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
www.sscphandbook.org.

Name CWID Subject Area

Nic Carlson, Amy Rudenburg Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Gasoline in the Carbon Chemical
Chemistry 10, 11 5 x 45 minutes
Carbon Cycle Reactions
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
SL1 - Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners,
HS-LS2-5. Develop a model to illustrate the role of
building on others' ideas and expressing their own clearly
photosynthesis and cellular respiration in the
and persuasively.
cycling of carbon among the biosphere,
W2 - Write informative/explanatory texts to examine and
atmosphere, hydrosphere, and geosphere
convey
HS-ESS2-6. Develop a quantitative model to
complex ideas clearly and accurately.
describe the cycling of carbon among the
L4 - Determine or clarify the meaning of unknown and
hydrosphere, atmosphere, geosphere, and
multiple-meaning words and phrases by using context
biosphere.
clues, analyzing meaningful word parts, and consulting
general and specialized reference materials.
Lesson Objective(s) Evidence
-Students create an initial model of how the combustion
-By creating an initial model, students will be able to of gasoline affects the carbon cycle.
create a drawing that represents the carbon cycle. -Students gather evidence and use it to revise their
-Students revise their own model using supporting model.
evidence from data they gathered. -Students use vocabulary when writing a summary of
-Students use unit vocabulary while writing a story based their journey through the rock cycle.
on their journey through the carbon cycle game. -Students use vocabulary in conversation with their group
-Students compare each others models and engage in to share their journey through the rock cycle with other
constructive dialogue about decisions made with their students and then revise their own model to include the
models. experience of other students
-Students can fully explain their accurate model at the -Students explain their joined model as a group at the end
end of the lesson using evidence from the lesson. of the lesson explaining how they made their choices and
citing evidence from the game.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
EL 1- Think-write-pair share, 1- After the conservation 1- Students share their 1- Gives teacher
this is to get students of mass demo with answer with a pair information about the
thinking about the baking soda and vinegar partner and build and students prior
conservation of mass. It the teacher asks the reflect on their own knowledge is. Lets the
is later going to be used students what they responses. The teacher teacher know how much
to relate with gasoline. observed and what they then elicits student students know about the
2- Quickwrite: Students thought happened. responses, and gathers a law of conservation of
respond to the question, 2- Students start the class consensus. mass.
What happens to lesson with a quickwrite 2- This is an introductory 2- Teacher walks around
gasoline when it is in the given by the teacher activity that is done while students are
car engine? This is to 3- The teacher starts the before students engage writing the quickwrite
prepare students for the lesson with students in an activity that will and reads responses
carbon cycle game in reflecting and organizing how them how gasoline from a range of students.
which they will be acting the the knowledge they flows through the carbon THis helps the teacher
like octane traveling learned the day before. cycle. Students reflect gauge students prior
through the carbon The teacher hands out a on their writing after knowledge and which
cycle. carbon cycle graphic going through the carbon students may need
3- A graphic organizer organizer for students to cycle game. additional scaffolding
helps students organize write the information 3- The teacher will during the carbon cycle
and focus the gathered from the monitor students game.
information they learned carbon cycle game in an progress and ask 3- By walking around and
 students questions about monitoring student
their responses in their responses the teacher
graphic organizers. This can see if students
will be a time to give learned from the carbon
organized and useful
students input about cycle game the day
way.
their work and a time for before, and what the
4- The teacher writes
teachers to gauge next appropriate steps
problem of the day on
while playing the carbon student learning for the lesson will be.
the board to check for
cycle game the day 4- Students get feedback 4- The teacher can check
understanding.
before. about their work by on certain students while
Volunteers later come up
4- To check student seeing the correct students are working on
and work out the
knowledge about answers on the board. the problem to see if
answers.
chemical reactions and The teacher can also students have an
5- Student groups
the carbon cycle workout problems in understanding of the
present their final model
5- Each group of which many students concept.
to the class so that the
students presents their have questions 5- The teacher will use
class can see other
carbon cycle model so 5- Students will each the presentation as an
perspectives and how
that each student can receive individual assessment to test if the
they created their model.
show and share what feedback and group students are ready to
Students are provided
they have learned during feedback in the form of move on with the unit. If
with a rubric in order to
the week. writing and oral feedback students need more
understand the
from the teacher. The scaffolding the teacher
expectations of the
group will also get can review the carbon
presentation and what
feedback from the cycle and chemical
their final model and
students who listened in reactions. If the students
claim need to contain.
verbal comments and did well then they can
questions about their proceed to the next
model. group of lessons.

