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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Miss Stebbins
Date 11/14/2018 Subject/ Topic/ Theme Chemical Solutions: Solubility Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit plan. In the last lesson, students strengthened their understanding of solutions as mixtures of substances in any state in which
particles are evenly distributed. In this lesson, we look deeper at our particles. With a base knowledge of what is happening, students are ready to ask the question of
why some mixed substances make solutions and why some mixed substances don’t.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Explain why some substances dissolve in water better based on the concept of solubility. XU X
● Design an experiment (and record the procedure on paper) to find out the solubility of different marker formulas. XC X
● Work with a partner to design a scientific experiment. X
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5PS11 Develop a model to describe that matter is made of particles too small to be seen.
5PS13 Make observations and measurements to identify materials based on their properties.
5PS14 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
(Note : Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite ● Students must have familiarity with how to do carry out an experiment to design their own
knowledge and skills. ● Knowledge of the terms solution, solute, and solvent
● Students will need to remember Lesson 1 with the salt and sand mixtures.
Preassessment (for learning):
● In Lesson 1, the teacher asks students how sand and salt are different to gauge if students are aware that
some substances have properties to make them dissolve better in water than others.
● The teacher writes the word solubility letter by letter on the board, giving students a chance to say the
word if they know it..
Formative (for learning):
● The teacher will see how students are doing with their ability to judge solubility of a substance by
listening to partners groups discuss what marker formulas will be more soluble in water.
Outline assessment
activities Formative (as learning):
(applicable to this lesson) ● As students write in their journals and compare and contrast a mixture and a solution, they monitor their
understanding. Putting different objects into appropriate categories requires the student to ask themself
if putting an object in a specific category makes sense.
● As students design their experiments with partners, they can ask themselves if their decisions regarding
procedure make sense.
Summative (of learning ):
● The teacher reviews the lab procedure for the Marker Experiment plan for each group.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
What barriers might this
Provide options for selfregulation Provide options for comprehension Provide options for executive
lesson present? expectations, personal skills and activate, apply & highlight functions coordinate short &
strategies, selfassessment & In the beginning of this lesson, longterm goals, monitor progress,
reflection the teacher activates relevant and modify strategies
What will it take – This activity gives students a prior knowledge. Students will write the objective in
neurodevelopmentally, chance to work on their behavioral their planners at the beginning of
The teacher also refers back to
experientially, emotionally, goals and selfreflect on their the salt and sand in water
the lesson, and the objectives will
etc., for your students to do learning. Many students have set lesson.
be displayed on the board for
behavioral goals for themselves that students.
this lesson? relate to listening to people or being The teacher highlights In this lesson, students are working
kinder to people. Partner work important ideas the students will toward a goal to perform an
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gives students chances to practice need to design their experiment experiment. Today they will
positive behaviors. (verbally, visually, and in the progress toward that goal.
Throughout the lesson, there are worksheet there is a structure to
chances for students to selfreflect
follow)
on their learning.
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence optimize challenge, mathematical expressions, and communication increase medium
collaboration, masteryoriented symbols clarify & connect of expression
feedback language Vocabulary terms will not only
The activities in this lesson are In this lesson, I intentionally use be explained using spoken
based around authentic situations the word solubility. While I words. Students will draw a
and encourage students to look for could say “this is soluble” and representation of new
solutions and mixtures in their daily
“this is not soluble,” I have vocabulary words.
lives.
The main activity in this lesson chosen to use “solubility” with The summative assessment in
encourages collaboration with a the quantifiers high or low so this lesson gives students a
partner. that this vocabulary will be chances to show their learning
This lesson promotes a more likely to stick in students’ creatively by designing and
masteryoriented approach. minds and not confuse them. writing an experiment.
Students will design their own
However, students here also
experiments, and teacher feedback
is unique for every group it must visual what they can do
doesn’t compare groups to each with the materials and will
other. ultimately express what they
have found in their experiment
verbally.
Provide options for recruiting Provide options for perception Provide options for physical action
interest choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Several students in the class Students interact with ideas
This is an authentic wondering that struggle greatly in terms of about solubility and solutions
students have had or will have interacting with content that’s first in their journal and visual
about markers they use. Why does a
only presented in English. ELLs organizer. Second, they need to
Sharpie not wash off?
