5E Reactions Lesson Plan

Time: 220 minutes (to be divided into four 55 minute class periods)

Teachers:

Subject:

Marissa Beaith
Janelle Ruiz

Chemistry/ Reactions

Grade:
8th

Standard:
Strand 5: Physical Science
Concept 1: Properties and Changes of Properties in Matter
Understand physical and chemical properties of matter.

PO3: Identify the types of evidence that a chemical reaction has occurred (compounds).

Objective (Explicit):

SWBAT explain how to determine if a chemical reaction has occurred by participating in a socratic discussion.

Evidence of Mastery (Measurable):

A socratic discussion will allow students the opportunity to apply their knowledge to provide evidence and
support for determining if a chemical reaction has occurred.

Sub-objectives, SWBAT (knowledge, skill, purpose):

SWBAT observe chemical reactions through station demonstrations (day 1).

SWBAT differentiate the various evidence for chemical reactions by creating examples (day 2).
SWBAT apply knowledge on evidence for chemical reactions by deciding what evidence for chemical reactions
occurs in a chalk lab (day 3).

Key vocabulary:
1. Compound- Two or more elements combined
through chemical bonds.
2. Chemical Reaction- Produces a new substance.
3. Oxidation- Oxygen reacting with a compound to
change the appearance.
4. Endothermic- Absorption of heat (gets hotter).
5. Exothermic- Release of heat (gets cooler).
6. Precipitate- A new solid/substance that does not
dissolve in water.

Materials:
For Teacher (Stations/Lab):
1. Milk
2. Vinegar
3. Baking Soda
4. Citric Acid
5. Calcium Chloride
6. Sodium Carbonate
7. Beakers/ Graduated Cylinders/ Pippettes
8. Plastic Bags/Stir Stick
For Students:
1. Pencil
2. Composition book
3. Goggles
4. Reading/ Text/ Handouts

Engage (10min)
The teacher will pose the essential question: How can you tell if a chemical reaction has occurred. The teacher will
instruct the students to think of a possible explanation. The students will discuss possible answers in a class
discussion. The teacher will inform the students that they will be returning to this question, and will be able to answer it,
by the end of the week. The teacher will introduce that days activity

Teacher Will:

Ask essential question

Guide class discussion

Students Will:

Come up will possible answers to the essential

question through a class discussion

Explore (36min- 12min per station)

The students will participate in three lab stations, each demonstrating a different chemical reaction. Each station will
have a lead teacher (Ms. Beaith, Ms. Ruiz, Mrs. Carrasco) to provide instruction and guidance. Each station will allow
the students to do a hands-on lab, where a chemical reaction occurs. In station #1, the students will be combining
calcium chloride and baking soda. In station #2, the students will be combining citric acid and baking soda. In station
#3, the students will be mixing milk and vinegar. After performing each demonstration, the students will record their
observations in a t-chart and then move to the next station.
**Closure (6min)- Teacher asks students to share their observations for the lab stations.
Pack up (3min)- Allow students to pack up and get ready to leave.

Teacher Will:

Give instructions for lab station

Circulate/ keep students on task/ answer questions

Students Will:

Listen to lab directions

Do lab with a partner
Record observations in t-chart

Co-Teaching Strategy
Stations- 3 teachers, each in charge of instructing and managing a lab station where a chemical reaction occurs.

Differentiation Strategy

Grouping allows students to learn form their peers.

Visual demonstrations introduce the content in an interesting manner.
Directions on the PowerPoint allow students the opportunity to go back if needed.
Class discussions at the end of each station allows students to communicate their understandings and learn
from their peers.
**END OF DAY 1**

Explain (55min)
**Intro (5min)- Review previous day and introduce that days activity.
Reading (20min)- The students will read and mark the text, Forming New Substances. This explains evidence for
chemical reactions through a short reading. The students will go back to their station observations t-chart and
determine evidence that supports the existence of a chemical reaction. They will complete this by using the stand
up- hand up- pair up technique. This is where the students stand and walk around the classroom, while music is
playing. When the music stops, they high-five the person closest to them. This person becomes their partner and
together they determine what evidence of a chemical reaction exists in demonstration #1, using the information
presented in the reading. This process is repeated for demonstration #2 and #3.
Cornell Notes (15min)- The teacher will provide interactive Cornell notes, giving different examples of evidence for
chemical reactions. This includes every day examples, vocabulary definitions, pictures, videos, ect.
**Closure (12min)- The students will end the day by getting into groups and coming up with their own examples on
whiteboards. They will share their answers as a whole class.
Pack up (3min)- Allow students to pack up and get ready to leave.

Teacher Will:

Students Will:

Assign reading/ text

Read/ mark the text
Play music/ manage stand up- hand up- pair up
Find a partner and discuss/ record evidence of
technique
chemical reactions for demo #1, #2,and #3.
Give interactive Cornell notes
Take interactive Cornell notes
Circulate/ answer questions
Get into groups and whiteboard own examples
Guide discussion
Each group explain their examples to the class
Co-Teaching Strategy
One teach-one assist: One teacher circulates the classroom offering help, answering students questions, making sure
students are staying on task, and managing classroom behaviors. The other teacher gives notes/ leads class
discussion.

Differentiation Strategy
Marking the text gives students a chance to comprehend the reading
Hands-on examples that are relative to the students lives.
Pictures and visuals give students the opportunity for multiple learning styles.
Group work allows students to learn by collaboration.
Class discussion gives students the opportunity to elaborate and explain.
**END OF DAY 2**

Elaborate (55min)
**Intro (5min)- Review previous day and introduce that days activity.
Chalk Lab (27min)- The students will work with groups to make chalk, in a lab that demonstrates a chemical reaction
by forming a precipitate (solid). They will be mixing calcium chloride and sodium carbonate. When they filter the
solution a solid will form (which will be saved to dry and observe the next day). The students will record their
observations in a graphic organizer in their composition books. The teacher will give the lab instructions by chunking
information, to increase management and understanding.
Analysis Questions (15min)- The students will work in their groups to answer the analysis questions. Each group will
be assigned a certain question to answer, using a whiteboard. The teacher will end the class by guiding a class
discussion where the students review their answers and copy them down in their composition books.
**Closure (5min)- The students will end the class by discussing their answers to the analysis questions, while their
peers copy them down in their composition books.
Pack up (3min)- Allow students to pack up and get ready to leave.

Teacher Will:

Chunck instructions
Circulate/ answer questions/ manage time/ keep
students on task
Guide class discussion

Students Will:

Listen to instructions
Complete lab
Answer analysis questions
Share analysis answers with a class
discussion/ copy answers in composition books

Co-Teaching Strategy
One teach-one assist: One teacher guides the students in lab instructions, while the other circulates the classroom to
manage classroom behaviors. Both teachers monitor class behavior and questions during the lab.

Differentiation Strategy

Set up purposeful grouping, utilizing students background, to optimize the output of collaboration and
academic communication.
Hands-on lab allows multiple learning styles.
Chunking information to ensure student comprehension.
Jigsaw type analysis questions, where each group is responsible for a certain question (which they will explain
to the class later) allows for student interaction and complete understanding.
Providing instructions on the board and in the handout to allow students to return to the information when
needed.
**END OF DAY 3**

Evaluate (30min)
**Intro (5min)- Review previous day and introduce that days activity.
Review/ Quick Write (5min)- The students will start with reviewing their notes to prepare for the socratic seminar.
They will continue by doing a quick write, to brainstorm ideas that they could talk about during the socratic seminar.
Socratic Seminar (20min)- The students will participate in a socratic seminar, answering the question: How can you
tell if a chemical reaction has occurred (Give examples)? A socratic discussion will allow students the opportunity to
apply their knowledge from the previous days to provide evidence and support for determining if a chemical reaction
has occurred. The teacher will keep track of student participation.

Review (17min)- The students will complete a review packet for their upcoming test on Tuesday.
**Closure (5min)- The students will end the class by discussing their answers to the review.
Pack up (3min)- Allow students to pack up and get ready to leave.

Teacher Will:

Students Will:

Circulate/ answer questions

Quick write
Guide socratic discussion/ keep students on task/
Participate in socratic discussion
keep score of student participation
Answer review packet questions
**END OF DAY 4**