AIOU Teaching Practice II Lesson Plans 6555 Biology
AIOU Teaching Practice II Lesson Plans 6555 Biology

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

AIOU Teaching Practice II Lesson Plans 6555 Chemistry WORKSHOP & TEACHING PRACTICE – II  (6555)     

PROGRAMME:

M.A (T. EDU)

LESSON PLAN (CHEMISTRY)

LESSON PLAN 01

CHEMICAL EATING

Class: 9

Subject: Chemistry

Teacher Name:

Objectives & Outcomes

The students will be able to identify the elements used in various food products based on the ingredients listed on the labels.  Using various resources the students will be able to indicate the positive or negative benefits and/or side effects of the elements when consumed.

Materials Needed

  • Internet access or other resources
  • PowerPoint program access, or supplies needed to create display boards for a class presentation

Prepare ahead of time:  As many different food labels as possible from a variety of products, the longer the ingredient list the better; a sample label with ingredients to display and a listing of a few of the elements used in a couple of the ingredients

Procedure

Opening to Lesson

  • The teacher will display the name of a common element from the periodic table which is also found in many food products
  • Ask students: How many of you have consumed this element?
  • Accept the responses from students
  • Reveal the food product and where it is found
  • Ask students if they were aware of the many elements or chemicals found in the food they eat

Body of Lesson

Modeling

  • Display the sample food label highlighting some of the ingredients
  • Ask students how many of the ingredients they are familiar with and which ones they may have never seen or heard of before today
  • Discuss the responses
  • Identify some of the elements in the ingredients
  • List the positive benefits and/or negative side effects of consuming the element/chemical

Guided Practice

  • Distribute 3-5 food labels to each student (If possible give at least one each for a “healthy” food product, junk food product, and a liquid food product)
  • Explain the assignment to students: Using the food labels the students will research each of the ingredients using resources found on the Internet
  • The students will list each of the elements for each product, as well as the chemical formulas if possible
  • Direct students to research the positive benefits and/or the negative side effects of each ingredient as well
  • Encourage students not to overlook common ingredients which they assume will be healthy, or unhealthy.
  • Remind students to find facts about each product, not myths
  • Once completed with the research direct students to prepare a presentation for the class
  • Explain to students the expectations (or rubrics) for the presentation
  • Assign the students time slots to present the information to the class
  • On day three or later, each student will present their research to the class and respond to their peers’ questions.
  • Use the assessment or rubric page to evaluate the presentations
  • Continue until all students have had a chance to present the information

Independent Practice

  • Create a test or quiz related to the Periodic Table of Elements

Closing

Have a class discussion about the safety or concerns with some of the elements/chemicals researched?  Discuss healthy alternatives or other topics related to “natural” foods.  Discuss additives.

Assessment & Evaluation

Assessment page used during presentations, multiple-choice quiz/test to evaluate students’ knowledge of the period table.

Modification & Differentiation

Allow students to work in pairs or larger groups.  No class presentation, all written work turned in for evaluation.  Use of more or fewer ingredient labels.  Have students provide the food labels for the research.  Limit the number of presentations.

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

LESSON PLAN 02

COST OF RECYCLING

Class: 9

Subject: Chemistry

 

Teacher Name:

Objectives & Outcomes

The students will be able to trace a single recyclable product from manufacturer to the recycling center, identifying each step, its real cost, environmental cost, and other aspects of the product.

Materials Needed

Internet access or other resources, one recyclable product for each pair of students, display board and materials for class presentation (graphs, charts, etc.)

Prepare ahead of time:  If possible, enough recyclable products to give one to each pair of students in the class (not absolutely necessary, but having the item makes it more real)(Aluminum can, plastic bottle, cardboard, newspaper, other paper, old cell phone, other metals, rubber, Styrofoam, etc.); rubrics to follow for presentations

Procedure

Opening to Lesson

  • Display each recyclable product for students to see
  • Ask students: How many of you use these products each day or week?
  • Allow responses and discussion.
  • Ask them how often they recycle the product, separating it from other trash, etc.

