Lesson Plan for CH.3.

02 (STEM Bsweif)
Date & Time Created: Mon Sep 30 2024 02:11:21 GMT-0400 (EDT)
Date & Time Modified: Wed Oct 6 2024 02:16:52 GMT-0400 (Eastern Daylight Time)
Subject Chemistry
Grade 3
Teacher: Mostafa Fawzy School:
Learning Outcome
LO Code CH.3.02 LO text
Concepts Skills
‣1. Law of Conservation of Mass. 2. Analytical methodology
‣2. Elements of robust experimental design. 3. Laboratory reporting
Duration of Learning Outcome
From Week 03 To Week 03
Evidence
ST: What is the difference bet the simple and of Learning
the fractional Outcome
distillation? ******How does this fit here? *******
Experimentally demonstrate the Law of Conservation of Mass
<b>Students will be able to either 1) determine the formula
Capstone of a compound, given mass data; or 2) design a simple
Connection
Apply conservation of mass to your communication capstone
Textbook & Resource Material
What makes a good experimental design?
Essential Question/s
What makes a good experimental design?
Lesson Number in LO Sequence
1
By the end of the lesson student will be able to: Objective/s for Lesson 1-
Apply the law of conservation of mass to their communication capstone. 2-Demonstrate
laboratory reporting. Evidence of Achievement of Lesson

Instructional Activity #( 1 )
Purpose of Activity Measure prior knowledge.
Estimated Time: 15 min
Organization of Students - Individually
Student will work in:
Teaching Strategy disscusion
Specific concept and/or skill
addressed Law of Conservation of Mass.
Description of Activity I ask St. to give answer for quiz questions.
Connections to Capstone, Grand
Challenge, other subjects Apply conservation of mass to your communication capstone
Formative Assessment During Correct the misunderstanding.
Learning:
Do you have another Yes
instructional activity?
Instructional Activity #( 2 )
Purpose of Activity Apply the concept of qualitative analysis -Students presentations.
Estimated Time: 30 min
Organization of Students -
Student will work in: In Group of 3
Teaching Strategy practical work
Specific concept and/or skill
addressed Laboratory reborting.
Description of Activity I ask St. to identify some anions following certain scheme, then write a lab report incl
Connections to Capstone, Grand
Challenge, other subjects Apply conservation of mass to your communication capstone
Formative Assessment During
Correct the misunderstanding.
Do youLearning:
have another
instructional activity? No
Evaluation of Evidence:

Homework:

Teacher Notes and Reflections:

Samples of Student Work (Exceeds Expectations, Proficient, Needs Work):

02 (STEM Bsweif)
GMT-0400 (EDT)
GMT-0400 (Eastern Daylight Time)
Introduction to Investigative Processes and Concepts
1
STEM Bsweif
utcome Conservation of Mass. Design a laboratory
experiment to demonstrate the composition
of compounds
Skillscan be predicted from the
alytical methodology
oratory reporting
ing Outcome

ing Outcome
stillation? ******How does this fit here? *******

f a compound, given mass data; or 2) design a simple

nnection

urce Material

estion/s

LO Sequence

or Lesson 1-
capstone. 2-Demonstrate
ment of Lesson

tivity #( 1 )

quiz questions.
to your communication capstone
ng.

tivity #( 2 )
ative analysis -Students presentations.

ions following certain scheme, then write a lab report incl

to your communication capstone
ng.

Evidence:

ork:

d Reflections:

ectations, Proficient, Needs Work):

