Wesleyan College Lesson Plan Template: Educating Exemplary Teachers

Wesleyan College Lesson Plan Template
Educating Exemplary Teachers

Name: Sydney Bohannon
Date: October 27, 2014
Grade Level: 3rd
Time Frame: 15 minutes
Course: EDU 380
Lesson: Mini Unit #2
Title of Lesson: Video Introduction to Acids & Bases
RATIONALE/PURPOSE OF THE LESSON: The purpose of this lesson is to

introduce vocabulary associated with acids and bases to the class.
SUMMARY OF THE LESSON: I will show a video that provides an overview
of acids and bases and have the students complete a corresponding fill in the
blank outline.
SUBJECT AREA STANDARDS

(IRA):
1.
GEORGIA COMMON CORE

STANDARDS:
1. SC7. Students will characterize the
properties that describe
solutions and the nature of acids
and bases.
a. Explain the process of
dissolving in terms of
solute/solvent interactions:
Observe factors that effect
the rate at which a solute
dissolves in a specific
solvent,
Express concentrations as
molarities,
Prepare and properly label
solutions of specified
molar concentration,
Relate molality to
colligative properties.
b. Compare, contrast, and
evaluate the nature of acids
and bases:
Arrhenius, BronstedLowry Acid/Bases
Strong vs. weak
acids/bases in terms of
percent dissociation
Hydronium ion
concentration
pH
Acid-Base neutralization
NATIONAL TECHNOLOGY STANDARDS (NETS):
3d. Model and facilitate effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support research
and learning
2a. Design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity.
LEARNER COUTCOMES /
OBJECTIVES:
a. Students will be able to correctly
identify vocabulary associated with
ASSESSMENTS/ EVALUATIONS:
a. I will go over the outline as a class

before I take it up to serve as a informal
acids and bases.
assessment.
b. I will grade the outline for correctness
as a formal assessment.
RESOURCES, MATERIALS, SETTING, AND GROUPS:

I will use Mrs. Scotts 3rd grade classroom to complete this activity. I will utilize
her projector and smart board to show the video (url is listed in procedures). I
will also use a pre-prepared fill in the blank outline that corresponds with the
video that the students will fill out as they watch. They will complete this
activity form their desks.
MOTIVATION: I will motivate the class by explaining that we are beginning a

unit on acids and bases. I will ask if they have ever heard of acids or bases in
order to spark their interest in the video.
OPENING: I will introduce the video by explaining that this activity is the first
in a unit on acids and bases. I will explain that understanding these terms is
necessary because we will be using them throughout the week.
PROCEDURES OF THE LESSON:
1. Introduction of video (above).
2. Show the following video on acids and bases on the projector:
http://www.kidsknowit.com/interactive-educational-movies/free-onlinemovies.php?movie=Acids%20And%20Bases
3. . Pass out the fill in the blank outline. Explain that this is the first page in their
All About Acids and Bases notebook that they will be using and adding to
throughout the remainder of the unit.
4. Allow students to read through the questions so that they are primed for what
to listen to during the second showing of the video.
5. Show the video once more so that the students have the opportunity to fill in
their blanks, pausing it when they need a moment to write
5. Review and discuss answers to the outline as a class.
ACCOMMODATIONS: I will accommodate any slower or lower-level
learners by providing the spelling for any words that they may have trouble with
and giving extra time to copy the words from the video.
DIFFERENTIATION: (in at least ONE of the following areas):
Content
Process
Product
Environment
Interest
Instead of a fill
in the blank, I
could create a
matching
worksheet
with the same
information
wherein the
students have
to match the
term or idea to
its meaning or
explanation.
CLOSURE: I will close this lesson with a informal review of the terms to make
sure that the students have matched the terms correctly and understand their
meanings.
HOMEWORK: Reviewing todays video fill in the blank page from the All
About Acids and Bases notebook. Re-watch the video, if necessary.

Grade Level: 3nd
Course: EDU 380
Title of Lesson: Acids & Bases with Apples Lab, Day 1
RATIONALE/PURPOSE OF THE LESSON: The purpose of this activity is to

explore the effect of common household acids and bases on apples.
SUMMARY OF THE LESSON: For Day 1 of this lab, the students will set up
the lab by placing cubed apples in small cups of household acids and bases.

