Stage

1- Desired Results
Established Goals: Transfer
Students will be able to independently use their
Standard SC3. Obtain, learning to…
evaluate, and communicate • T1: Communicate why an observation allows
information about how the them to identify a chemical reaction.
Law of Conservation • T2: Predict what product will form when given
of Matter is used to unfamiliar starting materials.
determine chemical • T3: Quantify how much of each chemical will be
composition in compounds present after a reaction occurs if given starting
and chemical reactions. conditions.
Meaning
21st Century Skills: Understandings Essential Questions
Critical Thinking and Students understand Students will keep
Problem Solving that… considering…
Students will determine U1: Reactions are Q1: How are chemical
what information is needed identified by the equations balanced
to solve problems. Students changes they produce. efficiently?
will use previous content to U2: The “mole” is both a Q2: How does one use the
adapt to new and more unit and a convenient units, the mole and the
complex problems. method for conversion. gram, to predict how much
U3: All chemical product a given reaction
Learning Target: reactions are will produce?
I can identify an observed represented and Q3: How does
chemical reaction, organized in the same stoichiometry relate to the
represent it as a balanced way, only the types of law of conservation of
chemical equation, and chemicals change. matter?
predict the quantities of
chemicals needed to Acquisition
reproduce the reaction.
Students will know… Students will be skilled at….

K1: How to balance S1: Balancing equations
chemical equations. efficiently.
K2: How to determine S2: Identifying the limiting
the mass of a given reagent.
product that will be S3: Converting between
produced. grams and moles, and from
K3: What distinguishes one chemical to another in
each reaction type. an equation.







 Stage 2 - Evidence
Code Evaluative
Criteria
Performance Tasks:
Students will show that they understand by…
Applying their knowledge of chemical reactions to
identifying and representing new, unfamiliar reactions.
T 1. Evidence 1. Write about experiments conducted previously
based conclusions in class. Explaining what type of reaction(s)
occurred, the evidence to prove your answer,
and how you came to that conclusion.
T, A 2. Context Based 2. Produce a balanced chemical equation given
Decisions unfamiliar starting materials.
T, M, A 3. Problem/ 3. Determine the quantities of chemicals present
equation solving after a reaction occurs.
M 4. Critical 4. Analyze scenarios in which a reaction may or
Analysis may not defy the law of conservation of matter,
and provide an explanation for why.
Other Evidence:
Students will show they have achieved Stage 1 goals
by…
M 5. Knowledge of 5. Speaking fluently about conversions using the
what “mole” “mole.”
represents
A 6. Knowledge of 6. Passing a quiz identifying the correct type of
reaction types chemical reaction with the chemical equation
and identifying the limiting reagent given all
other chemical information.
T, M, A 7. Awareness 7. Identifying errors in answers based on “common
sense.” (ex. You can’t have part of an atom.)


Stage 3 – Learning Plan
Code Ask leading questions at the beginning Informal Pre-Assessment
of lessons, if applicable to the structure
of the lesson write answers on the
board.
Learning Events Progress/Monitoring
Student success at transfer, meaning, • Regular small formative
and acquisition depends on… assessments as a check to
see if progress is occurring
T The application of presented concepts
to new, unfamiliar chemical reactions. • Informal feedback will
Instruction is completed and assessed occur during indirect
on a 5-level system of autonomy. instructions and activities.
 1. The task is introduced
2. The task can be completed • Instructor will look and
under direct instruction. anticipate common
3. The task can be completed with mistakes: solving for the
guidance. incorrect chemical,
4. The task can be completed with forgetting to balance
little guidance. equations, missing key
5. The task can be completed with chemicals in reaction
no guidance. types, putting units on the
wrong side of the
M Representing chemical reactions, conversion
beginning at literal visual/aural
interpretation (demonstrations,
experiments, and videos) and moving to
verbal/written interpretation
(instruction, equations, practice).
Seeing the reactions visually gives a
point of reference to connect concepts
to when they are presented. Once
connections are made, guidance and
self-reflection promt students into
representing the reactions more
accurately and clearly.

A Learning key strategies to identify what
is known and what needs to be known
about a chemical reaction as well as
how to obtain what needs to be known.
Direct instruction and simple example
will be provided initially with
increasingly complex examples
provided.


