A couple of weeks after the election I was contacted by the Obama Campaign. They asked me to share my ideas for change. No one has really done that before--so the question itself is a sign of positive change.
So, since they asked, this is what I replied.
I am middle school science teacher with 27 years of experience. My idea has to do with engaging children, parents, teachers, and community in a system that will reward a child's achievements in learning and allow the child to make choices according to his or her abilities and needs.
I have always admired and envied the way that video games capture the attention of children. I don't play them myself, but I think that one of the keys to their success is recognizing and rewarding accomplishment. As I remember, video games were once set up where you had to master "The First Board" before passing on to "The Second Board".
If we could set up a system of "Boards" that children could play online, and that would require knowledge and skills that align to national and state standards, then children could have a clear record of and specific rewards for their accomplishments.
However, learning must also take place in the real world in connection with parents and other positive role models. The Boy Scouts and Girl Scouts have set up an intricate system of Badges that do the same thing that video games do. They set up a series of accomplishments, and then give a reward when the child has met all of the requirements.
What video games and scout badges also have in common is that the activities required for completion of a goal are interesting to the child. What is more, the child can choose among a variety of activities. Last of all, both video games and badges are status symbols. Children leave their initials on game boards after achieving a certain rank. Scout badges have world-wide recognition.
Under No Child Left Behind, schools have become test prep centers. For the adults in the system, the test is everything. Good test scores give status and financial rewards. Bad test scores carry shame and punishment. But the child who is taking the test, their are no real rewards. The test itself is boring. Preparing for the test is boring. Passing the test brings no palpable reward or status. Tests are not tied to the real world, or to home and community in a meaningful way. Ideas of giving video games or cells phones as rewards for good test scores simply underline the fact that the passing the test is not itself a reward.
I propose setting up a nationwide system of Badges constructed along the lines of Scout Badges but also aligned with curriculum standards. The completion of a Badge could be rewarded by a Presidential Certificate and by an actual cloth badge that can be sewn onto clothes.
Public and private schools can be the centers where the badge requirements are achieved under supervision. Teachers and principals will have to sign off on each badge.
There can be a centralized online repository where children can keep track of thier progress through the different tasks. Some tasks can be achieved online through the completion of Web Quests or Video Games.
Setting up these badges and their requirements might seem like an awesome task, but all you have to do is send out a call to teachers all over the nation to come up with badges aligned to their curriculums. Many teachers might have already designed something close to what I propose.
I think that each badge should require specific Math or English Language Arts skills. It should also target specific knowledge and skills in Science, Social Studies, or the Arts. Finally, there should be a family and community component in which the child must connect with people outside the school in order to perform positive service to thier community.
These badges can be phased in slowly. You can start with only one for Elementry, Middle, and High School Level. It can be the Obama Badge. If the idea catches on, and I think it will, you can add badges one by one and build a system that will manage them nationwide. You can then give schools and communities the option of replacing high stakes testing with Badges.
Right now people are fearful about the economy. I think that eventually a system of badges like the one I describe will create jobs. But for the time being, it will give children and their parents something positive to think about and do.
Respectfully submitted by Daphne A. Calvo, Science Teacher, Queen,, New York.
Sunday, December 14, 2008
Sunday, March 16, 2008
Science Project Presentation Template
INTERMEDIATE SCHOOL 230
Sharon Terry, Principal
PRINCIPAL TERRY'S RULES FOR LESSON PLANS
1. THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION.
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day. Each group must have a different group work assignment (DIFFERENTIATION).
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
2. THE LESSON PLAN MUST BE WRITTEN AS A DETAILED SCRIPT AND THE SCRIPT MUST BE FOLLOWED WITHOUT DEVIATION.
3. LESSON PLANS MUST BE ON THE TEACHER'S DESK AT ALL TIMES READY FOR INSPECTION. FAILURE TO HAVE A LESSON PLAN ON DEMAND COULD LEAD TO DISMISSAL.
4. 100% OF THE STUDENTS MUST BE ON TASK 100% OF THE TIME.
-----------------------------------------
CHALLENGE/PROBLEM: Science Project Problem
VOCABULARY WORDS: A list of science concepts that are necessary to explain the results of the experiment
MATERIALS: Materials needed to demonstrate the science project experiment. 8th grade science exam review questions
TIME: 2-3 periods
OPENING:
1. The teacher or the Presentation Group presents the words and definitions that will help explain the results of the project.
