Monday
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 is heat flowing into or out of a sample calculated? How are phase changes included?
Musical Selection:
Motown Monday
Learning Activities:
[ 30 minutes ] Heat Exchange Quiz
Summary: Students will solve 5 free response questions applying concepts of heat
exchange in physical changes.
[30 minutes] Acquisition of Knowledge – Heating/Cooling Curves
Summary: Students will follow along and solve heating and cooling curves facilitated by
teacher.
[30 minutes] Tiered Heating/Cooling Curve Stations
Summary: Students will solve two heating or cooling curves in the lab area in small,
homogeneous groups. Teacher will visit each group to make observations and answer
questions.
Differentiation Plan:
 Use of diagnostic data to provide appropriate challenge: Post-video Edmodo quiz
results will inform teacher of level of challenge appropriate for each student.
 Use of flexible grouping: Students will be grouped with others of similar
ability/understanding level.
Assessment Plan:
 Collaborative, common assessment: The heat exchange quiz was developed
collaboratively by HHS chemistry teachers.
 Collection of diagnostic data: Students completed an online quiz after watching the
flipped classroom video notes.
 Informal assessment of understanding: Teacher will visit each group with an answer
key to observe understanding and answer questions.
Homework:
 Solve additional heating curve examples.
 Prepare for lab practical and cumulative quiz.
Tuesday
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:
Have I mastered the concepts of thermochemistry? Can I evaluate a situation and apply the
concepts?
Musical Theme:
Relaxation Station
Learning Activities:
[ 45 minutes] Thermochemistry Lab Practical
Summary: Students will demonstrate mastery of unit 8 skills in a laboratory situation as
they calculate a specific heat capacity and read a phase diagram.
[ 45 minutes] Cumulative Quiz – Unit 7
Summary: Students will demonstrate mastery of unit 7 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 thermochemistry mastery [SC2d]: Students will demonstrate
mastery solving the lab practical and cumulative quiz
Homework:
 Prepare for Wednesday’s test.
Wednesday
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:
Have I mastered the standards above?
Musical Selection:
Relaxation Station
Learning Activities:
[90 minutes] Unit Eight Thermochemistry Test
Differentiation Plan:
 All students are taking the same unit test today.
Assessment Plan:
 Common, appropriate assessment: Today’s Unit Eight Test was developed
collaboratively with other honors chemistry teacher.
 Collect formal assessment data: Teacher will mark, score, and record today’s test
results.
Homework:
 Watch Chem-to-Go Lesson 34, complete the Cornell notes, and take the post-video 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
Essential Question:
How are solute and solvent interactions described in chemistry? How can I predict how the
temperature of the solvent will affect the solvation of the solute?
Musical Selection:
Throwback Thursday
Learning Activities:
[30 minutes] Solubility Graph Tutorial with Embedded Vocabulary [SC7]
Summary: Teacher will facilitate the analysis of a solubility curve and model the
appropriate use of new solutions vocabulary.
 100 mL water is solvent on graph
 Lines = saturated solution
 Below lines = unsaturated solution
 Above lines = supersaturated solution
 Changes in temperature = can result in precipitation
[45 minutes] Tiered Solubility Graph Stations [SC7]
Summary: Students will visit three stations that require critical thinking, analysis and
application of new ideas on three different graphs. Higher achieving students will be
asked to make predictions about changing temperature and amount of solvent. Other
students will be asked to illustrate and explain interactions shown on the solubility graph.
[15 minutes] Sample Solubility Graph Questions [SC7]
Summary: Teacher will formatively assess understanding of today’s lesson using a Google
form quiz with four multiple choice questions similar to tomorrow’s quiz.
Differentiation Plan:
 Differentiation of level of difficulty by formative assessment: Teacher will assign
appropriate tier based on current grade in the class and informal observations of
critical thinking skills.
 Collect diagnostic data using Google form: Teacher will formatively assess
understanding of today’s lesson using a Google form quiz with four multiple choice
questions similar to tomorrow’s quiz.
Assessment Plan:
 Use data to inform today’s tiered assignment: Teacher will assign appropriate tier
based on current grade in the class and informal observations of critical thinking skills.
 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:
 Watch Chem-to-Go Lesson 35, complete the Cornell notes, and answer the post-video
quiz.
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:
How can I predict how the temperature of the solvent will affect the solvation of the solute?
How are solutions made in the lab, and how are the instructions written for others to follow
later?
Musical Theme:
Ben Folds Five
Learning Activities:
[20 minutes] Solubility Graph Quiz [SC7]
Summary: Students will read a solubility graph and answer multiple choice questions.
[ 20 minutes] Preparation of a Solution & Calculating Molarity [SC7]
Summary: Teacher will facilitate a discussion and model the appropriate preparation of a
solution using new lab equipment.
[ 50 minutes] Active Learning: Preparation of a Solution & Calculating Molarity [SC7]
Summary: Students will be assigned to homogeneous groups and be invited to prepare a
solution of a specific molarity. They will write a list of steps (instructions) for another
group to replicate the experiment on Monday.
Differentiation Plan:
 Differentiation of level of difficulty by formative assessment: Teacher will assign
appropriate tier based on current grade in the class and informal observations of
critical thinking skills.
Assessment Plan:
 Use data to inform today’s tiered assignment: Teacher will assign appropriate tier
based on current grade in the class and informal observations of critical thinking skills.
 Collect and use formal data: Teacher will formatively assess understanding of today’s
lesson by taking up the lab steps written by the students.
Homework:
 Happy Thanksgiving!