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Developing a Unit. Suggestions for an Introductory Unit that extends through out the year. SALLY SEEBODE SAN MATEO HIGH SCHOOL. Overarching Strategies. Practice and Build (add strategies and repeat) Help students connect experiences to other courses and world.

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Developing a unit

Developing a Unit

Suggestions for an Introductory Unit that extends through out the year.

SALLY SEEBODE

SAN MATEO HIGH SCHOOL


Overarching strategies
Overarching Strategies

  • Practice and Build (add strategies and repeat)

  • Help students connect experiences to other courses and world.

  • Ask Questions. Don’t solve all their problems, help them solve their problems. “What do you think?”

  • Increase students comfort with not knowing stuff.

  • Give students skills for learning/figuring stuff out.

  • Help students guess and experiment. DO Science!

  • Being wrong or making errors is great for learning.

  • Start where you are. Do what you can.


What to teach
What to Teach?

  • Science Standards

    • Text books are often great guides for content

  • Department or school wide programs

  • What you love


How to teach
How to teach?

  • Do you have school wide learning programs? (reading programs, note taking, …)

  • Are there department skills or techniques used in all classes? (lab format, notebook, conclusion…)

  • Identify the core ideas in your subject area that get repeated? (big ideas)

    • Chemistry: scientific method , dimensional analysis, molecular behavior

  • Introduce these skills early, use supports to help all learn, return to them through out the year lessoning the supports.


Traditional scientific method
Traditional Scientific Method

  • State a Problem

  • Hypothesize

  • Design an Experiment (Variables)

  • Take Data/Observations

  • Analyze Data

  • Draw Conclusions

  • Theorem


Modified scientific method
MODIFIED SCIENTIFIC METHOD

Experimentation

PROBLEM SOLVING

Wheel of Wonder

Observation

Hypothesize: Predict


Observation turn a classic observation lab into something surprising
ObservationTurn a classic observation lab into something surprising

  • Observing a Candle

  • 15 - 20 min lab activity

  • Topics: Review senses, qualitative vs quantitative, inference/interpretation, practice writing complete sentences (don’t use “it”), practice organization/neatness

  • CFU: Practice with a class demo candle

Break to do Candle Lab


Common candle inferences
Common Candle Inferences

  • The Candle is made of wax

  • The Candle has been used before

  • The wick was burned previously

  • The Candle produces CO2

Class Candle Demo


Candle lab summary
Candle Lab Summary

Never tell them what the candle was, ever!

They will wonder for a long time.


Hypothesizing force hypothesizing improve detail in hypothesis
Hypothesizingforce hypothesizing & improve detail in hypothesis

  • 3 - holed bottle activity

  • 1 period demo and lab activity

  • If…Then…Format.

  • Teacher provides the If statement, students write the Then statement.

  • Do vertical bottle with cap on as a group: work on adding detail to hypothesis

  • then have students continue with horizontal bottle and cap off experiments

Initial idea from Leslie Hayes


Do bottle lab
Do Bottle Lab

Initial idea from Leslie Hayes


Bottle lab summary
Bottle Lab Summary

  • Kids start rethinking things they took for granted.

  • Let students guess/figure out what is going on.

  • Instead of answering, ask how they might find out more.

  • We will revisit this lab at the end of the unit.


Experiment writing procedure help students plan and write clear detailed directions
Experiment: Writing Procedurehelp students plan and write clear, detailed directions

  • Tell me how to make a PBJ sandwich

  • Demo, writing and experiment (2 days)

  • During Demonstration, students give you directions, take them as literally as possible.

  • Students write procedures with partners

  • Students test each other’s procedures and make comments/improvements to procedure.

    Demo PBJ


Pb j summary
PB & J Summary

  • For lab use individual baggies and ½ slices of bread. You do need a class set of PB and J.

  • Encourage pictures. If EL, use pictures and key words.

  • Some students have never made/eaten a PB & J sandwich. Part of your job is to help students learn American culture – make connections. (I do S’mores and Jell-O later in the year)

  • Check for peanut allergies before doing. Can have student make another type of sandwich.


Experiment data table make a neat data table with labels and correct sig figs
Experiment: Data TableMake a neat data table with labels and correct sig figs

  • Metric Olympiad : 1 day

  • Set up a Stations Lab and teams. Have teams pick a country to represent.

  • Review measuring techniques (ie meniscus, all certain + 1 estimated digit) & units (g, L, cm, …)

  • After lab post team results.

  • Optional: Olympics’ anthems played during lab and a medal ceremony.


Olympiad summary
Olympiad Summary

  • Introduce/Emphasize a measurement includes all certain digits and one uncertain digit.

  • Have students determine the number of significant figures in each measurement.

  • Are all students measuring?

  • Assess whether students need continued support when measuring.


Experiment conclusion clearly express what was done ask new questions
Experiment: Conclusionclearly express what was done & ask new questions

  • Mystery Tube Demonstration (1 day)

  • Write “if” part of hypothesis and students write then part.

  • Do the demonstration.

  • Model a conclusion.

  • Repeat for all 4 strings

  • Build from class conclusion to independently written conclusion for last string


Mystery tube practice
Mystery Tube Practice

Conclusion Format

Restate hypothesis.

State results.

Did the results support or disprove your hypothesis?

What do the results mean? Explain, detail, molecules

Extend the lab to new questions (what next?) or connections to world/applications.


Mystery tube summary
Mystery Tube Summary

  • When demonstrating, guide results by deceptively holding strings.

  • A Conclusion may not come to a definitive answer. It should guide the reader to the next logical step of study.

  • Never show them the inside! Extra credit if a student can make a model and bring in to compare. Then you could look in the model.


Assessment
Assessment

Design and perform an experiment to further study the 3 – holed bottle. (2 Days)

As a class: identify variables, form testable problems, and help groups with the “if” part of hypothesis.

Rubric Grading Ideal with option for redo.


Repeat through out the year
Repeat through out the year

  • Does the Wax of a Candle melt or burn?

  • Separation of complex mixtures

  • Does the density of an egg change when you boil it?

  • Find the thickness of Al foil

  • Find the % water in a tomato

  • Use mass to find the # of M and M’s in a bag

  • Determine mole ratio of iron and copper sulfate in a single replacement reaction

  • Find the pressure in a soda can right before it is crushed


Suggested intro unit 50 min periods
Suggested Intro Unit (50 min periods)

  • Day 1: Introductions and Candle Lab

  • Day 2: Candle Summary, Further Class Set Up

  • Day 3: Bottle Lab

  • Day 4: PB J Demo, students write procedure

  • Day 5: Students test PB J procedures

  • Day 6: Olympiad

  • Day 7: Mystery Tube

  • Day 8: Plan Bottle Lab

  • Day 9: Do Bottle Lab


Repeating myself
Repeating Myself

  • Practice and Build (add strategies and repeat)

  • Help students connect experiences to other courses and world.

  • Ask Questions. Don’t solve all their problems, help them solve their problems. “What do you think?”

  • Increase students comfort with not knowing stuff.

  • Give students skills for learning/figuring stuff out.

  • Help students guess and experiment. DO Science!

  • Being wrong or making errors is great for learning.

  • Start where you are. Do what you can.


Thank you
Thank you!

Oh, yeah, the candle….


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