SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Yung Chung 893068494
Chemistry
Marlon Benavente 890010374
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Five Periods of 55
Chemistry Combustion Reactions Thermochemistry 10-12
minutes
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
MP.4 Model with mathematics.
HS-PS1-4. Develop a model to illustrate that the release or
absorption of energy from a chemical reaction system depends
N-Q.1-3 Reason quantitatively and use units to solve problems.
upon the changes in total bond energy.
RST.11-12.1 Cite specific textual evidence to support analysis of
HS-PS3-4. Plan and conduct an investigation to provide evidence
science and technical texts, attending to important distinctions
that the transfer of thermal energy when two components of
the author makes and to any gaps or inconsistencies in the
different temperature are combined within a closed system results
account.
in a more uniform energy distribution among the components in
the system (second law of thermodynamics).
WHST.912.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Lesson Objective(s) Evidence
Students will be able:
- Investigate the characteristics of endothermic and
exothermic reactions by recording quantitative data and
qualitative observations of various reactions.
- Distinguish exothermic and endothermic reactions.
Eloquent discussions and participation in all activities.
- Create exothermic and endothermic systems by using a
simulation that utilizes a water container, a block of iron,
thermometers, and cooling/heating system.
- Evaluate and compare models to determine the best
explanation for the anchoring activity.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Students will be shown a
demonstration on how to
make ice cream utilizing an Will help the teacher
endothermic reaction. Students compare their identify key misconceptions
Access prior and background
Students will have a class responses to other in the students knowledge.
knowledge after providing a
discussion for possible classmates and later affirm The teacher will also be able
EL demonstration that utilizes
explanations about how ice or re-evaluate their to check if students have a
an endothermic reaction to
cream is being made and responses through the class firm understanding of how
make ice cream
further expand their activities. energy works in the aspect
knowledge to other of chemistry.
implications of such
reactions.
In-class, heterogenous A representative from each Will demonstrate whether
grouping, lab activity where group will be placed in a students comprehend the
Lab activity on investigation
students identify and classify different group to compare difference between
and reproduction of some of
endothermic and exothermic and discuss results. The endothermic and
PM the reactions observed in the
reactions involving: sugar representative will return to exothermic reactions to
video as well as some
and heated water; barium their original group and potentially classify those
additional.
hydroxide and ammonium discuss what was learned reactions occurring inside
chloride; baking soda and with the host group about the engine of a car.
 chilled vinegar; and table salt the classification and
with hydrochloric acid. identification of the
Student will organize their reactions.
data and observations in
their lab notebooks.
Group discussions focused on
determining the individual
characteristics of exo and Students will have access to a This activity informs teacher
endothermic reactions. rubric which will be utilized whether students are
Students provide an example to grade their explication meeting NGSS cross-cutting
of a system that behaves conclusion essays. During the concepts: When
Explication conclusion essay thermodynamically and group discussions, the investigating or describing a
SA on the analysis of the data explain why said system is teacher will monitor around system, the boundaries and
obtained in the lab. exo rather than endo or vice to check for understanding initial conditions of the
versa. Students then identify and eliciting student ideas system need to be defined
the components of the without explicitly giving and their inputs and outputs
system and evaluate how the correct answers to the analyzed and described
system could possibly change students. using models.
to its opposite
thermodynamic state.
FOCUS OF INSTRUCTION
Instructional Strategies

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
1. Teacher grabs the attention of the classroom to the front.
Teacher announces the students will be receiving a snack.

2. Teacher fills a bowl with cream and sugar. Teacher shows

the bowl to the students with its current content. During this
time, teacher is explaining orally everything he is doing.
1. Students pay attention to the teacher and understand
Teacher will continue to do so while he is performing all the
they are going to receive a treat today.
following steps.
2. Students understand the current state of the smaller
3. Teacher sets up a larger bowl filled with ice. Teacher sticks a
bowl consists of liquid cream mixed with sugar. Students
thermometer in the ice and reads out the temperature.
can visually see the demonstration as well as hear the
Teacher pours in rock salt into the ice and places the smaller
step-by-step procedure
bowl into the larger bowl coming in contact with the ice.
Teacher once again reads the thermometer out loud.
3. Students observe the larger bowl filled with ice and salt.
Students watch as the smaller bowl is being placed into the
4. Teacher begins to stir the cream inside the smaller bowl
larger bowl. Students are currently making inferences on
with a spoon or whisk. During this time, he asks students what
20min whats going to happen.
they think is going to happen. Ask students to provide
reasoning following their explanations.
4. Students participate in a class discussion about whats
going to happen and why it happens. They provide their
Example Dialogue
initial inferences and the reasonings of their inferences.
Student: I think its going to make ice cream.
Students are also responding to teachers questions about
Teacher: How is this going to make ice cream?
what is occurring.
Student: The ice is cold so its going to cool down the bowl
which will be cold enough to make ice cream?
5. Students have made their initial inferences about what is
Teacher: Why did I add the salt then?
currently occurring in the bowl and have some scientific
Student: To make it colder faster.
understanding to back it up. Teachers grab a bowl and a
Teacher: So how is heat moving around? Is heat moving from
spoon and enjoy the ice cream.
the ice to the cream or vice versa?

