LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:______Holly Keeper _________Date:__________3/27/15________
Unit Essential Question:_ How do the various gas laws explain the
relationship between pressure and volume, volume and temperature,
pressure and temperature, and the number of particles in a gas sample? __
Lesson Topic:_Gas Laws Deflategate and PTV tools Class:_Chemistry_____
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections:
With which part(s) of the Agenda does this lesson connect most
clearly? And how?
I think this lesson hits upon enculturation, in that the students are highly
familiar with the sport of football which well be doing our warm-up question
on, and equal access to knowledge by allowing the students to work with the
information in a variety of ways. Students will see and hear the information
in the warm-up, and will write it and solve it. They will also get to draw and
color when creating their PTV tools. This type of personalization will help to
engage them, help them to remember the information, and will help them as
they organize their thoughts each time a problem is introduced.

STANDARDS

(www.cde.state.co)

Content:
CDE 1.2 Matter has
definite structure that
determines
characteristic physical
and chemical
properties.
CDE 1.5. Energy exists
in many forms such as

Literacy and
Numeracy:
Practice proper English
language literacy.

Democracy and
21st Century Skills:
Initiative & SelfDirection:
Students read/view and
interpret scientific
information through
both popular and
professional

mechanical, chemical,
electrical, radiant,
thermal, and nuclear,
that can be quantified
and experimentally
determined.

media in areas that

interest them, and are
able
to discuss their
thoughts and questions
on these
topics informally with
peers.

OBJECTIVES
Content: SWBAT
Interpret the effects of
different forms of
energy such as
mechanical and thermal
as they apply to a gas
by completing the warm
up problem about a
temperature change
and its effect on the
pressure of a football.

Literacy and
Numeracy: SWBAT use
proper English language
literacy by reading and
interpreting the word
problem about
deflategate and setting
it up as a solvable
mathematical question.

Democracy and
21st Century Skills:
SWBAT read scientific
information through
popular media and and
discuss it with peers as
they work in in pairs to
work the deflategate
problem for the purpose
of developing a sense of
initiative and selfdirection.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:
Completion of the
deflategate problem will
allow me to assess
where the students are
at with this introductory
material we started on
in the previous class.

Literacy and
Numeracy:
Students will use proper
English language
literacy as they read
and write about the
deflategate warm-up
problem, and as they
create their PTV tools
which they will be using
as a resource
throughout the unit.

Democracy and
21st Century Skills:
Students will work with
a partner at their table
to solve the deflategate
problem which is a
controversy that took
place in an NFL football
game. The students will
be able to use the
scientific principles
were learning about to
analyze and find an
answer to the problem

themselves.

KEY VOCABULARY
Content
Pressure
Volume
Temperature
Number of Particles
Gas Laws
Energy
Thermal Energy
Mechanical Energy
Kinetic Energy

Literacy and
Numeracy Patterns

Democracy and
21st Century Skills
Inquiry
Investigation

HIGHER ORDER QUESTIONS for this lesson

Content
Why is it important to
be able to interpret the
conditions of a system
in a real life situation,
taking into
consideration the
energy, thermal and
kinetic, that is affecting
the system?

Literacy and
Numeracy
How could fluent
literacy skills when
working with gas laws
help us to discuss and
share ideas in science?

Democracy and
21st Century Skills
How could developing
the ability to work with
a partner to interpret
and solve a word
problem help us make
advances is science?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, preassessment, introduction to topic, motivation, etc.
The deflategate problem will be on the board at the beginning of
class as the warm up. The students will have about five minutes
to read and set up the problem individually and then will work
with the neighbor to discuss and solve the problem. During this

time I will be able to walk around and visit the different groups
and to help them set up the problem.
In the Patriots vs. Colts playoff game this past football season, a
question of scandal arose when the game ball was found at halftime to be two psi lower than the NFL requires.
The ball was reported at the beginning of the game to be at the
correct pressure (12.5 psi).
The temperature at which the ball was inflated was about 20
degrees celsius (room temperature) and the temperature on the
field at half-time was about 10.6 degrees celsius.
Could the ball have deflated this much solely based on the
temperature change?

Time

Pre-Assessment
The warm-up problem will also help me assess what the students
already know about the material as I walk around and observe
what they are writing down and how they are going about solving
the problem.

Time

Building Background
Link to Experience:
The deflategate problem connects really well to the students
lives in that the topic of this event was very popular in the news
for a while during football season. Most students are aware of the
New England Patriots being accused of deflating the game balls
and now we will be using the gas laws were talking about to do
our own calculations and find an answer to the question
ourselves.
Link to Learning:
We started talking about what gases are and we talked about
Boyles, Charles, Gay-Lussacs and the Combined gas laws in the
previous class. Today students will see how these things all fit
together and how the combined gas law can be used in real-life
situations. Next we will be looking at the ideal gas law and how
the combined gas law is derived from the ideal gas law.

Time

Activity Name Should be creative title for you and the

students to associate with activity.
Deflategate 2015
Anticipatory Set The hook to grab students attention.
These are actions and statements by the teacher (or
students) to relate the experiences of the objectives of
the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas,
principles or information that is to follow (advanced
organizers)
An anticipatory set is used any time a different activity
or new concept is to be introduced.
The students are hopefully getting into the routine of coming
into the classroom and getting started on whatever is on the
board. Once everyone is working, Ill take a moment to explain
the objectives and why were doing this problem.

