Formal Lesson Plan

Name: Adam Nasiek

Date: March 10, 2014
School: Laurier Macdonald
Grade: Secondary 5
Lesson#: 4
Subject: Intro to Equilibrium (1)

Big idea: Dynamic Equilibrium

Until now, students have learned that chemical reactions can often be identified based on if they
release or absorb heat, it the original substance changes color, etc. In this module, students will
learn that chemical systems that are seemingly fixed at the macroscopic level can be
undergoing dynamic changes at the molecular level. As such, dynamic equilibrium is the Big
Idea that will be referred to throughout the lesson. Dynamic equilibrium is a process by which a
balance is maintained between reactant and product molecules in a closed system. Students
will be constantly challenged by the conception that processes occur without being visible to the
naked eye. This module is strategically placed following a unit on reaction rates. This module is
aimed to take the aforementioned units and synthesize them in a new context. At the end of this
lesson, students will realize how this topic encompasses their former knowledge of reaction
rates and where they can apply their new knowledge of equilibrium processes.
Subject-specific competencies:
I plan to pursue the subject-specific competency that requires students to communicate in the
language used in science. The topic of equilibrium makes use of many terms that students are
already familiar with and applies them in a new context. For example, students will learn to
apply terms like reversible reactions and reaction rates in this module. This first lesson in the
equilibrium module will allow students to become accustom to the language that will be used in
the following classes and will also help students see where they can apply this language outside
of the classroom. The short analysis at the end of the lecture will give students an opportunity to
begin using this language and to reflect on the definitions of words that scientists use on a daily
basis. This short analysis will challenge students to utilize the vocabulary they know to develop
a scientific explanation for the phenomenon that takes place in the short discussion activity I
have prepared for them at the end of the lecture.
Cross-curricular competencies:
This lesson focuses on developing students communication-related competencies. Until now,
students have become familiar with many of the terms that scientists use in the realm of
chemistry. Therefore, besides seeing a new context in which scientific vocabulary is applied,
students will be able to synthesize causal explanations for things that they may see in their
surroundings. This may be challenging at first; understanding daily phenomenon through a
scientific lens is by no means a simple task. On the other hand, students will be able to use
science purposefully, which is something that many of them are seeking. Students will have the

chance to express their ideas to their peers and to develop their confidence as they seek a
causal explanation for a scientific phenomenon (the dynamic processes that occur at the
molecular level in a bottle of Pepsi). Therefore, students will be learning science while learning
how to communicate appropriately to their peers.
Broad areas of learning:
The environmental implications of chemical equilibrium will allow students to raise their
environmental awareness. There is a constant balance in the world which is trying to be
maintained. In other words, equilibrium must be maintained in order to sustain the health of the
planet and the organisms that live in its various ecosystems. Once students become aware of
how this balance is relevant to chemistry, they may become more conscious of their
surroundings and the effort that needs to be made in order to maintain it.
Self-directed teaching skill:
I intend to exercise my ability to implement graphs in a topic that is largely theoretical. This will
require me to transform information contained in graphs to written information that students can
better understand. To do so, I will obtain graphs that represent the different processes that I am
teaching. I will then ask students questions that will help them interpret what the graphs are
displaying. Once students have hit on a few important points that describe the graphs, I will
refine and summarize the information they have put forth. This ability to guide students in
analyzing graphs is crucial to their understanding of scientific concepts. Moreover, using a more
graphical approach to science education will help cater to the students who are predominantly
visual learners.
Lesson Objective:
The concept of equilibrium revolves around the idea that chemical systems are governed by
forces that maintain balance. A large part of this encompasses knowledge of reaction rates,
which students have learned in the previous module. Therefore, one of the objectives in this
lesson will be to have students connect their prior knowledge to chemical equilibrium. This will
be done by showing students different contexts where both equilibrium and reaction rates are
applicable. To start the lecture, I want students to consolidate the idea of reversible and
irreversible reactions. This will be done by recalling conceptual and graphical material from
previous classes. Once this is done, I want students to learn the different types of equilibrium
and to see their significance in the curriculum. Finally, I want students to use the terms they
have learned throughout the term in order to find a causal explanation for what is happening at
the molecular level in a bottle of Pepsi.
Lesson Summary:
This lesson titled Intro to Equilibrium will be the first one in the Chemical Equilibrium unit. I
have printed notes for the students; however, they will still be required to add to the notes in
order to have a more comprehensive understanding equilibrium. For example, I wish for
students to draw a graph in their notes in order to support their learning of this predominantly
conceptual (as opposed to visual) topic. Before introducing the topic of equilibrium, want to
consolidate students understanding of reversible and irreversible reactions, which are crucial in

