LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:______Holly Keeper _________Date:__________4/1/15________
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 Ideal Gas Law
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 am incorporating enculturation into the lesson by using some examples
from the Hispanic culture. I will use the example of balloons at a quinceniera.
There is a lot of cultural diversity in the background, and this will not only
help bring attention to and welcome that, but it will also help each culture
learn about the other.

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
mechanical, chemical,
electrical, radiant,

Literacy and
Numeracy:
21st Century Skills and
Readiness
Competencies in
Mathematics:
Mathematics provides
the grammar and
structure that make it
possible to
describe patterns that

Democracy and
21st Century Skills:
Colorado 21st century
skills in science SelfDirection:
Students must
generate their own
questions, and design
investigations to find
the answers.

thermal, and nuclear,

that can be quantified
and experimentally
determined.

exist in nature and

society.

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 ideal
gas law notes and
practice problems.

Literacy and
Numeracy: SWBAT
explain how
mathematics provides
the language making it
possible to describe
patterns that exist in
nature by completing
the warm-up questions
in their notebooks which
will allow them to
compare two different
samples of gases and
describe how the
pressure of each sample
is different from the
other because of the
difference in volume
and temperature.

Democracy and
21st Century Skills:
SWBAT identify the
importance of
generating their own
questions and
investigations by
completing the ticket
out the door activity.

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 ideal
gas law notes and
practice problems will
allow for assessment of
student interpretation of
different forms of
energy as they apply to
gases.

Literacy and
Numeracy:
As students complete
the warm-up activity,
they will write their
responses in their
notebooks, allowing me
to see what they
understand about
pressure, temperature
and volume and the
relationships between
them. These

Democracy and
21st Century Skills:
Students will be asked
to complete a ticket out
the door with their
partners to create their
own ideal gas law
problem and include a
step-by step answer key
showing how to solve it.

relationships are
mathematical patterns,
which the students
must identify in their
answers.

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

Literacy and
Numeracy Patterns

Democracy and
21st Century Skills
Inquiry
Investigation

HIGHER ORDER QUESTIONS for this lesson

Content
How is it useful to be
able to discuss ideal gas
law problems in terms
of energy?

Literacy and
Numeracy
Why is it important to
be able to identify
mathematical
relationships or patterns
in all areas of life
including science?

Democracy and
21st Century Skills
Why is it useful to be
able to design your own
questions and solutions
about a topic?

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 warm-up will be posted on the board as the students come

in. They should know to get out their notebooks and start working
on the task.

Time

Pre-Assessment
The warm-up responses and discussion will help me to assess
where the students are with the material and whether there is
anything I need to revisit as we move forward.

Time
Building Background
Link to Experience:
The ideal gas law can be used to find out the pressure, volume,
temperature of number of moles of any sample of gas weve
discussed so far.
Link to Learning:
All the other gas laws can be derived from the ideal gas law.
While the combined gas law can be used to calculate a new value
a variable after another variable has changed, the ideal gas can
be used to calculate a variable in an unchanging system.
Time

Activity Name Should be creative title for you and the

students to associate with activity.
Ideal gas law notes and practice problems.
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.
We will discuss the difference between the ideal gas law and

the combined gas law and bring to light the fact that all the
other gas laws can be derived from the ideal gas law.
Time

Instructional Input Includes: input, modeling and checking

for understanding
I will use input through the presentation of the slides, I will model
the practice problems, and I will check for understanding as we
go by walking around the room and viewing how students are
solving the problem as well as asking the students how they are
feeling about the information.
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct
Instruction, Discussion, Socratic Seminar, Synectics,
Inductive, Deductive and Mastery Learning, etc.
The lecture slides will be interactive and the students will add to
their PTV tools as we go.
SIOP Techniques: I do, We do, You do.
I will do a problem on the board, we will go through several
practice problems together as a class and students will have
independent practice as they solve problems and create their
own problems with solutions to hand in at the end of class as
their tickets out the door.
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 were solving problems as a
class and as the students complete their tickets out the door.
Reading , Writing, Listening, Speaking
Reading as we go through slides and practice problems, writing
as the students add to their notes and PTV tools and solve the
practice problems. Students will also listen and speak as we
progress through the slides and as they complete the ticket out
the door.

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 as we go by walking around the
room and viewing how students are solving the problem as well
as asking the students how they are feeling about the
information.
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).
Students will be practicing a high level of Blooms taxonomy as
they create and explain how to solve their own ideal gas law
problems.
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.
The students will practice independently during the next class
session.

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:
Students will have written responses inn their notebooks to the
warm-up, the practice problems, and will hand in their tickets out
the door with complete and correct responses.
Literacy and Numeracy:
Students will identify the mathematical relationships present
between pressure, volume, and temperature as they complete
the warm-up activity in which they must compare these variables
between two different samples of gas.
Democracy and 21st Century Skills:
Students will create their own practice problem and explain the
steps that should be used to solve including the utilization of
resources such as the PTV tool.

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)?
The ticket out the door will serve as closure to the days material.

Time

Next Step
Next class we will be discussing density and the kitty litter
equation. This equation can also be derived from the ideal gas
law.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
Students achieved the content objective as they completed the
notes and practice problems as well as in the ticket out the door
activity. The numeracy objective was achieved as students
identified the mathematical relationships present between the
different variables of a system. The democracy objective was also
achieved in the ticket out the door but some students struggled
with making each step explicit in giving the key for how to solve it.
2. What changes would you make if you teach the lesson
again?
I want to make sure students know they will have their PTV tools as
a resource to solve these problems. So, not only should they be
adding to them as we take notes, but they should become familiar
with how to use them so they can begin to solve problems quickly
and efficiently with a routine. Id also like to make sure I know how
to explain that the other gas laws can be derived from the ideal gas
law. While I dont want this to be a focus of the lesson (its more
important for us to get to the action of actually solving problems) I
think its important that the students know where these things
come from and how theyre related.
3. What do you envision for the next lesson?
Students will take notes on density and we will solve practice
problems as we go. Additionally, students will add to their PTV tools
which will continue to be utilized as a resource for solving gas law
problems. The density equation can be used to find the density of a
sample of gas but can also be used to find the molar mass of a
sample of gas. This could help us find the identity of an unknown
gas. I want to students to be able to recognize this fact.
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?
This lesson incorporated enculturation in a democracy and we
practiced good 21st century skills as students created their own
problems and explained how to solve them.