ED 611 Lesson Plan Format

Field Study Teacher: Julian Springer School: Big Picture High School
Grade Level: Freshman/Sophomore Number of Students in Class: 15
Unit: Chemistry 1 Lesson Duration: 55 minutes
Day, Date, and Time of Lesson: Monday, 9/17/18, 10am
1. Objective(s):

In this lesson we will be taking our basic knowledge of elements, atoms and ionic compounds
and beginning to apply that towards an understanding of chemical reactions. This lesson will be
the first step towards the goal of understanding all the variety of complex chemical reactions; as
such we will be focusing primarily on balancing chemical equations and the types of
chemical reactions. This lesson will focus primarily on the former, with a brief introduction to
the latter as a teaser for the rest of the unit.

Students will be expected to be able to balance a complex chemical reaction using

substitution, and state the various chemical reactions we will be exploring throughout the
unit (they do not need to know how these reactions work, why they occur, or any other of the
specifics involved).

Students will develop a curiosity for understanding chemical reactions and what drives them, as
we will be simply introducing the various types of reactions, and providing the tools required to
start to understand their balancing to make the reactions tangible at a macro level.
2. Colorado Academic Standards:

Content Area:

Science

Standard:

1. Physical Science

Substandard:

3. Matter can change form through chemical or nuclear reactions abiding by the laws of
conservation of mass and energy

Evidence Outcomes:

a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition,
combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1-2)

b. Predict reactants and products for different types of chemical and nuclear reactions (DOK
1-2)
3. Learning Target(s):

“We will be taking our knowledge of atoms and learning how they interact. This process starts
today with an examination of chemical reactions on both a microscopic and macroscopic level,
and a brief introduction to the variety of chemical reactions that atoms use to relate to each
other!”
4. Assessment:

Formative:

- informal questions during lecture probing students understanding

- student examples following lecture examples on the board/projector of balancing chemical
equations

- legos as an example of balancing chemical equations in small groups

Summative: 

- homework with a variety of questions to solidify the practice of balancing
5. Materials:

Big colored balls for fun example of equation balancing at the front of the class

Colored lego blocks for small group experimentation

Colored markers for board

Homework handouts
6. Essential Questions or Big Picture Statement:

What patterns of chemical reactions exist?


How do you understand the conservation of mass, and why is it important for understanding
how the physical world around us functions?
7. Introduction/Anticipatory Set:

Chemical equations are the most basic representation of the balance inherent in nature. If we
can understand the basic building blocks of the natural world and how they must interact with
each other, we can begin to build a more complex vision of how the natural world functions and
our own place in it!

Use a visual of a seesaw/tug-of-war to create relevance.

8. Step-by-Step Lesson Process:

Introduction of the new topic: we are now using our acquired knowledge of atoms to
begin to understand how they interact. Set. Seesaw/tug-of-war. - 5 mins
Big colored balls: using the equation H2+O2—>H2O, students will demonstrate for
themselves that the number of atoms on one side of the equation must equal the number
of atoms on the other side of the equation. We will also review the Law of
Conservation of Mass here. Student input is required to complete the activity - 10 mins
Lecture: demonstration of more complex balancing: Al+O2—>Al2O3, C2H4(g)+O2(g)
—>CO2(g)+H2O(l) and how to practice the “art” of balancing chemical equations.
Check for understanding throughout, asking volunteers to offer suggestions of
balancing atoms and molecules - 5 mins
Lego time! C2H6(g)+O2(g)—>CO2(g)+H2O(l) guided practice. Small groups with
assistance from teacher - 20 mins
Lecture: Fe2O3+H2SO4—>Fe2(SO4)2+H2O (substitution balancing, x=SO4) - 5 mins
Different types of reactions: powerpoint of various types of reactions and how they are
important in every day life, asking students to guess where we might see each type of
reaction - redox, dissolution/precipitation, double replacement, single replacement - 5
mins
Close: this practice of balancing equations is another one of the building blocks that
will allow us to understand the variety of chemical equations. So important for the rest
of our class, and for future chemistry practice. It can also apply to math, physics, earth
science and even social sciences. Broader picture? Restate Conservation of Mass. Hand
out homework assignment. - 5 mins
DIFFERENTIATION

Multiple different activities (active participation fun at the front of class, cold calling, small
group work, visual powerpoint and lecture at whiteboard, hands-on lego-time)

All the homework will be due, with more complicated bonus questions for those students that
desire to do so. Students who are struggling can come to after school lab. This will also include
a teaser of stoichiometry in the next class that students may attempt to tackle if they so desire.
9. Assessments:

Small group work will be assessed. Cold calling during lecture to pinpoint misunderstandings
in equation balancing. Homework will be assessed for understanding for the beginning of the
next class time, when misunderstandings can be addressed before proceeding. Most class
activities are formative, with homework being the summative assessment.
10. Teacher reflection on Lesson to complete after you have taught:

1. To what extent did the students meet the learning objective(s), and what evidence do
you have to support your conclusion?
2. Based on the success in achieving the objective, what would be your next instructional
steps?
3. What aspects of the lesson went well, and how do you know?
4. What would you do differently next time, and how did you know this part of the lesson
did not work as well as it could have for you and/or the students?