SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name CWID Subject Area

Nic Carlson, Amy Rudenburg Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Chemical Reactions and the Chemical
Chemistry 10, 11 5 x 45 minutes
Carbon Cycle Reactions
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
W2 - Write informative/explanatory texts to
examine and convey complex ideas clearly
HS-PS1-7. Use mathematical
and accurately.
representations to support the claim that
R3 - Analyze how and why individuals,
atoms, and therefore mass, are conserved
events, or ideas develop and interact over
during a chemical reaction.
the course of a text.
HS-ESS2-6. Develop a quantitative model
SL1 - Prepare for and participate effectively
to describe the cycling of carbon among
in a range of conversations and
the hydrosphere, atmosphere, geosphere,
collaborations with diverse partners,
and biosphere.
building on others' ideas and expressing
their own clearly and persuasively.
Lesson Objective(s) Evidence
Students refine their model by adding
balanced chemical equations of the parts of
the carbon cycle model where carbon Students have correct chemical equations
changes form. for each of the processes in their model
Students are able to use academic carbon cycle.
language to describe chemical reaction in a
half page laboratory write-up.
STUDENT ASSESSMENT
Purpose/Focus
Type Implementation Feedback Strategy How Informs Teaching
of Assessment
EL 1. Informal 1. Teacher demonstrates 1. Feedback is immediate 1. The responses students
formative activity combustion of ethanol to and given verbally. During give informs the teacher
to access students students. Teacher leads the pair part of the Think- about students prior
prior knowledge students on a Think-Write- Write-Pair-Share., Students knowledge and possible
about chemical Pair-share. First students receive verbal feedback misconceptions of
reactions after answer the warm-up from their peers. The chemical reactions. . This
watching a question. What reacted and teacher can give feedback allows the teacher to
discrepant event. what was created? in their while observing students in adjust their plans to either
journal. Then they share the pair part and they also cover any missing content
2. Informal their answer with a partner. give feedback when the or to continue with the
formative activity Teacher walks around and students shares out. lesson as planned
to access students listens to students as they 2. Students prediction will
prior knowledge are sharing. Teacher asks a 2.Feedback is immediate inform the teachers of
about the specific student to share ou and given verbally. During students understanding
chemical reactions and for their classmates to the pair part of the Think- the classes of chemical
of the carbon raise hand if they had a Pair-Share., Students reactions and their ability
cycle. similar response. Then who receive verbal feedback to create a quantitative
has a different response. from their peers. The model of a reaction. The
3. Informal Those with different teacher can give feedback teacher uses this
formative activity responses share. while observing students in information to inform the
to evaluate if 2. Students do a warm-up the pair part and they also type of elaboration
 activity where they predict
the products and class of
reactions from the reactants
given. Teacher asks students
to make a prediction, then
share with a partner, then
asks a specific student to
share out.
3. In groups students create
a question about chemical
students can apply reactions. The teacher then
the content provides students with the
knowledge from lab process cut into strips so
prior lessons in that they can order it. The
order to create a students use the process of
claim about the lab in order to create a
chemical hypothesis that relates their
reactions. question to the lab process.
Whiles students are creating
4. Informal their questions and
formative activity hypothesis the teacher is
to assess students asking probing questions
comprehension of such as why did you
their observations choose that question? and
from the How did the lab procedure
investigation and influence your hypothesis?
