About

This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.

Unit Summary

First-year chemistry students learn the basics of chemical reactions, and then dig deeper to produce unique multimedia demonstrations that will be used in an educational instructional video for a cable channel. Online simulations and micro-scaled investigations allow students to study many reactions safely in a short period of time. Small groups of students are assigned one of five basic chemical changes (synthesis, decomposition, single displacement, double displacement, or combustion) for further investigation. After careful consideration, each student selects one reaction and demonstration that best illustrates the particular reaction, and develops a slideshow presentation that can be used in the final class video. As a final assessment, students are given a unique "recipe" for a set of reactants, and they are asked to identify the reaction type and the products that are likely to result.

At a Glance

• Grade Level: 9-10

• Subject: Chemistry

• Topics: Chemical Reactions

• Higher-Order Thinking Skills: Experimental Inquiry, Investigation

• Key Learnings: Chemical Reactions (Combustion, Synthesis, Single Replacement, Double Displacement, Decomposition), Products of Chemical Reactions

• Time Needed: 11 days, 45 minutes each day

Mobile Learning

Mobile apps, reviewed by professional educators for related instructional content.

Android

• Chemistry Helper

• Periodic Table

iOS

• AP Chemistry

• Chemistry Game

Windows 8

• Chemical Engineering by WAGmob

• Chemistry by WAGmob

• Chemistry and Solutions

Standards Alignment

This unit is aligned to Common Core State Standards and Next Generation Science Standards.

• Chemical reactions

• HS.PS1 Matter and Its Interactions

Curriculum-Framing Questions

Essential Question

• What causes change?

Unit Questions

• How do patterns allow us to predict chemical reactions and their products?

• How do chemical reactions affect everyday life?

Content Questions

• What is a chemical reaction?

• How does chemical change occur?

• How can you tell if a change is chemical or physical?

Assessment Processes

View how a variety of student-centered assessments are used in the Lights, Camera, Reaction! Unit Plan. These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.

Instructional Procedures

Prior to Instruction

Create a brochure to send home to introduce parents to the projects students will complete during the upcoming year.

Session 1: Assess Prior Knowledge

Introduce the project with the Essential Question, What causes change? Prepare a slideshow of various pictures that demonstrate physical change (such as fall colors, volcanoes erupting, fireworks, landfills, and so forth). Have students share evidence that change has taken place in the pictures. Lead the discussion so that students discern chemical changes versus physical changes.

Navigate to Chemical Reactions, an Online Labs simulation that allows students to carry out a number of different reactions and classify them as chemical or physical changes. You may wish to review the animation as a whole-group activity and answer any questions before students enter the simulator. As students complete the online investigations, ask them to record their thoughts and explanations for what they see taking place. Use the following questions to prompt further thinking:

• What is required for a chemical reaction to take place?

• Why does chemical change occur?

• How can you tell if a change is chemical or physical?

Following the online simulation, ask students to complete the associated online quiz to check for understanding.

Session 2: Foundation Knowledge

Explain the fundamental features of chemical change, and describe how it differs from physical change. Use the many online videos, virtual simulations, and slideshows listed in the resources section to deliver instruction on the five types of chemical reactions (synthesis, decomposition, single displacement, double displacement, and combustion) and the six signs that suggest chemical reactions have occurred (emission or absorption of heat, emission of light, formation of a solid, formation of a gas, color change, and odor).

Explain that in its most basic sense, a chemical reaction is an event in which atoms rearrange themselves and bind together in new ways. Sometimes, this involves a single substance, such as when three oxygen molecules rearrange their atoms to form two ozone molecules, or 2 O3, or it can involve two or more substances, such as when an acid and a base combine to form salt and water as follows:

HCl + NaOH --> NaCl + H2O

Explain that chemical reactions can either take in or give out energy when the atoms rearrange themselves. When oxygen is converted to ozone, it takes in the energy supplied by sunlight. When an acid reacts with a base resulting in salt and water, it gives out energy as heat. A reaction that takes in energy is endothermic, and a reaction that gives out energy is exothermic.

