Lesson Plan Title:

Date: 02/08/17
Subject: Physical Science 20 Grade: 11
Topic: Foundations of Chemistry Essential Question: N/A
Synthesis and Decomposition Reactions

Materials:
Experimental Outline Synthesis Reaction of Magnesium Oxide
Exit slips
Smart Board and decomposition reaction video
Materials for experimental procedure (i.e. Bunsen burners, crucibles, etc.)
Practice Worksheets Predict the Products
Physical Science 20 Reactions Tutorial (Class Weebly)

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
During this lesson, students will begin to develop an understanding of; what a synthesis
reaction is, as well as what the physical properties of a model of a synthesis reaction
(magnesium too magnesium oxide) appear as. By the end of the lesson they will need to
know how to represent the general form of a synthesis reaction and how this general
equation can be reversed to represent a decomposition reaction. They need to be able
to work together constructively for the safe completion of the outlined experimental
procedures and resultant questions sheet for assessment of their knowledge.

Broad Areas of Learning:

Lifelong Learners: in students pursuit to become lifelong learners, this lesson will
expand their conception of what a chemical reaction looks like and how even though
something may change form, it does not specifically indicate that we have more/less
than what we started with. Introducing them to the larger scientific idea of conservation
of mass. It also implores them to work together in a constructive and safe manner
outside of the typical group work contexts.
Sense of Self, Community, and Place: during this lesson students, should be asked
to consider the implications of these types of chemical reactions of a large scale, i.e.
how does the smoke production we see changed based on the number of groups
experimenting and how may this change for industrialized processes.
Engaging Citizens: with their exposure to this inquiry activity, students may begin to
develop a new appreciation for the chemical reactions that they see outside of the
classroom setting and how those reactions affect the larger global ecosystem and their
own localized ecosystems.

Cross-Curricular Competencies:
Developing Thinking: the observations that students make during the completion if
this lesson will help to develop deeper thinking toward how the process of chemical
reactions occur and the implications for developing a physical and chemical change for a
system of reactants.
Developing Identity and Interdependence: during this lesson, students are
encouraged to consider how the chemical processes being analyzed are
interdependently related to humanities impact on our external environment.
Developing Literacies: multiple literacies are enacted and grown through the
processing of this lesson including; physical literacy associated with experimentation,
scientific literacy through the inquiry/general equation making, literacies of reading by
direction interpretation, and writing of experimental observations.
Developing Social Responsibilities: students positively contribute to their physical
environment through the safe handling of lab chemicals, and their social environment
through positive peer group-work interactions.

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. [DM, SI]
a. Observe and analyze synthesis, decomposition, combustion, single-replacement and
double-replacement (including acid base neutralization) reactions. (S, K)
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. (S)

PGP Goals:

1.1 the ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities

2.2 proficiency in the Language of Instruction

3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The formative assessment FOR learning that is completed during this lesson is the
students work with the Synthesis Reaction of Magnesium Oxide worksheet.
This worksheet will assess students prior knowledge engagement of the reactants
presented for the experiment, as well as their capacity for making experimental
observation, before finally assessing their comprehension of equation balancing
and the outcomes of the experiment.

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

what they have learned.
The first mode of summative assessment OF learning completed at the end of the
inquiry activity are the exit slips. These slips have students display their
knowledge of the general equations for both synthesis and decomposition
reactions as well as critically reflect on the experimental process.
The second mode of summative assessment OF learning completed during the
 end of the lesson are the Predict the Products worksheets provided by
cooperating teacher Carmen Pauls. These sheets will be used to evaluate student
comprehension of synthesis and decomposition reactions by having them write
out the products for individual reactions. Some balancing of chemical equations
may be required.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~8-10

min)
- As this is a somewhat co-taught instructional period, Carmen will begin by
leading the students through a discussion of their most recently completed
evaluation, a review quiz based on their Science 10 knowledge. She will also take
time to introduce students to the initial section on synthesis and decomposition
reactions that was distributed to them previously through their portal (7-8 min)
- From this point, I will take over with an introduction to the experimental outline
and safety precautions that the students need to take to ensure timely completion
of the inquiry before numbering them off into groups and presenting them with
the experimental instructions. (1-2 min)

Main Procedures/Strategies: (~35-40 min)

- The principle strategy used during the completion of this lesson is student based
experimental inquiry wherein hands on learning is coupled with student grouping.
This is followed briefly using video medium to reinforce student learning and
detail specifics of decomposition reactivity.
1. After students are split into groups, they will use the experimental outline to begin
weighing out samples of magnesium ribbons using their crucibles and analytical
balances all of which are provided at prepared workstations by the teachers.
During this time students will be encouraged to complete the prior knowledge
based Things to Know section of the experimental outline. (~10-15 min)
2. Teachers will then assist the student groupings with lighting of the Bunsen burners
for the burning of magnesium to produce magnesium oxide. During the burning,
students are asked to make experimental Observations detailing what they
witness. (~10-15 min)
3. Then, students will reweight their crucibles to established the changed mass of
the magnesium oxide. After this point the teachers will supervise the clean-up of
group work stations and encourage students to finish the lab outline section
detailing their attained knowledge under Things to Consider. (~5-10 min)
4. Finally, students will be asked to return to their desks for the viewing of a
supplemental video based on a rapid decomposition reaction. (~5-10 min)

Adaptations/Differentiation:
- Flexible grouping: the strategy that I will use to group the students designates
that no specific ability groupings will be established and a break from the
normalized seating arrangement will mean that standardized groups will be
differentiated. I will number students 1-* (where * is the total number of burners
available), and each number will receive its own work station. This grouping
strategy will impose on students that they must work with others whom they may
 not normally.
- Assessment differentiation: rather than assessing on a summative/evaluative
basis for the Synthesis Reaction of Magnesium Oxide worksheet, which could
have easily been graded on weighted scale. I chose a broader assessment
strategy with the exit slips using summative assessment to reinforce the vital
components of the lesson that will prove most beneficial to all students as the unit
progresses.

Closing of lesson: (~5-10 min)

- Directly after the showing of the video, students will be given their exit slips to be
completed and handed in before they leave the class. These exit slips are
designed to test students on their comprehension of the general equation format
for both synthesis and decomposition reactions as well as probe for additional
understanding/questions pertaining to the inquiry. (~3-5 min)
- To close the class, students will be distributed the Predict the Products
worksheet and given time to practice/apply their newly formed knowledge of
synthesis and decomposition reactions. (~5-7 min)

Personal Reflection:
After the completion of this lesson, there are a few key changes that I would make for the
next time around. I really tried in partnership with Carmen to ensure that we had allot
packed into the lesson so we would not run out of instructional material. In the end, the
completion of the exit slips which were the means of summative assessment at the end of
the lesson felt very forced and rushed, not necessarily giving students enough time to
relay their understanding without staying after class. The over-planning also meant that
the Predict the Products worksheet distribution and completion also had to be pushed to
the following day. Preparing the work-stations beforehand proved very beneficial for time
management, but after the lesson was over I thought that it would have been good had I
been the only teacher in the room to limit the number of groups (increase group size) to
ensure that I would be able to make it around to each individual group and answer any
questions they may have. Using the blackboard to walk the students through the creation
of molar ratios and how the fractions can be represented as they worked through the
Synthesis Reaction of Magnesium Oxide worksheet proved to be the most engaging
moment of the lesson where I felt the students were actively learning the concepts.

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