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

Nic Carlson, Amy Rudenburg Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Chemical
Chemistry Chemical Bonds 10, 11 5 x 45 minutes
Reactions
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
W2 - Write informative/explanatory texts to
examine and convey complex ideas clearly
and accurately.
HS-PS1-2. Construct and revise an
R3 - Analyze how and why individuals,
explanation for the outcome of a simple
events, or ideas develop and interact over
chemical reaction based on the outermost
the course of a text.
electron states of atoms, trends in the
SL1 - Prepare for and participate effectively
periodic table, and knowledge of the
in a range of conversations and
patterns of chemical properties.
collaborations with diverse partners,
building on others' ideas and expressing
their own clearly and persuasively.
Lesson Objective(s) Evidence
Students are able to create the lewis
structure for given molecules and are able Students create the lewis dot structures of
to connect these structures to the molecules in the carbon cycle.
molecular geometry and bond strength. Students describe the properties of
Students refine their initial model by chemical bonds both verbally and in writing
adding the Lewis diagrams of compounds .
in the carbon cycle.
STUDENT ASSESSMENT
Purpose/Focus
Type Implementation Feedback Strategy How Informs Teaching
of Assessment
EL 1. Periodic 1.Teacher provides 1.Feedback is 1.The responses
table Puzzle students with an empty immediate and given students give informs
activity - periodic table. In verbally. Students the teacher about
Informal groups students place receive verbal students prior
formative the different groups of feedback from their knowledge and
activity to elements to their peers. in their group possible
access position in the periodic and from the other misconceptions of
students prior table and the students groups. The teacher periodic table. This
knowledge match individual can give feedback allows the teacher to
about periodic elements to their while observing adjust their plans to
table after periodic group. students during group either cover any
watching a Students compare and work nd they also give missing content or to
short video. contrast their models feedback when the continue with the
2. Anticipatory with a neighbouring students shares out. lesson as planned
set- think pair group. Students share 2.Feedback is 2. Students
share- Informal out their periodic table immediate and given predictions will inform
formative predictions and their verbally. During the the teachers of
activity to reasoning behind it. pair part of the Think- students
access Pair-Share. students understanding the
students prior 2. Teacher provides receive verbal types of chemical
knowledge of students with an feedback from their bonds and the
the chemical anticipatory set peers. The teacher classes of elements
bond types and containing a list of can give feedback they occur between.
where the molecules names and while observing The teacher uses this
occur. condensed Formulas. students in the pair information to inform
3. The The students predict, part and they also the type of
quickwrite which molecules, have give feedback when elaboration activities
gives the ionic, covalent or the students shares that the students will
teacher an metallic intermolecular out. perform in order to
idea of what bonds. Students clarify their
the students compare and contrast 3. The teacher holds a understanding.
know about their answers in a class discussion in 3. This helps inform
chemical think-pair-share. which students share the teacher what the
bonds. It also 3. Quickwrite: What information that they prior knowledge that
brings ideas are similarities and wrote down in their the students have
about chemical differences about the 3 quickwrite. Students about chemical bonds
bonding to the types of chemical can add new 4. This informs
front of the bonds talked about information to their teacher that students
students mind yesterday? quickwrite if the know how to use the
to prime them 4. Students work with teacher writes it on physical models
for the lesson the physical models to the board and they properly and can
4. Working with create bonds with dont have it in their continue with the rest
the physical elements quickwrite. of the lesson.
models and 5. Quickwrite: What 4. The teacher gives 5. This informs the
creating have you learned this partners feedback as teacher because it
octane, show week that changes you soon as they create lets the teacher know
the teacher initial model for the octane molecule. what the class has
that the chemical bonding? 5. The teacher holds a learned as a
students know class discussion and collective.
how the shares the ideas that
models are students have in the
supposed to be class. That way they
used and the can add to their quick
students can write and ideas for
proceed with revising their model.
the lesson.
5. The
quickwrite give
students ideas
from
everything
they have
 learned in
class that week
and brings it to
the front of
their mind
PM 1. Informal 1. Teacher leads 1. Feedback is given 1. The initial models
formative students in a jigsaw by the teacher students create
activity to with a reading related individually and informs the teacher
access verbally when about students
to the driving question
students where students are creating knowledge and
students of the unit. Students their initial model. The possible
demonstrate individually answer the teacher can provide misconceptions
their current questions from the feedback/notes on the chemical bonds. This
knowledge in guided reading initial model in writing allows the teacher to
order to create handout. in the form of adjust their plans to
an initial model Students individually questions to think either cover any
2. Webquest - about. missing content or to
create an initial model
Informal 2.Feedback is given continue with the
formative of octane based on verbally by peers and lesson as planned
assessment of their prior knowledge the teacher druing the 2. The webquest is
students ability up until this point. group work. The used in order for the
to find patterns Students turn in their teacher gives teacher to evaluate
from data initial model as part of feedback in writing students ability to to
obtained the exit slip. through comments find patterns in the
during a added on the periodic table and
2. Teacher introduces
webquest. student's google use this information
students to the
sheets which are to better understand
Webquest activity. In
3. This shows shared with the the chemical bonds
groups students collect
that students teacher. that occur between
data and record it in a
have learned 3. Verbal feedback is the different groups
google sheets.
the objective given to students as of the periodic table..
Students can use the
lesson of day the revise their model. This informs the
data to create graphs
three and have The teacher asks teacher of students
that show the trends
some students scaffolding acquisition of the skill
that occur along the
understanding questions from the and any
period such as the
of the octet lesson to help misconceptions. The
relationship between
rule and how it students add to their teacher can use this
the atomic number
applies to models. to adjust instruction.
and the molar mass.
bonds in 4. The teacher will 3. This tells the
3. Revise initial model
octane. provide written teacher what the
of octane and its
4. This show feedback to the students know about
chemical bonds
the teacher students on the the octet rule. If the
4. Exit slip - answer
that the following day. students are having
question, What were
