Documente Academic
Documente Profesional
Documente Cultură
in Chemical
Education
Teaching High School Chemistry
with Forward Thinking
Perkins, Megan N.
Technology Use in the Chemists Classroom
Suggested Freeware
***Sample Lesson Plan Available on their website; or see what I’m doing on my Website. See iPad
Learning à Smashbond***
https://www.usarmystars.com/
This game is applicable to all forms of nomenclature, acids, stock convention, ionic, and covalent
naming practices:
Materials Prep:
• Index cards with formulas of a given nomenclature subject written to be distributed to a 1:1
student ratio.
• Smartboard & Smartboard Marker/Whiteboard & Whiteboard Marker
• Some sort of music playing device to start & stop
1) Separate the kids into 5 per group in a manner that is fitting for your classroom
environment.
2) Each student should be given an index card with a formula which is suitable for the
nomenclature practices you have been developing.
a. OPTIONAL – I let my kids use their guided notes, because this is normally
something I use as a Higher Order Blooms – Analyzing activity. Anything that has
the kids up and moving will count higher order because of the brain activation taking
place in various regions that require coordination.
3) Students which miss their seat when the music turns off must name the formula correctly to
earn their groups points.
4) Group with the most points by the end of the exercise wins.
a. OPTIONAL – I let my kids earn a punchout for their ChemCard; sort of like a
rewards card commonly seen in coffee shops. After so many punchouts (buy a
unique single hole puncher that isn’t easy to duplicate), they earn 10 points towards
an assignment of their choice or a draw from the Chemistry Treasure box. (I use
stylus’ and mini Rubik’s cubes in my treasure box; the kids use iPads for learning, so
I thought these are both practical & having a puzzle cube is a great way to cultivate
stereochemical thoughts; 12 pack stylus – can be found amazon for ~$1/piece; 24-
pack mini Rubik’s is like $13. ChemCard punches required to get anything is 12)
Material Prep:
• Pom-Poms on hand
$149, 018
NASA Consultant
$125,000
NASA Gruntworker
$92,000
• First student to reach the
Top-Earning Chemist
Professor @ Post-Secondary Level - Ph.D. level wins.
a.
b.
c.
Because the teacher said so.
To make learning fun.
To make learning fun because the teacher said
D.
so.
d. To give me an opportunity to engage with my
peers & enjoy review day.
Question Answer
Question Answer
Question Answer
Question Answer
I personally like to think of my students as ‘my’ kids. I care about their futures, I want them to
succeed in all they dare dream. As class periods tend towards ‘mock’ families (when positive
classroom culture is within healthy limits), I like to do “Family Feud Chemistry” as the first stage to
implement Argument Driven Inquiry (ADI).
Materials:
• Current article (within 2 years of publication date) that examines a principle being taught
within the unit that provokes a disagreement between two identifiable parties of one of the
following: scientists1, government agencies2, American/Global public3, and/or corporations4.
• Question Cards created for the topic at hand. The questions formulated should have facts
only, no opinion questions.
• Buzzer or metal dinger for each group.
o Buzzer sets can be purchased on Amazon for a reasonable price.
• Whiteboard & whiteboard marker/Smart Board & Smart Board marker.
• iPads or electronic device to be used for quick research needed.
• Worksheet included with this packet; Argument Driven Inquiry (fact check - worksheet)
Rules:
• Group the kids into 6 members or less per group. Try to group them as evenly as possible.
• Set up the board & marker being used for an appropriate tally system:
Group 1 Group 2 Group 3 Group 4 Group 5
Tallies will go in
the larger
boxes. Generic
idea: really up
to you.
• Group to get the most tally per correct answer gets their ChemCard hole-punched, for
future use.
It is our job as teachers to not just implement a safe learning environment, one where the student
feels safe & comfortable being oneself, but it is also our job as teachers to make sure the material we
are giving to students give them the best opportunity to have quality education, so the next
generation of Young Americans feel confident enough to pursue post-secondary education.
Although it is a considered reasonable that students who may need IEP intervention usually receive
the IEP & assistance needed, this is not always the case. There is a large population of IEP student
needs not being met because of financial fear by guardians to ‘take off’ of work. They simple can’t
afford to come in for a school educational team prep meeting, or don’t know how to afford to come
in to a school & have their child’s needs met.
