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Assure Lesson Plan 6th Grade Science
 

Assure Lesson Plan 6th Grade Science

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    Assure Lesson Plan 6th Grade Science Assure Lesson Plan 6th Grade Science Presentation Transcript

    • Keys to Conservation Shawnette Celes’ 6th Grade Science ASSURE Lesson Plan
    • Introduction • This lesson is designed to incorporate the students’ knowledge of: • Conservation of energy • Scientific method • Computer skills (Excel/Numbers) • Spreadsheets and graphs • Problem solving
    • • ASSURE Lesson Plan • Analyze learners • State objectives • Select instructional methods, media and materials • Utilize media and materials • Require learner participation • Evaluate and revise
    • Analyze Learners • 2 classes: Group A and Group B • 6th grade / 11-12 year olds • Male and Female • Various socioeconomic background
    • Analyze Learners • Diverse ethnic backgrounds: • Pacific Islander: Chuuk, Pohnpei, Palau, Yap • Caucasian: America • African American: America • Asian: China
    • Analyze Learners • Students with Special Needs: • ESL, English as a Second Language • SLD, Specific Learning Disability • ADD, Attention Deficit Disorder • ADHD, Attention Deficit/Hyperactivity Disorder Please review students’ files for lists of accommodations/modifications
    • Analyze Learners • Main Learning Styles: • Linguistic/Verbal (SLD) • Visual: (ESL) • Kinesthetic/Hands-on (SLD, ADD/ ADHD)
    • Analyze Learners • Prior Knowledge: • Methods of conservation • Scientific Method • Plotting data using graphs and spreadsheets • How to read an energy bill • Computer skills (Excel/Numbers)
    • State Objectives • Students in the two (2) 6th grade science classes will enter data into an electronic spreadsheet using either the Excel or Numbers programs and create graphs/ charts when given baseline data and progress data with at least 70% accuracy.
    • State Objectives • Students will create a spreadsheet based on energy bills from their homes before and after methods of energy conservation are chosen and implemented • Students will predict the effects of their conservation methods on the amount of energy used in the household per student
    • State Objectives Middle School Content Standard 2 • Lesson meets the following Performance Indicators: • 2.MS.1: Asking questions • 2.MS.2: Design experiments • 2.MS.4: Use computers
    • State Objectives Middle School Content Standard 2 • Lesson meets the following Performance Indicators: • 2.MS.7: Respect for environment • 2.MS.9: Estimate effect of change • 2.MS.10: Critical thinking: global issues
    • Select instructional methods, media and materials • Method • Students choose groups in each class • Six (6) groups of four (4) • Class A (a.m. group): Power • Class B (p.m. group): Water
    • Select instructional methods, media and materials • Media • Computer • Excel/Numbers programs • Spreadsheet
    • Select instructional methods, media and materials • Materials • Energy bills from home • Computer • Projector • Printer • Internet • Calculator
    • Utilize media and materials • Preview materials • All students will bring in an energy bill (water/power) from the previous month
    • Utilize media and materials • Prepare materials • One (1) computer per group • Examples of conservation methods • Spreadsheet template with formulas
    • Utilize media and materials • Prepare environment • Ensure all computers: • Are working properly • Have internet access • Have Excel/Numbers
    • Require learner participation • Students divide total energy bill by number of people in household Number in household 5 Energy bill total $500.00 Student cost $100.00 Or: Energy bill total divided by (/) number in household = student cost 500/5 = 100
    • Require learner participation • Students will take turns entering their share of the energy cost into the group April Student Total Bill Student share Juan $600.00 $200.00 Valorie $400.00 $50.00 Jeanie $500.00 $100.00 Seth $300.00 $150.00 Total $1800.00 $500.00
    • Require learner participation • Students will create a chart using the data entered 200 150 February March 100 April May 50 0 Juan Valorie Jeanie Seth
    • Require learner participation • Each group will: • Research conservation methods on the internet • Choose one method of conservation • Write a paragraph on the method chosen
    • Require learner participation • Student paragraphs should include: • Why the conservation method was chosen • How it will be implemented • How much the group thinks the method will reduce energy consumption
    • Require learner participation • Students will: • Print spreadsheets, graphs and paragraphs • Display each on designated area of classroom wall
    • Require learner participation • Students will: • Bring in energy bill for the following three months • Repeat process for: • entering data • creating graphs
    • Require learner participation • At the end of the last month (May), students will: • Determine whether or not they met their group goal • Each student will write a reflection paper
    • Require learner participation • Reflection papers should include: • Results of experiment • Why the student thinks the group did or did not meet their goal • How the lesson has changed their view of energy consumption • How the lesson will or will not change their energy consumption in the future
    • Require learner participation • Presentation: • Each group will present to the class: • Initial data (total per group) • Method of conservation • Group goal • Energy consumption per month (group)
    • Evaluate and revise • Assessment of learner achievement • Students in the two (2) 6th grade science classes will enter data into an electronic spreadsheet using either the Excel or Numbers programs and create graphs/charts when given baseline data and progress data with at least 70% accuracy.
    • Evaluate and revise • Evaluation of media and methods: • Students had ample access to computers, printers, projectors, etc. • Giving students a template to use for their spreadsheets proved helpful • Students worked well in chosen groups
    • Evaluate and revise • Evaluation of instructor/instruction • Parent involvement • Graphs • Allow each student to create own graphs • Group can pick the best graph to display
    • Evaluate and revise • Notes:
    • Resources • Energy Protection Agency • http://www.epa.gov/reg5rcra/wptdiv/ p2pages/energy.pdf Utilities Department http://utilities.nd.edu/conserve/index.shtml Energy Efficiency and Renewable Energy http://www1.eere.energy.gov/consumer/tips/