Body of Lesson

Modeling

  • Ask students: Do you think it makes a difference to recycle?
  • Allow for responses and discussion
  • Ask students how they can find out the value of recycling
  • Encourage students to also think about the value of recycling for the environment
  • Allow for responses and a short discussion

Guided Practice

  • Pair students
  • Distribute one product to each pair of students
  • Explain the assignment: The students will trace the item from manufacturer to the recycling center, identifying the cost involved along its path.
  • Remind students to not only look at financial cost, but also the effect on the environment and other variables
  • Have students use the Internet or other resources for researching the product
  • Encourage students to use different terms for Goggling or for using other search engines (For example, simply typing in “aluminum can” may not be sufficient, instead use “What is the cost of making (or recycling) an aluminum can?”.)
  • Once research is completed, students are to create charts, graphs, or displays for use in a presentation to the class.
  • Remind students they are to refer to the rubrics or assignment sheet making sure they answered all of the questions
  • Plan times for presentations
  • Following each presentation, discussion may follow

 Independent Practice

  • For homework, ask students to do a home search to discover how many items in their home are recyclable and to make a list of them. If unsure, if it is recyclable, they will do an Internet search by simply asking:  “Are old “pillows” recyclable? Or other items.

Closing

Have students come up with alternative uses for recyclable products.  For example, taking old soda cans and creating a wall or other structure by joining them together, old boxes turned into furniture or shelving.  Use a class period building things out of recyclables.

Assessment & Evaluation

Assess the presentations based on pre-determined rubrics

Modification & Differentiation

Students may work alone/larger group.  Same product for entire class.  Half the class gets one product, other half a second product.  Do not give the product.  Have students choose which product to use.  Reports instead of class presentations or Power Point displays.  Fieldtrip to a recycling center and/or a manufacturer of products.  Assign one-half of the class to identify costs of manufacturing, other half researches the cost of recycling.

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

LESSON PLAN 03

THE STRUCTURE OF THE ATOM, CHEMICAL BONDING

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

  1. Students will understand the core parts of an atom.
  2. Students will know the difference between an element and compound.
  3. Students will be able to differentiate between elements of atoms based on their atomic composition.
  4. To draw ‘dot and cross’ diagrams
  5. To identify ionic or covalent compounds.

Objectives

  1. Summarize Rutherford discovery
  2. Explain the differences between isotopes and physical activity that it demonstrates.
    3. Solve problems involving mass in grams
  3. To list properties of ionic compounds
  4. To list properties of covalent compounds.

Materials and Aids

Graphing calculator, textbook, Periodic Table

Procedure

  1. Introduction-

1.We will discuss Cathode Rays and electrons; Gold foil experiment

2.Composition of Nucleus

  1. Isotopes – How are isotopes formed and how stable are they?
  2. Demo Time: A synthesis reaction between Hydrogen and Oxygen
  3. A combustion reaction showing how water breaks apart to make 2H + O
  4. Development-
  5. How do elements stick together to form a compound?
  6. How do compounds stick together to form different compounds?
  7. Introduce concept of bonds
  8. Students understand types of reactions.
  9. Students gain necessary knowledge behind chemistry.
  10. Practice-
  11. Have students work on a “What happens during chemical reactions” worksheet. These should include the following reaction types. Redox,Synthetic,combustion, and simple reactions

2.Sample problem B page 84 3.Sample problem C page 85

  1. Independent Practice-
  2. Students will walk between stations and determine if what is presented is an element or compound.
    2. They will also determine, if they answer “element”, if they are presented with a unique isotope of the element.
    3. If students determine the substance presented is a compound, they must determine the type of bond present in the compound. They should be given reference to a periodic table at all times.
  3. Accommodations (Differentiated Instruction)-

1.Students given several problems and teacher to move around to see who has got problem.

  1. Checking for understanding-
  2. Q & A and a short quiz.
  3. If less than 80 percent of students pass, more in class practice.
  4. Reviewing what was learned in class.
  5. Closure-
  6. Reminder of homework
  7. Reminder of the next day’s lesson and quiz.

