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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