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

Juan Perezchica

890-89-8422

Chemistry

Class Title

Lesson Title
Vinegar & Baking Soda Rxn:
Chemistry
Constructing an Argument
and Supporting It
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards

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.

Unit Title
Chemical
Reactions & Bond
Energies

Grade Levels

Total Minutes

10 - 12

110 (2 days)

Common Core State Standard Connections

MP.2 Reason abstractly and quantitatively.

(Mathematics.)
RST.11-12.1 Cite specific textual evidence to support
analysis of science and technical texts, attending to
important distinctions the author makes and to any
gaps or inconsistencies in the account.
(ELA/Literacy.)

Lesson Objective(s)

Evidence

Students will be able to construct a claim pertaining to

the heat flow of the reaction between vinegar (acetic
acid) and baking soda (sodium bicarbonate), based on the
chemical equation model they formulate through research
about this reaction.
Students will be able to summarize the
exothermic/endothermic nature of this reaction, based on
the relationship between the sum of bonding energies of
the reagents and products and the connected
calculations.
Students will cite relevant observations, and textual and
expert resources, to summarize and support their final
version of claim.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

EL

Students construct their claim in summary form on an

Argument Guide handout, thats been modified for this
specific lesson.
Students use the modified Argument Guide to summarize
in writing the exothermic/endothermic nature of the
reaction, explaining how the sum of bonding energies of
the reagents and products relate, providing calculations to
substantiate their understanding.
Students use the modified Argument Guide to cite in
writing their observations, and textual and expert
resources, to support their final version of the claim.

Implementation

Feedback Strategy

How Informs Teaching

To gauge student
understanding of heat
flow and and how its
connected to the
relationship between the
sum of bonding energies
of reagents and
products.

Teacher will have a

classroom discussion
about the topic and pose
questions to students, to
see how much they
remember about this
content from a previous
lesson.

Teacher will clarify

student misconceptions,
answer questions
correctly if necessary,
and emphasize
important points, by
writing them on the
board in front of class.

The teacher will use this

assessment to clarify
misconceptions and
expound on items
students are still
struggling with. If
necessary, additional
time will be given to
present a mini lesson the
topic, to get students to
re-familiarize it.

To gauge students ability

to apply laboratory skills

Teacher will walk around

classroom and observe

Teacher will assist

students with lab
activity, clarify

If more than 3 students

have difficulty with a
specific item, the teacher

PM

and to accurately,
logically summarize their
responses on the
modified Argument
Guide.

students perform vinegar

and baking soda lab
activity, assist where
necessary. The teacher
will also walk around the
classroom and observe
students construct their
multiple resources,
clarifying issues and
helping them whenever
possible and appropriate.

misconceptions, reexplain content to

students that are having
difficulty

FOCUS OF INSTRUCTION
Instructional Strategies
Argument Guide: Vinegar & Baking Soda handout
Question stems (for English learners and students with special needs)
Lesson Introduction/Anticipatory Set
Time
Teacher Does

10 15
minute
s (Day
1)

The teacher will introduce the lesson by having

a classroom discussion about subject matter
covered in a previous lesson: bonding
energies and reaction enthalpies. He will pose
questions to the students and clarify
misconceptions they may still have, and reexplain important content connected to this
lesson. He will also write down the important
points on the white board at the front of the
class, that way students can reference this
during the Lesson Body and Closure.
If necessary (based on Entry level
assessment), the teacher will show an internet
video on bonding energies and reaction
enthalpies to get students to become refamiliarized with it and provide a mini lesson
on that content.

Lesson Body
Time
Teacher Does
40 45
minute
The teacher will introduce the modified
s (Day
epistemic practice (Argument Guide: Vinegar
1)
& Baking Soda) to the students and go over
the Phase 1 section, explaining what students
are to do for each of the six prompts: The
Question, The Investigation: What I observed,
My Claim, The evidence, and My Explanation.
The teacher will then ask students to
formulate a question about the heat flow
(exothermic/endothermic nature of the
reaction) when vinegar and baking soda mix,
and notify them that they are to tie the
question to material about the bonding
enthalpies of the reagents and products. The
students will be instructed to write their
question under the correct prompt on the
Argument Guide. Next, the teacher will
demonstrate the lab procedure for mixing
vinegar and baking soda in a plastic baggy. He
will instruct students that the procedure is
also listed on the Argument Guide and they
should write down their observations
(including any relative temp. changes they feel
in the bag with their hands) under the What I
Observed prompt. Students will be paired up
for the Lab procedure only. (ELs and students

will temporarily stop their

work and reteach/explain
the item to the class.

