Mahshidkalani

15th April 2016

Name of course: Water treatment fundamental
Topic: Total dissolved solids in water
Lesson Plan Introduction:
This lesson enables students to analyze the properties of water and interpret the physical and chemical properties. They are able to interpret the effect
of total dissolved solid on both human health and industries and analyze the relationship between electrical conductivity and total dissolved solids in
water. They are able to identify the amount of total dissolved solids with conducting experiments in the lab and interpret the collected data to make a
conclusion about the quality of water in compared with the acceptable standards.
This lesson is delivered in week 3 of water treatment fundamental course delivered in chemical engineering technology-environment program
(PCETE) in Applied Chemical and Environmental Sciences department. Chemistry 1 is prerequisite of this course. Students need to know the
definition of element, atom, molecule and compound, periodic table, chemical bonding, intra and intermolecular forces before learning properties.
They need to understand the difference between different chemical bonds and should be able to use periodic table. They will learn to classify the
chemical and physical properties of water to understand the water quality. A part of this lesson is conducting the experiments in the
Lab within a safe environment. Missing any lab is not possible to be covered again. The teaching strategies of this
course are active learning including demonstrations, problem solving, discussions, and collaborative learning.
Students need to be able to have good communication skills, work actively in a group, know numeracy, think critically
and solve problems. Each group will be composed of diverse student with different backgrounds and abilities. The
group members will be changed in different team works. The hands out will give to the students as a back up plan of
not availability of resource and the white board will be uses if the smart board and computer were out of service.

Week 3-Outcome# 2 (Evaluate the quality of water to identify the appropriate water treatment requirements to drink or industrial uses)
1- Discuss the chemical and physical properties of water
2- Discuss the relationship between electrical conductivity and total dissolved solids in water
Outcome# 3 (Interpret the experimental analysis of a water sample)
1- Conduct a water sample analysis to identify the water turbidity within a safe environment

Mahshidkalani
15th April 2016

Outcome(s):
Stage 1: MOTIVATION Ss are given an experience to uncover their prior knowledge, to get them
interested in the new topic/lesson, to prime them for learning, and for the teacher to find out what they
already know/dont know
(If you are using the same topic from your Motivational Activity, modify it according to your feedback and/or try a different
strategy.)
Time
Objective(s)
What the teacher
What the students
Resources
Informal Assessment
smaller
will do
will do
(handouts,
(how will the
outcomes that
weblinks,
teacher know what
will link
pwrpts, etc.)
the Ss already know
to/build on
or what they dont
each other so
know?)
that Ss can
achieve the
final outcome

5
minut
es

Discuss
the
chemical
and
physical properties
of water

1-Ask questions to
help students think
critically about the
meaning of physical
and chemical
properties of matter
in the real life
2- Show the image to
guide students think
critically about the
importance of these
sort of knowledge
3- Use water as an
examples and
facilitate students to
think about

1-Apprais and answer

the questions and
think critically about
the properties of
matters in all spots of
the universe

1-Power point
2- Images

1-Ask students to
guess the answer
2-Write the proposed
data by students on
the black board.
3- Compare the
students answers
with the right answer
which is delivered
after discussion

Mahshidkalani
15th April 2016
properties of water

15

Discuss
the
relationship
between electrical
conductivity
and
total
dissolved
solids in water

1-Ask questions to
help students think
critically about the
application of
electrical
conductivity of water
in the real life

1-Apprais and answer

the questions and
think critically about
the properties of
matters in all spots of
the universe

1-Power point
2- Short video
3- Hands out

1-Ask students to
discuss about the
impact of water
electrical
conductivity in the
life
2-Write the proposed
data by students on
the black board.

2- Show the video to

attract students
3- Made a brain
storming about the
video

3- Compare the
students answers
with the right answer
which is delivered
after discussion

Stage 2: COMPREHENSION this is where the teaching is done (in a student-centered way, NOT teachercentered)
Time

Objective(s)
-smaller
outcomes that
will link
to/build on
each other so
that Ss can

What the teacher

will do

What the students

will do

Resources(handout
s, weblinks,
pwrpts, etc.)

Informal Assessment
(how will the teacher
know the students are
learning)

Mahshidkalani
15th April 2016
achieve the
final outcome

15
minut
es

1Discuss the
chemical
and
physical properties
of water
2Discuss the
relationship
between electrical
conductivity
and
total
dissolved
solids in water

1-Demonstrate the
meaning of total
dissolved solid
(turbidity) in water
and its relation to the
electrical
conductivity

1-Listen to the
comprehension
2-Involve in the class
discussion

1-Textbook
2-Weblinks
3-Power point
4- Video clip

3-Think critically
4-Solve problem
through giving
examples

1- Ask questions from

students to activate
them in the
demonstration and
have a collaborative
work to know if they
learn
2-Give examples and
guide students to
solve the problem
with the help of their
teacher

Stage 3: PRACTICE Ss practice what theyve just been taught

Time

Objective(s) smaller
outcomes that
will link
to/build on
each other so
that Ss can
achieve the
final outcome

What the teacher

will do

What the students

will do

Resources
(handouts,
weblinks,
pwrpts, etc.)

