10 Day Lesson Plan

Unit Title: Whats Science? Level/Subject: 11th Grade Chemistry I. Student Goals for This Unit:
Students will: 1. Have a deep understanding of science content 2. Be able to communicate clearly and effectively in a professional manner 3. Be able to work together and individually to solve problems 4. Be able to apply previously learned information to new knowledge 5. Be able to to be open to others perspectives and respect them 6. Develop and use organizational skills 7. Display a positive work ethic 8. Read and comprehend information from a variety of materials. 9. Be able to use higher order thinking skills 10. Be engaged in daily activities 11. Be able to creatively approach problems The list above is some of the student goals determined by students in EDUC 136/236 that will be used in this unit.

II. Concept Map of the Content/ Processes Relevant to the Unit Topic:
See Appendix A

III. Big Ideas/Understanding This Unit Will Target:

1. 2. 3. 4. 5. The nature of science involves critical thinking, problem solving and collaboration. Scientists do not follow an exact method when solving problems. Chemical changes produce a new substance, but physical changes do not. Science involves following safety procedures. Science involves recognizing and analyzing alternative methods and explanations.

IV. Unit Student Objectives and Their Connection to National Science Education Standards, Iowa Core Curriculum, and Big Ideas:
Student Objectives 1. Students will exhibit an understanding that science involves problem solving, critical thinking and creativity. 2. Students will exhibit an understanding that scientific uncertainty can be reduced through collaboration.

3. Students will exhibit an understanding that there is no one way to do science. 4. Students will exhibit an understanding that scientists do not know all the answers and that answers can be changed. 5. Students will exhibit an understanding of important safety concerns in science. 6. Students will distinguish between physical changes and chemical changes. 7. Students will self-reflect on learning. 8. Students will collect and analyze data based on physical and chemical properties. National Science Education Standards Addressed by the Student Objectives: - Abilities necessary to do scientific inquiry - Understanding about scientific inquiry - Chemical reactions - Nature of scientific knowledge - Science as a human endeavor Iowa Core Curriculum Standards Addressed by the Student Objectives: - ICC: [Physical Science] Common reactions - ICC: [Science as Inquiry] Identify questions and concepts that guide scientific investigations - ICC: [Science as Inquiry] Design and conduct scientific investigations - ICC [Science as Inquiry] Formulate and revise scientific explanations and models using logic and evidence - ICC [Science as Inquiry] Recognize and analyze alternative explanations and models - ICC [Science as Inquiry] Communicate and defend a scientific argument - ICC [Science as Inquiry] Understand about scientific inquiry

V.

Lesson Plan --First 5 Days

Concepts covered prior to Day 1 of lesson plan: No concepts were covered prior to Day 1. This unit is designed for the beginning of a semester

Day 1
Key Questions that Guide the Days Lesson -What have you been given? -How could you discover the internal structure of the box without opening it? -How could you determine if there is metal in the box? -How does this activity relate to science?

Student Objectives: 1. Students will exhibit an understanding that science involves problem solving, critical thinking and creativity. 2. Students will exhibit an understanding that there is no one way to do science. 3. Students will exhibit an understanding that scientists do not know all the answers and that answers can be changed. Content, Materials, Activities and Instructional Sequence: Overview: 1.) 10 minutes- Mystery boxes are handed out to students, the students analyze the outer shell, the class comes to a consensus about the similarities. 2.) 35 minutes- Students analyze the inner structure of the boxes through performing various tests. 3.) 5 minutes- Students will clean up their work areas. Content -Nature of Science -How science works Materials -Premade mystery boxes -White boards -Magnets -Stethoscopes Activities Students will: -Analyze the mystery boxes to determine the inner structure and contents Instructional Sequence 1. Mystery boxes are handed out to the students at the beginning on the class period. Each box has a number which the students are to write down. The students are instructed not to open the box, but to study it. 2. After a few minutes, the class is brought back together. The teacher poses the question what have I given you? Expected responses might include: a box, a white box, a box with stuff in it, it has a ball inside. 3. Once students have discussed the outside of the boxes, the students are instructed to determine the inner structure of their own boxes. As the students work on their boxes, the teacher will walk around asking individual students questions. 4. Students will be given the rest of the period to perform tests on the boxes. Some tests might include: rolling the ball around to determine where there are ramps and walls, using a magnet to determine if there are metal pieces inside, or using a stethoscope to listen for any sounds from inside the box.

