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Teaching Elementary Science

Teaching Elementary Science . November 13, 2012. Working with Radish and Grass Seeds/Plants – Follow-up Investigation [ACID RAIN]--1.

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Teaching Elementary Science

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  1. Teaching Elementary Science November 13, 2012

  2. Working with Radish and Grass Seeds/Plants – Follow-up Investigation [ACID RAIN]--1 • Next Inquiry Activity: [Group Investigations] The effect of Acid Rain on Plant Growth.  In the following activity, groups are able to simulate the affect of acid rain on the growth of radish plants and grass.Radish Seeds/PlantsStudents labelled three cups A, B, and C for each experiment they set up.  They filled smaller cups and 1/2 filled larger cups with potting soil.  They planted one 1 radish sprout for each cup. OR Take Radish Plants already in soil! • Students measured the heights of each plant, took pertinent info about the germination of the seed and its planting, and made detailed observations of the relative look (of health) of each plant (color, posture, parts, etc.). • Then students proceeded to the following steps: watered the seedlings in cups A and B with 25 ml of tap water.  Watered the seedlings in cup C with 50 ml of vinegar (acidic; pH below 6.4).Take photographs & do drawings.

  3. Working with Radish and Grass Seeds/Plants – Follow-up Investigation [ACID RAIN]--2 • Concerns of Young Plants in environment – brainstorm group’s list of concerns (share with class) • Predict what do you think will happen to the seedlings/sprouts in each cup.Next, bring all the cups to homes and leave on the window sills to catch light during daylight hours. Record daily observations and measurements.During the week students will make observations, take measurements, and water the plants.  Record the info in a data table.  Every other day add 25 ml of water to cups A and B, and 25 ml of vinegar to cup C.

  4. Working with Radish and Grass Seeds/Plants – Follow-up Investigation [ACID RAIN]--3 • Do similar set-up for your group with grass. Set up a control pot and an experimental pot for acid rain. Modify amounts of acid rain for each plot investigation. Take home plots of grass, place in sunlight and water every other day. Observe, record, take photos, draw set-ups, and create a data table.

  5. LESSON PLANNING • What do I want my students to know? • How will I know if they know it? • How am I going to get there?

  6. LESSON PLANNING WORKSHEET Step One:Decide which standards, benchmarks and indicators will be emphasized. New Generation Florida SS: Body of Knowledge, Big Idea, Benchmark(s) Step Two: Determine how you will assess and know if students meet the standards or have any necessary prerequisites for the standards. Pre and post assessments Pre-assessment can be inENGAGE

  7. LESSON PLANNING WORKSHEET • Step Three: Determine what students will know and be able to do as a result of this lesson. What effective instructional techniques will help students meet the standards? How will the concept be developed? • Lesson Summary • Content outline or Background Info for Teacher • Instructional Procedures -- present as the 5Es • ENGAGE • EXPLORE-Include investigable question; all procedures; and possible questions to guide students • EXPLAIN– Include possible higher order divergent questions you might ask; include your explanation of the concept based on students’ evidence • EXTEND– Include another activity that will have students using the same concept in a different context.

  8. LESSON PLANNING WORKSHEET Step Four: Plan strategies meet the needs of all students. Differentiated Instruction Strategies: Instruction differentiated according to learner needs to help all learners either meet the intent of the specified benchmark(s) or, if the benchmark(s) is/are already met, to advance beyond the specified benchmark(s). Step Five: Think about practical issues and materials needed for instructional planning. • Estimated Time Duration • Materials and Resources Needed • For the teacher: • For the students: • Safety Concerns

  9. LESSON PLANNING WORKSHEET Step Six: Consider ways to integrate the lesson with students’ other courses, home or with technology. • Homework Options and Home Connections • Interdisciplinary Connections • Technology Connections Resources Used or Referenced

  10. Looking Ahead … Future Deadlines

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