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Baker Middle School SCIENCE Lesson Plan

Teacher(s): Key Vocabulary


Raymond DaSilva, Instructional Strategies
Subject: Physical Specifically list instructional strategies in your plan. Introduce/Translate/Provide Visual/ Use in Context
Science 1. Whole Brain Teaching 7. Accountable Talk Physical property
Grade:8th 2. Foldables/Graphic 8. Close Reading
Chemical property
Week: April 2nd - Organizers/Advance Organizers 9. Modeling
through April 6th 3. Think-Pair-Share 10. Think-Alouds Newton’s first law
4. Summarizing 11. Other ____________ Mass
5. Students as teachers Solubility
6. Checking for understanding/
Density
Formative Assessments
Malleable
flammable

Activities- Include Instructional Strategies


DAY

Standard/Learning
Target

Standard DO NOW
(S8P1.a) (A) Which type of graph would be MOST appropriate for a track runner to use, in order to look at how his speed
(S8P1.a) Pure varied during a 440 meter race?
Substances And (ANSWER): A line graph. Line graphs are used to compare 2 sets of numbers and to show trends over time.
Mixtures
a. Develop and (B) Light travels from the sun to the earth, a distance of 144,000,000,000 meters, in 480 seconds. Calculate the
use a model to approximate velocity of light in the direction it travels toward the earth.
compare and (ANSWER): Light travels at a constant rate of 300,000,000 m/s
Monday

contrast pure . This can be determined by dividing the distance (144,000,000,000 meters) by the time (480 seconds). That's
substances pretty fast. In fact, nothing can travel any faster than this. Ever.
(elements and
compounds) and
mixtures.
(Clarification Formative Assessments and Checks for Understanding: Teacher will use a checklist to monitor student progress on
statement: the Do Now during the first five minutes of class. Students will share answers to the Do Now. Think Alouds
Include Focused Instruction- Teacher will lead a brief discussion about the Do Now and will begin reviewing for GMAS
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heterogeneous Students will participate in the discussion. Accountable Talk, GMAS tutoring information will be given to
G

and students, GMAS review information will also be presented.


(Small group invitations)
homogeneous Guided Instruction – Teacher will model Newton’s first law of motion, and briefly talk about chemical and
mixtures. Types physical properties.
of bonds and
compounds will
be addressed in
high school Teacher will give students practice questions assessment(activity) for QBA
physical
science.)
--------------------
Collaborative Learning : students will Plan and carry out investigations to identify the factors (e.g., distance between
Learning Target objects, magnetic force produced by an electromagnet with varying number of wire turns.
I can recognize SESSION
that every object Independent Learning- No independent practice today.
WORK

exerts
gravitational
force on every Ticket out the door: The law of inertia states that an object in motion will stay in motion, and an object at rest
other object and will stay at rest unless acted upon by an unbalanced force. Which law of motion is this describing?
that the force
exerted depends ANSWER: Newton's First Law The other laws describe laws regarding force and acceleration and equal but
on how much opposite forces.
mass the objects
have and how far
CLOSING

apart they are.

Standard
(S8P1.c) Chemical
And Physical
Properties
Plan and carry out
investigations to
Do Now A)
Tuesday

compare and
contrast chemical
(i.e., reactivity, According to the diagram, the block should be moving in which direction? ( explain answer)
combustibility)
and physical (i.e.,
density, melting
ANSWER: The two forces applied are n ot balanced. The block should move in the direction of the larger force. So, the
point, boiling
block should move to the left.
Baker Middle School SCIENCE Lesson Plan
point) properties
of matter.
--------------------

Learning Target
I can 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.

B)

Two liquids are poured into two cups. Cup A contains a colorless, odorless liquid. Cup B contains a colorless liquid with a
strong odor. An ice cube floats in Cup A but sinks in Cup B. When heated, the liquid in Cup B boils at a much lower
temperature than the liquid in Cup A. What kind of properties are used to compare the two liquids?

ANSWER ( physical properties) Physical properties are used to compare the two liquids. Both water and rubbing alcohol
have the same clear color while their boiling points, odor, and densities are all different.

Formative Assessments and Checks for Understanding: Teacher will use a checklist to monitor student progress on
the Do Now during the first five minutes of class. Students will share answers to the Do Now. Think Aloud
Focused Instruction- The teacher will show students video on Chemical and physical properties.
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G

https://www.youtube.com/watch?v=C4pQQQNwy30
Guided Instruction – The teacher will discuss analyzing data from power point slide Accountable Talk

Collaborative Learning

WORK SESSION
Students will work on gmas review questions collectively

Independent Learning- No independent practice today

Ticket Out the Door: When she dropped a rock into a graduated cylinder of water, Veronica noticed it sank to
the bottom. She decided to investigate what it would do if she tossed it into a much larger amount of water.
When she tossed it into a lake, the rock sank again.

A) The density of a substance is the same regardless of the amount.


B) The lake had become less dense because of heavy rains in the past month.
C) The rock was already wet from being submerged in the graduated cylinder of water.
D) An object's density changes based on the amount of substance in which it is submerged.