how it relates to 4. Students answer the
chemical reactions warm -up question What
and the observations from yesterday
conservation of would you use to prove or
matter. disprove your hypothesis?
5. Informal The teacher asks students to
formative share out observations and
assessment of writes them on the board.
students ability to The teacher then asks
connect chemical students to raise their hand
reactions the if they wrote down the same
process of the observation.
carbon cycle. 5. Students do a warm-up
activity where they evaluate
their predictions from day 2
and revise the equation to
include the new content
knowledge gained. Teacher
asks students, share their
revised chemical equations
with a partner, then asks a
specific student to share out.
PM 1.1Informal 1.1Students create Focus
formative activity Graphic organizer for
where students combustion in order to
use academic create a definition for
vocabulary to combustion using newly
describe a specific acquired academic
chemical reactions vocabulary. In a class
class, combustion. discussion students initially
1.2 Informal brainstorm words that come
formative to mind when they hear the
assessment to word combustion. The
evaluate students students classify the words
comprehension of as, always, sometimes or
the chemical never present or as
reaction examples. Using these
combustion. classifications students
2.1 Formal create a definition for
formative carbon.
assessment used 1.2. At the end of class
give feedback when the
students shares out.
3.The teacher gives
students immediate verbal
feedback about their
hypothesis in class, prior to
the lab. Written feedback
will be given according to
the rubric that they will use
for the investigation
process.
4. Feedback is immediate
and given verbally by the
teacher and with hand
gestures from the other
students. Students gain
feedback of the relevance
of their observations and is
informed of other
observations they were
unaware of .
5.Feedback is immediate
and given verbally. During
the pair part of the Think-
Pair-Share., Students
receive verbal feedback
from their peers. The
teacher can give feedback
while observing students in
the pair part and they also
give feedback when the
students shares out.
1.1 Feedback is given
immediately and verbally
by both the students and
the teacher. uring the
discussion the students
give feedback to their
peers, through voting on
whether they agree or
disagree with the words are
always, sometimes or
never present or as
examples of combustion.
The teacher gives feedback
through asking probing
questions about students
classifications.
1.2 Feedback is given the
next day by the teacher
through addressing
activities that the students
will perform in order to
clarify their
understanding.
3. The teacher is informed
of students ability to use
the prior knowledge of
chemical reactions in
order to compose a
hypothesis that can be
answered by the lab that
they will perform. This
allows the teacher
evaluate students ability
to synthesize using this
content knowledge and
what possible scaffold
may or may not need for
future synthesis activities.
4. The teacher is informed
of student's ability to
make connections
between their
observations in the
investigation and their
content knowledge. The
teacher can use this to
evaluate students
comprehension and decide
on the amount of support
student may need in
order to write up their
observations. Maybe an
additional graphic
organizer to make
connections could be
added.
5. The teacher is informed
of the new content
knowledge students have
gained and is able to
adjust instruction in order
to fill in any gaps or
misconceptions have
during the creation of the
class consensus for the
reactions..
1. The graphic organizer
and exit slip will be used
in order to inform the
teacher of students
knowledge of academic
vocabulary and how it
relates to chemical
reactions. The teacher will
use this in order to
evaluate whether they
need to integrate more
scaffolding of academic
vocabulary into the next
lesson.
2. The guided worksheet
and the exit slip are used
in order for the teacher to
evaluate students ability
to balance a quantitative

