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Lesson Plan: Oxygen

I. Lesson Objective:
- Knowledge:
+ Students remember the concepts, physical property, chemical property
of oxygen
+ Students are able to describe structure, physical properties, chemical
properties.
+ Students are able to describe the production process and application.
- Skills:
+ Writing chemical reaction for some specific property of oxygen
+ Explain some phenonmena in nature.
- Attitude:
+ Enjoy learning new knowledge through lesson.
II. Preparation:
- Lesson plan.
- Textbook.
- Small gifts for the winner.
- Slides of lesson (in powerpoint).
III. Teaching process:
1. Introduction
- Giving some general content (history) of oxygen to students.
- Divide class into 3 groups and assign task
2. Task
Group 1: The role of forest and the consequence of destroying forest.
Group 2: The role of oxygen in producing and daily life.
Group 3: The chemical properties and the preparation of oxygen.

3. Process
- Group 1: + The role of photosynthesis
+ The function of forest.
+ What would the life be if there is not forest?
- Group 2: + Why does a aquarium usually have oxygenator?
+ In producing, What is oxygen used for?
- Group 3 : + Some reaction of oxygen?
+ Production process of oxygen.
4. Resource

Group 1 The role of https://www.youtube.com/watch?v=VA0o0qPZ


photosynthesis CJg
https://www.youtube.com/watch?v=CejDezNfu
C0
The function https://www.ue.katowice.pl/en/units/unieko/fun
of forest. ctions-of-the-forest.html
What would http://www.shareyouressays.com/knowledge/sh
the life be if ort-notes-on-the-functions-of-forests/111022
there is not https://is.mendelu.cz/eknihovna/opory/zobraz_
forest? cast.pl?cast=73072
Group 2 Why does a https://www.thesprucepets.com/low-oxygen-in-
aquarium aquarium-water-1381215
usually have https://www.drsfostersmith.com/pic/article.cfm
oxygenator? ?aid=442
In producing, https://www.linkedin.com/pulse/what-common-
what is applications-oxygen-life-industry-industrial-
oxygen used oxygen
for? https://www.linkedin.com/pulse/uses-oxygen-
industry-plants-oxygen-gas-manufacturer-
plant
http://www.uigi.com/oxygen.html
Group 3 Some reaction https://chem.libretexts.org/Textbook_Maps/Ino
of oxygen rganic_Chemistry/Supplemental_Modules_(In
organic_Chemistry)/Descriptive_Chemistry/M
ain_Group_Reactions/Reactions_of_Main_Gro
up_Elements_with_Oxygen
https://www.kullabs.com/classes/subjects/units/
lessons/notes/note-detail/819
https://chem.libretexts.org/Demos%2C_Techni
ques%2C_and_Experiments/Wet_Lab_Experi
ments/Online_Chemistry_Lab_Manual/Chem_
10_Experiments/04%3A_The_Properties_of_O
xygen_Gas_(Experiment)
Production https://www.youtube.com/watch?v=nkeniDKG
process of s6Q
oxygen https://www.youtube.com/watch?v=3vWAG9G
vpHs
http://www.madehow.com/Volume-
4/Oxygen.html
https://www.kullabs.com/classes/subjects/units/
lessons/notes/note-detail/819
5. Evaluation
A Rubric for Evaluating WebQuests
Beginning Developing Accomplished Score

Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
0 points 2 points 4 points

There are few or no graphic Graphic elements sometimes, but not Appropriate and thematic graphic elements are
elements. No variation in always, contribute to the used to make visual connections that
layout or typography. understanding of concepts, ideas and contribute to the understanding of concepts,
relationships. There is some variation ideas and relationships. Differences in type size
Overall Visual
OR in type size, color, and layout. and/or color are used well and consistently.
Appeal

Color is garish and/or


typographic variations are
overused and legibility suffers.
Background interferes with the
readability.
0 points 2 points 4 points

Navigation & Getting through the lesson is There are a few places where the Navigation is seamless. It is always clear to the
Flow confusing and unconventional. learner can get lost and not know learner what all the pieces are and how to get
Pages can't be found easily where to go next. to them.
and/or the way back isn't
clear.
0 points 1 point 2 points

