Inclusive Lesson Planning Template

Causton-Theoharis & Theoharis 2007

This lesson planning template is designed to help you develop skills and attitudes about thoughtful, inclusive lesson design. Therefore, we expect a great amount of detail as evidence of your thinking. Please understand, when you are designing lessons as a certified teacher, your written plans will not include as much detail, however you will engage in a similar, albeit abbreviated, thinking process.

COVER PAGE

  1. Include the Following:
  • Delsey Leather Kempf
  • Beth Ferri & Eun Jung
  • Clary Middle School
  • Cindy Pierce
  • Spring Candidacy
  • Feb. 4- March 25, 2010

Section 1 – THE STUDENTS

  1. Describe Your Class:

School __Syracuse City Middle______Grade Level _____8th___Number of Students ___110____

Demographic information (race, gender, class, disability): This science classroom has a total of 5 classes (21,22,23,28,15 students respectively) that rotate on a 10 day schedule, therefore I (or Host Teacher) met with 4 out of 5 classes every day. The classes meet for 55 minute periods. Four of the classes are general Science 8 classes. The other is Survey of Science which has some better than average students that compete in a science fair at SUNY ESF every year. The students are mostly African-American and Caucasian, with a few Asian (but no Latino), low/middle class, of various intelligence ranges and about 10 inclusion students, one of whom I was allowed to see his IEP.

Other important information about your class: One class (the inclusion class) has two teaching assistants present; no other adults push in to any of the classes. One student with an IEP goes to a special resource class/ teacher every day .

  1. Describe Three Target Students:

Select three students to keep in mind during this lesson designing process. These students should represent an academic, behavioral and/or social range of learners in your class (e.g. struggling, average, high performing). Specifically consider students who have a disability and English language learners. Use initials to ensure confidentiality.

Write a positive student profile for each of the students, at minimum you must include the following information: 1) Like/dislikes, 2) Intelligences/Strengths, 3) Communication, 4) Behavior, 5) Academic performance, 6) Subject specific performance 7) Social Information, 8) Concerns, & 9) Other pertinent information.

(High) “Nicky”, a very friendly Caucasian female, told me she too loves hands-on learning best and writing. She showed me many samples of her writing and it was evident this is a strength of hers. She expressed that “only one or two labs” were done in science class this year: measuring mass of items on the triple-beam balance and melting ice by heating to produce steam. Biology is her favorite science genre. She liked the video and concept maps I used in my lessons. She took an interest in the famous Russian scientist “Mendeleev” who made the first periodic table. She expressed to me she would like to do some research on him

(Struggling) Mike”, also a Caucasian male student, likes Technology best and he is also a hands-on kinesthetic learner. He likes “atoms, partner work, chemistry and frog dissection” and he is disappointed that there has only been “one or two” lab experiments in science class so far this year. He explained that he did not know what atoms were at all before my lesson on atoms a few days prior. He thought that elements were smaller than atoms, but now has a better understanding that elements are made up of many of the same kind of atom.

(Average)D”, an African-American male student, likes English and Technology the most and describes himself as an intrapersonal learner, not all that comfortable working with others. He likes listening to music when he does work and, like the other students, would like to do more labs in his science classroom. When I asked him the questions about atom behavior vs. macroscopic behavior he answered it correctly-that the atoms would not change their shape if the gold was hammered into a different shape.


Section 2 – THE SUBJECT

  1. Subject:

What are the primary subject (e.g. social studies) and the area(s) of emphasis (e.g. geography)? Is this lesson interdisciplinary? If so, what other subjects are integrated (e.g. music)?

The primary Subject science and the area of emphasis are basic chemical reactions. There are no other subjects integrated in this lesson.

  1. Theme, Concept, Problem or Unit:

The overall theme is that of chemistry and observing basic exothermic reactions.

  1. Background:

What has come before this lesson and what will follow? How does this lesson connect to the larger unit?

The students just finished a unit on atoms, elements, compounds, and the arrangement of the periodic table. They understand the difference between elements and compounds. They have done a Venn Diagram comparing the similarities and differences between elements and compounds. They have had practice writing common names of some compounds, but not there chemical formulas. They understand that different elements combine to form myriads of compounds and that it is the outer electronshell that determines who can combine with whom.

  1. Lesson Standards:

What grade level specific national and state standard(s) are being addressed?

  • Science: National Content Standard C:
  • Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element.
  • An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements
  • Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.
  • The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them
  • Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.
  • Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.
  • A large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.

State performance indicator 3.3:

  • 3.3f There are more than 100 elements. Elements combine in a multitude of ways toproduce compounds that account for all living and nonliving substances. Few elementsare found in their pure form.
  • 3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements. (metals, non-metals, noble gases

Intermediate (5 through 8)

SC1.I.3a Observe and describe properties of materials

SC1.I.3c Develop mental models to explain chemical reactions

SC1.I.4c Observe and describe energy changes in chemical reactions

Section 3- THE CONCEPT MAPS

Provide evidence through your own concept maps/webs/brainstorms/MI think-tac-toes that you have thought about the following questions.

