Concept:

Stoichiometry
Materials:

Acetic Acid 1 M
Sodium Bicarbonate
Balance
Balloons
Erlenmeyer Flasks
Powder Funnel
25-mL Graduated Cylinder
Spatula
Weigh Boats
Science Journals
Pencils
Activity Worksheets
Videos
Whiteboards
Hydrochloric Acid 1 M
Sodium Hydroxide
Distilled Water

Accommodations:

Visually Impaired learners will be given explicit directions verbally as many times as

they need to hear them, in a step by step manner.

Hearing Impaired students will have plenty of access to visual aids throughout the lesson

such as written instructions, subtitled videos, and written portions of all class discussions.
Students with autism will be given accommodations based on their specific needs. If a
student is against explicitly participating in an activity, they can watch from a distance. If
they become over stimulated they can walk away for a minute to cool down, no questions
asked.

For ELL students, instructions can be given in Spanish if necessary as I know some
Spanish. Any student who cannot understand any English at all can have worksheets in
Spanish or other languages created for them in cooperation with their resource teachers,
or the will be partnered with another student who is mostly bilingual that could help
them. ELL students may also be permitted to complete work in their ELL resource
classroom with their teacher who speaks their native language if they feel it would be less

of a struggle that way.

Students with other learning disabilities will be granted accommodations such as, more
time, one on one time, due date extensions etc., based on their specific needs.

Engage:
To begin our unit, we will have a chalk talk with the question What do we need to know
when studying chemical reactions? Students will each be required to respond three times. For
anyone who is unaware of chalk talks there will be a quick demonstration of me chalk chatting
with myself to show students how it is done. Everyone will have five to ten minutes to respond
to the question on the board. Once everyone is done we will watch a video about stoichiometry
from the Crash Course YouTube channel (https://www.youtube.com/watch?v=UL1jmJaUkaQ).
After the video, the rest of class will be used to address any preliminary questions the
students may have about stoichiometry after the chalk talk and the video.
Explore:
To explore stoichiometry students will start with an activity to see how changing
temperature and pressure effects molecules. Throughout the activity students will look at stations

with something new happening to gasses at each stage. They will write down their observations
and any thoughts or questions they have.
Once they have completed going around to each activity, we will come together and have
a discussion about their findings. We will discuss ho even temperature and pressure have a
standard that make stoichiometric calculations easier. We will then go in to an explanation that
all calculations done in class will be assumed to be done at nearly STP.
For this activity students will be using thermometers and barometers to gauge the
temperature and pressure of objects at each of the stations. Directions will be placed on the board
or via PowerPoint in order for everyone to see them at each step of the activity.
Explain:
Conversion: To start off conversion factors, students will watch a short video on
converting from grams to moles. This video can be found at https://www.youtube.com/watch?
v=0RXB8xNmJNM . After the video, we will do some problems together as a class, students will record
in their lab journals. We will then discuss balancing equations. We will go over what coefficients and
subscripts mean through questioning the class. I will write a balanced equation on the board and ask
students what they observe and what they think when they see the equation.
After going through this, we will try a kinesthetic equation balancing activity. Each student will
be given a whiteboard. On the white board they will either write an element, a coefficient, or a subscript if
needed. Student will divide into two groups across the room to simulate products versus reactants. The
reactants group will move around to simulate reacting, while the products group will begin to form the
products. Once all products are formed, we will check to see if the students are correct.
If the kinesthetic activity does not work as well as I would like, there are PhET simulations
available for balancing equations.

