MODEL-BASED INQUIRY UNIT DEVELOPMENT TEMPLATE

This template is meant to scaffold the design and implementation of MBI units. We take as a starting
place three-dimensional instruction as described in the NGSS, the elements of Ambitious Science
Teaching, the importance of anchoring instruction in real-world phenomena, and the perspective
that students’ ideas are invaluable resources for instruction. These ideas provide the foundation for
MBI units during which students collaboratively engage in the practices of science as they construct
scientific explanations of an anchoring phenomenon. The template is divided into four stages and
includes an assessment section at the end. Throughout the template, useful resources and examples
are provided. Additional information and resources are available at www.modelbasedinquiry.com.

Unit Authors:

Loc Truong

PLANNING FOR ENGAGEMENT WITH IMPORTANT SCIENCE IDEAS

This first stage of MBI focuses on doing the intellectually rigorous work of unpacking standards,
identifying an anchoring phenomenon and driving question, and pinpointing the important science
ideas students will need to build a scientific explanation of the phenomenon. In addition, in this stage
we plan "with the end in mind" by constructing draft models and causal explanations that we can
use as learning targets throughout the unit.

High School Chemistry

What do you want to teach?

Disciplinary Core Idea(s) focus of Lesson: (Identify DCI at the bullet point(s) grade band progression)

Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of
the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the
sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.
(HS-PS1-4),(HS-PS1-5)

modelbasedinquiry.com 1
Version 2.2
Why is the DCI above a core idea(s) in science?
Identify the DCI in Framework for K-12 Science Education using the following links:
Physical Science: https://www.nap.edu/read/13165/chapter/9
Life Science: https://www.nap.edu/read/13165/chapter/10
Earth and Space Science: https://www.nap.edu/read/13165/chapter/11
Engineering, Technology, & Applications of Science: https://www.nap.edu/read/13165/chapter/12
An additional resource is Disciplinary Core Ideas: Reshaping Teaching and Learning from NSTA Press.

What does the Framework say about the core idea(s)?

By the end of grade 12. Chemical processes, their rates, and whether or not energy is stored or released can be
understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with
consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are
matched by changes in kinetic energy. In many situations, a dynamic and condition-dependent balance between
a reaction and the reverse reaction determines the numbers of all types of molecules present.

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. Chemical processes and properties of materials underlie
many important biological and geophysical phenomena
National Academies of Sciences, Engineering, and Medicine. 2012. A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
https://doi.org/10.17226/13165.

What are the Performance Expectations that you are working toward?

Performance Expectation(s): (Search by DCI)

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a
chemical reaction system depends upon the changes in total bond energy. [Clarification
Statement: Emphasis is on the idea that a chemical reaction is a system that affects the
energy change. Examples of models could include molecular-level drawings and diagrams of
reactions, graphs showing the relative energies of reactants and products, and
representations showing energy is conserved.] [Assessment Boundary: Assessment does not
include calculating the total bond energy changes during a chemical reaction from the bond
energies of reactants and products.]

Summary:
After reading through the specific DCIs focusing your unit, write a summary in your own words that describes why
this is a/these are core idea(s) in science, along with the facets of the core idea(s) that are most important for
students to understand:
Students should understand that some chemical processes happen spontaneously
because the reaction is energertically favorable. This is a core idea in science because
it’s important to understand that phenomenon occurs in nature because to release

modelbasedinquiry.com 2
Version 2.2
energy, and anything
Summary: (Guidance and Example of Unpacking)

● A chemical reaction can be thought of as an increase or decrease in energy level of a chemical system.
● Reaction that decreases the energy level in a system are spontaneous, and are usually exothermic.
● Reaction that increases the energy level in a system generally require external energy input, and are
usually endothermic.
● Energy is needed to break chemical bonds, while energy is released when chemical bonds formed. And
each chemical bond requiring/releasing different amount of energy. Ex: Carbon-carbon bond has
different energy compared to carbon-oxygen bond
● All chemical reaction has an activation energy which represents the energy needed to collide the
reactants to form the products
● The total amount of energy released/absorbed by a chemical reaction equals to the difference between
the summation of bonds forms and the summation of bonds broken.

Based on the core ideas identified above, what is the Big Idea of the unit?

Big idea:
● We can predict whether a reaction is endothermic or exothermic and we can calculate how much energy
would be released/absorbed by finding the difference between energy absorbed by forming the products
(Heat of Formation) and energy released by breaking down the reactants.

ANCHORING PHENOMENON

Identify a scientifically rich, complex phenomena that will require students to use multiple principles that
are central to the DCI(s) and the big idea to explain (an occurrence or event that happens(ed) in the world).
[This will serve as the reason for engaging in the unit.] Resources for learning about phenomena as well as
example anchoring phenomenon.

Describe the Anchoring Phenomenon chosen to anchor the unit in approximately one paragraph:

Shuttles burning rocket fuel to leave space

A space shuttle relies only on burning rocket fuel to leave the Earth’s atmosphere and most engines also burns
fuels to do work. But where is this energy coming from? Is there something inside fuel that causes it to release
energy when we burn it? What’s even more astonishing is that the rocket fuel inside shuttle tank is just pure
hydrogen and oxygen.

modelbasedinquiry.com 3
Version 2.2
 List resources (websites, articles, books, etc.) that help you better understand the anchoring phenomenon:
● Logistics of a Shuttle Launch
● Types of chemical rocket engines
● Newton’s third law
● Combustion

Identify the Crosscutting Concept(s) that can also be used to orient to the anchoring phenomenon in ways
that can focus and support the development of the mechanistic explanation of the phenomenon (explain this
connection). [The performance expectations identified above should be used as a guide]

Crosscutting Concepts:
Energy and Matter: Changes of energy and matter in a system can be described in terms of energy and matter
flows into, out of, and within that system. (HS-PS1-4)

Develop a Driving Question that will help bound the work of the unit and frame the anchoring phenomenon for
the students. The question should be causal and not easily answered. Causal questions usually begin with ‘why’. It is
also important to make this question specific to your anchoring phenomenon by referencing the phenomenon in
the question. Consider using a Crosscutting Concept to Orient Students to the Anchoring Phenomenon in your
Driving Question. (e.g., Patterns/Cause and Effect)

Driving question:
Why does burning hydrogen gas inside the fuel tank produce so much energy? Where is this energy coming
from?

Provide a target written explanation of the phenomenon. Be sure to consider the role of the crosscutting
concept(s) you identified above as part of the explanation. This should be written slightly above that of an A student
in your class and at the appropriate grade level. (Note: the explanation should identify how science ideas are
coordinated to explain the occurrence or event that happened in the world) (Resources for understanding and
constructing explanations):

Target explanation of phenomena:

At first, chemicals used during rocket liftoff are in a less-reactive (stable) state, as can be seen in gases flowing
out without any noticeable reactio. Just before rocket liftoff, sparks are applied to the fuel to provide an initial
energy input to start the reaction for the rocket liftoff (the “activation” energy).

In a reaction that releases energy, the difference between the energy of the products (H2O) and the energy of the
reactants (H2 and O2) results in excess energy being released into the environment [exothermic reaction]. At the
particle level, it takes less energy to break the bonds in H2 and O2 molecules than that released when the new
bonds in H2O molecules form. This energy is released into the environment as heat, light, and sound. Once the
reaction starts, the sparks can be removed because some of the released energy causes more hydrogen and
oxygen atoms to rearrange into water (similarly, once a fire starts, you don’t have to continue adding outside

modelbasedinquiry.com 4
Version 2.2
 energy [heat] to keep the flame going).

To make the rocket launch, the chemical reaction takes place in a reaction chamber outside the fuel tank, where
the gases are released at a controlled rate (not too fast or too slow). The released energy in this exothermic
combustion reaction causes the gases to move faster, raising pressure, which causes the primary product (H2O
vapor) to expand and exit from the downward-facing nozzle. The gas flowing out of the nozzle has mass and its
downward movement creates a force (Newton’s Second law, F=ma). When something moves in one direction,
there is an opposing force in the opposite direction (Newton’s third law). This creates the force that pushes the
rocket upward and into space.

Construct an example final model that you would expect your students to develop over the course of the unit.
Be sure to include the system boundaries, components of the system, connections between those components, the
“unseen” mechanisms at work, and labels. This will help you develop a template and/or conventions for the
students’ models. Be sure to consider the alignment between your target explanation (above) and
your final model. Resources for understanding scientific models.

Example Final Model:

modelbasedinquiry.com 5
Version 2.2
From your target explanation and example final model, identify ideas in science within the
explanation that are central to students explaining the phenomenon [this can serve as an early ‘Gotta Have List’
that you go into the lesson considering, while also serving as a guide for identifying science activities students can
engage in as part of the unit after initial modeling to work on developing more sophisticated explanations of the
phenomenon] (Example):

modelbasedinquiry.com 6
Version 2.2
 Science Idea A: For most chemical reactions, an initial amount of energy is required to start the process
(activation energy). Ex: spark igniting fuel gas

Science Idea B: Energy is needed to break chemical bonds, while energy is released when chemical bonds
formed. Different bonds requires different amounts of energy or break/form

Science Idea C: A chemical reaction is either endothermic (absorbs energy) or exothermic (releases energy).
Endothermic reaction absorbs energy from their surrounding, while exothermic reaction releases it

Science Idea D: To determine whether a reaction is endothermic or exothermic, we can calculate the difference
between the energy of the products and the energy of the reactants.

Science Idea E: The energy from the exothermic reaction inside the fuel tank expands the product (water) to
heat up and propel outside the tank. Due to Newton’s third law, the mass expelling out of the tank exerts a force
on the shuttle to push it upwards.

For each science idea identified above, choose one activity, reading, video, simulation, or
investigation that will help students understand this important idea and begin to see its usefulness in
explaining the anchoring phenomenon. Do this for each science idea below: [possible resources: Phet Simulations,
NGSS Pathfinder, National Science Digital Library, Argument Driven Inquiry]

Science Idea A:
● Atom simulation for breaking chemical bonds
● Chain reaction between oxygen and hydrogen molecules
● Activation Energy Ted-Ed Video
Why it’s relevant: For rocket fuel needs a spark to start the reaction
Science Idea B:
● Small reading on bonds and energy.
● Potential energy vs distance between particles
● Potential energy from particles coming from the electric field
Why it’s relevant: It takes energy to break up the hydrogen-hydrogen bonds and oxygen-oxygen bonds, but a
hydrogen-oxygen bond releases energy
Science Idea C:
● Endothermic exothermic reading
● Endothermic and exothermic lab
Why it’s relevant: Exothermic reaction releases energy to its surroundings. In this case, the exothermic reaction
between hydrogen and oxygen release warms up the air, causing the water vapor inside the fuel tank to expand
and propel out of the opening
Science Idea D:
● Calorimetry Lab
● Reading on calculating enthalpy of reaction
Why it’s relevant: We can calculate the enthalpy of reaction for the combustion of hydrogen to find how much
energy is being released per mole of reactants inside the rocket
Science Idea E:
● Using a fire hydrant to propel (hopefully we can do a real-life demo)
● Hydrogen-Oxygen Rocket, and video for proof of concept

modelbasedinquiry.com 7
Version 2.2
 Why it’s relevant: The air pushing out of the nozzle exert an equal but opposite force on the rocket, pushing the
rocket upwards

Identify the disciplinary core idea progressions for each of your DCIs. These will serve as resources for
helping you draw on past learning to connect to current learning and help you understand how this learning will be
useful for students in future learning. In other words, what does the progression say about your DCI in the grade
bands just before and after yours?

Previous grade band

Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some
reactions release energy and others absorb energy.

Target grade band

Chemical processes are understood in terms of collisions of molecules, rearrangement of atoms, and changes in
energy as determined by properties of elements involved.

Next grade band (if applicable)

ELICITING STUDENTS’ IDEAS (TO ADAPT INSTRUCTION)

The second stage of MBI is the first enacted in the classroom with students. It involves introducing
the anchoring phenomenon and driving question, eliciting students' initial ideas and experiences that
may help them develop initial explanations of the phenomenon, and the construction of initial
models of the phenomenon based on those current ideas. In designing units, this phase usually takes
up the first day of the unit.

The Talk Science Goals and Talk Moves is a resource for responsiveness to student thinking
throughout the unit. Additional resources are the Talk Science Primer and the Ambitious Science
Teaching Discourse-Primer.

Day 1: Outline how you plan to engage students in beginning to coordinate their initial ideas into a scientific
explanation of the anchoring phenomenon. How will you introduce the phenomenon and driving question? What

modelbasedinquiry.com 8
Version 2.2
is your plan for eliciting student initial ideas about the phenomenon? How will student groups begin to construct
models (e.g., group sizes, directions to students including some introduction to what a model is, etc.). Be sure to
include where and how you will use public records to help focus students reasoning during this process. Include any
videos, templates, web resources, etc. you might want to use. Describe how students will share their initial models
with peers in small group and whole group discussions. Utilize the Ambitious Science Teaching practices tool and
primer (Example Day 1). Also consider our Openers and Closers Resource for supporting the design of daily
lessons.

