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

Yung Chung 893068494
Chemistry
Marlon Benavente 890010374
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Chemistry Chemistry of Gasoline Thermochemistry 10-12 Five Per. of 53
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections

HS-ESS3-6. Use a computational representation to illustrate

the relationships among Earth systems and how those
relationships are being modified due to human activity.
Clarification Statement: Examples of Earth systems to be
considered are the hydrosphere, atmosphere, cryosphere,
geosphere, and/or biosphere. An example of the far-reaching
impacts from a human activity is how an increase in
atmospheric carbon dioxide results in an increase in
photosynthetic biomass on land and an increase in ocean
acidification, with resulting impacts on sea organism health
and marine populations.
Assessment Boundary: Assessment does not include running
computational representations but is limited to using the
published results of scientific computational models.

HS-PS1-4. Develop a model to illustrate that the release or

absorption of energy from a chemical reaction system
MP.4 Model with mathematics.
depends upon the changes in total bond energy.
Clarification Statement: Emphasis is on the idea that a
WHST.11-12.9 Draw evidence from informational texts to
chemical reaction is a system that affects the energy change.
support analysis, reflection, and research.
Examples of models could include molecular-level drawings
and diagrams of reactions, graphs showing the relative
energies of reactants and products, and representations
showing energy is conserved.
Assessment Boundary: Assessment does not include
calculating the total bond energy changes during a chemical
reaction from the bond energies of reactants and products.

HS-PS3-4. Plan and conduct an investigation to provide

evidence that the transfer of thermal energy when two
components of different temperature are combined within a
closed system results in a more uniform energy distribution
among the components in the system (second law of
thermodynamics).
Clarification Statement: Emphasis is on analyzing data from
student investigations and using mathematical thinking to
describe the energy changes both quantitatively and
conceptually. Examples of investigations could include mixing
liquids at different initial temperatures or adding objects at
different temperatures to water.
Assessment Boundary: Assessment is limited to
investigations based on materials and tools provided to
students.

Lesson Objective(s) Evidence

Students can communicate their opinions informed by

Students will be able to propose an explanation about
the use of gasoline as energy source from conducting
research online considering the laws in conservation of
energy and chemical reactions.
Students will be able to use a model to express their
explanations
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
Check students
understanding of the
pros and cons of
gasoline usage.To
identify prior knowledge
and personal opinions
Entry Level
on issues regarding
fossil fuels, climate
change, and the
vocabulary used to
describe these areas of
study.
To assess the knowledge
Formative/ of vocabulary read in
Progress the article and how it is Chart focusing on terms
Monitoring applied in sentences and
drawings.
Implementation
Class activity. Students will
express their knowledge
and opinions by choosing
whether they reply
agree/yes or disagree/no
to various questions.
Students will stand and
move to the side of the
classroom that is
correlated with their
response.Informal,
kinesthetic, class
discussion, outside of the
classroom where various
questions will be asked
and students will move
from Yes area to No area
depending on their
opinions or knowledge of
the situation described in
the question.
Formal, group activity,
construction of
Four-Corners Vocabulary
sentences and drawings
assigned by the teacher to chosen to explain the
every group found in
Bitesize article.
accurate research using the tools previously taught to
distinguish legitimate sources.
Students model explains reasons on why gasoline is a
widely used fuel source
Students model expresses the pros and cons to the
use of gasoline
Feedback Strategy How Informs Teaching
Students and teacher can
visualize the current Teacher can visualize
understanding of the which students have
classroom. Immediate. No misconceptions coming
right or wrong answer. A into the unit and which
classroom environment students have knowledge
where students are free to about the topic.This
give their opinions and not activity informs the
be ashamed of not teachers whether the
knowing an answer is vocabulary words to be
required if the students presented or the research
are to provide their strategies to be used are
accurate and true opinions rudimentary and whether
about climate change or the students might
fossil fuels. The students benefit from more
will see how their own advanced or detailed
views compare to those of information.
their classmates.
Immediate. Class
discussion on presentation
of vocabulary charts will This informs knowledge
give students the in application of terms to
opportunity to receive visual images and
feedback from teachers sentence structure.
and peers about the Further conversations of
usage of terms is
dependent on the
vocabulary term assigned. success in this activity
If the chart shows wrong and students will also be
information the chart will able to see terms on
not be posted on word word wall.
wall and the group will
need to fix it.