Listening Groups copy the words and definitions into their journals.
2. Students in the Presentation Group present their Problem to the Listening Groups.
3. Each student in the class writes the problem in his/her science journal and then states a hypothesis to answer the problem.
4. Students in Listening Groups identify the Independent Variable, Dependent Variable, and Constants. Listening groups write them in their journals.
GROUP WORK
1. The Presentation Group performs an experiment in front of the class OR the Listening Groups perform a simple experiment in their seats.
2. Data is collected.
SHARE
1. The Presentation Group shares their hypothesis with the Listening Groups and states their conclusion.
2. The Presentation Group shares their sources of error.
3. The Listening Group asks questions.
4. The teacher and Presentation Group ellicit the explanation of the results using the Template
Vocabulary Word-Definition-Application.
5. All Students answer related review questions taken from the New York State 8th Grade Science Exam
HW: Write your own exam question using the concepts presented today.
Sharon Terry, Principal
PRINCIPAL TERRY'S RULES FOR LESSON PLANS
1. THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION.
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day. Each group must have a different group work assignment (DIFFERENTIATION).
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
2. THE LESSON PLAN MUST BE WRITTEN AS A DETAILED SCRIPT AND THE SCRIPT MUST BE FOLLOWED WITHOUT DEVIATION.
3. LESSON PLANS MUST BE ON THE TEACHER'S DESK AT ALL TIMES READY FOR INSPECTION. FAILURE TO HAVE A LESSON PLAN ON DEMAND COULD LEAD TO DISMISSAL.
4. 100% OF THE STUDENTS MUST BE ON TASK 100% OF THE TIME.
-----------------------------------------
CHALLENGE/PROBLEM: Science Project Problem
VOCABULARY WORDS: A list of science concepts that are necessary to explain the results of the experiment
MATERIALS: Materials needed to demonstrate the science project experiment. 8th grade science exam review questions
TIME: 2-3 periods
OPENING:
1. The teacher or the Presentation Group presents the words and definitions that will help explain the results of the project.
Listening Groups copy the words and definitions into their journals.
2. Students in the Presentation Group present their Problem to the Listening Groups.
3. Each student in the class writes the problem in his/her science journal and then states a hypothesis to answer the problem.
4. Students in Listening Groups identify the Independent Variable, Dependent Variable, and Constants. Listening groups write them in their journals.
GROUP WORK
1. The Presentation Group performs an experiment in front of the class OR the Listening Groups perform a simple experiment in their seats.
2. Data is collected.
SHARE
1. The Presentation Group shares their hypothesis with the Listening Groups and states their conclusion.
2. The Presentation Group shares their sources of error.
3. The Listening Group asks questions.
4. The teacher and Presentation Group ellicit the explanation of the results using the Template
Vocabulary Word-Definition-Application.
5. All Students answer related review questions taken from the New York State 8th Grade Science Exam
HW: Write your own exam question using the concepts presented today.
Wednesday, March 5, 2008
Osmosis Conclusions
SWBAT explain a natual phenomenom by applying a scientific concept.
Why did the potato in salt water shrink?
OPENING:
Display the definition of OSMOSIS and SEMIPERMEABLE MEMBRANE
Diffusion of water across a semipermeable membrane.
Movement of water from area of low solute concentration to an area of high solute concentration until dynamic equilibrium is achieved. Favors dilution.
Osmosis is the diffusion of water through a cell wall or membrane or any semi-permeable barrier from a solution of low solute concentration to a solution with high solute concentration, up a solute concentration gradient. It is a physical process in which a solvent moves, without input of energy, across a semi-permeable membrane (permeable to the solvent, but not the solute) separating two solutions of different concentrations.
Osmosis is the passage of water from a region of high water concentration through a semi-permeable membrane to a region of low water concentration.
semipermeable membrane - a membrane (as a cell membrane) that allows some molecules to pass through but not others
Give students the Pattern:
1. Define: Osmosis means the movement of water from a region of high water concentration through a semi-permeable membane to a region of low water concentration.