ANSWER: (A), The density of a substance is the same regardless of the amount, Density of a substance is a
physical property, so it remains constant.
CLOSING

Check for Understanding


Baker Middle School SCIENCE Lesson Plan
Standard GMAS PRACTICE ASSESMENT REVIEW
(S8P5.a) Force A) Two cups of the same size are filled to the brim with clear liquids. Cup A holds water. Cup B contains alcohol. Your
Fields teacher challenges you to figure out which cup holds water. Because of your great science knowledge, you know that
Construct an all substances have their own special properties. You and your lab partner add an ice cube to each cup. The ice floats
argument using in one liquid. You predict it is water. And the ice sinks in the other liquid. You predict that liquid is alcohol. What type
evidence to
of property of matter did you use to identify the liquids?
support the claim
that fields (i.e., ANSWER: You used a physical property, density, to identify each liquid. The ice cube floats in water because it is less
magnetic fields, dense and sinks in alcohol because it is denser than the alcohol.( PHYSICAL PROPERTY)
gravitational
fields, and B) In a mixture of sand, iron filing and water, the mixture can be separated by physical means because each substance
electric fields) retains its original physical properties. Name the two techniques that can be used to separate the sand and iron from
exist between the water.
objects exerting C) Answer: In this mixture, the sand can be separated by using a filter. The iron is magnetic and can be separated by
forces on each using a magnet.
other even when Focused Instruction- teacher will encourage and instruct students to complete two articles within period.
the objects are
not in contact.
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Wednesday

Learning Target Guided Instruction


NO GUIDED INSTRUCTION.
I can recognize
that every object
exerts Collaborative Learning:
gravitational force No collaborative learning.
WORK SESSION

on every other
object and that the
force exerted Independent Learning- No independent practice today.
depends on how
much mass the
objects have and
how far apart they
are.
Ticket out the door: During Mr. Nye's science class, students were expected to identify various substances
using physical properties they could easily measure. Mr. Nye gave each of the five groups a green, metal
cube. The students had to identify what metal the cube was made of. The length of each side was 3.0 cm and
the mass was 270 grams.

What property should Mr. Nye's science students use to identify the metal in the cubes?
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A) color
B) density
C) mass
D) Volume.

ANSWER: (DENSITY) The students should compute the density of the cube. Density is a physical property that
can be used to identify most pure substances. The students know the length of a side so they can compute the
volume. They also know the mass. Using the density formula, density =
mass
volume
, they can compute the density and identify the metal.

Check for Understanding

Standard
(S8P5.a) Force
Fields
Construct an
argument using
evidence to
support the
claim that fields
(i.e., magnetic
fields,
Do Now : A)
gravitational
fields, and
Iron, Fe, is a solid at room temperature. Iron is a shiny, bright white metal that is soft, malleable, ductile and strong. Its
electric fields) surface is usually discolored by corrosion, since it combines readily with the oxygen of the air in the presence of moisture.
exist between The density of iron is 7.86 g/cc. Iron is a good conductor of electricity and heat. Consider the paragraph above. What is
objects exerting one chemical property of iron?
forces on each A) Iron is malleable.
other even B) The density of iron is 7.86 g/cc.
when the C) Iron combines readily with oxygen.
objects are not D) Iron is a good conductor of electricity and heat.
in contact.
-------------------- (ANSWER): C, There is only one chemical reaction mentioned. Iron combines readily with oxygen.
Learning Target

I can recognize
thursday

that every
object exerts
Formative Assessments and Checks for Understanding: Teacher will use a checklist to monitor student progress on
gravitational
the Do Now during the first five minutes of class. Students will share answers to the Do Now. Think Alouds
Baker Middle School SCIENCE Lesson Plan
force on every Focused Instruction- Teacher will review what has been covered for the past 7 weeks as a class and answer
other object questions students may have. (QBA review)
and that the

OPENING
force exerted
depends on Guided Instruction -Teacher will model activity on HOW DOES GRAVITY AFFECT HEAVY AND LIGHT OBJECTS?, and
how much mass will review for QBA.
the objects have Modeling
and how far
Collaborative Learning – Students will pair up and solve previous do now questions and activities.
apart they are.

Accountable Talk
WORK SESSION

Independent Learning-

Students will independently study and review graphic organizer and notes.

Ticket Out the Door


Rusting metal is an example of a _________ change.
A) phase
B) state
C) chemical
D) physical
CLOSING

ANSWER: Rusting is oxidation and that is a chemical change. Something new, a metal oxide, is formed.

Standard QBA ASSESSMENT WILL BE GIVEN TO STUDENTS FOR ENTIRE PERIOD.


Friday

(S8P5.a) Force
Fields
Construct an Focused Instruction- QBA ASSESMENTS
argument using

OPENING
evidence to
support the
Guided Instruction – Modeling
claim that fields
(i.e., magnetic
fields,
gravitational Collaborative Learning –
fields, and
WORK SESSION
electric fields) none
exist between
objects exerting Independent Learning-
forces on each NONE
other even
when the
objects are not AFTER COMPLETION OF QBA STUDENTS WILL BE GIVEN FIRST PART OF STUDY GUIDE FOR GMAS
in contact.
--------------------
Learning Target

I can recognize
that every
object exerts
gravitational
force on every
other object
and that the
force exerted
depends on
how much mass
the objects have
CLOSING

and how far


apart they are.