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Chemistry 20 Solutions, Acids and Bases
Unit 3
Can we drink ourselves to death [with water]?
Rationale
The Solutions, Acids and Bases Chemistry 20 unit will contain 20–85 minute classes. This unit encompasses 19% of the total grade where assignments, labs and quizzes will be weighted 60%; the unit exam will be weighed 40%. Chemistry provides students with opportunities to develop the knowledge, skills and attitudes they need to become productive and responsible and informed members of society. The programs also allow students to explore interests and prepare for further education and careers. Students graduating from Alberta schools require the scientific and related technological knowledge and skills that will enable them to understand and interpret their world. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. Students will be encouraged to develop positive attitudes that support the responsible acquisition and application of knowledge related to science and technology. The following attitude outcomes are to be developed throughout Chemistry 20, in conjunction with the specific outcomes for Knowledge; Science, Technology and Society (STS); and Skills in each unit.
To become scientifically literate, students need to develop knowledge of science and its relationship to technologies and society. They also need to develop the broad-based skills required to identify and analyze problems; to explore and test solutions; and to seek, interpret and evaluate information. To ensure relevance to students as well as to societal needs, a science program must present science in a meaningful context—providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society.
The Solutions, Acids and Bases unit is important since it informs students about essential aqueous solutions while introducing the process of dimensional analysis to develop and introduce math into chemistry. Solutions, especially of the liquid variety, are everywhere. All fresh water in streams, rivers, and lakes, salt water in the ocean and even rain that falls from the sky are examples of solution. The characteristics of natural water cam be quite complicated. Various physical chemical, and biological factors must be considered. For example, the color of lakes may result from the dissolved minerals, decomposition of plant materials, and light reflected from the suspended solids. Generally, once we have used or finished with a manufactured solution, we either recycle or dispose of the products they produce. Disposal usually means putting unwanted solutions into the environment with or without treatment and assuming that the environment will take care of our wastes. Our view of the environment needs to change from some external entity that can be exploited, to a more holistic view in which we are part of the system. In other words, our attitude towards the environment needs to become more like the traditional attitudes of Aboriginal peoples.
This unit builds on:
• Grade 8 Science, Unit A: Mix and Flow of Matter
• Grade 9 Science, Unit B: Matter and Chemical Change and Unit C: Environmental Chemistry
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 20, Unit D: Quantitative Relationships in Chemical Changes •
Chemistry 30, Unit B: Electrochemical Changes and Unit D: Chemical Equilibrium Focusing on Acid-Base Systems
Key Concepts
Homogenous MixturesWeak Acids and Bases
SolubilityMonoprotic/Polyprotic Acid
Electrolyte/NonelectrolyteMonoprotic/Polyprotic base
ConcentrationArrhenius Theory
DilutionIndicators
Strong Acids and BasesHydronium ion/pH
NeutralizationHydroxide ion/pOH
General Outcomes
Investigate solution, describing their physical and chemical properties
Describe acid and base solutions qualitatively and quantitatively
GLO I: Investigate solutions, describing their physical and chemical properties
Specific Outcomes for Knowledge Students will:
Recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
Provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change
Explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds
Differentiate between electrolytes and nonelectrolytes
Express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million
Calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations
Calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting
Use data and ionization/dissociation equations to calculate the concentration of ions in a solution
Define solubility and identify related factors; i.e., temperature, pressure and miscibility
Explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization
Describe the procedures and calculations required for preparing and diluting solutions
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis) Students will:
Explain how science and technology are developed to meet societal needs and expand human capability
Provide examples of how solutions and solution concentrations are applied in products and processes, scientific studies and daily life
Explain that science and technology have influenced, and been influenced by, historical development and societal needs
Compare the ways in which concentrations of solutions are expressed in chemistry laboratories, household products and environmental studies
Explain that scientific and technological activity may arise from, and give rise to, such personal and social values as accuracy, honesty, perseverance, tolerance, open-mindedness, critical-mindedness, creativity and curiosity
Explain the Responsible Care program developed by the Canadian Chemical Producers’ Association
Explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) • explain the significance of biomagnification in increasing the concentration of substances in an ecosystem
Explain that the appropriateness, risks and benefits of technologies need to be assessed for each
GLO II: Describe acid and base solutions qualitatively and quantitatively
Specific Outcomes for Knowledge Students will:
Recall International Union of Pure and Applied Chemistry (IUPAC) nomenclature of acids and bases
Recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity
Calculate H3O+ (aq) and OH– (aq) concentrations and the pH and pOH of acidic and basic solutions
Use based on logarithmic expressions; i.e., pH = –log[H3O+ ] and pOH = –log[OH– ]
Use appropriate Système international (SI) units to communicate the concentration of solutions and express pH and concentration answers to the correct number of significant digits; i.e., use the number of decimal places in the pH to determine the number of significant digits of the concentration
Compare magnitude changes in pH and pOH with changes in concentration for acids and bases
Explain how the use of indicators, pH paper or pH meters can be used to measure H3O+ (aq)
Define Arrhenius (modified) acids as substances that produce H3O+ (aq) in aqueous solutions and recognize that the definition is limited
Define Arrhenius (modified) bases as substances that produce OH– (aq) in aqueous solutions and recognize that the definition is limited
Define neutralization as a reaction between hydronium and hydroxide ions
Differentiate, qualitatively, between strong and weak acids and between strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate and electrical conductivity
Identify monoprotic and polyprotic acids and bases and compare their ionization/dissociation.
