CI /MSMM 5E Lesson Plan Template

Title of Lesson:
UFTeach/MSMM Students Names: Michelle Andersen, Katherine Tison, Lauren Suarez, Ishin Iwasaki
Teaching Date and Time:
Length of Lesson:
Course / Grade / Topic:
Source of the Lesson: Where did you get ideas for the activities, tasks, assessments, etc. in this lesson? List
any textbooks, Internet resources, ancillary materials or human resources you consulted in your planning.

Embedding Strategies Based on Field Interactions, Making Thinking Visible and CTS:
I am including the following teaching strategies with these students because

Recommended strategy based on field
interactions
Justification for selecting this strategy





Recommended strategy based on MTV routines Justification for selecting this strategy





Recommended strategy based on CTS Justification for selecting this strategy






Florida Standards(MAFS, NGSSS, LAFS):
List only the Standards that directly apply to your objectives. Be selective.
For your convenience, simply copy and paste the appropriate standard(s) into your lesson.
o CPALMS: http://www.cpalms.org/homepage/index.aspx
o Include the numbers, cognitive complexity, and wording of the specific standard(s) that apply to
this lesson.

MAFS, NGSSS, LAFS with Cognitive Complexity:
Standard Number Benchmark Description Cognitive Complexity











CI /MSMM 5E Lesson Plan Template

Concept Development:
Build an expert concept map that demonstrates your depth of understanding of the concepts (and the
connections) you will be teaching. Remember that this is not a Cmap of what you will be doing with the
students. It is meant to be a map of an experts knowledge of the mathematical / scientific concepts that form
the basis of your lesson.
Research your topic using available textbooks, reliable Internet links, etc.
List the key concepts, vocabulary, and important ideas for your lesson (these will be your nodes).
Think about how you would make the connections between your nodes.
Share your ideas with your partner.
Make your expert concept map.

Cite your source(s) of information to indicate that you have gathered this information from reputable sources.
Where you use the Internet as a source of information, include links to referenced sites. Summarize the
background information, do not copy and paste from any of the referenced sources.

Performance Objectives
State two or three objectives in the correct format (SWBAT.).
Make sure the objectives are correlated to the standards (MAFS, NGSSS, LAFS).
Performance objectives MUST be measurable! Show specifically where each objective is evaluated
within your lesson.

Materials List
List the materials, equipment, and supplies needed for the lesson.
Include the quantities required per group and/or per student.
List and include all handouts (including the formative assessment) as part of the lesson. Attach
handouts to the end of this document.
Make sure the handouts are clearly written, well organized, and attractive.
Check that the directions are concise, and easily understood by students.

Advance Preparations
State any necessary advanced preparation on the part of the teacher(s).
Clarify how materials are to be distributed and how groups will be assigned.
Describe necessary preparation for instructional technology (i.e., powerpoints, projectors, etc.).
Attach a presentation (ppt, keynote, notebook, etc.) of at least 4 slides that will support your lesson.

Safety
Anticipate problems and give instructions for age-appropriate precautions (i.e., goggles, chemicals,
sharp objects, possible spills).
If there are no significant concerns, say that.

5E Lesson:
Engagement Time: minutes
What the Teacher Will Do What the Teacher Will Say
Probing/Pressing Questions
Student Responses (correct responses)
Possible Misconceptions



CI /MSMM 5E Lesson Plan Template

Exploration Time: minutes
What the Teacher Will Do What the Teacher Will Say
Probing/Pressing Questions
Student Responses (correct responses)
Possible Misconceptions
Instruct students to sit at
computer with their partners.
Alright everyone, you can see on
the screen in front of you, you have
an activity about the rates of
chemical reactions. With your
partner, you will be formulating
claims about the relationships that
affect reaction rate through the first
four activities, which can be seen in
the index at the top right of your
screen. We will work through the
activities together, so please do not
advance ahead of the class.

Explain first activity Take a few minutes to read the
bullet points on the page.

Now that youve read the
instructions, take a few minutes
with your partner to familiarize
yourself with the simulation and
then we will discuss what is
happening as a class. Write down
what you observe together, and just
ignore the questions at the bottom
of the page.

So now that youve had a chance to
run the simulation, lets talk about
what you observed. What happens
to the atoms as you run the
simulation?
They move around the box.

They collide and break apart.

They go faster.

They stick together.

What did you observe as you made
the simulation warmer? What about
when you made it cooler?
When it was warmer, they went faster.

When it was cooler, it went slower.
Based on your observations, are
atoms in a molecule permanently
bonded together? What evidence do
you have? Does anyone have a
different conclusion?
No, because when we made it too hot,
they collided and broke apart.

No, we all got the same results.
What relationships did you observe
between temperature and rate of
bonding?
As the temperature increases, the rate of
bonding increases.

