EDSC 330 Strategy Presentation Lesson #1

Names: Brian Nguyen Subject Area(s):

Chemistry
Lesson Topic: Stoichiometry & Moles Grade
Level(s):9-10

Standards
Literacy Standard:
RST. 9-10.7 ​Translate quantitative or technical information expressed in words in a
text into visual form (e.g., a table or chart) and ​translate information expressed
visually ​or mathematically (e.g., in an equation)​ into words.
WHST.11-12.2 ​Write informative/explanatory texts​, including the narration of
historical events, ​scientific procedures/experiments​, or technical processes.
Content Area Standard:
HS-PS1-7. Use mathematical representations to support the claim that atoms,
and therefore mass, are conserved during a chemical reaction.​ ​[Clarification
Statement: Emphasis is on using mathematical ideas to communicate the
proportional relationships between masses of atoms in the reactants and the
products, and the translation of these relationships to the macroscopic scale
using the mole as the conversion from the atomic to the macroscopic scale.
Emphasis is on assessing students’ use of mathematical thinking and not on
memorization and rote application of problem-solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical
reactions.]
English Language Development (ELD) Standard:
Gr. 9-10: P2.A.1. Ex​ Apply understanding of how different text types are organized
to express ideas (e.g., how narratives are organized sequentially) to comprehending
texts and to writing brief arguments, informative/explanatory texts and narratives.
Gr.9-10:P1.C.10.Ex​ Write Short literary and informational texts (e.g., an argument
for wearing school uniforms) collaboratively (e.g., with peers) and independently.
Lesson Objectives & Supports
Content objectives:
● Students will be able to balance chemical equations using Stoichiometry.
● Students will know essential vocabulary pertaining to the balancing of
chemical reactions.
● Students will be able to calculate mass and moles of chemicals involved in a
balanced reaction.
Literacy objectives:
● Students will be able to read and write an experimental procedure
(​WHST.11-12.2)
● Students will be able to read and translate balanced chemical reactions into
words. (​RST. 9-10.7 )
Academic vocabulary:
Tier II (General)
Hypothesize
 Predict
Calculate
Tier III (Domain specific)
Stoichiometry
Moles
Molar Mass
Avogadro’s Number
Limiting Reactant
Theoretical Yield
Actual Yield
Percent Yield
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed
Academic Instruction in English):
● Science Connection Overview: “Front-loading Strategy that guides students into
making connections to their lives and experiences as they study topics in science.”
[​Student-directed preview of a science topic before reading to link the
material to previous knowledge.]

Preparing for Culturally and Linguistically Responsive Teaching

How does this lesson build upon or relate to your students’ interests, experiences or
assets? ​Describe at least two specific ways this lesson relates to artifacts you found in
students’ virtual lockers.
● Some students expressed their enjoyment of cooking/baking in their virtual lockers.
By connecting their interest and understanding of measurements in the kitchen
(such as a dozen) we can take pre-existing student knowledge to relate it to Moles
and Stoichiometry.
● Students also expressed their interest in Disney, where a simple connection of H​2​O
molecule shape can be related to the shape of “Mickey Mouse” when discussing
structure and balancing of H​2​O in a reaction.

Assessment: How will you know if students met your objectives?

