Personal Lesson Plan Template

Teacher: Johnathan Harvell Date: 01/10/2022

School: Hinkley High School Grade Level: 10th

Content Area: Science (MYP Honors Chemistry 2nd Period)

Title: Molar “Mass”tastic! Lesson #: 1 of 1

Academic Standard:

Colorado Academic Standard (HS-PS1-2): Construct and revise an explanation for the outcome of a simple chemical reaction based
on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Colorado Academic Standard (HS-PS1-7): Use mathematical representations to support the claim that atoms, and therefore mass,
are conserved during a chemical reaction.

Colorado English Language Proficiency Standards:

English Learners communicate information, ideas, and concepts necessary for academic success in the content area of science

SWBAT:

Students will be able to apply visual & mathematical methods of stoichiometry to calculate substance amounts using appropriate
chemical formulas and information located on the periodic table.

Big Idea / Essential Question:

How do scientists determine the outcome of a chemical reaction before completing it?

Evidence Outcomes: Inquiry Outcomes:

● Students can identify key conversion factors ● How does the physical amount of reactants affect the output of
and units associated with molar mass by the products in a chemical reaction?
use of the periodic table ● How does the physical amount of products determine the
amount of reactants needed for a chemical reaction to occur?
● Students can apply visual “molar maps” to ● Where does one determine the molar mass from?
set-up and execute stoichiometric calculations
List of Assessments:
● Scientific Notebook (Lesson Set-Up): Students will obtain necessary supplies to complete the scientific notebook page
associated with molar mass found on their desks, and use the directions located in Google Classroom to fill it out.

● Molar Mass Practice (Formative) - Students will apply their new knowledge of molar mass to help complete this practice
within small groups. Groups may be moved to individual time based on any technical difficulties that may come about
during the lesson.

● Molar Mass Exit Ticket (Formative) – Students individually demonstrate their knowledge of determining and utilizing molar
mass by a given chemical formula, and other resources provided within Google Classroom.

Time of Activity: 59 mins total

● 2 mins: Daily announcements video, students ask questions about announcements, teacher answers as able

● 2 mins: Teacher goes over learning target for today, students obtain materials needed for scientific notebooks

● 10 mins: Students fill out a scientific notebook page using information located in Google Classroom, and the materials
gathered.
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● 15 mins: I Do, You Do, We Do - Using the information located in their new page of the scientific notebook, the teacher will
perform one example problem of how to determine and use molar mass to convert between grams and moles. Following
examples will be provided using prompts for information from students, and provide individual assessment using white
boards.

● 1 min: Transition to Molar Mass Practice in Google Classroom

● 20 min: Students work on Molar Mass Practice in Google Classroom individually or in their small groups at their tables.
Teacher monitors student progress by moving around the room, providing inquiry style questioning, and providing
additional support as needed.

● 5 mins: Teacher reviews learning target, students complete Molar Mass PPT Exit Ticket in Google Classroom.

Materials Needed:
● Computer
● Scientific Notebook materials (student notebooks, glue, tape, pencils, erasers)
● Whiteboards
● Whiteboard markers

WIDA CAN DO Key Uses (Identify Key Use function and record how students in each language cluster will demonstrate the
standard/function at their language level. May copy directly from Key Uses resource.)

Entering/Beginning Response (1-2): Developing/Expanding Response (3-4): Bridging/Reaching Response (5-6):

Students will recount in reading and explain in writing by...

Reading: Match visual representations to Reading: Answer questions about explicit Reading: Interpret visually - or -
words/phrases. information in texts graphically - supported information

Writing: Label content-related diagrams, Writing: Outline ideas and details using Writing: Explain, with details,
phenomena, processes, procedures.
pictures, from word/phrase banks graphing organizers

What would it sound like if students met the objective? What functional words and phrases will students be expected to produce?

Responses Expected (Based upon language level/chosen Sentence Frames (Support the language function at the
function) language level ***Can be used in more than one lesson
and/or content area)
Level 4, 5, 6:
________is _______ by______ due to__________.
Law of conservation of mass is maintained by the use of molar ___________ demonstrates ___________ is _________; thus
mass due to how a balanced chemical equation demonstrates ________.
that the mass going into a chemical reaction is equal to the
mass on the output of the reaction; thus, this means the that
the molar mass of the products is equal to the molar mass of
the reactants.
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Level 3:

Mass is always conserved in a chemical reaction. Since the _________is __________. Since _________ is ________, the
chemical equation is balanced, the molar mass of the
products must equal the molar mass of the reactants. _______ must ________________.

