Lesson Plan 1
Subject:
6th grade Science
Standard(s):
MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
Objective :
Content Objectives: Students will be able to develop a ball and stick model to portray simple molecules and extended structures.
Key Vocabulary:
Molecule
Simple Molecules
Extended Structures
“Di”
“Tri”
“Tetra”
Materials:
Aluminum Foil
Marshmallows (different colors) /or Gumdrops
Toothpicks
12 Science Processes:
Classifying, Observing, inferring, communication,
Anticipatory Set/Opening/Hook:
Distribute pieces of aluminum foil. Inquire if the students know what it is made of... (Aluminum). Tell them to rip it in half. After, tell them to keep ripping it in half until it cannot be ripped any smaller and they must look under a microscope to see it.
When they get the smallest piece explain that it is called an atom. Further, they can only been under a special microscope called an electron microscope. They are so tiny that a million of them could fit in the head of the pin! Differentiation:
Gifted students: After the work has been completed will be given a worksheet with adding different molecular formulas (see attached) in order to become more familiar with the periodic table.
Students with IEP plan: Will have a worksheet on different molecular formulas. Student will be able to label if a molecule or element while referencing the periodic table.
I Do/Modeling
Teacher Will:
Distribute periodic tables to the students. Next, explain that everything in the world is made up of atoms.
Explain, Water specifically, is ma...
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...she did have one particular skill that I aspire too.
In the back of her classroom, there is a table with four chairs. Those chairs are for the students who work diligently and quietly. They were assigned to four girls. Everyday these four finished the lesson, 20 minutes ahead of schedule. Ms. McKenzie would allow them to work on the assignment for the next day as well as the homework. Her ability to differentiate the needs of the students was stellar.
In my classroom, I hope to be able to discern and accommodate each students need. Ms. McKenzie was a prime example of a teacher who did just that.
During my hours at Teleos Preparatory Academy, I learned several procedures for keeping students engaged in middle school math and science classes. I am eager to incorporate what I have learned in my own middle school science classroom.
The Cartoon Guide to Chemistry by Larry Gonick and Craig Criddle is a non-fiction book that utilizes visual images and cartoons to cover the basics and intricacies of Chemistry. It consists of two-hundred and fifty-six pages and was published by Collins Reference on May 3, 2005. It covers topics such as chemicals reactions, solutions, acid basis, and chemical thermodynamics in unique fashion that makes chemistry fun and easy to learn as well as understand. The book has no consistent build up or story to it. It simply moves from chemistry subject A to chemistry subject B, explaining the various components that make up the subject of chemistry.
2) Have students color and glue onto construction paper pre cut into squares or circles of different colors. (Use square shape for living and circle for nonliving).
Give each student a whiteboard and a marker. Write 2 fractions on a larger classroom whiteboard. Ask the students to write which faction they think is larger on their smaller whiteboard. The students only have 3-5 seconds to produce an answer. The teacher will call on students to explain their thinking without telling the students which answer is correct. This way, the teacher is able to gauge where the students thinking is at before the lesson begins. Remind the students that there are many strategies when comparing two fractions in order to motivate their thinking.
Before I started my lesson, I made sure that all of my materials were placed where I needed them; at the front desk. The materials I brought were a PowerPoint presentation, a few color swatches, project paper, pencils, and crayons. When I began, I greeted everyone and gave them an insight to what was being taught that day. To start, I showed a PowerPoint presentation that discussed the terms Monochromatic colors and Value. The PowerPoint wasn't very long; however, as an example I showed the class various color swatches that I received from Lowes. Color swatches were the perfect example to show because they show different values of a particular color; blue, yellow, pink, and so on. The nice pa...
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
I observed a first-grade science lesson at Moore Elementary in Pasadena ISD on a Monday February 5, 2018 from 1-3pm. The class is a general education with 11 boys and 10 girls in the class it also has a five ESL (English as the Second Language) students. In the lesson the students were learning about the four different seasons. The first thing the teacher did to introduce the lesson was have the students watch a brain pop video about the four seasons. After the video the teacher went over the different seasons and asked the students what season we are currently and what season come next until they have covered all four seasons. Next, the teacher had the students do two different interactive board activities. The first interactive board activity
Irwin, Debbie, Ross Farrelly, and Patrick Garnett. Chemistry Contexts. Melbourne: Pearson Education Australia, 2007. Print.
will help the student to gain a better understanding of the material as a whole. In addition, I will give examples of how this looks within a classroom setting.
[4]Creative Chemistry - Fun Activities, Worksheets, Games and Revision Quizzes. Web. 08 Oct. 2011. .
. As I did my observation I wanted to see what the teacher was doing on her lesson and how she taught the lesson. As I came into the classroom I introduce myself I told the students who I was and what I would be doing in their class. I explain to them that I will be going in depth in science about Predictions. I ask the students if they can tell me anything about the Predictions project-will it float or will it sink. Majority of the students had prior knowledge about what will sink or what will float. The objects that the students are using are rubber bands, crayon, wooden stick, cotton ball, pencil, and a penny. The purpose of this project is to predict, make, and test what objects will sink or float. In this activity students will determine whether various objects sink or float in
way to take banal scientific concepts and explain them to kids in such a cool and captivating way
Another cross curriculum activity would to study, like Mike says, the difference between particles and waves and how televisions really function. Televisions are something most children have access to and have watched and I think it would be a fun science tie in.
...n the classroom is very important. I would encourage each student that they are capable of whatever they desire, whether to grow up to be the first woman president, an astronaut, fireman, or a cashier; along with those dreams they must know that all of their dreams start in the classroom with their education. I will also teach them that whatever they desire in their future, to be the best they can be.
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their