Teacher Candidate: Justin Carter Date: April 15, 2014

School: Man High School Grade/Subject: 11

th
grade Chemistry
Lesson Topic: Gas Laws

Instructional Objectives/Student Outcomes:
In this lesson, students will investigate the Ideal Gas Law and how to apply it to
systems of ideal gaseous measurements.
Objectives:
1) Students will define the Ideal Gas Law.
2) Students will apply the Ideal Gas Law to various chemical and practical
scenarios.

WV CSOs:
I) SC.S.C.2
Students will
demonstrate knowledge, understanding and applications of scientific
facts, concepts, principles, theories and models as delineated in the
objectives.
demonstrate an understanding of the interrelationships among
physics, chemistry, biology, earth/environmental science and
astronomy.
apply knowledge, understanding and skills of science subject
matter/concepts to daily life experiences.

National Standards:
NSTA Standard 1: Content knowledge
1a) Understand the major concepts, principles, theories, laws, and
interrelationships of their fields of licensure and supporting fields as
recommended by the National Science Teachers Association.


Management Framework:
Overall Time-45 minute Lesson
Time Frame- 10 min. Teacher opening, lecture discussion of the Ideal Gas Law, and
mathematical explanation of the law.
20 min. student practice and activity work
15 min. conclusion, online research

Strategies:
Guided instruction, independent practice, teacher/student led discussion, online
research

Differentiated Instruction/Adaptations/Interventions:
For students who are visual learners, I will encourage students to find websites that
have stimulating visual effects (i.e. videos, simulations, etc.) that display the
characteristics of the Ideal Gas Law. For students who learn through
mathematically working problems, I will distribute example problems and practice
materials.

Procedures:
1) Introduction/Lesson set
Lecture Outline:
First, I will discuss the properties ideal gasses so that the students
understand the variables we are working with.
We will then, as a class, mathematically derive the law from these
components.
After the unveiling of the law, I will then discuss the units involved in
working with the Ideal Gas Law
I will follow this by working example problems for the class to
demonstrate the proper methods of working Ideal Gas Law problems.

2) Body and Transitions
Directly after the lecture, I will distribute to students a set of problems with
scenarios that demand the use of the Ideal Gas Law to solve.
While the students are working, I will be monitoring their progress and
providing regular feedback and making myself available for any and all
questions.

3) Closure
Afterwards, I will then recap over the lesson
I will also answer any questions they may have.
Finally, students will use online researching to find a website they find
helpful to learning the Ideal Gas Law

Assessment:
1) Formative-As the students work through practice problems, I will monitor
them and provide immediate feedback on the progress.

Materials:
SmartBoard (or projector-type technology), computers, whiteboard, markers,
erasers, problem sheets, Modern Chemistry textbook, pencils, paper, calculators



Extended Activities:
1) If students finish early on their assignments, students will begin researching
for helpful websites that focus on the Ideal Gas Law.
2) If the lesson finishes early, we will discuss how to use the Ideal Gas Law to
approximate the actions of non-ideal gases.
3) If the technology fails, students will use the librarys computers to complete
the online research assignment.


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS


Needs-Based Planning
Learning Differences
-I will provide multiple approaches to
providing students with the content.
Sensory Differences
-I will make my speaking, writing and
graphical representations clear,
functional and adaptable.
Attention Differences
-I will use a varying schedule to keep
students attention focused on learning.
Behavioral Differences
-Each student will be held accountable to
the same set of rules.
Motivational Differences
-Students will create applications of the
the Ideal Gas Law to things that interest
them.
Ability Differences
-Students will work together in groups
and help group members with their
individual weaknesses.
Physical Differences
-No physical activity will occur that
would prohibit physically disabled
students from participating.
Cultural Differences
-Each student will find a way to relate
the Ideal Gas Law to their personal life.
Communication Differences
-I will regularly ask students whether or
not they understood me, and
individually approach each student in a
way that bests suit their needs.
Enrichment
-For extra practice, students will be
given extra problems and links to
websites that provide additional
instruction.
Multiple intelligences Addressed
__x____Verbal/linguistic ___x___Naturalist
___x___Spatial ___x___Interpersonal
__x____Logical/mathematical __x____Intrapersonal
______Bodily-kinesthetic ___x___Existential
______Musical ______Others (explain):


Reflections:

This lesson, concluding my teaching experiences for Content Area Literacy, provided
to be yet another successful learning experience for all of those involved. I
collectively implemented the corrections suggested from the previous lessons
reflections and made some improvements that Mr. Arms had suggested, which led to
me to having a very successful teaching/learning experience. The students seemed
to enjoy doing problems on the boards from the previous lesson, so we continued to
do so in this lesson. As I observed their work, I found that the lecturing techniques I
used for this type of content was effective in relaying the knowledge and making it
sustain in their minds. The students also seemed to enjoy using technology to find
helpful resources for learning the Ideal Gas Law. One area I would like to improve
upon is how to make the Combined Gas Law more relevant to students. Because of
the nature of the law, there arent many ways to relate it to non-chemistry related
areas, but I do feel that there may be some way to make it more student-relatable,
either directly or indirectly. These lessons, based on the feedback I have received
from Mr. Arms and the students, have been very successful and have given me a
greater depth of knowledge about the world of teaching.