PROBLEM: How does shape affect the time it takes for a piece of clay to fall through a fluid?
VOCABULARY: Gravity, Buoyancy, Drag,
MATERIALS: P 11 of 2005 8th grade exam
http://www.nysedregents.org/testing/sciei/ils605.pdf
1 liter graduated cylinder
4 pieces of clay of equal mass but different shapes
1 gallon bottle of detergent
OPENING:
1. The teacher presents the definitions of the words Gravity--force that attracts all things to the center of the Earth, Buoyancy-- the upward force on an object produced by the surrounding fluid; Drag--the force that resists the movement of a solid object through a fluid. Listening Groups copy the words and definitions into their journals.
2. Students in the Presentation Group present their Problem to the Listening Groups.
3. Each student in the class writes the problem in his/her science journal and then states a hypothesis to answer the problem.
4. Students in Listening Groups identify and write in their journal
Independent Variable: Shape
Dependent Variable: Rate of fall
Constants: Mass, Detergent,
GROUP WORK
1. The Presentation Group drops the shapes into the graduated cylinder and writes the times it takes for the shapes to fall through the detergent.
SHARE
1. The Presentation Group shares their hypothesis with the Listening Groups and states their conclusion.
2. The Presentation Group shares their sources of error.
3. The Listening Group asks questions.
4. The teacher and Presentation Group ellicit the explanation of the results using the Template
Vocabulary Word-Definition-Application.
5. All Students answer related review questions taken from the New York State 8th Grade Science Exam
HW: Write your own exam question using the concepts presented today.
Sunday, March 16, 2008
Science Project Presentation Template
CHALLENGE/PROBLEM: Science Project Problem
VOCABULARY WORDS: A list of science concepts that are necessary to explain the results of the experiment
MATERIALS: Materials needed to demonstrate the science project experiment. 8th grade science exam review questions
TIME: 2-3 periods
OPENING:
1. The teacher or the Presentation Group presents the words and definitions that will help explain the results of the project.
Listening Groups copy the words and definitions into their journals.
2. Students in the Presentation Group present their Problem to the Listening Groups.
3. Each student in the class writes the problem in his/her science journal and then states a hypothesis to answer the problem.
4. Students in Listening Groups identify the Independent Variable, Dependent Variable, and Constants. Listening groups write them in their journals.
GROUP WORK
1. The Presentation Group performs an experiment in front of the class OR the Listening Groups perform a simple experiment in their seats.
2. Data is collected.
SHARE
1. The Presentation Group shares their hypothesis with the Listening Groups and states their conclusion.
2. The Presentation Group shares their sources of error.
3. The Listening Group asks questions.
4. The teacher and Presentation Group ellicit the explanation of the results using the Template
Vocabulary Word-Definition-Application.
5. All Students answer related review questions taken from the New York State 8th Grade Science Exam
HW: Write your own exam question using the concepts presented today.
VOCABULARY WORDS: A list of science concepts that are necessary to explain the results of the experiment
MATERIALS: Materials needed to demonstrate the science project experiment. 8th grade science exam review questions
TIME: 2-3 periods
OPENING:
1. The teacher or the Presentation Group presents the words and definitions that will help explain the results of the project.
Listening Groups copy the words and definitions into their journals.
2. Students in the Presentation Group present their Problem to the Listening Groups.
3. Each student in the class writes the problem in his/her science journal and then states a hypothesis to answer the problem.
4. Students in Listening Groups identify the Independent Variable, Dependent Variable, and Constants. Listening groups write them in their journals.
GROUP WORK
1. The Presentation Group performs an experiment in front of the class OR the Listening Groups perform a simple experiment in their seats.
2. Data is collected.
SHARE
1. The Presentation Group shares their hypothesis with the Listening Groups and states their conclusion.
2. The Presentation Group shares their sources of error.
3. The Listening Group asks questions.
4. The teacher and Presentation Group ellicit the explanation of the results using the Template
Vocabulary Word-Definition-Application.
5. All Students answer related review questions taken from the New York State 8th Grade Science Exam
HW: Write your own exam question using the concepts presented today.
Wednesday, March 5, 2008
Osmosis Conclusions
SWBAT explain a natual phenomenom by applying a scientific concept.
Why did the potato in salt water shrink?
OPENING:
Display the definition of OSMOSIS and SEMIPERMEABLE MEMBRANE
Diffusion of water across a semipermeable membrane.
Movement of water from area of low solute concentration to an area of high solute concentration until dynamic equilibrium is achieved. Favors dilution.
Osmosis is the diffusion of water through a cell wall or membrane or any semi-permeable barrier from a solution of low solute concentration to a solution with high solute concentration, up a solute concentration gradient. It is a physical process in which a solvent moves, without input of energy, across a semi-permeable membrane (permeable to the solvent, but not the solute) separating two solutions of different concentrations.
Osmosis is the passage of water from a region of high water concentration through a semi-permeable membrane to a region of low water concentration.
semipermeable membrane - a membrane (as a cell membrane) that allows some molecules to pass through but not others
Give students the Pattern:
1. Define: Osmosis means the movement of water from a region of high water concentration through a semi-permeable membane to a region of low water concentration.
2. Draw: Display a drawing that models Osmosis.
3. Explain: The cells in the potato shrank because the water flowed out of the potato, which had an area of high concentration of water to the water in the (beaker) (petri dish) which had an area of low water concentration.
The salt solution dehydrates the potato slice by osmosis --
water inside the potato cells diffuses out in an attempt to dilute the
salt solution. Osmotic flow always occurs in the direction that favors
dilution. Rather than the salt entering the cells, water inside flows out
into the salt solution.
GROUP WORK
Apply: Why would you die of thirst if you drank sea water?
Helpful questions for those who get stuck: Where does the water go after you drink it? Stomach, Small Intestine, Large Intestine, Blood Stream.
If the water in the blood is saltier than the water in the cells, what will happen to the water in the cells? Water will diffuse out of the cells into the blood stream. Cells will become dehydrated.
SHARE
Share answers.
HOMEWORK:
Work on science project
Why did the potato in salt water shrink?
OPENING:
Display the definition of OSMOSIS and SEMIPERMEABLE MEMBRANE
Diffusion of water across a semipermeable membrane.
Movement of water from area of low solute concentration to an area of high solute concentration until dynamic equilibrium is achieved. Favors dilution.
Osmosis is the diffusion of water through a cell wall or membrane or any semi-permeable barrier from a solution of low solute concentration to a solution with high solute concentration, up a solute concentration gradient. It is a physical process in which a solvent moves, without input of energy, across a semi-permeable membrane (permeable to the solvent, but not the solute) separating two solutions of different concentrations.
