Lesson Plan Template: General Lesson Plan
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to classify and identify the chemical reaction type when given its general form, an example chemical reaction, or a word equation.
Students will be able to differentiate between the five major types of chemical reactions (synthesis, decomposition, single replacement, double replacement, and combustion).
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will know what an element, compound, and chemical equation is.
Students will be familiar with nomenclature (naming) of ionic compounds and covalent molecules.
Students will be familiar with the formation of ionic compounds through transferring electrons and the formation of covalent molecules through sharing electrons.
Students will be familiar with the periodic table of elements.
Guiding Questions: What are the guiding questions for this lesson?
How many reactants are present in this reaction?
How many products did this reaction produce?
What is the definition of ______ reaction?
What is unique about _____ reaction?
How can you be sure what reaction it is?
Why can't this be _____ reaction?
Introduction: How will the teacher introduce the lesson to the students?
The teacher will show five demonstrations, one each of the of the five chemical reactions and introduce each one with the word equation, chemical equation, and general formula.
Teacher will introduce lesson as a review extension, meaning they know the generic formula and now must apply it to a real life examples.
Teacher will put them into pairs (can be preset by seating chart or formed new and at random at the beginning of lesson). Pairs should be a high/low pairings.
Make sure to review the different categories and how to get checked off. If teachers have established a routine for how groups get their attention, please use here. I rotate around a strict 1 min at each table and they have to wait their turn to get checked or ask any questions.
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be used to answer the question(s)?
Students will discuss and debate about where the different cards in the word sort will go.
They have only 1 minute with the teacher so they must work together, using resources like notes and their books to figure out final classifications.
Students will only be told which column is incorrect, not the specific card that is misplaced.
Teachers may use the accommodation of pointing to exact card after a few tries with the previously mentioned guide above.
Students should be arguing and making a case as to why they felt that card goes in a specific category. They should have evidence to back up their claims.
Example: "Li + N2 → Li3N is a synthesis reaction because there is only one product."
Analyze: How will students organize and interpret the data collected during the investigation?
Students must rework their cards until properly categorized. In doing so students will discuss how to distinguish the reactions from each other.
During the second part, students will need to explain/describe/define using their own words or visuals representations of each chemical reaction.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
Students will submit part 2 to the teacher at the end of the class period. The teacher will review for the next class period.
The next class day, the teacher should have a bell ringer asking the students to say what the predict their score was based on how helpful they felt the card sort was.
Pass back papers and discuss reactions. There may have been a large percentage of students scored incorrectly.
In the second part of the lesson students work independently of their partners.
Students must use their own words and visual representations to define and distinguish the chemical reactions. (Refer to Part 2 of Chemical Reaction Word Sort Paper attachment)
This should be collected for teacher to review at the end of lesson.
During the demonstration portion of this lesson, the teacher will be able to ask guiding questions that will help to identify student progression of learning.
The teacher will circulate the classroom and listen for discussion, ask probing and guiding questions when necessary.
During the investigation piece of the lesson, teacher will identify problem areas, misconceptions, and possible errors that groups have made. The teacher will be able to give constructive feedback to students during group checks.
Feedback to Students
As the students discuss in their pairs, the teacher can listen and facilitate discussions about distinguishing chemical reactions. As the teacher checks final submissions, he or she should help guide students to sort through misconceptions.
The teacher will probe through questioning to help students identify the relationships, comparisons, and differences between the chemical reactions.