edTPA Lesson Plan Template #2
Lesson 1
Lesson:
Grade/Level:
Curriculum Standards
Central Focus Questions/Big Idea Goal
MS-PS1-1
Develop models to describe the atomic
What makes up all the substances on earth?
composition of simple molecules and
extended structures
Lesson Objective(s)
- Students will explore elements in the universe using an article and the online activity “periodic
table of the elements”
- Students will read about and discuss elemental natural resources on earth
- Students will use the online activity “element ID Games”
Vocabulary / Academic Language (Language Function)
What opportunities will you provide for students to practice content language/ vocabulary and develop
fluency?
What language demands need to be considered to support student learning? (Include language
function, vocabulary, discourse, and syntax)
Assessment/Evaluation
Formative (Informal): How will students demonstrate understanding of lesson objective(s)?
you monitor and /or give feedback?
How will
Summative (Formal): What evidence will you collect and how will it document student learning/
mastery of lesson objective(s)?
Instruction
Set/ Motivator: How to engage student interest /prior knowledge in the content of the lesson? Use
knowledge of students' academic, social, and cultural characteristics.
- Students will be asked to answer the boardwork question: What were some of the more
common elements found in our everyday consumer items we worked with last week.
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery.
- After students have gone over the answer to the boardwork question together as a class, they
will be told by the instructor, “We identified some of the elements that combine to make a lot of
different products, liked food, cosmetics, and cleaning products. But can you tell which of
these elements is most abundant in these products? We might be able to tell which element is
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edTPA Lesson Plan Template #2
found in the most products but not which one is most abundant.” Students will then log into
their FOSS web accounts and go into the multimedia file titled Periodic table of elements.
- Students will open up their Ebooks on another tab and conduct research to answer the
question of which elements are the most abundant in the products.
- Along with finding out the most abundant elements students will answer any of the guiding
questions in the ebook while they read.
- Once they read the Elements in the Universe section of the book, they are to play they element
ID game for the rest of the period. The game is designed have them practice placing elements
and they should have a better understanding of the elements after they complete the game.
Questions and/or activities for higher order thinking: These cannot be answered by yes or no.
- What element is among the 5 most abundant elements in the sun, earth, ocean, atmosphere,
and organisms?
- What does it mean when people say everything is made of stardust?
- Why are the elements carbon, hydrogen, oxygen, and nitrogen important to life on Earth?
- How can there be so many different substances in the world if only a few elements are
common?
Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
- Once they read the Elements in the Universe section of the book, they are to play they element
ID game for the rest of the period. The game is designed have them practice placing elements
and they should have a better understanding of the elements after they complete the game
Material/Resources: What do you need for this lesson?
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of
individual students?
Management/Safety Issues: Are there any management and for safety issues that need to be
considered when teaching this lesson?
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edTPA Lesson Plan Template #2
Lesson 2
Curriculum Standards
MS-PS1-1
Develop models to describe the atomic
composition of simple molecules and
extended structures
Lesson Objective(s)
-
Central Focus Questions/Big Idea Goal
What makes up all the substances on earth?
Demonstrate understanding by responding to investigation 1-2 I-Check
Vocabulary / Academic Language (Language Function)
What opportunities will you provide for students to practice content language/ vocabulary and develop
fluency?
- Students will be tested and assessed in today’s class time and will have the opportunity to display
their knowledge that they have acquired throughout the subunit including the vocabulary and
academic language gone over in class for this subunit
What language demands need to be considered to support student learning? (Include language
function, vocabulary, discourse, and syntax)
- Students will have to show that they know what we have learned in class for this unit, including all
vocabulary, language functions, and will read questions containing the academic language that
have gone over in class.
Assessment/Evaluation
Formative (Informal): How will students demonstrate understanding of lesson objective(s)? How will
you monitor and /or give feedback?
- Today students will take a summative assessment for the Mixing Mixtures subunit. There is no
informal assessment
Summative (Formal): What evidence will you collect and how will it document student learning/
mastery of lesson objective(s)?
- Today the students will take a summative formal assessment that will be collected for grading and
checking for understanding the whole unit
Instruction
Set/ Motivator: How to engage student interest /prior knowledge in the content of the lesson? Use
knowledge of students' academic, social, and cultural characteristics.
- No set motivator today, students will be taking a summative subunit test.
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery.
- No instruction today, students will be taking a summative subunit test.
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Questions and/or activities for higher order thinking: These cannot be answered by yes or no.
- Students will have the entire class period to complete the test
Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
- Students will have the entire class period to complete the test
Material/Resources: What do you need for this lesson?
- Foss I-check assessment
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of
individual students?
Management/Safety Issues: Are there any management and for safety issues that need to be
considered when teaching this lesson?
Lesson Title:
Grade/Level:
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edTPA Lesson Plan Template #2
Lesson 3
Lesson Title:
Grade/Level:
Curriculum Standards
Central Focus Questions/Big Idea Goal
MS-PS1-2
Analyze and interpret data on the
How can the gas produced in a chemical reaction be
properties of substances before and after
studied?
the substances interact to determine if a
chemical reaction has occurred.