PM 1- Initial Model, If you 1- Teacher poses the 1- Students post their 1- This lets the teacher
were a drop of gasoline question,If you were a initial models on the wall know how much students
in a car engine what drop of gasoline in a car and do a gallery walk of know about how carbon
would happen to you? engine what would other students models. moves through the
This question is linked to happen to you? This gives students ideas carbon cycle. It also lets
the driving question of Students then create a of what they may add to teacher know what
the unit and will help model showing their their model. students know about
students understand the thoughts and knowledge. 2- Teacher monitors combustion and its
carbon cycle. 2- After students students during the products.
2- Carbon Cycle game: complete the quickwrite carbon cycle game 2- This informs the
Students start out as the teacher introduces activity to ensure that teacher that students are
gasoline inside a the students to the students are writing focusing on the carbon
combustion engine. carbon cycle game and down the proper cycle game and learning
Through a series of die how to play it properly information. The teacher about the different
rolls students move and record information. asks students question stages of the carbon
throughout the carbon 3- Students are given a to ensure that students cycle by moving from
cycle differently packet of chemical are thinking about station to station. If
depending on how they reactions to individually where they are going in students answer with I
roll. add to their model of the the game and why. dont know, the teacher
3- Students will refine carbon cycle after 3.- Students in each can do additional
their initial model of the completing their graphic group will be given the scaffolding to help
carbon cycle with the organizer same chemical reactions. students understand the
new knowledge learned 4- Students create their Students will provide flow of carbon.
from the carbon cycle final model in groups on each other with feedback 3- This informs the
game, the graphic a large poster board to try to come to a teacher which students
organizer, and certain 5- Teacher asks the consensus. Teacher will need extra scaffolding
chemical reactions given students the question, also be monitoring and which groups of
to them.. How does gasoline groups scaffolding them students understand how
4- Students complete producing energy relate in the right direction by the chemical reactions fit
their final models to to the carbon cycle?. asking questions. into the carbon cycle.
show that they have a Students respond to the 4- The teacher gives The teacher can spend
complete understanding question with an Exit Slip feedback by walking more time scaffolding
of the carbon cycle style answer. around and asking struggling groups and
5- The teacher ends the students why they are students
lesson with a question making the model the 4- The teacher can see
that opens up where the way they are and what what students have
next lesson will lead. evidence they found to learned about the carbon
The teacher asks this think that. cycle by seeing their final
question to learn the 5- The teacher takes the models and by what
 evidence they used for
justifying their model.
5- This responses
responses and looks for informs the teacher
the falsehoods. The about what the students
prior knowledge of the teacher then uses these prior knowledge is on the
students. responses to help teach new lesson. It also lets
the next lesson. the teacher know about
some of the common
misconceptions between
students.

FOCUS OF INSTRUCTION
Instructional Strategies
Problem of the Day - Students answer a warm-up question to activate prior knowledge.
Think-Write-Pair Share - Allows students time to express their ideas in words, and to listen to other students ideas
and reformulate their own thoughts
Quickwrite - Sentence structures to help students write and form thoughts
Creating and Refining Models - Students create initial models from prior knowledge. After playing the Carbon cycle
game and conversing with other students each student refines their model to match the new evidence they have
learned.
Interactive Carbon Cycle Game - A kinesthetic and interactive approach to informing students of the different forms
carbon can be in during the carbon cycle.
Carbon Cycle Graphic Organizer - Allows students to record the stages they go through during the carbon cycle
game to make creating a model easier.
Claim and Group evaluation Graphic organizers - Aids students in organizing their thoughts when creating a
claim and when evaluating other students work.
Exit Slip - Teacher uses it to measure progress of student learning and to see if students need additional practice
Rubric- Rubric provided so students understand the expectations for the closing group presentation activity.

