Content Standard:
SC2 d: Identify and solve different types of stoichiometry problems
SC2 e: Demonstrate the conceptual principle of limiting reactants
Essential Question:
Have I mastered the standards of stoichiometry?
Musical Selection:
Relaxation Station
Learning Activities:
[ 90 minutes ] Unit Seven Stoichiometry Test [SC2d & e]
Summary: Students will solve 8 free response questions using stoichiometry skills.
Differentiation Plan:
 All students are taking the same test today.
Assessment Plan:
 Collaborative, common assessment: The unit seven test was developed collaboratively by HHS chemistry teachers.
 Formal assessment: The unit seven test is a formal, summative assessment.
Homework:
 None
Content Standard:
SC6: Understand the effects of motion of atoms and molecules in physical and chemical changes.
Essential Question:
How is heat flow communicated in chemical reactions? How is stoichiometry used to make predictions/calculations about heat flowing into and out of chemical reactions?
Musical Selection:
Tuesday Playlist

Learning Activities:
[ 45 minutes ] Heat Stoichiometry Video [SC6]
Summary: Students will view a short video lesson about heat flow in chemical reactions.
[45 minutes ] Using Stoichiometry to Make Predictions about Heat in Chemical
Reactions [SC6]
Summary: Students will practice interpreting information about heat given in chemical reactions and applying the heat information in stoichiometric calculations.
 Heat Stoichiometry Worksheet: Students will solve 8 heat stoichiometry questions.
 Heat Stoichiometry Think Tac Toe: Students will choose three of nine chemical reactions to analyze and calculate. [differentiated by product] The nine questions are laid out on a “tic tac toe” board, and each student must win tic tac toe AND pass through the center block. I have configured the board to be sure that every student: solves a problem that begins with matter, solves a problem that begins with energy, and analyzes a graph showing heat flow during a chemical reaction.
Differentiation Plan:
 Differentiated by Product – Student Choice: After practicing a familiar skill, stoichiometry, students will choose three of nine problems to solve to turn in for teacher feedback. The nine questions are laid out on a “tic tac toe” board, and each student must win tic tac toe AND pass through the center block. I have configured the board to be sure that every student: solves a problem that begins with matter, solves a problem that begins with energy, and analyzes a graph showing heat flow during a chemical reaction.
Assessment Plan:
 Informal assessment of standard: Students will turn in the three think tac toe answers for teacher feedback. Teacher will use data from formative assessment to determine a need for remediation.
Homework:
 Watch Chem-to-Go Lesson 31: Basic Heat Flow, complete the Cornell notes, and answer the post-video quiz.
Content Standard:
SC6: Understand the effects of motion of atoms and molecules in physical and chemical changes.
SC6a: Compare and contrast atomic/molecular motion in solids, liquids, gases, and plasmas.

SC6c: Analyzing (both conceptually and quantitatively) flow of energy during change of
state.
Essential Question:
In simple physical changes involving temperature increases or decreases, how can the amount of heat flowing in or out be calculated?
Musical Selection:
The Middle
Learning Activities:
[ 20 minutes] q = mcΔT [SC6]
Summary: Teacher will facilitate practice of solving two temperature change problems.
[20 minutes] q = mcΔT Diagnostic Question[SC6]
Summary: Students will solve two heat flow problems and enter their answers in a
Google form. Their scores will diagnose the appropriate tier of the follow-up assignment.
[50 minutes] q = mcΔT Tiered Practice [SC6]
Summary: Students will solve appropriately challenging heat flow problems based on the data gathered from the Google form questions.
Differentiation Plan:
 Differentiation of level of difficulty by formative assessment: Teacher will assign appropriate tier based on the performance on the two questions solved on the Google form.
Assessment Plan:
 Use informal data to inform today’s tiered assignment: Students will be assigned an appropriately challenging set of heat flow problems.
Homework:
 Watch Chem-to-Go Lesson 32: Exchanging Heat Flow from 1 Sample to Another, complete the Cornell notes, and answer the post-video quiz.
Content Standard:
SC6: Understand the effects of motion of atoms and molecules in physical and chemical changes.

SC6a: Compare and contrast atomic/molecular motion in solids, liquids, gases, and plasmas.
SC6c: Analyzing (both conceptually and quantitatively) flow of energy during change of
state.
Essential Question:
In simple physical changes involving temperature increases or decreases, how can the amount of heat flowing in or out be calculated?
Musical Selection:
Throwback Thursday
Learning Activities:
[20 minutes] Heat Stoichiometry Quiz [SC6]
Summary: Students will solve a few heat stoichiometry problems to demonstrate their current levels of mastery.
[30 minutes] Heat Flow from 1 Substance to Another [SC6]
Summary: Teacher will facilitate the discussion and solution of a problem that incorporates TWO substances in the heat flow conversation.
[40 minutes] Heat Flow from 1 Substance to Another Tiered Think Tac Toe [SC6]
Summary: Teacher will use informal observations of algebra skills to assign appropriately challenging assignments to each student.
 Tier One Think Tac Toe – lower levels of algebra needed
 Tier Two Think Tac Toe – higher levels of algebra needed
Differentiation Plan:
 Differentiation of level of difficulty by formative assessment: Teacher will assign appropriate tier based on the performance with algebra-based problems on the previous day.
Assessment Plan:
 Use informal data to inform today’s tiered assignment: Students will be assigned an appropriately challenging set of heat flow problems.
 Collect and use formal data: Teacher will score and record student performances on the heat stoichiometry quiz.
 Collaborative, common assessment: Heat Stoichiometry Quiz was collaboratively created by HHS chemistry teachers.
Homework:
 Watch Chem-to-Go Lesson 33: Heating and Cooling Curves, complete the Cornell notes, and answer the post-video quiz.

Content Standard:
SC6: Understand the effects of motion of atoms and molecules in physical and chemical changes.
SC6a: Compare and contrast atomic/molecular motion in solids, liquids, gases, and plasmas.
SC6c: Analyzing (both conceptually and quantitatively) flow of energy during change
of state.
Essential Question:
How does heat flow during phase changes?
Musical Theme:
Ben Folds Five
Learning Activities:
[ 15 minutes] Heating Curve Drawing & Labeling Partners
Summary: Students will draw and label heating curves on white boards. Teacher will informally assess student understanding to determine if a large group example is needed.
[ 30 minutes] Tiered Heating & Cooling Curve Stations
Summary: Teacher will assign students to appropriately challenging small groups to solve a heating or cooling curve problem.
[ 30 minutes] Heating & Cooling Curve Jig Saw
Summary: Students will be seated in jig saw groups consisting of one member from each of the six stations. Teacher will randomly draw 2 of 6 heating/cooling curve stations from a beaker. Students will solve the curves in their small groups led by the member from that station.
[15 minutes] Heating Curve Exit Question
Summary: Students will individually solve a problem to inform Monday’s instruction.
Differentiation Plan:
 Differentiation of level of difficulty by formative assessment: Teacher will assign appropriate tier based on the performance with white boards.
Assessment Plan:
 Use informal data to inform today’s tiered assignment: Students will be assigned an appropriately challenging set of heating curve station based on whiteboard work at the

beginning of class.
Homework:
 Review any videos.
 Prepare for Monday’s Heat Exchange Quiz.