5. While students are working on their boxes, the teacher will walk around to answer any questions and keep students on track. If a student gets stuck, the teacher will pose questions to pique student interest or help students think of other tests to perform. Typical questions include: what test are you doing? why did you choose that test? how could you show evidence of metal in the box? 6. When the period is winding down, the teacher summarizes the activity and poses the question for the students to ponder how do you think the activity we are doing relates to science? If there is extra time at the end of the period, the students will write down their answers in their journals for the teacher to read over. Classroom Management Strategies: In order to manage the classroom, the teacher will give the students detailed instructions about what is expected of them. While students are working, the teacher will walk around the room. Close proximity will keep students on task while allowing the teacher to see student progress. If students are off task, the teacher could ask questions to pique interest or simply tap the desk to show the students that the teacher is watching. While walking around, the teacher could answer any questions or address any misconceptions among the students. During this time, the teacher will observe students behaviors to see who works well around whom and who should be moved away from each other. This information will be beneficial when creating a seating chart. Teacher Behaviors and Strategies: The following explanation should be applied to the entire unit plan. Preparing and giving lessons that help students reach their learning goals is not a simple task. In order for teachers to do this they must understand which teacher decisions will help students meet their learning goals. Also, teachers must take into consideration students thinking, self-efficacy, prior knowledge, developmental differences and zone of proximal development. Teachers should select strategies, behaviors, tasks, activities and materials that promote student actions and are consistent with student learning goals. By using this research-based framework, teachers can use more effective behaviors and strategies to help students meet their learning goals. Moreover, teachers must use a combination of learning theories to inform their lessons. No one theory fits all learning circumstances. In our unit we use a combination of the social learning theory, constructivist learning theory, developmental theory and behaviorist learning theory. We pay particular emphasis to the social learning theory by having students explain and clarify ideas with others in various activities everyday. Also, we emphasize the developmental learning theory in our lessons because we start our lessons with concrete activities and introduce vocabulary and terms at the end of the lessons instead of at the beginning. These theories use the teacher to assist and support students in their learning.

Additionally, teachers must engage students in the daily lessons. In order for the students to be engaged in the lesson, the teacher needs to use specific behaviors such as using open ended questions that allow students to think more in-depth about the material. These types of questions would be 3cs and 4s on the SATIC assessment of teacher interactions. These types of questions will require students to critically think and to explain important concepts and objectives in their own words. It is important for teachers to write these questions in advance and to make sure they are not simple recall questions but questions that require the students to interpret, explain, or synthesize. The teacher must also be available to answer student questions and scaffold their learning by asking leading questions. One such question would be You observed a metallic sound coming from the box. How could you provide more evidence that your box contains metal? After asking these questions, the teacher must wait three to eight seconds to give the students time to develop answers and relate the question to previous learning. Not only asking questions but also using positive non-verbal behaviors can engage students in the lesson. The teacher should welcome students responses by leaning forward, smiling and using good eye contact. Also, the teacher should not reject, accept or confirm students comments, because this could cause students to only speak when they know they are right. Another way teachers can avoid students only speaking when they know they are right is by using students exact words when writing on the board. This shows that the teacher values students answers by writing their words on the board instead of rewording their answers. Knowing what strategies and behaviors will promote students actions that are consistent with student goals, is an essential part of teaching. The behaviors and strategies in the above discussion are very important to keep in mind when planning and giving lessons. Even though it is important to plan behaviors and strategies before the lesson, teachers must keep in mind that the unanticipated comment or question may occur and that teachers need to always refer back to the research-based framework to inform their teaching. Assessment: The assessment for Day 1 includes observing student behaviors such as whether or not they are on task. The students should be experimenting on the boxes and making observations. The teacher will also ask questions to determine students understanding or that will lead students to the correct answer. These questions will also find any misconceptions among the students which the teacher can attempt to correct.

