Lesson Plan Template
SUBJECT/Grade:
Grade 9 Academic Science
COURSE/Type/Code:
SNC 1D
LESSON TITLE :
Suggested Time:
75 mins
Lab – Identifying Mystery Gases (burning/glowing stint)
LESSON Description: Air is a mixture of gases, including nitrogen, oxygen and carbon dioxide.
All of the gases contain covalent bonds. Most of the gases in air are colourless and odourless.
Although these and other gases are indistinguishable in appearance, they exhibit different
chemical properties. These properties can be used to identify them.
Connection to CULMINATING ACTIVITY: Students will be given a handout to fill in
observations and discussion questions – this is testable material
Planning Information:
Curriculum Connections
Overall Expectation(s):
 C2.2 Conduct an inquiry to identify the physical and chemical properties of common elements and
compounds (e.g., magnesium, HCl, NaHCO3, Manganese dioxide)
 C2.4 Conduct appropriate chemical tests to identify some common gases (e.g., oxygen, hydrogen, carbon
dioxide) on the basis of their chemical properties, and record their observations
Specific Expectation(s):
 Covalent bond, triple bond, chemical bond, double bond, molecule, ion, electronegativity, ionic
bond, anion, cation, nonpolar covalent bond, hydrogen bond, polar covalent bond, and polar
 Octet Rule, ion formation, ion names, ion formulas, ionic compound formation, ionic compound
properties, lattice energy, simple binary compounds, compounds with polyatomic ions, compounds with
transition metals, covalent compound formation, covalent compound properties, and binary covalent
compounds
Learning Goal(s) or Enduring Understandings:
 Explain the stability of noble gases by electron configuration
 Identify elements that can release or receiving valence electrons to achieve stability or resembling the
noble gas electron configuration.
 Describe the arrangement of valence electrons noble gas atom (duplet and octet) with the
arrangement of valence electrons instead of the noble gas atom and its relationship with
element stability
 Given examples of elements which readily releases its valence electrons to form a positive ion and
example elements that readily accept electrons from the valence ions of other elements to form negativ
element.
 Illustrates the process of ionic bonding, such as men (positive charge) and female(negative charge) are
attracted to form anionic bond of marriage (a sense of intending to know)
Essential Questions:
 Can I define chemical bonding and different types of bonds?
 Do I know how to identify and demonstrate the different types of chemical bonds through Lewis Dot
structures
Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful
in this lesson)

Bohr Rutherford diagrams

Lewis dot

Subatomic particles and atomic structure

Periodic table groups/families
Differentiated Instruction Details
 How will you differentiate your lesson? Provide details
Knowledge of Students
Differentiation based on student:
 Readiness  Interests  Learner Profile:
 Styles  Intelligences
environment,
 Other (e.g.,
gender, culture)
Need to Know
 Students’ come from different cultural backgrounds and language use at home – the terms need to
be defined clearly and broken down
 Many of the students have not been doing homework – and so readiness may not be there
(Flexible grouping is a strategy that teachers can use to create temporary groups based on student
need)
How to Find Out
 Multiple intelligence tests?
Differentiated Instruction Response
 Learning materials (content)  Ways of learning (process)  Ways of demonstrating learning
(product)
 Learning environment
Resources (for items in appendix, indicate with
asterisk)
 Projector/laptop
 Chart paper/markers
Agenda (to be listed on blackboard, in student
language)
Homework: Handout from Friday (finish) and
Textbook page 257-261 (and questions at the end)
Minds On (Hook)
 Establishing a positive learning environment
 Connecting to prior learning and/or experiences
Connections
L: Literacy
AfL, AoL: Assessment for/of
Learning
 Setting the context for learning
Volunteers (4)  CAN WE DO DIAGRAMS? (20 minutes)
Have four volunteers for board work
- Two do the Bohr- Rutherford diagram for Na and Cl
- Two do the Lewis Dot diagram for Na and Cl
Show the students the reaction
- Show video of NaCl bonding
- https://study.com/academy/lesson/what-is-sodiumchloride-definition-structure-formula.html
Action
AoF

Work through example with
students to ensure everyone
understands (terms and
how to form diagrams)
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
AfL
Whole Class  PowerPoint presentation 30 mins
Go through examples on the board of chemical bonding
- PowerPoint – present material to whole group
If there is time:
- Present ions and ask how they would bond – if ionic
(which would be the anion or cation), if covalent (why?)
- Examples: Show the formation of ionic bonding in MgO
compound!
Consolidation and Connection
 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection


Use images and not just
works on powerpoint
Bold and underlnes
things that are key terms
or important things to
write down
Groups of 5  Let's Laugh About It (20 mins)
Help students remember the four different types of chemical
bonds by creating jokes about their characteristics.
1. Describe the four types of chemical bonds: covalent, ionic,
polar covalent, and metallic. Draw diagrams to illustrate
common compounds that have each type of bond.
2. As a class, create a four-way Venn diagram to compare
and contrast the characteristics of the four bonds.
3. Divide the class into pairs, and provide each pair with
chart paper and markers.
4. Have pairs create a joke to help them remember
something about each type of chemical bond. For example,
a joke might be: ''Why are covalent bonds good citizens?
Because they always share their electrons.''
5. Students should write their jokes on the chart paper.
6. When students are finished, have them share their jokes
with the class.
Extension/PREP/Hwk (activities completed outside of class to reinforce/extend
learning or prepare for next class)
AoL:
 See if the students understand
the terms of bonding enough to
make jokes in the periodic table
AfL or AoL: Strategy/Assessment
Tool
Page 261 in textbook
Accommodations/Special Needs: (this may have been identified above in DI section) How will you
accommodate for students with IEPs, ELLs etc.?
 Allowed to use their phones even IN PAIRS to make chemistry memes
 Can use google translate
Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for
this assignment, just an FYI for reflective practice)
Aspects that worked:

