Colton Hope, ECUR 325.

3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017

Lesson Plan Title:

Date: 27/02/17
Subject: Physical Science 20 Grade: 11
Topic: Foundations of Chemistry The Five Types of Chemical Reactions (Lesson #14)
Essential Question: How can the physical form of a substance be changed so that it seems
to appear differently, or not appear at all?

Materials:
Physical Sciences 20; Foundations of Chemistry Reactions Lab handouts
Physical Science 20; Reactions Experimental Rubric evaluation rubrics
All detailed lab materials (i.e. Bunsen burners, crucibles, etc.)
All chemicals for depicted experiments
PPE (Personal Protective Equipment) for students (i.e. goggles, lab coats, etc.)
Writing utensils and calculation instrumentation
Fumehood, WHIMIS binder, and MSDS

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand the basis on which all previous lessons have been
completed during the Foundations of Chemistry unit. This will mean using their prior
knowledge in the areas of; chemical and physical properties, stoichiometry, and WHIMIS
chemical safety and handling to complete the experimental procedures detailed during
the five stages of the reactions lab handout. Students must understand how to follow the
direction given during each lab stage as a group, to be able to complete those
directional instructions in a safe and efficient manner, and to know how to
mathematically represent each reaction.

Broad Areas of Learning:

Lifelong Learners: the critical application of students scientific knowledge in materials
chemistry during this lesson stresses an understanding of physical and chemical change
through the various forms of chemical reactions. The lesson prompts a continued
understanding of these and other chemical processes that students encounter in their
daily lives and that by in part shape their local and global environments.
Sense of Self, Community, and Place: this lesson gives students a first hand, hands
on experience with various forms of chemical reactivity on an individualized level.
Through research completed as a part of this foundational unit, the hope is that students
will take their experiences during this inquiry and translate them into a deeper
understanding of what they have learned about industrialization and large scale
chemical processing/manufacturing.
Engaged Citizens: During the reaction stages of this lesson, students become exposed
to the nature of bi-products and chemical waste management. Understanding that there
must be ways of managing these resultants on an industrialized scale while continuing
to conserve our natural environments promotes student engagement and understanding
on topics of environmental conservation and chemical waste disposal.

Cross-Curricular Competencies:
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
Developing Thinking: students capacity for developing critical thinking during this
lesson is centralized around the completion of the reaction stages. As they work their
way through each of the stages and see the physical changes elicited by each of the
chemical reactions, their understanding of reaction dynamics and the ways in which
reactants and products are flowing helps to organize what they perceive to be occurring.
Developing Identity and Interdependence: students will begin to develop their
understanding of identity and interdependence as is relates to working as a part of a
team in a formal lab setting during this lesson. To complete the assigned inquiry tasks,
students need to learn to work together, at times independently, and at others co-
dependently. They need to be accountable for their own, and each-others safety while in
the lab especially when handling hazardous chemical materials. Students will enact on
leadership and instinctual qualities required to make the assigned inquiry a success, or
fail to do so.
Developing Literacies: literacies enacted during this lesson range from; scientific in
students analysis of chemical reactions and comprehension of what produces the
reactivity, physical through their group work and hands-on application in lab,
written/mathematical as displayed through their completion of the assigned handout,
and oral/communicative in their ability to both receive and give direction from the
teacher and to their peers. Only a combination of these aspects of critical literacy will
allow students to achieve success during the assigned inquiry task.
Developing Social Responsibility: students will act on systems of moral and logical
reasoning while completing the assigned inquiry to help them in determining what is
acceptable and safe behavior to be exhibiting in a formal lab setting where their safety,
and the safety of others is paramount.

Outcome(s):
PS20-FC1: Predict products of the five basic types of chemical reactions and evaluate
the impact of these reactions on society and the environment.
a. Observe and analyze synthesis, decomposition, combustion, single-replacement and
double-replacement (including acid base neutralization) reactions.
b. Represent synthesis, decomposition, combustion, single-replacement and double-
replacement (including acid base neutralization) reactions using atomic models, other
manipulatives, skeleton equations, balanced chemical equations and International Union
of Pure and Applied Chemistry (IUPAC) nomenclature.
d. Predict products of synthesis and decomposition reactions given the reactants.
i. Select and apply proper techniques for handling and disposing of lab materials, as
outlined in Workplace Hazardous Materials Information System (WHMIS 1998 and WHMIS
2015) standards, and interpret Materials Safety Data Sheets (MSDS) and Safety Data
Sheets (SDS).

