 Learning Objectives: What should students know and be able to do as a result of

this lesson?

Students will be able to explain the behavior of gases and the relationship between pressure and
volume (Boyle's Law), volume and temperature (Charles' Law), and pressure and temperature (Gay-
Lussac's Law).

 Prior Knowledge: What prior knowledge should students have for this lesson?

An understanding of how molecules behave when they are heated - rapid movement (kinetic energy)
and thermal expansion.

 Guiding Questions: What are the guiding questions for this lesson?

o Why do your ears pop when you are in an airplane? Why do you think this
happens?

Possible answers: Pressure due to airplane rising and the earth's atmosphere.

o Have you ever had a soda bottle spray all over you? Why do you think this
happens?

Possible answers: Build up of Carbon Dioxide (gas) inside the bottle.

 Teaching Phase: How will the teacher present the concept or skill to students?

Day 1 - Prior Knowledge and Introduction to the Gas Laws

Teacher will use the "Guiding Questions" to probe student knowledge and responses. Teacher will
write on whiteboard student ideas and responses.
Students will then create a "Gas Laws Foldable" with notes provided by the teacher on smartboard.
As a class we will then revisit the "Guiding Questions" and see if we can identify which gas law might
be applied to the ear popping and soda bottle spraying scenarios.
Day 2 - Lab Activity
Students will work in groups to try to identify which Gas Law is represented at each Lab Station. Lab
Sheet will be provided for student responses. Lab sheet will be collected at the end of class.
Teacher will move throughout the stations listening to group discussions and assist with any
misunderstandings.
After each group has rotated through the four lab stations, we will have a class discussion on their
observations of the gas laws with supporting responses. At this time, we can clarify as a group any
misconceptions.
 Day 3 - Gas Lab Quiz

 Guided Practice: What activities or exercises will the students complete with
teacher guidance?

Students will create a foldable (tri-fold) with the three gas laws - Boyle, Charles, and Gay-Lussac's.
Teacher will provide notes on smartboard.

 Independent Practice: What activities or exercises will students complete to

reinforce the concepts and skills developed in the lesson?

The students will be placed in groups of 3 or 4 (depending of the amount of students in the classroom).
Teams will be assigned to a station to initiate the lab and then move throughout the four stations. Time
at each station will be 15 minutes.
Each station has directions for that particular lab and the students will be able to follow the directions,
make observations, discuss and explain their reasoning by writing and illustrating their supporting
evidence in a given lab sheet. Lab sheet will be collected by teacher to check for understanding or
concepts at the end.

 Closure: How will the teacher assist students in organizing the knowledge gained in
the lesson?

After completion of all lab stations, students will regroup and have a few minutes to discuss again.
Then, one member from each team will place their responses on the type of Gas Law for each station
on chart paper or white board. As a whole class we will discuss our findings and make any clarification
on any misunderstandings.

 Summative Assessment

Students will be given a quiz that includes "Gas Lab Scenarios" for students to identify and explain the
appropriate gas law.

 Formative Assessment

Teacher will check for student understanding of "Gas Laws" throughout the guiding questions, lab
activity, lab sheet responses, and whole group discussion after the lab activity.

 Feedback to Students
 Students will discuss in small groups the behavior of gases and provide evidence of the relationship
between pressure, temperature and volume.
The teacher will create a list with each team's response on white board, and students will turn in a lab
sheet with their observations and evidence at the end of the lesson.
Accommodations & Recommendations

Accommodations:
Students who have special needs will receive accommodations according to their 504 plan or IEP,
which may include but are not limited to: extended time, written notes of tables created, highlighting,
illustrating, verbal and written instructions, and small groups.

Extensions:
As an extension, students can cut out pictures from magazines or draw other examples where the Gas
Laws are being applied in every day life and state which law it is Example: bicycle pumping air to tires
(pressure and volume - Boyles Law).


Suggested Technology: Interactive Whiteboard


Special Materials Needed:

Lab Station #1: oral syringe and bag of marshmallows (small ones - not jumbo size)
Lab Station #2: bowl with cold water (almost full), hot plate, empty soda can (one for each group), and
tongs.
Lab Station #3: 2 flasks, hot plate, bag of party balloons, string, and ruler.
Lab Station #4: 1 plate (not flat, but with an indentation to hold small amount of water), bag of tea
lights, lighter (BBQ lighter), and large clear jar or vase. *Food coloring can be placed in the water for a
better visual.
*Appropriate safety goggles should be worn at all times.

Further Recommendations:
Make sure to go over Lab Safety procedures with students prior to the lab:

o Wear goggles and glove (if needed) at all times.

o Read all lab directions completely before beginning the lab.
o Clean up all spills immediately and after the lab.
o Never eat, drink, or taste anything in the lab.
o Place trash in the appropriate receptacles.
o Never use cracked or broken glassware. Please notify teacher for replacement.