students 5. Students will post trouble the teacher
some processes that
learned from their revised model of can cover the topic
the carbon went
the lesson and the carbon cycle on again in a different
through and how did
did not just the wall and students method.
the bonds and
play with the can look at each 4. This informs the
complexity of the
models. The others. The teacher teacher so that the
molecules change?
students will leave each group teacher knows if he is
 ready for the
students to revise
their initial model of
the carbon cycle or if
they need more
actually
practice with bonds.
retained
5. The revision of the
information
carbon cycle model
from using the 5. Students add their
to include the lewis
models new knowledge of
structure and
5. This to get chemical bonds and
written feedback for bonding of each
students to atomic structures to
the next week. molecule shows that
think about add Lewis dot diagrams
the students
what is to their carbon cycle
understand the
happening at models.
carbon cycle at the
the atomic
atomic level. If
level in the
students were having
carbon cycle.
trouble the teacher
can go back and
reteach areas that
the students are
struggling.
FOCUS OF INSTRUCTION
Instructional Strategies
Problem of the Day - Students answer a warm-up question to activate prior knowledge.
Think-Write-Pair Share - Allows students time to express their ideas in words, and to listen to other students ideas
and reformulate their own thoughts.
Vocabulary worksheet - Teacher models how to fill out the notes and student does the last two vocabulary words on
their own.
Combustion Concept Diagram - Helps students come to a joint understanding of the vocabulary word combustion.
Refining Models - Students refine carbon cycle model adding Chemical reaction details
Ordering the Procedure - Students put the steps of the procedure in an order that makes sense before starting the
lab to show they understand the significance of each step.
Conservation of Mass Investigation - Students complete an investigation to determine what happens to vinegar and
baking soda after it reacts.
Conservation of Mass Graph - A visual representation that shows how the mass of the reactants relates with the
mass of the products.
Exit Slip - Teacher uses it to measure progress of student learning and to see if students need additional practice..
Rubric- Rubric provided so students understand the expectations for the closing group presentation activity.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
45 min Day 1 (Engagement) (Types of Day 1 (Engagement)
Reactions) Students watch the periodic table video
Teacher engages students prior knowledge and connect the elements and examples of
of the different elements in the Periodic elements shown with their prior
Table Song video knowledge .
https://youtu.be/VgVQKCcfwnU Students access their prior knowledge in
Teacher puts students in groups and then order to match the different groups of
provides students an empty periodic table, elements to their position in the periodic
the students have to outline the areas of table and the individual elements to their
the periodic table as metals or nonmetals groups.
and then label the different groups of Students compare and contrast their
 elements in the periodic table, Alkali
metals; Alkali Earth Metals, transition
metals; Semi-metals/metalloids, Halogens,
noble gases, lanthanides,
The teacher provides students with random
elements and the student need to decide
what group they are in.
The teacher gives groups the opportunity to
compare their results with a neighbouring
group. models with a neighbouring group in order
Teacher prompts different groups to share to fill in some gaps they may have had or
out their order and uses this to ensure all to verify their answers.
students are aware of what they order is Students share out their periodic table
and the background to why that group is predictions and their reasoning behind it.
Students take additional notes from the
labeled so.
Teacher leads the students through a Jigsaw think pair share on their periodic table
reading of the aticle Fact or Fiction: model.
Students break out into their reading
Premium Gasoline Delivers Premium
groups for the jigsaw. They read their
Benefits to your Car
paragraph and then discuss it with their
https://www.scientificamerican.com/article/f
group. Then they join a group with a
act-or-fiction-premium-g/
Teacher provides students with the handout member who has read each piece from the
in order to perform the guided reading and article and each member shares .
Students individually answer the questions
to answer the questions about the
from the guided reading handout .
molecules present in gasoline and why their Students individually create an initial
structure is important. model of octane based on their prior
Teacher challenges students individually to
knowledge up until this point.
come up with a model of the molecule Students answer the exit slip and turn it in
octane with the condensed formula C8H18. before they leave class.
While students are doing the guided reading
and creating their initial model the teacher
is walking around and asking students
probing questions.
The teacher provides students with the exit
slip question, What information was used
in order to create the initial model, what
information would you like to know to refine
this model?
Lesson Body
Time Teacher Does Student Does
Day 2 (Explore: Data Collection) Day 2 (Explore Data Collection)
3x45mi
n Teacher provides students with a list of
molecules names and condensed Formulas Students predict whether the bonds in
(The final molecule is octane) and aks molecules are, ionic, covalent or metallic.
students to predict, which molecules, have They are likely to get metallic right and
 ionic, covalent or metallic intermolecular
bonds.
Teacher leads students through a think-pair-
share, about each molecules and the
students predictions.
The teacher asks probing questions, during
the think pair share like, why did you
choose that bond?, What are the
properties of that bond type?
During the think - pair- share the teacher
publicly records students knowledge
Teacher provides students with the Bonding
Webquest activity and the Google
Spreadsheet table for the group to record
their findings from the website below:
http://www.msichicago.org/play/goreact/
For extra credit students can use google
sheets to demonstrate trends in the data
collected.
The teacher instructs students to refine
their model of octane taking into
consideration the knowledge they gained
from the think-pair-share and the
webquest.
Students exit-slip is to re-evaluate what the
bond types are from the molecules provided
in the initial activity and turn them in.
depending on their prior knowledge will get
simple molecules such as NaCl and CO 2
correct.
Students share their predictions with a
partner and aloud in the discussion . During
the discussion students are taking down
notes about relevant information they did
not initially remember or had not heard of
previously.
In groups students explore the bonding
that occurs along a period of the periodic
table using the Webquest activity.
Students collect data and record in a
google sheets. Students can use the data
to create graphs that show the trend that
occur along the period such as the
relationship between the atomic number
and the molar mass.
Students use the data collected during the
Webquest to refine their initial models of
octane from day 1.. It is expected that
students may show valence electrons or
atomic charges of the elements.
Students re-do the anticipatory set from
the first activity and turn it in as the exit-
slip

