You are on page 1of 5

Interdisciplinary Unit Plan Format

Unit Plan Overview


Teacher: Time Frame (Days, Periods, etc.)
Salvador Torres 5 days (45 minute periods)
Unit Title: Grade Level:
Gas Laws 10th

Subject/Topic Areas:
Chemistry-Gases
Subject Area Involved Main Topics Rationale
Ratios and Students will calculate various values using gas laws
Mathematics Proportions using equations that depend on ratios and proportions. In
their mathematical calculations they will be able to
observe correlations between observed variables.
Additionally students will need to be able to manipulate
equations algebraically to arrive at the correct response.
Sentence Structure Students will be required to communicate and explain
English and Effective their findings to experiments in written form. This will be
Communication of addressed with analysis questions.
Results
History Origin of Laws When presented with gas laws students will engage with
the history of the scientist behind each law. Respective
time period and background knowledge will be
communicated.
Science Gases Unit will be presented following Stoichiometry unit. Gas
Law Unit will be used to set a foundation for Kinetics
Unit.

!1
Unit Rationale:

Lessons in the unit will allow students to gain insight into the history behind the scientific laws that are still
accepted today. Background information will be provided to allow students to appreciate the magnitude of
each gas law discovery. Along with this they will have an opportunity to communicate findings through
effective written language in various settings. Settings will include lab analysis, homework explanations and
assessment short answer questions. Additionally, equations presented will require students to employ ratios
and proportions. Mathematical correlations will also be observed as students collect data corresponding to
each law. Algebraic manipulations will also be employed to rearrange equations as needed. This unit will
serve as a foundation to explore Kinetic Molecular Theory.

Unit Standards: (CCSS & Professional Standards)

CA-California
Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade Range for ELA CCR Anchor Standard: 612
Strand: Writing Literacy
in History/Social Studies, Science, and Technical Subjects
Area: Research to Build and Present Knowledge
CCR Anchor Standard:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
Grade: Grades 910 students:
Content Area: Literacy in History/Social Studies, Science, and Technical Subjects
Strand: Writing Standards
Domain: Research to Build and Present Knowledge
Standard:
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.

CA-Next Generation Science Standards (2014)


Grade: Grades 912
Standard: HS-PS1-7.
Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
Standard: HS-PS3-2.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as
either motions of particles or energy stored in fields.

Essential Questions:
What determines the behavior observed in gases?
What are the different factors that affect gases at standard temperature and pressure?
How can knowing properties of gases help to study them accurately?

!2
Unit Objectives:
SWBAT to describe the relationship between temperature and volume of a gas at constant pressure.
SWBAT to explain the relationship between temperature and pressure of a gas at constant volume.
SWBAT analyze the relationship between pressure and volume of a gas at constant temperature
SWBAT analyze the relationship between pressure and volume of a gas at constant temperature and calculate quantities
using Boyle's Law
SWBAT describe the reasoning applied to accept Boyle's Law
SWBAT explain the relationship between volume and temperature at a constant pressure
SWBAT describe the reasoning applied to accept Charles' Law and be able to perform calculations to determine the
volume of a substance at constant pressure
SWBAT construct a mathematical solution to a chemical scenario using Boyle's Law, Charles' Law, Dalton's Law,
Avogadro's Law or Gay Lusaac's Law
SWBAT explain how the combined gas law is derived from all learned laws

Resources, Materials & Technology used by students in this unit plan:


Projector,Powerpoint, Student Laptops, Kahoot Resource, Gas Law Simulators, Lab Materials

Unit Assessment Plan


Objectives Performance Criteria Types of Assessments Subject Specific Pedagogical Methods Rationale
SWBAT to describe the relationship between temperature and volume of a gas at constant pressure.
SWBAT to explain the relationship between temperature and pressure of a gas at constant volume.
SWBAT analyze the relationship between pressure and volume of a gas at constant temperature
SWBAT construct a mathematical solution to a chemical scenario using Boyle's Law, Charles' Law, Dalton's Law,
Avogadro's Law or Gay Lusaac's Law

Lesson 1 Assessment
-Diagnostic Assessment
(Provide insight to student prior knowledge, evaluation will be used to drive instruction)
-Discussion Introduction Lesson-(Active Participation will be monitored by teacher)
Participation
-Manipulative Skills (Will be observed throughout labs)
Lesson 2 and 3 Assessment
-Simulation Data Results (Results will be evaluated for accurateness)
-Exit Ticket- (Will served to address individual student learning outcomes)

