LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:______Holly Keeper _________Date:__________3/31/15________
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 Combined Gas Law ____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?
Todays lesson connects well with the idea of equal access to knowledge. We
will take each problem step by step and students will have a chance to work
with their partners. Students also their own PTV tools which they made and
customized to help them solve each problem. Additionally, students have the
notes from last class period to use as a resource. In this way, each student
will have multiple sources from which to intake the information and practice
it on their own. Students will be more independent with the navigation of
each problem than they were last class period, so I will also be able to walk
around and help anyone who needs more individual attention.

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

Literacy and
Numeracy:
Literacy: Write clearly
and coherently for a
number of people and
audiences.

Democracy and
21st Century Skills:
Colorado 21st century
skills in science
Critical thinking and
reasoning: Scientific
investigation involves
defining problems and

in many forms such as

mechanical, chemical,
electrical, radiant,
thermal, and nuclear,
that can be quantified
and experimentally
determined.

designing studies to test

hypotheses related to
those problems.

OBJECTIVES
Content: SWBAT
Interpret the effects of
different forms of
energy such as
mechanical and thermal
on the variables
included in the
combined gas law
(temperature, volume,
and pressure) by
completing the
Combined Gas Law
practice problems.

Literacy and
Numeracy: SWBAT
write clearly and
coherently for number
of purposes and
audiences by
responding to the warmup and ticket-out-thedoor (TOD) questions in
complete sentences.

Democracy and
21st Century Skills:
SWBAT define combined

gas law (CGL) problems

and design studies to test
hypotheses by completing
the combined gas law
practice problems for the
purpose of developing
critical thinking and
reasoning skills.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:
Students will be asked
to write in their
notebooks as they work
through each of the
problems on the CGL
handout. Each answer
should include a
prediction about what
the answer will be like
after reading the
problem, should show
all their work on the

Literacy and
Numeracy:
Students Will be asked
to write their responses
to the warm-up in their
notebooks and their
responses to the TOD
should be on a separate
piece of paper which
they will hand to me
before leaving the room.

Democracy and
21st Century Skills:
Students will be asked
to write in their
notebooks as they work
through each of the
problems on the CGL
handout. Each answer
should include a
prediction about their
answer to the problem,
should show all their
work on the calculation,

calculation, including a
KFR chart, and should
include a sentence
stating whether their
prediction was
supported or rejected
by their calculations and
why

including a KFR chart,

and should include a
sentence stating
whether their prediction
was supported or
rejected by their
calculations and why.
Also as a part of 21st
skills, students will be
asked in the ticket out
the door about their use
of the PTV tool and how
it helps them to make
predictions in this
context. This is valuable
as students reflect on
the importance of being
able to utilize their
resources to solve
problems.

KEY VOCABULARY
Content
Pressure
Volume
Temperature
Number of
Moles/Particles
Gas Laws
Energy
Thermal Energy
Kinetic Energy
Directly proportional
Indirectly proportional
Boyles Law
Charles Law
Gay-Lussacs Law
Avogadros Law
Combined Gas Law
Relationship

Literacy and
Numeracy
Clearly & Coherently
Audience

Democracy and
21st Century Skills
Prediction
Investigation
Resources
Supported
Rejected

HIGHER ORDER QUESTIONS for this lesson

Content
Why is it important to
be able to discuss
different forms of
energy as they relate to
the gas laws and the
variables including
volume, pressure, and
temperature?

Literacy and
Numeracy
Why is it important to
be able to clearly and
coherently
communicate through
writing about scientific
topics such as the gas
laws?

Democracy and
21st Century Skills
Why is it important to
be able to utilize
resources to help define
a problem, make
predictions, and solve
the problem?

LESSON FLOW
This is the actual planning of the lesson activities.
Time
5 min

Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, preassessment, introduction to topic, motivation, etc.
The Warm-Up will be on the board and students should begin
responding in their notebooks as they enter and find their seats.
They will be prompted to use complete sentences and correct
grammar and sentence structure for the purpose of practicing
literacy skills. Students can talk with their partners about the
ideas covered in the questions.
Well take five minutes for written responses and discussion of
the questions.

Pre-Assessment
The warm-up discussion will help to establish an idea about
where everyone is at with the information weve covered so far. I
will also ask if students feel comfortable with the information we
covered yesterday and if there is anything I can help clarify
before we move forward.

Time

Building Background
Link to Experience:
We see several examples of the combined gas in our lives from
day to do. When we discuss gases, we must consider the gases in
the air, essential to our existence, gases that are affecting our
atmosphere and contributing to global.
Link to Learning:
We studied Boyles, Charles, and Gay-Lussacs Gas Laws in
previous class periods which all combine to make the Combined
Gas Law (CGL) we are studying today. Our next step will be to
move onto the Ideal gas law.

