Microsoft Word - (Fillable) DCSD RCD Lesson Plan template ...



School Name: FORMTEXT Peachtree Middle School Weekly Components Teacher: Co-?‐Teacher/Para: FORMTEXT Mrs. Crowder/ Mr. BurdetteWeek of: Unit Implementation Week: FORMTEXT Sept 4th -Sept. 25th FORMTEXT ????? FORMTEXT ????? FORMTEXT FORMTEXT 5 FORMTEXT ????? FORMTEXT ?????Course: FORMTEXT 8th Grade Physical Science Unit Name: FORMTEXT Structure and Properties of Matter FORMTEXT ????? FORMTEXT ?????Priority Standards: (content specific) FORMTEXT S8P1. OBTAIN, EVALUATE, and COMMUNICATE information about the structure and properties of matter. a. DEVELOP and USE a model to COMPARE and CONTRAST pure substances (elements and compounds) and mixtures. (Clarification statement: Include heterogeneous and homogeneous mixtures. Types of bonds and compounds will be addressed in high school physical science.) b. DEVELOP and USE models to DESCRIBE the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed. c. PLAN and CARRY OUT investigations to COMPARE and CONTRAST chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter. d. CONSTRUCT an ARGUMENT based on observational evidence to support the claim that when a change in a substance occurs, it can be classified as either chemical or physical. (Clarification statement: Evidence could include ability to separate mixtures, development of a gas, formation of a precipitate, change in energy, color, and/or form.) e. DEVELOP models (e.g., atomic-level models, including drawings, and computer representations) by ANALYZE patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules. Supporting Standards: (content specific) FORMTEXT Standard: S8P1 f. Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting differences between products and reactants. (Clarification statement: Evidence could include models such as balanced chemical equations.) S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system. d. Plan and carry out investigations on the effects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection). Crosscutting Concepts: ?Cause and Effect ?Energy and Matter ?Structure and Change ?Patterns ?Scale, Proportion, and Quantity Non-?‐Content Standards: (WIDA, interdisciplinary standards, literacy, etc.) FORMTEXT ?????Learning Targets: (what learners will be able to do at the end of the learning activity) FORMTEXT In this lesson, students gain an understanding of what elements, molecules, compounds and mixtures look like at the molecular level. Students use marshmallows to represent atoms and toothpicks to represent bonds. The purpose of the lesson is not for them to learn how to bond, but to notice what the particles might look like in each type of matter. Typically, this lesson requires two days from start to finishEssential Question(s): (address philosophical foundations; contain multiple answers; provoke inquiry) FORMTEXT 1. What's the difference between substances and mixtures? How do particles combine into new substances? What evidence can show how the physical and chemical properties of the substances change?" 2. How can one explain the structure, properties, and interactions of matter? 3. How do substances/particles combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them? 4. What makes objects attract or repel each other? Big Idea(s): (main ideas, foundational understandings, conclusions, or generalizations) FORMTEXT 1. Mixtures can be separated by physical means whereas substances cannot. Students develop their own procedures to separate a mixture and then carry out their plan using lab tools of their choice! 2. The properties of matter can influence a structure and its function. 3. Energy has a direct relation to the cause and effect of the properties and structure of matter. 4. There is an attraction between positive protons and negative electrons that hold an atom together. Academic Vocabulary: FORMTEXT ????? FORMTEXT ????? STEM/STEAM/ Interdisciplinary Integration: FORMTEXT ?????Engaging Performance Scenario: FORMTEXT ?????In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources. Research-?‐Based Instructional Strategies: (weekly strategies chosen to guide teaching and learning) OPENING: Engaging Instructional Activity Activate Prior Knowledge FORMCHECKBOX Questioning (Raises questions) FORMCHECKBOX Clarify Previous Lesson FORMCHECKBOX Phenomenon FORMCHECKBOX Provide Feedback FORMCHECKBOX Scaffold Instruction FORMCHECKBOX Create Interest FORMCHECKBOX Other: FORMCHECKBOX WORK PERIOD: Exploring, Explaining, Extending, and Elaborating Facilitate Learning FORMCHECKBOX Academic Discussions FORMCHECKBOX Cooperative Learning FORMCHECKBOX Other: FORMCHECKBOX Demonstrate/ Model FORMCHECKBOX Generating and Testing Hypotheses FORMCHECKBOX Independent Learning FORMCHECKBOX Other: FORMCHECKBOX Explain/Apply/Extend concepts and skills FORMCHECKBOX High-?‐Level Questioning FORMCHECKBOX Interdisciplinary Writing FORMCHECKBOX Other: FORMCHECKBOX CLOSING: Evaluating Summarize Lesson FORMCHECKBOX Provide Alternate Explanations FORMCHECKBOX Respond to EQs FORMCHECKBOX Other: FORMCHECKBOX Allow students to assess their own learning FORMCHECKBOX Quick Write FORMCHECKBOX 3-?‐2-?‐1/K-?‐W-?‐L FORMCHECKBOX Other: FORMCHECKBOX DCSD RCD Aligned Lesson Plan Template7/23/2017 5:04 PM Components of this lesson plan may change according to the needs of the students. 21st Century Learning Skills:(weekly strategies chosen to guide student engagement)Teamwork and Collaboration FORMCHECKBOX Innovation and Creativity FORMCHECKBOX Accessing and Analyzing Information FORMCHECKBOX Initiative and Leadership FORMCHECKBOX Critical Thinking andProblem Solving FORMCHECKBOX Effective oral and WrittenCommunication FORMCHECKBOX Curiosity and Imagination FORMCHECKBOX Flexibility and Adaptability FORMCHECKBOX Other: FORMCHECKBOX Intervention StrategiesIntervention Strategies (Tiers 1, 2, 3)Additional Support in ClassroomSpecially Designed Instruction for Exceptional Education StudentsStrategies for English Language Learners FORMCHECKBOX Re-?‐Voicing FORMCHECKBOX Conferencing FORMCHECKBOX Visuals/Realia FORMCHECKBOX Explaining FORMCHECKBOX Additional time FORMCHECKBOX Front-?‐loading FORMCHECKBOX Prompting for Participation FORMCHECKBOX Small group collaboration FORMCHECKBOX Echoing/Choral response FORMCHECKBOX Challenging or countering FORMCHECKBOX Modify quantity of work FORMCHECKBOX Color-?‐coding FORMCHECKBOX Asking “Why?” “How” FORMCHECKBOX Take student’s dictation FORMCHECKBOX Multiple exposures in different media FORMCHECKBOX Reread FORMCHECKBOX Scaffold information FORMCHECKBOX Pair-?‐share FORMCHECKBOX Practice new academic vocabulary FORMCHECKBOX Differentiatedcontent/process/product FORMCHECKBOX Modeling FORMCHECKBOX Assistive technology FORMCHECKBOX Consistent reward system FORMCHECKBOX Language scaffolds: eg, sentence frames FORMCHECKBOX Pre-?‐teach & re-?‐teach in a different way FORMCHECKBOX Refer to students’ IEP or 504 plan FORMCHECKBOX Deconstruct complex sentences FORMCHECKBOX Use of manipulatives FORMCHECKBOX Assistive technology FORMCHECKBOX Increase student-?‐to-?‐student talk FORMCHECKBOX Collaborative work FORMCHECKBOX FORMCHECKBOX Strategies vocabulary instruction FORMCHECKBOX Create differentiated text sets FORMCHECKBOX FORMCHECKBOX Additional think timeGifted – Extensions for LearningTier 1 FORMCHECKBOX Flexible-?‐Learning Groups FORMCHECKBOX Varied Pacing with Anchor Options FORMCHECKBOX Varied Supplemental Materials FORMCHECKBOX Choice of Books FORMCHECKBOX Work Alone or Together FORMCHECKBOX Computer Mentors FORMCHECKBOX Homework Options FORMCHECKBOX Flexible Seating FORMCHECKBOX Think-?‐Pair-?‐Share FORMCHECKBOX Use of Reading Buddies FORMCHECKBOX Varied Scaffolding FORMCHECKBOX Open-?‐ended Activities FORMCHECKBOX Various Journal Prompts FORMCHECKBOX Varied Computer Programs FORMCHECKBOX Explorations by Interest FORMCHECKBOX Student/Teacher Goal Setting FORMCHECKBOX Design-?‐A-?‐DAY FORMCHECKBOX Options for CompetitionTier 2 FORMCHECKBOX Gifted Edu. Cluster Classes FORMCHECKBOX Alternative Assessments FORMCHECKBOX Community Mentorships FORMCHECKBOX Gifted Edu. Collaboration Classes FORMCHECKBOX Subject Advancement within class FORMCHECKBOX Stations FORMCHECKBOX Tiered Activities and Products FORMCHECKBOX Curriculum Compacting FORMCHECKBOX Group Investigations FORMCHECKBOX Use of Literature Clubs FORMCHECKBOX Tiered Centers FORMCHECKBOX Assess Students in Multiple Ways FORMCHECKBOX Multiple Testing Options FORMCHECKBOX Spelling by Readiness FORMCHECKBOX Student choice FORMCHECKBOX Multiple Texts FORMCHECKBOX Varying Organizers FORMCHECKBOX SimulationsTier 3Tier 4 FORMCHECKBOX Advanced Content (all core content) FORMCHECKBOX Above grade level accelerated (all core content) FORMCHECKBOX Resource Classes FORMCHECKBOX Advanced Placement Classes FORMCHECKBOX Independent/Directed Study FORMCHECKBOX International Baccalaureate Classes FORMCHECKBOX Socratic Seminars FORMCHECKBOX Internship/MentorshipsDifferentiated Instruction(content, process, product)Assessment Evidence(formative, summative) FORMTEXT FORMTEXT ????? FORMTEXT ?????Resources:(weekly materials chosen to support teaching and learning)Textbooks FORMCHECKBOX Lab Materials FORMCHECKBOX Other: (List the other resources below.)Audio/Visual Aids FORMCHECKBOX Course Syllabus FORMCHECKBOX FORMTEXT ????? FORMTEXT ?????Handouts FORMCHECKBOX Dictionaries FORMCHECKBOX FORMTEXT ????? FORMTEXT ?????White Boards FORMCHECKBOX Video Clips FORMCHECKBOX FORMTEXT ????? FORMTEXT ?????Electronic Devices FORMCHECKBOX Promethean Board FORMCHECKBOX FORMTEXT ????? FORMTEXT ?????Supplemental Texts FORMCHECKBOX Manipulatives FORMCHECKBOX FORMTEXT ????? FORMTEXT ?????Calculators FORMCHECKBOX Internet (tech) FORMCHECKBOX FORMTEXT ????? FORMTEXT ?????Daily Lesson Plan for MondayPre-?‐Instructional Activity: (sponge; bell-?‐ringer; journal; allows attendance to be taken) FORMTEXT No School "Labor Day"Opening (ENGAGE): (introduces the lesson; summarizes previous lesson; clarifies misconceptions) FORMTEXT ?????Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):(allows students to practice concept; assesses student learning) FORMTEXT ?????Closing (EVALUATE): (summarizes lesson; ensures understanding; clarifies misconceptions) FORMTEXT ?????Daily Lesson Plan for TuesdayPre-?‐Instructional Activity: FORMTEXT Warm-Up-Journal Explain what happens to the particles in a solid as you add thermal energy.Opening (ENGAGE): FORMTEXT Watch Power Point on Phase ChangesWork Period (EXPLORE/EXPLAIN/EXTEND/ELABORATE): FORMTEXT Complete Foldable to put in interactive Notebook that describes the particle movements in each state of matterClosing (EVALUATE): FORMTEXT Graph the phase changes Daily Lesson Plan for WednesdayPre-?‐Instructional Activity: FORMTEXT Warm-up- State how matter can change due to thermal energyOpening (ENGAGE): FORMTEXT Fernbank Lesson "Does it Matter"Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE): FORMTEXT Fernbank LessonClosing (EVALUATE): FORMTEXT Give 3 things you observed during the lesson.Daily Lesson Plan for ThursdayPre-?‐Instructional Activity: FORMTEXT Warm-Up- Pop QuizOpening (ENGAGE): FORMTEXT Deomonstration with cup, water and paper ball, that illustrates air takes up space. Place a balled up colored paper into a cup. Dump the cup upside down in a clear container of water. Quickly lift up the cup and turn it right side up. Show students that the paper ball is dry. This illustrates that the air in the cup create a space between the water and the paper.Work Period (EXPLORE/EXPLAIN/EXTEND/ELABORATE): FORMTEXT Students will take Cornelle Notes and complete Interactive notebook activity.Closing (EVALUATE): FORMTEXT Summarize Notes- Verify by teacher.Daily Lesson Plan for FridayPre-?‐Instructional Activity: FORMTEXT Warm- up and collect for weekly grade.Opening (ENGAGE): FORMTEXT Think-Pair-Share: Explain that all matter takes up space even air. Give an example of each type. Liquid, Solid, GasWork Period(EXPLORE/EXPLAIN/ EXTEND/ELABORATE): FORMTEXT Continue taking Cornelle Notes and completing interactive notebook activityClosing (EVALUATE): FORMTEXT Summarize notes and verified by teacher. ................
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