SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Erik Cobian Mejia, Hannah Thetford, Roel Zamora,
Names Subject Chemistry
Amanda Brown
Unit Name and Unit Name: Ocean Acidification (Leave this
Week (Leave this blank for
Driving Unit Driving Question: How can we mitigate coral blank for EDSC to
of EDSC 442C)
Question bleaching in the Great Barrier Reef? 442C)
Anchoring Phenomenon: Ever since you were a child, you and your family would travel to Australia every
year to visit relatives. Your favorite part of every trip would be sailing to Papua New Guinea to scuba dive
around the Great Barrier Reef. However, you have noticed that over the past few years, fish populations
have begun to decline as coral reefs are becoming increasingly more bleached. Your love and admiration
Anchoring
of the Great Barrier Reef ecosystem have caused you to take action! Soon you will meet with a higher
Phenomenon or
executive of the Coast Guard for protection of the Great Barrier Reef to give him/her a presentation on
Design Problem your ideas to protect it.
(with Anchoring
Activity for the Anchoring Activity: Upon completing the unit, you will be presenting scientific arguments on how we can
unit) protect the coral from bleaching.

Please provide a link to the media being used to show this event or describe how students will experience this
phenomenon first hand)
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased
amounts of products at equilibrium. (Focus of this lesson)
NGSS Performance Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical
Expectation reaction systems, including descriptions of the connection between changes made at the macroscopic level and what
happens at the molecular level. Examples of designs could include different ways to increase product formation including
adding reactants or removing products.
Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
Chemical Reactions: Students will be redefining their
PS1.B. Chemical Reactions. In many situations, a
understanding of chemical reactions by understanding how
dynamic and condition dependent balance between a
the rate in which a chemical reaction occurs is dependent on
reaction and the reverse reaction determines the
temperature and concentration of the reactant.
Disciplinary Core numbers of all types of molecules present.
Optimizing the Design Solution. Students will be first
Ideas (DCIs) ETS1.C. Optimizing the Design Solution. Criteria may
observing a baking soda and vinegar experiment, and then
need to be broken down into simpler ones that can be
redesigning the experiment on their own terms to visualize
approached systematically, and decisions about the
and analyze how changing one variable affects the entire
priority of certain criteria over others may be needed.
experiment.
Science and Constructing Explanations and Designing Solutions.
Constructing Explanations and Designing Solutions: Students
Engineering Constructing explanations and designing solutions in
Practices (SEPs)
will be designing an experiment to identify and construct
9-12 builds on K-8 experiences and progresses to
 explanations and designs that are supported by multiple explanations on what factors affect that rate in which a
and independent student-generated sources of evidence chemical reaction occurs.
consistent with scientific ideas, principles, and theories.
Refine a solution to a complex real-world
problem, based on scientific knowledge,
student-generated sources of evidence,
prioritized criteria, and tradeoff considerations.
Epistemic
Practice(s) (Bundled Experimentation
SEPs)
The purpose of the ideas behind letting students redesign the
experimental procedure is based on the hopes that they will
Stability and Change. Much of science deals with
Cross Cutting observe and analyze the differences between the base
constructing explanations of how things change and how
Concepts (CCCs) experiment and their own to better understand how
they remain stable.
temperature, concentration, and other factors affect a
chemical reaction and the rate at which the reaction occurs.

Students will plan an investigation on how changes in concentration, temperature, and pressure of reactants can
3D Learning
alter the flow of energy in chemical reactions by mixing baking soda and vinegar at varying temperatures and
Objective
concentrations in a closed system; followed by writing evidence in the form of quantitative observations of
(Lesson-Level
Learning
increased CO2 concentrations measured by the circumference in which a balloon insulating the closed system is
Expectation) inflated.