Time

Activity Name Should be creative title for you and the

students to associate with activity.
Combined Gas Laws Practice Problems
Anticipatory Set The hook to grab students attention.
These are actions and statements by the teacher (or
students) to relate the experiences of the objectives of
the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas,
principles or information that is to follow (advanced
organizers)
An anticipatory set is used any time a different activity
or new concept is to be introduced.
Well start by reviewing the slide we stopped on yesterday
Avogadros Law and working the practice problem given.

Time

Instructional Input Includes: input, modeling and checking

for understanding
Input through the slides
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct
Instruction, Discussion, Socratic Seminar, Synectics,
Inductive, Deductive and Mastery Learning, etc.
Cooperative learning as students discuss their predictions and
calculations. Direct instruction as I walk through the problems
with them.

SIOP Techniques: I do, We do, You do Will be used as we work

through problems and theyre given problems to take home and
work on their own.
Guided Practice: An opportunity for each student to
demonstrate grasp of new learning by working through an
activity or exercise under the teachers supervision. The
teacher moves around the room to determine level of
mastery and to provide individual feedback and
remediation as needed. (Praise, Prompt, and Leave)
This whole lesson is a guided practice session.
Reading , Writing, Listening, Speaking
Reading the problem, write predictions, calculations, and
conclusions, listen and speak to each other and as a class
throughout the steps of the problem.
Checking for Understanding: Determination of whether
students got it before moving on. It is essential that
the students practice doing it right so the teacher must
know that the students understood before proceeding to
practice. If there is any doubt that the class does not
understand, the concept or skill should be re-taught
before practice begins.
The nature of this guided practice lesson will allow me to walk
around and review each students work with them so I can gather
an idea of how theyre doing with the material.
Questioning Strategies: Utilizing Blooms Taxonomy
questions should progress from the lowest to the highest
of the levels of the cognitive domain (knowledge,
comprehension, application, analysis, synthesis,
evaluation and creativity).
Students are being asked to make logical predictions about each
situation.
Independent Practice: Once the students have mastered
the content or skill, it is time to provide reinforcement
practice. It is provided on a repeating schedule so that
the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a
subsequent project. It should provide for relevant
situations not only the context in which it was originally
learned.
Students will receive extra practice problems to take home and

practice independently.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural
and ability diversity, etc.
If the activity is too advanced or too easy for some, how
will you modify instruction so all students will learn?
What accommodations will be needed and for whom? (IEP,
504, Special Needs)

Time

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?
Content:
Students will have written in their notebooks logical predictions
and sound conclusions about each problem as well as having it
solved with the correct answer.
Literacy and Numeracy:
Students will have written in complete sentences and used
correct grammar.
Democracy and 21st Century Skills:
Students will utilize the tools given to solve the problem such at
the PTV tools, KFR charts, and discussion with peers. This will be
evident in their conclusions to each problem as they explain how
they got their answers.

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)?

We will quickly review the steps for solving a combined gas law
problem and then students will independently complete another
problem as a ticket out the door:
-You have a balloon filled with 2 liters of gas at 450K and 3 atm.
You decrease the pressure to 1.2 atm and increase the
temperature to 550K. What is the new volume?
-Use complete sentences to describe your prediction about what
the new volume will be like.
-Calculate the new volume. Show your work. Make a KFR chart,
rearrange the equation and plug in your values.
-Use complete sentences to state whether or not your prediction
was supported or rejected by your calculations, and why.

Time

Next Step
Next we will go through slides and practice problems pertaining
to the ideal gas law.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
Each student had written in their notebooks the problems including
their predictions and conclusions and I observed the democratic
practices of peer discussion and utilization of multiple resources.
2. What changes would you make if you teach the lesson
again?
I will be re-establishing my expectations for students while I am
teaching. Many students were talking over me when I was at the
front of the room, which made it hard to get through as much we
needed to today.
3. What do you envision for the next lesson?
After establishing my expectations, we will move on to the ideal gas
law information. Students will take notes and we will solve practice

problems as we go. Additionally, students will add to their PTV tools

which will continue to be utilized as a resource for solving gas law
problems.
4. To what extent does this lesson achieve the Mission of the
Agenda for Education in a Democracy? To what extent does
this lesson achieve the 21st Century Skills?
Each student had access to the information and multiple resources
to use while solving the problems. This was a good example of
equal access to knowledge.