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DEMOCRACY
Name:______Holly Keeper _________Date:__________3/30/15________
Unit Essential Question:_ How do the various gas laws explain the
relationship between pressure and volume, volume and temperature,
pressure and temperature, and the number of particles in a gas sample? __
Lesson Topic:_Gas Laws Review basic laws + combined gas law
Class:_Chemistry_____
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections:
With which part(s) of the Agenda does this lesson connect most
clearly? And how?
Today I will be practicing a nurturing pedagogy safe and caring for all.
Fridays lesson did not go at all how I planned. The students were frustrated
and I continued to make more mistakes as we moved along. So today I will
apologize for how class went and explain that we will be reviewing and kind
of going back and starting where I should have started on Friday. With each
gas law we talk about today, I will walk through a practice problem on the
board for which I will have the students first make a prediction using their
PTV tools, then I will show them how to set up a chart that will help them to
organize the problem, and finally I will show them two different ways of
solving for the missing variable. When I take the fault for what happened on
Friday I think they will see that I am just as human as there are and this will
help to create a classroom atmosphere that is safe and caring for all.
STANDARDS
(www.cde.state.co)
Content:
CDE 1.2 Matter has
definite structure that
determines
Literacy and
Numeracy:
Write clearly and
coherently for a variety
Democracy and
21st Century Skills:
Colorado 21st century
skills in science Self-
characteristic physical
and chemical
properties.
CDE 1.5. Energy exists
in many forms such as
mechanical, chemical,
electrical, radiant,
thermal, and nuclear,
that can be quantified
and experimentally
determined.
of purposes and
audiences.
Direction:
Students must gather
information to make
sound predictions and
design investigations to
explore those
predicitons.
Literacy and
Numeracy: SWBAT
write for a variety of
purposes and audiences
by writing their
predictions about each
practice problem,
solving the problem,
and then explaining
their answers in writing.
Democracy and
21st Century Skills:
SWBAT generate their
own predictions by
gathering information
from each practice
problem, then setting
up the problem to be
solved by using the KFR
charts. To finish each
problem, the student
will also explain their
answers and how this
compares to their
predictions.
OBJECTIVES
Content: SWBAT
Interpret the effects of
different forms of
energy such as
mechanical and thermal
as they apply to a gas
by completing the notes
and practice problems
about the different gas
laws
Literacy and
Numeracy:
As students complete
the practice problems,
they will be writing both
before and after each
calculation part of the
problem, using correct
grammar and sentence
structure.
Democracy and
21st Century Skills:
Students will be asked
to make a prediction
about each practice
problem using their PTV
tools, then explain their
answer and how it
compares to their
prediction.
KEY VOCABULARY
Content
Pressure
Volume
Temperature
Number of
Particles/moles
Gas Laws
Boyles Law
Charles Law
Gay-Lussacs Law
Avogadros Law
Combined Gas Law
Thermal Energy
Kinetic Energy
Literacy and
Numeracy Audience
literacy
Democracy and
21st Century Skills
Prediction
Investigation
Interpret
Literacy and
Numeracy
Why is it important to
be able to use proper
literacy skills when
working with gas laws
calculation?
LESSON FLOW
Democracy and
21st Century Skills
Why is it important to
be able to use
information given and
create a sound
prediction about the
solution?
Time
Pre-Assessment
I will informally assess the class on the information by asking
them what they remember from last before Friday, about the laws
including Boyles, Charles, Gay-Lussacs, Avagadros, and the
combined gas law. Well talk about the relationships involved in
each one but wont go on for too long as this will help us
transition into the slides
Time
Building Background
Link to Experience:
The problems well be working with will have to do with
relationships and object theyve seen outside of the science
classroom. Hairspray is a good example of a pressurized gas
inside of a can and its something most people are very familiar
with. Balloons are another example used often in the discussion
Time
Accommodations, Modifications, and Student Adjustments
Consider: multiple intelligences, learning styles, cultural
and ability diversity, etc.
If the activity is too advanced or too easy for some, how
will you modify instruction so all students will learn?
What accommodations will be needed and for whom? (IEP,
504, Special Needs)
Time
Time
Closure
What will you and the students do at the end of the lesson
or after a chunk of learning to synthesize, organize and
connect the learning to the essential question(s)?
At the end of class we will review about how all the basic gas laws
are combined to make the combined gas law and I will tell them
thats where were headed next.
Time
Next Step
Next we will be looking at some more combined gas laws
problems.