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Secondary Ed Student Teaching Lesson Plan

Teacher: Miss Emmel
Name of Course: Chemistry
Cooperating Teacher Approval: MR
Heading
TOPIC FOR THE LESSON: Derived Units

Time in Minutes: 42 Grade Level/Course: 10 th through 12th

Standards
UCP.1: Systems, order, and organization

A.1: Identify questions and concepts that guide scientific investigations. Students
should form testable hypothesis and demonstrate the logical connections between the
scientific concepts guiding a hypothesis and design of an experiment. They should
demonstrate appropriate procedures, a knowledge base, and conceptual
understanding of scientific investigations.

A.2: Design and conduct scientific investigations. Designing and conduction scientific
investigations requires introductions to the major concepts in the area being
investigated proper equipment, safety precautions, assistance with methodological
problems, recommendations for use of technologies, clarification of ideas that guide
the inquiry, and scientific knowledge obtained from sources other than the actual
investigation. The investigation may also require student clarification of the question,
method, controls, and variables; student organization and display of data, student
revision of methods and explanations, and a public presentation of the results with a
critical response from peers. Regardless of the scientific investigation performed,
students must use evidence apply logic, and construct an argument for their proposed
explanations.

B.2: The atoms nucleus is composed of protons and neutrons, which are much more
massive than electrons. When an element has atoms that differ in number of
neutrons, these atoms are called different isotopes of the element.

G.1: Individuals and teams have contributed and will continue to contribute to the
scientific enterprise. Doing science or engineering can be as simple as an individual
conducting field studies or as complex as hundreds of people working on a major
scientific question or technological problem. Pursuing science as a career or as a
hobby can be both fascinating and intellectually rewarding.

G.2: Scientists have ethical traditions. Scientist value peer review, truthful reporting
about the methods and outcomes of investigations, and making public the results of
work. Violations of such norms do occur, but scientists are responsible for such
violations are censured by their peers.

Objective(s) Assessment of Objective(s)

The student will be able to define derived Verbal Questioning

units, volume, liter, and density.

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The student will be able to use the Worksheet

density formula they are taught in class to
calculate density, mass, or volume
depending on the information given in the
question.

Key Vocabulary for Today

Derived Unit: unit that is defined by a combination of base unites

Volume: the space occupied by an object
Liter: most useful unit of volume; equal to one cubic decimeter
Density: a physical property of matter and it is defined as the amount of mass per unit
volume

Pre-Planning
Characteristics of Students
PERIOD 4/5: 18 students 5 males and 13 females
PERIOD 7/8: 12 students 11 males and 1 female

Modifications & Adaptations

No students with IEPS.
Materials/Resources

Camcorder VCR/DVD Worksheets Handouts

Computer Notes
Internet Approved Readings ________________________
_________ ______________________ ________________________

Activities
Setting the Stage/B.A.R.N.
Time (in minutes)
B: Yesterday we talked about SI base units and units that are
used as is and are defined as such. 5 minutes
A: The students will be asked to define the words density and
volume using previous experience with the words.
R: The easiest way that students can relate this topic to their
everyday lives is when they think about volume and the unit
of a liter. The easiest way to think about a liter is when
looking at 2 liter bottles of pop.
N: Today we will be talking about derived units which are
units that combine two of the SI base units.

Teachers Activities Students Activities Time (in minutes)

During my prep period right Students will respond to 5 minutes (B.A.R.N.)

before class I will pass out slips of the bell ringer.
paper for the students to respond
to the bell ringer question.

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We will begin our discussion with Take notes in the 5 minutes

what derived units are and how graphic organizer
they are used to measure provided.
quantities that cant be measured
by SI units.
5 minutes
The next topic of discussion will be Take notes.
is volume. We will talk about its
units and a way to visualize it. We
will also talk about the more
helpful unit that is commonly used
which is the liter. 10 minutes
Take notes and work
Then we will start a discussion through sample
about density. Density will be the problems on the board.
first true practice the students will
have with calculations in this
class. We will do the lecture and
work through a few sample 17 minutes
problems. Work through the
worksheet and ask
A worksheet will be distributed questions as they arise.
and the students will be asked to
work through the density
calculations because they will be
performing an experiment
tomorrow that they will be
working with density calculations.

Closure Time (in minutes)

Students will be completing another exit ticket at the end of 5 minutes

class. This time they will be asked to calculate a few different
things using the Density equation.

1.) Calculate the density (g/cm3) when given the volume

of 7.1 cm3 and a mass of 15.2 grams.

2.) Calculate the volume (cm3) when given a density of

3.7 g/cm3 and a mass of 14.8 grams.

3.) Calculate the mass (g) when given a density of 8.9

g/cm3 and a volume of 1.8 cm3.

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Post Analysis
Reflections/Notes:

What would I do differently next time?