Innovative Lesson Abstract Examples - Fall2005
Algebraic Patterns & Functions
Atoms and Properties of Matter
Cells, Human Systems, and Heredity
Earth Processes
Forces and Motion
Geometry
Statistics and Probability
Algebraic Patterns & Functions
Ratio Tree
Teacher Names: David (Luke) Lefurge and John (Jake) Nelson
District and School:Brighton Schools 27j
Innovation for Students in Grades: 8th and 9th
Description: The purpose of the innovation is to provide a concrete visual that reinforces students’ understanding of ratio concepts across several units of study.
Colorado Model Content Standard or Benchmark in Mathematics: Standard 2 – Graphing (scatter plot) and data involving shapes; Standard 3 – Data analysis and collection; Standards 4 – Geometric Concepts; Standard 5 - Measurements
Teacher Learner Comments: At the beginning of the school year, the students will be provided a detailed 8 x 11 inch drawing of a tree. They will then cut the drawing into segments along a grid recording the coordinates of the segment on the back of each piece. Each student will receive a small segment of the tree which they will enlarge to ten times the original size. We intend that this will promote a discussion of scale and require the students to complete precise measurements. The students will then reassemble the enlarged “tree” which we intend to promote class discussion on coordinate points (as well as the importance of the role of every member of the class in the success of the project). Initially, the “tree” will serve as an aesthetically pleasing picture and lasting reminder of a collaborative accomplishment. When students study triangles, we will refer to the previously constructed tree. We will form a triangle using a string which travels from the apex of the tree to the floor approximately 20 feet away. Students will stand under the string essentially forming corresponding sides of similar triangles with the tree trunk. The students’ heights can be easily ascertained as well as the base distances of our two triangles. Using the ratio concepts, students can then find the height of the tree. This will provide students with an interactive reference point that has practical applications. They can also find the area of the two triangles. Further class data will be collected, and we will complete an activity during which students will use their graphing calculators to create a scatter plot and determine the equation for the line.
Using Graphing Calculators
Teacher Learner Name: Rachel Weinstein
District and School:
Innovation for Students in Grades:
Description: The purpose of the innovation is for students to “see” an equation without actually graphing the equation. Students previously learned to complete functions in tables. They also learned how to use graphing calculators and how to enter lists into the graphing calculators and look for relationships among graphs. Currently students are beginning to predict what graphs will look like based on the equation.
Colorado Model Content Standard or Benchmark in Mathematics: Standard 2: Use algebraic methods to explore, model, and describe patterns & functions involving numbers, shapes, data, & graphs in problem-solving situations.
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Atoms & Properties of Matter
Boiling Point - Volume, Conservation of Mass & Properties
Teacher Names: Michelle Baum, Joseph Volk, and Jan Myers
District and School: JeffersonCounty – BellMiddle School
Innovation for Students in Grades: 8th
Description:We will use Bell jars to help students understand the shortcomings of volume as a measure of matter and to show a discrepant event in conservation of mass. The purpose of this lesson is to help students understand the effects of pressure on boiling point. Generally, we want students to develop more understanding of various measures of matter. We also intend to improve instruction through the use of more inquiry-based laboratory experiments and the development of better writing prompts.
Colorado Model Content Standard or Benchmark in Science:Standard 2.1 Compare objects based on physical …properties (and) design experiments to measure these properties.
Teacher Learner Comments:We developed an implementation plan for our lesson study.
Heat and Changes in States of Matter
Teacher Name: Carla Coverdell-Smith
District and School:
Innovation for Students in Grades:5th G/T
Description: Gifted students are curious about science concepts beyond what is expected by district content standards. Differentiating for this group is imperative to their learning. Providing opportunities to elaborate on concepts in different, unique situations helps students to deepen their understanding. The desired outcome was for students to know and demonstrate understanding of concepts beyond what is expected by district mandated curriculum and, of course, to keep kids engaged in science! Central concepts: Heat is energy which transfers from a hotter substance to a cooler substance, and water freezes at zero degrees Celsius, melts at zero degrees Celsius and boilsat 100 degrees Celsius (at sea level).
Colorado Model Content Standard or Benchmark in Science:
Teacher Learner Comments: The following experiments were completed by the students.
Quick Freeze
In this experiment, a bottle of club soda is removed from an ice bath and opened. Moments later, the club soda freezes inside the bottle.
Boiling with Ice
A flask of boiling water is corked and inverted. When a bag of ice is placed on the bottom of the inverted flask, a depressed boiling point and cooling of vapor to liquid results; this allows water to boil at lower temperature.
