Tiered Lesson

Name & Student Number: Joyce Manuel (2121335)

Curriculum (Learning) Area of Lesson: Chemical Sciences
Specific Topic of Lesson: Chemical Reactions, a study of interaction and change
Year Level/s: 10 Standard

Lesson Context
Subject: Science (Chemistry)
Year: 10 standard
Unit:
Part 1-The Periodic Table, a study in organisation, properties and structure (2 weeks)
Part 2-Chemical Reactions, a study of interaction and change (4 weeks)

This lesson would be undertaken in week 3 of a 6-week unit on Chemistry.

In part 1 students will explore the concepts of organisation, properties & structure, by looking at atomic
structure; period table groups and periods; and element and compound names. In part 2 students will
explore the concepts of interaction & change by analysis of various chemical reactions. They will have
looked at bonding and completed a pre-assessment task at the end of the previous lesson to determine
their levels of readiness in recognising and writing elements and compounds using symbols/molecular
formulas. In this lesson, based on their assessed readiness, students will start to look at specific examples
of natural and man-made chemical reactions, and start to represent these using word and symbol
equations. This lesson is a crucial point in this chemistry unit, as these skills and understandings will be
the necessary foundation for the rest of the unit, hence the emphasis on the tiered task. From this lesson
students will start to balance equations and look at other reaction types in preparation for a summative
practical they will complete on reaction rates.

This lesson will give students a chance to apply their knowledge and understandings from part 1 of the
unit and further develop their practical investigation skills through the tiered task.

Learning Objectives
As a result of engaging with the lesson, students will:
Understand that:

Different types of chemical reactions are used to produce a range of products (Adapted from,
ACSSU187)

Know: Be able to (do):

The names of various reaction types (eg. acid- Construct word or symbol equations to represent
base, acid-metal, acid-carbonate, chemical reactions (ACSSU187 elaborations)
precipitation)
Predict the products of different types of simple
The names and symbols of common products chemical reactions (ACSSU187 elaborations)
of reaction types (eg. precipitates, salt,
hydrogen, water)

Reaction terms (eg. reactants, products,

states)
Essential Questions

1) Why do things interact?

2) What would happen if every object were made from the same material?

3) What could be some benefits of understanding chemical reactions?

Preassessment of Individual Student Readiness

The pre-assessment task would be taken at the end of the previous lesson where students would have
covered the different types of bonding and writing down various element; compound; and mixture
names using the periodic table. From this pre-assessment I will conclude that some students will be
ready to apply this knowledge to complex scenarios; others will need to consolidate their understanding
through more practice; and some will need some extra support to provide a solid foundation for the rest
of the unit.

A Frayer diagram (Jarvis, 2017c; Tomlinson & McTighe, 2006, p. 76) will be used as this can easily be
prepared and help me determine the different readiness levels in my class through the use of different
levels of Blooms Taxonomy of higher order thinking skills (Bloom, 1956) I have based my questions on
things that will allow the students to demonstrate their readiness in recollection of facts and basic
concepts (remember); explanation of ideas or concepts (understand); application of skills and
understandings in new situations and draw connections between previous learning in the unit. A copy of
the pre-assessment task is attached as Appendix 1 at the end of this document.

Lesson Plan
Lesson Sequence
(Double lesson-85 mins)

Written on the board before students come in
to class:
- Lesson title, lesson objectives,
essential questions
- Warmup activity
o 3 headings-metallic, ionic,
covalent
o Using the sticky notes draw
an example or write a fact
about each bond and stick it
under the appropriate
heading
o Sticky notes will also be
placed on each row of desks
A warmup activity is used to get students minds in to
the right headspace from lunch, last night or after
lesson changeover. Having the warmup activity and
learning objectives on the board before the class
starts will settle students down and get them thinking
as they know they have a task to complete
(Monceaux, 2017).
Asking questions about previous learning and relating
it to the learning of this lesson allows students to
make connections and build on prior knowledge
(Tomlinson, 2014, pp. 63-64).

Introduction: (15 mins)

Warmup activity (5 mins) Using the sticky notes on the white board allows
Questions: students to see connections between answers visually
Who remembers what we were looking at last and can easily determine incorrect answers through
lesson (bonding types) trends in the overall class answers (Jarvis, 2017e).
Ask those who havent done it yet to complete The class discussion after students have answered,
the task on the board allows a teacher to iron out any misconceptions
Activity:
Class discussion to iron out misconceptions
(Everyone agree with these? Anything to
change? Add any facts?)
without students feeling too embarrassed as you cant
tell whos sticky note is whos. This method also
encourages all students to have a go due to the
anonymity therefore creating a positive learning
environment (Jarvis, 2017b).

Lesson overview (5 mins) Providing a lesson overview and referring to

Use our knowledge of the different bonding
types to better understand what happens in a
chemical reaction
Questions:
- Definition of a chemical reaction?
- Any examples chemical reactions (we
discussed some at the end of the
previous lesson)
- How can we write these?
objectives and essential questions gives students a
focus for their thinking and what they need to achieve
by the end. (Jarvis, 2017b, Wiggins & McTighe, 2011)
These questions will allow me to check for any
background knowledge regarding chemical reactions
and equations.

By the end of this lesson you will be able

to:
- Refer to lesson objectives & essential
questions

Engaging activity (10 mins) To grab students attention a demonstration of

- Demonstration of sodium and water sodiums reaction with water will be completed by the
- Writing equations using the symbols teacher. This will be done to engage students and
we have learnt about in previous give them the necessary background information for
lessons, what to include in a chemical the tiered task. (Tomlinson, 2014, p. 63)
equation, meaning of reactants and
products
- Students will be writing some notes off
the board that will help with doing the
tiered task

Middle: (55 mins) (set up, do activity, pack This will not be the first tiered lesson for this class but
up) just reiterating readiness and appropriate challenge
Explanation of tasks/groups will help students to focus on their own learning rather
- Based on their answers from last comparing themselves to others (Tomlinson, 2014).
lessons exit card
- Recap readiness levels, appropriate
challenge
- Brief overview of what all groups will
be doing

Explore Getting students to investigate things for themselves

- Students are separated in to 3 groups allows them to build on their own inquiry and
based on their readiness in identifying investigation skills. The questions used in the tiered
symbols in chemistry task are all asking for the same information just with
- Students will complete 2 reactions varying degrees of complexity due to the amount of
and write word and/or symbol scaffolding and prompting (Doubet & Hocket, 2015).
equations for each (in smaller groups)
- They will then read a scenario with
varying complexity and deduce
equations from these examples
 - Some computer research may be
needed to help with scenario
- They will record their results in their
books ready for class discussion at
the end of the lesson
Teacher activity
- Walking around and checking on
understanding, taking attendance,
assisting especially students with
lower readiness, set-up video/PPT
picture for the exit card

End: (15 mins)

Closure activity The reason for a closure activity and some sort of exit
Explain card allows the teacher to check for understanding of
- Get students in groups to write up learning objectives, provides feedback to teacher on
their final equations for part 1 of the the effectiveness of teaching and learning tasks, gives
task. Share their observations (all context for next lesson (go over, clarify, move on) and
groups should have similar results just allows students to confirm their own understandings
with different chemicals/metals) (Jarvis, 2017c).
- Discuss scenarios with class
- Get them to try and explain what they
think is happening based on bonding
knowledge.
- So what is happening? Does stuff
disappear? No/Yes? Well that is the
theme of our next lesson where we
will look at balancing equations.

Checking for understanding Thumb signals is a quick tool to gauge student

- Students will display thumbs up,
sideways, down-to reflect confidence
levels in writing chemical equations
- They will then fill out a sticky note on
the following problem
confidence levels. I would mainly be focusing on the
number of thumbs-down and thumbs-up signals as
this would clearly indicate the focus of my next lesson
(Monceaux, 2017).

- Students will analyse a short

videoclip/picture on PPT
o What type of reaction is this?
OR
o If these are the products after
a reaction what were the
reactants?
o Write a symbol equation for
this reaction?

Homework reminder:
If you feel you need to practice a bit more
check out the textbook questions and Khan
Academy videos on SEQTA
 Lesson Closure/ Check for Understanding
At the end of the lesson I will get the whole class back together to go over the results and discuss their
findings. Students will have written their equations on the board which should be similar in appearance
just with different chemicals.

Get each group to share findings from practical:

- What happened when they added their chemicals together (same products?)
- Write up on board and compare equations (should look similar due to similar reaction types)
- Talk about collective names (precipitate, acid-metal, acid-base)
- Discussion on the scenarios and other types of natural reactions they might know/observed

I will then get each student to give a thumbs up, thumb sideways or thumbs down single to indicate how
confident they feel with identifying and writing chemical equations. I will then have a picture of a product
with a molecular formula and get students to write down on a sticky note the type of reaction and full
symbol equation to check for understanding of the lesson KUDs. These will be used to see if there are
still students at the lower readiness level for writing chemical equations or whether we can successfully
move on to balancing equations.

Explanation:
Students come to the class with varying life experiences; background knowledge; interests; and learning
abilities, hence the need for differentiation in each classroom. One way to differentiate is by providing
learning opportunities based on each students level of competence in a particular skill/knowledge, which
Sousa & Tomlinson (2011, p. 85) refer to as a students readiness level. In this lesson students varying
levels of readiness in using symbols to write chemical reactions will be the basis for differentiation, as this
skill is essential for understanding the rest of the topic in year 10 chemistry. By assessing what students
already know and dont know about a particular topic a teacher can provide learning opportunities that
appropriately challenge each student (Jarvis, 2017c; Tomlinson, 2006). This is important as effective
learning can only occur when a student is appropriately stretched in their thinking; if not students can fall
behind if things are too hard or get bored; disengaged; and disruptive if things are too easy (Jarvis,
2017a). In this lesson a Frayer Diagram (Tomlinson & McTighe, 2006, p. 76) is used as a pre-
assessment tool to check what students know regarding use of symbols in chemical equations (Jarvis,
2017c). The questions are based on Blooms taxonomy of higher order thinking skills (Bloom, 1956) and
provide a range of questions increasing in complexity so that the teacher can determine who needs to be
extended; who needs things to be clarified; and who needs extra support to reach the learning objectives.
This can be seen in Appendix 1, where the questions range from recollection of facts to application of their
knowledge.

Based on the readiness levels in this class, students have been grouped based on their answers from the
pre-assessment. This is an example of tiering, because while all students will be expected to reach the
same outcomes and learning objectives, the way they get there is slightly different due to the amount of
scaffolding; prompts; and amount of information given in each tier of the task according to their readiness
levels (Jarvis, 2017b; Doubet & Hocket, 2015). Therefore, the key thing to differentiation is having clear
learning objectives and corresponding standards of knowledge; understanding; and skills that all students
will be able to achieve through the tiered lesson (Jarvis, 2017b). This can be seen in Appendix 2, where
the main difference between the higher-level readiness group and lower-level readiness group is how the
information is presented (steps Vs paragraph) and the amount of prompting (symbols Vs no symbols
provided), with the middle-level readiness a mix of the two levels. This is known as tiering questions and
differentiating vocabulary as mentioned by Doubet & Hocket (2015). This just makes the information
more accessible for each readiness level and challenges them to just above their current level of
readiness due to variations in language; layout; and detail (Jarvis, 2017d). As Tomlinson (2014, p. 62)
stated, a fuzzy sense of the essentials results in fuzzy activities, which in turn results in fuzzy student
understanding. The lesson also addresses learning style differences through the presentation of
information (text; photo; video); and presentation of answers (pictures; text). Tomlinson & McTighe (2006,
p. 59) support this as students [should be able to] demonstrate knowledge; understanding; and skill in
different formats, not always according to preference but to become competent in other presentation
formats that may be necessary in other contexts. Through an exit card we are using post-assessment to
get feedback on the effectiveness of our teaching based on students understandings of big ideas and
assessing the need for differentiation for the next lesson (Jarvis, 2017c).

The main thing to address with the group of students who I will teach this to is getting them all engaged.
To engage the students I have tried to add a practical element to the task where they will see a reaction
and determine equations from this. The reactions I have chosen to demonstrate and get the students to
do are also quite reactive which I think will interest this group of students as I have overheard many of the
students saying science is boring and they arent good at it. Another part to engage students is the use of
a real-world scenario (Tomlinson, 2014). This not only puts chemistry in to context for these students but
they can start to see the relevance and meaning of chemistry in their own lives (Tomlinson, 2014, p. 63).
This is a form of differentiation as I would probably not run this lesson exactly the same as with an
advanced science class, as their level of interest and engagement would be quite different.

References

Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The cognitive domain. New York:
David McKay Co Inc.

Doubet, K. J., & Hockett, J. A. (2015). Differentiation in middle and high school: Strategies to engage all
learners. Alexandria, Virginia; ASCD.

Jarvis, J. (2017a) EDUC4720: Module 1: Foundations of inclusion and differentiation. Bedford Park, SA:
Flinders University.

Jarvis, J. (2017b) EDUC4720: Module 2: High quality curriculum. Bedford Park, SA: Flinders University.

Jarvis, J. (2017c) EDUC4720: Module 3: Ongoing assessment to inform differentiation. Bedford Park, SA:
Flinders University.

Jarvis, J. (2017d) EDUC4720: Module 4: Differentiating in response to student readiness. Bedford Park,
SA: Flinders University.

Jarvis, J. (2017e) EDUC4720: Module 5: Differentiating in response to student interest and learning
profile. Bedford Park, SA: Flinders University.

Monceaux, A. (2017) EDUC4720: Workshop 4: Readiness and Tiering. Bedford Park, SA: Flinders
University.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the
learner-friendly classroom. Bloomington, Indiana: Solution Tree Press.

Tomlinson, C. A. (2014). Good curriculum as a basis for differentiation. Chapter 5 in The differentiated
classroom: Responding to the needs of all learners (2nd ed., pp. 60-79). Alexandria, Virginia;
ASCD.
Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in diverse classrooms. In C. A.
Tomlinson, & J. McTighe, Integrating differentiated instruction & understanding by design (pp.59-
82). Heatherton, Vic.; Hawker Brownlow Education.

Wiggins, G., & McTighe, J. (2011). Essential questions and understandings. In G. Wiggins, & J. McTighe,
The Understanding by Design guide to creating high-quality units (pp. 70-88). Alexandria, Virginia;
ASCD.
Appendix 1
Frayer Diagram Exit Card

Write down any symbols for chemicals that Sort the following in to groups of element,
you know (not shown on this page). compound or mixture.

H, C6H12O6, B, Au, NH3, Cl2, B2, CH3CH2OH, NaCl, NO2

Using symbols in Chemistry

Explain the differences between elements, Convert this equation in to a symbol equation
compounds & mixtures
Carbon dioxide + water ------> glucose + oxygen
 Appendix 2
(Lower Readiness)
Lower
Task 1: Readiness
Writing equations using known substances

Part 1
1) Grab 1 magnesium (Mg) strip with metal tweezers and place in a large test tube.
2) Measure out 20ml of Hydrochloric Acid (HCl) using a plastic pipette and transfer liquid to
test tube containing magnesium strip.

Questions:
1) Record and explain your observations in a table (no reaction, changed colour, solid
formation, sparked, fizzed)
2) One of the products of this reaction is hydrogen gas (H 2). The other product is known
as a salt. Using the information given in the steps try to write both a word and symbol
equation for this reaction.
3) What is the name of this reaction type?

Part 2
1) Measure out 30ml of silver nitrate (AgNO3) using a plastic pipette and place in a large test
tube.
2) Measure out 20ml of sodium chloride (NaCl) using a plastic pipette and pour into the test
tube containing silver nitrate.

Questions:
1) Record and explain your observations in a table (no reaction, changed colour, solid
formation, sparked, fizzed)
2) One of the products of this reaction is sodium nitrate (NaNO3). The other product is
known as a precipitate which is insoluble in water. Using the information given in the
steps try to write both a word and symbol equation for this reaction.
3) What is the name of this reaction type?

Task 2: Writing equations from a scenario

Scenario: Ben did an experiment where he mixed hydrochloric acid and sodium hydroxide
together. The products he ended up with were sodium chloride and water.

He repeated the experiment mixing together sulfuric acid and potassium hydroxide and got
similar products.

Questions:
1) Write down the equations for the first and second examples using word and symbol
equations.
2) What are the names of the 2 types of chemicals used as products in these reactions?
3) What is the collective name for these types of reactions?
4) What conclusion/rule can you make about these types of reactions? Image from:

https://au.pinterest.com/pin/41306521558749019/ https://au.pinterest.com/ailsaforshaw/chemistry-cat-haha/
 (Middle Readiness)

Task 1: Writing equations using known substances

Part 1
1) Put a strip of magnesium in a large test tube and mix it with 20ml of hydrochloric acid.

In your book answer the following:

1) Record and explain your observations in a table using words such as effervesced,
formation of gas, colour change etc.
2) If you know that one of the products is a salt try and write both a word and symbol equation
for this reaction.
3) Which group of reactions does this reaction fit under?

Part 2
1) Mix 30ml of lead nitrate and 30ml of potassium iodide into a large test tube.

In your book answer the following:

1) Record and explain your observations in a table.
2) One of the products of this reaction is called a precipitate. From this write a symbol
equation that represents what is happening in this reaction.
3) What collective name do we give to these types of reactions?

Task 2: Writing equations from a scenario

- Scenario: You love going to the beach so youve decided to buy a shack on the Yorke
Peninsula. It looks great on the real estate agents poster but when you visit it in person
parts of the house are a yucky orange colour. It is especially noticeable on the beams that
overlook the beach.

Record the common name for this reaction and explain what has happened and support
this with appropriate word and symbol equations.
 (Higher readiness)
Task 1: Writing equations using known substances

Part 1
Take 1 pre-cut cube of calcium and place it in a large test tube. Pour in 20ml of nitric acid in to the
test tube containing calcium.

1) If there is a reaction record these observations. Use appropriate symbol equations to

determine the reaction type and explain what is happening in this reaction and why.

2) From this explain why copper reacts with nitric acid but not hydrochloric acid.

Part 2
Mix 30ml of silver nitrate and 30ml of sodium chloride together in a large test tube.

1) If there is a reaction record these observations. Use appropriate symbol equations to

determine the reaction type and explain what is happening in this reaction and why.

2) How are kidney stones and this type of reaction related?

Task 2: Writing equations from a scenario

Scenario: Trevor works in a chemistry laboratory and is chucking out old chemicals and
replacing them with fresh chemicals. Some of the labels have smudged and become
unclear to read so he is replacing some of the labels. Before going out to lunch Trevor
forgot to label some of the bottles and when he got back he wasnt sure which chemicals
were which as all the chemicals are clear. How can Trevor work out which chemicals are
which? Provide an explanation and use symbol equations to support. (some research may
be needed to confirm equations)

Here is a list of the possible chemicals:

- Copper (||) chloride

- Calcium hydroxide
- Silver nitrate
- Nitric acid
- Sodium chloride
- Sodium carbonate

Image from:https://www.redbubble.com/people/turtlessoup/works/13044512-
chemistry-cat-funny-meme-internet-meme?p=poster