SCIENCE EDUCATION LESSON PLAN FORMAT ​rev 11.

20
Names Nicole Sattler, Simon Lam. Ritsu Kondo Subject Chemistry (Chemical Reactions)
Unit Name: ​Chemical Reactions
Unit Driving Question: ​What is causing the coral to change
Unit Name and color? What does the change/loss of color indicate? Are there (Leave this
consequences beyond the effects on the coral reef? Does it Week (Leave this blank for
Driving blank for EDSC to
have anything to do with human activities? If so, how? Why of EDSC 442C)
Question 442C)
should we worry about it? Would it be possible to mitigate the
process? What can we do individually and collectively to
mitigate the process?
Anchoring Phenomenon: ​Coral bleaching

Anchoring Activity:

You are a scientific consultant for the Long Beach aquarium. Your job is to ensure the longevity of the ocean
and give the aquarium an update on the health of our oceans. After a travel scuba session you notice a
difference in the coral. You take a picture and compare it to one of the previous pictures. The aquarium asks
you to investigate this change and present them with a model of what is happening in our oceans. This
model, in the form of a multimedia presentation, such as infographic will be displayed prominently in the
Anchoring main lobby to all of the aquarium visitors to educate them about our oceans. Additionally or alternatively,
Phenomenon or you will create a website highlighting the finding, to be linked or embedded into the main home page of the
Design Problem aquarium website.
(with Anchoring
Activity for the
unit)

NGSS Performance HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere,
Expectation geosphere, and biosphere
 Provide the Standard and Element(s) that Students Will
be Engaging In
ESS2.D: Weather and Climate
● Gradual atmospheric changes were due to plants
and other organisms that captured carbon dioxide
and released oxygen. (HS-ESS2-6), (HS-ESS2-7)
● Changes in the atmosphere due to human activity
have increased carbon dioxide concentrations and
thus affect climate.​ (HS-ESS2-6)
PS1.B: Chemical Reactions
In many situations, a dynamic and
Disciplinary Core
Ideas (DCIs) condition-dependent balance between a reaction and
the reverse reaction determines the numbers of all
types of molecules present. (HS-PS1-6)
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. (HS-PS1-2),(HS-PS1-7)
Developing and Using Models
● Develop a model based on evidence to illustrate the
relationships between systems or between
components of a system. (HS-ESS2-3), (HS-ESS2-6)
[SEP-4] Analyzing and Interpreting Data
[SEP-6] Constructing Explanations (for science)
Science and Apply scientific principles and evidence to provide an
Engineering explanation of phenomena and solve design problems,
Practices (SEPs)
taking into account possible unanticipated effects.
(HS-PS1-5)
Refine a solution to a complex real-world problem,
based on scientific knowledge, student-generated
sources of evidence,prioritized criteria, and trade off
considerations. (HS-PS1-6)
Epistemic Argumentation
Practice(s) ​(Bundled Modeling
SEPs) Negotiation of Expository Text
Energy and Matter
Cross Cutting
The total amount of energy and matter in closed
Concepts (CCCs)
systems is conserved. (HS-ESS2-6)
Where in the lesson can this be found?
Reference to weather and climate is made mainly in the
beginning when exploring the carbon cycle. The beginning,
engaging part of the lesson introduces the lesson level
phenomenon, a ​graph showing rising levels of carbon
dioxide (CO​2​) in the atmosphere, rising CO​2​ levels in the
ocean, and decreasing pH in the water off the coast of
Hawaii.
Chemical Reactions are then in focus in the next phase of the
lesson when exploring acid-base equilibrium reaction and Le
Châtelier’s Principle (a dynamic and condition-dependent
balance between a reaction and the reverse reaction
determines the numbers of all types of molecules present.
(HS-PS1-6)).
Conservation of matter/mass, within chemical reactions,
however, comes into play in the beginning part, when
exploring carbon cycle.
All of these Science and Engineering Practices (SEP):
[SEP-2] Developing and Using Models
[SEP-4] Analyzing and Interpreting Data
[SEP-6] Constructing Explanations (for science)
are practiced throughout the lessons, though Developing and
Using Models [SEP-2] , do not prominently come into play till
the end, in the summative assessment, when the students
build a model for the lesson level phenomenon, tying all the
relevant chemical principles/concepts to explain the
phenomenon & answer the questions posed. Students are
asked to analyze & interpret the data [SEP-4] presented in
the beginning, engagement part of the lesson when
presented with the graph (lesson level phenomenon). Then
as the lesson progresses, they are asked to come up with
explanations [SEP-6] from information presented.
The concept, matter in closed systems is conserved
(HS-ESS2-6) plays a prominent role in the beginning part
when the carbon cycle is explored.
 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 (HS-PS1-2),
(HS-PS1-5)
Stability and Change
Much of science deals with constructing explanations of
how things change and how they remain stable.
(HS-PS1-6)
Cause and effect
Deciphering causal relationships, and the
mechanisms by which they are mediated, is a major
activity of science and engineering.
Patterns, (​rising levels of carbon dioxide (CO​2​) in the
atmosphere, rising CO​2​ levels in the ocean, and
decreasing pH) is seen in the introductory (engagement)
part of the lesson, which is interpreted & analyzed.
Stability and Change (described above) is very much the
underlying theme running throughout the lesson.
Cause and effect, is the essential question of the lesson
students are asked to consider & explain (​whether there
is correlation and/or cause and effect).