(NSTA):
GEORGIA COMMON CORE

STANDARD:
Analyze and interpret data on the

properties of substances before and
properties that describe solutions
after the substances interact to
and the nature of acids and bases.
determine if a chemical reaction
has occurred. MS-PS1-2
solvent,
molarities,
solutions of specified molar
concentration,
Relate molality to
b. Compare, contrast, and evaluate
the nature of acids and bases:
Arrhenius, Bronsted-Lowry
Acid/Bases
Strong vs. weak acids/bases
in terms of percent
dissociation
Hydronium ion
concentration
pH
1 c. Promote student reflection using collaborative tools to reveal and clarify
students conceptual understanding and thinking, planning, and creative
processes
1d. Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environment.
LEARNER COUTCOMES /
OBJECTIVES:
a. Students will be able to make a

prediction of the effect of acids and
bases on apples.
a. The completed Day 1 Lab Report

handout will serve as the assessment.
I will provide the students with a pre-made lab report handout that includes the
materials, procedures, and hypothesis section only (for Day 1). To execute the
lab, I will provide lemon juice, vinegar, water, baking soda, laundry detergent,
litmus paper, small cups, and a spoon for mixing. The setting will be Mrs.
Scotts main table in her classroom and this activity will be done together as a
class.
MOTIVATION: I will motivate the students by explaining to them that now

that they know the differences between acids and bases, we will now begin our
official 2 day lab in order to investigate the effects of acids and bases on apples.
OPENING: I will open this activity by asking the students to tell me two
characteristics of acids as a quick review. (I plan to open with two characteristics
of bases in day two of the lab tomorrow).
1. I will prepare this lesson by placing the pre-cubed apples, cups, lemon juice,
vinegar, baking soda-water mixture, and laundry detergent out on Mrs. Scotts
Mail table.
2. I will allow students to come up and assist me in placing the apples and the
liquids in each of the four cups and stirring them together lightly, making sure
each student gets to come up once.
3. I will have additional students come up and test each of the substances with
red litmus paper. We will discuss as a class which are acids and which are bases
according to the results of the litmus test.
4.Once each of the cups are filled with the acids, bases, and apples, and have
been tested with the litmus paper, I will pass out the corresponding page in the
pre-prepared All About Acids and Bases worksheet and have the students fill
out the materials we used, procedures of the lab, and predictions that they have.
ACCOMMODATIONS: I will accommodate those that have difficulty with
paying attention and staying on task by letting them know that I will be
choosing assistants based on who I see paying the most attention.
Content
Process
Product
Environment
Interest
Instead of
having the
students assist
me in the lab,
I could chose
to have the
substances
already poured
in the cups to
eliminate the
chance of any
messes or
accidents.
CLOSURE: I will close this activity by explaining that tomorrow, we will
observe what happened to the apples in each of the substances.
HOMEWORK: Review the video fill in the blank page from the All About
Acids and Bases notebook.

Grade Level: 3rd
Course: EDU 380
Title of Lesson: Acids & Bases with Apples Lab, Day 2
RATIONALE/PURPOSE OF THE LESSON: The purpose of this activity is

to explore the effect of common household acids and bases on apples.
SUMMARY OF THE LESSON: For Day 2 of this lab, the students will
observe the effect of the acids and bases on the apples and analyze the results in
their All About Acids and Bases notebook

(NSTA):
GEORGIA COMMON CORE

STANDARD:
1. Analyze and interpret data on

the properties of substances before
and after the substances interact to
determine if a chemical reaction

and bases.
has occurred. MS-PS1-2

solvent,
molarities,
Relate molality to
and bases:
Strong vs. weak
Hydronium ion
concentration
pH

1 c. Promote student reflection using collaborative tools to reveal and clarify
processes
1d. Model collaborative knowledge construction by engaging in learning
with students, colleagues, and others in face-to-face and virtual environment
LEARNER COUTCOMES /
OBJECTIVES:
a. Students will be able to observe

and analyze the effect of acids and
bases on apples.
a. The pre-made page in the All About

Acids and Bases notebook will serve as
the formal assessment for the day.
b. Students will be able to record

results of an experiment.
b. The class discussion on their notebook

responses will also be used as an
informal assessment.