Day 2
Key Questions that Guide the Days Lesson -How did what you do differ from the steps of the scientific method? -How could you determine the inner structure of the box if you didnt see it? -What methods did you use? -What is science? Student Objectives 1. Students will exhibit an understanding of the difference between the scientific method and the way science actually works. 2. Students will display behaviors critical to the Nature of Science such as coming to a consensus, creativity, and problem solving. 3. Students will exhibit an understanding that scientific uncertainty can be reduced through collaboration. Content, Materials, Activities and Instructional Sequence: Overview: 1.) 5 minutes- Mystery boxes and white boards will be distributed. 2.) 15-20 minutes- Students will draw pictures of the inner structure of their boxes. Similarities and difference will be discussed. 3.) 25-30 minutes- Discussion of the nature of science and how science works. Content -Nature of Science -How science works Materials -Mystery boxes -White boards -Magnets -Stethoscopes Activities Students will: -Create drawings. -Come to a consensus about the inner structure of the boxes. -Discuss the Nature of Science and how science works describing how this activity displays key concepts. Instructional Sequence 1. Students will receive their mystery boxes from the previous day and white boards. The teacher will instruct the students to draw their interpretation of the structure of the boxes. The white boards will then be put up in the front of the room.

2. The teacher will ask the students what patterns do you see among the boxes? The students will notice that not all boxes are the same, but those that look alike might be the same inside. 3. The students will then be instructed to pair with someone near them and the teacher will ask how did you arrive at your conclusions? The students will discuss what experiments they did. After a few minutes, the class will come back together and a list will be formed on the board using student phrasing to show a respect for students ideas. Key points that the teacher will want to hit on are: forming consensus, being creative, and problem solving. The teacher may have to use questioning and scaffolding to have students reach these ideas. Typical questions might include: How did you decide what tests to perform? What did you do when you got stuck? When you finished your pictures, what did we do as a group? 4. From these key points, the teacher will discuss how thinking and acting like a scientist will lead to a deeper understanding of the nature of science. The teacher will ask the students how did you know the internal structure of the box without seeing it? The teacher will wait to let students contemplate their responses. Expected student responses include: we did experiments, or we just know. 5. Once the discussion is exhausted, the teacher will pose the question how does what you did differ from the steps of the scientific method? During this discussion, the steps of the scientific method will be written on the board and differences will be noted. 6. What types of things to scientists study? Once students understand the idea that science focuses on natural phenomena. The teacher will pose the question why am I asking you about what science covers and how science works? The teacher will instruct the students to pair up to share their ideas with someone near them. After a few minutes, the class with come back together to reveal their ideas. This discussion will reveal any misconceptions among the students and allow students to critically think about the nature of science. If time allows, the teacher will discuss how science focuses on natural phenomena while religion focuses on morals, ethics, and philosophy. Classroom Management Strategies: To manage the class the teacher will walk around the classroom using proximity to keep students on task. The students will also be paired up to share their ideas allowing the teacher to circulate among the students while they are discussing. This also creates opportunities for the teacher to address specific groups on their misconceptions or behavior issues. During the discussion, the teacher poses questions to students giving them enough time to think about the issue and respond. The teacher will circulate around the room to make sure everyone is on task. While one student is talking, the teacher will move to the opposite side of the room to make sure that all students are paying attention and listening. Assessment:

Students will be assessed on their responses during discussion. The teacher will gauge questions and pacing for the class based on how well students are picking up the material. From this lesson, the teacher will also be able to see how students interact. These interactions will make creating a seating chart much easier and more effective. The teacher will know which students are the leaders in the class and which may need more assistance and attention.