Osmosis is the passage of water from a region of high water concentration through a semi-permeable membrane to a region of low water concentration.
semipermeable membrane - a membrane (as a cell membrane) that allows some molecules to pass through but not others
Give students the Pattern:
1. Define: Osmosis means the movement of water from a region of high water concentration through a semi-permeable membane to a region of low water concentration.
2. Draw: Display a drawing that models Osmosis.
3. Explain: The cells in the potato shrank because the water flowed out of the potato, which had an area of high concentration of water to the water in the (beaker) (petri dish) which had an area of low water concentration.
The salt solution dehydrates the potato slice by osmosis --
water inside the potato cells diffuses out in an attempt to dilute the
salt solution. Osmotic flow always occurs in the direction that favors
dilution. Rather than the salt entering the cells, water inside flows out
into the salt solution.
GROUP WORK
Apply: Why would you die of thirst if you drank sea water?
Helpful questions for those who get stuck: Where does the water go after you drink it? Stomach, Small Intestine, Large Intestine, Blood Stream.
If the water in the blood is saltier than the water in the cells, what will happen to the water in the cells? Water will diffuse out of the cells into the blood stream. Cells will become dehydrated.
SHARE
Share answers.
HOMEWORK:
Work on science project
Potato Osmosis
SWBAT: Perform an experiment that answers the question:
How does salt water affect potato cells?
MATERIALS: For each 8 groups:
2 slices of potato
2 cups/containers
salt water solution
tap water
paper towel
sheet of drawing paper.
OPENING: Ask students to state their hypothesis: “If we place one slice of potato in salt water and one slice in tap water, then the potato slice in salt water will (shrink) (swell) (stay the same). I think this way because……
Demonstrate the following procedure. Ask students to take notes.
Trace one of the potatoes onto the sheet. Place the slice into salt water. Do the same for the tap water. Wait for at least 30 min. Take the potatoes out of the water and dry them. Trace the potatoes again. Compare the second drawings to the first.
GROUP WORK
Follow the directions that the teacher demonstrated.
SHARE
Draw conclusion.
Apply the concept of osmosis to cells.
Homework: Write Lab Report
How does salt water affect potato cells?
MATERIALS: For each 8 groups:
2 slices of potato
2 cups/containers
salt water solution
tap water
paper towel
sheet of drawing paper.
OPENING: Ask students to state their hypothesis: “If we place one slice of potato in salt water and one slice in tap water, then the potato slice in salt water will (shrink) (swell) (stay the same). I think this way because……
Demonstrate the following procedure. Ask students to take notes.
Trace one of the potatoes onto the sheet. Place the slice into salt water. Do the same for the tap water. Wait for at least 30 min. Take the potatoes out of the water and dry them. Trace the potatoes again. Compare the second drawings to the first.
GROUP WORK
Follow the directions that the teacher demonstrated.
SHARE
Draw conclusion.
Apply the concept of osmosis to cells.
Homework: Write Lab Report
Monday, March 3, 2008
Two Birds With One Stone: Exit Project/Exam Review
USE QUESTIONS FROM THE 8TH GRADE SCIENCE EXAM TO REVIEW STANDARDS FOR 8TH GRADE EXIT PROJECTS
SWBAT: Analyze an experiment in order to find its problem, hypothesis and variables
MATERIALS: p11 from 2007 8th grade exam
http://www.nysedregents.org/testing/sciei/gr8ilswr07.pdf
OPENING: Hand out p.11 of the 2007 8th grade exam. Have a students read the short paragraph describing the experiment:
“A student adds sugar to a cup of iced tea and a cup of hot tea. She notices that the time needed for the sugar to dissolve in each cup is different. She thinks this has something to do with the temperature of the tea. She wants to design an experiment to see if she is correct”
Model how to analyze the problem, hypothesis, and independent variable, dependent variable, and controlled variables.
GROUP WORK:
1. Groups write a short paragraph describing their own science project.
2. Groups exchange project descriptions.
3. Groups analyze each other’s projects to find problem, hypothesis and variables.
4. Groups return paragraphs and analysis to original group.
SHARE
Original group confirms or corrects the analysis
HW Work on Science Project due next Monday
-------------------------------------------
SWBAT analyze data in order to reach an experimental conclusion
MATERIALS: 8th grade science exam, May 2006 p. 16
http://www.nysedregents.org/testing/sciei/gr8scwr06.pdf
OPENING: Hand out p16 and 17 of the 2006 Science exam. Have students read the paragraph describing the experiment in question #48.
“ We are doing an experiment to determine if the size of soil particles affects the amount of water that flows through the soil. We poured 200 milliliters (mL) of water through four different types of soil. The equipment is shown below.”
“We got the following results. With gray soil, the average particle size was 0.5 mm and 40 mL of water flowed through. With brown soil, 60 mL of water flowed through. Brown soil has an average particle size of 1.5 mm. In our last trial we used black soil. It has an average particle size of 1.0 mm and 50 mL of water flowed through.”
Discuss with students how helpful the picture of the equipment is to the understanding of the experimental design. Ask how many of them have included drawings or pictures of their materials.
Elicit the independent and dependent variables. Model how to place these variables as headings at the top of the data table.
Remind students that the data from their science project should be organized into a data table like the one on p16.
GROUP WORK:
Groups organize the data from p.16 into a data table.
Groups identify the dependent variable.
Groups draw a conclusion based on the data in the table.
Groups construct a table that correctly organizes the data for their own science projects.
SHARE
Groups compare their conclusions for the experiment on pages 16 & 17
Groups share their data tables for their own science experiments.
HOMEWORK
Work on your science projects
-----------------------------
SWBAT use experimental data to make a graph, identify variables, and draw conclusions.
MATERIALS: p. 18 and 19 from the June, 2001 8th Grade Science Exam
http://www.nysedregents.org/testing/sciei/gr8ilstestju01.pdf
OPENING: Have students read the description of the experiment:
“Heat was applied at a constant rate to a solid substance under controlled conditions. The temperature of the substance was recorded every 3 minutes. These data are recorded in the table below.”
Draw students’ attention to the how the headings on the data table correspond to the labels o the x and y axis. Remind them that the data from their science projects should be organized into a table like the one on pl 18 and then graphed. Ask students to identify the independent and dependent variables.
GROUP WORK
1. Groups use data to make a graph.
2. Groups analyze the data and draw a conclusion.
3. Groups draw a graph that represents their own science experiment.
SHARE
Groups share their conclusions.
Groups share their graphs from their own experiments.
Homework: Work on Science Project. Due next Monday.
--------------------------------------------------
SWBAT organize and analyze data from a science experiment, compare the data with the original hypothesis, draw conclusions from data, and identify sources of error.
