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-PS1-1. Use the periodic table as a model to predict the relative
properties of elements based on the patterns of electrons in the N-Q.1-3 Reason quantitatively and use units to solve problems.
outermost energy level of atoms.
WHST.11-12.7 Conduct short as well as more sustained research projects
HS-PS1-4. Develop a model to illustrate that the release or absorption of to answer a question (including a self-generated question) or solve a
energy from a chemical reaction system depends upon the changes in total problem; narrow or broaden the inquiry when appropriate; synthesize
bond energy. multiple sources on the subject, demonstrating understanding of the
subject under investigation.
Lesson Objective(s) Evidence

Students will be able to:

- Analyze enthalpies of reaction for two combustion reactions and
All students get 80% or higher on their exit slips. If students do not pass
determine efficiencies in the performance of an engine based on
this threshold, the teacher will review and analyze the data collected in
the comparison.
class discussion.
- Write the products for two combustion reactions and balance
the equations.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Check for background
EL knowledge regarding the
combustion of fuel
Check if students comprehend
the text and the compounds
PM
involved in combustion
reactions.
Check if students understand all
the elements of a combustion
reaction and properly balance
SA
an equation to understand the
various impacts of burning
various types of fuel.
FOCUS OF INSTRUCTION
Instructional Strategies
Heterogenous grouping, epistemic practice of model construction, negotiation of expository text (dependant on time), visual presentations of
phenomena, and activities focusing on vocabulary.
Lesson Introduction/Anticipatory Set
Time
Teacher takes out a five-gallon glass jar filled with a little bit of
15 min ethanol and proceeds to ignite the solution inside. Teacher lights a
match and places the tip of the match (the part currently ignited) over
Implementation Feedback Strategy How Informs Teaching
Informal questions about the
The discussion points will be
phenomenon presented when
written on the board with
lighting alcohol in a five-gallon Highlights gaps in basic
students and as the lesson
glass jar and then wanting to knowledge or any apparent
progresses they will be revisited
light it up again. Class discussion misconceptions.
to dispel or embrace the ideas of
on the products left behind after
the students.
the initial flame went off
Construction of a model that Whether or not the skill of
On-going changes in student
depicts the inner workings of teaching how to read
thinking to finally have them
two engines, one that burns expository texts was taught
compare and contrast their
propane and the other gasoline; properly. If the article used was
models to find the best fit
students also have to provide appropriate. If teacher has to
amongst all groups within the
possible chemical reactions address the combustion model
class.
corresponding to each engine. through a different method.
It signifies whether students
are able to bring back past
Exit Slip asking students to knowledge into current
Exit slip will be graded and
provide products of the knowledge. Highlights if
returned. Teacher will go over
combustion of propane and students were able to make the
the exit slip the following day.
gasoline in balanced equations. connection between real world
impact (global warming) to a
chemistry based concept.
Teacher Does Student Does
Students watch the teacher perform the demonstration.
 the mouth of the flask. The match should go out. Teacher proceeds to Students are answering questions and providing ideas of why the
do the same procedure two more times. phenomenon occurred had occurred.

Note: While doing the above procedure, talk comedically and Students are having a discussion regarding the topic. Students are
questioning. Say stuff like Thats weird the fire went out on its own. making the link that combustion reactions produce specific
If you want you can challenge students to come up and try to keep products.
the fire ignited above the flask. Offer a reward to get them involved.

Start a discussion. Why do students think they cant keep the match
lit while over the flask of the mouth? Ask about the liquid that formed
inside the jar. What do they think it is?

Ask probing questions and guiding questions to guide the discussion

in the following conversation
1. Why did the fire go out?
a. It was being suffocated
2. What was suffocating?
a. The products of the fire reaction
3. What are those products?
a. Anything

