Lesson Plan: 2.

3 Factors Affecting Solubility Grade: Eight

Unit: Science 8 Topic: 2.3 Factors Affecting Solubility Time: 38 min

Teacher: Miss Spoulos Learning Objectives

TA: Mr. Gallagher
School: St. Francis Junior High
School
Date: Sep 27, 2023
This lesson is designed to discuss solubility of solutes and different
components that can affect it for grade eight science students. Students will
begin the lesson by being asked review questions for section 2.2. The purpose
of this lesson is for students to understand that solubility can be affected by
temperature and the significance of thermal pollution. Students will learn
about how thermal pollution negatively affects First Nations, Métis, and Inuit
peoples. By the end of this lesson, students will understand the terms of
solubility, solvents, solutes, and thermal pollution. The specific outcomes from
the grade eight Science Program of Studies that will be covered in this lesson
will be to investigate and identify factors that affect solubility and the rate of
dissolving a solute in a solvent. Additionally, relate the properties of mixtures
and solutions to the particle model of matter.

Unit A: Mix & Flow of Matter SLO:

GLO: (2) Investigate and describe
the composition of fluids, and
interpret the behaviour of
materials in solution
2.3 - Investigate and identify factors
that affect solubility and the rate of
dissolving a solute in a solvent.
2.4 relate the properties of mixtures
and solutions to the particle model of
matter (e.g., recognize that the
attraction between particles of solute
and particles of solvent helps keep
materials in solution)
S1 - Ask questions about the
relationship between and among
observable variables, and plan
investigations to address those
questions
S2 - Conduct investigations into the
relationships between and among
observations, and gather and record
data
S3 - Analyze quantitative data
S4 - Work collaboratively on problems,
and use appropriate language to
communicate ideas, procedures, and
results.

Vocabulary Students will...

- Solubility - Students will discuss elements that are in our environment that
 - Solutes have the ability to be harmful to us.
- Solvents - Students will identify three factors that affect the ability to
- Solutions dissolve solutes in solvents.
- Solids - Students will discuss and define what solutions are
- Liquids - Students will discuss and define what solutes are
- Gasses - Students will discuss and define what solvents are
- Temperature - Students will discuss why water is referred to as the universal
- Thermal Pollution solvent
- Students will recall what concentration means
- Students will identify what solubility is
- Students will discuss how temperature affects solubility

Guiding Questions: What factors influence the rate of solubility of a solution?

- What is concentration?
- What are solutions?
- What are solutes? What are examples?
- What are solvents? What are examples?
- What does unsaturated solution mean?
- What does saturated solution mean?
- What does the solubility of a solution refer to?
- What three factors affect the rate of solubility?
- Water is known as the universal solvent. Why do you think that
is?
- What is the solute and solvent in seawater?
- What would happen if the warm water was returned directly
back into the lake/river?

Resources Resource #1: Unit A Slideshow

Resource #2: Notes packages

Lesson Activities Materials

Introduction: Review of 2.2 (5 min) Slideshow

- At the beginning of class, students will review important concepts from
section 2.2 so that it can be on the minds while we start section 2.3
- Questions will be asked (all of them are on the slides)
Activity: Slideshow
(1) Slideshow (18 minutes) Notebook
- Students have a science guided notes booklets for unit a and they will Concept maps
fill this out while we go through section 2.3
- Questions will be asked during this lesson (listed above)
- There will be a short video on thermal pollution and animals living in
the waters. This video highlights how thermal pollution negatively
affects First Nations, Métis, and Inuit peoples. We will have a further
discussion about this important problem.

(2) Concept Maps (5 minutes)

- Students have concept maps that can be used as a studying tool for
their Unit A test.
- We will take a little bit to go through this and ensure that students are
caught up on their concept maps

(3) Check and Reflect Questions (7 minutes)

- Within students guided notes, there are check and reflect questions
that students will answer that help them review the topics that we
went over in class

Conclusion: (3 min)
- Students will be told what the plan is for the rest of the week
- Students will then be briefly asked questions as a review for the lesson

Reflection

I got observed this lesson and I think it went very well. My students were a little quiet as
their vice principal was in the room but it didn’t stop us from having conversations and
for students to answer my questions. The vice principal complimented how I structured
my questions and how I ensured to ask every student a question by the end of the lesson.
He appreciated that I chose students who did not have their hand up as this sends the
message that they need to be paying attention as I could call on them at any time.