CEP Lesson Plan Form

Teacher: Mr. Eyolfson Date: February 7, 2023

School: Cherokee Trail High School Grade Level: 10-11 Content Area: Chemistry

Title: Double Replacement Lab and notes day Lesson #:5_ of 8_

Lesson Idea/Topic and Lesson Idea: Double Replacement Lab and notes
Rationale/Relevance:
Topic: Double Replacement Reactions with a supplemental lab

Rationale: Students will have the opportunity to learn what double

replacement is and then apply their new knowledge to a lab

Relevance: Students are learning about reactions in this unit. This is one of
the 5 types of reactions we need to discuss for this unit
Matter cannot be created nor destroyed

Student Profile: 32 honors students some with IEPs and/or 504

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

HS-PS1-2 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-PS1-7 Use mathematical representations to support the claim that atoms, and therefore
. mass, are conserved during a chemical reaction.

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CEP Lesson Plan Form

Understandings: (Big Ideas)

● Double Replacement Reactions and how they work

● Metals have to go with nonmetals and vice versa
● Conservation of Mass

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 can a metal not make an ionic bond with a nonmetal?

● When does a double replacement reaction occur?
● What will be the precipitate in a given double replacement?

Content: I can identify a double replacement reaction and determine whether or not the reaction will happen

Process: I can apply my learning in a lab setting to correctly explain why reactions happen

Product: I can be given the 2 solutions I am reacting and correctly predict the outcome of combining these two into one solution

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

● Lab from previous class will be tuned in after used as warm up

● Homework from previous night
● Quiz on Single Replacement
● Double Replacement Lab
● Exit Ticket

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Name: Double Replacement notes and Lab
Purpose: The purpose of this lesson plan is to have the students learn what a double
replacement reaction looks like and then apply their new knowledge to a lab in which
the students see double replacement reactions that work and that don’t work and why.

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? N/A
Yes ___ No _X_

Approx. Time and Materials Around 90 minutes

The students will receive a worksheet and instructions for the lab for the lab
Lab materials can be found on lab instructions

Procedures

(Workshop time) Teacher Actions Student Actions Data Collected

What will you be doing
while the kids do the work?
While the students are
doing the warm up, I will be
walking around checking
with how the students did
on their homework the
night before and stamping
their stamp sheet I will also
be answering last minute
questions before the quiz.
While the students are
doing the quiz I will be
looking at the labs to see if
What will the students be
doing? (We do or you do?)
The students will spend the
first chunk of finishing their
lab from last class as a
warmup and then checking
their homework as the rest
of the class finished the
warm up. (15-20 min)
The next portion of class
the students will spend the
next chunk of time working
on the single replacement
quiz. (15-20 min)
While you are conferring or
monitoring, what data will
you (or did you) collect for
future lessons?
● Lab from last class
● Quiz on last class’
material
● Lab from this class
will be collected
next class
● There will be a quiz
next class on this
material
● There will be an
exit ticket that I
collect at the end
of class

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CEP Lesson Plan Form

there were any common The students will then take

misconceptions
I will be doing quick catch
and release during the
notes so they learn
something then practice
then come back together
then practice.
During the lab I will be
checking in on the students
to see where their minds
are to address
misconceptions from the
notes and discussing their
thoughts
notes and learn about what
a double replacement
reaction is. (20 min)
The students will then
spend most of the
remainder of class working
through the lab (30-35 min)
Final 5-10 minutes will be
an exit ticket.
If time in between lab and
exit ticket, begin notes on
net ionic equations.

I will catch and release one

more time before the exit
ticket where I will walk
around and answer
questions
Closure For closure and debrief, I will ask the students to pull out a half sheet of paper and
(Debrief) predict the outcome of two reactions and balance them. I will then ask them to tell me
what they are struggling most with in this topic.
Assessment Formative Assessments:
● Checking in with students throughout the class
(Describe both the formative assessment(s) and ● Thumbs up thumbs down thumbs medium
summative assessment(s) used) ● Exit ticket

Summative Assessment:
● Lab from last class
● Quiz from this class
● Lab from this class (collected next time)

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CEP Lesson Plan Form

● Quiz next class

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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.

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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.

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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?

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