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: Paperclip Equilibrium
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: Activity and HRC worksheets, large and
small paperclips, cafeteria trays, lab benches, phone (for timer), white board. Day 2: PowerPoint, projector,
whiteboard, HRC worksheets, internet, simulation
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 or are currently enrolled.

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. On day 3, students learned the
mathematical side of rate laws through navigation of scientific text. On day 4, they continued with rate
laws and also learned about rate order, which was the end of reaction rates. Related to that is equilibrium,
and this lesson will serve as an introduction to that. By doing this paperclip equilibrium lab, students will
find that equilibrium occurs when a reversible reactions forward and reverse rates are equal. Students will
also find that equilibrium can be disturbed, but that the reaction will re-establish equilibrium.

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:
REFINE THE DESIGN

ELA: SL.11-12.5
MAKE STRATEGIC USE

OF A CHEMICAL
SYSTEM BY SPECIFYING
A CHANGE IN
CONDITIONS THAT
WOULD PRODUCE
INCREASED AMOUNTS
OF PRODUCTS AT
EQUILIBRIUM.

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

CALIFORNIA STATE
STANDARD 9B:
STUDENTS KNOW
EQUILIBRIUM IS
ESTABLISHED WHEN
FORWARD AND
REVERSE REACTION
RATES ARE EQUAL.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS (ELD)

COPY AND PASTE THE RELEVANT STANDARDS INTO THIS

AREA.

A. COLLABORATIVE
1. EXCHANGING

INFORMATION AND
IDEAS WITH OTHERS THROUGH ORAL
COLLABORATIVE CONVERSATIONS ON
A RANGE OF SOCIAL AND ACADEMIC
TOPICS
B. INTERPRETIVE
LISTENING ACTIVELY TO SPOKEN ENGLISH IN A
RANGE OF SOCIAL AND ACADEMIC CONTEXTS

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.

In this lesson, students

will complete an
introductory activity on
equilibrium. Students
will:
Explore the concept of
equilibrium in groups
where they form and
break paperclip
bonds
Understand that some
reactions are
reversible and
eventually reach a
state of equilibrium

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: How is a
reaction rate
determined? What
are the units of a
reaction rate?
Answer: (varies)
experimentally;
concentration over
time; looking at
rate data. Units are
in M/s

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 RETEACHING?

This will reinforce the

information students
should remember from
previous days and will
connect to the
definition of
equilibrium. Whether
students remembered
or not, the warm up
will serve as a
refresher.

Progress
monitoring,
formal

Informs teacher
about student
progress towards
achieving
learning
objectives

Walk around during

activity to monitor
student progress,
answer questions,
and ask probing
questions

Students will
receive direct,
oral feedback
as Im walking
around

I will be able to
determine whether
students have a basic
understanding of
equilibrium and will
give me an idea of
how much time I need
to spend on explaining
equilibrium when I
connect it to Le
Chateliers Principle.

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:
DAY 1
INTRODUCE EQUILIBRIUM AND ACTIVITY.
HAND OUT HYPOTHESIS-RESULTSCONCLUSION SHEET. HAVE STUDENTS
PREDICT IF THERE WILL BE ANY DIFFERENCES
BETWEEN THE GROUPS WITH:
1 SYNTH, 1 DECOMP
2 SYNTH, 1 DECOMP
1 SYNTH, 2 DECOMP
ALSO PREDICT WHAT WILL HAPPEN WHEN
EQUILIBRIUM IS PERTURBED BY REMOVING
PRODUCT.
STUDENTS WILL BE INSTRUCTED TO PUT THIS
PAPER AWAY BUT NOT TO LOSE IT BECAUSE IT
WILL BE USED AGAIN THE FOLLOWING DAY.

