Name: ______________________________________________ Date: ________________ Period: ________________

HS Chemistry Unit 2 Lesson 3: How does a new

substance like rust form?

Part 1: Brainstorming Our Initial Ideas

1. Individually brainstorm ideas on the lesson question, “How does a
new substance like rust form?”

Our Current List of Factors My New Ideas & The Class’s New Ideas

Optional sentence stems:

● “I think rust forms because…”
● “I think on the particle level, rust forms when…”

Part 2: New Ideas to Reason With

1. Observe the two different models of water below. Record your observations about how the Unit 1 and
Unit 2 models of matter are similar and different.

Models of Matter My Observations

Optional sentence stem:

● “The two water models are similar/different
because…”

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 1
 2. Record the definitions your teacher introduces based on the ideas you generated in the previous
discussion.
Atom

Periodic Table

3. Use the provided key, model, and magnetic marbles to come up with rules for how atoms come
together to form new substances. As you make these models, record…
a. A sketch of the model
b. Your observations of how the magnetic marbles interact.

Key

C H O S

CH4 2 CO2 H2O 3 H2S 2 H2

Methane Carbon dioxide Water Hydrogen sulfide Hydrogen gas

How are the

marbles
interacting?

4. Record the definitions your teacher introduces based on the ideas you generated in the previous
discussion.

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 2
Subscripts

Coefficients

Part 3: Carrying Out An Investigation

5. Follow the provided directions to perform each of the following chemical reactions.
6. Record the masses of the substances and your observations of the substances before, during, and
after the reaction.

Reaction 1: Baking Soda and Vinegar

C2H4O2 + NaHCO3 → NaC2H3O2 + H2O + CO2

Mass Before Reaction Mass After Reaction

Empty Test Tube

Baking Soda and Test Tube

Vinegar and Test Tube

Balloon

Total Mass

Observations of Substances and Reaction

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 3
 Reaction 2a: Silver Nitrate and Sodium Chloride

AgNO3 + NaCl → AgCl + NaNO3

Mass Before Reaction Mass After Reaction

Empty Test Tube

Silver Nitrate and Test Tube

Sodium Chloride and Test Tube

Total Mass

Observations of Substances and Reaction

Reaction 2b: Silver Nitrate and Potassium Chromate

2 AgNO3 + K2CrO4 → Ag2CrO4 + 2 KNO3

Mass Before Reaction Mass After Reaction

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 4
 Empty Test Tube

Silver Nitrate and Test Tube

Potassium Chromate and Test

Tube

Total Mass

Observations of Substances and Reaction

Reaction 3: Zinc and Copper Sulfate

Zn + CuSO4 → Cu + ZnSO4

Mass Before Reaction Mass After Reaction

Empty Test Tube

Zinc

Copper Sulfate and Test Tube

Total Mass

Observations of Substances and Reaction

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 5
 Reaction 4: Burning Methane Gas

CH4 + 2 O2 → 2 H2O + CO2

Observations of Substances and Reaction

7. What patterns do you notice in your observations? What common features do you notice among the
reactions?

Optional sentence stems:

● “When reactions occur, ______ can change.”
● “When reactions occur, ______ can form.”
● “When a reaction happens, properties of a substance seem to…”
● “The mass of the substances before the reaction were ____________ as the mass of the substances after the

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 6
 reaction.”

Part 4: Developing & Using Models

8. Use the magnetic marbles to represent each of the
chemical reactions from the investigation. As you
create the reaction with the magnetic marbles, record
a model and explanation of your observations of how
the substance changed at the microscopic scale to
form new substances.

Reaction 1: Baking Soda and Vinegar Produces Sodium Acetate, Water, and
Carbon Dioxide

Chemical
Equation
C2H4O2 + NaHCO3 → NaC2H3O2 + H2O + CO2

Model

Before Reaction After Reaction

C
Atom Count
H

Na

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 7
Reaction 2a: Silver Nitrate and Sodium Chloride Produces Silver
Chloride and Sodium Nitrate

Chemical
Equation
AgNO3 + NaCl → AgCl + NaNO3

Model

Before Reaction After Reaction

Ag

N
Atom Count
O

Na

Cl

Reaction 2b: Silver Nitrate and Potassium Chromate Produces Silver

Chromate and Potassium Nitrate

Chemical
Equation
2 AgNO3 + K2CrO4 → Ag2CrO4 + 2 KNO3

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 8
 Model

Before Reaction After Reaction

Ag

N
Atom Count
O

Cr

Reaction 3: Zinc and Copper Sulfate Produces Copper and Zinc Sulfate

Chemical
Equation
Zn + CuSO4 → Cu + ZnSO4

Model

Atom Count
Before Reaction After Reaction

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 9
 Zn

Cu

Reaction 4: Burning Methane Gas and Oxygen Produces Water and

Carbon Dioxide

Chemical
Equation
CH4 + 2 O2 → 2 H2O + CO2

Model

Before Reaction After Reaction

C
Atom Count
H

9. What did you notice happened to the atoms in each substance as the “reaction” occurred?

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 10
Optional sentence stems:
● When substances react, the atoms ____ to form….
● The atoms that made up the original substances ____ to make….
● “The number of atoms _____________ from start to finish.”

10. Record any new ideas your teacher introduces based on what we have figured out in this investigation.

Part 5: Collective Sensemaking

11. We will now make sense of the evidence we have collected to answer the lesson question.
● First record the evidence we collected during the investigation and notes.
● Then use the evidence to answer the lesson question: “How does a new substance like rust
form?”

Evidence We Collected
Record vocabulary, new ideas, and key concepts
that we uncovered in this lesson.

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 11
Optional Sentence Stems:
● “When reactions occur, ● When substances react,
______ can change.” the atoms ____ to
● “When reactions occur, form….
______ can form.” ● The atoms that made
● “When a reaction up the original
happens, properties of a substances ____ to
substance seem to…” make….
● “The mass of the ● “The number of atoms
substances before the _____________ from start
reaction were to finish.”
____________ as the
mass of the substances
after the reaction.”

Scientific Reasoning
Engage in sensemaking to answer the lesson question by using the evidence we collected:
How does a new substance like rust form?

My Ideas Class Consensus Ideas

Optional Sentence Stems:

● “The reason this happens is because…”
● “When substances react…”
● “This means that…”
● The atoms that make up the original substance…”
● “This is why…”

Part 6: Connecting Back To The Phenomenon

HS Chemistry | Unit 2 Lesson 3: How does a new substance like
rust form? 12
 12. Use the evidence we obtained from this lesson to
evaluate the competing models from our
anchoring phenomenon. Choose one model to
critique and record your critique below and on a
sticky note to place on the model. Sentence stems
to support your thinking are shown below.

● We think (evidence from summary table) supports (feature of the original model) in this model.
● We think (evidence from summary table) supports part of this model, but we would like to change
(feature of the original model) to (new idea to add) to make it more accurate.
● We think (evidence from summary table) contradicts (feature of the original model) and that we need
to remove it.

Name of Initial Feedback

Model/Explanation

Part 7: Brainstorming New Questions

13. What new questions do you have that will help us figure out more
about our anchoring phenomenon and driving question? Brainstorm
any new questions in the space below, and add one to a sticky note to
place on the Driving Question Board if you choose.

Part 8: Reflecting on Progress

Reflect on your progress toward the lesson performance expectation. Use the rubric and questions below to
help you think about your current level of understanding and where you still have room to grow.

Lesson Performance Expectation

Students use models to illustrate how atoms are conserved in a chemical reaction and explain how atom
rearrangements correspond to macroscopic changes.

1 2 3 4

Performance Statement Performance Statement Performance Statement Performance Statement

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 13
Student uses an Student uses an Student uses an Student uses an
atom/molecular-level model atom/molecular-level model atom/molecular-level model atom/molecular-level model
and makes observations to illustrate the to illustrate the to illustrate the
from the lab investigation. conservation of matter and conservation of matter and conservation of matter and
explains the changes explicitly connects the coherently connects the
observed at the model to the changes model to the changes
macroscopic scale. observed at the observed at the
macroscopic scale. macroscopic scale, using
multiple pieces of evidence.

Criteria Criteria Criteria Criteria

● Student makes a ● Student creates a Student completes criteria Student completes criteria
model. model that follows from each level below as from each level below as
● Student makes conservation of matter, well as… well as…
macroscopic by accounting for the ● Student provides ● Student uses multiple
observations from the number and types of evidence in defense of pieces of data to
lab investigation. atoms in reactants and their model explain the connection
products. demonstrating between the
● Student describes how conservation of matter atom/molecular-level
their model illustrates and justifies model and the
conservation of matter macroscopic macroscopic
on the atom/molecular- observations from their observations.
level. lab investigation.
● Student explicitly
connects the molecular-
level rearrangement of
atoms to the
observations from the
lab investigation.

14. Which level of performance do you think you are currently at? What evidence do you have to support
your conclusion?

15. Which parts of the performance expectation do you still need to work on? What resources will you use
to help you grow?

HS Chemistry | Unit 2 Lesson 3: How does a new substance like

rust form? 14