I will provide the students with a pre-made lab report handout that includes the
observations and analysis sections only (for Day 2). To execute this part of the
lab, We will use the lemon juice, vinegar, water, baking soda, laundry detergent,
small cups, and a spoon from yesterday. Additionally, I will provide paper plates
to put the apples on so that the students can observe them more easily. The
setting will be Mrs. Scotts main table in her classroom and this activity will be
done together as a class.
MOTIVATION: The motivation for this activity will come from wanting to
know what happened to the apples since the previous day.
OPENING: I will open this activity by asking the students to tell me two
characteristics of bases as a quick review.
1. I will have 4 plates labeled that correspond to the substances in the cups
(lemon juice, vinegar, baking soda, and laundry detergent).
2. I will have the remainder of the students who could not come up yesterday
come up and assist me by scooping the apples from each of the cups and placing
them on the corresponding paper plates.
3. I will then have the students come up a few at the time to observe the changes
in the apples from the previous day.
4. As the students come up and observe the results, I will then provide them with
the Acids and Bases with Apples- Day 2 page of the All About Acids and Bases
with Apples notebook that includes the observations and analysis sections.
They will then fill these sections out and once they have done so, we will
discuss their responses as a class.
paying attention and staying on task by letting them know that I will be
choosing assistants based on who I see paying the most attention.
Content
Process
Product
Environment
Interest
Instead of
having the
students assist
me in the lab,
I could chose
to have the
substances
already poured
in the cups to
eliminate the
chance of any
messes or
accidents.
CLOSURE: I will close this activity by explaining that tomorrow, we will see
acids and bases in action.
HOMEWORK: Review the video fill in the blank page from the All About
Acids and Bases notebook.

Grade Level: 3rd
Course: EDU 380
Title of Lesson: Litmus Paper Test
RATIONALE/PURPOSE OF THE LESSON: The purpose of this lesson is to

discover that litmus paper either stays the same color or changes when exposed
to a substance. This lesson serves as a hook into the rest of the unit in that the
students will be dying to know why it changes color (or doesnt) and what that
color change means.
SUMMARY OF THE LESSON: Students will test four unknown substances
with red litmus paper. They will then observe and record the results.

(NSTA):
1.
GEORGIA COMMON CORE

STANDARD:
1. SC7. Students will characterize
the properties that describe
and bases.
solvent,
molarities,
Relate molality to
and bases:
Strong vs. weak
Hydronium ion
concentration
pH
1c. Promote student reflection using collaborative tools to reveal and clarify
processes.
LEARNER COUTCOMES /
OBJECTIVES:
a. Students will be able to name the
two types of litmus paper.
b. Students will be able to explain
that the color a litmus paper is after
being exposed to a substance
indicates whether the substance is an
acid or a base.
a. The results from this lab will be

recorded in the Litmus Paper Test page
of the students pre-prepared All About
Acids and Bases notebook for
assessment.
S3CS3. Students will use tools and

instruments for observing, measuring,
and manipulating objects in scientific
activities utilizing safe laboratory
procedures.

I will need 80 small plastic cups, 80 strips of red litmus paper, 20 snack size
Ziploc bags, lemon juice, distilled white vinegar, laundry detergent and lastly,
latex gloves. This activity will take place in Mrs. Scotts classroom and the
students will execute it individually from their desks. The students will also use
Mrs. Scotts sink to dispose of their liquids.
MOTIVATION: I will motivate students by passing out latex gloves and
explaining that we will be preforming a very important experiment in order to
make the students feel like true scientists.
OPENING: I will open the lesson my modeling how to test a substance with
litmus paper.
1. I will have the 80 strips of litmus paper pre-portioned into 20 ziploc bags with
four strips in each. I will also portion the 80 small cups into groups of four, label
them one through four, and pour the lemon juice, vinegar, laundry detergent, and
the baking soda-water mixture in the cups. I will create a master key of which
substances are in each cup so that I can assess the students results.
2. I will place the materials on each of the students desks and instruct them to
test each of the substances in the cups with the red litmus paper and record the
results in their All About Acids and Bases notebook.
3. Once they have tested and recorded all four substances, I will allow them to
pour their liquids down the class sink and to dispose of their cups in the trash
can.
paying attention and staying on task by walking around during the individual
testing to make sure that they are on-task.
Content
Process
Product
Instead of the
four chosen
acids and
bases, I could
choose to
execute this
activity using
other acids
and bases,
such as soft
drinks or milk
of magnesia. I
would
substitute the
substances
depending on
their
availability to
me.
Instead of
preforming
this activity
with red litmus
paper, I could
choose to
preform it with
blue litmus
paper or a
combination of
both types of
paper. Again,
this would also
depend on the
availability of
the resources.
Environment
Interest
CLOSURE: I will close this lesson with the cliffhanger that they will discover
why litmus paper works the way it does and what exactly it identifies the next
day.
HOMEWORK: Try not to look up why litmus paper works and what it
identifies, and if you do, dont tell others!