DESCRIPTION:
DAY 1
LISTEN TO BRIEF INTRODUCTION OF EQUILIBRIUM AND EXPLANATION
OF DIRECTIONS FOR ACTIVITY. ASK QUESTIONS IF THEY HAVE ANY.
WRITE DOWN THEIR PREDICTIONS ABOUT WHAT WILL HAPPEN WITH
THE THREE TYPES OF GROUPS AND WHEN EQUILIBRIUM IS
PERTERBED.
AFTER COMPLETING THE HYPOTHESIS SECTION, STUDENTS WILL
PUT IT AWAY UNTIL THEY NEED IT AGAIN THE FOLLOWING DAY.

DAY 2
TEACHER WILL ASK STUDENTS TO RETRIEVE
THEIR H-R-E SHEET FROM THE PREVIOUS DAY

WILL RETRIEVE THEIR H-R-C SHEET FROM THE PREVIOUS

DAY AND WILL FILL OUT THE RESULTS SECTION WITH THEIR
INTERPRETATION OF THE DATA PROVIDED. THEY WILL THEN FILL OUT
THE CONCLUSION SECTION WITH A LOGICAL REASON FOR THOSE
RESULTS AND WHETHER THEY AGREED OR DISAGREED WITH THEIR
HYPOTHESES.
MAY WORK INDIVIDUALLY OR WITH OTHERS AROUND THEM. THEY DO
NOT NEED TO KNOW THEIR DATA FROM THE PREVIOUS DAY AS DATA
IS PROVIDED FOR THEM.
PARTICIPATE IN CLASS DISCUSSION.

H IN
MINUTE
S:

20

25

AND DIRECT STUDENTS TO THE DATA CHART

ON BOARD COLLECTED FROM 3 DIFFERENT
GROUPS THE PREVIOUS DAY. NEXT TO EACH
GROUPS DATA IS THE TYPE OF GROUP IT WAS
(# OF SYNTH AND # OF DECOMP). THE LAST
DATA CHART IS FROM A GROUP WHOSE
EQUILIBRIUM WAS PERTURBED BY REMOVING
PRODUCT AND THE SUBSEQUENT TRIALS AS IT
RE-ESTABLISHED EQUILIBRIUM. STUDENTS
WILL BE INSTRUCTED TO FILL OUT THE
RESULTS SECTION WITH THEIR
INTERPRETATION OF THE DATA PROVIDED.
THEY WILL THEN FILL OUT THE
CONCLUSION SECTION WITH A LOGICAL
REASON FOR THOSE RESULTS AND WHETHER
THEY AGREED OR DISAGREED WITH THEIR
HYPOTHESES.
AFTER ABOUT 20 MINUTES, CLASS WILL
COME TOGETHER AND DISCUSS THEIR
RESPONSES. THIS WILL LEAD INTO THE DAYS
LESSON.

DAY 2
STUDENTS

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:
DAY 1
INTRODUCE ACTIVITY AND EXPLAIN
DIRECTIONS.
STUDENTS WILL CHOOSE THEIR GROUPS OF 4
(OR 5, DEPENDING ON NUMBER OF
STUDENTS PRESENT. A GROUP OF 5 WILL BE
MODIFIED BY HAVING 2 SYNTHESIZERS OR
DECOMPOSERS INSTEAD OF 1).
TEACHER WILL HAND OUT THE ACTIVITY
SHEET TO EACH FORMED GROUP AND ADJUST
GROUPS AS NECESSARY.
TEACHER WILL WALK AROUND AS STUDENTS
ARE DOING THE ACTIVITY TO CHECK THEIR
PROGRESS, MAKE SURE THEYRE ON TASK,
AND ANSWER QUESTIONS.

DESCRIPTION:

30

25

DAY 1
STUDENTS

WILL FORM GROUPS OF 4 (OR 5) AND GO TO A LAB

BENCH THAT HAS BEEN SET UP WITH A TRAY OF PAPERCLIPS. THEY
WILL DETERMINE THEIR ROLES (SYNTHESIZER, DECOMPOSER,
TIMER/COUNTER, AND COUNTER/RECORDER. IN CASE OF GROUPS OF
5, THERE WILL BE AN EXTRA SYNTHESIZER OR DECOMPOSER). AFTER
ROLES HAVE BEEN ASSIGNED, STUDENTS WILL FOLLOW THE
PROCEDURES UNTIL THEY HAVE FINISHED.