MATERIALS; p. 14 and15 FROM June 2005 8th Grade Science exam
http://www.nysedregents.org/testing/sciei/ils605.pdf
OPENING:
Have students read the description of the experiment:
“Saltwater plants of the same species were grown in soil in separate containers with 1 liter of water. All of the plants were the same heigiht a the beginning of the experiment. Different amounts of salt were dissolved in each container as shown in the diagrams. All other conditions were held constant. Measurements for the final height of each plant are provided.”
Present the hypothesis of the students who performed the experiment.
If we place saltwater plants in different concentrations of salt water, then the plants grown in 10 grams of salt per liter will grow faster.
Draw students’ attention to how the data is presented in pictures. Discuss how the pictures help in the understanding of the design and results of the experiment. Encourage students to include pictures in their science projects.
Ask students to evaluate the hypothesis of the students who performed the experiment.
GROUP WORK
1. Graph the data (#49).
2. Compare your graph to others in the group.
3. Estimate data using interpolation (#50)
4. Compare your answers.
5. Draw conclusions based on the data.
6. Compare your answers in group.
7. Identify conditions to be held constant and sources of error.
8. Compare to other group members.
9. Discuss Science Projects with your group members in view of today’s lesson.
SHARE
Groups compare answers.
Groups discuss sources of error in this experiment and in their own.
HOMEWORK
Work on Science Project due next Monday
------------------------------------------------
SWBAT organize their portfolios and estimate their grades
OPENING
Review grading policy
Hand out portfolios and work to be organized
GROUP WORK
Students organize their portfolios and estimate their grades
SHARE
Discuss latest entries into portfolios
SWBAT: Analyze an experiment in order to find its problem, hypothesis and variables
MATERIALS: p11 from 2007 8th grade exam
http://www.nysedregents.org/testing/sciei/gr8ilswr07.pdf
OPENING: Hand out p.11 of the 2007 8th grade exam. Have a students read the short paragraph describing the experiment:
“A student adds sugar to a cup of iced tea and a cup of hot tea. She notices that the time needed for the sugar to dissolve in each cup is different. She thinks this has something to do with the temperature of the tea. She wants to design an experiment to see if she is correct”
Model how to analyze the problem, hypothesis, and independent variable, dependent variable, and controlled variables.
GROUP WORK:
1. Groups write a short paragraph describing their own science project.
2. Groups exchange project descriptions.
3. Groups analyze each other’s projects to find problem, hypothesis and variables.
4. Groups return paragraphs and analysis to original group.
SHARE
Original group confirms or corrects the analysis
HW Work on Science Project due next Monday
-------------------------------------------
SWBAT analyze data in order to reach an experimental conclusion
MATERIALS: 8th grade science exam, May 2006 p. 16
http://www.nysedregents.org/testing/sciei/gr8scwr06.pdf
OPENING: Hand out p16 and 17 of the 2006 Science exam. Have students read the paragraph describing the experiment in question #48.
“ We are doing an experiment to determine if the size of soil particles affects the amount of water that flows through the soil. We poured 200 milliliters (mL) of water through four different types of soil. The equipment is shown below.”
“We got the following results. With gray soil, the average particle size was 0.5 mm and 40 mL of water flowed through. With brown soil, 60 mL of water flowed through. Brown soil has an average particle size of 1.5 mm. In our last trial we used black soil. It has an average particle size of 1.0 mm and 50 mL of water flowed through.”
Discuss with students how helpful the picture of the equipment is to the understanding of the experimental design. Ask how many of them have included drawings or pictures of their materials.
Elicit the independent and dependent variables. Model how to place these variables as headings at the top of the data table.
Remind students that the data from their science project should be organized into a data table like the one on p16.
GROUP WORK:
Groups organize the data from p.16 into a data table.
Groups identify the dependent variable.
Groups draw a conclusion based on the data in the table.
Groups construct a table that correctly organizes the data for their own science projects.
SHARE
Groups compare their conclusions for the experiment on pages 16 & 17
Groups share their data tables for their own science experiments.
HOMEWORK
Work on your science projects
-----------------------------
SWBAT use experimental data to make a graph, identify variables, and draw conclusions.
MATERIALS: p. 18 and 19 from the June, 2001 8th Grade Science Exam
http://www.nysedregents.org/testing/sciei/gr8ilstestju01.pdf
OPENING: Have students read the description of the experiment:
“Heat was applied at a constant rate to a solid substance under controlled conditions. The temperature of the substance was recorded every 3 minutes. These data are recorded in the table below.”
Draw students’ attention to the how the headings on the data table correspond to the labels o the x and y axis. Remind them that the data from their science projects should be organized into a table like the one on pl 18 and then graphed. Ask students to identify the independent and dependent variables.
GROUP WORK
1. Groups use data to make a graph.
2. Groups analyze the data and draw a conclusion.
3. Groups draw a graph that represents their own science experiment.
SHARE
Groups share their conclusions.
Groups share their graphs from their own experiments.
Homework: Work on Science Project. Due next Monday.
--------------------------------------------------
SWBAT organize and analyze data from a science experiment, compare the data with the original hypothesis, draw conclusions from data, and identify sources of error.
MATERIALS; p. 14 and15 FROM June 2005 8th Grade Science exam
http://www.nysedregents.org/testing/sciei/ils605.pdf
OPENING:
Have students read the description of the experiment:
“Saltwater plants of the same species were grown in soil in separate containers with 1 liter of water. All of the plants were the same heigiht a the beginning of the experiment. Different amounts of salt were dissolved in each container as shown in the diagrams. All other conditions were held constant. Measurements for the final height of each plant are provided.”
Present the hypothesis of the students who performed the experiment.
If we place saltwater plants in different concentrations of salt water, then the plants grown in 10 grams of salt per liter will grow faster.
Draw students’ attention to how the data is presented in pictures. Discuss how the pictures help in the understanding of the design and results of the experiment. Encourage students to include pictures in their science projects.
Ask students to evaluate the hypothesis of the students who performed the experiment.
GROUP WORK
1. Graph the data (#49).
2. Compare your graph to others in the group.
3. Estimate data using interpolation (#50)
4. Compare your answers.
5. Draw conclusions based on the data.
6. Compare your answers in group.
7. Identify conditions to be held constant and sources of error.
8. Compare to other group members.
9. Discuss Science Projects with your group members in view of today’s lesson.
SHARE
Groups compare answers.
Groups discuss sources of error in this experiment and in their own.