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

LESSON PLAN 04

BALANCING REDOX REACTIONS

Class: 9

Subject: Chemistry

 

Teacher Name:

Topic:  Balancing Reduction-Oxidation (RedOx) Reactions using half-reactions
Content:  (SC.3g*): Conservation of Matter & Stoichiometry–Students know how to identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions. (Key Vocabulary): Oxidation, reduction, electron transfer, half reactions, acidic, basic, oxidation number, electrons
Goals:  Teacher will utilize student’s prior knowledge on previous lesson on: oxidation numbers, electron transfer, oxidation, and reduction. Teacher will build on that knowledge and have students apply their working & procedural memories to balancing redox reactions.
Objectives:  Students will be able to independently identify & balance redox reactions using the half-reaction method for both acidic and basic solutions.
Materials:  Teacher will use: PowerPoint lecture notes, SMART board, white board Students need: pencil/pen, notebook/sheet of paper for notes, Ch. 20.3 worksheet for practice
Introduction:  Teacher will review briefly key points of previous lesson: + Ch. 20.1 Introduction of Oxidation & Reduction and + Ch. 20.2 Oxidation Numbers Emphasize to students they will be using this prior to balance redox equations. Assessment questions should be integrated in class discussion as Teacher demonstrates how to balance redox reactions.
Development:  Using PowerPoint lecture notes, present redox reactions to students. Have the students record notes in their notebook, as it is procedural & they will need to refer to it frequently for practice problems on the homework (worksheet Ch. 20.3). Periodically stop to ask students questions, such as, “What element is being oxidized/reduced? How do you know? What is the oxidation number for (chosen element)?” to assess the strength of their prior knowledge.
Practice:  Teacher-guided practice is integrated into the PowerPoint presentation. Teacher may decide to use either the SMART board and/or white board to succinctly demonstrate balancing of redox reactions.
Accommodations:  Utilizing varying levels of Bloom’s Taxonomy questions to gauge student’s knowledge. For example, “compare balancing redox reactions with acid/base reactions” or “what law of chemistry can you link balancing redox to?”
Checking For Understanding:  Teacher will review 2nd redox reaction with the class. Have students volunteer or randomly pick students to verbally assess their knowledge. Remember to ask them to explain how they got to their concluded answers when possible. Scaffold students when necessary and build up their confidence!
Closure:  Open class discussion for any questions the students may have about parts of the lesson that were unclear.
Evaluation:
Teacher Reflections:

 

LESSON PLAN 05

CHEMICAL AND PHYSICAL CHANGES AND USING THE BUNSEN BURNER

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

  1. To Learn definitions of Chemical Change and Physical Change.

2.To be able to identify Chemical and Physical Changes

  1. To be able to list what clues to look for to identify if a change is physical and chemical

4.Write and balance an the eqution for the combustion of butane in oxygen.

5.Identify the parts of a bunsen burner.

6.Safely light a bunsen and set it to a safety flame.

Objectives

1.To success fill out Chemical vs. Physical Change Worksheet

  1. To complete Chemical vs. Physical Change Activity
  2. To share activity and share reasoning behind answers during class discussion.
  3. Students will be able to correctly write and balance the equation for the combustion of butane in oxygen.

5.Students will be able to correctly complete a labelled diagram showing the parts of a bunsen.

  1. Students will follow the instructions provided to safely light a bunsen burner.

Materials and Aids

1.Chemical vs. Physical Change Worksheet

2.Chemical vs. Physical Change Activity Sheet and pictures.

  1. Glue
  2. Need to be in a lab.
  3. 12 working bunsens required.
  4. 30 copies of the parts of a bunsen sheet.

Procedure

  1. Introduction-
  2. Introduce topic of Physical and Chemical changes and plan for the day.
  3. Pass out worksheet for students to fill in during discussion.
  4. Discussion on types of fuels for heating/cooking.
  5. Development-
  6. Define physical change.
  7. Explain clues to look for during physical change.
  8. Define chemical change.
  9. Explain clues to look for during chemical change.
  10. Practice-

1.Give examples of physical and chemical changes

2.Ask students to identify a few examples as a class.

  1. Independent Practice-
  2. Assign change activity for students to work either individually or in a small group.

2.Review together as a class and ask students to give reason behind their answers.