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis) Students will:
Explain that the goal of technology is to provide solutions to practical
Relate the concept of pH to solutions encountered in everyday life, such as pharmaceuticals, shampoo and other cleaning products, aquatic and terrestrial environments, and blood/blood products
Explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences
(provide examples of processes and products that use knowledge of acid and base chemistry (the pulp and paper industry, the petrochemical industry, food preparation and preservation, cleaning aids, sulfuric acid in car batteries, treating accidental acid or base spills using neutralization and dilution)
explain the significance of the strength and concentration of solutions in everyday life (pharmaceuticals, chemical spills, transportation of dangerous goods, toxicity)
identify examples in Alberta in which holistic practices used by some Aboriginal communities can be used to moderate the impact of development in industries such as the petrochemical industry
Essential Questions:
Inquiry Question: Can we drink ourselves to death [with water]?
Other Essential Questions:
How can we describe and explain matter as solution, acids and bases using empirical and theoretical knowledge?
Why is an understanding of acid-base and solution chemistry important in our daily lives and in the environment?
How does a pH, other than 7, affect organisms in bodies of water such as the ocean or rivers?
How is scientific knowledge of acids and bases applied in industrial, environmental and consumer contexts?
Prerequisite ConceptsPrerequisite Skills
Classes of matter
States of matterWHMIS Symbols
Chemical and physical propertiesLaboratory safety rules
Periodic tableScientific problem solving
Elements and compoundsGraphing/solving linear and exponential equations
Atomic theory
Ions
Chemical reactions
Chemical formulas and equations
Acids and bases
Established Goals:
General Outcome 1
Students will investigate solutions, describing their physical and chemical properties
Understandings:
Students will understand …
How science and technology are developed to meet societal needs and expand human capability.
How solutions are used both in lab and in the environment.
Science has both intended and unintended consequences for humans and the environment
Essential Questions:
How can we describe and explain matter as solution, acids and bases using empirical and theoretical knowledge?
Why is an understanding of acid-base and solution chemistry important in our daily lives and in the environment?
How is scientific knowledge of acids and bases applied in industrial, environmental and consumer contexts?
Students will know…
20–C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
20–C1.2k provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change
20–C1.4k differentiate between electrolytes and nonelectrolytes
20–C1.9k solubility and identify related factors; i.e., temperature, pressure and miscibility
Students will be able to …
20–C1.3k explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds
20–C1.5k express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million
20–C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations
20–C1.7k calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting
20–C1.8k use data and ionization/dissociation equations to calculate the concentration of ions in a solution
20–C1.10k explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization
20–C1.11k the procedures and calculations required for preparing and diluting solutions.
Formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Resources Needed
SmartBOARD, PowerPoint’s, Lab equipment (beakers, flasks, burners, graduate cylinders etc.) lab goggles, graph paper, MIO, volt paper, homogenous liquids, Coke and diet coke, voltmeter, saline solution, KI, H2O2, Lab sheets, Jeopardy game, Nelson Chemistry Text,
Resources Consulted
Nelson Chemistry Teach Guide, Alberta Program of Studies, Nelson Chemistry Text, McGraw Chemistry Text, Pinterest, Chemisrtyintheclassroom.com, http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=309, http://engagingstudents.blackgold.ca/index.php/division-iv/sci-d4/chemistry-20/
15-02-23 10:14 PM
[Type text][Type text][Type text]
ED 3601 – Curriculum and Instruction for Majors: Science
Subject Area
Chemistry
Grade Level
20
Topic
Solutions, Acids, and Bases
Length of Unit (days)
20
Adapted from Wiggins and McTighe (2005)
Learning Out-comes
Assessments
Title
Pre- Assess-
ment
Exit
Slips
Work-
sheets
Mid Unit Checklist
Quizzes
Labs
Case Study
Unit Test
Type (Formative/Summative)
Formative
Form-ative
Form-
ative
Formative
Formative and Summative
Formative and Summative
Summative
Summative
Weight
N/A
N/A
N/A
N/A
20%
25%
15%
40%
20–C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
20–C1.2k provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change
20–C1.3k explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds
20–C1.4k differentiate between electrolytes and nonelectrolytes
20–C1.5k express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million
20–C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations
20–C1.7k calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting
20–C1.8k use data and ionization/dissociation equations to calculate the concentration of ions in a solution
20–C1.9k define solubility and identify related factors; i.e., temperature, pressure and miscibility
20–C1.10k explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization
20–C1.11k describe the procedures and calculations required for preparing and diluting solutions.
20–C2.1k recall International Union of Pure and Applied Chemistry (IUPAC) nomenclature of acids and bases
20–C2.2k recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity
20–C2.3k calculate H3O+ (aq) and OH– (aq) concentrations and the pH and pOH of acidic and basic solutions based on logarithmic expressions; i.e., pH = –log[H3O+ ] and pOH = –log[OH– ]
20–C2.4k use appropriate Système international (SI) units to communicate the concentration of solutions and express pH and concentration answers to the correct number of significant digits; i.e., use the number of decimal places in the pH to determine the number of significant digits of the concentration
20–C2.5k compare magnitude changes in pH and pOH with changes in concentration for acids and bases
20–C2.6k explain how the use of indicators, pH paper or pH meters can be used to measure H3O+ (aq)
20–C2.7k define Arrhenius (modified) acids as substances that produce H3O+ (aq) in aqueous solutions and recognize that the definition is limited
C2.8k define Arrhenius (modified) bases as substances that produce OH– (aq) in aqueous solutions and recognize that the definition is limited
20–C2.9k define neutralization as a reaction between hydronium and hydroxide ions
20–C2.10k differentiate, qualitatively, between strong and weak acids and between strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate and electrical conductivity
20–C2.11k identify monoprotic and polyprotic acids and bases and compare their ionization/dissociation.
