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LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
Students learned about Collision Theory and factors that affect it on day 1. On day 2, they connected that
to rates of chemical reactions and learned about the 5th factor: catalysts. Today, students will learn the
mathematical side of rate laws through navigation of scientific text. They will read chapter 18, section 5 (2
pages, back and front) and fill out the graphic organizer (GO) provided to them. To ensure that they
understood how to write a rate law, we will come together as a class and go over the response to the
problem on their GO.
NGSS: HS-PS1-6:
STUDENTS WILL
REFINE THE DESIGN
OF A CHEMICAL
SYSTEM BY
SPECIFYING A
CHANGE IN
CONDITIONS THAT
WOULD PRODUCE
INCREASED
AMOUNTS OF
PRODUCTS AT
EQUILIBRIUM
APPLICATION OF LE
CHTELIERS
PRINCIPLE- ADDING
STRESS TO A
SYSTEM WILL
DISRUPT
EQUILIBRIUM AND
SYSTEM WILL
READJUST UNTIL IT
REACHES
EQUILIBRIUM AGAIN.
ELA: SL.11-12.5
MAKE STRATEGIC USE
OF DIGITAL MEDIA
(E.G., TEXTUAL,
GRAPHICAL, AUDIO,
VISUAL, AND
INTERACTIVE
ELEMENTS) IN
PRESENTATIONS TO
ENHANCE
UNDERSTANDING OF
FINDINGS, REASONING,
AND EVIDENCE AND TO
ADD INTEREST.
MP.2: REASON
ABSTRACTLY AND
QUANTITATIVELY
OBJECTIVE (s) of
Lesson
(Students will be able
to.)
A. COLLABORATIVE
1. EXCHANGING
INFORMATION AND
IDEAS WITH OTHERS
2. INTERACTING WITH OTHERS IN
WRITTEN ENGLISH
3. OFFERING AND JUSTIFYING OPINIONS,
NEGOTIATING WITH AND PERSUADING
OTHERS IN COMMUNICATIVE
EXCHANGES
4. ADAPTING LANGUAGE CHOICES TO
VARIOUS CONTEXTS
B. INTERPRETIVE
5. LISTENING ACTIVELY TO SPOKEN
ENGLISH IN A RANGE OF SOCIAL AND
ACADEMIC CONTEXTS
C. PRODUCTIVE
11. JUSTIFYING OWN ARGUMENTS AND
EVALUATING OTHERS IN WRITING
SELECTING AND APPLYING VARIED AND
PRECISE VOCABULARY AND OTHER LANGUAGE
RESOURCES TO EFFECTIVELY CONVEY IDEAS
STUDENTS
WILL BE ABLE
TO USE LE
CHTELIERS
PRINCIPLE TO PREDICT
THE EFFECT OF
CHANGES IN
CONCENTRATION,
TEMPERATURE, AND
PRESSURE BY FILLING
IN A TYPE OF
CAUSE/EFFECTS CHART
Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?
Entry level
Informal
Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?
Informs teacher of
students prior
knowledge
Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?
Warm-up: When
has a reaction
reached
equilibrium?
Answer: When the
forward and
reverse reactions
rates are equal.
Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?
After a few
minutes, class will
come together and
discuss answer
Progress
monitoring,
formal
Informs teacher
about student
progress towards
achieving learning
objectives
review that. If
students dont
remember, then
the warm up will
serve as a
reminder.
The Chatelier
Chart will inform
the teacher
whether students
understand the
concept. If they do,
then teacher can
move on to
equilibrium
constants the
following day. If
they dont, then
they will revisit
this before moving
on.
TIME
TEACHER(S)
STUDENTS
LENGT
DESCRIPTION:
WARM-UP QUESTION: WHEN HAS A REACTION
REACHED EQUILIBRIUM?
DESCRIPTION:
STUDENTS WILL WRITE DOWN THEIR ANSWERS.
STUDENTS AROUND THEM.
ANSWER: WHEN
H IN
MINUTE
S:
MAY
WORK WITH
BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
TEACHER(S)
STUDENTS
LENGTH
(MINUTE
S)
DESCRIPTION:
PLAY CRASH COURSE VIDEO ON
EQUILIBRIUM. AFTER VIDEO, TEACHER LEADS
CLASS DISCUSSION ON WHAT THEY LEARNED
(REVERSIBLE REACTIONS, EQUILIBRIUMEMPHASIZE THAT EQUILIBRIUM DOES NOT
MEAN EQUAL- LE CHTELIERS PRINCIPLE).
DESCRIPTION:
35
THE
STUDENTS
DURING
AFTER
HAND
LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
LENGTH
(MINUTE
S)
TEACHER(S)
DESCRIPTION:
STUDENTS
DESCRIPTION:
SUPPLEMENTAL TEACHING
ONE TEACH, ONE ASSIST
DIFFERENTIATED
TEACHING
STATION TEACHING
TEAM TEACHING
PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE
ENGLISH
STRIVING READERS
LEARNERS
The Crash Course uses
There is not much reading to
images to demonstrate the
be done, so striving readers
concepts of equilibrium and
wouldnt struggle. For the
changes to a system due to
little reading necessary
stresses.
(warm up, worksheet
directions) struggling readers
The simulation also uses
can ask neighbors for help.
images and visuals to show
Group work will give students
how a system changes
when specific stresses are
an opportunity to compare
applied.
their responses or ask for
STUDENTS
WITH
IDENTIFIED
SPECIAL NEEDS
ADVANCED
STUDENTS
RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.
Students will need to apply what theyve seen, heard, and learned to determine what happens when a stress is applied to a system at
equilibrium. They will need to justify their conclusions by making arguments about why they chose what they did. Following logic
and applying what one has learned to form conclusions is another important life skill students need to learn. Though students wont be
writing their arguments down, they will be thinking them through and applying them when filling out the chart (ex: in the first row, the
reactant concentration would increase because the temperature is lowered, i.e. heat is removed, so equilibrium would be re-established
by the reverse reaction occurring at a faster rate because it doesnt need heat and because balance needs to be restored, and that would
result in a lower product concentration).