Southfield Public Schools: Weekly Lesson Plans

Teachers Name:__Sandra Bergh_ Course: ___Chemistry___________

Unit Title: Unit 1: Chemistry Basics
Day/Date(s): Mon.-Fri.
10/3-7/2016
Lesson Title: Mass & Change
Blooms Taxonomy
Evaluation
Knowledge

Synthesis

Analysis

Application

Alignment to NGSS
Comprehension

KUD
Know:
1. Definitions of system & surroundings
2. Definitions of open & closed systems
3. Definitions of physical and chemical change
4. Difference between a histogram & a bar graph
Understand:
1. when a change occurs within a closed system, there is no change in mass
2. if mass changes during a physical or chemical change, the system was open to the surroundings
Do:
1.
Assessment
How are you collecting evidence of student understanding?
How are you using that information to inform your instruction?
Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Preassessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.
1. Do Now/Exit Slip formative
2. Fist to Five--formative
3. cold call questioning - formative
4. teacher observations during group work-formative
5. whiteboarding-formative
6. Basic Chemistry Concepts Inventorypre-assessment
Instructional Learning Plan
How will the lesson support student acquisition, meaning-making and transfer of content knowledge,
understandings and skills?
Learning Activities: (Brief summary & description of how you will orchestrate instructional best
practices during this lesson to ensure student understanding i.e. Differentiated Instruction, Marzano,
National Board Core Propositions etc.
Monday:
1. Exam on Unit 1
2. If time at end of hour, whole class to watch Eureka: Mass video (5 minutes)
Tuesday:
1. Definitions of system & surroundings
2. Post new lab groups
3. Day 1 of Mass & Change lab: Mass of Ice & Water
4. Assign 2 specific labs to each group; begin pre-labs
Wednesday:

1. Mass & Change lab: each group completes at least 2 more parts to lab
Thursday
1. Lesson on histograms
a. students plot histograms of Spring & Fall Science MAP scores for class & draw conclusions
b. whole class draws histogram for ice & water data
c. analysis of histogram for ice & water; conclusion to this part; students write these in lab
notebook
d. lab groups draw histograms in notebooks for classes data of their specific labs
Friday:
1. Lab Groups whiteboard results to a specific lab part & present to class (duplicates of some parts)
2. Closure: students conclude that mass is conserved during a change within a closed system
Instructional Resources/Materials/On-line
World of Chemistry, Zumdahl & Zumdahl (2013) & Teacher Resources
Modeling Chemistry Units 1-12
POGIL Activities for High School Chemistry, Trout, L. (ed)., Flinn Scientific, 2012.
Laboratory supplies
Extended Learning (Homework)
Due Tuesday: Pre-lab for Mass & Change: Mass of Ice & Water; watch Eureka: Mass video, submit video
notes
Due Wednesday: Pre-labs for 2 parts of Mass & Change
Due Thursday: Input data into Google Sheet
Due Monday:
Lesson Accommodations (Special needs and gifted)
extra time on assignments if absent
no penalty for missed classroom experiences due to absences

What will you do if students do not understand?

question their answers
review with new examples
practice in small heterogeneous groups (peer teaching)
encourage students to come for help during seminar or before or after school

Greg Spahlinger Addenda:

NGSS Alignment and Justification:
A. BigIdeasfortheUnit
Massisanessentialpropertyofaparticularsystem,andisdependentonhowmuchmatteris
inasystem.Matteritselfisnotcreatedordestroyed;processesmayphysicallydividematter,
chemicallychangeit,orchangeitsmacroscopicdimensions,butallthematterthatexistedat
thebeginningoftheprocesswillexistattheend.Densityreferstotheamountofmassina
unitvolumeofasubstance.Substanceswillhaveacharacteristicdensity,butnota
characteristicmass,soitisaccuratetosaythatsolidleadismoredensethanliquidwater,but
itwouldbesubtlywrongtosaythatleadisheavierthanwater.Thisisbecauseweight
dependsonthesizeofasampleratherthanitscomposition.Thedensityofasubstancewill
changeasitundergoesphasechanges,e.g.liquidwaterismoredensethanice.

ThesebigideasareinlinewiththefollowingNGSSstandards:HS-PS1-7 Use mathematical

representations to support the claim that atoms, and therefore mass, are conserved during a
chemical reaction, and MS-PS1-1 Develop models to describe the atomic composition of
simple molecules and extended structures.