HOMEWORK
Work on Science Project due next Monday
------------------------------------------------
SWBAT organize their portfolios and estimate their grades
OPENING
Review grading policy
Hand out portfolios and work to be organized
GROUP WORK
Students organize their portfolios and estimate their grades
SHARE
Discuss latest entries into portfolios
Sunday, March 2, 2008
Week of March 03, 2008
Lesson #1
SWBAT map the diffusion of vinegar molecules throughout the classroom
OPENING:
Use the ceiling tiles to establish a grid of the classroom. Have students write the coordinates of their locations on graph paper. Establish a way of counting time. (The teacher or a student counts of every five minutes). Discuss sources of error. (Some students might have colds)
WORK PERIOD
The teacher or a student creates a "toxic spill" at an appointed location in the classroom.
Students write down the moment their nasal sensors pick up the smell of vinegar.
Students write down the times for each student in the group and find an average for their group
SHARE
The teacher asks groups to report their average times, and writes them on a large graph at the front of the classroom. Students copy the times on their maps. The teacher shows students how to draw isolines on the map connecting similar times.
Homework:
807 and 808 Concepts and Challenges in Earth Science p. 258 and 259. Read page 258. Copy and Answer Check and Apply quesitons on page 259
Lesson 2
SWBAT Review Living Environment Key Idea #1 "Living Things are both similar to and Different from each other and from nonliving things" --Performance Indicator Compare and Contrast th eparts of plants, animals and one-celled organisms.
OPENING
Display and Review The Cell Theory:
1. Living things are composed of cells
2. Cells are the basic unit of structue and function of living things
3. All cells come from other cells.
Display and Review the Parts of Cells and their functions
1. cell membrane--surrounds the cell and controls what enters and leaves
2. cytoplasm area of the cell between the nucelus and membrane; watery material that contains organelles and makes up most of the cell.
3. nucleus iformation center for the cell; found in all cells; contains the chromosomes
4. chromosomes located in the nucelus; contan most of the genes of a cell which are composed of DNA, the cemical that directs heredity.
5. mitochondria site of cellular respirtion, where food is ued to produce energy
6. ribosome--assists in building proteins
7. cell wall--protects and supports some types of cells such as plant cell
8. vacuole -- storage for both nutgrients and wastes
9, lysosome--contains enszymes that break down protein
10. chloroplasts--contain chlorophy, a substance that can change light energy into chemical energy.
Distribute Multiple Choice questions based on Cell theory and Cell Function
WORK PERIOD
Have students take the multiple choice test in group with Cell Theory and Cell Parts displayed.
SHARE
Agree on correct answers.
ASSESSMENT
Take multiple choice test individually without reference to Displays.
HOMEWORK
Write ten multiple choice questions and answers based on Cell Theory and Cell Parts.
SWBAT map the diffusion of vinegar molecules throughout the classroom
OPENING:
Use the ceiling tiles to establish a grid of the classroom. Have students write the coordinates of their locations on graph paper. Establish a way of counting time. (The teacher or a student counts of every five minutes). Discuss sources of error. (Some students might have colds)
WORK PERIOD
The teacher or a student creates a "toxic spill" at an appointed location in the classroom.
Students write down the moment their nasal sensors pick up the smell of vinegar.
Students write down the times for each student in the group and find an average for their group
SHARE
The teacher asks groups to report their average times, and writes them on a large graph at the front of the classroom. Students copy the times on their maps. The teacher shows students how to draw isolines on the map connecting similar times.
Homework:
807 and 808 Concepts and Challenges in Earth Science p. 258 and 259. Read page 258. Copy and Answer Check and Apply quesitons on page 259
Lesson 2
SWBAT Review Living Environment Key Idea #1 "Living Things are both similar to and Different from each other and from nonliving things" --Performance Indicator Compare and Contrast th eparts of plants, animals and one-celled organisms.
OPENING
Display and Review The Cell Theory:
1. Living things are composed of cells
2. Cells are the basic unit of structue and function of living things
3. All cells come from other cells.
Display and Review the Parts of Cells and their functions
1. cell membrane--surrounds the cell and controls what enters and leaves
2. cytoplasm area of the cell between the nucelus and membrane; watery material that contains organelles and makes up most of the cell.
3. nucleus iformation center for the cell; found in all cells; contains the chromosomes
4. chromosomes located in the nucelus; contan most of the genes of a cell which are composed of DNA, the cemical that directs heredity.
5. mitochondria site of cellular respirtion, where food is ued to produce energy
6. ribosome--assists in building proteins
7. cell wall--protects and supports some types of cells such as plant cell
8. vacuole -- storage for both nutgrients and wastes
9, lysosome--contains enszymes that break down protein
10. chloroplasts--contain chlorophy, a substance that can change light energy into chemical energy.
Distribute Multiple Choice questions based on Cell theory and Cell Function
WORK PERIOD
Have students take the multiple choice test in group with Cell Theory and Cell Parts displayed.
SHARE
Agree on correct answers.
ASSESSMENT
Take multiple choice test individually without reference to Displays.
HOMEWORK
Write ten multiple choice questions and answers based on Cell Theory and Cell Parts.
Tuesday, February 26, 2008
Diffusion
OBJECTIVE: SWBAT compare and contrast diffusion in a liquid and in a gas.
REFERENCE: http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
MATERIALS: Map of the the classroom. Grid paper. 1 beaker of water for each group. 1 drop of food coloring for each beaker. Strong smelling substance such as perfume.
VOCABULARY: Diffusion:
OPENING:
CHALLENGE: Observe a drop of dye diffuse in a beaker of water. Record your observations usng words and drawings.
MINILESSON:
1. Have students share their observations.
2. Display the Word Diffusion and its Definition.
3. Say: You observed one liquid diffusing through another liquid. You were able to see the dye move through the water. One gas can also diffuse through another gas, but if both gases are transparent, then you can't see it happening. How can we observe and record a process that we cannot see?
4. Say: I am going to open a bottle of perfume. The perfume molecules will slowly move through the room. You won't be able to see them, but you will be able to smell them. We are going to record the movement of the molcules on a map of the class. We will write down the time at which I open the bottle, and then you record the time at which the smell reaches your location.
5. Hand out the map of the classroom with grid lines. Display a large map of the classroom with grid lines. Have students find their place on the map.
WORK PERIOD
Students write the time they smell the perfume on their map. And then come to the front of the class and write on the time they sensed the perfume on the large map at the front of the classroom.
SHARE
Students record the times at which other students sensed the perfume and draw isolines connecting similar times.
REFERENCE: http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
MATERIALS: Map of the the classroom. Grid paper. 1 beaker of water for each group. 1 drop of food coloring for each beaker. Strong smelling substance such as perfume.
VOCABULARY: Diffusion:
OPENING:
CHALLENGE: Observe a drop of dye diffuse in a beaker of water. Record your observations usng words and drawings.
