Lesson+Plan

= Title: Moles and Conservation of Mass = = Subject: Chemistry = = Author: Ben Nordmann = = Grade Level: 11th =

= Standards: (Analyze the learner) = = 1. NGSSS # SC912.P.8.9: Apply the mole concept and conservation of mass to calculate quantities of chemicals participating in chemical reactions = = 2. NGSSS # MA.912.S.1.2: Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment = = 3. NGSSS # LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining) = = 4. NGSSS # LA.910.4.2.2: the student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information =

= Overview: The lessons are to teach students about the concepts of moles and conservation of mass. This will be accomplished through lectures and activities over the course of the unit. Students will complete a Webquest, lab activities, and add to their chemistry wiki. =

= Objectives: (State objectives) = = 1. After completing a Webquest on Avogadro’s number and the mole, students will summarize their findings including at least three facts about moles and Avogadro’s number. (comprehension) = = 2. After completing the mole activity, students will correctly analyze six compounds to determine the element based on the molar mass with 100% accuracy. (analysis) = = 3. In groups, students will solve the 12 exercises in the percent composition worksheet with at least 10 out of 12 exercises correct. (application) = = 4. In their chemistry wiki, students will create entries for moles and conservation of mass with at least 16 out of 20 points on a teacher-made rubric. (synthesis) =

= Materials Needed: (Select methods, media, and materials) = = Lesson 1: Access to computer lab = = Lesson 2: Six containers with cards displaying the mass of each; six triple beam balances; six substances, each totaling to one mole e.g. 32.07g of sulfur or 26.98g of Aluminum; TI-84 calculators (enough for whole class); a copy of lab procedure for each student; multimedia projector (for video) = = Lesson 3: multimedia projector; smartboard; required text = = Lesson 4: TI-84 calculators; a copy of the worksheet for each student = = Lesson 5: access to computer lab =

= Activities and Procedures: (Utilize methods, media, and materials/ Require student participation) = = 1. Webquest: In the first lesson, students will make use of computer lab space to complete a Webquest on the subjects of moles and Avogadro’s number. A link to the Webquest assignment can be found in the following link:. The webquest should take about thirty minutes to complete and the last twenty minutes will be spent writing up their findings. = = 2. Mole activity lab: in the second lesson, students will watch a short video (approx. seven minutes) about moles and molar mass and then complete an activity on determining a substance based on the molar mass. They will fill in their results on a data table and answer the attached concept questions in Word. The activity can be found in the following link:. The video can be found here. = = 3. A lecture and example problem solving session will be held for lesson three. After this, students will create flashcards of important formulas, including percent composition, converting mass to moles, and empirical formulas. This will be done via an online flashcard generator, which is linked [|here]. = = 4. Using Moles with Formulas group activity: In groups, students will work together with their graphing calculators to solve all of the problems on the worksheet. Click the link to view the worksheet:. = = 5. For the final lesson, students will upload their flashcards and Webquest into their chemistry class wiki. This can be referenced later for the midterm and end-of-course exams. =

= Assessment: (Evaluate and revise) = = 1. Students will complete a lab report, including a filled in chart as included in the lab activity, detailing the results of their lab. Assessment will be made according to the accuracy of their identification. = = 2. Students will hand in their work on the group activity. Assessment will be made based on accuracy of their answers and completeness of their work. = = 3. Wiki, Webquest, and flash cards will all be assessed according to the teacher-generated rubric. The rubric can be view by clicking on the link: =

= = = References: = = = = Erica Saylor. (September 4, 2006). Mole Activity. Retrieved April 8, 2011 from @http://education.ti.com/calculators/downloads/US/Activities/Detail?id=7361&ref=%2fcalculators%2fdownloads%2fUS%2fActivities%2fSearch%2fSubject%3fs%3d5023%26sa%3d5028%26t%3d5103%26d%3d3 = = = = Jason Neil. (2002). Chemquest 31: Using Moles with Formulas. Retrieved April 3, 2011 from @http://chemistryinquiry.com/sample_guided_inquiry_lessons.htm = = =

= Orange County Public Schools. (2009). Chemistry I Curriculum, Instruction, Assessment Alignment Orange County Public Schools Topic: Chemical Quantities. Retrieved on April 8, 2011 from [] = = = = Wilbraham, A. C., Staley, D. D., Matta, M. S., & Waterman, E. L. (2008). //Chemistry.// Upper Saddle River, NJ: Pearson Education =

Final Project Lesson