Teacher can further questions talking about if this is a reaction

that cools are there reactions that heat up? What are some
common reactions we see in the real world that cool down or
heat up various systems? In those systems, how is energy
 traveling. All responses should be utilized to create a general
model of energy flow for the ice cream.

5. After the ice cream is made, the teacher shows the whole
class the ice cream that was made. The teacher for the last
time reads the temperature of the thermometer. The teacher
proceeds to call up students group by group to grab some ice
cream and have it as a snack. Teacher instructs all students to
make sure when they are finished to throw away their bowls
and spoons at the end of class.

Lesson Body
Time Teacher Does Student Does
6. Students are taking notes about exothermic and
6. Teacher provides a quick lecture about what endothermic
endothermic reactions. Students will understand the
and exothermic means. Teacher also provides a mini-language
meaning of the latin prefixes endo and exo and how it
lesson about endo- vs exo- in terms of meanings and how
relates to the meaning of terminology learned. Students
these prefixes are commonly used in other terms of science.
will also understand the concept of energy flow and are
The lecture also talks about how energy moves during
able to relate it to the ice cream model.
chemical reactions. The lecture should be no longer than 15
minutes. Teacher relates the material to the ice cream and
7. Students are provided with a list of reactants and the
goes back to the model created in the intro to revise it.
reactions that occur when mixed in specific combinations.
Students understand that the specific reactions given to
7. Teacher provides students with the reactants that produce
them will result in an endothermic or exothermic reaction
exothermic and endothermic reactions. The teacher provides
and they need to design an experiment to identify which is
the specific combinations of reactants that will produce a
which.
change in temperature. Teacher will instruct students to design
a laboratory within their lab groups that will identify whether
8. Students create a lab procedure with their lab groups
the reaction occurring is an endothermic or exothermic
that will test if the reactions are exothermic or
reaction.
endothermic. Students are conversing with each other on
how to approach the problem and provide each other
8. Teacher goes around monitoring the student's progress on
feedback on their ideas. Students will also answer any
their lab procedure write up. Teacher makes two laps around
questions asked by their teacher related to their process of
the whole classroom. During the first lap, teacher asks
This will creating a lab procedure. Students are actively conversing
questions about how the students are approaching the
happen with their group about how to create a proper lab
problem and the logic behind their approach. During the
over a procedure that addresses the problem.
second lap, teacher talks about characteristics of their lab
course
write up, pointing out highlights or possible flaws. The second
of a few 9. Students are provided with the chemicals to perform the
lap is meant to guide students down the correct path.
days. reactions. Students, on their own, choose and obtain the
tools they need to perform their experiment. Students
9. Teacher provides the chemicals so students are able to
perform their experiments and obtain data related to
perform the experiment. Teacher does not directly provide
identification of the thermal trends of the reaction.
specific tools but generally provides any tools students ask for.
Teacher circulates the classroom asking probing questions
10. Groups choose a representative to discuss their findings
about the experiment they designed. During this time the
with a neighboring group. The representative is there to
teacher should be guiding students toward the correct process
provide insight as well as to receive feedback and learn the
by utilizing the experiment students designed.
different ways, the host group thought about the
experiment.
10. After the lab activity is done, teachers ask one
representative of each group to take the place of another
11. Students discuss how these new chemical reactions are
representative in a neighboring group. Then they ask students
possibly connected to the anchoring phenomenon.
to discuss the results of their experiments and whether there
are any differences in data.
12. Students make refinements to their models based on
the information discussed and learned from and with the
11. Teachers monitor for comprehension as the students are
representatives.
classifying the reactions as exothermic or endothermic based
on the definitions given the ice cream demonstration and their
13. Students use the graphic organizer and the subsequent
general energy models.
activity to better explain what is going on in the lab activity.
 12. Teachers ask representatives to return to their home
groups and begin discussing what they learned about how the
host group determined the classification of the reactions and
whether there were any differences to make refinements to
their general model of energy.

13. Teachers handout the KQHL graphic organizer and ask

students to think about their responses to the questions asked
during the construction of their general energy model after the
ice cream demonstration and whether they have changed after
the activities completed thus far. Then they ask students to fill 14. Students are given examples to think about: What
out the Know part of the handout as a refinement to their happens when a hot iron block is placed in cold water?
models and further explain the anchoring activity of ice What if the iron block was cold and water hot?
cream making. Teachers monitor for comprehension ensuring
students are mentioning universe, system, surroundings, heat, 15. Students recreate the initial setup of the simulation by
exothermic, and endothermic in their explanations. looking at the picture projected on the screen.

