5 Lesson Plan

Zdanowicz 1
Flipped Classroom Lesson Plan

Your Name: Amanda Zdanowicz
Type of lesson: Flipped Classroom
Lesson Plan Title: The Law of Conservation Involving Balancing Chemical Reactions
Discipline/Topic: Science. Students will be viewing the balancing chemical reactions flipped
classroom video before coming to class. In class, we will be doing a quick lab about the conservation
of mass, relate this to why we balance chemical reactions and then have practice with balancing all
different types of chemical reactions.
Target Population:
Grade Level: Junior High; 7th Grade
Population Characteristics: The learners are 7th grade students with approximately 25 students per
class period. Each period has between two to four IEP students who require hard copy notes,
extended test time and tests read to them.
Lesson Groupings: Students will be working in pairs.
Curriculum Links: This lesson fits into a unit about chemical reactions. Students learn about
bonding and how atoms come together in order to create compounds in the previous lessons. They
also have learned about the different parts of the chemical reaction. After this lesson, students will
be able to classify the chemical reactions into one of five categories based on how many reactants
and products are in a chemical reaction. They will then learn how to control a chemical reaction
through different means such as temperature, surface area and concentration.
Objectives:
Students will be able to apply the law of conservation to a reaction with vinegar and baking soda.
Students will be able to identify the steps to balancing a chemical reaction.
Students will be able to balance 8 of 10 chemical reactions correctly.
ISTE Student Standards/Profiles Objectives:
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks
and to solve problems. (3, 4, 6)
Materials and Timing:
MATERIALS: Law of Conservation of Mass Lab, vinegar, baking soda, bag, triple beam balance,
Mindmeister, laptops, Balance Chemical Reactions Worksheet.
TIMING: This will require one flipped classroom video prior to class and one in class period.
Scope and Sequence:
0-2 minutes: Students will come in and sit down. They will take a sticky note and write one question
about the video on it and stick it to the board up front.
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3-8 minutes: We will analyze the questions that students have and see what was not quite
understood from the video. The majority of questions might be about the video and may be
explained through the activities we do. I will let students know that those questions will be answered
throughout the period. Other questions will be addressed to the best of my ability right now.
- Students will be paired up for the remainder of the class. They will perform each activity for a total
of ten minutes. 1/3 of the class will be doing the lab, 1/3 will be doing the concept map and 1/3 will
do the QR Balancing activity. They will rotate every ten minutes to the next activity due to space and
the amount of laptops available.
9-19 minutes: Law of Conservation of Matter Lab Students will be weighing the bag, spoon, baking
soda, and vinegar before mixing the two on the triple beam balance. Then, they will close the bag
and mix the baking soda and vinegar and watch what happens during the reaction. They will weigh
the bag after the reaction. What should be seen is that the before and after weight should be the
same.
20-30 minutes: Students will create a concept map with ten bubbles using Mindmeister. It can be
about the parts of a chemical reaction and definitions or balancing chemical reactions. They can
create it in however direction they feel is best for them. Once they have completed their concept
map, they can print it out and save a copy.
31-40 minutes: Students will perform the Balancing Chemical Reactions Worksheet. Students will
have a list of ten chemical reactions to balance so that they are practicing those skills.
Evaluation of Students: (using a rubric)
Objectives
Needs Improvement
Good/Satisfactory
Excellent
Students will be able

to apply the law of
conservation to a
reaction with vinegar
and baking soda.
Student does not

complete lab, does
not identify how this
reaction explains the
Law of Conservation,
and does not follow
lab safety protocol.
Student completes
the majority of the lab,
identifies some parts
of how this reaction
explains the Law of
Conservation, and
follows the majority of
lab safety protocol.
Student completes
lab, identifies all parts
of how this reaction
explains the Law of
Conservation, and
follows all lab safety
protocol.
Students will be able

to identify the steps to
balancing a chemical
reaction.
Student will be able to

identify none of the
dos and donts of
reaction.

identify the majority of
the dos and donts of
reaction.

identify all the dos and
donts of balancing a
chemical reaction.
Student will balance 6

to 7 chemical
reactions correctly.
Student will balance

8 to 10 chemical
Students will be able to Student will balance

balance 8 of 10 chemical 5 or less chemical
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Evaluation of the lesson:

This lesson will be successful if students understand how the law of conservation affects chemical
reactions. Even though the reactants and products have different compounds, no mass is lost and
therefore, it follows the law. The lab activity follows this.
Students also need to be able to balance chemical reactions. By having them balance multiple
chemical reactions ranging in difficulty, they gain experience and I am there to help them with
problems they may not understand. I can see their work and students have examples to look at for
the future.
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Law of Conservation of Mass Lab

Purpose: To verify & observe the Law of Conservation of Mass
In any chemical reaction, the total mass of the reactants is always equal to the mass of the
products.
Materials:
Balance
Ziplock bag
spoon
baking soda
Vinegar
The word equation for the following reaction is as follows:

vinegar + baking soda sodium acetate + water + carbon dioxide
The chemical equation for the reaction is:
CH3COOH + NaHCO3 NaC2H3O2 + H2O + CO2
Procedure:
1. Place a spoonful of baking soda into the ziplock bag.
2. Place a spoonful of vinegar into the bag WITHOUT THE TWO MIXING.
3. Place the ziplock bag onto the triple beam balance and weigh it. Write this in column one.
4. Mix the baking soda and vinegar and observe the reaction.
5. After the reaction is completed, weigh the bag and write this in column two.
Results:
MASS OF BAG AND CHEMICALS BEFORE
MIXING
MASS OF BAG AND CHEMICAL AFTER MIXING
What did you observe in the bag as the two chemicals mixed?
Conclusion:
1. What evidence was there that a chemical reaction occurred?
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2. How did the final mass of the system compare with the initial mass of the system for each trial? If
the law of conservation of mass was violated, justify your results.
NAME: _________________________________________
Balancing Chemical Reactions

Directions: Determine the reactants and the products in each equation. Using the
simplest WHOLE numbers, balance the following equations by placing coefficients
where necessary.
1)
Sb +
Cl2
SbCl3
2)
Fe +
HCl
3)
H3PO4 +
4)
Na +
5)
Li +
KOH
NaNO3
H2O
FeCl2 +
H2
K3PO4 +
Na2O +
LiOH +
H2O
N2
H2
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6)
P4 +
7)
MgO +
8)
BaCl2 +
9)
C3H4 +
10)
KClO3
O2
P4O10
H2SO4
MgSO4 +
Na2SO4
O2
KCl +
BaSO4 +
CO2 +
O2
H 2O
H 2O
NaCl
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Zdanowicz 1

Flipped Classroom Lesson Plan

Students will be able

Student does not

Students will be able

Student will be able to

Student will be able to

Student will be able to

Student will balance 6

Student will balance

Students will be able to Student will balance

Evaluation of the lesson:

Law of Conservation of Mass Lab

The word equation for the following reaction is as follows:

MASS OF BAG AND CHEMICAL AFTER MIXING

Balancing Chemical Reactions

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