Objective Assessment
Write 1 objective per row - add more rows if you need them
Students will be able to balance chemical equations using Teacher will ask
Stoichiometry. questions/assign class activity.
Students will complete the Exit
Ticket.
Students will know essential vocabulary pertaining to the Students will complete the
balancing of chemical reactions. pre-vocabulary assignment.
Students will be able to calculate mass and moles of Teacher will ask questions
chemicals involved in a balanced reaction. during the lesson. Students will
answer
Students will be able to read and write an experimental Students will read and
procedure (​WHST.11-12.2) complete the pre-lab
assignment.
Students will be able to read and translate balanced Students will complete the Exit
chemical reactions into words. (​RST. 9-10.7 ) Ticket and pre-lab.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set - How you introduce your lesson & engage students
Time Teacher Does Student Does
Go over Learning Objectives in the 1st slide and
0-2 Listen to the teacher's agenda and objectives.
agenda for the next two days.
Ask any questions/comments relating to the lesson and
Ask/answer any question pertaining to the
3-5 lab.
pre-vocabulary assignment/lesson/lab.
Lesson Body – The lesson itself
Time Teacher Does Student Does
1. Looking at their pre-vocabulary assignment,
1. Ask students that have completed the
students will define and elaborate on what
pre-vocabulary assignment to define what
Stoichiometry is.
Stoichiometry is, Elaborating what the
5-10
definition entails when applying to balancing
2. Students still unsure on what Stoichiometry is
chemical reactions.
will understand on a base level that there will
a. Using the image and slide, explain
be the same # of each element on both sides
how the # of elements on each
of the chemical reaction.
side of the equation have the same
# of each element on both sides of
the equation.
10-15 3. Students will see the relationship of how the #
of elements on the left side (reactants) of the
2. Go over the concept of the conservation of
equation will be equal to the # of elements on
mass, in which matter is not created nor
the right side(products) of the equation.
destroyed during a reaction. Meaning that
the # each element involved in the reaction
will stay constant. (If there are 4 Cl’s on the
4. Students will complete the activity on their
reactant side, then there must be 4 Cl’s on
own after learning about how to balance
the product side.)
equations. After obtaining their best answers,
students will then share their answers in
15-20 groups.
3. Spend 2-3 minutes having students balance
the following unbalanced equations, then
spend 2-3 minutes going over the answers in
5. Students will get a better definition of what a
groups.
Mole is in terms of chemistry, asking questions
20-25 related to the # and size of Avogadro’s
4. Define what a mole is and be sure to relate
Number.
the idea of Avogadro’s # to Avocados, as
connecting the difficult term of Avogadro to
a familiar word will make it easier to learn.
6. Students will be able to translate atomic mass
25-30 values from the periodic table in order to
quantify moles of an element or substance.
5. Using an idea that students already know
*Although we’ll be working with only whole
(The use of terms to refer to a # of items, in
integers of moles for now.
this case being dozen to refer to 12 and ream
to refer to 500) By using these two concepts
7. Students will be able to understand the
that students already know, we can better
concept of Limiting Reagents by viewing the
define the large number of 6.022 x 10​23​)
example provided. Students will also
understand the relationship of Yields by
 6. Explain why it’s necessary to have such a viewing the percent yield equation on the
large # in chemistry, connecting the size of slide.
atoms and elements and quantifying it in
understandable measurements. ​(Ex: Having
30-35 6.02214076 × 10​23​ atoms of Hydrogen will
yield 1.008 grams​)

7. Explain and define limiting reagents using a

water reaction example. By reading the
40-45 chemical equation 2H​2​ + O​2 ​→ 2H​2​O , we can
see that it takes 2 moles of H for every 1
mole of O to make water. Meaning if we had
equal amounts of H and O, H would be the
limiting reagent.
a. Also define Theoretical, Actual, and
Percent Yield and their relationship
with each other. Referring to the
Image provided to create a
connection.

Lesson Closure – How you wrap up and transition to homework or the next lesson
Time Teacher Does Student Does
End the lesson by assigning a pre-lab assignment to
Students will complete the exit ticket in groups and
write an experimental procedure in their own words,
share answers once completed. Students will then
45-50 assigning an exit ticket to practice balancing equations,
prepare and complete the pre-lab assignment in
and preparing students for the Lab Experiment the
preparation for the next day’s Lab Experiment.
next day.

Instructional Materials, Equipment & Multimedia

1) https://docs.google.com/document/d/1eBr_GD_u4DZ1uFmMaaQytqF62_WuHG
mLQUT08CzLFJw/edit?usp=sharing​ ​[Pre-Vocab & Exit-Ticket]
2) https://docs.google.com/presentation/d/1mnDSgsZQSsSGBekD-jN43ql4Ivhhl
NRzJyfXMD9Mfe4/edit?usp=sharing​ [Slides for Lesson]
3) https://docs.google.com/document/d/1RiwamrobdktnPSW04iY3blm8Dn3a8
67D2T_a9gaFm-U/edit?usp=sharing​ [Lab Procedure]
Differentiation:
English learners: ​Being able to have molecular model kits to better visualize
Molecules reacting with each other, looking at the different shapes and bonds
formed from each element.
[SIOP]Hands-on manipulatives​:​ Manipulating objects physically can reduce the
language load of an activity; beginning students in particular can still participate and
demonstrate their understanding.
Striving readers: ​[SIOP]Adapted Text:​ ​Reducing the complexity of lengthy
sentences with specialized terminology by rewriting it into smaller digestible pieces
of information. Also definitions for difficult vocabulary/terminology are given in
context to help readers. [​Ex:​ Giving simpler lab instructions to readers struggling to
read lengthy texts, and simplifying the instructions to more smaller digestible text.
Students with special needs: ​The use of ​sentence frames​ ​can help students that
struggle in developing questions or hypotheses. Providing sentence frames gives
students with special needs a foundation to predict/hypothesis their answers [Ex:
There are ___​# of element___​’s on the left side, meaning there needs to be ___​# of
element___​’s on the right side of the equation]
Advanced students: ​With multiple levels of intelligence in students, a method to
keep students engaged in the material is to have​ Leveled Study Guides.
[SIOP]Leveled Study Guides:​ Study guides in which students, depending on their
stages of proficiency in the content and language, can answer questions that
challenge them while also taking into consideration their needs. In this case, we can
have multiple versions of the discussion questions towards the end of the Lab
Experiment to challenge Advanced students.