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.

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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.

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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.