Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of
quality, meaningful lesson plans
_____________________________________
Guiding questions that will provide the framework for the lesson.

(Respond to each question.)

Who are you teaching? (Identify student grade level as well as academic functioning level and specific needs of individual

students)
I will be instructing a 9th grade Introduction to Chemistry class. This class will most
likely be the first experience the students have with chemistry.
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
I will be presenting and conducting the class by myself which will be overseen by my
cooperating teacher.
What is the long range goal(s) that is tied to this lesson?

At the conclusion of the unit, the students will be able to state the kinetic-molecular
theory of matter, and describe how it affects the properties of the three states of matter:
solid, liquid and gas. Students will use technology throughout this unit to help illustrate
and enhance their understanding of Chapter 10.

What is the specific learning objective(s) for this lesson?

• Students will be introduced to the Weebly website by creating a personal page.

Here they will describe themselves including their interests and hobbies.
o Students will learn how to embed hyperlinks to their Weebly page.
• Students will create a calendar in which they will schedule and track their
progress in the class.
o Students will be asked to organize their week/month in order to complete
the tasks asked of them.
• Students will watch an introductory video and asked to create a Blogster poster to
further demonstrate understanding of the topic.
• Students will create a flier using Scribd.com to demonstrate their understanding of
the phases of state of water.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
Students who are familiar with general computer operations will complete the
assignments with little difficulty. Students will need to have grasped the concepts
presented in class in order to create media that is relevant to the topics presented.

Waynesburg University 1
Graduate Programs in Education
Lesson Plan template
When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency

lesson, learning maintenance lesson, or learning generalization lesson?)

This unit will incorporate both learning acquisition and learning fluency. Students will
be taught the content in class and asked to expand that knowledge to create documents on
their website that are pertinent to the information presented in class.
When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson will take multiple days as topics will be introduced and then subsequently
built upon using technology. I estimate that the unit will be completed in 8-10 classroom
days. An additional 2-4 days will be scheduled in the lab to complete the technology-
based assignments.
Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom,

science lab…) AND what materials will be needed? How will technology be incorporated into the lesson?
Instruction on Chapter 10 concepts will be presented in a standard classroom with access
to an overheard projector, smart board, and/or chalkboard. Concepts will be presented
via power point presentations and classroom lecture/discussion. Instruction will also take
place in a computer lab at least once a week for the Weebly assignments.
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
The information presented in class is outlined in the PA Standards of Education. In
addition, it will aid as a building block to other concepts presented the remainder of the
year.
How does this lesson relate to the PA Academic Standards?
• 3.2.C.A3: Describe the three normal states of matter in terms of energy, particle
motion, and phase transitions.
• 3.2.cA6:
o Identify questions and concepts that guide scientific investigations.
o Formulate and revise explanations and models using logic and evidence.
o Recognize and analyze alternative explanations and models.
o Explain the importance of accuracy and precision in making valid
measurements.
o Examine the status of existing theories.
o Evaluate experimental information for relevance and adherence to science
processes.
o Judge that conclusions are consistent and logical with experimental
conditions.
o Interpret results of experimental research to predict new information,
propose additional investigable questions, or advance a solution.
o Communicate and defend a scientific argument.
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
The previous lesson focused on Stoichiometry. Students will use their knowledge of
this previous chapter to aid them in future experiments and class calculations.
How will you determine if students have met the lesson objective? (Think assessment)
Students will be assessed through the projects created on their Weebly site, homework,
weekly quizzes, and a cumulative unit assessment exam.
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Graduate Programs in Education
Lesson Plan template
How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group

activities, small group activities, cooperative learning groups…)

The information for this unit will be presented via lecture, in-class activites, and creating
a Weebly website. Students will work individually, but will have access to their
classmates and teacher for assistance in completing the assignments. Very little out-of-
class homework will be assigned.

Waynesburg University 3
Graduate Programs in Education
Lesson Plan template