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
20 min Day 1 (Engagement) Day 1 (Engagement)
Teacher demonstrates the reaction between vinegar
and baking soda to start a conversation about Students observe the demonstration of the reaction
conservation of mass.
between baking soda and vinegar,
Teacher has approximately 50-100 mL of Vinegar
Students take out their journals and use prior
placed in a 500 mL Erlenmeyer flask.
Teacher adds about a Tablespoon of baking soda to knowledge to answer the warm-up question using
an uninflated balloon using a funnel.
the sentence frames given if necessary.
The teacher demonstrates the reaction by putting
Students share their observations and the reasons
the mouth of the balloon on the mouth of the
Erlenmeyer Flask. with an elbow partner. Taking approximately one and
The teacher instructs students to perform a quick-
a half minutes each.
write about observations into their journal using the
The scribe goes to the board and writes down
following questions and sentence frames on the
board. (The teacher gives students approximately 3- observations as students share them. If an
4 minutes)
observation is repeated then they put a checkmark
What did you observe?
I Observed in the Erlenmeyer Flask. next to it to demonstrate that the idea was given by
The balloon.
more than one group.
Explain why you think your observations happened.
Students raise their hands to share their
In the Erlenmeyer Flask happened because
The balloon... because observations with the class.
When time is up, the teacher instructs students to Students answer the teacher's probing questions and
share their observation and reasoning with their
demonstrate the knowledge or misinformation they
elbow partner. (Groups of 3 can happen if their is an
uneven number students or absences) have on the topic.
Each student will have approximately a minute and a Students write notes about the conservation of mass
half to share, ( 3 minutes total)
while they are listening to the teachers summary of
Once time is up the teacher gets students attention
by the alarm sounding. The teacher then facilitates a the conservation of mass and how it relates to the
group discussion about the observation.
demonstration. Students may also take picture of the
The teacher asks the designated scribe to write
down students observations on the board. notes on the board.
The teacher then asks groups to volunteer their
observations and facilitates a respectful discussion
with students by asking who agree and disagree and
 why?
The teacher then asks probing questions to the
group such as Was the baking soda destroyed?;
What happened to the baking soda? Why did the
balloon inflate?
During the discussion the teacher models how to
give good feedback on students answer by
identifying a positive/correct aspect of the student's
response and then informing the student of an
observation had that is inconsistent with the
demonstration. The teacher also asks the student
moe probing questions to see why they made that
observation or gave that reason.
After the discussion the teacher uses the notes on
the board provided by the scribe to sum up the
comments made and relates them to the idea of the
conservation of mass, matter is never destroyed or
created merely transformed.
Lesson Body
Time Teacher Does
1x25 Day 1 cont (Explore)
min Teacher poses students the question
3x45mi If you were a drop of gasoline in a car
n engine what would happen to you?
The teacher prompts students to draw an individual
initial model of what they believe would happen.
The teacher gives students the following items that
need to be in the model: A car, the gasoline drop,
the surrounding environment and the path the
gasoline drop takes (arrows)
The teacher then puts students in the group that
they are going to be in for this unit. (Groups of 4)
The teacher provides each group with a large sticky
poster and markers.
The teacher instructs students to collaborate to
create a secondary model using elements of each
other's individual models.
The teacher gives students 10 minutes to create the
secondary model
The teacher instructs students to post their group
model on the wall and then to do a gallery walk and
evaluate other groups models.
After 5 minutes students are instructed to return to
their seats.
The teacher closes the lesson by asking students to
write on a post it something they saw during the
gallery walk that they would like to add to their
model. The students turn the post-it in to the teacher
before they leave class.
Day 2 (Explore Continued Data Collection)
Teacher begins the lesson asking students to answer
the question What happens to gasoline when it is in
the car engine?in their journal.
The Teacher has the carbon cycle game already set
up into stations. There are 10 stations representing
different forms of carbon in the carbon cycle and
their are 2 dice at each station,
The teacher introduces the stations and asks
students to give an example of what that is or
maybe.
The teacher gives out the handout students will use
to record the stations they visit while playing the
game and models how to fill in the handout and roll
the die.
The teacher numbers students from 1-10. Once she
has finished numbering she instructs all the 1s to go
to station1 all the 2s to go station 2 etc. The teacher
Student Does
Students draw an individual model of what would
happen to a drop of gasoline in a car engine.
Students include; a car; a drop of gasoline and the
surrounding environment with arrows show the
gasoline drops path, in the model.
Students join their group of 4 at their regular lab
bench.
Students take about 4-5 minutes to evaluate
everyone's individual models and collaborate to
create secondary group model, using pieces of their
primary models.
Students use the sticky poster paper and markers to
create a large version of the secondary model.
Students find a spot on the classroom wall to place
their poster.
Students walk around the classroom as a group and
discuss each of the other groups models, respectfully
discussing what they agree with and disagree with.
Students write one thing they saw from the gallery
walk that they would add to their model on a post-it
and then turn the post-it in as an exit slip.
Day 2 (Explore Continued Data Collection)
Students answer the warm- up question in their
journal accessing connecting it to their activities
from day 1.
Students listen to the explanation of the carbon
cycle game with nothing on their tables, to prevent
distractions.
Students raise their hands in order to give examples
of the different types of carbon in the carbon cycle.
For example, Ocean plants - seaweed
A scribe will write these answers on the board next
to the station name.
Students receive the handout and pay particular
attention to the table they will need to fill out during
the carbon cycle game.
Once instructed by the teacher numbered students
head to the station with the corresponding number.
Students roll the dice for their station and then
record their result, then they either move to the next
station or they stay at their current station and roll
again.
 then instructs students to start the game.
While the students are playing the game, the
teacher walks around asks probing questions about
the students journey, such as what were you
before?, How do you think this change occurred?
The teacher instructs students to begin refining their
individual model using the table, they must use
arrows to connect the different steps. If the students
went through a step more than once that needs to
be indicated in the model.
To close off the lesson, Teacher will instruct students
