Claflin University School of

Education
EDUC 434: Teaching of Science in Middle/Secondary Schools
Reflective Lesson Plan Model
Name: Alycia Moore-Smith

Date: November 19, 2014

PART I: PLANNING
Title of Lesson

Balancing Chemical Equations

Is this lesson original idea? If not, from what source did I borrow this lesson?

Source
Chemistry / Physical Science
Subject Area (s)
7th Grade
Grade Level
Curriculum Standards

Standard 7.P.2: The student will demonstrate an understanding

of the structure and properties of matter and that matter is
conserved as it undergoes changes.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Substances (such as metals or acids) are identified according to
their physical or chemical properties. Changes to substances can
Information
either be physical or chemical. Many substances react chemically
with other substances to form new substances with different
properties.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

SWBAT:
Develop and use models to explain how chemical reactions
are supported by the law of conservation of matter.
How will I vary these objectives for students who do not understand the material?

I will work with these students individually or have them pair with
a student who has already mastered the concept. (reciprocal
teaching)
How will I vary these objectives for students who have already mastered the concept?

I will provide these students with early-finishers work or have

them work with students who do not understand the material.
How will I vary these objectives for students who are presently learning English?

Varying Objectives for

Individuals Needs

I will work with these students individually; before, during,

between and after classes. I will also offer help to the students;
ELL programs, etc.
Why is it important for the students to learn this content?

Statement of Purpose

It is important to balance chemical equations because there must

be an equal number of atoms on both sides of the equation to

follow the Law of the Conservation of Mass. This chemical law

states that in order for the equation to be correct, "An equal
quantity of matter exists both before and after the experiment; the
quality and quantity of the elements remain precisely the same."
Materials and Resources

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?
I will need:

I will need:
Activity Handouts
Construction Paper
SMART Board / Pens
Pen / Pencil
Printer Paper for exit slips checking for understanding
Students will need:
SMART Board / Pens
(KWL Chart)
-What do you (students) know?
-What do you (students) want to know?
-What did you (students) learn?
Per group:
- 20 toothpicks
- 15 pink marshmallows (starbursts)
- 10 orange marshmallows (starbursts)
- 10 yellow marshmallows (starbursts)
- 20 green marshmallows (starbursts)
- 6 plates (one labelled reactant, one labelled
product) (starbursts)
Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook that
will serve as a focus for the lessons activities?

While having students go to the white board to fill out a KWL

chart, I will ask probing questions about chemical equations (i.e.,
class, what do we already know about the chemical equation?
What is a reactant? What is a product? How do we balance an
equation? What are coefficients? What are subscripts? What is
the law of conservation?
Part II: IMPLEMENTATION
How will I find out what students already know about this topic?

Pre-assessment

Students will complete a diagnostic assessment, before the

lesson.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

I will model to students what a chemical equation looks like, using

a pre-made model of their activity. I will go over the class rules
according to group expected behaviors and courtesies, as well as
the directions on how I want the students to complete the activity
effectively.
What will we do together as they learn how to succeed at the new task?

Guided Practice

As a class, we will review a few chemical equations. I will have

some students act as atoms, at the board, while the others have

to place them in the right spot for a balanced equation.

Checking for Understanding

What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

I will ask students, verbally, if they understand the lesson and all
concepts I have taught. Students, then, will display a designated
hand signal to indicate their understanding of a specific concept,
principal, or process:
- I understand____________ and can explain it (e.g., thumbs up).
- I do not yet understand ____________ (e.g., thumbs down).
- Im not completely sure about ____________ (e.g., wave hand).
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

Students will complete one chemical equation, on their own and

present their answers on the board. If there is not enough time for
all students to do so, I will walk around and check answers
myself; giving my signature for correct answers and helping those
who did not get a correct answer understand what they did wrong.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the
lesson to reinforce concepts taught during the lesson?

As the closure, I will place key reflection or probing questions on

random seats throughout the room. When prompted, students will
check their seats and answer the questions. Students who do not
have a hot seat question are asked to agree or disagree with the
response and explain their thinking.
(see attachment)
What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)

Extension Activities

Students will complete a marshmallow / starburst activity sheet in

groups. Students will have to balance equations and show how
they balanced those equations using different color toothpicks and
marshmallows / starburst.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

Students can research or search for a few elements, at home,

around campus and in the community, and identify how we use
these elements in our daily lives. (i.e., Oxygen is used on a daily
basis to keep us alive)
How will you use technology to assist students with learning the concepts? What
technology will you use to enhance the delivery and comprehension of your content?