  • What aspects of this subject could I teach?I could teach the students how to observe a chemical reaction, record and share those observations with others, and learn about how elements combine to make compounds.
  • How could I teach it?

I will begin by asking the students to predict what may occur if two elements were suddenly combined. I will the have the students look at their periodic tables. I will have the students explain why certain elements are very active and others don’t react at all. I will the display a ball and stick model to represent bonding using Styrofoam balls and a wooden dowel.

  • I will then show a series of 3 short video clips: Chemical Bonding: Valence Electrons, Compound, Elements, and Atoms, and Compounds; Total Time: 6 minutes 45 seconds.
  • I will then break the students into four groups and have them do an experiment with road salt and baking soda in plastic Ziploc bags. Then each group will record all their observations of what occurred using their four senses of sight, sound, touch, and smell on poster paper. The students will designate one spokesperson to tack up their poster and discuss their group’s observations. I will go over the similarities and differences between the four posters.
  • After cleanup, I will have the students get out their note sheets and I will go over on the overhead the chemical formulas for road salt and baking soda and show the formula for the reaction they just observed. We will go over the elements, compounds, and valence electrons involved.
  • Then I will hand out an assessment (ticket-out-the-door) of 3 questions where they have to distinguish, explain, and predict
  • What are the various products students can create to demonstrate their new knowledge?

These should tie specifically to the lesson objectives.

  • Consider:Work samples, song, play, photo essay, mural, article, demonstration of a skill, booklet, individual or group presentation, videotape, CD, teaching another person, etc.
  • Consider: Will these products vary by student? Will students have a choice? Will different levels of mastery be accepted?
  • The students will be viewing videos, working as a group helping each other, describing their observations on posters while the teacher walks around and helps encourage them. Different levels of mastery will be accepted in how students use their senses and contribute to the group.
  • How can I assess it?
  • Students will be creating posters with bullets of their observations. Then they will be verbally sharing and comparing these observations with each other. They will be filling out a question sheet at end of class on what they learned about compounds, elements, and valence electrons.
  • How will I address the strengths of the target students?
  • The students will be working in small groups in which they can assist one another and build off one another in feeling, seeing, hearing, and smelling a simple chemical reaction. Each student has the chance to write down their observations on their group poster and one can volunteer to be the spokesperson if one is more verbally oriented and picture smart. The videos are great initial hooks for all students if they are interesting-I chose very well done videos from a very modern library-Ed Video Online. Students won’t be penalized if they can’t contribute any observations linguistically or verbally. Students’ responses to the post assessment will vary in complexity.
  • How will I address an array of Gardeners Multiple Intelligences?

Topic: Chemical Reactions

Verbal/Linguistic: Experiment, lecture, poster presentations

Logical/Mathematical: higher order thinking skills

Spatial: posters, ball and stick model

Bodily/Kinesthetic: hands-on experiment, movement with posters

Musical: music in videos

Interpersonal: Group work with peers and teacher

Intrapersonal: individual note taking, volunteering answers (hand-raising), post assessment-TOTD

Naturalistic: using substances made from natural elements-salt is naturally occurring in the earth, water is naturally occurring

  • How will I address student culture? How is this culturally relevant?
  • Students will use each other’s strengths to perform the experiment and present observations at a comfortable pace based on how much inquiry they have had in the past.
  • How will I differentiate? Extend? Modify? How will I challenge ALL students?

The lesson is differentiated into several inquiry techniques with first the pre-assessment of explaining and predicting (students will answer at different levels of understanding), the challenge is in the experiment itself-if students can record their observations and notice several different ones that indicate a reaction is going on. The lesson starts with a review and pre-assessment, followed by an introduction, then a hands-on activity, followed by a short lecture to tie it all together. All students will at least be able to distinguish between an element and a compound and recognize a structural formula for simple compounds.

Section 4 – THE LESSON

What specifically will you do during your lesson?