students individually balance
octane on a post-it to and
turn it into the teacher.
2.1 The teacher introduces
the website PHET Colorado
and the guided worksheet.
to evaluate Students answer the free
students ability to response questions and then
balance chemical turn it in at the end of the
reactions. class in order to be graded.
2.2 Informal 2.2 The teacher provides
formative students with the octane
assessment used equation on the board and
to evaluate asks students to balance it
students ability to on their exit-slip.
balance a novel 3. The teacher walks around
chemical equation. the class during the
3. Informal investigation and asks
formative probing questions during the
assessment of collection of data. The
students ability to teacher evaluates the data
perform an and results collected from
investigation and the investigation before
gain meaningful students leave class,
data from it. 4. The teacher provides
4. Formal students with a Lab report
formative rubric that informs students
assessment of the expectations for the
evaluating write -up. The teacher
students ability to reviews the rubric in class
use academic and points out key areas.
language in order During the write up the
to convey the teacher asks students to
observations and describe what they are
conclusion of their writing in their report and
investigation. ask how they feel it relates
5. Informal to the investigation and
formative where it measure on the
assessment where rubric.
students use the 5. In groups the students
content revise the carbon cycle
knowledge gained model by adding the
about chemical reactions that they learned
reactions to revise through their lesson. The
the carbon cycle groups then present their
model created in revised models. The teacher
the first lesson. then facilitates groups
sharing out their group
revisions . the class uses the
revisions presented to form a
class consensus model
created via a class
discussion
FOCUS OF INSTRUCTION
Instructional Strategies
Problem of the Day - Students answer a warm-up question to activate prior knowledge.
Think-Write-Pair Share - Allows students time to express their ideas in words, and to listen to other students ideas
and reformulate their own thoughts.
Vocabulary worksheet - Teacher models how to fill out the notes and student does the last two vocabulary words on
their own.
Combustion Concept Diagram - Helps students come to a joint understanding of the vocabulary word combustion.
Refining Models - Students refine carbon cycle model adding Chemical reaction details
Ordering the Procedure - Students put the steps of the procedure in an order that makes sense before starting the
model of chemical
common issues the
reactions. This informs the
students had from the
teacher of students
lesson in a quick class
acquisition of the skill and
discussion.
any misconceptions. The
2.1 Feedback is given
teacher can use this to
through a number grade
adjust instruction by
and through comments
adding additional practice
written on the student's
or reviewing students
paper. The paper will be
work. in a class discussion.
returned the next day.
3. The teacher uses
2.2Feedback is given the
probing questions and the
next day by the teacher
students data set to
through addressing
evaluate students ability
common issues the
to perform an
students had from the
investigation and connect
lesson in a quick class
that investigation to
discussion.
chemical reaction work
3. The teacher provides
from prior lessons.
immediate feedback during
Instruction is informed as
the lesson by asking
it can change how the
probing questions on
teacher facilitates the
students results in order to
investigation in the next
lead them to an idea or
class/school year.
conclusion. The teacher
4. The teacher uses this
also gives immediate
formal progress
verbal feedback on the
monitoring assessment to
accuracy and precision of
evaluate students ability
students data sets when
to analyze data and
they see them before they
synthesize a n explanation
leave class.
for patterns in the data.
4. A number grade and
This informs how much
written feedback is given to
support the teacher ened
the students through the
to implement during the
rubric and through
next investigation,
comments on students
whether they can make
google spreadsheet, no
students next
more than 3 days after the
investigation more self-
lab report was turned in.
guided or if additional
Immediate verbal feedback
scaffolds need to be put in
is given during the class
place.
when students are
5. The teacher uses
answering the teacher's
process of creating the
verbal questions about the
class consensus model to
lab write up.
inform the probing
5.Feedback is given
questions that they use to
immediately and verbally
lead the discussion. They
by both students and
do so in order to help
teachers. Students give
students make
feedback when discussing
connections and recognise
what revisions they believe
patterns. They use the
are important in the group
discussion to evaluate
and class consensus model.
students content
the teacher gives feedback
knowledge from the unit
through asking probing
and this informs how they
questions and facilitating
might edit their instruction
the discussion on the class
for the lesson in the
consensus model.
subsequent year.
 lab to show they understand the significance of each step.
Conservation of Mass Investigation - Students complete an investigation to determine what happens to vinegar and
baking soda after it reacts.
Conservation of Mass Graph - A visual representation that shows how the mass of the reactants relates with the
mass of the products.
Exit Slip - Teacher uses it to measure progress of student learning and to see if students need additional practice..
Rubric- Rubric provided so students understand the expectations for the closing group presentation activity.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Day 1 (Engagement) (Types of Reactions)
Teacher starts the class off with a demonstration of
the combustion of ethanol. The teacher pours 25mL
of ethanol in a 5 Gallon jug and shakes the ethanol
until it becomes a vapor. The teacher asks the
Day 1 (Engagement)
students what they think will happen when a lighter is
put at the end of the jug and why. Students watch the demonstration where ethanol
After the demonstration the teacher asks the
goes through combustion.
question: What was reacted and what was created Students write down their answer to the question,
or the product in the reaction? The teacher goes over What was reacted and what was created, during the
the question with a class discussion. reaction?
The teacher hands out vocabulary sheets with the After students have their initial response they share
different types of reactions (single replacement, with their pair partner and come up with a joint
double replacement, synthesis, decomposition). The theory.
teacher uses the strategy I do, we do together, and The teacher then holds a class discussion about what
you do individually. First the teacher goes over the happened during the reaction, and what the
first reaction class and vocabulary words with the reactants and products were.
students and show the students the format that they Student then receive a handout with the 4 types of
should be taking notes in. The second reaction class reactions (single replacement, double replacement,
they go over together as a class. The teacher asks synthesis, and decomposition).
students questions that they can then answer and fill Students follow allow aas the teacher goes over the
45 min in their notes for that reaction class. After completing first type of reaction and how to take notes on the
the first two the teacher tells student to take 8 worksheet.
minutes to individually fill out to annotate the last two For the second type of reaction students work as a

