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Sarah Kipfmiller

Materials Required: power point presentation, projector, pencil/pen, handout. Biddle, Verne, and Gregory Parker. Chemistry: Precision and Design. 2nd. USA: Pensacola Christian College, 2000. Michigan Curriculum Framework: P.PM.07.22: I Describe how the elements within the Periodic Table are organized by similar properties into families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases) identify elements with similar chemical and physical properties using the periodic table. Objectives: The learner will receive an introduction to the periodic table of elements. They will know whom the author of the table is and identify periodic trends within the table. 1. Anticipatory Set A. Hand out bags with elements in it. Hand out Atomic Symbol. Hand out Element Name. (30 Seconds) 1. FIVE GROUPS OF THREE 2. Lead, Pb, and bag with Pencil 3. Gold, Au, Necklace 4. Copper, Cu, Penny 5. Potassium, K, Banana 6. Aluminum, Al, Foil B. Have them try to arrange themselves in groups. (1 minute) While handing out worksheets. 2. Start Powerpoint Presentation (6 minutes) 1. Pass out Guided Notes for students to fill out as the lesson is being given. 3. Assessment A. Each group gives 2 things they can say about their element simply from an elemental trend. (2 minutes, 30 seconds) B. Extra Credit question! Explanation: I chose the guided notes practice for this lesson because keeping track of the periodic trends can be really confusing. There are a lot of them and its easy to get mixed up. By giving students an outline of the notes they should be taking, I provide them with organization and the ability to know what information is important for them to memorize and know.

Sarah Kipfmiller

Materials Required: Different size construction paper squares, four corners or open space for the classroom, paper, pencils, and a chalkboard. Michigan Curriculum Framework: M.UN.06.01 Convert between basic units of measurement within a single measurement Objective: TLW be able to convert units of length by memorizing what conversion units to use. 1. Anticipatory Set The students desks or tables will be arranged in a new manner that there will be four available spaces on the floor surrounding them. Each space will be a fraction of the overall space of the room. Such as one eighth or one tenth. (Note: they will be the same fraction.) Each square of area will have a bag full of colored squares. Four different sizes, four different colors. o Green squares, 1 yard o Red squares, 1 inch o Blue Squares, 1 foot o Yellow squares, 1 centimeter 2. Activity WORK STATIONS Group the students up into four equal groups and assign them a color to start with and have them rotate clockwise from corner to corner. Explain. (4 minutes) Give them 4 minutes per corner to align squares and record the number of squares needed for one or two side(s) and record the number of squares in the data chart. At the end of the four rounds, have them sit in a circle at the square theyve stopped at. (16 minutes) Have them calculate the area of each square in its units. Have them find the area of the classroom in each unit. 3. Lesson Have the students return to their seats and discuss the activity Review how to convert between units of measurement. Mathematically, have them predict the area of the room in miles, kilometers, and meters. Then Review the answers. Explanation: I decided to use Work Stations for this lesson because it provides tea building and directed practice for students in converting units.

Sarah Kipfmillers 9th Grade Algebra Lesson Plan Title: A Review of Chapter 9, Polynomials Subject: Algebra 2, 3 Grade Level: High School Time Allotted: 80 minutes (Not needed)

Materials Required: Powerpoint projector, writing utensils, handouts, fly swatters, scorekeeper, and prizes

_________________________________________________________________________ Michigan Curriculum framework: (New CORE Standards) A1.1.3 Factor algebraic expressions using, for example, greatest common factor, grouping, and the special product identities. A1.1.4 Add, subtract, multiply, and simplify polynomials and rational expressions. A1.1.5 Divide a polynomial by a monomial. Objective(s): The student will be able to 1. Work in a group setting to review concepts of adding/subtracting/multiplying polynomials, simplifying polynomials, and factoring polynomials. Instruction/Anticipatory Set: Have Mrs. Kantor prepare the names of the team members. Give them 3 minutes to get into positions, move desks, etc. Pass out answer sheets. (Box Themed) Explain the game, modified around Steal the Bacon and how its going to work. (Students must answer questions because the numbers wont be called out until after the problem has been announced, this way the students dont know which number will be called.) Tell them that they all must record their work and their answers because they are going to be required to turn the sheets in for credit. Entice them with prizes for participation. Assessment: The review sheets will function as an assessment. Afterwards I will ask the students which problems they thought they had the most trouble with, and we can review a couple of the board with the help of Mrs. Kantor. Explanation: This was an activity that I used in a 9th grade algebra class at JHS. It was to help students review for an upcoming test. I used this because its very similar to my Jeopardy Instructional Strategy, and I know this worked with the kids that I taught. This got them up out of their seats and gave a competitive edge to being able to complete math problems. There were some cons to this activity though, because it didnt guarantee that all students were working on the homework, and it didnt really promote meaningful learning. It was more for fun and reviewing than anything else.