Student Does

Students will engage with the teacher in the

classroom discussion on bonding energies and
reaction enthalpies. Students will raise their
hands to answer questions and listen to
teacher and student feedback on the content.
The students will take note of the main points
listed on the classroom whiteboard to, so that
they can reference them for guided help on the
Argument Guide to be handed out later.

Student Does
Students will listen as the teacher introduces
the modified epistemic practice (Argument
Guide: Vinegar & Baking Soda) and goes over
the Phase 1 section, explaining what students
are to do for each of the six prompts: The
Question, The Investigation: What I observed,
My Claim, The evidence, My Explanation.
The students will then formulate a question
about the heat flow (exothermic/endothermic
nature of the reaction) when vinegar and
baking soda mix, tying the question to
material about bonding enthalpies of the
reagents and products. Students will write
their question under the correct prompt on the
Argument Guide. Next, students will be guided
by the teacher as he demonstrates the lab
procedure for mixing vinegar and baking soda
in a plastic baggy. (Students can also follow
the procedure in the argument guide).
Students will write down their observations
(including any relative temp. changes they feel
in the bag with their hands) under the What I
Observed prompt.
Students will then make a claim either about
(1) the heat flow (the energy change that took
place during the reaction), (2) the sum of

will special needs will be provided with a list of

question stems to help guide their thinking
and assist them in formulating a question.)
The teacher will then tell the students to make
a claim either about (1) the heat flow (the
energy change that took place during the
reaction), (2) the sum of bonding enthalpies of
the products relative to that of the reactants,
or (3) a possible product, using their
observations, the knowledge they may already
have about this particular reaction, and
information connected to bonding and reaction
enthalpies they have learned in this Unit.
The students will be instructed to complete
Phase 1: list evidence that supports the claim
and to summarize the reasoning used to
connect the claim to the evidence.

Lesson Closure
Time

Teacher Does

bonding enthalpies of the products relative to

that of the reactants, or (3) a possible product,
using their observations, the knowledge they
may already have about this particular
reaction, and information connected to
bonding and reaction enthalpies they have
learned in this Unit.
Students will complete Phase 1 in the
Argument Guide.

Student Does
Students will begin Phase 2 and attempt to
complete Phase 3 in the Argument Guide.
Students will respond to the following prompts
and the instructions under each prompt:

The teacher will instruct students to begin

Phase 2 and attempt to complete Phase 3 in
the Argument Guide. Students will respond to
the following prompts:
Phase 2:
Student feedback, Expert Input about Claim.
55
minute
s (Day
2)

Phase 3:
Expert Input about Question, Revise Claim, Big
Idea, and Previous Knowledge.
The teacher will instruct students to follow the
directions under each prompt in the Argument
Guide and explain that they will need a laptop
or tablet for expert input affecting the claim,
and that they will have to revise the claim
based on what they discovered (if needed).
The teacher will state that whatever isnt
completed in class will be done as homework.

Phase 2:
Student feedbackstudents will show their
claims to other students and get their
feedback.
Expert Input about ClaimStudents will
consult expert sources (books, textbooks,
relevant and appropriate websites, videos,
etc.) to conduct background information about
claim. Students will consult a list on bonding
enthalpies and perform calculations with
specific, relevant bonds for the reaction and
use this information to see if claim is
supported. Students will summarize their
findings.
Phase 3:
Expert Input about QuestionStudents will
explain how the expert input impacts the
question formulated in Phase 1.
Revise ClaimStudents will revise their
original claim so that it aligns with what they
learned in Phase 2. Students will summarize
how expert input and calculations impact the
claim.
Big IdeaStudent will extrapolate or explain
the big idea in the formulated question.
Previous KnowledgeStudents will summarize
what they already knew coming into this
activity.
Whatever students dont complete in class will
be done as homework.

Instructional Materials, Equipment, and Multimedia

Internet video on bonding energies and enthalpies of reaction
White board list of important points connected to bonding energies and reaction enthalpies
Co-Teaching Strategies

One Teach, One Assist (Lesson Introduction)

Team Teaching strategy (Lesson Body/Closure)
DIFFERENTIATION
English Learners
Striving Readers
ELs will be provided
additional written
instructions in the modified
Argument Guide in their
home language, if this can
be accommodated.
Because the lab procedure
is a group project, to be
performed in pairs, ELs will
be allowed to partner up, to
assist each other through
the lab.
During the discussion, the
display of main points of
bonding and reaction
enthalpies on the white
board, in simple, easy to
understand language will
help guide ELs as they
respond to the prompts in
the Argument Guide.
Additional instructions (with
possible additional written
instructions in their native
language) will guide ELs in
responding to the prompts
as requested.