Outline Day 1:
Step 1: Show students a video of shuttle launching into space. Ask students to attempt to explain: “How is the
shuttle launching into space and elicit students’ initial explanations. Show them the video again and have them
write down some noticings and wonderings to share with the class

Step 2: Have students jigsaw read a NASA article on rocket fuel. Students will do so in groups of 3. Students read
their portion, write down a 1-2 sentence summary, then share the summary with their group. Then we share
some takeaways from the reading with the whole class. Also at this time, elicit some phenomena that are similar
to rockets (car engines, pressure cookers etc)

Step 3: Students work on an initial model drawing (in groups of 4) to answer the question “How is burning
hydrogen gas with oxygen propelling the rocket? If we could zoom in at the particle level between hydrogen and
oxygen, what would we see?”. Each person in the group is given a different color marker, and their initial model
has to have all four colors on it.

Step 4: Construct a whole-class consensus model to answer the question in step 3. We do so by eliciting student
ideas and asking if everyone agrees. If everyone agrees, then we add it to our model. If not everyone agrees, we
add it to our model but put a question mark to indicate that we will need to learn about this. After making the
consensus model, everyone will be given a sticky note to write one question. Everyone then puts the sticky note
on the consensus model to make a driving question board.

SUPPORTING ON-GOING CHANGES IN THINKING (WITH THE AIM OF

USING SCIENCE IDEAS BEHIND ACTIVITIES TO MAKE SENSE OF
ANCHORING PHENOMENON)

The goal of the next stage is to support the students' on-going changes in thinking by providing
learning experiences that help coordinate their ideas and powerful ideas in science to build a
scientific explanation of the anchoring phenomenon. This involves designing or adapting a number
of purposeful tasks, coordinated with the important science ideas identified earlier, and the
construction and use of public records such as a Summary Table to help keep track of ideas.
Important in this stage is the revision and testing of the students' models. This stage makes up the

modelbasedinquiry.com 9
Version 2.2
 majority of the unit as the class works to develop their explanations of the phenomenon through
engagement in the practices of science.

Day 2-x: (Include time needed for each activity) [use more or less days as needed for engaging students in science
activities depending on what might be needed to explain the anchoring phenomenon]

Identify how you will ‘put on the table’ science ideas you identified above that are central to explaining the
anchoring phenomenon using science activities you identified for each idea above (e.g., activity, reading, video,
simulation, investigation) that prioritizes students engaging in science and engineering practices to develop an
understanding of the principle that will be helpful in later stages of the unit in explaining the anchoring
phenomenon. Describe how you will use Summary Tables (examples) or activities across these activities to help
students keep a record of activities, ideas, and evidences that will be used to later in the unit to revise their initial
models of the anchoring phenomenon. You may want to include a model revision halfway through the activities.
Utilize the Ambitious Science Teaching practices tool and primer. (Example Days 2-5). Also consider our Openers
and Closers Resource for supporting the design of daily lessons.

Lesson 2:
● Warm-up: Use a household oven lighter. Light it and ask students why a stove’s fire will burn by itself
once started, but need a spark to start the fire. Ask students what other examples they know are similar
to what we just talked about (ex: falling down a slide after being pushed)
● Body:
1. Students discuss in groups what is happening at the particle level when we provided a spark to
start combustion. Students then share some of their ideas with the class.
2. Point out that a chemical reaction occurs when bonds between atoms are broken so that they
can form new bonds, but bonds are not easily broken as seen in this simulation. Let students
explore the simulation while pointing out that it takes a lot of energy to pull atoms apart.
3. Introduce a simulation of hydrogen and oxygen gas igniting. Clarify the components and
buttons the simulation has, then let students explore the simulation by themselves and record
some observations and wondering. Students then share these observations/wonderings with
the class.
4. Summarize the key ideas from the simulations: At the beginning, there was no reaction
because there was not enough energy for bonds to break. Once energy is inputted, some
hydrogen particles have enough energy to break bonds and react with oxygen. This causes a
chain reaction to make other hydrogen and oxygen molecules react. As the reaction continues,
potential energy is converted into kinetic energy, but the total energy is conserved.
5. Introduce the idea that some chemical reaction requires an initial energy input to start. We call
this initial amount of energy the activation energy. Show students this video about activation
energy.
6. Go back to the lesson phenomena. Prompt students to explain why we need a spark to start an
oven fire. Start the summary table as a class that we will fill out throughout the unit to keep
track of what we have learned.
● Exit: ask students “we just learned that energy is required to break bonds because activation energy is
needed to kickstart a reaction, so what happens when we form bonds?”