14. After a short discussion the students are shown the 16. Students work in groups to accomplish this task and
objective for the next activity (posted above) and based on discuss their initial plan before starting to work. If the
their Know section and the objective, they fill out the students dont know where to start, they ask the teacher
Questions section of their graphic organizer. for guidance.

15. Teachers ask students to grab Chromebooks and visit the 17. Students fill out the final section of their graphic
PhET simulations page so they can download one called organizers by making connections between the lab and the
Energy Forms and Changes. Once all students have the simulation.
simulation, the teachers show them a picture (included in the
instructional materials) of the initial setup the students are 18. Students use the rubric to write their conclusion
going to recreate and investigate. paragraphs.

16. Teachers ask students that after recreating the initial setup,
they create an exothermic system and an endothermic system
utilizing the simulations water cup, heaters/coolers, iron
block, thermometers, and energy symbols. They are also asked
that before starting, they fill out the Hypothesis section of
the graphic organizer. Teachers monitor the students and their
progress.

17. Teachers ask students to fill out the final section on their
graphic organizer by ensuring to make connections to the
chemical reactions lab and the PhET simulation.

18. Teachers ask students to write their conclusion paragraph

about the laboratory activity and the simulation; they also
provide the students with the rubric..

Lesson Closure
Time Teacher Does Student Does

19. Students use their conclusion paragraphs to

consolidate their models as well as their graphic organizers.
19. Teachers ask students to consolidate their general model
When presenting their work, students ask feedback on
of energy and present their findings to the class. Discussions
1 Day their models information. Students are also expected to
and comparisons are made to find the best fit to explain the
give honest feedback to all groups presenting their work. A
anchoring activity about the ice cream.
consensus on the best fit model is reached with the
teachers after all group presentations are done.

Instructional Materials, Equipment, and Multimedia

PhET Simulation on Thermodynamics

Student Handout
 WRITING ABOUT THERMOCHEMISTRY
Essay Rubric
Category 5 4-3 2-1 0
Support for Based on the sources Based on the sources Based on the sources No sources were
Topic (Evidence, used, all arguments used, most used, differentiating cited to support
differentiating arguments exothermic from arguments
General, and/or exothermic from differentiating endothermic are differentiating
Personal) endothermic are exothermic from persuasive and the exothermic from
persuasive and the endothermic are scientific language is endothermic and the
scientific language is persuasive and the listed to the scientific language is
explained in detail to scientific language is audience. Thesis is not used. There is no
the audience. Thesis mostly explained to lost in the jungle. thesis.
is well established. the audience. Thesis
is somewhat
established.
 Evidence and Two supporting Two supporting One supporting One supporting
Examples arguments for topic arguments for topic argument is listed argument for topic is
are discussed, are listed and not all and only two discussed,
components of components of components of components of
systems in simulation systems in systems in systems in
are explained, and simulation are simulation are simulation are
parallel, refined discussed. Parallel, discussed. missing. No claims
claims are well refined claims are Unrefined, parallel are listed nor
explained about the listed about the lab claims are listed explained.
lab and simulation. and simulation. about the lab and
simulation.

Sequencing and Essay meets/exceeds Essay is within half of Essay is within one Essay a few
Format paragraph paragraph paragraph sentences long, is
requirement, is well requirement, is requirement, is not organized, many
organized, no somewhat poorly organized, grammatical errors,
grammatical errors, organized, some many grammatical and MLA format was
and MLA format is grammatical errors, errors, and MLA not followed. The
followed. Conclusion and MLA format has format has many conclusion is lost in
reflects thesis. some errors. errors. Conclusion the jungle.
Conclusion mentions doesnt mention
some aspects of thesis.
thesis.

Co-Teaching Strategies
50/50 would be ideal since the work can be split and while one teacher explains, the other could monitor progress or answer questions.

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Minilanguage lesson is taught
The design of the laboratory
alongside the content to
maximizes student freedom
support their English
provided opportunities to
development.
design any lab experiment in
A model is drawn alongside
any fashion they wish. By
the class discussion so Tips and tricks of note taking
providing the degree of
student is able to visually see will be provided to students Aside from IEPs and 504s,
freedom, students can apply
their classmates ideas and during the lesson. Students heterogenous grouping
any information they know
thoughts about what is will be provided with the based on comfort levels
and learn skills in
occurring general tip that they can and collaboration with
engineering that will further
Students are placed in groups either write down what is on peers.
develop their own
settings that encourage the board or what the teacher Checks for comprehension.
knowledge on experiments.
discourse supporting their is saying.
Students will also be
listening and speaking skills
provided feedback on their
Students will be grouped
lab procedure so students
with specific peers to support
can see the gaps in their
their English language
procedure.
development
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION