INSTRUCTIONAL FRAMEWORK



|INSTRUCTIONAL FRAMEWORK |

| |NAME: Michelle Cooper |COURSE: The Curious Chemist: Chemistry in Our Daily Lives B02 |

|FRAMEWORK STEP |TIMING |DESCRIPTION |BULLETED LIST OF IDEAS, THOUGHTS, ACTIVITIES, PRODUCTS, |Underlying Concept &|Teaching Assistant |Assessment Plan |

| | | |STUDENT OUTCOMES, ADDRESSING ITEMS IN THE “DESCRIPTION” |Essential | | |

| | | |COLUMN |Question(s) |ONGOING |ONGOING |

| | | |Consider: How will you differentiate activities by |ONGOING | | |

| | | |interest, ability or learning style? | | | |

| |Wk 1 | |Write your name and draw a picture of a “scientist”. Draw | | | |

|Pre-Assessment | |Design a formal or an informal |or write about what a scientist does. | | | |

| | |activity to determine individual |When asked about interests, prior experience with this age | | | |

| | |student entry level, initial |at SIG suggests most students will say “we want to blow | | | |

| | |questions, learning styles, |something up” and we talk about possible things to be | | | |

| | |pre-existing knowledge and interest|“blown up” that are safe, what this concept means to them, | | | |

| | |in the content to help you know |and lab safety. | | | |

| | |what to teach and what to skip. |In addition, it is helpful to show a slide show of real | | | |

| | | |scientists and their activities to get them thinking about | | | |

| | | |other aspects of chemistry. | | | |

| | | |Students are asked to draw something from the slide show | | | |

| | | |they felt was most interesting to them. | | | |

| | | |These preassessments later become the first pages of their | | | |

| | | |“Chemistry Journal”. | | | |

| |NAME: Michelle Cooper |COURSE: The Curious Chemist: Chemistry in Our Daily Lives B02 |

|FRAMEWORK STEP |TIMING |DESCRIPTION |BULLETED LIST OF IDEAS, THOUGHTS, ACTIVITIES, PRODUCTS, |Underlying Concept &|Teaching Assistant |Assessment Plan |

| | | |STUDENT OUTCOMES, ADDRESSING ITEMS IN THE “DESCRIPTION” |Essential | | |

| | | |COLUMN |Question(s) |ONGOING |ONGOING |

| | | |Consider: How will you differentiate activities by |ONGOING | | |

| | | |interest, ability or learning style? | | | |

|Narrowing the |Wk 1 |Survey the students to help them |Chemistry Journals are reviewed daily after class to |Using the Scientific|Teaching assistants |Continue to review |

|Focus and |& |focus on their particular areas of |monitor the progression of students towards effective use |Method to answer a |continue to guide in |Chemistry Journals |

|Refining |Wk 2 |interest within the big idea. You |of the scientific method and experimentation. The journals|student-generated |the use of Chemistry |daily for effective |

|Objectives | |can use a pre-existing instrument, |and 1:1 student conferences will focus the student's |question about a |Journals and working |use of the Scientific|

| | |create one, or simply ask questions|interests, objectives and final product. Options include |physical or chemical|with students to |Method. |

| | |of the students. |choice boards, answering a specific question or adapting |property or |answer | |

| | | |one of the experiments completed over the past week. |reaction. “What |questions/offering |Display a rubric for|

| | | |Materials should be available in the Chemistry Kits. Assist|happens when...” |guiding questions |Journals with a |

| | | |student in framing their question in the form of the |and encourage | |checklist and samples|

| | | |scientific method and developing a procedure to answer |critical thinking | |with pictures. |

| | | |their question. |and problem solving | | |

| | | | |skills. | | |

|Differentiation |Wk 2 |Create a set of activities that |“Where do we find chemistry in our daily lives?” Students |“Where do we find |Teaching assistants |Student generated |

|Menu: |& |reflect the variety of sub-topics |create a large group collage using magazine pictures (or an|chemistry in our |work with students to |collage is displayed |

|Generating |Wk 3 |that promote critical and creative |individual one on their own) showing science in our daily |daily lives?” |direct ideas for the |in classroom for |

|Solutions and | |thinking and problem-solving |lives: water, farming, food, fuel, firefighting, | |collage, assist in |student discussion. |

|New Ideas | |skills, a wide variety of |International Space Station, doctors and medicine, etc. |“What would life be |maintaining lab |What other items |

| | |how-to-learn skills and methods |Students are encouraged to include ideas and drawings of |like without |stations and monitor |should be included? |

| | |employed by professionals, skills |their own into the collage. |chemistry?” |students on the field | |

| | |in the use of advanced-level |“What would life be like without chemistry?” View video by | |trip. |Student generated |

| | |reference materials, and written, |American Chemical Society – A Day without Chemistry. | | |“talking bubbles” for|

| | |oral, and visual communication |Students then explore ways that chemistry affects their | | |each lab station are |

| | |skills, generating solutions and |daily lives by visiting a series of lab stations: | | |discussed. |

| | |new ideas. These activities may |toothpaste, making bread, hot and cold packs, soap, and | | | |

| | |serve as the basis for developing |cooking. At each station, students are asked an open-ended | | | |

| | |the individual student |question posted on a large poster and students may post | | | |

| | |outcomes/objectives for the unit, |their answers in a “talking bubble” or in their Journal. | | | |

| | |especially for students who have |Field trip to a lab at Boston University. Students write | | | |

| | |limited experience or have |reflections of their observations in their Chemistry | | | |

| | |expressed only an initial level of |Journals. | | | |

| | |interest in the topic. | | | | |

|FRAMEWORK STEP |TIMING |DESCRIPTION |BULLETED LIST OF IDEAS, THOUGHTS, ACTIVITIES, PRODUCTS, |Underlying Concept &|Teaching Assistant |Assessment Plan |

| | | |STUDENT OUTCOMES, ADDRESSING ITEMS IN THE “DESCRIPTION” |Essential | | |

| | | |COLUMN |Question(s) |ONGOING |ONGOING |

| | | |Consider: How will you differentiate activities by interest,|ONGOING | | |

| | | |ability or learning style? | | | |

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