SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC 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

Jane Yoon

Chemistry

Class Title

Lesson Title
Equilibrium Reaction and Le
Chemistry
Chateliers Principle
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards

HS-PS1-6. Refine the design of a chemical

system by specifying a change in conditions that
would produce increased amounts of products at
equilibrium.

Lesson Objective(s)
SWBAT determine what factors and how they affect
equilibrium through this inquiry lab. SWBAT to refine and
design a solution to conduct a short research project to
specify and explain a change in conditions that would
produce increased amounts of products at equilibrium.
SWBAT answer their self-generated questions by
designing an investigation procedure, following the
inquiry and argumentation charts, and writing a
conclusion in pairs.
SWBAT analyze how a dynamic and condition-dependent
balance between a reaction and the reaction determine
the number of all types of molecules present through
investigation and demonstrations.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

EL

PM

Unit Title
Kinetics and
Equilibrium

Grade Levels
10-11

Total Minutes
3 Days

Common Core State Standard Connections

MP.2 Reason abstractly and quantitatively. (balancing
reaction)
WHST.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of
the subject under investigation.
ELD
Part 1: Interacting in Meaningful Ways
A. Collaboration
3. Offering and justifying opinions, negotiating with and
persuading others in communicative exchanges (think
pair share, and peer review)
C. Productive
11. Justifying own arguments and evaluating others
arguments in writing
Evidence

How things change depending on different factors and

how they remain stable

Implementation

Day 1: Warm-up. To check

their preconceptions and
misconceptions and to
provide prior
knowledge/experience for
all students.

Formal, individual work

at the beginning of the
class. Warm-up is on the
board. Students can
collaborate in quads and
discuss about questionDo all reactions go to
completion? Do they
stop, when nothing is
happening does that
mean reaction is
stopped? Explain.

Day 1: Think-Pair-Share
for designing

Day 1: Formal,
collaborative work with

Feedback Strategy

How Informs Teaching

Teacher goes around to

hear their conversations.
Immediate discussion
and feedback after by
showing demonstration.

This will allow me to know

preconceptions and
misconceptions about
students ideas
Checking and changing
students misconceptions
for them to understand
the concept taught in this
lesson.

Day 1 and 2: Go around

to listen to what students

Day 1&2: Students being

able to explain and

investigation procedure.
The driving questions for
this investigations are:
How does reaction
change depending on
different factors, and
what are the different
factors? What do
reactants/products do to
remain reestablish
equilibrium and stay
stable?, which covers
the performance
expectation and cross
cutting concepts.
Day 2: Think-Pair-Share
for lab conclusion and
argumentation chart.
Using CER model to
connect claim, evidence,
and reason to make
explanation.
Means for checking
understanding all along the
way and serve as practice.
Redirect and clarify if
needed.
Day 3: Peer Review.
Means for getting
immediate feedback
from peer and teacher.
Group work encourage
discussion and critical
thinking. Means to check
if students are effectively
using academic
language to form
explanations.

Submit inquiry circle

(hypothesis and
question), argumentation
chart, and conclusion.
Assess if students
designed a solution to
conduct a short research
project to specify and
explain a change in
conditions that would
produce increased
amounts of products at
equilibrium. Check if
students can answer
their self-generated
questions by designing
an investigation
procedure, following the
inquiry and
argumentation charts,
and writing a conclusion
in pairs. Measure
students

lab partner during class

to design investigation
procedure for their
testable question.
Student discussion and
collaboration promote
student to use academic
language to explain the
phenomenon and gain
knowledge from each
other. Immediate
feedback. Teacher
models how to write a
good argumentation.
Grading rubric provided,
read, and analyzed as a
class before students
start writing their
arguments.
Day 2: discussion and
written assignment with
pair for means for
checking understanding
equilibrium, and
incorporating factors
(stress) to reestablish
equilibrium.
Day 3: Peer review on
their conclusion and
argument. Peers debate,
discuss, and critique
each others arguments.
The peer review can help
students understand and
address the strengths
and weaknesses of their
own arguments.
Sentence starters/writing
frames are provided to
help ELLs and striving
readers (everyone
benefits) to start writing
their arguments.
Collaborating with their
partners, students finish
filling out argumentation
chart and finish writing
conclusion in class. The
students are to make
relationships between a
question, a claim, and
evidence.

are discussing to check

for individual
understanding. EL
students are paired with
English proficient
students.
Day 1: Teacher looks for
student reasoning on
how they came to the
hypotheses and how
they are going to test it.
Day 2: Teacher looks for
data analysis and
student reasoning on
their conclusion using
their data.
Day 3: Immediate
feedback from peers and
teacher, written and oral.
Grading rubric provided
for scoring students
arguments and helping
both students and
teachers understand
what counts as a good
claim, what counts as
good evidence, and what
makes a good
connection between a
question, a claim, and
evidence.

Grading rubric used for

scoring students
arguments and helping
both students and
teachers understand
what counts as a good
claim, what counts as
good evidence, and what
makes a good
connection between a
question, a claim, and
evidence. Teacher checks
what changes were
made after the peer
review to if
improvements were
made.

reason with each other

about how to carry out
the investigation. Give
more information about
the lab and how to
approach the lab by
giving more information
and support or reteach.
Gives teacher time to
participate in small group
discussions to gain
assessment information.
Day 3: Through peer
reviews, student
understand and address
the strengths and
weaknesses of their own
arguments. Helps
teacher assess if
scaffolding works or
needs modification, or if
teacher is using it right. If
students have a hard
time with explaining or
writing a good argument,
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.

Students understanding
of equilibrium, factors
that stress reaction, and
reestablishing
equilibrium. Check if
students are properly
constructing
explanations of how
things change and how
they remain stable using
Le Chateliers principle.
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.

understanding/achievem
ent of learning
objectives, and to reflect
if theres anything to
change/modify.
INSTRUCTION
Instructional Strategies
Demonstration, argumentation chart, and Inquiry Circle- my strategy for engaging students in investigation. Students
will open the lesson with telling me what they know about what is observed in the demo, Iodine. Driving questions are
provided to have students formulate hypotheses about how to produce increased amounts of products at equilibrium,
factors affecting equilibrium and how equilibrium is reestablished.
Argumentation Chart- facilitate forming an argument and explanation using claim, evidence, and reason
Bozeman Science video to introduce equilibrium and how it is a dynamic process correct their misconception.
Students get to check their misconception is through warm-up and this video.
Content Map- to organize observations for each variable tested in demo and to make connection between question,
claim, and evidence
CER model- to write proper explanation using claim, evidence, and reason
Direct instruction using PowerPoint with visuals to introduce Le Chateliers principle and how equilibrium is
reestablished- how shifting occurs.
Inquiry lab to have students hands on experience and to write an effective argumentation
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
1. Have warm-up on board. Warm-up: Do all
reactions go to completion? Do they stop, when
nothing is happening does that mean reaction is
stopped? Explain.
Greet students in (teacher in lab coat and googles)
and give them stickers (matching stickers for lab
partners. ELs are paired with English proficient
1. Start warm-up
students, IEP autistic spectrum student is paired with 2. Discuss warm-up in quads about their ideas
a student who is outgoing and is a great team player. 3. Watch teacher perform a demo of iodine reaction
(Evan, my antisocial spectrum student, paired with
that was introduced in the youtube video. Students
Will because Will will give Evan a task to perform and are share their ideas about why this is happening
give him responsibility instead of doing all work on
and how it is happening.
his own). Students may think that pairing was
4. Watch the youtube video of iodine reaction. Listen
25 min
random but it is not.
to and watch teacher explain. Ask questions when
2. Share ideas in quad then as a whole class
concept not understood.
3. Show demo of iodine reaction. Write color of
5. Students compare and contrast homeostasis and
reactant and color of product. Ask students what is
equilibrium to understand the idea of dynamic
happening and why they think is happening. Share
equilibrium. Key vocabularies are recorded in the
with classmates.
vocab log for the unit. Students will be referring back
4. Show youtube video of Iodine (5:21
to the vocab log later while writing their hypothesis
https://www.youtube.com/watch?
and conclusion.
v=0Bt6RPP2ANI&noredirect=1
) to explain verbally and visually what is happening.
Teacher reviews the concept to give more details.
5. Talk about homeostasis to introduce equilibriumdynamic (connecting biology and chemistry).
Introduce key vocabulary terms for Equilibrium.
Lesson Body
Time
Teacher Does
Student Does
Day 1
Last 25 minutes of Day 1
1. Watch video about dynamic equilibrium. Take
Last 25 1. Have students pull out their guided notes and
notes on guided notes for the unit.
min
show short video on dynamic equilibrium
2. After watching the video, look back at their
(bozemanscience)
answers for warm-up and make corrections. Use
Day 2
2. Reask the question. Have students discuss and
vocab log and guided notes to help answer.
share ideas.
3. Listen to teacher reading the driving questions
Day 3
3. Ask and have driving question on the boardand write down the driving questions. Students are
Start
How does reaction change depending on different
engaged because teacher mentioned that students
40 min
factors, and what are the different factors? What do
are going to write an argumentation. Students pull
reactants/products do to remain reestablish
out their argumentation chart).
equilibrium and stay stable? (These questions
4. Watch teacher demo an investigation and think of
address the performance expectation and are
how to modify the procedure for their investigation.
adapted from the cross cutting concepts)
Using their concept map, show what happens as
Then let students know that we are going to make a
more reactant is added then what happens when
claim and test and make an explanation (students
more product is added. Referring to their vocab log,

