Lesson Plan, Adam Quintero, 8

th
Grade Science

Week-At-A-Glance
Monday

Chemical vs.
Physical Reactions
Standards: 5A, 5D

Tuesday

Chemical vs. Physical
Reactions
(Case Studies Activity /
Practice)
Standards: 5A, 5D

Wednesday

Endothermic vs.
Exothermic Reactions
Standard: 5C
Thursday

Endothermic vs.
Exothermic Reactions
Lab
Standard: 5C
Friday

Quiz
Standards:
5A, 5C,
5D

Lesson Objective:


SWBAT know chemical reactions usually release or absorb heat and will compare, differentiate,
and identify endothermic and exothermic reactions.
Aligned State
Standard:

5. Chemical Reactions Unit
Chemical reactions are processes in which atoms are rearranged into different combinations of
molecules. As a basis for understanding this concept:

Standard 5C: Students know chemical reactions usually liberate heat or absorb heat.

Assessment:


EXIT TICKET

1. What happens in an endothermic reaction?
A. Energy is destroyed C. Energy is released
B. Energy is created D. Energy is taken in.

2. Lab partners were conducting an experiment by mixing two reactants together in a
flask. The result was an exothermic reaction. What most likely happened to the flask?
A. It got colder. B. It got hotter. C. It dissolved. D. It expanded.

3. Chemical reactions usually release or absorb energy. This energy is most often in the
form of
A. heat. B. electricity. C. light. D. sound.

4. You conduct an experiment by mixing two reactants together in a bag. The result was
an endothermic reaction. What most likely happened to the bag?
A. It got cooler. B. It dissolved. C. It got warmer. It expanded.

5. When potassium metal (an alkali metal) is placed in water, it bursts into flames, giving
off a lot of heat. This reaction would be considered ___________.
A. endothermic B. neutralizing C. exothermic D. symbiotic

SUMMARY
Summarize what you learned today in 3-4 complete sentences.

Use ALL of the following bolded words:

endothermic exothermic release chemical reaction
heat energy absorb hot cold


Lesson Agenda:

1. Do Now (5 min)
2. Intro to New Material: Notes & Videos (12 min)
- Release vs. Absorb Vocabulary & Video Examples
- Chemical Reactions Absorb/Release Heat Energy
- Endothermic vs. Exothermic Reactions
3. Guided Practice: Videos & Cold-Calling Activity (10 min)
4. Independent Practice: Worksheet (15 min)
5. Assessment: Exit Ticket & Summary (8 min)


Do Now (5 min)

Answer each question with 1-2 COMPLETE sentences.

1. Describe what atoms (molecules) do during a physical reaction.

2. Describe what atoms (molecules) do during a chemical reaction.

3. Is this a chemical or a physical reaction? How do you know? 2H
2
+ O
2
2H
2
O

4. Is this a chemical or a physical reaction? How do you know? CO
2(solid)
CO
2(gas)


5. How can YOU tell the difference between a chemical and physical reaction?
Introduction to New Material (12 min)

Key Points (3-5):

1. Release means to give off.
Absorb means to take in.















2. Chemical reactions can
either release or absorb
HEAT energy.











3. In endothermic reactions,
heat energy enters as a
reactant (is absorbed).
Endothermic reactions feel
cold.









Methods
(How will you get your points across effectively to your students?)

1. I will ask students what absorb and release mean. We will come up with
definitions for each. We will then look at 4 videos. Students will decide whether
something is being absorbed or released in each video and will write it in their
notes.

Students written responses for videos: This video is an example of _________
being _________ because I saw

Video 1: Old Faithful water being released
Video 2: Bounty Paper Towels coffee being absorbed
Video 3: Thermo Pad heat is released
Video 4: Pimple pus & blood are released

Videos serve as a way to ensure students understand what release and
absorb mean. They also serve as a great hook to engage students in the
content especially the pimple video.

2. We will then relate release and absorb to chemical reactions.
Chemical reactions also release and absorb things. But what?

I will show students a quick VIDEO of lithium, an alkali metal, being placed in
water. Ill ask what is being given off in this chemical reaction.
Answer: HEAT.

We look at all the different types of energy: sound, light, electrical, & heat.
The only one of importance to us is HEAT energy. In chemical reactions, heat
energy can be taken away to make it cold, or given off to make it hot.

Teacher shows videos / pictures & discusses points above. Students will
listen, answer questions if asked, & take appropriate notes.

3. Teacher will describe endothermic reactions. Students will listen, answer
questions if asked, & take the following notes.


