Discipline: Science

Grade Level: 10th-12th

Course: Chemistry

©Literacy Design Collaborative. September 2011

Please log in to download related resources.
Plastics…to Use or Not to Use?
What
Task?
  • Background to Share with Students
    • Chemistry is the study of matter and the changes it undergoes; you were exposed to the properties of matter in an earlier unit, but in this unit, you will be exposed to the "why" behind those properties. In order for you to comprehend your world and why materials are used for certain tasks or why they behave the way they do, you must understand the role that chemical bonding will play.

      Prompt: Does the use of plastics in food and drink containers pose a serious threat to human health? After reading scientific sources, write a report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.

  • Task / Texts
    • Teaching Task

      Does the use of plastics in food and drink containers pose a serious threat to human health? After reading scientific sources, write a report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.

      Reading Texts

      None

  • Content Standards
    • Standards Source: Number: Content Standards:

      Kentucky Core Content - Combined Science Curriculum (Unifying Concept)

      SC-HS-1.1.7

      Students will:

      • Construct diagrams to illustrate ionic or covalent bonding.
      • Predict compound formation and bond type as either ionic or covalent (polar, nonpolar) and represent the products formed with simple chemical formulas.

      Bonds between atoms are created when outer electrons are paired by being transferred (ionic) or shared (covalent). A compound is formed when two or more kinds of atoms bind together chemically.

  • Reading Standards for Argumentation
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • Read and comprehend complex literary and informational texts independently and proficiently.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • Assess how point of view or purpose shapes the content and style of a text.
      • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Scoring Rubric for Argumentation Template Tasks
Please log in to write a Journal Entry.
Please log in to write a Journal Entry.

EduCore Log-in