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Lesson Planning Form for Accessible Instruction Calvin College Education Program


Heather Alexander
24 April 2015

Subject/ Topic/ Theme




I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introductory lab to the solutions chapter.
cognitiveR U Ap An E C*

Learners will be able to:

Recall their knowledge of ions in solution and apply it to a laboratory situation

Develop a question/ hypothesis to test given a subject and materials
Collect and analyze date based on the method created
Explain collected data and evaluate the experimental method used
Use proper laboratory techniques and safety measures

R, U, Ap
Ap, C
U, An
Ap, An, E
R, U



Michigan Merit Curriculum standards addressed:

C1.1A Generate new questions that can be investigated in the laboratory or field
C1.1C Conduct scientific investigations using appropriate tools and techniques
C1.1D Identify patterns in data and relate them to theoretical models
C1.1H Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
emotionally, etc., for your
students to do this lesson?

The students should already know simple lab skills and lab safety; additionally they should understand the
scientific method in order to write and experiment on their own hypothesis. In terms of content, an
understanding of ionic bonding, properties of ionic compounds, and a basic idea of ions in solution is
needed (all covered in the previous chapter).
Pre-assessment (for learning): Edify pre-quiz
Formative (for learning): Group discussion, informal evaluation of student produced lab method
Formative (as learning): Asking and answering questions during lab
Summative (of learning): Lab report (especially data analysis and conclusion portions)
Provide Multiple Means of
Provide Multiple Means of
Provide Multiple Means of
Action and Expression
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Information will be originally
discovered by students doing the
Hands-on activity; physical
Students design their own
lab, then covered in discussion and
component involves lab techniques
procedurewhat they choose to do
lecture by the teacher
makes sense to them
Provide options for language,
mathematical expressions, and
symbols- clarify & connect

Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Lab group members can take on
different roles if the teachers
decides; short-term goals for the
activity are clearly laid out, longterm goals involving the activity
will be discussed by the teacher


Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Inquiry-based experiments provide
a challenge that is still supported by
the teacher and other collaborating
members of the group
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to

How will your classroom

be set up for this lesson?

Lab handout, Speed it Up!

At least one computer per group
Laboratory materials: Rock salt, beakers, mortar & pestle, thermometer, stirring rod, ice bath,
timer, Bunsen burner

The students will be at the lab tables, four to a table. All the materials will be either in the storage
cabinets or the side counters for the students to obtain. The students will be responsible for setting up
their table how they see fit.

III. The Plan


5 min


2 min

Describe teacher activities

student activities
for each component of the lesson. Include important higher order thinking questions and/or
This lesson is very student-centered, so the teacher
is actually involved in very little formally.
Lead brief discussion on prior knowledge of

Involved in discussing or thinking about what they

know about solutions.

Instructions concerning the handout and procedure

of the lab activity.

Noting instructions and beginning to formulate

ideas for lab activity.
Brainstorm necessary materials and question/
hypothesis/ method with group members

Check plan to make sure the students questions are

valid/ relevant (but not necessarily correct) and
to screen for any potential safety issues

Present plan to teacher to continue

Circulate around the classroomkeeping students

on task, asking probing question, giving directions
to those who finish quickly

Collect data according to the groups method,

being sure to account for questions asked on lab

Assist with analysis of data

Analyze data, organizing it in a clear and

meaningful way

Explain the concluding section of lab reportthe

explanation and evaluation of the experiment
claim, evidence, reasoning

Critique the groups methods and analysis in

hindsight (after the teacher has explained the
purpose of this lab)

Assign whatever sections of the report that the

group has not completed for homework

Finish writing lab reportespecially focusing on

the conclusion: wrap-up in class or do for

7 min
1 min


(the largest
component or
main body of
the lesson)

5 min

5 min

1 min


Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)


I did get the opportunity to teach this lesson, though it was more of facilitating since the students were conducting their own
experiment. Overall, it went very wellthe students thoughtfully came up with a lab procedure (I went through each one with the
groups to ensure their success), performed the experiment, and wrote a lab report/ conclusion. Given the materials available there
were three variables that could be tested: temperature, amounts of stirring, and surface area. Because temperature was the most
obvious, most groups tested thatin the future I may try to come up with subtle ways to encourage groups to try variables other than
temperature while talking with them in the planning process. \
I have not been able to grade lab reports yet, so I cannot formally say how well they understood the point of the experiment or assess
their report-writing skills, however as I talked with each of the groups during the lab, they expressed thoughts to me about
controlling all variables except the one they were testing, qualitative and quantitative observations, and some connections to the
kinetic theory they had studied earlier. Were I to do this experiment again, I would pretty much only give a little bit more
background informationremind them that they learned how ionic compound dissolve in solutionand I would emphasize the goal:
speeding up the solvation process.