  1. Checking for understanding-

1.Grade worksheet

2.Grade Change Activity

3.Administer a Quiz later on in the week

  1. Closure-
  2. Ask students to summarize the days lesson

2.Ask students to give definitions for both physical and chemical change.

  1. Evaluation-

1.Review grades on the students’ assignments

2.Ask students to define physical and chemical change the following day in class.

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

LESSON PLAN 06

CHEMISTS WITH CHARACTER

Class: 9

Subject: Chemistry

 

Teacher Name:

Topic:  Character found in the historical development of scientific theories and developments.
Content:  Avogadro, Newlands, Mendeleev, Moseley, Dalton, Thomson, Rutherford, Schoenberg, Kanzius
Goals:  Students will development an appreciation for the persistence, patience, integrity, rights of others, self-assurance, self-discipline and wisdom found in the chemistry founders.
Objectives:  Students will be able to name a scientist and list at least three ways he/she showed good character in the midst of his/her research.
Materials:  Historical review of scientist on PowerPoint; 2008 60 Minutes special on a non-scientist Mr. Kanzius, who discovered a new cancer treatment.
Introduction:  History of the periodic table and atomic theory.
Development:  Students create a Example: Newlands, used his knowledge of music to find a pattern in the early elements … he called the pattern “an octave.” No one took him seriously at first. He needed to persevere despite criticism, he showed respect to others, showed patience in his chemical experiments as he tested his theory; he was ethical and showed integrity not to doctor the work to his benefit. There were many things he could not explain; yet, he knew he had something.
Practice:  As we discuss additional scientist, the class is expected to contributed character traits that would be applicable.
Accommodations:  none
Checking For Understanding:  During review, stopping and asking students to remind me of scientist’s contribution to science and the character traits he possessed.
Closure:  Students are asked to write a short essay on what scientist’s work impressed them the most and why, and students are asked to think of an area of science they would like to contribute.
Evaluation:  Essays are graded.
Teacher Reflections:  The part students enjoyed the most was the 60 Minutes special on John Kanzius who discovered the cancer treatment with radio waves. Learning about a person who only knew the chemistry he learned in high school was very motivating and generated a lot of discussion. I have shown this for two years. New the end of this year, Mr. Kanzius died.

 

LESSON PLAN 07

DIMENSIONAL ANALYSIS

Class: 9

Subject: Chemistry

 

Teacher Name:

Topic:  Dimensional Analysis
Content:  Learning how to convert measurements within the Metric System, within the English System, and between both systems.
Goals:  Students will be able to convert measurements within and between the Metric and the English Systems of measurement.
Objectives:  Students will be able to convert units of measurement within and between the Metric and English Systems of measurement by using dimensional analysis.
Materials:  Chalkboard, textbook, class notes, calculator, conversion sheet, pencil, and paper
Introduction:  Students will be reminded of the purpose of a universal measuring system. Teacher will also review material previously taught as part of this unit of study: proper use of measurement prefixes, numerical value of prefixes, significant digits, numerical value of decimal location, and appropriate use of rounding.
Development:  Teacher will lecture as well as demonstrate on the board the mathematical process of dimensional analysis. Students will be asked to participate at their desks and also at the board.
Practice:  Students will practice problems at the board, in small groups with a guided practice, and they will have a lab on the practical application of dimensional analysis in everyday life.
Accommodations:  Students with IEPs will be allowed to use the conversion sheet at all times, including the quiz and the test. All students will be allowed to use calculators. Students with exceptional potential will be encouraged to discover/apply the relationship of dimensional analysis to mixture problems with percentages.
Checking For Understanding:  Students will be given a quiz to check for knowledge. During the unit, grades will be recorded for notes in notebook, application lab, homework, class participation (board work), guided practice, quiz, and test.
Closure:  Dimensional analysis is the foundation of chemistry. It allows chemicals to be properly mixed. Briefly discuss the importance of dimensional analysis in pharmaceutical development by connecting what we learned yesterday with what we learned today and what we will learn tomorrow!
Evaluation:  All students will be given the same test since all students will be expected to be proficient on the Chemistry EOC. However, the IEP students will be allowed to use the conversion sheet on all dimensional analyses assignments and tests.
Teacher Reflections:  If given one-on-one help, most of my LD students will be able to learn this concept. Since this is usually the first truly complicated math concept some students have had to learn, they may require extra tutoring.