Molarity: To help students understand molarity we will be creating molar solutions that
we may use later in the school year. This activity will be combined with a lab safety activity.
Students will be given information about the density, molecular weight, molarity needed, and the
M1V1=M2V2 equation to help them dilute acids and create molar solutions. These will be
written on the board. Students will work as a team on the calculations. Calculations are to be
done on a spare sheet of paper. They will be creating 1 M Sodium Hydroxide Solution and
diluting 1 M Hydrochloric acid to 0.1 M Hydrochloric acid. Each team will only be creating 50
mL of each solution.
To integrate lab safety, before students can proceed with creating their molar solutions,
they must, in their lab teams, create their own safety procedure based on the safety unit from the
first weeks of class. The safety procedure must include: wearing gloves, wearing goggles, no
loose clothing/hair, proper mixture of acids and water (always add acid to water, then more
water), proper way to carry chemicals, and distance between flask and body when mixing. Once
a team of students has created an acceptable lab safety procedure, they can create their molar
solutions.
At the end of the activity, students will turn in their calculations and procedures. They
will also leave their solutions at their lab tables with their group names on their bottles so that
their solutions may be used in the future if they made them correctly.
Reagents: There will be a demonstration throughout the class that students will be asked
to observe periodically. I will put one copper wire in a test tube of silver nitrate, two copper
wires in another test tube of silver nitrate, and three copper wires in third test tube of silver
nitrate. Students will use the see-think-wonder method to write down what they observe
happening, why they think this is happening (or any other thoughts), and any questions they have

about what is happening. The three tubes should react differently due to the differences in the
number of wires. This will be used to show that when there is a limiting reagent the reaction
proceeds based on that reactant.
While this reaction is happening, students will be doing the Reactants, Products, and
Leftover PhET simulation to better understand reactions.
Yield: to start off yield we are going to watch a video that goes through a problem solving
the percent yield of a reaction. This video can be found at https://www.youtube.com/watch?
v=0ZFUdxetdls . After the video students will be given the opportunity to ask questions as a
class to be answered about limiting reagents and yield. Once everyone has asked all of their
questions, we will go through problems together step by step to fully grasp yield.
Students will have both visual and auditory instruction to help them to learn the material.
Elaborate:
This phase of the learning cycle will be a lab. I found an interesting stoichiometry balloon
race at NSTA conference that would work great to encompass all that students have learned.
Students will be mixing sodium bicarbonate and 1 M acetic acid in flasks to inflate balloons and
see how limiting reagents effect a reaction. When the reactions are finished students will solve
for the moles of each substance used, theoretical yield of carbon dioxide, and the limiting
reagents.
Prior to the lab, students will be given the procedure and they will be asked to make a
claim, support it, and ask questions about it in their science journals. This will get them thinking
about the experiment before they proceed with calculations. They will have to use previous
knowledge of the baking soda and vinegar reaction to make their prediction. Students will be

provided the equation they need on their lab worksheet. They will also be given a table to
organize their data. When the lab is completed, students will turn in their lab sheets to check their
calculations. Any calculation a majority of students missed will be gone over during the next
class.
Each student will be given three Erlenmeyer flasks and three balloons. They can choose
any mass of sodium bicarbonate from 0.50g to 3.00g as long as they are in increments of 0.50g
and all three flasks use a different mass. Students will also be required to use graduated
cylinders, weigh boats, spatulas, funnels, and a balance.
Students will be in their lab team and each student will be given a role. A student with
ADHD might be the one who gets to fill the balloons, while a student with a visual impairment
could be in charge of pouring the sodium bicarbonate into the flasks from the balloons. A student
with a hearing impairment might explicitly be in charge of the measurements and a student with
learning disabilities could be the one to record the groups data. Students can work together and
help each other with the calculations and I will be able to answer questions as well.
Evaluate:
In order to evaluate student learning, students will be asked to complete a creative project
showing their understanding of stoichiometry. Students will use the stoichiometric concepts they
have learned to create songs, stories, comics, games etc. They will be provided with a list of each
of their options and given free reign as to what they are going to do with it. Students may work
in teams of up to four depending on which creative option they choose to do. For videos, four
teammate seems reasonable, a poem can easily be written by one person. Students will have the
option to also work alone no matter what option they choose.