Name of Teacher Candidate: Taylor Schmit Dates of Lessons:N/A
Grade Level: HS Chemistry

Lesson Title: An Engaging Reaction

Curriculum Areas Addressed: Reaction Types

Time Required: 50 minutes Instructional Groupings: Whole group then small groups (4
or less)
Standards: SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of
Matter is used to determine chemical composition in compounds and chemical reactions.

As a result of this lesson students will know… and/or be able to do…
Learning Objectives: Students will be able to define and identify different types of reactions.

Support for Academic Language
Vocabulary: Combustion, Synthesis, Decomposition, Single Displacement, Double Displacement,
Precipitate.

Assessment
Assessment Strategy: During this lesson, assessment will be informal. During the work period, I
engage students in groups, and ask about specific questions. In closing, students will self-assess by
putting their thumbs up or down.Later there will be a formal assessment in the form of a knowledge
check/quiz.

Steps in the Lesson
Opening: To begin the period, the unit will be introduced by discussing chemical reactions,
generally. Then two colored solutions will be mixed to produce a precipitation reaction. The point is
to engage the student’s curiousity.
Instruction: After the demonstration, the reaction will be explained and the types of reactions, and
how to represent them will be introduced. General chemicals (A,B,C,D) will be used verbally to define
the reactions. Real world examples will be added (students at a dance, baking a cake, take ingredients
out of a salad).
Work Period: Student will work through a handout that asks for them to define each reaction type in
their own words and to identify specific reactions by their type.
Closing: Students will be called upon to give their answers. The rest of the class will put their thumbs
up or down to agree or disagree with the answer.

Instructional Supports
Resources and Materials Used to Engage Students in Learning
The handout will be developed in collaboration with collegues.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the
Content:
Collegues
Online databases.

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles Development:
• 5E Model implemented: Engage and explore phases
• Students are more successful at engaging concepts when working with their peers.



Name of Teacher Candidate: Taylor Schmit Dates of Lessons:N/A
Grade Level: HS Chemistry

Lesson Title: Periodic Reactions

Curriculum Areas Addressed: Periodic trends and predicting reaction products

Time Required: 50 minutes Instructional Groupings: Whole group then small groups (4
or less)
Standards: SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of
Matter is used to determine chemical composition in compounds and chemical reactions.

As a result of this lesson students will know… and/or be able to do…
Learning Objectives: Students will be able to predict the products of chemical reactions and explain
their answers using the periodic table.

Support for Academic Language
Vocabulary: Combustion, Synthesis, Decomposition, Single Displacement, Double Displacement,
Precipitate.

Assessment
Assessment Strategy: During this lesson, assessment will be informal. During the work period, I
engage students in groups, and ask about specific questions. In closing, students will self-assess by
putting their thumbs up or down.Later there will be a formal assessment in the form of a knowledge
check/quiz.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures
including strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Opening/Hook: Students will be presented with starting materials and are asked to predict the
products if they react together.
Instruction: After the student will most likely struggle to predict the products, the answer will be
produced and explained by using the periodic table. Then the different groupings and trends of the
periodic table are reviewed as well as the ways that atoms bond. The handout will be presented for
the day, and then each reaction type is walked through to connect the chemical changes to the
periodic table. Then as a group the class attempts to predict the products of a couple reactions
Work Period: Student will work through a handout that asks for them to predict the products and
then write an explaination for their answer related to the atoms and their qualities based on the
periodic table.
Closing: Students will be called upon to give their answers. The rest of the class will put their thumbs
up or down to agree or disagree with the answer.

Instructional Supports
Resources and Materials Used to Engage Students in Learning
The handout will be developed in collaboration with collegues.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the
Content:
Collegues
Online Databases

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles Development:
• 5E Model: Explain and Elaborate phases
• Student’s Zone of Proximal Development is engaged when students are unable to
predict the products


Name of Teacher Candidate: Taylor Schmit Dates of Lessons:N/A
Grade Level: HS Chemistry

Lesson Title: Explosive Explaination Experiments

Curriculum Areas Addressed: Chemical Reactions

Time Required: 50-75 minutes Instructional Groupings: Lab Pairs (group of 3 for an odd
class)
Standards: SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of
Matter is used to determine chemical composition in compounds and chemical reactions.