understand we are doing argumentation,

investigation, and takes out argumentation chart and
inquiry circle)
4. Demonstration to model an investigation that
students will be modifying- demo on adding reactant
then adding more product. Introduce the idea of
stressing then reestablishing equilibrium.
Give factors that stress equilibrium: concentration of
reactants, temperature of reaction, and removing
reactants/products.
5. Have students get up and find their lab partner
(matching sticker). Think-Pair-Share. Have each pair
think about inquiry investigation on how to form
more products (use inquiry circle and argumentation
chart). Follow inquiry circle to perform investigation.
Teacher walks around to listen to their discussions
and to see if they are using key vocabularies, if not
give them key vocabulary words that could help.
6. Teacher reminds student of homework- finish
hypothesis and procedure.
7. Thank students for their work
Day 2
1. Have each lab stations prepped for the lab before
class starts. Lab table set up with testing different
factors. Welcome students and greet them in
(teacher suited up for lab).
2. Teacher goes over the grading rubric so students
know what to expect and learn how to write a good
argumentation. Have students gear up for lab and
start their investigation. Investigate and do research.
3. Teacher start direct instructions on Le Chateliers
principle to explain the phenomenon of dynamic
equilibrium, and reestablishing equilibrium.
4. Start Think Pair Share for students to make
explanation using CER model, claim, evidence, and
reason and write a conclusion. Teacher goes around
to listen to students discussions. Teacher assess if
students are able to explain to each other their data
analysis, and its connection to the big idea. Teacher
looks for data analysis and student reasoning on
their conclusion using their data.
Day 3
1. Assign peer review groups before classheterogeneous grouping so that striving students
can gain deeper understanding and more knowledge
from reviewing others argumentations. Greet
students in.
2. Continue Think Pair Share for students to make
explanation using CER model, claim, evidence, and
reason and write a conclusion. Teacher goes around
to listen to students discussions. Teacher assess if
students are able to explain to each other their data
analysis, and its connection to the big idea. Teacher
looks for data analysis and student reasoning on
their conclusion using their data.
3. Have grouping for peer review on board. Ask
students to get together into groups for peer
reviewing. Students use grading rubric on the google
classroom and share with owner.
4. Remind students of homework- Refine and edit
argumentation chart and conclusion. Teacher checks
what changes were made after the peer review to if
improvements were made.

understand what stressing a reaction means. Include

other factors that stress equilibrium in their concept
map- concentration of reactants, temperature of
reaction, and removing reactants/products.
5. Students find their partner. Think-Pair-Share.
Students think about how to perform investigation on
how to form more products in equilibrium reaction
(by reestablishing equilibrium). Students form
hypothesis and design an investigation procedure in
pairs using google doc with inquiry circle on google
classroom.
6. Students finish hypothesis and procedure for
homework.
7. Students pack up and leave.
Day 2
1. Students walk in and check board and get ready
for lab.
2. Students listen and take notes on grading rubric
so they know what is expected and how they can
write a good explanation and argumentation. Upon
teachers instructions, students gear up for lab and
perform their investigation. Students can do extra
research about equilibrium.
3. Take out their guided notes to take notes on Le
Chateliers principle to explain the phenomenon of
dynamic equilibrium, and reestablishing equilibrium.
4. Think-Pair-Share with lab partner to fill out CER
model to make an explanation. They will analyze
their data to specify and explain a change in
conditions that would produce increased amounts of
products at equilibrium. Students write a conclusion
which shows the connection between the question,
claim, and the big idea.
Day 3
1. Continue with Think Pair Share
2. Students check board and follow directions- find
their group and sit together. Using grading rubric,
which is on google classroom, review and critique
each others argument. Grading rubric used for
scoring students arguments and helping both
students and teachers understand what counts as a
good claim, what counts as good evidence, and what
makes a good connection between a question, a
claim, and evidence.
3. Take note of their homework and what teacher will
be looking for when grading their final work.

Lesson Closure
Time
Teacher Does
1. Show last demo of how it is used in real life
MOM https://www.youtube.com/watch?
v=VTUSUtT0nQ8
2. Exit slip on 3 things they learned, 2 things that
were interesting, and 1 thing they would like to know
more about.
Day 3
3. Collects and read exit slip when students are
10 min
walking out to check for understanding. If students
demonstrate that they do not understand the
concept, go back to the topic, readdress, reteach,
incorporate different strategies, and modify lesson.

Student Does

1. Watch the last demo and see how equilibrium is

applied in real life (and how cool it is)
2. Write exit slip on their own.

Instructional Materials, Equipment, and Multimedia

Video on 10 cool chemical reactions, Bozeman science for equilibrium
For demohttps://www.youtube.com/watch?v=ZQk_KqW4U8A use adding reactant and adding product
Use video above to prep for lab
Guided notes, vocab log, concept map
Show MOM demo for closure https://www.youtube.com/watch?v=VTUSUtT0nQ8
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
Use of see-saw to explain
For visually impaired
Ask questions and testing
frames, which will benefit
Le Chateliers principle
students, have larger fonts.
their own questions (inquiry
everybody (scaffolds slowly (everybody with prior
Have guided notes and
lab). Make sure to go over
taken away so students can experience of see-saw
graphic organizers prepared the questions they have.
progress and do not
benefits). Provide prior
before hand which are
They will feel that their
depend fully on scaffolds).
knowledge of see-saw
printed with bigger fonts.
questions are valued and
before starting lesson so
Share PPT with students on
they are respected in class.
Use of see-saw to explain
everybody benefits.
google drive so that they
Le Chateliers principle
can zoom in as needed.
Take them a step further by
(everybody with prior
Bold/color code key words
When showing animation,
asking challenging
experience of see-saw
(benefits ELs too)make sure that the
questions, how this concept
benefits). Provide prior
academic&content vocab,
students hear clearly,
is used in real life.
knowledge of see-saw
DO NOT, EXCEPT, etc.
choose video wisely. Make
Provide case studies that
before starting lesson so
sure to explain video
they can read and have
everybody benefits.
Teacher reads the
afterwards.
them share interesting
statement first to the whole
ideas to class so all can be
Teacher reads the
class and writes it on the
For students who have
interested, engaged, and
statement first to the whole board for students to see.
hearing aids, make sure
benefit.
class and writes it on the
Students listen, then
that their hearing aids are
board for students to see.
students write/summarize,
in. Use a mic and have that
Provide resources for
Students listen, then
using words or drawing
student sit under/close to
students to make
students write/summarize,
(icons)- teacher gives
speaker. Show many
connections to real world
using words or drawing
student time to understand
animations with
problems. Also post other
(icons)- teacher gives
and organize concept
subtitles/transcription
resources for those who
student time to understand
want to do more research
and organize concept
Front load vocabulary and
Multiple ways to show
to have a deeper
focus on vocab which will
student learning:
understanding of
help students with the
For some students, instead
equilibrium.
Saying things slowly but
reading. Knowing the
of writing, have them
not too slow and enunciate
vocabularies, the flow of
organize their ideas then
Students who finish the
(listening).
the reading will be better
share verbally to teacher.
charts, CER model, and
and from the vocabularies
ADHD- sit near you, chunk
conclusion can start on
Front load vocabulary,
they have a sense what this instructions and procedure,
peer review, even if it is
academic and content and
topic is going to be about.
check in with student often. planned for next day.

give them time to practice.

Will have a better time
understanding the
instruction/lecture/writing
prompt.
Collaborating and writing
(ELs grouped with English
proficient students)
Model how hypotheses are
written (done in the
beginning of the school
year, scaffold, slowly
removed)
Animations/visuals when
showing what happens to
molecules in molecular
level (everybody benefits).
Graphic organizer and
guided notes- key
words/concepts, graphic
organizers to organize
concept (could be
drawings, symbols, their
L1)
For exit slips, have them
write first (could be in their
L1 or drawings) then tell
teacher the summary in
English. Students may have
understood the concept but
have a hard time putting
their ideas into writing. For
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.

Students do not have to go

back and forth to find
definitions while reading.
Have them pay attention to
figures, visuals, and other
cueing mechanisms (the
main idea, importantly,
etc.).
Slowly remove scaffolds!
For exit slips, have them
write first then tell teacher
the summary, if the striving
reader is also having
trouble with writing.

Proximity is key, allow them

to get out of chair if need
be
Evan, my antisocial
spectrum student, paired
with Will because Will will
give Evan a task to perform
and give him responsibility
instead of doing all work on
his own

Teach English Structure. For

example, the sentence
structure for respectively,
and comma after vocab
follows the definition.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Teacher greets students in and teacher is suited up for lab, in lab coat and goggles, to inform students that it is a
demo/lab day. Students start with the warm-up on the board- Do all reactions go to completion? Do they stop, when
nothing is happening does that mean reaction is stopped? Explain. Students share their ideas in quads and teacher
goes around to listen to their discussion and see if any interesting points came across. Warm up is used for checking
and changing students misconceptions for them to understand the concept taught in this lesson. After discussion
teacher shows a demo of Iodine reaction and students are asked to answer these questions- what is happening and
why they think is happening?. Students share their ideas in quads, and teacher goes around to listen to their
conversation. Teacher may be asking more guiding questions or try to get a student to participate. Teacher gives
immediate feedback by showing video of iodine reaction which provides answers to the questions asked. Teacher goes
over idea of homeostasis and equilibrium, and students compare and contrast homeostasis and equilibrium. Before
introducing equilibrium in depth, teacher goes over key vocabulary terms. Going over key terms before the
introduction helps with students understanding of the lesson. Dynamic equilibrium is introduced using a short video
from Bozeman Science (visuals). Students take notes on their guided notes. Teacher asks driving questions- How does
reaction change depending on different factors, and what are the different factors? What do reactants/products do to
remain reestablish equilibrium and stay stable?, which covers the performance expectation and cross cutting
concepts- and students do Think-Pair-Share with their partners (EL students are paired with English proficient students.
Each pair comes up with hypothesis and investigation procedure through Think-Pair-Share. Student discussion and

collaboration promote student to use academic language to explain the phenomenon and gain knowledge from each
other. Teacher looks for student reasoning on how they came to the hypotheses and how they are going to test it. Day
2, teacher goes over the grading rubric for conclusion and argument. Teacher provides grading rubric on google
classroom for students to view and utilize. By doing so, students know what they are expected to do and understand
what counts as a good claim, what counts as good evidence, and what makes a good connection between a question,
a claim, and evidence. Students start their investigation and teacher walks around to progress monitor. Teacher listens
to students conversations to see if students are making connections between claim and evidence. Students finish the
argumentation chart and write their conclusion, using the CER Model to connect claim, evidence, and reason to make
explanation. Teacher looks for data analysis and student reasoning on their conclusion using their data. Day 3 starts
with peer review, means for getting immediate feedback from peer and teacher. Group work encourage discussion and
critical thinking. Peer review on their conclusion and argument, and peers debate, discuss, and critique each others
arguments. Peer review is also used to check if students are effectively using academic language to form explanations.
Grading rubric is provided for scoring students arguments and helping both students and teachers understand what
counts as a good claim, what counts as good evidence, and what makes a good connection between a question, a
claim, and evidence. Students revise and refine their conclusion. Teacher could assess student understanding of
equilibrium, factors that stress reaction, and reestablishing equilibrium. Teacher checks if students are properly
constructing explanations of how things change and how they remain stable using Le Chateliers principle. If students
demonstrate that they do not understand the concept, go back to the topic, readdress, reteach, incorporate different
strategies, and modify lesson. Teacher shows last demo that ties equilibrium to real life application. Student writes an
exit slip on 3 things they learned, 2 things that were interesting, and 1 thing they would like to know more about.
Teacher collects and reads exit slip when students are walking out to check for understanding. If students demonstrate
that they do not understand the concept, go back to the topic, readdress, reteach, incorporate different strategies, and
modify lesson.