Secondary Lesson Plan Template

Name of class:
Length of class:
SEP chemistry grade 10/11
40 min
LEARNING GOALS/STANDARDS to be addressed in this lesson (What
goals for learning to you hope to accomplish and/or national or state
standards will you address?):
http://www.nextgenscience.org/hsps-e-energy
HS-PS31

Create a computational model to calculate the change in the energy of one component
in a system when the change in energy of the other component(s) and energy flows in
and out of the system are known.

HS-PS32.

Develop and use models to illustrate that energy at the macroscopic scale can be
accounted for as a combination of energy associated with the motions of particles
(objects) and energy associated with the relative positions of particles (objects).

LEARNING OBJECTIVES (What will students know or be expected to do

in this lesson? Use verbs from Blooms Taxonomy):
Students will be able to explain how the volume of gas is directly
proportional to its temperature. (Charles law)
(As the temperature of a gas increases or decreases, the volume does the same
thing)

CONTENT (What specific

concepts, facts, or
vocabulary will be taught in
this lesson?):
They will be learning the
relationship between
temperature and volume.
Vocab: what it means to be
directly proportional
(as one amount increases,
another amount increases
at the same rate)

SKILLS: (What skills will students practice

or apply?)
-

Making observations
Making a claim, supporting it with
evidence and then explain why their
evidence supports their claim.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):
-Balloons, water, heat source, beaker, white boards/ markers

LEARNING PLAN (How will you organize student learning in this lesson?
LESSON PLAN SEQUENCE & PACING (How
will I organize this lesson? How much time will
each part of the lesson take?)
Activate/Engage/Explore
Bell Ringer: (4-5 min) (Activate prior
knowledge): Ask students to review the
definition of temperature they previously
learned (The average kinetic energy (speed) of
particles).
Then have them draw a pictorial representation
of changes in temperature on their white board
and explain it with their partner. (Higher temp
means faster moving swooshies).
Do a demo to capture student attention: (15-20
min)
Fill one beaker with hot water and
then fill another beaker full of ice
water. Put a balloon partially full of
air into the hot water. Have students
discuss their observations then write
claim, evidence, and reasoning for
what they saw on their whiteboards.
(This is an exercise I have observed students doing in class before
and it seemed to help them understand the overall concept when it
was broken into these three steps)

Put the balloon into that cold water

while they are thinking about the
first part of the demo to help them
see the temp/volume relationship.
(guide students through this process with
questioning and helping them connect their
prior knowledge of temp and volume)
Example student response:

ACTIVATE
/ENGAGE/EXPLORE
Capture student
attention, activate
student prior knowledge,
stimulate thinking, raise
key questions, Allow
students to observe,
design and plan
experiments, etc.

Claim: Temperature has an effect on the volume

of air in the balloon.
Evidence: When the balloon was put into hot
water it got bigger and the opposite happened
for the cold water.
Reasoning: An increase in temperature means
an increase in speed of the air particles inside
the balloon. In order to maintain a constant
pressure, these particles spread out more, and
increase the space (volume) the gas takes up.
Acquire/explain (2-3 min)
Ask students what variables they might
need if we were to explain this relationship
mathematically?
(let the brain storm) (We would need
initial/ final volume and temp).
- Next introduce equation. Explain how the
equation states that the initial
volume/temp ratio equals the final
volume/temp. Ratio.
- Take a closer look by dividing the volume
and temps of a gas that is heated using
Charles law equation. (the numbers are
in a table in slide show)

ACQUIRE/EXPLAIN
Introduce laws, models,
theories, and vocabulary.
Guide students toward
coherent generalizations,
and
help students understand
and use scientific
vocabulary to explain the
results of their
explorations
APPLY/ELABORATE
Provide students
opportunity to apply their
knowledge to new
domains, raise new
questions, and explore
new hypotheses. May
also include related
problems for students to
solve.
ASSESS/EVALUATE

This is where I will introduce the

vocabulary term directly proportional and
use the Charles law equation to help the
students visualize this. Depending on time
I might also show a graph of heating a gas
so that the students can visualize the rate
at which each temp goes up is the same
at which the volume goes up.

APPLY/ELABORATE (4-5 min)

Introduce a couple of practice problems:

Administer assessment
(although checking for
understanding should be
done throughout the
lesson)

If I double the temperature of the gas in my

balloon what would happen to its volume at
constant pressure? (the volume would double as
well)
Cont. practice if time (I would give an example
of manipulating variables)
Practice: If the initial temperature of a 350 mL
sample of gas is 263 K, what happens to the
volume if the temperature is increased to 300 K.
(volume will increase at the same rate as we are
heating the gas)
- What will be the final volume of this gas?
399ml (volume went up as we predicted and
if we divide each side we see that it was a
directly proportional relationship)
Assess/Evaluate (4-5 min)
I will assess student understanding by
their ability to form sound claim, evidence
and reasoning for the demonstration they
observe (informally during class)
I will also ask them to draw a pictorial
representation of the Charles law direct
relationship on their whiteboards then
explain it to their table partner.