I will teach students the following
trick to remember whether heat is
absorbed or released:

ENDO-thermic =

heat ENters as a reactant

















4. In exothermic reactions,
heat energy exits as a
product (is released).
Exothermic reactions feel
hot.

Possible Misconception: Heat is being absorbed, so shouldnt it feel hot?

My Answer: Yes heat is being absorbed as a REACTANT. But as a product, it
DISAPPEARS! You only feel the PRODUCTS. No heat in products = COLD.

While students take notes, in three Ziploc bags, I will mix baking soda & phenol
red to make an ENDOTHERMIC reaction.

Students will get to FEEL the endothermic reaction within the Ziploc bags, which
feels extremely COLD. This will reinforce the idea that chemical reactions can
absorb heat, making it disappear and feel cold. It will also work to engage students
in the content and will help meet needs of kinesthetic learners.

4. Teacher will describe exothermic reactions. Students will listen, answer
questions if asked, & take the following notes.


I will teach students the following
trick to remember whether heat is
absorbed or released:

EXO-thermic =

heat EXits as a product




While students take notes, in three Ziploc bags, I will mix calcium chloride
(CaCl
2
) & phenol red to make an EXOTHERMIC reaction.

Students will get to FEEL the exothermic reaction within the Ziploc bags, which
feels extremely HOT. This will reinforce the idea that chemical reactions can
release heat to make it feel hot. It will also work to engage students in the content
and will help meet needs of kinesthetic learners.

Guided Practice (10 min)
(What examples are you going to work through together?)
Teacher: (What will the teacher be doing at this
point in the lesson? What examples will you be
reviewing with students?)

I will show 2 more videos and allow students to decide
whether these chemical reactions are endothermic or
exothermic.

Video 5: KMnO
4
+ Brake Fluid (Exothermic)
Video 6: Ice Pack (Endothermic)

I will cold-call various students via popsicle sticks to
give their answers to the videos.


Cold-Calling Activity
I will then show a series of 20 PPT slides consisting of:
CST-like questions
Videos
Pictures / figures
Chemical reactions
I will cold-call students via popsicle sticks to answer
whether the examples are endothermic or exothermic.
Students: (What will the students be doing at this
point in the lesson?)


Students will decide whether the reaction is endothermic
or exothermic in each video and will write it in their notes.

Students written responses for videos: This video is an
example of a _____________ reaction because I saw

Students will verbally give their answers and explain why
they chose endothermic or exothermic (i.e. What did they
see happen in the video? What were the clues?)



Students will verbally give their answers (endothermic or
exothermic) and explain why they chose their answer
(What did they observe in the slide? What were clues?)

This will serve as a way for me to check understanding of
ENTIRE class and/or to clear up any misunderstandings
or misconceptions.
Checking For Understanding
(What questions need to be answered from students as evidence for understanding of the material?)

Cold-calling & Circulation
Within Entire Lesson

Within entire lesson, I will cold-call various students to
answer questions about what we are learning / have
learned. It will be via popsicle sticks to ensure I am
getting a sense of student mastery of the entire class,
and it will also to keep students on their toes (they dont
know when they will be called to answer a question).

I will also consistently circulate the classroom, looking
over and checking student work. This will be especially
important during independent practice, as I will can
seek out and give more help to students who may need
it (lower level).


Cold-calling Activity
(Guided Practice)

Students will verbally give
their answers (endothermic or
exothermic) and explain why
they chose that answer (What
did they observe in the slide?
What were clues?)

This will serve as a way for
me to check understanding of
entire class and/or to clear up
any misunderstandings or
misconceptions.

Exit Ticket / Summary

This is the final way I can
assess whether students
mastered the objective or
not.

It is completely
independent and students
must rely purely on what
they learned from the
days lesson. The
summary allows for
flexibility, as students can
express answers in their
own words.
Independent Practice (15 min)

(What assignment questions/problems will serve as
evidence of student mastery?)

See attached Independent Practice worksheet on the
next few pages.

STRETCH for HIGHER-LEVEL STUDENTS
Students who finish early can help me by serving as
TAs to help other students who still need help
mastering the content. This will push their learning, as
they will begin to teach content to others.

Who will you target to CFU?


During independent practice, I will also consistently
circulate the classroom, looking over and checking student
work. This will be especially important for my ELLs and
lower-level students, as I will can seek them out and
give them the more individualized help and support they
may need to master the objective.

Closing / Assessment (8 min)

Closing: Students will complete exit ticket with summary. When all exit tickets are collected (if time), students will
share out what they learned today.

