Name:_Jessica Jaremy__________________________ Cohort: ____________

Lesson Plan
Lesson Title: __Mass and the Mole________________________________ Grade: __11__ Date: _2017/11/22___

Subject: _Chemistry SCH3U___Strand: _D. Quantities in Chemical Reactions____ Location: _Superior CVI 2052__Time: (length in
minutes): __75 min___

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This lesson provides an overview of how to convert between the mass of a substance and the number of moles. There
is a PowerPoint presentation which first explains molar mass and how to calculate it, then how it can be used to
convert between mass and moles. A new equation is introduced and explained, and afterward there are a couple
examples to go over. When the note is done, there is an activity for students to complete in which they will identify
unknown substances based on their molar masses. Then students are expected to read through the first part of
section 5.2, which covers pages 233 to 239. Next, they should answer the following questions on page 243: #1, 2, 4, 5,
6, 7
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
D2 – Developing skills of investigation and communication
D3 – Understanding basic concepts
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measurable, has realistic number of expectations (1 to 3) have expectations that match assessment
D2.1 – use appropriate terminology related to quantities in chemical reactions, including, but not limited to:
stoichiometry, percentage yield, limiting reagent, mole, and atomic mass
D2.3 – solve problems related to quantities in chemical reactions by performing calculations involving quantities in
moles, number of particles, and atomic mass
D3.2 – describe the relationships between Avogadro’s number, the mole concept, and the molar mass of any given
substance
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 To calculate molar mass
 To convert back and forth between number of moles and mass
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: use the periodic table to calculate the molar mass of a substance
I can: rearrange and use the equation that is required to convert between mass and molar mass
I can: use proper units when describing mass and molar mass
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Write/do Mini lab/activity Mark the labs that the students
hand in/go through them to see
if they are getting the right

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 answers and understanding the
concepts
Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
 An understanding of a mole and the number of particles in a mole
 An understanding of Avogadro’s number and how to use it in calculations
 An understanding of the periodic table and how to read/use the numbers on it

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

-No modifications necessary.
-This lesson presents information in writing (the note) and orally (the teacher talking during the note). After the note,
there is a hands on activity where students can see how this information can be applied in real life, and get to practice
the concepts by using and measuring real substances instead of working out of a book the whole time.
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and to develop schema)

Atomic mass – the mass of an atom of an element expressed in atomic mass units
Molar mass – the mass of one mole of a substance, found by adding the atomic masses of the individual components.
Mass – a measure of the amount of matter in an object
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
-PowerPoint presentation
-Projector
-Whiteboard markers
-Activity sheet
-Balances (up to 5)
-Five chemicals: NaCl, C6H12O6, H2O2, H2O, Cu. (amounts will vary)
-Five beakers
-Label tape/paper to label the beakers
Learning Environment (grouping; transitions; physical set up)
Students will sit at their desks to take the note. The teacher will present the note, circulating the room from time to
time to make sure the students are staying on task and to ask questions. During the activity, students will be moving
around the room to different stations in groups, and then may either work at a lab bench (as long as they are not in
anyone else’s way when they are trying to measure) or return to their desks to finish their calculations.
Cross-Curricular Links
Math: rearranging formulas, performing calculations
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: _10:55___-_11:10___ (Indicate time breakdown of instructional
elements)

-Answer questions/participate in the discussion.

-Start by asking students what they remember from the
-Try to recall information from the previous day.
previous lesson about the mole (brainstorming). If they
don’t say anything, consider asking questions such as:
“What is a mole/What do we use it for?” “How many

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 particles are in a mole?” “What else is a mole known as
(whose number is it?)” “What do we call particles for . . .
elements? Compounds? Pure ionic compounds?” “How
can we convert between moles and number of particles?”
“What are the different variables in the equation?”

-Next, take up question 11 from the textbook, as it was a -Complete question 12

tricky question and an example exactly like it was not
done in class. After, have students complete question 12
right away (it is almost exactly the same as question 11)
and take that one up as well.

-Introduce today’s topic: how the number of moles

related to the mass of a substance.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: _11:10__-_12:05__ (Indicate time breakdown of instructional elements)

-Present the note about mass and molar mass. There is a -Copy down the note and answer questions/participate in
more specific script on each slide of the PowerPoint the discussion.
explaining what information is important to say for each
slide and detailing how to go through the examples.
-Circulate the room as necessary to make sure students
are staying on task.
-Be sure to ask questions about the material, especially
when going through the examples.

-Explain the activity that follows. There will be five -Complete the activity
stations set up. Each one will have one chemical in a
beaker and a balance (if there are not enough balances
available there could be two chemicals per station). There
will be a specific amount of each chemical in the beaker
(to be determined by the teacher). The beaker will be
labelled with a number (substance one, two, etc.), the
mass of the beaker when it is empty and the number of
moles of substance in the beaker (calculate this when
preparing the activity). Students must measure the mass
of each substance and record it. When they have
finished, they must use the mass they have calculated
and the number of moles written on the beaker to
calculate the molar mass. The back of the sheet will have
the formulas of five substances. The students must
calculate the molar mass of each substance (using the
atomic masses on the periodic table) and compare with
their masses from the first part to identify each
substance.
-Circulate during the activity to make sure everything is
going well and the students are on task.

-When the activity is complete, tell students to read -Read the textbook pages and answer the questions.
pages 233 to 239 in the textbook and complete the
following questions on page 243: #1, 4, 5, 6, 7

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: __12:05_-__12:10__ (Indicate time breakdown of instructional elements)

-Recap and textbook questions -Discuss/answer questions.

Extension Activities/Next Steps (where will this lesson lead to next)

The next lesson will be about putting together the information from this lesson and the previous one, where students
will learn how to convert between particles and mass, using moles as an intermediate step. After that, we will move
on to the next chapter.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

-Explained what the goal was for the day/what we were going to do at the beginning – that was good
-Fix the lab worksheet a bit because the theoretical/experimental part on the activity was a little unclear, just rewrite
it so it makes more sense.
-The note took longer than anticipated, leaving less time for the lab. There was still enough time for students to
complete their measurements, but less time for them to work on it in class.
-It might be worth thinking about, for the lab activity, to make all of the substances exactly one mole, to better drive
home the idea of what molar mass actually is.
The Teacher:

-When doing example problems during the note, don’t always wait for the slowest ones to finish it because everyone
else gets bored and distracted, and the note takes too long. Take it up when the majority of them are done, those who
are slower will still have time to practice later when they do practice questions.
-Make sure everyone is paying attention. Tell them to put their phones away or stop talking if necessary.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013