To provide opportunities
for students to apply
and summarize acquired
content information in
the form of a model.
Summative
Students will be able to
visually display their
understanding of the
material.
FOCUS OF INSTRUCTION
Instructional Strategies
Teacher can visually and
orally receive signs that
Students will design a
Students will present their signify the usage of
model that compares and
models to the classroom information collected.
contrasts two scenarios of
and receive feedback Teacher can also check if
cars filled with different
directly from their peers in students are applying
types of fuel. Students will
the forms of comments or proper and legitimate
write possible
questions. Students will information that was
explanations on why one
also be able to compare source from reputable
specific fuel source works
their w ealth of sources. Students will be
and the other does not.
information with others to presenting using
Explanations should be
see where students agree academic vocabulary that
supported by evidence
or disagree with their will highlight whether or
and various sources that
peers and where students not students understand
argue for or against the
have gaps in their the academic vocabulary.
use of ethanol as a fuel
information. Lastly, it highlights the
source.
students ability to work
on their own.

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher starts the lesson by introducing the unit. The teacher will
tell students that we are starting the thermochemistry unit. The
unit involves the study of changes in heat that accompanies various
Students understand the next unit they are learning revolves
chemical reactions.
around the topic of thermochemistry and heat.
Teacher says Before we dive into the we will talk about something
we consume everyday; Gasoline Teacher introduces the activity.
The teacher will designate the right side of the classroom from the
Students they will be participating in an activity that is opinion
teachers perspective as No and the left side as Yes. The
based and simply checks everyones understanding of fuel and
teacher explains that students will move to the side of the
energy. Students understand one side of the classroom is
classroom that correlates with their opinion.
designated to a Yes or No and they will be moving according to
their opinions.
Teacher instructs all students to stand. Teacher notifies students as
practice she is going to answer three sample questions that are not
related to the unit as practice for the activity. Teacher puts out a
Students stand and understand the teacher is going to be asking
reminder that this activity is opinion-based. There are no right and
three sample questions as practice for the exercise. Students
wrong answers in this activity but a simple check if everyones
understand there is no wrong or right answers to this exercise.
opinions.
1 Day
Teacher begins to read the first three questions and reminds
students of each side after every question. For example, Do you
play a sport? Left side Yes, Right side No.
Students participate in the activity and move to the side that
Note: Teacher is talking about the sides of the classroom from the
correlates to their opinions.
perspective of the student.
Co-Teacher: Participates in the activity and talks with the students
about their opinions.

