CEP$Lesson$Plan$Form$

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Teacher:!!Lizzie!Berberet!! ! ! ! ! Date:!2/12/19! !

School:!Rocky!Mountain!High!School! ! ! Grade!Level:!10!! ! Content!Area:! Earth!Systems!Science! ! ! !

Title:!!Balancing!Chemical!Equations! ! ! ! ! ! Lesson!#:1__!of!_1_!!! !

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Lesson&Idea/Topic&and& Balancing&Chemical&Equations&&
Rational/Relevance:&&

Student&Profile:&& The!class!is!made!up!of!all!sophomores!with!no!students!on!an!IEP.!Though!
most!student!work!well!and!are!focused!on!assigned!tasks,!there!are!a!few!
students!that!rely!heavily!on!their!friends!to!help!them!through!the!work.!
Lastly,!one!boy!I’ve!noticed!struggles!with!math!and!tends!to!mix!up!
numbers!quite!easily,!so!he!may!need!extra!attention!with!this!lesson.!!
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Content&Standard(s)&addressed&by&this&lesson:! (Write$Content$Standards$directly$from$the$standard)! ! !

Prepared Graduates:

1. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that
require understanding structure, properties and interactions of matter.

Grade Level Expectation:

2. Chemical processes, their rates, their outcomes, and whether or not energy is stored or released can be understood in terms of
collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of elements involved.
&

Understandings:!(Big$Ideas)$

•! Matter!can!be!neither!created!nor!destroyed&
•! Elements!can!be!split!up!and!rearranged!within!a!chemical!reaction!

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CEP$Lesson$Plan$Form$
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Inquiry&Questions:!!(Essential$questions$relating$knowledge$at$end$of$the$unit$of$instruction,$select$applicable$questions$from$standard)$

•! In!what!way!can!molecules!be!rearranged?!
•! How!do!reactants!relate!to!the!products?!

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Evidence&Outcomes:!!(Learning$Targets)!

Every&student&will&be&able&to:&correctly$balance$molecular$equations.&&&

I&can:&balance!a!chemical!equation.!

This&means:&&&&&&&&&

1.&I!can!identify!the!products!and!reactants!within!an!equation.!

&2.&I!can!ensure!that!the!amount!of!products!is!equal!to!the!amount!of!reactants!in!a!chemical!equation.!

List&of&Assessments:!!(Write$the$number$of$the$learning$targets$associated$with$each$assessment)$! !

pHET$simulator:$Formative:$Are$students$able$to$correctly$balance$the$equations?$2$
pHET$simulator:$Formative$Are$students$able$to$correctly$identify$the$products$and$reactions$in$a$chemical$reaction?$1$
! ! ! ! !

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CEP$Lesson$Plan$Form$
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! Planned&Lesson&Activities!

Name&and&Purpose&of&Lesson& $
$ $
CoMTeaching&& Which&model(s)&will&be&used?&&&&&&&&&&&&&&&&&&&&&&&&&&&
Will$coKteaching$models$be$utilized$in$this$lesson?$$$ &
Yes$___$$$No$_x__$ Why&did&you&choose&this&model(s)&and&what&are&the&teachers’&roles?&
! &
&$
Approx.&Time&and&Materials& 90$minutes$
Slideshow$$
Student$laptops$
Worksheet$in$Classroom$
Hunting$the$Elements$$DVD$
Guided$video$notes$in$Classroom$
$
Anticipatory&Set& The!strategy!I!intend!to!use!is:!Agenda!Review!
! I!am!using!this!strategy!here!because:!it!allows!students!to!know!what!they!are!doing!
that!day.!!
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Procedures$ The!strategy!I!intend!to!use!is:!Lecture!and!individual!work!
& I!am!using!this!strategy!here!because:!
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Teacher$Actions$ Student$Actions$ Data$Collected$
Go$through$agenda$(1)$ $ $
$ $ $
Lecture$on$chemical$ Take$notes$in$notebook$ Who$is$taking$notes$vs$who$
reactions$(10)$ $ is$not$(Why$aren’t$they?$
$ $ Already$know$or$doesn’t$
$ $ care?)$
$ $ $
IntroducevBalancing$ Complete$pHET$ Who$is$grasping$balancing?$
chemical$equations$pHET;$ $ Who$may$be$struggling$a$
monitor$and$answer$ $ bit$more?$In$what$way$are$
$

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CEP$Lesson$Plan$Form$
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questions$(35)$ $ they$not$grasping$the$
$ $ material?$
$ $ $
$ $ $
Introduce$Hunting$the$ Answering$video$questions$ Which$students$are$having$
Elements$with$guided$video$ trouble$focusing?$
notes;$redirect$off$task$
students$($45)$
$
$
Closure& The!strategy!I!intend!to!use!is:!N/A!
& I!am!using!this!strategy!here!because:!
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Differentiation&&& & Content! Process! Product! Environment!
$ Modifications:&&
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Extensions:& ! Can!work!at! pHET!allows!for! Quiet!individual!
! ! own!pace!with! many!different! work!time!if!
! or!without!a! answer!options! necessary;!
partner! and!student! partner!work!if!
discovery;! productive!!
many!correct!
answers!
Assessment& pHET$simulator:$Formative:$Are$students$able$to$correctly$balance$the$equations?$
& pHET$simulator:$Formative$Are$students$able$to$correctly$identify$the$products$and$
& reactions$in$a$chemical$reaction?$
& $
& $

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CEP$Lesson$Plan$Form$
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