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.
Tuesday, February 26, 2008
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 ?????????
Monday, November 12, 2007
SUN PATH AND MOON PATH INVESTIGATION
Well, it's been a nice three-day weekend. I hope you all enjoyed the beautiful weather on Saturday and Sunday.
We are in the middle of an inquiry investigation about he apparent path of the sun and moon across the sky. I chose November 9 for the day to be studied. That was no accident. November 9 is significant. What phase was the moon in on Nov. 9? More about that later.
First we plotted the path of the sun and moon on a plastic hemisphere with stickers using altitude and azimuth data from the US Naval Observatory for Nov. 8
Second we plotted the path of the sun and moon on a circle graph using data for Nov. 9.
Third, we will ask questions that we are able to answer from our data.
Fourth, we will ask questions that we cannot answer from the data of Nov. 8 or Nov. 9, but that can be answered if we get more data from the US Naval Observatory. Each group will chose a problem that they want to investigate.
Classes are out of sync because I was absent on Monday and there were no classes on Tuesday. 802 missed their double class last Tuesday and will have to catch up with the others.
Therefore, the following lesson plan is not necessarily the lesson for all my classes.
OBJECTIVE: SWBAT Ask and Answer questions about the sun and moon path of Nov. 9
Introduction: Have students share questions and answers
Group Work: Students work in groups of four to make a list of questions that can be answered from the data
Share: Groups share their questions and answers.
OBJECTIVE: SWBAT Ask questions that can be answered by data from the US naval observatory.
Introduction: Elicit a list of questions
Group Work: Students work in groups of four to chose a question and state a hypothesis. Students write a request for the data they need.
Share: Groups share their problems, hypothesis and data requests
We are in the middle of an inquiry investigation about he apparent path of the sun and moon across the sky. I chose November 9 for the day to be studied. That was no accident. November 9 is significant. What phase was the moon in on Nov. 9? More about that later.
First we plotted the path of the sun and moon on a plastic hemisphere with stickers using altitude and azimuth data from the US Naval Observatory for Nov. 8
Second we plotted the path of the sun and moon on a circle graph using data for Nov. 9.
Third, we will ask questions that we are able to answer from our data.
Fourth, we will ask questions that we cannot answer from the data of Nov. 8 or Nov. 9, but that can be answered if we get more data from the US Naval Observatory. Each group will chose a problem that they want to investigate.
Classes are out of sync because I was absent on Monday and there were no classes on Tuesday. 802 missed their double class last Tuesday and will have to catch up with the others.
Therefore, the following lesson plan is not necessarily the lesson for all my classes.
OBJECTIVE: SWBAT Ask and Answer questions about the sun and moon path of Nov. 9
Introduction: Have students share questions and answers
Group Work: Students work in groups of four to make a list of questions that can be answered from the data
Share: Groups share their questions and answers.
OBJECTIVE: SWBAT Ask questions that can be answered by data from the US naval observatory.
Introduction: Elicit a list of questions
Group Work: Students work in groups of four to chose a question and state a hypothesis. Students write a request for the data they need.
Share: Groups share their problems, hypothesis and data requests
Thursday, November 8, 2007
Navigator 2-- Sun and Moon Sky Chart
Today I had four out of my five classes. We plotted the path of the moon and compared it with the path of the sun. I modified the lesson plan as follows:
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Thursday, Nov. 8. Stickers
CHALLENGE:
1. Write the following on the board:
Challenge--How does the path of the moon compare to the path of the sun?
Wild Guess__
2. Ellicit guesses from the students. Call them guesses, because a hypothesis is an educated guess and students do not have sufficient background knowledge on which to base an educated guess. Instruct students to write their guesses in their journals.
3. Give students the coordinates for the moon's position from moonrise to moonset at one hour intervals.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer one quesion per paragraph.
NOTES ON THIS LESSON
It is important to ask students to make a guess or hypothesis before carrying out the challenge. Most students guessed that the moon would rise and set on the opposite side of the sky as the sun. They found out that the moon in fact followed much the same path as the sun--not identical, but very much in the same part of the sky.
The Rubric for this lesson was similar to the one for the sun's path.
