CEP Lesson Plan Form

Teacher: Diane Desrosiers Date: Jan. 6, 2021

School: Fossil Ridge HS Grade Level: 11/12 Content Area:

Chemistry

Title: Energy of Chemical Reactions Lesson #:4__ of 5__

Calculating ΔHrxn from Bond Enthalpies and Heats of Formation

Content Standard(s) addressed by this lesson:

CDE Physical Science Standards Grade Level Expectation 2 (CDS PSS GLE2): Chemical processes, their
rates, their outcomes, and whether or not energy is stored or released can be understood in terms of
collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of
elements involved.

CDE Physical Science Standards Grade Level Expectation 2 Evidence Outcome b. (PSSGLE2EOb, 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.

Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that
can be quantified and experimentally determined.

When energy changes form, it is neither created nor destroyed; however, because some is necessarily
lost as heat, the amount of energy available to do work decreases.

Inquiry Questions:

Why is energy required to break bonds?

Why is energy released when bonds are formed?

What does the heat of formation represent?

What is a state function?

Why can the sum of the energy added to break bonds and the energy released when bonds are formed
be combined to find the total energy of a reaction?

Why can the sum of heats of formation for reactions that add to a net reaction be added together to
find the overall ΔHrxn ?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)

Students will understand that energy is required to break bonds and is released when bonds are formed,
and that the sum of the energy added to break bonds and the energy released when bonds are formed
can be combined to find the total energy of a reaction because enthalpy is a state function.

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CEP Lesson Plan Form

Students will understand that heats of formation for reactions that add to a net reaction can be added
together to find the overall ΔHrxn because enthalpy is a state function.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

Students will be able to calculate the ΔHrxn from Bond Enthalpies ΔHrxn from Heats of Formation and
explain why these approaches work.

Students will be able to explain that the energy change within a system is accounted for by the change in
the bond energies of the reactants and products. Students will be able to explain that breaking bonds
requires an input of energy from the system or surroundings, and forming bonds releases energy to the
system and the surroundings (HS-PS1-4 Evidence Statements).

Assessment of Evidence Outcomes:

Students will work on a variety of problems involving calculations of ΔHrxn from Bond Enthalpies and
from Heats of Formation.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name Calculation of ΔHrxn from Bond Enthalpies and Heats of Formation

Approx. Time 20 minutes

Anticipatory Set Hook: Show students a diagram of a reaction including bonds breaking and
forming. Connect the students to earlier learning that energy has to be added for
bonds to break and that energy is released when bonds are formed. Ask how they
think they could find the ΔHrxn with this information.
Teaching/ Direct instruction using Google slides and a presentation model for instruction
Presentation: followed by problem solving demonstrations interspersed with guided practice
and differentiation.
(Select the most
appropriate teaching Thermodynamics Google Slide Show Slides 70-80 and 81-92.
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry

Teaching Strategy: Following a short direction instruction period guided by inquiry questions,
Guided Practice students practice problems. Students are given a few minutes to solve one
& problem at a time and then students are asked to give their answer via Google
Differentiation Slides PearDeck. Students are asked if they can volunteer to explain how they
worked out the problem. This continues until all problems have been worked.
Problems are talked through step by step so that students can understand the
thought process that occurred during problem solving.

Teaching Strategy:
(Independent Practice)

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Closure Summarize that today’s lesson was on:

● Energy is required to break bonds and is released when bonds are formed,
and the sum of the energy added to break bonds and the energy released when
bonds are formed can be combined to find the total energy of a reaction because
enthalpy is a state function.
● Heats of formation for reactions that add to a net reaction can be added
together to find the overall ΔHrxn because enthalpy is a state function.
Materials Thermodynamics Google Slide Show and Go Formative homework/independent
practice assignment.

Accommodations If some students are having trouble solving the problems during guided practice,
& easier problems will be introduced to scaffold the learning. Questions will be
Modifications asked to help guide the students to see what they need to do in the next step of
problem solving. Some review material may be covered if it looks like some
students have forgotten or not solidified prior learnings necessary to solve these
problems.

In addition, videos and the textbook link will be provided so that kids have
alternate auditory and visual demonstrations.

If the activity is too easy, additional problems will be given.

