Spark 101 Lesson Plan
Video Presentation Title: Are Natural or Synthetic Products Healthier?
Unit of Instruction:
Materials
Subject/Course: Environmental Chemistry in the Community (Chem Comm)
NGSS Standard(s):
Objective(s):
Chemical formulas and names represent the atoms bonded in a
compound.
HS7.3.6 Determine the number and type of atoms in a molecular
model
Assessment/Demonstration of Learning:
Worksheet
Resources Needed:
Teacher Resource Notes and 9 Chemical Model Cards
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
2 minutes
Problem/Motivation
(Part I of video)
Time:
8 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
© 2014 Spark 101
Time:
10 minutes
Grouping:
Independent
Teacher Procedure
1. Show students structures (visual models) of sucrose and sucralose and have
them discuss differences in the two chemicals via a Venn diagram.
2. Have students discuss whether those chemicals are natural/synthetic, and
good/bad based upon the structure/formula.
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
1. Give the students an assortment of the 9 cards, each featuring a different
chemical model, from the Teacher Resource Notes and 9 Chemical Model Cards.
2. Have the students debate their thoughts about whether the chemicals are
natural or synthetic based upon the model.
3. Ask the students to organize the 10 cards into the “natural” and “synthetic”
groups.
Developed by Brendan Mallory, Richard Montgomery High School, Rockville, Maryland
Page 1 of 3
Pairs
Small groups (3-5)
Whole group
presented)
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Summarizer/Closure
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Time:
6 minutes
Time:
15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
5 minutes
Independent
Pairs
Small groups (3-5)
Whole group
Time:
1 minute
1. Ask the students to look deeply at the structure of the individual chemicals
2. Have the students complete research about the properties of the individual
chemicals; are they good for you, are they bad for you?
3. Remind the students that it does not matter whether a chemical is “natural” or
“synthetic”, what matters is what’s inside (i.e., the number and type of atoms –
related to the objective)
Checks for Understanding
Compare student answers to teacher’s key.
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Time:
2 minutes
Grouping:
Checks for Understanding
Walk around and provide prompting.
1. Have the students take the first 5 minutes to listen to the voice inside their own
heads
2. Afterwards, ask them to discuss their interests with their peers and pathways
needed to achieve them
Checks for Understanding
Students will randomly be called upon via equity (popsicle sticks) to share their ideas.
Students will be asked to write a brief paragraph for what this SPARK 101 video session
has meant for them. Their response must include one action they will take to change
their daily activities.
n/a
Assessment (if applicable)
© 2014 Spark 101
Developed by Brendan Mallory, Richard Montgomery High School, Rockville, Maryland
Page 2 of 3
n/a
Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available) n/a
Free videos, activities, problems, and background text available at:
http://www.ck12.org/chemistry/Chemical-Bond
© 2014 Spark 101
Developed by Brendan Mallory, Richard Montgomery High School, Rockville, Maryland
Page 3 of 3