Name: Shawn Plucinski______________________________ Date lesson taught: 2/20/2020_____________

Content Area: Science-- Chemistry

Course Title & Grade Level: Chemistry B Juniors/Seniors
Standards:
RST.11–12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Objectives:
Content— Students will synthesize information from a text in order to understand real world uses of
chemistry in solving issues in the 21st century.

Language— Students will read and analyze a text in order to ask four questions about the text and discuss
them in small groups by the end of class.

Student-friendly— Today I will read a news article in order to ask questions and discus the article with small
groups.

Assessment:
- Multiple teachers will be listening to and helping in small group discussions
- Students will turn in the questions that they wrote at the end of class

Proactive Management:
- VMT
- Students will be grouped in groups of 3-4 which will be assigned by the teacher
o Teacher will number students off in order to group them

Instructional Strategies:
- QAR

Note Taking Strategy:

- Students will write their questions on a piece of notebook paper

Questions:
- What is a static-fire test?
- Why do they test rockets like this?
- What are the pros and cons of testing a rocket with cargo on it?
- How has NASA brought people to the ISS before now?

Anticipatory Set:
- Talk to students about how chemistry is used in the real world
o Use medicine and cooking as examples then ask students for more examples
- If no student brings up space travel bring it up to introduce video
- Show video of SpaceX failed rocket landings (https://www.youtube.com/watch?v=bvim4rsNHkQ)
- Ask students how they think chemistry is involved in rocketry/space travel

The Lesson:
- Begin with anticipatory set and video (5min, WDT)
- Introduce QAR method of reading (10 min, ID)
o QAR (Question-Answer Relationship) is a method of asking questions about a text and is helpful for looking for
meaning in a text
o 4 types of questions in QAR
 ▪ Right there questions: literal questions with the answer found in the text
▪ Think and search questions: questions whose answers are found in parts across the text
▪ Author and you: based on info from the text but not directly stated, must use background
info/knowledge
▪ On my own: does not require reading of the text and is a question asked based on background
info/knowledge
- Pass out text and have students read article without writing out questions or needing to take notes (10 min, YDA)
- Model the 4 types of questions for the students using the 4 questions outlined in the “Questions:” category of this lesson
(WDT, 5 min)
- Give instructions for group work (ID, 3 min)
o Students will quietly read the passage aloud in small groups
o Students will create 4 questions together as a group
- Group students into groups of 3-4 by numbering them off (ID, 2 min)
- Students will have time to work as groups (YDT, 15 min)
- Any extra time students have they will be able to work on homework assigned the day before in class

Closure:
Procedural— Students will pick up their bags and turn in their questions with their names on it.
Content Summary— Today you should have thought about how the chemistry you have been doing can be
used in the real world and seen some examples of it.
References:
SpaceX. (2017, September 14). How Not to Land an Orbital Rocket Booster. [YouTube video]. SpaceX. Retrieved from
https://www.youtube.com/watch?v=bvim4rsNHkQ
Thompson, A. (2020). Spacex tests Falcon 9 rocket for next Starlink satellite fleet launch. Space.com. Retrieved from
https://www.space.com/spacex-starlink-4-falcon-9-rocket-test.html
Question-and Answer Relationship (QAR). (2020). Reading Rockets. Retrieved from
https://www.readingrockets.org/strategies/question_answer_relationship

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations, make learning relevant, and motivate students?

The students have been learning chemistry and specifically dimensional analysis for a while without having any real connection so
this lesson has the goal of introducing things to them that they could use dimensional analysis/chemistry on in the future. Especially
with difficult topics like this it is important to introduce ways that this can be used in the real world and future careers in order to
alleviate students from feeling like what they are doing in pointless. I have planned to try and bring in a fun topic and relate it into
what they have been doing in chemistry.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?

This lesson is taught verbally and with instructions on a presentation on the board as well has having a video. This means that there
are multiple ways for students to interact with the text and the lesson if one way doesn’t work for them. The students will also be
working with small groups to analyze and create questions for the text which is a key aspect of UDL.