<p> WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template</p><p>Name: Dowd Week: 10/07/13 Length of Lesson: 8 days Course: AP Chemistry Edline updated Class website updated</p><p>STAGE I – DESIRED RESULTS LESSON TOPIC: Reaction Types</p><p>BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus)</p><p>Chemical reactions are predictable.</p><p>ESSENTIAL QUESTIONS:</p><p>What factors identify the types of chemical reactions?</p><p>UNDERSTANDING GOALS (CONCEPTS): Students will understand:</p><p>Common chemical reactions can be categorized as synthesis, decomposition, single replacement, double replacement, or combustion.</p><p>VOCABULARY: </p><p> non-electrolytes, strong electrolytes, and weak electrolytes, strong/weak acids, strong/weak bases, salts, solubility rules, molecular/total ionic/net ionic equations, double replacement, single replacement, synthesis, decomposition, combustion, oxidation, reduction, half reactions, oxidizing/reducing agents, oxidation numbers</p><p>STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to</p><p> Recognize and describe non-electrolytes, strong electrolytes, and weak electrolytes  Recognize and describe acids (strong/weak), bases (strong, weak, insoluble) and salts (soluble/insoluble)  Use solubility rules  Write and interpret molecular, total ionic and net ionic equations  Recognize and describe classes of reactions (double replacement, single replacement, synthesis, decomposition, combustion)  Predict products for certain types of reactions  Distinguish between redox and non-redox reactions  Identify species oxidized and reduced, half reactions, and oxidizing and reducing agents in a redox reaction  Assign oxidation numbers  Balance redox reactions using the total equation and half-reaction methods STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: FORMATIVE ASSESSMENTS:</p><p>Class discussion Observation Assignments Notetaking Tests/Quizzes Asking/Answering questions Laboratory experience Performing Lab</p><p>STAGE III – LEARNING PLAN INSTRUCTIONAL MATERIALS & INTERVENTIONS: PROCEDURES: RESOURCES: Preferential seating Explicit Instruction Overhead/Board Cooperative work Presentation Discussion Lab material/equipment Modeling Handouts Demonstration Content Area Reading Prelab Active Engagement Note-taking Partnering Cooperative Education Higher Level Thinking Scaffolding Build on prior knowledge Build vocabulary</p><p>MINI LESSON:</p><p> Reaction types: recognizing types and redox vs nonredox  Single Replacement reactions: Metal/H and nonmetal types; predicting products, using activity series  Ionic and net ionic equations; Intro & practice  Double Replacement: intro & types, precipitation and solubility rules  Double Replacement: Acid-Base Reactions; ID strong acids/bases; Neutralization with H2O/Gas formation  Combination reactions; Decomposition reactions  Intro to redox: terminology, oxidation numbers and rules  Balancing redox eqns; Total equation method and half-reaction method  Volumetric Analysis Expt: prelab, perform lab, analysis  Reactions in Aqueous Solutions Expt: prelab, perform lab, analysis</p><p>ASSIGNMENTS:</p><p>A10. EOC 4: 21ad,25,27ab,29ab,84,93,94 (include SR & DR in 93,94) (Rxn types and SR/DR Rxns) A11. EOC 4: 31,33ac,35bc,40,41,44,90bc,91ab,95,98 (Acid – Base and DR Rxns) A12. EOC 4: 45bd,47bd,49bd,50,51,53,55(total),56 (total) & EOC 19: 27bd,29de,32ab,34ab (Redox)</p>