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Tara Andersson

SINGLE SUBJECT CLINICAL PRACTICE LESSON

Period 5/6:12:35-2:02pm - Wed. 11/12/2014


Room 101 (Lab)

NAME

Tara Andersson

DATE

11/12/2014

Lesson Element
1. TITLE OF LESSON

Time:

Period 5/6: 1235-202pm Room 101

Your Response:
Cleaning the Acme Waste Water

2. CURRICULUM AREA & GRADE LEVEL

Physical Science - Chemistry

3. TIME NEEDED for the lesson

84 minutes (1 day)

4. RESOURCES-Materials:

Student Group lab notebook


PowerPoint Slides
Examples of Data Charts & Comp Book Layout
Vocabulary Support
Sentence Starters
Exit Cards - 3 x 5 Index cards
1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others
ideas and expressing their own clearly.
d. Acknowledge new information expressed by
others, and, when warranted, qualify or justify
their own views in light of the evidence
presented.

5.a CA COMMON CORE STANDARD(s)

5.b CA CONTENT STANDARD(S): .

5. CA ELD STANDARD(S)

7. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:

9.Scientific progress is made by asking


meaningful questions and conducting careful
investigations. As a basis for understanding this
concept and addressing the content in the other
three strands, students should develop their
own questions and perform investigations.
Students will: a. Plan and conduct a scientific
investigation to test a hypothesis.
A. Collaborative
1. Exchanging information and ideas with others
through oral collaborative discussions on a
range of social and academic topics
Can the students design a lab procedure and
carry out the experiment to neutralize and
removed dissolved iron from Acme Waste water
sample? The two experiments that we hope the
students will conduct is: 1. an experiment that
will precipitate out the dissolved iron (chemical
reaction) 2. Neutralize the acidic solution

Tara Andersson

SINGLE SUBJECT CLINICAL PRACTICE LESSON

Period 5/6:12:35-2:02pm - Wed. 11/12/2014


Room 101 (Lab)

8. Essential Question(s):

9. OBJECTIVES

10. ASSESSMENT(S): Choose one: Diagnostic - entry


level, Formative - progress-monitoring or Summative evaluative

DESCRIBE THE LEARNERS


How many general population students are
there in this class?
19

Briefly describe the areas of need and the


accommodation(s) you plan for these
students for this lesson:
Since this is the first lab experiment that we
are asking them to design we will start the
lesson off by reminding them of previous lab
experiments that they can use as a model,
this will engage prior knowledge to help
them with todays lab. Hypothesis sentence
starters are also given to the class.

How many GATE/high achieving learners?

making it safe to dump into the lake (using


acid-base reaction).
Can the students design their own lab
experiment based on their prior experiences in
the lab for this unit?
SWBATcollaborateintheirgroupstodesign
andtesttheirownuniquelabexperimentto
cleanacmewastewaterusingthisunits
knowledgeaboutprecipitationreactionsand
acidbaseneutralizationbyfillingouttheir
groupscompbookandalsoindividually
writinganexitcardthatcontainsa35
sentenceconclusion.
Formative: Students will be assessed based on
their collaboration efforts to create a group lab
experiment to clean acme waste water.
Students will be expected to include :A
hypothesis(s) to test, list all materials used,
create a procedure(s), perform the experiment
to tr, record data in a table (organized). Each
student will be given an exit card where they
will have to write a minimum of 3 sentence
conclusion about their results (did the
experiments work, why or why not)

How many Special Ed. Students are there in


this class?
none - but there is a student that may soon
qualify

Describe their IEP identified needs and the


accommodation(s) you plan for these
students for this lesson based on their IEP:
I plan to have a list of the previous labs plus
photos of examples of the prior lab (attached) to
help the students with their prior lab
experiments.

How many English Learners?


4

Describe the areas of high achievement and

What are the CELDT levels for these


students?
3, 4, 4, 5

Tara Andersson

SINGLE SUBJECT CLINICAL PRACTICE LESSON

Period 5/6:12:35-2:02pm - Wed. 11/12/2014


Room 101 (Lab)

the accommodation(s) you plan for these


students for this lesson:
These students I really like to push and extend
their learning with questions after their
statements or asking them for more detail on
why a chemical reaction is occurring.

Describe their accommodation needs for this


lesson based on their CELDT Levels:
Students will be given sentence starters
(attached) to help them with their exit card
conclusion.

INSTRUCTIONAL STRATEGIES
11. TEACHER STRATEGIES
1. Objectives and Purpose:
SWBATcleanAcmewastewaterby
designingandtestingaprocedureandcarry
outtheexperimenttheycreateusingthis
unitsknowledgeaboutprecipitation
reactionsandacidbaseneutralization.
2. Anticipatory Set:
PP Slides To maximize the time students have
for todays lab we will start the day off by doing
a think, pair, share of the guiding question.
3. Modeling:

12. STUDENT ACTIVITIES

Students listen to the objective.

Anticipatory Set:
Students participate in a think, pair, share
activity with the guiding question for the lab
today.

Modeling:

Teacher guides a discussion about what the


Acme waste water is contaminated with and
why it is bad for the environment.

Students engage in a group discussion by pulling


from their prior lab experiments about what
Acme waste water is contaminated with and
why it would be bad to be dumped in the lake.

4. Checking Understanding:
Teacher walks around while students are
working on completing the lab experiment and
makes sure they are writing down their
procedure, collecting and organizing data and
analyzing their data to see if they were
successful at cleaning the Acme waste water.
5. Guided Practice:
To help students with designing how they will
clean the Acme waste water we will have a class
discussion that will engage their prior
knowledge to help them with the lab.

Checking Understanding:

Teacher goes over the materials that they are


given to use while designing and completing
their lab experiment.

Students listen to the teacher go over the


materials that are given and ask any questions.

Teacher gives students a sentence starter for


their hypothesis for the experiment they will be
designing.

Students in their groups design a hypothesis


that they will test in the lab.

Teacher walks around while students are


working on completing the lab experiment and
makes sure they are writing down their
procedure, collecting and organizing data and
analyzing their data to see if they were
successful at cleaning the Acme waste water.

Guided Practice:
Students participate in a group discussion about
their previous lab experiments to help them
with designing todays lab experiment.

Tara Andersson

SINGLE SUBJECT CLINICAL PRACTICE LESSON

Period 5/6:12:35-2:02pm - Wed. 11/12/2014


Room 101 (Lab)

6. Independent Practice
Teacher tells students to get their laboratory
materials and safety goggles. Teacher tells
students to begin designing their lab
experiment.

Independent Practice

7. Closure:
Students are given Exit Cards to write their (3-5
sentence) conclusion on. Teacher walks around
and helps with any questions students have with
the conclusion.
.

Closure:

Students get their laboratory materials and their


goggles. Students begin collaborating on
designing their lab experiment, carrying out the
experiment, collecting data then analyzing the
data to see if they were able to make the Acme
waste water safe to dump into the surrounding
lake.
Students discuss as a group what worked for
their experiment and what did not as a group
discussion while writing individual conclusions
on exit cards (3-5 sentences)