Monday
Content Standard:
SC2a Identify and balance the following types of chemical equations:
synthesis
decomposition
single replacement
double replacement
combustion
SC2b Experimentally determine indicators of a chemical reaction, specifically
precipitation, gas evolution, water production, and changes in energy to the system.
Essential Question:
Have I mastered the skills and standards of the unit?
Musical Selection:
Relaxation Station
Learning Activities:
[ 90 minutes ] Unit Five Test
Differentiation Plan:
 All students will take the same unit test today.
Assessment Plan:
 Common, Appropriate Formal Assessment (SC1b; SC3e; SC4a; SC4b): The unit test
was developed with other HHS chemistry teachers for use in honors chemistry classes
only.
Homework:
 Watch Chem-To-Go Lesson 24, complete the Cornell notes, and take the post-video
quiz.
Tuesday
Content Standard:
SC2c: Apply concepts of the mole and Avogadro’s number to conceptualize and
calculate
 Empirical/molecular formulas
 Mass, moles, and molecules relationships
 Molar volume of gases
Essential Question:
What is a mole?
Musical Selection:
Twangy Tuesday
Learning Activities:
[ 40 minutes ] Partner Learning & Whiteboards: Acquisition of Knowledge [SC2c]
Summary: Teacher will introduce the concept of a mole in chemistry. Teacher will
facilitate a discussion about the students’ prior knowledge acquired during last night’s
video lesson. Students will draw a concept map defining the mole.
o Avogadro’s Number - Use whiteboards to assess understandings:
 Partner A: How many formula units are in a mole of calcium nitrate?
Teacher will provide a sample of calcium nitrate equaling a mole.
 Partner B: How many atoms are in a mole of magnesium? Teacher will
provide a sample of magnesium equaling a mole.
 Partner A or C: How many molecules are in a mole of carbon dioxide?
Teacher will provide a balloon containing a mole of carbon dioxide.
 Group Think: If they contain the same number of particles, why are the
samples not the same size?
 Give an example of the same idea in real life.
o Molar Mass – Use whiteboards to assess understandings:
 Partner A: How much does this sample of calcium nitrate weigh?
 Partner B: How much does this sample of magnesium weigh?
 Partner A or C: How much does this sample of carbon dioxide weigh?
 Group Think: Why do they not all weigh the same amount since they all
contain 6.02x1023 particles?
o Molar Volume – Use whiteboards to assess understandings:
 Partner A: How much space will a mole of O2 take up under standard
conditions?
 Partner B: How much space will a mole of neon gas take up under standard
conditions?
o https://www.youtube.com/watch?v=PvT51M0ek5c – Mole Song
[ 40 minutes ] Tiered Active Learning/Real World Use of Content [SC2c}
Summary: Students will visit three stations to visualize and interact with a mole of
different substances to better understand the significance of the term and concept. The
final station will introduce the idea of using the mole concept in calculations.
Level One: Students who missed one or more post-video quiz questions will be
asked more concrete problems.
Level Two: Students who scored perfectly on the post-video quiz will be asked
more complicated problems.
[ 10 minutes ] Calculating Moles Activity [SC2c]
Summary: Pairs of students will solve dimensional analysis problems using the mole
concept. Students must show all of their work and turn in the handout at the beginning of
the period tomorrow. [Practice: Mole Problems Worksheet]
Differentiation Plan:
 Appropriate challenge using diagnostic data: Teacher will evaluate student
understanding using a post-video quiz. Students scoring perfectly will be given the
level two tiered assignment.
Assessment Plan:
 Informal diagnostic data: Students will be given a tiered assignment based on their
performances on the post-video quiz.
 Whiteboard formative assessments: Students will be asked questions during teachercentered time and record answers on whiteboards. Teacher will adjust instruction to
meet the identified needs and misconceptions of the groups.
Homework:
 Solve the remaining problems from your lab activity or practice mole problems.
Wednesday
Content Standard:
SC2c: Apply concepts of the mole and Avogadro’s number to conceptualize and
calculate
 Empirical/molecular formulas
 Mass, moles, and molecules relationships
 Molar volume of gases
Essential Question:
How is the mole, an unfamiliar unit, related to more familiar units like grams, particles, and
liters? How is dimensional analysis used to make conversions between all of these units?
