Grades 9-10: Sub-Zero
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Common Core Standards
Literacy in History/Social Studies, Science, and Technical Subjects
Reading in Science and Technical Subjects
RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Writing in History/Social Studies, Science, and Technical Subjects
WHST.9-10.1 Write arguments focused on discipline-specific content.
WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
NOTE: The standards listed above do not include the English Language Arts Standards Grades 9-10 for Writing that are listed in the unit documents.
Math Standards
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.
MP.6 Attend to precision
HSN.Q.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.2 Define appropriate quantities for the purpose of descriptive modeling.
HSN.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
HAS.CED.1 Create equations and inequalities in one variable and use them to solve problems.
Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
HSA.REI.1 Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
HSS.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the
variables are related.
HSS.ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context
of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
HSS.ID.6c Fit a linear function for a scatter plot that suggests a linear association.
HSS.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Next Generation Science Standards (NGSS)
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.
HS-PS1-4 Fit a linear function for a scatter plot that suggests a linear association.
HS-PS3-4 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Description of Unit
This Grades 9-10 unit titled “Sub-Zero” was developed by Achieve in partnership with NGSS. The unit is comprised of eight tasks of 45 to 50 minutes each that integrate: experimental, mathematical, and graphing skills; reading informational text, research, and writing to make evidence-based claims related to electron states, chemical reactions, periodic trends, and bond energy. Students use prediction, experimentation, graphic organizers, data tables, and plotted data to demonstrate synthetic insight. They are given assorted opportunities to precisely follow multistep procedures, collect, graph, and interpret empirical data; construct models, arguments, and trend lines; and develop assertions supported by evidence. As an authentic summary activity, the students make evidenced-based claims as to which of the chemical reactions they tested would be viable and safe options for use in hand warmers.
Cautions
Connecticut teachers should be cautioned that teacher notes and preparation materials require familiarity to be used effectively. Prerequisite skills and connections to each lesson are noted throughout the unit. The lesson assessments do not include aligned rubrics for interpreting student performance; however, the unit does contain a context statement, specific information related to each task (A to H), alignment and connections for each of the eight task components to the associated standards bundle, and comprehensive evidence statements aligned with each task that supply specific assessment guidelines. To accurately measure the three dimensional learning of the NGSS along with CCSS protocols for mathematics, reading, and writing, modifications and/or accommodations should be provided during instruction and assessment for students with disabilities and English language learners. Additional instructional time and appropriate guidance for teachers to support differentiated instruction in the classroom so that every student’s needs are addressed may be necessary in order to achieve the rigor intended. The 8-day timeline stated in the teaching document only refers to the approximate time a student may spend engaging in the task components, and does not reflect any instructional time that may be interwoven with this task.
Rationale for Selection
This unit is a good example of the rigorous integration of experimentation, math and literacy standards, and the construct of three dimensional learning. It engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world and provides students with a purpose for designing solutions to a problem. Lesson activities build scientific knowledge and vocabulary about a topic, as well as help students develop the content literacy skills needed for College and Career Readiness. The eight tasks blend content, practices, and concepts from both the Common Core State Standards and the Next Generation Science Standards. Lessons fit together coherently, targeting a set of experimental skills and performance expectations, and they showcase how students can apply skills and content from one set of standards in the context of the other set of standards. This cross-disciplinary approach allows students to engage with content material in practical and novel contexts and through authentic learning opportunities.