Day 3
Key Questions That Guide the Days Lesson: - What beginning step is appropriate for figuring out what powders your mystery powder contains? Why? - Why do you think it would be a good idea to use a small amount of each powder and mystery powder? - What do you expect would happen if you put the powders you observed back into the containers labeled A-E? - Why should you organize your data? - Why should both partners write the observations down? - Why might you need to take safety precautions with this lab? Student Objectives: 1. Students will exhibit an understanding that science involves problem solving, critical thinking and creativity. 8. Students will collect and analyze data based on physical properties. 5. Students will exhibit an understanding of important safety concerns in science. Content, Materials, Activities and Instructional Sequence: Overview: 1.) 15 minutes- Discussion of activity and safety 2.) 5 minutes- Students will get into groups and get materials 3.) 25minutes- Students will record properties (observations) of the 5 substances, Summarize activity 4.) 5 minutes- Students will clean up tables Content - Understanding safety concerns in science - Understanding physical properties Materials - Corn starch, detergent, salt, sugar, baking soda - Eye droppers - Wax Paper - Petri dishes - Dissecting microscope

- Paper towels - Spoons - 5 powders in labeled plastic cups (A-E) - Test tubes filled with mystery powder with numbers covered with aluminum foil - Test tube holders - Paper clips - Aluminum foil - Markers Activities - Discussion of mystery powder activity, organization of data and safety - Students work on mystery powder activity in groups of 2 and record observations Instructional Sequence 1. Teacher discusses that the students will be detectives for the next 3 days of class. They will be trying to determine the powders of their mystery powder by completing experiments on the 5 substances given in pairs. 2. The teacher will tell them that each groups mystery powder can contain as many as all 5 substances or just 1 of the substances. The teacher will ask the class, What beginning step is appropriate for figuring out what components your mystery powder contains? Expected student responses include: look at the substances and compare, make observations, mix substances and compare to mystery powder, 3. After this discussion is exhausted, the teacher will pose the question, Why should you organize your data? Expected student responses include: easier to understand, can go back to look at it, dont confuse your observations 4. The teacher will then ask, Why should both partners write the observations down? Expected student responses include: in case one is absent, in case a paper gets lost, and in case you cant read one persons paper. 5. Teacher will then ask, Why do you think it would be a good idea to use a small amount of each powder and mystery powder? Expected student responses include: so we have some left for the other 3 days, so we do not waste any of the powders, so we do not make a large mess on the table. 6. The teacher will pose the question, What do you expect would happen if you put the powders you observed back into the containers labeled (A-E)? Expected student responses include: it could contaminate the other powder, confuse our results, mess up other peoples results 7. The teacher will then ask, Why might you need to take safety precautions with this lab? Expected student responses include: powders could get in eyes and on skin and cause irritation, if tasted could get poisoned. The teacher will discuss with students the importance of not tasting the substances, but tell them in this lab they can touch the

materials. Assign groups and remind students they will be sharing the powders A-E between 2 groups. 8. The teacher will already have materials (pens, powders A-E, wax paper, etc) at tables. The teacher will go around and give each group a mystery powder. 9. Students will get into groups of 2 (assigned by teacher). The students will go to designated lab tables (assigned by teacher). The students will share substances (A-E) between every 2 groups. The teacher will go around and ask the students who have not written down the number of their mystery powder why it would be a good idea to write it down. 10. Students will write down their observations of each of the powders. As students record their observations, the teacher will walk around and listen to students discussions, observe student progress, and ask questions. Teachers questions could include: - How do the textures (feeling) of the powders compare to one another? - How does the color of your mystery powder compare to the A-E powders? - How could you see the shape of the particles better? - Why do you think those substances are or are not in your mystery powder? 11. As the period is coming to a end, the teacher will summarize the activity and pose questions for students to think about: - Why do you think those powders are or are not in your mystery powder? - Why do you think it would be beneficial to perform more observations or tests on your mystery powder to determine the powders in your mystery powder? - What could you do with 3 liquids to determine the components of your mystery powder? 12. The teacher will then ask the students to clean up their areas by throwing away their wax paper carefully and placing their mystery powders at the front of the room. Classroom Management Strategies: A majority of the days lesson involves students working at lab benches, and discussing observations of the powders. The teacher must use multiple classroom management strategies in order to create an effective lesson that helps students meet their learning goals. The teacher must place the students in pairs that will work best together. The teacher must take students ability to work with others, attitudes, attention spans, grades, learning styles, disabilities, and ability to get work done into consideration when putting students into pairs. Also, the teacher must take these factors into consideration when placing them at lab benches. Pairs who may get off task or distracted by others need to be placed by the least amount of people. Groups that can handle distractions should be placed by more groups. Also, those with disabilities or those who may have more difficulty learning should be placed in a position that allows the teacher to walk by them more frequently and assess their progress and ask questions to help move them along. Additionally, the teacher must be moving around the room and placing herself in a position that she can see or hear what all the students are doing and so she can assess their

