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Chemical Equations
Class: Chemistry
Grade Level: High School
Unit: Chemical Equations and Reactions
Teacher: Nicole Oostendorp
Objectives
Students will be able to classify reaction types. They will be able to balance chemical
equations.
Common Core State Standard(s)-CCSS
1. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or
exceptions defined in the text
2. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 9-10 tests and topics.
Iowa Core Curriculum-Subject Area Standard
1. Understand and apply knowledge of chemical reactions.
21st Century Skill(s)
1. Collaborate with Others
2. Reason Effectively
3. Solve Problems
4. Apply Technology Effectively
Essential Question
What is a chemical equation?
How do you balance a chemical equation?
Anticipatory Set 10 minutes
Instructor/teacher will show examples of important chemical reactions that can occur in
nature and in labs. Combustion of magnesium and the production of carbon dioxide
Teaching: Activities 80 minutes
1. PowerPoint: Chemical Equations
2. Balance equations with class, write on the board some examples and have them
work through with in small groups and move around room to help when needed.
3. Worksheet and balancing equation game:
http://funbasedlearning.com/chemistry/chemBalancer/default.htm
4. Authentic Assessment: Have the students create a poster. Follow the rubric
(below) and the requirements. The students will present these to me and to 1 other
group. The presentation will be interactive.
Area
Directions
Met
All of the directions are
simple and detailed
Accuracy
All of the directions are
correct and balanced
equations are correct
Grammar
Correct grammar used
throughout the poster
Attractiveness/Creativity The layout and design of
the poster is exceptional,
unique and is neat
Requirements
Poster includes:
-3 reactions
-All reactions listed in
balanced and unbalanced
forms
-Min.1 reaction used for
demonstration/explanation
-Min. 1 reaction for
viewer to solve
Emerging
Most of the
directions are
simple and
detailed
Not Met
Most of the
directions
are
complicated
and
confusing
and lack
details
Most of the
There are
directions are major errors
correct and
in the
the equations directions
are balanced and there are
correctly
more than
one equation
balanced
incorrectly
There is 1-2
There are
errors in
multiple
grammar
errors in
grammar
The poster is The poster is
acceptably
messy and
attractive,
hard to
but not very
fallow
neat or well
organized
The poster
The Poster
was missing is missing
one of the
several
requirements. requirements
Closure 5 minutes
Answer these questions (if there is time):
1. Why can you not change the subscripts in a chemical equation?
2. Show that the atomic mass of the balance reactants is equal to the atomic mass of
the balanced products
3. Walk through and explain how you would balance any given equation.
Independent Practice
The poster will be another form of formative assessment and they can work on them until
the end of class.
Assessment
Balance a given chemical equation on a test. The poster and homework are other forms of
assessment.
Materials
Computers
Preprinted out worksheets
Magnesium
Bunsen Burner
Balloon
Hydrogen
Poster Paper
Markers, Color Pencils
Duration
90 minutes
Modified from Madeline Hunters Lesson Plan Design
Climate Change: Fact or Fiction?
Class: Chemistry
Grade Level: High School
Unit: Independent Research
Teacher: Nicole Oostendorp
Objectives
Students will be and to understand and explain what climate change is. Students will be
able to do their own research on the topic of climate change and rely the information they
found.
Common Core State Standard(s)-CCSS
1. Come to discussions prepared, having read and researched material under study
2. Synthesize information from a range of sources into a coherent understanding
3. Determine the central ideas or conclusions of a text
Iowa Core Curriculum-Subject Area Standard
1. Understand and apply knowledge of chemical reactions
2. Think critically and logically to make the relationships between evidence and
explanations.
21st Century Skill(s)
1. Global Awareness
2. Make Judgments and Decisions
3. Communicate Clearly
4. Interact Effectively with Others
5. Produce Results
6. Use and Manage Information
Essential Question
What is climate change?
Politics? Ethics? Science?
Anticipatory Set 5 minutes
Watch this video: Is Global Warming A Myth?
https://www.youtube.com/watch?v=u6WN9kP0mEs
Teaching: Activities 85 minutes
AIW
1. Introduction of climate change by Bill Nye:
https://www.youtube.com/watch?v=EtW2rrLHs08
2. Have students do their own research on the topic of climate change.
a. The chemistry/science behind it
b. The ethical and political involvement
c. World views
d. Form their own opinions
3. Break kids up in to groups of 2 and have them share their opinion and findings
with the other student
4. Break the class in half and have a friendly debate one side for change and one side
against.
5. Have students share their what they have learned to me in the form of a paper,
song, video, or something else of their choosing (run by me first). To be turned in
at a later date.
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm#lesson
Closure
3, 2, 1 Note card
3 things you learned, 2 things you found interesting, 1 question you have.
Independent Practice
Formative Assessment: The debate
Assessment
Summative assessment: The project
Materials
Computers
Duration
90 minutes
Modified from Madeline Hunters Lesson Plan Design