Technology

In class, students will use the SMART Board to identify and

complete balanced equations.
How will you connect this lesson with other content areas across the curriculum?
The Arts:

Connection Across the

Curriculum

Students will use colored marshmallows / starburst to identify how

many atoms are in an element, for balanced equations.
Health:

Students will learn about multiple elements that keep us healthy,

such as oxygen.
Physical Education:

Students will have to walk back and forth to and from the SMART
Board.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses
What would you change when teaching this lesson again?

Suggestions for
Improvement

Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Vocabulary Terms
Balanced equation
Coefficient
Subscript
Law of Conservation of Matter
Reactant
Product
Yield

Name: _____________________________________
Date: ______________________________________

Balancing Chemical Equations Using Marshmallow

Models
Do NOT eat the marshmallows!

The law of conservation of mass: During a chemical reaction, the total

mass and number of atoms of the reactants ___________

_ the

total mass and number of atoms of the products.

Balanced chemical equation: Is a chemical equation using

______________________

that show how much of the

reactants are used and how much of the products are made during a chemical
reaction. (Numbers in front of the formulas are coefficients, indicating the relative
number of molecules or ions of each kind involved in the reaction.) (Numbers to the
lower right of chemical symbols in a formula are subscripts, indicating the specific
number of atoms of the element found in the substance.)
MATERIALS:

20 toothpicks
15 pink marshmallows (Oxygen atoms)
10 orange marshmallows (Chlorine atoms)
10 yellow marshmallows (Carbon or Nitrogen atoms)
20 green marshmallows (Hydrogen atoms)
6 plates

EQUATION #1 (N2 + H2 NH3)

a) Build both the reactants and products using the marshmallows and
toothpicks. Make sure you use the correct marshmallows!
b) Complete the following chart by counting the number of atoms:
Atoms

Reactants

Products

N
H

c) When the number of each type of atom on the reactant side is equal to the
number of each type of atom on the product side, fill in the coefficients so the
equation is balanced.
Balanced chemical equation: _____ N2 + _____ H2 _____NH3
d) Call the teacher over to check your marshmallow model and balanced
chemical reaction. You CANNOT go on to the next reaction until I have
initialed this section of your assignment.
Teacher Initials: __________
After I have initialed this section, take your model apart and go on to the next
equation.

EQUATION #2 (H2 + Cl2 HCl)

a) Build both the reactants and products using the marshmallows and
toothpicks. Make sure you use the correct marshmallows!
b) Complete the following chart by counting the number of atoms:
Atoms

Reactants

Products

H
Cl

a) When the number of each type of atom on the reactant side is equal to the
number of each type of atom on the product side, fill in the coefficients so the
equation is balanced.
Balanced chemical equation: _____ H2 + _____ Cl2 _____HCl

c) Call the teacher over to check your marshmallow model and balanced
chemical reaction. You CANNOT go on to the next reaction until I have
initialed this section of your assignment.
Teacher Initials: __________
After I have initialed this section, take your model apart and go on to the next
equation.

EQUATION #3 (H2 + O2 H2O)

a) Build both the reactants and products using the marshmallows and
toothpicks. Make sure you use the correct marshmallows!
b) Complete the following chart by counting the number of atoms:
Atoms

Reactants

Products

H
O

a) When the number of each type of atom on the reactant side is equal to the
number of each type of atom on the product side, fill in the coefficients so the
equation is balanced.
Balanced chemical equation: _____ H2 + _____ O2 _____H2O
c) Call the teacher over to check your marshmallow model and balanced
chemical reaction. You CANNOT go on to the next reaction until I have
initialed this section of your assignment.
Teacher Initials: __________
After I have initialed this section, take your model apart and go on to the next
equation.

Balance the following equations:

1)

____ CO + ____ O2 ____ CO2

2)

____ CH4 + ____ O2 ____ CO2 + ____ H2O

OBSERVATION TABLE:

Instruction: Write out the balanced chemical equation and draw a diagram
of your marshmallow models. For your diagram, it would be a good idea to
use different colors to show the different types of atoms.
Equati
on

Balanced Chemical Equation and Diagram of Models

Balanced Chemical Equation:

Diagram of Models:

Chemical Equation:

Diagram of Models:

Chemical Equation:

Diagram of Models:

What we:

What we:

What we:

Know

Want to
Know

KWL Chart

Learned

Checking for Understanding - EXIT SLIPS

What is a balanced equation?

