INSTRUCTIONAL DESIGN SEQUENCE / PROJECT OVERVIEW
A. Planning Overview
Subject / Course: Chemistry
Topic / Overarching Concept: Types of Chemical
Grade Level: 10-12
Duration of IDS: Approximately 3-5 days
Reactions
Description of Project Obviously, one of the cornerstones to student success in a Chemistry class is a
(Summary of the issue,
challenge, investigation, thorough understanding of chemical reactions. Students need to be familiar with the
scenario, or problem): five major types of chemical reactions, know how to write correct formulae and
balance chemical equations and know how to predict products of a chemical reaction.
In this particular project, students will attempt to make stalactites using a variety of
chemicals. The stalactite reaction represents a type of chemical reaction known as
the double replacement reaction. The double replacement reaction is one in which
two aqueous solutions are mixed together. A precipitate (solid substance) comes out
of solution as a result of the reaction. In this project, students will first create
stalactites using a reaction between magnesium sulfate (MgSO4) and sodium
carbonate (Na2CO3). Aqueous (water) solutions of each material will be placed in
cups. A string, weighted at each end with a washer, will be placed in each solution.
Each solution will begin to wick through the string and when they meet in the center,
the double replacement reaction will occur, producing magnesium carbonate (MgCO 3)
as a precipitate. As the reaction continues over time, the amount of MgCO3 increases
and forms a stalactite due to gravity. Once the students have carried out this first
activity, they will design other possible experiments involving double replacement
reactions that might form stalactites.
PS1.B: Chemical Reactions
Disciplinary Core Idea(s) and
Chemical processes, their rates, and whether or not energy is stored or released can
Performance Expectations: 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. (HSPS14),(HS-PS1-5)
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.
(HS-PS1-6)
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. (HS-PS1-2),(HS-PS1-7)
Constructing Explanations and Designing Solutions
SEPs and CCCs tied to PEs: Constructing explanations and designing solutions in 9–12 builds on K–8 experiences
and progresses to explanations and designs that are supported by multiple and
independent student generated sources of evidence consistent with scientific ideas,
principles, and theories.
Apply scientific principles and evidence to provide an explanation of phenomena
and solve design problems, taking into account possible unanticipated effects. (HSPS1-5)
Construct and revise an explanation based on valid and reliable evidence obtained
from a variety of sources (including students’ own investigations, models, theories,
simulations, peer review) and the assumption that theories and laws that describe the
natural world operate today as they did in the past and will continue to do so in the
future. (HS-PS1-2)
Refine a solution to a complex real-world problem, based on scientific knowledge,
student-generated sources of evidence, prioritized criteria, and trade-off
considerations. (HS-PS1-6)
Crosscutting Concepts
Patterns
Different patterns may be observed at each of the scales at which a system is studied and
can provide evidence for causality in explanations
1. Students will be able to write complete and balanced chemical equations for various
Complete Set of Objectives:
double replacement reactions.
2. Students will be able to predict the products of double replacement reactions.
3. Students will be able to design and carry out experimental tests given necessary
materials.
4. Students will become familiar with caves and cave formations, which are an important
part of Kentucky geology and topography.
Driving Question:
How can I create stalactites using a variety of chemical compounds?
1. How do I predict the products of a double replacement reaction?
Other Essential Questions:
2. What safety concerns do I need to be aware of while carrying out my
experimentation?
3. What tools and equipment will I need in order to carry out my
experimentation?
B. Enactment Overview
Entry Event to Making stalactites using magnesium sulfate (MgSO4) and sodium carbonate (Na2CO3).
Launch Project:
C. Assessment Overview
Areas of Conceptual Difficulty or Known
Misconceptions Related to Content:
1. Students often have difficulty using the solubility tables in order to
predict whether or not a double replacement reaction will occur.
2. Students have difficulty in predicting the products of a double
replacement reaction and writing their correct formulae.
Diagnostic / Formative Assessment: Measurements and photographs of the magnesium sulfate (MgSO4)/sodium
carbonate (Na2CO3) stalactite. Students will keep log entries relating to the
change of the stalactite over time.
Summative Assessment: Formal lab report detailing various attempted reactions including
measurements, photographs and verbal descriptions.
D. Individual Lessons Plans
Day 1
Name:
Lesson Title:
Grade:
# of students in class:
# of students w/IEP:
# of GT students:
students:
Standards: (list standards that will be addressed within the lesson)
# of ELL
Lesson Objective: (skill, condition, accuracy)
Learning Target: (can be written as an “I can” statement)
Resources: (list all resources used in the lesson including technology links)
Pre-assessment: (How will you find out what students already know about the topic? Look for baseline
knowledge and skills. This should be done prior to the lesson.)