HW: Finish Independent Practice Worksheet


SDAI/ELD (Maria Bolio) - Differentiation, Modifications, and/or Accomodations

Guided Notes:
One differentiation I typically make for ELL / students with IEPs is guided notes. Guided notes help these students keep
up with the pace of the other students and not feel bogged down with lengthy notes. They allow more time to listen to
what I am saying and to focus on the visuals (videos) on the whiteboard. Additionally, guided notes allow students to
organize abstract concepts in a logical way.

Partner Work / Emphasis on Verbal Communication
For my students who struggle with speech & ELLs, I ensure they are seated next to someone whom they feel comfortable
with and whom can effectively help them if need be. It is important that students are seated next to someone who they
have previously worked with because they need to feel comfortable enough to talk to this person and express their
opinions and thoughts about the material. Students need as much practice as possible verbalizing ideas and thoughts.

Visuals
I include many visuals (videos & pictures) on both the Keynote presentation and on the guided notes. By having the
pictures, drawings, and other information on the Keynote and guided notes, students will be able to gain a greater
understanding of this concept by being able to conceptualize the material.

Frequent Check-Ins
Lastly, I make frequent check-ins with my ELL / students with IEPs throughout the lesson to quickly assess their progress
and keep them on track.
Endothermic vs. Exothermic #5 Name __________________________ Pd ____

HOMEWORK

1. During a chemical reaction, energy is released or absorbed in the form of ____________________.

2. In an ___________________________ reaction, heat energy is released from the chemical reaction.

3. An endothermic reaction is a reaction where heat energy __________________________________.

4. In an exothermic reaction, the temperature ________________________.

5. Chemical reactions always release heat. True or False? __________________
Explain your answer. _______________________________________________________________
________________________________________________________________________________

6. A clear liquid is mixed with a red powder in a beaker, and it turns into a green liquid. The beaker becomes
so hot that you have to set it down on the counter.
This is a (chemical / physical) reaction because ____________________________________________.
This is an (exothermic / endothermic) reaction because _____________________________________.

7. If heat from the sun is a reactant in photosynthesis, is this chemical process endothermic or exothermic?
6CO
2
+ 6H
2
O + heat C
6
H
12
O
6
+ 6O
2

This is an (exothermic / endothermic) reaction because ______________________________________
___________________________________________________________________________________.

8. What is the difference between endothermic and exothermic reactions?
Explain how YOU will remember the difference between endothermic and exothermic reaction.
What are any tricks that will help you remember?

Which releases / absorbs energy? Which has heat as a reactant / product?
Which feels hot / cold? What are examples of each?
Summary: __________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
9. What is the difference between a physical change and a chemical reaction?

Physical change: ___________________________________________________________________

Chemical reaction: __________________________________________________________________

For each reaction, circle physical change or chemical change and WRITE if something new is being made.


10. S
2
+ O
2
SO
2
physical change chemical change

Is something new being produced? If so, what? ________________________
(Hint: look at products)


11. H
2
O
(liquid)
+ heat H
2
O
(gas)
physical change chemical change

Is something new being produced? If so, what? ________________________
(Hint: look at products)


12. Al + HCl AlO
2
+ Cl
2
physical change chemical change

Is something new being produced? If so, what? ________________________
(Hint: look at products)


13. Cl
2
+ H
2
O H
2
O + Cl
2
physical change chemical change

Is something new being produced? If so, what? ________________________
(Hint: look at products)

14. Do physical reactions have the same or different reactants and products? __________________

15. Do chemical reactions have the same or different reactants and products? __________________

CST QUESTIONS MOST IMPORTANT!!!

______ 16. What happens in an endothermic reaction?

A. Energy is destroyed
B. Energy is released
C. Energy is created
D. Energy is taken in.

______ 17. A chemical reaction can be exothermic. This means
that the energy is released. What kind of energy?

A. light energy
B. electrical energy
C. water energy
D. heat energy

______ 18. When lithium metal (an alkali metal) is placed in
water, it bursts into flames, giving off a lot of heat. This reaction
would be considered

A. endothermic C. neutralizing
B. exothermic D. symbiotic

______ 19. Lab partners were conducting an experiment by
mixing two reactants together in a flask. The result was an
endothermic reaction. What most likely happened to the flask?

A. it got colder
B. it got hotter
C. it dissolved
D. it expanded

______ 20. Which of the following shows an exothermic
reaction?

A. 2Na + Cl2 2NaCl + heat
B. 2H2 + O2 2H2O
C. 2H2O + heat 2H2 + O2
D. 6CO2 + 6H2O + heat C6H12O6 + 6O2
7