What is a Coefficient?
What is a Subscript?
What does The Law of Conservation of Matter state?
What is a Reactant?
What is a Product?
What does

mean, in a chemical equation?

What is another word for the arrow, in a chemical equation?

Draw an example of a balanced equation, on the board.
Draw an example of a Coefficient, on the board.
Draw an example of a Subscript, on the board.
Draw an example of a Reactant, on the board.
Draw an example of a Product, on the board.
When balancing an equation, you must multiply the ____________ by the
___________.

1.

What is a chemical equation?

a. A chemical equation is the representation of a chemical reaction wherein

the reactants are given on the left-hand side and the products on the righthand side.
2.

What is a balanced equation?

a. A balanced equation is the equalizing of reactants to form an equal amount of
product. in order to write a correct chemical equation, we must balance all of
the atoms on the left side of the reaction with the atoms on the right side.

3.

What is a Coefficient?
a. Numbers in front of the symbols are coefficients, indicating the relative
number of molecules or ions of each kind involved in the reaction. If no
number is shown, a one is understood.

4.

What is a Subscript?
a. Numbers to the lower right of chemical symbols in a formula are subscripts,
indicating the specific number of atoms of the element found in the substance.
If no number is shown, a one is understood.

5.

What does The Law of Conservation of Matter state?

a. In a chemical reaction, matter is neither created nor destroyed.

6.

What is a Reactant?
a. The reactants are the substances that are present before the chemical change
takes place.

7.

What is a Product?
a. The substances that result from this recombination of atoms are called the
products of the reaction.

8.

What does

mean, in a chemical equation?

a. The arrow is a representation of a chemical reaction taking place.

9.

What is another word for the arrow, in a chemical equation?

a. Another word for the arrow, in a chemical equation is yield.

10. Draw an example of a balanced equation, on the board.

a. 2 H+ O 2 HO
11. Draw an example of a Coefficient, on the board.
a. 2 H+ O 2 HO
12. Draw an example of a Subscript, on the board.
a. 2 H+ O 2 HO
13. Draw an example of a Reactant, on the board.
a. 2 H+ O 2 HO
14. Draw an example of a Product, on the board.
a. 2 H+ O 2 HO
15. When balancing an equation, you must multiply the coefficient by the subscript.

Name ______________________
Add the numbers needed to balance these equations - DO NOT rewrite the equations. If
the products are not given, predict them and then balance the equation.
You are expected to complete this assignment during class today. Your science
facilitator is available for individual help.
Do not leave class today without a complete understanding of this concept. Your
success during the rest of the year depends on you understanding chemical equations.
1.

S8 + O2

SO3

2.

HgO

3.

Na + H2O

NaOH + H

4.

C10H16 + Cl

C + HCl

5.

FeS2 + O2

Fe2O3 + SO2

6.

K + Br

7.

SiO2 + HF

8.

KClO3

9.

P4O10 + H2O

10.

Sb + O

Hg + O

KCl + O
H3PO4
Sb4O6

Name _______________________
Add appropriate coefficients and subscripts to these equations to balance them.
DO NOT rewrite the equations.
1.

C2H5OH

2.

(NH4)2Cr2O7

3.

Ca3P2

4.

As

5.

KClO3

6.

Fe2O3

7.

PCl5

8.

H2SO4

9.

Al(OH)3

10.

NH3

NaOH
KClO4
H

+
+

H2O

Cr2O3
H2O

CO2

Ca(OH)2
Na3AsO3
+

KCl

Fe

H2O

+
+

PH3
H

H2O

H2O

HCl

H3PO4

HI

H2S

+
NO

H2SO4

Al2(SO4)3
N

H2O

H2O
+

H2O

MATCHING
___ 1. Balanced equation
nor destroyed

a. Matter is neither created

___ 2. Coefficient

b. 2 H+ O 2 HO

___ 3. Subscript

c. 2 H+ O 2 HO

___ 4. Law of Conservation of Matter

d.

___ 5. Reactant

e. Numbers to the lower right of

the symbols

___ 6. Product

f. Numbers in front of the symbols

___ 7. Yield

g. 2 H+ O 2 HO