North Oakland Community Charter School
Spring Trimester
2010 - 2011
Teaching for Understanding Unit
Chemical Reactions
Grade 8
Teacher:
Natalie Roman
Unit Abstract
In this unit, students will explore chemical reactions. They will make predictions about
outcomes of several different chemical reactions. They will learn the difference between
a chemical and physical change, and an endothermic and exothermic reaction. They will
also explore pH and discover what determines whether a substance is an acid or base.
By the end of the unit they will understand the principle of the conservation of matter.
Associated California Standard(s):
Reactions
5. Chemical reactions are processes in which atoms are rearranged into different
combinations of molecules. As a basis for understanding this concept:
a. Students know reactant atoms and molecules interact to form products with different
chemical properties.
b. Students know the idea of atoms explains the conservation of matter: In chemical
reactions the number of atoms stays the same no matter how they are arranged, so
their total mass stays the same.
c. Students know chemical reactions usually liberate heat or absorb heat.
d. Students know physical processes include freezing and boiling, in which a material
changes form with no chemical reaction.
e. Students know how to determine whether a solution is acidic, basic, or neutral.
9. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
b. Evaluate the accuracy and reproducibility of data.
c. Distinguish between variable and controlled parameters in a test.
Unit Understanding Goals & Performances of Understanding:
1. What is the difference between a chemical change and a
physical change?
€ Science € Content
Associated Performance(s) of Understanding:
A. (initial – “mucking about”) Physical/Chemical changes lab done in
groups with physical and chemical changes handout.
B. (guided) Read and take notes from the website:
http://www.chem4kids.com/files/react_intro.html. Mg reaction lab.
Chemical vs. Physical Change Worksheets.
C. (culminating) Lab “Chemical or Physical Change?”
2. What is the difference between exothermic and endothermic
reactions?
€ Science € Content
Associated Performance(s) of Understanding:
A. (initial – “mucking about”) Word study: what does exo mean?
endo? Therm? Thermic? Hypothesize about the meanings of the new
vocabulary.
B. (guided) Read Dr. Art’s Guide to Science Chapter 4 pages 45-60
and answer questions. Lab: “Exothermic or Endothermic?”
C. (culmintating) Chemistry Assessment Lab
3.
What is pH and how is it determined?
€ Science € Content
Associated Performance(s) of Understanding:
A. (initial – “mucking about”) Lab: “Cabbage Juice Telltale”
B. (guided) Read and discuss handouts about what makes and acid,
a base, how to neutralize and the pH scale. Read and take notes
from http://www.chem4kids.com/files/react_acidbase.html
C. (culminating) Lab: “pH Paper Mystery”
Science Process U.G.s embedded in performances of
understanding throughout the unit (and year):
4. How do scientists make observations?
5. How do scientists write hypotheses?
6. How do scientists design accurate experiments to answer
questions?
Associated SHOM in this unit:

Develop craft: “I improved my technique of…”

Engage and persist: “What interest me about this work is…” “I focused when, I felt
frustrated when”, “When I/we ran into difficulty the way we solved the problem was”,
“I stayed with the project even when”

Envision: “The best hypothesis I made was_____because it was supported by
_______”, “My original thinking/picture in my head changed when___________”,
“My best experiment plan unfolded like this:”

Express: “One thing that connected our work to my learning was”

Observe: “My best observations were during_________when I_________”

Reflect: “I am proud that______, next time I would_______”

Stretch and Explore: “An invention/idea of mine in this lab was________”, “I made a
mistake when I ______, my mistake helped me to_______”, “The unexpected thing
that happened in this lab was__________”
Thinking Routines used throughout this unit:

I used to think, now I think

See, Think, Wonder

Connect, Extend, Challenge
Culminating Performance of Understanding
Assessment Descriptors
Understanding Goal: What is the difference between a chemical change
and a physical change?
Culminating Performance of Understanding: Chemical or Physical Change
Lab
Rubric Rating
Criteria Descriptors
Chemical change correctly identified
Exceeding
(Above Grade
Level)
All evidence of a chemical change listed: 1. Color
change 2. Temperature change 3. Production of
gas (bubbles)
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Option A and B completed with plausible hypotheses
Meeting
(Grade Level)
Chemical change correctly identified
All evidence of a chemical change listed: 1. Color
change 2. Temperature change 3. Production of
gas (bubbles)
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Chemical change correctly identified
Approaching
2 of 3 pieces of evidence of a chemical change listed:
1. Color change 2. Temperature change 3.
Production of gas (bubbles)
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Developing
Chemical change correctly identified
1 of 3 pieces of evidence of a chemical change listed:
1. Color change 2. Temperature change 3.
Production of gas (bubbles)
Procedure followed with some accuracy
Some safety guidelines followed inclusive of using tools
properly
Lab completed somewhat collaboratively
Chemical change not identified
Beginning
0 of 3 pieces of evidence of a chemical change listed:
1. Color change 2. Temperature change 3.
Production of gas (bubbles)
Procedure followed with very little accuracy
Safety guidelines not followed inclusive of using tools
properly
Lab completed without collaboration and with conflict
Understanding Goal: What is the difference between exothermic and
endothermic reactions?
Culminating Performance of Understanding: Chemistry Assessment Lab
Rubric Rating
Criteria Descriptors
Ammonium Nitrate and water reaction correctly
identified as an endothermic reaction
Exceeding
(Above Grade
Level)
Calcium chloride and water reaction correctly identified
as an exothermic reaction
Data accurately recorded as used as evidence of each
type of reaction
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Student accurately explains why some reactions are
exothermic while others are endothermic
Meeting
(Grade Level)
Ammonium Nitrate and water reaction correctly
identified as an endothermic reaction
Calcium chloride and water reaction correctly identified
as an exothermic reaction
Data accurately recorded as used as evidence of each
type of reaction
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Ammonium Nitrate and water reaction correctly
identified as an endothermic reaction
Approaching
Calcium chloride and water reaction correctly identified
as an exothermic reaction
Data accurately recorded
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Either the Ammonium Nitrate and water reaction or the
Calcium chloride and water reaction correctly
identified as an endothermic reaction
Developing
Data recorded with little accuracy
Procedure followed with some accuracy
Some safety guidelines followed inclusive of using tools
properly
Lab completed somewhat collaboratively
Beginning
Neither the Ammonium Nitrate and water reaction or
the Calcium chloride and water reaction correctly
identified as an endothermic reaction
Data not recorded
Procedure followed with very little accuracy
Safety guidelines not followed inclusive of using tools
properly
Lab completed without collaboration and with conflict
Understanding Goal: What is pH and how is it determined?
Culminating Performance of Understanding: pH Paper Mystery
Rubric Rating
Criteria Descriptors
All 10 substances correctly identified as acids or bases
Exceeding
(Above Grade
Level)
All 10 substances correctly identified
Demonstrated understanding of neutralization
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
Meeting
(Grade Level)
All 10 substances correctly identified as acids or bases
9-10 out of 10 substances correctly identified
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
8 out of 10 substances correctly identified as acids or
bases
Approaching
8 out of 10 substances correctly identified
Procedure followed with accuracy
All safety guidelines followed inclusive of using tools
properly
Lab completed collaboratively and without conflict
6-7 out of 10 substances correctly identified as acids or
bases
6-7 out of 10 substances correctly identified
Developing
Procedure followed with some accuracy
Some safety guidelines followed inclusive of using tools
properly
Lab completed somewhat collaboratively
5 or less out of 10 substances correctly identified as
acids or bases
Beginning
5 or less out of 10 substances correctly identified
Procedure followed with very little accuracy
Safety guidelines not followed inclusive of using tools
properly
Lab completed without collaboration and with conflict
Unit Overview – Week by Week
Week 1
Objective(s) /
Understanding
Goals /
Performance of
Understanding
What is the difference between a chemical change and a physical
change?
How do scientists make observations?
How do scientists write hypotheses?
Lessons
(teacher led)