Assessment Tool Overview
Assessment Tool Title
Outcomes
Brief Description
%
For
AS
OF
Pre-Assessment
N/A
The pre-assessment will be used during the first lesson of the class to assess where the individuals students stand in terms of prerequisite knowledge as well as where the class stands as a whole. If only a few students are behind in knowledge, then it would seem fit to meet with only these students. The pre assessment is located in the students’ Nelson Text book called “Are you ready?” It would serve as a quiz that has multiple choice answers, short answers, numerical response and long answer questions. Since each question relates to a certain outcome, to be covered in Chemistry 20, it is possible for the teacher to assess where more review is needed.
N/A
*
*
Exit Slips
C1.1k, C1.2k, C1.3k, C1.4k, C1.5k, C1.6k, C1.9k, C1.10k,
C2.1k, C2.2k, C2.3k, C2.4k, C2.5k, C2.6k, C2. 7k, C2.8k, C2.9k, C2.10k, C2.11k
Exit slips would be complete by the students just before the end of class and would be administered almost every class. I would use them as formative assessment to analyze how well my students understood the lesson but also for me to assess how well I taught it. Questions could be short calculations or questions of what went well/what didn’t. This slips will not only be a written task but also a stop light assessment (red: I do not understand, yellow: I am getting there and green: I understand), or the students get four letters a, b, c, d, and I can put multiple choice questions on the SMART board; the students raise their hand with the correct card to answer. Exit slips also work as a form of assessment as learning since they are able to assess their own knowledge and correct work on problems for homework.
N/A
*
*
Worksheets
C1.1k, C1,3k, C1.5k, C1.7k, C1.11k, C2.2k, C2.3k, C2.5k, C2.7k, C2.8k, C2.10k, C2.11k
Worksheets will be worked on during class and after a lesson. These worksheets will mostly comprise of math predominant questions, since these are the ones that need the most practice with. The worksheets will be used as all three types of assessment. Assessment for learning takes place with worksheets that assess knowledge from that day or that week. Assessment as learning occurs when students are able to self-reflect on the knowledge they have and the knowledge that they grapple with. Assessment of learning takes place on a larger scale when the questions will assess a multitude of learning outcomes with type 3 questions. On occasion, these worksheets will be handed in, so that I can assess them, but carry no weighted course grade. At this point, I am able to assess these students and use the worksheets as a form of pre-assessment to see if I am able to move onto the follow lesson that uses prior topics as prerequisite.
N/A
*
*
*
Mid-Unit Checklist
C1.1k, C1.2k, C1.3k, C1.4k, C1.5k, C1.6k, C1.7k, C2.8k, C1.9k, C1.10k, C1.11k
The mid-unit checklist is only a form of assessment as learning. Each student will be hand a checklist that has the learning outcomes in one column and the stoplight colors on the other axis. Students will assess themselves on the learning that has occurred and what they need to continue to work on. This checklist will be used prior to the first quiz and students can use this to target their studying. At the bottom of the checklist will be a place for students to set a goal for their studying and a goal for their quiz.
N/A
*
Quizzes
C1.1k, C1.3k, C1.4k, C1.5k, C1.6k, C1.7k, C2.8k, C1.9k, C1.10k, C1.11k, C2.1k, C2.2k, C2.3k, C2.4k, C2.5k
There will be two quizzes given during this unit. The first quiz will conclude chapter 5 of the two-chapter unit and will encompass the outcomes C1.1k-C1.11k. This quiz will be given just before the Easter break and will have a weight of 15%
. This quiz is assessment of learning and assessment as learning since it assesses the learning of chapter five but also allows students to see how to improve for the much more heavily weighted final. The students will have all 85 minutes to write this quiz but will likely only need half of that.
The second quiz will be administrated midway through chapter 6 since outcomes C2.1k-C2.5k are very mathematical outcome. I believe a quiz should be placed after this so students practice these important concepts before moving on. This quiz is weight much less because it is being used so that students have the ability to practice these difficult math problems in a test scenario.
15%/5%
=
20%
*
*
Labs
C1.5k, C1.6k, C1.7k, C1.11k, C2.2k, C2.3k, C2.4k, C2.5k, C2.6k, C2. 10k, C2.11k
There will be five labs during the course of the unit. Each one will require two-lab partner to work together in an academic and safe setting. Each lab will be weighted as 5% and will be assessed on their hypothesis, ability to follow the procedure, data analysis, neatness, and conclusion. The lab process and the write-ups are forms of assessment as, of, and for learning.
The labs are:
Preparing a Standard Solution from a Solid
The Solubility of Sodium Chloride in Water
Properties of Acids and Bases
Rainbow Indicators Lab
Properties of Strong and Weak Acids
The purpose of these labs is to pose inquiry essential questions and to investigate differing properties of chemistry theories.
25%
*
*
*
Case Studies
C1.2k, C1.6k, C2.1k, C2.3k, C2.4k, C2.5k, C2.9k
Student will work in pairs in the computer lab to investigate environmental factors dealing with concentrations of solutions and strong acids and bases. The students will do a write up of the scenario, environmental factors, the chemical imbalances, preventative strategies and their perspective to fix the situation. The case study can be presented as a video, PowerPoint, song, essay etc.
Case study topics could be
Causes of Acid Rain
The Dead Sea
Acid in Soda Beverages
The Safety of Hot Tubs
Gatorades After Workouts
Benefits of Willow trees to Natives
Hard Water in our Taps
Acid Lakes and Fish
Etc.
The purpose is to approach chemistry with a realistic tone so that students witness the applications of chemistry in the environment and everyday life. This project is an assessment of and for learning since students will use their knowledge to present a topic that they need to research.
