Spring Arbor University School of Education

Lesson Plan Essential Elements

Title: Kinetic-Molecular Theory of Matter
Subject: Chemistry
Grade Level: 11th

Time Allotted: two 50 minutes classes

Materials Required:
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Michigan Curriculum Framework: benchmark and/or GLCE/HSCE/EGLCE (write out)

P4.p1A For a substance that can exist in all three phases, describe the relative motion of the
particles in each of the phases. (prerequisite)
P4.p1B For a substance that can exist in all three phases, make a drawing that shows the
arrangement and relative spacing of the particles in each of the phases. (prerequisite)
P4.p1C For a simple compound, present a drawing that shows the number of particles in the
system does not change as a result of a phase change. (prerequisite)
Objective(s):
Objective 1: TLW Describe the relative motion of a particle that can exist in all phases
Objective 2: TLW Make a drawing explaining the arrangement of particles in each phase
Objective 3: TLW Draw a picture that shows the number of particles in a system doesnt change as a
result of a phase change for a simple compound
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Instructional Procedure: What information do students need to accomplish the objective(s)?
Time
Essential Element
Allotted
10 min
1. Anticipatory Set:
Bellwork: one stoichiometry problem as a refresher and connected to new material
Draw the arrangements for the three states of matter (to go over during lesson)
5 min
2. State Purpose and Objective(s) of Lesson:
Objective 1: TLW Describe the relative motion of a particle that can exist in any phase
Objective 2: TLW Make a drawing explaining the arrangement of particles in each phase
Objective 3: TLW Draw a picture that shows the number of particles in a system doesnt
change as a result of a phase change for a simple compound

10min

Tell them, Write them- The students will be asked to write the objectives in their chemistry
journal as I read them aloud
3. Plan for Instruction:
Vocab organizers for (frayess, Marzanos vocab):
o Kinetic-molecular theory
o Ideal gas
o Elastic collision
o Diffusion
o Effusion
o Real gas

15 min

5 min

5 min

Vocab organizer goes into their chemistry binder

Guided two column notes- Go over five assumptions of the Kinetic-Molecular Theory
Draw arrangement and examples- on whiteboards (if available); students will be asked
to draw the arrangement on the whiteboard or other tool (transparency or sheet cover
with white paper) and hold up that arrangement for me to see. I will then correct
anyone that needs correcting and ask questions about why students thought that way
and how they knew what to draw (explaining their answers)
o This allows for a formative assessment on their understanding of the three
phases; solid, liquid, gas
What happens with a real gas exploration- for homework, students will research real
gases. The next day students will be given time to put together some type of share out
(see differentiation for explanation).
4. Differentiation Considerations (accommodations):
Student involvement in groups
Visual representation
For the exploration, the students may share out in any way they choose. There will be a rubric
that has basic concepts for them to follow but they can be as creative as they would like.
5. Assessment:
Students will write their understanding from the day in their exit journal to be turned in before
the lab is started. I will collect the packet and go over what students need the most re-teaching
on during the lab times. This packet will be a stack of papers stapled together with lesson
headings at the top and a space for reflection on the side because the student will put on the
paper whatever they need to for that lesson.
6. Closure:
Share out key point and go over V.I.P.s (very important points)