HS Chemistry Unit 2

Why do objects rust in different ways? Unit Plan Unit Summative

Assessment 🔹

Lesson 1: Why do objects rust in different ways?

Lesson Overview Lesson Resources Differentiation Resources

What We Do: Students observe a video of the anchoring ● Teacher Facilitation Guide ● Review Mini-Lesson 1 🔹
phenomenon and photo document rusting in their own
lives. Students then generate initial ideas about why ● Slide Deck 🔹 ● EL Support Mini-Lesson A
objects rust and develop a Driving Question Board for the
unit. ● Student Handout 🔹 & Sample
Responses
What We Figure Out: It appears that many of the objects
we find in the city rust quite a bit. We think this has a lot ● Anchoring Phenomenon
to do with weather factors in Chicago, including the rain, Video (0:00-0:26)
snow, humidity, and extreme or changes in temperatures.

Lesson 2: What factors cause objects to rust the most?

Lesson Overview Lesson Resources Differentiation Resources Assessments

What We Do: Students plan and carry out What We Figure Out: In our rusting ● Teacher Facilitation ● Expectation Checklist 🔹 ● Lesson 2
an investigation to explore what factors investigations, we observed that iron Guide Assessment - A
cause iron nails to rust, while considering nails with water rusted more than ● Review Guide 🔹 & Answers 🔹with
confounding variables. Students use their nails without water, and nails with salt ● Slide Deck 🔹 Differentiation
findings from the investigation to develop rusted more than nails without salt. ● Review Mini-Lesson 2 🔹
Options 🔹
new explanations and models of the We also saw that with a higher ● Student Handout 🔹&
Sample Responses ● EL Support Mini-Lesson A
anchoring phenomenon. temperature, more rust was formed. ● Lesson 2
We have a lot of different ideas for Assessment - B
how and why these nails rusted in ● Initial Model 🔹 with
. different ways Templates (Light Pole Differentiation
🔹 & Nail 🔹 & Your Options 🔹
Object 🔹)

Lesson 3: How does a new substance like rust form?

Lesson Overview Lesson Resources Differentiation Resources Assessments

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What We Do: Students are first introduced What We Figure Out: When ● Teacher Facilitation ● Expectation Checklist 🔹 ● Lesson 3
to scale, atoms, and the periodic table. rust forms, it forms as a result Guide Assessment - A
Students observe several demonstrations of iron rearranging on the ● Collective Sensemaking 🔹with
of chemical reactions to collect evidence atomic and molecular level ● Slide Deck 🔹 Unscramble 🔹 Differentiation
on how properties of substances change and forming a new product Options 🔹
during a chemical reaction. Students then called rust. During these ● Student Handout 🔹& ● Review Guide 🔹& Answers
use a magnetic marble model to show how chemical reactions, the Sample Responses ● Lesson 3
● Review Mini-Lesson 3 🔹
atoms rearrange during the chemical reactant atoms and molecules Assessment - B
reactions that they observed. collide and break apart into ● Reaction Directions 🔹 ● EL Support Mini-Lesson A 🔹with
individual atoms. These atoms Differentiation
then rearrange and come Options 🔹
together to form a new
product that has new
observable properties.

Lesson 4: Why do some things rust faster than others in different conditions?

Lesson Overview Lesson Resources Differentiation Resources Assessments

What We Do: Students are What We Figure Out: Rust forms as a ● Teacher Facilitation ● Expectation Checklist 🔹 ● Lesson 4
introduced to the concept of result of iron and oxygen reactants Guide Assessment - A
activation energy through a rearranging on the atomic and ● Collective Sensemaking 🔹with
simulation. Students then use molecular level and forming a new ● Slide Deck 🔹 Unscramble 🔹 Differentiation
three different models to collect product called iron oxide. This process Options 🔹
evidence on how factors like occurs via collisions on the atomic ● Student Handout 🔹 & ● Review Guide 🔹 & Answers
water, temperature, and salt affect level. Reactions occur faster when there Sample Responses ● Lesson 4
● Review Mini-Lesson 4 🔹
rusting at the atomic/molecular is high kinetic energy of the particles Assessment - B
scale. (high temperature), increased surface ● Models 🔹 ● EL Support Mini-Lesson A 🔹with
area, or a catalyst present. Differentiation
● Introduction Options 🔹
● Challenge Mini-Lesson I 🔹
Simulation
● Challenge Mini-Lesson II 🔹
● Rusting Simulation

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Lesson 5: Why do objects rust in different ways?

Lesson Overview Lesson Resources Differentiation Resources

What We Do: Students evaluate the strengths and limitations of their competing initial ● Teacher Facilitation Guide ● Expectation Checklist 🔹
models and explanations. Students develop final models, provide each other feedback, and
revise their model. ● Slide Deck 🔹 ● Review Mini-Lesson 5 🔹

● Student Handout 🔹 & Sample ● EL Support Mini-Lesson A

Responses
● Challenge Mini-Lesson I 🔹
● Final Model Templates (Light
Pole 🔹 & Nail 🔹& Your Object 🔹) ● Challenge Mini-Lesson II 🔹

● Final Model Sample Response

Targeted Explanation of Anchoring Phenomenon:

When rust forms, it forms as a result of iron and oxygen reactants rearranging on the atomic and molecular level and forming a new product
called iron oxide. This process occurs via collisions on the atomic level. When there is enough kinetic energy in the system due to the
temperature being high enough, the energy of the molecules of oxygen colliding with the iron is enough to break the oxygen bonds and form new
bonds with iron to create iron oxide, or rust. Water and salt are catalysts in this process and speed up the breaking down of oxygen, which makes
the rusting reaction happen faster. We observed this in our rusting experiments in which we saw that iron nails with water rusted more than nails
without water, and nails with salt rusted more than nails without salt. We also saw that iron filings rusted faster than iron nails, and this is
because increasing the surface area of iron allows more collisions to happen, making the reaction happen faster. We also saw that with a higher
temperature, more rust was formed. This is because when there are more collisions, the reaction happens faster.

Click on the 🔹 symbol to access the Spanish version.