There are some general practices we can use in the day-to-day learning environment that will help to
bridge the gaps not being met in the classroom of diverse learners. One of these simple practices is
to develop your own unique word documents to print that are specific to the PowerPoints you are
using to teach the students in your classroom. Below is a table of appropriate text choices that will
assist students to clearly read & track without having to ‘line-repeat’ as often. When selecting fonts
to use in your PowerPoint Presentations or for your Unique Corresponding Guided Notes & Higher
Order Worksheet, select fonts that contain both Hats & Feet (lines on each letter to signify the
beginning & ending of a letter).
When writing on the PowerPoint or the Corresponding Guided Notes (fill in the
blanks sheets taken directly from PowerPoint – Blooms Lower Order –
1.5 spacing
UNDERSTANDING), it’s important that you also allow for spacing between the
rows in the documents & PowerPoints you are creating. This paragraph is spaced @
1.5. (Use for the average learner to the tracking-issue learner.)
When writing on the PowerPoint or the Corresponding Guided Notes (fill in the
2.0 spacing
UNDERSTANDING), it’s important that you also allow for spacing between the
rows in the documents & PowerPoints you are creating. This paragraph is spaced @
***It can be necessary to sometimes label in documents in a way that is longitude-oriented as indicated on the first two paragraphs.
When labeling becomes necessary in a way that may be visually difficult for even the average learner, we need to consider alternatives
or supplemental ways to reduce the eye strain. If a physical strain is occurring during learning practices, the learner is much more likely
to disengage from the material.
implemented near new information sites on the page & near new vocabulary
introductions. The clutter on this page can be frustrating for a learner. Usually this
‘WHITE SPACE MATTERS’ would be where I would have note space for students.
Lots of new information has been presented on this page. If you would have liked
After:
UNDERSTANDING), it’s important that you also allow for 2.0 spacing
spacing between the rows in the documents & PowerPoints
Another simple & effective tool to help the larger variety of IEP students is to train them on how to
utilize what my grandmother used to call the ‘White Bookmark Method’. You are probably
wondering by now, why this ‘know-it-all’ Secondary Chemistry Undergraduate is trying to teach you
what to do? You’ve been teaching longer than this 30-year-old has been teaching. You don’t need
my help for anything. You’ve gotten along just fine in your own teaching ways.
Well, something I had chosen to reserve for this point in time with you is that I am a dyslexic
teacher. My kids, my students, God Love Them, they are so smart. In the past 2 lessons I have
given, my children (students) have completed 10 pages of activity, both Blooms Higher Order &
Blooms Lower order Activities. (And when I say ‘lesson’, I mean ‘1 day’ worth of classwork. I
needed to clarify this to those who consider 1 unit 1 lesson as noticed amongst colleagues; I don’t
consider 1 entire Unit, 1 Lesson. In my world 1 Lesson = 1 Days’ worth of activity Per class & Per
period.)
These students are children which have been considered the outcasts. They had previously been
considered the lower-classmen, 90-something kids considered not worth the time spent in
preparation. I love them & I want them to succeed in their academic pursuits. I don’t believe my
students, my children, to be oxygen-wasters. I am not…an oxygen-waster.
My grandmother was born in the year 1919, and she was a fantastic depression-era survivor. She
taught more than 30 years inside Inner-City Washington, D.C. during the civil rights era. Verna
Perkins endured and persisted to love and affectionately bridge the gap between white & black
Americans by being the minority white-teacher in dominantly black-neighborhoods. There is no
room for racism here. She would be considered an elementary school teacher of today’s standards,
but she taught Kindergarten through the Second Grade underprivileged American Students, again,
many of whom would be considered on Individual Education Plans today due to the point in our
Nation’s History & lack of Parental Opportunity to have an American Dream Education for the
previous 6 generations.
An added benefit of this tool, the White Bookmark Method, which grandma showed me all those
years ago, was that in utilizing something so simple, so elementary in methods, is that if I had a
question in class, or needed to run to the restroom, I could literally stop where I was, I’d slide a
paperclip to keep the white bookmark in place, and do what I needed to do before I returned to my
reading.
Teaching IEP students does not have to be complicated, but it does need to be met with
intentionality and humility. We need to be humble, thoughtful, and purposeful about what we are
presenting to students, and sometimes just a simple tool such as the ‘White Bookmark’ & a paper
clip, can be all a student needs to soar.
