Subject Area: Chemistry Grade level: 10th
Theoretical / Pedagogical Model: Constructivist
Standard(s):
List the state’s curriculum / grade-level
standard(s) covered by this lesson.
Learning Target/Objective:
What am I going to teach?
What will the students be able to do at
the end of the lesson?
How will it be measured/observed?
How will this lesson draw on students’
knowledge, culture, interests, values,
and expertise?
Anticipatory Set:
How will I get the students motivated,
interested, and/or focused? What is my
learning “hook”?
What prior knowledge is necessary?
What practice will be implemented?
What information do the students need
or already possess prior to the lesson?
Consider terminology particular to the
subject/content/concept.
Materials and Technology:
What do you need?
Describe, specifically, how you will move through the lesson to achieve your objectives.
You might use some or all (but are not
Unit / Lesson: Reaction Types - Combustion
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.
Students will be able to…
1. Identify and describe combustion reactions.
2. Describe the components of a hydrocarbon.
3. Determine the products of combustion reactions.
4. Write a complete and balanced chemical equation when given the
reactants of a combustion reaction.
1. Welcome
a. As students walk into class and settle in, project the
Canvas announcement on the board.
i. This announcement contains the plan for the day.
2. Project slideshow on board
3. Four corners game (slides 1-5)
a. Helpful for first day of school after break
4. Assess prior knowledge, ask students:
a. Who here has heard of combustion?
b. What does the word, “combustion” make you think of?
Input:
Students know how to write chemical formulas for different types of
compounds.
Students know to read a chemical equation.
Students know how to use two different strategies to balance chemical
formulas.
1. Computer with Projector
2. Slideshow
3. Combustion Reactions Practice Worksheet (printed)
a. KEY (if needed)
4. Demo materials
a. 70% isopropyl alcohol
b. Lighter
c. Large bucket/cover
Body of the Lesson:
1. Slide 6
limited to only these strategies):
Modeling:
Will you model? What will you model?
How?
Guided Practice:
How will you guide students through a
process or concept?
Independent or Partner Practice:
How will students apply what they
learned through an independent
learning activity?
Facilitation of whole class or small
group discussion/activity:
Formulate questions that elicit high-
order thinking, wondering, creating, etc.
a. Inform students that they will be learning about
hydrocarbon combustion reactions.
b. Have students get out something to take notes with.
2. Slide 7
a. Introduce learning targets to students.
i. Identify and describe combustion reactions.
ii. Describe the components of a hydrocarbon.
iii. Determine the products of combustion reactions.
iv. Write a complete and balanced chemical equation
when given the reactants of a combustion
reaction.
3. Slide 8
a. Explain combustion reactions.
i. Tell students that oxygen must be in the reactants,
and it combines with another substance.
ii. Tell students that combustion reactions release
energy as heat and light.
b. Explain hydrocarbons.
i. Tell students that hydrocarbons can sometimes
contain oxygen.
ii. Tell students that when combusted, hydrocarbons
produce water and carbon dioxide ALWAYS.
c. Debunk misconception.
i. Other substances can be combusted as well, not
just hydrocarbons.
ii. When these substances are combusted, they do
not produce water and carbon dioxide.
iii. Provide example:
1. The combustion of magnesium (not a
hydrocarbon) creates magnesium oxide.
d. Direct students’ attention to the example equation at the
bottom of the slide.
i. Explain that this is a hydrocarbon combustion
reaction, which is why the products are water and
carbon dioxide.
ii. Make sure to note that the equation is NOT
balanced and needs to be!
4. Slide 9
a. Lab Demo
i. Remind students how to behave safely in the lab
when watching a demo (do not touch things when
you are not using them).
ii. Bring students to the lab.
1. Have students gather around
demonstration table so everyone can see.
2. Make sure students don’t stand too close
to the table (at least 3-4 feet away).
iii. Explain isopropyl alcohol to students.