15%
*
*
Unit Test
C1.1k, C1.2k, C1.3k, C1.4k, C1.5k, C1.6k, C1.7k, C2.8k, C1.9k, C1.10k, C1.11k
C2.1k, C2.2k, C2.3k, C2.4k, C2.5k, C2.6k, C2. 7k, C2.8k, C2.9k, C2.10k, C2.11k
The students will write a unit test at the end of both chapters to assess their knowledge of the Solution, Acids and Bases unit. The students will be encouraged to examine their quizzes, labs and mid round checklist prior to the test to examine what needs to be reviewed. A review period will be provided to the students prior to the test and the students will write the test the Monday after a weekend so that students have further time to prepare. The test serves as a summative assessment to give closure to the unit. The test also is a form of formative assessment since Unit D relies heavily on the concepts taught in this unit. The test is weighted as 40% since all grade 11 unit tests at the Foothills Composite School are weighted the same. The test will be compiled of multiple choice, numerical response, short answer questions and one long answer question. Students will require a calculator.
40%
*
*
Chemistry 20 - Solutions QuizName:__________________
Each question is worth three marks.
1) Based on the evidence provided, identify the chemicals labeled #1-4 as
CH3COOH(l), C8H18(l), Ca(OH)2(s), and BaCl2(s). Equal amounts of each substance were mixed with equal volumes of water.
Chemical
Solubility
Conductivity
Litmus
Analysis
1
none
none
no change
2
high
high
no change
3
high
low
blue to red
4
high
high
red to blue
2) Each of the following pure substances are placed in water. For each mixture, list the major entities present.
Substance
Entities Present
strontium sulfate
cobalt(II) iodate
hydrochloric acid
3) Write the balanced dissociation equations including states [(s), (l), (aq)] for the following pure substances when they dissolve in water.
Al2(SO4)3
K2Cr2O7
4a) For the compound potassium hydroxide
Determine the molar mass of potassium hydroxide
b) Determine the number of moles if you are given 12.5 g of potassium hydroxide
c) Calculate the amount concentration of potassium hydroxide if the 12.5 g are dissolved in 400 mL of water.
5) Calculate the final concentration if 300 mL of 6.00 M HCl are diluted to a final volume of 900 mL. Use the formula CiVi = CfVf to answer this question.
Chemistry 20 Solutions Worksheet
1) If I have 340 mL of a 0.5 NaBr solution, calculate the concentration if I add 560 mL more water to it? ( 0.2 )
2)If I dilute 250 mL of 0.10 lithium acetate solution to a volume of 750 mL, calculate the new concentration of this solution. (0.033 )
3)If I leave 750 mL of 0.50 sodium chloride solution uncovered on a windowsill and 150 mL of the solvent evaporates, calculate the new concentration of the sodium chloride solution. ( 0.63 )
4)Determine how much water must be added to 500.mL of 0.200 HCl to produce a 0.150 solution. (167mL)
5)Calculate the volume of 12 HCl must be taken to prepare 0.75L of 0.25 HCl. (16mL)
6) Determine how much water must be added to 25.0mL of 0.227 HCl to dilute the solution to 0.105 . (29mL added water)
Chem 5 Solutions Lab Exercise Rubric
Name:________________________________
Task #1 – Lab exercise 5A(Page 195)
Evidence – copy data table
/1
/5
Analysis - Conclusions and explanations for identifying each solution
/4
Task #2 – Lab exercise 5B (Page 202)
Analysis - Conclusions and explanations for identifying each solution
/4
/8
Evaluation - (1) evaluate design and procedure for effectiveness in identifying solutions
(2) sentence answer to problem
/4
Task #3 – Lab exercise 5C (Page 223)
Analysis – subtraction calculation with sentence to answer problem
Graph with conclusion
/4
/4
Total /17
Adapted from Wiggins and McTighe (2005)
Date and Period
Topic
STS and Knowledge
Skills
Resources and Activities
Formal and Informal Assessment
Foundational Concepts
Inquiry/ Essential Question
March 18th
Are you Ready?
~Are you Ready Worksheet
~Dimensional Analysis Sheet
~Inquiry Question
~Hold you Wee for Wii
Pre-assessment
Can we drink ourselves to death with water?
March 19th
5.1 Solutions and Mixtures
20-C1.1k
20-C1.2k
~5.1 PowerPoint
~Nelson Textbook
~Coke Experiment
Exit Slip
Solvents
Solutes
Solution
Is milk really homogenized?
March 23th
5.1 Solutions and Mixtures
5.2 Explaining Solutions
20-C1.3k
20-C1.1k
20-C1.4k
20-C1.1sts
20-C1.2sts
20-C1.1s
~Mini Lab
~Types of mixtures
~Nelson Text
~5.2 Powerpoint
Exit Slip
Electrolyte
Non-electrolyte
Ionization
Dissociation
What really happens when we put salt in water?
March 24
5.2 Explaining Solution
20-C1.3k
20-C1.4k
20-C1.2k
20-C1.3sts
20-C1.1s
20-C1.2s
~Mini-Lab
~Electrolytes
~volt meter
~5.2 Powerpoint
~Nelson Text
Worksheet Assignment
Endothermic
Exothermic
Why do ice packs get so cold instantaneously?
March 25
5.3 Solution Concentration
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.1sts
20-C1.2sts
20-C1.3s
~Mini Lab Salt in Water
~Dimension Analysis
~5.3 Powerpoint
~Nelson Text
Dimensional Analysis Worksheet
Assessment AS Learning Reflection
Concentration
PPM
Amount Conc.
Calculations involving Conc.
How did B.C aboriginals preserve fish and meats with ocean water?
March 26th
5.3 Solution Concentration
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.4sts
20-C1.5sts
20-C1.1s
20-C1.2s
~Nelson Text
`~5.3 Powerpoint
~Native use of Concentrated salt solutions
Exit Slip
Mass Conc.
Ion Conc.
Are hot tubs safe?
March 27rd
5.4 Preparation of Solutions
20-C1.11k
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.3s
20-C1.4s
~MIO Lab
~Nelson Text
~LAB 5.4
Worksheet
Lab Report
Standard solutions
Stock Solution
Solution Prep
What is hard water? How can we prevent it?