¯ This is an appropriate size for a ‘White Bookmark Method’ tool. You should consider including these on the guided note
worksheets & the Blooms Higher Order Activity Worksheets you create in Microsoft Word. Doing so will increase the probability of
wide-student use and will give hands-on learners an opportunity to do something constructive for their accomplishment needs, even if
they weren’t able to complete a lesson’s worth of activities for the day.
When choosing activities in Chemistry or any field of education really, pictures can often do more
than words. So, the question remains:
‘How do we as teachers choose effective images, create effective graphics, or choose effective
graphics for the PowerPoints, Guided Notes, and Higher-Level Blooms Activities we use in our
daily instruction materials?’
As there are
many topics to
cover today, this
is all we will be
able to look at in
this particular
section, but feel
free to reach out
to me on my
website
or check out
ChemEd X
where I am a
This Photo by Unknown Author is licensed under CC BY-SA
frequent reader.
I will be sharing more information as I update my website or on the ChemEd X website as a develop more
practical tools for the Effective HS Chemistry Teacher.
http://scienceoftheimagination.weebly.com/
https://www.chemedx.org/page/article
It has been my unfortunate experience to see the dwindled hope of teachers increase as if science
has become an obtuse & under-appreciated subject. However, I would like to propose that we have
become the obtuse. Where has the passion & love gone for teaching? We have allowed ourselves to
take less pride in our work and said ‘there is no way to cover all of that material with these kids’!
Frustrations of belittlement from guardians who cannot teach the subjects to the children
themselves have gotten in the way of our motivation. Classic emotional displacement from
guardians who need someone to lash out on has worn away at the luster many bright minds sitting
here once illuminated.
Years have been spent to earn a degree in a teaching field, but once beyond the mountain of
attaining the degree, we have found ourselves another daily hill to climb…and it ends in 7th period. I
would like to remind you that you are the few, the rare gems, more precious than gold…because you
are of a supernatural occurrence. You gave years of your life to produce a degree for mediocre pay
so you could serve children of many disgruntled citizens. You are a gift to society, and I would like
to encourage you to continue sharing your rare gifts worthy of royal standing. You deserve the best
this life has to offer, and you can impact the entire trajectory of this state’s future by simply offering
your students a quality education. You cannot change the will or desire of others nor can you
control their judgements, but you can change how you respond and how you represent yourself to
the world. Continue to hold the line. Stand strong. Show the United States that Indiana has the best
science teachers our nation has to offer.
Although there is a debate amongst Chemistry teachers about the order of importance for teaching
practices in High School Chemistry, I would like to introduce a backwards design particular to
Hoosier Teachers that seems both practical & reasonable. As far as Indiana Academic Standards are
concerned, it is nearly impossible to make sure to cover all the standards & subsequent sub-
standards without first setting up a plan of approach.
I propose that the most important tactic to perform which will bridge the gap from secondary to
post-secondary chemical education is to offer the kids a Lower Order Blooms Taxonomy processing
activity, then offer a Higher Order Blooms Taxonomy skill-based activity. How can we as Chemistry
teachers prepare kids over 8 standards for a total of 40 topics for proficiency in a single year of
Chemistry in the High School environment? Simply follow the layout of the Indiana Academic
Standards, and you will be sure to cover all of the content.
The first thing you must do in learning to backwards design from Indiana Chemistry Standards is to
look at the setup:
C.1.1 Differentiate between pure substances and mixtures based on physical and chemical
Standard 1: Properties and States of Matter
properties.
C.1.2 Use chemical properties, extensive, and intensive physical properties to identify
substances.
C.1.3 Recognize observable macroscopic indicators of chemical changes.
C.1.5 Describe the characteristics of solids, liquids, and gases and changes in state at the
macroscopic and microscopic levels.
C.1.6 Demonstrate an understanding of the law of conservation of mass through the use of
particle diagrams and mathematical models.
C.1.7 Perform calculations involving density and distinguish among materials based on
densities.
C.1.1 Differentiate between pure substances and mixtures based on physical and chemical
properties.
C.1.2 Use chemical properties, extensive, and intensive physical properties to identify
substances.
Properties and States of Matter
C.1.5 Describe the characteristics of solids, liquids, and gases and changes in state at the
macroscopic and microscopic levels.
C.1.6 Demonstrate an understanding of the law of conservation of mass through the use of
particle diagrams and mathematical models.
Unit 1:
C.1.7 Perform calculations involving density and distinguish among materials based on
densities.