 

LESSON PLAN 08

DOUBLE REPLACEMENT REACTIONS AND GAS LAWS

Class: 9

Subject: Chemistry

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

Teacher Name:

Goals / Aims of the Lesson Plan

  1. I want kids to be able to identify them
  2. Understand what they are learning
  3. Know the formulas
  4. Students will understand how a change a gas system of pressure, volume, or temperature affects the overall system.

Objectives

  1. Want them to try it on their own first
  2. Quietly working
  3. Ask alot of questions
  4. The students will be able to apply the gas law by doing five different demos.

Materials and Aids

  1. Safety goggles
  2. 2-liter bottle of Diet Coke
  3. Mentos candy in mint
  4. One Aluminum soda can
  5. Water
  6. Heat resistant tongs
  7. Heating device( hotplate)
  8. Ice
  9. Baking Soda
  10. Vinegar (acetic acid)
  11. Butane Lighter
  12. Ballon
  13. Dry Ice
  14. Plastic Soft Drink Bottle
  15. Calculator
  16. Chemistry book
  17. Paper pen

Procedure

  1. Introduction-
  2. Double replacement occurs when two compounds in aqueos solution appear to exchangeions and form to new compounds.
  3. Development-

1.Examples of double displacement

2.CdCl2 + Na2CO3 à

K2CO3 + CaCl2 à

Na2SO4 + AgNO3 à

NH4Cl + AgNO3 à

  1. Practice-

1.HCI9 (aq)+NaOH(aq) HOH(L)+NaCI(aq) is a good example of a double displacement reactions
Student explain the following:

  1. What is pressure?
  2. What is vacuum?
  3. Composition of air
  4. What is partial pressure?
  5. Dalton’s Law
  6. What is gas?
  7. What is vapor pressure?
  8. Independent Practice-
  9. class worksheets that may become homework
  10. bellwork examples
  11. a quiz at the end just to make sure they remebered the information
  12. Accommodations (Differentiated Instruction)-
  13. If needed the kids who need extra help we should let them spend more time on their work , take home if needed.
  14. Checking for understanding-

1.Have students hold up plotted graphs to check

2.Section assessment – Students will take a 10 question quiz the beginning of next class period.

  1. Closure-

1.to be able to identify the formulas

2.be able to complete a couple of problems on their own

  1. Evaluation-

1.grade papers

2.go over it as a class

  1. Reflection-

To learn lesson to on double replacement as well as we completed lesson one. This was a great lesson I would spread it over 2 days though in the future.

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

LESSON PLAN 09

INTRODUCTION TO SCIENTIFIC EXPERIMENTATION

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

  1. Get students to think more scientifically
  2. Expose students to science
  3. Make science fun and interesting

4 Students will understand density

  1. Students will understand displacement

Objectives

  1. Students successfully create their own project using the scientific method
  2. Students are better able to recite and perform steps to the scientific method
  3. Students are able to research and gain background information to make educated guesses and think critically about results and outcomes.

4.Students will make a boat out of clay that will float.

  1. Students will look up information about Archimedes and determine how density helped him solve a problem
  2. Students will complete the worksheet and activity

Materials and Aids

PowerPoint, screen with Internet access, books, Popular Science magazines comparing density worksheet a ball of clay pennies 10 different objects for sink or float predictions computers for Archimedes research

Procedure

  1. Introduction-
  2. Engage students by asking them what they think science is
  3. Explain what an experiment is and what the steps of the scientific method are
  4. Perform a simple experiment as a demonstration for the class
  5. Review chapter 1 vocabulary mass and volume.
  6. Review how to measure mass and volume
  7. how to calculate density using the formula d=m/v
  8. Development-
  9. Read several children’s books related to topic to gain interest- Fun with Chemistry by Me and Ira Freeman and The Day-Glo Brothers by Christ Barton
  10. Give examples of experiments
  11. Demonstrate an experiment, explaining each step of the scientific method with the model
  12. Watch Video Clips of Bill Nye the Science Guy and the Magic School Bus on episodes that relate to experiments
  13. solid rock vs. foam rock
  14. float or sink activity
  15. Practice-
  16. Working together on various worksheets (Bill Nye and Spongebob themed, etc)
  17. “Around the World” game with scientific method related questions
  18. Quiz on scientific method
  19. Independent Practice-
  20. Creating their own science project
  21. Homework assignments
  22. Research activity- Students find an article in a Popular Science magazine and analyze what scientists had to do in order to get results
  23. complete clay boats conclusion questions
  24. complete comparing density worksheet
  25. correctly answer Archimedes question
  26. Accommodations (Differentiated Instruction)-
  27. Provide further assistance to those who need it, giving individualized and personalized attention