March 30th
5.5 Solubility
20-C1.8k
20-C1.9k
20-C1.10k
20-C1.5sts
~5.5 Powerpoint
~Nelson Text
~Mini Lab with precipitates
Hydrogen peroxide and KI
Lab Report
Exit Slip
Saturation
Solubility
Dynamic Equilibrium
What happens to peoples cells when oversaturated?
March 31th
5.5 Solubility
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
~Nelson Text
Solubility Lab
Lab Report
Assessment Checklist
Precipitation
Solubility
Where do we see precipitates in everyday life?
April 1
Review
20-C1.1k –
20-C1.11k
~Review Jeopardy Game
Jeopardy Game
Why are solutions so important in our everyday lives?
April. 2
Solutions Quiz
~Quiz
Quiz
April 13
6.1 Properties of Acids and Bases
20-C2.1k
20-C2.2k
20-C2.1s
20-C2.2s
~Lab Investigation
~Nelson Text
~Acid in your eye Example
~6.1 Powerpoint
Exit Slip
Lab Report
Hydronium
Hydroxide
Litmus
pH scale
Where does litmus paper come from?
April 14
6.2 pH and pOH Calculation
20-C2.3k
20-C2.4k
20-C2.5k
20-C1.1s
20-C2.2s
20-C2.3s
~6.2 Powerpoint
~Nelson Text
~pOh and pH Worksheet
Exit Slip
pH scale
pH +pOH
pH Calc.
What is the lowest pH we can eat?
Date and Period
Topic
STS and Knowledge
Skills
Resources and Activities
Formal and Informal Assessment
Foundational Concepts
Inquiry/ Essential Question
April 15
6.2 pH and pOH Calculations
20-C2.3k
20-C2.4k
20-C2.5k
20-C2.2sts
20-C2.3sts
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
~~Relative Stength Worksheet
~Road map for pH and pOH
~Nelson Text
Gizmo Lab
~6.2 Powerpoint
Exit Slip
pH scale
pH +pOH
pH Calc.
How can we live if our stomachs contain HCl?
April 16
6.3 Acid Base Indicators
20-C2.3k
20-C2.4k
20-C2.5k
20-C2.6k
20-C2.sts
20-C2.2s
~Mini quiz on pH and pOH
~Cabbage Lab Example
~Rainbow Lab
~Indicator Powerpoint
Mini-quiz
Acid-base Indicators
pH Test Strips
What can indicators tell us?
April 17
6.3 Acid Base Indicators
20-C2.3k
20-C2.4k
20-C2.5k
20-C2.6k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
~ Rainbow Lab
~Lab Indicators
~phenolphthalein
~Nelson Text
Lab Report
Acid-base Indicators
pH Test Strips
How is cabbage an indicator?
April 20
6.4 Explaining Acids and Bases
20-C2.7k
20-C2.8k
20-C2.9k
20-C2.5k
20-C2.6k
20-C2.4s
~Powerpoint of Arrhenius theory
~Gizmo with Acid and Bases
~Nelson Text
Exit Slip
Arrhenius Theory and Definitions
Acid
Base
Can acid cook food?
April 21
6.4 Acids and Bases
CASE
STUDY
20-C2.5k
20-C2.8k
20-C2.9k
20-C2.1sts
20-C2.2sts
20-C2.4s
~Nelson Text
~Computers
~Individual cases
Case Study Report
Neutralization
Arrhenius Def.
How is acid rain produced?
April 22
6.5 Strength of Acids and Bases
20-C2.10k
20-C2.11k
20-C2.2s
20-C2.3s
~Mini-Lab of acid strength
~Powerpoint of Strengths
~Nelson Text
Mini-Lab Questions
Weak Acids & Bases
Properties of Acids & Bases
How did the willow tree help to aboriginal people?
April 23
6.5 Strength of Acids and Bases
20-C2.10k
20-C2.11k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
~Nelson Text
Lab 6.3 Comparing the Properties of Acids
Lab Report
Polyprotic Substances
Monoprotic
What is coke doing to our insides?
April 24
UNIT REVIEW
20-C2.1k
-20-C2.11
Assessment Checklist
April 27
UNIT TEST
GLO 1 & GLO 2
TEST
Monday
March 9
Tuesday
March 10
Wednesday
March 11
Thursday
March 12
Friday
March 13
Monday
March 16
Tuesday
March 17
Bonding
EXAM
Wednesday
March 18
START SOL’N
~Are you Ready
Pg. 188-189
~Dimensional Analysis
Worksheet
~Intro. Inquiry
Question
~ Hold your Wee
For a Wii
discussion
Thursday
March 19
~5.1 Solutions
& Mixtures
PowerPoint
~Read Pg. 192-196
~LAB Exercise 5.A
Pg. 195
~Questions 1-7
Pg. 195
C1.1k
Specific Outcome
20-C1.1k
20-C1.2k
Friday
March 20
PD DAY
Monday
March 23
~Mini Lesson
(Hetero, Homo,
Electrolyte etc.)