Lesson 3:

modelbasedinquiry.com 10
Version 2.2
 ● Warm-up: Demo burning a magnesium strip to produce bright blue flame (video). Show the balanced
chemical equation as 2Mg + O2 -> 2MgO and ask students how combining two elements produce such a
bright flame.
● Body:
1. Have students discuss in groups to explain the warm-up question. Students might understand
that the combination of the elements somehow releases energy, but we’re not sure why.
2. Introduce a simulation potential energy versus distance between atoms.Clarify the
components and buttons the simulation has, then let students explore the simulation by
themselves and record some observations and wondering. Students then share these
observations/wonderings with the class.
3. Summarize the key ideas from the simulations: when the atoms are far apart, they will move
towards each other because I have high potential energy. When the atoms are close enough to
form a bond, the amount of potential energy drops. The drop in energy is released as kinetic
energy. So the energy that releases when a bond forms come from potential energy. Then ask
students what this potential energy is?
4. Introduce another simulation of potential energy between atoms. Emphasize to students that
this simulation includes the electric field. Let students explore the simulation while recording
noticings.
5. Summarize the key ideas from the simulations: as before, the potential energy will release as
thermal energy when the two atoms come together and form a bond. This time, we know that
the potential energy comes from the electric field. And these particles get energy from the
electric field because they are charged particles.
6. Have students explain the warm-up phenomenon in groups by writing it down in their
notebooks. Guide their explanation to the fact that when magnesium and oxygen bond
together, potential energy from the electric field between the two atoms is released as kinetic
energy. This kinetic energy takes the form of thermal energy as heat and light.
7. Have students do a short reading of an article on bonds breaking and forming and have
students summarize the article in their notebooks. Add the lesson’s takeaways to the summary
table
● Exit: Tell students that next time we will do a lab to see how much energy these bonds can release or
absorb
Lesson 4:
● Warm-up: tell students that last time we learned that breaking and forming bonds can absorb or release
energy, but question whether we need a lot of reactants to see a noticeable change in energy like in the
case of rocket fuel. We’ll answer this question with a lab
● Body:
1. Have students perform this lab. List all the reactants and have students pick and choose
combinations of reactants to combine. Students then plan an investigation using three
different combinations of reactants. Students record the initial temperature of each reactant
(should be the same since they’re all room temperature) and then combine them (1 teaspoon of
each in a flask). Students then record the final temperature. We’re also going to be conducting
the lab in a thermally insulated flask (by wrapping the flask with aluminum foil)
2. Students need approval by submitting their investigation plan before starting. Discuss lab
safety rules, logistics of acquiring and disposing of chemicals, and where to record data. Then
let students start lab
3. Discuss the lab results as the class. Conclude that some reactions get colder when mixed while
some get hotter. Have students discuss in their lab groups to explain why. Conclude that it has
something to do with breaking and forming bonds.

modelbasedinquiry.com 11
Version 2.2
 4. Generalize reactions that make the surroundings colder are endothermic reactions, while
reactions that make the surroundings hotter are exothermic. Define these new terms in their
notebooks while going over the Latin roots (exo - outside, endo - inside, therm - heat). Have
students individually read the Exothermic and Endothermic Processes part of this reading.
5. Post a question to students: is the amount of energy released or absorbed in a reaction
random? or is it the same every time? After taking students' initial prediction for this question,
tell them that we will redo the lab to answer this question.
6. This time everyone will be reacting Epsom salt and water for the endothermic reaction, and
vinegar and baking soda for the exothermic reaction. Students will replan the investigation
with the following guidelines: run the reactions, with 1 teaspoon of reactants each, three times
to see if we get different final temperatures; and run the reactions with double or triple (or X
times) the amount of reactants to see if that produces different final temperatures.
7. Students need approval by submitting their investigation plan before starting. Discuss lab
safety rules, logistics of acquiring and disposing of chemicals, and where to record data. Then
let students start lab
8. Discuss the lab results as the class. Conclude that, given no errors, the same amount of
reactants will result in the same final temperature every time. Interestingly, doubling or
tripling the number of reactants will double or triple the amount of temperature change.
9. Add the lesson’s takeaways to the summary table
10. Students do a Kahoot activity to gauge any gaps in understanding
● Exit: summarize the ideas of this lesson in their notebook: reactions that make the surroundings
colder are endothermic reactions, while reactions that make the surroundings hotter are exothermic;
the same amount of energy is released or absorbed every time for the same amount of reactants; and
doubling or tripling the number of reactants will double or triple the energy change

