Griffin RESA TAPP Lesson Plan (updated 2021)

Name: Ashley Henderson Grade: 12th- Chemistry

Lesson Limiting Reactants Date: 3/11/2022

Title:
Content Standard(s):

SC3e. Plan and carry out an investigation to demonstrate the conceptual

principle of limiting reactants

Specific Strategies & Steps

Essential Question(s) How do you make sure you don’t run out of cooking ingredients for a recipe?

Learning Target I can investigate a chemical reaction and determine the limiting reactant.
(Must include Higher
Order Verb)
Data ❏ Pre-Test ☐ Post-Test ☐ Ticket out the Door
❏ Lab

Informal (Formative) What informal (formative) assessments will you use throughout the lesson to check
Assessments during for understanding?
THIS lesson
As students are working, the teacher will circle the classroom and look for students
who may be struggling, are stuck, or may need to accelerate. I also frequently check
students’ data to intervene if they need to try something again, or may need to correct
a procedure to make sure their data reflects the correct numerical values so their
analysis will help them master the content.

Formal Assessment 1. What assessment did you create to evaluate whether or not the students mastered
(Summative) for THIS the learning target(s)?
lesson The mastery of this lesson will be determined by the pre-lab and post-lab questions and
and Analysis of Data the stations activity planned for the next day.
(Must include Higher
Order Verb) 2. State how you will analyze and use the data (results) from the assessment.

The student’s data from the lab will be evaluated over the weekend. Students should be
able to score an 80 or above on the lab. If there is a large group of students scoring
lower than an 80, and there are misconceptions, then we may do an additional
assignment on Monday.

3. Describe how this data will impact or change future instruction.

If enough students fail to master the concepts in this lesson, we will revisit with an
additional reteaching moment on Monday, Mar. 14th. If students appear to have
mastered limiting reactants, we will simply continue to occasionally revisit during our
review warm-up questions throughout the unit.
 Content Related ● Stoichiometry-the relationship between the relative quantities of substances taking part in a
Vocabulary reaction or forming a compound, typically a ratio of whole integers
and Brief Definitions
Related to THIS ● Limiting Reactant-the reactant that is used up first in a reaction; the limiting reactant determines
the amount of product that can be formed in a chemical reaction
lesson
● Reactants- a substance that takes part in and undergoes change during a reaction

● Products-a substance that is formed as the result of a chemical reaction

What prior knowledge is required for students?

Prior Knowledge (What specific knowledge is needed for students to be successful on this standard?)
Required for THIS ● Stoichiometry calculations/conversions
lesson ● Balancing equations
● Molar Mass
● The Law of Conservation of Mass

How will you review and link this lesson to prior knowledge? (Name the activity.)
The pre-lab questions and the Visual Diagram Worksheet both have them
balance equations. The pre-lab questions also have them using molar
mass/stoichiometry to convert from grams to moles.

What Critical Thinking Questions will you use during THIS lesson? (Make sure they
Critical Thinking align to your standards, are higher-order, and that you indicate where you will ask the
Questions questions in the lesson.) Three Questions are Required! Refer to the Question Starter
(DOK-Depth of Poster you received in Summer Essentials for assistance in writing questions.
Knowledge/HOTS)
1. Using your pre-lab theoretical yields from question #3, what can we expect to happen in
the lab? (Before lab set up)
2. When we look at what is left over, what can we assume is the limiting reactant in the
reaction? (During explanation of the Visual Diagram worksheet)
3. How did your percent yield in the lab support or hypothesis? Do you accept or reject it?
Why? (During post lab analysis discussion)
Differentiation Lab groups will consist of students that had similar performance on the
Unit 4 Pre-Test given on 3/9 and the Percent Yield Practice work on 3/10.

Technology All instructional material will be posted into Google Classroom for absent and virtual
students..
Students will use calculators during the lab activity and the Visual Diagram Worksheet.
The teacher will model how to do the visual diagram worksheet on the Clear Touch
board.
Launch - 15% of your The Teacher will: TTW The Student(s) will: TSW
scheduled time. - Ask the class the EQ, “How do you - Students will discuss the EQ,
(The BEGINNING of the make sure you don’t run out of making a connection between
lesson. This is where cooking ingredients for a recipe?” finding enough of the correct
you introduce the - Help students connect the EQ to ingredients to make the recipe.
standard, set your having enough of the right - Listen and participate in a
expectations, connect
ingredients that the recipe calls discussion of the law of
to prior learning, set
the purpose, go over for. conservation of mass and limiting
the EQ.) - Then, explain how a chemical reactants.
reaction is the exact same due to
the Law of Conservation of Mass.
Body of the Lesson - The Teacher will: The Student(s) will:
80% of your
scheduled time. - Introduce the lab, reminding - Listen to procedural reminders.
(This is the instruction students of lab safety procedures - Put on safety goggles and lab
and activity part of the and important procedures for the apron.
lesson.) lab. - Read lab procedures with the
- Students will pull out the lab group.
handout with the completed pre- - Follow lab procedures to set up
lab questions. the filtration of CaCO3.
- Circle the classroom to help - Complete the Visual Diagram
students as they work through Worksheet and turn in to the
the lab procedures. basket.
- Once the lab set up is completed,
TTW pass out the Visual Diagram
Worksheet.
- On the Clear Touch board, model
the first problem for the students.
Closure - 5% of your The Teacher will: The Student(s) will:
scheduled time. - Instruct students to look at their - Observe their filtration.
(How will you wrap filtration. If they are complete, - If filtration is complete, they will
up THIS lesson?) students will weigh the mass of continue to finish the data table,
CaCO3. It is highly likely that they and conduct their analysis and
will need more time to continue post-lab questions.
to filter. If they need more time - If filtration is incomplete, they will
they will sit overnight and be complete the optional exit ticket
weighed the following day. that will have them solve
- If filtration is complete, instruct stoichiometry problems to predict
students to complete the data which of the reactants is the
table and begin their post lab. limiting reactants.
- If filtration is not complete, the
teacher will pass out an exit ticket
and we will discuss our reactants
and make predictions as a class
using stoichiometry as to which of
our reactants is the limiting
reactant.
Feedback Given for 1. How do you plan to give feedback to students during the lesson?
THIS lesson - Answer questions, give positive feedback to assure when students are
following lab procedures. Circle the room and give feedback as
students complete the Visual Diagram Worksheet.

2. How will students use the feedback to improve their learning?

- They will be able to make corrections as needed and I can give one-on-
one support to struggling students.

Materials
(Instructional - CaCl2
Supports used in - NaCO3
THIS lesson) - Beakers
- Erlenmeyer Flasks
- Filters
- Funnels
- Distilled Water
- Scoopulas/Stirring Rods
- Exit Tickets
- Lab Procedure Handouts (Students were given these the day before)