Formal Lesson Plan

Name: Adam Nasiek

Date: November 12th, 2015
School: John F. Kennedy
Grade: Secondary 4
Lesson#: 11
Subject: Acids, Bases, Salts
Big idea: The pH scale in the environment and in physiology
The lesson is part of the unit on Changes in the Progressions of Learning. Before this lesson,
students have learned about what the pH scale is used for and how it is represented on a
number line. This lesson is meant to consolidate students knowledge of the pH scale by
describing how different chemical compounds fit into the pH scale. Moreover, students will learn
about the composition of salts and how they are formed through neutralization reactions. I will
align students thinking with the big idea by using meaningful examples that pertain to
physiological anomalies (heartburn) and environmental issues (acidic lakes).

Subject-specific competencies:
I plan to target the following subject-specific competency:
Seeks and answers or solutions to scientific or technological problems

Cross-curricular competencies:
I plan to target the following cross-curricular competencies:
- Solves problems
- Achieves his-her potential
- Communicates appropriately

Broad areas of learning:

I plan to target the following broad area of learning:
- Health and well-being
- Environmental awareness and consumer rights and responsibilities

Self-directed teaching skill:

The self-directed teaching skill I wish to focus on for this lesson involves pairing students in
effective work groups. How well this teaching skill is executed will be reflected in the
performance of each group in completing the task, as well as how well each student cooperates
during the task.
I also wish to practice the skill of contextualizing scientific problems. I will present an
environmental problem to students involving the pH scale, which they will attempt to solve using
their knowledge of acids and bases.

Lesson Objective:
- Students will be able to build the pH scale with a partner
- Students will be able to define and differentiate between acids, bases, and salts
- Students will be able to solve meaningful problems pertaining to the pH scale
- Students will understand each component of a neutralization reaction
Lesson Summary:
After the housekeeping routines (attendance, homework pickup, plan of the day), I will show
students a layout of the classroom. This will be done to show students where they are currently
seated. I will then show students a second layout of the classroom that represents the groups I
expect students to be in for an activity. I will give students a minute to move around the
classroom to reposition themselves according to the layout. I will give each group a worksheet
and explain my expectations in terms what students need to do for the activity. After the activity,
I will continue giving students notes on acids and bases and the pH scale. Students will relate
the notes to their developing model of the pH scale and different diagrams of acidic, basic, and
neutral solutions. I will proceed to telling students that besides knowing how to identify acids
and bases, they are also expected to be able to identify the chemical formula of salts. I will give
students notes on salts and allow them to practice their knowledge by giving a few examples on
the SMART board. Students will come up to the SMART board in order to answer the questions.
Time will be given to students to do a worksheet that they will work on individually. Time
permitting, I will give students notes on how acids and bases combine to form salts in
neutralization reactions.
Individualized Education Program (IEP):
In order to facilitate the group activity for those students who have IEPs, I will ensure that I place
them with a peer who I deem will be an effective and cooperative partner. I will also ask some
students with IEPs if they are willing to come to the SMART board to identify which chemical
formulas represent an acid, a base, or a salt.
Resources/ICT:
- PowerPoint: medium through which I intend to give the lesson
- SMART board: students will identify and differentiate between acids, bases, and salts
- Group worksheet: to allow students to express their knowledge of the pH table

Timetable:
Introduction:
- Housekeeping (attendance, worksheet pickup, plan of the day)

(5 mins)

Seating arrangement
Group work

Development (PowerPoint/Worksheet):
- Acids
o Definition
o Examples
- Bases
o Definition
o Examples
- Add to developing pH diagram (H+ & OH-)
- Draw acid/base/neutral beakers
- Salts
o Definition
o Examples
- Classify some examples
- Worksheet
Closure (PPT):
- Neutralization
o Definition
o Formula
o Environmental problem
- Next lesson: electrolytes

(3 mins)
(10 mins)
(5 mins)

(5 mins)

(3 mins)
(5 mins)
(5 mins)

(5 mins)
(10 mins)

(15 mins)

(1 min)

Reflection:

Total: 70 minutes