4) Wait a minute: I saw nowhere listed where matter is defined on the Unit.
o You are right – that’s where your expertise come in handy as a Chemistry Teaching
professional.
C.1.1 Differentiate between pure substances and mixtures based on physical and
chemical properties.
5) C.#.# - C is for Chemistry
6) #.1.# - the middle ‘1’ is for Standard 1 (Unit 1 )
7) #.#.1 – the second number, ‘1’, indicates the first subject of the Standard 1(Unit 1)
For a parallel comparison let’s begin by looking at the first substandard of Standard 2 (Unit 2):
C.2.1 Using available experimental data, explain how and why models of atomic
structure have changed over time.
8) C.#.# - C is for Chemistry
9) #.2.# - the middle ‘2’ is for Standard 2 (Unit 2 )
10) #.#.1 – the second number, ‘1’, indicates the first subject of Standard 2 (Unit 2)
C.1.1 (Unit 1 – Lesson 1) Differentiate between pure substances and mixtures based
on physical and chemical properties.
11) Hey lady: My students cannot understand how to differentiate between pure substances &
mixtures. They aren’t ready yet. They don’t even know how to differentiate between satire &
reality.
o Sure. Your Segway to get these students where they need to be is the underpinning
of this first standard. If there is something that is critical for the students to know
before differentiation between pure substances and mixtures based on physical and
chemical properties, then it is our job to bring them up to speed.
1st step – Pull out the nouns & their qualifiers (adjectives). Another way I like to say this is
‘pull out the nouns and their ‘coefficients’.
Nouns:
1) Substances
2) Mixtures
3) Properties
Adjectives/Coefficients/Qualifiers:
1) Pure
2) Physical
3) Chemical
2nd step – Make a fluent list of these terms with their respective partners.
1) Pure substances
2) Mixtures
3) Physical properties
4) Chemical properties
When I was CC BY-NC-ND first looking at the standards myself, and was trying to make
sense of them, my first inclination was to look at each of the substandard first. After all, I’m dyslexic
that the darn standard title is written sideways. (Now that’s some serious humor for you! You are
allowed to laugh.)
My first thought: These guys missed something somewhere. They should have written this
differently. How can they just jump into Chemistry headfirst like this? My students are beginners.
LIGHTBULB! My second thought: It’s the title. It’s in the Unit Title.
AND IT WAS…
****Biologists might fashion this thought to Photosystem I & Photosystem II…PSII is utilized in
metabolic processing before PSI because of the order of which they were discovered. Ha. Terrible
naming system we all must suffer! The funny quirks of scientific discoveries.
The truer beginning of fulfilling Unit needs for Indiana Academic Standards is for the important
terms in the Unit Heading – which is the Standard heading – to first be identified and used as
‘ground zero’ for priming the canvas of the student minds for the unit.
1) Matter
2) States
3) Properties
1) Matter
a. Definition of chemistry
2) States
a. Physical states: solid, liquid, gas, plasma
3) Properties
a. Physical & Chemical
b. Intensive vs. Extensive
14) If you emphasize the definition of chemistry as the study of matter, identify matter as having
different physical forms, states of solids, liquids, gasses, and plasmas. These states of matter
are also dependent on their properties. Properties can be physical (give practical example),
chemical such as taste, intensive (give practical example), or extensive (give practical
example).
o This is enough information for you to personalize and put into 5 or 6 slides. This
would be your very first lesson 0 for the school year.
o Keeping lesson time simple; 4-5 slides – fill in the blanks guided notes (blooms
lower); and spend most of the time of a higher-level activity (analyzing, evaluating, or
creating [perfect modeling time]) should simplify the learning/teaching experience.
o Plenty of room for personalization & activity design.
15) After setting the stage, priming the canvas, establishing ground ‘0’, your students are ready to
get into Lesson 1 of Unit 1. (C.1.1)
Megan Perkins Indiana University Southeast 21
Lesson 1 - Starting the Climb (Day 1 - C.1.1)
Belay On.
1) Pure substances
2) Mixtures
3) Physical properties
4) Chemical properties
***Now that you have an essential list of terms to cover, you can break this down however you
want, potentially 4 content slides, one slide as an introduction, and one conclusion slide. Six slides
are all that is necessary to get the kids ready for a higher order activity. If you have guided notes with
fill in the blanks to match the slides, then you have already covered the Blooms Lower Order. Now:
all you need to do is get creative and organize a higher order activity: analyze, create, or evaluate.
