CEP Lesson Plan Form (updated as of 03/03/2017)

Teacher: Johnathan Harvell Date: 03/02/2017

School: Rocky Mountain High School Room #: 513 Content Area: General Chemistry

Title: Holey Moley! : The Chemical Mole Concept and Application Lesson #:_1_ of _1_

Lesson Idea/Topic and
Rational/Relevance: What are
you going to teach and why is
this lesson of importance to
your students? How is it
relevant to students of this age
and background? Why are you
teaching this lesson now (what
came before/what will come
after)? What teaching
methods/strategies will you use
and why?
10th, 11th, 12th grade general chemistry students will be able to
interpret the size of moles used in chemistry with multiple
perspectives based on real-life provided comparisons, to utilize
various conversion factors to calculate moles, atoms, liters, and molar
masses of molecules/compounds needed. Students will understand
that moles are the primary mode of measurement used in chemistry
and begin to memorize/distinguish different conversion factors of
different units to perform conversion calculations. In knowing the
application of moles in chemistry calculations, students will
understand how large a mole of substance is based on the
composition and its importance in interpreting the outcomes of
chemical reactions in further lessons.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Colorado State Standards (HS-PS1-3): Matter can change form through chemical or nuclear reactions abiding by the laws
of conservation of mass and energy

Next Generation Science Standards (HS PS1-7): Use mathematical representations to support the claim that atoms, and
therefore mass, are conserved during a chemical reaction.

Understandings: (Big Ideas)

Apply Avogadros number (6.022 x 1023 atoms/mole) and other conversion factors correctly to calculate needed
chemical amounts

Perceive a mole as different degrees of sizes/amounts based on the material a mole is being used to describe.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

Is size relative to magnitude or context (materials, etc)?

In what ways can the conversion of moles demonstrate the laws of conservations of mass and energy?

How is the application of a mole useful in chemistry contexts?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective

I can: visualize the size of a mole in the context of material described and correctly recognize the conversion factors of
moles needed to complete prompted mole conversion calculations for mass, volume, and particles.

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CEP Lesson Plan Form (updated as of 03/03/2017)

This means: I can relate the size of mole to different types of chemicals/materials, and correctly apply the conversion
factors of moles to determine the necessary amount of chemicals needed based on molar mass, volume,
atoms/molecules present at standard conditions.

List of Assessments: (Note whether the assessment is formative or summative)

Formative:

Chalk Talk Activity (looking for students understanding of different types of units of measurements used in
science)

Exit Ticket (review of knowledge presented, and general understanding of students knowledge of moles, both
conceptually and mathematically)

In-class mole conversion calculation activity (looking for correct calculations and conversion methods)

Summative:

Size comparison of moles: Verbally, both before and after Avogadros Number video

Questions and answers regarding demo

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CEP Lesson Plan Form (updated as of 03/03/2017)

Planned Lesson Activities

Name and Purpose of Lesson Holey Moley: The Chemical Mole Concept and Application
Should be a creative title - Think of the purpose as
the mini-rationale The purpose of this lesson is to demonstrate to students that size is relative to context, not just
to the number; in regards to the concept of a mole, students will be able to appropriately
describe the size of a mole in a particular context, and apply Avogadros number to calculate
needed amounts of chemicals to create appropriated balanced reactions in future lessons.
Approx. Time and Materials Approximate Time: 90 minutes (9:20am-10:50am)
How long do you expect the activity to last and what Size Concept: (45 minutes)
materials will you need? 5 minutes: Units of Measurement, Intro to Mole (9:20am-9:25am)
10 minutes: Mole Concept-Size, Summative Assessment: Number to Size PowerPoint (9:25am-
9:35am)
5 minutes: Avogadros Number Video (9:35am-9:40am)
25 minutes: Mole Concept-Application (units, paths of conversion) (9:40am-10:05am)

Conversion Application of the Mole: (45 minutes)

30 minutes: Conversion Examples, Formative Assessment: Individual Calculations (10:05am-
10:35am)
10 minutes: Illustrate Mole Concept Pathway -> Cheat Sheet Diagram, Exit Ticket (10:35am-
10:45am)
5 minutes: Elephant Toothpaste Demo (10:45am-10:50am)

Lecture Materials:
Lecture PowerPoint
Smart Board Examples Document (Mole Concept-Application)
White Boards and Markers
Periodic Table
Physical Mole Examples (provided by Mr. Gainley)

