Professional Documents
Culture Documents
Teacher
Date
Heather Alexander
24 April 2015
ChemistrySolutions
Grade
11th
I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introductory lab to the solutions chapter.
cognitiveR U Ap An E C*
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physical
development
socioemotional
The students should already know simple lab skills and lab safety; additionally they should understand the
scientific method in order to write and experiment on their own hypothesis. In terms of content, an
understanding of ionic bonding, properties of ionic compounds, and a basic idea of ions in solution is
needed (all covered in the previous chapter).
Pre-assessment (for learning): Edify pre-quiz
Formative (for learning): Group discussion, informal evaluation of student produced lab method
Formative (as learning): Asking and answering questions during lab
Summative (of learning): Lab report (especially data analysis and conclusion portions)
Provide Multiple Means of
Provide Multiple Means of
Provide Multiple Means of
Representation
Action and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Information will be originally
discovered by students doing the
Hands-on activity; physical
Students design their own
lab, then covered in discussion and
component involves lab techniques
procedurewhat they choose to do
lecture by the teacher
makes sense to them
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
The students will be at the lab tables, four to a table. All the materials will be either in the storage
cabinets or the side counters for the students to obtain. The students will be responsible for setting up
their table how they see fit.
5 min
Components
Motivation
(opening/
introduction/
engagement)
2 min
7 min
1 min
15
min
Development
(the largest
component or
main body of
the lesson)
5 min
5 min
1 min
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
9-15-14
I did get the opportunity to teach this lesson, though it was more of facilitating since the students were conducting their own
experiment. Overall, it went very wellthe students thoughtfully came up with a lab procedure (I went through each one with the
groups to ensure their success), performed the experiment, and wrote a lab report/ conclusion. Given the materials available there
were three variables that could be tested: temperature, amounts of stirring, and surface area. Because temperature was the most
obvious, most groups tested thatin the future I may try to come up with subtle ways to encourage groups to try variables other than
temperature while talking with them in the planning process. \
I have not been able to grade lab reports yet, so I cannot formally say how well they understood the point of the experiment or assess
their report-writing skills, however as I talked with each of the groups during the lab, they expressed thoughts to me about
controlling all variables except the one they were testing, qualitative and quantitative observations, and some connections to the
kinetic theory they had studied earlier. Were I to do this experiment again, I would pretty much only give a little bit more
background informationremind them that they learned how ionic compound dissolve in solutionand I would emphasize the goal:
speeding up the solvation process.
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