Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Heather Alexander
29 April 2015

Subject/ Topic/ Theme ChemistrySolutions: Solubility & Concentration

Grade

11th

I. Objectives
How does this lesson connect to the unit plan?
The fourth lesson in the unit; it builds directly on the previous lesson in content. It takes the concept of solubility previously discussed and goes more in depth into its
factors. It also teaches how to quantify solutions.
cognitiveR U Ap An E C*

Learners will be able to:

Understand how different general factors affect solubility

Predict what will happen to solubility given different conditions
Recall Henrys Law and use it to determine the solubility of certain gases in water
Describe the difference in two methods of quantification of concentration (Molarity and molality)

physical
development

socioemotional

R, U
U, Ap, An
R, U, Ap
U, An, C

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.

Students will need to understand the term solubility and have the ability to make logical connections
and recognize patterns. A decent knowledge of algebraic relationships and the ability to manipulate
them will also be necessary.
Pre-assessment (for learning): Edify pre-quiz still applies

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning): Getting input from the class during lectureasking questions to them; asking
individuals how the material feels to them during short break times to work through problems.
Summative (of learning): None yet, but it is coming in the form of a small quiz.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Information, especially the

mathematically based info will be
on PowerPoint, written on board,
and spoken in class

What barriers might this

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Ending fishbowl analogy allows for

visual representation of
mathematical relationship.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students monitor their own
progress during brief work time,
teacher checks in on this progress

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Those who understand the material
will not feel forced into doing the
repetitive practice with the whole
class
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Group collaboration allows genuine
questions to be asked and groups to
brainstorm ideas; challenge can be
increased by asking groups to make
an analogy
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?

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. For ending analogy two
fishbowls, a balance, and a large graduated cylinder are needed.

Students will sit in the front of the classroom, in the desks facing the board and projector.
How will your classroom
be set up for this lesson?
III. The Plan
Time

4 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Open a bottle of pop to begin discussion about
factors that affect solubility. Ask students what
Students (hopefully) respond that the solution is
kind (states of matter) the pop bottle was
CO2 (gas) dissolved in the liquid pop.
demonstrating.
Ask students about warm pop, what happens
because of the higher temperature?

2 min

Explain to students that the majority of this class

will unfortunately be lecture, because of the nature
of the material. Be sure to give students positive
reinforcement for paying attention and give small
breaks to break up the lecture.
Begin with factors affecting solubility: polarity,
miscibility, temperature, pressure. Some
combination of asking students how they think the
factor will affect solubility and explaining how it
actually does affect it.

8 min

Something about less gas stays in the liquid at

higher temperature.

Record thoughts/ notes about these factors.

Contemplate answers to new factors based on prior
knowledge of other factors.

Explain Henrys Lawshow equations, write it on

board, explain it in different words.

Copy equation correctly, making sure to understand

all its pieces.

With Henrys Law practice problems allow

students some time to work through them in groups
or alone. Check in with students as they do this.
Groups/ individuals who need a bigger challenge
will be tasked with coming up with examples or
making analogies to real life.

Work through problemsask questions of group

mates first, then teacher. Honestly answer teacher
when asked about the clarity of the material.

1 min

Review term, concentration in the vernacular

sense and in scientific definition.

Make sure definitions are somewhere written

down.

9 min

Introduce Molarity & molality definitions.

Highlight differences. Instruct students to do a
practice problem of each with the teacher on the
board.
Conclude with the analogy about the fishbowls and
balances:
Molality= moles of solute/ kg solution, solution
in fishbowl on balance.
Molarity= moles of solute/ L solution, solution is
in graduated cylinder.

Fill in note packet as appropriate. Try practice

problems with class.

4 min

6 min

5 min

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

Closure
(conclusion,
culmination,
wrap-up)

Accept further challenge if time allows.

Draw the two different scenarios next to

corresponding notes.
Ask any questions that remain.

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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