reaction classes on the sheet. The teacher circulates class to write down the correct notes about the
the class and monitors student progress. The reaction.
Using the first two reactions as examples the
teacher scaffolds students when necessary to help
students complete notes on the last two types of
them understand the vocabulary better.
The teacher leads the class in a discussion using a reactions on their own.
Students engage in a full class discussion about the
combustion concept diagram. The teacher gives an
concept diagram on combustion. Students must
example of combustion and then asks students to
come up with examples and organize concepts into
give other examples of combustion. After getting
combustion always, sometimes, or never has items.
some examples of combustion the teacher asks
Students record the result in a concept map graphic
students what can always be found in combustion.
organizer.
The class then does a thumbs up/down vote to check.
Students complete the exit slip, Do you agree with
If any student has their hand down they must explain
the definition of combustion we created? Why?.
to the rest of the class why, or students with their
After they complete their answer they can leave the
thumb up must convince that student. This is also
class.
done with what is never in combustion, and what is
sometimes in combustion. After voting students will
create a definition of what combustion is.
The teacher hands out an exit slip, Do you agree with
the definition of combustion we created? Why?
Lesson Body
Time Teacher Does Student Does
Day 2 (Explore Continued Data Collection) Day 2 (Explore Continued Data Collection)
3x45mi
n The teacher gives the students the warm-up: Predict Students write down the reactions in their carbon
the products of reactions that happen in the carbon cycle model and try their best to individually write
cycle and try to label which category of reaction each them down on their carbon cycle model.
one is. Students watch and listen as the teacher shows
Teacher gives an example of what makes a chemical them an example of how to balance a chemical
 equation balanced
Teacher gives students guided notes to follow along
with the computer simulation about balancing
chemical equations
Teacher provides students with the following link to
the simulation about balancing chemical equations
https://phet.colorado.edu/en/simulation/balancing-
chemical-equations
While students are working on the simulation the
teacher is monitoring student progress and
scaffolding students who are having difficulties.
The teacher gives students a post simulation
worksheet with questions about what the students
observed and learned during the simulation.
The teacher gives students an exit slip where the
students have to balance combustion of octane. The
teacher checks students answers before they leave.
The teacher helps scaffold students who need more
help.
Day 3 (Explain and Elaborate)
Teacher reviews lab safety, and checks to make sure
all students are wearing lab safe clothing.
Teacher scaffolds how to ask questions, and asks
students to create pre lab questions to answer.
Teacher makes sure that students include the words
Chemical reaction, reactant and products in the pre
lab questions.
Teacher gives each lab group the steps of the
procedure for the lab out of order, this makes sure
that students understand the reasoning for each step
and why they are in that order. Once students put the
procedure in the right order and the teacher checks
students can start working on the lab and gathering
data..
Teacher gives students a sentence structure to help
students each create their own hypothesis based on
the lab procedure and background knowledge.
Teacher monitors student safety and understanding
during the lab
Teacher checks that students have a complete data
set before leaving class.
Day 4 (Elaborate and Evaluate)
The teacher gives students the warm up question,
What observations from yesterday would you use to
prove or disprove your hypothesis?
The teacher holds a class discussion and writes down
student ideas on the board.
The teacher discusses with the class what data they
gathered and asks what the best way to organize it
would be. The teacher then demonstrates how to use
google sheets and makes chromebooks available for
students.
Teacher monitors students as they make a table and
make a graph from their table. Teacher scaffolds
students who need help with the table or graph by
asking students guiding questions
Teacher haves each student write a reflection on the
equation and the strategies used to do so.
Students work on the computer simulation to
balance chemical equations while seeing visuals of
molecules they are adding to both sides of the
equation. Students complete the guiding worksheet
as they work through the simulation.
The students answer post simulation questions to
reflect on what was going on during the simulation
and so they learn why they did the steps that they
did.
Students complete an exit slip in which they must
balance the combustion of octane before leaving
class.
Day 3 (Explain and Elaborate)
Students enter the class wearing appropriate
clothing and close toed shoes because today they
are completing a lab.
Students create their own pre lab questions after the
teacher models how a pre lab question should look
like.
Students complete these pre lab questions in their
lab groups. after the pre lab questions are complete
students arrange each step of the procedure in the
correct order.
Student follow the procedure and collect and record
all the necessary data and results.
Day 4 (Elaborate and Evaluate)
Students answer the warm up question, What
observations from yesterday would you use to prove
or disprove your hypothesis? Students discuss it as
a class so that all students know how to prove or
disprove their hypothesis.
Students give input to the class about their data and
how to organize it when asked by the teacher.
Students come together on a consensus about the
best way to organize their data in a table.
Student put their data from the lab in a table to
organize it. in google sheets Students then graph
their data. Student must find the best variables to
graph, if they are struggling the teacher can help
scaffold them. They should be graphing mass of
reactants vs. mass of products.
Students write a lab reflection including vocabulary
words and how the lab relates to the carbon cycle.
Students share the table, graph and reflection
through google drive to be graded.
 lab including vocabulary words and how the lab
relates to the carbon cycle and how this lab could be
expanded.
Teacher helps scaffold students who need help by
providing sentence frames that can be used while
writing.

