Teacher Candidate: Justin Carter Date: April 15, 2014

School: Man High School Grade/Subject: 11

th
grade Chemistry
Lesson Topic: Gas Laws

Instructional Objectives/Student Outcomes:
In this lesson, students will investigate the Combined Gas Law and how to apply it to
a system of gas that contains the variables of pressure, temperature, and volume.
Objectives:
1) Students will define The Combined Gas Law.
2) Students will apply The Combined Gas Law to various chemical and practical
scenarios.

WV CSOs:
I) SC.S.C.2
Students will
demonstrate knowledge, understanding and applications of scientific
facts, concepts, principles, theories and models as delineated in the
objectives.
demonstrate an understanding of the interrelationships among
physics, chemistry, biology, earth/environmental science and
astronomy.
apply knowledge, understanding and skills of science subject
matter/concepts to daily life experiences.

National Standards:
NSTA Standard 1: Content knowledge
1a) Understand the major concepts, principles, theories, laws, and
interrelationships of their fields of licensure and supporting fields as
recommended by the National Science Teachers Association.


Management Framework:
Overall Time-45 minute Lesson
Time Frame- 15 min. pre-lesson test, mathematical derivation form main laws,
discuss units and example problem
20 min. student practice and activity work
10 min. conclusion and post-lesson test

Strategies:
Guided instruction, independent practice, teacher/student led discussion,Aloud,
Database Decision-Making

Differentiated Instruction/Adaptations/Interventions:
For students who are visual learners, I will present a simulation that displays how
pressure, volume and temperature affect each other. For students who learn
through mathematically working problems, I will distribute example problems and
practice materials.

Procedures:
1) Introduction/Lesson set
I first will distribute my pre-test to the class
I will then use a visual demonstration (from phet.colorado.edu website) to
display how the properties of the Combined Gas Law affect one another.
Lecture Outline:
Mathematical analysis of Charles Law, Boyles Law, and Gay-Lussacs
Law
Class derivation of the Combined Gas Law
Discuss the units/conversion factors involved in working with
pressure, volume and temperature
Example problems.
I will then address any questions/concerns they may have with the material.

2) Body and Transitions
Directly after the lecture, I will distribute to students a set of problems with
scenarios that require the application of the Combined Gas Law to in order to
be answered.
Students will then lead a discussion as to how they could use the Combined
Gas Law in the career they desire to pursue.

3) Closure
Afterwards, I will then recap over the lesson
I will also answer any questions they may have.
The students will then take a post-lesson test to evaluate what they have
learned.
Finally, I will implement the think aloud

Assessment:
1) Diagnostic-I will give the students a pre-lesson test that will assess them on
the Combined Gas Law.
2) Summative-I will have students take a post-lesson test to determine what
they have learned from the lesson.
3) Formative-As the students work through practice problems, I will monitor
them and provide immediate feedback on the progress.

Materials:
SmartBoard (or projector-type technology), computer, pretest/posttest material,
whiteboard, markers, erasers, problem sheets, Modern Chemistry textbook, pencils,
paper, calculators

Extended Activities:
1) If students finish early on their assignments, we as a class will discuss how
we can relate the Combined Gas Law to the world around us.
2) If the lesson finishes early, I will demonstrate a virtual lab on gases with the
students.
3) If the technology fails, I will prepare a physical representation of the
simulation to display the same content.


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS


Needs-Based Planning
Learning Differences
-I will provide multiple approaches to
providing students with the content.
Sensory Differences
-I will make my speaking, writing and
graphical representations clear,
functional and adaptable.
Attention Differences
-I will use a varying schedule to keep
students attention focused on learning.
Behavioral Differences
-Each student will be held accountable to
the same set of rules.
Motivational Differences
-Students will create applications of the
Combined Gas Law to things that
interest them.
Ability Differences
-Students will work together in groups
and help group members with their
individual weaknesses.
Physical Differences
-No physical activity will occur that
would prohibit physically disabled
students from participating.
Cultural Differences
-Each student will find a way to relate
the Gas Laws to their personal life.
Communication Differences
-I will regularly ask students whether or
not they understood me, and
individually approach each student in a
way that bests suit their needs.
Enrichment
-For extra practice, students will be
given extra problems and links to
websites that provide additional
instruction.
Multiple intelligences Addressed
__x____Verbal/linguistic ___x___Naturalist
___x___Spatial ___x___Interpersonal
__x____Logical/mathematical __x____Intrapersonal
______Bodily-kinesthetic ___x___Existential
______Musical ______Others (explain):


Reflections:

This lesson provided me with great success. I found that the students were engaged
in the learning atmosphere I created, and that they truly learned the definition of the
Combined Gas Law and how to implement it. The students seemed to enjoy the
group derivation of the law, as it made it easier to commit to memory. Furthermore,
the students also seemed to enjoy the concept of the Think Aloud. Their responses
were very creative. For example, one student said that the Combined Gas Law
reminded him of a lesson they had discussed in a physics class, so they were able to
make a relation to something from another content area. I would say the main
drawback of this lesson would be that we spent a little too much time trying to
determine real-life applications of the Combined Gas Law. While I do feel that
creating content relevance is very important, I believe the students would have
benefited more overall if they spent more time working practice problems. All in all,
though, I believe this lesson was a successful experience for both the students
learning and my own learning.