LESSON PLAN: Relating Temperature and Pressure of a Gas (Boyles Law)

Candidate: Yeri Garcia

Subject(s):

Science/Language
Arts

Grade level(s):
8th Grade

Standard(s):

Structure of Matter CONTENT

8. All objects experience a buoyant force when immersed in a fluid. As a
basis for understanding this concept:
know that ...
in solids the atoms are closely locked in position and can only vibrate.
in liquids the atoms and molecules are more loosely connected and can collide
with and move past one another.
in gases the atoms and molecules are free to move independently, colliding
frequently.
INVESTIGATION AND EXPERIMENTATION PROCESS
9. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
b. Evaluate the accuracy and reproducibility of data.
e. Construct appropriate graphs from data and develop quantitative statements about the
relationships between variables.
f. distinguish between linear and nonlinear relationships on a graph
of data

LANGUAGE ARTS
Writing Applications (Genres and Their Characteristics)
Writing Strategies
1.0 Students write clear, coherent, and focused essays. The writing exhibits
students awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence and conclusions. Students progress
through the stages of the writing process as needed.
Organization and Focus1.1 Create compositions that establish a controlling
impression, have a coherent thesis, and end with a clear and well-supported
conclusion.1.2 Establish coherence within and among paragraphs through
effective transitions, parallel structures, and similar writing techniques.1.3
Support theses or conclusions with analogies, paraphrases, quotations, opinions
from authorities, comparisons, and similar devices.
2.0 Students write narrative, expository, persuasive, and descriptive texts
of at least 500 to 700 words in each genre. Student writing demonstrates a
command of standard American English and the research, organizational,
and drafting strategies outlined in Writing Standard 1.0
Using the writing strategies of grade eight outlined in Writing Standard 1.0,
students:
2.1 Write biographies, autobiographies, short stories, or narratives:

Date:
10/13/10
Single/MultiDay
Lesson:
Multi-Day:
Lesson #2 of a 3 day
Science Unit Plan

a. Relate a clear, coherent incident, event, or situation by using well-chosen

details

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will understand the relationship between the volume and pressure of a gas. They will also construct
volume/pressure graphs.
II. LEARNING OUTOME (Objectives):
Teacher version:
All students will demonstrate an understanding of the relationship between the pressure and volume of a gas at a
90% level of proficiency as determined by the observation activity and writing that will serve as a post-test
analysis. Students will engage in expository writing based on the standards selected. Students will create

a pressure/volume graph.
Student version:
Describe the relationship between the pressure and volume of a gas.
Write on Schoology Discussion forum you learned during the lab.
Create a graph using iPad with Numbers app that shows the relationship between the pressure and
volume of a gas.

IV. INSTRUCTION

A.

ENGAGEMENT/EXPLORATION (Motivational Activity):

a. Engagement - Question(s): What is Boyles law? What happens to the volume of a gas when you
increase/decrease pressure?
b. Exploration Activity: (Real and Material Objects) Testing pressure and volume
1. The day before, the teacher will instruct students to watch a 5-minute video on Boyles Law. The
YouTube will be accessible through teachers Schoology class page. Students will also have to answer 6 questions
through out the video to ensure student participation.
2. Day of lesson, teacher will ask students questions about the video and their knowledge of the
material in order to activate prior knowledge on the subject. This will help guide instruction.
3. Each group of students will be given a syringe and a small piece of clay, they will also need to use
their science text books. The clay will be placed on the nozzle of the syringe in order to stop any air from entering
or leaving the syringe. Student will then place text books on top of the syringe one at a time and record the
volume of the gas inside the syringe in cubic centimeters (cm) after they place each book. The students will then
use the data collected from the experiment to create a graph using Numbers app on iPad that illustrates the
relationship between the volume and pressure of a gas. They will then be given a few minutes to reflect on their
experiment and discuss their findings and explanations with their partners and group mates and post the graph on
the classes Schoology page.

B. INSTRUCTIONAL SEQUENCE/EXPLANATION (Teaching Methodology with Student Activities):

Step #1: (Process Questions)
Teacher will:

a. BeginbyaskingthreeProcessQuestions
1. What materials did we use?
2. What did we do with the materials?
3. Why did we do the activity? What did we learn?
Step #2: (Explain Outcomes/Standards)
Teacher will:
a. Explain that at the end of this lesson students should be familiar with the concept of Boyles law and
how pressure will affect the volume of a gas.
b. Explain that students should be able to apply their understanding of this law to make predictions about
the behavior of the gases.
Step #3:
Teacher will:
a. Divide students into groups of four
b. Explain how to conduct the investigation.
c. Ask a student from each group to gather the necessary supplies for his/her group
d. Ask students to begin with their investigation
e. Walk around the classroom as students conduct the investigation and prompt conversation and
inquiry through discussions and prompting questions
f. Provide assistance as necessary.
Step #4:
Teacher will:
a. Help students process their understanding of the concepts that were explored. A whole class
discussion will be conducted on Boyles law and how pressure and volume affect each other.
b. Allow students to share what they learned with each other by conducting a Turn and Talk session.

C. APPLICATION ACTIVITY/EXTENSION (Practice and/or Reflection):

During the Application/Extension Phase, students will apply what they have learned about density in the
following exploration.
a. Work with a partner to create a pressure/volume graph using the data that they have collected.
D. MATERIALS & RESOURCES:
For the Engagment/Exploration and Instructional Sequence/Explanation:

EachGroup:
1syringe
1smallpieceofmodelingclay
4sciencetextbooks
Sciencejournalforeachstudent
iPadwithNumbersApp
FortheApplicationActivity/Extension
1datatablecreatedduringexplorationphase
Sciencejournal
Pencil
Fortheteacher:
GemsGuideresourcebook
V. ASSESSMENT STRATEGIES/EVALUATION (Methods for Obtaining Evidence of Learning):
Formative Assessment:

Students will write a friendly letter describing what they learned during the lesson. This expository
composition should explain the exploration activity by answering the four process questions (see
above). This letter should include all parts of a friendly letter and be at least two paragraphs long.
Students should demonstrate knowledge of covered science concepts.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, PRACTICE):

AdvancedLearners:
Theadvancedlearnerwillextendtheirknowledgeofdensitythroughenrichmentactivities.Thesewill
includechallengingcriticalthinking,problemfinding,andproblemsolvingactivities.
Intervention(studentswithIEPs):
Studentswhohavevisualprocessingdisorderswillhavepreferentialseatinginthefrontofthe
classroomanddisplaysonboardwillbeinlargeprint.
Studentswithauditoryprocessingdisorderswillbeallowedtohavedirectionsrepeatedmultipletimes.
Studentswillbeallowed50%moretimetocompletetasks.
EL/EnglishLearners:
SDAIEinstructionwillbeprovided.
Academiclanguagespecifictothetaskwillbeintroducedthroughtheuseofawordwall.
Thepresentedassignmentswillbebrokendownintomanageablelearningsegmentschunks.
VII. HOMEWORK (APPROPRIATE):

Studentswillsharetheirexpositorycompositionswiththeirparentsandfamiliesanddiscuss
withthemwhattheylearnedaboutdensity.
Studentswillwriteexplanationsforthreepuzzlingscenariosassignedbytheteacher.They
willusetheirknowledgeaboutdensitytocomeupwithsolutions.