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David Hollatz Grade 9 Science Lesson and Lab of the Periodic Table of Elements May 26, 2013
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Materials:
1. Lab hand out and lab supplies of iron, sodium, chlorine, mercury, silver and silicon as well as creating either hydrogen or oxygen from an experiment in the BC Science 9 text pg 48 & pg 77 (McGraw-Hill Ryerson, 2007). 2. Smart board a. Link to BC Science 9 textbook website: http://www.bcscience9.com/ b. Link to SAS high school website: http://www.sas.sd83.bc.ca/library 3. Discuss presentation requirements and possible materials so that students have a choice to make either: a poster, a powerpoint, a Prezi, a Blog, a comic strip, or an interview with an element in the up-coming science classes. Procedures: A. Opening (5 min) 1. Ask students if they have ever thought about where their cell phone, watch, hat, or lunches are originally from? 2. Brainstorm to generate a list of places where these common products come from (beside the store or their parents) 3. Tell them that today we will be earning and then researching about exactly where these and other household items come from and why it is important for us as educated and global citizens to understand where these and other products come from. B. Instruction and Lab Exploration (Teacher: 20 min Students: 40 min)
1. Discuss the connection between common household items (cell phone, watch and furniture for example) and which elements that they originate from. 2. Show various elements and their properties from a Smart Board presentation. 3. Bring out various elements from the science storage locker so that students can see and touch these common elements. 4. Demo the lab for Generating and Burning Hydrogen Gas today and then explain that I will demo other lab next class for the Synthesis of Oxygen. 5. Refection on lab demo for students to ask any questions about procedures and safety concerns. 6. Student Paired Lab exploration i. Assign students with partners (already predefined) 1. While the pairs are working on their labs teacher circulates to support and answer any questions with procedure. ii. Teacher watches lab time available to support struggling groups iii. Remind them that if they do not finish the first lab, thats ok because we have another class for the other lab experiments. iv. Once students are done they are to fill out the self-assessment form asking 1. Did I correctly and safely follow lab procedures? 2. Did we work well in out pair? 3. What could the teacher or students do different next time to make this lab experience better? a. Remind them that the self-assessment will be monitored and part of their daily points. v. Remind students that we are working towards a general understanding of common household elements and that they will being making a presentation to either the teacher or class at the end of this research project. 7. Monitor the partners and towards the end meet with each pair to go over their self-assessment. C. Closing and Clean-up (15 min) 1. Review the stars (positives) and wishes (negatives) of lesson and lab procedures. 2. Review what will happen in the next science class on Meet the Elements Evaluation 1. Self-assessment and reflection.
Your notes
Barrier- students cannot manipulate the content Feature- Students could use SMART Board for other audio links Feature-there are three different visual options for students
Feature- students can use SMART Board for clickable links to new vocab Barrier- there is no opportunity to enhance syntax Feature- SMART Board has opportunity for students to decode text Barrier-nothing in the lesson was translated to linked to other languages Feature-the SMART Board and textbook use pictures to illustrate concepts and vocab
3.
Provide options for comprehension 3.1 Provide or activate background knowledge 3.2 Highlight critical features, big ideas, and relationships 3.3 Guide information processing 3.4 Support memory and transfer Feature-students were asked if they knew about the elements Feature-the lesson highlighted key information (by using pictures and lab demonstration to illustrate) Feature- Great effort is made to scaffold or chunk information Barrier- lesson does not link to memory transfer
Your notes
Barrier- no second type of response was promoted Feature-lab, worksheet and SMART Board
4.3 Integrate assistive technologies 5. Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition and problem solving 5.3 Provide ways to scaffold practice and performance 6. Provide options for executive functions 6.1 Guide effective goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress
Barrier-students must watch teacher or SMART Board Barrier-student must ask teacher or other students
Feature-students must complete lab and reflection assessment for the class Feature-there is instruction for students on how to reach goal Feature-students are provided with a way to organize their knowledge through participation in lab Feature-students self-assess their progress for the day
Your notes
Feature-students will get to choose how to develop their type of presentation Feature-relevance of the topic is clearly identified and connections are made to present lifestyle choices Feature-students get a preview of the lesson and are provided with explicit directions on working in groups while minimizing physical distractions
8.
Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives Feature-lesson goals are emphasized for today and right through 5 day project Feature-students are provided with various levels of challenge in terms of doing both labs in one class if time and choosing presentation medium such as Prezi, or other creative and possibly new medium Feature-students have been previously taught about safe lab
procedures and are reminded of skills to properly working together to solve issues and problems 8.4 Increase mastery-oriented feedback 9. Provide options for self-regulation 9.1 Guide personal goal-setting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection
CAST 2009
Feature-self-reflection on goals at the end Feature-teacher offers reminders of how to deal with problems during lab Feature-self-reflection at the end