Here, students have the choice in in this unit will better able to interact with ideas about
how they want to investigate and understand our concepts by the solubility in a partner group to
answer questions about these pictures accompanying and new design their experiment.
marker formulas vocabulary words, our visual
aids, and the bolding of key
words in the worksheet.
There is always at least two
different representations of each
concept.
Planners (to write objective in)
Whiteboard (and markers)
Sample experiment materials (photos or physical) to show students so they can design their experiment
Materialswhat materials
(coffee filter strips, markers, water)
(books, handouts, etc) do
Journals and pencils (for students to journal in)
you need for this lesson
Elmo and projector
and are they ready to use?
Picture of copper jewelry
Vegetable oil and water
Marker Experiment design worksheet
In the normal set up with tables in pods (6 people at every table, everyone with a partner).
The whiteboard will be visible to everyone.
How will your classroom
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Components
Time
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for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Intro Teacher returns to salt and sand mixtures.
2 mins Teacher asks students what they know and has them Students write in their journals about what they
write in their journal for a few minutes, comparing know about these two mixtures.
Journal and contrasting the two mixtures. (connection to
5 mins L.A. using comparing and contrasting organizers)
If they need help guiding their thoughts, the After they’ve written their comparisons, students
following questions will be on the board. have the opportunity to raise their hands and on a
Discus What are two different things we can get when we volunteer basis, share what they have written.
sion mix two different substances together?
2 mins How are those different? Mixtures or solutions
● What happens in each one when we stir it? Sample answers: Distribution of particles,
Intro to ● What do the particles in each do? separateable.
solubili Motivation ● Could we get the original substances
ty (opening/ back? How?
2 mins introduction/
engagement) Now I have a more important question that I bet
C.O. you are all wondering. Ms. Stebbins, that’s cool
2 mins sand. But why does this happen? Why does salt and
water make a solution and sand and water doesn’t?
I’ll start writing a word out on the board that will Students guess the word Ms. Stebbins is writing.
help us answer this question, if you know what They may guess “solvent,” “solution,” or “solute.”
word I’m writing, say your guesses. If anyone guesses “soluble” or “solubility, ” ask
Teacher writes SOLUBILITY. them if they know how to describe it in words or
with a picture.
C.O. I can explain why some substances dissolve
in water based on their solubility Students write C.O. in their planner
Differe Different elements do different things, for example,
nt copper is really good at making wires, but there’s
purpos not a lot of copper jewelry… Who knows why? Students may bring up that copper turns your skin
es green and over time, we turn copper green.
2 mins Teacher shows a picture of greencolored hand and
Solubil ring.
ity
Discus So, all our building blocks have different
sion properties.
5 mins
Development Salt and sand are made up of different elements.
Introdu
(the largest And elements all have different characteristics like
ction to
component or their color, hardness, mass, and their
experi
main body of SOLUBILITY
ment
the lesson) Solubility is a substance’s ability to be dissolved.
7 mins
The more of a substance you can dissolve in
Creatin
g another substance, the more solubility it has in that
Experi other substance.
ment What does this mean for my sand in water? Did my
10 sand dissolve? Nope!
mins So that means it has a high or low solubility?
What about my salt? Did it dissolve. Low solubility in water.
So what kind of solubility does this have in water? Yes!
High solubility.
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We’re going to do a practical experiment with
solubility. All of you in this classroom have
markers inside of those are different solutions.
Different kinds of markers have different formulas
and those formulas use different elements.
How do you think the solubilities of these elements Students will tell their partners how soluble they
in water compare? (the same no matter what think different elements in marker formulas are.
marker, different)
We’re going to compare the solubilities of different
markers in water. You can use coffee filters, cups,
several markers of the same color, and clothes pins.
Teacher walks around the room, guiding students in Students spend the rest of this time creating their
their experimentmaking process. experiment for how to test solubility using the
worksheet provided.
8 mins The teacher will bring the class together and pours
Closure
oil into water. Tell me about the solubility of the oil
(conclusion,
in water.
culmination,
wrapup)
Ex. Oil has a high/low solubility in water because Students share their definitions with their partners
solubility is ______ and the oil did/did not dissolve. and have a chance to edit them and they turn them
in.
Teacher collects worksheet for experiment. Student turns in solubility lab worksheet for teacher
review.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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