Teacher proceeds to ask questions about the unit and continues to

remind students of each side after every question. Teacher
attempts to facilitate any conversation about why students pick the
Students once again participate in the activity and move to the
answers they did. Your goal is to create a debate like environment
side correlated to their answer. Students participate in
where students are debating about specific issues related to fuels
discussions that explain their choices and have appropriate
and their usage.
debates about their opinions with peers of differing opinions.
Teacher ends the day by introducing the overarching question of
the unit. Why do we use gasoline? Notify students that as they are
learning elements of thermochemistry, they should be tying back
to the usage of gasoline in the modern world.
Lesson Body
Time Teacher Does
The three days of the following activities are structured all the
same. When the students walk in, students are introduced to the
days activities, and topic in question. Teacher proceeds to model
the activity and then students conduct the activity.
Day 2 Vocabulary
Teacher starts by talking about the Four-Corners vocabulary sheet.
Teacher explains that the worksheet will be used to teach and
expose the students to various vocabulary that they may be
unfamiliar with.
Teacher proceeds to demonstrate how to use the vocabulary sheet
by using a random word such as cassowary. The teacher writes the
definition of cassowary and creates a small illustration. Teacher
highlights that the definition is created to the needs of the writer
and is not a copy of a written definition. The teacher also explains
the illustration saying that it highlights the key details. The teacher
proceeds to related terminology section and the sentence section.
The teacher uses student input to fill out the sections.
Teacher proceeds to hand out the Bitsize article. Teacher reminds
students of the overarching question of why we use gasoline in the
modern age. Teacher instructs students to read through the article
and point out 6 vocabulary words that they believe is related to the
overarching question.
Teacher circulates the room while students are reading.
As students are finishing up, notify students that today they are
going to fill out 6 four corner vocabulary sheets based on the 6
words they chose. Students should generate an understanding of
the meaning of the word using various context clues given in the
article.
4 Days
Teacher again circulates the the room while students are filling out
the worksheet. Teacher asks students how they think the word
they chose is related to the overarching question.
Day 3 Legitimate sources
Teacher introduces todays topic of finding legitimate sources.
Teacher leads a discussion on why it is important to know if
something you found and read is legitimate. What are the
consequences of it when it's false? If the use of false information
makes you wrong? If the use of false information, makes your
argument invalid?
Teacher moves on lesson how identifying legitimate sources.
Teacher uses a variety of websites pointing out the hints and clues
of legitimacy. Teacher should do the lesson of having students
observe the website. Talking about their observations. Make a
hypothesis of the legitimacy. Explain their reasoning. Then provide
feedback immediately.
Teacher announces that today students are going to be performing
this process with websites they find. Students in their notebooks
will find 5 websites related to the usage of gas. Students will write
various comments about the website through the observations
they make and then write a quick 2 sentence statement that states
why they think the information is legitimate and why.
Teacher models on website for the students.
Teacher instructs students to begin the activity. Teacher is
circulating the room making everyone is on task and discussing
with students about the websites they find.
Student Does
Day 2 Vocabulary
Students understand that the activity today revolves around the
four corners worksheet.
Students understand how the four corners worksheet is organized
and utilized. Students provide inputs to help the teacher fill out all
the information. Students understand the key parts needed to fill
out certain portions of the worksheet.
Students understand their task as they read the article. Students
are making the connection that vocabulary words should be
connected to the overarching question
Students are reading and picking out 6 words
Students understand they are going to implement the 6 words
into the worksheet.
Students are filling out the worksheet and creating discourse with
the teacher on the significance of various words.
Day 3 Legitimate sources
Students discuss with the teacher about importance of legitimacy
and understand its significance.
Students participate in the discussion of various websites picking
up noticable observations about legitimate vs illegitimate
websites.
Students understand how they are suppose to conduct the
activity by watching the teacher. Students understand the
requirements of the task.
Students proceed with the activity and discuss with the teacher
about various websites.
Day 4 Negotiation of Text
Students receive the article
Students respond to the teachers question commenting about
the struggle to read the day before.
Students understand they are learning how to close read
expository texts today.
Students see the article on the screen and see that its matching
the physical copy in front of them. They observe the teacher
negotiating the text and provide their own input during the
process. All students are following and making the same notes as
the teacher.
Students stop copying halfway. Students proceed to the rest of
the article on their own based on what they observed the teacher
do before.
Day 5 Research
Students understand today is a day of independent works and
research. They are required to find five sources and write notes
based on the content of those five. Students proceed to grab
chromebooks and conduct their research.
 Day 4 Negotiation of Text
Teacher hands out the New Scientist article.

Teacher asks a simple question about whether students were able

to clearly understand all the articles they read yesterday. If
students struggled what was the struggle in? What parts of the text
were difficult to comprehend.

Teacher introduces the topic as learning how to read expository

text. Teacher explains that like any other style of writing,
expository has a structure.

Teacher projects the New Scientist article. With the classroom, and
the teacher as the guide, the teacher negotiates the text with the
classroom. Negotiating should involve identifying the main idea,
the supporting details/arguments, evidence (factual or
opinionated), and other structural details. Teacher instructs the
students to make notes.

Teacher only does the activity halfway. Teacher instructs students

to negotiate the rest of the text.

Teacher circulates at ensures students are on task.

