Вы находитесь на странице: 1из 3

# Bridgewater College Teacher Education Program Lesson Plan

## Virginia SOL/National Standard:

CH.4 The student will investigate and understand that chemical quantities are based on molar relationships. Key concepts
include
a) Avogadros principle and molar volume;
b) stoichiometric relationships;
c) solution concentrations

## Measurable Lesson Objective(s):

Students will be able to determine the number of moles of a substance, and find the mole ratio. Students will be able to
find the number of moles of a product given the moles of a reactant and vice versa.

Materials/Technologies/Resources Needed:

8.1 Quiz

8.1 Quiz

## Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Review the schedule for the day: Prepare for class:
None 5 minutes
Go over Unit conversion HW Get out homework, listen to the agenda
Molar Ratio and Mol-Mol notes
Speed Dating Station Practice
Homework Worksheet
Access /Review Prior Knowledge: Homework and Quiz on 8.1 Unit Conversion and the Mole

## Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Unit conversion homework. Review any any questions they may have Those who may
questions they may have had on the have been absent
Take the quiz silently at their desks, 15-20
board/document camera can make up a
turning them in to the front once different quiz minutes
Hand out 8.1 quiz. Allow calculators

## Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Hand out the fill in the blank notes for
students. Take breaks during Notes:
Fill in the notes from the board,
the notes for
Begin the notes on Mol-Mol conversions: participating in the practice examples as 20-25
students who get
Molar Ratios
too much
Mol-Mol Conversion with T-chart
screen/projector
Practice Problems
use. This would be
by doing more
Explain the Speed Dating Station activity. Students will split into small groups of 2-
practice examples
Hand out the Outline with blanks for 4 (depending on class size) and visit
questions. (have 6 stations of 1-3 each station for a brief time Speed
questions from the worksheet spread at (approximately 5-7 minutes each). Dating:
different lab tables) Make sure to When they finish one section, they may If students need to
20-30
announce time if students are moving move onto another open spot if there is work alone,
minutes
too slowly. one. provide the
questions and
Time each station: 5-8 minutes per Students will fill in the problems on a outline together.
station blank sheet of paper with numbers
provided by the teacher, and use lined
Homework:
Hand out mole-mole worksheet for paper if extra space is needed.
students to work on. Wander the As needed
classroom and answer questions as Work on the Unit conversion & Mole
needed. worksheet with their classmates and
notes, asking the teacher questions too.
Closure: Preparation for next class

## Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Tell students Today we have looked Listen attentively to the teacher
at the moles of substances, and how N/A 2 minutes
those conversions work. Next time, be
prepared to learn how to change
moles to mass.

## Declarative Summary Statement:

All the material that we are learning is additive, so what we learned today about molar ratios and mole to mole
conversions will be needed for the next part of the unit. We will be continuing to practice and build, so fear not!

## Activity If Extra Time Remains or Technology Fails:

Challenge Problem

## Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Write or project a challenge problem Try to solve the challenge problem on
that asks about mass to mass conversion their own paper, and turn in for possible N/A As long as
that students can work on if they have credit if they finish. needed
extra time.

## How many grams of water are produced

from the combustion of 18.6 g of
glucose?

massmolmolmass