Lesson Plan: Introduction to Matter
Educator: Jessica Burde
Grade: 8
School Name: Boost Educational Support Centre
1. BACKGROUND INFORMATION:
a. Student and Classroom Characteristics
This Natural Science class consists of 27 students who are engaged in science learning for approximately 45 minutes, 3 times a week. Students are seated at tables. There are six groups of four students at each table and one table of three students. During Natural Science, students are expected to work collaboratively on hands-on or inquiry based projects/ assignments. Throughout various natural science lessons, students are expected to use observational skills as well as they are required to utilise the steps to the scientific method. When students are engaged in the science lesson, they make observations, inferences, and record data in either their workbooks or lab sheets. At
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Students will be evaluated based on their performance in the lab activity as well as evaluated by their peers during the learning centre activities.
b. Content
In this lesson, students will learn about the six main examples of the physical properties of an object, which are thermal conductivity, state, density, solubility, ductility and malleability.
Students will define important terms such as physical property, density, and physical change.
Furthermore, they will apply these terms and concepts to hands-on learning activities on determining the densities of various objects while incorporating previously gained knowledge of mass and volume.
c. Introduction
At the front of the room, students will observe a density column filled with corn oil, water, shampoo, dish detergent, and maple syrup. Students will need to respond to the question: “What do you think causes the liquid in this container to look the way it does?”
d. Learning
Introduction The purpose of this Lab was to identify the density of the unidentified object and determine what substance the unidentified object given by the teacher was. The density calculated in the experiment will stay the same because the density of the unidentified object will stay constant. The Independent Variable of this experiment was the calculated density and the unidentified object given. The Dependant Variable for this experiment was the density.
We were asked to correctly communicate these findings as we tested each of the substances she had encountered with both water and hexane. In experiment number three, The Relationship Between the Volume of a Gas and the Temperature, we where given a list of materials and asked to come up with our own procedure, which we did using zip lock bags filled with air, and submerged fully in a measured amount of water in order to find the volume, and then the change in volume when the temperature of the water was increased. In the fourth experiment we were asked to find the temperature of heated water, based on the cold and warm water. The experiment also required that each section be preformed several times in order to ensure accuracy, and also asked that the experimental responsibilities be split up between lab partners, each doing a section of the testing. This gave us an opportunity to work together with our fellow lab partners, with no one person doing the bulk of the work.
" The Gale Encyclopedia of Science, edited by Katherine H. Nemeh and Jacqueline L. Longe, 6th ed. , vol. 7, Gale, 2021, pp. 3909-3914. Gale In Context: Science, link.gale.com/apps/doc/CX8124402173/SCIC?u=prin35678&sid=bookmark-SCIC&xid=4e0e99fc.
The teacher will say, “Please fill out the rest of your thinking log as you do your experiment; it is the same layout as the one we just did. So, you are going to write the independent and dependent variable, the research question, the constants, the data table, and your claim. There is also a spot on the fifth page where you will need to fill out how you did the experiment. The only part you will not fill out is the list of your classmates’ discoveries on the last page, we will fill that out after the Popplet presentations.”
The students write in great detail to help us understand
Furthermore, my peers and I created a model or an activity, related to the week’s lesson, to illustrate a concept in chemistry.
(Eye - sight, Ears – sound, etc) 2) Students should be able to take an object in their environment and describe it using relevant senses. ( Pencil: Sight – Bright orange, thin like a stick; Touch – hard, smooth but brittle lead tips) 3) Students should grasp a better understanding for the importance of using sensory detail in order to better convey experiences and objects to their readers. Evidence of Learning: How will you know if your students understand your lesson? I will establish evidence of learning through two methods. First when presenting the lesson, I will ask students to identify on their own bodies which body part matches with which sense.
Before leaving biology lab on December 6, I had the honor of interviewing the graduate assistant-teaching for biology 211 lab. During the interview I learned a lot of things about the teaching assistant like her background information and education. Her name is Lauren L and she is a graduate student at Iowa State University. Lauren has worked at Iowa State University for five semesters as a teaching assistant for biology 211 lab. She chose the teaching profession because she truly wants to teach and get some experience teaching undergraduates.
"Oh Lord How manifold are thy works! In wisdom Hast thou made them all: The earth is full of thy riches"( Psalms 104:24). The Grand Canyon is known to be one of the most fascinating places on earth. The Grand Canyon is outstanding; however one must see it to believe it. Over five million people visit the canyon ever year.
Lesson 11- Students were able to explore the NASA website and the solar system. By doing so, students found data in scientific notation and were able to make connections to science. In an upcoming science unit, students will be researching a specific planet so this lesson provided an quick
The gummy bear's mass and volume will increase while the density of the gummy bear would decrease after it is put into water overnight. (#)This lab experimented to figure out wah changes would take to the gummy bear’s mass, volume, and density after sitting in a cup of water overnight. To do this the gummy bear's dimensions and weight was taken on the first day, along with its density and then the gummy bear was placed and water. When the gummy bear was taken out of the water on day two, the dimensions, weight, and density were taken again, and the difference between the two days was found. (#1)
Explain?” The water has a higher density because the water is 1.00 g/cm3and the oil is is 0.92 g/cm3.The fifth question that was asked was, “Describe what you think will occur if droplets of soap was added to the mixture of water and vegetable oil? Why?” If we were to add droplets of soap to the mixture of the water and vegetable the outcome would change because soap has a different density than the other substances. The sixth question that was asked was, “Was the mixture a homogeneous or heterogeneous mixture?
Each and everyday we see a new home being built, or a shopping mall opening, or even an apartment complex in the making, but we never think of at what expense all of this is happening. By building all of these new additions we are killing hundred of different species in the process. Humans are cutting down forests, and destroying animal’s habitats. Extinction is one of the most pressing problems we are currently facing today. Each day a new species shows up on the extinction list.
Step two: Students placed their samples from the lake into four separate pans, which would later be carried to the lab to be analyzed. Step three: Before leaving the field there was about 16 round finfish that was captured and released back into the lake. Step four: In the lab, each student was placed in four different subgroups and given a pan full of samples from the lake. In each subgroup, students
Smooth, oval rocks lined the bank of the secretive lake. Discarded and neglected; overlaid with spongy moss and choked by fallen, decaying leaves from the unclothed and withering trees above. As the lake swelled around the ashen boulders, icy, black water lifelessly lapped against the long, thin beams of wood holding up a rickety pier. The structure was covered in splinters and ragged, iron nails, and as it reached out into the centre of the sombre lake, it became more and more distant. Half-cut beams lined the sides of the pier, as nettle patches hissed from the shore when the water drew too near.