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Let’s get to know each other

Attendance link

Registration Link

In the chat, tell us what your favorite memory from the winter break was

-OR-

What are you hoping to get out of the webinar tonight?

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A little bit about me...

Education

B.S. Colorado State
M.S. Montana State

Teaching

5 years in CO & ID
11 years at Forest Grove HS
6 years at MHS

Family

Husband-Brian Sica
Son-Gavin (14)

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A little bit about Matt

Education

B.S. Physics & Math, Masters in Teaching from the University of Washington

Teaching

10 years in Renton, WA
4 years in Cedar Park, TX
3rd year at Springfield HS

Family

Anna, Aaron, Noelle

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Agenda

*We will begin recording the webinar now.

Preview the standards in this unit
Look at unit outline and teacher walkthrough
Preview task sets in this unit
Participate in reaction sort activity
Look at assessment examples & rubric

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Unit 5 Webinar

Chemical Reactions & Pollutants

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Unit 5 Road Map

6

TS 0

TS 2

TS 4

TS 1

TS 3

TS 5

Pollutants

Reaction Types

Resource Management

Predicting Products

Water Quality Engineering

Balancing

Reactions

Storyline:

The real-world connection for this unit is pollution and water quality. (In Springfield, for example,

Task Set 1 introduces students to different forms of air pollution, and hopefully gets students asking 1) where do pollutants come from, 2) how can we test for these pollutants, and 3) how can we remove pollutants? Air pollution is used as an example because it provides an avenue for students to be introduced to many different types of reactions.

Task Set 2 introduces students to a way of categorizing different types of chemical reactions. Students will do two different card sorts, one with symbols, and the second with actual chemical equations, to look for patterns in the different types of equations.

Task Set 3 uses a PhET simulation to motivate the need to “balance” chemical equations so that there are the same number of each type of atom before and after a chemical reaction.

In Task Set 4 students will use their skills making observations and understanding of the types of reactions to predict the products of chemical reactions.

Task Set 5 is the Water Quality Engineering Project. We will revisit our Unit Opener and focus on specific pollutants that affect water quality, learn how to use chemical reactions to detect these pollutants and also how to remove them.

Task Set 0 is called Resource Management. In this lesson students learn how Tribes in the state of Oregon have managed resources, such as water quality, and how treaties between Tribes and the US and state government affect this goal.

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Unit 5 NGSS Decoded HS-PS1-2

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.

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Chemical Reactions & Stoichiometry Overview

Let’s take time to look at the flow of the unit from start to finish before we dive into a couple of activities.

Chem Rxns Unit Planner & Teacher Walk Through

Learning Progression:

How are pollutants produced and what are their chemical consequences for our air, water, and climate?

-Students read about the different types of air pollutants and how they are formed.

How are different pollutants made? (HS-PS1-2)

Introduce types of eqns and have students identify eqn types that form pollutants.

Can we predict the outcomes of reactions using patterns of valence electron configurations and electronegativity? (HS-PS1-2)

-Predicting Products Inquiry-students experience different types of reactions and then look for patterns in how the elements are breaking apart and recombining.

How are atoms cycled in earth’s systems, where does the matter go? (HS-PS1-7)

Use the PhET to model how the atoms break apart and recombine to make new substances although the same number of atoms are always present.

How can we keep track of atoms since they are so small? (HS-PS1-7)

Moles inquiry lab where they calculate how many atoms in the thickness of Al foil.

How much of each product is made during a chem rxn? (HS-PS1-7)

Stoichiometry examples and practice with pollution eqns.

How do we know if our water is safe to drink? (HS-ESS1-1-3)

-Water quality engineering project where students identify a contaminant in the water, quantify how much using Beer’s law, and then research a way to remove it from the water.

-Students take a field trip to Clean Water Services to see how they remove contaminants to return water to the Tualatin.

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Tribal Natural Resources - TS 0

This is a lesson created by Oregon’s Native American Peoples on Resource Management
SB13 states they are to be taught as is - not altered only augmented
For more information, visit the ODE TH/SH webpage

Lesson goals - Students will learn:

The history of treaties, their termination, and restoration of federal recognition of tribes.
How Native People manage their land and resources as well as current projects of local tribes.

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Tribal Natural Resources - TS 0

Lesson Flow

Provide historical background concerning treaties, termination, and restoration (slides 2-5)
Students Read about Termination & Restoration of Tribes in Oregon and fill in a graphic organizer (slide 6)
Student groups will each investigate a different tribe in Oregon and a project they are currently working on regarding land/resource management (slides 7-8).