Lesson 4 Assessment
-Discussion During Problem Solving ( Ample discussion will be indicator of student understanding)
-Problem Solving Results- (Responses with appropriate work leading to correct answer will be evidence of mathematical application
understanding)
-Formative Assessment using Kahoot (Individual Participation on Kahoot online system will provide evidence of student understanding with
respect to gas laws. Instant data will allow for students to receive support in areas of need.)
Lesson 5

Summative Assessment
-Summative Assessment will be composed of multiple choice, matching, calculation and short answer questions. Rationale behind the various
types of questions is that students will be able to demonstrate mastery of concepts on multiple levels. Progress Monitoring (Teacher Check
Ins and Feedback), Individual Formative Assessment( Exit Tickets and Game Based Kahoot), Summative Assessment (Unit Test), Diagnostic Assessment (Intro
Activity Discussion) -Manipulative Skills
-Technology Driven Activities
-Free Response Questions (Summative Assessment) Various forms of assessment will be used to determine mastery of content and to
provide real time data regarding student progress on the daily basis.

!3
Lesson Summary (Objectives, Subject Specific Pedagogical Methods, Assessment Strategies)
Lesson 1-Introduction to Gases
Objectives:
SWBAT to describe the relationship between temperature and volume of a gas at constant pressure.
SWBAT to explain the relationship between temperature and pressure of a gas at constant volume.
SWBAT analyze the relationship between pressure and volume of a gas at constant temperature

Methods:
Hands on Activity (Provide support for both EL and GATE by providing an engaging low stress environment where thinking is valued)
Realia
Visual Support (ELL adaptation to provide word and picture association)
Discussion (GATE Adaptation to allow for ideas to be shared)

Assessment:
Teacher Observations and Check Ins- Active teacher role provides learning data for teacher and allows for instant feedback to be provided to students.
Student Reflections Allow for teacher to gain insight into student individual learning outcomes.

Lesson 2-Boyles Law


Objectives:
SWBAT analyze the relationship between pressure and volume of a gas at constant temperature and calculate quantities
using Boyle's Law
SWBAT describe the reasoning applied to accept Boyle's Law

Methods:
Technology Infused Simulation- EL adaptation because it provides low stress environment with little language required to complete. GATE student adaptation is
also facilitated through simulation because it allows student to think at appropriate level and discuss concepts in an environment where reasoning is
encouraged.

Visual Adaptations- EL adaptation employed to communicate vocabulary through association with visuals.

Collaborative Learning Environment allows for students to engage and discuss concepts. Discussion among students promotes a deeper understanding of
concepts. This method provides support for both EL and GATE students.

Discussion-Purpose of discussion will be for students to share their ideas verbally and provide data regarding student learning.

Assessment:
Student Lab Data and Progress through Lab (Manipulative Skills)- Ability to complete lab accurately provides teacher with evidence of learning. Areas of
growth can also be highlighted through completed lab product. Results from this lab can be used to address student needs before next simulation.

Teacher Feedback and Effective Questioning- Questioning throughout the lab allows for teacher to gain insight into student thought process and extent of
learning. By questioning students guidance can be provided if needed while working on task. Instant feedback allows for students to correct flawed thinking or
procedures before completion of activity allowing for task to be productive.

Lesson 3-Charles Law

Objectives:
SWBAT explain the relationship between volume and temperature at a constant pressure
SWBAT describe the reasoning applied to accept Charles' Law and be able to perform calculations to determine the
volume of a substance at constant pressure

Methods:
Technology Simulation- EL adaptation because it provides low stress environment with little language required to complete. GATE student adaptation is also
facilitated through simulation because it allows student to think at appropriate level and discuss concepts in an environment where reasoning is encouraged.

Visual Adaptations- EL adaptation employed to communicate vocabulary through association with visuals.

Collaborative Learning Environment allows for students to engage and discuss concepts. Discussion among students promotes a deeper understanding of
concepts. This method provides support for both EL and GATE students.

Discussion- The use of discussion will allow for students to verbally share ideas regarding connections between gas laws learned. It will also serve for teacher
to obtain data regarding student learning. In addition to this teacher will be able to promote higher level thinking for class through discussion.

Assessment:
Exit Ticket- Will serve to provide teacher insight into individual student learning outcomes. Since lab simulations will be done in pairs individual learning
progress must be evaluated.

Data Collection- Student ability to collect data from simulations will provide evidence of student learning using simulation. Interpretation of data will be further
evidence of student understanding.

Teacher Observations- Throughout simulation teacher observations will serve to ensure students make appropriate progress towards lab completion.
Observations will also allow teacher to monitor conversation to determine level of student understanding.

Lesson 4-Gay Lusaacs Law, Avogadros Law, Daltons Law and Combined Law Gas

Objectives:
SWBAT construct a mathematical solution to a chemical scenario using Boyle's Law, Charles' Law, Dalton's Law,
Avogadro's Law or Gay Lusaac's Law
SWBAT explain how the combined gas law is derived from all learned laws
!4
Unit Reflections:
The unit began by administering a diagnostic assessment in the form of a performance task. In this task students observe multiple situations that had to
do with gas laws. When students performed the mini experiments teacher observations were used to determine student background knowledge of gas laws.
Additionally based on student responses to lab questions student knowledge was further analyzed. Based on the results from the lab it was possible to
determine the pace and content that needed to be addressed in the unit. In order to clarify the purpose of lab the desired results were presented and
discussed with students.
Following this lesson two simulations were employed to present Boyles Law and Charles Law. The first simulation allowed students to be introduced to
simulation program that allowed for a visual representation of gas behavior. In the simulation students were able to observe the relationship present between
pressure and volume. Charles law was explored in the second simulation. In this case students focused on the relationship between pressure and
temperature. In order to continue building understanding of Gas laws simulations were used to facilitate comparison between the two gas laws. To supplement
simulations gas law equations were presented by teacher with sample mathematical problems. During these simulations teacher conducted continuous
assessment by monitoring student progress on activity. Discussion during activity allowed for students to communicate understanding and teacher was able to
provide quick feedback. Further assessment took place by evaluating student results on simulations. Results from first simulation were provided to students
before they began second simulation. This was done so that students could be sure that they were conducting procedures correctly. Finally, an exit ticket was
used to assess student progress upon completion of both simulations at the end of lesson 3. Exit tickets are a great way for students to communicate learning
effectively in a short period of time.
Furthermore a problem solving session was employed as lesson 4 to provide students an opportunity to attempt mathematical applications involved with
gas laws. Activity was done in groups to promote collaboration. When collaborating with others to solve problems students are able to share reasoning used to
solve problems and learn from each other. While problem solving was occurring teacher did periodic check ins with each group to ensure that all students were
actively participating. Kahoot formative assessment was also used to determine student learning outcomes. Kahoot required students to answer questions on
their own therefore it provided individualized data regarding each students concept mastery. During Kahoot activity teacher monitored student work used to
solve each problem to minimize guessing effect.
By the end of the unit students will be able to employ the appropriate gas law to solve mathematical problems involving gases. Furthermore, students will
have the ability to explain the theory behind each law and describe why the exhibited behavior is displayed. In the unit students will have an opportunity for
language development, mathematical application and a deeper understanding to phenomenon exhibit in the world with respect to gas laws. Unit will serve to
scaffold lessons on kinetic molecular theory.
A modification that I would employ for this unit would be to expand the length of the unit. When employing this unit plan I found that it would have
functioned better if there were more days to cover the material. Instead of presenting the last five laws together I would present them in three different
lessons. The reasoning behind this would be so that they could be discussed in more detail. Additionally I would include another summative assessment after
the third lesson in order to assess learning on a deeper level. Unit would have two summative assessments instead of one. Also instead of using the exit ticket
strategy on paper I would modify that to an online formative assessment that could provide quicker feedback. It is important to provide quick feedback to
students so that they can make adjustments and not fall behind. Another modification that I would make to the unit would be to substitute one of the
simulation labs with an actual wet lab. The reason behind this change would be to provide students with diversified opportunities to improve skills both with
technology and lab equipment. Overall the unit worked well to reach specified targets. This can be supported with student results on summative assessment.
An average score of 79.1% was achieved on the assessment with 12 of 16 students scoring at least 80%. A close analysis of the assessment allowed for the
conclusion to be made that students needed more support to be successful on application questions. In order to meet this need further application exercises
will be implemented into lesson to support student needs in synthesizing adequate responses to written response questions. Summative assessment was
effective because it provided various types of questions that required different levels of thinking to be successful. The purpose behind this was to measure to
what extent students were able to mastery the concepts presented. Assessment driven instruction is instruction that addressing the needs of students.

!5

You might also like