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AP Chemistry - Weekly Lesson Plan
AP Chemistry - Weekly Lesson Plan
AP Chemistry - Weekly Lesson Plan
) Resources
Evaluation- argue, convince, design, disprove, invent, prove, support, validate
Course/Subject AP Chemistry Synthesis- adapt, compose, convert, elaborate, hypothesize, predict, transform Student Book page
Analysis- categorize, compare, distinguish, examine, infer, order, test for
Grade Level 11, 12 Application- associate, connect, develop, link, model, represent, solve, use Activity Book page
Comprehension- classify, demonstrate, explain, interpret, predict, restate
Dates Executed Knowledge- define, find, list, name, retell, state Equipment, Tools, etc.
Laptops and copybooks
Number of Students per Subgroup 3 - 4 Learning Skills (Highlight or circle all that apply.)
Critical Thinking- analyzing, comparing and contrasting, explaining, problem
Boys 6 solving, tracking cause and effect
Creative Thinking- brainstorming, designing, innovating, overturning, problem
Girls 7
solving, questioning
SEND/EAL/GAT 0 Communicating- analyzing a situation, choosing a medium, listening actively, Health and Safety Considerations
speaking, using technology, writing
Collaborating- allocating responsibilities, decision making, delegating, goal setting,
Emirati 0
leading, managing time, resolving conflicts, team building
Lesson Overview
Learning Activities
Objective(s) and
Lesson Starter Assessment Closure and Reflection
Success Criteria
I do. We do. You do.
- State the law of definite Pre-Knowledge Explain the lesson work through some students demonstrate quizzes and games What did you learn
proportions. Assessment examples together their initial level of today?
- State the law of multiple (partner with teacher understanding of the Self-assessment
1 proportions. or classmates) new concept being
- Calculate the percentage by taught through
mass of a compound within a independent practice.
substance.
- Apply mass and the mole to Pre-Knowledge Explain the lesson work through some students demonstrate quizzes and games What did you learn
determine the empirical Assessment examples together their initial level of today?
molecular formula. (partner with teacher understanding of the Self-assessment
- Analyze s, p, d, and f block or classmates) new concept being
2 taught through
Elements in the Periodic Table.
- Explain Periodic Trends in independent practice.
Atomic Size and Ionization
Energy.
- Explain how ionic bonds form Pre-Knowledge Explain the lesson work through some students demonstrate quizzes and games What did you learn
and the properties, including Assessment examples together their initial level of today?
crystal structure, that emerge (partner with teacher understanding of the Self-assessment
3 from those bonds. or classmates) new concept being
- Explain how to name ionic taught through
compounds and how to write independent practice.
their formulas.
- Explore how atoms can gain Pre-Knowledge Explain the lesson work through some students demonstrate quizzes and games What did you learn
stability from sharing electrons. Assessment examples together their initial level of today?
- Explain the formal system for (partner with teacher understanding of the Self-assessment
4
naming molecules, as well as or classmates) new concept being
how to write formulas from the taught through
formal names. independent practice.
- Explain how to name oxoacids Pre-Knowledge Explain the lesson work through some students demonstrate quizzes and games What did you learn
and bases and how to write their Assessment examples together their initial level of today?
formulas. (partner with teacher understanding of the Self-assessment
5
or classmates) new concept being
taught through
independent practice.
6
7
Grade Level(s): Which grade or grade levels will have these learning experiences?
Number of Students per Subgroup: How many of each subgroup is in front of you?
Bloom’s Taxonomy Verbs: Which verbs are associated with the learning that will occur?
Resources: What are the essentials necessary to enhance the learning? THIS IS NOT YOUR PLAYBOOK.
Standards: What will students be learning in this part of the unit? Which standards from Stage 1 of the UbD unit will be covered?
Links- Real Life, UAE, and Cross Curricular: How will this learning relate to the world around them? What are the connections across the content areas? Consider the relation to Stage 2 of the UbD unit.
Literacy Strategies: What is the vocabulary integration? How will students become proficient in the cognitive academic language of the course/subject?
Differentiation: How will the content, process, product, and/or environment differ for the students to give better opportunity to access learning at their level? How will the students learn in each model?