Day 3 (Explain and Elaborate) Day 3 (Explain and Elaborate)

Students walk into class and immediately
Teacher starts class by giving the students start answering the quickwrite question,
the quickwrite, What are similarities and What are similarities and differences
differences about the 3 types of chemical about the 3 types of chemical bonds talked
bonds talked about yesterday? about yesterday?
The teacher calls on students to share what Once students complete the quickwrite
they wrote and starts a class discussion they share their ideas with the class in a
about what the students know about the class discussion. Students write
three types of chemical bonds. The teacher information that they did not include in
writes the main ideas of the students on the their quickwrite if another student says it
board to keep track of what the students and the teacher writes it on the board.
know. Students get into their lab groups of three
Teacher gives the following articles to lab and do a group read of the articles. Each
groups to read in a group about one type of person in the group is assigned one
bond, and share with the class summary responsibility. One person will be
and interesting points about article and presenting to the class. One person will be
 bonding. The teacher also gives each
person in a group a unique task to
complete.
Octet rule and covalent bonds
Electronegativity and Ionic Bonds
The teacher circulates the class monitoring
participation and engagement of each
student. The teacher answers any
questions that the students may have from
reading the article.
Teacher has each presenter present about
their article for about 30 seconds. The
teacher also tries to get each new presenter
to add one new thing to the class.
Teacher holds a quick lecture about the
octet rule to complete the learning session
and connect the articles more seamlessly to
the topic being covered in the class
The teacher instructs students to revise
their models about Octane and include
more reasons to why it is like that.
trying to summarize the article so the
present can present a summary. The third
group member is looking for interesting
facts in the article for the presenter to
present to the class. After reading the
group discusses the article and gets ready
to present to the class.
Each presenter for each lab group spends
about 30 seconds relaying to the class
what they learned from the article and
each group tries to add to the group before
them.
The students follow guided notes provided
by the teacher in a five minute mini lecture
about the octet rule
Students revise their model about octane
that they made earlier to include new
information from the lesson.
Day 4 (Elaborate and Evaluate)

Day 4 (Elaborate and Evaluate)