1a. Hands on activity

  1. work with partners
  2. use the computer for research
  3. Checking for understanding-
  4. Quiz grades
  5. Performance on science project and meeting criteria
  6. Ability to discuss topic and answer through oral interaction
  7. Make a boat out of clay that floats
  8. Accurately complete worksheets
  9. Be able to distinguish between less dense and more dense solids
  10. Closure-
  11. Ask children for feedback
  12. Show more difficult experiments and encourage children to investigate their world
  13. Go over conclusion questions together in class
  14. Discuss why some boat shapes were able to hold more pennies than others.
  15. Evaluation-
  16. Quizzes graded
  17. Rubric for Science Projects
  18. Activity completion score
  19. Worksheet score.
  20. Teacher Reflection-

This activity was wonderful. Density was good choice as an example. I might try measurement with scientific equipment instead next time, since kids have some experience in that direction.

 

LESSON PLAN 10

LAB SAFETY

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

  1. Students develop Rules for the classroom
  2. Students understand and practice procedures
  3. Students understand class guidelines and expectations set forth in the class syllabus
  4. Students understand guidelines for Lab Safety
  5. Know What the Fire Triangle is
  6. Know how combustion and fuel are related
  7. Know how to prevent fires

Objectives

  1. Post-It Note Rule Game
  2. Rules, Consequences, & Procedures
  3. Class Syllabus
  4. Lab Safety Contract

Materials and Aids

Post-It Notes

Pens/Pencils
Syllabus
Lab Safety Contract

Procedure

  1. Introduction-
  2. Introduce myself to students again in case some were not present on Monday
  3. Take roll will passing out Name Tents
  4. Ask if anyone thinks they can successfully recall all names/food from Name Game for an extra Bathroom Pass
  5. Ask “Why do we have laws? What are laws good for?
  6. Development-
  7. Discuss why laws are good and that they bring order. They keep others from infringing on other’s rights.
  8. Stress that we need class rules for the same reasons
  9. My Big Goal for the semester is for 100% of students to have at least an 84% final average.
  10. In order to do so, we need to have rules
  11. Practice-
  12. Students develop rules using Post-It Notes
  13. Students write rules on Post-Its
  14. Students place Post-Its on the board
  15. Out loud, we will separate rules into categories
  16. Rules will eventually equal the rules I have set on the syllabus: Respect everyone at all times; Be on time to class; Come to class prepared with all materials; Follow directions and stay on task
  17. We will then go over Consequences for violation of rules:

-1st offense: Verbal Warning

– 2nd offense: Conversation with Teacher after class (w/ reminder of class rules)

– 3rd offense: Write-Off (to be turned in at the BEGINNING of the next class)

– 4th offense: Call and/or e-mail to Parent/Guardian (w/ reminder of class rules)

– 5th offense: Office Referral

  1. We will then go over Procedures for:

Entering the classroom

Completing the “Do Now”

Moving around the classroom

Turning in papers

Raising hand to be called on or to be dismissed

Bathroom Passes (hand out)

Completing “Exit Slips” and turning them in to get out of the door

  1. I will then pass out the Class Syllabus and go over the policies set forth within it-LAST PAGE MUST BE SIGNED AND TURNED IN BY THURSDAY FOR A DAILY GRADE!
  2. If time permits, we will go over the Lab Safety Syllabus–also has a page that must be signed and turned in for a daily grade

Checking for understanding-

  1. Have students repeat rules out loud
  2. Have students practice procedures

Closure-

  1. Thank students for coming up with our classroom rules
  2. Remind them to get their Syllabus signed and turned back in for a daily grade

 

LESSON PLAN 11

QUANTIFYING MOLES, MASS, ENTITIES OR # OF FORMULA UNITS, AND AVAGADRO’S NUMBER

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

Students able to use formulas to calculate unknowns for the number of moles, mass, entities or formula units.