Informal Assessment
(how will the teacher
know the students are
learning)

Mahshidkalani
15th April 2016
10
minut
es

1Discuss the
chemical
and
physical properties
of water
2Discuss the
relationship
between electrical
conductivity
and
total
dissolved
solids in water

1-Distrust hands out

about the impact of
turbidity on drinking
water and explain
what students need
to do
2-Ask students to
answer the questions
and discuss them
with their group
members
3-Monitor the
students and
facilitate them to
answer the questions
4- Involve students in
the active learning
by requesting them
to share their
answers in the class
5-Develop students
answers clarify more

1- Give some
examples of impact
of turbidity in the real
life
4- Discuss their
answers with their
group members
5- Involve in the class
discussion and share
their answers with
other classmates

1-Hands out
2-Textbook (Periodic
table)
3-Powerpoint

1-Ask students to
answer the questions
and discuss them
with their group
members
2-Ask students to
share their answers
in the class
3-Develop students
answers by teacher

Mahshidkalani
15th April 2016
Stage 2: COMPREHENSION this is where the teaching is done (in a student-centered way, NOT teachercentered)
Time

15
minut
es

Objective(s)
-smaller
outcomes that
will link
to/build on
each other so
that Ss can
achieve the
final outcome

What the teacher

will do

Conduct a water
sample analysis to 1-Demonstrate the
identify the water theory behind the
turbidity within a experiment
safe environment
2- Demonstrate the
methodology of
conducting
experiments
3- Demonstrate the
required data to
collect

What the students

will do

1-Listen to the
comprehension and
think critically

Resources(handout
s, weblinks,
pwrpts, etc.)

Informal Assessment

1-Textbook
2-Weblinks
3-Power point
4-Images
5- handsout

1-Ask questions from

students to activate
them in the
demonstration and
have a collaborative
work

2-Involve in the class

discussion to answer
the questions

(how will the teacher

know the students are
learning)

2-Give examples and

guide students to
solve problems
through teachers
help

3-Solveproblems by
answering the
question and
delivering some
examples

4- Demonstrate how
to handle the
experiment within an
safe environments.
Stage 3: PRACTICE Ss practice what theyve just been taught
Time

Objective(s) smaller
outcomes that
will link
to/build on

What the teacher

will do

What the students

will do

Resources
(handouts,
weblinks, pwrpts,
etc.)

Informal Assessment
(how will the teacher
know the students are
learning)

Mahshidkalani
15th April 2016
each other so
that Ss can
achieve the
final outcome

1.5
hour
s

Conduct a water
sample analysis to
identify the water
turbidity within a
safe environment

1-Distrust hands out

and explain what
students need to do.
Students are working
in a group of 2 to 3
persons
2-Ask students to
answer the questions
of pre labs and
discuss them with
their group members
3- Monitor students
and facilitate them to
conduct experiments
and answer the
questions
4-Develop students
answer to clarify
more

1-Conduct the
1-Hands out
experiments based
2-Textbook
on the given producer 3-Powerpoint
and follows the steps
up
2- Record their
collected data

1-Facilitate students
to conduct
experiments and
monitor them
2-Ask students
questions about
different steps of
performing
experiments to help
them have a better
understanding about
what they are doing

3- Answer to the
questions in their
hands out
4- Plot the graph
based on the
instruction and theory

3-Develop students
answers by teacher

5- Discuss their
results with their
group members

Stage 4: APPLICATION Ss are given a new situation/real-life/authentic situation to apply what theyve
have learned and practiced
Time

Objective(s) smaller
outcomes that
will link
to/build on
each other so
that Ss can

What the teacher

will do

What the students

will do

Resources

Informal Assessment
(how will the teacher
know the students are
learning)

Mahshidkalani
15th April 2016
achieve the
final outcome

30

Conduct a water
sample analysis to
identify the water
turbidity within a
safe environment

1-Ask students to
answer some
questions written in
hands out before
leaving the lab.
These questions is
related to the
application of context
2- Made a brain
storming
3- Show a short video
clip
4- Demonstrate
students what is
expected from them
to write in their
reports.

Answer the questions

individually and then
discuss their though
in the class. They
need to plot their
graph using excel
based on their
collected data and
share to each other
on the discussion
board. They need to
give feedback on
their friends results.

1-Textbook,
2-Web links
3-Hands out
4- Video clip
5- Excell

1-facilitate students
to answer the
questions and be
involving in the class
discussion