~Finish Questions
~Assess questions
PowerPoint 5.2
Explaining Solutions
Specific Outcome
20-C1.3k
20-C1.1k
20-C1.4k
20-C1.1sts
20-C1.2sts
20-C1.1s
Tuesday
March 24
5.2 Explaining Sol’ns
~Mini Lab Endo/Exo
~Finish PP
~Read 197-202
Dissociation PP
~Questions 1-2
Pg. 198
~Questions 1-10
202
Specific Outcome
20-C1.3k
20-C1.4k
20-C1.2k
20-C1.3sts
20-C1.1s
20-C1.2s
Wednesday
March 25
5.3 Solution Conc.
~Mini Lab Vinegar
Salt in water
Conc. Vs dilute
~Review Dimension
Analysis
~Powerpoint
Pg. 203-208
Questions 1-6 20
Specific Outcome
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.1sts
20-C1.2sts
20-C1.3s
Thursday
March 26
5.3 Solutions Conc.
~Review Q. 1-6 206
~Powerpoint
~Read 209-212
~ Handout Questions
~Homework Quiz
Specific Outcome
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.4sts
20-C1.5sts
20-C1.1s
20-C1.2s
Friday
March 27
5.4 Preparation of
Solutions
CiVi=CfVf
MIO LAB
~Ques. 1-5 216
~LAB Prep from a
solid Pg. 227
~Worksheet with lab
~Assign Questions
6,7,8 pg 218
Specific Outcomes
20-C1.11k
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.3s
20-C1.4s
Monday
March 30
~Review Questions
~Biomagnification
Sheet
~5.5 Solubility
Pg. 220-226
Powerpoint
Ques. 1-10 Pg 226
Specific Outcomes
20-C1.8k
20-C1.9k
20-C1.10k
20-C1.5sts
Tuesday
March 31
Lab 5.5
Solubility of Sodium
Chloride in water
Specific Outcomes
20-C1.5k
20-C1.6k
20-C1.7k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
Wednesday
April 1
Review
Powerpoint
Page 231-233
1-18, 22-26,
Specific Outcomes
20-C1.1k 20-C1.7k
20-C1.2k 20-C1.8k
20-C1.3k 20-C1.8k
20-C1.4k 20-C1.9k
20-C1.5k 20-C1.9k
20-C1.6k 20-C1.10k
20-C1.11k
Thursday
April 2
SOLUTIONS
QUIZ
5.1-5.5
Specific Outcomes
20-C1.1k 20-C1.7k
20-C1.2k 20-C1.8k
20-C1.3k 20-C1.8k
20-C1.4k 20-C1.9k
20-C1.5k 20-C1.9k
20-C1.6k 20-C1.10k
20-C1.11k
Friday
April 3
Good Friday
Monday
April 6
Easter
Tuesday
April 7
Easter
Wednesday
April 8
Easter
Thursday
April 9
Easter
Friday
April 10 Easter
Monday
April 13
6.1 Properties of
Acids and Bases
~Investigation 6.1
~Properties of Acids
And Bases
~Pg. 236-237
~Mini Lab
~Powerpoint
Specific Outcomes
20-C2.1k
20-C2.2k
20-C2.1s
20-C2.2s
Tuesday
April 14
6.2PH and pOH Calc.
~Powerpoint
~Mini Lab about acid
strength
~Pages 238-244
~pH and pOH
handout/
worksheet
Specific Outcomes
20-C2.3k
20-C2.4k
20-C2.5k
20-C1.1s
20-C2.2s
20-C2.3s
Wednesday
April 15
6.2 pH and pOH Calc.
~Assess worksheet
~Powerpoint on
relative strengths
~Questions 1-12 244
Virtual pH lab
Q 6-9 Pg 257
Specific Outcomes
20-C2.5k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
20-C2.2s
20-C2.3s
Thursday
April 16
6.3 Acid Base
Indicator
~Mini Quiz
~Rainbow Lab
~Powerpoint of
Indicators
~Question 1-4 247
Specific Outcomes
20-C2.3k
20-C2.4k
20-C2.5k
20-C2.6k
20-C2.sts
20-C2.2s
20-C2.2s
Friday
April 17
6.3 Acid Base Indicators
~Cabbage Lab
~LAB Using
Indicators to
Determine pH
Specific Outcomes
20-C2.3k
20-C2.4k
20-C2.5k
20-C2.6k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
20-C2.4s
Monday
April 20
6.4 Explaining
Acids & Bases
~PP on Arrhenius
Theory
~Gizmo using
Acid & Bases
~Pg 248-250
~Question 1,2 251
Specific Outcomes
20-C2.7k
20-C2.8k
20-C2.9k
20-C2.5k
20-C2.6k
20-C2.4s
Tuesday
April 21
6.4 Acids & Bases
Case Study
~Review of 6.4
~Neut. Mini-Lab
~Book comp. Lab
Specific Outcome
20-C2.5k
20-C2.6k
20-C2.7k
20-C2.8k
20-C2.9k
20-C2.1sts
20-C2.2sts
20-C2.4s
Wednesday
April 22
6.5 Strength of
Acids & Bases
~Mini-lab
Strengths
~Powerpoint
~Read 254-257
~Q. 1-5 255
Specific Outcome
20-C2.10k
20-C2.11k
20-C2.2s
20-C2.3s
Thursday
April 23
6.5 Strength of
Acids and Bases
~Lab 6.3
Comparing the
Properties of Acids
Specific Outcomes
20-C2.10k
20-C2.11k
20-C1.1s
20-C1.2s
20-C1.3s
20-C1.4s
Friday
April 24
UNIT REVIEW
Specific Outcomes ALL
Student Resources
· Nelson Chemistry Textbook
· The Nelson textbook will be used for selected readings and questions as well as an outline for labs. It is a great text that outlines the theories but also the environmental impacts and creates a deep connection with FNMI content.
· Explore Chemistry Gizmo
· The Black Golf Regional School outlines many good labs, teaching materials, worksheets, videos and classroom gizmos to teach with.
BRGS Website
· http://www.ptable.com/
· ptable is an interactive online periodic tables that expands the individual elements when clicked upon. It also gives the historical significance of each element and the impact that is pertains on the environment.
· https://www.youtube.com/watch?v=AN4KifV12DA&list=PL2M-PFp4c0IegqRf1EsrgvMDlNLQJwck0
· This YouTube channel contains many videos about the Solutions unit incase any classes have been missed or for studying purposes.
· http://www.calgary.ca/UEP/Water/Pages/Drinking-water/Annual-water-quality-report/Water-Report.aspx
· This is the Calgary water report. Students will be able to analyze this document during the course to view the changing PPM concentrations and the minerals in the water.
