Kelly Rancier
June 17, 2015
Lesson Plan- Forms of Matter: Element, Compounds, and Mixtures
Purpose: My independent project was about mercury’s role in vaccines, as well as the autism
controversy that has stirred as a result of the element’s presence in children’s vaccinations. A major
misconception is that “mercury is bad.” Of course, elemental mercury, as well as methylmercury are
known to pose serious health risks, but ethylmercury, the form of mercury used in children’s vaccines,
has quite different chemical properties. Based on the studies that I looked in to, scientists find
ethlymercury to be far safer and do not support that it is a cause for autism. Therefore, the purpose of
this lesson is to demonstrate how different forms of matter which contain the same elements have
completely different properties. This will help differentiate elements, compounds, and mixtures.
Instructional Objectives: Students will be able to:
1) Describe the differences between elements, compounds, and mixtures.
2) Apply the definitions of elements, compounds, and mixtures to a laboratory investigation
involving iron and sulfur.
Standards:
Key Idea 3, Performance Indicator 3.1:
1) 3.1u Elements are substances that are composed of atoms that have the same atomic number.
Elements cannot be broken down by chemical change.
2) 3.1s Mixtures are composed of two or more different substances that can be separated by
physical means. When different substances are mixed together, a homogeneous or
heterogeneous mixture is formed.
3) 3.1dd Compounds can be differentiated by their physical and chemical properties.
Body of Lesson:
Invitation to Inquiry – I will start by holding a shaker of salt. I will ask students, “What it is that I am
holding and how do we use it in the real world?” I will then ask, “Can someone tell me the elements
that make up table salt?” Once students have guessed sodium and chlorine, I will show this video
(https://www.youtube.com/watch?v=ODf_sPexS2Q ) of sodium reacting with water. Then I will show
this short clip about chlorine gas, specifically its role in chemical warfare
(https://www.youtube.com/watch?v=o8DH0YtRQMc). “What does this tell you about the properties of
the elements on their own compared to the properties of these elements if they are combined to
form something called a compound?”
Learning Activities and Tasks –
1. The majority of this lesson will center around the attached lab, Comparing Elements,
Compounds, and Mixtures. I will read aloud the research question, “What happens to the
properties of elements when they combine chemically?” Students will be given 5 minutes to
read the lab independently at their desks. I will answer any questions at that time. I will then
instruct students to go their lab stations, collect necessary materials, and conduct the
experiment with their partners. I will be monitoring students by circulating around the lab area
while the activity is taking place, but this lab is meant to be student-centered. When students
have collected their data, they should discuss the conclusion questions with their partner.
Students will clean up their stations and return to their desks.
2. Once students have returned to their desks, I will have them turn to the person next to them to
compare and discuss their data and thoughts about the conclusion questions. I will be circulating
to ensure that thoughtful discussions are taking place and students are remaining on task.
3. Now that students have heard from two other students, they will be instructed to answer the
conclusion questions independently for homework.
4. I will then present students with the definition of an element on the board. I will ask for
volunteers to list me examples of elements. I will then ask for volunteers to construct a
definition of a compound. I will list their thoughts on the board and then help to put an
accurate definition together for them. I will again for volunteers to list me examples of
compounds. Finally, I will ask for volunteers to construct a definition of a mixture. I will list
their thoughts on the board and then help to put an accurate definition together for them. I will
again for volunteers to list me examples of mixtures. Students will be writing these definitions
in to their notebooks as I go through this material.
Closing Activity – Students will be given an exit ticket that reads as follows: Element X is red-brown solid
metal at room temperature. It is a good conductor of heat and electricity and is fairly unreactive.
Element Y is a white powder at room temperature. It glows in the dark when in the presence of oxygen.
If these elements were combined to make a mixture, explain how the chemical properties would
compare to the elements. If these elements were combined to make a compound, explain how the
chemical properties would compare to the elements. Hand in this exit ticket before you leave class.
Assessment Strategies – Students will be assessed informally while they are working at their lab stations.
I will ask questions throughout the duration of the lab to ensure that the wheels keep turning. Also,
when student volunteers answer questions during the opening of the lesson as well as when we are
constructing the definitions together on the board, will further allow me to assess where students are
at. The exit ticket and completion of the lab for homework will be a more formal assessment to see how
each student has comprehended the days’ material.
Guiding Questions – The bolded font above indicates the important questioning that will take place
throughout the lesson. The research question will help to encompass the big idea of this lesson.
Technology – Technology will be incorporated when presenting the videos during the opening of the
lesson and I will use my Smart Board during the definition piece of the lesson.