knowledge and progress. Lastly, the teacher must be using non-verbals to help students stay on task. For example, the teacher must move closer to students who are getting off task and must show a positive attitude with her facial expressions. Assessment: The teacher will be walking around the groups and performing a formative assessment through thought-provoking and extended-answer questions to get a better understanding of students knowledge pertaining to physical properties. Also, the teacher will be listening to students discussions and evaluating their knowledge.

Day 4
Key Questions That Guide the Days Lesson: - Why do you think those powders are or are not in your mystery powder? - Why do you think it would be beneficial to perform more observations or tests on your mystery powder to determine the powders in your mystery powder? - What could you do with 3 liquids to determine the components of your mystery powder? Student Objectives: 1. Students will exhibit an understanding that science involves problem solving, critical thinking and creativity. 5. Students will exhibit an understanding of important safety concerns in science. 8. Students will collect and analyze data based on physical and chemical properties. Content, Materials, Activities, and Instructional Sequence: Overview: 1.) 10 minutes- Discussion of the days activities & Warm-up journal activity 2.) 35 minutes- Working on mystery powder activity 3.) 5 minutes- Clean up work areas Content - Understanding physical and chemical properties (these words will not be used in todays lesson.) - Understand important safety concerns Materials - Iodine, vinegar, water - Corn starch, detergent, salt, sugar, baking soda - Eye droppers - Wax Paper - Petri dishes - Dissecting microscope - Paper towels - Spoons - 5 powders in labeled plastic cups (A-E)

- Test tubes filled with mystery powder with numbers covered with aluminum foil - Paper clips - Aluminum foil - Markers Activities - Warm-up reflection - Mystery powder identification task Instructional Sequence 1. The students will write in their journals about the question: - What could you do with 3 liquids to determine the components of your mystery powder? 2. The teacher will remind students about what they did the previous class period and will ask several questions: - Why do you think it would be beneficial to perform more observations or tests on your mystery powder to determine the powders in your mystery powder? Expected student responses include: to get a better idea of which powders are in the mystery powder, to get more evidence/support for our findings so far. - What could you do with 3 liquids to determine the components of your mystery powder? Expected student responses include: we could add a few drops of the liquids to the mystery powder and other powders A-E and compare our results to see if they look similar, we could combine some of the powders and add some drops to see how they compare to one another. 3. The teacher will tell the students that there are 3 unknown liquids (unknown to students) at their work benches. 4. The teacher will ask the students, Why should you be careful with the 3 liquids? Expected student responses include: could stain hands and clothes, could spill out, could be poisonous. The teacher will tell students that none of them are poisonous or hazardous, but one of them can stain their hands and clothes. 5. The students will get into their same groups and pick up their mystery powder from the front of the room. The students materials will be at their lab benches (pens, A-E powders, wax paper, 3 liquids, etc) 6. Students will write down their observations of each of the powders reactions with the liquids. As students record their observations, the teacher will walk around and listen to student discussion, observe student progress, and ask questions. Teachers questions could include: - Why do you think it would be a good idea to write your observations down? - How did your mystery powder observations compare to the results when each substance had the liquids added to it? - What happened when you added the liquids to the powders?