 ITEM DESCRIPTION automatically filled in because EXPLANATION/RATIONALE
they relate directly to the outcome the
Lesson Plan - A lesson plan is expected to cover one single 80-minute block of time teacher has selected.
Date Created Date
(unlessand
thetime of creation
subject and any
meets only onemodifications
half a block atare recorded in the
a time).
lesson plan automatically N/A
Subject The subject is automatically filled in when the lesson plan is created. N/A
Grade The grade is automatically filled in when the lesson plan is created. N/A
Teacher Author of the lesson. EACH teacher is expected to write his/her own plans.
Learning Outcome Code Filled in automatically when the teacher creates the lesson plan. N/A
Learning Outcome Filled in automatically when the teacher creates the lesson plan. N/A
Learning objectives for the lesson must reflect concepts and skills in the
Concepts & Skills Filled in automatically when the teacher creates the lesson plan. LO
teacher needs to use this information to figure out how many lessons
Duration of Learning Filled in automatically when the teacher creates the lesson plan.
Outcome need
An to be designed
example might befor each learning
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Evidence of Learning Filled in automatically when the teacher creates the lesson plan (if it is
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Essential Question/s Filled in automatically when the teacher the lesson plan. of - learning.
Think-Pair-Share
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themselves. Ideally will be given an opportunity or learning
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lesson.
Description of
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Evaluation of Evidence: Any observing
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to be completed
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Homework: quick
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Samples of Student Work
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(Exceeds Expectations, Include pdf's of student paper work, photos of posters, video of student effectiveness of a lesson.
Proficient, Needs Work): performance, or links to student presentations of other online work
 Component Description
The teacher should indicate which day in the Mastery Proficient Not Yet Proficient
Lesson Number Included and makes sense in terms of the duration of thelearning Not included or does not make sense in terms
learning outcome
understand, sequence is covered by this lesson
to know. N/A Objective
in LO Sequence
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Outcome. the Learning Outcome. - There is only one piece of evidence the
Achievement of - Evidence is at a high level of moves the students toward achievement of the Learning
learning outcome. teacher is collecting and evaluating.
Lesson Objective
Instructional cognitive
It is expected that most lessons will have several different demandWhen
activities. (Webb) Outcome.
this is the case, evaluation of the following components should reflect the overall instructional design of the activities, not
Activity #( ) the specific content of each activity. Each individual activity is not evaluated separately. There is no warm-up or other introductory
Pupose of - Introduction of new material learning and mastery an explicit The purpose in each activity is clearly stated and reflects a well-
activity.
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In some special situations such as a long laboratory

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Timing maximizes student - If the lesson is designed to take more than a normal 80 period,
Estimated Time minutes. It is a general rule of thumb; however, that activities have the same estimated length of
engagement and focus. this is clearly noted in the plan
any given activity should not take longer than 20-30 time.
- There is a variety of different lengths of activities.
minutes in order to maximize student engagement

learning.
Orginization of group, large group. Ideally in the course of a lesson, each student to learn both individually and cooperatively.
strategies - Organization of students is not suitable for
Students
Teaching the teacher will use several different organizational individually and cooperatively.
student learning - Organization of students in all activities is suitable for the nature - Same strategies are used for every activity
Specific List the strategy/ies to be used in this activity to how the - There is a variety of strategies used in the different activities in the nature of the activity, the materials and/or
Strategy/ies These should be derived from the lesson goal and - There is a concepts
variety of and skills are
strategies Concepts (little variety)
and in theare
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Concepts/Skills connected with the lesson goal the lessonand/or skills strongly relate to lesson goal and are Concepts skills not derived from the
the learning outcome. - Activities meet all criteria of and included in the learning outcome. lesson goal or learning outcome.
Description
Addressed of -find/build
Description of connections
who is doingbetween
what during how they but
serve to achieve the that engage different learning modalities
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current proficent include a
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Teacher clearly indicates appropriate use of strategies to assess plan
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will evaluate the
Any task that is assigned to evaluation
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Evidence examples: rubric, key, peer -evaluation
Homework provides students the learning and proficiency-building and is not just busy, repetitive evidence.
Homework class. The task must be meaningful and serve to criteria. provides practice or application of the
performance
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expore/deepen work,
Teacher Notes delivered
practice orit.apply concepts learned during class. - Whenbut serves of
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proficiency at the different levels of proficiency: uploaded. No sample work was made available.
Expectations, performance. Samples represent performance.
Exceeds Expectations, Proficient, Needs Work.
Alexandria STEM School Brainstorming
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Students working on assignment
Other (write your strategy)
TPS
5 min
10 min
15 min
20 min
25 min
30 min

