LP 2

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Heather Alexander
29 April 2015
Subject/ Topic/ Theme ChemistrySolutions: Vocabulary
Grade
11th
I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit; it connects ideas the students explored in lab to new vocabulary and to solubility rules.
cognitiveR U Ap An E C*
Learners will be able to:
Understand the terms solvation, collisions, and solubility

Apply these three vocabulary terms to a laboratory experiment reports conclusion
Analyze two solutions (sugar water and salt water) and compare their properties relating to solubility
physical
development
socioemotional
U
R, Ap
U, An
Michigan Merit Curriculum standards addressed:

C1.1D Identify patterns in data and relate them to theoretical models
C4.7b Compare the density of pure water to that of a sugar solution
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Knowledge of ideas used in labions in solution, ability to speed up or slow down the solvation
processand a general understanding of the properties of solutions such as solute, solvent, and
saturation
Pre-assessment (for learning): Edify pre-quiz still applies; original lab conclusion
Outline assessment
activities
(applicable to this lesson)
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Formative (for learning):

Formative (as learning): Asking/ responding to questions; asking (different) members of each group to share out
as the lesson goes on
Summative (of learning): Revised lab conclusion
Provide Multiple Means of
Representation
Action and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Visual: projector puts notes in three
separate corners of the classroom,
PowerPoint also available on
students laptops. Auditory: I am
speaking on necessary information;
group discussions provide auditory
input from other learners.
Options to physically act out

vocabulary terms.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and

communication- increase medium
of expression
Vocabulary termsdefinitions,
analogies, pictures, used in context.
Provide options for comprehensionactivate, apply & highlight

Use of background knowledge of
solutions is activated, patterns
observed in lab activity are
highlighted in notes
9-15-14
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Original work with the concepts is

done brainstorming with classmates,
next level is individually but not for
correctness, final tier is individually
for correctness (only after ample
practice from other two levels).
Collaboration with other students for

learning and assessment; greater
challenges can be given to students
who easily took on regular material
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Expectations are stated clearly at the
beginning of the unit; homework is
graded for completion only so selfassessment is key for student success
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom

be set up for this lesson?
Vocab list (students and teacher)

Vocab pictures and analogies (teacher)
Chapter 18 notes PowerPoint (teacher), note packet (students)
Original lab conclusions (students) on laptops (students)
Per usual (desks in the front part of the classroom, dispersed as students see fit); students will begin in
the desks near the projector. Near the end of the lesson, they will move to the lab tables to work in
groups to put new vocabulary into their original lab conclusion.
III. The Plan

Time
5 min
Components
Motivation
(opening/
introduction/
engagement)
5 min
15
min
5 min
10
min
Development
(the largest
component or
main body of
the lesson)
Closure
(conclusion,
culmination,
wrap-up)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Presents 3 pictures that represent analogies for
3 new vocabulary words
Students posit some answers, they may be
Ask students how they think these pictures
really unconnected (vague question)
relate to solutions
Bounce ideas off one another, hopefully they
Have students discuss with a neighbor some
come to some valid conclusions
ideas
Pair vocab words with pictures, introduce
analogies
Introduce definitions of words, ask students
how these words connect to the lab they just
did
Ask student to get out notes
Go through solubility notes
Spend a longer time on the idea of saturation
36.0 g salt
230 g sugar
See if students can figure out why this occurs
And wrap up notesfollow up questions:
Whats the biggest difference between
salt and sugar when youre trying to dissolve them
in water?
What does this difference tell you about
how it dissolves?
To conclude ask student to get out their

laptops and take a look at their conclusions to
their lab reports
Ask students to get into their lab groups and
add the three new vocab words to their claim,
evidence, reasoning sections
Make it clear that this is homework if not
finished
Write down analogies or draw pictures if

deemed helpful
Students answer things like solvation is when
the solute dissolves in the solvent
Get out note packed
Write down notes, engage in short lecture
See visual example of salt solution vs sugar
solutions
Highlight difference between molecular and
ionic compounds
Different solubilities due to attraction and

energy differences
Students get out laptops and open GoogleDocs

to access their conclusions
Students move to the lab tables and work on
incorporating these three words into their
conclusions
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
9-15-14
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Subject/ Topic/ Theme ChemistrySolutions: Vocabulary

Learners will be able to:

Understand the terms solvation, collisions, and solubility

Michigan Merit Curriculum standards addressed:

II. Before you start

What barriers might this

Formative (for learning):

Options to physically act out

Provide options for language,

Provide options for expression and

Provide options for comprehensionactivate, apply & highlight

Provide options for sustaining

Original work with the concepts is

Collaboration with other students for

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

How will your classroom

Vocab list (students and teacher)

III. The Plan

Describe teacher activities

To conclude ask student to get out their

Write down analogies or draw pictures if

Different solubilities due to attraction and

Students get out laptops and open GoogleDocs

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