The OpenSciEd High School Chemistry course is intended to engage students deeply in science ideas in preparation for citizenship, college, and careers. Therefore, the focus is on students developing science ideas to make sense of the world around them and solutions to our greatest engineering challenges rather than emphasizing facts and procedures that can be memorized. This aligns with recent research in science education and the learning sciences, as well as the Framework for K-12 Science Education (National Research Council, 2012) and most states’ science standards. After students develop science ideas, they often circle back to them as they explain increasingly complex phenomena.

A full year of chemistry with integrated Earth and space science content is developed within the five OpenSciEd units. Embedded throughout the units are opportunities to develop skills needed in the chemistry classroom and field. Scaffolding is included when new skills are introduced to support students on an as-needed basis, so no standalone lab skills unit is needed at the beginning of the year. For example, the first unit, C.1 Thermodynamics in Earth’s Systems, is centered around the effects of polar ice melt on sea level. Students make predictions about the impacts of different areas of ice melting using mathematical skills centering on geometric measurements of volume and comparison of integers with powers of 10 or exponents. Students also practice and develop skills around taking measurements during laboratory investigations and using mathematics to make sense of those measurements. The second unit, C.2 Structure and Properties of Matter, has students figure out how lightning forms and interacts with different substances. Students develop and practice algebraic thinking around Coulomb’s Law and continue work with exponents. The third unit, C.3 Molecular Processes in Earth Systems, has students consider what substances we would need to make, find, or recycle to survive off of Earth. Students develop and compare models of atomic structure and determine which one to use based on need. The fourth unit, C.4 Chemical Reactions in Our World, focuses on designing solutions to prevent oyster die-offs caused by decreasing ocean water pH. Students use stoichiometry to develop and evaluate solutions to prevent future die-offs. The final unit, C.5 Energy from Chemical & Nuclear Processes, has students evaluate which types of fuels and transportation options we should use to benefit Earth and communities. All previous mathematical skills are leveraged in this final unit. 

References

American Chemical Society. (2018). ACS Guidelines and recommendations for teaching middle and high school chemistry. www.acs.org /mshsguidelines

National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards. https://www.thecorestandards.org/

National Research Council. (2012).  A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. The National Academies Press. https://doi.org/10.17226/13165

NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.