It appears the first period class does well
with noise as well as silence – they are able
to sit down and work given clear direction
but prefer lecture based learning or lab work
Changes for next time:
https://study.com/academy/lesson/chemical
-bonding-activities-games.html
 Have students present examples of Bohr
Rutherford Diagrams
 Examples in groups:
 Group 1: LiF, H2O, MgCl2, HCl, CH4, O2

SNC1D
MRS. WHALEN
LAB: IDENTIFYING MYSTERY GASES
INTRODUCTION:
Air is a mixture of gases, including nitrogen, oxygen and carbon dioxide. All of the
gases contain covalent bonds. Most of the gases in air are colourless and odourless.
Although these and other gases are indistinguishable in appearance, they exhibit
different chemical properties. These properties can be used to identify them.
Oxygen: Oxygen is essential for burning. Things burn more vigorously when they are in
pure oxygen than when they are in air, which contains about 20% oxygen.
Hydrogen: When hydrogen is ignited in air, the hydrogen atoms combine with oxygen
atoms to form molecules of water vapour. This rapid reaction is accompanied by a
characteristic “pop” sound.
Carbon Dioxide: Carbon dioxide does not burn and does not support combustion.
Carbon dioxide with extinguish a flame, making it useful as a fire extinguisher.
PURPOSE:
The purpose of this lab is to use the information on gas tests to identify different gases
produced in the reactions.
MATERIALS:
Goggles
3 test tubes
test-tube rack
hydrogen peroxide solution
manganese dioxide powder
toothpick
3 wooden splints
Bunsen burner
Flint starter
Hydrochloric acid solution
Magnesium ribbon
Tongs
Sodium bicarbonate powder
SAFETY PRECAUTIONS:

Hydrochloric acid is corrosive. Any spills on the skin, in the eyes, on clothing
should be washed immediately with cold water. Report any spills to your teacher.

Hydrogen peroxide is poisonous and a strong irritant. Manganese dioxide is also
toxic. Report any spills to your teacher.
PROCEDURE:
1.
2.
3.
4.
5.
6.
Part 1: Hydrogen Peroxide and Manganese Dioxide
Put on your goggles.
Using a clean, dry test tube, pour about 4 cm of hydrogen peroxide solution into
a test tube. Obtain a tiny amount of manganese dioxide powder on the blunt end
of a toothpick. Record 3 physical properties of the two reactants in the
observation table.
Light a burning splint using the Bunsen burner according to the instructions given
by your teacher.
Add the manganese dioxide to the hydrogen peroxide. Allow the reaction to
proceed for about 5 seconds, and note changes during the reaction in the
observation table.
Bring the burning splint close to the mouth of the test tube. If no reaction occurs,
blow out the flame and insert the glowing splint half way into the test tube.
Record your observations, and the result of the splint test in the observation
table.
Part 2: Hydrochloric Acid and Magnesium
1. Obtain another clean, dry test tube. Pour about 4 cm of hydrochloric acid solution
into the test tube. Obtain a small piece of magnesium ribbon. Record 3 physical
properties of the two reactants in the observation table.
2. Light a burning splint using the Bunsen burner according to the instructions given
by your teacher.
3. Roll the magnesium into a ball and add it to the acid using forceps. Note any
changes of the reaction in the observation table.
4. Bring the burning splint close to the mouth of the test tube. If no reaction occurs,
blow out the flame and insert the glowing splint half way into the test tube.
5. Record your observations, and the result of the splint test in the observation
table.
1.
2.
3.
4.
5.
Part 3: Hydrochloric Acid and Sodium Bicarbonate
Obtain one clean, dry test tube. Pour about 4 cm of hydrochloric acid solution
into the test tube. On a piece of paper, obtain a small amount of sodium
bicarbonate. Record 3 physical properties of the two reactants in the
observation table. Slowly add the sodium bicarbonate into the test tube
containing hydrochloric acid. Note any changes of the reaction in the
observation table.
Light a burning splint using the Bunsen burner according to the instructions given
by your teacher.
Bring the burning splint close to the mouth of the test tube. If no reaction occurs,
blow out the flame and insert the glowing splint half way into the test tube.
Record your observations, and the result of the splint test in the observation
table.
Dispose of all mixtures into the waste containers provided. Clean up your
workstation, put away all materials and wash your hands.
DISCUSSION QUESTIONS:
Answer the following questions using complete sentences.
1. What gas(es) were you testing for with the burning splint? The glowing splint? (2
marks)
2. What evidence of chemical change did you observe with each reaction? (3
marks)
3. Which gas seemed to be the most hazardous in this activity? Why?
(2 marks)
4. Fill in the following table, listing the chemical and physical properties of the gases
produced in this investigation. (6 marks)
Gas
Hydrogen
Carbon Dioxide
Oxygen
Physical Properties (2)
Chemical Properties (2)
PART
NAME
STARTING SUBSTANCE
PROPERTIES (AT LEAST 3)
OBSERVATIONS AFTER
MIXING (AT LEAST 3)
RESULTS OF GAS TEST
1
Manganese
Dioxide
Burning:
Glowing:
Hydrogen
Peroxide
2
Magnesium
Burning:
Glowing:
Hydrochloric
Acid
3
Sodium
Bicarbonate
Burning:
Glowing:
Hydrochloric
Acid
GAS PRODUCED