Individually
In Pairs
In Group of 3
In Group of 5
Whole class

direct
indirect
quick write
class discussion
white boards
popsicle sticks
other
 Lesson Plan
Date Created September 15, 2019
Subject Chemistry
Grade 2
Teacher Mohamed Mohamed
Learning Outcome Code CH.2.03
Learning Outcome Describe characteristic properties of acids and bases and preparation of
Concepts salts
Skills
4. Acid-base properties of
salts. 1. Describe the techniques used in the preparation, separation and
Duration of Learning
5. The Effect of Structure purification
2 weeks of salts as examples of some of the techniques specified in
Outcome
Evidence of Learning 1. Experimentally analyze titrations of mono-, di- and tri-protic acids
Outcome
Capstone Portfolio 2. Describe
Role of acidstheandionization
bases in of strong
water acids in or
treatment water and the
measurement
Connection
Textbook & Resource Student Laboratory Handbook Experiment #4
Material Zumdahl Chemistry
Essential Question/s How do acids, basesCh. and14 Sec.affect
salts 01 toour
12 lives?
Lesson Number in LO 1
Sequence
Goals/Objective for Lesson Students:
Evidence of Achievement -Lab
identify
reportcommon foods, chemicals
of an exploration of acids,around our homes,
bases and andresulting
indicators saliva asin
of Lesson Goal/Objective: operational
Pupose of Activity (1) Warm up to definitions
engage students for these
andterms.
assess prior knowledge
Estimated Time 5 min
Orginization of Students groups of 4
Teaching Strategy Brainstorm
Specific Concepts/Skills nature of acids and bases
Addressed
Description On chart paper students brainstorm a list of things they eat and
ConnectionsoftoActivity
Capstones, chemicals they use everyday
Grand Challenges, Other Students begin to think aboutandhowthen
muchthey write
acids andwhether theybe
bases may think
in
these
water are acids,
solutions bases
all or
around neither.
us. The lists are put up on the wall, but
Subjects
Formative Assessment Chart paper lists
no comments or that have been
comparisons aregenerated
made.
Pupose of Activity (2) Introduction of new material
Estimated Time 40 min
Orginization of Students pairs
Teaching Strategy student investigation
Specific Concepts/Skills acids, bases
Addressed nature
Description - In the oflabacids, nature
students of bases
receive a small beaker of purple cabbage juice
ConnectionsoftoActivity
Capstones, acid strength
-Students
Studentsbegin - base strength
placetoa understand
few drops ofthat cabbage
Grand Challenges, Other acids juice into solutions
and bases may be inofwater
soap,
saliva, water, 7-up, vinegar, milk,
solutions all around us including our bodies.detergent, baking soda
Subjects
Formative Assessment - - Walk around to each pair to observe procedures, ask about
observations
Introduction of & interpretations
New Material & check that they are recording
Pupose of Activity observations
Estimated Time 30 min
Orginization of Students pairs
Instructional Approach student investigation
Specific Concepts/Skills acids, bases
Addressed nature of acids, nature
Description - One third of the pairs of
of bases
students use several drops of cabbage juice
ConnectionsoftoActivity
Capstones, acid strength
-Students
One third of - base
the strength
pairs of students use litmus paper
Grand Challenges, Other pH scale understand that acids and bases react with each other.
Subjects
Formative Assessment titration
- Walk around to each pair to observe procedures, ask about
observations
Assign homework:& interpretations & check
Review of learned that they
material andare recording
introduce new
Pupose of Activity observations
material
5 min
Estimated Time
Orginization of Students Whole class
Teaching Strategy Teacher explanation
Specific Concepts/Skills acids, bases
Addressed nature of acids, nature of to
bases
Description give students assignment look up and prepare for discussion next
ConnectionsoftoActivity
Capstones, acid
class strength -
definitions:base strength
Grand Challenges, Other Students
pH scale need to develop bothindicators,
acids, bases, operational strong acids, strong
and formal basessoand
definitions
the
that pH scale.
Subjects
Formative Assessment Nextthey
classcan
theyuse
willthem properly
present their in their projects
definitions as weand
willbiology
discuss&what
earththey
science
discover.
Evaluation of Evidence: Lab report showing their work should include all their observations in
Teacher Notes and neat, labeled charts and should include responses to the 3 analysis
Samples of Student Work
Reflections: questions.
(Exceeds Expectations,
Proficient, Needs Work):
Notes for the field office

Note: In this case, these evidences are really more like

objectives. Evidence is the product or performance of

concepts and terms and building conceptual

awareness.
distinction between the two and relativity to daily
life.