Lesson Plan Template Guide

Understanding By Design Framework

Course Science Grade Level 8

Unit A: Mix & Flow of
Subject Time Frame 65 min
Matter
Factors that Affect
Title Developed by Melissa Garay
Solubility

Stage 1 Desired Results

Content Standard(s): Students will be able to understand that solubility and the rate of dissolving are
affected by temperature, pressure, agitation, particle size, and type of solute
Enduring Understandings/Big Ideas: Essential Questions: (Lesson specific)
(from Harden: Lesson specific)
Students will understand that Why is it important to understand how different
Solubility is affected by various factors factors affect solubility?
including pressure, agitation, particle size, Why are you able to predict change caused by the
and solute manipulation of solubility?

Related misconceptions . . .
- Solubility cannot be changed
- Solubility of gases and liquids is affected
by temperature in the same way
Prior Knowledge:
What do students already know . . .
Grade 5 Topic C: Classroom Chemistry
Grade 7 Unit C: Heat & Temperature
Grade 8 Solubility (previous days lesson)

Lesson Emphasis: Inquiry

Knowledge objectives (specific Skill objectives (specific outcomes):

outcomes): Students will be able to . . .
Students will know . . . Identify questions to investigate, arising from practical
How to investigate and identify factors that affect problems and issues
solubility and the rate of dissolving a solute in a Design an experiment, and identify major variables
solvent Work collaboratively

Stage 2 Assessment Evidence (Lesson specific)

Performance Task(s): Inquiry Lab Activity
G Students will explore solubility using different solutions and activities
R Students will take on the role of researchers for different companies
A Students will present their work to peers and teacher
S Students are challenged to use guided inquiry to explain how different factors
affect solubility
P Students will be assessed based on a rubric

Student Self-Assessments Other Evidence (assessments)

Entry slip on solubility Formative: teacher will ask guiding questions during lab activity to
Peer editing lab reports probe students understandings
Rubric for the assignment will be given to students so Lab report
they can assess their own work before they hand it in

Stage 3 Learning Plan

Learning Activity:
Purpose: Create learning experiences and instruction that promote student understanding through the WHERETO: Where is the
lesson/unit going and What is expected? Hook all students, and Hold their interest? Equip students, help them Experience the key
ideas and Explore the issue. Provide opportunities to Rethink and Revise their understandings and work. Allow students to Evaluate
their work and its implications. Tailor the lesson to the different needs, interests, and abilities of learners. Organize to maximize
engagement as well as effective learning process. The 5Es are one example of a Cognitive Learning cycle: Engage,
Explore, Explain, Extend, Evaluate.
Learnin What the Student does . . .
g Cycle (Include differentiation What the Teacher does . . . Time Materials
instruction)

Collects entry slips and scans

Entry slip: What is solubility & for misconceptions
En 5 min
why is it important? Discusses any misconceptions
and reviews answer

Take notes about the lab Explain the essential questions

Exl activity and the lab activity (rubric, 10 min
Get into groups of 3 safety precautions, etc.)

Lab activity
Exr/Ev
Lab report (written in groups)
Stage 4 Reflection
Considerations
Is there alignment between the
first 3 stages?
How has learner differentiation
been addressed?
How does the lesson design
include a variety of teaching
experiences that includes: FNMI,
multicultural, and
interdisciplinary activities?
Sources consulted (APA format)
Coca cola,
salt, baking
soda,
Supervises copper (II)
Ask guiding questions to assess sulfate,
students understandings 50 min water, lab
Answers any questions students equipment
have (Bunsen
burners,
beakers,
etc.)
Comments
The essential questions were designed to expand the
students knowledge on solubility, which transitions into
the lab activity where the students will explore each
factor in a hands-on way. The assessment is then
designed to solidify their understanding and recognize
what is occurring at each station.
Learner differentiation is addressed in this lesson
through the stations. It will help ELL students to
break up the information into more manageable
pieces. Also, the students will not be required to
write the lab assignments individually, which
means that students will be able to work to their
strengths to complete the assignment.
In this lesson, students will work in groups to
complete the stations and the lab activity which
incorporates FNMI values of community.
Additionally, the different stations incorporate an
interdisciplinary approach to solubility by relating
each factor to a real-world example.
Science Focus 8
Adapted by Jeff Turner (2016) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision
and
Curriculum Development, Alexander, Virgina.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation.
Thousand Oaks, CA:
Sage.