Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Heather Alexander
6 May 2015

Subject/ Topic/ Theme ChemistrySolutions: Solubility & Concentration

Grade

11th

I. Objectives
How does this lesson connect to the unit plan?
The second to last lesson in my part of the unitfocuses heavily on mathematical calculations the accompany properties of solutions.
cognitiveR U Ap An E C*

Learners will be able to:

Recall the phrase like dissolves like and apply it to a new situation involving solutions
Remember the difference between Molar and molal solutions
Use Molarity formulas to determine concentration
Actually create Molar solutions in a lab setting
Work out the mathematics of the process of dilution and perform one in a lab setting

R, Ap
R, U
U, Ap, E
Ap, C
U, Ap, C

physical
development

socioemotional

x
x

Michigan Merit Curriculum standards addressed:

There are no specific standards for this material from the Michigan Merit Curriculum. Grand Rapids Christian High School has
chosen to include this material because it is essential for any further work in the biological or physical sciences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Recollection of the phrase like dissolves like and of how Molarity quantifies concentration. Algebra
skills are also essential for calculating concentration and dilutions.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning): Will take a brief poll at the beginning of class to see about what percent of the class
feels comfortable using the equations previously discussed.
Formative (as learning): Will take another show of hands midway through the practice problems to gauge
students progress.
Summative (of learning): Quiz at some point in the future, their ability to actually make Molar solutions in the
following lessons lab activity.
Provide Multiple Means of
Provide Multiple Means of
Provide Multiple Means of
Representation
Action and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Students are allowed to move
around and get up to handle the
During work time, students who
materials they will be using to do
understand the material are not
dilutions later on. Physically
forced to do the examples with the
feeling the object may help clarify
rests of the class; those who are
and aid in interaction with material.
struggling can ask for a little more
specific help.
Provide options for language,
Provide options for expression and
Provide options for sustaining
mathematical expressions, and
communication- increase medium
effort and persistence- optimize
symbols- clarify & connect
of expression
challenge, collaboration, masterylanguage
oriented feedback
A lot of math in this lesson,
clarified by verbal explanation and
algebraic description.
Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Resources are managed by going
through organizational scheme of
notes, equation sheet, practice/
homework at the end of class.

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Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Teacher will need the Chapter 18 PowerPoint to be projected; students may view PowerPoint on their
own laptops and will additionally need their note packet to take notes. Like dissolved like demo, a
beaker of acetone and a Styrofoam cup are required. For practice with dilutions, to visualize/ handle
the equipment, balances, volumetric flasks, bottles of de-ionized water, and pipettes are needed.

Students will sit in the front of the classroom, in the desks facing the board and projector. When
allowed to handle materials, they will disperse through classroom to get a feel for what equipment is
used.

III. The Plan

Time

Components

2 min
3 min

Motivation
(opening/
introduction/
engagement)

2 min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
After taking attendance or doing devotions, a
Participate in devotions or attendance.
beaker of acetone a Styrofoam cup is presented.
Like dissolves likethe bonds in the polystyrene
Students are told that acetone is a nonpolar solvent
cup must be nonpolar since the acetone dissolved
and the cup is placed in the acetoneit appears to
them.
melt. Why?
Reminder that to make any kind of solution, you
must consider its properties (like polarity!) to
ensure that your substances will actually make a
solution.
Ask students to recall what the definition of a
Molar solution is.

1 min

3 min

If I was to have you go and make a Molar solution

in the lab right now, what kinds of things do you
think youd need to know/ do?

5 min

Show actual procedure:

1.
2.

Development
(the largest
component or
main body of
the lesson)
3 min

3.
4.

List the concentration and volume of the desired

solution.
Calculate the amount of solute (solid chemical)
you will need in grams.
Measure out the calculated # of grams.
Transfer this solute into a volumetric flask.

Add distilled H2O to partially fill the

flask.

Swirl flask to dissolve the solid.

Continue to add water until water level

almost reaches the etched mark on the
neck of the flask.

Finish adding water with a pipette.

Practice problem with making solutions. Allow

students to go and look at/ handle the equipment
needed for making solutions.

5 min
10
min

Realize that their answers were very close to the

real procedure, nice work!

Posit guesses as to why you take such precaution in

adding the final amounts of water.

Try practice problem alone or with a buddy. Look

at lab equipment; pair with solution making
process.

Introduce related topic of dilutions: M1V1=M2V2

Go through as many dilutions practice problems in
class as time allows.

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Students throw out tons of answersknow how

much solution to make and the desired
concentration, use molar mass to convert moles of
solute into grams to weigh, add to a certain amount
of solvent.

Especially with step 4, see if students can figure

out why these steps are necessary.

6 min

2 min

Students respond with moles solute over Liters

solution.

Closure
(conclusion,

Wrap up by noting that this lesson was a lot of

math, and will take some practice to get the hang

Try practice problem alone or with a buddy.

culmination,
wrap-up)

of.
Assign homework and dismiss class.

Take note of homework.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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