Time

Instructional Input Includes: input, modeling and checking

for understanding
I will be modelling the problem on the board and during and
check for understanding as I go by asking for a thumbs
up/thumbs down as we go through the steps.
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct
Instruction, Discussion, Socratic Seminar, Synectics,
Inductive, Deductive and Mastery Learning, etc.
This lesson involves a level of concepts attainment because we
must master each step before moving on t\o the next one in
order to get to the final, correct answer.
SIOP Techniques: I do, We do, You do.
The students will work with each other for a bit to solve the
problem, then I will walk through it on the board. Next, students
will have the chance to practice independently as they work on
the combined gas laws practice problems worksheet.

Guided Practice: An opportunity for each student to

demonstrate grasp of new learning by working through an
activity or exercise under the teachers supervision. The
teacher moves around the room to determine level of
mastery and to provide individual feedback and
remediation as needed. (Praise, Prompt, and Leave)
I will praise, prompt, and leave as I walk around the room during
the time students have to work with their partners on the
problem.
Reading , Writing, Listening, Speaking
Students must read and write the information about the problem
and then speak and listen as they work with their partners and as
we walk through the steps as a class.
Checking for Understanding: Determination of whether
students got it before moving on. It is essential that
the students practice doing it right so the teacher must
know that the students understood before proceeding to
practice. If there is any doubt that the class does not
understand, the concept or skill should be re-taught
before practice begins.
I will check for understanding throughout the deflategate activity
and at the end of the activity by asking the students how they
feel about the material. I will also be able to gather this
information as I walk around and see how students have solved
the problem.
Questioning Strategies: Utilizing Blooms Taxonomy
questions should progress from the lowest to the highest
of the levels of the cognitive domain (knowledge,
comprehension, application, analysis, synthesis,
evaluation and creativity).
The students are working on the application level of Blooms
taxonomy as they will be interpreting the information from the
word problem and then applying the use of the gas laws we have
covered.
Independent Practice: Once the students have mastered
the content or skill, it is time to provide reinforcement
practice. It is provided on a repeating schedule so that
the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a
subsequent project. It should provide for relevant

situations not only the context in which it was originally

learned.
They will work on independent practice during the next class
period as the work on the combined gas laws practice worksheet.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural
and ability diversity, etc.
If the activity is too advanced or too easy for some, how
will you modify instruction so all students will learn?
What accommodations will be needed and for whom? (IEP,
504, Special Needs)

Time

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?

Content:
If students are able to interpret and solve the deflate gate
problem using the laws we have talked about, then we will know
they have achieved the content objective. The idea of how
temperature/energy change in a system can affect a sample of
gas.
Literacy and Numeracy:
If students use proper English language literacy as they read and
write about the deflategate warm-up problem, and as they create
their PTV tools which they will be using as a resource throughout
the unit.

Democracy and 21st Century Skills:

Students will work with a partner at their table to solve the
deflategate problem which is a controversy that took place in an
NFL football game. The students will be able to use the scientific
principles were learning about to analyze and find an answer to
the problem themselves. Well know if this objectives has been
reached if we see effective collaboration between the kids, and
each pair of students has the problem set up and solved.

Time

Closure
What will you and the students do at the end of the lesson
or after a chunk of learning to synthesize, organize and
connect the learning to the essential question(s)?
At the end of class we will quickly discuss what we covered today,
why its important, and where we will be heading next.

Time

Next Step
Next we will be doing a set of practice problems on the combined
gas law and then well begin discussing the ideal gas law.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
The content objective was not achieved. The students were
confused about the problem and I realized there are many more
integral steps we need to take, building up to this type of problem,
before we can be ready to solve it. I thought it would be fun for the
kids to have this problem about football, which were all familiar
with. I realized however the students are not ready to go from a

word problem, to setting up the equation, and also need a lot of

review with algebra and how to isolate the variable of interest. The
literacy and democracy objectives were achieved through students
writing the problem down and working with their partners to solve
it. The students did not actually solve the problem, and were getting
confused and frustrated with the material so after a little while of
trying to work through it, we moved on to making PTV tools. This
was good because it was a fun, Friday activity but at the same time
we were building a tool that will help us throughout the remainder
of the semester.
2. What changes would you make if you teach the lesson
again?
I would move this lesson to a later time in the unit. If students first
had the chance to work with the relationships between each
variable, and had practice moving around variable in an equation to
solve for the unknown, this would have gone much smoother. The
students also had trouble identifying what exactly the problem was
asking for. For this reason, I have realized I should have had the
students make a know, find, relationship chart to help them
organize the problem and then decide how to go about solving it. Id
also like to do more of a variety of problems, such as adding
problems about soccer or basketball or problems about hairspray or
other things that might connect better with some students in the
classroom rather than having only one problem about one specific
sport and situation.
3. What do you envision for the next lesson?
Next lesson we are going to review all the material we covered
before today and work at least one practice problem for each of the
basic gas laws. Then, we will start with more basic combined gas
laws problems and have more guided practice with each step of
working this type of problem.
4. To what extent does this lesson achieve the Mission of the
Agenda for Education in a Democracy? To what extent does
this lesson achieve the 21st Century Skills?
In this lesson, we encourages an educational environment that is
safe and caring for all as students were allowed to make the PTV
tools colorful, personalized and creative. Collaboration was
practiced as the students worked with each other to solve the
deflategate problem, supporting the development of 21st century
skills.