Monday
Content Standard:
Explain the process of dissolving in terms of solute/solvent interactions:
 Observe factors that affect the rate at which a solute dissolves in a specific solvent
 Express concentrations as molarities
 Prepare and properly label solutions of specified molar concentration
Essential Question:
How are solutions prepared in the lab? Also, how can an existing solution be altered
(diluted) to meet new needs?
Musical Selection:
Motown Monday
Learning Activities:
[ 10 minutes ] Diluting a Solution Demonstration
Summary: Teacher will model the dilution of an existing solution.
[30 minutes] Active Learning – Prepare and Dilute Solutions
Summary: Students will follow instructions written by another student last Friday.
They’ll prepare a solution, and then the teacher will deliver a card asking the student to
adjust the concentration. Students will be asked to write steps for the dilution.
[50 minutes] Tiered Molarity, Molality, and Dilution Calculations
Summary: Students choose molarity, molality, and dilution problems to solve to prepare
for tomorrow’s quiz. Each problem is assigned a specific number of points. Students are
asked to earn a total of 15 points (5 from each category). Students can solve fewer
problems by choosing more difficult problems.
Differentiation Plan:
 Appropriate challenge: Students can select appropriately challenging problems from
the tiered assignment. High achievers will be encouraged to solve the more difficult
problems.
 Use of flexible grouping: Students will be grouped with others of similar
ability/understanding level.
Assessment Plan:
 Informal assessment of understanding: Teacher will visit each group to observe
understanding and answer questions.
Homework:
 Watch Chem-to-Go Lesson 36, complete the Cornell notes, and take the video quiz.
Tuesday
Content Standard:
Explain the process of dissolving in terms of solute/solvent interactions:
 Observe factors that affect the rate at which a solute dissolves in a specific solvent
 Express concentrations as molarities
 Prepare and properly label solutions of specified molar concentration
Essential Question:
How is molarity used as a conversion factor in stoichiometry?
Musical Selection:
TV Tuesday
Learning Activities:
[ 30 minutes ] Concentration Quiz
Summary: Students will solve problems demonstrating their current levels of mastery of
molarity, molality, and dilutions.
[30 minutes] Acquisition of Knowledge – Using Molarity as a Conversion Factor
Summary: Teacher will demonstrate the connection between units 5, 7 and 9:
concentration of aqueous solutions in chemical reactions. Students will learn to use
molarity as a conversion factor in dimensional analysis.
[30 minutes] Solution Stoichiometry Think Tac Toe
Summary: Students solve solution stoichiometry practice problems of their choice on a
think tac toe.
Differentiation Plan:
 Appropriate challenge: Students can select appropriately challenging problems from
the think tac toe assignment. High achievers will be encouraged to solve the more
difficult problems.
Assessment Plan:
 Informal assessment of understanding: Teacher will take up the solution
stoichiometry practice to determine each student’s current level of mastery.
 Formal assessment of concentration calculations: Teacher will grade, record, and
pass back the Concentration Quiz.
 Common, collaborative assessment: Concentration Quiz was written in collaboration
with other HHS chemistry teachers.
Homework:
 Watch Chem-to-Go Lesson 37, complete the Cornell notes, and take the video quiz.
Wednesday
Content Standard:
Explain the process of dissolving in terms of solute/solvent interactions:
 Observe factors that affect the rate at which a solute dissolves in a specific solvent
 Express concentrations as molarities
 Prepare and properly label solutions of specified molar concentration
Essential Question:
What are colligative properties? How does the presence of a solute affect the properties of
the solvent?
Musical Selection:
The Middle
Learning Activities:
[30 minutes] Acquisition of Knowledge – Colligative Properties Concepts and
Calculations
Summary: Students will read an article describing the use of salt to treat frozen roads.
Teacher will facilitate a discussion of freezing point depression and boiling point
elevation. Students will be guided through two example problems.
[45 minutes] Tiered Colligative Properties Practice
Summary: Students, working in homogeneous pairs, will select from three levels of
colligative properties questions to prepare for tomorrow’s quiz. Advanced students will
have the opportunity to choose higher level questions to earn more points quickly.
Struggling students will be able to solve appropriately challenging problems while getting
additional practice.
[15 minutes] Exit Questions
Summary: Students will solve one colligative property question before leaving class.
Differentiation Plan:
 Appropriate challenge: Students can select appropriately challenging problems from
the tiered assignment. High achievers will be encouraged to solve the more difficult
problems.
 Use of flexible grouping: Students will be paired with others of similar
ability/understanding level based on data collected from yesterday’s concentration
quiz.
Assessment Plan:
 Informal assessment of understanding: Teacher will visit pair to observe
understanding and answer questions.
 Collect diagnostic data exit question: Teacher will evaluate student understanding by
reviewing the exit questions.
Homework:
 Prepare for Colligative Properties Quiz.
Thursday
Content Standard:
Explain the process of dissolving in terms of solute/solvent interactions:
 Observe factors that affect the rate at which a solute dissolves in a specific solvent
 Express concentrations as molarities
 Prepare and properly label solutions of specified molar concentration
Essential Question:
What are colligative properties? How does the presence of a solute affect the properties of
the solvent?
Musical Selection:
Throwback Thursday
Learning Activities:
[30 minutes] Colligative Properties Quiz
Summary: Students will demonstrate current level of mastery in calculating changes in
freezing point and boiling point.
[60 minutes] Colligative Properties Lab – Making Ice Cream by Lowering the Freezing
Point of Water
Summary: Students will make measurements in lab to calculate the molar mass of rock
salt. The lab activity involves HIGH level critical thinking and problem-solving. A happy
by-product is a cup of ice cream.
Differentiation Plan:
 All students will take the same quiz and carry out the same lab activity today.
Assessment Plan:
 Collect and use formal data: Teacher will formatively assess understanding of today’s
lesson using a Google form quiz with four multiple choice questions similar to
tomorrow’s quiz.
Homework:
 Prepare for tomorrow’s lab practical.
 Complete any colligative properties lab calculations.
Friday
Content Standard:
Explain the process of dissolving in terms of solute/solvent interactions:
 Observe factors that affect the rate at which a solute dissolves in a specific solvent
 Express concentrations as molarities
 Prepare and properly label solutions of specified molar concentration
Essential Question:
Have I mastered the concepts of solutions? Can I evaluate a situation and apply the concepts?
Musical Theme:
Relaxation Station
Learning Activities:
[ 45 minutes] Solutions Lab Practical
Summary: Students will demonstrate mastery of unit 9 skills in a laboratory situation as
they calculate a specific heat capacity and read a phase diagram.
[ 45 minutes] Cumulative Quiz – Unit 8
Summary: Students will demonstrate mastery of unit 8 skills to calculate a limiting
reactant problem.
Differentiation Plan:
 Appropriate challenge using diagnostic data: Students will carry out the lab
according to their recent performances on quizzes. Stronger students will be assigned
more complex reactions. Four variations of the lab practical exist.
Assessment Plan:
 Formal assessment of solutions unit mastery: Students will demonstrate mastery
solving the lab practical and cumulative quiz
Homework:
 Prepare for Monday’s test.