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
Anchoring
and admiration of the Great Barrier Reef ecosystem have caused you to take action! Soon you will meet
Phenomenon or
with a higher executive of the Coast Guard for protection of the Great Barrier Reef to give him/her a
Design Problem
presentation on 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
unit) can 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
dynamic and condition dependent balance between a how the rate in which a chemical reaction occurs is
reaction and the reverse reaction determines the dependent on temperature and concentration of the
Disciplinary Core numbers of all types of molecules present. reactant.
Ideas (DCIs) ETS1.C. Optimizing the Design Solution. Criteria may Optimizing the Design Solution. Students will be first
need to be broken down into simpler ones that can be observing a baking soda and vinegar experiment, and then
approached systematically, and decisions about the redesigning the experiment on their own terms to visualize
priority of certain criteria over others may be needed. and analyze how changing one variable affects the entire
experiment.
Science and Constructing Explanations and Designing Solutions. Constructing Explanations and Designing Solutions:
Engineering Constructing explanations and designing solutions in 9- Students will be designing an experiment to identify and
 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 explanations on what factors affect that rate in
Practices (SEPs)
Refine a solution to a complex real-world which a chemical reaction occurs.
problem, based on scientific knowledge,
student-generated sources of evidence,
prioritized criteria, and tradeoff considerations.
Epistemic
Practice(s) Experimentation
(Bundled SEPs)
The purpose of the ideas behind letting students redesign
the experimental procedure is based on the hopes that
Stability and Change. Much of science deals with they will observe and analyze the differences between the
Cross Cutting
constructing explanations of how things change and how base experiment and their own to better understand how
Concepts (CCCs)
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 (Lesson- concentrations in a closed system; followed by writing evidence in the form of quantitative observations of
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
Lesson-Level
to share their thoughts in order to produce driving questions for the lesson-level phenomena. With scaffolding,
Phenomenon
students should 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).
Connections to
other standards ELA/Literacy
(CCSS ELA, CCSS
Math)
WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.

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,
Target Vocab to be
concentration, dissolve, energy, equilibrium, gas, law of conservation of mass, liquid, melting point, pH, physical
Developed
change, product, 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”
TIME: 5 minutes text chat. (5 minutes) verbally and/or through the zoom text chat. (5 minute)

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

HOW IT INFORMS
FEEDBACK STRATEGY
TYPE PURPOSE IMPLEMENTATION TEACHING

Teacher will be making in

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

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

DIFFERENTIATION Students with Special

English Learners Striving Readers Advanced Students
Needs
The teacher emphasizes in
EL students are able to bold any important Scaffolds are in place for Advanced students may be
use Google Translate (or terminology for the unit each part of the lesson. asked to write a small
other apps) as they (similar as ELs). Students get additional description of the
complete the model and The teacher may provide time for experimental limitations and errors of
give feedback to their students with a cut down redesign development. their redesigned
peers. version of any necessary Students may also receive experiment, as the teacher
Teacher emphasizes in reading for the unit (with the same graphic organizer sees fit.
bold any important important terminology to complete during direct Students could be asked to
terminology for the unit bolded). lectures (as ELs). Students help scaffold peer learning
and offers handouts in The teacher may alter the get time to practice their by explaining to striving
home language to reading form based on responses before students their own thought
scaffold learning intake. students’ needs (i.e. from potentially sharing with the processes and
The teacher can offer use media to print, vice versa, class; they will also be interpretations of the
of graphic organizers to or other). notified in advance if their phenomena of the prelab
help students take notes thoughts are to be shared and content.
during direct lecture. with the whole class.
Students are to be
integrated into diverse
groups during small group
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
equilibrium of the reaction. Most students initially think that chemical reactions occur instantaneously and do not
Reflection,
occur in reverse. Challenges in this lesson will be to scaffold students to properly design an experiment that will test
Summary,
the baking soda and vinegar chemical reaction and manipulate temperature, concentration, and pressure
Rationale,
Implementation independently without 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.