Cluster: 2 Grade: 10



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Planning Sheet for Single Science Lessons

Page 1


Lesson Title: Acids

Cluster: 2 Grade: 10

S.L.O: S2-2-08 Experiment to classify acids and bases using characteristic properties.



Learning Outcomes/Goal Focus

Teacher Reminders

Students’ Tasks

Gear Required

  1. Scientific Inquiry


Initiating, Researching & Planning

Integrate new info with info previously learned. Justify various methods for finding answers to specific questions.


Implementing; Observing, Measuring &

Recording (experiential -evidential)

Work cooperatively to carry out experiments in a safe manner. Observe changes that occur when indicator is added to acid/base. Observe reaction between various acids, bases and metals. Summarize and record information in various forms.


Analyzing & Interpreting (psychological)

Analyze whether the substance is an acid or a base. Identify and suggest explanations for patterns.


Concluding & Applying (theoretical)

Draw conclusion that it is an acid or a base. Base conclusions on evidence.



  1. STSE Issues/ Design Process/ Decision Making


Work cooperatively and value other ideas while carrying out lab (C7).Understand properties of matter and interaction of matter (D3). Describe and appreciate the dicversity, functions, and patterns (E1).


  1. Essential Science Knowledge Summary

In this lesson, students will: (1) learn about the characteristic properties of acids.

pH <7, the stronger the acid the lower the pH values, reacts with metal except for copper, conductive – allows electricity to run through them, taste sour, gives off carbon dioxide when reacting with carbonates. (2) Acids such as lemon juice,


Teacher reads and acts out the Acids and Bases: a Magical Story (see attached) to students. At one point in the story teacher puts out three beakers, one with an acid, one with a base, one with water and asks students how they could determine which is which. (experiential)


“What could we say the indicator did?” (psychological)
“Yes, we used an indicator called Bromothymol Blue. Other indicators exist such as Litmus paper, phenolphthalein, and pH paper. Later this class we will be using indicators to test the pH of various substances.” (psychological)
Teacher asks students for examples of acids bases that they use/see on an everyday basis. Teacher writes answers on the board under the appropriate category of acid or base. (experiential)
Teacher asks students if they can name any characteristics of acids and bases. (experiential)

Teacher: “Today we will focus on the characteristics of acids. Before we go into our investigation, we will go over pH and indicators.” (theoretical)

Teacher explains pH and indicators and reviews lab safety. See attached sheets. (theoretical)
Carry out lab circus experiment on acids. (experiential)


“By using an indicator!”


“Indicated if the substance was an acid or a base by changing colors.”

Students name various acids and bases.


“Color, slippery feeling, tastes sour/bitter, etc.”

Students take notes.

Start on lab circus experiment. They are working in pairs.



Beakers

Safety goggles

Red and Blue litmus paper

Indicators (universal, phenolphthalein, bromothymol blue)

pH meter or pH test paper

Test tubes

Eyedroppers

Microtray

Acids: Lemon juice

Vinegar


Soft Drinks

Orange juice

Milk

Black coffee



Apple

HCl (6M)


Acetic Acid (6M)

Metals: Copper

Zinc

Iron


Magnesium


Questions to consider in your planning / delivery

  1. How long will each phase last?

  2. How am I going to organize working groups?

  3. How will I organise and distribute equipment?

  4. What specific skill and knowledge development am I emphasizing?

  5. Is there evidence of clear instructions and purposeful questions?

  6. What must I look for in monitoring student learning?

  7. How can I diversify instruction?

Planning Sheet for Single Science Lessons

Page 2


Lesson Title: Acids and Bases

Cluster: 2 Grade: 10

S.L.O: S2-2-08 Experiment to classify acids and bases using characteristic properties.



Learning Outcomes/Goal Focus

Teacher Reminders

Students’ Tasks

Gear Required

soft drinks, and stomach acids are part of our everyday lives. (3) Litmus paper, pheonolphtalein, bromothymol blue, universal indicators, pH paper, and pH meters can be used to indicate if a substance is acidic or basic. (4) Neutralization occurs when an acid and a base are combined. Products in clued a salt and water.

Will you assess? If so, what?

Yes, identification/characteristics of acids.


How will you assess it?

Responses on Circus sheet. Unit test.




“Do you see any patterns or common characteristics in acids” (psychological)

“How would you describe the taste of common acids? Think of lemon juice, or vinegar.” (evidential)

“Tomorrow we will be testing for the characteristics of bases. I want you to bring in one item from home that you think might either be an acid or a base and we will test them at the beginning of next class”

Students name trends; red litmus paper doesn’t change color, blue litmus paper turns red, pH paper turns red-orange, Bromothymol Blue turns yellow, Phenophthalein does not change color, universal indicator turns red-orange, acids react with metals.

Students, “Sour!”









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