Annotated Bibliography
Teacher Resources
· Nelson Chemistry Textbook
· The Nelson textbook will be used for selected readings and questions as well as an outline for labs. It is a great text that outlines the theories but also the environmental impacts and creates a deep connection with FNMI content.
· Nelson Chemistry Teacher Guide
· The Nelson Teachers guide goes in hand with the textbook but indicates good inquiry questions, mini-assignments, demonstrations labs and much more.
· BGRS Website
· The Black Golf Regional School outlines many good labs, teaching materials, worksheets, videos and classroom gizmos to teach with.
· Learn Alberta
· Learn Alberta outlines the program of study outcome with different resources such as interactive tool and gizmos.
· Alberta Program of Studies
· The Alberta P.O.S outlines the intended learning outcomes as well as the prerequisites ant the learning targets for the course.
· Explore Chemistry Gizmo
· This website has created a gizmo for almost all of the learning outcomes in the Chemistry curriculum. This gizmos include interactive food lines and concentration calculators.
· http://www.pbslearningmedia.org/tools/
· The PBS website includes numerous gizmos, videos, and historical stories about chemistry.
Lesson Plan One
Lesson Title/Focus
5.1
Solutions and Mixtures
Teacher
Mr. Jones
LEARNING OBJECTIVES
Students will:
Recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
Provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change
ASSESSMENTS
Observations:
Are students able to decipher between a homogenous and non-homogenous solution?
Can students define solvent and solute?
Have the students written a proper lab write up?
Have students participate together during their lab?
Can we move onto section 5.2 tomorrow?
Key Questions:
Is milk really homogenized?
Products/Performances:
An exit slip will be administered at the end of class to formatively assess the knowledge that the students learned today. I will also ask of them to include knowledge they are curious about and questions that were not answered in class.
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Nelson Textbook
Nelson Teacher Guide
Alberta Program of Study
McGraw Text
5.1 Powerpoint
Youtube Video
Nelson Textbook
Smart board
PROCEDURE
Introduction
Time
Attention Grabber
Watch the video: Making a 14 pound bowling ball float. This will Segway into our discussion about homogenous solutions and mixtures.
5 minutes
Assessment of Prior Knowledge
This is a review lesson so students should be able to recall the definitions of the words: homogenous, solute, solvent, solution, and mixture.
Expectations for Learning and Behaviour
Students should be respectful of other students and of the teachers.
Students will also have the right to ask questions and seek answers.
Students will conduct their behaviour appropriately.
Students will arrive on time and bring the resources necessary for them to learn.
Advance Organizer/Agenda
Video
Essential Question
PowerPoint
Mystery Liquids
Readings and Questions
Transition to Body
Once the experiment in done, ask the essential question “is milk really homogenized?” 3.25% milk is called homogenized milk but is it actually? Not on a microscopic scale.
Body
Time
Learning Activity #1
PowerPoint on Solutions and Mixtures 5.1
This powerpoint is loaded in the Lexar stick and will require students to write definitions and follow along with specified examples. The powerpoint focuses on solutions and our essential words: homogenous, solute, solvent, solution, and mixture. Hand out the work booklet.
The slides for today analyze the inquiry question can you drink yourself to death[with water]. Shows the small clip of the video and discuss.
Students Can then start to work on questions 1-6,9 on pages 188 and189.
25 minutes
Assessments
Learning Activity #2
Lab Exercise- Mystery Liquids
The students will work in pairs and will need to discover what solution; numbered 1-4 is in what bottle. The students know their solutions are sodium nitrate, methanol, hydrobromic acid and lithium hydroxide. The students will set up a chart on a piece of paper and test each solution with red litmus, blue litmus and a conductivity rod. Once the students are done, they can clean up their station, clean their lab equipment with soap and water and then return to their seat and finish their table and write a conclusion.
25 minutes
Assessments
Students will hand in their lab write up, but there is not an associated graded value. It is simply a formative check to ensure that each student understands the properties of the lab and that they have a good lab write up.
Learning Activity #3
Finish the PowerPoint discussing electrolytes, solvents, ionization and dissociation.
Discuss the purpose of dimensional analysis and go over the worksheet and problems with the students.
25 minutes
Assessments
Students will be able to use assessment as learning and self-reflect on the questions assigned. I will also be able to assess whether or not we need a short or long review tomorrow before we move onto the next section 5.2.
Closure
Time
Sponge Activity
Dimensional Analysis worksheet
5 minutes
Assessment of Learning:
Students will hand in their lab write up as well as their exit slip that will give me some feed back about the class and topic at hand.
2 minutes
Feedback From Students:
Pre-assessment questions
Feedback To Students
Thanks for making it a great first class in solutions.
Transition To Next Lesson
Next class we will talk about the process that happens when substances are in water.
Reflections
What went well? What changes would you make in your planning? What have you learned to improve upon future instruction?
Lesson Plan Two
Lesson Title/Focus
5.2 Explaining Solutions
Teacher
Mr. Jones
LEARNING OBJECTIVES
Students will:
Recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
Explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds
Differentiate between electrolytes and nonelectrolytes
Explain that the goal of technology is to provide solutions to practical
Explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences
ASSESSMENTS
Observations:
Do the students understand the differences between ionization and dissociation?
Can the students describe what an electrolyte is?
What is the difference between endothermic and exothermic?
Key Questions:
What really happens to salt in water?
Products/Performances:
An exit slip will be administered at the end of class to formatively assess the knowledge that the students learned today. I will also ask of them to include knowledge they are curious about and questions that were not answered in class.
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Nelson Textbook
Nelson Teacher Guide
Alberta Program of Study
McGraw Test
BGPS Website
Different Liquids
Powerpoint
Beakers
Textbook
PROCEDURE
Introduction
Time
Attention Grabber
Mini-Lab- Heterogeneous vs. Homogenous
This lab will require 5-6 different types of liquid including water, juice, Gatorade pop etc.
