Lesson Plans developed by Kara Connor

Grade Level: High School

Subject: Chemistry

Student Objectives: The students will be able to: 1. Identify basic lab equipment 2. Explain the proper use of lab equipment 3. Demonstrate the use of lab equipment

Anticipatory Set: Have at the front on a lab table a variety of lab equipment

Procedures: 1. Divide the class into groups of 4 2. Give them a handout of the names of all the lab equipment and hand out the rubric 3. Allow the students to come up and examine the equipment for 5 minutes 4. Have the students go back to their seats. 5. At random choose a piece of equipment; hold it up for the class to see.  6. Ask the students if they know the name of the piece.  7. Ask for a student to volunteer to come up and demonstrate how they think the piece of equipment can be used in the lab 8. As time allows continue to do this with each piece of equipment. 8. Model the use of the equipment if the students are unable to demonstrate the use of the equipment correctly.  9. Disperse the equipment amongst the groups and have the students practice the use of the equipment. 10. Circulate around the room to offer assistance.

Closure: Review the lab equipment with the students as a class discussion. Review the use of the equipment

Group practice: (Assuming there is only one computer in the class) Allow the students  to work in their groups to use the computer software Model Chemlab. Have the students review the equipment and simulate its use on the computer. Allow each group to rotate using the computer to see the use of the equipment

Assessment: Design a rubric that will help to assess the student’s knowledge of the equipment after the lesson.

Lesson Plan developed by Kara Connor

Subject: Chemistry

Grade Level: High School

Student Objectives: The students will be able to: 1. Define stoichiometry  2. Explain the significance of stoichiometry in chemistry  3. Define mole  4. Convert moles to atomic mass

Anticipatory Set: Have an egg carton at the front of the class. Compare the unit “dozen” to the unit “mole”. Compare the two. Explain that the term mole is used in chemistry labs to count small particles.
Procedures: 1. After the anticipatory set explain the terms stoichiometry and mole to the students. 2. If students are still unfamiliar and confused with terms read portion of text in class asking the students comprehension questions as the reading takes place. 3. Model how to calculate a stoichiometry problem 4. Divide the students into groups of 2-3.  5. Have the students copy stoichiometry problems from their text. 6. Have the student’s work on these problems . 7. Circulate around the room as the students are working offering suggestions and guidance. 8. Allow one group to work on the computer using the ModelChemlab software. 9. Assist the group in using the software.  10. At 7 minute intervals change the group that is working on the computer  11. After 30 minutes of  group practice go over the problems in class together. 12. Allow students to explain to the class how they arrived at an answer  13. Allow the students to share their input if the computer software helped them in their understanding of the material.

Closure: Review what was discussed in class

Assessment: Collect class work and grade for using proper steps and establishing an answer.