 1. Tell students that it is a hydrocarbon.
2. Explain that it is only 70% alcohol, so the
other 30% is just water.
iv. Check for understanding, ask students:
1. When this is combusted, what is it going
to make?
a. Students should say water and
carbon dioxide.
v. Tell students that we are going to see it in action!
vi. Turn off the lights in the lab.
vii. Pour a small amount of isopropyl alcohol onto the
lab table (make sure it’s a proper unreactive lab
counters).
viii. Using the lighter, light the alcohol puddle on fire.
ix. Check for understanding, ask students:
1. What is being given off right now as
gasses?
a. Students should say water and
carbon dioxide.
x. Tell students that we are going to introduce a term
that we will learn about later, “limiting reactant”.
1. Cover the fire with the large bucket.
2. Allow the fire to completely extinguish.
3. Tell students to think about the reaction
and the new term.
4. Ask students, what do you think the
limiting reactant is here? Why did the
flame go out?
a. Students should say oxygen,
there’s not enough.
xi. Uncover the puddle and light it on fire again.
1. Note that it could light on fire again
because there is now enough oxygen.
xii. Let the alcohol/fire burn until it extinguishes.
xiii. Direct students’ attention to the leftover puddle
on the table.
xiv. Check for understanding, ask students:
1. What do you think this is?
a. Students should say water.
2. If nobody has a guess, tell students to
think about how the isopropyl alcohol we
used was only 70%.
3. Make sure students know that its water
left over from all the alcohol burning
away, it is not the water produced from
the reaction.
xv. Bring students back to class.
5. Slide 10
 a. Show students the chemical equation of the reaction they
just saw.
b. Note that they can see how isopropyl alcohol a
hydrocarbon because of its chemical formula.
c. Note that the equation is already balanced.
d. Check for understanding, ask students:
i. What did the reaction release?
1. Students should say energy and/or heat
and light.
6. Slide 11
a. Tell students they are going to complete the problems on
the slide as practice, but we will do one together as a class
first.
b. Model/Guided Practice/Checking for Understanding
i. Ask students, what are the products of every
single one of these reactions?
1. Students should say carbon dioxide and
water.
ii. Choose one practice problem and write the
products on the board for it.
iii. Ask students, what now? Is this balanced?
1. Students should say no, it needs to be
balanced.
iv. Ask students, what element should I try to balance
first?
1. Students should say carbon.
v. Ask students, what do I need to do to balance it?
1. Answers vary depending on the practice
problem.
2. Make sure the equation obeys the law of
conservation of mass.
vi. Ask students, now which should I try to balance?
1. Students should say hydrogen.
vii. Ask students, what do I need to do to balance it?
1. Answers vary depending on the practice
problem.
2. Make sure the equation obeys the law of
conservation of mass.
viii. Ask students, now which should I try to balance
last?
1. Students should say oxygen.
ix. Ask students, what do I need to do to balance it?
1. Answers vary depending on the practice
problem.
2. Make sure the equation obeys the law of
conservation of mass.
x. End with the complete balanced equation.
c. Have students complete the rest of the practice problems
 in their notes (10 min).
d. Walk around the classroom and help students as needed.
i. Formatively assess understanding through
observation.
e. Go through answers with class.
i. Formatively assess understanding by having
students raise their hand to share out an answer,
see if anyone in the class disagrees.
ii. Project correct answers on board as students give
their solutions.
iii. Ensure that nobody is confused.
7. Handout the printed Combustion Reactions Practice Worksheet
a. Have students work on this for the rest of class and keep it
with their notes.

Checking for Understanding: Within the body of the lesson, see the checking for understanding
Include questions you will ask. What questions and expected (correct) student answers written in PURPLE.
planned formative assessments will you
use? How/when?
Consider Accommodations and STEM program - not needed for this class.
Scaffolding:
How do you need to differentiate
instruction for learners in the room?
(Be specific based on your students; plan
anonymously with respect to student
privacy)
Summative Assessment (if applicable): Not applicable, students may be assessed with a quiz, however this is not
How/when will students be asked to yet planned. Students will be assessed on this content on the first semester
apply their skills, analyze, synthesize, exam (December 20/21/22).
and/or create something?
Will you use a rubric? What rubric?
(Include if applicable)
Closure Student will summarize today’s learning by completing practice problems
How will you wrap up the lesson for the on the handout.
students? How will students summarize
today’s learning?