Introduction to Stoichiometry
Lesson Plan
Date: September 1st, 2016 Grade Level: 11th and 12th
Concept: Chemistry: Conversions between grams of starting material to mols and then to grams of product
Objectives: Given the grams of starting material and a balanced equation, predict the grams of product.
Explanation: I changed my objective to be clearer on what my expectations are. The first time I did not specify the conditions, verb, and criteria in a short concise manor. I think my revision is better in that it conveys exactly what I want the students to be able to do and what my expectations are without being long and drawn out with many explanations and expectations.
Introduction: Grams are a measurement of weight. A mole is a number, or ratio. It can be used to convert between grams of products and grams of starting material or vice versa. This is commonly used in chemistry research or the pharmaceutical field. We will have already covered how to balance chemical equations, and this lesson will expand on that by teaching students how to use balanced equations to predict the theoretical yields or the starting material required for a theoretical yield.
Vocabulary: Grams, moles, molar mass, compounds, starting material, products, molar ratios, conversions, balanced equations, theoretical yield.
Body of Lesson: We will have already covered how to balance chemical equations, and will be moving into how those balanced equations can be used to calculate between grams of starting material to product, or vice versa using the molar ratios, molar mass of compounds, and the grams of starting material and/or product.
Accommodations/Modifications: Some students may get this quickly while other students may struggle. Do group work by placing those who seem to struggle with those who are getting the concepts quickly. Have students work together and teach one another if they seem to be struggling. For the disabled students I would try to stick with patient students who can help them learn the material in the group work if they did not get it in the lecture. I would also keep an eye on the group and make myself available for any further questions. For students who are ESL, I would recommend using Google translate for the words that they don’t understand, however, this part of chemistry does not use a lot of English and leans heavily on math, which students with a language barrier should not struggle as much with. If they need more examples, or for me to break it down further so they can understand without knowing much English, that can also be done. However, I would try to break it down as much as possible in the lecture so that everyone knows step by step where I am coming from.
Multiple Intelligence(s) Addressed: I would like to stick the students who understand the concepts easily with the students who are struggling with the concepts. That way there is more than just lecture occurring, but also peer instruction.
Assessment:
-Formative Assessment: My formative assessments are asking students questions during class, example problems during class that they will work on individually and then explain their answers on the board, and a worksheet that will start in class, then if there is not enough time, it would be taken home as homework. These are formative assessments because students are being questioned during the learning period. These activities are to assess where students are and how well they are learning while they are learning. This form of assessment also helps me as an instructor to determine where students are struggling and to help me adjust my lessons so that they are more geared toward those specific students.
-Summative Assessment: For my summative assessment I would do a pop quiz in the next class period. This would be an assessment after the learning process is over to see how well students learned and retained this new knowledge. This would show whether or not they are ready to continue learning the next concept that builds on top of the one they were quizzed on.
Materials: A written lecture that I will design to follow during the class, a white/black board, and something to write on it with. Students will need paper and pen.
Standards: Identify and manage variables and constraints. Use appropriate mathematics in all aspects of scientific inquiry. Recognize that the work of science results in incremental advances, almost always building on prior knowledge, in our understanding of the world. Interpret the law of conservation of energy to make predictions for the outcome of an event.