Teacher: Robert Cannon and Patrick Mickey |
Unit/Session: Changes in Matter - Balancing Equations |
Date of Instruction: 11/16/21 |
Standard/s: S8P1.f Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting differences between products and reactants.
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Learning Target/ Teaching Point: I can relate the effects of any change in matter to the amount of mass before and after the change takes place, so that I can relate the law of conservation to my life.
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Success Criteria: Describe what happens to matter when it is changed chemically Define reactants and products Explain the relationship of the mass of reactants to the mass of the products in any reaction Apply the law of conservation to chemical equations and balance them
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Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10
| WARRIOR 5:
INTRODUCTION/CONNECTION:
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DIRECT INSTRUCTION: Students will be instructed on how to balance chemical equations using 5 easy steps. This will also be part of the guided instruction.      
video
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE: We will work through the first parts of the worksheet as shown below
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INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will continue to complete the remaining problems and balance all of the equations on the Balancing Basics worksheet.
Beginning Learners: Working in small groups with manipulatives to better understand balancing through a hands-on approach (CPO atom-building game)
Distinguished Learners: Learning about the different types of reactions and how to label them (Synthesis, Decomposition, Single-Replacement, Double-Replacement)
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Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8
| SUMMARIZE/CHECK FOR UNDERSTANDING: Verbally describe the steps to balance an equation.
Formative Assessment : Formal Completion of Activity |
Homework |
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