CHEM 30 Nov 20/2017

Lesson Plan Title: Le Chatelier's Principle Lab

Grade/Subject area: Chem 30 – Equilibrium unit - Lesson 5

Objective: Students will be able to use Le Chatelier’s principle to explain experimental observations when
equilibrium is disrupted

Learner outcomes 30-D1.3k predict, qualitatively, using Plan to Discuss the upcoming quiz on this
(program of Le Chatelier's principle, shifts in ‘Hook’ topic Tuesday.
studies) equilibrium caused by changes in students
temperature, pressure, volume,
concentration or the addition of a
catalyst and describe how these
changes affect the equilibrium constant

30-D2.1sts explain that technological

development may involve the creation
of prototypes, the testing of prototypes
and the application of knowledge from
related scientific and interdisciplinary
fields

30-D1.1s formulate questions about

observed relationships and plan
investigations of questions, ideas,
problems and issues

30-D1.2s conduct investigations into

relationships among observable
variables and use a broad range of
tools and techniques to gather and
record data and information

Prerequisite Students will understand Le Chatelier’s Preliminary Students will be warned of the
Knowledge principle and be able to utilize what Matters safety concerns in the lab. Discuss
they know to answer questions about that there is a quiz Tuesday!
the lab.
Lesson plan sequence
Sequence of Activities Time Materials Assessment plan
Review of the lab, each part 5 • Smart board AfL: questioning and
• There are stations for each part of the lab, min • Student notes discussion, posing
• The first station is a video problem and discussing
• Add the two questions to the end of the lab! answers.

Show the 2 videos for part 1 5 • Smart board AfL: questioning and
• Adding water, heat and removing heat (cold bath): min • Student notes discussion, posing
• https://www.youtube.com/watch?v=XqboaYTTxo8 • Videos problem and discussing
• Adding silver nitrate answers.
• https://www.youtube.com/watch?v=agXpwEpyfBc
Check pre-lab & homework as circulate the room during lab 30 • Premixed AfL: questioning and
min reagents discussion, posing
• droppers problem and discussing
• test tubes answers.
• test tube AaL: observation,
racks questioning,
• crayon pencil conversation, practicing
for labeling skills, oral feedback,
• lab/workbook thumbs up, and get them
to tell me their answers
and why/how they
determined that (self
reflection)
There was one disturbance we didn't see in the lab 5 • Smart board AfL: questioning and
Show the video for pressure/volume change min • Student notes discussion, posing
• https://www.youtube.com/watch?v=aokynY94Mjc • Videos problem and discussing
• time: 3:00-5:00 answers.

Work period 35 • AfL: questioning and

Student notes
• Students can finish lab/ study for test next day • Workbook discussion, posing
problem and discussing
answers.
AaL: observation,
questioning,
conversation, practicing
skills, oral feedback
(during circulation of
room to check work),
thumbs up, and get them
to tell me their answers
and why/how they
determined that (self
reflection)
Plan for diversity & Modifications (including all learners on the continuum from disabled to gifted & twice
exceptional):

• Explanation utilizing images and molecular drawings/balanced equations (UDL & ELL benchmark)
• Show every step of the calculation for students to follow along, pausing for questions at each step
• Allow students to work together to determine answers and learn from each other (students as instructional
resources)
Plans for after this lesson/competency is complete (plan to extend & enrich):
This lesson prepares students with a practical understanding of Le Chatelier’s principle for the test tomorrow.

Reflection
This lab went extremely well. The students really responded to the inquiry within this lab and all the beautiful
colors that chemistry can produce. I would definitely keep the groups to a max of 3 however because groups
larger than that seemed to have one or two students not effectively contributing.