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TAG Strategy for this Lesson: Metaphorical Expressions

Unit Name
Chemical Bonding & Stoichiometry

Lesson Name Time Needed (Hours/Days)

“No Limit Soldier!” 1 90-minute block/period

Grade(s) Subject Course

10-12th Science Honors Chemistry

GA Standards of Excellence & TAG Standards

Please include both GSE & TAG Standards

GSE Standards
SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter
is used to determine chemical composition in compounds and chemical reactions.
e. Plan and carry out an investigation to demonstrate the conceptual principle of limiting
reactants.

TAG Standards
Advanced Communication Skills Standard
1. The student uses written, spoken, and technological media to convey new learning/challenge
existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting example and manipulation of language.
7. The student responds to contributions of others, considering all available information.

Creative Thinking & Problem-Solving Skills Standard

3. The student incorporates brainstorming and other idea-generating techniques (synectics,
SCAMPER, etc.) to solve problems or create new products.
5. The student develops original ideas, presentations, or products through synthesis and
evaluation.
7. The student uses analogies, metaphors, and/or models to explain complex concepts.

Higher Order Critical Thinking Skills Standard

3. The student conducts comparisons using criteria.
6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g.,
tessellations) to determine relationships.

Essential Question(s)
What should students know when lesson is completed?

How does a limiting reactant determine how much product will be produced during a chemical
reaction?
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Teacher Lesson Preparation

Ensure technology and web sources are functional and accessible for “hooking” video.
5 Mental Stretchers (Printed individually in landscape.)
5 Sheets of Post-It Sticky Chart Paper
2 Pencil Boxes of Markers (Various Colors)
Class Set of Each of the Following:
 Limiting Reactant Content Organizer
 Metaphorical Expressions & Limiting Reactants: Direct Analogy
 Metaphorical Expressions & Limiting Reactants: Personal Analogy
 Metaphorical Expressions & Limiting Reactants: Compressed Conflict
 Metaphorical Expressions & Limiting Reactants: Synthesis Activity
Interactive Whiteboard (To present ticket-out questions.)

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

Teacher will show students the “I Just Sued the School System” video by Prince EA on YouTube.
(https://www.youtube.com/watch?v=etQV70BojiU) After the students have finished watching the
video, the teacher will start a class discussion on the use of metaphors in everyday life and, then, re-
play the video for the students after charging them with the task of viewing it intentionally for the
metaphors. Afterwards, the teacher will continue to lead the class in discussing the metaphors they
observed throughout the video. (7 minutes)

Instructional Sequence and Activities (Including use of technology.)

Activity One
Students will be placed into groups based on their favorite color and will be directed to rotate (every
two minutes) amongst 5 areas around the room and within the hallway to posters that individually
present different mental stretchers. They will be instructed to write their answers to the stretchers on
the poster and place “check” marks next to answers already written from previous groups that they
agree with. After each group has circulated amongst the 5 posters, the teacher will collect each of the
posters and lead a class discussion about the responses provided (also serves as a peer review). The
teacher will continue the discussion by leading students into understanding the prompts presented
three different types of analogies/metaphors: direct, personal, and compressed conflict. Lastly,
teacher will wrap up the first activity by stating, “Today, we’re going to explore the underlying
concepts of limiting reactants using these three types of analogies/metaphors.” (15 minutes)

Activity Two
Students will complete a content organizer [page 6] about limiting reactants to focus their minds in
on the concept of limiting reactants (activate their prior knowledge gained). They will, then, compare
their answers with another student. (15 minutes)

Activity Three
For direct analogy, students will compare and contrast limiting reactants and the amount of eggs that
prevent the creation of more pancakes being produced. For personal analogy, students will compare
themselves to a slice of bread that prevents the creation of another sandwich by individually
responded to the following questions:
 Where are you stored?
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 What type of condiments or toppings do you prefer to be around?
 How do you feel when you’re the last 3 pieces in the loaf?
 How do you feel when you’re in excess (more than what’s needed)?
 How do you stay fresh?
 What side do you prefer to be paired with the most (chips, fruit, etc.)?
For compressed conflict, students will present 5 words that describe limiting reactants and 5
antonyms that represent the opposite. They will, then, create three compressed conflict
statements/phrases using some of the word pairs they wrote in the chart.
[See pages 7-9 for associated handouts.]

