Lesson Plan Title: Stoichiometry (1)
Date: 03/14/17
Subject: Physical Science 20 Grade: 11
Topic: Foundations of Chemistry Stoichiometry
Essential Question: How do variant amounts of chemical reactants
complacent in a reaction mixture, affect the nature and amount of the products
produced?
Materials:
Stoichiometry Mas-Mass Problems Handout
Mass-to-Mass Stoichiometry Problems Handout
Stoichiometry (1) Review Pop-Quiz Summative Assessment instructional
sheet
Students; writing utensils, loose-leaf, and scientific calculators.
Stage 1- Desired Results you may use student friendly language
What do they need to understand, know, and/or able to do?
Students need to be able to understand the importance of stoichiometric calculations in
the determination of the quantities of both reactants and products based in a chemical
reaction. They need to know how to use their prior knowledge of; formula
writing/balancing, molar mass calculations, and molar conversions/molar ratio formation,
to process a theoretical yield for either reactant or product variables from a balanced
chemical reaction. Working individually with their; periodic tables, polyatomic ion tables,
and calculators, students will need to be able to complete the handouts distributed for
practice before being summativly assessed on their understanding during the quiz.
Broad Areas of Learning:
Lifelong Learners: during the completion of this lesson, students are introduced to the
core mathematical principles of chemical computations. Because of this newly obtained
knowledge, students will begin to co-create an understanding of how varying
quantitative principles of chemical reactions; specifically, the quantities of reactants,
and products, affect the nature of the chemical reactions. This understanding will move
student forward in their later coursework for Chemistry 30, post-secondary, and many
workplace applications of chemical safety and handling.
Cross-Curricular Competencies:
Developing Thinking: this lesson details the most complex mathematic component of
chemical computation in the Foundations of Chemistry unit for Physical Science 20.
Thus, having students use elements of dimensional analysis, and molar mass
computation, a cross-curricular element co-exists between students science and math
curricula. Deeper comprehension exists with students developed understanding of how
varying each of the molar quantities effects the outcomes for product formation or the
necessitation of additional reactant requirement.
Developing Literacies: literacies evoked through the completion of this lesson include;
written, mathematical/computational, and scientific. Dependent on the extent of
implementation of the individualization adaptation, oral/communicative literacies may
also be engaged through the creation of small group discussion; peer-peer, and student-
teacher.
Outcome(s):
PS20FC3 Use stoichiometry to determine the relative amounts
of substances consumed and produced in chemical reactions. [SI]
b. Determine the relative numbers of moles of each substance in a variety of
chemical reactions using balanced chemical equations. (K, S)
c. Relate the use of the mole to the coefficients in a balanced chemical
equation, and compare this to mass and volume as measurable quantities. (K, A, STSE)
d. Perform stoichiometric calculations to predict the outcomes (e.g.,
concentration, mass, volume, number of particles and energy transferred)
of chemical reactions, using the correct units and correct number of
significant figures. (S)
PGP Goals:
2.2 proficiency in the Language of Instruction
2.4 ability to use technologies readily, strategically, and appropriately
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The formative (FOR) assessment component of this lesson, is students completion of
the first handout given, Stoichiometry Mas-Mass Problems. Students will actively seek
to complete this handout; third, fourth, and fifth question, after a brief period of direct
instruction to begin the lesson, refreshing on the recent rules for stoichiometric
calculations covered by my partner teacher (Carmen) the previous day, through the
completion of the; first and second questions as examples. Once students have
completed this handout, should time permit for more advanced students, the second
handout; Mass-to-Mass Stoichiomerty Problems, will also serve formative means,
bridging the gap between time taken for completion of the first handout and the quiz.
Assessment OF Learning (summative) Assess the students after learning to evaluate
what they have learned.
The summative assessment of learning completed in the last portion of the class period,
is the Stoichiometry (1) Review Pop-Quiz Summative Assessment. This brief two
question assessment of student comprehension will be directed as an individually
completed hand-in assessment, where the instructor will display the two questions on
the board and students will be given a period of time to complete the questions for
submission. The questions will take the format of a common word problem, forcing
students to utilize all prior knowledge including; formula writing/balancing, and molar
calculations, to complete the quiz in a timely fashion.
Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students) (~30 sec
1 min)
The motivational set for this lesson will be an extremely brief poling for student
comprehension from the last days lesson. By simply asking Who felt like they knew
what was going on yesterday?, I am hoping to elicit the response of general confusion
and frustration that I saw on the faces of many of the students during the closing of the
pervious-days class. As stoichiometry is possibly the; largest, and most important
mathematic representation of chemical sciences, I want to begin by reassuring the
students that at this point, it is alright for them to be hesitant or confused, as this is the
biggest topic they will cover in the Foundations of Chemistry component of their Physical
Science 20 course this year.