2. Draw: Display a drawing that models Osmosis.
3. Explain: The cells in the potato shrank because the water flowed out of the potato, which had an area of high concentration of water to the water in the (beaker) (petri dish) which had an area of low water concentration.
The salt solution dehydrates the potato slice by osmosis --
water inside the potato cells diffuses out in an attempt to dilute the
salt solution. Osmotic flow always occurs in the direction that favors
dilution. Rather than the salt entering the cells, water inside flows out
into the salt solution.
GROUP WORK
Apply: Why would you die of thirst if you drank sea water?
Helpful questions for those who get stuck: Where does the water go after you drink it? Stomach, Small Intestine, Large Intestine, Blood Stream.
If the water in the blood is saltier than the water in the cells, what will happen to the water in the cells? Water will diffuse out of the cells into the blood stream. Cells will become dehydrated.
SHARE
Share answers.
HOMEWORK:
Work on science project
Why did the potato in salt water shrink?
OPENING:
Display the definition of OSMOSIS and SEMIPERMEABLE MEMBRANE
Diffusion of water across a semipermeable membrane.
Movement of water from area of low solute concentration to an area of high solute concentration until dynamic equilibrium is achieved. Favors dilution.
Osmosis is the diffusion of water through a cell wall or membrane or any semi-permeable barrier from a solution of low solute concentration to a solution with high solute concentration, up a solute concentration gradient. It is a physical process in which a solvent moves, without input of energy, across a semi-permeable membrane (permeable to the solvent, but not the solute) separating two solutions of different concentrations.
Osmosis is the passage of water from a region of high water concentration through a semi-permeable membrane to a region of low water concentration.
semipermeable membrane - a membrane (as a cell membrane) that allows some molecules to pass through but not others
Give students the Pattern:
1. Define: Osmosis means the movement of water from a region of high water concentration through a semi-permeable membane to a region of low water concentration.
2. Draw: Display a drawing that models Osmosis.
3. Explain: The cells in the potato shrank because the water flowed out of the potato, which had an area of high concentration of water to the water in the (beaker) (petri dish) which had an area of low water concentration.
The salt solution dehydrates the potato slice by osmosis --
water inside the potato cells diffuses out in an attempt to dilute the
salt solution. Osmotic flow always occurs in the direction that favors
dilution. Rather than the salt entering the cells, water inside flows out
into the salt solution.
GROUP WORK
Apply: Why would you die of thirst if you drank sea water?
Helpful questions for those who get stuck: Where does the water go after you drink it? Stomach, Small Intestine, Large Intestine, Blood Stream.
If the water in the blood is saltier than the water in the cells, what will happen to the water in the cells? Water will diffuse out of the cells into the blood stream. Cells will become dehydrated.
SHARE
Share answers.
HOMEWORK:
Work on science project
Potato Osmosis
SWBAT: Perform an experiment that answers the question:
How does salt water affect potato cells?
MATERIALS: For each 8 groups:
2 slices of potato
2 cups/containers
salt water solution
tap water
paper towel
sheet of drawing paper.
OPENING: Ask students to state their hypothesis: “If we place one slice of potato in salt water and one slice in tap water, then the potato slice in salt water will (shrink) (swell) (stay the same). I think this way because……
Demonstrate the following procedure. Ask students to take notes.
Trace one of the potatoes onto the sheet. Place the slice into salt water. Do the same for the tap water. Wait for at least 30 min. Take the potatoes out of the water and dry them. Trace the potatoes again. Compare the second drawings to the first.
GROUP WORK
Follow the directions that the teacher demonstrated.
SHARE
Draw conclusion.
Apply the concept of osmosis to cells.
Homework: Write Lab Report
How does salt water affect potato cells?
MATERIALS: For each 8 groups:
2 slices of potato
2 cups/containers
salt water solution
tap water
paper towel
sheet of drawing paper.
OPENING: Ask students to state their hypothesis: “If we place one slice of potato in salt water and one slice in tap water, then the potato slice in salt water will (shrink) (swell) (stay the same). I think this way because……
Demonstrate the following procedure. Ask students to take notes.
Trace one of the potatoes onto the sheet. Place the slice into salt water. Do the same for the tap water. Wait for at least 30 min. Take the potatoes out of the water and dry them. Trace the potatoes again. Compare the second drawings to the first.
