Download Sample Science Lessons

Sample Science Lessons
By: Monica Parker
1. Endothermic and Exothermic reactions (High School Chemistry)
2. Newton’s 3 Laws (Middle School Physical Science)
3.Waves (Middle School Physical Science)
Endothermic and Exothermic Reactions
Technology Utilized:
• Activboard
• Activote
• Labquest computer terminal and probe
• Labquest Endothermic/Exothermic Lab Document
http://science.uvu.edu/chemlab/1215/01%20Endo%20Exothermic%20LQ%20F13.docx
Endothermic and Exothermic Reactions
Standard: SC5. Students will understand that the rate at which a
chemical reaction occurs can be affected by changing concentration,
temperature, or pressure and the addition of a catalyst.
• a. Demonstrate the effects of changing concentration, temperature, and
pressure on chemical reactions. b. Investigate the effects of a catalyst on
chemical reactions and apply it to everyday examples.
• c. Explain the role of activation energy and degree of randomness in
chemical reactions.
Endothermic and Exothermic Reactions
Essential Question: How do we measure the heat absorbed or released in a reaction?
Learning Target(s): Students will investigate endothermic and exothermic reactions
What should students KNOW?
What should students DO?
1. Heat work done by a system and surroundings
2. Heating and cooling pattern and enthalpy of a
reaction
3. Hesse’s law of heat summation
4. How to calculate the enthalpy of a reaction
1. Apply Hesse’s law
2. Calculate the enthalpy of a chemical reaction
3. Determine if an reaction is exothermic or
endothermic
Endothermic and Exothermic Reactions
ActiviBoard Do Now: Activity to complete upon entering the classroom
Use your Activote to answer the following question:
When a strong acid is added to a flask containing water the flask becomes warm to the touch. Which
answer choice can you use to explain this occurrence?
A) the reaction performed work on the flask
B) the system absorbed heat from the surroundings
C) the system released heat to the surroundings
D) the surroundings released heat to the system
Endothermic and Exothermic Reactions
Activating Strategy: The teacher will lead students in a pre-lab discussion for
endothermic and exothermic reactions.
Instructional Focus(Direct Instruction and Instructional Activities):
Students will complete Labquest Computer 1- Endothermic and Exothermic
reactions in randomly chosen lab groups. Lab procedure handouts will be
provided.
Endothermic and Exothermic Reactions
Assessment/Summary/Closure:
Students will work in chosen lab groups to discuss and answer the lab analysis
questions.
HW: Write 3-5 complete sentences to compare exothermic and endothermic
reactions.
Endothermic and Exothermic Reactions
Differentiation:
Group assignments for lab analysis completion
Special Education Accommodations:
Reversible Reactions Phet Lab Simulations to replace Labquest Lab per IEP requirements
Co-Teaching Models:
Team Teaching
Newton’s 3 Laws
Technology Utilized:
• Activboard
• Khan Academy (www.khanacademy.org)- Newton’s 1st, 2nd, and 3rd Law Videos
• USA Test Prep (www.usatestprep.com) – Newton’s Laws Practice- Create your
own or use previously created activities www.usatestprep.com
•
Gizmo’s (www.explorelearning.com) - Force and Fans / Measuring Motion
Newton’s 3 Laws
S8P3: Students will investigate relationship between force, mass, and the motion of objects.
a) Determine the relationship between velocity and acceleration.
b) Demonstrate the effect of balanced and unbalanced forces on an object in terms of
gravity, inertia, and friction.
S8P5 Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of
forces acting in nature.
a)Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how
much mass the objects have and how far apart they are.
Newton’s 3 Laws
Essential Question: How do Newton’s Three Laws of Motion affect our daily lives?
Learning Target(s): Students will use Newton’s Laws to describe motion.
What should students KNOW?
1. Motion is change in an objects position over time
relative to a frame of reference.
2. Speed is a measure of the distance traveled per unit of
time.
3. Velocity is speed in a particular direction.
4. Acceleration is the change in velocity per unit of time.
Acceleration depends on force and mass.
5. A force is a push or a pull.
What should students DO?
1. Explain the relationship between velocity and
acceleration.
2. Use the formula v=d/t to calculate speed, distance,
and time.
3. Use the formula a = (vf-vi)/t to calculate acceleration.
4. Use graphs to describe the motion of objects.
5. Use Newton’s laws to describe motion.
6. Use the formula p = m x v to calculate momentum.
Newton’s 3 Laws
ActiviBoard Do Now: Activity to complete upon entering the classroom
Possible Sentences – students will write three possible sentences
using content vocabulary. Each sentence must contain two words
from the list below.
Motion
Speed
Velocity
Acceleration
Force
Newton
Net force
Inertia
Friction
Frame of Reference
Mass
Gravity
Mass
Weight
Distance
Newton’s 3 Laws
Activating Strategy: The teacher will lead students in a discussion reviewing Newton’s 3 Laws
Instructional Focus(Direct Instruction and Instructional Activities): Based on
achievement groups
• On Target/Exceeds: Students will select from two Gizmo labs to complete for
reinforcement.
• Bubble: Students will watch Khan Academy videos and complete USA Test Prep modules as
self- guided remediation
• Level 1: Students will receive small group, teacher facilitated instruction and practice with
application of Newton’s Laws and calculations (speed, velocity, acceleration, force).
Newton’s 3 Laws
Assessment/Summary/Closure:
Write About: Students will complete a “Write About” activity in which they will
list five terms they encountered in today’s lesson, and then write a short
summary of what they learned using those five terms.
HW: Provide real life examples for all 3 Newton Laws
Newton’s 3 Laws
Differentiation:
Varying assignments based on target level groups
Special Education Accommodations:
Co-Teacher student assistance as needed
Co-Teaching Models:
Team Teaching
Waves
Technology Utilized:
• Activboard
•
•
Study Jams Video
Waves PowerPoint
http://internet.savannah.chatham.k12.ga.us/schools/hms/staff/Washi
ngton/Lists/Announcements/Attachments/28/Physical-ScienceWaves-PPT-2016.pptx
Waves
S8P4: Students will explore the wave nature of sound and electromagnetic radiation.
a. Identify the characteristics of electromagnetic and mechanical waves.
b. Describe how the behavior of light waves is manipulated causing reflection, refraction, diffraction, and
absorption.
c. Explain how the human eye sees objects and colors in terms of wavelengths.
d. Describe how the behavior of waves is affected by medium (such as air, water, solids).
e. Relate the properties of sound to everyday experiences.
f. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch.
WAVES
Essential Question: 1) How are light waves affected by reflection, refraction,
absorption and diffraction 2) What causes us to see the color red?
Learning Target(s): Students will use key terms to describe light wave properties and behaviors.
What should students KNOW?
What should students DO?
1.
1.
2.
2.
3.
4.
5.
Waves carry energy that can be transferred or transformed in
interactions with matter or other waves.
The pitch of sound is a measure of its frequency.
The speed at which sound travels is dependent upon the material
in which it travels.
As a wave encounters an obstacle or an opening it may be
reflected, refracted, and/or diffracted.
The energy of a wave can be determined from the wave’s physical
characteristics.
3.
4.
5.
Discuss the features of electromagnetic and mechanical waves.
Draw a picture of the parts of a wave and explain how those parts
change when the size of the wave changes and when the pitch of
the wave changes.
Describe how changes in light waves cause reflection, refraction,
diffraction and absorption
Explain how light waves with different properties are detected by
the human eye as different colors.
Explain how sound affects your everyday life.
WAVES
ActiviBoard Do Now: Activity to complete upon entering the classroom
1. List the four parts of a wave
2. Analyze one difference between a mechanical wave and
electromagnetic wave
WAVES
Activating Strategy: Study Jams Video: Light Absorption, Reflection and Refraction Video
Instructional Focus(Direct Instruction and Instructional Activities): The teacher will lead
students in waves discussion using the waves PowerPoint. Students will complete waves graphic
organizer during discussion.
Waves Powerpoint:
http://internet.savannah.chatham.k12.ga.us/schools/hms/staff/Washington/Lists/Announce
ments/Attachments/28/Physical-Science-Waves-PPT-2016.pptx
Waves Graphic Organizer:
https://monicaparkerblog.files.wordpress.com/2016/07/waves-graphic-organizer.docx
WAVES
Assessment/Summary/Closure:
Students will work in groups and complete the light waves handout.
https://monicaparkerblog.files.wordpress.com/2016/07/light-worksheet.docx
HW: Review waves graphic organizer and light waves handout
WAVES
Differentiation:
Scaffolding will be provided based on group target levels
Special Education Accommodations:
Copies of PowerPoint Slides and completed graphic organizers will be provided as needed
Co-Teaching Models:
Team Teaching