The document provides details of a science lesson for 6th grade students on mixtures. The lesson objectives are for students to understand different types of mixtures and their characteristics, and be able to prepare useful mixtures. Over the course of the week, students will learn about the three states of matter and types of mixtures through activities, experiments, group work and discussions. They will identify examples of homogeneous and heterogeneous mixtures and describe the appearance and uses of uniform and non-uniform mixtures. Formative assessments include a KWL chart, concept webbing, and a poster assignment to demonstrate understanding of mixtures.
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
Unit Lesson Plan – Matter and Its PropertiesTeacherTime Fra.docxmarilucorr
Unit Lesson Plan – Matter and Its Properties
Teacher:
Time Frame:
17 days
Grade:
7th Grade
School:
Subject:
PSI Middle School Science
NGSS/DCI
MS-PS1-A: Structures and Properties of Matter
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.(MS-PS1-1)
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2),(MS-PS1-3)
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)
In a liquid, the molecules are constantly in contact with others;
in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1)
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models matter. (MS-PS1-4)
http://www.nextgenscience.org/msps1-matter-interactions
Instructional Objective:
MS-PS1-1.
Develop models to describe the atomic composition of simple molecules and extended structures
Instructional Objective:
MS-PS1-2.
Analyze and interpret data on the properties of substances
Instructional Objective:
MS-PS1-4.
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. What is matter and how do we measure it?
2. What is an atom and how is it structured?
3. How is the Periodic Table of Elements arranged and what does an element’s placement tell you about the substance?
4. What is the difference between a physical and a chemical property and what are some examples of each?
5. What are the states of matter and what role does thermal energy play in changing matter’s state?Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:
· Everything in the universe is made of matter.
· Elements are composed of atoms which are simple substances that can’t be broken down into other substances.
· How the Periodic Table is arranged.
· Molecules are combinations of various elements that result in brand new substances.
· Examples of physical and chemical properties of matter and the difference between the two groups.
· How to calculate using the density formula.
· Characteristics of solids, liquids and gases and that thermal energy is responsible for the changes of phases of matter.
By the end of this unit, students will be able to:
· Describe the basic structures of atoms and molecules
· Demonstrate how both mass and volume are me ...
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For more Tendenci AMS events, check out www.tendenci.com/events
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
Unit Lesson Plan – Matter and Its PropertiesTeacherTime Fra.docxmarilucorr
Unit Lesson Plan – Matter and Its Properties
Teacher:
Time Frame:
17 days
Grade:
7th Grade
School:
Subject:
PSI Middle School Science
NGSS/DCI
MS-PS1-A: Structures and Properties of Matter
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.(MS-PS1-1)
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2),(MS-PS1-3)
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)
In a liquid, the molecules are constantly in contact with others;
in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1)
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models matter. (MS-PS1-4)
http://www.nextgenscience.org/msps1-matter-interactions
Instructional Objective:
MS-PS1-1.
Develop models to describe the atomic composition of simple molecules and extended structures
Instructional Objective:
MS-PS1-2.
Analyze and interpret data on the properties of substances
Instructional Objective:
MS-PS1-4.
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. What is matter and how do we measure it?
2. What is an atom and how is it structured?
3. How is the Periodic Table of Elements arranged and what does an element’s placement tell you about the substance?
4. What is the difference between a physical and a chemical property and what are some examples of each?
5. What are the states of matter and what role does thermal energy play in changing matter’s state?Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:
· Everything in the universe is made of matter.
· Elements are composed of atoms which are simple substances that can’t be broken down into other substances.
· How the Periodic Table is arranged.
· Molecules are combinations of various elements that result in brand new substances.
· Examples of physical and chemical properties of matter and the difference between the two groups.
· How to calculate using the density formula.
· Characteristics of solids, liquids and gases and that thermal energy is responsible for the changes of phases of matter.
By the end of this unit, students will be able to:
· Describe the basic structures of atoms and molecules
· Demonstrate how both mass and volume are me ...
Globus Compute wth IRI Workflows - GlobusWorld 2024Globus
As part of the DOE Integrated Research Infrastructure (IRI) program, NERSC at Lawrence Berkeley National Lab and ALCF at Argonne National Lab are working closely with General Atomics on accelerating the computing requirements of the DIII-D experiment. As part of the work the team is investigating ways to speedup the time to solution for many different parts of the DIII-D workflow including how they run jobs on HPC systems. One of these routes is looking at Globus Compute as a way to replace the current method for managing tasks and we describe a brief proof of concept showing how Globus Compute could help to schedule jobs and be a tool to connect compute at different facilities.
