LESSON PLAN TEMPLATE

12/06/23 - 1.) Le Chatelier’s Principle 12

Dates 12/07/23 - Lesson Title 2.) Lab 4.2 - Equilibrium Shifts Grade Level
12/10/23 3.) Calculations Involving Le Chatelier’s Principle
77-100 mins Chemistry 30 Lab 4.2
Time in Lesson Subject Lesson #
Mitchell Vona
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

● 30-D1.3s3 - Students will interpret data from a graph to determine when equilibrium is established and to determine the cause of a
stress on the system.
● 30-D1.3k - Students will predict, qualitatively, using Le Chatelier’s principle, shifts in equilibrium caused by changes in temperature,
pressure, volume, concentration or the addition of a catalyst.
● 30-D1.1s1 - Students will predict variables that can cause a shift in equilibrium position.
● 30-D1.1s2 - Students will perform an experiment to show equilibrium shifts.
● 30-D1.2s - Students will perform an experiment to test, qualitatively, predictions of equilibrium shifts.
● 30-D1.3s1 - Students will write the equilibrium expression for a provided equation.
● 30-D1.3s2 - Students will analyze, qualitatively, the changes in concentrations of reactants and products after an equilibrium shift.

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will…
● I can interpret data from a graph to determine when
equilibrium is established and to determine the cause of a
stress on the system.
● I can predict, qualitatively, using Le Chatelier’s principle, shifts
in equilibrium caused by changes in temperature, pressure,
volume, concentration or the addition of a catalyst.
● I can predict variables that can cause a shift in equilibrium
position.
Inside the students’ Chemistry 30 - Unit 3+4 - Organic Chemistry,
Equilibrium, Acid and Bases:
● Formative: Question Time, Models, Guided Practice, Independent
Practice, Diploma Exam Preparation & Extra Practice on Pages
151-154, 157, 159-165.
● Summative: Learning Check 4.2
Inside the students’ Chemistry 30 - Lab Manual:
● Formative: Analysis Questions on Pages 94 & Claim, Evidence,
and Reasoning reflection on Page 95.
Adapted from Wiggins, Grant & J. McTighe (1998)
● I can perform an experiment to show equilibrium shifts. ● Summative: Potential Lab Discussion
● I can perform an experiment to test, qualitatively, predictions
of equilibrium shifts.
● I can write the equilibrium expression for a provided equation.
● I can analyze, qualitatively, the changes in concentrations of
reactants and products after an equilibrium shift.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

● Student Lab Books Each lesson is divided into many parts for students to practice. These
● Student Workbooks include:
● Teacher PowerPoint Notes ● Modeling how a question is supposed to be done, with very
● Glass Beakers (3x, 50 mL) specific language and annotation so that students have a
● Graduated Cylinder (10 mL) reference in their notes to what was covered.
● Scoopula ● Guided Practice, where students try some questions on their
● Hot Plate own, based on the annotated Model examples, and then we as a
● Ice Bath class go over them and address any error or misconceptions.
● CuSO4(aq) (0.20 M) ● Independent Practice for whatever class time remains and then
● KBr(s) for students' own personal practice and studying purposes.
● Dropper Bottle of NaOH(aq) (1.0 M) These three stages scaffold the work that students are expected to
● Dropper Bottle of H2SO4(aq) (1.0 M) know how to complete, and it allows them every opportunity to seek
support where needed. This benefits all students by allowing that
balance of independent and guided practice.

For laboratory experiments, students are placed into pairs or groups

of three with a mix of strong and weak students. This allows diverse
students that might not normally work together to have that chance.
This also helps students learn to support one another, through the
common goal of their experiment analysis questions.

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE
Introduction (~2-3 mins)
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Students will start the class by being organized into their new seating arrangement. This was done by me and my partner teacher in order to
get a better performance out of specific students towards the end of the course.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understanding of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Students will be following along in their workbooks on Page Class #1
I will discuss Graphical Analysis.
167.
Students will be following along in their workbooks on Page Class #1
I will introduce Le Chatelier’s Principle through three videos..
168.
Stress #1 - I will discuss the Le Chatelier’s Principle in regards Students will be following along in their workbooks on Page Class #1
to Concentration Changes. 169. As well as annotating the Models on Pages 170-171.
Stress #2 - I will discuss the Le Chatelier’s Principle in regards Students will be following along in their workbooks on Page Class #2
to Temperature Changes. 172. As well as annotating the Models on Page 173.
Stress #3 -I will discuss the Le Chatelier’s Principle in regards Students will be following along in their workbooks on Page Class #2
to Adding a Catalyst. 174. As well as annotating the Model on Pages 174.
Stress #4 -I will discuss the Le Chatelier’s Principle in regards Students will be following along in their workbooks on Page Class #2
to Pressure and Volume Changes. 175. As well as annotating the Model on Pages 176.
I will then go over calculations of calculating the equilibrium Students will be following along in their workbooks on Page Class #2
constant, and determining where equilibrium will shift based 181. As well as annotating the Model on Pages 181-183.
on Kc constant comparisons. I will go over Models and Guided
Practice.
I will handout the Graph Worksheet as practice for my Students will complete the worksheet. Class #2
students to identify and read the equilibrium graphs.

Conclusion (Remainder of Both Classes)

How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

After students have completed both parts in the lab’s procedure, they will have the remainder of class to complete the Analysis Questions and
their Claim, Evidence, and Reasoning reflection. They will also have time to finish any other questions that are in their workbooks.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
● How do you feel your students experienced this lesson?
● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement? What might you do differently next time?

● This lesson is perhaps the most difficult one that I have ever taught to date. Equilibrium shifts and Le Chatelier’s Principle are not
intuitive to begin with for students, and they definitely struggled in trying to wrap their head around stress and the response to that
stress.
● Getting the students to actually read what the stress to the reaction is, look at the graph and understand what is happening in the spikes
and bumps, is going to be critical moving forward.
● I think that I need to make a worksheet for both classes for Monday, that gives them a chance to practice doing this instead of copying
and annotating models. This way, it will help them internalize the information better, before we move onto RICE tables.
● I thought that the timing for Models was appropriate to the students' confusion, and that during the solubility Model, getting them to
take out their data books, and walk me through where to find the correct information was helpful.
● I need to apologize to Period 4 for getting cranky with them during the lesson. I was just frustrated with myself for not being able to
drive this lesson home for them.
● I also edited the lesson’s notes to improve their understanding, which I am glad that I did, because had I not done so, I believe that there
would have been more confusion.
● This will be a lesson that I will have to experiment with and see what works, especially because of the response that I received from the
last two classes. Perhaps making more Guided Practice and then Independent Practice in the workbook, will allow for more opportunity
to practice reading these graphs and determining where equilibrium shifts.
● After creating and handing out a practice worksheet on Le Chatelier’s Principle, this allowed students to actually test their graph reading
skills in terms of equilibrium shifts. Students were really appreciative of this worksheet, and worked hard to ask questions and develop
an understanding of an abstract concept such as Le Chatelier’s Principle. I let my students have the night to work on this topic as study
material for their Learning Check, and then I went over the solutions the next day in class. The next day, I was definitely able to see who
worked on the handout and who didn’t based on the grades from the Learning Check. This just goes to show that you can only do so
much for students to succeed, at some point they need to take their success in learning in their own hands.

Adapted from Wiggins, Grant & J. McTighe (1998)