User:Wirededucator

Introduction
Starting up a wiki page in order to host collaborative lesson plan designs. For the open course I would like to develop a unit focussed on Earth sciences - possibly layers of the earth or tectonic activity... Below is an example of my lesson planning:

Unit Inquiry Investigation
Salt – Properties of salt water and their affects on everyday life. (Two day project or 90 minute period).

A.	Pre-Planning 1.	Standards and Benchmarks:

Science
Scientific inquiry is the investigation of the natural world based on observations and science principles that includes proposing questions or hypotheses, designing procedures for questioning, collecting, analyzing, and interpreting multiple forms of accurate and relevant data to produce justifiable evidence-based explanations. 7.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools and techniques to collect relevant data. 7.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions including possible sources of error. 7.3S.3 Evaluate the validity of scientific explanations and conclusions based on the amount and quality of the evidence cited.

Research Report Writing
Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. EL.07.WR.31 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. EL.07.WR.32 Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material. EL.07.WR.33 Check the validity and accuracy of information obtained from research, including differentiating fact from opinion, and identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws. EL.07.WR.34 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Goal
The seventh grade students at S.A.L.T. Academy will investigate the properties of two unknown liquids developing a hypothesis, collecting data, and proving or disproving their hypothesis using problems solving, science process skills and the scientific method.

Behavioral Objective
Given two unknown liquids, mixed ability student lab groups will develop a hypothesis about the nature of the two liquids writing this hypothesis on their lab sheet in the correct form with 100% accuracy. Domains – C – 2, 3, 4 A – 1, 2, 3 PI – Completed lab worksheet (pre-lab portion) with hypothesis written in the correct form without errors.

Given two unknown liquids, lab equipment, and instructional lab procedure worksheets as well as instructor facilitation mixed-ability student lab groups will record lab data with 100% accuracy. Domains – C – 1, 2, 3, A – 1, P – 1, 2 PI – Completed lab worksheet (data section) with 100% accurate data.

Given two unknown liquids, lab equipment, and instructional lab procedure worksheets, instructor facilitation and guided questions, and lab data, mixed ability student lab groups will evaluate the veracity of their hypothesis by recording their conclusion (true or false) and explaining why they came to this conclusion using at least two facts from their data to support their claim. Domains – C – 4, 5, 6, A – 1, 2, 3, 4, 5 PI – Completed lab worksheet (Post lab analysis section) with at least two facts and a claim, true or false, about their hypothesis.

Differentiation Strategies
Worksheets and a copy of the lab procedures will be sent ahead of time to the resource room teacher and sign language interpreters to support those students. The ELL teacher will receive vocabulary and concepts introduced during this lesson for review as well as a second version of the handouts written in the student’s first language. Materials will be sent ahead of time to the appropriate resource for enlargements and other modifications for the student with vision-impairments. All students will be monitored during the lesson to compensate for reading and written language disabilities. Any students doing a modified assignment will have an additional set of instructions geared towards their version. Students with an aptitude for this class or identified TAG in this area will be assigned as lab assistants, learning how to care for and manage a lab for others. Any physical disabilities will be accommodated for by a modified lab station and other needed accommodations. Additionally the lesson is prepared with lab instructions available through demonstration (recorded on iTouch devices available in the room) as a video. Students are grouped with students of different learning styles as well. The instructor will circulate and monitor student lab use to model and direct students.

Safety Considerations
Lab precautions and equipment will be explained and in use as students identify the unknown liquids.

Teacher/Classroom
Posted lab safety regulations White boards around the room iTouch devices with video demonstration pre-loaded Lab stations set up (Per Group) One buzzer One 9 volt battery Two insulated wires with alligator clips 30 cm in length Masking tape Two craft sticks Aluminum foil Two beakers One beaker “X” – distilled water One beaker “Y” – salt water (sea salt or actual salt water) One egg Two thermometers Spoon One hot plate or Bunsen burner or alcohol burner Beaker tongs

Students
Guiding questions Student Lab Investigation Worksheets Writing utensil Science Journals

Pre-requisites
Students will have knowledge of salt water’s properties from a previous lecture and independent research assignment. They will also be familiar with scientific inquiry labs.

Implementation
Motivator: (Anticipatory Set) “I want everyone to look at these two glasses of water.” Demonstrate two glasses of water – one salt, the other distilled. “If I told you to choose one and you had to drink the entire glass, how would you figure out which one was salt and which one was pure without tasting either first?” “Discuss your ideas with the people near you then write down the best two ideas and be ready to share them with the class.” (Demonstrate the liquids and share the ideas around the room, discussing the benefits and negatives to each idea).

Statement of Objective
“Today we will discover what each of these liquids contains using the scientific method.”

Statement of Purpose
“By investigating in this way we will be able to hone our problem solving skills as well as learn about a couple ways to discover the properties of matter.”

Input
Discuss the procedures for each part demonstrating how to do each step.

Part 1 - Conductivity
Students: Cover the two craft sticks with aluminum foil; ensure the foil fits tightly around the sticks Students clip one wire to each craft stick Label each beaker, 1 and 2 Add water from beaker “X” to beaker “1” Add water from beaker “Y” to beaker “2” Connect one wire to both craft sticks Connect one wire to the positive terminal of the battery Connect the other wire to the negative terminal of the battery Place both craft sticks in beaker “1” and record their observations Place both craft sticks in beaker “2” and record their observations

Part 2 - Buoyancy
Students: Place the egg in beaker “1” with spoon gently and record their observations Place the egg in beaker “2” with spoon gently and record their observations

Part 3 - Boiling Point
Students: Place a thermometer in both beakers “1” and “2” Place both beakers on a hot plate Record their observations and temperatures at which beaker “1” and beaker “2” begin to boil

Student Questions
to guide students in answering for the validity of their hypothesis.

Part 1
Did the buzzer sound when you group placed craft sticks in either of the beakers? Why do you think the buzzer sounded when craft sticks were placed beaker “2”? (Accept all answers)

Part 2
Did the egg float in either of the beakers? Why do you think the egg floated in beaker “2”? (Accept all answers). Do you think there are any properties in beaker “2” that allow the buzzer to sound and the egg to float?

Part 3
Which beaker had the highest temperature when the water started to boil? Why do think beaker “2” had the highest temperature? Do you think there are any properties in beaker “2” that allow the buzzer to sound, egg to float, and have the highest boiling temperature? Can you provide any examples of where you may have seen similar things happen? What do you think is in beaker “1”?

Additional questions can be developed based on student responses.

Guided Practice
In small groups students follow the lab procedures with instructor circulating the room to insure safety and that the lab procedures are being followed correctly.

Closure
“Before you leave you will write two things in your science journal. First write down which experiment made the most sense to you and why you think it worked. Second write down any ideas you have on something you would like to investigate as an inquiry project in your science journal. Leave both your journal and your lab worksheets on my desk.”

Independent Practice
Students are assigned the task of researching their own inquiry project and begin to develop a hypothesis.