to compare their model to another person's model
and write as their exit slip 1 difference and 1
similarity that they noted.
Day 3 (Explain and Elaborate)
Teacher begins the class by asking students to raise
their hand if they stopped at a carbon form when the
teacher lists to the 10 different form of carbon.
The teacher writes the number of students with
raised hands next to the form of carbon.
The teacher asks students to reflect on the question
Do all gasoline droplets cycle the same way though
the environment?
Using a Graphic organizer students create a claim
about the carbon cycle.
Teacher provides students with this prompt for their
claim it has to be a 13 or more word sentence
containing the words gasoline and carbon and
starting with Despite the fact..
They are required to provide at least 3 pieces of
evidence from their initial model and the
introduction activity to backup their claim.
The teacher instructs students to get into their
groups and provides each group with a packet of
chemical reactions that contain carbon.
The teacher instructs students to find the reactions
where the products and reactants match up and add
those reactions to their individual carbon cycles.
Once students are done with their individual carbon
cycles, the teacher instructs students to evaluate
everyone in the group's carbon cycles and begin
forming an all encompassing carbon cycle that
contains all 10 forms of carbon.
To end the class the teacher gets students attention
by raising a hand and informs students they will be
provided with more time tomorrow to finish if
necessary.
Teacher provides students with the exit slip question
Describe one reaction that is part of the carbon
cycle that is new to you.
Day 4 (Elaborate and Evaluate)
Teacher begins the class by accessing students prior
knowledge of the reactions in the carbon cycle.
The teacher has the different reactions written on
the boards. The teacher hands out sentence strips
with reactants and products to students.
As the teacher goes through the reaction the pairs
bring up the reactant and product and put them by
the reaction.
For example combustion would be the reaction,
students would write, gasoline as reactants and
atmospheric carbon as a product.
Teacher asks students to answer the question,
what other ingredient are needed for the carbon
cycle to occur?
If students roll stay put twice in a row they
automatically move to the next station.
Once students have filled their table they begin
creating a refined model of the carbon cycle using
the additional forms of carbon that they personally
discovered in the game.
Students compare their model with a partner and
then write one similarity and one difference on a
post-it and turn it in as their exit slip.
Day 3 (Explain and Elaborate)
Students raise their hand when the teacher says a
form of carbon they became when playing the
carbon cycle game.
Students write their warm-up question in their
journal and use the numbers next to the different
forms of carbon as evidence of their answer.
Using the evidence/ claim graphic organizer student
create a claim backed up by evidence collected
through the carbon cycle.
Example claims may be, Despite the fact that their
are 10 forms of carbon in the carbon cycle, carbon
may only become 9 or less of those forms.
Evidence provided would be that their own cycle only
contains less than 9 forms, The dice had the option
to go back into the initial form of carbon ect.
Students join their groups at their lab benches.
In their groups students evaluate the chemical
reaction provided and connect them to the products
they have in their carbon cycles.
For example photosynthesis should be show to have
the atmospheric carbon dioxide as the reactant and
the products would be land plants or animal plant
matter.
Once the group has matched up all the reactions
they begin using their four individual carbon cycle
models to create a group model that contains all the
students products.
Students describe one reaction that is part of their
model in their exit slip and turn it in before they
leave class.
Day 4 (Elaborate and Evaluate)
Students go up to the board and place their
sentence strip as either the reactants or products of
the chemical reactions.
Students answer the warm-up question in their
journal.
Students look over the rubric and use it to
collaboratively finish their final group carbon cycle
model.
Using the rubric students create their claim using the
graphic organizer and have three pieces of evidence
to back it up. Students use their final group model
and the additional knowledge from the reactions to
create their final claim.
If time remains before receiving the exit slip
question, students practice their presentations.
Students answer the exit slip question and turn it in
before leaving the classroom.
 Teacher informs that they will be presenting their
carbon cycle and a claim made about their carbon
cycle, tomorrow and provides students with the
rubric which they will be marked on.
Teacher gives students more time to create their
final model on a large piece of poster paper.
After approximately 10 minutes the teacher informs
students they should be finishing up their model and
begin creating their new claim about the carbon
cycle using their new model and have at least 3
pieces of evidence to back it up.
Teacher provides students with time to practice
presenting their model as they will be presenting it
in front of the class tomorrow
To end the class the teacher collects the groups
models and asks students to write their exit slip
about what was the most challenging part about
creating a model of the carbon cycle?
Lesson Closure
Time Teacher Does Student Does
Day 5 (Evaluate)
The teacher begins the class informing them of now
warm-up question for today.
Teacher gives students a graphic organizer which
has an agree and disagree column and explains that Students write their name and group name the
students should fill out the table for every group graphic organizer provided by the teacher.
except their own. Students present their carbon cycle model and the
Teacher asks students if any group would like to claim they created about the carbon cycle with the
present first otherwise randomly pulls a number from evidence to back it up.
the numbered sticks. While other groups are presenting students are
While students are giving their presentations the critically evaluating their peers models and claims
teacher is taking notes and grading the and writing notes about what they agree and
presentations. disagree with in their table.
After the presentations the teacher leads students in Students engage in the pair share as instructed by
1x45
a think-pair-share about the presentations. their teacher.
The questions the teacher will use for think-pair During the share part students demonstrate
share are, What parts of other group carbon cycle respectful delivery of feedback to their peers and
models/claims did you agree with?; What parts of can use sentence starters if necessary to organize
other group carbon cycle models/ claims did you their thoughts.
disagree with? and Did you think your group had Students listen to the summary of the carbon cycle
the best claim and final model, if not whose was and notes of any new information not presented by
better? their group.
Teacher sums up the carbon cycle by summing up Students answer the exit-slip question on a post-it
the discussion and writing key phrases on the board. before they leave the classroom.
The teacher ends class with the exit-slip question
How does gasoline producing energy relate to the
carbon cycle?