Session 3: Explore

Set up stations in the classroom in which students complete a microscale investigation on each type of chemical reaction. Post reaction types, instructions, and safety guidelines. After students have completed each station, have students complete a summary for each investigation. Use the responses to the summary questions to gauge their understanding of chemical reactions. Discuss the Content and Unit Questions, How can you tell if a change is chemical or physical? and How do patterns allow us to predict chemical reactions and their products?

Another option is to use virtual simulations instead of setting up physical investigations. This option is especially viable if you are limited by time or equipment. Set up the following simulations:                      

Online Labs

Chemical Reactions

Single Displacement Reaction

Combination Reaction

Decomposition Reaction

Double Displacement Reaction

PhET Simulations

Reactions and Rates

Reversible Reactions

Reactants Products and Leftovers

Post reaction types and instructions next to each computer. After each station, have students complete the online quiz associated with each investigation and write a brief summary of their learning. Use their responses to gauge understanding of chemical reactions.

Session 4: Equations

Teach students about equations. Equations show:

• Reactants that enter into a reaction

• Products formed by the reaction

• Amounts of each substance used

• Each substance produced by the reaction

Navigate to Balancing Chemical Equations, a PhET simulation that encourages students to experiment with making changes to balance chemical equations. Demonstrate how to navigate the simulation controls, then allow students ample time for investigation and practice.

Session 5: Lights, Camera...

Introduce the scenario that a local cable channel would like to hire a group to produce an educational instructional video to air during National Chemistry Week (October). Explain that each group is assigned one of the reaction types. Each group then produces a digital product (for example, a wiki, video, animation, podcast, or student slideshow) that is informative and keeps the attention of the audience. Assign advanced students to be "directors" and "producers" to compile all the group projects onto one DVD or class website. Divide students into groups and assign one reaction type to each group (if the class is large, assign reaction types to more than one group). Using print and electronic sources, students study one reaction type and answer the following questions:

• What are the features of the chemical reaction?

• What patterns allow you to predict the reaction and its products?

• What variety of substances can be combined to result in the reaction?

• What are some everyday examples of the reaction?

• How do chemical reactions affect everyday life?

Teach students how to develop their presentation from a plan. The reaction project instructions and checklist  and slideshow rubric serve as guides.

Sessions 6 Through 9: Look Deeper

Have student groups research an everyday example of their type of chemical reaction and prepare a demonstration or experiment on the topic. Encourage students to explore topics that are relevant to their lives and impact society in some way (such as waste management, fireworks, and so forth).

Another option is to use Online Labs and PhET Simulations as an alternative to performing actual experiments. After students deliberate about which example best illustrates a reaction type, have them submit a proposal that includes the following:

• Description of the microscale demonstration

• Rationale for the choice

• Preparation and material requirements

• Detailed procedures, including safety measures

• Citations

Provide work time for groups to proceed with implementation of their lab demonstration and to create their digital products of learning. Students may choose to use a still or video camera to capture important parts of the process to embed in their presentations.

Session 10: Teach Others

Have students present their digital products. Presentations should last from 5 to 10 minutes with another 5 minutes reserved for fielding questions from the group. Assess students as they present their projects using the slideshow rubric or a similar project rubric.

Session 11: Prove It

In preparation for assessment, students can learn more and hone their skills using the Chemical Reactions simulation. Ask students to write answers to the following questions, which were posed at the start of this unit of study:

• What is a chemical reaction?  

• How does chemical change occur?

• How can you tell if a change is chemical or physical?

Administer the reaction quiz  to test students' skills in recognizing reaction patterns and predicting the products of a chemical reaction. 