- Why do you think the powder bubbled when you added the liquid to it? 7. As the period is coming to a end, the teacher will summarize the activity and pose a question for students to think about: - How did the observations today support or change what you originally thought about the make-up of your mystery powder? 8. The teacher will then ask the students to clean up their areas by throwing away their wax paper carefully and placing their mystery powders at the front of the room. Classroom Management Strategies: See description under Day 3. Assessment: The teacher will be walking around the groups and performing a formative assessment through thought-provoking and extended-answer questions to get a better understanding of students knowledge pertaining to physical and chemical properties. The teacher will also walk around during the warm-up journal activity to see how students thoughts are progressing.

Day 5
Key Questions That Guide The Days Lesson: - How did yesterdays observations support or change what you originally thought about the make-up of your mystery powder? - If you had the opportunity to use anything, how would you use it to help you determine the powders in your mystery powder? Student Objectives: 1. Students will exhibit an understanding that science involves problem solving, critical thinking and creativity. 2. Students will exhibit an understanding that scientific uncertainty can be reduced through collaboration. 3. Students will exhibit an understanding that there is no one way to do science. 6. Students will distinguish between physical changes and chemical changes. (Those words will not be used with students until later) 8. Students will collect and analyze data based on physical and chemical properties. (Those words will not be used with students until later) Content, Materials, Activities and Instructional Sequence: Overview: 1.) 5minutesJournal & Discussion of todays activities 2.) 40 minutes- Working on mystery powder activity & Flowchart of activities

3.) 3-5 minutes- Clean up work areas Content - Understanding chemical and physical properties (These words will not be introduced yet.) - Understanding chemical and physical changes (These words will not be introduced yet.) - Understand how there is no one way to do science Materials - Iodine, vinegar, water - Corn starch, detergent, salt, sugar, baking soda - Eye droppers - Wax Paper - Petri dishes - Dissecting microscope - Paper towels - Spoons - 5 powders in labeled plastic cups (A-E) - Test tubes with numbers - Paper clips - Aluminum foil - Sheets with example of a flow chart Activities - Journal warm-up - mystery powder activity - Create a flow chart about how you determined your mystery powder Instructional Sequence 1. The teacher will summarize the previous sessions activities and will pose one of the same question she ended with the last session: -How did yesterdays observations support or change what you originally thought about the make-up of your mystery powder? 2. Students will journal for 2-3 minutes about the question. The teacher will walk around and look at the students writing to assess how their thoughts are progressing concerning chemical and physical properties and their observations. 3. The teacher will tell students that today is the last day that they can make any observations on their mystery powders. 4. The students will get into groups and finish up their observations. The materials (3 liquids, A-E powders, wax paper, pens, etc) will be at the lab benches. The mystery powders will be at the front of the room. 5. Students will write down their last observations of each of the powders reactions with the liquids. As students record their observations, the teacher will walk around and listen

to student discussion, observe student progress, and ask questions. Teachers questions could include: - If you had the opportunity to use anything, how would you use it to help you determine the powders in your mystery powder? Student expected responses include: Bunsen burner to see what color the powders burn, dissecting microscope to look at powders up close - Why would it be helpful to create a flowchart or drawing that shows the steps you took to determine your mystery powder? Student expected responses include: to make sure we didnt miss any important observations, to see how we progressed, to see how science works 6. The teacher will explain to groups who are near completion of their observations that they need to create a flowchart that shows how they went about figuring out their mystery powder. (Flow chart example will be given.) Those students will clean up and go back to a desk and start working. (Not all students will do this in class--some will be required to do this as homework). The students will use their flow charts in the following days discussion about how science works: 7. All students will clean up and put all materials away. Classroom Management Strategies: See description under day 3. Assessment: The teacher will be walking around the groups and performing a formative assessment through thought-provoking questions to get a better understanding of students knowledge pertaining to physical properties, chemical properties, and chemical reactions. The teacher will also walk around during the warm-up journal activity to see how students thoughts are progressing.

