Graded NGSS 3D Integration Lesson Designer

Three Dimensions

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Describe the elements from DCIs, SEPs, CCCS and how they are integrated to support understanding of phenomena/design solution.

All posted evidence

In constructing an argument from evidence, students use scientific argumentation, cause and effect, and their understanding of equilibrium.

The performance expectation selected for this lesson (and one of the unit PEs) is:
  • HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

This is the 5th lesson of a unit on Equilibrium.

The phenomena selected was an introductory lab where students investigate and observe three equilibrium reactions. In the 4th lesson of the unit, groups of students designed and carried out an investigation to change some variable related to one of the reactions from the initial lab. The students collected data, but have not analyzed it prior to this lesson.

The learning performance students will complete during this lesson, based on the phenomena is:
  • Students will analyze data to support an argument about how a change in conditions can produce increased amounts of products at equilibrium.
The above learning performance contains the DCI, SEP, and CCC within it.

DCI Content:
For performance expectation HS-PS1-6, the clarification statement says, “Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.”

The relevant section of the Framework is from the grade 12 band description. It says students need to understand that, “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 (p. 111).”

The content related to this phenomena is Le Chatelier’s Principle. In the phenomena lab in lesson 4, the students made changes to the environment in which the reaction occurred, and then collected data to measure the effect of the environmental change. In this lesson (#5), students analyze their data to assess whether the change they made had the effect of increasing product, and use their understanding of Le Chatelier’s Principle to explain their results. They must engage with the DCI content because an understanding of Le Chatelier’s Principle is essential for a logical argument, using scientific reasoning. Students must describe, “the connection between changes made at the macroscopic level and what happens at the molecular level,” just as the performance expectation specifies. They have to describe how their lab observations can be explained using their understanding of chemistry concepts.

SEP Content:
From the SEP matrix in the 9-12 Grade band, these sections are addressed:
  • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution (p. 4).
  • Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables (p. 6).
  • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, limulations, 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 (p. 6).
The phenomena lab observations will be used by students as the evidence for their explanations. They must use that data evidence with their understanding of the science content on equilibrium to construct a logical argument about how the change they made to the environment of the reaction caused the result seen in their data. Therefore, students are weaving their content knowledge of Le Chatelier’s Principle with their skill at the practice of argumentation and data analysis to demonstrate their understanding of what happened in the lab.

CCC Content:
From the CCC matrix for Cause and Effect, these sections are addressed:
  • “Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering (p. 1).”
  • “Changes in systems may have various causes that may not have equal effects (9-12th grade band, p. 1)
The phenomena lab the students designed asked students to use their understanding of stability and change to manipulate a reaction system. Feedback within the system in response to stressors was demonstrated in their evidence, and students must discuss it when they create their argument. Their argument needs to use a logical understanding of cause and effect in order to create a well-supported explanation. The students’ explanations will use their content knowledge of Le Chatelier’s Principles to make the logical connection between what they did to change the reaction system’s environment (the cause) with the observations they made after changing the environment (the effect).
aesauer Almost 6 years ago