A. Lesson abstract:
My lesson is structured around chemical reactions. I will begin by having the students (with thumbs up when they know) distinguish between an atom, element, and compound, then predict whether some elements I give them are active or inert (by show of hands), and then explain the significance of valence electrons atoms (thumbs-up). Then I am going to show on a multimedia platform a 6.5 minute video series on chemical bonding and reactions that should grasp their interest to the hands-on experiment they will do next in small groups of 4 or 5 students. They will be given chemicals in Ziploc bags, they will have to add water, then mix the two bags and record their observations on poster paper. Then they will have a spokesperson from each group hang up their poster and verbally go over their observations with the rest of groups. Similarities and differences will be pointed out between groups by crossing off common observations. After clean-up there will be a short note-taking/lecture to go over the chemical reaction the observed. That will be followed by a ticket-out-the-door assessment of three questions on what they have learned.
B. Lesson Goal:
Students will be familiar with a simple chemical reaction and what observations make it a reaction. Students will gain experience doing a hands-on lab in a predominantly lecture/notes/worksheet classroom. Students will gain experience working in a group in a predominantly non-group classroom. Students will gain some experience with different inquiry teaching/learning techniques that reach out to all learners.
C. Lesson Objectives (Mathematical Emphases):
Specifically, in measurable language, what do you want students to know and be able to do by the end of this lesson? Use the Mager format (Condition, Performance & Criteria) and Blooms Taxonomy
  • Whole-Class Objectives (Math - Mathematical emphases):
  • Essential- What every student will learn and do.
Students will be able to distinguish between an atom, element and compound.
Students will be able to observe a simple chemical reaction.
  • Expected- What most students will learn and do.
Most students will be able to explain why a compound differs from an element.
Most students will be able to predict some observations that occur in chemical reactions.
  • Enrichment- What a few students will learn and do.
Some students will be able to predict whether an element is active or inert.
Some students will be able to explain the importance of valence electrons in chemical reactions.
  • Student Specific Objectives:
(Math:address what specific mathematics is being learned.)
Target students and others
Consider: The student’s profile, educational priorities and IEP goals to justify your decisions.
Every student will be able to carry out a simple chemical reaction.
Every student will be able to describe some simple observations that are common to chemical reactions. / D. Definitions of Targeted Terms
List the targeted terms or content specific words and both of the corresponding definitions.
1. Formal (content related) definition
Atom — smallest part of an element that has all the properties of the element
Compound — matter that is a combination of atoms of two or more elements
Electron — a negatively charged particle that orbits the nucleus of an atom
Element — simplest type of a substance
2. Grade-level appropriate definition
Element-simple substance that cannot be broken down into simpler substances
Compound — two or more elements chemically combined
E. Pre-assessment:
Based on our previous unit, I would ask students in large group format who can distinguish between an atom, element, and compound. I will be offering some examples of elements from their periodic tables (which they will have out) and asking with a show of hands if the element is active(reacts readily with other elements) or is inert(doesn’t react). I will then ask the students to predict what may occur if two elements were suddenly combined. Then I am going to demonstrate a chemical bond with a ball and stick. / F. Pre-requisite Skills:
Students will need some prior cooperative skills, note-taking skills, writing, oral presentation and some physical dexterity skills to perform the experiment.
G. Impact on planning:
The pre-assessment will help the students review the basic concepts of chemical reactions and get them into a higher order thinking mode in preparation for an inquiry-based lesson. For those students who don’t have the appropriate skills, the cooperative peer group support will help them as well as teacher/teaching assistant support. I will go slowly in the large group note-taking/lecture for students that need more time.
H. Advanced Preparation Reminders:
Have road salt and baking soda pre-measured in Ziploc bags (4) and food coloring pre-measured in second set of Ziploc Bags. Get out graduated cylinders, goggles, paper towels. / I. Materials and Assistive Technologies:
  • Road salt(8 scoops)
  • Baking soda(4 scoops)
  • Water
  • Food coloring(red)
  • Ziploc bags(8)
  • 25 ml graduated cylinders(4)
  • Paper towels
  • Goggles (20)
  • Poster paper
  • Markers
  • Styrofoam balls
  • Wooden dowel
  • Notebook paper/pens
  • Videos downloaded from Ed Video (PowerMedia Plus)

J. Duration of the Lesson:
How long will this lesson take?
55-60 minutes / K. Sequence of Lesson: (Check one)
The Learning Cycle: Engage, Explore, Explain, Apply.
Hunter’s sequence: Teaching: Input, Modeling and Checking for Understanding, Guided Practice and Independent Practice.
Math (and others): The Launch, the Exploration/Investigation, & the Discussion/Congress.
Inquiry Sequence – Define Problem/Question, Speculate on Answers, Plan Investigation, Gather Info, Analyze Information, Reach Conclusion
Other: Describe
Label where each phase of the learning cycle or other lesson sequence begins
L. Student & Room Arrangement:
The students will be grouped into four students in a group. The desks are arranged with four in a block facing each other. This will facilitate plenty of workspace per group. / M. Teaching Strategies:
What teaching strategies will be used to help the
students learn?
Questioning, thumbs-up, periodically check performance,
Physical guidance/prompts, demonstration, videos, hands-on experiment, posters, cooperative work, pacing
N. Co-Teaching & Collaboration:.
Only adult present is teacher. (If the inclusion class- a teaching assistant or two also present)
O. Behavioral Considerations: What behavioral strategies will you use to keep all students engaged? Do you anticipate that any students will exhibit challenging behavior during this lesson? What positive behavioral supports will you put in place?
  • Expectations made clear-clean-up, safety. Bathroom breaks only if necessary. No gum chewing during labs.

P. Detailed Outline