SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
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Name

CWID

Subject Area

Jane Yoon

Chemistry

Class Title

Lesson Title
Factors Affecting Reaction
Chemistry
Rates
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
HS-PS1-5. Apply scientific principles and evidence to provide an
explanation about the effects of changing the temperature or
concentration of the reacting particles on the rate at which a
reaction occurs.

Unit Title
Kinetics and
Equilibrium

Grade Levels
10-11

Total Minutes
5 Days

Common Core State Standard Connections

WHST.11-12.2
Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/experiments, or technical
processes.

Lesson Objective(s)
Evidence
Students will develop research question about the how to
slow down the transformation time of the alien changing
Students will write their investigation question and
to human. Students will develop their procedure to test
procedure.
their questions and gather data. Students will analyze
Students will present their modified procedure of the test
data gathered from their experiments and support or
and any modified data tables for the investigation
reject their hypotheses using notes/lecture.
Students will write an informative laboratory write up in
SWBAT determine what factors affect reaction rates
pairs using the investigation.
through this inquiry lab. SWBAT write a lab report,
Students in a group will create an infographic to share
including analysis of the experiment- what are the factors,
their results and make an explanation for their results
why do they affect reaction rate, in terms of collision
using CER model.
theory and KMT- using the evidence and patterns
observed from the experiment.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Feedback Strategy
How Informs Teaching
Assessment
Day 1: Warm- up to review
Formal, individual work in
Teacher goes around to
and check prior knowledge.
the beginning of the class.
Checking students if they
If students struggle, go over Warm up is up on the board- stamp correct answers
understood and can apply
(for an extra credit).
again and remind students
graph reaction coordinates
previous concepts to this
Immediate discussion
that this concept is needed
for exo or endothermic
EL
lesson.
and feedback with class.
for this lesson.
reaction. Label axis,
activation energy,
reactants, and products.
PM
Day 4: Think-Pair-Share for
lab, and article on catalyst
(how luminol works). Means
for checking understanding
all along the way and serve
as practice.
Redirect and clarify if
needed.
Day 5: Review game. To
progress monitor students
understanding and learning
of collision theory and
factors affecting reaction
rates.

Informal, collaborative work

with lab partner during the
class. From data collected
from the inquiry lab and
information from the
article, organize and type
analysis, conclusion, and
new question(s) for the one
variable tested and
catalyst. based on lesson,
lab, and case study.
Sentence frames are
provided for students.
Answering questions,
walking around, calling up
target students, listening to
group work discussion,
checking for understanding

Go around to listen to
what students are
discussing to check for
individual understanding.
EL students are paired
with English proficient
students. Immediate
feedback.
Teacher goes around to
listen to what students
are discussing and what
their answers are.
Teacher will be giving
immediate feedback and
walks through the
problems with students.
Students can also ask

Students understanding
how reaction rates are
affected by different
factors. If students have
a hard time grasping the
topic, reteach.
If students have a hard
time with explaining or
solving, model it for
them, give them key
vocabulary words that
could help. If teacher
notices that many
students explaining
certain things incorrectly,
make sure to reteach and
redeliver the lesson.

and when I hear same

problems by more than 5
students I stop the whole
class and address it.

To measure if students
can write a formal lab
report, following the
rubric, on factors
affecting reaction rates
and what happens in the
molecular level.

Students in quads will be

answering the questions on
the board collaboratively.
After a problem, the board
will rotate so all students
have an opportunity to
answer.
Lab Report Each pair
submits one explanatory
formal inquiry lab report.
The lab report will be
graded using the rubric
provided before the lab.
Lab reports are due a
week after the last day
of lab by 11:59pm.
Students will provide
Introduction with
purpose, materials,
procedure, data and
graphs of how catalysts,
agitation (or
concentration of
reactants, or surface
area), and temperature
affect reaction rates,
data analysis, and
conclusion. Students are
to submit the epistemic
practice for investigation
with the lab.

teacher to go over a
problem they did not get.

Lab report graded using

the lab report rubric
which was passed out
before the lab. Return
graded lab report before
the second part of the
unit, Equilibrium, starts.
Before starting
Equilibrium, there will be
a review on kinetics and
students will have an
opportunity to ask
questions on concepts.

Students understanding
of the factors and how
they affect reaction
rates, and graphing
reaction coordinates.
Checks students
understandings. If
students demonstrate
that they do not
understand the concept,
go back to the topic,
readdress, reteach,
incorporate different
strategies, and modify
lesson.