Activity Four
Students will create a new analogy for limiting reactants and provide reasons as to why they chose
that analogy. They will, then, share out their responses with the class. [Page 10]

**Activities 3 and 4 are project to take a combined 43 minutes for each student to complete.

Assessment Strategies

The methods of assessment will come in 3 parts:

1. Their engagement throughout the activity through the use of the strategy will be assessed
(which will also help the teacher gauge efficiency of the strategy implementation).
2. Student will turn in the metaphorical expressions packet that should have each of the analogy
activities completed with maximum, genuine effort.
3. Students will complete a ticket-out where they will answer questions about limiting reactants
using their sharpened knowledge (which also serves as a self-assessment for the student).
They will write both the questions and answers on their paper and turn it in along with their
metaphorical expressions packet. The questions are as follows:
Why are limiting reactants important?
How do limiting reactants differ from those that are considered “in excess”?
How can limiting reactants be visually identified in a chemical reaction?
How can limiting reactants be mathematically determined?

Differentiation
Scaffolds/ Interventions/Extensions/Enrichment

Differentiation is initially seen in this lesson as the students are grouped based on their favorite color.
Moreover, this lesson, which is based on the metaphorical expressions learning/teaching strategy, is
an example of differentiation by focusing in on student interests. Metaphorical expressions allow
them to be individually creative as it simply provides them with a template to expand upon. For
example, when students engaged in the “Mental Stretchers” activity, they are asked to draw what
their dinner would like if it was science. Additionally, in another example, during the personal
analogy activity, they are asked to choose between writing a paragraph, song, or poem while
exploring their imagination as they pretend to be a slice of bread that limits someone from making
another sandwich.
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Materials/Links/Text References/Resources

LINK: “I Just Sued the School System” by Prince EA

Each of the following additional required documents are included below on pages 5-9:
 Limiting Reactant Content Organizer
 Metaphorical Expressions & Limiting Reactants: Direct Analogy
 Metaphorical Expressions & Limiting Reactants: Personal Analogy
 Metaphorical Expressions & Limiting Reactants: Compressed Conflict
 Metaphorical Expressions & Limiting Reactants: Synthesis Activity
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Mental Stretchers

1. How would you feel if you were a great song that was never heard?

2. If you were an animal, which one would best match your personality? Why?

3. If science was your dinner, what would it look like? Draw your idea below.

4. What are some things that are both weak and strong?

5. How is a house like a carnival?

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Name: _________________________________________ Date: _____________________ Block: ______

Limiting Reactant Content Organizer

Content to be examined: Limiting Reactants

What does it look like? (Use pictures or words.)

What are its parts?

What is its purpose?

How does it work? (Use pictures or words.)

How is it calculated? (Show mathematical expressions.)

What overall concept is it a part of?

What is its importance?

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Metaphorical Expressions & Limiting Reactants

Direct Analogy

How are eggs like a limiting reactant?

How are they different?

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Metaphorical Expressions & Limiting Reactants

Personal Analogy
Pretend that you are 3 slices of bread and you’re being put with 2 slices of meat and 2 slices of cheese in
order to make 2 sandwiches. Answer the questions as if you were those three slices of bread.

Where are you stored? What type of condiments or toppings do you prefer
to be around?

How do you feel when you’re the last 3 pieces in How do you feel when you’re in excess (more than
the loaf? what’s needed)?

How do you stay fresh? What side do you like to be paired with the most
(chips, fruit, etc.)?

Using the personal pronoun, I, write a paragraph, song, or poem about your life as the slice of bread that
prevents someone from making more sandwiches.
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Metaphorical Expressions & Limiting Reactants
Compressed Conflict

Five Antonyms to Describe a Limiting

Five Words to Describe a Limiting Reactant
Reactant
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Review your original list and its antonyms. Do any of the pairs of words seem to fight each other but still
describe limiting reactants? From the pairs of words above, generate 3 compressed conflicts.

1. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Metaphorical Expressions & Limiting Reactants
Synthesis Activity

Directions: Create a new analogy for limiting reactants. Then, give at least 3
reasons why a limiting reactant is like the item you chose in your sentence.

A limiting reactant is like a __________________________________________.

Reasons:
1.

2.

3.