Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Heather Alexander
8 May 2015

Subject/ Topic/ Theme

ChemistrySolutions: Dilutions

Grade

11th

I. Objectives
How does this lesson connect to the unit plan?
This is the last lesson/ activity I will be teaching/ doing, but it is part of the end of the second third of the unit. This lab focuses on dilutions, they will have been
discussed in lecture beforehand, a little more practice will come after this lesson, but this is the bulk of the dilutions practice.
cognitiveR U Ap An E C*

Learners will be able to:

Remember and understand the terms concentration and dilution

Mathematically and physically understand and perform the dilution process
Apply knowledge of concentrations to different methods of quantification (Molar vs. molal)
Perform appropriate lab techniques and follow correct safety measures

R, U
R, U, Ap
U, Ap
R, U

physical
development

socioemotional

x
x

Michigan Merit Curriculum standards addressed:

C1.1C Conduct scientific investigations using appropriate tools and techniques
C1.1D Identify patterns in data and relate them to theoretical models
C1.1g Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation
C4.7b Compare the density of pure water to that of a sugar solutions
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of properties of solutions, especially quantification of concentration (M, m, % by weight, etc.). Also,
the mathematical process for making solutions and performing dilutions AND the laboratory method for doing
these two things as well.
Pre-assessment (for learning): N/A for this lesson

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Homework assignmentnot graded on correctness but checked and discussed in
relation to lab activity during lab activity.
Formative (as learning): Asking questions detailed below to students while they are working on lab; receiving
questions from students as well.
Summative (of learning): Completed lab activity worksheet, dilutions quiz.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Many options for physical action
simple as standing while working
or as complex and making solutions
and performing dilutions

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Engaging lab topic; some choice in
the flavor of Kool-Aid chosen.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Long-term goal of understanding

dilution process and calculations
aided by short-term goal of doing
and understanding lab activity.

Those with strong mathematics

skills can take on calculations,
those with strong lab skills can do
the actual lab work.

Dilutions are represented

mathematically and visually.
Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Kool-Aid lab activity worksheet, students may need notes to help with calculations.
For the activity itself: Kool-Aid packets, water, sugar, generic glassware--graduated cylinders,
volumetric flasks, beakers, test tubes plus test tube rack.

Lab equipment will be on counters on the sides of the classroom for students to access. They will
bring necessary equipment to their lab tables, where they will work.

III. The Plan

Time

Components

5 min
max

Motivation
(opening/
introduction/
engagement)

30
min

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The lab experiment will take the entire class. Hand
out lab sheets detailing the experiment, explain the
procedure, then have students get started
reasonably quickly.

Receive lab worksheet, read along with procedure,

ask questions at any point of confusion.

Reassure students that they will get to drink some

Kool-Aid too eventually
Circulate around the classroom answering any
questions students have along the way.

Drink Kool-Aid

Ensure that Molarity calculations are being done

correctly, that way the rest of the activity can be
done smoothly and correctly.

Double check work with a neighboring lab group,

and the teacher.

Ask questions about the qualitative appearance

(more dilute Kool-Aid looks lighter) and
quantitative methodsallow students to verbalize
their process in order to remember it and
understand it more completely.

Make connection between visual dilution and

mathematical dilution. Describe steps to get the
solution to the point that it is at currently.

Ask questions if necessary.

See Kool-Aid lab activity worksheet for further

details.

5 min

Closure
(conclusion,
culmination,
wrap-up)

Give students 5 minute warning. Most should be

wrapping up final dilutions and calculations.

Wrap up dilutions and calculations; ask final

questions to ensure good understanding.

Make sure students clean up glassware/ other

messes before they leave.

Clean up

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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