Lesson Plan

Subject: Chemistry 20
Lesson Duration: 65 minutes
Unit: Solutions
Solutions Review and Solub. Intro
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
o investigate solutions, describing their physical and chemical properties.
Specific Learning Outcomes:
Students will:
o 20-C1.1k: recall the categories of pure substances and mixtures and explain
the nature of homogeneous mixtures
o 20-C1.2k: provide examples from living and nonliving systems that illustrate
how dissolving substances in water is often a prerequisite for chemical
change
o 20-C1.4k: differentiate between electrolytes and nonelectrolytes
o 20-C1.8k: use data and ionization/dissociation equations to calculate the
concentration of ions in a solution
LEARNING OBJECTIVES
Students will:
ASSESSMENTS
Observations:
Key Questions:
o What are the main
During formative group work I will
components of a solution?
circulate, seeing some possible
o What is the difference
extension questions from certain
between and electrolyte
groups.
and a non-electrolyte?
I will observe whole group
o What is the difference
participation in the answering of
between ionization and
questions.
dissociation?
I will observe all groups are
o
Why is water such an
involved in writing down of
important solvent?
additional notes.
Written Performance Assessments:
Formative Group Work
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Worksheet
Smartboard
Textbook
PROCEDURE
INTRODUCTION: 5 minutes
Hook Attention Grabber: https://www.youtube.com/watch?v=rKqYE5sZi1s
Students will need the ionization, dissociation, electrolyte worksheet and we
will go over.
o Anytime you see ionization you will immediately know that you need to
produce a hydronium ion.
o If you produce a hydronium ion you then need to have water as a
reactant.
o In order to produce that hydronium ion, you need one single proton

o
o

from your other reactant. ONLY ONE. That proton is hydrogen.

You will NOT produce in one reaction more than ONE hydronium ion.
On tests I will only expect them to know the 6 strongest acids that
ionize 99% completely.

Transition to Body: Students will gather into their lab groups, in either their desks or
benches.
BODY:
30 minutes
o Students in their groups will be given ten minutes to collectively come up
with group answers for the formative test handed to them. They may use
books, and or notes to come up with the answers. If after ten minutes
majority of the class has not finished they will be allowed fifteen, a timer will
be set.
o After time we as a class will fill in a master sheet on the smart board. Children
will be encouraged to write any additional information other groups come up
with upon their sheet, as this will be key in helping them understand the
solutions unit, and will help for their quiz study for Friday.
o I will write down all the group answers, and make sure that everyone
has input onto the paper should multiple groups come up with different
answers.
20 minutes
o To introduce solubility we will start by identifying when we know something
has dissolved.
o As a whole class demonstration I will have a beaker of water. I will
dissolve sugar and food coloring in it. The class will be asked the
following questions
What did you observe when the water and sugar was swirled
together?
What did you observe when the food coloring was swirled in
water?
Do you think there is more food coloring on one part of the
water than another? Why?
Do you think there is more sugar in one part of the water than
another? Why?
Based on observations, how do you know when a substance has
dissolved?
o Next sugar and food coloring will be added to oil. Students will be
asked the following questions to answer as a group.
What do you observe?
Did the sugar dissolve in the oil? Why?
What did you observe?
Did the food coloring dissolve in the oil? Why?
Even though a substance dissolves in one liquid, will it dissolve
in another? Explain.
How can you tell when a substance has dissolved?
o As a whole class we will then write a list of characteristics about
dissolving. Some may include:

Evenly mixed
So well mixed you cant see pieces or drops
May disappear, but substance is still there
Solids and liquids can dissolve
Even though a solid or liquid may dissolve in one liquid it may
not necessarily dissolve in another.

CLOSURE: 5 minutes
In groups students will discuss and come up with a definition of solubility
from previous knowledge, no use of textbooks.
Sponge Activity: Review questions sticks.
Consolidation: Next class we will continue learning about solubility.