LESSON PLANS FOR SEAN CLARK – SEPT 29, 2014
Job # 630402- Department Head Meetings
Class Policies – Washroom breaks are done BEFORE class. For this reason, I allow period 4 an extra couple of minutes to get to class. If anyone has to leave the class I ask them to leave their cell phone so I know who is out at any time. All other policies are clearly outlined on the attached sheet.
Please use the attached sheets to indicate problem or helpful students
Period 1 - 8:15 – 8:30 HOMEROOM
Reliable Students are Reiley Moore and Jonathan Cooke
1 - Please distribute the 1/2 page handout "Acid Base Design Experiment". Students may work in partners to prepare their purpose statement, materials list, procedure and observation table.
2 - NEUTRALIZATION WORK - Students should refer to their text book page 278-281(7.5 Neutralization) and 285 - 290 (7.8 Acid Precipitation) Then, they should answer the following:
1) Describe 2 ways that acids or bases can be used to reverse an existing problem or unwanted pH level in a biologic system (human body, ecosystem)
2) Describe a specific impact that acid precipitation can have on aquatic ecosystems and one on terrestrial ecosystems.
3) Why are some human constructions especially sensitive to the effects of acid rain?
Students should also be prepared to answer questions 1-8 on pg 281 and on pg 290
3 - Please give students a copy of the long page (Types of Reactions Handout). This is to help them in completion of the worksheets involving predicting products in their work booklets.
4 - WORK BOOKLETS - students may begin work (if they have not already) on the practice work booklets. Answer versions for most worksheets are pinned to the bulliten board under the side counter!
Period 2 - 9:50 – 11:10 Grade 10 Science Room 209
PREP - report to office for extra duties.
Period 3 – 11:55 – 1:10 Grade 10 Science - Room 209
Reliable Students are Chelsea Marin and Jayden Cole
Same as period 1.
Period 4 – 1:25 – 2:30 Grade 9 Science Academic – 208
Reliable Students are Elise Adamson and Amelia Authier
1 - DDT is forever: Students are to read the enclosed article and answer the questions. In addition, students should try to identify the properties of DDT that make it useful as a pesticide and those that make it an environmental threat! Identify whether these properties are physical or chemical!
2 - Metallurgy: Students will need to read the following sections in their text book 2.3 pg 50, 51, Metal Extracting - 2.12 pg 70-73–Pg 70-75, Issues around Mining 2.13
For each of the following processes in metallurgy, students will need to identify 1 - the starting reactants, 2 - the end products and 3 - whether this process involves a chemical or physical change; preparing, producing, refining, purifying, extracting
OR, students can show the flow of the metal by moving from process to process-
- describe what happens to it in each stage,
- indicate if it is being changed physically or chemically
- describe the reactants and products for each change
If there is time, students can complete the following questions on Metallurgy from their text.
Section 2.3 pg 50-51 Q’s # 1, 2
Section 2.12 pg 70-73 Q’s #1, 2, 3, 4***, 5