Lesson Plan Template
Name of Lesson/Unit: Chemical Equilibrium/Le Chatelier’s Principle
Grade Level:9-12
Prepared by:
Section 1: Lesson Summary
By perturbing a solution of aqueous cobalt chloride (CoCl
2
) at equilibrium students will observe Le Chatelier’s Principle. Cobalt chloride hexahydrate CoCl
2
*
6H
2
O has a reversible equilibria with an anhydrous anion of cobalt chloride, CoCl
4
2-
.
NGSS Performance Expectation:
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
Crosscutting Concept:
Stability and change: Much of science deals with constructing explanations of how things change and how they remain stable.
Engineering Practices:
Constructing Explanations and Designing Solutions: Refine a solution to a complex real world problem, based upon scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Common Core State Standards (Reading):
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Analyze a complex set of ideas or sequence of events and explain how specific ideas or events interact or develop over the course of the text.
Common Core State Standards (Writing):
Text Types and Purpose:
- Provide a concluding statement that follows from and supports the information or
explanation provided.
Research to Build and Present Knowledge:
- Draw evidence from informational texts to support analysis, reflection, and research.
Current CA Science Standards: Standard Nine

Lesson Plan Template
Use Le Chatelier’s Principle to demonstrate the effects of concentration and temperature stressors on the equilibrium position of a reversible system.
Objective of the Lesson or Unit: Describe chemical equilibrium, and the major stresses applied to a system in equilibrium using Le Chatelier’s Principle.
How is this objective relevant to students? It requires them to use their prior knowledge and concepts they have currently encountered to create a model that clarifies the concept of chemical equilibrium.
Culminating Assessment (How will you know students have met the Performance Expectation?)
Describe the assessment and attach a copy.
The Culminating Assessment will be a lab report in which the students develop procedures to stress an equilibrium system and then describe their macroscopic observations by an atomic molecular model hypothesis of their own design consistent with Le Chatelier’s Principle.
What has been taught in my class to prepare students for this topic?
Students are familiar with equilibrium constants and their application to chemical reactions.
Description of the Lesson/Unit (Use the following Table): The lesson is a practical lab in which students use a given set of materials to design a model to solve a specific problem-How does Le
Chatelier’s Principle explain the shifting of an equilibrium between products and reactants in response to a stress.
With 5 E and How
People Learn in Mind!
Engage
Short description of activity
Study the equilibrium between two aqueous cobalt species.
Various prelimary activities
Purpose/Intention for the activity or
Key Learning

How does this activity build student knowledge and skills towards meeting the
Performance Expectation?

Identify at least 1 Practice
Explore including lecture, work sheets and practical demonstrations
Teacher will show a bottle of water and soda. Students will be given time to observe each then compare the two.
By doing the lab and with their reading, students will see what a chemical equilibrium is. The hands-on activity and collaboration with lead them to the goal.
Students will be given different articles to read. This activity will vary depending on the level of the learners.

Lesson Plan Template
Explain
Elaborate
Evaluate
Options include popcorn reading, individual reading or group assigned different reading article. Though they are given different materials, they will be given time to explore on their own what an equilibrium is and Le
Chatelier’s Principle.
On the third day, students will conduct the experiment.
Sharing of students about their reading. This will also be the time they will do the post lab discussion connecting it to the reading.
Give students couple of examples and more discussion.
Students will be given enough time to complete the lab report. They will write what they did, observed and learned.
They will also answer questions based on the lab and give some references to their reading for more support.
Section 2: Laboratory/ Hands-on Lesson
Content Objective: SWBAT: Students will conduct an experiment to demonstrate Le Chatelier’s
Principle.
Language Objective: SWBAT write a lab report conclusion that clearly and coherently describes both the process that they undertook to make their model of the equilibrium system, and reports their results, both qualitatively and quantitatively in a clear, concise manner demonstrating the understanding they have gained through this process.
Assessment: How will I know students met the objective? By reading and evaluating their report and examining their data. A ten point rubric will be used, to assess students ability to construct a hypothesis base on scientific knowledge, using student-generated sources of evidences.

Lesson Plan Template
Rubric attached
Description of lesson: Hands-on activity that demonstrates LeChatelier’s Principle.
This unit is easily identified by three distinct sections. The unit starts off with students being given a series of questions on equilibria and Le Chatelier’s Principle. The students are expected to address the questions in a 1 page typed essay. Students are to research the topic identifying primary source journal articles. (2 lessons)
The second section of the unit is a laboratory investigation on Le Chatelier’s Principle using a cobalt (II) chloride hex hydrate anhydrate reaction equilibrium. The two cobalt species have distinct color differences and therefore the equilibria can be followed visually. (1 lesson)
The final section of the unit is for the students to write a formal typed lab report with a conclusion that hypothesizes a model consistent with their lab observations and Le Chatelier’s
Principle. (2 lessons)
Time required for the lesson: One week/5 hours
Materials/ Preparation needed:
Solutions of 0.1M AgNO3, NaCl, hot plate, 0.1M CoCl
2
(flasks or beakers may be substituted if such bottles are not available), distilled water (small beakers and plastic transfer pipettes may be substituted if dropper bottles are unavailable),
Bottle Soda and Water
Reading Articles/access to internet
Teacher Notes
(Include strategies/questions to check for understanding)
Accommodation/Modification for Student Access and
Extension (i.e. strategies for
EL and extensions for GATE)
Description of
Student Task (each step)
Reading
Lab
Post Lab discussion
Writing lab report
Section 3: Science Literacy
Time
Needed for
Students to complete each
Task
2 days
1 day
1 day
2 days
“What is equilibrium”
“How does Le Chateliers
Principle relate to equilibrium”
Different articles are provided based on their reading level.
Fast students will be given additional chemicals for comparison
Content Objective: SWBAT evaluate the data, analysis and conclusions in a scientific model, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Language Objective: SWBAT write informative /explanatory texts, narrating a scientific

Lesson Plan Template procedure/experiment. SWBAT provide a concluding statement or section that follows from and supports the information or explanation provided.
Assessment: How will I know students met the objective? By evaluating their final product, i.e. their report describing their experimental process, and presenting their final data in a clear, coherent manner as assessed by the 10 point rubric designed for this purpose.
Rubric attached
Description of lesson:
Write what they did, observed and learned on a lab experiment they have conducted.
Answer questions correctly based on their lab result and reading on chemical equilibrium and Le Chatelier’s Principle.
Materials/ Preparation needed:
- Essential Questions, Laboratory investigation procedure, silver nitrate and cobalt chloride
0.10M solutions preparation, sodium chloride and other assorted laboratory gear.
Teacher Notes
(Include strategies/questions to check for understanding)
Accommodation/Modification for Student Access and
Extension (i.e. strategies for
EL and extensions for GATE)
Description of
Student Task (each step)
Section 4: Student Pages
Attached
Time
Needed for
Students to complete each
Task