Indiana Academic Standards2014 Lesson Plan Alignment Template

Subject(s): ____Science____ Period(s): ___________ Grade(s): ______8________

Teacher(s): ______________________________________ School: __________________
The lesson plan alignment tool provides examples of the instructional elements that should be included in daily planning and practice for the
Indiana Academic Standards. The template is designed as a developmental tool for teachers and those who support teachers. It can also be used to
observe a lesson and provide feedback or to guide lesson planning and reflection.
LESSON ELEMENT
PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE
1. Grade level Indiana Academic Standard(s) 2014 the lesson targets include: (Integrate reading, writing, speaking and listening so that students apply and
synthesize advancing literacy and mathematics skills.) Students in eighth grade study atoms, elements, compounds and molecules; and the relationship
between atomic structure and chemical properties. They study the water cycle and the role of the suns energy in driving this process. Students
investigate how genetic information is transmitted from parents to offspring. Students study the physical properties of natural and engineered
materials. Within this study students employ the key principles of the nature of science and the design process.

2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)
1.) The difference between physical and chemical reactions.
2.) The four different ways a reaction can be sped up; (concentration, surface area, temperature and a catalyst.
3.) 8.1.7 Explain that chemical changes occur when substances react and form one or more different products, whose physical and chemical properties
are different from those of the reactants.

3. Relating the Learning to Students: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future
learning?)
The outcomes of this lesson is important because, it will show an understanding of the reactions around us that happen in everyday life baking a cake
to having yeast in bread as the catalyst to make it rise.

4. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a
successful product/process? What does success on this lessons outcomes look like? Use varied modes of assessment, including a range of pre-,

formative, summative and self-assessment measures.)

If the children are able to correctly answer the questions on the worksheet and identify the different kinds of reactions and how the reactions where
sped up by the end of the lesson, then the teacher will know they were successful. Criteria of the previously above standards will be met. Full success is
students being able to understand the different outcomes and reactions.
5. - Content Area Literacy Standards for History /Social Studies, Science, & Technical Subjects: for grades 6-12, these standards need to be addressed in
the content area.
- Math Process Standard(s): used to ensure students learning and best teaching practices for mathematics.
This lesson plan is about chemical and physical reactions and their catalyst of the reactions. It will help students learn more about chemical and physical
reactions and how they can change and speed them up
6. Academic Vocabulary: (Words that will need additional instruction in order to strengthen student understanding in contextual formats.)

7. Examples/Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products
as formative assessment opportunities? Provide a balance of on-demand and process writing opportunities for students to draw evidence from the texts
to produce a clear and coherent writing that informs, explains, or makes an argument in various written forms.)
They will engage in different methods of teamwork around the room to test and determine the reactions on experiments. Because they will be
determine the different materials at hand and they will have a visual and analytical concept of what is happening. The students will then be able to demonstrate
the reactions again by engaging them in what is being taught. Students will then be able to put their knowledge to use by answering questions and trying to
come up with some examples of their own.

8. Resources/Materials: (Focus students on reading a progression of complex texts drawn from the grade-level band. What technology and media tools
will be used in this lesson to deepen learning?)
They will be using cameras and recording the reaction so they can play it back to see and analyze the reactions that happen quickly. They will also have
the sound recorded to hear if there was any specific sounds from the reaction and they will be answers their questions on the technology. Then they must look
up and find similar reactions to the ones they have completed in class.
Ipad (tech)
Googles
Beakers
Acids
Cups
Spoons
Gram scales

9. Access and Engagement for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all
aspects of student diversity and learning preferences.)
All students will have a chance to participate in the activity, by completing the set of experiments I have given them. We will watch videos from you tube or
other sources on reactions and my lessons I teach. They will also participate with the questions I have given them to answer.

10. Differentiation/Accommodations: (What differentiation and/or classroom accommodations will you make for English learners, students with high ability
and students with disabilities in your class? What evidence-based strategies for differentiation for all students can be provided? Be as specific as
possible.)
Students will have me in the class room to provide anything necessary for accommodations. Its a very visual, listening and feeling lab and some even taste so all
senses may be used for determination.
Indiana Academic Standards Aligned Lesson: Reflection

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In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the
lesson.
How did this lesson support 21st Century Skills?
It provides students with the knowledge of things that happen in everyday life and gives a descriptive knowledge of how and why things happen the way they do.
How did this lesson reflect academic rigor?
It provides academic rigor by determining the reactions since there is millions of reactions every day.
How did this lesson cognitively engage students?
It cognitively engaged the students by having them up and moving and seeing, feeling, hearing, smelling and even tasting crazy reactions that can occur.
How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?
It engaged them by working in groups to determine the materials/reactions and they had fun by using all the senses.