Reaction Rates

Photo Credit: Carolina Biological Supply Company via Compfight cc

OUTCOME: Students will be able to identify the factors that affect the rate of reaction: surface area, volume, concentration, temperature, and the addition of a catalyst.

SCI10-CR4 Investigate the rates of chemical reactions, including factors that affect the rate.
b. Predict how factors such as temperature of the reactant(s), concentration of the reactant(s), surface area of the reactant(s), and the presence or absence of catalysts or inhibitors might affect the rate of a chemical reaction. (S, A)

SCI 11- CR4 Identify factors that affect the rates of chemical reactions
Identify how factors such as temperature, concentration, and surface area can affect the rate of a chemical reaction

Here’s what I used for my lesson:
1. Lesson Plan

2. Follow along notes

3. Video– How to speed up a Chemical Reaction (and get a date!)

5. PowerPoint

6. Professional Development: (1), (2)

7. Sample work– this was exactly what I wanted.

Science 10- The Law of Conservation of Mass

Photo Credit: Keoni Cabral via Compfight cc

OUTCOME: Students will be able to follow a procedure in experimenting the Law of Conservation of Mass.

SCI10-CR3 Represent chemical reactions and conservation of mass symbolically using models, word and skeleton equations, and balanced chemical equations.

a-> Design and safely carry out an experiment to confirm the Law of Conservation of Mass, identifying and controlling major variables

SCI11-CR2 Represent chemical reactions symbolically using models, word equations, and balanced chemical equations

• Represent chemical reactions and conservation of mass using models.

Here’s what I used for my lesson:

1. Lesson Plan

2. Tutorial- Triple Beam Balance Video

3. Lab handout/evaluation

Science 10-Types of Chemical reactions

OUTCOME: Students will be able to identify different reactions as either synthesis, decomposition, single-replacement, double- replacement, and combustion.

SCI 10- CR3 Represent chemical reactions and conservation of mass symbolically using models, word and skeleton equations, and balanced chemical equations.

1. Categorize chemical reactions as synthesis, decomposition, combustion, single replacement, and double replacement, including acid base neutralization. (S, K, A)

SCI11-CR Represent chemical reactions symbolically using models, word equations, and balanced chemical equations.

– Represent chemical reactions and conservation of mass using models.

This is what I used for my lesson:

1. Lesson plan

2. PowerPoint

3. Graphic Organizer

4. Partner Activity

5. EXIT slip (1), (2)

6.How I partnered them off

I really enjoyed teaching this lesson and felt it reached multiple types of learners. The students seemed to really respond to the definition game and the partner work helped students who were struggling to grasp the concept a little extra help.

Grade 6 Science- Microorganisms and Microscopes (day 2)

Outcome: Assess effects of micro-organisms on past and present society, and contributions of science and technology to human understanding of micro-organisms. (DL6.5)

Indicators: 

1. Explain how micro-organisms meet their basic needs, including moving around and obtaining food, water, and oxygen.

2. Choose and correctly use appropriate tools (e.g., magnifying glasses, optical microscopes, and video microscopes) to study living organisms that cannot be seen with the naked eye.

Here’s what I used for my lesson:

1. Lesson Plan

2. Station handout/sheets- Station Activities

3. Professional development plan- (1), (2)

This lesson produce a bit louder of a noise level; however, if instructions are given prior to starting, students will react better. Students seemed to enjoy the station work; however, some found difficulty with the creative thinking stations.

Grade 6 Science: Micro-organisms and Intro to Microscopes

Outcome: Assess effects of micro-organisms on past and present society, and contributions of science and technology to human understanding of micro-organisms. (DL6.5)

Indicators: 

1. Explain how micro-organisms meet their basic needs, including moving around and obtaining food, water, and oxygen.

2. Choose and correctly use appropriate tools (e.g., magnifying glasses, optical microscopes, and video microscopes) to study living organisms that cannot be seen with the naked eye.

