Unit Plan Cover Page

Unit Topic: Acid Rain Time Frame: 2 weeks

Subject/Course: Chemistry Grade Level: 11th

ARIZONA SCIENCE STANDARDS

List all appropriate Arizona State Science Standards that align to this unit.

HS.E1U3.14 Engage in argument from evidence about the availability of natural resources, occurrence of natural hazards, changes in climate,
and human activity and how they influence each other.

Plus HS+C.P1U1.1 Develop and use models to demonstrate how changes in the number of subatomic particles (protons, neutrons, electrons)
affect the identity, stability, and properties of the element.

ANCHORNING PHENOMENA/ESSENTIAL QUESTION(S)

Anchoring Phenomena: This is the contextualized, observable event students will make sense of throughout the unit.

Acid Rain

Essential Question: What is the question driving this unit?

 What is Acid Rain?

 How is Acid Rain formed?
 What are the major environmental causes of Acid Rain?
ASSESSMENTS
List formative and summative assessments that will be utilized to gauge student learning throughout the unit. This may include
traditional quizzes or exams, as well as major learning activities such as labs, models, CERs, etc.

 Formative Assessment
o Questions and observation statements about the phenomenon on the slate for DQB
o Observation statements on the demonstration on the slate
o Presentation of their qualitative and quantitative findings of the lab investigation (lab)
o Construction of models that demonstrates the strengths of the acids (models)
o Investigation about the effects of acid rain on the environment (lab)
o Explanations on why some areas have higher degrees of acid rain
o Explanations on what are some local sources in Tucson that contribute to acid rain
  Summative Assessment
o Models and Construction of their filtering system with a justification of how their filter neutralizes water on an atomic level
o Their response to one of the questions on the DQB with an explanation defending their response with key terms on an assessment
sheet

RESOURCES/MATERIALS
List all technology and resources (copyrighted or otherwise) that you will need to teach this unit. This should be a comprehensive list of
all resources you will need to create or borrow (including textbook chapters, additional readings, videos, power points and teaching
notes, handouts, assessments, etc.)

 Probe
 Slates
 DQB
 Phenomenon
o Video: https://www.youtube.com/watch?v=MqHw1hMEkAQ&feature=youtu.be
 Demonstration
o Penny and Nitric Acid
 Explore 1
o strips, baking soda, and different citruses
 Explain 1
o Phet simulation to students: https://phet.colorado.edu/sims/html/ph-scale/latest/ph-scale_en.html
 Explore 2.1
o pH meter, Tucson Rainwater, Distilled Water, Water, Vinegar, 2 Large Jars, 2 vials or small glasses, Plastic Wrap, 2 Elastics, 6
marbles, Flowers
o website: https://www.steampoweredfamily.com/acid-rain-experiment/
 Explore 2.2
o maps
o Assessment sheet
 Explain 2
o The video and the article and https://www.nytimes.com/1984/11/29/us/suit-filed-on-acid-rain-in-west.html
 Elaborate
o Plastic water bottle, charcoal, sand, cotton, fine sand, rocks, pebbles, and other miscellaneous terrain
o Tucson Rainwater
o Paper
 Evaluate
o DQB
 o Assessment Sheet

Module Elements Teacher Actions Student Actions Objective: SWBAT

Students will complete the

Probe: Acids and Bases Handout Pre-Assessment probe

While watching a video of

Students watch the video acid rain, I will be able to
The teacher will show students the and note notices and generate at least two
video of how acid rain damages wonders on a slate and observations and two
properties. Ask students to share their then share statements question statements on a
Phenomena- statements (questions and observations) collected slate to add to the DQB.

While observing the demo,

I will be able to generate
Demonstration of a penny in nitric Students watch the demo at least two qualitative and
acids. Teacher will ask the students to and note observations on a one quantitative
Engage note observations on a slate. slate. observation on a slate.

While working with a

The teacher passes out materials to the
students that include pH strips, baking
soda, and different citruses to explore
Explore 1 and investigate the strengths of acids.
group, I will investigate
the strengths of acids to
Students work in groups to present quantitative and
design and conduct an qualitative findings to the
investigation into acidity class.

