Griffin Middle School Classroom Lesson Plans Subject: Physical science Teacher(s): Mr. Newell/Mr. Jefferson For the week of: 5th September 2017 Taken from GSE: S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter. b. Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed. d. Construct an argument to support the claim that when a change in a substance occurs, it can be classified as either chemical or physical. 6-8th Grade Literacy in History/Social Studies, Science, and Technical Subjects Common Core Georgia Performance Standards (ELACCGPS) Click here for those standards: Math: Standards for Mathematical Practice inside of units- Production and Distribution of Writing L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L6-8WHST5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. L6-8WHST6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge L6-8WHST7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. L6-8WHST8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
How will we know if EACH student has learned it? To learn, I will… Review samples of CER writing How will we respond when a student does not learn it? Reciprocal teaching How will we respond when students do learn it? Flexible Grouping How will we know if EACH student has learned it? To learn, I will… Create and develop particle models of objects in different phases How will we respond when a student does not learn it? Reciprocal teaching with a group member. How will we respond when students do learn it? Flexible Grouping How will we know if EACH student has learned it? To learn, I will… Create and develop a line graph of water (temp) in different phases How will we respond when a student does not learn it? Group members will teach member who is not learning. How will we respond when students do learn it? Flexible Grouping How will we know if EACH student has learned it? To learn, I will… investigate the outcomes of a bottle with a balloon attached when placed in hot water and then in cold water How will we respond when a student does not learn it? Reciprocal teaching with another group member. How will we respond when students do learn it? Flexible Grouping 1. Success Starter: Warm-up Questions see powerpoint 2. Opening (hook/activator) Pancakes! Pancakes! read aloud and investigation 1. Success Starter- Warm-up Questions see powerpoint 2. Opening: (Hook/Activator) Show phet simulator of particle activity in different phases of matter. 1. Success Starter- Warm-up Question see powerpoint 2. Opening: (Hook/Activator) What’s in the Bubbles? Keeley probe 1. Success Starter: Warm-up Questions see powerpoint 2. Opening (hook/activator) Predict what will occur if a bottle with a balloon attached to the top is placed in hot water, and then in cold water
Specialized Instruction- (to be completed by the Co-Teacher) An Accommodations Matrix is included in the Lesson Plan binder which itemizes individualized needs. Please note the below listed supportive aids & services are not in isolation. Tuesday Wednesday Thursday Friday Individualize written outlines with fewer steps to fill in Present information in small pieces / chunking Use graphic organizer to strengthen information, organize it, tie new information to previously stored information Provide verbal and visual instructions for assignments: precise and clear verbal description Provide summarization activities/ Help students summarize information Allow extra time Use technology integration (Snap & Read) Use grids/chart to write down results Chunking and visual images to keep information active in memory Use multi-sensory approaches to learning Verbal explanations/directions simplified and supplemented by visuals (pictures, symbols, or written supports) Teach using active construction of meanings (hands-on, manipulatives, tactile stimulation, etc.) Provide a structured environment with a given place for materials/equipment Allow extra time Provide directions verbally and visually Provide pictures and visuals to support communication of knowledge Model Allow extra time Graphic organizers Pre-teach vocabulary Teach concepts with real-life applications Concrete representation of concepts Allow extra time