Lesson Plan Title: Chemical Properties Lab

Date: Feb. 6, 2018 Grade: 9

Subject: Science Essential Question: Why do chemical reactions occur?
Topic: Observing chemical properties Why do different chemicals react with differently with
different substances?
Materials:
- lab handout - test tubes - pH strips - water - vinegar - baking soda - gloves
- goggles - thermometer - scoopula - potassium chloride - calcium chloride
- rubber stopper - glass rods - green & white tape - Alka-Seltzer tablets - steel wool
- hydrogen peroxide - salt - watch glass disc - eye dropper - corn starch - lead nitrate
- potassium iodide - waste container - beaker - copper chloride - Bunsen burner
This lesson will take two classes
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
Students should be able to distinguish the different chemical properties of a variety of substances
including some found in household, commercial, industrial, and agricultural applications.

Broad Areas of Learning:

Sense of Self, Community and Place: Students will gain an understanding of how identity is shaped
through interactions with their peers and classroom environment. They will be able to provide
different cultural views and beliefs to their group members at each of the stations
Lifelong Learners: The students will be curious, observant, and reflective throughout the lessons and
will be given the opportunity to imagine, explore, and construct knowledge while working in groups
and collaborating with each other during the experiments. The lab will allow students to
demonstrate a passion for chemistry and improve their lifelong learning.
Engaged Citizens: The group work and discussions will allow students to advocate for their self
and/or others, to act for the common good as engaged citizens.

Cross-Curricular Competencies:
Developing thinking: Students will be bringing knowledge from their understanding of properties of
substances. By thinking contextually, creatively, and critically students will develop their
understanding of the natural and constructed world
Developing identity & interdependence: This lab will develop interdependence because students will
need to rely on each other during collaboration activities

Outcome(s):
AE9.1 - Distinguish between physical and chemical properties of common substances, including
those found in household, commercial, industrial, and agricultural applications.

PGP Goals:
1.4 – a commitment to service and the capacity to be a reflective, lifelong learner and inquirer
(information being focused on)
2.4 – ability to use technologies readily, strategically, and appropriately (powerpoint slide show)
2.6 – ability to strive for/pursue new knowledge
3.2 – the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings.
4.1 – knowledge of Saskatchewan curriculum and policy documents and applies this understanding
to plan lessons, units of study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education
4.3 – the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner
needs, subject matter, and contextual variables together in developmentally appropriate, culturally
responsive and meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- having them write down their observations and data collected throughout the experiences and
filling out the worksheet handed out to them at the beginning of the lab
- testing their knowledge on real life examples
- walking around asking questions to the students throughout the lab to see if they are
understanding what is happening

Assessment OF Learning (summative) Assess the students understanding when they are done and
give feedback (grade)
- asking each students if they are ready to move on
- have each student submit their handout, not for a grade until they submit their final lab report

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

- telling them they’ll be given the chance to be hands on with chemical reactions
- asking questions about what their favorite experiment is
- start the class with fun facts about chemistry that relate to a current event

Main Procedures/Strategies:
Activity Guidelines:
The students will be working in groups of 4 and be given 5 minutes per activity. Give them a 1 minute warning
before telling them to switch stations. They should be writing a formal chemical property for what was seen
at each station, as well as the WHMIS classes at each station they are working with.

Remind each of the students of the safety guidelines, do not let them begin until they meet all the standards
 Wear gloves and goggles.
 Tie back all long hair.
 Remove any baggy clothes.
 Do not clutter the walking space.
DAY 1

Station 1: Testing pH
Set up 3 test tubes; water, vinegar, and baking soda mixed with water. Leave 2 boxes of pH strips by this
station.

Station 2: Temperature
Set out 2 test tubes, 2 thermometers, a scoopula and bottle of potassium chloride, and a scoopula and bottle
of calcium chloride.

Station 3: Alka-Seltzer
Set out 2 empty test tubes (one with green tape wrapped around it and one with white tape), 2 rubber
stoppers, 2 glass rods, 20 Alka-Seltzer tablets, and 2 boxes of pH strips.

Station 4: Steel Wool

Set out 4 bundles of steel wool, 2 test tubes, a glass stir rod, a bottle of hydrogen peroxide, and a scoopula
and salt.

DAY 2

Station 5: White Powder Properties

Set up a box of salt, three watch glasses (rounded glass disc), a box of baking soda, and ca box of corn starch,
an eye dropper, and a bottle of vinegar.

Station 6: Mixing Lead Nitrate and Potassium Iodide

Set out 2 test tube, a beaker labelled “Potassium Iodide”, an eye dropper in a “lead nitrate” container, and a
large bucket container labelled “waste”.

Station 7: Flame Test

Set up the flame test at the front of the room away from the other stations, where you can monitor it closely.
With this station there needs to be a glass stir rod, beaker of water, a container with copper chloride, and a
container with potassium chloride.