PS20-FC2: Construct an understanding of the mole as a unit for measuring the amount
of substance.
g. Calculate the molar mass of various molecular and ionic compounds.
h. Perform molar conversions, including mass to mole, number of particles to mole,
volume to mole, concentration of a solution to mole and their inverse operations, using
the correct number of significant figures.
i. Prepare solutions of known concentration using molarity and dilution calculations.
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
PS20-FC3: Use stoichiometry to determine the relative amounts of substances
consumed and produced in chemical reactions.
b. Determine the relative numbers of moles of each substance in a variety of chemical
reactions using balanced chemical equations.
d. Perform stoichiometric calculations to predict the outcomes (e.g., concentration,
mass, volume, number of particles and energy transferred) of chemical reactions, using
the correct units and correct number of significant figures.
e. Design and carry out experiments to support stoichiometric hypotheses using
appropriate instruments to collect data accurately and precisely.
g. Determine the limiting and excess reagents in a variety of chemical reactions through
stoichiometric calculations and experimentation.
h. Compare the theoretical and actual yield for a variety of chemical reactions by
calculating the percent yield.

PGP Goals:
1.2 ethical behavior and the ability to work in a collaborative manner for the good of all
learners
2.4 ability to use technologies readily, strategically, and appropriately

3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings

4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The Physical Sciences 20; Foundations of Chemistry Reactions Lab handout,
functions as both a means of formative (FOR) assessment during the learned component
of the lesson, and a means of summative (OF) assessment when coupled with an
evaluative rubric. As to the formative component of its assessment, the initial
directionality provided to guide students in their completion of the stages, and
subsequent Things to Know provide for this. The instructional outlining of the stages
make students think critically about reasoning regarding decisions made for; reaction
safety, containment vessels, and order of completion. The following Things to Know
section questions students on their prior knowledge attained during previous lessons in
the Foundations of Chemistry unit through means of; fill in the blank, short answer and
yes/no rapid response.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
The summative (OF) assessment component of the handout that exists for evaluative
means is the marked completion graded through the Physical Science 20; Reactions
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017

Experimental Rubric. The detailed completion of the experimental handout is one

component of this summative assessment graded on a 1-4 scalar where a 3 is
achievement adequate to grade-level/required comprehension to achieve the outcome.
Other structural components of the evaluation include; students laboratory safety
practices, students group work capabilities, and their capacity to follow the detailed
experimental direction. These evaluation criteria are all graded on the same 1-4 scalar
with students attaining an overall mark out of sixteen for the whole of the summative
evaluation.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~10 min)
The motivational set for this lesson takes place as an instructor lead demonstration for
Stage 1 of the reactions handout, which details the decomposition reaction of sodium
metal with sulfuric acid. This reaction is completed as a demonstration for two very
specific reasons; the first being the heightened level of reactivity seen in alkali metals
and corrosive nature of sulfuric acid which pose serious risks to student health and
safety, and secondly to engage student interest with a cool reaction before their own
completion of stages 2-4. It also works as a means by which to have the instructor lead
students through the first segment of the lab handout meaning that correct formatting
for; data recording, question answering, and observational noting can be worked
through.

Main Procedures/Strategies: (~80-90 min over a blocked/or two-day period)

The intention behind this lesson is to enact a means of student-lead guided inquiry
where teacher directed instruction is kept to a minimum to establish a sense of students
independence. Educator intervention in the workings of the lesson is only to be elicited
during the periods of; motivational set, Stage 5 instructional demonstration, and
lesson closing. This is except for, instances where student safety is in question, or where
students are unaware of how to proceed during a stage of the inquiry.

1. Students will be grouped through the processes of flexible grouping using semi-
strategic random numbering, where a pre-determined number of groups is known
based on the amount of resources available. The strategic component of this random
grouping should be centralized around the outlined adaptations/differentiation section of
this lesson plan where students of need are either; grouped together to allow for control
over their working environment, or with students who will provide structure and support
to their inquiry. (~5 min)
2. From this point students will gather in their groups to work independently on the
completion of the next stages (i.e. stages 2-4) of the inquiry handout. It is imperative
that as students move to work on these stages the instructor vocalize the need for
working together to determine the order of stage completion; i.e. the staggering of start
and end points could be vital to time management. It needs to be vocalized as well that
students will have a second day to complete the assigned inquiry work in class, this will
mean that should they leave a stage unfinished at the end of the first day, they can
return to complete it the following day. This also holds for any calculation and
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
comprehension question work. This will stress that student safety is paramount and
there need be no rush on the part of students who may feel panicked or anxious.
Students are expected to complete a minimum of two stages during given time on the
first day and failure to do so may impact their evaluation on following directional
instruction. (~30 min)
3. At this point in the lesson, the instructor will intercede with another demonstration
that would prove to reactive to be completed by student groups, the combustion of
sucrose with potassium chlorate (Stage 5). This reaction demonstration is to illustrate to
students the nature of combustion reactions, and the how this reaction types volatile
nature/bi-product production need containment through mechanisms (i.e. the
fumehood). (~10 min end of first blocked half/first day of lesson)
4. The second half of the lesson is a continuum of the first, students will be given the
duration of the period to complete any remaining stage work from the three-middle
reaction, and the Data/Calculations and Things to Consider sections of the inquiry
handout. (~45 min)

Adaptations/Differentiation:
(The below listing of adaptations and differentiations resulting from individual
interactions I have had with students during my teacher candidacy, as well as
generalized adaptations and differentiation strategies for exceptional learners/high
volume IEP outputs)
-English Language Learners (ELLs); can have an extremely difficult time with the
scientific/academic language associated with the Physical Science 20 classroom,
specifically with the compound naming IUPAC structure. Several adaptation and
differentiation strategies can be used including a couple that I have tried; grouping
together multiple ELLs so that they may use their native language for communication,
providing students with a translated copy of the inquiry handout to increase directional
comprehension, and providing technologies or instructor assistance (i.e. an educational
assistant) to facilitate translation among peer group members.
-Physical disabilities/limitations; this can include conditions ranging from; paralysis, to
cerebral palsy, to epilepsy, etc. Many of these exceptionalities can not only physically
limit students performance capacity in a hands-on inquiry, but it can also place them in
danger during the reactions. Adaptations and differentiation strategies for these
students include; instructor demonstrated inquiry for those who cannot physically
control the reaction(s), inquiry completion in a more isolated environment either in a
different room or at a different time than other peer groups to allow for space and
eliminate distraction/danger, and allowing for observation-only status where students
act as their groups recorder for observations and assist in question
answering/calculation.
-Anxiety/depression; either or both conditions together can create students
disengagement during a hands-on inquiry designed to elicit a high degree of
participation. Combatting for these conditions through adaptation and differentiation is
effective through the flexibility groupings; limiting the group sizes and allowing for
groupings of alike/students who have existing positive peer relationships can elicit more
interaction, grouping students with an instructor that they have a positive relationship
with can increase engagement and productivity. Allowing for individual student
completion of this inquiry should be avoided due to the time restraints afforded by the
experimental component of the lesson.
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017

-Learning Disability (LD)/Autism Spectrum Disorder (ASD)/Emotional/Behavioral Disorder

(EBD); these are some of the most difficult exceptionalities to adapt and differentiate for
during an inquiry lesson. To differentiate and adapt for these students; groupings should
include instructor or high level achieving peers to act as a means of positive influence,
extending time allowances for inquiry completion to include an extra day (i.e. one stage
per day to maximize comprehension), if supports are available these exceptional
learners may need to be separated to avoid them feeding off of one anothers more
disruptive interactions.

Closing of lesson: (~10 min)

The closing of this lesson is executed as a question and answer instructor lead
discussion where one critical aspect of chemical reactivity for each of the stages is
highlighted to heighten student comprehension. The following are the discussion
questions ordered by stage:
(1) how can we increase the reactivity of our metal from the active series of the
periodic table?
(2) how do we explain the brittle nature of the produced magnesium oxide, when
our reactant (magnesium) was a solid metal?
(3) do you believe the zinc metal has been completely converted to solid copper?
Why or why not?
(4) is there any way for us to determine if there is excess unreacted reagent
remaining in the test tube after the bright yellow color change?
(5) how do we explain the massive amount of energy produced from the reacting
of the small gummy bear with potassium chlorate?

Each of these questions and their subsequent responses should be equally distributed
throughout the remaining time of the lesson allowing approximately two minutes for the
students to formulate a response and discuss solutions.

Personal Reflection:
I completed the instruction of this lesson during my first semester of student teaching
(without the formulation of an extensive lesson plan and subsequent revised handout).
During the initial completion of the lesson I found that we, that is me and my partner
teacher, tried to cram way too much material into a single days (55 min) class period.
Students completed the three assigned stages and a brief time was given for
demonstration of the fifth stage, with the motivational set having to be moved to a
different day due to resource allocation. This rapid pace did not allow for the deepening of
student understanding and left their handouts very roughly completed with a second-class
period being needed to allow for completion of the calculation and follow-up questions.
Working through stages one and five as demonstrations was the right call as not only
would student completion have posed elevated risk to their health and safety but the
limitation of resources (i.e. the fumehood) was such that for multiple groups there was no
way to ensure reaction containment. The one exceptionality that was present with this
student grouping was a young boy with ASD, who was rather evasive and distanced
himself from his group members during the completion of the reactions. I adapted for this
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Lesson Plan, Feb 27th, 2017
disengagement by working individually with this student to complete the experiments so
he felt more comfortable than in the social group-work setting and safer in his interaction
with the reaction setup.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)