DAY 2
STUDENTS

WILL TAKE NOTES ON LECTURE.

ONLINE SIMULATION.

WILL

PARTICIPATE IN

DAY 2
PP PRESENTATION ON LE CHATELIERS
PRINCIPLE. STUDENTS ALREADY KNOW THE 5
FACTORS THAT AFFECT REACTION RATES,
WHICH ARE ALSO THE 5 STRESSES THAT
CAN BE APPLIED IN A SYSTEM AT
EQUILIBRIUM. SIMULATION SHOWING
STRESSES AND EQUILIBRIUM RE-ESTABLISHED.

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)

YOU, THE TEACHER,

TEACHER(S)
DESCRIPTION:
DAY 1
GIVES STUDENTS 2

STUDENTS
DESCRIPTION:
DAY 1
STUDENTS MAKE

DAY 2
TEACHER WILL COLLECT H-R-C SHEETS.
WILL GO OVER LE CHATELIERS PRINCIPLE
DEFINITION.

DAY 2
STUDENTS WILL PASS UP THEIR COMPLETED H-R-C
DEFINE LE CHATELIERS PRINCIPLE.

MINUTE NOTICE AND

TELLS THEM TO MAKE SURE THEIR GROUPS
DATA CHART IS FILLED OUT. THEN COLLECTS
ACTIVITY SHEET FROM EACH GROUP. TO BE
CONTINUED THE FOLLOWING DAY.

SURE THEIR LAB STATION IS TIDY AND THAT THEIR

DATA TABLE IS FILLED OUT. GROUPS WILL SUBMIT THEIR ACTIVITY
SHEET BEFORE LEAVING.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SHEETS.

WILL

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
LEARNERS

STRIVING READERS

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

ADVANCED
STUDENTS

The activity sheet students

There is not much reading to Anxious students will not be Advanced students have the
will work on doesnt
be done, so striving readers
called on during class
opportunity to think about
require any writing- they
wouldnt struggle. For the
discussions
the activity and apply it to
will recording number data
little reading necessary
what they have learned.
ADHD students will be able to
and it will be one sheet per
(warm up, worksheet
They can share these ideas
work with others to release
group.
directions) struggling readers
in the class discussion or
some energy through
can ask neighbors for help.
ask questions.
The simulation uses images
collaboration and to get help
Can combine multiple
and visuals to show how a Group work will give students
with whatever they didnt
system changes when
an opportunity to compare
understand and hands on
stressors to a system and
specific stresses are
their responses or ask for
activity will keep them
determine how the reaction
applied.
help with something they
engaged.
will re-equilibrate. This is
didnt understand
closer to real life reactions
Group work will give
The simulation uses images
in that reactions arent
students an opportunity to
and visuals to show how a
always controlled and
compare their responses or
system changes when
altered by only one factor
ask for help with something
specific stresses are applied.
at a time.
they didnt understand
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 day 1 activity serves as an introduction to equilibrium. Students will be told what equilibrium is and they will make predictions
about what will happen when they form reactions of their own with the paperclip combos. The period isnt long enough to finish in
1 day, so it will leak into the first half of the following day where students will analyze data and form conclusions.
On day 2, after completing their lab, students will be formally introduced to Le Chateliers Principle and how reactions shift when
stresses are applied to a system at equilibrium. Students already know the 5 factors that affect reaction rates, which are also the 5
stresses that can be applied in a system at equilibrium, so not all the concepts will be entirely new. Students will learn how to reason
about stresses applied and how the reaction will be affected. The lesson will be continued on the following day where they will apply
what they learned to reactions and fill out a chart.