Lesson Plan 4
Course Science Grade Level 10
Energy and Matter in Chemical 80 Minutes
Subject Time Frame
Changes
Title Love & Conflict Developed by Group B
Stage 1 Desired Results
Content Standard(s): Particle model of matter, pure substances, mixtures, reactants, products, elements, and compounds
Enduring Understandings/Big Ideas: (from Harden: Lesson Essential Questions: (Lesson specific)
specific) How can you tell if scientific data is credible?
Students will understand that How are chemicals a source of conflict?
Applications of science often have ethical, How can we reverse effects of chemical damage?
social, economic and political implications. How scientific data be interpreted for easier comprehension?
Science assumes that for every effect there is
one or more causes.
Prior Knowledge:
What do students already know . . .
Grade 7 Science, Unit C: Heat and Temperature
Related misconceptions . . .
Grade 8 Science, Unit A: Mix and Flow of Matter
Chemical reactions cannot be reversed
Grade 9 Science, Unit B: Matter and Chemical Change
All scientific data from official websites and
Grade 9 Science, Unit C: Environmental Chemistry
books are considered credible
Lesson Emphasis:
How chemical substances meet human needs
Evidence of chemical change
Knowledge objectives (specific outcomes): Skill objectives (specific outcomes):
Students will know . . . Students will be able to . . .
Describe the basic particles that make up the Identify historical examples of how humans worked with chemical
underlying structure of matter, and investigate related substances to meet their basic needs
technologies. Outline the role of evidence in the development of the atomic
Explain, using the periodic table, how elements coming model consisting of protons and neutrons (nucleons) and electrons
to form compounds, and follow IUPAC guidelines for Outline the issues related to personal and societal use of potentially
naming ionic compounds and simple molecular toxic hazardous compounds
compounds.
Identify and classify chemical changes, ad write word
and balanced chemical equations for significant
chemical reactions, as applications of Lavoisier's law of
conservation of mass.
Stage 2 Assessment Evidence (Lesson specific)
Performance Task(s): N/A
Student Self-Assessments Other Evidence (assessments)
Concept Map Verbal Questioning
Stage 3 Learning Plan
Learning Activity:
Learning What the Student does . . .
Cycle What the Teacher does . . . Time Materials
(Include differentiation instruction)
Students will listen to the
instructions for the concept map
activity Introduces concept map Chrome
En Students will break into groups activity (for assessment Books
Exr
based on their chosen conflict from purposes)
Poster
previous lesson Facilitates activity and
Exl 30 Paper
Students will then create a concept answering any questions
Minutes
El map that outlines any damages students may have Markers
these conflicts have caused to the Observe students research
Ev
environment articles and ensure each Scientific
Students will then list as many source is credible Articles
chemical related damages they
have caused (if any)
En
Students will quickly present their
Exr Facilitates presentation of
concept map to the class and
concept maps (keeping track 15
Exl teacher N/A
of time) Minutes
Students will answer any questions
El Asks any questions
coming from the class or teacher
Ev
Facilitate lesson on chemical
En compounds, reactions, and
Students will listen to the lesson
environmental impacts related
Exr provided by the teacher and ask
Explain essential questions
any questions 25
Exl provided for the lesson Notebooks
Students may add to the concept Minutes
El Ensure students understand
map if relevant information is
how chemicals (if any) were
Ev presented
used within their chosen
conflict
En Facilitate short group
discussion
Exr Students will get back into groups
Provide examples or ideas to
and have a small discussion on how 10
Exl help students figure out ways N/A
to interpret their scientific data Minutes
El to convey scientific data in a
from the articles
creative and comprehensible
Ev manner
Stage 4 Reflection
Considerations Comments
Is there alignment between the first 3
stages?
How has learner differentiation been
addressed?
How does the unit design include a
variety of teaching experiences that
includes: FNMI, multicultural, and
interdisciplinary activities.
Sources consulted (APA format)
