SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014

TEACHER CANDIDATE NAME /CO-TEACHER NAME: Natalie Gomez

SUBJECT: Chemistry
COURSE TITLE, GRADE LEVEL(S): Chemistry CP, 10-11
METHODS COURSE
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): This unit is on chemical kinetics and chemical equilibrium. Students will learn about chemical
reaction rates, the factors that affect them, and reversible reactions and equilibrium.
LESSON TITLE: Collision Theory
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: Internet, computer, projector, white board
CLASS DESCRIPTION: Again, start your sentence here and keep typing.
Post bac students in a methods course. Learning about teacher practice. This is the introductory lesson
and students will deconstruct the activity to understand the components that ground the lesson.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
Students will be introduced to collision theory with a warm-up video about football fumbles. An online simulator will be used to
explore different factors affecting collisions. Students will then create a model/diagram drawing each of the four factors and explain
them. The lesson closure will connect collision theory to rates of reaction. The evidence that students demonstrate mastery of the
content or perform the expected skills will include completion of the collision theory diagram.

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

COPY AND PASTE THE

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
COPY AND PASTE THE

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

HS-PS1-5 APPLY

ELA: SL.11-12.5
MAKE STRATEGIC USE

SCIENTIFIC PRINCIPLES
AND EVIDENCE TO
PROVIDE AN
EXPLANATION ABOUT
EFFECTS OF CHANGING
TEMPERATURE OR
CONCENTRATION

OF DIGITAL MEDIA
(E.G., TEXTUAL,
GRAPHICAL, AUDIO,
VISUAL, AND
INTERACTIVE
ELEMENTS) IN
PRESENTATIONS TO
ENHANCE
UNDERSTANDING OF
FINDINGS, REASONING,
AND EVIDENCE AND TO
ADD INTEREST.
MP.2: REASON
ABSTRACTLY AND
QUANTITATIVELY

ENGLISH LANGUAGE DEVELOPMENT STANDARDS (ELD)

COPY AND PASTE THE RELEVANT STANDARDS INTO THIS

AREA.

A. COLLABORATIVE
1. EXCHANGING

INFORMATION AND
IDEAS WITH OTHERS
2. INTERACTING WITH OTHERS IN
WRITTEN ENGLISH
3. OFFERING AND JUSTIFYING OPINIONS,
NEGOTIATING WITH AND PERSUADING
OTHERS IN COMMUNICATIVE
EXCHANGES
4. ADAPTING LANGUAGE CHOICES TO
VARIOUS CONTEXTS
B. INTERPRETIVE
5. LISTENING ACTIVELY TO SPOKEN
ENGLISH IN A RANGE OF SOCIAL AND
ACADEMIC CONTEXTS
C. PRODUCTIVE
11. JUSTIFYING OWN ARGUMENTS AND
EVALUATING OTHERS IN WRITING
SELECTING AND APPLYING VARIED AND
PRECISE VOCABULARY AND OTHER LANGUAGE
RESOURCES TO EFFECTIVELY CONVEY IDEAS

OBJECTIVE (s) of
Lesson
(Students will be able
to.)

PAY CLOSE ATTENTION TO HOW

YOU WRITE YOUR
INSTRUCTIONAL OBJECTIVES.
THEY SHOULD BE SPECIFIC,
CONCISE, MEASURABLE, AND
OBSERVABLE.

STUDENTS

WILL BE LIST
THE FACTORS AFFECTING
COLLISIONS AND DRAW
THEM.

STUDENTS

WILL
INTERPRET THE FACTORS
AFFECTING COLLISIONS
AND EXPLAIN HOW THEY
AFFECTS COLLISIONS

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Entry level
Informal

Informs teacher of
students prior
knowledge

Class discussion of
warm-up videos.
One video will be

After students
have a few
minutes to write

This idea will be

used to connect to
collision theory. If

of a player being
hit and fumbling
the ball, the other
will be of the
player being hit
but keeping
possession.
Students will be
asked what they
think the
difference is, why
did one fumble
and the other
didnt.

Progress
monitoring,
formal

Informs teacher
about student
progress towards
achieving learning
objectives

Students will
create models of
collision theory on
a graphic
organizer.
Students will work
individually or with
students around
them

responses, teacher
will lead a class
discussion where
students will share
ideas on why one
player fumbled
and the other
didnt. This will let
the teacher know
whether students
know that it
depends on the
angle and force
with which the
player was hit, and
how tightly the
ball was held.
Students will
submit graphic
organizer at the
end of the period.
They will get them
back the following
day and will
receive feedback
by way of answers
during class
discussion

students are able

to grasp the
concepts, then
introducing
collision theory will
be easy. If
students dont
grasp the concept,
then the teacher
will spend more
time introducing
and explaining
collision theory.

The graphic
organizers with
student models
drawn will inform
the teacher
whether students
understand the
concept. If they do,
then teacher can
move on to
reaction rates the
following day. If
they dont, then
they will revisit
this before going
on

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:
WARM-UP VIDEOS. ONE VIDEO WILL BE OF A
FOOTBALL PLAYER BEING HIT AND FUMBLING
THE BALL, THE OTHER WILL BE OF THE
PLAYER BEING HIT BUT KEEPING POSSESSION.
STUDENTS WILL BE ASKED WHAT THEY THINK
THE DIFFERENCE IS, WHY DID ONE FUMBLE
AND THE OTHER DIDNT. THEYLL BE TOLD
THAT RESPONSES RELATING TO THE PLAYERS
PERFORMANCE WONT BE ACCEPTED (EX: B/C
____ IS THE WORST RECEIVER EVER, ETC. IS
NOT ACCEPTABLE).
TEACHER WILL LEAD CLASS DISCUSSIONAND
GUIDE STUDENTS TO THE CONCLUSION THAT
THE GUY WHO FUMBLED WAS HIT HARD OR
DIDNT HAVE A STRONG GRIP ON THE BALL,
OR BOTH, AND THE OTHER GUY WAS THE
OPPOSITE.

DESCRIPTION:
STUDENTS WILL WATCH THE VIDEOS AND WRITE DOWN THEIR
THOUGHTS. INDIVIDUAL WORK.
PARTICIPATE IN CLASS DISCUSSION

H IN
MINUTE
S:

15

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
WARM-UP DISCUSSION WILL LEAD TO
INTRODUCTION OF COLLISION THEORY. WRITE
REACTION OF BAKING SODA AND VINEGAR ON
THE BOARD. POINT OUT THAT REACTANTS
AND PRODUCTS ARENT THE SAME, THE
BONDS HAVE REARRANGED. THE ONLY WAY
FOR THAT TO HAPPEN IS FOR THE REACTANT
BONDS TO BREAK AND THE PRODUCT BONDS
TO FORM. HOW DOES THAT HAPPEN? PULL
UP SIMULATION AND EXPLORE THE FACTORS
THAT INFLUENCE COLLISIONS. ASK STUDENTS
QUESTIONS AND HAVE THEM OBSERVE THE
CHANGES AND HOW THEY AFFECT COLLISIONS
RATHER THAN TELL THEM WHAT HAPPENS.
INTRODUCE GRAPHIC ORGANIZER AND
EXPLAIN HOW TO COMPLETE IT. HAVE
STUDENTS WORK ON IT INDIVIDUALLY OR
WITH STUDENTS AROUND THEM

DESCRIPTION:
WILL LISTEN TO INTRODUCTION OF COLLISION THEORY. WILL
ANSWER QUESTIONS ASKED DURING SIMULATION (VOLUNTEER
ANSWERS, DONT HAVE TO FORMALLY WRITE ANYTHING DOWN)
LISTEN TO EXPLANATION OF GO AND DRAW AND EXPLAIN THE
FACTORS THAT INFLUENCE COLLISIONS

30

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

YOU, THE TEACHER,

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
TEACHER WILL COLLECT MODELS/GOS AND CHECK THE
RESPONSES BEFORE THE NEXT DAY. TEACHER WILL LEAD

DESCRIPTION:
STUDENTS WILL TURN IN MODELS AND PARTICIPATE IN DISCUSSION

CLASS DISCUSSION AND HAVE STUDENTS CONNECT

COLLISION THEORY TO RATES OF REACTION

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
ONE TEACH, ONE ASSIST
STATION TEACHING
DIFFERENTIATED
TEAM TEACHING
TEACHING

PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
Videos and class discussion
let English learners listen to
spoken language, both
academic and informal. Will
also give them a chance to
speak English if they wish to
do so
Group work will let students
practice speaking and
listening to English with their
peers in a low pressure setting
The simulation will be a
visual of collision theory
Drawing models of the
different factors gives them a
non-language related way to
learn content. However, the
explanations will require
writing in English, but it can
be short bullet points which
will be good practice

There isnt much reading to be

done, so striving readers wont
have an issue there. Any
writing required is minimal.
Videos and discussion will let
them hear content rather than
worry about reading it.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

The videos will engage

students with special needs.
The only special needs in all of
the classes are one student with
ADD and one with anxiety
problems. The adaptations are
sufficient for both students.
The lecture of collision theory
isnt long, there are videos and
simulations to engage. There
are no high pressure situations
to cause anxiety for the other
student.

ADVANCED
STUDENTS
Advanced students can help
those students around them.
They can also explore the
effect of combined factors on
collisions.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

The introduction video is something most students can relate to because even if they dont like football, the concepts are simple
enough to understand. This is a great introduction to collision theory because it will engage students and get them interested in the
topic. It will also help them understand that collisions apply to the observable universe as well as the molecular. Having students draw
the factors that affect collisions will ensure that they understand the concept of collision as well as visualize it in a model of their own
design. The accompanying explanations will reinforce their models. Closing the lesson by having students connect collision theory to
rates of reaction isnt a far stretch and it will get them thinking about the following lesson which will explore rates of reaction further.

INSERT SUPPORT MATERIALS.