Teacher Candidate: Justin Carter Date: March 20, 2014

School: Man High School Grade/Subject: 11

th
grade Chemistry
Lesson Topic: Gas Laws

Instructional Objectives/Student Outcomes:
In this lesson, students will explore Joseph Louis Gay-Lussac and his law that relates
a set of pressure and temperature to another set of pressure and temperature.

Objectives:
1) Students will understand the discovery of Gay-Lussacs Law.
2) Students will define Gay-Lussacs Law.
3) Students will apply Gay-Lussacs Law to various chemical and practical
scenarios.

WV CSOs:
I) SC.S.C.2
Students will
demonstrate knowledge, understanding and applications of scientific
facts, concepts, principles, theories and models as delineated in the
objectives.
demonstrate an understanding of the interrelationships among
physics, chemistry, biology, earth/environmental science and
astronomy.
apply knowledge, understanding and skills of science subject
matter/concepts to daily life experiences.

National Standards:
NSTA Standard 1: Content knowledge
1a) Understand the major concepts, principles, theories, laws, and
interrelationships of their fields of licensure and supporting fields as
recommended by the National Science Teachers Association.


Management Framework:
Overall Time-45 minute Lesson
Time Frame- 15 min. pre-unit assessment, teacher intro and demonstration
20 min. student practice and activity work
10 min. conclusion and small assessment activity

Strategies:
Guided instruction, pair activity, teacher/student led discussion

Differentiated Instruction/Adaptations/Interventions:
For students who are visual learners, I will present a simulation that displays how
pressure and temperature affect each other. For students who learn through
mathematically working problems, I will distribute example problems and practice
materials. In assessing their comprehension of the material, I will allow students to
choose between creating a timeline of what they have learned or developing a
unique scenario that utilizes Gay-Lussacs law.
Procedures:
1) Introduction/Lesson set
I first will distribute my pre-unit assessment to the class
To gain their interest, we will then explore different ways pressure and
temperature are related to help them self-derive the law.
Lesson Outline:
-Discussion of Joseph Louis Gay-Lussac and how he discovered his law
-Investigation of Mathematical Components of Pressure/Temperature
Relationship
-Presentation of Gay-Lussacs Law
-Requirements for Units/ Necessary Conversion Factors
-Example Problems

2) Body and Transitions
After the lecture, I will separate the class into groups and have them work on
selected problems.
After they complete the worksheet, each group will go to the board one at a
time and work out 2 problems. The class will then discuss each groups
work.

3) Closure
Afterwards, I will then recap over the lesson
I will also answer any questions they may have.

Assessment:
1) Diagnostic-I will give the students a pre-unit test that will assess them on the
3 basic gas laws.
2) Formative-The students will work in groups directly after the lecture is
delivered on a problem sheet. As they work, I will monitor their progress.
3) Summative-I will have each group work a certain set of problems from the
problem sheet on the board and the class will openly discuss if they agree or
disagree with the groups findings and explain their reasonings. Within these
groups, they will have individual problems to complete and will be solely
responsible for the completion of said problems.

Materials:
SmartBoard (or projector-type technology), computer, pretest material, whiteboard,
markers, erasers, problem sheets, Modern Chemistry textbook, pencils, paper,
calculators

Extended Activities:
1) If students finish early on their assignments, we as a class will discuss how
we can relate Gay-Lussacs law to the world around us.
2) If the lesson finishes early, I will demonstrate a virtual lab on gases with the
students.
3) If the technology fails, I will prepare a physical representation of the
simulation to display the same content.


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS


Needs-Based Planning
Learning Differences
-I will provide multiple approaches to
providing students with the content.
Sensory Differences
-I will make my speaking, writing and
graphical representations clear,
functional and adaptable.
Attention Differences
-I will use a varying schedule to keep
students attention focused on learning.
Behavioral Differences
-Each student will be held accountable to
the same set of rules.
Motivational Differences
-Students will create applications of the
Gas Laws to things that interest them.
Ability Differences
-Students will work together in groups
and help group members with their
individual weaknesses.
Physical Differences
-No physical activity will occur that
would prohibit physically disabled
students from participating.
Cultural Differences
-Each student will find a way to relate
the Gas Laws to their personal life.
Communication Differences
-I will regularly ask students whether or
not they understood me, and
individually approach each student in a
way that bests suit their needs.
Enrichment
-For extra practice, students will be
given extra problems and links to
websites that provide additional
instruction.
Multiple intelligences Addressed
__x____Verbal/linguistic ___x___Naturalist
___x___Spatial ___x___Interpersonal
__x____Logical/mathematical __x____Intrapersonal
______Bodily-kinesthetic ___x___Existential
______Musical ______Others (explain):


Reflections:
From this lesson, I experienced substantial success. My class had excellent
flow, almost every minute of class was spent on task, and, most importantly,
authentic learning took place. The students provided me with feedback after class
that they enjoyed my teaching style and felt that I truly cared about their learning. I
did, however discover some issues. For one, I discovered that the students needed
more time to practice the material discussed than I had allotted for. After the
original segment of class that I dedicated to problem solving was over, I realized
that many of the students hadnt quite made it through the task. Because of this, I
now understand more about the overall classs limitations and how I can
compensate for that. Additionally, I noticed that I should have made more of an
effort to discuss the pre-requisite knowledge needed to deal with Gas Law
problems. As they worked on the assignment, I observed that the greatest source of
their issues wasnt with the material I had just instructed, but with other concepts
and ideals that they had been taught in the past. Overall, however, I feel that I made
an excellent first step into my future as a teacher and cannot wait to see what the
next lesson has to hold for both my learning and the students learning.