Part 1: Unit Plan and Lesson Plan Description

Subject area of the unit: Chemistry Grade level: 11 Title of the unit: Solutions and Quantitative Analysis Description: The outcome being addressed in this lesson is: 20-D2.2k identify limiting and excess reagents in chemical reactions After spending a significant amount of time trying to enhance their understanding of stoichiometry (gavimetric and solution), the students should have obtained the foundation required in order to comprehend limiting and excess reagents. This topic new topic will be introduced to the students through a lab that involves utilizing available ingredients in order to bake cookies. The students will be divided into their lab groups and provided with a worksheet that they will work through together. This worksheet will start by having them walk through some calculations to review the stoichiometry method, and begin to lay the foundation they need in order to understanding what a limiting regent is. They will be posed with a laboratory problem where a chemist is attempting to produce a specific amount of product, but is struggling to obtain that amount from the reaction. In order to discover limiting reagents, the students will then be given ingredients needed to bake cookies, as well as a recipe. Their task is to determine how many batches of cookies they will be able to make based on the ingredients they have. Each group will be provided with a list of procedure instructions to follow to perform the activity. Once the students figure out how many batches they can make, they will be asked to explain why they were limited. They will then have to relate their experience with the cookies to the original problem involving the chemist. They should be able to determine the limiting reagent of the reaction the chemist was performing. This introduction will enhance their understanding of the concept, allowing the teacher move on to showing the students the mathematical process used to determine the limiting reagents. Part 2: Pre-Assessment: 1. Learning Style: This assessment is important to determine students learning style strengths and weaknesses. Even though students may have preferences, it is important to push them in all types of learning. By assessing in this area, we can learn which types of learning activities students will need support, and which they will need a challenge. For this kinesthetic activity, if students do not excel in this learning area, additional styles may need to be incorporated in order to create an effective lesson. 2. Readiness: This lesson requires a strong understanding in previously learned material (stoichiometry). By understanding how well my students were able to grasp this previous concept, I will be able to make adjustments to my lesson that will provide the necessary support or challenge in order to increase learning Part 3: Differentiating the Lesson: What Pre-assessment will I use? The type of pre-assessment that is largely focused on for this lesson is student readiness. I selected this assessment because this topic relies heavily on the

students ability to understand stoichiometry. If the students have a poor understanding of this concept, they will not be able to complete this activity without additional help. How will I differentiate? Based on the pre-assessment, I will differentiate by the process. The concept of limiting reagents is not a hard concept for students to grasp at a basic level. Most students will largely struggle with trying to understand the concept AND continue to perform the necessary stoichiometric calculations required to determine the limiting reagent in the original problem. Thus, those students who are struggling will need more guidelines and structure in order to complete the lab. On the other hand, there are often students who have mastered stoichiometry, and may find the activity simple and meaningless. What DI Strategy (and learning activities) will I use? The strategy I have chosen to utilize is a tiered lesson. The different tiers for this activity are outlined as follows: Students struggle with stoichiometry. Intro: Students will perform guided stoichiometry questions leading them into the chemists problem of not being able to produce enough product. These questions will be broken up into separate steps, with instructions for each section that will assist them in performing the calculations. Body: Once the students are finished performing the calculations and have been introduced to the chemists problem, the instructor will walk them through the definition of a limiting reagent using the idea of bolts, washers, and nuts to symbolize the reagents. After the students have a deeper grasp of the concept, they will go off in their groups to perform the baking activity. Closure: The students will draw connections to the baking activity, and the chemists problem, enabling them to determine the limiting reagent and determine the amount of reactant needed to make the product. Students have adequately mastered stoichiometry. They will perform this activity as originally designed. Intro: Students will perform stoichiometry questions leading them into the chemists problem of not being able to produce enough product. Body: Students will perform the baking activity with the procedural instructions to gain an understanding of a limiting reagent. Closure: The students will draw connections to the baking activity, and the chemists problem, enabling them to determine the limiting reagent and determine the amount of reactant needed to make the product. Tier 2 (moderate) Tier 1 (basic)

Students are advanced. Intro: Students will perform stoichiometry questions leading them into the chemists problem of not being able to produce enough product. Body: Students will perform the baking activity without any instructions. They will be expected to create their own strategies and procedures for the experiment. Closure: The students will draw connections to the baking activity, and the chemists problem, enabling them to determine the limiting reagent and determine the amount of reactant needed to make the product.

Part 4: Anchor Activity (Sponge) 1. Challenge of the week: Example: Your challenge this week is to come up with as many applications of how the term limiting reagent actually affects you in real-life. The student that comes up with the most unique responses will win! Explanation: Each week the students receive a problem will challenge them to relate their learning in class to real-world applications. This activity is based off of student interest since they will be able to research different areas that they are intrigued by, and there will be a weekly prize for the winner. The questions given will be higher order questions, which will hopefully provide meaningful applications that are often hard to come by when it comes to upper level chemistry courses. I believe it is important to provide this meaningful connection for students in order for them to obtain a deeper understanding of the main focusing questions of the unit. 2. Visual Concept Dictionary Each student will be given an exhaustive table of the concepts being discussed in the unit. Throughout the unit, they will be expected to create a visual dictionary that will assist them in understanding the concepts. Explanation: In order to enhance the students understanding of the concepts being discussed in class, it is imperative for them to have a firm grasp on the definitions introduced. This is especially important for this unit since it requires a lot of building upon previous knowledge. This activity is also geared towards the visual learning style, and will also provide the students with another skill that they might benefit from in university. Part 5: Relationship to Knowledge, Skills and Aptitudes (KSAs)
Education 3602
Educational Psychology of Exceptional Learners

Tier 3 (advanced)

Knowledge, Skills and Attributes for Alberta Teachers

1234567-

Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. Teachers understand the legislated, moral and ethical framework within which they work. Teachers use the programs of study to inform and direct planning instruction and assessment. Teachers demonstrate knowledge of the content they teach. Teachers identify and respond to learner differences. Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities. Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social, cultural and psychological security. Teachers establish relationships with students that respect human dignity Teachers use a broad range of instructional strategies. Teachers apply a variety of technologies to meet students learning needs. Teachers gather and use information about students learning needs and progress and assess the range of learning objectives. Teachers engage parents, purposefully and meaningfully, in all aspects of teaching and learning. Teachers identify and use relevant learning resources. Teachers contribute, independently and collegially, to the quality of their school. Teachers engage in assessing the quality of their teaching. Teachers are able to communicate a personal vision of their own teaching.

X X X X X X X X X X X X X X X X

8910 11 12 13 14 15 16 -

The two outcomes that I believe are directly related to the planning of my lesson plan include: 6Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities. When considering the outcome introduced in this activity, I recognized immediately that it was important for me to provide the students with a memorable and engaging activity that was different than merely drill and practice. It is easy within math-based science content to resort to these types of learning activities. These concepts, however, are difficult for the students to master, and thus require a well-thought out activity to enhance their understanding. By providing a real-world task, I was able to immediately provide that real-world connection and as well as a context for student learning. 11 - Teachers gather and use information about students learning needs and progress and assess the range of learning objectives. By pre-assessing the students readiness and learning styles, I have been able to gather information about students the progress of the students and learning needs. I have also addressed this information by adapting the lesson to meet the needs in regards to readiness.

Chemisty 20 Limiting Reagent Readiness Pre-Assessment: Answer the following question to the best of your ability. Show all of your steps if needed. 1. Why in all stoichiometric calculations do you have to convert to or convert from chemical amounts?

2. From what we have learned about stoichiometric calculations, what are the four steps involved? (Identify them in the correct order)

3. One of the components of gasoline is octane (C8H18). This octane is burned in a cars engine to improve its performance and to lower harmful emissions. What mass of oxygen is required to burn 75.0 g of octane?

!"#$%&'()*+$ This is an online source found at: http://www.vark-learn.com/english/page.asp?p=younger An excerpt of the test follows,

The VARK Questionnaire

How Do I Learn Best? This version of VARK has been modified from the main VARK questionnaire for people aged 12-18 years. Acknowledgment of this version should be made to Neil Fleming at vark-learn.com. Choose the answer which best explains your preference and circle the letter(s) next to it. Please select more than one if a single answer does not match your perception. Leave blank any question that does not apply. You need to give directions to go to a house nearby. You would: 1. tell them the directions. 2. walk with them. 3. write down the directions as a list. 4. draw a map on a piece of paper or get a map online. You want some feedback about an event, competition or test. You would like to have feedback: 1. that used examples of what you have done. 2. that used a written description or table of your results. 3. from somebody who discussed it with you. 4. that used graphs showing what you achieved. You are learning to take photos with your new digital camera or mobile phone. You would like to have: 1. clear written instructions with lists and bullet points. 2. examples of good and poor photos and how to improve them. 3. a chance to ask questions and talk about the cameras features. 4. diagrams showing the camera and how to use it. You have been selected as a tutor or a leader for a holiday program. This is interesting for your friends. You would: 1. start practicing the activities you will be doing in the program. 2. describe the activities you will be doing in the program. 3. show them the map of where it will be held and photos about it. 4. show them the list of activities in the program.

You want to plan a surprise party for a friend. You would: 1. invite friends and just let it happen. 2. talk about it on the phone or text others. 3. imagine the party happening. 4. make lists of what to do and what to buy for the party. I like websites that have: 1. interesting information and articles in print. 2. audio channels for music, chat and discussion. 3. things I can click on and do. 4. interesting design and visual effects. You are not sure whether a word should be spelled 'dependent' or 'dependant'. You would: 1. hear them in your mind or out loud. 2. write both words on paper and choose one. 3. find them in the dictionary. 4. see the words in your mind and choose by how they look. You are going to make something special for your family. You would: 1. look for ideas and plans in books and magazines. 2. make something you have made before. 3. find written instructions to make it. 4. talk it over with your friends. Remember when you learned how to play a new computer or board game. You learned best by: 1. listening to somebody explaining it and asking questions. 2. reading the instructions. 3. watching others do it first. 4. clues from the diagrams in the instructions. You are about to hook up your parents new computer. You would: 1. phone, text or email a friend and ask how to do it. 1. follow the diagrams that show how it is done. 2. unpack the box and start putting the pieces together. 3. read the instructions that came with it. You are about to buy a new digital camera or mobile phone. Other than price, what would most influence your decision? 1. Trying it. 2. It is the latest design and looks good. 3. The salesperson telling you about it. 4. Reading the details about its features.

After reading a play you need to do a project. Would you prefer to:? 1. write about the play. 2. draw or sketch something that happened in the play. 3. act out a scene from the play. 4. read a speech from the play.

You have a problem with your knee. Would you prefer that the doctor: 1. demonstrated what was wrong using a model of a knee. 2. described to you what was wrong 3. gave you an article or brochure that explained knee injuries. 4. showed you a diagram of what was wrong. Do you prefer a teacher who likes to use: 1. field trips, case studies, videos, labs and hands-on practical sessions. 2. a textbook and plenty of handouts. 3. class discussions, online discussion, online chat and guest speakers. 4. an overview diagram, charts, labeled diagrams and maps. A new movie has arrived in town. What would most influence your decision to go (or not go)? 1. you hear friends talking about it. 2. it is similar to others you have liked. 3. you read what others say about it online or in a magazine. 4. you see a preview of it. You have to present your ideas to your class. You would: 1. gather examples and stories to make it real and practical. 2. make diagrams or get graphs to help explain your ideas. 3. write a few key words and practice what to say again and again. 4. write out your speech and learn it by reading it again and again. $