Musical Selection:
Jamie Cullum Jazz
Learning Activities:
[20 minutes] Self-Evaluation: Checking Answers, Marking Mistakes, and Revising
Summary: Teacher will model self-evaluation technique.
o Use a colored pencil to circle mistakes in your work and write down correct
answer. Make a note on your paper reminding yourself which color is your
FIRST evaluation.
o Return to seat to attempt to revise mistakes in work to get the right answer.
o Take another colored pencil and revised work back to the answer key. Use the
second color to add any necessary revisions to make your work match the
answer key. Make a note on your paper reminding yourself which color is your
SECOND evaluation.
o Determine any confusing spots that you should ask the teacher to clarify.
o NOTE: If you have NO errors in WORK OR ANSWERS, you may move on to next
activity.
[ 60 minutes ] Tiered with Student Choice - Mole Calculations Stations: Foundational
to Advanced [SC2c]
Summary: Students will be asked to visit a foundational, an intermediate, and an
advanced mole calculations station. As students are early in the learning process with this
difficult content, students are invited to choose a combination of seven questions to
answer during the activity. A few rules are in place to prevent students from choosing
only foundational-level questions:
 Foundational: Students should choose at least one but no more than three questions.
 Intermediate: Students should solve at least two questions.
 Advanced: Students should solve at least one question.
[10 minutes] Exit Questions
Summary: Students will individually answer two questions showing all of their work.
Differentiation Plan:
 Modified activity for student needs: Provided three levels of difficulty and invite
students to choose based on their individual needs at least one of each level and any
additional four questions to solve during a 60 minute learning station activity.
 Informal assessment of progress: Collect informal data via observation of each
student during the warm-up activity. Store data on blank class roster for use in
tomorrow’s flexible grouping.
Assessment Plan:
 Collection of informal diagnostic data: Collect informal data via observation of each
student during the warm-up activity. Store data on blank class roster for use in
tomorrow’s flexible grouping.
 Formative marking and data collection: Collect student’s exit questions at the end of
class, mark mistakes, and return to students.
 Self-evaluation: Students will learn a technique to meaningfully assess their own
work and answers, make revisions, and identify lingering questions.
Homework:
 Watch Chem-To-Go Lesson 25: Percent Composition, complete Cornell notes, and
watch post-video quiz.
 Go to Coursesites, open “Mole Calculations Stations,” and complete any questions
needed to get to the expected seven questions.
Thursday
Content Standard:
SC2c: Apply concepts of the mole and Avogadro’s number to conceptualize and
calculate
 Empirical/molecular formulas
 Mass, moles, and molecules relationships
 Molar volume of gases
Essential Question:
How are percent composition and mole conversions used together in the real-world to
identify chemical compound samples?
Musical Theme:
Jamie Cullum
Learning Activities:
[20 minutes] Self-Evaluation: Checking Answers, Marking Mistakes, and Revising
Summary: Teacher will model self-evaluation technique.
o Use a colored pencil to circle mistakes in your work and write down correct
answer. Make a note on your paper reminding yourself which color is your
FIRST evaluation.
o Return to seat to attempt to revise mistakes in work to get the right answer.
o Take another colored pencil and revised work back to the answer key. Use the
second color to add any necessary revisions to make your work match the
answer key. Make a note on your paper reminding yourself which color is your
SECOND evaluation.
o Determine any confusing spots that you should ask the teacher to clarify.
o NOTE: If you have NO errors in WORK OR ANSWERS, you may move on to next
activity.
[30 minutes] Mole Think Tac Toe
Summary: Students will choose three of nine mole calculations arranged in a tic tac toe
board. Teacher carefully arranged the questions so that students will solve a wide range
of questions if they “win” tic tac toe. Everyone is required to solve the center question.
[15 minutes] Review for Mole Conversion Quiz
Summary: Teacher will clarify and review mole conversions in preparation for
tomorrow’s quiz.
[ 25 minutes ] Percent Composition– Review of Chem-To-Go Lesson 25 Video [SC2c)
Summary: Students watched a video lesson over the weekend to learn about percent
composition calculations. Each student will be given an index card containing a %
composition question as he/she enters the classroom. They will find a seat with a
randomly selected small group of peers. They’ll calculate to answer their own question
and trade with three other students to complete a total of four % composition problems in
15 minutes. Teacher will visit each group to gather informal diagnostic data for use in
tomorrow’s flexible grouping. Teacher will answer lingering questions.
Differentiation Plan:
 Flexible grouping using diagnostic data: Students are grouped in the lab analysis
homogeneously according to performances in yesterday’s warm-up and last night’s
video quiz. More complex samples are given to students who show stronger skills in
this area.
 Differentiation of content to encourage critical thinking at the appropriate level of
challenge: Students in higher performing analysis groups are given samples that are
more complex to calculate. Students in lower performing analysis groups are given
samples that require fewer steps to calculate.
 High learning expectations for all: Every chemical sample is beyond the level of our
standards. Every student is working at college-level.
Assessment Plan:
 Use diagnostic data to create flexible groups: Students are grouped in the lab
analysis homogeneously according to performances in yesterday’s warm-up and last
night’s video quiz.
 Informal assessment of student learning: Teacher visits each station during the
analysis phase to observe calculations. Struggling students are noted on a blank class
roster to be helped tomorrow during class time.
 Self-evaluation: Students will learn a technique to meaningfully assess their own
work and answers, make revisions, and identify lingering questions.
Homework:
 Watch Chem-to-Go Lesson 26: Empirical and Molecular Formulas, complete the
Cornell notes, and take the video quiz.
 Prepare for tomorrow’s mole conversions quiz.
Friday
Content Standard:
SC2c: Apply concepts of the mole and Avogadro’s number to conceptualize and
calculate
 Empirical/molecular formulas
 Mass, moles, and molecules relationships
 Molar volume of gases
Essential Question:
How are percent composition and mole conversions used together in the real-world to
identify chemical compound samples?
Musical Selection:
Folk Rock Friday
Learning Activities:
[ 30 minutes] Mole Conversions Quiz [SC2c]
Summary: Students perform conversions of mass, moles, molecules, and molar volume
using dimensional analysis.
[ 15 minutes] Percent Composition Think Tac Toe Practice [SC2c]
Summary: Students will choose three of nine % composition problems arranged in a tic
tac toe board. Teacher carefully arranged the questions so that students will solve a wide
range of questions if they “win” tic tac toe. Everyone is required to solve the center
question.
[45 minutes] Acquisition of Knowledge: Partner Practice & Whiteboards
Summary: Teacher will teach the concepts and calculations of empirical and molecular
formulas. Students will solve problems in their notes and report answers on whiteboards
to illustrate their understanding of the topic.
 Concept: What do C2H2 (acetylene), C6H6 (benzene) and C8H8 (cyclo-octatetraene)
have in common? Acetylene = hottest flame of all commercially available fuels; used
for welding and cutting; Benzene = component of gasoline, used to make other
chemicals like plastics and synthetic fibers;
 Empirical Formula: Find the empirical formula for a sample of 25.9% N and 74.1
% O. (N2O5)
 Molecular Formula: NutraSweet is 57.14% C, 6.16% H, 9.52% N, and 27.18%
O. Calculate the empirical formula of NutraSweet and find the molecular
formula. (The molar mass of NutraSweet is 294.30 g/mol). (will have to x2 in EF,
but EF = MF)
 Molecular Formula: What is the molecular formula for a compound containing
11.805 grams of C, 1.3879 g H, and 1.573 grams of O? C20H28O2 = retinoic acid (a
metabolite of retinol that mediates the function of vitamin A in our bodies)
Differentiation Plan:
 Differentiation of level of difficult by self-evaluation: Students will select at least
three of nine problems to solve.
Assessment Plan:
 Formal assessment of Mole Conversion Quiz: Teacher will grade, record, and return
the quiz.
 Use quiz data to inform tomorrow’s activity and grouping: Students will be grouped
homogeneously according to needs diagnosed on the quiz. Additional practice, small
group tutoring, and appropriate challenge will be provided in tomorrow’s critical
thinking activity.
 Common, appropriate assessment: Today’s Mole Conversions Quiz was developed
collaboratively with other honors chemistry teacher.
 Whiteboard formative assessment: Students will solve problems on whiteboards
during teacher-centered portion of the period. Teacher will adjust instruction and
examples to meet the needs or misconceptions identified.
Homework:
 Review any videos.
 Solve practice packet examples.
 Prepare for Monday’s empirical and molecular formula quiz.