Ellen Chang

EDSC 440S

Final Draft of Lesson Plan

Title of Lesson: Nature of Gas

Subject: Chemistry

Grade Level: 9~12 graders

Time Frame: 50 minutes

Content Standards: Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties (2-PS1-1), Develop a model that predicts and describes changes
in particle motion, temperature, and state of a pure substance when thermal energy is added or
removed (MS-PS1-4)

ELD Standards: Participate in shared research and writing projects (W2.7), Recall information from
experiences or gather information from provided sources to answer a question (W2.8), Integrate
quantitative or technical information expressed in words in a text with a version of that information
expressed visually (RST.6-8.7).

Learning Goals: By the end of the period, students will be able to explain how gas particles are
constantly in random motion, and how the speed of gas particles are directly proportional to kinetic
energy by presenting a short performance created by each group of students that shows the behavior of
gas particles.

Student Assessment: After a short lecture about properties of gas, students will use this information to
create a short performance created by each group that represents the movement and behavior of gas
particles. The purpose of this assessment is to measure how well students understood the properties of
gas. By making a skit as a group, not only students are able to reinforce the knowledge kinesthetically,
but it will also accommodate EL students to visualize the concept and to receive supports from peers in
the group. Since this assignment is informal, a feedback will be given verbally. Feedbacks can include
what students did well on and parts where students can improve or needed to be corrected.

Lesson Plan:

1) Concept Introduction: Concepts are introduced by asking students a driving question of, “How
does skunk odor get to your nose?” Students are told that the answer will be found at the end of
the lesson. In order to find the answer, students as a group are given two minutes to jot down
anything they know about “gas” in a bubble map. Once completed, a consensus bubble map on
the whiteboard is created. This activity will activate students’ prior knowledge and spark
curiosity on properties of matter.
2) Exploration into the Topic/Explain the Topic: Students will learn more characteristics of gas in
depth. The concepts that will be introduced in this lesson plan are: properties of gas particles,
kinetic energy and its effect on gas particles, and elastic collisions. As this concept is abstract,
 some students may feel challenged to understand it. Therefore, visual representation will be
shown through demonstration and PowerPoint slides.
3) Extend and Formative Assessment: After a short lecture, students will be divided into groups to
create a short performance that represents the behavior of gas particles (Refer to “Student
Assessment” section).
4) Lesson Closure: Students will watch other group’s skits and give each other verbal feedbacks on
what was good and what needs to be corrected or improved. Before the period ends, students
discuss together to answer the driving question of how skunk’s odor gets to their noses. Then
students are asked to list three characteristic of gas particles and submit it as an exit-slip.

Differentiation for My Three Focus Students: To help ELs with an exit-slip, I will provide varieties of
word banks through the projector that may or may not describe the properties of gas. In that way, ELs
refer to those words and pick three correct ones. They are welcomed to ask me for the definition of
words. A bubble map (graphic organizer) was used to support ELs and students with special needs
because graphic organizers are easy to visualize and comprehend that may improve their academic
challenge. A pre-annotated PowerPoint notes will be given out to ELs and students with special needs
prior to the lesson. In that way, they have an excess to written instruction and follow along easily as
verbal instruction is given. They will also be able to pay attention to the lecture instead of having to copy
down the notes. A team work was involved in creating a bubble map and performing a short
performance for students with specific challenge. Working with peers will allow a student to feel
involved and belonged in a school community and to realize that there are classmates who can support
in learning.