FOCUS OF INSTRUCTION
Instructional Strategies
Demonstration and Inquiry Circle my strategy for engaging students in investigation. Students will open the lesson
with telling me what they know and then formulate questions about the demo, factors affecting reaction rates. Then
students will write on hypothesis that is testable and falsifiable. Modify a procedure for investigation and then conduct
the investigation.
Inquiry circle- facilitate questions and group work will be supporting strategies
Direct instruction using PowerPoint with visuals
Inquiry lab to have students hands on experience
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does

Day 1

1. Have warm-up on the board before bell rings.

Greet students as they walk in (have lab coat and
goggles on to let students know demo/lab day).
2. Once bell rings, remind those who do not have
warm-ups out (warm-up sheets provided before start
of new unit)
3. Go around classroom and stamp warm-up for
correctness. Check for understanding/prior
knowledge.
4. As stamping, go over warm up. Graphs all ready
on PPT.
5. Show demo of iodine clock reaction. Give scenario.
6. Go over the objective for this lesson and introduce
key vocabularies (daily agenda and vocab log
provided before start of new unit)
7. Guide students to ask questions and lead to the
driving questions for the lesson.
8. Ask Essential questions. Kinetics important in so
many ways and helps us survive from the aliens. We
use kinetics in our daily lives.
-why need to inc/dec reaction rate?
-why do we keep food in refrigerators?
-medication label (concentration) and when to
breakdown and absorb at where (ex. Chew tums but
swallow advil, surface area)
-The catalytic converter in a car contains platinum,
which serves as a catalyst to change carbon
monoxide, which is toxic, into carbon dioxide. If you
light a match in a room with hydrogen gas and
oxygen gas, there will be an explosion and most of
the hydrogen and oxygen will combine to create
water molecules. (Movie, Martian)
Read more at
http://examples.yourdictionary.com/examples-ofcatalysts.html#AIKcpKXoOa6CFYjm.99
Walk around classroom to hear their discussion and
guide. Have students participate when sharing as a
whole class.
9. Show youtube video: How to speed up reactionand get a date (video on factors affecting reaction
rates and collision theory).
10. Exit slip: 3 things I learned, 2 things I have
questions about, 1 thing I want to know/want to test
during lab tomorrow.

Lesson Body
Time
Teacher Does
Day 2Day 2-3: Lab Days
4
1. Introduce the inquiry lab on google classroom (info
about lab, intro, lab partner, variables,
independent/dependent/control variables, etc),
rubric, each group gets one variable and will share
data for other variables for infographic
2. Have students work on inquiry circle, which is on
google classroom, with lab partner at lab station and
walk around classroom to assign each group a
variable and monitor. Check their procedure (on
google doc) for testing one variable (details and
safety reasons). Only 2 variables (temperature,
agitation-increasing frequency of collisions) tested
and catalyst covered through case study in Day 4.
3. Check for procedure and hypotheses (if they have
it for all 2 variables)
4. Have students start on the lab. Walk around to ask
questions, answer questions, and for safety
5. At the end of lab day, check if students have put

1. Start warm-up.
2. Discuss warm-up with classmates in quads.
Correct if necessary.
3. Take out daily agenda and vocab logs to take
notes
4. Show demo and actively ask questions and answer
questions (participate)
5. Answer essential questions in quads. Share ideas
as a whole.
6. Watch youtube video
7. Students write their own hypotheses, then meet
with their lab partner to pick out the best hypothesis
to work with.
8. Work on exit slip individually and hand it to
teacher on the way out

Student Does
Day 2-3: Lab Days
1. Take out their laptops and go on google
classrooms to see lab and rubric. Take notes on
instruction as teacher explains and note if any
changes are made
2. Students move to lab station to work on inquiry
circle, which is on google classroom, with lab partner.
Once students have typed hypotheses (If then
because for all variables and finished procedure
on google doc shared with partner, get checked by
teacher. Instead of testing Iodide, students are using
Alka-Seltzer because iodide is dangerous and clean
up is difficult. Plus, the reaction of Alka-Seltzer is
quick; therefore, students can have multiple trials.
3. Once teacher says ok to procedure, go to lab
station and get safety gears on. Do lab, following
their procedures. Collect quantitative and qualitative
observations and data
4. Notify teacher if something is not working/have