Lesson 5:
● Warm-up: we now know that reactions can release or absorb energy and that the amount of energy
depends on the amount of reactants. We have also learned from a previous unit that the units for energy
are joules and calories. So how can we measure the exact amount of energy in terms of calories for these
reactions?
● Body:
1. Do a lecture where students review the heat equation (Q = m c T). Then explain what a
calorimeter is and how it works. Show this accompanying video. Have students bring snack
foods they want to test in the calorimeter.
2. Hand students the procedure to the calorimeter lab. Have students read the procedures
quietly for 10 minutes, then I demo the procedure in front of the class so students can follow
along.
3. Discuss lab safety rules, logistics of acquiring and disposing of lab equipment, and where to
record data. Then let students start lab.
4. After students finish lab, direct them to input that data into a Google Sheets and use the
specific heat formula to calculate the calorie content of their snack. Discuss sources of error as
well.
5. Say that we can perform this experiment for any substance to find how much energy it takes to
create that chemical, we call this the heat of formation. Show table of heat of formation for
many chemicals. Element in their natural form (like O2) has a heat of formation of 0 because
the heat of formation of a chemical is relative to its constituent elements.

modelbasedinquiry.com 12
Version 2.2
 6. Do a lecture about using heat of formations to calculate heat of reaction. Provide students the
following reading to accompany the lecture. Walk students through some problems and get
them a worksheet to practice
7. Add the lesson’s takeaways to the summary table
● Exit: have them calculate the heat of reaction between Epsom salt and water, between vinegar and
baking soda, and between hydrogen and oxygen. Summarize what we have learned so far by saying that
the energy from burning rocket fuel comes from the forming of bonds between oxygen and hydrogen,
which releases that energy as light and heat. But how does this energy make the rocket go up

Lesson 6:
● Warm-up: do a demo using a fire hydrant to propel forward on a skateboard (like this). Have students
discuss why this happens and how this relates to rockets
● Body:
1. Gather students’ initial explanations by having them draw a model of the person on the
skateboard propelling via the fire hydrant with a zoom-in bubble on the nozzle.
2. Show Newton's third law by using two balls and roll 1 towards the other. Students will notice
that the other ball will go in the other direction. Do it again using a ball and a box, tell
students that the ball simulates the particle and the box simulates the person. Explain that the
particle will hit the box and push the box forward while the ball will go in the other direction
and leave through the nozzle.
3. Have students update their model based on this information. Show a couple of students’
models to come to a consensus.
4. Do a demo where we trap some oxygen and hydrogen in a pipette bulb and ask students what
they think will happen. Students might predict that the gases will react and blow the pipette
away. Do the demo and show them that nothing will happen unless we create a spark. Have
students come up with an explanation why that is the case (activation energy)
5. Do the demo again, but this time we make the spark to ignite the gases to fling the pipette
forward. Then ask students how we can make the pipette go farther. Based on previous
lessons, students may predict that they can vary the amount of reactants. Give them the
handout to the hydrogen-oxygen rocket lab. Have students read the directions and plan out
different amounts of hydrogen and oxygen gas
6. Do a demo of the lab in front of the class to make sure the students know what they’re doing
(video for proof of concept). Discuss lab safety rules, logistics of acquiring and disposing of lab
equipment, and where to record data. Then let students start lab.
7. Discuss the lab results. Students will find out that the pipette will go the farthest if the ratio of
hydrogen to oxygen is 2:1. Come to a consensus that when the reaction happens, the heat from
the reaction makes the gas warmer and accelerate out of the pipette. Then, due to Newton’s
third law, the gas particles exert an opposite force on the pipette, flinging it forward.
8. Add the lesson’s takeaways to the summary table
● Exit: Relate back to the rocket and explain that the same thing is happening in a space shuttle as what
we did in class, just got a larger scale. Now that we know how a rocket works, we will put it all together
as a model