Day 5
Teacher announces today students will be working by themselves
on chromebooks researching about the use of gasoline. Teacher
once again reminds of the overarching question. Teacher explains
that students are required to find five different sites and write
notes on their content. The notes can be written in any format they
choose. Teacher instructs the students to grab the chromebooks.
(Organize how students grab it according to your own fashion. All
at once or by row) And to begin their work.
Lesson Closure
Time Teacher Does Student Does
Students listen to the scenario given them. Students are
Teacher will notify students that today they will be using all the
identifying key details to the story and filtering out unneeded
information they gathered in the past few days to create models of
information. Students understand the goal for today is to express
two scenarios. The scenario is that they on their way to vacation.
their opinions to their parents through the use of a model.
While driving, the car suddenly runs out of gas. The nearest gas
station was a few miles back and there arent many cars around to
Students understand that their model must compare and contrast
give you a ride back. You need a half tank of gas (7 gallons) to make
the two different scenarios. Students understand that they must
the rest of the trip. Your parents check the back of the trunk and
utilize the information theyve collected in their models. Students
sees a 5 gallon tank of gasoline, some food, alcohol, pool gear, and
understand they will be presenting at the end of class.
suitcases. Your parents suggest that we fill the tank with gasoline
and fill the remaining two tanks with the drinking alcohol when it
Students take out their notes and get into their groups. Students
runs out again instead of turning back to the gas station to save
visually and physically understand the materials available to
time. You attempted to explain to your parents your opinion
them.
through dialogue but they didnt understand you. So create a
model to help explain to your parents your opinion.
Students design their models comparing and contrasting the two
1 Days scenarios. Students are talking with each other and discussing
Note: Make this scenario as engaging as possible. Use student
what information is necessary and valuable and what information
actors, provide props, and do not use a monotone voice.
may not be needed. Students also discuss who will present which
information.
Teacher explains to students that they will create a model that will
compare and contrast two cars. One car was filled up with gasoline
Students pay attention to the front whether it is the teacher or
and the other with distilled drinking alcohol. The model should
the presenter. Students will provide feedback to the presenters in
contains elements on various traits of burning alcohol vs gasoline.
the form of comments or questions. Students are evaluating each
Various pros and cons, and reasons on why we use the particular
others models based on accuracy and precision but also
fuel. Teacher notifies students they will be presenting their models
evaluating their own models as they compare it with other
at the end of class.
models. Students are identifying what works well in their model,
peer models, and in general for the classroom.
Teacher instructs to get out all their notes about fuels from the
past few days and to get into their groups. Teacher will hand out
Students provide possible content knowledge they need to
poster paper and markers and instruct students to begin their
complete their models. Students develop a expectation of
models.
possible future lessons.
 Teacher walks around and engage in discourse wherever
applicable. Affirm students are creating models that compare two
scenarios. Students may have different ways of approaching the
design of their model but it is acceptable as long as it shows
comparison. For example, students may split the paper in half and
draw side by side comparisons or draw one model that displays
both information.

Teacher brings the class back together and announces

presentations will start. The teacher asks who would like to go
first/next? If no one is willing to go, start at the back right corner
(teachers perspective) and move across to the left then to the
front and back to the right. Provide feedback to the students about
their presentation and facilitate a time for feedback from peers.

Teacher ends the lesson by asking students what information they

need to improve their models. Teacher creates a class diagram that
has all the suggested information.
Instructional Materials, Equipment, and Multimedia

U.S. Energy Information Administration - Updates

Article for Vocabulary Lesson - Bitesize

Article for Research Lesson - New Scientist

Chromebooks, Highlighters, pencils, pens

Co-Teaching Strategies
The co teaching strategies implemented should be a mix of parallel teaching and one teach and one assist. One teacher will act as the lead conducting
the activities and the other teacher will circulate ensuring students are on task and create dialogue. During the activities both teachers will participate
in discourse asking students to explain their choices or attempt a discussion about a topic.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Freedom is given to students read
at their own level on the day of
their own research. Teacher will
provide a variety of links that may
challenge the advanced students
Four Corners vocabulary to assist Students who have short attention
and provide a higher level of
in the process of language. spans are given opportunities to
content.
move around and converse.
Groups are pre-designed to meet Activities are short and quick to
Advanced students may be
the needs of EL students. Students Readings will provided preadjusted change the pace constantly.
assigned specific words during the
who are highly proficient in to the level of the Striving readers.
four corners vocabulary to
standard english as well as Students may look up their own Students who struggle with the
challenge their comprehension of
individuals who are bilingual in sources but teacher will also acquisition of language will receive
vocabulary as well as their
the ELs native language. provide a list of links that may suit repeated instruction and
creativity to utilize it in a visual
the reading level of the students. individualized car to ensure they are
form or sentence.
Activities are modeled for the on task. These students will also be
students who are not able to fully given extra time or adjusted
Students will be assigned websites
comprehend the teachers workload to match the pace at which
that are more difficult to
instruction. they work at in the allotted time.
legitimize than other websites.

Articles at a more advanced

reading level will be provided to
the challenge the students.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Sample of Vocabulary Graphic Organizer