Molecular Motion
In this activity, students record the time it takes for a drop of food coloring to completely distribute throughout glasses filled with cold and hot water. The experiment demonstrates molecular movement being greater in hot water than cold.
Heat Transfer
These two experiments required students to observe and record temperature changes in water when a hot steel ball and a cold steel ball are placed in a beaker of room temperature water. The activity demonstrates heat transfer from a hotter substance to a cooler one.
Insulator
This was an application of concepts—students were required to create a method to keep an ice cube solid for as long as possible by insulating a paper cup.
Other
Literacy Activities included a word splash supported by a video, anticipation guide for reading, and a written assessment requiring students to write about the “life cycle” of a molecule of water from solid to solid phases.
Results
As I assessed students work following experiment on molecular motion, it became apparent that most students weren’t able to isolate the concept—they weren’t sure what observations were demonstrating so the following day we discussed concept again with additional diagrams and examples.
After re-teaching heat transfer, including graphing skills and how to identify scientific concepts being observed, twice as many students demonstrated understanding of concepts to a meets standards level and there was an increase in graphing skills as well (17 students evaluated).
Some students understood depressed freezing point of boiling and freezing from the demonstrations as indicated by journal entries. This is not a required standard at this level; however, the demonstrations did introduce new concepts which added depth to some student’s learning.
One of our final assessment pieces was for students to write a description of the process of a water molecule from solid to solid phase. All students demonstrated an adequate depth of understanding of the process in their written explanations (see Scoring Guide analysis).
75% of students (16) scored 80% or higher on district assessment. There was no pretest data available. It was interesting to note that 15 of 16 students tested missed this question: “What happens to the temperature as solid water (ice) turns to liquid water?” Most students answered that temperature increased rather than temperature remained the same. This question needs to be presented differently I believe. I did review this concept following test; once I clarified that the question was asking for what was occurring with temperature during melting, most did have a correct response in discussion.
My Learning:
After each lesson, student work was reviewed. At times I was surprised what students didn’t know or weren’t doing such as graphing skills (inadequate labels, inappropriate use of intervals and/or scale, plotting data clearly). This review helped me gauge my next day’s teaching. Continual assessment, both formal and informal, is necessary to determine learning needs of students. While it’s always true students come to the classroom with various understandings and knowledge regarding science concepts, a teacher can assume too much!! Students need more modeling of written responses and need practice identifying the important science concepts being demonstrated in an activity. Personally, my most important learning is that when I feel confident and comfortable with the subject area, my effectiveness increases as does my enthusiasm. My students responded in a positive way to my excitement for what we were doing.
What Worked Well:
After reviewing and assessing students, and then re-teaching with that information in mind, students did improve in their student work.
Small group work is great (3 to 4 students is optimal); everyone needs something to do to minimize boredom and off-task behavior
The continual assessment using various methods was helpful to direct instruction.
The students seemed to enjoy the word splash activity--the comparisons made provided some insight into what their understandings and misunderstandings were of relationships as well as helping to identify students who were thoughtful and analytical in their scientific thinking.
A look to the future:
When teaching this unit next year I hope to allow students more freedom to design experiments demonstrating concepts. For instance, many kids knew boiling, freezing and melting points--perhaps they could design experiments which show these concepts as a differentiation technique rather than using pre-designed experiments.
There is a definite need to continue to develop on-going assessments to guide instruction.
Students need examples and models of acceptable written responses, especially identifying what concepts they are observing and then including them in responses. This may be an effort issue for some students, but generally speaking, most kids will rise to the expectation when they clearly understand what is expected.
Literacy through Study of Matter
Teacher Name: Patty Christianson
District and School: Englewood Schools – SinclairMiddle School
Innovation for Students in Grades: 6th
Description: One of the difficulties for me in teaching science is that students need
to have a common base of background knowledge or a common resource to relate to in any given subject. That is where textbooks become helpful in science. Our district has adopted the curriculum written by Holt, Rinehart, and Winston, Holt Science & Technology. When introducing chemistry to my sixth grade students, the textbook becomes our common source of knowledge for the science concepts we learn. The varied
reading levels are one obstacle to gaining knowledge through books but I have
also found that contextual nonfiction is difficult for even my best readers.