Baking Soda and Vinegar Experiment. A “prelab” will be conducted to allow students to observe the events taking place
between a baking soda and vinegar reaction. During this prelab, the students will be asked to make observations on what
they hear, see, and think about the events taking place before them. Upon completion, students will be asked to share
Lesson-Level
their thoughts in order to produce driving questions for the lesson-level phenomena. With scaffolding, students should
Phenomenon
be asking questions like- “What would happen if the amount of baking soda or vinegar were changed? What would
happen if the temperature was changed? What would happen if the vessel was changed?”, etc. From their driving
questions, students will redesign the experiment to interpret the new data collected to analyze the change in rate of the
reaction through creation of a graph representing the rate (the slope of the line).
 ELA/Literacy

​WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a
Connections to
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
other standards
sources on the subject, demonstrating understanding of the subject under investigation.
(CCSS ELA, CCSS
Math) ​
Mathematics

​HSN-Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

absorbed, acid, base, balance, boiling point, carbon dioxide, chemical, chemical change, chemical system, concentration,
Target Vocab to be
dissolve, energy, equilibrium, gas, law of conservation of mass, liquid, melting point, pH, physical change, product,
Developed
reactant, reaction rate, solid, sublimation, substance, temperature, yield

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
ENGAGE
Lesson Intro -Teacher will gather initial thoughts on “What affects the ENGAGE
(Engage) speed (or rate of change) in a chemical reaction” by -Students will share their initial thoughts on “What affects
facilitating discussion verbally and/or through the zoom the speed (or rate of change) in a chemical reaction” verbally
TIME: 5 minutes text chat. (5 minutes) and/or through the zoom text chat. (5 minute)

EXPLORE EXPLORE
-Teacher will demonstrate what happens when you mix -Students will make observations of what they hear, see, and
baking soda and vinegar within a closed system at wonder as they observe the teacher perform the pre-lab
varying temperatures (5 minutes) experiment (5 minutes)

EXPLAIN
-Teacher will facilitate small group discussions by
Lesson Body checking-in on students as they explain observations
(Explore, Explain,
they made from observing the experiment, lab safety
Elaborate)
they should consider when repeating the experiment,
TIME: 20 minutes and design a research proposal that addresses how they
plan on manipulating the experiment to identify factors
that may affect the rate of change in a chemical reaction.
(10 minutes)
ELABORATE
-Teacher will facilitate classroom discussion by having
each group share the observations, lab safety
EXPLAIN
-Students will explain observations they made from the
experiment, lab safety they should consider when repeating
the experiment, and design a research proposal that
addresses how they plan on manipulating the experiment to
identify factors that may affect the rate of change in a
chemical reaction through small group discussion. (10
minutes)
ELABORATE
-Students will participate in classroom discussion by sharing
their observations, lab safety precautions, and research
proposals in which they designed. (5 minutes)
 precautions, and research proposals in which they
designed. (5 minutes)
EVALUATE
-Teacher will provide kahoot questions for the students
Lesson Closure to answer to evaluate their understanding of how
(Evaluate) temperature, pressure, and concentration of the
reactants can affect the rate in which a chemical reaction
TIME: 5 minutes occurs. The Kahoot questions will also evaluate their
understanding of the lab safety precautions necessary to
perform the experiment. (5 minutes)
ASSESSMENT
EVALUATE
-Students will answer kahoot questions that evaluate their
understanding of how temperature, pressure, and
concentration of the reactants can affect the rate in which a
chemical reaction occurs. The kahoot questions will also
evaluate their understanding of the lab safety precautions
necessary to perform the experiment. (5 minutes)

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION
Scaffold a conversation with
guided questions to lean
Press for understanding
the discussion towards
and indication of
Entry Level creating driving questions
higher-order, critical
regarding the students’
thinking among students.
thinking about the “prelab”
experiment.
Teacher will be making in the
moment decisions based on
the responses from the
students- if the students are
struggling, more challenging
and pressing guided
questions/discussion will
need to occur. If students are
quick to make inferences
about the experiment, the
discussion could occur more
quickly.
Teacher will get feedback
during this initial process-
feedback will be based on
students use of important
vocabulary, prior knowledge,
and students’ initial
understanding and
higher-order thinking geared
towards the prelab
experiment.

