5E Reactions Lesson Plan Time: 220 minutes (to be divided into four 55 minute class periods)
Teachers:
Subject:
Grade:
Marissa Beaith Janelle Ruiz
hemistr!" Reactions
#th
Standard: $trand 5: %h!sical $cience oncept &: %roperties and han'es of %roperties in Matter nderstand ph!sical and chemical properties of matter •
%*+: ,dentif! the t!pes of evidence that a chemical reaction has occurred (compounds)
Objective (Explicit): •
$-B.T e/plain ho to determine if a chemical reaction has occurred b! participatin' in a socratic discussion
Evidence o !aster" (!easurable): •
. socratic socratic discussion ill ill allo students students the opportunit! to appl! their 1noled'e 1noled'e to provide provide evidence and support for determinin' if a chemical reaction has occurred
Sub#objectives$ S%&'T (noled*e$ sill$ purpose): • • •
$-B.T observe chemical reactions throu'h station demonstrations (da! &) $-B.T differentiate differentiate the various evidence for chemical reactions b! creatin' e/amples (da! 2) $-B.T appl! 1noled'e on evidence for chemical reactions b! decidin' hat evidence for chemical reactions occurs in a chal1 lab (da! +)
+e" vocabular": & ,o-pound ,o-pound To or more elements combined throu'h chemical bonds 2 ,he-ical Reaction Reaction %roduces a ne substance + Oxidation# */!'en reactin' ith a compound to chan'e the appearance 3 Endother-ic# .bsorption Endother-ic# .bsorption of heat heat ('ets hotter) 5 Exother-ic# Release of heat ('ets cooler) 4 Precipitate Precipitate . ne solid"substance that does not dissolve in ater
!aterials: or Teacher ($tations"6ab): & Mil1 2 7ine'ar + Ba1in' $oda 3 itric .c .cid 5 alc alciu ium m hlo hlori ride de 4 $odi $odium um arb arbon onat ate e 8 Bea1er Bea1ers" s" 9radua 9raduated ted !li !linde nders" rs" %ippe %ippette ttes s # %las %lasti tic c Ba's Ba's"$ "$ti tirr $tic $tic1 1 or $tudents: & %encil 2 omp ompos osit itio ion n boo1 boo1 + 9o''les 3 Read Readin in'" '" Te Te/t" /t" ando andout uts s
En*a*e (./-in) The teacher ill pose the essential ;uestion: o can !ou tell if a chemical reaction has occurred The teacher ill instru instruct ct the studen students ts to thin1 thin1 of a possib possible le e/pla e/planat nation ion The The studen students ts ill ill discu discuss ss possib possible le anser ansers s in a class class discussion The teacher ill inform the students that the! ill be returnin' to this ;uestion< and ill be able to anser it< b! the end of the ee1 The teacher ill introduce that da!s activit!
Teacher %ill: • •
.s1 essential ;uestion ;uestion 9uide class discussion
Students %ill: •
ome up ill possible ansers to the essential ;uestion throu'h a class discussion
Explore (01-in# .2-in per station) The students ill participate in three lab stations< each demonstratin' a different chemical reaction =ach station ill have a lead teacher (Ms Beaith< Ms Ruiz< Mrs arrasco) to provide instruction and 'uidance =ach station ill allo the students to do a handson lab< here a chemical reaction occurs ,n station >&< the students ill be combinin' calcium chloride and ba1in' soda ,n station >2< the students ill be combinin' citric acid and ba1in' soda ,n station >+< the students ill be mi/in' mil1 and vine'ar .fter performin' each demonstration< the students ill record their observations in a tchart and then move to the ne/t station 33,losure (1-in) (1-in) Teacher Teacher as1s students to share their observations for the lab stations Pac up (0-in) (0-in) .llo students students to pac1 up and 'et read! to leave
Teacher %ill: • •
9ive instructions for lab station irculate" 1eep students on tas1" anser ;uestions
Students %ill: • • •
6isten to lab directions ?o lab ith a partner Record observations in tchart
,o#Teachin* Strate*" $tations + teachers< each in char'e of instructin' and mana'in' a lab station here a chemical reaction occurs
4ierentiation Strate*" • • • •
9roupin' allos students to learn form their peers 7isual demonstrations introduce the content in an interestin' manner ?irections on the %oer%oint allo students the opportunit! to 'o bac1 if needed lass discussions at the end of each station allos students to communicate their understandin's and learn from their peers 33E4 O6 4'7 .33
Explain (55-in) 338ntro (5-in) (5-in) Revie previous da! and introduce that da!s activit! Readin* (2/-in) (2/-in) The students ill read and mar1 the te/t< @ormin' Ae $ubstances This e/plains evidence for chemical reactions throu'h a short readin' The students ill 'o bac1 to their station observations tchart and determine @evidence that supports the e/istence of a chemical reaction The! ill complete this b! usin' the @stand up hand up pair up techni;ue This is here the students stand and al1 around the classroom< hile music is pla!in' -hen the music stops< the! hi'hfive the person closest to them This person becomes their partner and to'ether the! determine hat evidence of a chemical reaction e/ists in demonstration >&< usin' the information presented in the readin' This process is repeated for demonstration >2 and >+ ,ornell otes (.5-in) (.5-in) The teacher ill provide interactive ornell notes< 'ivin' different e/amples of evidence for chemical reactions This includes ever! da! e/amples< vocabular! definitions< pictures< videos< ect 33,losure (.2-in) (.2-in) The students ill end the da! b! 'ettin' into 'roups and comin' up ith their on e/amples on hiteboards The! ill share their ansers as a hole class Pac up (0-in) (0-in) .llo students students to pac1 up and 'et read! to leave