MINILESSON:
1. Have students share their observations.
2. Display the Word Diffusion and its Definition.
3. Say: You observed one liquid diffusing through another liquid. You were able to see the dye move through the water. One gas can also diffuse through another gas, but if both gases are transparent, then you can't see it happening. How can we observe and record a process that we cannot see?
4. Say: I am going to open a bottle of perfume. The perfume molecules will slowly move through the room. You won't be able to see them, but you will be able to smell them. We are going to record the movement of the molcules on a map of the class. We will write down the time at which I open the bottle, and then you record the time at which the smell reaches your location.
5. Hand out the map of the classroom with grid lines. Display a large map of the classroom with grid lines. Have students find their place on the map.
WORK PERIOD
Students write the time they smell the perfume on their map. And then come to the front of the class and write on the time they sensed the perfume on the large map at the front of the classroom.
SHARE
Students record the times at which other students sensed the perfume and draw isolines connecting similar times.
Sunday, February 24, 2008
Week of February 25
AMERCIA’S CHOICE WORKSHOP MODEL LESSON PLAN FORMAT FOR A 45 MINUTE LESSON
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION, AND I MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS I HAVE WRITTEN IT.
----------------------------------------------------------------------
MONDAY, FEBRUARY 25, 2008--All Classes have 45 minute periods.
OBJECTIVE: SWBAT:
Organize their 2nd marking period work into portfolios and reflect on their work.
OPENING/MINILESSON (5 minutes)
1. Hand out 11 x 17 paper. Have students fold in half and place their names and class on the front.
2. Hand out major projects and tests.
3. Go over questions for reflection. Ask students to answer them on a piece of looseleaf paper after organizing their work in chronological order.
Which portfolio piece would you most like to show their parents?
Which project did you enjoy the most?
Which project did you enjoy the least?
What can you do to improve your science portfolio for the 3rd marking period?
How can your teacher help you?
How can your parents help you?
WORK PERIOD
1. Students receive their projects and tests and organize them into portfolios.
2. Students reflect on the questions, discuss the answers with their group members if they wish, and write their answers on the looseleaf.
SHARE
1. Elicit a list of the students’ accomplishments that are represented in the portfolio. Write them on the board.
2. Ask students to share some of their answers to the Reflection questions.
----------------------------------------------------------------------------------------------------
TUESDAY, FEBRUARY 26, 2008
802 –90 minutes, 805—45 minutes 807—90 minutes
OBJECTIVE: SWBAT: Investigate the properties of water: cohesion and adhesion.
REFERENCE: http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
Adhesion: The sticking together of molecules of different substances, such as water adhering to paper.
Capillary action - the tendency of a liquid substance to move along the surface of solid substance due to adhesion (as in water climbing a glass tube or inside a tree), even in spite of gravitational or other forces acting in the opposite direction
Cohesion: The tendency of like molecules to be attracted to one another, as occurs with polar water molecules such molecules form a highly dynamic structure involving many rapidly breaking and forming hydrogen bonds; water has high cohesion, enough so that insects can walk on water.
Polarity- possessing two opposed poles; a characteristic of molecules which have unequal distributions of charge; water is polar because the oxygen has a partial negative charge and the hydrogen atoms each have a partial positive charge; polar molecules interact with other polar and charged molecules and ions.
Surface Tension- the tendency of molecules of a liquid to stick together at the surface, as occurs with water due to its polarity and hydrogen bonding; a special case of cohesion
MATERIALS:
For the teacher: Overhead projector, chart paper, or hand-outs displaying vocabulary, definitions, and helpful diagrams.
For students: bowls of water, paper clips, graduated cylinders, filter paper, red food coloring
OPENING CHALLENGE: (5 to 15 minutes)
1. Challenge students to make a paper clip float on water in a time limit of 5 min.
2. Hand out containers of water and paper clips.
3. At the end of 5 min, congratulate the group or groups that were successful. Invite students to repeat the challenge at home (with parental permission) and reduce the amount of time needed.
4. Have each group return the paper clips and water. Tell students that they will be doing more experiments with water after the minilesson.
MINILESSON: (10 to 30 minutes)
1. Ask students if they know why they are able to float a paper clip on water.
2. Display the word SURFACE TENSION and its definition.
3. Display the words ADHESION AND COHESION on the board.
4. Ask students what these words mean to them.
5. Circle the prefixes AD and CO. Does anyone know what these prefixes mean? (AD = to, toward) (CO = together).
6. Display the definitions of ADHESION AND COHESION and diagrams to illustrate the definitions.
7. Remind students that water molecules are have POLARITY, and stick to each other like little magnets.
8. Elicit from students how the properties of adhesion and cohesion affected the sand in their last experiment: How does water affect the stability of a slope? (In the beginning, the sand grains stuck together because of cohesion and adhesion. Then, the amount of water became so great that it broke the sand part.
9. Ask students to compare and contrast the challenge of today with the experiment with the water and sand. Which one was a controlled experiment? Which was not? Why?
10. Show students how to place filter paper in a graduated cylinder containing 10 ml of colored water. Ask them if they can predict whether adhesion and cohesion will allow the water to overcome gravity and climb the filter paper (CAPILLARY ACTION). Students write their hypothesis in their journals. Show students filter paper that has been in 10 mL of colored water. Does the data support their hypothesis? Display CAPILLARY ACTION and its definition. What variables might affect CAPILLARY ACTION? ( width of the paper, length of the paper, amount of food coloring, amount of water).
WORK PERIOD (20 to 30 minutes)
1. Each group writes a problem and a hypothesis.
2. They get the materials from the teacher after showing the hypothesis.
3. They perform the experiment.
4. They write problem, hypothesis, and variables on chart paper.
SHARE (10 to 30 minutes)
Have each group report the variable that they tested and the results.
DAPHNE’S PROBLEMS WITH THE WORKSHOP MODEL:
1. If a supervisor walks into my classroom during the first five minutes of the period, he/she will not see me giving a whole-group minilesson, because I have placed a challenge at the beginning of the period. (Depending on the class and the engagement of the students, I might extend the challenge to ten minutes).
2. If a supervisor walks into my classroom twenty to thirty minutes into the period, he/she will see me giving a minilesson.
3. By now, the class that has only 45 minutes needs to get their homework assignment and pack up. What do we share?
4. The classes that have 90 minutes can continue into the work period, but may not finish designing and carrying out their experiment until the end of the period. They may not be ready to share by the end of the period. If the supervisor walks in at the end of the period and sees students cleaning up, but no share, the lesson is considered to be unsatisfactory.
5. The share might need to be postponed until the next day. In that case it will take place during the time that is supposed to be the minilesson and work period. So a supervisor that expects to see a work period will see a group presentation instead.