B. Scientific Practices

Takemeasurementsandrecorddata

Representdatagraphically,usingahistogram

Constructaquantitativemodelbasedondata

Thesescientificpracticesarethebasisneededforconstructingaquantitativemodelofthe
lawofconservationofmass.Studentswillneedtoperformchemicalprocessesandgetdata
aboutthemassesofthesystemstheyworkwithpriorto,andafterachangehasoccurred.The
datathenneedtoberepresentedinawaythatenablesittobeunderstandable.Finallythe
studentswillneedtointerpretthedataandpullthelawofconservationofmassfromit.
C. Student Learning

Performance
Expectation(s)

HS-PS1-7 Students who demonstrate understanding can use

mathematical representations to support the claim that atoms, and
therefore mass, are conserved during a chemical reaction.

MS-PS1-1 Students who demonstrate understanding can develop

models to describe the atomic composition of simple molecules and
extended structures.
Lesson/Lesson 1) Students will be able to plot data in a histogram or line graph.
Sequence
Objective(s) 2) Students will be able to look at a line graph and explain the physical
significance of the slope and y intercept of the graph.
3) Students will be able to translate the equation of a line into a for
every statement about the relationship between the variables.
Example: for every 1 mL of water there is additional gram of mass.
Objectives 1 2 and 3 are meant to build the abilities of students to
manipulate data and extract scientific meaning from them. These skills
are necessary for developing quantitative models.
4) Be able to convert from regular notation to scientific notation.

5) Students will learn how to develop models of macroscopic change

using particle models
6) Students will be able to explain the law of conservation of mass in
terms of particles
The models referenced in 5) and 6) are in support of teaching the law of
conservation of mass, which is referenced directly in HS-PS1-7
7) Students will be able to predict which solids will be most dense
based the mass of the particles that compose them and how closely
those particles pack.
8) Students will be able to use a balance to accurately mass different
objects.
Detailed plans for the week:
1. Introduction (20 minutes)
Lessonbeginswithashortvideoofaglassofwaterfreezing.Thewatervisiblyexpands,
causingabulgeonthetopsurfaceofthewater,andcrackstoappearintheglass.
https://www.youtube.com/watch?v=xFRu2mt6SgQ
Beforethevideothestudentswillbeaskedtopaycloseattentiontowhatishappeningat
thesurfaceoftheice,andwhatishappeningtotheglass.Afterwordwewilldiscusswhat
happenedinthevideo,macroscopicallyandthenaskstudentsforexplanationsofwhathappened.
Didthewatergainmass?Diditgainvolume?Howwouldyoutellifitgainedoneorbothof
these?Studentsentertheirpredictionaboutwhethermasswasgainedintheirlabnotebooks.We
alsoneedtodiscussthedefinitionofsystemandsurroundingsasnotedbySandyabove.
FinallyItellthestudentsthatwearegoingtousebalancesandchipsoficeandtestthe
predictions.Thestudentshavealreadyusedathreebeambalance,intherecentpast
(measurementlab)sotheywillprobablyrememberhowtodothat,andwillbeabletodothe
measurement.Iwillgivetechnicalhelponanindividualbasisasneeded.
2. Main Teaching Activities (20 minutes)
Students will break into their groups, obtain safety equipment and begin working on their
labs. I will circulate to give help and take attendance. In addition to writing their results in the lab
notebook, students will be asked to write their value for the change in mass of the water on a
small card. This will be turned into me at the end of the hour for use on Thursday. Because the
ice will take a long time to melt, we will show a short video called Eureka: Mass during the
period where they are all waiting for their ice to melt.

3. Conclusion (10 minutes)

Prelab for the next days lab will be given as homework (this will also be announced in the
introduction and each lab group will have their first procedure worksheets in their folders at the
beginning of the hour)
Wednesday:

1. Introduction (15 minutes)

The lesson starts with me telling the students that we are going to do an investigation of
several more transformations of matter, to see whether mass was gained or lost, and to see if we
can account for what happened with each process. I will introduce each of the processes by
listing them on the board. Each group will do some of the activities but not all of them. Each
group will have been assigned to prep for their first lab activity as homework. The activities are
-

The Mass of Steel Wool

The Mass of Burning Steel wool
The Mass of a Precipitate
The Mass of Dissolving Sugar
The Mass of Dissolving Alka-selzer

