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Date: 02/08/17
Subject: Physical Science 20 Grade: 11
Topic: Foundations of Chemistry Essential Question: N/A
Synthesis and Decomposition Reactions
Materials:
Experimental Outline Synthesis Reaction of Magnesium Oxide
Exit slips
Smart Board and decomposition reaction video
Materials for experimental procedure (i.e. Bunsen burners, crucibles, etc.)
Practice Worksheets Predict the Products
Physical Science 20 Reactions Tutorial (Class Weebly)
Cross-Curricular Competencies:
Developing Thinking: the observations that students make during the completion if
this lesson will help to develop deeper thinking toward how the process of chemical
reactions occur and the implications for developing a physical and chemical change for a
system of reactants.
Developing Identity and Interdependence: during this lesson, students are
encouraged to consider how the chemical processes being analyzed are
interdependently related to humanities impact on our external environment.
Developing Literacies: multiple literacies are enacted and grown through the
processing of this lesson including; physical literacy associated with experimentation,
scientific literacy through the inquiry/general equation making, literacies of reading by
direction interpretation, and writing of experimental observations.
Developing Social Responsibilities: students positively contribute to their physical
environment through the safe handling of lab chemicals, and their social environment
through positive peer group-work interactions.
Outcome(s):
PS20-FC1 Predict products of the five basic types of chemical reactions and evaluate the
impact of these reactions on society and the environment. [DM, SI]
a. Observe and analyze synthesis, decomposition, combustion, single-replacement and
double-replacement (including acid base neutralization) reactions. (S, K)
b. Represent synthesis, decomposition, combustion, single-replacement and double-
replacement (including acid base neutralization) reactions using atomic models, other
manipulatives, skeleton equations, balanced chemical equations and International Union
of Pure and Applied Chemistry (IUPAC) nomenclature. (S)
PGP Goals:
1.1 the ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The formative assessment FOR learning that is completed during this lesson is the
students work with the Synthesis Reaction of Magnesium Oxide worksheet.
This worksheet will assess students prior knowledge engagement of the reactants
presented for the experiment, as well as their capacity for making experimental
observation, before finally assessing their comprehension of equation balancing
and the outcomes of the experiment.
Adaptations/Differentiation:
- Flexible grouping: the strategy that I will use to group the students designates
that no specific ability groupings will be established and a break from the
normalized seating arrangement will mean that standardized groups will be
differentiated. I will number students 1-* (where * is the total number of burners
available), and each number will receive its own work station. This grouping
strategy will impose on students that they must work with others whom they may
not normally.
- Assessment differentiation: rather than assessing on a summative/evaluative
basis for the Synthesis Reaction of Magnesium Oxide worksheet, which could
have easily been graded on weighted scale. I chose a broader assessment
strategy with the exit slips using summative assessment to reinforce the vital
components of the lesson that will prove most beneficial to all students as the unit
progresses.
Personal Reflection:
After the completion of this lesson, there are a few key changes that I would make for the
next time around. I really tried in partnership with Carmen to ensure that we had allot
packed into the lesson so we would not run out of instructional material. In the end, the
completion of the exit slips which were the means of summative assessment at the end of
the lesson felt very forced and rushed, not necessarily giving students enough time to
relay their understanding without staying after class. The over-planning also meant that
the Predict the Products worksheet distribution and completion also had to be pushed to
the following day. Preparing the work-stations beforehand proved very beneficial for time
management, but after the lesson was over I thought that it would have been good had I
been the only teacher in the room to limit the number of groups (increase group size) to
ensure that I would be able to make it around to each individual group and answer any
questions they may have. Using the blackboard to walk the students through the creation
of molar ratios and how the fractions can be represented as they worked through the
Synthesis Reaction of Magnesium Oxide worksheet proved to be the most engaging
moment of the lesson where I felt the students were actively learning the concepts.