Instructional Skills, Strategies, and Techniques - The majority of the students I teach in chemistry are in
eleventh grade. I rarely go over lab procedures after the first few labs of the year because I think it is
important for students to follow directions and perhaps struggle through figuring out HOW to complete
a task. This procedure is fairly straight forward but it’s amazing to see how many students want
clarifications. Lab is a time for me let go of the reigns and let students truly think for themselves. After
completing the lab, I am using the idea of sharing information with a student from another lab group to
encourage discussion and have students make comparisons. This could lead to more discussion if data
isn’t similar or help to draw accurate conclusions if the data matches up. Reproducible data is an
important aspect of science. The lab is to be finished at home so that students have time to write
thorough and complete answers instead of feeling rushed by the bell. It also helps to reinforce the ideas
outside of school. I then hold their hand a bit more when we work through the definitions because I
want the class to be on the same page and I want their content knowledge to be correct of course. The
exit ticket is meant to be a way for me to quickly assess each and every student in the class in a fairly
non-intimidating way.
Lesson Plan – Exploring Organic Compounds
Purpose: My independent project focused on organomercurials and the role that they play in
vaccinations. It is important that students recognize that organic chemistry is all around them. When we
take aspirin for a headache, or drink out of a plastic water bottle, or fill our cars with antifreeze, we are
taking advantage of benefits of organic chemistry. The purpose of this lesson is to introduce students to
a variety of organic substances that they have encountered in their lives and practice recognizing
functional groups.
Instructional Objectives: Students will be able to:
1) Identify functional groups within an organic compound
2) Design a poster demonstrating important information about their organic compound
Standards:
Key Idea 3, Performance Indicator 3.1:
1) 3.1hh Organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, amines, amides, and
amino acids are categories of organic compounds that differ in their structures. Functional
groups impart distinctive physical and chemical properties to organic compounds.
2) 3.1dd Compounds can be differentiated by their physical and chemical properties.
Body of Lesson:
Invitation to Inquiry – As students walk in they should pick up the sheet titled “Do Now.” This is to be
done independently. When complete, we will go over specific answers to questions 1 and 2. Then I will
ask for volunteers to share with me their predictions for whether or not the substances listed were
organic. Once the list has been reviewed and it is known that EVERYTHING on the list is organic, I will
encourage students to think about the following question as they tackle today’s lesson: “Why should we
care about organic chemistry?”
Learning Activities and Tasks –
1. I will pull up the sheet titled “Organic Molecules Activity” on the Smart Board and go over the
necessary components of the poster. Then, I will invite students to go to their lab stations where
they will find that same sheet to be filled out, art supplies, a card with their organic compound
written on it (see attachment for examples), and iPads for research. As students begin
researching and creating their posters, I will be circulating around the classroom. I will be
checking more specifically for the identification of the functional groups present in their
compounds.
2. After students have worked on their posters for 30 minutes, I will ask each group to visit 3 other
groups’ posters. Even if posters are incomplete, they should read through what is there. After
about 5 minutes of circulating, students will be encouraged to go back to their seats.
Closing Activity – Students will be asked to reflect on the question posed at the start of class: “Why
should we care about organic chemistry?” I will ask them to write a one paragraph response that is
to be handed in by the end of class. Students will be told that they will have time to complete their
posters tomorrow and they will conduct brief presentations to the class.
Assessment Strategies – Students will be assessed informally while they are working on their Do Now as
well as when they are at their lab stations. I will ask questions while posters are being constructed to get
a sense of their understanding behind their organic compound. The reflection written at the end of class
will give me the best sense of what they took away from the lesson. There is no right or wrong answer
to the prompt, but I am hoping that students will recognize how diverse and important organic
chemistry truly is and appreciate what they are learning about that much more.
Guiding Questions – Why should we care about organic chemistry? Maybe it’s not the most
sophisticated question I’ve ever come up with, but as teachers we always hear, “Why do I need to learn
about this?” This essential question encompasses why chemistry is important to our lives. Throughout
the lesson students will be introduced to substances that they’ve most likely used before, but never
realized the chemistry behind the products. Hopefully, they will continue to reflect and build upon their
answer to the question during the hour.
Technology- Technology will be implemented when using the Smart Board, but will play a big role in this
lesson as the iPads and the Internet will be their research tool when constructing the posters.
Instructional Skills, Strategies, and Techniques- The Do Now is made to bring my students back to
“chemistry land” and is a quick way to review the important aspects of organic. They should be referring
back to notes and using their Reference Tables. This work is meant to be independent. At the end of the
Do Now, making predictions allows students to stop and think for a moment about these items that we
typically take for granted. I hope that this opens their eyes to the importance of science, and organic
chemistry in particular. The poster activity allows them to work with a partner and develop their
research skills. They should be using multiple, reliable sources for information. Circulating around the
room at the end of the period allows them to look at other students’ work and learn from each other.
Finally, the reflection written at the end of class is there to make the lesson a coherent whole. Hopefully
their answer continues to develop and take on new meaning as the lesson proceeds.
Name ___________________________________________________
Date __________________
Comparing Elements, Compounds, and Mixtures
Design:
Research Question: What happens to the properties of elements when they combine
chemically?