The RUBRIC for this activity is as follows:
4 -- The student plots ten positions of the moon--one for every hour between 6:00 AM and 4 PM.
3 -- The student plots seven to nine positions of the sun
2-- The student plots four to six positions
1--The student plots one to three positions.
TOMORROW'S LESSON PLAN
OBJECTIVE: SWBAT plot the positions of the sun and moon on a circle graph
INTRODUCTION: Ask students to share their questions and answers from the homework assignment. Show students one of the plastic hemispheres with the sun and moon stickers. Elicit observations about the paths of each. Tell students that the hemisphere is model that helps us see the whole day at once. It is a 3-D model. We can do the same thing with a circle graph, which is a 2-Dimensional Model.
CHALLENGE: Write the challenge on the board: Plot the path of the sun and of the moon on the circle graph.
.
MODEL THE SKILL:
Hand out the circle graph. Provide the coordinates for the first position of the sun. Challenge students to mark the position in pencil. Model the correct placement. Repeat if necessary the next two or three positions until most groups are able to plot the coordinates correctly on their own. Define with student participation the number of plots necessary for a FOUR, THREE, TWO, OR ONE.
BUILD THE SKILL:
Provide the students with the coordinates for the paths of the sun and moon for November 9, 2007. Circulate through the class giving help as needed. Allow students to work in pairs, but each person must make his/her own graph.
COMPARE AND CONTRAST
Have students make a T-chart comparing and contrasting the paths of the sun and moon
HOMEWORK
Write a comparison contrast of the paths of the sun and moon on Nov. 9, 2007
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -7.1 106.1
07:00 3.7 115.8
08:00 13.3 126.5
09:00 21.6 138.7
10:00 28.0 152.9
11:00 31.7 168.9
12:00 32.2 185.8
13:00 29.4 202.2
14:00 23.8 217.0
15:00 16.0 229.8
16:00 6.7 240.9
17:00 -3.8 250.8
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Moon
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
06:00 -4.9 112.5 0.00
07:00 5.0 122.3 0.00
08:00 13.5 133.1 0.00
09:00 20.6 145.4 0.00
10:00 25.5 159.3 0.00
11:00 27.9 174.4 0.00
12:00 27.3 189.9 0.00
13:00 23.9 204.6 0.00
14:00 18.0 217.8 0.00
15:00 10.2 229.4 0.00
16:00 1.4 239.5 0.00
17:00 -9.0 248.7 0.00
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Thursday, Nov. 8. Stickers
CHALLENGE:
1. Write the following on the board:
Challenge--How does the path of the moon compare to the path of the sun?
Wild Guess__
2. Ellicit guesses from the students. Call them guesses, because a hypothesis is an educated guess and students do not have sufficient background knowledge on which to base an educated guess. Instruct students to write their guesses in their journals.
3. Give students the coordinates for the moon's position from moonrise to moonset at one hour intervals.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer one quesion per paragraph.
NOTES ON THIS LESSON
It is important to ask students to make a guess or hypothesis before carrying out the challenge. Most students guessed that the moon would rise and set on the opposite side of the sky as the sun. They found out that the moon in fact followed much the same path as the sun--not identical, but very much in the same part of the sky.
The Rubric for this lesson was similar to the one for the sun's path.
The RUBRIC for this activity is as follows:
4 -- The student plots ten positions of the moon--one for every hour between 6:00 AM and 4 PM.
3 -- The student plots seven to nine positions of the sun
2-- The student plots four to six positions
1--The student plots one to three positions.
TOMORROW'S LESSON PLAN
OBJECTIVE: SWBAT plot the positions of the sun and moon on a circle graph
INTRODUCTION: Ask students to share their questions and answers from the homework assignment. Show students one of the plastic hemispheres with the sun and moon stickers. Elicit observations about the paths of each. Tell students that the hemisphere is model that helps us see the whole day at once. It is a 3-D model. We can do the same thing with a circle graph, which is a 2-Dimensional Model.
CHALLENGE: Write the challenge on the board: Plot the path of the sun and of the moon on the circle graph.
.
MODEL THE SKILL:
Hand out the circle graph. Provide the coordinates for the first position of the sun. Challenge students to mark the position in pencil. Model the correct placement. Repeat if necessary the next two or three positions until most groups are able to plot the coordinates correctly on their own. Define with student participation the number of plots necessary for a FOUR, THREE, TWO, OR ONE.