Experience our free, in-depth three-part Tendenci Platform Corporate Membership Management workshop series! In Session 1 on May 14th, 2024, we began with an Introduction and Setup, mastering the configuration of your Corporate Membership Module settings to establish membership types, applications, and more. Then, on May 16th, 2024, in Session 2, we focused on binding individual members to a Corporate Membership and Corporate Reps, teaching you how to add individual members and assign Corporate Representatives to manage dues, renewals, and associated members. Finally, on May 28th, 2024, in Session 3, we covered questions and concerns, addressing any queries or issues you may have.
For more Tendenci AMS events, check out www.tendenci.com/events
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Quarter 1 Week 1.doc
1. Grades 1 to 12
DAILY LESSON LOG
School Grade Level Grade VI
Teacher Learning Area Science
Teaching Dates and Time Week1 (June 5-9,2017) Quarter FirstQuarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES June 5 June 6 June 7 June 8 June 9
A. Content
Standards
The learners demonstrate understanding of different types of mixtures and their characteristics
B. Performance
Standards
The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
C. Learning
Competencies/
Objectives
Write the LC code
for each
Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Recall the states of matter Describe the
appearance of
mixtures
formed
Describe the
appearance of
mixtures formed
Describe the
appearance of
mixtures formed
Identify more examples of mixtures
formed
II. CONTENT
Matter and
Three Physical States of Matter
Mixtures :
Introduction
Mixtures:
Experimentation
Mixtures:
Presentation of
Data of the
Experiment
Heterogeneous and Homogeneous
Mixtures Examples
III. LEARNING
RESOURCES
A. References
1. Teacher’sGuide
pages
2. Learner’s
Materialspages
3. Textbookpages
2. 4. Additional
Materialsfrom
Learning
Resource(LR)
portal
BEAM 4. 5 Explain
what happens after
Mixing Materials.
Learning Guides.
Mix it Up. July
2009. pp. 5-7.
B. OtherLearning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson
or presentingthe
newlesson
Teacher’s Instruction
Picture Analysis. The teacher
should show three pictures referring
to solid, liquid and gas.
Pictures may be:
a. wood (solid)
b. water in a container (liquid)
c. smoke (gas)
Guide Questions:
1. What can you observe/see in the
pictures given?
2. What could be the relationship of
the three pictures?
Teacher’s
Instruction
Activity 1.1
Pinoy Henyo.
The teacher
will use the
activity as
guide.
Use the terms
used from the
previous
lesson such
solid, liquid ,
gas, matter
and more.
Teacher’s
Instruction
Classroom
Discussion.
The students will
share their
reflection and
insights about the
previous lesson.
Teacher’s
Instruction
Recitation.
The students
will recall the
activity from the
previous lesson.
Teacher’s Instruction
Activity 1.4 Mix and Match. The
teacher will use the activity as guide.
Use the terms used from the week’s
lesson such as solid, liquid , gas,
mixtures and other related terms.
B. Establishinga
purposefor the
lesson
Question of the day:
What are the three physical states
of matter and what do you know
about the three?
Question of
the day:
What will
happen if you
combine solid
matter to
Teacher’s
Instruction
The teacher will
tell that they will
further investigate
mixtures through
Question of the
day:
What are the
results of your
experiment
yesterday?
Question of the day:
Aside from the examples from the
previous lessons, what other
examples of mixtures can you
identify?
3. another solid
matter, solid
matter to a
liquid matter
and so on?
experimentation.
C. Presenting
examples/instanc
es of the new
lesson
Teacher’s Instruction
Solicit ideas of the student’s
previous lesson by using the KWL
chart on the three physical states of
matter. Provide Answer Sheets or
let the students copy the format in
their notebooks. Let the students
answer the first two columns : What
you KNOW? and What you WANT
to know more?
Student’s Answer Sheet
Topic: Three Physical States of
Matter
What you
KNOW?
What
you
WANT
to
know
more?
What You
have
LEARNED?
1.Matter
2.State of
matter
Teacher’s
Instruction
Activity 1.2
Mystery
Combinations.
The teacher
may provide
the answer
sheets or let
them write in
their
notebooks.