Prerequisite Skills

Prior science courses involving discrete experiments

Differentiated Instruction

Special Needs Student

• Design specific slideshow templates

• Monitor progress with additional check-in dates and custom forms

• Select a reaction type that best fits the student's level

• Select specific Web sites for research

• Give the student extra time and individual instruction

• Shorten lab assignments

• Accept help from support personnel or volunteers

• Reduce the number of concepts needed to master

• Pair the student with a buddy
  
  

Gifted/Talented Student

• Require the student to give more reaction type examples and compounds with formulas

• Require the presentation to be more in-depth and use additional technology

• Have the student study an independent topic or perform more complex experiments on a reaction type

• Have the student be a "director" or "producer" of the final DVD that compiles and edits all presentations into one format
  
  

Nonnative Speaker

• Provide a slideshow template, example slideshow, and modified lab directions

• Provide a first -language periodic table of the elements from the Internet

• Provide electronic translation devices

• Provide English/first language translation dictionaries

• Allow the student to study science concepts with an ESL assistant during supplemental instruction outside of class

• Pair the student with others during project work when the language load indicates a need, but require the student to complete visual parts of the project independently

• Allow the student to prepare materials in the student's first language and have it translated later

Credits

Teresa Kelley participated in the Intel® Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.

Appendix A: Assessment Plan

Assessment Timeline

Before work begins

• Questioning

• Lab Investigation Summary

• Science Journals

Students work on project and complete tasks

• Science Journals

• Project Instructions and Checklist

• Slideshow Rubric

• Proposal

After project work is completed

• Slideshow Rubric

• Questioning

• Reaction Quiz

Questioning is used at the beginning of the unit to assess prior knowledge as well as

throughout to promote discussion and encourage higher-order thinking skills. The lab investigation summary (Appendix E) sheet allows the teacher to assess understanding and interpretations of the concepts of the microscale investigations. Students keep science journals throughout the unit to document the scientific process for the investigations and to reflect on their work throughout the project. The teacher periodically checks the journals to ensure that students are on track and are developing their scientific inquiry skills. The project instructions and checklist (Appendix F) provide guidelines for students as they develop their project and allow students to self-monitor their progress throughout the project. The slideshow rubric (Appendix G) is used to self-assess the slideshows as well as for final assessment at the end of the project. During project work, students develop a proposal that assists in planning and setting a direction for their projects. After project work is complete, a final quiz assesses students’ new knowledge and content understanding.

Appendix B: Content Standards and Objectives

Texas Essential Knowledge and Skills for Science

1. Scientific processes. The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and

2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.

2. Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

1. plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

2. collect data and make measurements with precision;

3. express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures;

4. organize, analyze, evaluate, make inferences, and predict trends from data; and

5. communicate valid conclusions.

3. Science concepts. The student knows the characteristics of matter. The student is expected to:

1. differentiate between physical and chemical properties of matter;

2. analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume;

3. investigate and identify properties of mixtures and pure substances; and

4. describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.

4. Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter. The student is expected to:

1. identify changes in matter, determine the nature of the change, and examine the forms of energy involved;

2. identify and measure energy transformations and exchanges involved in chemical reactions; and

3. measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases.

5. Science concepts. The student knows that balanced chemical equations are used to interpret and describe the interactions of matter. The student is expected to:

1. identify common elements and compounds using scientific nomenclature;

2. demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions; and

3. explain and balance chemical and nuclear equations using number of atoms, masses, and charge.

Student Objectives

Students will be able to:

• Recognize the components of a chemical reaction

• Analyze the products formed by a reaction

• Predict the products formed by a set of reactants

• Conduct laboratory investigations to develop and evaluate understanding of reaction types

Appendix C: Materials and Resources

Printed Materials

• Ehrenkranz, D. and Mauch. J.J. (1993). Chemistry in microscale: A set of microscale laboratory experiments with teacher guides, second edition. Dubuque, IA. Kendall/Hunt Publishing Company.

• Waterman, E. L. and Thompson, S. (1995). Small-scale chemistry laboratory manual: Teacher’s edition. Menlo Park, CA. Addison-Wesley Publishing Company.

Supplies

• Microscale well plates

• Goggles

• Lab aprons

• Chemicals for microscale labs (appropriate for high school classrooms)

• Microscale thermometers

• Candles

• Appropriate chemical waste containers (do not put down the drain)

• Deionized or distilled water

Internet Resources

Websites

• Lycée Faidherbe LILLE

www.faidherbe.org/site/cours/dupuis/oscil.htm

Animation of oscillating reactions and other links and graphic explanations

• Chemistry Based

www.shsu.edu/~chm_tgc/sounds/sound.html

Library of instructional QuickTime videos

• Chem4Kids: Chemical Reactions

www.chem4kids.com/files/react_intro.html

Virtual tour of chemical reactions with diagrams

• Vision Learning

www.visionlearning.com/library/module_viewer.php?mid=54

High-level information about chemical reactions

• Nova

www.pbs.org/wgbh/nova/kaboom

Visually stimulating site about the chemical reactions taking place in fireworks

• Dr. R. Rinehart

www.mpcfaculty.net/ron_rinehart/1B/oscillat.htm

Explanation of how to conduct an oscillating clock reaction demonstration

• TrackStar

http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=191665

Tutorial about chemical reactions and a self-assessment; just one of 51 resources made by teachers from TrackStar on the topic of chemical reactions

Simulations

• Amrita University: Chemical Reactions

http://amrita.olabs.co.in/?sub=73&brch=2&sim=77&cnt=1

Carry out a number of different reactions and classify them as chemical or physical changes

• Amrita University: Single Displacement Reaction

http://amrita.olabs.co.in/index.php?sub=73&brch=3&sim=81&cnt=1

Perform a single displacement reaction with the help of iron nails and copper sulphate solution

• Amrita University: Combination Reaction

http://amrita.olabs.co.in/index.php?sub=73&brch=3&sim=79&cnt=1

Perform chemical reactions in which two or more substances combine to form a single substance

• Amrita University: Decomposition Reaction

http://amrita.olabs.co.in/index.php?sub=73&brch=3&sim=80&cnt=1

Perform chemical reactions in which a single compound splits into two or more simple substances

• Amrita University: Double Displacement Reaction

http://amrita.olabs.co.in/index.php?sub=73&brch=3&sim=82&cnt=1

Perform a double displacement reaction using sodium sulphate and barium chloride solutions

• PhET: Reactions and Rates

http://phet.colorado.edu/en/simulation/reactions-and-rates

Explore what makes a reaction happen by colliding atoms and molecules. Design experiments with different reactions, concentrations, and temperatures. Investigate reversible reactions and

reaction rates

• PhET: Reversible Reactions

http://phet.colorado.edu/en/simulation/reversible-reactions

Watch a reaction proceed over time to determine how total energy affects a reaction rate. Vary temperature, barrier height, and potential energies to change the reaction

• PhET: Reactants Products and Leftovers

http://phet.colorado.edu/en/simulation/reactants-products-and-leftovers

See how many products you can make with different amounts of reactants

• PhET: Balancing Chemical Equations

http://phet.colorado.edu/en/simulation/balancing-chemical-equations

Experiment with making changes to balance chemical equations

Technology—Hardware

• Digital camera(s) to take pictures during experiments on reaction types included in presentations

• CD/DVD burner and player for final education instructional video for mock cable channel

• Computers with an Internet connection

• Printer to print documents so they can be proofread and communicated to group members

• Projection system for instructional use during lessons that require discussing certain Web sites

• Scanner to scan documents and experiment information for group presentation

• Video camera for taping experiments and demonstrations to link to presentation on reaction type

Technology—Software

• Camera or video image manipulation to process images for presentation

• Desktop publishing to create documents for presentations explaining experiments and demonstrations

• Image processing to download videos and images from the Internet and/or presentation

• Internet Web browser to access the Internet for teacher lessons and for student research

• Multimedia for production of presentations and final DVD for mock cable company

• Web page editor as an option for students to use instead of multimedia slideshows

• Word processing to create documents for presentations

Appendix D: From the Classroom

Sing a Song of Chemistry

Teresa Kelley of Goddard High School in Roswell, New Mexico, will be the first to tell you that her chemistry classes are difficult. “Chemistry is a hard subject, and math-oriented,” she says, “so I do whatever I can to lighten the load and make it appealing.” Students new to her class may glance about in self-conscious trepidation when she first asks them to join her in song, but after some encouragement (and a promise of bonus points for volume) kids are soon heartily singing from The Songbook of Chemistry. The song, “Mendeleev -- Who Told The Elements Where to Go” may never make the Billboard charts, but Teresa’s students won’t soon forget that Mendelevium is a radioactive earth metal, or that it was the name of Dmitri Mendeleev, father of the Periodic Table. Her class usually rises to the occasion. Teresa recalls one student’s memorable response and wryly notes, “He said, ‘I still don’t like chemistry, but I like this class!’ I guess you take your compliments where you can get them!”

New Tools for Teaching

When the opportunity to take the IntelⓇ Teach Program arose, Teresa’s creativity found new outlets. “I’ve been given more tools for teaching, and I’ve been able to encourage creativity in students too,” she says. “One group presented their chemical reactions project with Smurf theme. It was sound work with a goofy twist.”

Six of Teresa’s science colleagues took the Intel Course together. Teresa says, “My science department is a really sharing group of people. We like to use each other’s work and modify it for our own purposes.” the technology course gave the team members a chance to align their efforts. They set guidelines for dividing up content, and then developed their individual units. Teresa created the chemical reactions project, “Lights, Camera, Reaction.” Another teacher had students make a wall-sized periodic table, with a trifold pamphlet about each element mounted in its proper place. After the chart was finished, students could refer to the table, folding out a pamphlet as needed to find what they needed to know about the element's properties.

Since taking the course, Teresa feels confident in her ability to teach with technology. She uses multimedia frequently, and has improved the manner in which she sequences instruction. Teresa says that her school’s science department is making a transition toward more project work for students, and she found using a project format to develop chemistry concepts was worthwhile. “Students were more interested because they were responsible for teaching the content to their classmates,” she notes, “Their creativity was outstanding, and the presentations were effective, much better than I expected. After they presented, students quizzed their classmates, and were pretty touch on each other!”

Appendix E: Investigations Summary

Directions: For each of the five investigations, record answers to the following questions in your science lab book:

Experiment Name: ____________________________________

1. What do you see happening in this investigation?

2. How would you record data for this investigation?

3. What conclusions can you draw from the data?

4. Is the reaction chemical or physical? How can you tell?

Appendix F: Project Instructions and Checklist

Description

In this study of chemical reactions, we ask:

• What are the parts of a chemical reaction?

• Can patterns help us predict how reactants will react?

• What are the five basic types of chemical reactions?

• How will classifying a chemical reaction enable a person to predict the products of a chemical reaction?

Assignment

A local cable company would like to hire you and your group to design an educational

instructional video for National Chemistry Week. Each group will research a reaction type

in greater detail and present a learning demonstration to the class that shows how the

reaction type is evident in everyday world events. Each group will support their talk with a

slideshow presentation. All slideshows will be incorporated into one DVD that will be ready

to air for one hour on the local cable channel. If you would like to assist in this final

process, pick up applications from the teacher and be prepared for an interview.

Presentation Requirements

The project requires you to meet specific content, presentation, and assessment

benchmarks.

Checklist

Appendix G: Project Rubric

Appendix H: Quiz

Recipes for Chemical Change

Quiz on Reaction Types and on Prediction Products

Directions: For the following, indicate the type of reaction occurring (Synthesis, Decomposition, Single Replacement, Double Displacement, or Combustion). Predict what the products will be. Then complete and balance the equations.

Appendix I: Quiz Answer Key

Answer Key

Recipes for Chemical Change

Quiz on Reaction Types and on Prediction Products

Directions: For the following, indicate the type of reaction occurring (Synthesis, Decomposition, Single Replacement, Double Displacement, or Combustion). Predict what the products will be. Then complete and balance the equations.

Appendix J: Terms of Use and License

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