There are limitless possibilities.
Anticipate Clarification:
You finished your first Lesson 1. It was a good introduction. Now you realize the kids may need 5
slides of each of the first 4 slides. Make this a week-long lesson continuation project:
1) Pure Substances
1) Physical Properties
1) Chemical Properties
Congratulations!
You have all you need to take care of your first substandard for Standard 1.
1) Set Ground Zero – Lesson ‘0’ of the unit should effectively get the students ready to
anticipate what the unit will be about. Lesson ‘0’ is the time to set the context for which the
entire unit will fold out, and this can be literally derived using the nouns and adjectives from
the Standard Title.
2) Introduction to the substandard – This is where ‘Lesson 1’ of the entire unit will take
place. This lesson will set the stage for the entire substandard.
3) Elaborate with ‘Day 1 – C.1.1’ or ‘Day 2 – C.2.2’ where needed. Usually, if a substandard
contains more than 2 domain specific subject terms (noun phrase or noun), then you will
want to bring in ‘Day #’ as a prefix to the title because it establishes to the kids that you will
take a slow pace with a subject. This helps relieve anxiety in the kids that you will allow them
to understand something completely without rushing through the subject.
4) Guided Notes to Follow PowerPoint per Lesson – Ensuring Blooms Taxonomy Lower
Order thinking skills are used here, it’s an easy way to give accountability that the kids are
following along with your short 4-6 (sometimes 6-8) PowerPoint presentation.
5) Create/Borrow a Higher Order Blooms Activity per Lesson – When you have the kids
follow along with a guided-notes section & follow that up with an activity that requires
creation, evaluation, or analyzation of the subject you just introduced; you are making their
brains ‘work it out’ by interacting with the knowledge you gave them. Remember Blooms
Lower Order is Passive Engagement whereas Blooms Higher Order is Active Engagement.
You can even borrow Higher Order Activities! The key is personalization of teaching by giving the
kids effective notes from class that they filled in, and then engaging them with the material you
created, or from the internet.
Lots of resources & teaching material can be found for free on my website:
https://scienceoftheimagination.weebly.com/
Because I am a High School Chemistry Teacher, I have included all you need to include for each
lesson per unit as key points based on the Indiana Academic Standards of 2016. Hopefully these will
help you pace yourself as an effective educator & you can see the trajectory for the school year
through the eyes of the Indiana Department of Education. I hope these materials have been helpful
to you, and feel free to reach out to me with any questions:
scienceoftheimagination@gmail.com
C.1.1 Differentiate between pure substances and mixtures based on physical and chemical
properties.
C.1.2 Use chemical properties, extensive, and intensive physical properties to identify
substances.
Properties and States of Matter
C.1.5 Describe the characteristics of solids, liquids, and gases and changes in state at the
macroscopic and microscopic levels.
C.1.6 Demonstrate an understanding of the law of conservation of mass through the use of
particle diagrams and mathematical models.
Unit 1:
C.1.7 Perform calculations involving density and distinguish among materials based on
densities.
Unit 1: Lesson 0: Properties & States of Matter Intro. & Pre-quiz (identical to post quiz ?’s)
1) Matter
a. Definition of chemistry
2) States
a. Physical states: solid, liquid, gas, plasma
3) Properties
a. Physical & Chemical
b. Intensive vs. Extensive
1) Pure substances
2) Mixtures
3) Physical properties
4) Chemical properties
Unit 1: Lesson 2: Day 2: C.1.1 Pure Substances
Unit 1: Lesson 3: Day 3: C.1.1 Mixtures
Unit 1: Lesson 4: Day 4: C.1.1 Physical Properties
Unit 1: Lesson 5: Day 5: C.1.1 Chemical Properties
Unit 1: Post Quiz & then Exam Research Paper (6 days – Outline1, Outline Approval2, First
Draft3, Peer Review4, Teacher Review of Second Draft & Cooperative Chemistry Game Day5,
Final Draft Corrections & Submisison6.)
Open Notes, Open Book, World Wide Web research paper into real world application of Unit
1 in modern technology (how chemicals are use in the manufacturing process or
development of computers & technologies.)
C.2.7 Perform half-life calculations when given the appropriate information about the
isotope.