Lesson Objective(s)
- Students will recall the mystery mixture reaction and consider how to trap the gas produced.
- Students will use a syringe to capture and measure the amount of gas produced in the reaction’
Vocabulary / Academic Language (Language Function)
What opportunities will you provide for students to practice content language/ vocabulary and develop
fluency?
What language demands need to be considered to support student learning? (Include language
function, vocabulary, discourse, and syntax)
Assessment/Evaluation
Formative (Informal): How will students demonstrate understanding of lesson objective(s)?
you monitor and /or give feedback?
How will
Summative (Formal): What evidence will you collect and how will it document student learning/
mastery of lesson objective(s)?
Instruction
Set/ Motivator: How to engage student interest /prior knowledge in the content of the lesson? Use
knowledge of students' academic, social, and cultural characteristics.
- Students will be asked to review the mystery mixture reaction we went over the week before
last. (they should have notes on it) there will be a live demonstration of the sodium
bicarbonate reaction which they completed but this is to remind them what the reaction looked
like from before. They will be asked, “happens if I put a spoonful of sodium bicarbonate into
the cup?” Once they have seen the demonstration and have gotten the refresher of the lab we
did 2 weeks ago, we will be proceeding into the lesson.
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery.
- Students will be then asked to write the focus question down and come up with a hypothesis.
The focus question is: How can the has produced in a chemical reaction be studied?
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Once students have had some time to come up with a hypothesis, they will share their ideas as
a class and one student should come up with somehow capturing the gas. If not the instructor
will try to guide the class to that conclusion by asking questions that will lead students to that
answer.
By then we will test the idea of capturing gas by putting 10 mL of citric acid and sodium
bicarbonate into a vial and add water to the vial and quickly put a balloon over it so gas can be
captured. If done correctly the balloon should inflate to the size of a small orange.
Now students will be asked the following questions which they will have to answer in their
notebooks: what do we know about the gas now that we didn’t know before?
(approximately how much has the reaction produced) What are the limitations of this
method of capturing the gas? (some gas escapes before the stopper is set in place; cant see
the gas inside the dark-colored ballon)
Once students see the short comings of the previous method they will be introduced to the
syringe and bottle setup. They will be given the How much gas? –Procedure worksheet and
we will go over the procedures together as a class.
Students will have the rest of the class period to conduct the lab until about 5 mins before the
bell rings for clean up
Questions and/or activities for higher order thinking: These cannot be answered by yes or no.
- How can the gas produced chemical reaction be studied?
- What do we know about the gas now that we didn’t know before?
- What are the limitations of this method of capturing gas?
Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
- Students will be reminded of how they were able to come up with a different solution of how to
measure the gas.
Material/Resources: What do you need for this lesson?
- FOSS provides all worksheets:
- How much gas? Procedure worksheet
- How much gas? Record sheet
- How much gas? Class results sheet
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of
individual students?
Management/Safety Issues: Are there any management and for safety issues that need to be
considered when teaching this lesson?
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edTPA Lesson Plan Template #2
Lesson 4
Lesson Title:
Grade/Level:
Curriculum Standards
Central Focus Questions/Big Idea Goal
MS-PS1-2
Analyze and interpret data on the
How can the gas produced in a chemical reaction be
properties of substances before and after
studied?
the substances interact to determine if a
chemical reaction has occurred.
Lesson Objective(s)
- Students will record all group results and analyze the data, considering experimental error.
- Students will record vocabulary and revisit the focus question
- Students will review notebook entries with partner
Vocabulary / Academic Language (Language Function)
What opportunities will you provide for students to practice content language/ vocabulary and develop
fluency?
What language demands need to be considered to support student learning? (Include language
function, vocabulary, discourse, and syntax
Assessment/Evaluation
Formative (Informal): How will students demonstrate understanding of lesson objective(s)?
you monitor and /or give feedback?
How will
Summative (Formal): What evidence will you collect and how will it document student learning/
mastery of lesson objective(s)?
Instruction
Set/ Motivator: How to engage student interest /prior knowledge in the content of the lesson? Use
knowledge of students' academic, social, and cultural characteristics.
- Today are going to jump straight back into the activity where we left off. We left off with groups
finishing up the lab activity and today we are going to collect results as a class.
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery.
- One person from each group is going to be giving off their results and the rest of the class is to
record their results. After the entire class has gotten the class results, we will discuss the
results and consider experimental error.
- Students will be asked: What happened to the syringe plunger during the reaction
between citric acid and sodium bicarbonate? What caused that to happen? (the plunger
went up. Gas that formed was trapped and pushed the plunger up) Why is a syringe more
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useful than a balloon to conduct this experiment? (the syringe is calibrated in milliliters, so
we can measure the amount of gas produced) What errors might have occurred while
gathering data? (we might not have made the stock solution correctly; we might not have
measured the right amount of sodium bicarbonate; maybe the syringe plunger was sticky, etc)
What do you think might happen if you doubled the amount of either the citric acid
solution or the sodium bicarbonate powder? Why do you think so? (if you double the
amount of citric acid solution, it will react with the leftover sodium bicarbonate in the bottle. But
since there is already extra sodium bicarbonate, adding more of that will not increase the
reaction)
Once the in class discussion has taken place we will go through our vocab and the instructor
will give the definitions to students for them to record in their notebook.
