Brock University

Intermediate/Senior Lesson Plan

Consecutive and Concurrent

Lesson Topic/Title: Nature of Science Date: 12/1/2017

Subject: Science Course Code: SCH 4U Duration: 2 x 75mins

Overall Expectations
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those
fields

Specific Expectations
A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate
educated hypotheses to focus inquiries or research
A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
B2.1 use appropriate terminology related to organic chemistry,
A2.1 identify and describe a variety of careers related to the fields of science under study
A2.2 describe the contributions of scientists, including Canadians
Lesson Learning Goals
Knowledge & Understanding, Thinking, Communication, Application
I understand the difference between organic and inorganic molecules
I understand the basic IUPAC rules of naming
I can name hydrocarbons, specifically alkanes
Learning Skills and Work Habits
Responsibility, Independent Work, Organization, Collaboration, Initiative, Self-Regulation
Independent work
- Student independently monitors, assesses, and revises plans to complete tasks and meet goals
- Uses time appropriately to complete tasks
Responsibility
- Fulfills responsibilities and commitments within the learning environment
Self-regulation
- Assess and reflects critically on own strengths and interests
- Perseveres and makes an effort when responding to challenges

Assessment and Evaluation

How will I know when my students are successful?
Assessment Task/Strategy: What evidence (observation, 
product, conversations) will I collect to know my students
are successful?
Identify and describe what students will be doing to
address the learning goals for this lesson.
Assessment For Learning Assessment tools:
o Diagnostic Identify and describe the tool that will be used to
o Formative
record the information for the assessment task,
 Assessment As Learning
o Formative and use to help analyze what students are able to
 Assessment Of Learning do against the established success criteria.
o Summative (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)

1. Anecdotal notes on inquiry  Assessment for learning Anecdotal notes

Success criteria:
Do my students understand that science is fluid? There is
sometimes more than one right answer and more than one way
of getting to the right answer?
Prior Learning
Prior to this lesson, students will be able to…
- My students have a prior understanding of what science is, what science means to them, and how science is done

Differentiated Instruction Responses

What will I do to assist and/or differentiate instruction for individual learners? Differentiation: Geography - Differentiation: Mathematics
Learning Materials (Content)
Put short stories on the board in print if that is helpful for your learners
Ways of Learning (Process)
Short stories, drawings, discussion, written responses/reflections

Ways of Demonstrating Learning (Product)

Discussion, answering questions, demonstrating they can self-reflect on their presumptions and assumptions

Accommodations: Modifications:
N/A N/A

Materials/Preparation/Safety Consideration(s) for Teaching

What do I need to prepare before I begin the lesson?
Short stories
Paper
Pencil crayons
Instructional Sequence
MINDS ON Assessment Opportunities
 Establishing a positive learning environment Guiding Questions:
 What are you collecting?
 Connection to prior learning and/or experiences
(Observations/Conversations/Products)
 Setting the context for learning  How are you collecting student data?
(Assessment tool)
- Draw a scientist (10 mins) -
ACTION Assessment Opportunities
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided vs
independent)
- Put scientist pictures on the board and combine data of the traits (gender, ethnicity, - Anecdotal notes
hair style, clothing, etc). (10 mins)
- Find how scientists are portrayed in media (20mins)
- Discussion on how each student can be a scientist! (10mins)

- Short strange stories (30mins)

CONSOLIDATION AND CONNECTION Assessment Opportunities
- Discussion on false assumptions, preconceived notions - Anecdotal notes
- How does this relate to science and experiments and labs?
- Draw a new picture of a scientist…how does it differ from your 1st picture? (10mins)
REFLECTION
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