Teacher Teacher %ill:
Students %ill:
.ssi'n readin'" te/t te/t Read" mar1 the te/t %la! music" mana'e @stand up hand up pair up ind a partner and discuss" record evidence of techni;ue chemical reactions for demo >&< >2
+ 9ive interactive ornell notes Ta1e interactive ornell notes irculate" anser ;uestions 9et into 'roups and hiteboard on e/amples 9uide discussion =ach 'roup e/plain their e/amples to the class ,o#Teachin* Strate*" *ne teachone assist: *ne teacher circulates the classroom offerin' help< anserin' studentsC ;uestions< ;uestions< ma1in' sure students are sta!in' on tas1< and mana'in' classroom behaviors The other teacher 'ives notes" leads class discussion •
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4ierentiation 4ierentiation Strate*" Mar1in' the te/t 'ives students a chance to comprehend the readin' andson e/amples that are relative to the studentsC lives %ictures and visuals 'ive students the o pportunit! for multiple learnin' st!les 9roup or1 allos students to learn b ! collaboration lass discussion 'ives students the opportunit! to elaborate and e/plain 33E4 O6 4'7 233
Elaborate (55-in) 338ntro (5-in) (5-in) Revie previous da! and introduce that da!s activit! ,hal Lab (29-in) (29-in) The students ill or1 ith 'roups to ma1e chal1< in a lab that demonstrates a chemical reaction b! formin' a precipitate (solid) The! ill be mi/in' calcium chloride and sodium carbonate -hen the! filter the solution a solid ill form (hich ill be saved to dr! and observe the ne/t da!) The students ill record their observations in a 'raphic or'anizer in their composition boo1s The teacher ill 'ive the lab instructions b! @chun1in' information< to increase mana'ement and understandin' 'nal"sis uestions (.5-in) (.5-in) The students ill or1 in their 'roups to anser the anal!sis ;uestions =ach 'roup ill be assi'ned a certain ;uestion to anser< usin' a hiteboard The teacher ill end the class b! 'uidin' a class discussion here the students revie their ansers and cop! them don in their composition boo1s 33,losure (5-in) (5-in) The students ill end the class b! discussin' their ansers to the anal!sis ;uestions< hile their peers cop! them don in their composition boo1s Pac up (0-in) (0-in) .llo students students to pac1 up and 'et read! to leave
Teacher Teacher %ill: • •
•
hunc1 instructions irculate" anser ;uestions" mana'e time" 1eep students on tas1 9uide class discussion
Students %ill: • • • •
6isten to instructions omplete lab .nser anal!sis anal!sis ;uestions $hare anal!sis ansers ith a class discussion" cop! ansers in composition boo1s
,o#Teachin* ,o#Teachin* Strate*" Strat e*" *ne teachone assist: *ne teacher 'uides the students in lab instructions< hile the other circulates the classroom to mana'e classroom behaviors Both teachers monitor class behavior and ;uestions durin' the lab
4ierentiation Strate*" •
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•
$et up purposeful 'roupin'< utilizin' studentsC bac1'round< to optimize the output of collaboration and academic communication andson lab allos multiple learnin' st!les hun1in' information to ensure student comprehension Ji'sa t!pe anal!sis ;uestions< here each 'roup is responsible for a certain ;uestion (hich the! ill e/plain to the class later) allos for student interaction and complete understandin' %rovidin' instructions on the board and in the handout to allo students to return to the information hen needed 33E4 O6 4'7 033
Evaluate (0/-in) 338ntro (5-in) (5-in) Revie previous da! and introduce that da!s activit! Revie; uic %rite (5-in) (5-in) The students ill start ith reviein' their notes to prepare for the socratic seminar The! ill continue b! doin' a ;uic1 rite< to brainstorm ideas that the! could tal1 about durin' the socratic seminar Socratic Se-inar (2/-in) (2/-in) The students ill participate in a socratic seminar< anserin' the ;uestion: o can !ou tell if a chemical reaction has occurred (9ive e/amples)D . socratic discussion ill allo students the opportunit! to appl! their 1noled'e from the previous da!s to provide evidence and support for determinin' if a chemical reaction has occurred The teacher ill 1eep trac1 of student participation
Revie (.9-in) (.9-in) The students ill complete a revie pac1et for their upcomin' test on Tuesda! 33,losure (5-in) (5-in) The students ill end the class b! discussin' their ansers to the revie Pac up (0-in) (0-in) .llo students students to pac1 up and 'et read! to leave
Teacher Teacher %ill: • •
Students %ill:
irculate" anser ;uestions Euic1 rite 9uide socratic discussion" 1eep students on tas1" %articipate in socratic discussion 1eep score of student participation .nser revie pac1et ;uestions 33E4 O6 4'7 <33 • • •
