Running Head: PORTFOLIO PROJECT: IDENTIFY STUDENTS TO TEACH

I will be making a lesson plan for high school freshman. They are in an International
Baccalaureate (IB) program. In this program, they go through classes at a faster speed, and with
a higher difficulty than they would typical have in an average freshman class. I will be making a
lesson plan from Health Chemistry (1996.)
The lesson will be about Molar Relationships. The goal at the end of the lesson is pulled
from the book. It is to define and describe how moles are used in chemistry, calculating molar
mass, and calculating molar mass of objects. This is Chapter 4.1 in Health Chemistry.
Throughout this lesson the students will be taught what a Mole is, how that relates to atoms,
elements, and compounds, and finally molar relationships. I will begin with a brief assessment
that will test their knowledge on Moles. The test will be meant to be challenging enough that it
will test their knowledge of molar mass and molarity, but will give a fair assessment that will
help me guide the lesson plan to fill gaps in their knowledge. I will also make a lesson plan that
will briefly but effectively describe a mole and the relationships that they have with other
substances. Following the assessment, I will adjust my lesson plan to cater to the students needs.
For example, if most of the students know the basics about molarity, I will skim this section. I
will explain it, however it will be more of a brief review of the description and definition of
molarity. This will allow me to spend more time on more advanced subjects. Students that are
still struggling with the subject will have opportunities during other portions of the lesson plan to
ask questions, and to understand better.
We will then move into an activity that helps to describe what a mole is, and will help
them remember in the future. In this plan the goal is to help allow the students to understand why
moles are relatable to them, and how it has helped and furthered scientific discovery. Although
this isnt directly stated as a goal at the end of the lesson, it will assist in making the lesson

PORTFOLIO PROJECT: IDENTIFY STUDENTS TO TEACH

relatable, and will also help them know appropriate times when they will have to use molarity,
and molar mass. There are a few different activities that I am considering planning. One option is
a worksheet that they will complete during class time so that I will have time to go around and
answer any questions that they have about the subject. Although this is a more effective way to
test individual knowledge, it will not get them as engaged in the subject matter as some other
tasks. The other option is an interactive task that will have the students up and interacting, it
could be anything from an experiment to a self- discovery lesson. Either of these options will
engage the students in the lesson at hand, however may not address all individual students
questions or misconceptions. The final option is a discussion about how molarity can be used,
and how it impacts real- life situations. This is a good option that will not only allow me to
guide conversation and insert ideas to help guide their discovery, but will allow me to address
and answer questions regarding misconceptions and confusions.
I will then create a homework assignment that they will complete. This will allow me to
test their understanding of molarity, and how to use it. Finally, we will have a small quiz that is
similar to the pre-test. This will measure if their knowledge of the subject grew, stayed the same,
or if they became more confused about the subject.

PORTFOLIO PROJECT: IDENTIFY STUDENTS TO TEACH

Works Cited
Herron, J. (1996). Molar Relationships. In Health Chemistry (pp.120-135). Lexington, MS: D.C.
Health and Company
Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying
focused every day. Alexandria, VA: Association for Supervision & Curriculum
Development