Demo #1 Material: Dehydration of Sucrose

400 mL beaker (or tallest beaker available)
12 M H2SO4 (or as highly concentrated as available, amounts needed vary on conc.)
Granulated sugar
Glass Stirring Rod

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CEP Lesson Plan Form (updated as of 03/03/2017)

Ring Stand
Chemical Fume Hood

Demo #1 Balanced Thermo. Reaction: Dehydration of Sucrose

Eq. Ho(kJ/mol)
1 C12H22O11 (s) 12 C (s) + 11 H2O (l) -918.9
2 C (s) + O2 (g) CO2 (g) -393.5
3 C12H22O11 (s) + 12 O2 (g) 12 CO2 (g) + 11 H2O (l) -5640.9

Adapted from: Dehydration of Sugar by H2SO4. NCSU: Chemistry Lecture

Demonstrations.
https://projects.ncsu.edu/project/chemistrydemos/Thermochem/DehydrationSugar.pdf
(accessed Mar 2017).

Demo #2 Materials: Elephant Toothpaste

1 L Graduated Cylinder
50 mL of 30% H2O2 (Hydrogen Peroxide)
Solid Potassium Iodide (KI) or Sodium Iodide (NaI), catalytic amount (less than spatula full)
Liquid Dish Detergent
Food Coloring
Large Bin

Demo #2 Balanced Reaction: Elephant Toothpaste

H2O2 (aq) + I- (aq) H2O (l) + IO- (aq)
IO- (aq) + H2O2 (aq) H2O (l) + O2 (g)
+ I- (aq)
Overall Reaction: 2 H2O2 (aq) 2 H2O (l) + O2 (g)
Adapted from: Catalytic Decomposition of H2O2 Elephants Toothpaste. NCSU: Chemistry
Lecture Demonstrations.
https://projects.ncsu.edu/project/chemistrydemos/Kinetics/Elephants%20Toothpaste.pdf
(accessed Feb 2017)