As a result of this lesson students will know… and/or be able to do…
Learning Objectives: Students will be able to make observations about a reaction, notate it’s type
and products, and explain the observations.

Support for Academic Language
Vocabulary: Combustion, Synthesis, Decomposition, Single Displacement, Double Displacement,
Precipitate.

Assessment
Assessment Strategy: An formal and informal evaluation will occur. During the period, students
should be engaged about what they’re thinking as they conduct the experiments. The handout will be
evaluated formally to assess their understanding and communication of chemical reactions.

Steps in the Lesson
Students will get a experiment handout with instructions at the beginning of the week. The
experiements will allow students to investigate the types of reactions. Students are assigned to read
and rewrite the handout in their own words by the day of the experiment.
Work Period: Next class period students will present their written summary of the experiment as
evidence that they are prepared for the experiment. The experiment period will be introduced, and
students will work through the experiments and analyze their observations based on the questions in
the handout.
Closing: The end of the period will be a short discussion about the experiments a group.

Instructional Supports
Resources and Materials Used to Engage Students in Learning
The experiment handout was adapted from experiment ideas online.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the
Content:
Collegues
Online Database

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles Development:
• Autonomy helps students to engage concepts.



Name of Teacher Candidate: Taylor Schmit Dates of Lessons:N/A
Grade Level: HS Chemistry

Lesson Title: Lego Stoichiometry

Curriculum Areas Addressed: Stoichiometry

Time Required: 50 minutes Instructional Groupings: Whole group and individuals

Standards: SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of
Matter is used to determine chemical composition in compounds and chemical reactions.

As a result of this lesson students will know… and/or be able to do…
Learning Objectives: Students will see the value of stoichiometry and balance equations.

Support for Academic Language
Vocabulary: Stoichiometry.

Assessment
Assessment Strategy: Students will be assessed informally.

Steps in the Lesson
Opening: Students will be presented with legos that represent the starting materials of a reaction.
Then students will be challenged to create the products. They will be unable to which will make the
point that they need more atoms which begins the conversation about balancing equations.
Instruction: Stoichiometry will first be presented as an answer to maintain the law of conservation
of matter. Initial simple examples will show by adding a coefficient to one molecule to make the
equation balanced. Then RAP (Reactants Atoms Products) tables will be presented as a good strategy
to determining the coefficents for each molecule.
Work Period/Closing: The period will end with a handout with a bunch of equations to balance
which will carry into the next lesson.

Instructional Supports
Resources and Materials Used to Engage Students in Learning
Legos
Hand out was developed in collaboration with collegues

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the
Content:
Collegues

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles Development:
• Creating dissonance provides an opportunity for instructors to alleviate the dissonance by
presenting new topics/explainations.
• Zone of Proximal Development



Name of Teacher Candidate: Taylor Schmit Dates of Lessons:N/A
Grade Level: HS Chemistry

Lesson Title:

Curriculum Areas Addressed: Stoichiometry

Time Required: 50 minutes Instructional Groupings: Groups of 4 or less then whole
group
Standards: SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of
Matter is used to determine chemical composition in compounds and chemical reactions.

As a result of this lesson students will know… and/or be able to do…
Learning Objectives: Students will be able to balance equations.

Support for Academic Language
Vocabulary: N/A

Assessment
Assessment Strategy: Students will be given an opportunity to self-reflect. Each group’s
presentation will be assessed informally.

Steps in the Lesson
Opening: Recap about RAP tables.
Work Period: Students will work in groups of four on a handout will many equations to balance.
Their task will be to lead the class in walking through how to balance one of the equations. The
equation they present will be chosen based on which group finishes their hand out first. They will
pick a scrap of paper with the equation on it from the front of the class. Each group will do the same
as they finish the handout. If a group struggles to present the equation, tips and/or suggestions from
the audience will be allowed, but only after a thorough attempt was made.

Instructional Supports
Resources and Materials Used to Engage Students in Learning
Handout was developed in collaboration with collegues.
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the
Content:
Collegues

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles Development:
• Working among peers aids development of concept understanding
• Presenting in front of an audience