Protocol Diagram: N/A
Materials:
- 3 X 250-mL beaker
- 1 X Bunsen burner
- 1 X mortar
- 1 X sulfur powder (1.0 g)
- 1 X paper towel
- 1 X test tube
- 1 X aluminum foil sheet
- 1 X striker
- 1 X iron filings (4.0 g)
- 1 X magnet
- 1 X scoopula
- 1 X test tube holder
Method:
1. Using a scoopula, put approximately 4.0 g of iron filings in to a beaker. Examine the
iron filings. Note the color of iron. Observe whether iron is a solid, liquid, or gas.
Wrap one end of a magnet in a paper towel and dip it into the iron filings. Record
your observations in the data table.
2. Using a scoopula, put approximately 1.0 g of sulfur powder in to a beaker. Examine
the sulfur. Note the color of sulfur. Observe whether sulfur is a solid, liquid, or gas.
Wrap one end of a magnet in a paper towel and dip it into the sulfur. Record your
observations in the data table.
3. Mix the contents of the two beakers. Examine the mixture. Note the color of the
mixture. Note the color of the mixture. Observe whether the mixture is a solid,
liquid, or gas. Wrap one end of a magnet in a paper towel and dip it into the mixture.
Record your observations in the data table.
4. Put on safety goggles. Using a striker, light your Bunsen burner.
5. Obtain a piece of aluminum foil from your teacher. Line the inside of the mortar with
the aluminum foil, and set aside for later use.
6. Using a scoopula, transfer a small amount of the mixture to a test tube. With a test
tube holder, carefully hold the bottom of the test tube in the flame moving it back
and forth slowly until the color of the mixture changes. Point the test tube at a 45°
angle, away from your face.
7. Once the contents of the test tube have clumped and changed color, pour the new
compound onto the aluminum foil that has lined the mortar.
8. Allow the new compound to cool for a minute. Note the color of the compound.
Observe whether the compound is a solid, liquid, or gas. Wrap one end of a magnet
in a paper towel and dip it into the compound. Record your observations in the data
table.
Data Collection and Processing:
Data Collection:
Observations of Iron/Sulfur
Material
Description
Response to Magnet
Iron
Sulfur
Mixture
Compound
Data Processing: N/A
Conclusion and Evaluation:
Conclusion: ANSWER IN COMPLETE SENTENCES!!!!!!
1. How do the properties of the individual elements compare to the properties of the
mixture. GIVE EXAMPLES TO SUPPORT YOUR ANSWER.
2. How do the properties of the individual elements compare to the properties of the
compound. GIVE EXAMPLES TO SUPPORT YOUR ANSWER.
3. What was the function of the magnet?
Error/ Evaluation: N/A
Name ___________________________________________
Do Now – Lesson Plan 2
Date _____________________
1. What does it mean to be organic?
2. Draw the functional groups for the following types of organic compounds:
a) Amine
b) Alcohol
c) Organic Acid
d) Ketone
e) Aldehyde
3. The list below includes a variety of items that we may use in our everyday lives. Predict whether
or not these compounds are organic or inorganic. Write O next the term if you think it’s organic,
or I next to the term if you think it’s inorganic.
a) Plexiglas
b) Acetone
c) High fructose corn syrup
d) Tylenol
e) Antifreeze
f)
Nylon
g) Caffeine
h) Polyester
i)
Vinegar
j)
Propane
k) Soap
l)
Moth balls
m) Vitamins
n) PVC
o) Plastic
Lesson Plan 2 – Examples of Organic Compounds
Ascorbic acid – Vitamin C
Acetyl salicylic acid – aspirin
2,4,6-Trinitroluene – TNT
Dichlorodifluoromethane – Freon – CFC
Acetic acid – vinegar
Piperine – pepper
Glycerol – glycerol
Vanillin – vanilla flavoring
Formaldehyde – preservative
Eugenol – cloves, spices
Dichlorodiphenyltrichloroethane DDT – insecticide
Ethylene glycol – antifreeze
Diacetyl – buttery flavor
Acetaminophen – Tylenol
Malic acid – apples, grapes
Cinnamaldehyde- cinnamon flavor
Tartaric Acid – grapes and bananas
Triethanolamine – detergents, cleaners, cement
High fructose corn syrup
Acetone – Nail polish remover
Plexiglas
Lesson Plan 2 – Poster Actvity
Organic Molecules Activity
With your partner, create a poster about a commonly used organic molecule. You will find your
assigned molecule at your desk along with iPads to help you collect information.
On your poster be sure to include the following:
-
The name of your molecule
-
The IUPAC name
-
Common Name (if applicable)
-
Structural formula
-
Molecular formula
-
List the functional groups contained within the molecule (use Table R to help)
-
Molar Mass
-
Melting and Boiling Points
-
Additional Characteristics (solid, liquid, or gas at room temperature/ color/ odor/ texture)
-
Uses and Application (at least 3)
-
At least 2 interesting facts
-
Partners Names