BUILD THE SKILL:
Provide the students with the coordinates for the paths of the sun and moon for November 9, 2007. Circulate through the class giving help as needed. Allow students to work in pairs, but each person must make his/her own graph.
COMPARE AND CONTRAST
Have students make a T-chart comparing and contrasting the paths of the sun and moon
HOMEWORK
Write a comparison contrast of the paths of the sun and moon on Nov. 9, 2007
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -7.1 106.1
07:00 3.7 115.8
08:00 13.3 126.5
09:00 21.6 138.7
10:00 28.0 152.9
11:00 31.7 168.9
12:00 32.2 185.8
13:00 29.4 202.2
14:00 23.8 217.0
15:00 16.0 229.8
16:00 6.7 240.9
17:00 -3.8 250.8
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Moon
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
06:00 -4.9 112.5 0.00
07:00 5.0 122.3 0.00
08:00 13.5 133.1 0.00
09:00 20.6 145.4 0.00
10:00 25.5 159.3 0.00
11:00 27.9 174.4 0.00
12:00 27.3 189.9 0.00
13:00 23.9 204.6 0.00
14:00 18.0 217.8 0.00
15:00 10.2 229.4 0.00
16:00 1.4 239.5 0.00
17:00 -9.0 248.7 0.00
Wednesday, November 7, 2007
Navigator 2--Plotting the Path of the Moon
Wow, I got a comment from someone at the US Naval Observatory. See how cool blogging can be?
TODAY four out of five of my classes learned how to plot the course of the sun on a plastic hemisphere using altitude and azimuth coordinates. Most students caught on very quickly and had a good time.
The RUBRIC for this activity is as follows:
4 -- The student can plot twelve positions of the sun--one for every hour between 7:00 AM and 5 PM.
3 -- The student can plot seven to eleven positions of the sun
2-- The student can plot four to six positions
1--The student can plot one to three positions.
TOMORROW we will plot the course of the moon through the sky.
Those students who got a "1" or a "2" can redeem themselves by plotting more moon positions. (TIP the sooner you get ready, the sooner you get your materials, and the sooner you can start plotting).
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Ask students to predict the apparent path of the moon. Give students the coordinates for the moon's position from moonrise to moonset.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
DATA USED
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
05:00 -4.7 106.4 0.02
06:00 5.6 116.2 0.02
07:00 14.8 127.0 0.02
08:00 22.7 139.3 0.02
09:00 28.7 153.6 0.02
10:00 32.0 169.5 0.02
11:00 32.2 186.2 0.02
12:00 29.3 202.3 0.02
13:00 23.7 216.7 0.01
14:00 15.9 229.1 0.01
15:00 6.9 239.9 0.01
16:00 -3.4 249.5 0.01
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 8, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.9 105.9
07:00 3.9 115.6
08:00 13.5 126.3
09:00 21.9 138.6
10:00 28.3 152.8
11:00 32.0 168.9
12:00 32.5 185.8
13:00 29.7 202.3
14:00 24.1 217.1
15:00 16.2 230.0
16:00 6.9 241.1
17:00 -3.6 251.0
TODAY four out of five of my classes learned how to plot the course of the sun on a plastic hemisphere using altitude and azimuth coordinates. Most students caught on very quickly and had a good time.
The RUBRIC for this activity is as follows:
4 -- The student can plot twelve positions of the sun--one for every hour between 7:00 AM and 5 PM.
3 -- The student can plot seven to eleven positions of the sun
2-- The student can plot four to six positions
1--The student can plot one to three positions.
TOMORROW we will plot the course of the moon through the sky.
Those students who got a "1" or a "2" can redeem themselves by plotting more moon positions. (TIP the sooner you get ready, the sooner you get your materials, and the sooner you can start plotting).
