Dakota State University

College of Education  

LESSON PLAN FORMAT

Name: Luke Kremer

Grade Level: 6th
School: Tri-Valley
Date:
Time:

Reflection from prior lesson

● Students were introduced to chemical reactions. Before this we talked about chemical changes as that
was some review. Students struggled with this topic before so it was good to review it a little before
diving deeper into what models these which are chemical formulas. We talked about some portions of
this and the newer ones students were good at grasping.

Lesson Goal(s) / Standards 

●  MS-PS1-5

Lesson Objective(s) -
● Students model chemical reactions to show the rearrangement of atoms and to demonstrate the
conservation of matter with 80% accuracy.

Materials Needed 
● Students Need:
● Science Dimensions Book
● Pencil
● Notebook and Paper
● Notes (Student Copy)
● Teacher Needs:
● Notes (Teacher Copy)

Contextual Factors/ Learner Characteristics

● 12 Students with IEP’s and 1 Student with a 504.
● Some specific students can be talkative during class.
● Students struggle with blurting and side conversations and need to be constantly redirected.
● Some students as well need to be reminded to stay on task as mentioned in the previous bullet point.

Connection(s) to Research & Theory

● Activate Prior Knowledge - We are using elements that we have learned about beforehand and
applying those elements chemical symbols towards modeling those in chemical formulas.
● Accountability/Formative Assessment - Students are accountable for their own learning as they will
do problems in their workbook.

A.  The Lesson 

● Key
○ PR: Possible Responses
○ AR: Answers to Responses
○ A: Answers

 
● Introduction (5 minutes)  
○ getting attention: Clap once if you can hear me, clap twice if you can hear me

○ relating to past experience and/or knowledge: Last week we went over molecules, compounds,
and the models that are made to represent these as we cannot see them so scientists make models
show them.
○ creating a need to know: We are going to go over atoms today to help us better understand what
the molecules and the compounds we previously talked about are made of.
○ sharing objective, in general terms: I will model chemical reactions and show the rearrangement
of atoms to demonstrate the conservation of matter.

 
● Content Delivery:

Engage: 5 minutes
● Open to page 133.
● I want you to look at this picture. (Show picture on page 133)
● This picture shows copper wire being placed into a solution of silver nitrate. I want you to write down
what you think happens when the copper reacts with silver nitrate.
● (Walk around the classroom to see their thinking)
● Okay, now I want you to answer the second question. What do you think the letters, numbers, and
arrow represent in the chemical equation?
● (After a couple of minutes move to explore)

Explore/Explain: 35 minutes
● Okay so turn to page 134. (Show image of lego bricks)
● So this image shows lego bricks put together in three different combinations and they are labeled with
a code to describe how it is built.
● I want you to explain how the code describes each group of blocks in the images.
● Okay, what are some of your thoughts?
● PR: The R stands for red and there are 2 of them. The B stands for blue and there is 1 blue and 2 red.
The Y stands for yellow and there is 1 yellow and the R for red and there are 4 reds.
● Okay, awesome. Do you see how the letter stands for the color of the block? And how the small
number stands for how many of that blocks there are.
● Now take out your notes. We are going to pick up where we left off the day before.
● (Teacher Copy)
● (Student Copy)
● (Go all the way to number 25 in the notes)

● Now I want you to go back to page 135 of your book. I want you to try and answer question 4 based on
what we just talked about in the notes.
● (After a minute or two)
● Let’s go over this one together. Does anyone want to come to the board and explain how the chemical
formula H2O describes this model of a water molecule?
● (Have someone come to the board, if they struggle to explain it help them out)
● Right, so the H2 part stands for the 2 hydrogen atoms and the one O stands for 1 Oxygen atom.
● Now I want you to use the word bank given to you in question number 5 to write the chemical formula to
identify each model.
● (Give a couple of minutes and walk around class to check understanding)
● Alright let’s go over 5.
● (After discussing with the class and checking to see if they understand the topic move onto 6)
 ● Alright, let’s go over number 6 together.
● (Go over question number 6 on the board)
● Now I want you to complete numbers 7 and 8 on your own. Once you are done I want you to discuss
what you have with the person next to you.
● (After 5 minutes come back together and go over 7 and 8 on the board)
● Okay, let’s go over this together.

Elaborate/Evaluate: 5 minutes
● Okay, now I am going to give you an exit ticket. I want you to write down what you learned today about
chemical formulas.
● (Exit Ticket)

Closure: (5 minutes)
● (After you collect the exit ticket)
● So today we went over a lot of material. The main thing I want you to take away from this is chemical
formulas. What is a chemical formula a combination of?
● PR: A combination of chemical symbols and numbers
● Yes, what are those symbols and numbers called?
● PR: The chemical symbols are elements. The numbers are called subscripts
● Yes so the chemical symbols are elements, and those small numbers are subscripts. What does the
subscript stand for?
● PR: It tells how many atoms of each element there are.
● Okay

B. Assessments Used
● Formative Assessment: Exit Ticket

 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Students who are not meeting expectations are offered assistance when it comes to problems in
the book. They can get this from working with a partner or from assistance from the teacher.
○ A helper for Special Education also comes into the classroom to offer assistance.
● Adaptations for those exceeding expectations
○ Students who are exceeding expectations are encouraged to help out other students along with
going deeper into what we are learning about. They can do this by doing problems in the book
that we aren’t doing in the classroom. Or if they finish early they can do ones I haven’t asked
them to do.
● Language Support (IF you have ELLs (English Language Learners))
○ If needed I could read the book or reword questions that are given in the workbook.

D.  Resources
● HMH Science Dimensions: Chemistry