understanding equilibrium. I will do this by having students simply recall previously learned
information and showing graphs of the aforementioned types of reactions. Once we complete
this short review, I will define the terms static and dynamic equilibrium. To illustrate the concept
of dynamic equilibrium, I have found a short video (hockey players doing a line change) that is
analogical of the concept I am teaching. I will then define the 3 types of dynamic equilibrium and
provide examples for each. To congregate the different ideas I have presented students until
that point, I have found 2 graphs that represent all types of dynamic equilibrium. We will spend
some time discussing what is being represented in these graphs and how these relate to the
theoretical aspects of equilibrium. The two graphs I wish to present are the following:
concentration vs. time and reaction rate vs. time graphs. They will have to copy the former by
hand and the latter is already drawn on their handout for the sake of saving time. After analyzing
the graphs, we will go over the different factors that are required for equilibrium to take place. I
will allow them to define some of these factors such as open systems and closed systems
since they are more accessible to the students. For the more difficult factors such as
macroscopic properties, I will define these terms and ask them for examples that they have
already seen. After I cover the 3 factors that are required for a system to be in equilibrium, I will
differentiate systems that are at equilibrium state with systems that are said to be at steady
state. To facilitate comprehension of what I mean by steady state, I have prepared an example
that students will be able to grasp. To consolidate all the ideas that I have presented this
lecture, I have prepared a practical situation wherein students have already encountered
equilibrium. I would like for students to use the knowledge they have gained in order to explain
what is happening at the molecular level in a bottle of Pepsi. I will facilitate this discussion by
asking students guiding questions. At the end of this activity, students will realize that
equilibrium is observable beyond the science classroom. To end the lecture, I will assign a
worksheet for homework that tests the knowledge that students have gained. This homework
will be checked at the beginning of the next class. Finally, I found a 4 minute video that
summarizes this introductory lesson on equilibrium.
Individualized Education Program (IEP): Not applicable; however, the summary video at the
end of the lecture will benefit those students who still feel uncomfortable with equilibrium and
the ideas that are encompassed in this topic.
Resources: PowerPoint, handout, Youtube (2 videos)
Timetable
Introduction (PPT/Demo):
- Housekeeping (attendance, questions/concerns, plan of the day)
- Recall the concept of irreversible rxns
o Irreversible Give ex of a burning log
o Discuss what is being represented in the C vs t graph
Development (PPT):
- Discuss the concept of reversible rxns
o Recall potential energy diagram with forward/reverse Ea
o Introduce idea of Equilibrium (analogy: boxing day parking lot)

(5 mins)
(7 mins)

(7 mins)

o Introduce the concept of single-headed, doubled-sided arrows

Static Vs. Dynamic Equilibrium
o Definitions (ask students if they have seen systems in equilibrium)
o Short analogical video (hockey line change)
o Define the 3 types of dynamic equilibrium with examples
Equilibrium graph
o Discuss and have students draw concentration vs time graph
o Have students determine the relative rates
o Discuss and have students draw rate vs time graph
3 conditions for system to be at Equilibrium
o Rxn must be reversible (R P ; P R)
o Rxn must be in a closed system
Differentiate between open/closed systems
o Macroscopic properties
Differentiate between micro/macroscopic properties
Steady state vs Equilibrium state
o Definition, differences and examples

Closure (PPT):
- Have students discuss what is happening in bottle of Pepsi
- Assign equilibrium worksheet for homework
- Summary video
- Notify students of what to expect in the next lesson
o Quantitative equilibrium

(10 mins)

(15 mins)

(10 mins)

(5 mins)

(7 mins)
(3 mins)
(4 mins)
(1 min)

Reflection:

Total: 74 minutes