Construct a draft summary table that includes each activity, the intended understandings from the activity,
and how the activity helps develop an explanation for the anchoring phenomenon. See examples and modified
templates here. Adapt the table based on the number of activities in the unit. While the goal is for students to come

modelbasedinquiry.com 13
Version 2.2
to consensus statements to be included on the table, having already thought through possible responses will make
facilitating the discussion easier.
Activity Patterns Observed
Pulling molecules It takes energy to break
apart simulation apart bonds. Some bonds
require more energy than
others
Hydrogen and In standard conditions,
Oxygen gas hydrogen and oxygen gas do
simulation not react. an initial amount
of energy input is required
for these reactions to start.
Afterward, there's a chain
reaction.
Potential energy vs When the atoms are far
distance between apart, they have higher
atoms simulation. potential energy than when
they are close enough to
form a bond
Energy from electric High potential energy from
field simulation the electric field is
converted to thermal energy
and vice versa when bonds
are formed or broken
Endothermic and Some reactions decreases
Exothermic Lab the temperature of the
surrounding. While some
reaction increases
temperature
Calorimetry Lab Every fuel source releases a
specific amount of energy
when burned.
Hydrogen-oxygen A ratio of two hydrogens to
rocket lab one oxygen makes the
rocket go the farthest
Identify how students will test their models using primary or secondary data they collect themselves or are
provided through outside resources. Be sure to list the sources of data if they are provided:
modelbasedinquiry.com
Version 2.2
Explanation for Patterns
When atoms form bonds,
they have the least potential
energy. And when atoms are
apart, they have more
potential energy.
Because it takes energy to
break bonds, an initial
input of energy is required
to start the reaction. This is
called the activation energy
When bonds are formed,
there is a release of energy
The energy released or
absorbed from forming or
breaking bonds comes from
the electric field
Some reactions are
endothermic, which means
absorbing energy from the
surrounding, and some are
exothermic, which means
releasing energy into the
surrounding
When a chemical is made,
the energy required to make
that chemical is called the
heat of formation. And
when that chemical is
converted back to its
elemental state, it releases
the heat of formation into its
surrounding
If we look at the balanced
chemical equation, two
moles of hydrogen I reacted
for every one mole of oxygen
How it helps us explain
the phenomenon
Energy is required to break
bonds in the rocket’s
reaction chamber.
For the reaction in the
rocket to start, a spark is
needed
The reaction between
hydrogen and oxygen inside
the rocket releases energy
because they form bonds
The energy release to make
the rocket go up comes from
the electric field
The reaction between
hydrogen and oxygen gas
inside the rocket is an
exothermic reaction
The formation of water
from hydrogen and oxygen
gas inside the rocket has a
known heat of formation
A ratio of two hydrogens to
one oxygen is the most
efficient for rocket fuel
14
How will students test their models?
Students will answer the following prompt: “To make the hydrogen and oxygen gas, we use a reaction called
water electrolysis which is the opposite of what happens in the rocket. Basically we apply a current to water to
split water into hydrogen and oxygen gas. The chemical reaction is: 2H2O -> 2H2 + O2. The current acts as an
external energy source to feed the reaction. Based on what we have learned so far, answer the following prompts:
1) Is this reaction endothermic or exothermic?
2) Explain why the reaction requires external energy input in terms of bonds breaking and forming.
3) How much energy is released or absorbed per mol of water being split?

PRESSING FOR EVIDENCE-BASED EXPLANATIONS

At the end of an MBI unit, we press the students for evidence-based explanations. This involves, at a
minimum, finalizing the student models, building consensus through discussions, the construction of
the Gotta-Have Checklist, and the writing of individual evidence-based explanations of the anchoring
phenomenon. We most often consider either the final model or evidence-based explanations the
summative assessment of the unit.