GROUP WORK
Follow the directions that the teacher demonstrated.
SHARE
Draw conclusion.
Apply the concept of osmosis to cells.
Homework: Write Lab Report
Monday, March 3, 2008
Two Birds With One Stone: Exit Project/Exam Review
USE QUESTIONS FROM THE 8TH GRADE SCIENCE EXAM TO REVIEW STANDARDS FOR 8TH GRADE EXIT PROJECTS
SWBAT: Analyze an experiment in order to find its problem, hypothesis and variables
MATERIALS: p11 from 2007 8th grade exam
http://www.nysedregents.org/testing/sciei/gr8ilswr07.pdf
OPENING: Hand out p.11 of the 2007 8th grade exam. Have a students read the short paragraph describing the experiment:
“A student adds sugar to a cup of iced tea and a cup of hot tea. She notices that the time needed for the sugar to dissolve in each cup is different. She thinks this has something to do with the temperature of the tea. She wants to design an experiment to see if she is correct”
Model how to analyze the problem, hypothesis, and independent variable, dependent variable, and controlled variables.
GROUP WORK:
1. Groups write a short paragraph describing their own science project.
2. Groups exchange project descriptions.
3. Groups analyze each other’s projects to find problem, hypothesis and variables.
4. Groups return paragraphs and analysis to original group.
SHARE
Original group confirms or corrects the analysis
HW Work on Science Project due next Monday
-------------------------------------------
SWBAT analyze data in order to reach an experimental conclusion
MATERIALS: 8th grade science exam, May 2006 p. 16
http://www.nysedregents.org/testing/sciei/gr8scwr06.pdf
OPENING: Hand out p16 and 17 of the 2006 Science exam. Have students read the paragraph describing the experiment in question #48.
“ We are doing an experiment to determine if the size of soil particles affects the amount of water that flows through the soil. We poured 200 milliliters (mL) of water through four different types of soil. The equipment is shown below.”
“We got the following results. With gray soil, the average particle size was 0.5 mm and 40 mL of water flowed through. With brown soil, 60 mL of water flowed through. Brown soil has an average particle size of 1.5 mm. In our last trial we used black soil. It has an average particle size of 1.0 mm and 50 mL of water flowed through.”
Discuss with students how helpful the picture of the equipment is to the understanding of the experimental design. Ask how many of them have included drawings or pictures of their materials.
Elicit the independent and dependent variables. Model how to place these variables as headings at the top of the data table.
Remind students that the data from their science project should be organized into a data table like the one on p16.
GROUP WORK:
Groups organize the data from p.16 into a data table.
Groups identify the dependent variable.
Groups draw a conclusion based on the data in the table.
Groups construct a table that correctly organizes the data for their own science projects.
SHARE
Groups compare their conclusions for the experiment on pages 16 & 17
Groups share their data tables for their own science experiments.
HOMEWORK
Work on your science projects
-----------------------------
SWBAT use experimental data to make a graph, identify variables, and draw conclusions.
MATERIALS: p. 18 and 19 from the June, 2001 8th Grade Science Exam
http://www.nysedregents.org/testing/sciei/gr8ilstestju01.pdf
OPENING: Have students read the description of the experiment:
“Heat was applied at a constant rate to a solid substance under controlled conditions. The temperature of the substance was recorded every 3 minutes. These data are recorded in the table below.”
Draw students’ attention to the how the headings on the data table correspond to the labels o the x and y axis. Remind them that the data from their science projects should be organized into a table like the one on pl 18 and then graphed. Ask students to identify the independent and dependent variables.
GROUP WORK
1. Groups use data to make a graph.
2. Groups analyze the data and draw a conclusion.
3. Groups draw a graph that represents their own science experiment.
SHARE
Groups share their conclusions.
Groups share their graphs from their own experiments.
Homework: Work on Science Project. Due next Monday.
--------------------------------------------------
SWBAT organize and analyze data from a science experiment, compare the data with the original hypothesis, draw conclusions from data, and identify sources of error.