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Title/Subject/Grade: Title: La Chateliers Principle and Chemical Equilibrium (17.1) Subject: Advanced Chemistry Grade: 12th Grade Time Allotted: 50 Minutes Standard(s): C5.3c Predict the extent reactions are converted to products using the value of the equilibrium constant. Objective(s): TLW understand and comprehend what chemical equilibrium is. Students will be able to write chemical equations in equilibrium and calculate the Equilibrium Constant (Keq) using the Law of Chemical Equilibrium and from this value, deduce whether the reaction favors products or reactants. Learning Target(s): I can write out an equilibrium expression constant. (LT17.1) I can predict the direction a reaction will do based off the Keq constant. (LT17.2) I can list the characteristics of chemical equilibrium. (LT17.3) I can calculate equilibrium constants from concentration data. (LT17.4) I can define equilibrium and Le Chatliers Principle. (LT17.5) Anticipatory Set: As a short demonstration of what equilibrium is, I will have two large containers up in front of the room with unequal amounts of water in each. I will have two students come up to the front of the room and start removing and adding water to the opposite beaker using one 250 mL beaker and a 500 mL beaker. Have them do this until the levels of water are equal. While the student performs this task, I will introduce the concept of chemical equilibrium. Plan for Instruction: The student will take their own notes on the powerpoint lesson I have put together. Assessment: Think, Pair and Share. Students will be asked to discuss concepts with their neighbors for a couple two minute periods. Conclusion/Closure: I will ask the students if there are any questions to be asked. If not they will work on their bookwork and I will be available to answer any questions concerning their homework. Explanation: I chose Think-Pair-Share for this lesson because I wanted to see students discuss the concept of equilibrium together. This encourages team building and gives students a chance to ask their peers questions about the material. Maybe their classmates can explain it better than I can. I also will use this as a form of assessment to track whether students are confused or not.

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Title/Subject/Grade: Title: La Chateliers Principle and Chemical Equilibrium (17.2 Two Days) Subject: Advanced Chemistry Grade: 12th Grade Standard(s): C5.3a Describe equilibrium shifts in a chemical system caused by changing conditions (Le Chateliers Principle). C5.3b Predict shifts in a chemical system caused by changing conditions. (Le Chateliers Principle.) Objective(s): The students will be able to understand the significance behind the numerical value of Keq and what the means for the chemical reaction. TLW predict the direction of chemical reactions using La Chateliers Principle. TLW will know what three characteristics of a chemical system affect equilibrium. Learning Target(s): I can list the characteristics of chemical equilibrium. (LT17.3) I can make predictions about the direction of a reaction based off of Keq. (LT17.2) Anticipatory Set: Review Equilibrium Reactions Collect homework from two day before. Plan for Instruction: Today we will continue the lecture on chemical equilibrium. Students will be taking their own notes today. The lesson will be presented in a powerpoint format. Assessment FOR learning (Formative): DRILL PRACTICE There will be sample problems to work on throughout the powerpoint. Some we will do together as a class and others we will work independently on and then review as a class. Students will be assessed on their understanding of the content through a visual or audio response to myself asking them. Thumbs up, thumbs down. Differentiation Considerations (Accommodations): At this time students who need ore assistance may come work with me at the board or at a back table. I will hand out a worksheet as homework for all students. The Time Allotted: 50 Minutes

ones who feel confident about the material may work on it for the rest of class time. They may work in groups or independently. If they work in groups, they are to remain quiet while I help their classmates. Conclusion/Closure: Student will work up until the bell rings. The homework (Keq and Equilibrium Concentrations Worksheet) handed out will be gone over in class tomorrow. Explanation: Drill Practice will be used to help students learn how to write out chemical equilibrium problems successfully. The only way to learn how to do these problems is to practice them over and over again. Doing this as a class and individually gives the students the opportunity to practice because they may not do it on their own time.

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