Objectives

  1. Importance of the subject matter in relation to chemical processes.
  2. Complete understanding of the subject.
  3. Ability to problem solve in order to calculate unknowns.

Materials and Aids

Periodic table, handouts, calculator, pencil

Procedure

  1. Introduction-
  2. Provide background explanations of how important these concepts are in the field of chemistry.
    2. How the relationships between the moles and avagadro’s number changed the world of chemistry forever!
  3. Development-
  4. Demonstrate calculations on the white board by quantifying a mole and a formula mass unit. Also include Avagadro’s Number.
  5. Practice-
  6. Students will complete a simple worksheet or class assignment that has them work out a formula mass of a compound. They can also work on a percentage composition problem.
  7. Independent Practice-
  8. Students will work out the formula mass for water, carbon dioxide, and sodium dioxide.
  9. Accommodations (Differentiated Instruction)-
  10. As needed mostly involves the use of extra time.
  11. Full use of the Periodic table
  12. A chemistry cheat sheet with important tools in order to complete tasks, as a last resort.
  13. Checking for understanding-
  14. Teacher will travel around the room asking questions.
  15. Teacher will also be marking worksheets as needed.
  16. Reviewing what was learned in class at the conclusion.
  17. Closure-
  18. I will give the class a full review program to work out.

 

LESSON PLAN 12

NUCLEAR CHEMISTRY

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

1.Determine half-life by looking at a diagram

2.Plot a graph of radioactive decay

3.Interpret graph of half-life sequences.

Objectives

  1. Describe the type of decay a radioisotope undergoes
  2. Solve problems that involve half-life
  3. Simulate the decay of a radioisotope
  4. What are groups in a periodic table? How may are there?
  5. What are periods in a periodic table? How many are there?
  6. How many known elements are there?

Materials and Aids

Graph paper, ruler, penny, textbook, drawing; computer w/interactive textbook

Procedure

  1. Introduction-

Read pg. 799 & look up vocabulary words radioactive, radiation & radioisotopy & infer that radio means “to send out in all directions”

  1. Development-
  2. Use Elmo to define vocabulary
  3. Passout Venn and Cycle diagrams & explain how to read them
  4. Students will develop a diagram based on a data chart of half life times and sequences.
  5. Practice-
  6. Interpret diagram
  7. Flip a penny to simulate radioactive decay
  8. Plot data collected & make a labeled graph
  9. Independent Practice-

1.Read pgs. 803-809

2.Do Interpreting graphs pg 805

  1. We will get into chemical decomposition of nuclear reactions next class. (Reminder for me)
  2. Accommodations (Differentiated Instruction)-
  3. G T – Explain & use exponential ideas
  4. $1000 prize poster
  5. Interpret 25-3 to make inferences about half-life
  6. Checking for understanding-

1.Have students hold up plotted graphs to check

2.Section assessment – Students will take a 10 question quiz the beginning of next class period.

  1. Closure-

1.Review shape of graph

  1. Vocabulary review
  2. Evaluation-
  3. Ticket or not- what is the half-life of carbon 14
  4. Interactive textbook questions and refer to CFU section of this lesson for quiz information.
  5. Reflection-

Every time kids hear the word “Nuclear” they are scared. Maybe rightly so, but I hope to show them the power of Nuclear chemistry. We don’t have enough highly motivated futurists in Nuclear Chemistry. Maybe I can help develop one.

 

LESSON PLAN 13

STOICHIOMETRY AND GRAVIMETRIC STOIOCHIOMETRY

Class: 9

Subject: Chemistry

 

Teacher Name:

Goals / Aims of the Lesson Plan

  1. Explain the sequence of steps used in solving stoichiometric problems
  2. Use the steps to solve stoichiometric problems
  3. Calculating the corresponding mass, or quantity in moles or molecules, for any given reactant or product in a balanced chemical equation.