Grade Level: 3rd
Course: EDU 380
Title of Lesson: Frankenworms!
RATIONALE/PURPOSE OF THE LESSON: The purpose of this activity is to

explore a reaction between an acid and a base. This is an important skill as the
students begin to discover other elements in the world around them and how
they react with one another.
SUMMARY OF THE LESSON: Gummy worms soaked in baking soda and
water will come back to life (or move around) when placed in vinegar.

(IRA):
1.
GEORGIA COMMON CORE

STANDARDS:

and bases.
solvent,
molarities,
Relate molality to
and bases:
Strong vs. weak
Hydronium ion
concentration
pH
1c. Promote student reflection using collaborative tools to reveal and clarify
processes.
LEARNER COUTCOMES /
OBJECTIVES:
a. Students will be able to identify

both an acid and a base.
a. The corresponding page in the premade All About Acids and Bases will
serve as the assessment.
b. Students will be able to

hypothesize what will happen when
an acid and a base are combined.
b. Informal assessments will be made

trough the discussion of the observation
of the reaction between the baking soda
and water mixture and the vinegar.

I will use red litmus paper, gummy worms, scissors, clear plastic cups, a spoon
(for mixing), distilled white vinegar, baking soda, and water for this activity. I
will use the main table of Mrs. Scotts classroom for this experiment. This
experiment will be class-wide so that each student can observe the reaction.
MOTIVATION: Ill motivate the students by dressing as a mad scientist.
OPENING: Ill open the activity by asking the students if they believe a
handful of gummy worms can come back to life!
1. I will begin by filling a clear plastic cup with distilled white vinegar. Then, I
will fill another clear plastic cup with water and mix in two teaspoons of baking
soda until it is dissolved.
2. I will test the cup of vinegar and the cup of baking soda with red litmus paper.
The students will use the results of the reading to determine which substance is
the acid and which substance is the base in their All About Acids and Bases
notebook.
3. I will have pre- cut in half gummy worms ready and will ask for an assistant
to put them in the baking soda and water mixture if there is still any students
who have not yet gotten to participate in any lab portion of this unit.
4. I will explain to the students that the worms need to soak in the mixture for 15
minutes. We will set a timer as a class and come back to it after the time is up.
5. I will drain the water and baking soda from the cup in the sink, being careful
not to spill any worms.
6. I will pour the worms in a cup of vinegar and have the students observe the
reaction.
7. Once the students have observed the reaction, I will then instruct them to
record their observations and reflect on what happened on the Frankenworms
page of their All About Acids and Bases notebook.
paying attention and staying on task by having them sit closer to me during the
observation portion of this activity.
Content
Process
Instead of
having this be
a class-wide
observation,
students could
preform this
activity in
small groups if
Product
Environment
Interest
The students
could wear
lab coats,
safety
goggles, and
gloves while
preforming
this
the teacher
assessed that
the class could
handle the
responsibility.
experiment
themselves.
This would
further foster
interest
because the
students
would also
get into the
mad
scientist
character.
CLOSURE: I will close this activity with a class discussion on what we

observed and having the students fill out the observations/results section in their
All About Acids and Bases notebook.
HOMEWORK: Trick-or-Treating!!!

Wesleyan College Lesson Plan Template: Educating Exemplary Teachers

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Wesleyan College Lesson Plan Template

Educating Exemplary Teachers

Date: October 27, 2014

Grade Level: 3rd

Time Frame: 15 minutes

Course: EDU 380

Lesson: Mini Unit #2

Title of Lesson: Video Introduction to Acids & Bases

RATIONALE/PURPOSE OF THE LESSON: The purpose of this lesson is to

SUBJECT AREA STANDARDS

GEORGIA COMMON CORE

a. I will go over the outline as a class

acids and bases.

RESOURCES, MATERIALS, SETTING, AND GROUPS:

MOTIVATION: I will motivate the class by explaining that we are beginning a

About Acids and Bases notebook. Re-watch the video, if necessary.