Additional instructions
under each prompt in the
Argument Guide will clarify
to striving readers what it is
they should do.
Sentence stems/starters
and cloze assessments will
provide guidance to striving
readers in their responses
and summaries, cueing
them for what it is they
need to write down and to
help begin the thinking
process for each prompt.

Sentence stems/starters
and cloze assessments will
provide guidance to ELs in
their responses and
summaries, cueing them
for what it is they need to
write down and to help
begin the thinking process
for each prompt.

Students with Special

Needs

During the discussion, the

display of main points of
bonding and reaction
enthalpies on the white
board, in simple, easy to
understand language will
help guide SSNs as they
respond to the prompts in
the Argument Guide.
Additional Instructions
under each prompt in the
Argument Guide will clarify
to these students how to
respond to provide the
requested information.
Sentence stems/starters
and cloze assessments will
provide guidance to SSNs in
their responses and
summaries, cueing them for
what it is they need to write
down and to help begin the
thinking process.

Advanced Students

. Advanced students are

likely to understand the
material in this lesson right
away. Advanced students
will be partnered up with
struggling students for the
lab procedure.
This will provide advanced
students an opportunity to
explain, using their words,
what they have observed in
the experiment to their
struggling partners, so that
they can make sense of
whats happening in the lab
activity.
Advanced students will also
be seated next to
struggling students, so that
he/she can provide
additional help while they
each respond to the
prompts in the Argument
Guide.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The objectives of this lesson are as follows: (1) Students will be able to construct a claim pertaining to the heat flow of
the reaction between vinegar (acetic acid) and baking soda (sodium bicarbonate), based on the chemical equation
model they formulate through research about this reaction. (2) Students will be able to summarize the
exothermic/endothermic nature of this reaction, based on the relationship between the sum of bonding energies of the
reagents and products and the connected calculations. (3) Students will cite relevant observations, and textual and
expert resources, to summarize and support their final version of claim.
These objectives align with standards:

HS-PS1-4, MP.2, and RST.11-12.1.

The lesson will occur over a time frame of 2 days. At the beginning of the lesson, the teacher will introduce it by
having a classroom discussion about subject matter covered in a previous lesson: bonding energies and reaction
enthalpies. This will be done to prepare students for the lab activity and the prompts in the Argument Guide. The
teacher will pose questions to the students and clarify misconceptions they may have, and re-explain important
content connected to this lesson. In addition, the teacher will write down the important points on the white board at
the front of the class, that way students can reference this during the Lesson Body and Closure.
For the lesson body, the teacher will introduce the modified epistemic practice (Argument Guide: Vinegar & Baking
Soda) to the students and go over the Phase 1 section, explaining what students are to do for each of the six prompts:
The Question, The Investigation: What I observed, My Claim, The evidence, and My Explanation. The teacher will
guide the students through the Lab procedure, also provided in the Argument Guide. Students will then make a claim

either about (1) the heat flow (the energy change that took place during the reaction), (2) the sum of bonding
enthalpies of the products relative to that of the reactants, or (3) a possible product, using their experiment
observations, the knowledge they may already have about this particular reaction, and information connected to
bonding and reaction enthalpies they have learned in this Unit.
In the lesson closure, students will begin phase 2 and 3, with the intention of completing them both.
In Phase 2, students will respond to the following prompts in the Argument Guide:
Student feedbackstudents will show their claims to other students and get their feedback.
Expert Input about ClaimStudents will consult expert sources (books, textbooks, relevant and appropriate websites,
videos, etc.) to conduct background information about claim. Students will consult a list on bonding enthalpies and
perform calculations with specific, relevant bonds for the reaction and use this information to see if claim is supported.
Students will summarize their findings.
In Phase 3, students will respond to the following prompts:
Expert Input about QuestionStudents will explain how the expert input impacts the question formulated in Phase 1.
Revise ClaimStudents will revise their original claim so that it aligns with what they learned in Phase 2. Students will
summarize how expert input and calculations impact the claim.
Big IdeaStudent will extrapolate or explain the big idea in the formulated question.
Previous KnowledgeStudents will summarize what they already knew coming into this activity.
Students will therefore be assessed for each of three objectives listed under Standards and Lesson Objectives.