Inter-curricular/Interdisciplinary Assignment

This assignment will be based along the learning objective 2.2sts in the Unit 20D
Chemistry curriculum. This objective involves understanding the risks/benefits
involved in chemical processes in industry and on how they are involved in various
dynamics in society and in the world with a focus on larger scale interactions within
the international community. Students will work in pairs to complete this
assignment, and the assignment will focus on allowing students to find their own
answers, their own perspectives, and their own way of presenting the information
that they have learned.
Students will be given the opportunity to choose from a list of chemical industry
systems or can choose one of their own with permission from the teacher. Students
will then be asked to portray AT LEAST one perspective on the process and how it
affects society. Students will then be able to decide how their understanding can
best be presented in front of the class: options include (but are not limited to) video,
oral presentation, PowerPoint, dramatic enactment, poster presentation, artistic
representation/presentation. Students may also pursue different avenues of
presentation upon permission from the teacher.
Students will need to combine their understanding of chemical outcomes in
combination with their understanding of the differing perspectives involved in
industry by combining curricular knowledge from Chemistry 20 and from Social 201.
Chemistry 20 Contingent
Students will be required to draw on their knowledge learned throughout the course
in order to provide a comprehensive understanding of the chemical nature of the
industry/industrial process being examined. Students will especially rely on their
learning from the skills and science, technology, and society outcomes.
Social 20 Contingent
Students will also be required to have a comprehensive understanding of the
dynamic nature of society and the multiple perspectives involved in industry and
the effects of the environment. Specific outcomes include:
-

1.6 develop understandings of nation and nationalism

2.1 Appreciate that nations and states pursue national interest
3.1 appreciate that nations and states engage in regional and global affairs
for a variety of reasons
3.8 analyze impacts of the pursuit of internationalism in addressing
contemporary global issues

Timeline and Plan

As per the included lesson/unit plan document, this project will be given one to two
classes of in time work and a week (including weekend) of out of school time to
work on this project. Students will find their partner and arrange their project and
presentation goals with the teacher to ensure that they are able to meet the
standards set by the rubric. Students will focus on one specific industry that
involves chemical properties covered in this unit (broad category given the broad
understanding required with chemical equations) and then understand them
through a societal perspective as well as a scientific one.
Rubric

Category

2-1

Scientific
understandi
ng

Students show a clear

understanding of the
chemical nature of the
industry they have
chosen, including use of
specific chemical
information such as
chemical formulae,
stoichiometry, or titration
curves
Students are able to
clearly describe why their
chosen perspective
supports the position they
do including positive and
negative outcomes for
this perspective. Students
will describe their
perspectives stance on
various stages of the
chemical process
The students are able to
present AT LEAST one
additional perspectives
general position and
include a position that is
contrary to theirs and are
able to explain why there
are different opinions.
Students have shown
creativity, polish, and
preparation in regards to

Students show an
understanding of
the chemical
nature of the
industry they have
chosen and have
included an
understanding of
the basic chemical
process.
Students are able
to describe why
their chosen
perspective holds a
specific position
without directly
linking it to the
scientific process.

Students have not

shown an
understanding of
what chemical
processes are in
play in the
industry.

Students are able

to present AT
LEAST one
additional
perspective that is
not contrary to
their own position.

Students do not
provide different
perspectives to
compare with their
own.

Students have
shown that they
are prepared for

Students have
failed to show
proper preparation

Social
Understandi
ng

Different
perspectives

Presentation

Students do not
clearly describe a
social perspective
on their chosen
chemical process.

their presentation.

their presentation.

and have multiple

errors during
presentation.