Southfield Public Schools: Weekly Lesson Plans

Teachers Name:__Sandra Bergh__________

___Chemistry___________
Unit Title: Unit 2: Physical Properties of Matter
10/10-14/2016
Lesson Title: Mass & Change

Course:
Day/Date(s): Mon.-Fri.

Blooms Taxonomy
Evaluation
Knowledge

Synthesis

Analysis

Application

Alignment to NGSS
Comprehension

KUD
Know:
Understand:
Do:
1.
Assessment
How are you collecting evidence of student understanding?
How are you using that information to inform your instruction?
Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Preassessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.
1. Do Now/Exit Slip formative
2. Fist to Five--formative
3. cold call questioning - formative
4. teacher observations during group work-formative
5. whiteboarding-formative
6. Basic Chemistry Concepts Inventorypre-assessment
Instructional Learning Plan
How will the lesson support student acquisition, meaning-making and transfer of content knowledge,
understandings and skills?
Learning Activities: (Brief summary & description of how you will orchestrate instructional best
practices during this lesson to ensure student understanding i.e. Differentiated Instruction, Marzano,
National Board Core Propositions etc.
Monday:
1. video segment on Democritus at https://www.youtube.com/watch?v=63v2uichqmY & discussion
of article
2. Unit 2 Worksheet 1: Mass & Change
a. Whiteboard of particle diagrams in groups together & discuss
b. Students record answers on worksheet for study purposes
Tuesday:
1. 10 minute video on Lavoisier & Law of Conservation of Mass from Einsteins Big Idea
2. Comparing Units of Volume Lab: students will collect all data & begin graphing
Wednesday:
1. Lesson on rounding to correct significant digits when doing multiplication & division
a. Practice problems 2 guided; 2 students only; review answers
2. Data analysis of Comparing Units of Volume Lab: students will graph data & find slope of line of
best fit

Thursday
1. Do Now: rounding multiplication & division problems to correct S.D.
2. Lesson on rounding to correct significant digits when doing addition & subtraction
a. Practice problems 2 guided; 2 students only; review answers
3. Whiteboarding of graphs & conclusions to Comparing Units of Volume Lab
Friday:
1. Day 1 of Mass & Volume Lab
a. each student is given a plastic block or a metal cylinder to determine volume & mass
b. students are assigned to groups based upon block color or cylinder to graph mass v. volume
c. groups create their data tables
d. data table of group data recorded in lab notebook
Instructional Resources/Materials/On-line
World of Chemistry, Zumdahl & Zumdahl (2013) & Teacher Resources
Modeling Chemistry Units 1-12
POGIL Activities for High School Chemistry, Trout, L. (ed)., Flinn Scientific, 2012.
Laboratory supplies
Extended Learning (Homework)
Due Tuesday: Pre-Lab for Comparing Units of Volume Lab
Due Wednesday: video notes on Where the Heck to Round at https://www.youtube.com/watch?
v=kB2szfcwu1A
Due Thursday: significant digits problems involving multiplication & division
Due Friday: significant digits problems involving addition & subtraction
Due Monday:
Lesson Accommodations (Special needs and gifted)
extra time on assignments if absent
no penalty for missed classroom experiences due to absences

What will you do if students do not understand?

question their answers
review with new examples
practice in small heterogeneous groups (peer teaching)
encourage students to come for help during seminar or before or after school

Greg Spahlinger Addenda

Current Position and Objectives to reach by 10/14

Background:
The students have finished the Mass and Change lab procedures, but have not yet
analyzed or discussed their data. We have also given them some lessons on histograms,
propagation of uncertainty, and rounding. Students were given a do now on Friday to assess
their understanding of rounding. I looked at about half of these from each class and found no
perfect scores, and a large minority that answered all of the questions on the assessment
incorrectly. At a glance, the seventh hour group seemed to be doing better than the sixth hour, but
neither group fully understands what they are doing yet. Rounding and propagation of
uncertainty need to be reinforced at the beginning of the week. I havent assessed the students on
their understanding of histograms. The students will need to understand them in order to analyze

their data. I am concerned about their understanding of histograms, because there seemed to be
issues with confusion on Friday when I tried to guide them through histogram building as a
group.
Objectives:
- Reinforce and reteach histograms and rounding. More class time will be dedicated to
histograms, rounding can be done for homework.
- Assess knowledge of histograms
- Guide students through the analysis of their data
- Have students working on the mass and change worksheet (seen in the Monday slot above) by
the end of the week.
Plans:
Monday:
Do now on histograms (20 25 min): I will give the students a data sheet at the beginning of the
hour with made up data about the number of hours a group of about 15 students are listening to
music. I will also give them a sheet of graph paper. The students will be asked to draw a
histogram on the graph paper. The last question on the do now will be to list your group
members and write the name of the group that you picked. I will give them 15 minutes for this
assignment, or until it seems like people are finishing up. At the end, we will draw the histogram
as a class. I will cold call people to help me fill in the histogram.
Seating chart (5 min): I will announce that students will be sitting with their group members
from now on. I will make a map showing where each student should sit, and pass it out. I will tell
them that the seating chart will begin to apply tomorrow at the beginning of class.
Mass and Change lab Data analysis: I will put the groups and histogram assignments back up on
the smart board for the students. I will break them back into groups and ask them to begin
making histograms using the data on their data sheets. I will tell them that I can answer questions
on the histograms, and that once they have histograms in their notebooks, then they can begin to
put them on whiteboards. They will need me to approve their histogram before they are allowed
to start with the whiteboard, so that I know that they have basically the right idea. They will do
this until the end of the hour.
Rounding homework: Students will be given a worksheet on rounding and propagation of
uncertainty.
Tuesday:

Preparation for whiteboarding (30 Min) - At the beginning of the lab I will have the students
break up into their groups and work on analyzing their data, and getting it onto the whiteboards.
The students will be told that they have 30 min to put together their whiteboard and that we will
be discussing them this period. Once the students have their whiteboards done they should call
me over so that I can photograph the board in case we dont get through the discussion today (we
probably wont).
Whiteboard discussion (15 min) I will ask the students to circle up. I will have them talk about
their results. Students will present their parts in order starting with part 1 and finishing with part
6. When we are discussing a part that more than one group has done, I will solicit participation
from both groups I will pick one to go first and then I will ask the other group if their findings
match and whether they have things to add or comments.
Wednesday:
Whiteboard discussion (30 min) Discussion continues.
Video on Democritus (10 min). Students will watch the video on Democritus on the plan for
Monday above.
Mass and change worksheet (5 min) - students will receive the worksheet and be given a few
minutes to start it.
Thursday:
Mass and Change worksheet Students will be given all period to work on the worksheet. I will
ask them to turn it in 10 minutes before the end of the period.
Exit slip (10 min): Students will be given the following formative assessment as an exit slip:
Figure 1 below shows a 1.0 L solution of sugar dissolved in water. The dots in the magnification
circle represent the sugar molecules. In order to simplify the diagram, the water molecules have
not been shown.

In Figure 2, another 1.0 L of water was added. Which response below best
represents what you would see in the magnification circle for Figure 2?

Explain why you chose the response you did.

Friday:
Students will mostly be out for a field trip. Those who do not go on the trip will be given a
reading assignment and worksheet, unless I think of another activity that I would prefer to have
them do. Those who are on the field trip will have the activities of Friday excused.