LESSON PLAN
Name: Saba
Waheed
Title of lesson: Properties of water
Length of lesson: 1-2 class periods.
Description of the class:
Name
of course: Chemistry
Grade
level: 9-12
TEKS addressed:
(1) Scientific processes. The student, for
at least 40% of instructional time, conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
The student is expected to:
(A) Demonstrate
safe practices during field and laboratory investigations;
(2) Scientific
processes. The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan
and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
(B) collect
data and make measurements with precision;
I.
Overview
The unique properties of
water are due to its structure and composition. Water molecule has two hydrogen
atoms with one oxygen atom. Each Hydrogen atom makes one covalent bond with
oxygen in such a way that they have an angular shape. This shape of the water
molecule makes it polar due to the partial negative charge on the oxygen and
partial positive charge on the hydrogen atoms. These partial charges allow
water to make hydrogen bonds with other water molecules, which gives water its
unique physical properties. Some of the unique physical properties of water due
to hydrogen bonding include high heat capacity, high specific heat, high
boiling point temperature, high surface tension, and cohesion-adhesion forces.
This concept is important for the students because the students will be able to
relate the use of water in their daily life to its properties.
II. Performance or
learner outcomes
Students
will be able to:
Ÿ Observe the properties of water.
Ÿ Apply these properties to their daily lives through activities.
Ÿ Analyze how these properties of water make it useful in cars.
III. Resources, materials and supplies needed
A.
Materials required for the Bubbling liquids activity:
1. Distilled water, alcohol, vinegar.
2. Hot plate(1)
3. Erlenmeyer flasks (3) with a rubber stoppers that can hold thermometer.
4. thermometers (3)
5. A writing material (pencil and notebook to record observations, data and questions.
6. Goggles for each student
B. Material required for the sink,
submerge or float:
1. Beaker of tap water
2. Ice
3. Wooden block
4. Rubber ball.
5. A piece of iron
C. Material required
for the Drop the water activity:
1. Beaker of tap water
2. Plastic pipette or dropper
3. wax paper
4. tissue paper
5. news paper
6. aluminum foil
D:
Materials required for the Water and Oil activity:
1. Beaker of water
2. Cooking Oil
3. Pipette (2) (one for water and one for oil).
4. Graduated cylinder
5. Goggles for each student
IV. Supplementary materials, handouts.
o
Lab activities hand
outs.
Five-E Organization
Teacher
Does Probing
Questions
Student Does
|
Engage: (5-8 mins) Students will be asked questions to relate water to
their daily life activities. (I may do this as a formal pre-assessment or as a
class discussion or group discussion). |
Critical questions that
will establish prior knowledge and create a need to know 1.
How does water
travel from roots to the leaves in plants? 2.
What happens to water
if you spill on a tissue paper? What happens to water if you spill on an oily
surface? 3.
Why does ice float on
water? 4.
Write three things
that are soluble in water. |
Expected Student Responses/Misconceptions The students will be
expected to participate in the discussion. This will give me an opportunity
to observe some of the studentÕs misconceptions. |
|
Explore: (15-20mins) Learning Experience(s) The students will
now be divided into groups of three. Each group will perform 2
activities. They will be given
procedural and safety instructions to carry out the lab activities
pre-arranged on the lab benches to observe the properties of water. This is a
chance for them to discover some of the properties of water. Each lab bench will have different
activities each representing one or more property of water. The group members
will note their observations individually. (Lab activities handouts are
attached at the end of lesson plan) |
Once they are done, they will be
asked to come back on their seats and answer questions at end of each
activity as a group. (There are at least 3-4
questions at the end of each activity). |
Expected Student Responses/Misconceptions Students will explore the
different properties of water and apply their observations by answering the
questions. |
|
Explain: Learning Experience(s) Each group will be asked
to explain the lab activities they were assigned to other groups. |
The groups will be asked
to do the following:
*Each group will present* |
Expected Student Responses/Misconceptions The students will take
notes. |
|
Extend / Elaborate: Learning Experience(s) The students will be asked to relate these activities to
the use of water in cars. This is a part of their project. They will be allowed to
use the resources such computer and library to find out how water is used in
cars? |
This
will help the students to relate the lab activities to the formal words for
the properties of water. |
Expected Student Responses/Misconceptions The students will use
resources and answer the questions. This will help me to see how far the
students can relate the water properties to its use in cars. |
|
Evaluate: Each group will be asked to
summarize their results and observations for each of the activities. |
|
Expected Student Responses/Misconceptions The students will work on
their assignment. |
Percent effort each team member contributed to
this lesson plan:
100% Name of group member Saba Waheed
Below are the lab activities that will be
available on different lab benches.
Bubbling
Liquids
Materials required:
1. Distilled water, alcohol, vinegar.
2. Hot plate(1)
3. Erlmeyer flasks (3) with a rubber stoppers that can hold thermometer.
4. thermometers (3)
5. A writing material (pencil and notebook to record observations, data and questions.
6. Goggles for each student
Predict:
1. Which liquid will show bubbles first on heating? Second? Third?
2. Which liquid will take the most time to show bubbles? And which will take the least time to show bubbles?
To do:
1. Record the initial temperature of distilled water, vinegar and alcohol in the flasks by inserting the thermometer one by one.
2. Now turn on the heat and heat the flasks one by one. You may heat them all together if you see enough hot plates in front of you.
3. Record the temperature of each liquid in your Lab Organizer when you see a change.
Observations:
1. Write all the observations in your "Notebooks"
2. Which liquid had the least boiling temperature?
3. Which liquid had the highest boiling temperature?
4. Which liquid took the most time to boil and which took the least time to boil?
Sink,
Submerge or Float?
Material Required:
6. Beaker of tap water
7. Ice
8. Wooden block
9. Rubber ball.
10. a piece of iron
Predict:
? What happens to each object when you put them in water one by one?
To do:
? Take one object at a time and put it in the flask filled up with water
Observation:
? Write all your observations.
? How was your prediction?
Drop
the water!!!!
Material Required:
7. Beaker of tap water
8. Plastic pipette or dropper
9. wax paper
10. tissue paper
11. news paper
12. aluminum foil
Predict:
What will happen to shape of the drop of water as you drop?
? On the wax paper?
? On tissue paper?
? On newspaper?
? On aluminum foil?
To Do:
? Drop water using your dropper on each of the papers provided one by one.
Observations:
? Record your observation for each paper in your Lab Organizer.
Water
and Oil
Materials:
6. Beaker of water
7. Cooking Oil
8. Pipette (2) (one for water and one for oil).
9. Graduated cylinder
10. Goggles for each student
Predict:
? What happens when you put oil in water?
To Do:
? Fill up the graduated cylinder up to 5mL mark with water from the tap.
? Put 1mL of cooking oil using the dropper in the cylinder.
Observations:
? Record your observations.
? What happened when you put oil in water?