Questions and/or activities for higher order thinking: These cannot be answered by yes or no.
- What happened to the syringe plunger during the reaction between citric acid and sodium
bicarbonate? What caused that to happen?
- Why is a syringe more useful than a balloon to conduct this experiment?
- What errors might have occurred while gathering data?
- What do you think might happen if you doubled the amount of either the citric acid solution or
the sodium bicarbonate powder? Why do you think so?
- How can the gas produced in a chemical reaction be studied?
Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
- Students will revisit the focus question and answer it in their notebook: How can the gas
produced in a chemical reaction be studied?
Material/Resources: What do you need for this lesson?
- FOSS provides all worksheets.
- How much gas? Class results
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of
individual students?
Management/Safety Issues: Are there any management and for safety issues that need to be
considered when teaching this lesson?
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edTPA Lesson Plan Template #2
Lesson 5
Lesson Title:
Grade/Level:
Curriculum Standards
Central Focus Questions/Big Idea Goal
MS-PS1-2
Analyze and interpret data on the
properties of substances before and after
Is air matter? Does air have mass and take up space?
the substances interact to determine if a
chemical reaction has occurred.
Lesson Objective(s)
- Students will discuss what the product of the reaction between bicarbonate and citric acid could
be
- Students will identify carbon dioxide as the product and think about air
- Students will find out that air has mass, using an electronic balance
Vocabulary / Academic Language (Language Function)
What opportunities will you provide for students to practice content language/ vocabulary and develop
fluency?
What language demands need to be considered to support student learning? (Include language
function, vocabulary, discourse, and syntax
Assessment/Evaluation
Formative (Informal): How will students demonstrate understanding of lesson objective(s)?
you monitor and /or give feedback?
How will
Summative (Formal): What evidence will you collect and how will it document student learning/
mastery of lesson objective(s)?
Instruction
Set/ Motivator: How to engage student interest /prior knowledge in the content of the lesson? Use
knowledge of students' academic, social, and cultural characteristics.
- Students will be asked: We studied the periodic table and became familiar with the
elements from which all matter is made. The gas that formed must be made from the
elements present in the staring substances. What could the gas be? They will be given a
minute or two to have them discuss it amongst their group and write the answer in their
notebooks.
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery.
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After they right down their responses they will be asked to share to the class and there will an
in class discussion. Students will be asked: What elements could be in the gas that forms
when sodium bicarbonate and citric acid react? (Na, H, C, and O) What gas do you think
is in the bubbles that form when sodium bicarbonate and citric acid react? (students
might suggest hydrogen, oxygen, water vapor, carbon monoxide, or carbon dioxide) eventually
the instructor will let them know it was carbon dioxide that was released.
- The instructor will then say: the carbon dioxide we produced in our reaction bottles is just
one of a large number of gases. Where is carbon dioxide found? Where would you go to
find some carbon dioxide in the natural world? (the atmosphere)
- Students will then be introduced to the focus question for this subunit which is: Is air matter?
Does air have mass and take up space?
- Students will be shown a demonstration and be told: This ball is hollow like a basketball or
soccer ball. It has air in it. The ball and air together make a ball system. I also have this
inflation pin. Is there any way I can find out if the air in the ball has mass?
- Students should come to the conclusion of weighing the ball with air and then without air.
Students will be given questions that they will have to answer after they see the demonstration
of weighing the ball before and after. Did the mass of the ball system change? Did the
mass of the rubber in the ball change? What caused the mass of the ball to change?
Does air have mass? Why do you think so? Did air take up space in the ball?
Questions and/or activities for higher order thinking: These cannot be answered by yes or no.
- The gas that formed must be made from the elements present in the staring substances. What
could the gas be?
- What elements could be in the gas that forms when sodium bicarbonate and citric acid react?
- What gas do you think is in the bubbles that form when sodium bicarbonate and citric acid
react?
- Where is carbon dioxide found? Where would you go to find some carbon dioxide in the natural
world?
- Is air matter? Does air have mass and take up space?
- Is there any way I can find out if the air in the ball has mass?
- Did the mass of the ball system change?
- Did the mass of the rubber in the ball change?
- What caused the mass of the ball to change?
- Does air have mass? Why do you think so?
- Did air take up space in the ball?
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Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
- Students will be asked to go over their notebook questions which are the last 5 questions on
the questions for higher order thinking. They will share their responses with the class and there
will be inclass discussion for it.
Material/Resources: What do you need for this lesson?
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of
individual students?
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edTPA Lesson Plan Template #2
Management/Safety Issues: Are there any management and for safety issues that need to be
considered when teaching this lesson?
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