SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Erik Cobian Mejia Subject Chemistry
Unit Name and Unit Name: Ocean Acidifica on (Leave this
Week (Leave this blank for
Driving Unit Driving Ques on: How can we mitigate coral blank for EDSC to
of EDSC 442C)
Ques on bleaching in the Great Barrier Reef? 442C)
Anchoring Phenomenon: Ever since you were a child, you and your family would travel to Australia
every year to visit relatives. Your favorite part of every trip would be sailing to Papua New Guinea to
scuba dive around the Great Barrier Reef. However, you have noticed that over the past few years, ish
populations have begun to decline as coral reefs are becoming increasingly more bleached. Your love
Anchoring
and admiration of the Great Barrier Reef ecosystem have caused you to take action! Soon you will
Phenomenon or
meet with a higher executive of the Coast Guard for protection of the Great Barrier Reef to give
Design Problem him/her a presentation on your ideas to protect it.
(with Anchoring
Ac vity for the
Anchoring Ac vity: Upon completing the unit, you will be presenting scienti ic arguments on how we
unit)
can protect the coral from bleaching.

Please provide a link to the media being used to show this event or describe how students will experience this
phenomenon first hand)
HS-PS1-6. Refine the design of a chemical system by specifying a change in condi ons that would produce increased
amounts of products at equilibrium. (Focus of this lesson)
NGSS Performance Clarifica on Statement: Emphasis is on the applica on of Le Chatelier’s Principle and on refining designs of chemical
Expecta on reac on systems, including descrip ons of the connec on between changes made at the macroscopic level and what
happens at the molecular level. Examples of designs could include different ways to increase product forma on including
adding reactants or removing products.
Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
Chemical Reac ons: Students will be redefining their
PS1.B. Chemical Reac ons. In many situa ons, a
understanding of chemical reac ons by understanding how
dynamic and condi on dependent balance between a
the rate in which a chemical reac on occurs is dependent on
reac on and the reverse reac on determines the
temperature and concentra on of the reactant.
Disciplinary Core numbers of all types of molecules present.
Op mizing the Design Solu on. Students will be first
Ideas (DCIs) ETS1.C. Op mizing the Design Solu on. Criteria may
observing a baking soda and vinegar experiment, and then
need to be broken down into simpler ones that can be
redesigning the experiment on their own terms to visualize
approached systema cally, and decisions about the
and analyze how changing one variable affects the en re
priority of certain criteria over others may be needed.
experiment.
Science and Construc ng Explana ons and Designing Solu ons.
Construc ng Explana ons and Designing Solu ons: Students
Engineering Construc ng explana ons and designing solu ons in
will be designing an experiment to iden fy and construct
Prac ces (SEPs) 9-12 builds on K-8 experiences and progresses to
 explana ons and designs that are supported by mul ple explana ons on what factors affect that rate in which a
and independent student-generated sources of evidence chemical reac on occurs.
consistent with scien fic ideas, principles, and theories.
Refine a solu on to a complex real-world
problem, based on scien fic knowledge,
student-generated sources of evidence,
priori zed criteria, and tradeoff considera ons.
Epistemic
Prac ce(s) (Bundled Experimenta on
SEPs)
The purpose of the ideas behind le ng students redesign the
experimental procedure is based on the hopes that they will
Stability and Change. Much of science deals with
Cross Cu ng observe and analyze the differences between the base
construc ng explana ons of how things change and how
Concepts (CCCs) experiment and their own to be er understand how
they remain stable.
temperature, concentra on, and other factors affect a
chemical reac on and the rate at which the reac on occurs.

Students will plan an investigation on how changes in concentration, temperature, and pressure of reactants can
3D Learning
alter the low of energy in chemical reactions by mixing baking soda and vinegar at varying temperatures and
Objec ve
concentrations in a closed system; followed by writing evidence in the form of quantitative observations of
(Lesson-Level
Learning
increased CO2 concentrations measured by the circumference in which a balloon insulating the closed system is
Expecta on) in lated.

