Teacher:Course:

Weekly Lesson Plan Chemistry-1 -Honors/CP

Monday3/27/17 / Tuesday 03/28/17 / Wednesday 03/29/17 / Thursday03/30/17 / Friday 03/31/17
H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).
  • Pressure as a physical force
  • Charles’s law and the relationship between temperature and volume
  • Boyles’s law and the relationship between pressure and volume.
  • The combined gas law
  • The ideal gas law
  • The ideal gas constant and its forms
/ H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).
  • Pressure as a physical force
  • Charles’s law and the relationship between temperature and volume
  • Boyles’s law and the relationship between pressure and volume.
  • The combined gas law
  • The ideal gas law
  • The ideal gas constant and its forms
/ H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).
  • Pressure as a physical force
  • Charles’s law and the relationship between temperature and volume
  • Boyles’s law and the relationship between pressure and volume.
  • The combined gas law
  • The ideal gas law
  • The ideal gas constant and its forms
/ H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).
  • Pressure as a physical force
  • Charles’s law and the relationship between temperature and volume
  • Boyles’s law and the relationship between pressure and volume.
  • The combined gas law
  • The ideal gas law
  • The ideal gas constant and its forms
/ H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).
  • Pressure as a physical force
  • Charles’s law and the relationship between temperature and volume
  • Boyles’s law and the relationship between pressure and volume.
  • The combined gas law
  • The ideal gas law
  • The ideal gas constant and its forms
. / H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).
  • Pressure as a physical force
  • Charles’s law and the relationship between temperature and volume
  • Boyles’s law and the relationship between pressure and volume.
  • The combined gas law
  • The ideal gas law
  • The ideal gas constant and its forms
.
Essential Question
  • How is the kinetic molecular theory used to explain the relationship between temperature, pressure, and volume in a gas sample?
  • How are Boyles’s law and Charles’s law used in the combined gas law to explain the relationship between volume, pressure, and temperature?
/
  • How is the kinetic molecular theory used to explain the relationship between temperature, pressure, and volume in a gas sample?
  • How are Boyles’s law and Charles’s law used in the combined gas law to explain the relationship between volume, pressure, and temperature?
/
  • How is the kinetic molecular theory used to explain the relationship between temperature, pressure, and volume in a gas sample?
  • How are Boyles’s law and Charles’s law used in the combined gas law to explain the relationship between volume, pressure, and temperature?
/
  • How is the kinetic molecular theory used to explain the relationship between temperature, pressure, and volume in a gas sample?
  • How are Boyles’s law and Charles’s law used in the combined gas law to explain the relationship between volume, pressure, and temperature?
/
  • How is the kinetic molecular theory used to explain the relationship between temperature, pressure, and volume in a gas sample?
  • How are Boyles’s law and Charles’s law used in the combined gas law to explain the relationship between volume, pressure, and temperature?
/
  • How is the kinetic molecular theory used to explain the relationship between temperature, pressure, and volume in a gas sample?
  • How are Boyles’s law and Charles’s law used in the combined gas law to explain the relationship between volume, pressure, and temperature?

Learning Objective / .Students will understand the kinetic molecular theory to understand the behavior of gases / Students will understand the relationship between pressure, volume, and temperature through Boyle’s law, Charles, law, combined gas law / Students will practice to understand various laws of gases / Students will understand and practice to solve problems related with temperature, pressure, volume and # moles (Ideal gas equation) / Student will take test as an assessment
DOKThe Bohr and quantum mechanical models of the atom are used to explain how electrons are distributed in atoms. The absorption and emission can be used to support explanations that electrons have discrete energy levels. / Recall & Reproduction
Skills & Concepts
Strategic Thinking/Reasoning
Extended Thinking / Recall & Reproduction
Skills & Concepts
Strategic Thinking/Reasoning
Extended Thinking / Recall & Reproduction
Skills & Concepts
Strategic Thinking/Reasoning
Extended Thinking / Recall & Reproduction
Skills & Concepts
Strategic Thinking/Reasoning
Extended Thinking / Recall & Reproduction
Skills & Concepts
Strategic Thinking/Reasoning
Extended Thinking
Literacy Focus
  • What strategies are you using to emphasize reading, writing and speaking?
  • What text/document resources are being used?
  • Identify required vocabulary

.
Activating Prior Knowledge
(Preview/Review)
  • What strategies will be used to engage learners?
  • Preview or review?
  • Explain objective in language students’ understand, may include essential question
/ Similarities and differences between Three states of matter,
KMT
Pressure, pressure units, and measurement of pressure of gases / Kinetic molecular theory, explanation of gaseous propertied
Low density
Diffusion,
Fluidity
Compressibility
Pressure / Gas laws (temperature, pressure, and volume relationship) / Ideal gas equation
PV = nRT / Assessment
Checking for Understanding
Questions: oral questions
Method: Answers from different student
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions: oral questions
Method: Students response
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions: oral questions,
Method: Students response
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions: Review questions
Method: Review of quez
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions: Test
Method: students response
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other:
Lesson Presentation
(Teaching, Modeling, Demonstrating)
  • Concept- What is it?
  • Importance- Why is it important?
  • Skill- How is it done?
/ Power point –Kinetic molecular theory / Power point – gas laws, demo of pressure – volume relatiionship
Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other:
Guided Practice
  • Step-by-step practice along with students
  • Independent student work
  • Reteaching, if necessary

Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other:
Closure
  • Student-centered
  • Teacher verify student can describe what, why, how with 80% accuracy
  • Revisit LO and/or EQ

Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other: / Checking for Understanding
Questions:
Method:
Think/Wait Time
Popsicle Sticks
Paraphrasing
White Board
Pair/Share
Other:
Independent Practice
  • 80% mastery independent
  • Less than 80% small group or one-to-one with teacher, require SLT

Assessment / Formative
Summative
Describe: / Formative
Summative
Describe: / Formative
Summative
Describe: / Formative
Summative
Describe: / Formative
Summative
Describe:
Reflection on Lesson / Reteach
Revisit
Review / Reteach
Revisit
Review / Reteach
Revisit
Review / Reteach
Revisit
Review / Reteach
Revisit
Review