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

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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.