MATERIALS; p. 14 and15 FROM June 2005 8th Grade Science exam
http://www.nysedregents.org/testing/sciei/ils605.pdf
OPENING:
Have students read the description of the experiment:
“Saltwater plants of the same species were grown in soil in separate containers with 1 liter of water. All of the plants were the same heigiht a the beginning of the experiment. Different amounts of salt were dissolved in each container as shown in the diagrams. All other conditions were held constant. Measurements for the final height of each plant are provided.”
Present the hypothesis of the students who performed the experiment.
If we place saltwater plants in different concentrations of salt water, then the plants grown in 10 grams of salt per liter will grow faster.
Draw students’ attention to how the data is presented in pictures. Discuss how the pictures help in the understanding of the design and results of the experiment. Encourage students to include pictures in their science projects.
Ask students to evaluate the hypothesis of the students who performed the experiment.
GROUP WORK
1. Graph the data (#49).
2. Compare your graph to others in the group.
3. Estimate data using interpolation (#50)
4. Compare your answers.
5. Draw conclusions based on the data.
6. Compare your answers in group.
7. Identify conditions to be held constant and sources of error.
8. Compare to other group members.
9. Discuss Science Projects with your group members in view of today’s lesson.
SHARE
Groups compare answers.
Groups discuss sources of error in this experiment and in their own.
HOMEWORK
Work on Science Project due next Monday
------------------------------------------------
SWBAT organize their portfolios and estimate their grades
OPENING
Review grading policy
Hand out portfolios and work to be organized
GROUP WORK
Students organize their portfolios and estimate their grades
SHARE
Discuss latest entries into portfolios
SWBAT: Analyze an experiment in order to find its problem, hypothesis and variables
MATERIALS: p11 from 2007 8th grade exam
http://www.nysedregents.org/testing/sciei/gr8ilswr07.pdf
OPENING: Hand out p.11 of the 2007 8th grade exam. Have a students read the short paragraph describing the experiment:
“A student adds sugar to a cup of iced tea and a cup of hot tea. She notices that the time needed for the sugar to dissolve in each cup is different. She thinks this has something to do with the temperature of the tea. She wants to design an experiment to see if she is correct”
Model how to analyze the problem, hypothesis, and independent variable, dependent variable, and controlled variables.
GROUP WORK:
1. Groups write a short paragraph describing their own science project.
2. Groups exchange project descriptions.
3. Groups analyze each other’s projects to find problem, hypothesis and variables.
4. Groups return paragraphs and analysis to original group.
SHARE
Original group confirms or corrects the analysis
HW Work on Science Project due next Monday
-------------------------------------------
SWBAT analyze data in order to reach an experimental conclusion
MATERIALS: 8th grade science exam, May 2006 p. 16
http://www.nysedregents.org/testing/sciei/gr8scwr06.pdf
OPENING: Hand out p16 and 17 of the 2006 Science exam. Have students read the paragraph describing the experiment in question #48.
“ We are doing an experiment to determine if the size of soil particles affects the amount of water that flows through the soil. We poured 200 milliliters (mL) of water through four different types of soil. The equipment is shown below.”
“We got the following results. With gray soil, the average particle size was 0.5 mm and 40 mL of water flowed through. With brown soil, 60 mL of water flowed through. Brown soil has an average particle size of 1.5 mm. In our last trial we used black soil. It has an average particle size of 1.0 mm and 50 mL of water flowed through.”
Discuss with students how helpful the picture of the equipment is to the understanding of the experimental design. Ask how many of them have included drawings or pictures of their materials.
Elicit the independent and dependent variables. Model how to place these variables as headings at the top of the data table.
Remind students that the data from their science project should be organized into a data table like the one on p16.
GROUP WORK:
Groups organize the data from p.16 into a data table.
Groups identify the dependent variable.
Groups draw a conclusion based on the data in the table.
Groups construct a table that correctly organizes the data for their own science projects.
SHARE
Groups compare their conclusions for the experiment on pages 16 & 17
Groups share their data tables for their own science experiments.
HOMEWORK
Work on your science projects
-----------------------------
SWBAT use experimental data to make a graph, identify variables, and draw conclusions.
MATERIALS: p. 18 and 19 from the June, 2001 8th Grade Science Exam
http://www.nysedregents.org/testing/sciei/gr8ilstestju01.pdf
OPENING: Have students read the description of the experiment:
“Heat was applied at a constant rate to a solid substance under controlled conditions. The temperature of the substance was recorded every 3 minutes. These data are recorded in the table below.”
