Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to explain the behavior of gases and the relationship between pressure and volume (Boyle's Law), volume and temperature (Charles' Law), and pressure and temperature (Gay-Lussac's Law).
Prior Knowledge: What prior knowledge should students have for this lesson?
An understanding of how molecules behave when they are heated - rapid movement (kinetic energy) and thermal expansion.
Guiding Questions: What are the guiding questions for this lesson?
- Why do your ears pop when you are in an airplane? Why do you think this happens?
Possible answers: Pressure due to airplane rising and the earth's atmosphere.
- Have you ever had a soda bottle spray all over you? Why do you think this happens?
Possible answers: Build up of Carbon Dioxide (gas) inside the bottle.
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1 - Prior Knowledge and Introduction to the Gas Laws
Teacher will use the "Guiding Questions" to probe student knowledge and responses. Teacher will write on whiteboard student ideas and responses.
Students will then create a "Gas Laws Foldable" with notes provided by the teacher on smartboard.
As a class we will then revisit the "Guiding Questions" and see if we can identify which gas law might be applied to the ear popping and soda bottle spraying scenarios.
Day 2 - Lab Activity
Students will work in groups to try to identify which Gas Law is represented at each Lab Station. Lab Sheet will be provided for student responses. Lab sheet will be collected at the end of class.
Teacher will move throughout the stations listening to group discussions and assist with any misunderstandings.
After each group has rotated through the four lab stations, we will have a class discussion on their observations of the gas laws with supporting responses. At this time, we can clarify as a group any misconceptions.
Day 3 - Gas Lab Quiz
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will create a foldable (tri-fold) with the three gas laws - Boyle, Charles, and Gay-Lussac's. Teacher will provide notes on smartboard.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The students will be placed in groups of 3 or 4 (depending of the amount of students in the classroom). Teams will be assigned to a station to initiate the lab and then move throughout the four stations. Time at each station will be 15 minutes.
Each station has directions for that particular lab and the students will be able to follow the directions, make observations, discuss and explain their reasoning by writing and illustrating their supporting evidence in a given lab sheet. Lab sheet will be collected by teacher to check for understanding or concepts at the end.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After completion of all lab stations, students will regroup and have a few minutes to discuss again. Then, one member from each team will place their responses on the type of Gas Law for each station on chart paper or white board. As a whole class we will discuss our findings and make any clarification on any misunderstandings.
Students will be given a quiz that includes "Gas Lab Scenarios" for students to identify and explain the appropriate gas law.
Teacher will check for student understanding of "Gas Laws" throughout the guiding questions, lab activity, lab sheet responses, and whole group discussion after the lab activity.
Feedback to Students
Students will discuss in small groups the behavior of gases and provide evidence of the relationship between pressure, temperature and volume.
The teacher will create a list with each team's response on white board, and students will turn in a lab sheet with their observations and evidence at the end of the lesson.