Instructional Materials, Equipment, and Multimedia

500 mL Erlenmeyer flask, balloon, baking soda; vinegar; post-its; sticky poster paper. markers. Carbon cycle game
complete with 10 color coded stations and 2 dice per station. Graphic organizer for creating a claim; graphic
organizers for evaluating presentations; Sentence strips with reactants and products; laminated reactions that are part
of the carbon cycle.
Co-Teaching Strategies
Much of the work in this lesson is individual work done by students alone or students working in groups. By co-
teaching this lesson it increases the ratio of teachers to students allowing students to get more meaningful feedback.
Both teachers will be monitoring and assisting students during individual and group work to ensure that students are
productive, and are using evidence from the class to make their models and arguments.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs

Think-Write-Pair Share Think-Write-Pair Share Think-Write-Pair Share Graphic Organizers to help

Graphic Organizers to help Graphic Organizers to help Graphic Organizers to help students organize their
students with concepts and students with concepts and students with concepts and concepts and vocabulary
vocabulary vocabulary vocabulary Carbon Cycle game to help
Carbon Cycle game to help Carbon Cycle game to help Carbon Cycle game to help students learn by moving
students learn by moving students learn by moving students learn by moving and physically going
 and physically going
through a process
through a process
Heterogeneous grouping
Sentence structures to help
and physically going helps students better
and physically going aid in the writing process.
through a process articulate their ideas to
through a process Heterogeneous grouping
Sentence structures to help others in a manner that
Sentence structures to help helps students better
aid in the writing process. they can understand. These
aid in the writing process. develop their ideas because
Heterogeneous grouping students can help scaffold
Heterogeneous grouping they can receive scaffolding
helps students better other students in their
helps students better from the students in their
develop their reading and group by providing other
develop their english and group. By having diverse
writing skills. The small different scaffolding
academic language skills. groups students can see
groups also gives these support than the teacher.
The small groups also gives problems from multiple
students time to practice The diversity of the groups
these students time to perspectives. The small
their reading and are also a strength for
practice their english in a groups also gives these
vocabulary in a safe advanced students too
safe environment. students time to practice
environment. because it allows them to
their science and
see science from diverse
vocabulary in a safe
perspectives as well.
environment.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION