Lyniesha Wright
AP Chemistry
1
Chemistry Lesson Plan
Lesson Plan
Introduction
 Lesson topic: Chemical reactions. (synthesis, decomposition, single replacement,
double replacement-neutralization, and combustion)
 Length of Lesson: Three 50 minute class periods.
 VA Standards of Learning: Chemistry 3e The student will investigate and understand
how conservation of energy and matter is expressed in chemical formulas and
balanced equations. Key concepts include reaction types.
Cognitive Objectives
Students will:
 Define the words synthesize, decompose, single replacement, double replacementneutralize, and combust.
 Engage in a jigsaw activity to understand and describe five different types of reactions;
synthesis, decomposition, single replacement, double replacement- neutralization,
and combustion
 Analyze the reaction through laboratory experiments.
 Create a tangible study guide for other students to help them remember the differences
between the reactions.
 Apply what they have learned through reflection guide.
 Collaborate with a group and present a reaction type to the class
Assessment
Formative

The teacher will be looking for confusing among the students. The teacher will walk
around to different groups. The teacher will be listening for questions the students
cannot answer among themselves and ensure that the people in the jigsaw are
sharing the correct information.
 The students will have a worksheet with steps to help them outline the steps to
understanding the specific reaction. If necessary the teacher will assist the students
on the worksheet if needed.
Summative
 Reaction worksheet will be collected and graded for extra credit.
 The students will present their reaction type to the other students and will create a
handout for the other students to take home. The handout should contain questions
for the students to answer along with tips for solving the reactions.
 The students will accurately explain why an experiment is classified as that specific
reaction.
 The students will take use a reflection guide to apply their knowledge to real life
situations.
Materials/Technology and Advanced Preparation

One worksheet for each of the six different types of reactions; synthesis,
decomposition, single replacement, double replacement- neutralization, and
combustion
 Modern Chemistry textbook pages 276-286
Davis, Raymond E. Modern Chemistry. Orlando, FL: Holt, Rinehart and Winston,
2009. Print.
Lyniesha Wright
AP Chemistry
2
 Computers accessible to the class if they desire it.
 Presentation Rubric, Reflection guide
 Construction paper, markers, and printer paper to make handouts.
 Websites for exploration if groups choose to use the internet.
 Laboratory experiments in case the students choose to present an experiment. The
reagents and utensils must be provided (there will be no combustion lab for safety concerns).
-Synthesis lab-3 plastic bags, sulfur, iron, magnet, Bunsen burner, test tube.
-Decomposition lab- Bunsen burner, baking soda (𝑁𝑎𝐻𝐶𝑂3 ), test tube, wooden splint,
match.
-Single Replacement lab- zinc, aluminum foil, copper,
0.1 𝑀 𝐶𝑢𝑆𝑂4 , 0.1 𝑀 𝐴𝑔𝑁𝑂3 , 0.1 𝑀 𝑍𝑛𝑆𝑂4 , 1M HCl, 8 watch glasses, and 8 pipets
-Double Replacement lab- 𝑁𝑎𝐶𝑂3 , 𝐶𝑎𝐶𝑙2 , deionized water, 50 mL beaker, 100 mL
beaker, filter paper, filtration funnel, filter apparatus, and watch glass.
Teaching and Learning Sequence
Introduction/Anticipatory Set
 (Day 1-Preparation) Will provide a Do Now activity for the students to balance
equations-as learned in prior lessons
 Will go over Do Now activity and transition the class by telling them now that they know
what the formula for an equation is and how to balance it. They will learn the different
types of equations.
 List the words synthesize, decompose, single replacement, double replacement,
combust, and neutralize on the board. Ask students to factstorm by defining, providing
synonyms, and/or explaining the usage for the words as I write them on the board. It
will be a class activity.
Lesson Development

(Assistance) Break the class into five different groups: one for each reaction type.
Provide each group with the pages in the text for their respective reaction type. Also
give them the opportunity to use a computer. Allow this to last the entire period.
 (Reflection) Provide an exit ticket where students from each group write question they
still have pertaining to their specific reaction type.
 (Day 2-Preparation) Allow the groups to separate once again. Provide each group with
a worksheet that has specific problems on it to practice. During this time go to each
group and address their specific questions. The class will not have to complete the
worksheet at this point but the preparation will continue until all the questions have
been addressed to each group.
 (Assistance) Will do a Jigsaw activity by reassigning groups with one person from
each group in the new group. Allow them to summarize the reaction with others. (15
minutes)
 Allow the class to go to their original group and assign a presentation for the next day.
Have the groups prepare how they will present. The group must determine if they will
present an experiment or an example. If the group chooses a laboratory experiment,
the lab will be provided. If the student presents an example they must create it on their
own.
 (Reflection) The group must inform the teacher whether they would like to analyze a
laboratory experiment or an example in front of the class to enhance their
understanding. If a lab is chosen the groups will be given a lab to take home and look
over.
 (Day 3-Preparation) Give 5-10 minutes for each group to prepare and collect reaction
worksheets. During this time I will late out the experiment materials and manuals if a
Lyniesha Wright
AP Chemistry
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group has chosen to do an experiment.
(Assistance) Presentation-Will have each group present their reaction to the rest of the
class. The group must provide a handout to everyone to ensure the other students are
able to learn the material as well.
During the presentation, each group will do one example/experiment in front of the
class. They must accurately explain why that reaction falls into their reaction type and
the group must use the correct laboratory techniques. If doing an experiment, the group
does not have to write a report, but must explain the lab to the class.
When not presenting the other groups will listen attentively and take notes on the given
handout.
(Reflection) The students critique their group members through an individual survey.
Give the class a reflection guide for homework to apply the reaction types to real-life
situations.
Closure
 The reflection guide will be assigned as homework for day 3. The guide will be collected
the next class period and will be gone over. The class then will proceed with a
preparation activity for the next lesson.
Homework (If applicable)
 Day 2- Finish reaction type worksheet (extra credit) and review lab if applicable
 Day 3- Reflection guide
References
 For the reaction worksheets http://www.sciencegeek.net/Chemistry/chempdfs/
Synthesis-http://www.sciencegeek.net/Chemistry/chempdfs/EquationsWorksheet2.pdf
Single Replacementhttp://www.sciencegeek.net/Chemistry/chempdfs/EquationsWorksheet4.pdf
Double Replacementhttp://www.sciencegeek.net/Chemistry/chempdfs/EquationsWorksheet5.pdf
Decomposition-http://www.sciencegeek.net/Chemistry/chempdfs/EquationsWorksheet3.pdf
Combustion-http://www.sciencegeek.net/Chemistry/chempdfs/EquationsWorksheet6.pdf
 Modern Chemistry textbook pages 276-286
Davis, Raymond E. Modern Chemistry. Orlando, FL: Holt, Rinehart and Winston,
2009. Print.
 For the picture on the reflection guide.
http://narcolepticpenguin.deviantart.com/art/Double-Replacement-72823335

Specific internet sites for the groups to explore to learn the reaction types.
http://misterguch.brinkster.net/6typesofchemicalrxn.html
http://www.sciencegeek.net/Chemistry/taters/EquationIdentification.htm
http://www.youtube.com/watch?v=Ym1ln3LG46k&feature=related

Synthesis lab
http://www.lsrhs.net/departments/science/faculty/KnightL/pages/chem2%200809/reaction%20types/synthesis%20lab.pdf
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Decomposition lab
http://www.tuckahoe.k12.ny.us/Science%20pdfs/Chemistry/ds%20Decomposition%20La
b.pdf

Single replacement lab
http://www.science-house.org/index.php/ctc/67-single-replacement-micro-reactions-
Lyniesha Wright
AP Chemistry
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experiment-10
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Double replacement lab
http://www.immaculateheart.org/17101071616710150/lib/17101071616710150/Double_
Replacement_Reaction_Lab.pdf
PAR Connections:
Engages reader’s prior knowledge-the factstorming activity allowed the teacher to figure
out their prior knowledge about the words and their usage. It helps the students understand the
content on the SOLs and will correct their prior knowledge if it is incorrect.
Uses Communication skills-group discussions and the presentations allow the students
to practice their communication skills
Respects and uses student’s discourse patters-group discussions and the class activity
of factstorming respects and uses their discourse. The presentations do the same however; in
this case academic discourse is also expected.
Provides for satisfaction with learning-The students can choose the type of handout they
will create. They also get to decide whether they will do a laboratory experiment or an example.
The presentation allows for a lot of creativity. The repetition of the material from the jigsaws, the
presentation, and the study guide, secures the information in the classes mind so they have a
good understanding before they apply the material.
Enhances critical reading and problem solving-the students are required to read the text
to understand the material. They must also work together in groups to solve the problems given
on the practice worksheets The students have the ability to use the internet as a resource to
enhance reading. Also doing a lab is a good problem solving activity.
Enhance’s readers’ autonomy and self-initiative-there is group and whole class
discussion that enhance autonomy. Also during the exit ticket and reflection guide the students
are able to show their own initiative.
Uses active involvement and participation/social interaction-the jigsaw activity requires
students to interact with people of their same academic level and those of different academic
levels as well. The students are actively involved in their learning
Provides feedback to students-the exit ticket from the first day allows questions the
students have to be answered. Also the students will have feedback during the whole class
preparation activity. The reflection guide will be discussed as a class as well so students will be
able to see how well they understand the material.
Lyniesha Wright
AP Chemistry
5
Instructional Content and Strategies Organizer
Instructional Content
Curriculum Framework
-Essential Understandings
 Conservation of matter is represented in balanced chemical equations. A coefficient is a quantity that precedes a reactant or
product formula in a chemical equation and indicates the relative number of particles involved in the reaction.
 Bonds form between atoms to achieve stability.
 Major types of chemical reactions are synthesis (A+B AB), decomposition (BC B+C), single replacement
(A+BCB+AC), double replacement (AC+BD AD+BC), neutralization (HX+MOH  H2O + MX), combustion (CxHy + O2 
CO2 + H2O).
-Essential Knowledge and Skills
 classify types of chemical reactions as synthesis, decomposition, single replacement, double replacement, neutralization,
and/or combustion
 recognize equations for neutralization reactions
Instructional Modifications to ASSIST
Weakest Students
-Fact storming activity to help them realize
the meaning of the words prior to the lesson
-Working in groups to increase performance
and raise their zone of proximal
development
-Uses handouts as a visual aid to
understand the material
Major Instructional Strategies
-Jigsaw activity to provide social
interactions and to encourage autonomy
-Oral presentation to enhance
communication skills.
-Reflection guide to apply information
learned to real life experiences.
-Develop handout to use as study guide
for future exams and to help understand
the material.
-Example or experiment to further
explain the reaction type.
-The students critique their group
members on their contribution and
presentation
Instructional Modifications to CHALLENGE
Strongest Students
-Allows for creativity in how the
presentation is presented.
-Allows for students to choose between an
example and an experiment where an
experiment is more challenging.
-Can use the internet as a resource to go
outside the box an gather more
information.
-Can turn in the completed reaction
worksheet as extra credit.
Lyniesha Wright
AP Chemistry
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What student needs, interests, and prior learning are a foundation for this lesson?
The students are likely to be 10th or 11th graders who are not likely to be interested in chemistry. The goal is to provide them
with real life connections to help the students understand how chemistry plays a role in the world. For a foundation of the
lesson, the students must understand the words. Working in groups is likely to increase the interests of the students as they
use one another for motivation. The students will have a variety of discourse levels. Working together in groups will allow
them to share information using their discourse and then figure out the academic discourse to present. The reading abilities
will also vary but the groups will be organized so that people of a variety of levels will be in each group to help one another.
The teacher will also be available for scaffolding.
What curriculum connections will you make in this lesson with other topics you teach?
The curriculum is connected to prior lessons as students must know how to balance equations in order to solve the problems.
In addition the lesson is connected as students have the opportunity to engage in experiments and apply the scientific method
and science laboratory techniques.
What instructional practices, learning activities and tasks will you use with this lesson? Look for a balance between teacherled and student-centered activities.
There is a jigsaw activity to allow for student interaction. There is also a fact storming activity to discover their prior
knowledge. The reflection guide helps the students apply what they have learned and understand the connection to real life.
What questions will you ask to nudge students' thinking about the concept's purpose and significance?
The questions will be asked during the reflection guide.
How will you give directions for the tasks so that all students understand what they must do? How will you manage
transitions?
The directions will be written on the bored. Also students will be given a rubric for the presentation. Transitions will be
managed by giving them breaks to get water if allowed by the school. That way the students will not get rowdy.
What problems do you anticipate and how will you overcome them?
One problem could be not having enough time. Thus the lesson will have to be extended to accommodate another day. Also
students could have trouble understanding the reaction types so that they cannot present. The presentation activity will have
to be cancelled and substituted with teacher-led activities to teach the material.