Appendix A

Lesson Plan Templates for Signature Assignment and Mini-Teach

Choose the template that best fits your lesson
Direct instruction

Teachers: Meghan Montoya & Katie Chance (IMT)

Subject: 9th grade Advanced

Placement Chemistry

Standards:

Strand 5: Physical Science, Concept 4: Chemical Reactions- Investigate relationships between

reactants and products in chemical reactions, PO 4: Distinguish among the types of bonds (i.e.
ionic, covalent, metallic, and hydrogen bonding).

Objectives (Explicit):

Through experimentation with four salt compounds (NaCl, KI, MgSO4, NaHCO3), SWBAT
identify ionic bonds based on their physical properties of solubility, flammability, and conductivity
allowing them to complete post-lab questions overnight for homework with 80% mastery.

Evidence of Mastery (Measurable): SW answer the following post-lab questions based on the laboratory
experiment and ionic bonds with at least four sentences per question showing 80% mastery.
1. What is an ionic bond?
2. Which of the four salt compounds (NaCl, KI, MgSO4, NaHCO3) can be found at your house, and
what are they used for?
3. How can you determine a compound is ionic based on its physical properties?
Sub-objectives, SWBAT (Sequenced from basic to complex): SWBAT understand physical properties of
matter specifically, components of solubility, flammability, components of conductivity. SWBAT
understand how ions are formed and how they react to form ionic bonds. SWBAT understand ionic bonds
and how to recognize them based on their physical properties. SWBAT perform proper lab safety
techniques.
Key vocabulary:
Properties, solubility, flammability, conductivity, bonds, ions,
oxidation number, periodic table, ionic bond, salt, NaCl, KI,
MgSO4, NaHCO3, and lab safety.

Materials/Technology Resources to
be Used:
NaCl, KI, MgSO4, NaHCO3, 50 mL
beaker, 400 mL beaker, water,
matches, watch glass, Vernier
conductivity probe, stirring rod, and
spatula.

Opening (state objectives, connect to previous learning, and make relevant to real life)
SW begin the class by answering the bell work question, Differentiate between covalent and ionic bonds.
As they are working on the bell work question TW walk around and stamp their work from the day before
in order to get credit for that activity. Once they are finished with bell work, TW ask students questions
regarding to the work that was just stamped for credit from the day before on ionic bonds in order to

Instructional Input

refresh students memory on the topic. This will then lead the teacher into the explanation of what SW be
doing for the day (experiment).

Teacher Will: Pass out a classroom copy of the lab

experiment being completed today. This document will
contain the procedures, as well as the post-lab questions.
TW ask students to copy the data tables and post-lab
questions into their notebooks because the classroom
copy will be turned in at the day of the period. TW then
explain the laboratory procedure by standing next to a lab
bench and explain each piece of material and what it will
be used for during the experiment. TW then ask if
students have any questions before beginning.

Student Will: Watch the teacher as

she is explaining the procedure for the
experiment being completed for the
day, taking notes if needed in order to
effectively complete the lab. SW copy
the data tables from the classroom
copy of the lab into their notebooks,
as well as the post-lab questions.
Students will ask questions if needed
at the end of the explanation before
venturing off to the lab benches.

Co-Teaching Strategy: One teacher can verbally explain the experiment while the other teacher
does a mock lab to the verbal explanation, this will allow students to verbally and visually see
what they will be doing.

Guided Practice

Differentiation: If there is a student(s) who are continually struggling with understanding how to
perform experiments, TW provide student(s) with the lab experiment the day before for them to
review. This will allow more time for the student(s) to understand the lab, and form the remaining
questions about it. If student(s) feel comfortable teacher can ask the student(s) to explain the
experiment to the class as the teacher does a mock lab to the explanation. This will help the
student(s) refresh their memory on the lab, and better understand as well.
Teacher Will: Monitor the lab groups assigned at the
beginning of the semester as they work through the
experiment and answer questions as needed. TW also ask
the students questions about what is being observed
during the lab. (Are all of the compounds solids, did all
of the material dissolve into the water, etc.) TW write
down these observations provided by the students onto
the board to assist with the closing of the lesson.

Student Will: Work with their

assigned lab groups to complete the
experiment. They will discuss
observations, techniques, and results.
They will raise their hand if help is
needed.

Co-Teaching Strategy: Both teachers will walk around and observe the lab groups. Both teachers
will be answering student questions, as well as asking the students questions about what they are
observing through completion.
If one lab group is having extreme difficulties with the experiment, one teacher can join the group
and guide them along in order to complete the lab in the given time period, while the other
continues with the observations of the other groups.
Differentiation: Groups will be assigned at the beginning of the semester so that students who
struggle more with labs are placed with students who easily understand concepts and can help
guide the struggling student; not just do the work for him/her.
If most of the class struggles with labs, the teacher can separate the entire experiment into
different sections (i.e. solubility, flammability, conductivity). Each lab group will be responsible to
complete one section that will be assigned to their group. At the end of the class all of the data

Independent Practice

obtained from each section can then be displayed on the board for the class to copy into their
notebooks and form a conclusion on the entire lab.
Teacher Will: TW make sure students know that the
post-lab questions must be completed for homework,
with four sentences per question with 80% mastery in
order to receive credit the next day. If some lab groups
finish the experiment with some time left, TW encourage
students to start on the post-lab questions and observe
that students arent sharing answers.

Student Will: Work on post-lab

questions in their notebook
independently at their desks if
finished with time left in class. If no
time remains the post-lab questions
will be completed as homework and
stamped the next day.

Co-Teaching Strategy: Teachers will stand at opposite ends of the classroom to observe the
students and make sure they arent sharing answers. One teacher can answer student questions if
raised, and the other teacher can still observe students.
Differentiation: Students who are struggling with the concept can discuss the questions with their
lab group or another member of the class that they are comfortable with. TW check and make sure
that the answers to the individuals working together are not the same to ensure help was given
rather then answers were just copied.
Students will also be encouraged to come into the classroom during lunch or after school to get
help from the teacher with the questions.

Closing/Student Reflection/Real-life connections: TW ask the students to make sure their lab benches
and equipment are clean. TW ask students to turn in the classroom copy of the lab, and ensure students that
a copy will be posted onto Canvas. TW will have written down key observations that the students had
mentioned during guided practice on the board, which will assist the students as they write a conclusion of
the experiment in their notebooks to complete the period.