Objectives

  1. Identify quantitative relationships in a balanced equation
  2. Determine mole ratios from balanced equations
  3. Identify limiting reactants in a chemical equation
  4. Identify excess reactants in chemical equations
  5. Determine the percent yield for a chemical reaction
  6. Students will learn the process to solve gravimetric stoichiometry problems.

Materials and Aids

Computer, Lab Materials, Power point presentation, Periodic Table

Procedure

  1. Introduction-
  2. Background information concept that a balanced chemical equation based on numbers not mass
  3. Convert mass to moles
  4. Development-

1.Stoichiometry Graphic Organizer

2.Define Stoichiometry

3.Work through two examples as a class.

  1. Practice-
  2. Stoichiometry Concept Map
  3. Baking Soda Lab
  4. Smore Lab
  5. Go through two examples of stoichiometry calculations.
  6. Mole to mole ratio
  7. Mass to formula mass
  8. Independent Practice-
  9. Review Worksheets for Homework
  10. Quiz
  11. Stoichiometry Assignment
  12. Accommodations (Differentiated Instruction)-
  13. Extended time on homework
  14. Checking for understanding-

1.Students will present homework problems on overhead

  1. Closure-

1.Review
2.Test on Unit

  1. Evaluation-

1.Quiz Stoichiometric Calculations. 8-15 questions.

2.Test Moles & Stoichiometry

 

LESSON PLAN 14

THE PH SCALE

Class: 9

Subject: Chemistry

AIOU Teaching Practice II Lesson Plans 6555 Chemistry

Teacher Name:

Goals / Aims of the Lesson Plan

1.To be able to write 2 paragraphs on what the pH Scale is

2.To know what substances can be made from the pH Scale

  1. Students will be able to read and determine the pH of various solutions.
  2. Students will use wordle to create a word cloud of important vocabulary words.
  3. Students will be able to answer vocabulary study questions using their word clouds.
  4. Students will see the value of technology in their study habits.

Objectives

  1. No Running with he experiments near
  2. Water to the front
  3. Students should be able to measure the pH reading of all types of various substances.
  4. Students should be able to determine the severity of the nature of acids and bases.
  5. Wordle will be used to create word clouds.
  6. Word clouds will contain all the vocabulary words from each previous quiz.
  7. Printed word clouds will be the only thing used to answer the in class vocabulary study guide.

Materials and Aids

Computer Powerpoint/PHSCALE, pH Paper, Red Litmus, Blue Litmus, Wordle will be used on the computers in the lab.

Procedure

  1. Introduction-
  2. Powerpoint/PHSCALE
  3. See what students know already about the PH Scale
  4. Read about the PH Scale from Science
  5. Students will create a “weighted” list using vocabulary words from all the previous quizzes.
  6. Students will copy and paste this list into wordle to create a word cloud.
  7. Development-
  8. Demonstrate pH Scale
  9. Explain Safety when handling acids and bases.
  10. Describe the properties of acids and bases.
  11. Students will print their word cloud and bring it to class the next day.
  12. Practice-

1.Go round to each group and get them started

2.Tell the class if there doing anything wrong

3.Keep an eye whilst they do there work on there own

  1. Students will use their word cloud to answer in class questions.
  2. Students will participate in the class study sessions using their word cloud.
  3. Independent Practice-

Write a paragraph on what they think a PH Scale is

  1. Students will be able to answer all the at home vocabulary study questions using their word cloud.
    2. Students will use their answers on their study guide and their word cloud to complete an on-line pre-test.
  2. Accommodations (Differentiated Instruction)-

Swap with there partner and see what they think

  1. Checking for understanding-

1.Whitebpard Game

2.Powerpoint /UNDERSTANDTHEPHSCALE

  1. In class participation will be graded.
  2. On-line pre-tests will be graded immediately so students can use it to study more for the exam.
  3. Closure-

1.Talk to them and answer questons.

  1. This should be used a study method and should only enhance the studying process.
  2. Evaluation-

Get them to go over there work

  1. The following rubric will be used to grade: 1. In class participation and 2. On-line pre-test
  2. Reflection-

Check there work and Level it.

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