Final 2-3 Days: (Include 2-3 days at the end of the unit)

Part 1. In this part of the unit, students will engage in building or revising (with the teacher) the ‘Gotta Have List’
to be sure that it represents what they think should be included in the final models. Additionally, students should
engage in refining their initial models by both referring to the finalized ‘Gotta Have List’ and ‘Summary Table’ that
was developed across the unit. You might also consider having groups of students comment on other groups’ initial
models with ‘Sticky Notes’ prior to students making final revisions to their group models (see ‘Sticky Notes
[examples]’. Once students are ready to revise their models based on what they learned across the unit. Be sure to
identify how you will ensure that they use the Gotta Have Lists and Summary Tables as resources for supporting
their final revisions. Utilize the Ambitious Science Teaching practices tool and primer. (Example Days 6-7). Also
consider our Openers and Closers Resource for supporting the design of daily lessons.

Lesson 7:

Step 1: Revisit the anchoring phenomena and the driving question by showing the video of a rocket launching
into space again. Have students review the summary table that we co-constructed as a class

Step 2: Before starting their final model, students will complete a Gotta-have-it checklist with their group. I will
circulate the room to make sure that students are using every resource that we have learned so far in their
checklist. Then we will construct a checklist as a class by having each group volunteer one item on the checklist,
with no repeats. I will add any items students might have missed by referring to the summary table.

Step 3: I hand back the initial models from the beginning of the unit and have them revise their models based on
the checklist and the summary table. I will also give them the rubric for modeling and walk students through
how I will score the model. I will circulate the room to press students for evidence-based explanations (by asking
them to cite evidence from the summary table) and address gaps in their model.

modelbasedinquiry.com 15
Version 2.2
 Step 4: After the students complete their first draft of their final model, we will do a gallery walk activity.
Students will circulate through all their peers’ models and give feedback on what they can improve. I will
scaffold the feedback by having students do a PQP feedback and attaching them as feedback on the sticky notes.
The PQP feedback is as follows: students will write one Praise that they have about the model, then write one
Question that the model hasn’t answered, and give one piece of advice to Polish the model.

Step 5: After students finish their final models based on feedback from their peers, I will give them an
individual assessment to ask them to explain how the electrolysis of water is an endothermic reaction. Students
will write a CER statement to answer the prediction. They will need to use evidence from the model and
activities we have done throughout the unit.

ASSESSMENT OF STUDENT LEARNING

Resource - Rubric EXAMPLE as possible resource for summative assessment of group consensus models or
individual student evidence-based explanations. This rubric was developed by using the science ideas identified
above that were important for explaining the anchoring phenomenon and using these as indicators for the rows.
The levels of each indicator is then assessed by considering the extent to which students or groups models or
explanations are useful in explaining the anchoring phenomenon using the science idea of each row.

Identify formative assessment techniques you will employ throughout the unit. Please provide specific
examples.

What formative assessment techniques will you use?

Lesson 2: hearing students talk with each other during group discussion, and warm-up questions
Lesson 3: hearing students talk with each other during group discussion, warm-up questions, PearDeck
Lesson 4: hearing students talk with each other during group discussion, warm-up questions and lab write-up
Lesson 4: hearing students talk with each other during group discussion, warm-up questions, lab write-up,
students’ writing in their notebooks to class prompts, Kahoot
Lesson 5: hearing students talk with each other during group discussion, warm-up questions, worksheet
Lesson 6: lesson-level model, students writing noticings and wonderings,

Provide a final evidence-based explanation at a level you would expect from your students at the end of the
unit. The evidence-based explanation builds on the target explanation by including specific evidence from the
activities.

Final Evidence-Based Explanation:

Water electrolysis is an endothermic reaction because it absorbs energy from the surrounding (the current).
Based on the potential energy vs distance simulation, energy is released from the electric field when bonds are
formed. In this reaction, the bonds that are forming are between hydrogen and hydrogen and oxygen and oxygen.
And based on the pulling atoms apart simulation, energy is required to break bonds. In this case, the bonds that
are being broken are between hydrogen and oxygen atoms. The energy released from forming bonds is smaller

modelbasedinquiry.com 16
Version 2.2
than the energy required to break bonds so the reaction is endothermic. Since water electrolysis is the reverse
reaction of hydrogen gas combustion, so the reaction will absorb 285,280 per mol of water being split, which is
the same amount of energy released when hydrogen gas is burned. If the reaction is exothermic, then a current
wouldn’t have been required to perform the reaction

Provide a rubric for the evidence-based explanation. See here for an example.

Rubric: Modeling Rubric and CER rubric

modelbasedinquiry.com 17
Version 2.2