Lesson Plan

Date: Dec 16, 2016

Subject: Science Grade: 9
Topic:
What are Chemical Properties?

Materials:
Salt
Baking soda
Vinegar
Gloves
Safety glasses
MSDSs from chemical room
Chemicals for lab (Calcium Chloride, Potassium Chloride, Hydrogen Peroxide, Lead
Nitrate, Potassium Iodide, and Copper Chloride))

Stage 1- Desired Results you may use student friendly language

Broad Areas of Learning
Lifelong learners- Make the lab interesting so that it makes the students want to learn
more.
Self and Community
Engaged Citizens
Cross Curricular Competencies
Developing Social Responsibility Developing Literacies
Use moral reasoning processes- use Construct knowledge related to various
the safety information presented to literacies- In this lab we will explore
ensure the safety of themselves and some of the vocabulary that is used in
others in the class science such as precipitate,
temperature. They will also learn to
create a lab report using a template

Developing Identity/Interdpendence Developing Thinking

Understand, value, and care for oneself Think and learn critically- Students will
(intellectually, emotionally, physically, have to think critically to figure out
spiritually)- A discussion of health as it which property they are observing and
relates to chemicals and safety. then think of a name for it.

What do they need to understand, know, and/or able to do?

Follow instructions to properly and safely complete the lab stations
Observe and record the changes in the chemical properties of the substances at each station.

Outcome(s) and Indicators:

AE 9.1- Distinguish between physical and chemical properties of common substances,
including those found in household, commercial, industrial, and agricultural applications. [SI]

g) Investigate changes in the properties of materials and identify those that are indicators of
chemical changes (e.g., change in colour, change in odour, formation of a gas or precipitate, or
the release or absorption of thermal energy)

H) Use equipment, tools, and materials appropriately and safely when conducting investigations
into physical and chemical properties of substances.

PGP Goals (and what evidence in the lesson will show that you have achieved the target?):

4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education; I used the indicators and outcomes
from the curriculum website to complete this lesson plan.

1.1 - the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities; I have completed this
lesson plan with the assistance of my partner teacher by following her instructions
and changing the lesson according to her feedback to make sure that it is effective.

Stage 2- Assesssment

Assesssment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
We will have a quick repetition of the WHMIS warming symbols where students will call out the
answers. I will watch them working on the lab, circulate and ask questions while the students
are at the stations.

Assesssment OF Learning (summative) Assesss the students after learning to evaluate what
they have learned.

Students will hand in a formal lab report, that they have produced using a sample template.
They will have a class in the computer room to work on their typing (2 days to do the lab and 1
day for typing then will be due a few days after that)
Stage 3- Procedures:

Accommodations which students require Modifications how have you planned to

differentiation and what kind accommodate the students needs

Some students will require extra time to

complete the stations. I will try to shuffle students so that if a group
is not done at a station they will be able to
have a few extra minutes.

Motivational/Anticipatory Set (introducing topic while engaging the students)

A quick overview of the important pieces of information from WHMIS. I will post pictures of
each of the hazard symbols from yesterdays WHMIS lecture and allow them to blurt out
answers.
For the lab:

1) I will show them the safety glasses and gloves that they are required to wear for the
whole lab (1 warning and then they will be removed from the class and get a mark of 0)
2) All long hair must be tied back, and any extra baggy clothes removed.
3) Work in partners
4) 3 minutes for each station and then write down a chemical property.

ASK.they should know the answer What is a chemical Property? Characteristics or

qualities of a substance that describes how it reacts when it changes into a new substance

For this lab we will observe the changes that are happening when there is a chemical
reaction.

Main Procedures/Strategies:

Explain the lab station by station

Station 1- Testing pH (pH)
Most substances are either an acid (pH<7) or base (pH>7) or neutral if it is exactly 7.
(pH measures the amount of dissociation of hydrogen ions in solution)

Pick a clean pH strip and dip it into the test tube filled with water.