everything away and cleaned up

6. Check their process at the end of class, and make
changes to schedule if students need more time
(Test 1 variable but come up with hypotheses for
each variable)
Day 4:
1. Greet students in.
2. Pass out case study on catalysts to students. Ask
students which factor we did not test in lab.
3. Show video on Luminol. Read and annotate in
pairs. What they liked, what they knew, what they
learned, what was interesting, any questions.
4. After video and article, ask questions on what
catalysts do, and how catalysts speed up reaction
(tie in with reaction profile).
5. PPT to give direct instruction on how these factors
affect reaction rates and what happens in the
molecular level.
6. Ask students to move back to lab station with their
laptops and sit with lab partner. Think-Pair-Share on
1 variable they tested and catalyst affecting reaction
rates. Think of a real world example or real world
application. Have students analyze data and state
claim.
7. Go around listen to discussions and provide
feedback immediately
Day 5: 15 min
1. Greet students
2. Introduce infographic; go over rubric, table to fill
in, and CER model which are on google classroom
(inforgraphic includes this lab and a le chatelier lab).
Provide examples. Show how to work different
infographic applications students can use. Give them
heads up on what the infographic will be about.

questions
5. Clean up once done & Follow teachers directions
Day 4:
1. Pick up handouts and get seated
2. Answer questions verbally
3. Watch youtube video
4. Read and annotate article
5. Using information from video and article, have a
discussion about catalyst
6. Students are to answer questions provided by the
teacher which compares luminol and catalyst and
how they affect reaction rates.
7. Take notes using guided notes and pay attention
to visuals
8. Students move back to lab station with laptops.
With lab partner, Think-Pair-Share. Collaborate on
real world example or real world application on
factors affecting reaction rates (1 variable tested and
catalyst)
Day 5:
1. Take out laptops, google classroom, and take
notes on infographic
2. Sit with partner to discuss and share their ideas on
the infographic.

Lesson Closure
Time
Teacher Does
Student Does
1. Review game. White boards, markers, and erasers
(9 of each). Go over the rules for the game, and how
many double and evil points there are. Questions
1. Review game. Have boards to answer questions in
based on the lab procedure, collision theory, and
quads. Students rotate the boards so everybody has
factors affecting reaction rates.
a chance to play. Students can use their notes, not
2. Teacher totals the scores and adds them to the
their laptops, during the game.
semester score (team with highest semester score
2. Students take note of homework and works on the
Day 5
gets chemistry money which could be used for late
exit slips.
35 min
pass, or +1 on exam)
3. Students hand the exit slips to the teacher on the
3. Teacher goes over homework assignment and puts
way out.
the exit slip prompt on the board
4. Exit Slip- students work individually on CER model
(students should know what CER model is by this
time of the year) based on the lab and notes to
explain how 4 different factors affect reaction rates.
Claims, Evidence, & Reason = Explanation.
Instructional Materials, Equipment, and Multimedia
Video on luminol
Article on Luminol
Kinetics video
Alka-Seltzer
Have demo for Iodine clock ready
Lab: glassware provided in their station drawers, temperature probes and other probewares, ice, hot plate, mortar and
pestle, Alka-Seltzer, timers
White boards, markers, and erasers (at least 9 of each)
Co-Teaching Strategies
Tag teaching, 50/50 teaching, One Teach one assist
CoTeach with SpEd colleagues