Rather than simply require

This applies to the
Assessing student
information the students
performance and
PM (Formative) have been given and their
application abilities
ability to apply it to this
specific situation.
Written feedback in lab
notebooks to each student
indicating approval or denial
of their new experimental
design.
students to recall what
they’ve read, the new
experiment redesign requires
them to hone in on the key
elements that would indicate
to the teacher, the student’s
full comprehension of the
concepts.
 Written feedback in lab
notebooks to each student
indicating approval or denial
of their new experimental
design.
Determine if students can Students will redesign the
redesign an initial “prelab” experiment to Using the modeling rubric,
Summative experiment to showcase implement their own the teacher will assign
the key elements of Le understanding of Le students a score. Students
Chatelier's Principle Chatelier's Principle can use this feedback to
make one final revision to
their formal lab reports and
notebooks before
completion of the unit.
What component of the
modeling rubric are students
successful and/or lacking?
Did the students execute
their implications to the
redesign of the prelab? Is
their lab notebook and
report thorough and
informative of their
experiment? Does their
redesign reflect what occured
in their experiment?

English Learners Striving Readers Students with Special Needs Advanced Students

Scaffolds are in place for each

part of the lesson. Students
EL students are able to
The teacher emphasizes in get additional time for Advanced students may be
use Google Translate (or
bold any important experimental redesign asked to write a small
other apps) as they
terminology for the unit development. Students may description of the
complete the model and
(similar as ELs). also receive the same graphic limitations and errors of
give feedback to their
The teacher may provide organizer to complete during their redesigned
peers.
students with a cut down direct lectures (as ELs). experiment, as the teacher
Teacher emphasizes in
DIFFERENTIATION version of any necessary Students get time to practice sees fit.
bold any important
reading for the unit (with their responses before Students could be asked to
terminology for the unit
important terminology potentially sharing with the help scaffold peer learning
and offers handouts in
bolded). class; they will also be notified by explaining to striving
home language to
The teacher may alter the in advance if their thoughts students their own thought
scaffold learning intake.
reading form based on are to be shared with the processes and
The teacher can offer use
students’ needs (i.e. from whole class. Students are to interpretations of the
of graphic organizers to
media to print, vice versa, be integrated into diverse phenomena of the prelab
help students take notes
or other). groups during small group and content.
during direct lecture.
discussion to enhance their
learning intake.
 Google slides, projector, lab notebooks, lab equipment (erlenmeyer flasks, balloons, measuring tapes, baking soda,
vinegar, dish soap, hot plates, ice, buckets)

Video shown within Lesson Body (Explain) section

https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox

NOAA: (Ocean Acidification Overview)

Materials Needed https://www.noaa.gov/education/resource-collections/ocean-coasts/ocean-acidification
and Links to
NASA (Ocean Acidification Overview)
Instructional https://www.nasa.gov/topics/earth/features/climate_acidocean.html
Resources
Ocean Conservancy (Ocean Acidification Overview)
https://oceanconservancy.org/ocean-acidification/

Gizmo (Balancing Chemical Equations):

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=408

Gizmo (Ocean Carbon Equilibrium)

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=17&ResourceID=3164

This lesson was designed to introduce students to Le Chatelier's Principle and teach the effects temperature,
concentration, and volume have on the overall rate of the chemical reaction and how these conditions affect the
Reflection, equilibrium of the reaction. Most students initially think that chemical reactions occur instantaneously and do not occur
Summary, in reverse. Challenges in this lesson will be to scaffold students to properly design an experiment that will test the baking
Rationale, soda and vinegar chemical reaction and manipulate temperature, concentration, and pressure independently without
Implementation providing them the correct answers. The way we plan to address this challenge is by providing a demonstration of the
baking soda and vinegar chemical reaction in which we manipulate temperature first before facilitating discussion with
the students on factors that may affect the rate of change in which the chemical reaction occurs.