3D Learning
Objective Students will analyze data and construct a scientific argument about two patterns they see in carbon dioxide and pH
(Lesson-Level
change graphs.
Learning
Expectation)
(Please provide a link to the media being used to show this event or describe how students will experience this phenomenon first hand)
The graph shows rising levels of carbon dioxide (CO​2​) in the atmosphere, rising CO​2​ levels in the
Lesson-Level ocean, and decreasing pH in the water off the coast of Hawaii.
Phenomenon pmel.noaa.gov/co2/file/Hawaii+Carbon+Dioxide+Time-Series
pmel.noaa.gov/co2_time_series_aloha_11-16-2019_v5.jpg

Common Core State Standards Connections

ELA/Literacy
● RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-5)
● RST.11-12.2 - Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
● SL.11-12.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
Connections to presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4)
other standards
(​CCSS ELA​, ​CCSS ● WHST.9-12.1 - Write arguments focused on discipline-specific content. (HS-ESS2-7)
Math​) Mathematics
● HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-3), (HS-ESS2-6)
● MP.2 - Reason abstractly and quantitatively.
● MP.4 - Model with mathematics. (HS-ESS2-3), (HS-ESS2-6)

HS-PS1-5. ​Apply scientific principles and evidence to provide an explanation about the effects of changing the
temperature or concentration of the reacting particles on the rate at which a reaction occurs
 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

HS-PS1-7. ​Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during
a chemical reaction

HS-ESS2-2. ​Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that
cause changes to other Earth systems

HS-ESS2-6. ​Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere,
geosphere, and biosphere

Target Vocab to be Ocean acidification, carbon cycle, ​chemical equilibrium​, L​ e Chatelier's principle, reagent, reactant, product,
Developed yield,

LESSON
The 5E Model
TEACHER DOES STUDENT DOES

present ​the graph showing rising levels of carbon

dioxide (CO​2​) in the atmosphere, rising CO​2​ levels in view ​the graph showing rising levels of carbon dioxide
the ocean, and decreasing pH in the water off the (CO​2​) in the atmosphere, rising CO​2​ levels in the ocean,
coast of Hawaii. and decreasing pH in the water off the coast of Hawaii.
Lesson Intro pmel.noaa.gov/co2/file/Hawaii+Carbon+Dioxide+Ti pmel.noaa.gov/co2/file/Hawaii+Carbon+Dioxide+Time-S
(Engage)
me-Series eries
pmel.noaa.gov/co2_time_series_aloha_11-16-2019 pmel.noaa.gov/co2_time_series_aloha_11-16-2019_v5.j
TIME:
_v5.jpg pg
and pose a question as to whether there is correlation or and consider a question posed as to whether there is
cause and effect correlation or cause and effect

