Define

Delineate multidimensional learning outcomes

To guide instruction, during the planning phase we must define learning outcomes that focus on (1) understanding central chemical idea, (2) the development of core science practices,
(3) the acquisition of socio-environmental responsibility competencies, and (4) the practice of system thinking skills. To define these learning outcomes, it is important to complete the following tasks:

Identify the central chemical ideas students will learn based on the selected context.

For example, in the context of exploring the composition and structure of greenhouse gases in the atmosphere we could expect our students to understand the following chemical ideas:

The physical properties of any substance are determined by its composition and structure at the molecular level.
Light-matter interactions in the atmosphere depend on the nature of the electromagnetic radiation and the composition and molecular structure of atmospheric components. These interactions induce physical changes that affect the environment.
A molecule's atomic composition and structure affect the distribution of valence electrons in bonds and may lead to the uneven distribution of charge in the system. The presence of partial electric charges of opposite signs on bonded atoms makes the bond polar, and a nonsymmetrical distribution of charge in the molecule makes the molecule polar.
Greenhouse gases in the atmosphere absorb infrared radiation because they are made of molecules that undergo vibrations that alter their molecular polarity.
Absorption of infrared radiation alters the energy state of molecules. The energy absorbed is transferred to surrounding molecules via collisions, increasing the temperature of the system.
The global warming potential of a greenhouse gas depends on the composition, structure, and mass of its molecules, the different vibrational modes that these molecules can adopt, the type of infrared radiation that molecules absorb, and the persistence of the substance in the atmosphere.

Select the core science & engineering practices in which students will engage.

For example, in the lesson about greenhouse gases students will have opportunities to:

Analyze data to infer patterns in the composition, structure, and properties of greenhouse gases in the atmosphere.
Develop and apply molecular models to predict and explain the outcome of interactions between different types of molecules and different types of electromagnetic radiation.
Build explanations and generate arguments about the differential properties and effects of various greenhouse gases in the atmosphere.

Identify the systems thinking skills that students will practice

For example, students will strengthen the following systems thinking skills during activities planned in the lesson focus on greenhouse gases in the atmosphere:

System Composition: Identify and characterize the properties of entities in the atmosphere that absorb infrared radiation and act as greenhouse gases.
System Structure: Explore and identify interactions between relevant entities at the electronic, atomic, and molecular levels that affect a molecule's response to infrared radiation.
System Behavior: Infer the light-matter interactions of different substances based on their chemical composition and structure.
System Effects: Analyze the differential global warming effects of different types of substances based on their molecular structure and behavior in the atmosphere.

Define the socio-environmental literacy and responsibility competencies that students will develop

For example, by the end of the lesson on greenhouse gases, students will be able to integrate central chemical ideas, core science practices, systems thinking skills, and socio-environmental competencies to:

Recognize factors that affect the global warming potential of different greenhouse gases.
Propose and evaluate diverse strategies to reduce the emission of greenhouse gases into the atmosphere.