Unit 2: Lesson 0: Atomic Structure and the Periodic Table Intro. & Pre-quiz (identical to post quiz ?’s)
1) Atomic Structure
a. Atoms – smallest building blocks of the universe
***Suggestion – Simple atom coloring sheet
2) Periodic Table
a. Elements – monatomic & diatomic
b. Simple Periodic table (no color, black/white, mass, atomic numbers only)
***Suggestion – Elemental Battleship (learning groups & periods)
****Suggestion – have Nucleons & Nucleus next to one another on some sort of graphic in the guided
notes. If you have the kids write poems to describe the charges & masses importance’s of atomic
structure, they might remember the subatomic particles better.
LST.5: WRITING GENRES (WRITING) Write for different purposes and to
specific audiences or people GRADES 11-12
***Suggestion – have the students do an Argument Driven Inquiry (ADI) exercise where they have
to explain why the alkali earth metals, why the earth metals, why the transition metals,
halogens…etc. are grouped together as they are on the periodic table. Have this assigned as group
work and use peer review online. Have the kids showcase their work somewhere in the school or
have the administration visit the class and see the kids presenting to one another as they rotate
around the classroom. Admins will enjoy these kinds of activities. It’s nice to come to a class when it
doesn’t involve discipline issues, but the fruits of student accomplishments.
C.3.1 Investigate the observable characteristics of elements, ionic, and covalent compounds.
Standard 3: Bonding and Molecular
C.3.2 Compare and contrast how ionic and covalent compounds form.
C.3.3 Draw structural formulas for simple molecules and determine their molecular shape.
C.3.4 Write chemical formulas for ionic compounds and covalent compounds given their
names and vice versa.
C.3.5 Use laboratory observations and data to compare and contrast ionic, covalent, network,
metallic, polar, and non-polar substances with respect to constituent particles, strength of
bonds, melting, and boiling points and conductivity; provide examples of each type.
Structure
C.3.6 Use structural formulas of hydrocarbons to illustrate carbon's ability to form single and
multiple bonds within a molecule.
Unit 3: Lesson 0: Bonding & Molecular Structure Intro. & Pre-quiz (identical to post quiz ?’s)
1) Bonding
a. Ionic (ions) & Covalent (atoms)
2) Molecular Structure
a. Molecular Shape (stereochemistry) vs. Chemical Formulas (empirical & structural)
Unit 3: Lesson 2: C.3.2: Formations of Ionic & Covalent Compounds (similarities & differences)
Unit 3: Lesson 3: Day 1: C.3.3: Octet Rule, Lewis Structures, & the Periodic Table
Unit 3: Lesson 4: Day 2: C.3.3: Structural Formulas & Molecular Shapes
Unit 3: Lesson 5: Day 1: C.3.4: Valence Practice & Ions: Cations & Anions
Unit 3: Lesson 6: Day 2: C.3.4: Binary Covalent Nomenclature
Unit 3: Lesson 7: Day 3: C.3.4: Binary Ionic Nomenclature
Unit 3: Lesson 8: Day 4: C.3.4: Binary Ionic Transition Metal Nomenclature (Stock Convention)
Unit 3: Lesson 9: Day 5: C.3.4: Polyatomic Ions & Polyatomic Compound Nomenclature
Unit 3: Lesson 10: Day 6: C.3.4: Acid Nomenclature
Unit 3: Lesson 11: Day 7: C.3.4: Hydrate Nomenclature & Review of all Nomenclature
Unit 3: Lesson 16: C.3.6: Hydrocarbons, Basic Nomenclature & Structural Illustrations
C.4.1 Describe, classify, and give examples of various kinds of reactions: synthesis (i.e.,
Standard 4: Reactions and Stoichiometry
Unit 4: Lesson 0: Reactions & Stoichiometry Intro. & Pre-quiz (identical to post quiz ?’s)
1) Reactions
a. Conservation of Mass Preview
2) Stoichiometry
a. Gluing matter together, breaking it apart, and switching it around (leading to C.4.1)
Unit 4: Lesson 5: C.4.3: Balance Given Equations & Use Conservation of Mass to Support
Answers (SEPS.1-SEPS.6)
Unit 4: Lesson 9: Day 1: C.4.5: Use a balanced chemical equation to determine limiting
reagents & quantities needed, made, and excess remaining
Unit 4: Lesson 10: Day 2: C.4.5: Use a balanced chemical equation to determine limiting
reagents & quantities needed, made, and excess remaining
Unit 4: Lesson 11: Day 1: C.4.6 Determine the composition of unknown compounds or
mixtures with given (grams/mole) & grams data. (SEPS.5-6)
1) i.e. - What is the equation, weight, & formula of the unknown product if 4 grams of 12.01
(grams/mole) element was added to 4 moles of a diatomic element weighing 32. Perform
calculations to determine the composition of the resultant compound or mixture and
identify & write a balanced chemical equation for the elemental reactants used.
