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  • Day 5

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    Students will be assessed by their responses and knowledge of which is which. Demonstration with lighting candle and then putting jar over candle and watching flame go out. Students will use their assigned group roles (ex: recorder, facilitator, materials gatherer, etc.) teacher will be around to listen in on discussions about the activity.

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    Students will be assessed by their responses and knowledge of which is which. Demonstration with lighting candle and then putting jar over candle and watching flame go out. Students will use their assigned group roles (ex: recorder, facilitator, materials gatherer, etc.) teacher will be around to listen in on discussions about the activity.

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    © All Rights Reserved
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    22 views2 pages

    Day 5

    Uploaded by

    api-284836224
    Students will be assessed by their responses and knowledge of which is which. Demonstration with lighting candle and then putting jar over candle and watching flame go out. Students will use their assigned group roles (ex: recorder, facilitator, materials gatherer, etc.) teacher will be around to listen in on discussions about the activity.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    DayFive:Opposites

    Time

    Teacher
    Procedure/Questions

    Assessment

    15minutes

    Quickwriteanddiscussion
    aboutthedefinitionsof
    physicalandchemical
    changes.

    Studentswilldoaquickwrite
    onwhattheythinkarethe
    definitionsofphysicaland
    chemicalchanges.

    25minutes

    PreparedJeopardygame
    wherestudentscanguess
    whethercertain
    circumstancesareeither
    physicalorchemical
    changes.

    Studentswillbeassessedby
    theirresponsesand
    knowledgeofwhichiswhat
    duringthegame.

    30minutes

    Demonstrationwithlighting
    candleandthenputtingjar
    overcandleandwatching
    flamegoout.

    Studentswillfillinworksheet
    thatcorrespondstoactivity.

    35minutes

    Investigation:Wheredothe
    atomsintheequationcome
    from?Teacherwillallow
    studentstofirst
    prepare/cutoutthematerials
    andthenwillhelpfacilitate
    themthroughtheactivityas
    aclass.Studentswilluse
    theirassignedgrouproles
    (ex:recorder,facilitator,
    materialsgatherer,etc)

    Studentscanbeassessed
    bytheirknowledgeofthe
    activityandteacherwillbe
    aroundtolisteninon
    discussionsaboutthe
    activity.

    15minutes

    Studentswillbegivenan
    exampleofachartshowing
    thephysicalchangesof
    water.Itwillcomparethe
    statesofmatterofwaterto
    theircorresponding
    temperatures.Usingthis
    chart,studentswillcalculate
    theproportionalrelationships
    betweenstatesofmatter
    andtemperature.The
    teacher,withtheinputofthe

    Studentscanbeassessed
    bytheircompletionand
    participationinthe
    discussionandworksheet.

    class,willmodelhowthis
    happens.

    20minutes

    Usingthepreviousexample Classdiscussion/scientific
    seeifyoucanlocate
    prooffromlabusing
    proportionalrelationshipsin knowledgeaboutratios.
    yourlab.Howdoyouprove
    thattheserelationshipsyou
    noticeareproportional?

    20minutes

    Createaproportional
    relationshipusing
    informationfromany
    previousclasses.

    Studentswillshowhowthe
    relationshipisproportional,
    showratios,anddevelopa
    charttoprovethe
    relationship

    30minutes

    Lessondebrief

    Studentswilljournal
    connectionstheymade
    throughouttheday.

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