Draw students’ attention to the how the headings on the data table correspond to the labels o the x and y axis. Remind them that the data from their science projects should be organized into a table like the one on pl 18 and then graphed. Ask students to identify the independent and dependent variables.
GROUP WORK
1. Groups use data to make a graph.
2. Groups analyze the data and draw a conclusion.
3. Groups draw a graph that represents their own science experiment.
SHARE
Groups share their conclusions.
Groups share their graphs from their own experiments.
Homework: Work on Science Project. Due next Monday.
--------------------------------------------------
SWBAT organize and analyze data from a science experiment, compare the data with the original hypothesis, draw conclusions from data, and identify sources of error.
MATERIALS; p. 14 and15 FROM June 2005 8th Grade Science exam
http://www.nysedregents.org/testing/sciei/ils605.pdf
OPENING:
Have students read the description of the experiment:
“Saltwater plants of the same species were grown in soil in separate containers with 1 liter of water. All of the plants were the same heigiht a the beginning of the experiment. Different amounts of salt were dissolved in each container as shown in the diagrams. All other conditions were held constant. Measurements for the final height of each plant are provided.”
Present the hypothesis of the students who performed the experiment.
If we place saltwater plants in different concentrations of salt water, then the plants grown in 10 grams of salt per liter will grow faster.
Draw students’ attention to how the data is presented in pictures. Discuss how the pictures help in the understanding of the design and results of the experiment. Encourage students to include pictures in their science projects.
Ask students to evaluate the hypothesis of the students who performed the experiment.
GROUP WORK
1. Graph the data (#49).
2. Compare your graph to others in the group.
3. Estimate data using interpolation (#50)
4. Compare your answers.
5. Draw conclusions based on the data.
6. Compare your answers in group.
7. Identify conditions to be held constant and sources of error.
8. Compare to other group members.
9. Discuss Science Projects with your group members in view of today’s lesson.
SHARE
Groups compare answers.
Groups discuss sources of error in this experiment and in their own.
HOMEWORK
Work on Science Project due next Monday
------------------------------------------------
SWBAT organize their portfolios and estimate their grades
OPENING
Review grading policy
Hand out portfolios and work to be organized
GROUP WORK
Students organize their portfolios and estimate their grades
SHARE
Discuss latest entries into portfolios
Sunday, March 2, 2008
Monday, March 3, 2008
AMERCIA’S CHOICE WORKSHOP MODEL LESSON PLAN FORMAT FOR A 45 MINUTE LESSON
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION, AND I MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS I HAVE WRITTEN IT.
School: I.S.230 Queens District 30 Region 4
Principal: Sharon Terry
Assistant Principal: Izett Thomas
Assistant Principal: Ronald Zirin
UFT Representative Peter Bloch
---------------------------------
Classes 806, 807, and 808
SWBAT map the diffusion of vinegar molecules throughout the classroom
OPENING:
Use the ceiling tiles to establish a grid of the classroom. Have students write the coordinates of their locations on graph paper. Establish a way of counting time. (The teacher or a student counts of every five minutes). Discuss sources of error. (Some students might have colds)
WORK PERIOD
The teacher or a student creates a "toxic spill" at an appointed location in the classroom.
Students write down the moment their nasal sensors pick up the smell of vinegar.
Students write down the times for each student in the group and find an average for their group
SHARE
The teacher asks groups to report their average times, and writes them on a large graph at the front of the classroom. Students copy the times on their maps. The teacher shows students how to draw isolines on the map connecting similar times.
Homework:
807 and 808 Concepts and Challenges in Earth Science p. 258 and 259. Read page 258. Copy and Answer Check and Apply quesitons on page 259
Class 802 and 805
SWBAT Review Living Environment Key Idea #1 "Living Things are both similar to and Different from each other and from nonliving things" --Performance Indicator Compare and Contrast th eparts of plants, animals and one-celled organisms.
OPENING
Display and Review The Cell Theory:
1. Living things are composed of cells
2. Cells are the basic unit of structue and function of living things
3. All cells come from other cells.
Display and Review the Parts of Cells and their functions
1. cell membrane--surrounds the cell and controls what enters and leaves
2. cytoplasm area of the cell between the nucelus and membrane; watery material that contains organelles and makes up most of the cell.