Students will need to state what type of mixture it is and what define it.
10
Assessment of Prior Knowledge
The attention grabber will work as a review and an assessment of prior knowledge.
Expectations for Learning and Behaviour
Students should be respectful of other students and of the teachers.
Students will also have the right to ask questions and seek answers.
Students will conduct their behaviour appropriately.
Students will arrive on time and bring the resources necessary for them to learn.
Advance Organizer/Agenda
Mini-Lab
Powerpoint
Readings and Questions
Exit Slip
Transition to Body
Ask the question has anyone ever drunken salt water? Or pickle juice? Use this to lead the inquiry to the next section.
Body
Time
Learning Activity #1
Powerpoint On Explaining Solutions 5.2
The first powerpoint will have selected definitions and problems involving dissociation and ionization. It is important for students to understand this difference so check to see if they know. A beaker with salt water also makes a really good reference to discuss how the NaCl will dissociate into Na+ and Cl-.
The second powerpoint shows a play-by-play of a silver nitrate and sodium chloride being molecule being dropped into distilled water. It shows that the molecules will break apart and bond with each other while the silver chloride will make a precipitate. It discusses what a skeleton reaction is.
30 minutes
Assessments
Students will respond to questions assessed orally and visually on the board. There is nothing to hand in or the use of Sentios so it is important to formative checks is occurring frequently.
Learning Activity #2
Questions and Readings
The students will work individually and read pages 197-202 in their Nelson textbook as well doing questions 1-10 on page 202. Once the students are done they can take out their cell phones and research rosehips. Aboriginal people in North America used many solutions as medicines, both internal and external. Often, the solutions are like a tea, made by placing parts of plants in hot water. Students will examine why rosehips were important to Aboriginal people of Canada’s northwest with the Dene Tha’ tribe as well as the first Europeans who came into contact with them.
35 minutes
Assessments
The students will work in groups of four to correct these questions and help each other if there is a problem with one student.
They will also, collectively, present the knowledge they found about rosehips to the class.
Closure
Time
Sponge Activity
Students may start to read sections 5.3 on Solution Concentration from pages 203-213.
They will also need to fill out an exit slip with a short answer problem about the dissociation about KCr2O7. Explain to the students that they will see a problem like this on their next quiz.
5
Assessment of Learning:
Student will work in groups to assess the knowledge that they acquired in class today.
Feedback From Students:
Exit Slips.
Feedback To Students
If you have time tonight get a head start on reading pages 203-213. It will help for the next few classes.
Transition To Next Lesson
Next class we will be examining why first aid kits have ice packs that turn cold instantly.
Reflections
Lesson Plan 3
Lesson Title/Focus
5.2 Explaining the Temperature of Solutions
Teacher
Mr. Jones
LEARNING OBJECTIVES
Students will:
Provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change
Explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds
Differentiate between electrolytes and nonelectrolytes
Explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences
ASSESSMENTS
Observations:
What is the difference between endothermic and exothermic?
Are we ready to move to section 5.3 after today’s class?
Key Questions:
Why do ice packs get so cold instantaneously?
Products/Performances:
The students will complete a worksheet to be handed in and assessed.
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Nelson Textbook
Nelson Teacher Guide
Alberta Program of Study
McGraw Test
BGPS Website
YouTube
5.2 Powerpoint on Endothermic and Exothermic reactions
Worksheet
Barium Hydroxide
Ammonium Chloride
Magnesium ribbon
Lighter
PROCEDURE
Introduction
Time
Attention Grabber
Ice Breaker game with an ice pack? Toss around the ice pack and describe your worst injury.
10 minutes
Assessment of Prior Knowledge
The worksheet will assess the knowledge from the last two classes.
Expectations for Learning and Behaviour
Students should be respectful of other students and of the teachers.
Students will also have the right to ask questions and seek answers.
Students will conduct their behaviour appropriately.
Students will arrive on time and bring the resources necessary for them to learn.
Advance Organizer/Agenda
Mini-Lab
Powerpoint
Worksheet
Transition to Body
Why do ice packs get so cold instantaneously?
Body
Time
Learning Activity #1
Mini-Lab. This mini-lab is an experiment that mixes Ammonium Chloride which cause an endothermic reaction. This reaction takes place in a beaker placed upon a wet wooden block. Since this reaction is so cold it freezes the beaker to the wood.
The second experiment is the burning of a magnesium ribbon. This combustion is exothermic and will release a lot of heat. Tell the students that these are exothermic and endothermic reactions but do not tell them where to heat is being released or absorb. Let them inquire about it.
15 minutes
Assessments
Students should understand that when bond break and are formed, that energy is gained and released respectively. A formative check should be done now.
Learning Activity #2
PowerPoint on endothermic and exothermic reaction
This PowerPoint contains many examples of previous material as a review and also some new material about the historical significance of endothermic and exothermic reactions. The students should be taking notes and following along with the lecture.
25 minutes
Learning Activity #3
Worksheet on endothermic and exothermic reactions. This worksheet will be handed in and will have question about what we have done so far (in a quiz format) and also questions about something that they did not understand (in exit slip format). The students will work individually on the project since it is an indication of quiz material and should be done in a quiz setting.
25 minutes
Assessments
This is an assessment of learning to ensure that learning has taken place and to ensure that the students understand the concept they must know to move on.
Closure
Time
Sponge Activity
Students may start to read section 5.3 on pages 203-213
Assessment of Learning:
Students will hand in their worksheet to be assessed.
Feedback From Students:
The worksheets will have a space where students can voice their concerns in the class.
Transition To Next Lesson
Next class we will start with a lab so make sure to arrive on time.
5 minutes
Reflections
What went well? What changes would you make in your planning? What have you learned to improve upon future instruction?
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