I will briefly describe all of these, and tell the students that their group will do the lab
they are assigned first, and then additional labs, as time allows. I will tell them that they
are responsible for a group prediction about whether mass will be gained or lost for each
lab. Once students finish a lab, they are to find me and ask for an additional lab
assignment (Ill give them another procedure worksheet), or for further directions.
Finishing a lab entails conducting the experiments that they were given, as well as
performing whatever calculations are necessary in order to figure out whether mass was
lost or gained. Students will also be told that they should keep careful notes, because they
will be responsible for telling the class about their experiments and results the next day.
The procedure worksheets will need to contain some information about how the students
should put data in their lab notebooks. Make sure to stress the fact that students should be
taking careful observations of chemical appearances.
2. Main Teaching Activities (30 minutes)
The activities appear in the AAMT curriculum as follows:
(I cut these for the sake of brevity, but they appear in my notes)
3. Conclusion
Students will be warned near the end of the hour that they should be cleaning up. I will
not debrief formally today, because I need them to get a lot of lab work done. I will tell

the students that we will be discussing the lab work and data in the future (most likely
Thursday or Friday) Homework will be to put their results into a class results
spreadsheet. They can do this during class if they have time, or at home.
Thursday
1) Introduction (15 min)
I will introduce the histogram discussion by asking the telling the students that we have a ton of
data to analyze from their lab, but first we should practice analyzing data. I will remind them that
some of them asked about whether their MAP scores were good or not, and that today we will
work with the students MAP scores (without any names attached) and they will be able to see
what kind of scores the class got as a whole. Im going to start by showing them a list of the
scores on my power point presentation and ask them if they can tell how they did, and also what
is wrong with displaying the scores this way. Then I will ask for suggestions for graphical
formats. I will give suggestions until someone suggests a bar graph. I will then suggest that we
might have too many bars, so we need to widen the size of the bars by making score ranges. I
will finally explain that this is a special kind of bar graph called a histogram. I will then
explain that we are going to construct a histogram using squares of paper with their scores on the
paper.
2) Main teaching activities (30 min)
We will start with constructing the histogram on a large sheet of butcher paper using a package
of index cards with scores written on it. I will structure this by having the students break into
groups and come up to the class MAP score histogram individually. After the histogram is
constructed the students will stay in their groups and plot histograms for their ice lab based on
the class data spreadsheet in their notebook. They will be allowed to use their cell phones to
access this sheet. Once this is done, we will have a discussion about what we can tell about the
class MAP scores from the histogram. After this is done, we will do the same thing for the class
Ice and Water data. The students will get note cards and come construct the histogram. We will
talk about what it means, and whether the ice gained or lost mass when it melted. This discussion
will probably take us to the bell, and will serve mostly as the conclusions for the day
Friday
1) Main teaching activities
I will start by asking the students to break into their groups and begin preparing
whiteboards for a whiteboard discussion Students will have a whiteboard entry for each
experiment they successfully completed (up to 2). The whiteboards will contain a short
description of their procedure, as well as their calculation, and their result. They need one
histogram for each lab exercise, and it will be based on class data

The students will be given 15 minutes to prepare their whiteboards (attendance will be
taken during this time) If the students are taking a long time, I will ask that they focus on getting
one of the full reports done, and abandon the second lab. I will tell them which, so that we have
at least one white board for each experiment.
The whiteboard discussion will proceed. I will first call on a group to present a lab, and
then I will ask which other groups did that same lab. All the groups who did a particular lab will
present that lab at the same time, and I will put their numbers up on the smart board (or possibly
my own whiteboard). The groups will be encouraged to ask questions pertaining to what the
other groups did and explore discrepancies in results. At the end of each lab discussion I will try
to summarize what Im hearing as the consensus about what happened, and I will ask for
students to correct or challenge my summary if they dont agree. This should lead to a five part
discussion in which multiple groups are engaged at a time. The discussion will go to the end of
the period. If it ends early students will begin working on worksheet 1 this period instead of next
period. This discussion is likely to run over into next Monday. If the students are not able to
finish, then I will take pictures of the boards for discussion on Monday. The pictures can be put
into a powerpoint presentation.
Assessments for the week
Assessments include the histogram exercise and the whiteboarding session. Both of these
are formative assessments. In order to be representative I will introduce a popsicle stick lottery
system this week and cold calling.
Monday is a summative assessment. I included no plans for Monday because we will be
assessing them all period.