3. nucleus iformation center for the cell; found in all cells; contains the chromosomes
4. chromosomes located in the nucelus; contan most of the genes of a cell which are composed of DNA, the cemical that directs heredity.
5. mitochondria site of cellular respirtion, where food is ued to produce energy
6. ribosome--assists in building proteins
7. cell wall--protects and supports some types of cells such as plant cell
8. vacuole -- storage for both nutgrients and wastes
9, lysosome--contains enszymes that break down protein
10. chloroplasts--contain chlorophy, a substance that can change light energy into chemical energy.
Distribute Multiple Choice questions based on Cell theory and Cell Function
WORK PERIOD
Have students take the multiple choice test in group with Cell Theory and Cell Parts displayed.
SHARE
Agree on correct answers.
ASSESSMENT
Take multiple choice test individually without reference to Displays.
HOMEWORK
Write ten multiple choice questions and answers based on Cell Theory and Cell Parts.
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION, AND I MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS I HAVE WRITTEN IT.
School: I.S.230 Queens District 30 Region 4
Principal: Sharon Terry
Assistant Principal: Izett Thomas
Assistant Principal: Ronald Zirin
UFT Representative Peter Bloch
---------------------------------
Classes 806, 807, and 808
SWBAT map the diffusion of vinegar molecules throughout the classroom
OPENING:
Use the ceiling tiles to establish a grid of the classroom. Have students write the coordinates of their locations on graph paper. Establish a way of counting time. (The teacher or a student counts of every five minutes). Discuss sources of error. (Some students might have colds)
WORK PERIOD
The teacher or a student creates a "toxic spill" at an appointed location in the classroom.
Students write down the moment their nasal sensors pick up the smell of vinegar.
Students write down the times for each student in the group and find an average for their group
SHARE
The teacher asks groups to report their average times, and writes them on a large graph at the front of the classroom. Students copy the times on their maps. The teacher shows students how to draw isolines on the map connecting similar times.
Homework:
807 and 808 Concepts and Challenges in Earth Science p. 258 and 259. Read page 258. Copy and Answer Check and Apply quesitons on page 259
Class 802 and 805
SWBAT Review Living Environment Key Idea #1 "Living Things are both similar to and Different from each other and from nonliving things" --Performance Indicator Compare and Contrast th eparts of plants, animals and one-celled organisms.
OPENING
Display and Review The Cell Theory:
1. Living things are composed of cells
2. Cells are the basic unit of structue and function of living things
3. All cells come from other cells.
Display and Review the Parts of Cells and their functions
1. cell membrane--surrounds the cell and controls what enters and leaves
2. cytoplasm area of the cell between the nucelus and membrane; watery material that contains organelles and makes up most of the cell.
3. nucleus iformation center for the cell; found in all cells; contains the chromosomes
4. chromosomes located in the nucelus; contan most of the genes of a cell which are composed of DNA, the cemical that directs heredity.
5. mitochondria site of cellular respirtion, where food is ued to produce energy
6. ribosome--assists in building proteins
7. cell wall--protects and supports some types of cells such as plant cell
8. vacuole -- storage for both nutgrients and wastes
9, lysosome--contains enszymes that break down protein
10. chloroplasts--contain chlorophy, a substance that can change light energy into chemical energy.
Distribute Multiple Choice questions based on Cell theory and Cell Function
WORK PERIOD
Have students take the multiple choice test in group with Cell Theory and Cell Parts displayed.
SHARE
Agree on correct answers.
ASSESSMENT
Take multiple choice test individually without reference to Displays.
HOMEWORK
Write ten multiple choice questions and answers based on Cell Theory and Cell Parts.
Tuesday, February 26, 2008
Diffusion
AMERCIA’S CHOICE WORKSHOP MODEL LESSON PLAN FORMAT FOR A 45 MINUTE LESSON
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION.
TEACHERS MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS THEY HAVE WRITTEN IT.
