Developing a Unit Suggestions for an Introductory Unit that extends through out the year. SALLY...
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Transcript of Developing a Unit Suggestions for an Introductory Unit that extends through out the year. SALLY...
Developing a Unit
Suggestions for an Introductory Unit that extends through out the year.
SALLY SEEBODESAN MATEO HIGH SCHOOL
Overarching Strategies
• Practice and Build (add strategies and repeat)• Help students connect experiences to other courses and
world.• Ask Questions. Don’t solve all their problems, help them
solve their problems. “What do you think?”• Increase students comfort with not knowing stuff.• Give students skills for learning/figuring stuff out.• Help students guess and experiment. DO Science!• Being wrong or making errors is great for learning.• Start where you are. Do what you can.
What to Teach?
• Science Standards– Text books are often great guides for content
• Department or school wide programs• What you love
How to teach?• Do you have school wide learning programs?
(reading programs, note taking, …)• Are there department skills or techniques used in
all classes? (lab format, notebook, conclusion…) • Identify the core ideas in your subject area that
get repeated? (big ideas)– Chemistry: scientific method , dimensional analysis,
molecular behavior• Introduce these skills early, use supports to help
all learn, return to them through out the year lessoning the supports.
Traditional Scientific Method
1. State a Problem2. Hypothesize3. Design an Experiment (Variables)4. Take Data/Observations5. Analyze Data6. Draw Conclusions7. Theorem
MODIFIED SCIENTIFIC METHOD
Wheel of Wonder Observation
Experimentation
Hypothesize: Predict
PROBLEM SOLVING
ObservationTurn a classic observation lab into something surprising
• Observing a Candle• 15 - 20 min lab activity• Topics: Review senses, qualitative vs
quantitative, inference/interpretation, practice writing complete sentences (don’t use “it”), practice organization/neatness
• CFU: Practice with a class demo candle
Break to do Candle Lab
Common Candle Inferences
• The Candle is made of wax• The Candle has been used before• The wick was burned previously• The Candle produces CO2
Class Candle Demo
Hypothesizingforce hypothesizing & improve detail in hypothesis• 3 - holed bottle activity• 1 period demo and lab activity• If…Then…Format. • Teacher provides the If statement, students
write the Then statement.• Do vertical bottle with cap on as a group: work
on adding detail to hypothesis • then have students continue with horizontal
bottle and cap off experimentsInitial idea from Leslie Hayes
Bottle Lab Summary
• Kids start rethinking things they took for granted.
• Let students guess/figure out what is going on.
• Instead of answering, ask how they might find out more.
• We will revisit this lab at the end of the unit.
Experiment: Writing Procedurehelp students plan and write clear, detailed directions
• Tell me how to make a PBJ sandwich• Demo, writing and experiment (2 days)• During Demonstration, students give you
directions, take them as literally as possible.• Students write procedures with partners• Students test each other’s procedures and
make comments/improvements to procedure.Demo PBJ
PB & J Summary
• For lab use individual baggies and ½ slices of bread. You do need a class set of PB and J.
• Encourage pictures. If EL, use pictures and key words.
• Some students have never made/eaten a PB & J sandwich. Part of your job is to help students learn American culture – make connections. (I do S’mores and Jell-O later in the year)
• Check for peanut allergies before doing. Can have student make another type of sandwich.
Experiment: Data TableMake a neat data table with labels and correct sig figs
• Metric Olympiad : 1 day• Set up a Stations Lab and teams. Have teams
pick a country to represent.• Review measuring techniques (ie meniscus, all
certain + 1 estimated digit) & units (g, L, cm, …)• After lab post team results. • Optional: Olympics’ anthems played during lab
and a medal ceremony.
Olympiad Summary
• Introduce/Emphasize a measurement includes all certain digits and one uncertain digit.
• Have students determine the number of significant figures in each measurement.
• Are all students measuring?• Assess whether students need continued
support when measuring.
Experiment: Conclusionclearly express what was done & ask new questions
• Mystery Tube Demonstration (1 day)• Write “if” part of hypothesis and students
write then part.• Do the demonstration. • Model a conclusion.• Repeat for all 4 strings • Build from class conclusion to independently
written conclusion for last string
Mystery Tube Practice
Conclusion FormatRestate hypothesis.State results.Did the results support or disprove your
hypothesis?What do the results mean? Explain, detail,
moleculesExtend the lab to new questions (what next?)
or connections to world/applications.
Mystery Tube Summary
• When demonstrating, guide results by deceptively holding strings.
• A Conclusion may not come to a definitive answer. It should guide the reader to the next logical step of study.
• Never show them the inside! Extra credit if a student can make a model and bring in to compare. Then you could look in the model.
Assessment
Design and perform an experiment to further study the 3 – holed bottle. (2 Days)
As a class: identify variables, form testable problems, and help groups with the “if” part of hypothesis.
Rubric Grading Ideal with option for redo.
Repeat through out the year• Does the Wax of a Candle melt or burn?• Separation of complex mixtures• Does the density of an egg change when you boil
it?• Find the thickness of Al foil• Find the % water in a tomato• Use mass to find the # of M and M’s in a bag• Determine mole ratio of iron and copper sulfate
in a single replacement reaction• Find the pressure in a soda can right before it is
crushed
Suggested Intro Unit (50 min periods)
• Day 1: Introductions and Candle Lab• Day 2: Candle Summary, Further Class Set Up• Day 3: Bottle Lab• Day 4: PB J Demo, students write procedure• Day 5: Students test PB J procedures• Day 6: Olympiad• Day 7: Mystery Tube• Day 8: Plan Bottle Lab• Day 9: Do Bottle Lab
Repeating Myself
• Practice and Build (add strategies and repeat)• Help students connect experiences to other courses
and world.• Ask Questions. Don’t solve all their problems, help
them solve their problems. “What do you think?”• Increase students comfort with not knowing stuff.• Give students skills for learning/figuring stuff out.• Help students guess and experiment. DO Science!• Being wrong or making errors is great for learning.• Start where you are. Do what you can.