provide a resource (website link) for exploring carbon
cycle, including an interactive activity
whoi.edu/ocean-chemistry/carbon-c
Lesson Body whoi.edu/multimedia/carbon-around-the-world/
(Explore, Explain,
noaa.gov/education/climate/carbon-cycle
Elaborate)
noaa.gov/carbon_toolkit/basics.html
TIME:
show a video “Acid test”
oceantoday.noaa.gov/theacidtest/
open a resource (website link) for exploring carbon cycle,
including an interactive activity and explore/learn, taking
notes as necessary
whoi.edu/ocean-chemistry/carbon-cycle/
whoi.edu/multimedia/carbon-around-the-world/
noaa.gov/education/climate/carbon-cycle
noaa.gov/carbon_toolkit/basics.html
watch a video “Acid test” and take notes as necessary
oceantoday.noaa.gov/theacidtest/
 provide a resource (website link) for exploring the effect
of increased CO2 in water, & point out useful links w/i
those websites, including short videos & interactives
pmel.noaa.gov/co2/story/A+primer+on+pH
Carbon Dioxide in Seawater
acs.org/chemmatters/february2018/acidicseas.html
pbslearningmedia/what-is-ocean-acidification/
ocean.si.edu/ocean-acidification
cisanctuary.org/ocean-acidification/The_Oceans_Recipe
_for_Success.pdf
provide a resource (website link) for​ ​animation, for
students to visualize equilibrium with the help of
water and a piece of chalk (calcium carbonate).
teachchemistry.org/classroom-resources/equilibrium
-animation
provide a resource (website link) to learning
resource to chemical equilibrium for students to
explore and learn
www.gpb.org/chemistry-matters/unit-10/chemical-eq
uilibrium
www.gpb.org/chemistry-matters/unit-10/lechateliers-
principle
www.gpb.org/chemistry-matters/unit-12/introduction-
to-equilibrium-review
provide a link to a resource (website link) & show a
part of the video (1st 10 min.) to explore and learn
about chemical equilibrium (video covers shifting of
equilibrium via Le Chatalier’s principle)
learner.org/equilibrium-and-advanced-thermodynam
ics-balance-in-chemical-reactions/
www.learner.org/misconceptions-about-chemical-eq
uilibrium-animation/
Ask students to demonstrate their learning by creating a
Lesson Closure graphic representation (model) of how increase in
(Evaluate) carbon emission leads to ocean acidification. This will
require incorporation of concepts such as carbon cycle,
TIME:
acid-base equilibrium reaction, and Le Chatalier’s
principle.
ASSESSMENT
open a resource (website link) for exploring the effect of
increased CO2 in water, & check out useful links w/i those
websites, including short videos & interactives
pmel.noaa.gov/co2/story/A+primer+on+pH
Carbon Dioxide in Seawater
acs.org/chemmatters/february2018/acidicseas.html
pbslearningmedia/what-is-ocean-acidification/
ocean.si.edu/ocean-acidification
cisanctuary.org/ocean-acidification/The_Oceans_Recipe_for_
Success.pdf
view the animation to visualize equilibrium in animation
with the help of water and a piece of chalk (calcium
carbonate).
teachchemistry.org/classroom-resources/equilibrium-animati
on
open a resource (website link) to learning resource to
explore and learn about chemical
equilibrium​www.gpb.org/chemistry-matters/unit-10/chem
ical-equilibrium
www.gpb.org/chemistry-matters/unit-10/lechateliers-prin
ciple
www.gpb.org/chemistry-matters/unit-12/introduction-to-e
quilibrium-review
view a part of the video (1st 10 min.) and explore the
accompanying study material to explore and learn about
chemical equilibrium (video covers shifting of equilibrium
via Le Chatalier’s principle)
learner.org/equilibrium-and-advanced-thermodynamics-
balance-in-chemical-reactions/
www.learner.org/misconceptions-about-chemical-equilibriu
m-animation/
demonstrate the learning by creating a graphic
representation (model) of how increase in carbon emission
leads to ocean acidification. This will require incorporation of
concepts such as carbon cycle, acid-base equilibrium
reaction, and Le Chatalier’s principle.

