Lesson Plan Template – 5E Model

Here is a link to remind you about the 5E Model: https://ngss.sdcoe.net/Evidence-Based-Practices/5E-

Model-of-Instruction

Grade or Subject: 10th grade Chemistry Topic: An Introduction to Acids, Bases, and pH Teacher: Bishoy Gaid
Learning Objective: (What specifically do you expect students to know or be able to do as a result of the lesson? Begin with "Students will
<action verb>…") Include the thinking skill, content, and product. CLICK on this LINK for more info on this

Students will be able to demonstrate a basic understanding of acids and bases, along with the pH scale by defining acids and base and being
able to predict the pH of some common household liquids.

Thinking Skill: (Blooms/DOK/Costas) Content: (Science Content) Product: (How will students
demonstrate their learning? This is
Comprehension An acid is a hydrogen-containing substance that is your evidence)
capable of donating a proton. A base, on the
other hand, is any substance able to accept that By being asked to define acids, bases,
hydrogen ion. pH (potential of hydrogen) is the and pH, and predicting the pH of acids
numeric value of the level of acidity or basicity and bases.
ranging from 0 to 14, 0 being the most acidic and
14 being the most basic.
NGSS Standard(s) or Performance Expectation(s)):
Use the following link to help you: http://www.nextgenscience.org

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends
in the periodic table, and knowledge of the patterns of chemical properties.

Science & Engineering Practices (SEPs): Disciplinary Core Ideas (DCIs): Crosscutting Concepts (CCCs):

Constructing Explanations and Designing PS1.A: Structure and Properties of Matter Patterns
Solutions PS1.B: Chemical Reactions

Prior Student Knowledge and Context: (Where does this fit into a unit of instruction, connections with previous and future lessons? What
are the explicit connections with a student's prior knowledge and/or experiences in daily life? Consider students funds of knowledge. Refer
to Cal TPA Glossary)

Students may know some examples of substances that are acids and bases, such as household items like vinegar, lemon juice, or baking
soda. They may also have knowledge of what pH is from work experience in food service, previous medical experiences, or if they have a
pool and are aware of the water’s pH. Students may have also learned about acids, bases, and pH in middle school physical science classes.

Formative Assessment/Questions: During the lesson, what questions will be asked to check for understanding? How will you ask these
questions and how will you gather student responses? You can write most of this info into the template below where applicable.

1) what comes into your mind when you hear the terms “acid” and “base”?
2) How do you identify acids and bases? What makes a substance an acid or a base?
3) Why are acids and bases important?
4) Why did the liquids change color and what does the change of color signify?
The questions will be asked verbally and written within a presentation to the class. The students will write their answers down in their
notebooks, discuss their answers with their group members, and will present the answers in class’ discussion. Following the general class
discussion, the students will write down the takeaway points into their notebooks.
Materials and Technology: (Anything needed to conduct the lesson, including handouts, lab equipment, technology, etc.)

For the demo, the teacher will provide the prepared cabbage juice, bleach, sugar, vinegar, lemon juice, and baking soda.
Technology needed: laptop and projectors
Students will bring: personal science notebooks, notecards, and writing utensils.

Safety and Clean-up:

Handle bleach with caution (wear gloves if available) and try not to get it on bare skin or clothes.
All the liquids can be discarded down a sink and flushed down with water

Differentiation/Universal Access (UA): (Explain how this lesson plan supports all learners) Refer to Cal TPA Glossary

For students with visual and hearing impairments, students will perform the demo in their groups; they would be in close proximity to what
is happening and should be able to see and hear everything well. We can also write the steps and project them on the board as well as saying
them as the students are performing the demo. For students with ADHD, we would have everything including the different solutions
prepared beforehand, which should limit distractions. For English learners, we are spending some time discussing the terms and their
definitions. All the students will also draw what they see in the demo, and throughout the class, they will be discussing different concepts
with their group members, as well as the whole class, and they will also be writing down important notes and takeaway points.

Culturally Responsive Pedagogy (CRP): (How do you plan to get to know your students and use their funds of knowledge?)Click here for a
resource

Students will share their observations and responses with their group member, and will also share their ideas and perspectives about the
topic with the whole class.