Proceed to explain that the ethanol being lighted is an example of a

combustion reaction. Using student knowledge ask what are the
elements needed to create a fire? Teacher should be writing their
answers in the format of a chemical reaction. Students should
respond with oxygen, fuel, and heat. When students say fuel make
sure to write a possible fuel like ethanol below it. What does it
produce? You can receive a range of possible answers. Explain that
this is the basic framework of a combustion reaction. There is a fuel
source that reacts with oxygen to produce possible products. We are
not sure what these products are yet. Ask students to predict what
these products could be based on the reaction shown.
Lesson Body
Time Teacher Does Student Does
Teacher provides articles to students on combustion reactions along Students will get into groups of 4 and read the portion of the
with a guided questions sheet. The guided questions sheet will be article assigned to them. Students may take notes and answer
divided into 4 parts. 8 Groups of 4 will be organized and each group some questions on the guided questions worksheet.
will be assigned half of one article to read. While students are
reading, circulate the room and ask probing questions about the Students will split from their original groups and join the group of
article in question. After students have finished reading and individuals who were assigned the same number as them.
discussing the portion of the article assigned to them, number off the Students proceed to split the group of 8 individuals to 4
students 1 to 4 in each group. Have the students split into groups by individuals who all read different articles
their numbers creating 4 groups of eight. Then have students split up
based on their readings, making sure no two individuals read the Students proceed to discuss what they read in their articles and
same portion of the article. As the teacher, regulate the class to share their information with their group. The students are
assure everyone is in the correct grouping. Instruct students to each discussing the information, clarifying misinterpretations, and
talk about what they read and fill out the worksheet based on exchanging answers.
This everyones given information.
lesson Students read article for homework. The day after, students
body Teachers assign Combustion Reactions article to read for respond to probing questions. Then participate in read-aloud
make the homework. The following day, teachers ask probing questions about activity and fill out Cloze Sentences and Definitions worksheet
the the article read the night before and then begin a read-aloud activity with their group.
course of involving the Combustion Chemistry article. Then the Cloze
one Sentences and Definitions worksheet is implemented for student Students work with their group to prepare for routine in model
week.. groups to gauge student comprehension of vocabulary. construction based on their acquired knowledge of combustion
reactions and the inner workings of an engine.
Teachers ask students to make preparations to begin constructing a
model with butcher paper and markers based on their new Students construct their initial model depicting the chemical
comprehension of combustion reactions and the inner workings of an reactions that occur in two different engines, one that uses
engine. propane and the other gasoline.

The teacher asks students to draw an initial model of the chemical In order to have more information on combustion reactions,
reactions occurring in two different engines that use propane and students perform the lab and see the signs of water and carbon
gasoline. dioxide after a match was lit and after alcohol was combusted.

To provide on-going changes in thinking, teachers set up a lab where Students, after collecting their data, will individually write their
students are provided with a jar, candle, lime water, and blue cobalt lab reports. Students are responding to the teacher and may talk
chloride paper. The lab provides opportunities for students to test for with other students for guidance or discussion.
 the presence of water and carbon dioxide following a combustion
reaction (lit candle.) Students will perform the experiment again by
burning a small amount of alcohol in a container.
Following the completion of a lab, teacher prepares a time for
students to write their lab reports. The teacher circulates the
classroom providing feedback to various parts of the report and asks
probing questions to develop deeper thinking. The teacher also takes
time at the beginning of this part of the lesson to reteach how to
write a lab report and the key elements needed in it. When students
are done with their report, set a time for students to peer review each
others reports. Instruct students to write what was good and what
could be improved. Provide students time to rewrite and improve
their lab reports.
Teachers give student groups their combustion engine models and
asks them to make revisions based on the information they learned in
the lab activity. As students are working on making refinements,
teachers walk around with probing questions that lead students to
include pertinent (distinguish from correct) information to their
models if they havent already done so.
Teachers show seven minutes of How Engines Work video to the
class and ask students to make additional refinements to their
combustion engine models. Teachers tell students to watch out for
the reason why the mechanics change fuels.
Teachers provide numerical values for enthalpies of reaction for the
combustion of propane and gasoline and ask the students to infer as
to why the narrator asks the mechanics to change the fuel from
propane to gasoline.
Students will peer review each others lab reports writing down
the good elements and the elements needed for improvement.
Students relearn how to write a lab report. Students then proceed
to make corrections to their lab reports by rewriting it.
Students make refinements to their combustion engine models
and participate in exchanging ideas with their peers as to what
the pertinent information is to be included.
Students watch the video on How Engines Work and make
additional refinements to their models. They pay attention to the
conversation about the change in fuel.
Using the enthalpies of reaction students explain the reason why
the fuel was changed from propane to gasoline.
Students make final refinements and discuss the best fit amongst
all model that describes the phenomenon.
Students take out their unit models and write a chemical
equation for the combustion of ethanol and gasoline. Students
balance the equation utilizing past knowledge. Students
participate in the discussion about how they came to their
conclusions. Students also participate in the discussion of how
this combustion reaction affects gasolines effect on global
warming.

Teachers ask the students to make final refinements and to post their
models around the classroom to compare to other groups and discuss
the best fit for explaining the inner workings of an engine with the
proper chemical reactions.

Instruct students to take out their unit models. and write a chemical
equation for the combustion of gasoline and ethanol. Instruct
students to balance the equation if they were able to predict the
reactants utilized to create the predicted products. When students
are finished, facilitate a class discussion that talks about the correct
equation. Guide the conversation about the amount of product being
made into the topic of global warming. Which one is technically the
cleaner fuel source? Are all the products contributing to global
warming? How can we predict what is going to be a damaging fuel
source versus a clean fuel source?
Lesson Closure
Time Teacher Does Student Does
Teacher will hand out a half-sheet with two chemical reactions that
only include the reactants. The reactants for the first reaction will
include isooctane (gasoline) and oxygen. The second reaction will
have the reactants propane and oxygen.

Teacher tells students while handing out the half-sheet that the paper Students will solve and balance a complete reaction of the
being passed out has the two reactions of the combustion of propane combustion of propane and isooctane on the half-sheet of paper.
15min
and gasoline. The reaction only includes the reactants and not the Students are referring to their models if they need a reminder of
products. Teacher proceeds to instruct students that their job is to the products formed and how to balance an equation.
write in the products side using what they know about combustion
reactions as well as balancing chemical reactions.

Teacher reminds students that the chemical reactions they are writing
are the same ones they added to their models.
Instructional Materials, Equipment, and Multimedia

HOW ENGINES WORK VIDEO - MODEL

Article for NET - Combustion Reactions

Article for NET - Princeton - Combustion Chemistry

VOCABULARY WORKSHEET. BETTER TO PRINT WORD DOC FILE AS HANDOUT.

Cloze Sentences and Definitions

CLOZE SENTENCES AND DEFINITIONS

Hydrocarbon Combustion Intake Compression

Exothermic Stoichiometric Ratio CO2

Directions: Find these words in the articles Combustion Reactions and Combustion Chemistry. Write the
sentence that contained the word in the space above the definition you think matches.
Word =

The action of taking something in.

Word =

Rapid chemical combination of a substance with oxygen, involving the

production of heat and light.

Word =

(Of a reaction or process) accompanied by the release of heat.

Word =

The reduction in volume (causing an increase in pressure) of the fuel mixture in

an internal combustion engine before ignition.

Word =

A colorless, odorless gas produced by burning carbon and organic compounds.

 Word =

An organic compound consisting entirely of hydrogen and carbon.

Word =

Often used for the molar proportions of elements in compounds.

If you have extra time, look up sentences and definitions for these
Friction-Aerodynamic Drag-Emissions-Fuel Economy-Efficient-Continually-Optimum-Minute-Products-Reactants-Dissipate-Oxidizer

END OF WORKSHEET

Co-Teaching Strategies
Engaging activity is done with the whole class with one teacher doing the demonstration while the other is assisting. During the lesson body, the class is
split in two and the teachers teach their groups respectively with the texts they are utilizing. Lesson closure will also be done with the group the teacher
ends with.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Physical copy of articles will be
provided to highlight and make
notations of difficult vocabulary.
Visual presentations of
phenomena. Read-alouds and
Read-alouds and physical copy of
worksheet for engagement with Aside from IEPs and 504s, Opportunity to provide help to
articles will be provided to highlight
vocabulary as scaffolds are heterogenous grouping based on other peers and advanced
and make notations of difficult
provided to match definition with comfort levels and collaboration with vocabulary list of words within the
vocabulary at their own pace.
sentence context within articles. peers. Checks for comprehension. worksheet.
Checks for comprehension.
Heterogenous grouping which will
provide collaboration among
students of different language
development levels. Checks for
comprehension.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION