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Chemistry. Students answer the question, "How can we find, make, and recycle the substances we need to live on and beyond Earth?" They first examine how people could live and work for longer periods of time on the Moon and possible constraints, then develop questions about how to find, recycle, and make the substances needed for living off Earth and on it. Kit includes basic teacher access to online instructional materials, plus enough materials to teach 1 class of 32 students per day.

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Chemistry. In Chemistry 3: Molecular Processes in Earth Systems, Carolina Certified Version*, students work to answer the Unit Driving Question: "How can we find, make, and recycle the substances we need to live on and beyond Earth?"

This unit is anchored by examining future plans to live and work for longer periods of time on the Moon (NASA's Artemis mission). Students consider the constraints associated with this problem, which leads them to develop questions about how to find, recycle, and make the substances needed for living off Earth and on it. In Lesson Set 1 (Lessons 1-5), students investigate planetary surface features (Earth's and Mars') to investigate water and its unique structure and function in erosion. They also develop understandings around physical science concepts of light and matter along with Earth and space science concepts of spectroscopy as a way to identify substances off of Earth. In Lesson Set 2 (Lessons 6-9), students develop science ideas about the structure of atoms, the patterns in their bonds, the organization of the periodic table, electronegativity, bond character, and how these affect the polarity and properties of the molecule. In Lesson Set 3 (Lessons 10-12), students develop and apply the idea of conservation of matter through chemical equations in the context of a variety of substances, including those that form ionic compounds and form polyatomic ions. In Lesson Set 4 (Lessons 13-15), students consider applications of ideas students figured out to issues related to recycling and sustainability, both off Earth and on it. Students apply these ideas in a transfer task in Lesson 15.

Throughout the unit, students:

• Synthesize information from student-designed and -directed investigations around water's unique properties and liquids' and gases' interaction with light, and draw conclusions from the results.
• Develop and use multiple types of particle-level models as they build and work with the periodic table of the elements as a patterned arrangement that serves a purpose of predicting interactions due to elemental structure.
• Obtain and evaluate information and communicate information about the:
  - Location and relative amounts of substances in the solar system;
  - Ways in which scientists and engineers are substituting different substances to make the materials off of Earth we need, using the materials available on site; and
  - Development of new processes and materials related to toxic soil remediation, farming/growing food, construction, medicine, transportation, storage, and cleaning water, for both off Earth and on it.

This 1-Class Unit Kit comes with basic teacher access to instructional materials on CarolinaScienceOnline.com, plus the materials needed for a teacher to teach 1 class of 32 students per day.

Building Toward the Next Generation Science Standards
Performance Expectations (PEs)

• HS-PS1-1**: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
• 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-PS1-3**: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
• HS-PS2-6**: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
• HS-ESS1-2†: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
• HS-ESS2-1†: Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
• HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Focal Science and Engineering Practices (SEPs)

• Developing and Using Models
• Obtaining, Evaluating, and Communicating Information

Focal Disciplinary Core Ideas (DCIs)

• PS1.A: Structure and Properties of Matter
• PS1.B: Structure and Properties of Matter
• PS2.B: Types of Interactions
• PS4.B: Electromagnetic Radiation
• ESS1.A: The Universe and Its Stars
• ESS2.A: Earth Materials and Systems
• ESS2.B: Plate Tectonics and Large-Scale System Interactions
• ESS2.C: The Roles of Water in Earth's Surface Processes

Focal Crosscutting Concepts

• Patterns
• Structure and Function

*All enhancements to materials and instruction for this Carolina Certified Version of the unit are approved by OpenSciEd® to preserve the integrity of the storyline and the instructional model.

The Next Generation Science Standards® is a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.