Baking Soda and Vinegar Experiment. A “prelab” will be conducted to allow students to observe the events taking place
between a baking soda and vinegar reac on. During this prelab, the students will be asked to make observa ons on what
they hear, see, and think about the events taking place before them. Upon comple on, students will be asked to share
Lesson-Level their thoughts in order to produce driving ques ons for the lesson-level phenomena. With scaffolding, students should
Phenomenon
be asking ques ons like- “What would happen if the amount of baking soda or vinegar were changed? What would
happen if the temperature was changed? What would happen if the vessel was changed?”, etc. From their driving
ques ons, students will redesign the experiment to interpret the new data collected to analyze the change in rate of the
reac on through crea on of a graph represen ng the rate (the slope of the line).
 ELA/Literacy

WHST.11-12.7. Conduct short as well as more sustained research projects to answer a ques on (including a
Connec ons to self-generated ques on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul ple
other standards
sources on the subject, demonstra ng understanding of the subject under inves ga on.
(CCSS ELA, CCSS
Math)
Mathema cs

HSN-Q.A.3. Choose a level of accuracy appropriate to limita ons on measurement when repor ng quan es.

absorbed, acid, base, balance, boiling point, carbon dioxide, chemical, chemical change, chemical system, concentra on,
Target Vocab to be
dissolve, energy, equilibrium, gas, law of conserva on of mass, liquid, mel ng point, pH, physical change, product,
Developed
reactant, reac on rate, solid, sublima on, substance, temperature, yield

LESSON
The 5E Model TEACHER DOES STUDENT DOES
ENGAGE
Lesson Intro -Teacher will gather ini al thoughts on “What affects the ENGAGE
(Engage) speed (or rate of change) in a chemical reac on” by -Students will share their ini al thoughts on “What affects
facilita ng discussion verbally and/or through the zoom the speed (or rate of change) in a chemical reac on” verbally
TIME: 5 minutes text chat. (5 minutes) and/or through the zoom text chat. (5 minute)

EXPLORE EXPLORE
-Teacher will demonstrate what happens when you mix -Students will make observa ons of what they hear, see, and
baking soda and vinegar within a closed system at wonder as they observe the teacher perform the pre-lab
varying temperatures (5 minutes) experiment (5 minutes)

EXPLAIN EXPLAIN
-Teacher will facilitate small group discussions by -Students will explain observa ons they made from the
Lesson Body checking-in on students as they explain observa ons experiment, lab safety they should consider when repea ng
(Explore, Explain,
they made from observing the experiment, lab safety the experiment, and design a research proposal that
Elaborate)
they should consider when repea ng the experiment, addresses how they plan on manipula ng the experiment to
TIME: 20 minutes and design a research proposal that addresses how they iden fy factors that may affect the rate of change in a
plan on manipula ng the experiment to iden fy factors chemical reac on through small group discussion. (10
that may affect the rate of change in a chemical reac on. minutes)
(10 minutes)
ELABORATE
ELABORATE -Students will par cipate in classroom discussion by sharing
-Teacher will facilitate classroom discussion by having their observa ons, lab safety precau ons, and research
each group share the observa ons, lab safety proposals in which they designed. (5 minutes)
 precau ons, and research proposals in which they
designed. (5 minutes)
EVALUATE EVALUATE
-Teacher will provide kahoot ques ons for the students -Students will answer kahoot ques ons that evaluate their
Lesson Closure to answer to evaluate their understanding of how understanding of how temperature, pressure, and
(Evaluate) temperature, pressure, and concentra on of the concentra on of the reactants can affect the rate in which a
reactants can affect the rate in which a chemical reac on chemical reac on occurs. The kahoot ques ons will also
TIME: 5 minutes occurs. The Kahoot ques ons will also evaluate their evaluate their understanding of the lab safety precau ons
understanding of the lab safety precau ons necessary to necessary to perform the experiment. (5 minutes)
perform the experiment. (5 minutes)
ASSESSMENT

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION

Teacher will be making in the

moment decisions based on Teacher will get feedback
the responses from the during this ini al process-
Scaffold a conversa on with students- if the students are feedback will be based on
guided ques ons to lean struggling, more challenging students use of important
Press for understanding
the discussion towards and pressing guided vocabulary, prior knowledge,
and indica on of
Entry Level crea ng driving ques ons ques ons/discussion will and students’ ini al
higher-order, cri cal
regarding the students’ need to occur. If students are understanding and
thinking among students.
thinking about the “prelab” quick to make inferences higher-order thinking geared
experiment.
about the experiment, the towards the prelab
discussion could occur more experiment.
quickly.

