SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Brent Gackstetter, Margaret Kim, Shenny Nguyen Subject Chemistry
Unit Name and Unit Name: Combustion (Leave this
Week (Leave this blank for
Driving Unit Driving Question: How can we effectively blank for EDSC to
of EDSC 442C)
Question prepare our forests for and respond to wildfires? 442C)
Anchoring Phenomenon: California Wildfires

Anchoring Activity: You are a fire marshal for a small town that has a small forest nearby. Due to the
spate of recent wildfires the city council has asked you to propose measures that they could implement
Anchoring
to prevent a wildfire in the nearby forest. What measures should you, as the fire marshal, recommend to
Phenomenon or
the city council to help reduce the chances that the nearby forest will burn and if it does burn what
Design Problem
measures will the fire department take to put out the fire?
(with Anchoring
Activity for the
unit)

Please provide a link to the media being used to show this event or describe how students will experience this
phenomenon first hand)
HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the
NGSS Performance
Expectation bulk scale to infer the strength of electrical forces between particles.

Provide the Standard and Element(s) that Students Will

Where in the lesson can this be found?
be Engaging In

PS1.A: Structure and Properties of Matter

● The structure and interactions of matter at the
bulk scale are determined by electrical forces
within and between atoms.
Disciplinary Core PS2.B: Types of Interactions
Ideas (DCIs) ● Attraction and repulsion between electric
charges at the atomic scale explain the
structure, properties, and transformations of
matter, as well as the contact forces between
material objects.

Science and
Planning and carrying out investigations They will be planning an investigation of the energy content
Engineering
Practices (SEPs) of a chosen material throughout the bulk of this lesson,
 which will include identifying their control, independent, and
dependent variable, and writing out a scientific procedure.
Epistemic
Practice(s) Experimentation
(Bundled SEPs)
Energy and Matter
● The total amount of energy and matter in
● What students want to measure and how
closed systems is conserved.
calorimetry works is dependent on energy and
● Science assumes the universe is a vast single
matter being conserved. (Will be observed when
system in which basic laws are consistent.
Cross Cutting students are developing what is relevant for their
Patterns
Concepts (CCCs) procedure.)
● Different patterns may be observed at each of
● Students connecting the increase in temperature of
the scales at which a system is studied and can
water in calorimetry allows for students to
provide evidence for causality in explanations
of phenomena.

3D (DCI, SEP, CCC)

Learning Students will produce and carry out an experimental procedure to determine the enthalpy of combustion of a material
Objective (Lesson- chosen from the provided list.
Level Learning
Expectation)
Lesson-Level The students are performing an experiment to determine how different materials burn as part of their greater
Phenomenon investigation as fire marshal.

Connections to
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
other standards
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
(CCSS ELA, CCSS
Math) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Target Vocab to be
Variable, Control, Independent, Dependent , Hypothesis, Procedure, Calorimetry, Energy
Developed

Students will be producing and performing an experimental procedure as part of this lesson. The experiment they will be
Safety performing will involve burning materials and hot surfaces and liquids. As a result, safety procedures in this lesson
involve the use of tools to handle hot materials and goggles in case of splashes.

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
Lesson Intro Engage: Procedure Writing Activity Engage:
(Engage) ● Take a survey of students’ favorite breakfasts Students will complete a survey of their favorite breakfasts
(maybe the previous day via google form) prior to class.
TIME: 1 Period
● Break students up into pre-assigned lab groups,
then give each member a different breakfast Students will break into assigned groups and create a
 ● Have students try to write up procedures for procedure for their individual breakfast.
making these breakfasts, then share with their
groups. Then, students will pick one procedure Students will share their individual procedures with the
that was the most detailed and easiest to group and decide the procedure that was best.
follow and replicate to submit to the class
● Teacher showcases the procedures and engage Students engage in the whole class discussion on what
in whole class discussion. makes a good procedure.

Lesson Body
(Explore, Explain, Calorimetry Direct Instruction (general topic overview)
Elaborate) ● Teacher introduces the general idea of
calorimetry as using the energy change of
TIME: 4 periods
another material to determine the energy that
was contained in another material. It is
assumed that energy is completely transferred
but not always the case, so the goal is to create
an experiment that does this as much as
possible.
● Connection to Anchoring Phenomenon: In
order to create your plan for mitigating wildfire
risks, you, the fire marshal, decide to do
research on different burning materials.

