This lesson plan aims to teach 10th and 11th grade chemistry students the steps for solving word problems, including identifying known and unknown variables, making a plan, calculating, and checking work. Students will learn about conversion factors, significant figures, and practice these skills by working through sample problems independently and as a group. Formative assessment of homework assignments will evaluate students' understanding of problem solving skills. The lesson focuses on properly identifying, planning, and evaluating word problems as well as fluency with conversion factors and significant figures.
This is the presentation by the Cleveland 5th Grade team for Curriculum Night at Cleveland Elementary School. It outlines the Grading Policies of the team and Curriculum based on the Common Core Georgia Performance Standards. It accompanies the Curriculum Night Handout provided for parents at the presentation. The handout is also available. Created by Catherine Douthard.
This is the presentation by the Cleveland 5th Grade team for Curriculum Night at Cleveland Elementary School. It outlines the Grading Policies of the team and Curriculum based on the Common Core Georgia Performance Standards. It accompanies the Curriculum Night Handout provided for parents at the presentation. The handout is also available. Created by Catherine Douthard.
This is the presentation by the Cleveland 5th Grade team for Curriculum Night at Cleveland Elementary School. It outlines the Grading Policies of the team and Curriculum based on the Common Core Georgia Performance Standards. It accompanies the Curriculum Night Handout provided for parents at the presentation. The handout is also available. Created by Catherine Douthard.
This is the presentation by the Cleveland 5th Grade team for Curriculum Night at Cleveland Elementary School. It outlines the Grading Policies of the team and Curriculum based on the Common Core Georgia Performance Standards. It accompanies the Curriculum Night Handout provided for parents at the presentation. The handout is also available. Created by Catherine Douthard.
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
Best Practices in the Teaching of MathematicsRizaMendoza10
Reported By Ms. Tracy Nadine Pagsanjan in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
Best Practices in the Teaching of MathematicsRizaMendoza10
Reported By Ms. Tracy Nadine Pagsanjan in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
1. Texas A&M University—Commerce Daily LessonPlan Form
Teacher: Hayleigh Garlow Subject: Pre-AP Chemistry Grade Level: 10-11
Mentor: Ashley Gusukuma Campus/District: Royse
City HS/RCISD
Date: 09 – 16 – 16
Overall Goal of Lesson: Steps for problem solving in chemistry.
Instructional Objectives:
1. 5 Steps for Solving Word Problems
1. Find unknown variables
2. Find known variables
3. Make a plan
4. Calculate
5. Check work
2. Intro to the use of conversion factors
3. Identify proper significant figures
4. King Henrys Drunk Uncle Drinks Chocolate Milk
Texas Essential Knowledge & Skills (TEKS) & ELPS:
(typed out completely)
§112.35. Chemistry,Beginningwith School Year
(c) Knowledge andskills.
(2) Scientific processes. The student uses scientificmethods tosolveinvestigative
questions. Thestudent is expectedto:
(E) plan andimplement investigative procedures, includingaskingquestions,
formulatingtestable hypotheses,andselectingequipment andtechnology, including
graphingcalculators,computers andprobes,sufficient scientific glassware such as
beakers, Erlenmeyer flasks, pipettes,graduatedcylinders, volumetric flasks, safety
goggles, andburettes, electronic balances, andan adequatesupplyof consumable
chemicals;
(F) collect dataandmake measurements withaccuracyandprecision;
(G) express andmanipulatechemicalquantities usingscientific conventions and
mathematicalprocedures, includingdimensional analysis, scientific notation,and
significant figures;
(H) organize, analyze,evaluate,make inferences, andpredict trends fromdata; and
(I) communicatevalidconclusions supportedby thedata through methods such as lab
reports, labeleddrawings, graphs, journals, summaries, oral reports, andtechnology-
based reports.
Key Vocabulary:
- Conversion Factor
- Dimensional Analysis
- Significant Figures
Higher Order Questions:
-“ How would you plan out to solve this problem?”
-“Devise a plan to help with conversion factors and their prefixes”
-“Justify why you picked that # of significant figures.”
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
- Raise hands and interact (showing finger #’s) when discussing significant figures.
- Consult shoulderor face partners to justify answers and steps.
- Small class Q & A / discussion.
2. SPED Modifications & ELL Strategies
ELPS.c.5F
write usinga varietyof grade-appropriate
sentence lengths, patterns, andconnectingwords
to combine phrases, clauses, andsentences in
increasingly accurateways as more Englishis
acquired
-Note exchange
Anticipatory Activity for Lesson:
Class discussion, partner discussion, and Q & A session.
Time Allotted
5 Minutes –
Introduction &
good things
30 – Cornell
Notes on lesson
5 – online HW
reminder &
launching quote.
Teacher Input/Lesson Activity:
*POWERPOINT Attached.
Modeling: I will work through a problem. Then we will walk through a problem together.
Last, they will solve on their own.
Guided Practice: Students will solve a problem on their own. Then as they explain the steps
allowed we correctly go through the problem as a group.
Independent Practice: Students will complete their homework assignment at home.
Lesson Closure:
Review the 5 steps of problem solving, K-H-D-U-D-C-M, leave answer in proper
significant figures, and conversion factors.
Assessment Methods/Strategies:
Formative assessment on how the students answer questions in class and how well they do
on homework that we will correct in the following class day.
Resources (supplies, equipment, software, etc.):
*POWERPOINT
*White Board
*Interactive notebooks
Reflection: It is essential that students can properly identify, plan, and evaluate word problems in
chemistry. Students will need to be fluent in conversion factors and the algebra that follows. Students
will be able to properly answer questions in correct significant figures.
Main focus is on the units and not on the numbers. Should start with examples that do not contain
numbers and focus on how to convert from one unit to another.