Rather than simply require

Wri en feedback in lab students to recall what
This applies to the notebooks to each student they’ve read, the new
Assessing student
informa on the students experiment redesign requires
performance and indica ng approval or denial
PM (Forma ve) have been given and their them to hone in on the key
applica on abili es of their new experimental
ability to apply it to this elements that would indicate
specific situa on. design. to the teacher, the student’s
full comprehension of the
concepts.
 Wri en feedback in lab
notebooks to each student What component of the
indica ng approval or denial modeling rubric are students
of their new experimental successful and/or lacking?
design. Did the students execute
Determine if students can Students will redesign the their implica ons to the
redesign an ini al “prelab” experiment to Using the modeling rubric, redesign of the prelab? Is
Summa ve experiment to showcase implement their own the teacher will assign their lab notebook and
the key elements of Le understanding of Le students a score. Students report thorough and
Chatelier's Principle Chatelier's Principle can use this feedback to informa ve of their
make one final revision to experiment? Does their
their formal lab reports and redesign reflect what occured
notebooks before in their experiment?
comple on of the unit.

English Learners Striving Readers Students with Special Needs Advanced Students

Scaffolds are in place for each

part of the lesson. Students
EL students are able to
The teacher emphasizes in get addi onal me for Advanced students may be
use Google Translate (or
bold any important experimental redesign asked to write a small
other apps) as they
terminology for the unit development. Students may descrip on of the
complete the model and
(similar as ELs). also receive the same graphic limita ons and errors of
give feedback to their
The teacher may provide organizer to complete during their redesigned
peers.
students with a cut down direct lectures (as ELs). experiment, as the teacher
Teacher emphasizes in
version of any necessary Students get me to prac ce sees fit.
DIFFERENTIATION bold any important
reading for the unit (with their responses before Students could be asked to
terminology for the unit
important terminology poten ally sharing with the help scaffold peer learning
and offers handouts in
bolded). class; they will also be no fied by explaining to striving
home language to
The teacher may alter the in advance if their thoughts students their own thought
scaffold learning intake.
reading form based on are to be shared with the processes and
The teacher can offer use
students’ needs (i.e. from whole class. Students are to interpreta ons of the
of graphic organizers to
media to print, vice versa, be integrated into diverse phenomena of the prelab
help students take notes
or other). groups during small group and content.
during direct lecture.
discussion to enhance their
learning intake.
 Google slides, projector, lab notebooks, lab equipment (erlenmeyer flasks, balloons, measuring tapes, baking soda,
vinegar, dish soap, hot plates, ice, buckets)

Video shown within Lesson Body (Explain) section
h ps://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox

NOAA: (Ocean Acidi ication Overview)
Materials Needed https://www.noaa.gov/education/resource-collections/ocean-coasts/ocean-acidi ication

and Links to
NASA (Ocean Acidi ication Overview)
Instruc onal https://www.nasa.gov/topics/earth/features/climate_acidocean.html
Resources
Ocean Conservancy (Ocean Acidi ication Overview)
https://oceanconservancy.org/ocean-acidi ication/

Gizmo (Balancing Chemical Equations):
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=408

Gizmo (Ocean Carbon Equilibrium)
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=17&ResourceID=3164

This lesson was designed to introduce students to Le Chatelier's Principle and teach the effects temperature,
concentra on, and volume have on the overall rate of the chemical reac on and how these condi ons affect the
Reflec on, equilibrium of the reac on. Most students ini ally think that chemical reac ons occur instantaneously and do not occur
Summary, in reverse. Challenges in this lesson will be to scaffold students to properly design an experiment that will test the baking
Ra onale, soda and vinegar chemical reac on and manipulate temperature, concentra on, and pressure independently without
Implementa on providing them the correct answers. The way we plan to address this challenge is by providing a demonstra on of the
baking soda and vinegar chemical reac on in which we manipulate temperature first before facilita ng discussion with
the students on factors that may affect the rate of change in which the chemical reac on occurs.