I am going to teach this lesson sequentially, because I don’t know how to adapt it to the workshop model time frame. ANY IDEAS?????????????
Groups and Classes will take different amounts of time to complete each segment. ANY IDEAS ON HOW TO DIFFERENTIATE ??????????
Wednesday— DIFFUSION and OSMOSIS --same format as COHESION/ADHESION
Thursday—Parent/Teachers Conference—Half Day
Friday: DIFFUSION AND OSMOSIS continued.
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION, AND I MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS I HAVE WRITTEN IT.
----------------------------------------------------------------------
MONDAY, FEBRUARY 25, 2008--All Classes have 45 minute periods.
OBJECTIVE: SWBAT:
Organize their 2nd marking period work into portfolios and reflect on their work.
OPENING/MINILESSON (5 minutes)
1. Hand out 11 x 17 paper. Have students fold in half and place their names and class on the front.
2. Hand out major projects and tests.
3. Go over questions for reflection. Ask students to answer them on a piece of looseleaf paper after organizing their work in chronological order.
Which portfolio piece would you most like to show their parents?
Which project did you enjoy the most?
Which project did you enjoy the least?
What can you do to improve your science portfolio for the 3rd marking period?
How can your teacher help you?
How can your parents help you?
WORK PERIOD
1. Students receive their projects and tests and organize them into portfolios.
2. Students reflect on the questions, discuss the answers with their group members if they wish, and write their answers on the looseleaf.
SHARE
1. Elicit a list of the students’ accomplishments that are represented in the portfolio. Write them on the board.
2. Ask students to share some of their answers to the Reflection questions.
----------------------------------------------------------------------------------------------------
TUESDAY, FEBRUARY 26, 2008
802 –90 minutes, 805—45 minutes 807—90 minutes
OBJECTIVE: SWBAT: Investigate the properties of water: cohesion and adhesion.
REFERENCE: http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
Adhesion: The sticking together of molecules of different substances, such as water adhering to paper.
Capillary action - the tendency of a liquid substance to move along the surface of solid substance due to adhesion (as in water climbing a glass tube or inside a tree), even in spite of gravitational or other forces acting in the opposite direction
Cohesion: The tendency of like molecules to be attracted to one another, as occurs with polar water molecules such molecules form a highly dynamic structure involving many rapidly breaking and forming hydrogen bonds; water has high cohesion, enough so that insects can walk on water.
Polarity- possessing two opposed poles; a characteristic of molecules which have unequal distributions of charge; water is polar because the oxygen has a partial negative charge and the hydrogen atoms each have a partial positive charge; polar molecules interact with other polar and charged molecules and ions.
Surface Tension- the tendency of molecules of a liquid to stick together at the surface, as occurs with water due to its polarity and hydrogen bonding; a special case of cohesion
MATERIALS:
For the teacher: Overhead projector, chart paper, or hand-outs displaying vocabulary, definitions, and helpful diagrams.
For students: bowls of water, paper clips, graduated cylinders, filter paper, red food coloring
OPENING CHALLENGE: (5 to 15 minutes)
1. Challenge students to make a paper clip float on water in a time limit of 5 min.
2. Hand out containers of water and paper clips.
3. At the end of 5 min, congratulate the group or groups that were successful. Invite students to repeat the challenge at home (with parental permission) and reduce the amount of time needed.
4. Have each group return the paper clips and water. Tell students that they will be doing more experiments with water after the minilesson.
MINILESSON: (10 to 30 minutes)
1. Ask students if they know why they are able to float a paper clip on water.
2. Display the word SURFACE TENSION and its definition.
3. Display the words ADHESION AND COHESION on the board.
4. Ask students what these words mean to them.
5. Circle the prefixes AD and CO. Does anyone know what these prefixes mean? (AD = to, toward) (CO = together).
6. Display the definitions of ADHESION AND COHESION and diagrams to illustrate the definitions.
7. Remind students that water molecules are have POLARITY, and stick to each other like little magnets.
8. Elicit from students how the properties of adhesion and cohesion affected the sand in their last experiment: How does water affect the stability of a slope? (In the beginning, the sand grains stuck together because of cohesion and adhesion. Then, the amount of water became so great that it broke the sand part.
9. Ask students to compare and contrast the challenge of today with the experiment with the water and sand. Which one was a controlled experiment? Which was not? Why?
10. Show students how to place filter paper in a graduated cylinder containing 10 ml of colored water. Ask them if they can predict whether adhesion and cohesion will allow the water to overcome gravity and climb the filter paper (CAPILLARY ACTION). Students write their hypothesis in their journals. Show students filter paper that has been in 10 mL of colored water. Does the data support their hypothesis? Display CAPILLARY ACTION and its definition. What variables might affect CAPILLARY ACTION? ( width of the paper, length of the paper, amount of food coloring, amount of water).
WORK PERIOD (20 to 30 minutes)
1. Each group writes a problem and a hypothesis.
2. They get the materials from the teacher after showing the hypothesis.
3. They perform the experiment.
4. They write problem, hypothesis, and variables on chart paper.
SHARE (10 to 30 minutes)
Have each group report the variable that they tested and the results.
DAPHNE’S PROBLEMS WITH THE WORKSHOP MODEL:
1. If a supervisor walks into my classroom during the first five minutes of the period, he/she will not see me giving a whole-group minilesson, because I have placed a challenge at the beginning of the period. (Depending on the class and the engagement of the students, I might extend the challenge to ten minutes).
2. If a supervisor walks into my classroom twenty to thirty minutes into the period, he/she will see me giving a minilesson.
3. By now, the class that has only 45 minutes needs to get their homework assignment and pack up. What do we share?
4. The classes that have 90 minutes can continue into the work period, but may not finish designing and carrying out their experiment until the end of the period. They may not be ready to share by the end of the period. If the supervisor walks in at the end of the period and sees students cleaning up, but no share, the lesson is considered to be unsatisfactory.
5. The share might need to be postponed until the next day. In that case it will take place during the time that is supposed to be the minilesson and work period. So a supervisor that expects to see a work period will see a group presentation instead.
I am going to teach this lesson sequentially, because I don’t know how to adapt it to the workshop model time frame. ANY IDEAS?????????????
Groups and Classes will take different amounts of time to complete each segment. ANY IDEAS ON HOW TO DIFFERENTIATE ??????????
Wednesday— DIFFUSION and OSMOSIS --same format as COHESION/ADHESION
Thursday—Parent/Teachers Conference—Half Day
Friday: DIFFUSION AND OSMOSIS continued.