Explore: Calorimetry Procedure Writing Activity Explore:

● Teacher writes up a list of different materials ● Students use procedure planner template to guide
for each object in a calorimetry experiment and their planning
possible optional objects. ● Students write procedures for their experiment
● Teacher provides and walks through a
scaffolding material for writing a procedure

Elaborate: Written explanation for why they chose Elaborate:

those materials and the order of the procedure As a group, students write a rationale for their procedures
● Provide a rubric and scaffolding materials for and chosen materials. Students will submit this to prepare
what should be included in their written for a teacher/group conference the following class period.
explanation and their procedure

Explain: Conference with teacher to discuss choices in Explain:

the procedure and to give feedback on their Students will meet with the teacher to discuss feedback on
explanation the first draft of their procedures. As a group, students will
● Read through student procedure and come to edit their procedures according to teacher feedback.
class with pre-written critiques of the student
procedures
● Discuss with students how they might make
their procedure better able to measure the
 appropriate variable. I.e. have they accounted
for all the variables they need to control in their
experiment? Have they considered any safety
issues?

Evaluate: Final Draft Jigsaw Evaluate: Students participate in jigsaw activity. Students
● Direct students to participate in a jigsaw share their group’s procedure with another group. Students
activity. Half of the students in one group will provide feedback to peers.
move to another group, and the remaining half
of the group will introduce and explain their
procedure to the other students from another
group. The students from the other group will
provide feedback or questions about the
procedure to the group.
Lesson Closure
● Walk around the classroom and watch student
(Evaluate)
discussions, interjecting to complicate
TIME: 2 periods discussions where appropriate.

Evaluate Pt. 2: Performing the Procedures Evaluate Pt 2: As a group, students perform their
● Direct students to perform their procedures, procedures. Students gather data and observations in their
make sure that students follow the safety lab notebook as they perform their experiment.
directions inside of the safety contract

Summative Assessment: Procedure and rationale of

why they chose their steps. Collect data from their
procedure.
ASSESSMENT

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION
Teacher will walk around the As the teacher walks around
classroom while students are the class, it will inform what
creating their procedure. ideas students have difficulty
Students create a Students will give feedback in or not noticing. This will
Teacher can assess what procedure for an everyday
without their group to their aid in the whole-class
students already know breakfast food individually.
Entry Level peers based on what they discussion of what makes a
about making a They share with their lab
procedure. groups to assess each think makes a good good procedure. Teacher can
other’s procedure. procedure. also help give more
direction/sentence frames
for peer discussion if needed.

PM (Formative) Assess students learning Graphic Organizer Teacher receives feedback If throughout different
 activities the teacher
recognizes a common gap in
understanding, the teacher
may address this to the
from listening in on student
whole class or individually to
Review of student rough discussions, student use of
through different a group.
draft of procedure and graphic organizer, and
activities of writing an
student reasoning for student drafts of written
experimental procedure. Teacher may redesign
material choices. materials. activities or create
supplemental activities to
help scaffold the procedure-
making process even further.

This will allow for an

assessment of whether or
not students have met the
lesson objective. By the end
of this lesson, students
should have a procedure to
determine enthalpy of
combustion. Students should
Looking at the procedure
also be able to explain their
and rationale, the teacher
● Students’ written choices.
will compare student
procedure and
To evaluate whether procedure/rationale to the
rationale for Knowing how students
students have met rubric and assess whether or
Summative materials and design an experiment to
learning objectives for not the assignment contains
steps. determine the enthalpy of
the lesson. the necessary aspects to
● Students’ data and combustion and explain their
observation. demonstrate understanding choices will allow the teacher
of the lesson’s material. to assess student
understanding and use that
to shape remedial
instruction. This will help
students prepare for the final
summative model (final
model of wildfire
phenomena).

DIFFERENTIATION English Learners Striving Readers Students with Special Needs Advanced Students
 ● use of graphic ● teacher models ● use of graphic ● exploration
organizer completion of organizer questions included
● visual graphic organizer ● collaboration with in the graphic
representation ● provided with a expert students organizer
of vocab list with ● IEP appropriate ● assist other
demonstration/ definitions accommodations students/groups
labelling ● sentence frames ● challenge to utilize
● Word wall for for discussion more scientific
vocabulary with vocabulary in
definitions in the presenting
appropriate explanations
languages
● sentence frames
for peer
discussion
● sentence frames
for peer review

Materials Needed Materials:

and Links to Engage Survey
Instructional Graphic Organizers
Resources
This lesson is designed to provide students with the tools to plan and carry out an investigation to determine the
enthalpy of combustion. Students will participate in a procedure writing opening activity that will give them a foundation
Reflection, for procedure writing. After writing their rough draft of their procedure, students will then conference with the teacher
Summary, to receive feedback and to further refine their procedure before finally sharing their procedure with other groups and
Rationale, carrying it out in class. The goal of the opening activity is to allow students context for why scientific procedures need to
Implementation be so detailed and in depth. Students will then work on their procedures in small groups, similarly to how scientific
research is conducted in professional settings where researchers consult one another and work in groups to write
procedures and the consultation period mimics the interaction between researchers and their principal investigator.