Main Procedures/Strategies: (~35-40 min)
- We will begin the class with a teacher directed instruction, using the first question
from the Stoichiometry Mas-Mass Problems, as an exemplar to display the rules
that Carmen had gone over with the class the previous day. It is vital during this
exemplar, not to deviate from the previous instructors method, as a way of
continuing to communicate to students that understand the topic using previous
lesson formatting. (~5-10 min)
- The instructor directed instruction will continue with a second exemplar, the
second question on the handout, completed using a different method of
personalized instruction. A tutorial method referenced as making the rainbow. It
is important to understand here that not all students absorb information in the
same way and such a deviation from previous instruction tactics for some, being
careful not to confuse core notions of previous teaching, may be beneficial. (10-
15 min)
- Students will be given time to work individually, or if they can maintain
appropriate levels of communication volume and behavior, in small groups, to
complete the remaining questions on this handout. Should students complete this
handout before the allotted time has expired, they should be given the second
handout for completion during class-time. Otherwise the second handout will be
administered before the quiz as homework to be completed for the next days
class. (15-20 min)
Adaptations/Differentiation:
- The principle adaptation for this lesson, as it is extremely content heavy, is the
individualization of instruction/ grouping of student who have more cognitive
difficulty with the current subject material. My intent is to utilize the substitute
teacher and educational assistant (paraprofessional) assigned for the class as a
means of implementing small group instruction for reinforcement in a more
isolated space. If a private classroom space is available, students who should
receive individualized instruction would be those with more difficulty/those who
are possibly disruptive. If the space is going to be more public and less contained,
individualized instruction can be effected for those students who are stronger and
wish to move on to the second practice handout.
- Additional adaptations include; providing more in-class time for completion of the
second handout to alleviate the stress of homework, additional exemplar
completion for those questions given for individual practice with a whole group
dynamic if additional confusion exists.
- Occasionally, taking in information written on the board during a test can create
stress on students and some students may even have cognitive impairments that
limit their ability to take notation from the board. As a result, providing students
with a copy of the summative assessment instructional sheet as a handout so
they have the questions in-front of them may be beneficial.
Closing of lesson: (~15-20 min)
The closing of the lesson will be completed as an, individually taken two question quiz
for revision of the stoichiometry of equations with both; common, and differed molar
ratios. All students will be brought back centrally to the classroom, the instructor should
write the questions on the board, and all for students to work to complete both
questions; requiring periodic table, polyatomic ion sheets, loose-leaf, and scientific
calculators. Questions are located on the Stoichiometry (1) Review Pop-Quiz Summative
Assessment instructional sheet
Personal Reflection:
In reflecting on this lesson; I would say that it was very two-sided in that from the
standpoint of student comprehension, half of the students achieved well during the lesson,
while the other half produced a certain level of confusion. I reintroduced Carmens method
of dimensional analysis and the concept of stoichiometry that she had worked with the
students on the previous day. Students who had grasped this concept during the previous
lesson continued to show heightened comprehension, commonly answering the prompting
questions used while working through the first example, while other students who had
initially been confused remained without a degree of understanding of where certain
numbers were coming from (i.e. when to use the molar mass values). On the introduction
of my own method for dimensional analysis (making the rainbow), some of the students
that had been sitting in the back of the classroom, apparently confused, began interacting,
answering the prompts and following how we were coming up with all used values. The
difficulty here came with the students that had been excelling before-hand, becoming
caught up in the visualization of how we were getting to the answer rather than sticking
with the pattern recognition that had been working with them before. During the individual
work period for completion of the first work sheet; I did have allot of resources available to
me including the substitute, who had a high degree of science pedagogy knowledge, and
the other teacher candidate in the room. All three of us were constantly moving around
the room assisting students with the example questions, and it appeared that by the end
of the class all students had grasped the concept enough that they could complete the
questions. As far as the amount of content that I had planned for the lesson, as a group we
did not get to a point where students could continue working individually on the second
work sheet, and the summative assessment that I had planned was still outside the level
of students understanding. Due to time restraints I chose to leave the assessment for my
partner teachers use during the following day, and rather than assigning the second
worksheet as homework, held onto it in order to give her the option between assigned
homework and additional practice the following day.
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Stoichiometry (1) Review Pop-Quiz Summative Assessment
***Encourage students to show all work including; balanced chemical equations,
molar mass calculations, states, and mole-mole conversions.
1. Given that 5.00 g of sodium metal, reacts with excess chlorine gas. How much
sodium chloride will be formed given enough time for all the sodium to react?
2. Scientists react 2.50 g of calcium hydroxide, with excess hydrogen phosphate
(phosphoric acid) in a sealed reaction vessel. How much calcium phosphate will be
produced in this reaction?