Students watch the Using the Phet

Teacher shows pH scale Phet stimulation and construct a stimulation, I will
simulation to students: model that shows different construct a model with a
https://phet.colorado.edu/sims/html/ph- strength of acidity in their written explanation about
Explain 1 scale/latest/ph-scale_en.html investigation and what is happening on the
demonstration. atomic level to cause
 different acid strengths.

The teacher provide students with Students work in groups to Working with a group, I
materials to measure the pH of Tucson design and conduct an will investigate to state at
rainwater and distilled water and investigation into the least three effects acid rain
Explore 2.1 investigate the effects of acid rain. effects of acid rain. has on the environment.

Students with a partner

will observe several maps
and construct an With a partner, I will
The teacher provide students with explanation of why some propose an explanation for
several maps of how acid rain changed areas have a higher degree why some areas have a
Explore 2.2 over time in the US. of acid rain. higher degree of acid rain.

The teacher will show the video and

assign
the article and https://www.nytimes.co
m/1984/11/29/us/suit-filed-on-acid-
rain-in-west.html . Afterward, the
teacher will ask students to revise their
explanations on why some areas have a
higher degree of acid rain on an
Explain 2 assessment paper.
Students will watch the
video and read the articles.
Afterward, they will revise
their explanations on why
some areas have a higher
degree of acid rain on an
assessment paper.
After watching the video
and reading the articles, I
will revise my explanation
of why some areas have a
higher degree of acid by
stating at least two sources
of acid rain in Tucson.

Elaborate The teacher will provide students with
materials to construct a filter to
neutralize the Tucson Rainwater. The
teacher will explain and list out the
properties of each component such as
activated charcoal being alkaline.
The teacher will ask the students to
design and construct their filter model. neutralize the rainwater on
Students will need to justify their
Working in groups,
students will design and
construct a filtering system
to neutralize Tucson
Rainwater. Students will
need to justify their design
through explanations of
how their systems will
With a group, I will design
and construct a model of a
filtering system with a
written explanation of how
the system will neutralize
the Tucson rainwater on
an atomic level.
 design through an explanation of how
their filter system will neutralize the
rainwater on the atomic level. The
teacher will let students test out their
models. the atomic level.

I will answer one of the

DQB and defend my
Students will answer one answer through a written
of the DQB and defend explanation with key
their answer using key terms on an assessment
Evaluate The teacher will revisit the DQB. terms. sheet

Unit Calendar
 (For each class period, include the “E” and a short explanation of what is happening that day. You may indicate major instructional activities or standards if
you choose.)
(Insert or delete days of the week as appropriate for your school district calendar. Add or delete weeks depending on the length of your unit.)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Engage: Penny in Nitric Explore 1: Students will Explore 1: Students will Explore 2.1: Carry out
Probe: Acids and Bases Acid Demo carry out their investigation present their findings to the an investigation to study
Introduce Phenomenon: Explore 1: Have a group of and document their findings class the effects of acid rain
Watch the video and students make a on a google slide.. Explain 1: Watch the Phet by setting up an
generate plan/outline their stimulation and draw a experiment (plants with
observations/questions investigation model of the different different strengths of
for DQB strengths of acidity on the acids)
atomic level

Explain 2: Watch the video Elaborate/Extend: With a Elaborate/Extend: Test out Evaluate: Students will
Explore 2.1: Compare and read the articles to group design and construct their models and students answer one of the DQB
and contrast the plants in determine any local sources a filtering system and will write an explanation if (defending their
various acid strengths, of acid rain in Tucson, and justify by describing how their models neutralize the responses with key
measure the pH of revised their explanation on neutralization is occurring Tucson rainwater terms).
Tucson rainwater and why some areas have a on the atomic level
distilled water higher degree of acid rain..
Explore 2.2: Look at
several maps of how acid
rains changed over time
across the US, and
determine any patterns
and trends

Scoring:
5e Unit Plan

4 = superior; 3 = meets; 2 = approaches; 1 = deficient

Component Score

Standard Congruency

Contextualized Anchoring Phenomena

Assessment- Both Formative and Summative

All 5E elements present

Student actions for all 5 Es

Teacher actions for all 5 Es

5E objectives are congruent to standard and build to

understanding of the phenomena

Calendar clear and complete

Resources identified properly