UNIT NUMBER: #7
UNIT TITLE: Chemical Reactions
Course: Chemistry
Timeframe: 3 weeks
Stage 1: Identify Desired Results
Essential Question:
Scaffold Questions:
Brief Summary of Unit:
Desired
Understanding:
How does matter combine to make new materials?
How do chemical reactions differ?
How can you tell what will happen in a reaction?
What happens to the atoms in a reaction?
What changes? What stays the same?
This unit is about chemical reactions and is the beginning of the long accumulation of chemistry skills that
continue to build throughout the course. Previously students learned to write the formulas for compounds.
Now they will see how compounds can react in different ways to make new substance. They will learn the
major patterns of how chemicals react and be able to make predictions of products. As always, particle
models are used to visualize these abstract concepts.
Students will understand that there are different categories of chemical reactions and they combine to
make products in predictable ways, and that matter is always conserved; that the number of atom
remains unchanged in chemical reaction. Students will also understand that if you can predict products,
you can determine the safety of the reaction, and that all of this information has enabled scientists to
more deeply comprehend and manipulate the elements and substances in the world around us.
Students will know:
Key Knowledge and
Skills (Content):
-
the types of reactions (name and pattern)
that the products can be predicted if you can figure out the reaction pattern
understand that matter is conserved and balanced chemical equations describe this in a chemist’s
notation
understand that in a chemical reaction, atoms rearrange as bonds break and new bonds form.
The physical properties of the products will differ from the reactants.
Students will be able to:
- balance chemical equations
UNIT NUMBER: #7
UNIT TITLE: Chemical Reactions
Course: Chemistry
Timeframe: 3 weeks
-
write formula equations from word equations
identify reaction type, particularly synthesis w/oxygen and combustion
create an activity series of metals based upon lab data
predict the products of synthesis, single replacement, double replacement and decomposition
reactions
determine if equations are accurate representations
draw particle models of simple reactions
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based
on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of
chemical properties.
State Science
Standards
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
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.
State Standards Reading
RST.9-10.7 Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words. (HS-PS1-1)
State Standards Writing
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (HS-PS1-2)
Alignment to the Vision
of High Quality
Instruction in Science
(How do the instructional targets in this unit align to the district’s vision of high quality instruction?)
Students will engage in the following scientific practices:
- Using Mathematics and Computational Thinking
- Constructing Explanations and Designing Solutions
- Developing and Using Models
Stage 2: Determine Acceptable Evidence
UNIT NUMBER: #7
UNIT TITLE: Chemical Reactions
Course: Chemistry
Timeframe: 3 weeks
(How will students demonstrate their attainment of the desired understanding?)
Students will need to write equations to describe real world reactions and also draw particle models of
reactions. science.chemistry.unit7.PerfTask
Performance Task
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on
the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of
chemical properties.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
Degree of
Competence/Criteria
(How will we evaluate quality student work in the performance task? How will we determine that students
can use their learning independently?)
Key
(How will we know if students can demonstrate mastery of the unit’s content, skills, and common core
state standards?)
science.chemistry.unit7.contTest
Other Evidence
(Content-Centered)
Key
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on
the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of
chemical properties.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
UNIT NUMBER: #7
UNIT TITLE: Chemical Reactions
Course: Chemistry
Timeframe: 3 weeks
Student Self-Reflection Students will reflect around science.chemistry.unit7.StudentRefl
and Self-Regulation
(Student-Centered)
System-Centered
Competence
Performance assessment uses question stems that are in this format