Unit Overview
Students read about a scientist that solved problems by designing important chemical compounds. Unfortunately, the compounds that he made solved the problems but caused other problems.
This unit links the story to the study of a current atmospheric gas, carbon dioxide. Students learn the origin, nature and characteristics of C02, and think about the impact of the gas in our atmosphere.
Materials
Materials for this unit can generally be found around the home.
STEM Content
Science Topics: The nature of gases is the central science content in these explorations. Chemical change, molecules, atoms are vocabulary used associated with chemistry. Forces, pressure, and volume are vocabulary associated with the actions of gases.
Mathematics Topics: Students are encouraged to measure and calculate volume of gasses, measure chemical quantities, and record data.
Technology Topics: Each of the explorations require using and adapting materials to show gaseous behaviors.
Literacy: Opportunity to read biographical text and learn how individuals interact with information, make inferences, integrate information with science and technology
Assessments
Assessment of student progress in this unit depends on the nature of goals and objectives set. Given below are suggestions for assessing students for any work in this unit:
Process Skills: The STEM Notebook can be examined to determine if students are properly making observations of their work. Follow a rubric to determine if all aspects of journal writing meets what STEM professional would require.
Science Content: A simple content quiz can check students knowledge on important science concepts such as the nature of magnets. Students could report in any open-ended way by asking questions such as: "How is C02 formed? How can it be detected? Does it act like Oxygen?" et
Mathematics Applications: Can students measure, take data, and make a data table? Can they interpret the data table?
STEM Habits of Mind: One characteristic of STEM professional is a series of habits of the mind. Is the student asking questions? Reading about the topic? Following directions? Using tools and materials carefully? Trying different combinations of materials? Recording observations and actions properly? Working with others collaboratively? Teacher/Parent observation and feedback can work to hone these skills. See: https://sites.google.com/a/eou.edu/ventures/how-engineers-think. and a scoring guide at: https://sites.google.com/a/eou.edu/ventures/templates/scoring-guide-step-1-template