LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

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

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:
Students will use terms
of energy when
explaining their
calculations and
answers to each
problem. Thermal
energy is involved with
temperature changes
and kinetic energy can
be discussed when

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.

talking about the

pressure of sample of
gas.

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

HIGHER ORDER QUESTIONS for this lesson

Content
How is it valuable to be
able to analyze the
energy of a system in a
classroom problem or in
a real-life situation?

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?

This is the actual planning of the lesson activities.

Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, preassessment, introduction to topic, motivation, etc.
There will be a warm-up question on the board for students to get
started on when they get to class. The students will have three
minutes to think and write independently and then three minutes
to discuss with their partners:
1. What is the difference between a directly proportional
relationship and an indirectly proportional relationship?
Give one example of each using P, T, and V.
2. If a variable stays constant, or is not mentioned in a
combined gas laws problem, what do you do with it?
Next, Ill introduce the objectives and explain what were doing
today and where were headed.
Ill then walk through the practice problem on the SmartBoard as
the students follow along.

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

of gas laws to consider pressure, volume, and temperature of a

sample and how they affect each other.
Link to Learning:
We will be reviewing what was covered last week and I will also
bring to light that this subject connects with the things weve
talked about in previous units including correct names and
formulas of compound, and conversions between units like moles,
grams, number of particles, and liters of gas (at STP).
Time
Activity Name Should be creative title for you and the
students to associate with activity.
Review and practice Problems Step by Step
Anticipatory Set The hook to grab students attention.
These are actions and statements by the teacher (or
students) to relate the experiences of the objectives of
the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas,
principles or information that is to follow (advanced
organizers)
An anticipatory set is used any time a different activity
or new concept is to be introduced.
To hook the students interest and to get them thinking about the
material in a broad sense, I will revisit the kinetic molecular
theory using the analogy of kindergarteners (gas particles) in a
room (a fixed volume) with giant pixie sticks (energy or
temperature). I will ask them what happened if we let the kids
eat the whole pixie stick, then what would happen if we put them
all sugared up into a smaller room. This will help us discuss and
visualize the changing variables pressure temperature, and
volume. I will also use the PhET diagrams as an example, asking
the students to recall the examples they looked at there.
Time

Instructional Input Includes: input, modeling and checking

for understanding
I will use direct instruction as I go through the slides but will make

it interactive by asking questions and allowing the students to

think-pair-share before responding. We will also work example
problems as a class and go step-by-step to make sure everyone is
following along.
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct
Instruction, Discussion, Socratic Seminar, Synectics,
Inductive, Deductive and Mastery Learning, etc.
Direct instruction, cooperative learning.
SIOP Techniques: I do, We do, You do.
I will show them how to do the problems on the board and
students will write it down as we go. As we progress, students
should become more comfortable with the routine by which we
go about solving a gas laws problem: 1) convert any values that
are not in the needed units (K, moles, atp, and L). 2) set up the
KFR chart and fill it out. 3) Manipulate the equation to solve for
what we want to find.
Reading , Writing, Listening, Speaking Students will read
through the problem, write down their prediction, the
calculations, and their conclusions, listen and speak to each other
as they have think-pair-share time.
Checking for Understanding: Determination of whether
students got it before moving on. It is essential that
the students practice doing it right so the teacher must
know that the students understood before proceeding to
practice. If there is any doubt that the class does not
understand, the concept or skill should be re-taught
before practice begins.
I will go through each problem step by step and will gather an
idea of whether students are getting it by looking to see what is
written on their papers and also by asking for a thumbs
up/thumbs down about their comfort level with the material.
Questioning Strategies: Utilizing Blooms Taxonomy
questions should progress from the lowest to the highest
of the levels of the cognitive domain (knowledge,
comprehension, application, analysis, synthesis,
evaluation and creativity).
Students are asked to list information from each problem (low

level Blooms) and also asked to make predictions and describe

their reasoning for the answers they calculated (higher level
Blooms).
Independent Practice: Once the students have mastered
the content or skill, it is time to provide reinforcement
practice. It is provided on a repeating schedule so that
the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a
subsequent project. It should provide for relevant
situations not only the context in which it was originally
learned.
Students will get a chance to practice the information
independently during the next class when they will be asked to
complete the combined gas laws worksheet.

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

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?
Content:
Students have written reasonable predictions and conlusions

about what happens in each scenario as the energy in the system

changes (T,V, or P increase or decrease).
Literacy and Numeracy:
Students have written the tasks clearly and fully while using
proper grammar and sentence structure.
Democracy and 21st Century Skills:
Students gather information from each problem and make a
sound prediction. This can be seen or measured through the
organization of their problem set up and the content of the
prediction itself. Its especially important that the students look
back at their predictions after solving the problem and state their
conclusions.

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.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
This lesson was one-hundred percent better than Fridays lesson.
The content objective was achieved as the students wrote down
their thoughts/predictions and conclusions for each problem. The
step-by-step method helped us there a lot. I feel like the majority of
the class has a much better understanding of the material than they
did on Friday. The literacy objective was achieved as they wrote
down these predictions and conclusions. The democracy objective

was addressed as we used the problem information and our PTV

tools to make predictions and then analyzed those predictions after
calculating the answer.
2. What changes would you make if you teach the lesson
again?

3. What do you envision for the next lesson?

The next lesson will include more combined gas laws problems and I
envision more student-driven progress of the class. My hope is that
students will be able to tell me what each step should look like and I
will be there to guide the process.
4. To what extent does this lesson achieve the Mission of the
Agenda for Education in a Democracy? To what extent does
this lesson achieve the 21st Century Skills?
Students were able to create their own PTV tools, adding
information to the back as we went along, while at the same time
using them as a resource to help them solve problems. I think this
links to education in a democracy because each student is looking
at how they perceive the information and how they can use their
resources to best answer a question. This is a 21st century skill as
well. In the workforce you often have to make sound decisions
based on background information and other resources you have.
Applying these strategies here is good practice for the future.