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DEMOCRACY
Name:______Holly Keeper _________Date:__________3/27/15________
Unit Essential Question:_ How do the various gas laws explain the
relationship between pressure and volume, volume and temperature,
pressure and temperature, and the number of particles in a gas sample? __
Lesson Topic:_Gas Laws Deflategate and PTV tools Class:_Chemistry_____
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections:
With which part(s) of the Agenda does this lesson connect most
clearly? And how?
I think this lesson hits upon enculturation, in that the students are highly
familiar with the sport of football which well be doing our warm-up question
on, and equal access to knowledge by allowing the students to work with the
information in a variety of ways. Students will see and hear the information
in the warm-up, and will write it and solve it. They will also get to draw and
color when creating their PTV tools. This type of personalization will help to
engage them, help them to remember the information, and will help them as
they organize their thoughts each time a problem is introduced.
STANDARDS
(www.cde.state.co)
Content:
CDE 1.2 Matter has
definite structure that
determines
characteristic physical
and chemical
properties.
CDE 1.5. Energy exists
in many forms such as
Literacy and
Numeracy:
Practice proper English
language literacy.
Democracy and
21st Century Skills:
Initiative & SelfDirection:
Students read/view and
interpret scientific
information through
both popular and
professional
mechanical, chemical,
electrical, radiant,
thermal, and nuclear,
that can be quantified
and experimentally
determined.
OBJECTIVES
Content: SWBAT
Interpret the effects of
different forms of
energy such as
mechanical and thermal
as they apply to a gas
by completing the warm
up problem about a
temperature change
and its effect on the
pressure of a football.
Literacy and
Numeracy: SWBAT use
proper English language
literacy by reading and
interpreting the word
problem about
deflategate and setting
it up as a solvable
mathematical question.
Democracy and
21st Century Skills:
SWBAT read scientific
information through
popular media and and
discuss it with peers as
they work in in pairs to
work the deflategate
problem for the purpose
of developing a sense of
initiative and selfdirection.
Literacy and
Numeracy:
Students will use proper
English language
literacy as they read
and write about the
deflategate warm-up
problem, and as they
create their PTV tools
which they will be using
as a resource
throughout the unit.
Democracy and
21st Century Skills:
Students will work with
a partner at their table
to solve the deflategate
problem which is a
controversy that took
place in an NFL football
game. The students will
be able to use the
scientific principles
were learning about to
analyze and find an
answer to the problem
themselves.
KEY VOCABULARY
Content
Pressure
Volume
Temperature
Number of Particles
Gas Laws
Energy
Thermal Energy
Mechanical Energy
Kinetic Energy
Literacy and
Numeracy Patterns
Democracy and
21st Century Skills
Inquiry
Investigation
Literacy and
Numeracy
How could fluent
literacy skills when
working with gas laws
help us to discuss and
share ideas in science?
Democracy and
21st Century Skills
How could developing
the ability to work with
a partner to interpret
and solve a word
problem help us make
advances is science?
LESSON FLOW
This is the actual planning of the lesson activities.
Time
time I will be able to walk around and visit the different groups
and to help them set up the problem.
In the Patriots vs. Colts playoff game this past football season, a
question of scandal arose when the game ball was found at halftime to be two psi lower than the NFL requires.
The ball was reported at the beginning of the game to be at the
correct pressure (12.5 psi).
The temperature at which the ball was inflated was about 20
degrees celsius (room temperature) and the temperature on the
field at half-time was about 10.6 degrees celsius.
Could the ball have deflated this much solely based on the
temperature change?
Time
Pre-Assessment
The warm-up problem will also help me assess what the students
already know about the material as I walk around and observe
what they are writing down and how they are going about solving
the problem.
Time
Building Background
Link to Experience:
The deflategate problem connects really well to the students
lives in that the topic of this event was very popular in the news
for a while during football season. Most students are aware of the
New England Patriots being accused of deflating the game balls
and now we will be using the gas laws were talking about to do
our own calculations and find an answer to the question
ourselves.
Link to Learning:
We started talking about what gases are and we talked about
Boyles, Charles, Gay-Lussacs and the Combined gas laws in the
previous class. Today students will see how these things all fit
together and how the combined gas law can be used in real-life
situations. Next we will be looking at the ideal gas law and how
the combined gas law is derived from the ideal gas law.
Time
Time
Time
Time
Content:
If students are able to interpret and solve the deflate gate
problem using the laws we have talked about, then we will know
they have achieved the content objective. The idea of how
temperature/energy change in a system can affect a sample of
gas.
Literacy and Numeracy:
If students use proper English language literacy as they read and
write about the deflategate warm-up problem, and as they create
their PTV tools which they will be using as a resource throughout
the unit.
Time
Closure
What will you and the students do at the end of the lesson
or after a chunk of learning to synthesize, organize and
connect the learning to the essential question(s)?
At the end of class we will quickly discuss what we covered today,
why its important, and where we will be heading next.
Time
Next Step
Next we will be doing a set of practice problems on the combined
gas law and then well begin discussing the ideal gas law.