Lesson Plan For Critical Assignment Revised)

  • April 2020
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Lesson Plan for Critical Assignment # 1 Teacher: Stephen L. Adams Subject: Science Grade Level: 8th Sunshine State Standards, Benchmarks, & Access Points: All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. SC.8.P.8.1-To explore atomic theory by using models to explain the motion of particles in liquids, solids and gases. SC.8.P.8.1.In.a-Compare properties of solids, liquids and gases. SC.8.P.8.1.Su.a-Recognize the three states of matter including solids, liquids and gases. SC.8.P.8.1.Pa.a-Recognize examples of the gaseous state of matter, such as steam or smoke Instructional Analysis (Prior Knowledge, Declarative and/or Procedural Knowledge): Prior Knowledge- Students must know what the atomic theory is and what atoms, electrons and neutrons are. Declarative Knowledge- Students must be able to apply the concepts of the atomic theory to understand more deeply the reason for the three states of matter and how it applies to everyday life. Procedural Knowledge- Students will use new knowledge to help classify real world matter into one of the three states of matter. Learning Objectives: 1. Students will be able to identify the three states of matter including solids, liquids and gases with 80% accuracy given examples on an in class worksheet. 2. Students will be able to apply the atomic theory to explain the properties of solids, liquids and gases with 80% accuracy given a ten questions short answer essay test. 3. Students will know how to explain the motion of atoms in solids, liquids and gases with 80% accuracy given a ten question short answer essay test. 4. Students will be able to compare and contrast the properties of solids, liquids and gases with accuracy with 80% accuracy given an in class worksheet. 5. Students will be able to recognize real world examples of solids, liquids and gases with 80 % accuracy given an in class laboratory. 6. Students will be able to explain the changes between states of matter with 80% accuracy given a ten question short answer essay test. 7. Students will be able to list the order of the states of matter according to the energy they contain with 80% accuracy given a blank flow chart. Assessment Plan: Prior Knowledge Assessment-Prior Knowledge will be assessed by a discussion before introducing the new unit. Formative Assessment-Students will be required to participate in a

discussion after each day to reinforce the knowledge that was learned after each lesson. Summative Assessment-Students will be given a comprehensive test after the unit concludes. Learner Analysis: My classroom consists of 20 students ranging from ages 13 to 15. Fifty percent of the class is male and the remaining fifty percent are females. Thirty-five percent of the students are Caucasians, twenty-five percent are African Americans, ten percent are Hispanics, fifteen percent are Asian American, and the final fifteen percent are of Middle Eastern descent. Fifty percent of the class is upper middle class, twenty-five percent are lower middle class and the final twenty-five percent are at the federal poverty level. Eighty-Five percent of the class is Christian and the remaining fifteen percent are Muslim. There is one special needs student in the classroom that requires large print to see as she is legally blind but still can see but only very large print. Most children at this age sometimes have problems applying abstract thought to new concepts so there will be lots of examples to provide a portion of kinesthetic learning. Instructional Strategies: The instructional strategy that I will use while giving the lecture part of the lesson will be scaffolding. This will assist the student in learning and utilizing the new concepts until the transfer of responsibility is complete. Another instructional strategy that I will use is called STAD. I will use this method to help motivate the students to complete the WebQuest that I will assign. This allows the students to work in teams and help each other learn the new material. I will also utilize the KWL method when the students are posting their thoughts on the blog I have created for the Learning Support Tool. Learning Activities: Class will start out by asking children questions about the previous unit, the atomic theory. After a few questions and review slides on the PowerPoint, the teacher will follow up by using ideas from the last unit to introduce the new unit; The Properties of Matter. By using the PowerPoint slide and talking while walking throughout the classroom, the teacher will teach the new unit while assisting the children in taking notes for their studying. The PowerPoint and lecture will take two days to arm the students with the necessary information. On the last day of the PP presentation, there will be a quiz to assess what the student has learned. The next day the students will be paired off into groups and sent out to one of the three lab stations each representing the three states of matter. The groups will rotate until each group has visited all three stations. Returning back to their seats their will be a discussion on the lab stations and any questions that the students may have. This discussion will be followed by a quick quiz. The next day the students will be taken to the computer lab where they will be able to use the notes from the previous days to complete a WebQuest. Upon finishing there will be a discussion on the WebQuest. The next day there will be a self assessment worksheet and a review game with the students in groups. Finally on the last day there will be a test to complete the unit.

Materials & Resources: 1. Assessment Materials: Quizzes Unit Test Rubric for Webquest 2. Materials for the Lab Stations: Food coloring Water Dry Ice Styrofoam Cups Hot Plates Glass Beakers Ice 3. Materials for Review: Who Wants To Be a Millionaire Game Class Discussions 4. Webquest Materials: Instructional videos Computers Graphic Organizers Worksheets Rubric For Webquest Website: www.chem4kids.com 5. Learning Tool Materials: Internet Access 6. Special Materials: Large print materials for legally blind student Self-Evaluation: I think that I could have tried to be a little more creative and integrate a little more technology into the lesson. But it is very hard to think of new ways to deliver the same message. I believe that the way I have planned out the lesson over a period of days will help to reinforce the concepts to enhance the learning experience. I also think that I could have included an alternate method of assessment to better satisfy NETST IV (C). Other than this, I feel that I have sufficiently satisfied the parameters of NETST. As for NETSS, I feel I have satisfied most of the requirements except for III (a). I feel that I could have foster inquiry a little more in my lesson. Other than what is noted above, I feel I have sufficiently satisfied most of the parameters of NETSS.

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