Teacher’s
Instruction
Activity 1.3: Mix It
Up!
Use BEAM Mix it
up 3.1 only or
activity sheet.
The teacher will
ask the students to
prepare the
materials.
Teacher’s
Instruction
Groupwork
Presentation.
The students
will present their
outputs.
The
Presentation
Rubrics will be
used. Please
see Rubrics 1.1.
Teacher’s Instruction
Sing an Action Song:
Song: Fruit Salad
“Watermelon, Watermelon
Papaya, Papaya,
Bananana, Bananananan
Fruit Salad, Fruit Salad”
Guide question:
What type of mixture is Fruit Salad?
4. D. Discussingnew
conceptsand
practicingnew
skills#1
Teacher’s Instruction
Direct Instruction.
Teacher’s Concept:
Matter is anything that occupies
space and has mass. The three
physical states of matter are solid,
liquid and gas. Solids have definite
volume and shape. Liquids have
definite volume but no definite
shape and takes the shape of the
container. Gases have no definite
shape and volume.
Teacher’s
Instruction
Interactive
Lecture in
Classroom
Discussion.
The teacher
will discuss
the previous
activity and
input lesson
through
recitation.
Teacher’s
Instruction
Development of
Data. The students
will prepare the
following
information
regarding the
Activity 1.3.
Teacher’s
Instruction
Direct
Instruction.
The teacher
points out
important
information from
the experiment
done.
Teacher’s
Concept:
A mixture forms
when two or
more
substances are
combined such
that each
substance
retains its own
chemical
identity. A
homogeneous
mixture has a
single phase
and a
heterogeneous
mixture has two
or more phases.
Teacher’s Instruction
Class Discussion.
The teacher prepares several
examples of heterogeneous and
homogeneous mixtures. Examples,
smoke, air, smog, halo-halo, orange
juice, coffee drink, tea drink and
other examples
Heterogeneous Homogeneous
5. E. Discussingnew
conceptsand
practicingnew
skills#2
F. Developing
mastery(leadsto
Formative
Assessment 3)
G. Findingpractical
applicationsof
conceptsand
skillsin daily
living
H. Making
generalizations
andabstractions
aboutthe lesson
Teacher’s Instruction
Concept Webbing. The teacher will
ask the students to give their
summary of what they learned from
the lesson. Ask the students to
attach it on the following diagram.
Teacher’s
Instruction
Story Wheel.
The teacher
will ask the
students to
give their
summary of
what they
learned from
the lesson.
Spin the story
wheel.
Note: The
story should
be prepared
before the
lesson.
Continuation of the
Experiment/Activity
1.3
Teacher’s
Instruction
Concept Hat.
The teacher will
ask the students
to write their
final concept
and ideas on
the cards/sheet
of papers and
place it on a
paper hat.
Students share
their
concept/learning
and wears the
hat.
Teacher’s Instruction
Fill in. The teacher will present the
structure that the students will
answer.
Example
The ___________ is an example of
(heterogeneous/homogeneous )
mixture because it is a combination
of ________ which is (solid, liquid
,gas) and ________ which is (solid,
liquid, gas) that is (single /more than
one) phase.
matter
gas
liquid
solid
6. The story
wheel should
contain
important
terms.
I. Evaluating
learning
Teacher’s Instruction
KWL chart. Let the students answer
the last column of the chart or what
you have learned?
Teacher’s
Instruction
Reflection
Log. The
students will
write their
reflection on
the lesson.
Continuation of the
Experiment/Activity
1.3
Teacher’s
Instruction
Laboratory
Sheet. The
students should
submit their
laboratory
sheet.
The Laboratory
rubric will be
used to grade
their output.
Rubric 1.2
Teacher’s Instruction
Poster Making. The students create
a poster showing examples of
mixture.
Use Rubric 1.3 on Poster Making
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
whoearned80%
in the evaluation
7. B. No. of learners
whorequire
additional
activitiesfor
remediation
C. Didthe remedial
lessonswork?
No. of learners
whohave caught
up withthe lesson
D. No. of learners
whocontinueto
require
remediation
E. Whichof my
teaching
strategies worked
well?Why did
these work?
F. What difficulties
didI encounter
whichmy
principal or
supervisor can
helpmesolve?
G. What innovation
or localized
materialsdidI
use/discover
whichI wishto
sharewith other
teachers?