Compare it to the color of the strip on the box- record the pH and whether it is an acid or base

Repeat for vinegar and baking soda test tubes.

Station 2- Temperature

Check notes on safe handling of :

Potassium Chloride -(irritant to eyes and skin, ingestion and inhalation)

Calcium Chloride- (irritant)

This time we will measure temperature

1) Fill 2 test tubes full with water

2) Put the thermometer in and record the initial temperature
3) Remove the thermometer
4) Using the scoopula, put a small amount of Potassium Chloride into 1 of the tubes then fill
to the marked line.
5) Put the thermometer back into the tube and record temperature,
6) Repeat with the Calcium Chloride in the other tube.
Record then clean each test tube.

Station 3- Alka Seltzer (an over the counter medicine for heart burn)- Gas is formed

1) fill 2 test tubes half full with water

2) Put the stopper with 2 glass rods into the test tube with the green tape on it.
3) In the tube with the white tape on it place half an Alka seltzer (no more than half an alka
seltzer)
4) Place the other stopper with 1 glass tube into the white tape tube.
5) Let the gas bubble out for a short period of time
6) Test the pH of the solution in the green test tube, and check the color to see the pH.

If the pH is <7 it is acidic and it was carbon dioxide that bubbled through the water

If the pH is >7 it is basic and it was oxygen that bubbled through the water.

Then clean the tubes until there is no residue left. (Gas is formed)

Station 4- Steel Wool - Color

Review notes on the use of hydrogen peroxide

1) put a very small amount of steel wool into a test tube- use a glass stirring rod to push it
down to the bottom if you have to.
2) Fill test tube a quarter to half full of peroxide (make sure you put the cap back on the
peroxide)
3) Add a scoop of salt and swirl to dissolve
4) Watch the test tube to see what happens to the steel wool.
5) Record your observations

Station 5- White powder properties- Gas formed

1) place a small amount of salt, baking soda, and corn starch on the 3 watch glasses.
2) Drop 5 drops of vinegar on each one.
3) Record observations
4) Clean the watchglasses.
Station 6- Mixing Lead Nitrate and Potassium Iodide- Precipitate is formed

Make sure to read over your safety notes on the se chemicals as well as the disposal notes.

(collect and a disposal company will come and pick it up)

1) Fill a test tube full of potassium iodide

2) Using an eyedropper add 3-4 drops of lead nitrate.
3) Observe the chemical property and record.
4) Empty the test tube into the waste container
5) Rinse the test tube and pour into the waste container
6) Keep rinsing until there is nothing left in the tube (but only the first rinse has to go into
the waste container)

Station 7- Flame Test- Color

You will be using a Bunsen Burner so be extremely careful. Tie your hair back, no baggy
clothes, no fooling around

1) wet a glass stir rod in the beaker of water

2) dip the damp stir rod into the copper Chloride container so that some of the copper chloride
sticks to the end of the rod
3) Hold the end covered in copper chloride into the flames (do not leave the rod in the flames
for too long).
4) Record observation
5) Once the rod is cooled, wash the rod and wipe with a paper towel.
6) Repeat with potassium chloride.

Explain all of the stations and then make sure to mention again the safety procedures for the
lab.
Tie hair back, wear safety glasses, read labels on the bottles, no horseplay.

Allow them to choose their station and then start the timer. I will have to circulate to make
sure that they are doing the lab correctly, wearing their glasses and using good safe
procedures.

Closing of lesson:

This lab will take 2 days so a few minutes before the end of this class mention that we will be
working on this again tomorrow and to make sure that their stations are clean.

Personal Reflection: I need to make sure that I explain more clearly how to do the experiments.
Students did not read the lab beforehand like they were asked so they had trouble following the
quick instructions I gave. A walkaround demonstration works well for a small class (15 or so) but
it is better to have them watch demonstrations from their desks for a larger group or they cant
see.