Adaptations/Differentiation:
- this lesson is hands on so it targets the kinesthetic learners
- the experiments are happening in front of them so they are able to observe and learn that way
- the questions are answered in groups for students to benefit from collaborative working

Closing of lesson:
This lesson will take a span of 2 classes. At the end of each class we will sit down and discuss
together some of the big ideas I want them to know. We will also go over some of the errors,
problems, and solutions that were experienced throughout the lab.
 CHEMICAL PROPERTY LAB

This lab is to test and learn about the chemical properties of different substances.

Activity Guidelines:

 Students will work in groups of 2 and be given 3 minutes per activity.

 Before switching stations, write a formal chemical property for what was seen.
 At each station, the WHMIS classes students are working with must be written down.
 You will be required to write a formal lab report, which will be discussed further next class.

Safety Guidelines:

 Wear gloves and goggles.

 Tie back all long hair.
 Remove any baggy clothes.
 Do not clutter the walking space.

Station 1: Testing pH
1. There will be 3 test tubes; water, vinegar, and baking soda mixed with water
2. Test the pH of water by dipping in an unused pH strip.
3. Check the colour of the strip against the box to find the pH and if it is acidic, basic, or a neutral
substance.
4. Repeat for the vinegar and baking soda solution.
5. Clean up your test strips when you are finished.

Observations:

Chemical property of:

Water-

Vinegar-

Baking Soda-

Station 2: Temperature
1. Fill 2 test tubes with water about ¾ full.
2. Place the thermometer carefully inside and record the initial temperature.
3. Remove the thermometer and use the scoopula to place a small scoop of Potassium Chloride into
the test tube. Fill the test tube to the line marked.
4. Place your thermometer into the water and record the final temperature.
5. Repeat with Calcium chloride in the 2nd test tube.
6. Find the temperature change for each but subtracting the initial temperature from the final
temperature.
7. Clean everything thoroughly.
Observations:
Initial Temperature Final Temperature Temperature Change
(°C) (°C) (°C)
Potassium Chloride

Calcium Chloride

Chemical Properties Observed:

Potassium Chloride-

Calcium Chloride-

Station 3: Alka-Seltzer
1. Fill 2 empty test tubes with water ½ full with water.
2. Place the stopper with 2 glass rods in the test tube with green tape on it.
3. Drop in ½ of an Alka-Seltzer tablet into the test tube with the white tape.
4. Place the remaining stopper with 1 glass tube into the test tube with the tablet.
5. Let the gas bubble into the water through the hose for a short period of time.
6. Test the pH of the solution in the green tape test tube by dipping a strip into the water. Check the
colour change to see if it is acid (less than 7) or basic (more than 7).
7. If it was an acidic gas, it was carbon dioxide that bubbled through the water. If it was basic, it
was oxygen gas.
8. Clean both test tubes thoroughly until there is no residue left in either.

Observations:

Chemical property observed:

Was it carbon dioxide gas or oxygen gas?

Station 4: Steel Wool

1. Take a very small chunk of steel wool and place it into the test tube. You may need to use your
glass stir rod to push down the wool into the water.
2. Fill the test tube about ¼ to half full of hydrogen peroxide. Place the cap back on the hydrogen
peroxide when you are done!!!
3. Add a scoop of salt and swirl the test tube to dissolve the salt.
4. Carefully watch the steel wool for about 1-2 minutes.
5. Record your observations.

Observations:
Chemical Property of:

Hydrogen Peroxide and Salt Solution-

Station 5: White Powder Properties

1. Place a small amount of salt on the first watch glass (rounded glass disc), baking soda on the
second, and corn starch on the third.
2. Use the eye dropper to drop about 5 drops of vinegar on each.
3. Observe and record the chemical properties.
4. Clean every watch glass with water until there is no residue left inside.

Observations:

Chemical property of:

Salt-

Baking Soda-

Corn Starch-

Station 6: Mixing Lead Nitrate and Potassium Iodide

1. Fill a test tube about ¾ full from the beaker labelled “Potassium Iodide”
2. Use the eye dropper in the “lead nitrate” container to add about 3-4 drops of lead nitrate
3. Observe the chemical property and record.
4. Empty the test tube into the container labelled “Waste.”
5. Fill it with water and pour the contents into the Waste container.
6. Rinse thoroughly until there is nothing left in the test tube.

Observations:

Chemical Property Observed:

Lead Nitrate:

Station 7: Flame Test

Safety Notes
  You will observe the teacher using a Bunsen Burner for this experiment. Be
EXTREMELY careful around the burner!

1. Take a glass stir rod and wet one end in the beaker of water.
2. Dip the damp glass rod into the copper chloride container so that some of the copper chloride
sticks to the end of the rod.
3. Hold the rod and place the end covered in copper chloride into the flames. DO NOT LEAVE THE
ROD IN THE FLAMES FOR TOO LONG.
4. Record your observations.
5. Wash the end of the rod with water and wipe it with a paper towel after the rod has cooled.
6. Repeat with the Potassium Chloride.

Observations:

Chemical Properties of:

Copper Chloride-

Potassium Chloride-
Reflection
#2 - The goal of this lesson is to allow the students to work independently and experiment with
different types of chemicals to learn about different chemical properties. This goal will lead to the
outcome: AE9.1 - Distinguish between physical and chemical properties of common substances,
including those found in household, commercial, industrial, and agricultural applications (Sask, 2018).
Students will be working with substances to create reactions that may be found in household (vinegar
& baking soda, white powder properties, and Alka-Seltzer tests), commercial (steel wool and
temperature tests), and industrial (flame and lead nitrate & potassium iodide tests). This outcome is
established in my unit project in assignment 1.
#7 - My professional goal for this lesson is to have students thinking contextually, creatively, and
critically to develop their understanding at a deeper level. I hope that by allowing the students to
participate in the experiments rather than just learn about or watch them, that they will be able to gain
a deeper understanding of what is occurring. If they have a deep understanding of the chemical
properties, it will allow them to learn the required content better.
#3 – this lesson incorporates : direct, interactive, experiential, independent instructional strategies. In
the beginning of the lab, I go over the safety precautions, WHIMIS, and explanations of each of the
station which is a direct approach. The indicator is hits is” (a) Demonstrate knowledge of Workplace
Hazardous Materials Information System (WHMIS) standards by identifying WHMIS symbols that
represent each category, examples of substances that belong within each category, and the risks and
cautions associated with each category” (Sask, 2018). The group work collaboration between students
allows for an interactive approach while the conducting of the experiments is an experiential approach.
During this group work, the following indicators will be met: ”(b) Explore local knowledge of properties
of matter and traditional uses of substances, including medicines. (c) Share personal understandings
about physical and chemical properties of matter. (d) Investigate common materials and describe them
in terms of their physical properties such as smell, colour, melting point, boiling point, density,
solubility, ductility, crystal shape, conductivity, hardness, lustre, texture, and malleability. (g)
Investigate changes in the properties of materials and identify those that are indicators of chemical
changes (e.g., change in colour, change in odour, formation of a gas or precipitate, or the release or
absorption of thermal energy). (h) Use equipment, tools, and materials appropriately and safely when
conducting investigations into physical and chemical properties of substances” (Sask, 2018). The
independent learning strategy occurs when the students write up their own final lab report which
targets the indicator: “(i) State a conclusion, based on experimental data, which supports or refutes an
initial idea related to personal understanding of physical and chemical properties of matter” (Sask,
2018).
#4 - If this lesson was for a sub, I would have all the materials put together for them along with the
students copies of the handout. (attached under the lesson plan).
#5 - I am formatively assessing the students throughout the lesson. Students will be writing down their
observations and data on the worksheet given to them at the beginning of the lab. I will also
formatively assess them at the end of the class when we sit down and talk as a group about the topics
we have learned. This will help me assess which students are understanding the topics and ready to
move on. It will also let me know who and what students are not understanding, which will help me to
know what we need to elaborate or discuss further.
I believe this lesson plan meets the requirements for our rubric for this assessment. For the outcome:
“I plan lessons and assessment based on provincial curriculum” I believe “my plans for instruction and
assessment are designed to respond to my formative assessment of students” because my lesson plan
is a lab designed to assess the students learning after the students have learned prior information. For
the outcome: “I make student learning goals for each lesson/task” I believe “My goal is clear and
effective and my planned instruction and activities are likely to achieve it” because there are specific
questions and detailed points under each experiment that the students are required to know. For the
outcome: “I know which instructional strategies to pick at given times” I believe “I choose instructional
and learning strategies that are best related to both outcomes and indicators and my students”
because there are different instructional strategies incorporated into the various parts of this lab that
are suited for the best learning of my students. For the outcome “My lessons are ready to be used” I
believe “The lesson has everything you would need to teach it, and would encourage a sub to come
back” because this is a fun experiment with detailed instructions for the sub to make it an easy class
which would run smoothly. For the outcome: “I create formative assessment” I believe “My formative
assessments tell me how to change the plan as I go” because I will be walking around talking with each
group so I can see when there is a problem that arises, I am able to address it before the remainder of
the students encounter it. For the outcome: “I set and use goals for enhancing my professional
development” I believe “I have evidence that I have made significant progress towards the teaching
goals I set” because I have a precise goal that I will be constantly striving to push to achieve. If I don’t
achieve this goal, I will seek out help and constructive criticism from other teachers, colleagues, and
students. For the outcome: “I understand how to plan for differentiation and adaptation” I believe “my
plans make it likely that students with different needs would experience success” because this lab has
multiple activities that include a hands-on approach, collaborative group learning, and written notes
which pertain to a variety of learning types. For the outcome “I create engaging learning activities and
tasks” I believe “My planned instruction and activities would create interest and interaction between
students” because it is a hands on experiment where student will be able to witness and investigate
chemical reactions first hand. For the outcome: “My planned activities would improve the discipline
specific literacy skills of my students” I believe “My students will have the opportunity to self-assess
and improve literacy strategies” because I have provided them with the content that they need to
know and understand so if they check back on the assignment, they will be able to self-asses what they
can and can not comprehend.

References
Saskatchewan Curriculum (n.d.). Science 9. Retrieved from
https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-
BBLEARN/CurriculumOutcomeContent?id=62&oc=69926