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CEP Lesson Plan Form (updated as of 03/03/2017)
Anticipatory Set
The hook to grab students attention. To put
students into a receptive frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson in minutes.
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice, group
practice, individual practice, check for
understanding, other
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Lecture:
Humor: Ask students, what is a chemistry mole? Show funny comparison between a
chemistry mole, and other variations of moles
Video: Show students fun Avogadros Number YouTube video expanding on the idea of how
to think of a mole in terms of size relative to context and provide general understanding of the
importance/magnitude of Avogadros Number
Demo:
Have students wear safety googles, and observe Elephant Toothpaste demonstration
The strategy I intend to use is the Chalk Talk strategy
I am using this strategy here because: it will allow students pronounce their knowledge of
different units of measurement that are used by scientists, so that they may begin/review that
different units of measurement are used for different modes of measurement (mass, volume,
particles); continuing, the unit of mole will be introduced (if not already), so that they may
identify the mole as a unit of measurement, and not as another irrelevant definitions (this will
lead into the information presented in the video).
My CFU? Verbalized confirmation from students that a chemistry mole is not an animal, facial
feature, etc, and that it is particularly a numerical amount of some kind.
Teacher Actions Student Actions
9:55am-10:05am: Prepare Chalk Talk/Lecture 9:55am-10:05am: Prepare Chalk
Set-Up- Write on whiteboard: What Talk/Lecture
units does scientists use to measure? Unguided- Homeroom time for
Set-Up- Load lecture PowerPoint and students, students watch
Mole Song video homeroom video, review of factor
Set-Up- Gather lecture example items labeling
from Mr. Gainley
Set-Up- Make sure demo is ready to go.
10:05am-10:10am: Chalk Talk 10:05am-10:10am: Chalk Talk
Guided-Prompt students to turn-and- Students talk to each other
talk to come up with definition about what they think they know
Guided- Prompt students from each what a chemistry mole is to each
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CEP Lesson Plan Form (updated as of 03/03/2017)
group to write their answers on board
Modeling- Introduce Avogadros number
by writing on white board (6.02 x 1023
atoms)
Teacher input: Do not elaborate yet, just
let it set with students
10:10am-10:15am: Power point Lecture
Teacher input- Introduce the numerical
values of a mole in STP in atoms, liters,
and grams
Teacher input-Emphasize the units
associated with each numerical
definition.
Questions- How big is a mole? Can you
give me a real comparison?
10:15am-10:20am: Avos Number Video
Unguided- Allow students to watch
video
Modeling- Re-emphasize the relative
size of a mole. Use Mr. Gainleys
examples as further clarification
Questions- Do you need different
amounts of molecules or elements to
obtain the size of one mole? How do
you calculate that?
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other.
Students select a student
from their group to go and write
their answer on the board
Question: Why does the
teacher think of it as a number?
Why is the number so big? What
does the exponents mean?
10:10am-10:15am: Power point Lecture
Students write down the different
numerical values of what a mole is
Students distinguish in their own
writing between the units of each
mole definition
Students turn and talk about their
real life comparisons to the size of
mole, and chosen students describe
their comparisons.
10:15am-10:20am: Avos Number Video
Students watch video
Questions: How is a mole bigger
than the known universe and still
be as small as a handful of sugar?
Students are observe the different
mole examples obtain by Mr.
Gainley
Questions: Does a mole depend on
the molecule? Does a mole depend
on a particular atom? Are their
different sizes to moles? Is a mole
defined by what it is describing?
CEP Lesson Plan Form (updated as of 03/03/2017)
10:20am-10:30am: Mole Calculations Intro
Guided-Ask students to split amongst
their tables and get whiteboards,
markers, and goggles
Teacher Input- Perform three sample
mole conversion calculations through
powerpoint/whiteboard with grams,
liters, and molar mass
10:30am-10:45am: Mole Calculations-Class
Practice / Cheat Sheet Comparison
Group Practice- Provide three mole
conversion problems for students to
explore in teams
Group Practice- After students are
done, ask students to raise white boards
to show answers
Questions: Ask students how they got
their answers
Modeling: Create roadmap of
conversions for moles on whiteboard,
emphasize that it is on their cheat
sheets
10:45am-10:50am: Elephant Toothpaste Demo
Guided Whole Class- Have students put
goggles on and stand in a circle
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10:20am-10:30am: Mole Calculations Intro
Students obtain whiteboards,
markers, and goggles, return to
their seats, and break up evenly
(most likely in pairs) amongst their
tables
Students may write notes about
sample calculations given by
teacher.
10:30am-10:45am: Mole Calculations-Class
Practice / Cheat Sheet Comparison
Students work within their pairs to
calculate the numbers needed to
answer each question
Question: What is the conversion
factor of a mole? Do I use the
fencing technique Mr. Gainley
showed us before? How do I know I
am in the right units for the given
problem? How do I know my
calculations are correct?
One student from each pair raises
the whiteboard, while the other
student discusses how they got
their answer.
Student vocalize as a class on what
conversion factors of moles are
associated with each pathway of
the mole roadmap
10:45am-10:50am: Elephant Toothpaste
Demo
Students stand around demo site
CEP Lesson Plan Form (updated as of 03/03/2017)

away/around the demo site with goggles on in safe proximity

Demo- Create Elephant Toothpaste
Question/Modeling- Ask students how
this may relate to the mole concept.
Possibly show the balanced chemical
reaction of the demo to demonstrate
the importance of moles.
Questions: How does that reaction
work? What was used in the
reaction? How does it bubble like it
did? What gas was produced? What
is still in the graduated cylinder?
Students complete exit ticket and
turn in ticket before leaving.

How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
The strategy I intend to use is in-class group practice of mole conversion calculations
I am using this strategy here because: it allows students to apply the knowledge they just
learned in lecture, and allows them to be more active instead of just listening to the teacher.
This first exposure will also allow them to check their own understanding of the performing
calculations, and possibly discuss with their partners on certain aspects of the calculations.

Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
My CFU? Having students write their answers to mole conversion calculations on white boards,
and discussing how they came to their answers to the class. If a pair of students have the
wrong answer, allow students from other groups to re-tort and discuss how the answer is
wrong.
Demo:
Perform Demo
Ask students how the mole concept relates to the reaction just seen.
Guide students to start thinking about how moles are important in understanding how
to create certain chemical reactions, possibly write reaction mechanism on white
board for class to see
Exit Ticket
Have students complete exit ticket and turn in (CFU before review at end of class)
Review with students on questions of the exit ticket, and fill in gaps of knowledge as
needed

How do you intend to engage your students in The strategy I intend to use is the Elephant Toothpaste Demo
thinking during the Anticipatory Set?

