Anticipatory Set 1.

To begin the lesson, I will first start by explaining that today we are
The “hook” to grab learning acids, bases, pH, and buffer systems. I will then
students’ attention. immediately introduce a “Basic to Acidic Color Transformation”
These are actions and class wide demonstration that shows through color change an acid-
statements by the base reaction in large flash at the front of the room. Students will
teacher to relate the observe a diluted solution of NaOH (basic) become increasingly
experiences of the acidic as dry ice reacts with water to produce carbonic acid (dry ice
students to the added to the solution). While the reaction occurs, I will use the
objectives of the lesson, demonstration as a way to outline what we will be learning in
To put students into a terms of why the solution is becoming more acidic and thus why it
receptive frame of is changing colors. This will be an engaging way to get students
mind. attention and interested in todays topic. This demonstration uses
current scientific and technological understanding to provide an
authentic learning experience that the students can then connect
to and more optimally learn from.
a. Experiment/Demonstration: Dry Ice in Universal Indicator
(http://sites.jmu.edu/chemdemo/2011/06/13/dry-ice-in-
universal-indicator/)
How do you intend to 1. The strategy I intend to use is a scientific chemical reaction
engage your students demonstration
in thinking during the 2. I am using this strategy here because it will hook and engage the
Anticipatory Set? students into that they will be learning about and will provide them
with context and a real world example of the concepts in action,
providing an authentic way to apply the concepts they will learn.
Length of Teacher Actions Student Actions Data
Action Collected
Procedures 0- 2 minutes -Welcoming -Students finish -How is
(Include a play-by-play students to class and arriving to class, everyone
account of what asking how everyone take seats, and doing today?
students and teacher is doing and passing pull out
will do from the minute out today’s note notes/binders.
they arrive to the sheet. -What do you
minute they leave your already know,
classroom. Indicate the 10-15 -Introduce todays -Students observe or think you
length of each segment minutes topics, and begin the flask for a know about
of the lesson. List actual demonstration while color change and acids, bases,
minutes.) explaining what is engage in and pH
Indicate whether each happening and how discussion about
is: it relates to what what they already -What does
-teacher input/actions, they will learn know about acids the ion
student actions (whole class and bases as concentration
-modeling demonstration reaction occurs of a solution
-questioning strategies engager) (guided whole tell you about
-guided/unguided: class practice) in its acidity?
-whole-class practice addition to
-group practice answering guided
-individual practice note sheet
questions.