Wednesday, February 13, 2008
LESSON PLANS FOR FEBRUARY 14 AND 15
AMERCIA’S CHOICE WORKSHOP MODEL LESSON PLAN FORMAT FOR A 45 MINUTE LESSON
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION, AND I MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS I HAVE WRITTEN IT.
LESSON 1
MINILESSON/OPENING
OBJECTIVE: (Strategy + Curriculum/Content + Application)
SWBAT: Given a project idea and hypothesis, write the independent variable, dependent variable, constant variables, materials, and procedure. (IS THIS OBJECTIVE STATED CORRECTLY???????)
PURPOSE/RATIONALE:
Good Writers/Good Readers (I DON'T UNDERSTAND THE MEANING OF "GOOD WRITERS/GOOD READERS AND HOW THIS WORKS INTO AN INQUIRY LESSON)
LINK TO PREVIOUS LESSON:
(SAY) "You have turned in many extraordinary lab reports. A science project is just a glorified lab report. It contains all the parts of a lab report. In fact, you must hand in your science project in lab report format before you place it on the science board. During the vacation, you are going to decide which experiment you will do for your exit project. You may complete the experiment if you like, but do NOT put it on the board. Hand in to me a LAB REPORT of your project. I will DEFINITELY have suggestions to make before you place it on the board. (IDEAS FOR BETTER WORDING?????)
EXPLICIT TEACHING/MODEL:
(SAY) One of the hardest parts about the science project is identifying the variables and planning the procedure. Today we are going to practice doing just that. I am going to read to you an experiment and you are going to figure out the independent variable, dependent variable, and controlled variables, materials, and procedure. (IDEAS FOR BETTER WORDING????)
(DISPLAY) GUIDING QUESTIONS: What is the independent variable? How will you measure it? What is the dependent variable? How will you measure it? What other variables need to be controlled? What things will you need to observe? How will you take measurements? Where will you record your data? Who will collect the data? When will you collect the data? What sequence of events must occur?
ACTIVE ENGAGEMENT/TRY IT OUT:
SAY: Let’s practice before we go off and work by ourselves.
READ: paper towel experiment from BIG 8 Review. Agree on variables and a simple procedure.
STATUS OF THE CLASS/SOLIDIFY
WORK PERIOD: (Differentiated by CONTENT /PROCESS /PRODUCT /ASSESSMENT)
Read “Sample Experiment 1" In BIG 8 REVIEW p20
Students work in groups to answer the guiding questions: What is the independent variable? How will you measure it? What is the dependent variable? How will you measure it? What other variables need to be controlled? What things will you need to observe? How will you take measurements? Where will you record your data? Who will collect the data? When will you collect the data? What sequence of events must occur?
(I DON'T UNDERSTAND HOW TO TEACH THIS LESSON DIFFERENTLY TO 8 DIFFERENT GROUPS. CAN ANYONE HELP???)
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
GROUP 6
GROUP 7
GROUP 8
Differentiation: Give more attention to some groups ??????????
CLOSING/SUMMARY
SHARE: Each group shares its plan with the rest of the class.
Process ( WHAT DO THEY MEAN BY PROCESS???????)
Content (WHAT DO THEY MEAN BY CONTENT ?????????)
HOMEWORK: (Differentiated)
807 and 808 Unit 1 pp 4-15 All Checks on odd pages.
802, 805, 806, page 9 – 42 Apply to your science project.
PROBLEMS WITH THIS LESSON: SOME CLASSES/GROUPS FINISHED IDENTIFYING THE PROBLEM, HYPOTHESIS, INDEPDENDENT VARIABLE, DEPENDENT VARIABLE, CONSTANTS, MATERIALS, AND PROCEDURES. OTHER CLASSES/GROUPS DID NOT FINISH. WHEN SOME GROUPS FINISH BEFORE OTHER GROUPS IN THE SAME CLASS, I HAVE BEEN TOLD THAT THE TEACHER HAS NOT DIFFERENTIATED CORRECTLY. CAN ANYONE SUGGEST HOW I SHOULD HAVE DIFFERENTIATED SO THAT EVERYONE IN THE CLASS FINISHES AT THE EXACTLY THE SAME TIME?????????
ACCORDING TO AMERICA'S CHOICE WORKSHOP MODEL, IF A CLASS DOES NOT MEET THE OBJECTIVE THAT I HAVE STATED, THEN I HAVE NOT PLANNED CORRECTLY. ONE OF MY CLASSES WAS ONLY ABLE TO IDENTIFY THE VARIABLES. THEY DIDN'T GET AS FAR AS PLANNING THE MATERIALS AND PROCEDURE. THE FACT THAT THE WHOLE CLASS DOES NOT MEET THE STATED OBJECTIVE IS CONSIDERED TO BE A FAILURE TO PLAN APPROPRIATELY ON THE PART OF THE TEACHER. HOW CAN I WRITE MY PLANS SO THAT STATED OBJECTIVE IS MET BY ALL CLASSES AND ALL STUDENTS????????????
LESSON 2
GUIDING FORMAT QUESTIONS:
What is it I want my students to know or be able to do?
I want my students to become familiar with the criteria for a successful science report.
MINILESSON/OPENING
OBJECTIVE: (Strategy + Curriculum/Content + Application)
SWBAT: Establish criteria for a good science project.
PURPOSE/RATIONALE: Good Writers/Good Readers… (I don’t understand this part of America’s Choice Workshop Model)
LINK TO PREVIOUS LESSON: Yesterday….
SAY: You have turned in many extraordinary lab reports. A science project is just a glorified lab reports. It contains all the parts of a lab report. In fact, you must hand in your science project in lab report format before you place it on the science board.
EXPLICIT TEACHING/MODEL: Today….
SAY: Today, we will agree on the criteria for a good report and apply it to "Joan's experiment" on page 23 of the Big 8 Review:.
ACTIVE ENGAGEMENT/TRY IT OUT:
Let’s practice before we go off and work by ourselves.
Let’s go over the criteria for a good science report. How can the report be turned into a science fair project?
STATUS OF THE CLASS/SOLIDIFY
WORK PERIOD: (Differentiated by CONTENT PROCESS PRODUCT ASSESSMENT)
Assign each group one part of the science project.
Group 1 PROBLEM
Group 2 HYPOTHESIS
Group 3 VARIABLES
Group 4 MATERIALS AND PROCEDURE
Group 5 DATA TABLE AND GRAPH
Group 6 CONCLUSION
Group 7 SOURCES OF ERROR
Group 8 VOCABUALRY
CLOSING/SUMMARY
Collect each part and critique according to the criteria for success. Arrange in science project format.
SHARE: (Process and Content)
Process Content
HOMEWORK: (Differentiated)
Write up the lab report for the lab “How does water affect erosion”
NEXT STEPS:
________________Workshop ????????
________________Workshop ?????????
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION, AND I MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS I HAVE WRITTEN IT.
