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Day Lesson Plan

Day Lesson Plan

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Published by amanda_weeks25

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Published by: amanda_weeks25 on Feb 19, 2012
Copyright:Attribution Non-commercial


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10 Day Lesson Plan
Unit Title:
What’s Science?
11th Grade Chemistry
I. Student Goals for This Unit:
Students will:
1. Have a deep understanding of science content2. Be able to communicate clearly and effectively in a professional manner 3. Be able to work together and individually to solve problems4. Be able to apply previously learned information to new knowledge5. Be able to to be open to other’s perspectives and respect them6. Develop and use organizational skills7. Display a positive work ethic8. Read and comprehend information from a variety of materials.9. Be able to use higher order thinking skills10. Be engaged in daily activities11. Be able to creatively approach problems
The list above is some of the student goals determined by students in EDUC 136/236 that will be used in this unit.
II. Concept Map of the Content/ Processes Relevant to the Unit Topic: 
See Appendix A
III. Big Ideas/Understanding This Unit Will Target:
1. The nature of science involves critical thinking, problem solving and collaboration.2. Scientists do not follow an exact method when solving problems.3. Chemical changes produce a new substance, but physical changes do not.4. Science involves following safety procedures.5. Science involves recognizing and analyzing alternative methods and explanations.
IV. Unit Student Objectives and Their Connection to National ScienceEducation Standards, Iowa Core Curriculum, and Big Ideas:
Student Objectives
1. Students will exhibit an understanding that science involves problem solving, criticalthinking and creativity.2. Students will exhibit an understanding that scientific uncertainty can be reduced throughcollaboration.
3. Students will exhibit an understanding that there is no one way to do science.4. Students will exhibit an understanding that scientists do not know all the answers andthatanswers can be changed.5. Students will exhibit an understanding of important safety concerns in science.6. Students will distinguish between physical changes and chemical changes.7. Students will self-reflect on learning.8. Students will collect and analyze data based on physical and chemical properties.
National Science Education Standards Addressed by the Student Objectives:
- Abilities necessary to do scientific inquiry- Understanding about scientific inquiry- Chemical reactions- Nature of scientific knowledge- Science as a human endeavor 
Iowa Core Curriculum Standards Addressed by the Student Objectives:
- ICC: [Physical Science] Common reactions- ICC: [Science as Inquiry] Identify questions and concepts that guide scientificinvestigations- ICC: [Science as Inquiry] Design and conduct scientific investigations- ICC [Science as Inquiry] Formulate and revise scientific explanations and modelsusing logic and evidence- ICC [Science as Inquiry] Recognize and analyze alternative explanations and models- ICC [Science as Inquiry] Communicate and defend a scientific argument- ICC [Science as Inquiry] Understand about scientific inquiry
V. Lesson Plan --First 5 Days 
Concepts covered prior to Day 1 of lesson plan:
 No concepts were covered prior to Day 1. This unit is designed for the beginning of a semester 
 Day 1
Key Questions that Guide the Day’s Lesson
-What have you been given?-How could you discover the internal structure of the box without opening it?-How could you determine if there is metal in the box?-How does this activity relate to science?
Student Objectives:
1. Students will exhibit an understanding that science involves problem solving, criticalthinking and creativity.2. Students will exhibit an understanding that there is no one way to do science.3. Students will exhibit an understanding that scientists do not know all the answers andthat answers can be changed.
Content, Materials, Activities and Instructional Sequence:
Overview:1.) 10 minutes- Mystery boxes are handed out to students, the students analyze the outer  shell, the class comes to a consensus about the similarities.2.) 35 minutes- Students analyze the inner structure of the boxes through performing various tests.3.) 5 minutes- Students will clean up their work areas.Content 
-Nature of Science-How science works
-Premade mystery boxes-White boards-Magnets-Stethoscopes
Students will:-Analyze the mystery boxes to determine the inner structure and contents
 Instructional Sequence
1. Mystery boxes are handed out to the students at the beginning on the class period. Each box has a number which the students are to write down. The students are instructed not toopen the box, but to study it.2. After a few minutes, the class is brought back together. The teacher poses the question“what have I given you?” Expected responses might include: a box, a white box, a boxwith stuff in it, it has a ball inside.3. Once students have discussed the outside of the boxes, the students are instructed todetermine the inner structure of their own boxes. As the students work on their boxes, theteacher will walk around asking individual students questions.4. Students will be given the rest of the period to perform tests on the boxes. Some testsmight include: rolling the ball around to determine where there are ramps and walls, usinga magnet to determine if there are metal pieces inside, or using a stethoscope to listen for any sounds from inside the box.

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