As the temperature increases, the rate
decreases because the bonds break
apart.
CI /MSMM 5E Lesson Plan Template

Excellent, now that weve made
claims about the relationship
between temperature and bonding,
lets move on to the next
simulation.

Simulation 2 In this simulation, we will be
making a claim about the effect of
concentration on the rate of a
chemical reaction. What effect do
you think an increase in
concentration would have on the
rate of a chemical reaction? Discuss
with your partner for a minute and
write down your thoughts.
Increase in concentration will increase
the rate of the chemical reaction.
In this simulation, your goal is to
get the reaction to run at more than
80% completion. You can
manipulate how many molecules
are in the container by clicking the
control buttons on the left. Add
some atoms and time how long it
takes to get to over 80% completion
and record it in the table on your
worksheet. Now try it again with
different amounts of atoms and
compare all run times. Make sure
you record how many runs, the
amount of atoms, and the time it
took to reach the goal of over 80%
completion.

What claim can you make about the
relationship between concentration
and reaction rate? What evidence
do you have for your claim? Does
anyone disagree? If so, why do you
believe your results are more valid?
Increase in concentration will increase
the rate of the chemical reaction. When
we put more atoms in the container, the
reaction was faster.
These results are valid because we did
the run several times and got similar
results.
Why do you think this relationship
exists?
Atoms are more likely to collide when
there are more of them in the container.
Simulation 3 In this simulation, we will be
looking at how temperature affects
the rate of reaction. Take a few
minutes to run through the activity
with your partner and make a note
of your observations.

CI /MSMM 5E Lesson Plan Template

In this simulation, your goal is to
get the reaction to run at 80% or
more completion. You can
manipulate the temperature by
clicking the control buttons below
the simulation. Try running the
simulation at different heat settings
and write down the heat setting you
chose and how long it takes to get
the reaction to 80% completion.
Make sure you record how many
runs you do, the amount of heat you
used, and the time it took to reach
the goal of 80% completion.

What relationship did you observe
between temperature and reaction
rate? What evidence do you have of
this? Explain your method to the
class. Can anyone critique that
method?
As the temperature increased, the
reaction rate increased as well. We
started it at a low temperature and
measured the time and then increased
the temperature and measured the time,
etc.
What do you think would happen to
the molecules if you were allowed
to raise the temperature higher than
the slider allows you to? What
evidence do you have? Does
anyone disagree?
The molecules would collide too fast
and break apart.
Simulation 4 In this simulation, you will
formulate a claim based on your
observations about how temperature
and container size affect the
reaction rate. Before we start, who
will tell me how changing the
volume of the container affects
concentration?
If you increase the volume, the
concentration decreases. If you decrease
the volume, the concentration increases.
The goal for this simulation is to
optimize reaction time while
keeping reaction completion above
80%. For this simulation you can
manipulate container size and
temperature. How you conduct the
experiment is up to you, take a few
minutes to brainstorm with your
partner, write down your method,
and carry out your experiment. Be
sure to record all of your data.

CI /MSMM 5E Lesson Plan Template

*Teacher will draw a
temperature scale on the board
so students can better estimate
their temperature setting
Once you believe you have found
the best conditions, come write
down your fastest time and the
conditions you used to obtain that
time on the board.

Now that we have all the results on
the board, which conditions do you
think were most favorable? What
evidence do you have to support
that claim?
Group A, because they had the fastest
time. This means the molecules were
forming bonds most efficiently.
*Group a is the group with the
fastest time
Try to recreate group as time on
your simulator to see if you can
produce the same results. Why is it
important to be able to repeat the
same results?
It is important to repeat results to make
sure they are valid.
Group A, explain to us your
method. Can anyone critique this
method? Can anyone explain why
this method produced the best time?
We moved temperature and volume at
the same time and it went faster.

They shouldnt have moved two
variables at the same time. You can
only move one at a time or else you
cant contribute the change to anything
in particular.
What claim can you make about the
relationships between temperature,
concentration, and reaction rate?
What evidence do you have to
support this claim?
Increases in temperature and
concentration increase the reaction rate.
We have evidence of this in our
simulations because the reactions
occurred faster when we increased the
temperature and concentrations.
Explanation Time: minutes
What the Teacher Will Do What the Teacher Will Say
Probing/Pressing Questions
Student Responses (correct responses)
Possible Misconceptions


Elaboration Time: minutes
What the Teacher Will Do What the Teacher Will Say
Probing/Pressing Questions
Student Responses (correct responses)
Possible Misconceptions



Evaluation Time: minutes
What the Teacher Will Do What the Teacher Will Say
Probing/Pressing Questions
Student Responses (correct responses)
Possible Misconceptions