Time Teacher Does

Day 5 (Evaluate)
Teacher instructs students in a warm-up activity
where they evaluate their predictions from day 2 and
Day 5 (Evaluate)
revise the equations to include the new content
Students do a warm-up activity where they evaluate
knowledge gained.
their predictions from day 2 and revise the equation
Teacher breaks the class into groups which must
to include the new content knowledge gained.
come to a consensus of their model of the carbon
Students meet in groups to make a group consensus
cycle reactions. The teacher monitors student
of a model of reactions. Students in a group must all
responses and engagement.
agree on one model.
Teacher gives each group 1 minute to to present a
1x45 1 student per group presents a brief summary of the
quick summary of the revisions they made
revisions they made.
Teacher leads class in a discussion to come up with a
Each group contributes to the class discussion by
class consensus about what each equation looks like
saying what reactions they ithink should be included
in the carbon model. This includes what are the
in the carbon cycle and why?
products and reactants of each reaction. The teacher
Students leave class with a final class consensus of
moderates the discussion by asking questions such as
the carbon cycle model with reactions.
what evidence have you gathered to explain that.
Teacher adds what students have jointly to the class
consensus model of the carbon cycle.

Instructional Materials, Equipment, and Multimedia

12 500 mL Erlenmeyer flask, 12 balloons, baking soda; vinegar; sticky poster paper. markers; combustion concept
diagram;; Sentence strips with lab procedure, post lab questions; 5 gallon jug; ethanol; BBQ lighter; class set of
chromebooks; simulation worksheet and post simulation questions; and graph paper.
Co-Teaching Strategies
Much of the work in this lesson is individual work done by students alone or students working in groups. By co-teaching
this lesson it increases the ratio of teachers to students allowing students to get more meaningful feedback. Both
teachers will be monitoring and assisting students during individual and group work to ensure that students are
productive, and are using evidence from the class to make their models and arguments.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs

Think-Write-Pair Share Think-Write-Pair Share Think-Write-Pair Share Graphic Organizers to help

Graphic Organizers to help
students with concepts and
vocabulary
Sentence structures to help
aid in the writing process.
The lab investigation and
demonstration provide
visuals that can help EL
students see and
understand conservation of
mass.
Heterogeneous grouping
helps students better
develop their english and
academic language skills.
The small groups also gives
these students time to
practice their english in a
safe environment.
I do, we do, You do
Graphic Organizers to help Graphic Organizers to help students organize their
students with concepts and students with concepts and concepts and vocabulary
vocabulary vocabulary The lab investigation
Sentence structures to help Sentence structures to help includes the matching of
aid in the writing process. aid in the writing process. procedures so that
The lab investigation and The lab investigation and advanced students can help
demonstration provide demonstration provide other students reason
visuals that can help visuals that can help through a possible order of
striving readers see and students with special needs steps.
understand conservation of see and understand Heterogeneous grouping
mass. conservation of mass. helps students better
Heterogeneous grouping I do, we do, You do provides articulate their ideas to
helps students better scaffolding for students in others in a manner that
develop their reading and order to complete the they can understand. These
writing skills. The small vocabulary hand out students can help scaffold
groups also gives these individually. Teacher other students in their
students time to practice modeling , then practice group by providing other
their reading and with the whole class, then different scaffolding
vocabulary in a safe practice individually. support than the teacher.
environment. Heterogeneous grouping The diversity of the groups
 helps students better
develop their ideas because
they can receive scaffolding
I do, we do, You do
provides scaffolding for EL from the students in their
provides scaffolding for are also a strength for
students by introducing the group. By having diverse
striving readers students by advanced students too
academic vocabulary then groups students can see
introducing the academic because it allows them to
practice vocabulary as problems from multiple
vocabulary then practice see science from diverse
class, then practice perspectives. The small
vocabulary as class, then perspectives as well.
individually. groups also gives these
practice individually.
students time to practice
their science and vocabulary
in a safe environment.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Lesson introduces and investigate chemical reactions and relates them to the Carbon Cycle. Students learn how to
create and balance a mathematical representation of a reaction (Chemical Equations)
We are in the first step of the collaborative model of the Technology matrix. The next lesson, Individual use of tools. The
next lesson should use the second step of using tools collaboratively.