CEP Lesson Plan Form

Teacher: Luke Eyolfson Date: 4/5/23

School: Cherokee Trail Highschool Grade Level: 10 Content Area: Chemistry

Title: Stoich Rockets Lesson #:2_ of 2_

Lesson Idea/Topic and Lesson Idea: Stoichiometry Rockets with intro to Stoich Unit
Rational/Relevance:
Topic: Stoichiometry and Mole Conversions

Rationale: The students are being introduced to stoich by making the best
rockets.

Relevance: The rockets used in class use the same fuel as actual rockets.

Student Profile: 25 students half male half female. Some students on IEPs and 504s

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore
. mass, are conserved during a chemical reaction.

Understandings: (Big Ideas)

● Being able to begin to see how stoichiometry works through the use of stoich rockets
● Conservation of mass
● Using arbitrary ratios to begin to see how conversions work

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standar, one from each of the 6
facets of understanding)

Why are the ratios for the best rockets the way that they are?

How can we convert from one item to another?

Content: I can predict what ratio of hydrogen to oxygen will have a complete combustion

Process: I can use use this ratio to create a rocket that will go the furthest

Product: I can apply my knowledge of rockets to how stoichiometry begins to work

List of Assessments: (Formative and summative, whether the summative occurs in this lesson or not)

Summative:

Stoch rockets lab

Formative:

Checking in with each group multiple times per class

Checking in with individuals during work time

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Name: Stoich Rockets Competition

Purpose: Begin to understand what stoichiometry is

Co-Teaching If co-teaching- What will be your role? What will the co-teacher’s role be?
Will co-teaching models be utilized in this lesson?
Yes ___ No _X_

Approx. Time and Materials 83 minute lesson

Oxygen and Hydrogen generator
Pipettes(rockets)
Launch pad
Workbook

Procedures
Lab safety will be an upmost importance in this lab
(Workshop time) Teacher Actions
What will you be doing
while the kids do the work?
Intro: 5-10 minutes
I will get the students back
into the groove if what we
were doing last class
including getting goggles
Competition: 20-25
minutes
I will be visiting the
students as they continue
with the lab. I will ask them
clarifying questions but this
is an exploratory lab which
Student Actions
What will the students be
doing? (We do or you do?)
Intro:
Getting back into what
stoich rockets are
Competition:
Students will be building
rockets to see which one
will go the furthest. They
will then have one practice
run and 3 competition runs
Post lab:
Students will answer some
questions regarding how
Data Collected
While you are conferring or
monitoring, what data will
you (or did you) collect for
future lessons?
I will collect data from the
lab that they turn in.
I will be observing them
doing practice problems
and help them find the
correct way.

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

means I can not give them the what they did in lab
any added content relates back to chemistry
Post Lab: 15 minutes: Physics aspect:
I will check with all of the Students do not have to
students on ensuring that take notes but we will go
they understood the lab. I over why the lab worked
will then go over answers the way it did regarding
for the lab and key ideas. physics as well
Physics aspect: 5 minutes Conversions:
I will talk to the students on Students will take notes on
how physics plays a role in what a conversion and a
this lab ratio are and then practice
Conversions: Rest of class in small groups, partners or
I will spend a bit going over individually
what a conversion and a
ratio is and then do a few
practice problems. I will
then observe the class as
they work on practice
problems.
Closure Stoich rockets
(Debrief) Going over why we did this lab and how it applies to the new unit

Conversions
Begin to transfer them into how what we have done in class applies to a new chemical
conversions
Differentiation Content Process Product Environment
Modifications: The class is made so the
base is what any student
can do
Extensions: Some students will need
extra extensions on more
difficult conversions

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

Post Lesson Reflection

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

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

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

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

Colorado State University College of Health and Human Sciences Page 7