Updated January 2023

Name: Grace Tetschner Date of lesson (for field): 3/30/23

Content Area: Chemistry
Course Title & Grade Level: Chemistry & 10th/11th Grade
Standards:

All Unit 4 Standards:

HS-PS1-2. [Simple Chemical Reactions] 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.

HS-PS1-4. [Total Bond Energy Change in Chemical Reactions] 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.

HS-PS1-7. [Conservation of Atoms in Chemical Reactions]  Use mathematical representations to support the claim that atoms,
and therefore mass, are conserved during a chemical reaction.

Objectives:

Content Objective:

Students will be able to breakdown the key concepts of Unit 4 by working in groups to write at least 1
original and relevant definition, example, connection, significance, or question on a sticky note for all 9
vocabulary terms during the Gallery Walk vocab review activity.

Verb = breakdown
Criteria = by working in groups to write at least 1 original and relevant definition, example, connection, significance, or question on
a sticky note for all 9 vocabulary terms during the Gallery Walk vocab review activity.

Student-friendly Objective:

Today I am breaking down the key concepts of Unit 4, so that I can review for the Unit 4 test tomorrow. I’ll
know I’ve got it when my group can write down a definition, example, connection, significance, or question
for each vocabulary term.

Assessment:

Formative Assessment #1: Bellwork/Semantic Feature Analysis

 On a handout given to the students, there will be a table and a list of 5 reactions.
 The students will be asked to fill out a table by determining if the given reaction is any of the
following types:
 Synthesis
 Decomposition
 Single Displacement
 Double Displacement
 Combustion
 Exothermic
 Endothermic
 The students will not be handing in these handouts (since I want them to use these as a study tool), so
 Updated January 2023
I will ask students to vote for each answer as a whole group.
 I plan to go over each type of reaction, but if more than 10 students in each class do not vote for the
correct answer, I will go in more detail when describing that specific reaction type during the review
of the concepts. To prepare for this, I will make slides in my presentation that depict each type of
reaction type.

Formative Assessment #2: Gallery Walk Vocab Review

 Students will be working in groups of 3.
 Each group will be given a sticky note pad of a specific color.
 There will be vocab words posted around the room on pieces of paper.
 Each piece of paper will also have a page number on it that corresponds to the section in the textbook
where that vocab term was introduced.
 Each group will start at a different vocab term around the room.
 Group member roles:
 Researcher 1 (student who carries and reads textbook)
 Researcher 2 (student who carries around a phone or chromebook and who is allowed to look
something up online)
 Recorder (student who carries and writes on the sticky notes)
 Each group will record one of the following things onto a sticky note that relates to the vocab term
they are in front of:
 Definition in their own words
 Connection to real life or to other subjects or topics
 Example, Picture, Diagram
 Question about the topic
 Significance of the term to this class
 The groups will be given 2 minutes to do this, and then, each group will rotate clockwise.
 I will collect the sticky notes at the end of each class. To meet my objectives, a group needs to record
an original and relevant response onto a sticky note for all 9 terms.
 If multiple groups are not completing the task in the 2 minutes, I will change the timer to 3 minutes.
 At the end of the activity, I will take all the sticky notes from the students and go through them with
them. If I don’t think the students’ sticky notes fully covered the term, I will go through a pre-made
slide detailing the most important information about the term.
 If more than 3 groups in each class struggle to come up sticky notes for multiple terms within the time
limit (I will notice this as I walk around and answer questions), I will write down the topics that seem
to be most challenging to the students for future reference (a.k.a I may have to teach these topics
differently the next year or review them before the start of the next unit).

Proactive Management:

Voice:
 Voice Level = 2 during gallery walk vocab activity and while working with groups to prepare for
mini-presentation
 Group members should only work with their group (and not talk to other groups)
 Group members’ conversation should be on task

Movement and Materials:

 Students will bring 1 textbook, 1 device, 1 sticky note pad, and 1 writing utensil around with them to
each vocab term location
 I shouldn’t see more than one device out
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 Groups will move clockwise around the room

Main Tasks for students:

 Write or draw on sticky notes
 Look up terms in textbook or on the internet
 Talk with group members
 Complete practice problems if they have time

Main tasks for teacher:

 Hang-up vocab words around the room with tape
 Assign each group a sticky note color
 Walk around and answer any questions

Grouping Strategy:
 Students will work with the people they are already sitting with
 If multiple students are missing from a table group, I will combine lone students into a group

Small Group Roles:

For gallery walk vocab activity:
 Researcher 1
 Researcher 2
 Recorder

Instructional Strategies:

1. Semantic Feature Analysis (WETA)

 During bellwork
 Literacy strategy
 Students will be categorizing reaction types given examples

2. Turn and Talk (from “Expression and Communication” section of Goalbook Toolkit)
 During bellwork
 Literacy strategy
 Students will be discussing with their table partners when completing the table for the
semantic feature analysis

3. Gallery Walk Vocab Activity (adapted from Miss G’s Vocabulary Scavenger Hunt/Gallery Walk)
 During main lesson
 Literacy strategy
 Students will be reading from their textbook, writing on sticky notes, and discussing within
their groups

4. Carousel Brainstorming (from “Comprehension” section of Goalbook Toolkit)

 During the Gallery walk vocab activity
 Students will be working around the room to build off each other’s ideas using sticky notes

Note Taking Strategy:

Interactive Notetaking (from “Sustaining Effort and Persistence” section of Goalbook Toolkit)
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Students will be given a handout to take notes on. This handout will contain the following:
 The table needed for the semantic feature analysis bell work activity
 Space for students to take notes on each of the vocabulary terms
 Practice math problems

I will tell students to take notes while I go through the class’s sticky notes and review terms using my
slideshow. I will directly emphasize to students the most important aspects of each vocab term.

Questions:

During bellwork/semantic feature analysis activity:

1. How many said the first reaction was ____ type? Raise your hand.
2. How do you know this reaction is exothermic? How do you know this reaction is endothermic?
3. How could you know what type of reaction it would be if I didn’t give you the heat?
4. Do you see any patterns? Are any types automatically both?

During gallery walk vocab activity:

1. Does your group need help?
2. How could you summarize that definition into fewer words?
3. How would you explain this term to someone who hasn’t taken this class?
4. What do you think of when you hear the term?
5. What questions do you have about this concept? What do you want to know about the concept before
the test?

Beginning of the lesson: 5 minutes

Review and Hook: WE DO TOGETHER

Semantic Feature Analysis Activity
 On a handout given to the students as they walk in, there will be a table and a list of 5 reactions.
 The students will be asked to fill out the table by determining if the reaction is any of the following
types:
 Synthesis
 Decomposition
 Single Displacement
 Double Displacement
 Combustion
 Exothermic
 Endothermic
 Instructions will be on the board as they walk in
 Once the bell rings, I will go over the instructions
 After a few minutes, I will ask for students to vote for an answer by raising their hands, and I will go
over the answers.

Preview: I DO ALONE
 I will tell students that today will be a review day
 I will display content objectives for the day on my screen and read them to my students
 I will let students know that there is a test tomorrow
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The Lesson: 30 minutes

Gallery Walk Instructions: [2 minutes] I DO ALONE

I will…
 Give instructions
 Split groups
 Give out sticky note pads
 Show the students an example of a word with sticky notes around it

Gallery Walk Work time: [20 minutes] YOU DO TOGETHER

 Students will up and moving around and working in groups of 3.
 Each group will be given a sticky note pad of a specific color
(Sticky Notes from “Comprehension” section of Goalbook Toolkit)
 There will be vocab words posted around the room on pieces of paper.
 Each piece of paper will also have a page number on it that corresponds to the section in the textbook
where that vocab term was introduced.
 Each group will start at a different vocab term around the room.
 Group member roles: (students can assign roles themselves)
 Researcher 1 (student who carries and reads textbook)
 Researcher 2 (student who carries around a phone or chromebook and who is allowed to look
something up online)
 Recorder (student who carries and writes on the sticky notes)
 Each group will record one of the following things onto a sticky note that relates to the vocab term
they are in front of:
 Definition in their own words
 Connection to real life or to other subjects or topics
 Example, Picture, Diagram
 Question about the topic
 Significance of the term to this class
 The groups will be given 2 minutes to do this, and then, each group will rotate clockwise.
 I will have a timer on the screen (Timer from “Self-regulation” section of Goalbook Toolkit)

Gallery Walk Group Review: [8 minutes] WE DO TOGETHER

 I will take the sticky notes down from each word and read them to the students.
 If I have a question about a response or if I just want a group to vocalize their thinking, I will ask the
group to share their response and why they wrote it.
 I will go over the term with a slide of my own after reading all their sticky notes.
 I will ask students to take notes at this time on their handout.

Closure:
Procedural:
 Take down all sticky notes
 Have sticky notes ready for next class
 Click back through presentation
 Grab handouts and go to door to hand them to students as they walk in

Content Summary:
 Updated January 2023
Great job today class. Hopefully, after today, you have a better grasp on the most important vocab terms and
concepts from Unit 4, and hopefully, you also feel better about this unit’s math problems and have a plan for
how to attack each type on the test. Remember the test is tomorrow! So now knowing the most important
concepts and the type of math problems that may be on it, you should be able to gauge how much studying
you may need to do tonight. I suggest you review the notes you took on the handout today and look over any
other notes you have taken throughout the whole unit. Have a good rest of the day!

References:

DiSpezio, M., O’Brien, T., Okoro, B. (2020). HMH science dimensions: Chemistry. Houghton Mifflin
Harcourt Publishing Company.

Enome Inc. (2022). UDL-aligned strategies. Goalbook Toolkit. https://goalbookapp.com/toolkit/v/strategies

Miss G. (2019, December 16). 6 engaging vocabulary activities to try in 2020. Write on with Miss G.
https://writeonwithmissg.com/2019/12/16/6-engaging-vocabulary-activities-to-try-in-2020/

WETA. (n.d.). Semantic feature analysis. Reading Rockets.

https://www.readingrockets.org/strategies/semantic_feature_analysis

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
leverage student assets, thinking, language and cultural backgrounds to make learning relevant while demonstrating high
expectations for all students?

By having my students work in groups where each group member has a specific role, I am leveraging
my students’ assets and thinking to make the learning relevant. They will have to use their own skills
and background knowledge to explain the topics to their peers. Additionally, since my students will not
be allowed to write down the same thing as other groups, they will have to practice building ideas off
each other.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. What strategies did you use to meet the needs of ALL learners?

I will allow students to express their thinking and learning in multiple ways. For example, students will
review the concepts of Unit 4 by writing on sticky notes, discussing with each other, reading from their
textbook, and doing practice math problems. I will also present the information in multiple ways by
leading a whole-group review, providing power point slides, and giving individual groups feedback.