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
Marlon Benavente 890010374
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Chemistry Combustion Reactions Thermochemistry 10-12 55
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections

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
outermost energy level of atoms.
Clarification Statement: Examples of properties that could be predicted
from patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.
Assessment Boundary: Assessment is limited to main group elements.
Assessment does not include quantitative understanding of ionization
energy beyond relative trends.

HS-PS1-4. Develop a model to illustrate that the release or absorption

of energy from a chemical reaction system depends upon the changes
in total bond energy.
Clarification Statement: Emphasis is on the idea that a chemical
reaction is a system that affects the energy change. Examples of models
could include molecular-level drawings and diagrams of reactions,
graphs showing the relative energies of reactants and products, and
representations showing energy is conserved.
Assessment Boundary: Assessment does not include calculating the
total bond energy changes during a chemical reaction from the bond
energies of reactants and products.

Lesson Objective(s) Evidence

All students get 80% or higher on their exit slips. If students do not pass
Students will be able to calculate amounts of CO2 in various combustion
this threshold, the teacher will review and analyze the data collected in
reactions and determine efficiencies based on the results.
class discussion.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
EL

SSN .
FOCUS OF INSTRUCTION
Instructional Strategies

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher takes out a flask filled with ethanol and proceeds to
ignite the solution inside. Teacher lights a match and places the
tip of the match (the part currently ignited) over the mouth of the
flask. The match should go out. Teacher proceeds to do the same
15 min
procedure two more times.

Note: While doing the above procedure, talk comedically and

questioning. Say stuff like Thats weird the fire went out on its
 own.
If you want you can challenge students to come up and try to
keep 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 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

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 ethanol and oxygen.

Teacher tells students while handing out the half-sheet that the
paper being passed out has the two reactions of the combustion
15 min of ethanol and gasoline. The reaction only includes the reactants
and not the products. Teacher proceeds to instruct students that
their job is to 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
Article for NET - Combustion Reactions
Co-Teaching Strategies

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION