EDSC 330 Final Project

Names: Shenny Nguyen Subject Area(s): Chemistry

Lesson Topic: Stoichiometry: Chemistry in Everyday Life Grade Level(s): 9-10

Standards
Literacy Standard(s):
 RST.9-10.7 Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into
words.
 WHST.9-10.7 Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
Content Area Standard(s):
 HS-PS1-7.Use mathematical representations to support the claim that
atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to
communicate the proportional relationships between masses of atoms in the
reactants and the products, and the translation of these relationships to the
macroscopic scale using the mole as the conversion from the atomic to the
macroscopic scale. Emphasis is on assessing students’ use of mathematical
thinking and not on memorization and rote application of problem-solving
techniques.] [Assessment Boundary: Assessment does not include complex
chemical reactions.]
English Language Development (ELD) Standard(s):
 Gr.9-10:P2.A.4.Ex. Adjust language choices according to the context (e.g.,
classroom, community), purpose (e.g. to persuade, to provide arguments or
counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).
 Gr.9-10:P1.B.5.Ex. Listening Actively. Demonstrate comprehension of oral
presentations and discussions on a variety of social and academic topics by
asking and answering questions that show thoughtful consideration of the
ideas or arguments with moderate support.

Lesson Objectives & Supports

 Content objectives:
 SWK that chemical equations must be balanced before analysis can begin.
 SWK that a chemical equation represents physical matter.
 SWBAT verbally explain the process of using stoichiometry to solve a
chemistry problem.

Literacy objectives:
 SWBAT verbally explain why chemical equations must be balanced before
analysis can begin. (RST.9-10.7)
 SWBAT write a question that can be answered with stoichiometry.
(WHST.9-10.7)
 SWBAT verbally explain the process of using stoichiometry to solve a
chemistry problem. (RST.9-10.7)

Academic vocabulary:
Tier II (General) : Balanced, equal, produce, analyze, question, investigation,
analogy, comparison, adequate
Tier III (Domain specific): atoms, matter, molecule, reactant, reagent,
product, mole, stoichiometry, Avogadro, mole ratio, molarity, states of matter,
limiting

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
 Stop and think During Reading: Students will stop and think about what they
are reading. Stopping and thinking prevents students from fake reading and
gives them time to comprehend the material (Tovani)
 Analogy Chart: By using the analogy chart, students can connect existing ideas
from their funds of knowledge to the new material. They compare and contrast
the new and familiar concepts (Buel, 2013).
Assessment: How will you know if students met your objectives?
For EACH content and literacy objective listed above, indicate how you will evaluate if
students met the objective. These assessments might include formal and informal
assessments, individual or group assessments, oral or written assessments, in- and out-of-
class assessments, etc.
Objective Assessment
SWK that chemical equations must be Teacher asks and students verbally answer.
balanced before analysis can begin. Students also demonstrate during pair-
share.
SWK that a chemical equation represents Teacher asks and students verbally answer.
physical matter. Students also demonstrate during pair-
share.
SWBAT verbally explain the process of Students will pair-share this.
using stoichiometry to solve a chemistry
problem.

SWBAT demonstrate the concept of Students will complete the analogy chart.
stoichiometry.

SWBAT verbally explain why chemical
equations must be balanced before analysis
can begin.
SWBAT write a question that can be
answered with stoichiometry.
Teacher asks and students verbally answer.
Students also demonstrate during pair-
share.
Students will generate these questions for
the homework assignment.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Greet teacher and listen
to agenda review
0-2 Greet Students and review the agenda for the day

Answer questions about

chemical equations and
3-5 Ask students about balancing chemical equations. Write some unbalanced
listen to other students’
equations and call on students for coefficients.
answers.

Lesson Body

Time Teacher Does Student Does

Have students open up “textbook” and have students look at figure 5.2. Ask Students will look at
6-7 students what atoms and molecules are drawn. figure 5.2 and answer
the teacher’s question.

Ask students to pair share what is happening in the picture. Walk around to
8-12 monitor students and answer any questions the students have. Students will pair share
https://opentextbc.ca/introductorychemistry/chapter/limiting and verbally explain
 -reagents-2/ what is happening in
the picture. Ask any
questions as needed.

Stop and think Ask students to read the first four paragraphs of the text
13-20 independently and write down any questions. Walk around to monitor Read the first four
students. paragraphs of the text.

Stop and think Ask students these questions: What law is being followed in
21-28 this example? What kind of change is this? Check to see that figure 5.2 is Students will answer
balanced. the teacher’s questions
and generate any of
their own.

29-35 Teacher will read paragraphs 5-7 with the students. Teacher will model the
example problem on the board. Teacher will ask questions to students about
balanced equations. Students will take notes
with their preferred
method. (scaffold
technique here:
Teacher will model the analogy chart with a simplified recipe. (3 eggs, 1 cup of structured notes for
36-41 flour, 2 cups of milk). If the baker has 7 eggs, and how many times can he or students needing
she make the recipe? Model how to use the analogy chart. support)

Students will watch the

teacher model and ask
Teacher will walk around to monitor students. any questions.
42-47

Students will complete

their own analogy chart.
 Lesson Closure
Time Teacher Does Student Does
Teacher reminds students to complete the analogy chart for homework,
Students will listen and
leaving the “What do you understand now about_” section blank.
48-50 take notes on the
Teacher assigns students to brainstorm ideas about stoichiometry and real
assignment.
life.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson.
Use APA format for any citations, and attach copies of any handouts or other print
materials used during the lesson.

https://opentextbc.ca/introductorychemistry/chapter/limiting-reagents-2/
http://collective.chem.cmu.edu/stoich/limiting-reagents-text.html

https://phet.colorado.edu/en/simulation/reactants-products-and-leftovers

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: Emergent bilinguals will have vocabulary index cards that have
been made since the beginning of the semester of the terms that pop-up again and
again in chemistry. English Language learners will also be paired with students who
are proficient in English language. Emergent bilinguals will also have sentence
frames to help with pair-share discussions.
Striving readers: Striving readers will have a structured note system that works
best for them. This will already be established.
Students with special needs: Students with special needs can use this simulation:
https://phet.colorado.edu/en/simulation/reactants-products-and-leftovers in order to
visualize how products and reactants interact when the quantity of one is changed.
Advanced students: Advanced students will follow along with this lesson until the
analogy chart. Advanced students will be instructed to read the rest of the text and
continue to brainstorm the same ideas the other students will be doing for
homework. If they finish early, they can consult with the teacher to edit or change
any of the questions.