Step-by-Step Procedures and Instructional Strategies within the 5E Model:

(Describe step-by-step what will be taking place during the lesson. What will the teacher be doing to facilitate and what will
students be doing as active learners? Paint a picture of how the teacher would be facilitating and how the students will be
actively involved in tandem.)
ENGAGE - Teacher Does: ENGAGE - Student Does:

Time stamp: 20 min How:

Instructional Strategy: Demo
How:
1) The cabbage juice, along with all
the other liquids and lab supplies
are already prepped but not
labeled (except the cabbage
juice)
2) The teacher asks students to
identify the solutions in front of
them (smell/color). They should
be able to identify some such as
the lemon juice, vinegar, etc…
3) Teacher then holds a class
discussion in which students
present their observations and
identifications.
4) The teacher then asks the
students to pour some cabbage
juice carefully in their various
solutions.
1) Students are sitting in
bundles/groups of 4, and in front
of them are all the solutions.
2) Students smell the solutions and
attempt to identify them.
3) They should discuss between their
groups and take notes in their
notebooks.
4) Students present their
observations to the whole class in
the class discussion. The rest of
the class, along with the teacher’s
guidance, correctly identify all the
solutions.
5) After pouring the cabbage juice
into their solutions, the students
will take notes of their
observations in their notebooks
and discuss them within their
groups.
 EXPLORE - Teacher Does:
Time stamp: 15 min
Instructional Strategy: Class discussion
How:
1) The teacher asks the students to
present their observations to the
whole class, and they discuss
whether they match one another
or not.
2) The teacher then continues the
class discussion and has the
students try and identify what
might’ve led to the differences
and resulting colors.
a) The teacher should try
and introduce the idea
of acids and bases within
that conversation.
EXPLAIN - Teacher Does:
Time stamp: 20 min
Instructional Strategy: video and group
discussion
How:
1) The teacher shows a crash course
video to the class and asks them
to take some notes
a) https://youtu.be/LS67vS
10O5Y
2) The teacher then asks the
students to discuss what acids
and bases mean in their groups.
3) The teacher then conducts a class
discussion to further discuss acids
and bases, and then has the
students write their main
takeaways in their notes.
ELABORATE - Teacher Does:
EXPLORE - Student Does:
How:
1) the students present their
discussions to the whole class and
check if any differences arise.
a) If differences between
the observations arise,
they can discuss why
those differences
occurred.
2) The students then continue the
discussion to try and figure out
what might have caused the
differences in the observations
they’ve witnessed.
EXPLAIN - Student Does:
How:
1) the students watch the video and
take notes about the main points
in their notebooks.
2) The students then discuss their
notes with their groups and try to
come up with definitions for acids
and bases.
3) The students then present their
definitions as part of the overall
class discussion with their teacher.
4) The students write down the main
takeaways in their notebooks.
ELABORATE - Student Does:
Time stamp: 10 min
Instructional Strategy: discussion
How:
1) The teacher then asks the
students to use their newly
acquired knowledge about acids
and bases, and asks them to try
and come up with a definitions
(from the video and their notes)
about pH
2) The teacher gives them 5 min to
come up with an idea within their
groups, and then holds a 5 min
class discussion to come up with
a consensus definition, that is
clear and simple for everyone to
understand.
EVALUATE - Teacher Does:
Time stamp: 5 min
Instructional Strategy: Individually
How:
1) The teacher will present the pH
scale for the cabbage juice
indicator test, and will ask the
students to put the solutions they
had in the demo in order from
most acidic to most basic based
on color in their notes.
2) The teacher will ask the students
to write down a definition for the
terms “acid”, “base”, and “pH”
on a note card to be turned in as
their exit ticket.
How:
1) The students take a couple of
minutes within their groups to
come up with a definition for pH
using their notes from the video
and their discussion about acids
and bases.
2) The students then present their
definition to the class, identify
differences, and come up with a
consensus definition that is
straightforward and easy to
understand.
3) the students then write their main
takeaway in their notes.
EVALUATE - Student Does:
How:
1) The students will write down their
solutions in order from most acidic
to most basic in their notes.
2) They will also write down a
definition for the terms “acid”,
“base”, and “pH” on a note card to
be turned in as their exit ticket.