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Ben Drew

November 21
st
2013
Grade 11
Time Frame: 9:45-1045am
Subject: Chemistry 2
Topic: Mole-Mass conversion review and Chemical Reactions
Curricular Outcomes:
- 323-1 Define molar mass and perform mole-mass inter conversions for pure substances
- 115-3 Convert number of particles to mass and moles
- 321-1 Compare and contrast physical and chemical changes; identify empirical evidence that
may indicate a change has occurred; writ
- 321-1 Write balanced equations
Materials:
- Microsoft PowerPoint
- Smart Board
- Candle
- Lycopodia powder
- Worksheets on balancing equations
- Mini white boards & markers
Anticipatory Set:
The class begins with a quick quiz review sheet consisting of five questions which cover all of the
material on the upcoming quiz. Afterwards I will do the Five Finger Check to see the class level of
understanding. The Five Finger Test is when students hold their hands to their chest and hold up one
finger for each question they got correct. For students who held up less than 4-5 fingers I will strongly
encourage students to join me at lunch for extra help.
Body:
- I will go over the answers to their homework sheets on molar conversions
- To start the new chapter on chemical reactions I will show the students the reaction of the
oxidization of Lycopodia powder. By using a pipet to spray a cloud of dust on a candle, it makes
an impressive, small fireball. Students will want to see this at least twice. After I will discuss
what reaction took place
- I will then have a power point on chemical reactions which will cover the basics of chemical
reactions and balancing equations.
- I will do some practice balancing equations with the class and their white boards. Each student
having in individual dry erase board ensures that all students participate when answering
questions and allows me to see what percentage of students are understanding the work
- I will give out a worksheet for students to practice balancing equations.


Assessment:
I will have the students do the Five Finger Test to assess the level of understanding in the classroom
about molar conversions. I will use the white boards while doing questions with the class to see how
well students understand the questions.
Diverse Learning Requirements:
There are no SEPs in my chemistry class so I have no diverse learning needs to fulfill. There are two
students who are accommodated by having the PowerPoint emailed home, after class is finished.
Furthermore I will highlight the different learning styles students have throughout the lesson: Auditory
by discussion and my lecturing, Visual and Kinesthetic through the Lycopodia-fire reaction, and
reading/writing through the PowerPoint and worksheets.
Reflection:
Molar mass conversion is the first real topic I have taught a class in its entirety. I feel it is very important
that I make sure the students have learned how to do molar mass conversions, not only because it is an
important part of chemistry but because I want to make sure that I am being an effective teacher.
I am happy I get a chance to do an exciting chemical reaction with the students. By having these types of
demonstrations, especially while doing mostly math-type questions keeps students interested and
excited about chemistry and makes class a lot of fun.

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