Formative Assessment: (How will you know the students are meeting the objective of the lesson? How
will you measure student progress? The objective and formative assessment should “match”.)
Lesson Procedures: (Describe the sequence of the lesson. Include an introduction that activates
students’ prior knowledge, and connect the content to previous learning. Make sure your lesson is
written with enough detail that a substitute could teach from the plan.)
Connection to previous learning 
Engage 
Transition 
Explore 
Transition 
Explain 
Transition 
Elaborate 
Connections to future learning 
Day 2
Name:
Lesson Title:
Grade:
# of students in class:
# of students w/IEP:
# of GT students:
students:
Standards: (list standards that will be addressed within the lesson)
Lesson Objective: (skill, condition, accuracy)
Learning Target: (can be written as an “I can” statement)
# of ELL
Resources: (list all resources used in the lesson including technology links)
Pre-assessment: (How will you find out what students already know about the topic? Look for baseline
knowledge and skills. This should be done prior to the lesson.)
Formative Assessment: (How will you know the students are meeting the objective of the lesson? How
will you measure student progress? The objective and formative assessment should “match”.)
Lesson Procedures: (Describe the sequence of the lesson. Include an introduction that activates
students’ prior knowledge, and connect the content to previous learning. Make sure your lesson is
written with enough detail that a substitute could teach from the plan.)
Connection to previous learning 
Engage 
Transition 
Explore 
Transition 
Explain 
Transition 
Elaborate 
Connections to future learning 
Day 3
Name:
Lesson Title:
Grade:
# of students in class:
# of students w/IEP:
# of GT students:
students:
Standards: (list standards that will be addressed within the lesson)
# of ELL
Lesson Objective: (skill, condition, accuracy)
Learning Target: (can be written as an “I can” statement)
Resources: (list all resources used in the lesson including technology links)
Pre-assessment: (How will you find out what students already know about the topic? Look for baseline
knowledge and skills. This should be done prior to the lesson.)
Formative Assessment: (How will you know the students are meeting the objective of the lesson? How
will you measure student progress? The objective and formative assessment should “match”.)
Lesson Procedures: (Describe the sequence of the lesson. Include an introduction that activates
students’ prior knowledge, and connect the content to previous learning. Make sure your lesson is
written with enough detail that a substitute could teach from the plan.)
Connection to previous learning 
Engage 
Transition 
Explore 
Transition 
Explain 
Transition 
Elaborate 
Connections to future learning 
Day 4
Name:
Lesson Title:
Grade:
# of students in class:
# of students w/IEP:
# of GT students:
students:
Standards: (list standards that will be addressed within the lesson)
# of ELL
Lesson Objective: (skill, condition, accuracy)
Learning Target: (can be written as an “I can” statement)
Resources: (list all resources used in the lesson including technology links)
Pre-assessment: (How will you find out what students already know about the topic? Look for baseline
knowledge and skills. This should be done prior to the lesson.)
Formative Assessment: (How will you know the students are meeting the objective of the lesson? How
will you measure student progress? The objective and formative assessment should “match”.)
Lesson Procedures: (Describe the sequence of the lesson. Include an introduction that activates
students’ prior knowledge, and connect the content to previous learning. Make sure your lesson is
written with enough detail that a substitute could teach from the plan.)
Connection to previous learning 
Engage 
Transition 
Explore 
Transition 
Explain 
Transition 
Elaborate 
Connections to future learning 
Day 5
Name:
Lesson Title:
Grade:
# of students in class:
# of students w/IEP:
# of GT students:
students:
Standards: (list standards that will be addressed within the lesson)
Lesson Objective: (skill, condition, accuracy)
# of ELL
Learning Target: (can be written as an “I can” statement)
Resources: (list all resources used in the lesson including technology links)
Pre-assessment: (How will you find out what students already know about the topic? Look for baseline
knowledge and skills. This should be done prior to the lesson.)
Formative Assessment: (How will you know the students are meeting the objective of the lesson? How
will you measure student progress? The objective and formative assessment should “match”.)
Lesson Procedures: (Describe the sequence of the lesson. Include an introduction that activates
students’ prior knowledge, and connect the content to previous learning. Make sure your lesson is
written with enough detail that a substitute could teach from the plan.)
Connection to previous learning 
Engage 
Transition 
Explore 
Transition 
Explain 
Transition 
Elaborate 
Connections to future learning 