TYPE PURPOSE IMPLEMENTATION
Students will engage in a
whole class discussion
about ph change and the
transfer of carbon dioxide in
To gauge students prior
our atmosphere. They will
knowledge on a topic to
be asked probing questions
Entry Level inform the teacher on the
such as what happens to
amount of time needed
the ph of a solution when
for the lesson.
you add lemon juice to it?
When you breath out
carbon dioxide where does
it go?
To check how the
Students are asked to
students are progressing
complete a quick write in
with the lesson and to
which they must use claim
PM (Formative) maintain engagement so
evidence reasoning to
students are able to meet
analyse graphs they are
the goals of the end of
given in class.
the lesson.
Students will demonstrate
To assess how the lesson the learning by creating a
went from the teachers graphic representation
perspective. If students (model) of how increase in
did not grasp the material carbon emission leads to
Summative the teacher might need ocean acidification. This will
to spend another day on require incorporation of
the lesson to further help concepts such as carbon
students grasp the cycle, acid-base equilibrium
material. reaction, and Le Chatalier’s
principle.
English Learners Striving Readers
Students will be given a
DIFFERENTIATION Students will be allowed scaffolded version of the
devices to bring the quick write so they know
teachers speech to text if where to put all the
FEEDBACK STRATEGY
Students will not be
receiving direct feedback on
this assessment. They will
be engaging in the discussion
with group members so it is
the hope that
misinformation will be
weeded out through the
discussion. If not the
teacher will redirect to
eliminate the
misunderstanding.
Students will be receiving
feedback by a whole class
discussion after the quick
write where we dive into the
possible implications from
the graphs/data tables
Students will be receiving
feedback within 1-2 days
through a grade assigned to
their graphic representation.
Students with Special Needs
Students will be given a
scaffolded version of the quick
write so they know where to
put all the necessary parts.
HOW IT INFORMS TEACHING
This informs the teacher on
how much prior knowledge
students have on the carbon
cycle as well as ph change.
Some students might be
more familiar with ph change
if they cook where as others
may not. The teacher may
need to spend more time on
this lesson if it is needed
based on the students prior
knowledge.
It informs the teacher on
whether or not the class is
ready to move on to the final
assessment which requires a
deeper level of
understanding.
This informs the teacher on
the effectiveness of the
entirety of the lesson. If the
students are still struggling to
grasp the anchoring
phenomena the teacher
might need to spend more
time on bridging their prior
knowledge and everything
they acquired through the
lessons to the phenomena.
Advanced Students
Students will not receive a
scaffolded quick write
template. Instead they are
expected to go into greater
 it needed. Students will necessary parts. For the Students will be grouped with detail within their quick
be given a scaffolded quick write students may a heterogeneous mix of write. For their graphic
version of the quick write have the option to use a students.. They will be representation it is
so they know where to computer to assist in all allowed to listen to videos expected that they will
put all the necessary spelling and grammatical with headphones by include all necessary details
parts. insecurities. themselves if it makes it as well as apply their prior
easier for them to take in the knowledge to the topic.
information. They must attempt to apply
this topic to their real
world.
personal computer (teacher definitely, possibly students as well) & internet connection
websites:
pmel.noaa.gov/co2/file/Hawaii+Carbon+Dioxide+Time-Series
pmel.noaa.gov/co2_time_series_aloha_11-16-2019_v5.jpg
whoi.edu/ocean-chemistry/carbon-c
whoi.edu/multimedia/carbon-around-the-world/
noaa.gov/education/climate/carbon-cycle
noaa.gov/carbon_toolkit/basics.html
oceantoday.noaa.gov/theacidtest/
Materials Needed pmel.noaa.gov/co2/story/A+primer+on+pH
and Links to Carbon Dioxide in Seawater
Instructional acs.org/chemmatters/february2018/acidicseas.html
Resources pbslearningmedia/what-is-ocean-acidification/
ocean.si.edu/ocean-acidification
cisanctuary.org/ocean-acidification/The_Oceans_Recipe_for_Success.pdf
teachchemistry.org/classroom-resources/equilibrium-animation
www.gpb.org/chemistry-matters/unit-10/chemical-equilibrium
www.gpb.org/chemistry-matters/unit-10/lechateliers-principle
www.gpb.org/chemistry-matters/unit-12/introduction-to-equilibrium-review
learner.org/equilibrium-and-advanced-thermodynamics-balance-in-chemical-reactions/
www.learner.org/misconceptions-about-chemical-equilibrium-animation/

This series of lessons, spanning over several weeks, is designed to provide students resources to make connections
Reflection, between atmospheric [CO2], [CO2] in the ocean, and ocean acidification. First, the connection between atmospheric
Summary,
[CO​2​] and [CO​2​] in the ocean is made via carbon cycle, through introduction of the principle of conservation of
Rationale,
Implementation matter/mass. Then, the ocean acidification (drop in pH level) can be explained by acid-base equilibrium and shift in the
equilibrium via Le Chatelier’s principle.