Unit 5: Chemical Reactions

How are pollutants produced and what are their chemical consequences for our air, water, and climate?

About

Unit 5 Contents

A. Unit Resources
B. Unit Information
C. Standards & Practices
D. Task Sets

1 - Tribal History, Shared History
2 - Unit Opener
3 - Types of Reactions
4 - Balancing Reactions
5 - Predicting Products
6 - Engineering Project
7 - Assessment


Unit Outcome

Predict the products of simple chemical reactions, balance equations, construct explanations for observed reaction outcomes, and provide evidence for the conservation of mass.

Anchoring Phenomenon

There is a large variety of natural and manmade sources of pollution, these pollutants have far reaching impacts on our health, the quality of our air and water, as well as the stability of our climate. EPA National Air Quality Data (could be used in unit opener).

Essential Question

How are pollutants produced and what are their chemical consequences for our air, water, and climate?

Unit 5 Planner

The Unit 5 Planner Google Doc can be accessed using the link above or you can scroll down to see the entire Unit Plan by scrolling down.

How is the Unit Structured?

Unit 5 contains 7 task sets which will take approximately 7 90-minute class periods to complete. Essential Questions and Phenomenon for the seven learning tasks of this unit are found in the Unit 5 Walk through.

An Oregon High School Science Tribal History/ Shared History lesson can be found in this unit. 

Unit Resources

Open Access Unit 5

  • This Google folder (English) - houses all documents for this unit that have been updated.

  • This Google spreadsheet  for Chemical Reactions (Spanish) houses some of the documents for this unit that have been translated into Spanish. We do have plans to update these translations as part of the WRAP grant.

Student Interactive Notebook

Vocabulary List

These are the vocabulary terms used and discussed in the unit.

Rubric

This is the rubric for Unit 5 and lives in the restricted folder.

Unit Information

  • The following are example options to extend parts of the unit to deepen students’ understanding of science ideas:

    Task Set 3

    Task Set 4

    Task Set 5

  • Task Set 0

    • Students will understand how resource management has changed through termination and restoration of the tribes.

    • Students investigate what tribes are currently doing for resource management.

    Task Set 1

    • Students generate questions about pollutants, including their sources and their consequences.

    • Students write a summary on the article they read and reflect on their reading comprehension strategy.

    Task Set 2

    • Students sort reactions by type in the first activity, then they apply that knowledge to identify reactions that create pollutants and support them with evidence in the second activity.

    • OPTIONAL Formative quiz on identifying reaction types.

    Task Set 3

    • Predicting products practice

    • Completed Predicting Reactions Inquiry Lab Student Template with CER.

    Task Set 4

    • Self-assessment on balancing

  • 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. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]

    • Unit 5 Chemical Reactions Unit Test

    HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

    • Unit 5 Chemical Reactions Unit Test

Standards & Practices

  • This unit builds toward the following NGSS performance Expectations (PE’s). Links to evidence statements are provided:

    • 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. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]

    • HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

  • This unit contains these Life Science Grade 9-12 DCI elements.

    • PS1.A: Structure and Properties of Matter

      • The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

    • PS1.B: Chemical Reactions

      • The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.

    • ETS1.A: Defining and Delimiting Engineering Problems

      • Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

      • Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.

  • This unit focuses on these Science and Engineering Practices

    • Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

      • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, and peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

    • Asking Questions and Defining Problems Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

      • Analyze complex real-world problems by specifying criteria and constraints for successful solutions.

  • This unit contains these Crosscutting Concepts

    • Patterns

      • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

  • This unit contains this connection to the Nature of Science

    • Influence of Science, Engineering, and Technology on Society and the Natural World

      • New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.