Mechanical
There are more than 5 broken There are some broken links, No mechanical problems noted.
Aspects
links, misplaced or missing misplaced or missing images, badly
images, badly sized tables, sized tables, misspellings and/or
grammatical errors.
misspellings and/or
grammatical errors.
Introduction
0 points 1 point 2 points

The introduction is purely The introduction relates somewhat to The introduction draws the reader into the
factual, with no appeal to the learner's interests and/or lesson by relating to the learner's interests or
relevance or social importance describes a compelling question or goals and/or engagingly describing a
Motivational
problem. compelling question or problem.
Effectivenes of
OR
Introduction

The scenario posed is


transparently bogus and
doesn't respect the media
literacy of today's learners.
0 points 1 point 2 points
Cognitive
Effectiveness The introduction doesn't The introduction makes some The introduction builds on learner's prior
of the prepare the reader for what is reference to learner's prior knowledge knowledge and effectively prepares the learner
Introduction to come, or build on what the and previews to some extent what the by foreshadowing what the lesson is about.
learner already knows. lesson is about.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
0 points 2 points 4 points

Connection of The task is not related to The task is referenced to standards The task is referenced to standards and is
Task to standards. but is not clearly connected to what clearly connected to what students must know
Standards students must know and be able to do and be able to do to achieve proficiency of
to achieve proficiency of those those standards.
standards.

Cognitive Level 0 points 3 points 6 points


of the Task
Task requires simply Task is doable but is limited in its Task is doable and engaging, and elicits
comprehending or retelling of significance to students' lives. The thinking that goes beyond rote comprehension.
information found on web task requires analysis of information The task requires synthesis of multiple sources
pages and answering factual and/or putting together information of information, and/or taking a position, and/or
questions. from several sources. going beyond the data given and making a
generalization or creative product.
Process (The process is the step-by-step description of how students will accomplish the task.)
0 points 2 points 4 points

Process is not clearly stated. Some directions are given, but there Every step is clearly stated. Most students
Clarity of
Students would not know is missing information. Students would know exactly where they are at each
Process
exactly what they were might be confused. step of the process and know what to do next.
supposed to do just from
reading this.
0 points 3 points 6 points

The process lacks strategies Strategies and organizational tools The process provides students coming in at
and organizational tools embedded in the process are different entry levels with strategies and
needed for students to gain the insufficient to ensure that all students organizational tools to access and gain the
knowledge needed to complete will gain the knowledge needed to knowledge needed to complete the task.
Scaffolding of
the task. complete the task.
Process
Activities are clearly related and designed to
Activities are of little Some of the activities do not relate take the students from basic knowledge to
significance to one another specifically to the accomplishment of higher level thinking.
and/or to the accomplishment the task.
of the task. Checks for understanding are built in to assess
whether students are getting it. See:
0 points 1 points 2 points
Richness of
Few steps, no separate roles Some separate tasks or roles Different roles are assigned to help students
Process
assigned. assigned. More complex activities understand different perspectives and/or share
required. responsibility in accomplishing the task.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that
books, video and other off-line resources can and should be used where appropriate.)
0 points 2 point 4 points

Resources provided are not There is some connection between the There is a clear and meaningful connection
sufficient for students to resources and the information needed between all the resources and the information
Relevance & accomplish the task. for students to accomplish the task. needed for students to accomplish the task.
Quantity of Some resources don't add anything Every resource carries its weight.
Resources OR new.

There are too many resources


for learners to look at in a
reasonable time.
0 points 2 points 4 points

Links are mundane. They lead Some links carry information not Links make excellent use of the Web's
Quality of
to information that could be ordinarily found in a classroom. timeliness and colorfulness.
Resources
found in a classroom
encyclopedia. Varied resources provide enough meaningful
information for students to think deeply.
Evaluation
0 points 3 points 6 points

Criteria for success are not Criteria for success are at least Criteria for success are clearly stated in the
Clarity of described. partially described. form of a rubric. Criteria include qualitative as
Evaluation well as quantitative descriptors.
Criteria
The evaluation instrument clearly measures
what students must know and be able to do to
accomplish the task.

Total Score /50