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CEP Lesson Plan Form (updated as of 03/03/2017)
Why are you using it at this point in your lesson?
How will you know they get it?
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Colorado State University College of Health and Human Sciences
I am using this strategy here because: it will thoroughly engage the students both visually and
cognitively; visually in the aspect that students will like watching the demo being performed.
For cognitive aspects, the demo should spark students to ask questions about how the demo
works and how I know that the reaction would happen the way I thought it would. This could
allow me to lead into the concept of how knowing the number of moles of a molecule can
affect how a reaction is performed.
My CFU? My CFU will be in the form of an exit ticket, with the following questions:
What are the numerical definitions of a mole?
Answer(s): 1 mole = 6.02 x 1023 atoms/molecules = 1 eq. of molar mass of an atom/molecule =
22.4 L of atoms/molecules
What is bigger? The amount of the stars in the sky or a mole?
Answer: a mole
What is smaller? The amount of atoms contained in 345 g of sugar or the amount of stars in
the sky?
Answer: The amount of stars in the sky
How many grams of calcium makes up 2.2 moles of calcium?
Answer: 88.1716 g
Up-field: Students Above Level of Requirement
Content:
Numerical amounts of moles are important to understand chemical reactions (How do you
think the moles of substance are represented in chemical reactions? Do you believe that there
are other useful conversion methods utilizing moles?).
Chemical equation coefficients are the number of moles of a particular molecule/compound in
the most simplified form (How do chemical equation coefficients relate to the number of moles
of a particular substance that is associated with the reaction? How can we use chemical
equation coefficients to find the number of moles of a substance within a reaction?).
Size of moles is relative to phase of matter as well (solid, liquid, gas, plasma), (Do the number
of moles decrease for a particular substance based on the physical phase? What is a plasma?
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CEP Lesson Plan Form (updated as of 03/03/2017)

Can a mole be used to describe a number of sub-atomic particles (protons, electrons, neutrons)
as well?)

Process:
Provide chemical mechanism for demo, and convey how the amount of oxygen gas produced is
determined by the amount of hydrogen peroxide used

Guide students to understand that coefficient is similar to number of moles used in reaction at
most simplified form.

Have students understand that moles of oxygen gas produced in gas in demo was a part of the
liquid hydrogen peroxide before reaction occurred (law of conservation of mass and energy)

Product:
Begin to understand that numerical amounts of moles are important to understand chemical
reactions

Relate chemical equation coefficients to the number of moles of a particular

molecule/compound.

Have students understand that phase of matter is relative to moles as well.

Down-field: Students Below Level of Requirement

Content:
Relating the size of mole to one particular example instead of multiple comparisons (What
real-life quantity could you use to represent the size of a mole? How does your example
compare to that of another students? Do you know the size of an atom? Do you know the size
of the universe? How do these sizes compare to Avogadros Number numerically?)

Break down the mole conversion calculations step-by-step to answer (What is the first step in
setting up a conversion calculation? How many conversion factors are need to perform a
particular conversion problem? What are the units of different conversion factors? How can
you dissect the problem to determine the numbers that you have, and the number that you
need to solve for?)

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CEP Lesson Plan Form (updated as of 03/03/2017)
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)
Colorado State University College of Health and Human Sciences
Utilize created mole conversion roadmap to answer mole conversion questions (Can you
create a mind map of how to get from one conversion to another? In your mind map, what do
the arrow translate to? Does the number of arrows in your mind map determine the number
of conversion factors that you need?)
Process:
Have students visualize a beach, and create an analogy between the sand on the beach, and a
chemistry mole
One-on-one algebraic breakdown of dimensional analysis to obtain the correct calculation
Give scenarios on how to go from moles to grams, grams to liter, moles to atoms, atoms to
grams, etc, and have students specify route to get each using the created roadmap.
Product:
Students can relate the size of a mole to the amount of sand on a beach, and each grain of
sand represents on atom/molecule
Students to perform similar algebraic steps to calculate different needed molar amounts using
dimensional analysis techniques.
Students can correctly read roadmap, understand the conversion factors and their units, and
know how to set up dimensional analysis problems correctly.
Data analysis for this lesson will primarily be performed by the accumulated data associated
with the written responses of the students on the exit ticket performed at the end of the class
period.
Post Lesson Reflection
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CEP Lesson Plan Form (updated as of 03/03/2017)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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