VI.
Day 6

Lesson Plan -- Following 5 days

Physical and Chemical Properties

Instructional Objectives - Discussion of physical and chemical properties in the mystery powder activity (groups of 2-3 with whiteboards) - Large group discussion of physical and chemical properties (introduce vocabulary) - Large group discussion of how science works & the nature of science (use of flow charts) Materials - white boards - markers - erasers Teaching Techniques - Think-pair-share--whiteboards - Interactive Presentation Assessment: - Thought-provoking questions via oral assessment - Assessing understanding through whiteboard activity Day 7 Physical changes, Chemical Changes, and Chemical Reactions

Instructional Objectives - Have students explain what happened with: (2-3 in groups on whiteboards) Baking Soda with vinegar Cornstarch with iodine Sugar with heat Sugar with salt & water - Large discussion about what happened - Discussion of physical and chemical changes in the mystery powder activity (introduce vocabulary) - Discussion of chemical reactions (Do NOT introduce the word until the end of class) Materials white boards - markers - erasers Teaching Techniques - Think-pair-share--whiteboards - Interactive Presentation

Assessment: - Thought-provoking questions via oral assessment - Assessing understanding through whiteboard activity Day 8 Safety

Instructional Objectives - Discussion of MSDS sheets - Students will work in groups of 3 or 4 in an activity about MSDS sheets - Students will predict what types of personal protective equipment should be worn when working with each of the chemicals Materials - MSDS sheets - Whiteboards - Markers - Erasers Teaching Techniques - Interactive Presentation - Group work with whiteboards Assessment - Thought-provoking questions via assessment - Assessment of whiteboards Day 9 Safety

Instructional Objectives - Discussion of safety concerns in mystery powder lab and relate to MSDS activity - Have students come up with a list of safety rules for the classroom - Have students create a poster explaining one of the safety rules (Homework if not enough time) Materials - Posterboard - Markers - Constructional paper - Glue - Whiteboards - Whiteboard markers - Erasers Teaching Techniques - Group work - Discussion

Assessment - Assessing understanding of safety rules by posters - Asking thought-provoking questions orally Day 10Test Assessment Essay test about the nature of science, chemical and physical (changes, properties, and reactions) and safety.

VII. Your Rationale for the Unit Plan

This lesson plan is for the beginning of the year. We began with a focus on the nature of science so that students have a good background before starting any course material. Many theories promote the structure of this unit, such as the constructivist learning theory which states the teacher knows that students build knowledge from previous experiences. This lesson allows students to learn new ideas about science and accommodate them into a new mental framework or assimilate them into existing frameworks. During this time, we are able to determine what misconceptions students have about science which can then be alleviated. Later in the unit, chemistry principles of physical and chemical changes are introduced through a hands-on activity during the third through fifth days. Students learn better when science ideas are related to everyday experiences. It allows students to make connections and relate to the material on a deeper level before scientific terms are introduced. This format of introducing concrete ideas before abstract science ideas is backed by the developmental learning theory. Student learning is also fostered through teacher questions. During our lessons, we ask students many questions that foster higher order thinking skills. These questions and answers have a stimulus response relationship that is promoted by the behavioral learning theory which looks at student behavior to determine how well they are learning material. However, not only are these activities promoted by many learning theories, but they also promote many goals for students. These goals are demonstrated by students in the following ways: A. Students will have a deep understanding of science content. Through the introduction of the nature of science, students are able to understand how science works more thoroughly. During this time, questions can be answered and misconceptions about science can be addressed or new information can be learned. B. Students will be able to communicate clearly and effectively in a professional manner. In the activities of this unit, the students must present their data and explain their findings. During the box lesson, students must draw pictures to represent their ideas. These ideas are then discussed in small groups which creates an opportunity for students to think through their answers and communicate them clearly. The mystery power activity asks students to recall how they arrived at their conclusions. At the culmination of the lesson, students must discuss how they arrived at their ideas. Discussion promotes a deeper understanding of how science works while fostering communication skills in a friendly environment.