Unit 4: Lesson 11: Day 2: C.4.6 Determine the composition of unknown compounds or
mixtures with given (grams/mole) & grams data. (SEPS.5-6)
Unit 4: Lesson 12: C.4.7: Stoichiometric Determinations & Calculations Lab (SEPS.1-8)
C.5.2 Apply the ideal gas equation (PV = nRT) to calculate the change in one variable when
another variable is changed, and the others are held constant.
C.5.3 Use lab data and a balanced chemical equation to calculate volume of a gas at STP and
non STP conditions, assuming that the reaction goes to completion and the ideal gas law
Gases
holds.
C.6.1 Explain that atoms and molecules are in constant motion and that this motion increases
as thermal energy increases.
C.6.2 Distinguish between the concepts of temperature and heat flow in macroscopic and
microscopic terms.
Thermochemistry
C.6.3 Classify chemical reactions and phase changes as exothermic or endothermic based on
Standard 6:
enthalpy values. Use a graphical representation to illustrate the energy changes involved.
C.6.4 Perform calculations involving heat flow, temperature changes, and phase changes by
using known values of specific heat, phase change constants, or both.
Unit 5: Lesson 0: Behavior of Gases & Thermochemistry Intro. & Pre-quiz (identical to post quiz ?’s)
1) Behavior of Gases
a. Kinetic Molecular Theory Preview
2) Thermochemistry
a. The movement of matter is directly proportionate to thermal energy
Unit 5: Lesson 5: C.5.3: Online Lab for Gas Law Simulator of Standard & Nonstandard
Conditions given a balanced chemical equation to calculate volume
of a gas
Unit 5: Lesson 6: C.6.1: Kinetic Molecular Theory recall – increase in energy causes increase
in particle movements
Unit 5: Lesson 8: Day 1: C.6.3: Use Enthalpy values to Classify Phase Changes as
exothermic or endothermic in chemical reactions
Unit 5: Lesson 9: Day 2: C.6.3: Have students illustrate the ‘Day 1’ work with graphic
representations based off of how to interpret enthalpy graphs today
C.7.2 Explain how temperature, pressure, and polarity of the solvent affect the solubility of a
solute.
Standard 7:
Solutions
C.8.1 Classify solutions as acids or bases and describe their characteristic properties.
Standard 8: Acids
C.8.2 Compare and contrast the strength of acids and bases in solutions.
and Bases
C.8.3 Given the hydronium ion and/or the hydroxide ion concentration, calculate the pH
and/or the pOH of a solution. Explain the meanings of these values.
Unit 6: Lesson 0: Solutions & Acids/Bases Intro. & Pre-quiz (identical to post quiz ?’s)
1) Solutions
a. Aqueous solutions as water with additives
2) Acids/Bases
a. Brønsted-Lowry Recall
Unit 6: Lesson 2: Day 1: C.7.2: Temperature, Pressure, & Polarity affect the solubility of a
solute
Unit 6: Lesson 3: Day 2: C.7.2: Solubility Lab
Unit 6: Post Quiz & then an Exam Research Paper (6 days – Outline1, Outline Approval2,
First Draft3, Peer Review4, Teacher Review of Second Draft & Cooperative Chemistry Game
Day5, Final Draft Corrections & Submisison6.) Open Notes, Open Book, World Wide Web
research paper into real world application of Unit 6 for biochemistry.
Being able to write a lesson plan is one of those critical components of teaching. For me, lesson
planning always tended on the side of legal requirement to show I knew how to teach, but as a
teacher, as a website developer, as a mother, student, as someone who literally writes her own guided
notes & interactive games for the Chemistry Classroom…. I’ve always found the tediousness of
writing lesson plan super…annoying.
I hate to start of like that; but it’s necessary that you know how much alike we are. No one really
wants to write a lesson plan. At least no teacher I know wants to write lesson plans. And the other
problem with plans: As all parents & teachers know…plans are tentative. Nearly nothing ever goes
according to plan, and if you are so rigorous in your classroom that you allow for no wiggle room;
your students in many cases aren’t allowed to ask questions that require deeper ponderance. They
are therefore not able to be propelled further in the learning process as their unique questions are
being formed and then answered.