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Ask students to predict the apparent path of the moon. Give students the coordinates for the moon's position from moonrise to moonset.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
DATA USED
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
05:00 -4.7 106.4 0.02
06:00 5.6 116.2 0.02
07:00 14.8 127.0 0.02
08:00 22.7 139.3 0.02
09:00 28.7 153.6 0.02
10:00 32.0 169.5 0.02
11:00 32.2 186.2 0.02
12:00 29.3 202.3 0.02
13:00 23.7 216.7 0.01
14:00 15.9 229.1 0.01
15:00 6.9 239.9 0.01
16:00 -3.4 249.5 0.01
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 8, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.9 105.9
07:00 3.9 115.6
08:00 13.5 126.3
09:00 21.9 138.6
10:00 28.3 152.8
11:00 32.0 168.9
12:00 32.5 185.8
13:00 29.7 202.3
14:00 24.1 217.1
15:00 16.2 230.0
16:00 6.9 241.1
17:00 -3.6 251.0
Tuesday, November 6, 2007
Navigator 2--The Sun's Path
I just got back from my yearly trip up to Ellenville for the STANYS (Science Teachers Association of New York State) Convention. I had a great time talking shop with other science teachers from all over New York State. I also got a lot of cool ideas that I plan to use in the classroom.
As of the beginning of this marking period, I will be writing my lesson plans in a different format. It seems that MAYOR BLOOMBERG wants the lesson plans in more detail and dated. He also wants a rubric for every single assignment. I have a feeling that I am going to be writing a lot on this blog. So that all this work won't go for nothing, I am sharing these plans with as many other science teachers as I can. Besides being a member of STANYS, I am also a member of SCONYC (Science Council of New York City), NSTA (National Science Teachers of America), New York Biology Teacher's Association, National Earth Science Teachers Association, and many more. I hope other teachers will comment on my plans.
LESSON PLANS FOR WEDNESDAY, NOVEMBER 6, 2007
Tomorrow we will be starting the "Navigator's Badge". Students must complete a series of tasks in order to get a badge.
Originally I had simply given a list of tasks to be completed. However, MAYOR BLOOMBERG says that this is not enough. I had to give in detail the exact meaning of a 4, 3, 2, or a 1. Just saying ALL, MOST, SOME, OR TOO LITTLE is not enough. Students need to know what they have to do to qualify for each grade.
I have therefore, decided to revise badges into four components. Originally, Badges meant PASS OR FAIL. Now, completing each component will bring the student closer to a "Four". Only those who complete a badge will receive a grade of four.
Navigator 1
Students will use a protractor to construct an azimuth chart.
Students will use a compass and their azimuth chart to locate neighborhood landmarks.
Students will find use the sun's shadow to find the azimuth of the sun.
Students will use a protractor, string, and weight to construct an astrolabe.
Students will use the astrolab to locate the altitude of an object.
Navigator 2
Students will use a plastic hemisphere to plot the path of the sun across the sky using data from the US Naval Observatory.
Students will use a plastic hemisphere to plot the path of the moon across the sky using data from the US Naval Observatory.
Students will use a circle graph to plot the position of Polaris and other prominant objects of the November sky as they change throughout the night.
Navigator 3
Students will use a protactor to construct a two-dimensional representation of a globe.
Students will use a protractor to construct lines of latitude on the globe.
Students will develop a method of establishing lines of longitude.
Students will compare and contrast their method of longitud with the standard method.
Students will be able to use lines of latitude and longitude to locate specific points on Earth.
Navigator 4
Students will be able to use their prior knowledge of maps and sky charts to ask and answer a question using the scientific method.
The GOOD NEWS is that my classes have completed the tasks for Navigator 1 already! Been there done that in September.
So TOMORROW...
LESSON PLAN: THE SUN'S PATH
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the sun.
MATERIALS: Plastic Hemisphere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Distribute hemispheres. Ask a student to place a sticker somewhere on one plastic hemisphere. Ask the other students to devise a method of placing a sticker on the exact location on their hemispheres. After 5 minutes students share their experiences. Have a short discussion.
MODEL: Show students how to use the azimuth chart and the exterior protractor to locate a position.