Colorado Model Content Standard or Benchmark in Science:
Teacher Learner Comments:
Literacy Strategies to Access Reading in Science:
Interactive Notebook - Notebook where each pair of facing pages is set
up so that one page is class notes on content, process, etc. and the facing
page is used for student's individual interactions with the learning.
Jigsaw - assign parts of the reading "puzzle" to group of students who
read small section and become the "experts" on a topic; then the groups
are "jigsawed" so there is an expert on all sections in each group.
Concept Mapping - using a variety of diagrams, starting with the 'main topic' and branching out to sub topics and finally details, a topic can be outlined using an open map.
Main Sentence or Five Star Fact- have students determine the most important sentence in a paragraph or reading section. Or it could be the most meaningful sentence (to that student).
Inquiry Board - place where students can jot down questions that come to
them and have quick answer/discover session whenever extra time!
Opposite writing - Write the opposite of what is true or mix up facts to include opposite answers. ie: solid - takes the shape of it's container; liquid - has definite shape.
Pre/Post Testing - careful to assure student of the purpose of a pretest, this method is ideal for showing gained knowledge.
Anticipation guides - a pre-reading activity that gives students a series of statements with which they can agree or disagree with; the guides of course deal with the big ideas of the text.
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Cells, Human Systems, & Heredity
Edible Cell
Teacher Name: Rhoda Fosler
District and School: JeffersonCounty – Rooney Ranch Elementary
Innovation for Students in Grades: 5th
Description:As part of the District 5th Grade Unit Growing and Changing, many questions around heredity are asked. The goal of our lesson study is to produce proficient readers and writers in intermediate grades. School data shows a downward trend in boys’ literacy. CSAP test results, various other reading assessments and classroom observations also support this trend. Our belief is that boys learn reading and writing in a different mode than girls. We currently do not teach literacy in a style which attracts interest from our boy population. Examples may be topic choice needs to be made into high interest and taught in a more kinesthetic fashion. Using technology is also a resource to engage students. By choosing to embed Science into Literacy, boys will have a more authentic reason for reading and writing. Hopefully the gap may lessen because boys are actively engaged in the topic they are reading and writing about. The goals are to interest boys in science content and develop literacy through this content. Learning styles inventories indicate that the students in this year’s 5th grade class are kinesthetic learners who need to process verbally. Academic needs and levels vary from gifted to special education.
Colorado Model Content Standard or Benchmark in Science:
Teacher Learner Comments:
A teacher will introduce the lesson by asking students how many can roll their tongues? Teacher will chart the responses. Teacher will ask why can some students roll their tongues and others cannot?
Next, teacher will read Amazing Schemes Within Your Genes to allow students to develop questions that will be tested. Teachers will record questions as a whole group. Students will begin conducting the lab using the biokit. Students will come back to the whole group and discuss their findings. Students will take biokit cards home and experiment with parents. The next day students will write the outcomes of how they are like/ different that their mother and father. The lesson will open with the following questions: Why can some students roll their tongues and others cannot? What do you think will happen if you asked your mother or father if they can roll their tongue? What other types of traits do your family members share? Teacher will provide a checklist for students to make predictions. At first we will just have a prediction chart and we will be sharing whole group. To see if our goal worked with writing we will restate the questions from above. For example- how did your prediction compare to the actual results.
Teacher will bring closure to the lesson by holding a class discussion about the final written piece. At the end of the lesson students need to turn in a proficient writing piece describing way they are like and different than their mother and/or father. The piece will include the use of correct conventions, vocabulary used during the lesson and logical organization of thoughts. Students will be on task and fully engaged. Conversation will center around observations being made and predictions about family.
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Earth Processes
Teacher Resources
Teacher Learner Name(s): Molly
District and School: JeffersonCounty -
Innovation for Students in Grades: 7th & 8th
Description: See Molly’s Innovation (Power Point)
Colorado Model Content Standard or Benchmark in Science:
Teacher Learner Comments: Throughout the process of developing my Innovation, I had some thoughtful self-analysis of my project, including what went right, what went wrong, and challenges that I am still facing.
My first insight into the project was that I was going to have a crazy time of finding a teacher who would allow me to teach in the classroom a lesson pertaining to Geology. Knowing that my innovation needed to contain an element of teaching and reporting the results, was going to be tricky considering I am not in a full-time classroom, but working as an Instructional Coach. I realized that working one day with a classroom would not be as beneficial to the students, the teacher, or me, so I decided to “teach” something that would benefit everyone! I decided to teach the teachers about helpful resources that they could use in their classrooms to aid in their teaching and to increase the understanding of their students.