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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Miss Stebbins
Date 11/15/2018 Subject/ Topic/ Theme Chemical Solutions: Who uses solutions? STEM Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This is the fourth 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. Now that students think of solutions as more than mixing powder into a bowl, they are ready to look at how solutions are important in
their lives and for future jobs they may be interested in pursuing.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Give examples of solutions used in everyday life. XR
● Work with a partner to perform a previously designed experiment (and record the results on paper) to find out the X X
solubility of different marker formulas.
● Use my knowledge on solutions to help someone improve their design of a reallife product. XAp 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
● Students must understand basic lab procedure (keeping their work areas clean and free of
clutter, designing their procedure before working, making and recording scientific
Identify prerequisite
observations)
knowledge and skills.
● Knowledge that solutions are made up of smaller parts
● Knowledge of the different vocabulary terms of the unit: solution, solute, solvent, solubility.
● Summarizing skills
Preassessment (for learning):
● The teacher will show pictures of different solutions and nonsolution mixtures and ask
students to demonstrate their prior knowledge in three phases
1. Is it a solution? Why or why not?
2. Identify different parts (and their states)
3. Discuss the solubility of the solute in the solvent.
● She asks students for examples of how solutions are useful to us to see how much students
have connected what they’ve been learning in class to outside of class real life.
Formative (for learning):
● While students read the article, the teacher walks around and monitors how the students are doing in
terms of working with others and in terms of picking out important points in the reading. She may also
Outline assessment get an idea of how students are doing with their readingaloud abilities.
activities ● While students do their Marker Experiment, the teacher can see how the students are doing on the
(applicable to this lesson) objective of working with their partner, following the procedure, and recording their findings.
Formative (as learning):
● Students perform their experiment and get to refer back to their own prior directions. This gives
students a chance to reflect on how well they have done at describing their procedure and they have a
chance to evaluate what their results mean.
Summative (of learning ):
● Students will tell their partners how they think that the experiment went.
● They discuss what a marker designer could possibly do to create a marker that will write on a
wet coloring book page.
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Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for selfregulation Provide options for comprehension Provide options for executive
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
This activity gives students a prior knowledge. Students will write the objective in
chance to work on their behavioral their planners at the beginning of
The teacher provides examples
goals and selfreflect on their the lesson, and the objectives will
learning. Many students have set and nonexamples of solutions. be displayed on the board for
behavioral goals for themselves that The students have their students.
relate to listening to people or being worksheet to lead them through Before students start working, they
kinder to people. Partner work the experiment step by step. “stop and think” before acting.
gives students chances to practice
positive behaviors. At the end of
the lesson, students reflect on how
they did during the experiment
What barriers might this Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence optimize challenge, mathematical expressions, and communication increase medium
lesson present?
collaboration, masteryoriented symbols clarify & connect of expression
feedback language Students express their learning
The activities in this lesson are In the reading, many of the real verbally to their partners.
What will it take – based around authentic situations life solutions are accompanied Students express their learning
neurodevelopmentally, and encourage students to look for by visual aids. through performing the
experientially, emotionally, solutions and mixtures in their daily The teacher will continue to use experiment.
etc., for your students to do lives. the terms “high solubility” and
In this lesson, students work Students express their learning
this lesson? “low solubility” for ELL
together and try to solve a larger by writing the results of their
problem. support. experiment.
The teacher will continue to use
mnemonic devices.
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 have opportunities to
The activities in this lesson are struggle greatly in terms of interact with their
based around an authentic situations interacting with content that’s understanding. First, they can
and they encourage students to look
only presented in English. ELLs evaluate what they have read
for solutions and mixtures in their
daily lives. All students have in this unit will better able to and see if they think that the
different experiments, so the threat understand our concepts by the examples given are useful.
of doing the experiment “wrong” is doing an experiment relating They also demonstrate what
greatly minimized. solubility to real life. they know by carrying out a real
life experiment to solve a
problem and come up with a
solution to a real life problem..
Planners (to write objective in)
Whiteboard (and markers)
Materialswhat materials Pictures of objects to categorize
(books, handouts, etc) do Solutions for Life Article for each student
you need for this lesson Elmo and Computer to project onto screen (Computer must have spreadsheet access)
and are they ready to use? Marker Experiment Worksheet (with any adjustments)
Materials for the marker experiment (coffee filters, markers of different varieties, water, cups,
clothespins)
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
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Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Identif Accessing of Prior Knowledge using pictures:
y Which of these things are solutions? The students will identify which are solutions and
solutio (These pictures include mixtures that aren’t will explain to their partner why they think each
ns solutions, and solutions in different states). substance is a solution.
2 mins
Parts Using some of the solutions above, the teacher asks
of students to identify the solvent and solute.
solutio ● Whole class: How will we decide which is ● Students can share what they think of and
n the solute and which is the solvent? we can use the mnemonic from the prior
5 mins class.
Motivation
“We distribute the solute and the solvent
(opening/
Solubil dissolves it.”
introduction/
ity “ Solve nt and solute.”
engagement)
2 mins ● In partners: What is the solute and the ● Partners will identify solute and solvent
Introdu solvent in this solution? Decide if you and partners will say, “I agree” or “I
ctory agree or disagree with your partner. disagree because…”
Questi Students decide whether a substance had a high
on/ Teacher asks students about the solubility of several solubility in water or not. (indicated by a thumbs up
C.O. pictures. or down)
2 mins Students may give some ideas.
Why are solutions important to us? What do they
do for us?
Read Teacher passes out Solutions for Life reading to
article students and instructs them to read the article with Students read the article with their partner and
10 their partner and highlight important uses of highlight important details regarding solutions in
mins solutions in our lives. daily life.
Key Then, the teacher brings the whole class together Then, volunteers give examples they have found in
points and asks for volunteers to share important reallife the article. Students write down in their notebooks
from uses of solutions. The teacher makes a list on the the same list that the teacher makes on the board.
article board.
togethe
r Then, the teacher reminds students that there is
5 mins another solution that they use everyday. It’s the one
Experi for the experiment they are doing!
Development
ment
(the largest Students should review the procedure on their Students review the procedure on their worksheet
intro (2
component or worksheet and the teacher passes out the materials and the teacher passes out the materials for students
mins
main body of for students to do their experiments. to do their experiments.
Experi
the lesson)
ment
(15 Students carry out their solubility lab experiment
mins) and record their observations.
As different groups get their results, they share
them with a teacher who makes an spreadsheet
showing the results for each group.
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(conclusion, and they talk about what this could mean in a real Students suggest which marker Holly should tell
culmination, life situation (wet coloring book) her engineering friend to use with the wet coloring
wrapup) book.
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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