C. Students will be able to work together and individually to solve problems. During the mystery box activity, students work individually to solve the mystery of the internal structure of the box. The problem of the structure is assessed and an individual plan of attack is created. The mystery powder activity allows students to work together to create a plan to find the components of their mixture. Active listening and communication skills are promoted through group experimentation which will benefit students in their future endeavors. D. Students will be able to analyze data from a multitude of sources. E. Students will be able to apply previously learned information to new knowledge. F. Students will be able to be open to others perspectives and respect them. G. Students will be able to develop and use organizational skills. Organizational skills are a necessity when performing experiments in science. During the mystery box activity, the students must create a plan of action to determine the inner structures. This gives the students an idea of what must be done, however, the plans can be changed during the process which promotes the nature of science. The mystery powder activity also allows students to organize data. When figuring out what powders are contained in their mixture, students must organize their experiment in a logical order. Each lesson is given a specific amount of time for experimentation and clean up, which promotes finishing assignments in a timely manner and putting equipment away in proper order. These time limits are given to foster time management skills in students. H. Students will be able to explore post secondary options. I. Students will be able to display positive work ethics. J. Students will be able to read and comprehend information from a variety of materials. K. Students will be able to use higher order thinking skills. Higher order thinking skills are necessary for students when performing inquiry based learning. During these lessons, students need to think through their processes in order to discover the structure of the boxes or the components of the mystery powder. The teacher also employs deeper questioning through using 3c and 4 type questions from the SATIC assessment of teacher behavior. These questions make students think deeper about the material to make new connections to prior knowledge. L. Students are engaged in daily activities. Engagement is a necessity when creating lesson plans that develop student thinking. The lesson plans provided include many hands-on activities that are student inquiry based. During these lessons, student questions are encouraged and participation is promoted through classroom management. These activities also allow students to own their learning which promotes leadership. M. Students are able to creatively approach problems. Student inquiry activities allow students to decide what tests and activities to perform in a lesson. In the activities of these lessons, the students choose investigative procedures that push them past their prior boundaries. These activities also promote approaching problems from different angles and foster confidence in students science knowledge.

VII. Classroom Management Strategies

As a teacher it is important to plan interesting and engaging activities for your students to learn. Also, the students need to be engaged for the entire class period. However, they must not be engaged in any activities but in meaningful activities that help students meet their learning goals. Keeping students engaged in meaningful activities for an entire class period can be difficult, but by using a variety of management strategies it can be done. As teachers we will establish routines, procedures and consequences in the very beginning of the school year. In order for the students to follow these routines and procedures they need to be stated clearly and posted in the classroom. Additionally, we will follow through with our consequences, so the students understand that these routines and procedures are to be taken seriously. Also, the students will understand why these routines and procedures need to be followed. A large group discussion will occur about the routines and procedures and the teacher will ask the students to explain in their own words the importance of following the routines and procedures in the classroom. Lastly, we will build relationships with our students. We will get to know our students and their interests and will let them know that we are here to help and genuinely care about each one of them. We can do this by getting to know their name and something special about them through a fun game or activity at the beginning of the year. Also, non-verbals and questioning can be used to build relationships with our students. When students come into the classroom, it is important to greet them with a smile and by name. Talking to students as they enter the classroom will allow teachers to get to know their students on a more personal level.

VIII.

References

Clough, M.P., Berg, C.A. & Olson, J.K. (2009). Promoting Effective Science Teacher Education and Science Teaching: A Framework for Teacher Decision-Making. International Journal of Science and Mathematics Education, 7, 821-847. Dixon-Krauss, L Chapter 1: Vygotskys Sociohistorical Perspective on Learning and Its Application to Western Literacy Instruction Iowa Core Curriculum: http://www.corecurriculum.iowa.gov/SearchResults.aspx?M=F&C List=Science&Glist=Grade%2011&D=ALL Kellough, R. D., & Kellough, N.G. (2011). Secondary school teaching: a guide to methods and resources (4th Ed). Boston, MA: Pearson Education, Inc. Kruse, J. (2009). Learning theories: Pillars of teacher decision-making. Iowa Science Teachers Journal, 36 (2), 2-7 National Science Education Standards: http://www.nap.edu/openbook.php?record_id=4962 &page=103

Appendix A: Concept Map