Students enter the class and watch as the

teacher shows them how to use the
The teacher starts the class with a small
physical models of the elements and
demonstration using the physical models
bonding.
representing elements and bonds. The Students work in pairs to create a molecule
teacher shows which blocks represent what of gasoline as a warm up and getting used
elements and how the models work with the to using the physical models. Once
octet rule when creating bonds. The students complete this and get checked by
teacher creates a model of ethanol and the teacher they can move on to the rest of
explains to the students that when ethanol the lesson.
combusts it turns into water and carbon Students work with their pair partners and
dioxide. The teacher show students models use physical models of elements and bonds
of both water and carbon dioxide as well. to create all the reactants and products in
The teacher first has students create a the combustion of gasoline. This gives
molecule of octane with the physical visual and kinetic learners a time to be
models. This shows the teacher that able to see and feel what is going on at a
students can use the models properly. molecular level.
The teacher then instructs the students to Students then work in pairs and use the
work with their pair partner and construct models to follow a guide that will have
physical models of all the reactants and them making a model of gasoline and
products in the combustion of gasoline. The changing it as they work through stages of
teacher hands them an instruction sheet the carbon cycle and see how their carbon
with a labeled list of what the students
 should be creating and recording.
The teacher circulates the room and
monitors student engagement and scaffolds is changing.
Students record in their journals by
student understanding.
Exit slip - answer question, What were drawing pictures and writing segments
some processes that the carbon went about the steps of combustion.
When finished working with the physical
through and how did the bonds and
models the students complete the exit slip
complexity of the molecules change?
and are excused from class.

Time Teacher Does

Day 5 (Evaluate) Day 5 (Evaluate)

Teacher gives students a quickwrite: What
have you learned this week that changes
you initial model for chemical bonding? at
the beginning of class.
The teacher holds a class discussion and
writes students ideas on the board to share
with the class
1x45
The teacher circulates the room and
monitors student engagement while
students are adding to their carbon cycle
model.
Teacher tells students to post their revised
carbon cycle model on the walls so that
students can all see the work.
Students come into class and start
responding to the quickwrite, What have
you learned this week that changes you
initial model for chemical bonding?
Students engage in a class discussion and
share what they put on their quickwrite
with the teacher.
Students add their new knowledge of
chemical bonds and atomic structures to
add Lewis dot diagrams to their carbon
cycle models.
When complete the students post their
model on the wall of the class and walk
around and see the work of other students
in the class

Instructional Materials, Equipment, and Multimedia

Overhead projector, class set of chrome books, reading articles, exit slips, physical models of elements and bonds,
paper, pencils
Co-Teaching Strategies
Much of the work in this lesson is individual work done by students alone or students working in groups. By co-teaching
this lesson it increases the ratio of teachers to students allowing students to get more meaningful feedback. Both
teachers will be monitoring and assisting students during individual and group work to ensure that students are
productive, and are using evidence from the class to make their models and arguments.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs

Think-Write-Pair Share Think-Write-Pair Share Think-Write-Pair Share Graphic Organizers to help

Graphic Organizers to help
students with concepts and
vocabulary
Sentence structures to help
aid in the writing process.
The physical models of the
elements and bonds can
help EL students see and
understand conservation of
mass.
Graphic Organizers to help Graphic Organizers to help students organize their
students with concepts and students with concepts and concepts and vocabulary
vocabulary vocabulary Heterogeneous grouping
Sentence structures to help Sentence structures to help helps students better
aid in the writing process. aid in the writing process. articulate their ideas to
The physical models of the The physical models of the others in a manner that
elements and bondst can elements and bonds can they can understand. These
help striving readers see help students with special students can help scaffold
and understand needs see and understand other students in their
conservation of mass. conservation of mass. group by providing other
 I do, we do, You do provides
scaffolding for students in
order to complete the
Heterogeneous grouping
Heterogeneous grouping vocabulary hand out
helps students better
helps students better individually. Teacher
develop their reading and
develop their english and modeling , then practice
writing skills. The small
academic language skills. with the whole class, then
groups also gives these different scaffolding
The small groups also gives practice individually.
students time to practice support than the teacher.
these students time to Heterogeneous grouping
their reading and The diversity of the groups
practice their english in a helps students better
vocabulary in a safe are also a strength for
safe environment. develop their ideas because
environment. advanced students too
I do, we do, You do they can receive scaffolding
I do, we do, You do because it allows them to
provides scaffolding for EL from the students in their
provides scaffolding for see science from diverse
students by introducing the group. By having diverse
striving readers students by perspectives as well.
academic vocabulary then groups students can see
introducing the academic
practice vocabulary as problems from multiple
vocabulary then practice
class, then practice perspectives. The small
vocabulary as class, then
individually. groups also gives these
practice individually.
students time to practice
their science and vocabulary
in a safe environment.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Lesson introduces and investigate chemical bonds and relates them to the Carbon Cycle. Students learn how to create a
lewis dot structure and are able to describe the intramolecular chemical bonds that would occur in that molecule
We are in the second step of the collaborative model of the Technology matrix. This lesson has students using
technological tools collaboratively. Next is step 3, Collaborative use of tools with some student choice.