Make accordion books to use throughout the unit for recording
observations, hypotheses, bullet points (“golden nuggets”) from
each lesson, and SHOM reflections.
Read and take notes from the website:
http://www.chem4kids.com/files/react_intro.html. Use
heterogeneous pairing to facilitate not taking for students who
need scaffolding.
Student
Activities,
Explorations,
Experiments
Equity
Strategies
Physical/Chemical changes lab done in groups with physical and
chemical changes handout.
Partner work in heterogeneous groupings
Hands on lab work
MLV Strategies
Photo documentation
Teacher
Created
Materials
Lab
Week 2
Objective(s) /
Understanding
Goals /
Performance of
Understanding
What is the difference between a chemical change and a physical
change?
How do scientists make observations?
How do scientists write hypotheses?
Lessons
Chemical vs. Physical Change Worksheet
(teacher led)
Lab debriefs
Student
Activities,
Explorations,
Experiments
Mg reaction lab
Assessment
Strategies and
Tools
Equity
Strategies
MLV Strategies
Teacher
Created
Materials
Chemical or Physical Change Lab
Have students answer the question: What is the difference between a
chemical change and a physical change? (in a written
response)
Partner work
Hands on assessment
Photo documentation
All of the above
Week 3
Objective(s) /
Understanding
Goals /
Performance of
Understanding
What is the difference between exothermic and endothermic
reactions?
How do scientists make observations?
How do scientists write hypotheses?
How do scientists design accurate experiments to answer
questions?
Lessons
(teacher led)
Word study: what does exo mean? endo? Therm? Thermic?
Hypothesize about the meanings of the new vocabulary.
Read Dr. Art’s Guide to Science Chapter 4 pages 45-60. Take
notes. Use heterogeneous pairing to facilitate not taking for
students who need scaffolding.
Equity
Strategies
Scaffolded not notetaking
Week 4
Objective(s) /
Understanding
Goals /
Performance of
Understanding
What is the difference between exothermic and endothermic
reactions?
How do scientists make observations?
How do scientists write hypotheses?
How do scientists design accurate experiments to answer
questions?
Lessons
(teacher led)
Lab debrief
Student Activities,
Explorations,
Experiments
Assessment
Strategies and
Tools
Equity Strategies
Lab: “Exothermic or Endothermic?”
Chemistry Assessment Lab
Have students answer the question: What is the difference
between exothermic and endothermic reactions? (in writing).
Partner work in heterogeneous groupings
Hands on lab work
MLV Strategies
Teacher Created
Materials
Photo documentation
Labs
Week 5
Objective(s) /
Understanding
Goals /
Performance of
Understanding
What is pH and how is it determined?
How do scientists make observations?
How do scientists write hypotheses?
Lessons
(teacher led)
Student
Activities,
Explorations,
Experiments
Lab: “Cabbage Juice Telltale”
Art/Garden
Integration
Lessons /
Strategies
Making pH indicator out of cabbage
Equity
Strategies
Partner work in heterogeneous groupings
MLV Strategies
Teacher
Created
Materials
Week 6
Read and take notes from
http://www.chem4kids.com/files/react_acidbase.html. Use
heterogeneous pairing to facilitate not taking for students who
need scaffolding.
Hands on lab work
Photo documentation
Lab
Objective(s) /
Understanding
Goals /
Performance of
Understanding
Lessons
(teacher led)
How do scientists make observations?
How do scientists write hypotheses?
Read and discuss:
http://www.visionlearning.com/library/module_viewer.php?mid=
58, handouts about what makes and acid, a base, how to
neutralize and the pH scale.
Student
Activities,
Explorations,
Experiments
“pH Paper Mystery” Lab
Assessment
Strategies and
Tools
“pH Paper Mystery” Lab
Have students answer the question: What is pH and how is it
determined? (in writing).
Equity
Strategies
Using familiar substances
Garden
Integration
Test soil pH in different parts of the garden, park and
neighborhood.
MLV Strategies
Teacher
Created
Materials
What is pH and how is it determined?
Photo documentation
Labs
Unit Resources
List all books, teaching resources, field trip contacts, etc. used in this unit.
Making Learning Visible
Wee
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Artifact/Picture
Teacher Reflection
Teacher Reflections
1.
How did this unit support the development of students’
understanding(s) as outlined in your unit understanding goals?
2.
How did this unit support the development and/or understanding of
social studies content/concepts and inquiry process skills?
3.
How did this unit use the arts to build and/or demonstrate
understanding?
4.
In looking at your students’ culminating (or other) performances of
understanding, how many students demonstrated strong, capable,
progressing, developing, and emergent understanding/skills?
a. What could be added to the unit to further challenge/engage the
students who demonstrated strong and capable
understanding/skills?
b. What scaffolds/structures resources could be added to the unit to
assist students who demonstrated progressing, developing, or
emergent understanding/skills?
5.
If you were to implement this unit again, what would you change?
6.
What additional resources would you need to improve this unit?