You are on page 1of 6

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: Le Chateliers Principle
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: textbook, graphic organizer handout,
white board
CLASS DESCRIPTION:
High school class composed of sophomores and juniors. Ages range from 14 to 16. Have all passed
Algebra I with a C- or better.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
Students learned about Collision Theory and factors that affect it on day 1. On day 2, they connected that
to rates of chemical reactions and learned about the 5th factor: catalysts. Today, students will learn the
mathematical side of rate laws through navigation of scientific text. They will read chapter 18, section 5 (2
pages, back and front) and fill out the graphic organizer (GO) provided to them. To ensure that they
understood how to write a rate law, we will come together as a class and go over the response to the
problem on their GO.

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.

NGSS: HS-PS1-6:
STUDENTS WILL
REFINE THE DESIGN
OF A CHEMICAL
SYSTEM BY
SPECIFYING A
CHANGE IN
CONDITIONS THAT
WOULD PRODUCE
INCREASED
AMOUNTS OF
PRODUCTS AT
EQUILIBRIUM

APPLICATION OF LE
CHTELIERS
PRINCIPLE- ADDING
STRESS TO A
SYSTEM WILL
DISRUPT
EQUILIBRIUM AND
SYSTEM WILL
READJUST UNTIL IT
REACHES
EQUILIBRIUM AGAIN.

ELA: SL.11-12.5
MAKE STRATEGIC USE
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)

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

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

PAY CLOSE ATTENTION TO HOW


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

STUDENTS

WILL BE ABLE

TO USE LE
CHTELIERS
PRINCIPLE TO PREDICT
THE EFFECT OF
CHANGES IN
CONCENTRATION,
TEMPERATURE, AND
PRESSURE BY FILLING
IN A TYPE OF
CAUSE/EFFECTS CHART

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?

Entry level
Informal

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

Informs teacher of
students prior
knowledge

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

Warm-up: When
has a reaction
reached
equilibrium?
Answer: When the
forward and
reverse reactions
rates are equal.

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

After a few
minutes, class will
come together and
discuss answer

How Will the


assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?

This will reinforce


the information
students should
remember from
yesterday. If
students
remember, then
we dont need to

Progress
monitoring,
formal

Informs teacher
about student
progress towards
achieving learning
objectives

Students will work


on Le Chatelier
chart.

Students will have


time to work on
wkst in class and
will finish the rest
for homework. It
will be collected
the following day
and graded the
day after in class
(to give absent
students a chance
to catch up). The
grading will be the
feedback.

review that. If
students dont
remember, then
the warm up will
serve as a
reminder.
The Chatelier
Chart will inform
the teacher
whether students
understand the
concept. If they do,
then teacher can
move on to
equilibrium
constants the
following day. If
they dont, then
they will revisit
this before moving
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 QUESTION: WHEN HAS A REACTION
REACHED EQUILIBRIUM?

DESCRIPTION:
STUDENTS WILL WRITE DOWN THEIR ANSWERS.
STUDENTS AROUND THEM.

ANSWER: WHEN

PARTICIPATE IN CLASS DISCUSSION AND GIVE RESPONSE WHEN/IF


CALLED ON

H IN
MINUTE
S:

THE FORWARD AND


REVERSE REACTIONS RATES ARE EQUAL.

MAY

WORK WITH

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:
PLAY CRASH COURSE VIDEO ON
EQUILIBRIUM. AFTER VIDEO, TEACHER LEADS
CLASS DISCUSSION ON WHAT THEY LEARNED
(REVERSIBLE REACTIONS, EQUILIBRIUMEMPHASIZE THAT EQUILIBRIUM DOES NOT
MEAN EQUAL- LE CHTELIERS PRINCIPLE).

DESCRIPTION:

35

THE

TEACHER WILL THEN PULL UP THE


ONLINE SIMULATION TO SHOW STUDENTS
HOW EACH OF THE 3 FACTORS (P, [], & T)
AFFECT EQUILIBRIUM. TEACHER WILL CHOOSE
A FACTOR AND GIVE STUDENT 15 SECONDS
TO THINK ABOUT HOW IT WILL AFFECT THE
SYSTEM BEFORE ANSWERING. TEACHER WILL
THEN CHOOSE A STUDENT (USING NOTE
CARDS OR CHOOSING SOMEONE WHO ISNT
PAYING ATTENTION) TO ANSWER THE
QUESTION. WHETHER RIGHT OR WRONG,
TEACHER WILL THEN PLAY THE SIMULATION
APPLYING THE STRESS AND STUDENTS WILL
BE ABLE TO SEE WHAT ACTUALLY HAPPENS.
REPEAT FOR ALL STRESSES (BUT AFTER
THIRD ROUND, IF STUDENTS SEEM TO GRASP
THE CONCEPT, LOWER THINKING TIME TO
10S).

STUDENTS

WILL LISTEN AND WATCH THE VIDEO. DURING


DISCUSSION, STUDENTS WILL PARTICIPATE AND ANSWER INTERACTIVE
QUESTIONS.

DURING

SIMULATION, STUDENTS WILL USE THE 15 SECONDS


PROVIDED TO PREDICT HOW APPLYING A CERTAIN STRESS WILL
AFFECT THE SYSTEM. THIS IS AN INDEPENDENT THINKING TASK.

AFTER

SIMULATION, STUDENTS WILL WORK ON CHART EITHER


INDEPENDENTLY OR WITH STUDENTS AROUND THEM- WHICHEVER
THEY PREFER. STUDENTS WILL BE INSTRUCTED TO USE CLASS TIME
WISELY BECAUSE THEY WILL COMPLETE WHATEVER THEY DIDNT
FINISH IN CLASS FOR HOMEWORK.

HAND

OUT WORKSHEET (CHART) AND HAVE


STUDENTS WORK TOGETHER OR
INDEPENDENTLY TO COMPLETE. TEACHER
WILL WALK AROUND AND HELP STUDENTS. IF
THERE IS A COMMON QUESTION AMONG
MULTIPLE STUDENTS/GROUPS, TEACHER WILL
ADDRESS THE WHOLE CLASS FOR A MINUTE
AND EXPLAIN THE COMMON MISCONCEPTION.

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.

TIME
LENGTH
(MINUTE
S)

TEACHER(S)
DESCRIPTION:

BRINGS CLASS TOGETHER, REVIEWS DEFINITION


OF EQUILIBRIUM (STRESS AGAIN THAT EQUILIBRIUM
DOESNT MEAN EQUAL) AND REVIEW THE

STUDENTS
DESCRIPTION:

YOU, THE TEACHER,

PARTICIPATE IN DISCUSSION. ANSWER QUESTIONS ABOUT EQUILIBRIUM AND


STRESSES.

STRESSES THAT CAN AFFECT THE EQUILIBRIUM OF


A SYSTEM. REPEAT THAT WHATEVER WASNT DONE
IN CLASS IS HOMEWORK AND THAT IT IS DUE THE
FOLLOWING DAY.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
ONE TEACH, ONE ASSIST
DIFFERENTIATED
TEACHING

STATION TEACHING
TEAM 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
The Crash Course uses
There is not much reading to
images to demonstrate the
be done, so striving readers
concepts of equilibrium and
wouldnt struggle. For the
changes to a system due to
little reading necessary

stresses.
(warm up, worksheet
directions) struggling readers
The simulation also uses
can ask neighbors for help.
images and visuals to show
Group work will give students
how a system changes
when specific stresses are
an opportunity to compare
applied.
their responses or ask for

help with something they


The worksheet students will
didnt understand
work on doesnt require
any writing- they will
indicate the changes in
concentration of products

and reactants by using


up/down arrows.
Group work will give
students an opportunity to
compare their responses or
ask for help with something
they didnt understand

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

ADVANCED
STUDENTS

Anxious students will not be Advanced students can


called on during class
combine multiple stressors
discussions
to a system and determine
how the reaction will reADHD students will be able to
equilibrate. This is closer to
work with others to release
real life reactions in that
some energy through
reactions arent always
collaboration and to get help
controlled and altered by
with whatever they didnt
only one factor at a time.
understand.
The Crash Course video is a
fun way to demonstrate the
basics of equilibrium using
illustrations and animations
to keep SSNs engaged.
The simulation also uses
images and visuals to show
how a system changes when
specific stresses are applied.

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

Students will need to apply what theyve seen, heard, and learned to determine what happens when a stress is applied to a system at
equilibrium. They will need to justify their conclusions by making arguments about why they chose what they did. Following logic
and applying what one has learned to form conclusions is another important life skill students need to learn. Though students wont be
writing their arguments down, they will be thinking them through and applying them when filling out the chart (ex: in the first row, the
reactant concentration would increase because the temperature is lowered, i.e. heat is removed, so equilibrium would be re-established
by the reverse reaction occurring at a faster rate because it doesnt need heat and because balance needs to be restored, and that would
result in a lower product concentration).