Across content, within content so that students do not have to readjust and feel comfortable throughout the change
-All science classes have students sit in quads, pick up handouts before entering school, always greet students, thank
students for great work
-English and science have students write in complete sentences
-have same/similar way of annotating
DIFFERENTIATION
English Learners
Striving Readers
Students with Special
Advanced Students
Needs
Scaffoldings- writing
Bold/color code key words
For visually impaired
Ask questions and testing
frames, which will benefit
(benefits ELs too)students, have larger fonts.
their own questions (inquiry
everybody (scaffolds slowly academic&content vocab,
Have guided notes and
lab). Make sure to go over
taken away so students can DO NOT, EXCEPT, etc.
graphic organizers prepared the questions they have.
progress and do not
Teacher reads the text first
before hand which are
They will feel that their
depend fully on scaffolds).
and filter out passages that printed with bigger fonts.
questions are valued and
can be removed. Making
Share PPT with students on
they are respected in class.
Saying things slowly but
the reading concise and
google drive so that they
not too slow and enunciate
straight to point will help
can zoom in as needed.
Take them a step further by
(listening).
the students. Students will
When showing animation,
asking challenging
not feel as overwhelmed.
make sure that the
questions, how this concept
Front load vocabulary,
students hear clearly,
is used in real life.
academic and content and
Front load vocabulary and
choose video wisely. Make
Provide case studies that
give them time to practice.
focus on vocab which will
sure to explain video
they can read and have
Will have a better time
help students with the
afterwards.
them share interesting
understanding the
reading. Knowing the
ideas to class so all can be
instruction/lecture/writing
vocabularies, the flow of
For students who have
interested, engaged, and
prompt.
the reading will be better
hearing aids, make sure
benefit.
and from the vocabularies
that their hearing aids are
Collaborating and writing
they have a sense what this in. Use a mic and have that
(ELs grouped with English
topic is going to be about.
student sit under/close to
proficient students)
Students do not have to go
speaker. Show many
back and forth to find
animations with
Model how hypotheses are
definitions while reading.
subtitles/transcription
written (done in the
beginning of the school
Have them pay attention to Multiple ways to show
year, scaffold, slowly
figures, visuals, and other
student learning:
removed)
cueing mechanisms (the
For some students, instead
main idea, importantly,
of writing, have them
Animations/visuals when
etc.).
organize their ideas then
showing what happens to
share verbally to teacher.
molecules in molecular
Slowly remove scaffolds!
level (everybody benefits).
For exit slips, have them
I have my student who is on
Graphic organizer and
write first then tell teacher
the spectrum sit near me
guided notes- key
the summary, if the striving because he tends to forget
words/concepts, graphic
reader is also having
to turn assignments in.
organizers to organize
trouble with writing.
Chunk instructions and
concept (could be
procedure, check in with
drawings, symbols, their
student often. Proximity is
L1)
key, allow them to get out
of chair if need be.
For exit slips, have them
write first (could be in their
Evan, my antisocial
L1 or drawings) then tell
spectrum student, paired
teacher the summary in
with Will because Will will
English. Students may have
give Evan a task to perform
understood the concept but
and give him responsibility
have a hard time putting
instead of doing all work on
their ideas into writing. For
his own
teacher to assess their
understanding, different
accommodations can be
made. Teacher can have
students draw or write in
their L1 then have them
explain in English verbally.
Teach English Structure. For
example, the sentence
structure for respectively,

and comma after vocab

follows the definition.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
As teacher greets students in, students recognize teacher in lab coat and goggles. Students know today is either going
to be a lab day or demo day. Students are to pick up any handouts provided on the way in. Students work on warm-up
which is on the board. The warm-up is for the teacher to check their prior knowledge and if they apply previous
concepts. After checking answers and going over warm-up question, the teacher will give the objective for this lesson
which will be approximately 5 days long, longer if reteaching is needed. Teacher shows a demo of iodine clock reaction
and introduce it as alien blood. This anchoring activity will have students asking questions about kinetics and
equilibrium. Students take out their vocabulary logs and daily agenda to write down new vocabulary words and
objectives. It is important to learn vocabulary from the lesson and for students to be able to reference the vocabulary
as they go through the lesson. Teacher guides students to ask questions about the blood and the kinetics behind it.
Teacher shows a youtube video on factors affecting reaction rates. Teacher asks essential questions/guiding questions
and have students answer and participate. Inquiry lab is introduced and students pull out their laptops and look for
inquiry circle on google classroom. Students are to write hypotheses and procedures using inquiry circle for the inquiry
lab. Procedures are checked by the teacher for safety reasons. Students start on lab once they get an ok from the
teacher. After lab, the class goes over an article about catalyst, a factor that was not tested in lab. Teacher shows
example of catalyst via youtube video and an article. Using the lab data and the article, students are to answer what
catalysts are and hypothesize how it affects reaction rates and why. Direct instructions are given through PPT with
visuals and animations to show how these factors affect reaction rates and what happens in a molecular level (collision
theory). Students do a Think-Pair-Share on 1 variable they tested and catalyst affecting reaction rates. They are to
think of a real world example or real world application, and analyze data and state claim. Teacher goes around to listen
to discussion and ask questions (What if) and give immediate feedback. On the last day of the lesson, teacher
introduces infographic to students and the expectations for the infographic. For the closure, students play a review
game using white boards, markers, and erasers on collision theory and factors affecting reaction rates. This will give
teacher an opportunity to progress monitor and assess students learning. For exit slip, students are to use the CER
model to make explanations for each variables/factors, including catalysts from the reading, that affect reaction rates.