LESSON 1
MINILESSON/OPENING
OBJECTIVE: (Strategy + Curriculum/Content + Application)
SWBAT: Given a project idea and hypothesis, write the independent variable, dependent variable, constant variables, materials, and procedure. (IS THIS OBJECTIVE STATED CORRECTLY???????)
PURPOSE/RATIONALE:
Good Writers/Good Readers (I DON'T UNDERSTAND THE MEANING OF "GOOD WRITERS/GOOD READERS AND HOW THIS WORKS INTO AN INQUIRY LESSON)
LINK TO PREVIOUS LESSON:
(SAY) "You have turned in many extraordinary lab reports. A science project is just a glorified lab report. It contains all the parts of a lab report. In fact, you must hand in your science project in lab report format before you place it on the science board. During the vacation, you are going to decide which experiment you will do for your exit project. You may complete the experiment if you like, but do NOT put it on the board. Hand in to me a LAB REPORT of your project. I will DEFINITELY have suggestions to make before you place it on the board. (IDEAS FOR BETTER WORDING?????)
EXPLICIT TEACHING/MODEL:
(SAY) One of the hardest parts about the science project is identifying the variables and planning the procedure. Today we are going to practice doing just that. I am going to read to you an experiment and you are going to figure out the independent variable, dependent variable, and controlled variables, materials, and procedure. (IDEAS FOR BETTER WORDING????)
(DISPLAY) GUIDING QUESTIONS: What is the independent variable? How will you measure it? What is the dependent variable? How will you measure it? What other variables need to be controlled? What things will you need to observe? How will you take measurements? Where will you record your data? Who will collect the data? When will you collect the data? What sequence of events must occur?
ACTIVE ENGAGEMENT/TRY IT OUT:
SAY: Let’s practice before we go off and work by ourselves.
READ: paper towel experiment from BIG 8 Review. Agree on variables and a simple procedure.
STATUS OF THE CLASS/SOLIDIFY
WORK PERIOD: (Differentiated by CONTENT /PROCESS /PRODUCT /ASSESSMENT)
Read “Sample Experiment 1" In BIG 8 REVIEW p20
Students work in groups to answer the guiding questions: What is the independent variable? How will you measure it? What is the dependent variable? How will you measure it? What other variables need to be controlled? What things will you need to observe? How will you take measurements? Where will you record your data? Who will collect the data? When will you collect the data? What sequence of events must occur?
(I DON'T UNDERSTAND HOW TO TEACH THIS LESSON DIFFERENTLY TO 8 DIFFERENT GROUPS. CAN ANYONE HELP???)
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
GROUP 6
GROUP 7
GROUP 8
Differentiation: Give more attention to some groups ??????????
CLOSING/SUMMARY
SHARE: Each group shares its plan with the rest of the class.
Process ( WHAT DO THEY MEAN BY PROCESS???????)
Content (WHAT DO THEY MEAN BY CONTENT ?????????)
HOMEWORK: (Differentiated)
807 and 808 Unit 1 pp 4-15 All Checks on odd pages.
802, 805, 806, page 9 – 42 Apply to your science project.
PROBLEMS WITH THIS LESSON: SOME CLASSES/GROUPS FINISHED IDENTIFYING THE PROBLEM, HYPOTHESIS, INDEPDENDENT VARIABLE, DEPENDENT VARIABLE, CONSTANTS, MATERIALS, AND PROCEDURES. OTHER CLASSES/GROUPS DID NOT FINISH. WHEN SOME GROUPS FINISH BEFORE OTHER GROUPS IN THE SAME CLASS, I HAVE BEEN TOLD THAT THE TEACHER HAS NOT DIFFERENTIATED CORRECTLY. CAN ANYONE SUGGEST HOW I SHOULD HAVE DIFFERENTIATED SO THAT EVERYONE IN THE CLASS FINISHES AT THE EXACTLY THE SAME TIME?????????
ACCORDING TO AMERICA'S CHOICE WORKSHOP MODEL, IF A CLASS DOES NOT MEET THE OBJECTIVE THAT I HAVE STATED, THEN I HAVE NOT PLANNED CORRECTLY. ONE OF MY CLASSES WAS ONLY ABLE TO IDENTIFY THE VARIABLES. THEY DIDN'T GET AS FAR AS PLANNING THE MATERIALS AND PROCEDURE. THE FACT THAT THE WHOLE CLASS DOES NOT MEET THE STATED OBJECTIVE IS CONSIDERED TO BE A FAILURE TO PLAN APPROPRIATELY ON THE PART OF THE TEACHER. HOW CAN I WRITE MY PLANS SO THAT STATED OBJECTIVE IS MET BY ALL CLASSES AND ALL STUDENTS????????????
LESSON 2
GUIDING FORMAT QUESTIONS:
What is it I want my students to know or be able to do?
I want my students to become familiar with the criteria for a successful science report.
MINILESSON/OPENING
OBJECTIVE: (Strategy + Curriculum/Content + Application)
SWBAT: Establish criteria for a good science project.
PURPOSE/RATIONALE: Good Writers/Good Readers… (I don’t understand this part of America’s Choice Workshop Model)
LINK TO PREVIOUS LESSON: Yesterday….
SAY: You have turned in many extraordinary lab reports. A science project is just a glorified lab reports. It contains all the parts of a lab report. In fact, you must hand in your science project in lab report format before you place it on the science board.
EXPLICIT TEACHING/MODEL: Today….
SAY: Today, we will agree on the criteria for a good report and apply it to "Joan's experiment" on page 23 of the Big 8 Review:.
ACTIVE ENGAGEMENT/TRY IT OUT:
Let’s practice before we go off and work by ourselves.
Let’s go over the criteria for a good science report. How can the report be turned into a science fair project?
STATUS OF THE CLASS/SOLIDIFY
WORK PERIOD: (Differentiated by CONTENT PROCESS PRODUCT ASSESSMENT)
Assign each group one part of the science project.
Group 1 PROBLEM
Group 2 HYPOTHESIS
Group 3 VARIABLES
Group 4 MATERIALS AND PROCEDURE
Group 5 DATA TABLE AND GRAPH
Group 6 CONCLUSION
Group 7 SOURCES OF ERROR
Group 8 VOCABUALRY
CLOSING/SUMMARY
Collect each part and critique according to the criteria for success. Arrange in science project format.
SHARE: (Process and Content)
Process Content
HOMEWORK: (Differentiated)
Write up the lab report for the lab “How does water affect erosion”
NEXT STEPS:
________________Workshop ????????
________________Workshop ?????????
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