Assessment The homework in GoFormative will be reviewed and graded. Comments will be
made directly on any problems that students are having trouble with so they get
specific feedback on what they are not understanding. If it looks like a particular
student is really struggling with the whole concept, extra help during lunch, off-
periods, or after school will be offered. If it looks like the whole class is struggling,
some concepts may be re-taught the next day.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

The average score on the homework was 98% so it seems that the lesson objectives were
achieved very well. I helped/provided guidance and feedback on about 8% of the problems on
the homework. These were cases where students had some misconceptions or were calculating
incorrectly. All of these were corrected.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

The direct instruction part of the lesson went a little long so I might break up bond enthalpies
and heats of formation the next time I teach these lessons.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

The next lesson will cover Hess’ Law, the law that says that because enthalpy is a state function, you
can calculate the heat of reaction for one reaction from the known heats of reactions of other reactions
that add to the reaction you are interested in.

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CEP Lesson Plan Form
Direct Instruction
Describe or demonstrate
the lesson introduction
including how you
establish set (i.e., prepare
students to learn) and how
you share the lesson
outcome.
Demonstrate or list the
task analysis of the skill or
procedure (i.e., define
precisely what the
learners need to do)
Describe or demonstrate
your modeling of the skill
or procedure.
Describe or demonstrate
guided practice including
the second (or third)
example and then address
your method to “check for
understanding” (i.e., how
you assess student
learning before moving to
the next stage). Include
examples of feedback you
provide for correct and
incorrect student
responses.
Describe or demonstrate
your method of
independent practice.
Two or more of the
teaching and learning
activities during guided
and independent practice
are rich and engaging.
Describe or demonstrate
how your students
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Presentation Model
Describe or demonstrate
the lesson introduction
including how you
establish set (i.e., prepare
students to learn) and how
you share the lesson
outcome.
Describe or demonstrate
an advance organizer.
Describe, picture or
demonstrate learning
materials and activities
specific to the options of
this model (e.g., explaining
links and examples; rule-
example-rule; signposts
and transitions). Two or
more of the teaching and
learning activities are rich
and engaging.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students’
thinking on the content.
Describe or demonstrate
how your students
demonstrate their
learning. Address
assessment methods
during instruction (i.e.,
checking for
understanding), and after
instruction (e.g., a quiz,
ticket-to-leave, etc.).
Concept Teaching
Describe or demonstrate
the lesson introduction
including how you
establish set (i.e., prepare
students to learn) and how
you share the lesson
outcome.
Describe or demonstrate
all of the critical attributes
of the concept, identify
the class or category to
which the concept
belongs.
Describe or demonstrate a
clear progression of
examples and non-
examples; deduction is
illustrated through the
early definition of the
concept; induction is
illustrated through
definition of the concept
late in the activities.
Describe or demonstrate
the assessment processes
you use to test for
acquisition of the concept
at key points during the
presentation of examples
and non-examples.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students’
thinking on the concept.
Two or more of the
teaching and learning
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Cooperative Learning
Describe or demonstrate
the lesson introduction in
including how you
establish set (i.e., prepare
students to learn) and how
you share the lesson
outcome.
Describe or demonstrate
the assessment methods
you use to determine the
academic progress of D
EACH student in the class h
(i.e., make each student
individually accountable)
and how you assess the d
social and/or interpersonal of
skills identified for so
acquisition or practice
during the lesson.
D
Describe or demonstrate
the grouping arrangement
and R
the ways in which you y
promote positive
interdependence between g
group members.
o
Describe or demonstrate
the instructional materials
and resources; address
resource interdependence s
as necessary. w
Describe or demonstrate
your directions for group
formation, rearranging
furniture (If necessary)
and how d
materials/resources are
distributed.
o
in
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demonstrate their learning activities are rich and Describe or demonstrate a

after instruction (e.g., a engaging. the expectations for s
quiz, ticket-to-leave, etc.). demonstration of
Describe or demonstrate interpersonal and small
how your students group skills y
demonstrate their learning t
after instruction (e.g., Two or more of the d
students summarize their teaching and learning
definition of the concept activities are rich and
orally or in writing, etc.). engaging. D
tw
Describe or demonstrate le
your method to “check for
understanding” (i.e., a
description of how you will R
assess student learning
academically and socially) q
as you circulate among the s
groups as well as the
feedback you provide. s
t

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