BUILD THE SKILL: Give students a set of coordinates for the Sun at 7:00 AM. Ask them to place a sticker at those coordinates. Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph about the sun's apparent path across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the sun today. 2. Ask three questions that you cannot answer about the sun's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
Data used:
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 7, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.7 105.7
07:00 4.1 115.4
08:00 13.7 126.1
09:00 22.1 138.4
10:00 28.5 152.7
11:00 32.3 168.8
12:00 32.8 185.9
13:00 30.0 202.4
14:00 24.3 217.3
15:00 16.4 230.2
16:00 7.1 241.3
17:00 -3.4 251.3
Standards: 1.1h The apparent motions of the Sun, Moon, planets, and stars acrtoss the sky can be explained by Earth's rotation and revolution.
Skills: Measure the angular elevation of an object using appropriate instruments
As of the beginning of this marking period, I will be writing my lesson plans in a different format. It seems that MAYOR BLOOMBERG wants the lesson plans in more detail and dated. He also wants a rubric for every single assignment. I have a feeling that I am going to be writing a lot on this blog. So that all this work won't go for nothing, I am sharing these plans with as many other science teachers as I can. Besides being a member of STANYS, I am also a member of SCONYC (Science Council of New York City), NSTA (National Science Teachers of America), New York Biology Teacher's Association, National Earth Science Teachers Association, and many more. I hope other teachers will comment on my plans.
LESSON PLANS FOR WEDNESDAY, NOVEMBER 6, 2007
Tomorrow we will be starting the "Navigator's Badge". Students must complete a series of tasks in order to get a badge.
Originally I had simply given a list of tasks to be completed. However, MAYOR BLOOMBERG says that this is not enough. I had to give in detail the exact meaning of a 4, 3, 2, or a 1. Just saying ALL, MOST, SOME, OR TOO LITTLE is not enough. Students need to know what they have to do to qualify for each grade.
I have therefore, decided to revise badges into four components. Originally, Badges meant PASS OR FAIL. Now, completing each component will bring the student closer to a "Four". Only those who complete a badge will receive a grade of four.
Navigator 1
Students will use a protractor to construct an azimuth chart.
Students will use a compass and their azimuth chart to locate neighborhood landmarks.
Students will find use the sun's shadow to find the azimuth of the sun.
Students will use a protractor, string, and weight to construct an astrolabe.
Students will use the astrolab to locate the altitude of an object.
Navigator 2
Students will use a plastic hemisphere to plot the path of the sun across the sky using data from the US Naval Observatory.
Students will use a plastic hemisphere to plot the path of the moon across the sky using data from the US Naval Observatory.
Students will use a circle graph to plot the position of Polaris and other prominant objects of the November sky as they change throughout the night.
Navigator 3
Students will use a protactor to construct a two-dimensional representation of a globe.
Students will use a protractor to construct lines of latitude on the globe.
Students will develop a method of establishing lines of longitude.
Students will compare and contrast their method of longitud with the standard method.
Students will be able to use lines of latitude and longitude to locate specific points on Earth.
Navigator 4
Students will be able to use their prior knowledge of maps and sky charts to ask and answer a question using the scientific method.
The GOOD NEWS is that my classes have completed the tasks for Navigator 1 already! Been there done that in September.
So TOMORROW...
LESSON PLAN: THE SUN'S PATH
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the sun.
MATERIALS: Plastic Hemisphere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Distribute hemispheres. Ask a student to place a sticker somewhere on one plastic hemisphere. Ask the other students to devise a method of placing a sticker on the exact location on their hemispheres. After 5 minutes students share their experiences. Have a short discussion.
MODEL: Show students how to use the azimuth chart and the exterior protractor to locate a position.
BUILD THE SKILL: Give students a set of coordinates for the Sun at 7:00 AM. Ask them to place a sticker at those coordinates. Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph about the sun's apparent path across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the sun today. 2. Ask three questions that you cannot answer about the sun's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
Data used:
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 7, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.7 105.7
07:00 4.1 115.4
08:00 13.7 126.1
09:00 22.1 138.4
10:00 28.5 152.7
11:00 32.3 168.8
12:00 32.8 185.9
13:00 30.0 202.4
14:00 24.3 217.3
15:00 16.4 230.2
16:00 7.1 241.3
17:00 -3.4 251.3
Standards: 1.1h The apparent motions of the Sun, Moon, planets, and stars acrtoss the sky can be explained by Earth's rotation and revolution.
Skills: Measure the angular elevation of an object using appropriate instruments
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