Level 1-2:
______ is ________. _________ is ________. _________ on
Mass is conserved. The chemical equation is balanced. Molar the _________ is the same as __________ on the _______
mass on the left is the same as the molar mass to the right.

What academic vocabulary will students be expected to know and use?

Vocabulary of the Text (if applicable) Vocabulary of the Task
(words/phrases in actual text that students need for (critical words or phrases for the content in frames)
comprehension/to understand the text)

Tier 2 (no more than 5): Tier 2 (no more than 5):

Conserved/conservation, molar mass, balanced, coefficients, Conserved/conservation, molar mass, balanced, coefficients,
chemical reaction chemical reaction

Tier 3 (no more than 3): Tier 3 (no more than 3):

Law of conservation of mass, maintained/maintains Law of conservation of mass, maintained/maintains

******TEXT WILL BE IN FORM OF VISUALS &

CALCULATIONS******

WIDA Supports (Identify supports that are present in the lesson instruction)

Sensory Graphic Interactive

● Google Classroom resources: ● Stoichiometry is a “molar map” ● Small groups

○ Notes that is used to guide students in ● Scientific Notebook
○ Powerpoints how to set up calculations via ● Calculators
● Calculators dimensional analysis and the use
of conversion factors.
● Student Scientific Notebook

OPENING- Developing background knowledge or accessing prior knowledge (Content and Language): “hook students”
Describe the task students will be engaged in:
What background knowledge will students need to access to be successful? How will you help them access the content and
language objective?

At this point in learning, students will have just completed learning how to create chemical formulas and balancing chemical
equations within the unit of stoichiometry. Students will be using a mini “molar map” to help with setting up the necessary
Personal Lesson Plan Template
calculations while interpreting the correct information from the periodic table to create the conversion factors necessary. For this
lesson, this technique will be isolated to a 1-step stoichiometric conversion in which one conversion factor (molar mass). The “molar
map” will be expanded to accommodate this new mode of calculations and will be used through modeling to help students realize
how to break the calculations down step-by-step, and allowing opportunities for self-realization of what specific conversion factors
are needed. Outside of the mathematical practices, students will be allowed to use sentence stems and word banks to help with their
ability to explain and describe their process and contextual, scenario based questions along in the lesson to help them meet the
language objective.

BODY– teacher models (I Do), teacher/students practice together (We Do), students practice independently (You Do)
*Be sure to include at least one Structured Language Practice within your Instructional Sequence (I do/We do/You do)

1. After completing the scientific notebook page on Molar Mass, students will perform small formative assessments as we
progress through the material. Formative assessments will include the ability to do small I Do, We Do, You Do cycles as we
go from one concept/skill to another.

I Do: Teacher does an example of concept/skill on the whiteboard with the whole class to demonstrate proper technique, and how to
gather necessary information from the periodic table.

We Do: Teacher provides time for students to respond via voice based on prompts given for particular information on how to
perform the necessary stoichiometric conversion.

(Individual) You Do: Students will be given time to do a problem on their own, and then we will review as a whole class the problem
based on the data that comes back from students via voice and whiteboards.. Teachers will review the problem as needed.

During the Molar Mass practice formative of the lesson, the teacher will do a brief overview of the practice & what is included.
During this time, the teacher will allow for students to ask questions. Once this is completed, students will be broken into small
groups to work on this section of the practice together, or individually if necessary:

What questions can I ask to engage students in making sense of the content or redirect misconceptions?

What is molar mass?

Where do I find the molar mass of a substance on the periodic table?
How can we use the “molar map” to “map out” our calculations using the units of the conversion factors?
What do the vertical lines in the “fence method” mean?
What do the horizontal lines in the “fence method” mean?
What does a subscript mean in chemical formula? How does this relate to balancing chemical equations? How does this relate to
how to determine the molar mass of the substance?

How will I monitor for content understanding?

Formative Data
Student verbal & non-verbal responses
Check-ins with small groups during the molar mass practice
Exit Ticket Data to review after the lesson

Closing/Wrap up – Review key ideas/language- connect back to objectives

Describe the task students will be engaged in: How will you review/synthesize the learning?

At the end of the lesson, students will be given an exit ticket within the format of a Google Form via Google Classroom. The
google form will contain two questions: one of mathematical nature, and another in the form of a writing response in regards to the
chemistry mole concept with a focus on molar mass. Students will turn-in the form via Google Form, and the data will be reviewed
before next class period.

Lesson Reflection

1. Did the students learn what I intended? Were my instructional goals met? How do I know, or how and when will I know?
2. What are the instructional next steps I plan to take?
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3. What were the successes of the lesson?
4. What were the challenges to success?