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Lesson Plan 4

Course

Subject

Title

Science

Energy and Matter in Chemical Changes

Love & Conflict

Grade Level

Time Frame

Developed by

10

80 Minutes

Group B

 

Stage 1 Desired Results

Content Standard(s): Particle model of matter, pure substances, mixtures, reactants, products, elements, and compounds

Enduring Understandings/Big Ideas: (from Harden: Lesson

Essential Questions: (Lesson specific)

specific)

How can you tell if scientific data is credible?

Students will understand that…

How are chemicals a source of conflict?

Applications of science often have ethical, social, economic and political implications.

How can we reverse effects of chemical damage?

How scientific data be interpreted for easier comprehension?

Science assumes that for every effect there is one or more causes.

Prior Knowledge:

What do students already know

Grade 7 Science, Unit C: Heat and Temperature

Related misconceptions

Chemical reactions cannot be reversed

Grade 8 Science, Unit A: Mix and Flow of Matter

Grade 9 Science, Unit B: Matter and Chemical Change

All scientific data from official websites and books are considered credible

Grade 9 Science, Unit C: Environmental Chemistry

Lesson Emphasis:

How chemical substances meet human needs

Evidence of chemical change

Knowledge objectives (specific outcomes):

Skill objectives (specific outcomes):

Students will know

Students will be able to

Describe the basic particles that make up the underlying structure of matter, and investigate related technologies.

Explain, using the periodic table, how elements coming to form compounds, and follow IUPAC guidelines for

naming ionic compounds and simple molecular compounds.

Identify historical examples of how humans worked with chemical substances to meet their basic needs

Outline the role of evidence in the development of the atomic model consisting of protons and neutrons (nucleons) and electrons

Outline the issues related to personal and societal use of potentially toxic hazardous compounds

Identify and classify chemical changes, ad write word and balanced chemical equations for significant chemical reactions, as applications of Lavoisier's law of conservation of mass.

 

Stage 2 Assessment Evidence (Lesson specific)

Performance Task(s): N/A

Student Self-Assessments

   

Other Evidence (assessments)

 

Concept Map

   

Verbal Questioning

 

Stage 3 Learning Plan

 

Learning Activity:

 

Learning

What the Student does (Include differentiation instruction)

       

Cycle

What the Teacher does

Time

Materials

   

Students will listen to the instructions for the concept map activity

 

Introduces concept map activity (for assessment purposes)

 

Chrome

 
En Exr
En
Exr

Students will break into groups based on their chosen conflict from previous lesson

Students will then create a concept map that outlines any damages these conflicts have caused to the environment

 

Books

Poster

 

Exl

Facilitates activity and answering any questions students may have

30

Paper

 

Minutes

 

El

Markers

Ev

Observe students research articles and ensure each source is credible

 

Scientific

Students will then list as many chemical related damages they have caused (if any)

 

Articles

 

En

       
   

Students will quickly present their

 

Facilitates presentation of concept maps (keeping track of time)

Asks any questions

 

Exr

 
Exl El
Exl
El
     

15

 

concept map to the class and teacher

Students will answer any questions coming from the class or teacher

 

Minutes

N/A

 

Ev

   
 

En

 

Students will listen to the lesson provided by the teacher and ask any questions

 

Facilitate lesson on chemical compounds, reactions, and environmental impacts related

   

Exr

Exl El
Exl
El

Ev

 

25

Students may add to the concept map if relevant information is presented

Explain essential questions provided for the lesson

Ensure students understand how chemicals (if any) were used within their chosen conflict

Minutes

Notebooks

 
En Exr
En
Exr
 

Facilitate short group discussion

   
 

Students will get back into groups and have a small discussion on how to interpret their scientific data from the articles

 

Provide examples or ideas to help students figure out ways to convey scientific data in a creative and comprehensible manner

10

 

Exl

Minutes

N/A

El

Ev

 
 

Stage 4 Reflection

 
 

Considerations

 

Comments

Is there alignment between the first 3 stages?

How has learner differentiation been addressed?

How does the unit design include a variety of teaching experiences that includes: FNMI, multicultural, and interdisciplinary activities.

Sources consulted (APA format)