Sie sind auf Seite 1von 3

Megan Gretlein

edTPA Task 1
Lesson 1
Student Teachers Name: Megan Gretlein
Lesson Title: Unit 5: The Five Types of Chemical Reactions: Single Displacement and Double
Displacement
Subject: General Science
Instruction time: 5th Period- 45 Minutes
Students level by grade:9th
Standard(s) to be addressed:

S.912.PS.10EssentialConceptand/orskill:Understandandapplyknowledgeofchemicalreactions.
HS-PS1-7.-Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
Learning Objectives for this lesson:
Studentswillbeabletoidentifyandrecognizethefivedifferenttypesofchemicalreactions.Lesson1,
Day1:Studentswillidentifyandknowthedifferencebetweensingledisplacementanddouble
displacement.
Identified student needs and plans for differentiation:
Student A: 504 Student: The student will receive the notes in a typed version. The plan will also utilize
individual work time, which allows the instructor time for one-on-one conferencing. The student has also
been sat with an individual in which the 504 student and the parents have identified as a confidant to the
504 student in which the student works well in a collaborative and positive environment amongst them.
Specific resources needed for this lesson:
Prior knowledge needed: The lesson will connect to students' learning of the periodic table and the ionic
bonding, which was Unit 4.
Instructional method(s) used in this lesson:
The instruction methods used: Direct Instruction, student involvement, peer-to-peer collaboration, whole
class discussion, individual.
Lesson Sequence:
1.

Hook:
1.

To introduce the concept and idea that different chemical compounds can break apart and form
new products can be an abstract idea for most students. To make the experience a more concrete
one, the lesson will begin as a ballroom dance class. Example: https://www.youtube.com/watch?
v=pTu1TQOBqqg

2.

The students will be asked to push the desks against the wall to clear the main floor. 10 Students
will be utilized for this demonstration. The instructor will chose an appropriate song and signal
the students to find a dance partner and begin to dance. The idea is for the students to be the

Megan Gretlein
chemical ions and formulas and model them within a chemical equation. The reactions to be
discussed today, Single Displacement and Double Displacement, will be shown in examples A
and B.

2.

3.

A: Have 3 students come to the middle of the room. They will be assigned 3 elements: K +1, Na+1,
Cl-1. Student 1 will be Potassium, while students 2 and 3 will be the ionic compound of NaCl
(salt). Once the music begins, they will begin to dance, whether in a pair or alone. Once the
music stops, the reaction must occur! Student 1 will then bond to Student 3, forming KCl, while
student 2, Na, will be the lone ion. This demonstration will show that a new compound was
formed, and that the general formula for single displacement is: A + BC -> AC + B

4.

The same dance sequence will be performed again, but with 4 students to represent Double
Displacement. The ions will be: K+1, Na+1, Cl-1 and Br-1. Students 1 and 2 will be NaCl (compound
1) while students 3 and 4 will be KBr (compound 2). The music will begin to play, and the
students will begin to dance with their ionic bonded partner. Once the music stops, the positive
Ion will be prompted to find its new negative partner to form the new compounds. Student 1
will bond with Student 3, and Student 2 will bond with Student 4 to make the new compounds
of: NaBr and KCl. This demonstration will show that new compounds were formed based on
their bonding properties and the general formula for Double displacement is: AB + CD -> AC
+ BD

5.

The hook should take a total of 12-15 minutes. This allows for questions to be asked amongst the
students and for the teacher to provide opportunity to show examples with the visual process and
on the board to help students compute what they are seeing to their notes.

Lesson Sequence:
1.

Once the hook,and opening is complete, the teacher will deliver direct instruction to the
students. The students will be given a graphic organizer. They will then read pages 590-593 in
their textbooks and take notes with respect to single and double displacement. (8-10 minutes)
A. This allows the teacher to make sure that the students took notes in respect to the general
formulas for each:
B. Single: AB + C > CB + A
C. Double: AB + CD > AD + CD

2.

Once the notes have been completed, the students will come and grab a whiteboard for their
groups.

3.

The teacher will then use the Gradual Release model and go through some examples with the
students. The teacher will write down three steps on the board, and instruct the students to put
these in their science notebook.
A. Write down the oxidation numbers
B. Rearrange the products according to its reaction type AND pay attention to opposite
charges. *Remember, opposites attract
C. Swap and Drop the oxidation numbers to form the products.

4.

Examples:

B. AgNO3 + NaCl ->


C. MgPO4 + H2S ->

Megan Gretlein
5.

Bridge to next lesson


1.

6.

Lesson 2 will continue within the chemical reactions sequence. Lesson 2 will cover the
remaining of the 5 types of reactions: Decomposition, Synthesis and Combustion.

Assessment:
1.

Informal/Quick check for understandings

2.

Exit Ticket
A. Questions for Exit Ticket:
B. What are the general formulas associated with both Single and Double Displacement?
C. Solve for the product:
A. LiF + K >
B. NaOH + CuCl ->