Flipped Lesson Plan Form

Teacher: Johnathan Harvell Date: 11/30/2016

School: Berthoud High School Grade Level: 11-12 Content Area: AP Chemistry

Title: Definitions of Acids and Bases Lesson #:_1_ of _1_

Content Standard(s) addressed by this flipped/video infused lesson:

Colorado Science Standard 1.3, High School: Matter can change form through chemical or nuclear
reactions abiding by the laws of conservation of mass and energy

Flip/Infused Video

What content do students need to know before or during class to successfully engage in the in-class
activity?

Define and identify the three main definitions of acid/base reactions

o Arrhenius Acid/Base definition
o Bronsted-Lowry Acid/Base definition
o Lewis Acid/Base definitions
Mechanisms of each acid/base definition and the chemical components that make up each type
of acid/base definition
o Arrhenius- conjugate acids/bases
o Bronsted-Lowry- proton donor/acceptors
o Lewis electron donor/acceptors
The type of acid/base reaction is dependent on the type of mechanism used to create the
reaction; thus, multiple definitions of acid/base reactions could be used to describe one specific
reaction at the same time.

What method will you use to deliver your video?

I will be using Screen-O-Matic to create my video, and will place the video on my Youtube Channel for all
to see. I will submit a link to my Youtube video when turning in the assignment.

Flipped-Set up the class environment:

By watching the video before the next class period, this will allow students to:
o Have more in-class time to work with other classmates to complete the activity tasks.
o Have the mini-lesson presented to them both in-class and outside of class
o Be exposed to material to allow for learning by application than that of lecture.
o Learn at their own pace in their environment of choice (home, school, friends house,
etc)

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Infused-Explain the class environment:

After watching the video, students should be prepared to:

o Practice subject material presented in the video in-class via worksheets, labs, quizzes,
etc.
o Have notes ready for further questions about presented material presented in the video
to me or their classmates
o Be encouraged to work with others on the material practice in-class (shift from
independent study video to inclusive discussion with peers).
o Be able to think critically about the content material presented in the video that reflects
real-life applications

Evidence Outcomes: (Lesson Objectives: 1-5)

All students will be able to:

Recognize, analyze, interpret, and balance acid/base reactions modeling multiple acid/base
definitions.
Predict reactants and products for different types of acid/base reactions based on identified
acid/base definitions.

How will you check for understanding:

What questions/methods will you use to check for understanding following the video?

1. In the field of organic chemistry, the use of aromatic compounds is very fundamental
and essential to perform particular reactions. The most fundamental aromatic
compound is benzene, and benzene can be manipulated in a variety of ways. One
reaction that benzene can undergo is nitration:

For this reaction to occur, Bronsted-Lowry acid/base chemistry must occur between main
catalytic reactants so that nitration can occur in benzene. This sub-reaction mechanism is
demonstrated below:

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Flipped Lesson Plan Form

Based on your knowledge of Bronsted-Lowry acid/bases, appropriately label the

components of the sub-reaction in accordance with the definition of Bronsted-Lowry acids/bases.
How do you know that your labels are correct?
2. Using your knowledge of Arrhenius Acid/Bases, label the molecules in the following
reactions with the appropriate labels that are associated with Arrhenius acid/base
reactions.

3. Complete the following molecular orbital diagram using the presented electron
configurations. Determine what elements A and B are, and describe whether A or B
(even both) demonstrate Lewis acid/base qualities.

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