Entropy, Gibbs Free Energy, Catalysts, and
Activation energy
 Formative Assessment: Students add the enthalpy (energy released/energy needed) to the chemical
reactions on their carbon cycle model.

Lesson 5 - [Insert Topic/Title Here]

Student Learning Objective: Students use their refined Acceptable Evidence Formative and/or Summative Assessment: Formative question, What is needed
models and independent research to give a presentation to start the combustion process in the fuels? Which fuels combust easier and why?
about which fuel type they would select for a new car after
considering the efficiency of the fuels, abundance of the Formative Assessment: Companion Worksheet - comparing fuels - You decide, How does each fuel add up?
fuel, accessibility to the fuel, price of the fuel and the affect
the fuel will have on the environment Formative 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 make 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