100% OF THE STUDENTS MUST BE ON TASK 100% OF THE TIME
THE LESSON PLAN MUST BE ON THE TEACHER'S DESK READY FOR INSPECTION AT ANY MOMENT BY ADMINISTRATORS
School: I.S.230 Queens District 30 Region 4
Principal: Sharon Terry
Assistant Principal: Izett Thomas
Assistant Principal: Ronald Zirin
UFT Representative Peter Bloch
---------------------------------------------------------------------
OBJECTIVE: SWBAT compare and contrast diffusion in a liquid and in a gas.
REFERENCE: http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
MATERIALS: Map of the the classroom. Grid paper. 1 beaker of water for each group. 1 drop of food coloring for each beaker. Strong smelling substance such as perfume.
VOCABULARY: Diffusion:
OPENING:
CHALLENGE: Observe a drop of dye diffuse in a beaker of water. Record your observations usng words and drawings.
MINILESSON:
1. Have students share their observations.
2. Display the Word Diffusion and its Definition.
3. Say: You observed one liquid diffusing through another liquid. You were able to see the dye move through the water. One gas can also diffuse through another gas, but if both gases are transparent, then you can't see it happening. How can we observe and record a process that we cannot see?
4. Say: I am going to open a bottle of perfume. The perfume molecules will slowly move through the room. You won't be able to see them, but you will be able to smell them. We are going to record the movement of the molcules on a map of the class. We will write down the time at which I open the bottle, and then you record the time at which the smell reaches your location.
5. Hand out the map of the classroom with grid lines. Display a large map of the classroom with grid lines. Have students find their place on the map.
WORK PERIOD
Students write the time they smell the perfume on their map. And then come to the front of the class and write on the time they sensed the perfume on the large map at the front of the classroom.
SHARE
Students record the times at which other students sensed the perfume and draw isolines connecting similar times.
MINILESSON/OPENING: 5 to 10 minutes--Teacher Introduces Objective of the Day to Whole Class
WORK PERIOD: 15 to 20 minutes--Students Work in Small Groups to meet the Objective of the Day.
SHARE: (Whole Group) 10 to 15 minutes--Teacher Leads a Class Discussion and Assesses if the Students have met the Objective of the Day.
THIS FORMAT MUST BE FOLLOWED FOR EVERY SINGLE LESSON WITHOUT EXCEPTION.
TEACHERS MUST FOLLOW THE SCRIPTED LESSON EXACTLY AS THEY HAVE WRITTEN IT.
100% OF THE STUDENTS MUST BE ON TASK 100% OF THE TIME
THE LESSON PLAN MUST BE ON THE TEACHER'S DESK READY FOR INSPECTION AT ANY MOMENT BY ADMINISTRATORS
School: I.S.230 Queens District 30 Region 4
Principal: Sharon Terry
Assistant Principal: Izett Thomas
Assistant Principal: Ronald Zirin
UFT Representative Peter Bloch
---------------------------------------------------------------------
OBJECTIVE: SWBAT compare and contrast diffusion in a liquid and in a gas.
REFERENCE: http://www.biologylessons.sdsu.edu/classes/lab1/lab1.html
MATERIALS: Map of the the classroom. Grid paper. 1 beaker of water for each group. 1 drop of food coloring for each beaker. Strong smelling substance such as perfume.
VOCABULARY: Diffusion:
OPENING:
CHALLENGE: Observe a drop of dye diffuse in a beaker of water. Record your observations usng words and drawings.
MINILESSON:
1. Have students share their observations.
2. Display the Word Diffusion and its Definition.
3. Say: You observed one liquid diffusing through another liquid. You were able to see the dye move through the water. One gas can also diffuse through another gas, but if both gases are transparent, then you can't see it happening. How can we observe and record a process that we cannot see?
4. Say: I am going to open a bottle of perfume. The perfume molecules will slowly move through the room. You won't be able to see them, but you will be able to smell them. We are going to record the movement of the molcules on a map of the class. We will write down the time at which I open the bottle, and then you record the time at which the smell reaches your location.
5. Hand out the map of the classroom with grid lines. Display a large map of the classroom with grid lines. Have students find their place on the map.
WORK PERIOD
Students write the time they smell the perfume on their map. And then come to the front of the class and write on the time they sensed the perfume on the large map at the front of the classroom.
SHARE
Students record the times at which other students sensed the perfume and draw isolines connecting similar times.
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