GROUP CONSENSUS
CONCEPTS
Students will understand the difference between chemical
and physical reactions.
HS-PS1-7. DCI 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.
Students will understand the relation between various
chemical systems that exist within ocean acidification.
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.
Students will be able to understand and identify the
difference and relationship between products and
reactants.
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.
Students will apply their models of chemical equilibrium to
predict the impacts of changing CO2 levels in the ocean.
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.
Students will understand how changes to the Earth’s
systems can create feedback loops with our ocean
acidification.
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.
SKILLS
Analyze Experiments- Students will observe and
record the observations they see during a
demonstration showcasing the chemical reactions
of melting ice (physical reaction) and burning
magnesium strips (chemical reaction).
Develop a Model
Students will be introduced to
the model as a means of
understanding the driving
force of ocean
acidification.
Provide Computational Evidence - Students will
practice balancing various chemical equations by
becoming familiar with the Gizmo and Phet
programs to complete various simulations regarding
chemical reactions.
Analyze data- Analyze data using tools,
technologies, and/or models (ex-
computational/mathematical) in order to make valid
and reliable scientific claims or determine an
optimal design solution. Students will include a
statement regarding how variation or uncertainty in
the data may affect the interpretation of the data.
Make a Scientific Claim- Students will interpret
everything they have learned within the unit to
develop a scientific claim that explains the
anchoring phenomenon at the beginning of the unit.
PRODUCTS
Recorded observations- Students will provide
mathematical representations that may include
numerical calculations, graphs, or other
pictorial depictions of quantitative information
depending on their preconceptions.
Students will develop
initial models that show
the transfer of
carbonate
ions from Earth’s
atmosphere
into marine
calcifiers.
Gizmo/Phet Simulations: Students
computational evidence will look like completed
Gizmo/Phet simulations that represent properly
balanced chemical equations.
Students will revise their initial models to
implement mathematical evidence of the
changes in chemical equilibrium between
different carbonate ions from the Earth’s
atmosphere, oceans, and marine calcifiers
these systems experience changes in
concentration, temperature, and pH.
CER/Final Model Revision- Students will
make a final revision to their initial models
to implement mathematical evidence of the
changes in chemical equilibrium between
different carbonate ions from the Earth’s
atmosphere, oceans, and marine calcifiers
these systems experience changes in
concentration, temperature, and pH. With the
final model, students will also develop a
scientific claim that contain a claim, evidence,
and reasoning for that explains the anchoring
phenomenon at the beginning of the unit.