Here’s what I used for my lesson:

1. Lesson Plan

2. Activity Sheets-Criminal Protists

3.  Follow along class notes and activity response area- handout

4. Powerpoint- Grade 6- Micro-organisms and Into to Microscopes

5. Professional Development Plan- filled in (1), (2)

6. Professional Development Plan 2- filled in (1)

Another one of my favorites!

Grade 6- Math: Ratios

Outcome: Demonstrate an understanding of ratios concretely, pictorially, and symbolically (N6.8)

Indicators:

• Create representations of and compare part/whole and part/part ratios (e.g., from a group of 3 boys and 5 girls, compare the representations boys to girls, boys to entire group, and girls to entire group – 3:5, 3:8, and 5:8 respectively).
• Express a ratio in colon and word form.
• Solve situational questions involving ratios (e.g., the ratio of students from a Grade 6 class going to a movie this weekend to those not going to a movie is 15:8. How many students are likely in the class and why?)

Here’s what I used for my lesson:

1. Lesson Plan

2. Powerpoint- ratios

3. Handout

4. Professional Development Plan- filled out

5. Reflection on lesson

One of my favorite lessons!

Grade 6- ELA: Formal and Informal Language

Outcome: Use oral language appropriately to express a range of information and ideas in formal and informal situations including presenting an oral report based on research, a demonstration, and a short dramatization. (CC6.6)

Indicator: 

• Present ideas effectively demonstrating an awareness of audience (e.g., attempt to make the material interesting and appropriate to audience and purpose).
•  Perform role plays and dramatizations.

Here’s what I used for this lesson:

1. Lesson Plan

2. Powerpoint- Formal and Informal Language

3. Handout- Practice

4. Scenarios

5. Professional Development Plan- filled out (1), (2), (3)

6. Reflection of lesson

This lesson plan worked really well and allowed the students to let their creativity flow.

Grade 6- Math: Percentages

Outcome: Demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically (N 6.5)

Indicators: 

•  Observe and describe examples of percents (whole numbered to 100) relevant self, family, or community, represent the percent concretely or pictorially (possibly physically), and explain what the percent tells about the context in which it is being used.
•  Solve situational questions, and provide justification for possible decisions, using whole-numbered percents to 100.
• Create and explain representations (concrete, visual, or both) that establish relationships between whole number percents to 100, fractions, and decimals.
• Write the percent modeled within a concrete or pictorial representation.

Here’s what I used for my lesson:

1. Lesson Plan

2. Powerpoint- percentages

3. Handout- assignment

4. Professional Development Plan– filled out (1), (2), (3)

5. Reflection on the lesson

6. Examples of Student work: (1), (2), (3)

This would be a very effective lesson so long as students already understand that fractions are another way of writing division.

Grade 8-Social Studies: Interactions and Interdependence of Nations (IN6.1)

Outcome: Investigate the meaning of culture and the origins of Canadian cultural diversity (IN8.1)

Indicators: Examine the extent to which cultural groups are able to retain their cultural identity in Canada, with reference to elements of culture.

Here’s what I used for my lesson:

1. Lesson Plan

2. Professional Development Plan

More of a discussion based approach, it works well to get students thinking about what their opinions are to certain, controversial topics.

Grade 6 Math: Refining a Lesson Plan (N6.5)

1. Lesson Plan- before

2. Lesson Plan – after

Note: Professional development plans and feedback, as well as the reflections of the lesson, are in both links to the lesson plans.

Reflection: The first lesson plan was used on my first attempt on teaching percents, fractions, and decimals to the class. Although the lesson was well planned, I had not known that Grade 6 students did not understand that fractions were another way of writing dividing. This was some prerequisite knowledge that was essential for understanding my lesson. Needless to say, the lesson was only half understood and I don`t believe any of the students retained that knowledge for the next day. So, next week I had planned to teach the same lesson but taking a different approach. The second lesson plan I created involved making it more image based. The second attempt went much better and I was feeling a lot more confident in the level in which they retained. They were all able to get through the assignment and only struggled on the challenge question. Also, in my second lesson I had found a way to include the Treaty Education outcome into the lesson smoothly (this can be seen during the last question on my PowerPoint.