All that to say: you already know this. Here is an overview of my Kiss LPO:
English Language Learners (ELL) – (1) What kind of language learning activity was
involved? (vocab. words count here – make sure to include key vocabs in natural languages –
this can be done in Microsoft Word Translate: English & Native Language for all vocabs.)
Individual Education Plans (IEP) – (1) 50% less work – i.e.; half of coloring, half of fill in
the blank, some answers provided…. (2) work provided with additional picture explanations
(3) All font included has feet/hats to increase tracking & is 14/16 point instead of the
traditional 11/12.
The page following contains the Kiss LPO. Feel free to download it off my website & edit it as
needed in a word format.
STANDARD: (Substandard of unit. i.e. – one sentence from the entire standard.)
OBJECTIVE: (Bloom’s Taxonomy, 1 higher order, 1 lower order & student expectations.)
MATERIALS:
For Teacher:
For Students:
EVALUATION: [(1) Grading procedures (2) How did the lesson go?]
INCLUSION STRATEGIES:
The mind is shaped by changes in our relationships and in our brains throughout the life
span. As adolescence involves so much exploration and change – of different interests,
compatibilities and types of relationships – it is an extremely and formative time of life. If we add to
these changes and challenges the attachment models that are non-secure, we can see how what could
have just been rock waters sometimes turns into overwhelming tempests.
Working on the impact of attachment during the adolescent period, for both adolescent and
adult, is essential. Navigating the shifting needs for attunement and attachment as adolescence
unfolds, riding the changing tides of the relationships between parent and adolescent and peer with
peer can be a tricky challenge. Ideally, the adult will have the presence of mind to create the mental
space so that he or she can continue to serve as a secure home base, a refuge in the storm that can
be life, so that the adolescent knows that a safe harbor always exists. It is essential for both the adult
and adolescent to “always keep the channels of communication open” – a statement that can apply
as much to your relationship with others as it does to your relationship with yourself.
As I watched my eighteen-year-old daughter getting ready to leave for college, I felt the
echoes of my own childhood-the attachment models I formed base on the manner in which I was
raise and how these models have evolved as I strove to become a secure attachment figure for my
son and daughter. Letting the transitions unfold as my children got older has somehow required that
I care for a younger part of me, that collection of states of mind of all the various attachment
models I have had from my own youth, so that I can feel clear in having her, our last child, leave
home. The mind works to help us assimilate the many brain states, our states of mind, that we have
developed in various ways and at various stages as we grow and go through life. The challenge is to
find a way to connect with those brain states and take care of their various needs. That’s a form of
“state integration,” which is a healthy part of living. And right now, I need to differentiate that
younger state of mind, that younger me, and weave that inner aspect of myself more fully into my
life, to prepare to no longer be the father with a child at home, and yet continue to care for my own
inner needs for nurturance and connection.
I have had to take the meanings of parenting from the inside out on two levels. I have had to
makes sense of my own childhood, so I can provide the kinds of connections needed to create
secure attachments for my children. And I have had to parent myself from the inside out, meaning I
have had to acknowledge that a younger part of me with states of mind that needed to be seen, safe,
soothed, and secure in my own childhood is still alive and well inside me. Taking care of the needs
of that part of me came naturally while caring for my son and daughter as they grew up in our home.
That part of me somehow felt comforted by an older part of me caring for my own kids. But to get
ready to see each of them go, to serve not just as a safe harbor but as a launching pad, I have had to
be sure to directly nurture that inner place of my own attachment needs that is my birthright as a
human being. We all have needs for connection. And as we move through life, we have the
opportunity to both receive that care in our youth and to receive and give that care as we move
through adolescence and adulthood.
Book Excerpt Brainstorm; The Power and Purpose of the Teenage Brain 45
Watching our adolescents get ready to leave home brings up all these issues of nurturance
and care, of attachment and connection. This is the “empty nest” period that we as parents hear so
much about. I like to think of it as “flexibility phase,” but I have to admit that when our daughter
first left for college, it felt sad, overwhelming, and exhilarating all at once. I try to simply be present
with all of this life, aware and accepting of all these layers of experience, letting these days unfold
while taking in the majesty of it all.
Book Excerpt Brainstorm; The Power and Purpose of the Teenage Brain 46