Notes are recorded on a handout and a discussion/sharing of learning follows

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Unit 5 Opener - TS 1

The slides introduce the concept of pollution and asks students what they’ve heard and what they would like to know about pollution. Some possible question they may ask are:

How do fossil fuels create nitrogen gases?
How are sulphur gases transformed into sulphuric acid?
What conditions are needed to cause ozone to form?

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Unit 5 Opener - TS 1

Have student groups investigate the primary and secondary pollutants shown on the right.

They can use the existing slides in the deck or read the articles in the pollution text set to create their own set of slides to share with the class.
If using the existing slides, have students choose an article from the pollution text set and write a summary.

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Reaction Types: Equations Patterns Sort Activity (Task Set 2)

Virtual Card Sort Activity

Sort the character equations into five groups
Name, describe, and provide examples of each
Apply groupings to chemical reactions, describe, and provide examples
Officially name each reaction type group

*Pause recording during breakout rooms.

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Reaction Card Sort Activity Reflection

How did you sort the cards in this activity? How might students do this similarly or different than you did?
What names do you think students might come up with for these categories?
What challenges might students have with this activity? (Are there places students may get stuck or make mistakes?)
What ideas do you have for using this activity with students (with a hands-on card sort)?

*Resume recording.

*5 min break

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TS3 - Balancing Reactions

Use PhET Balancing Chemical Equations simulation to motivate the need for an equation to be “balanced.”
Students use the PhET simulation to complete this balancing equations document.
Additional Resources:

Counting Atoms and Balancing Equations with molecule diagrams.
Leveled balancing practice

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TS3 - Balancing Reactions

Nitrogen Cycle:

Dead Zone in the Gulf video (3 min) to motivate the impact of nutrient pollution (including nitrates).

In this document, balance equations that are part of the nitrogen cycle, label a diagram, and then create an example flowchart.

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TS4 Predicting Products Lab

In this task set, students use the patterns learned in TS2 along with electronegativity differences and valence electrons to predict the products for all types of chemical reaction.

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TS4 Predicting Products Lab

Wild guess: What will happen to the Capitol Building if we continue to pollute the air with acid rain?
First, model using the demonstration how to use the information to predict the products.

Demo: Burning a Gummy Bear

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TS4 Predicting Products Lab

Next, students move around the room to the other stations and conduct the reactions and predict the products.

For the board meeting/data discussion, they are assigned one reaction type and need to explain why the elements have combined into those products.

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TS4 Predicting Products Lab

Students conclude by making a data informed prediction about the reactions that would happen on the building and what this would do to the mass over time.
Do this reaction in class as a demo to show the actual result.

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Water Quality Engineering Overview

Part 1-Identifying the Contaminant: Sources & Effects

Determine presence of a contaminant from qualitative test results
Build background by doing research to determine sources and effects of the contaminant

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Water Quality Engineering Overview

Part 2-Determining the Concentration of Your Contaminant

Using a Vernier colorimeter, determine the concentration of your contaminant in your sample
Graph data in Desmos
Use mathematical model to calculate the concentration of the unknown sample
Compare the concentration of the unknown sample to the EPA allowable level
Conclusion that identifies the site the sample came from

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Concentration of a Contaminant (Beer’s Law) Lab

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Sample Data

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Water Quality Engineering Overview

Part 3-Researching a Solution

Use knowledge of chemical reactions and research to come up with the best way to remove the contaminant from the water considering the source.

Must include a diagram and explain the chemistry behind why the solution works.

Weigh pros and cons of solution and determine the best solution.
Explain the economic or environment of the solution

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Career Connections

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Resource Links

Patterns Student Files

Sample Data & Solution Prep (Teacher Files)

Springfield HS Files:

Day 1: Concentration of a Contaminant Lab (Beer’s Law)

Day 2: Research
Day 3: Water Quality Testing
Day 4: Water Quality Project
Materials for all 4 days

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SHS Water Quality Project

Springfield HS Files:

Day 1: Concentration of a Contaminant Lab (Beer’s Law)

Day 2: Research
Day 3: Water Quality Testing
Day 4: Water Quality Project
Materials for all 4 days

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Unit 5 Rubrics and Assessment

We made some revisions to the assessment to better reflect the evidence listed in the performance expectations but we will be working with an NGSS writer on assessment this week so you will likely see revisions to this soon.

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Question & Answer Session

Attendance link

Questions? Please email Matt

matt.randall@springfield.k12.or.us

or Jomae

jomae_sica@beaverton.k12.or.us

What was the most valuable part of this webinar? Why?
Do you already do a water quality project? Are there any additional supports you need if you don’t?
What other questions do you have?