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.

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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 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.

Grade 6- Math: Relating percents, fractions, and decimals (N6.5)

Objective: Demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically. [C, CN, PS, R, V]

Indicators: Create and explain representations (concrete, visual, or both) that establish relationships between whole number percents to 100, fractions, and decimals.

Here is the following materials I used for my lesson plan:

1. Powerpoint (lecture/direct instruction/review): Relating Fractions, Decimals, and Percents

2. Lesson plan

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

4. a copy of the 10×10 grids I used

5. Reflection of the lesson