dailydoubleplan_gases

7/30/2019 DailyDoublePlan_Gases

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DAILY DOUBLE PLAN

Overview Key Lesson ElementsUnpacked Benchmark,CDAS, CRS, or IL StateStandards.

12C. Know and applyconcepts that describeproperties of matter andenergy and theinteractions betweenthem

STEP 1

What is the Teacher Doing? What are the Students Doing?

STEP 5

State Lesson Objective & Lesson Agenda

2/25/13

Helium Demonstration

VoiceThread Lesson withDemonstrations

Student Hands-On Activity

Exit Ticket

I Do/We DoNARRATE: Narrate students sitting in listeningposition

- Show students a balloon- Explain that sometimes people can blow

a balloon up with their own breath- BUT this balloon was filled up with

something elsehelium- Tell students to put one hand up if they

have heard of helium- Tell them that you are going to do

something with the balloon, but in orderfor it to work they have to be completelyquiet

-

Suck the helium out of the balloon andask students what they saw you do- Most likely, students will begin laughing

because of how the helium changed yourvoice

- Act confusedWhat are you alllaughing at?! I dont know what is sofunny! Can someone please raise theirhand to tell me what is so funny?!

- Once your voice is back to normal,explain to students that you knew thatyour voice was going to change

- Tell students the helium changed yourvoice

- Did you see the helium going into my

mouth?It is invisible because it is agas

- If you remember when we first talkedabout gases we said that most gases areinvisible

- Today we are going to talk about gasesthat are invisible, and we are going totalk about some gases that you canactually see

- By the end of todays science lesson youwill all be experts in gases!

- I have a lot of experiments to show youso it is very important that everyone issitting in listening position, listening and

Students are sitting in listening positio

- Students will raise their hand to explaiwhat is different, strange, funny, etc

- Students return to listening position

Name: Leslie Madorsky Subject/Time: Science Date: 2/25/2013


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watching very closely- There are shoe boxes on your deskwe

will be using them later. Do not touchthem and do not open them until I tellyou to. If you decide to touch the box ormess with it, you will have to watch our

last demonstration instead of being ableto do it with a partner.

- When each experiment is complete Imgoing to draw popsicle sticks withdifferent names on themit could beyour name! So it is very important youare watching and listening so that youcan learn about gases and answer myvery important questions!

- Play the VoiceThread as the lessonstarts

- First there will be a quick review ofsolids and liquids

- Next gases will be explained- Here is a trick to figure out if something

is a gashold up one finger if you canput your finger through it, hold upanother if you can pour it. If you cannotpour it, but you can put your fingerthrough it (one finger up) then it is a gas.

- Following the explanation of gases, therewill be some experiments

- Before each demonstration havestudents make predictions about whatthey think will happen

- Facilitate discussion around predictions(2-3 students per prediction)

- After each experiment have students dothe finger testcan I put my fingersthrough it? Can I pour it?

COLD CALL: Cold call on students to answerquestions about each experiment. Have studentsexplain in their own words what happened andwhy. Cold call students to share if they agree ordisagree and why. (2-3 students perdemonstration)UTILIZE SENTENCE STEMS! REINFORCE USINGCOMPLETE SENTENCES!

After each demonstration teacher will facilitatediscussion amongst studentswhat happened?What does it mean (its a gas)? How do you knowits a gas, what characteristics of a gas does ithave? ____do you agree? Do you disagree?

Why? What do you think will happen when I____(for each demonstration) Do you have adifferent idea than _____? Can you add to what

____ said?- Demonstration number 1have all

students breathe into their hand- What do you feel?air- Now everyone take three deep breaths

with me- What are you breathing in?air also

called oxygen- Now everyone take two more deep

breaths and exhale, or breathe out, reallyheavily

- Students have their eyes on theprojector

- Students will predict what they think isgoing to happen and then discuss whaactually happens for eachdemonstration

- Students will answer questions aboutthe demonstrations after eachdemonstration


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- So there is oxygen filling up thisclassroomdo I run into it? Nope! But itis still in here because of it wasnt wewouldnt be able to breathe

NARRATE: Narrate students that continue tofocus on the experiments

POSITIVE FRAMING: Positively frame studentsthat are watching and listening very closely sothat they can answer questions after theexperiment. Remind students they dont knowwho is going to be called on so it is important tothat everyone is listening and asking questions ifthey are confused so that they can answerquestions later

- Next, show students a matchnow Imgoing to show you a gas that you cansee

- This is a matchis this match a gas?No, its a solid

- But, if I light this match, I will have a gas.Watch

-Light the matchexplain that the smokeand the flame are both gasesthese aregases that we can see

- For the next experiment I am going touse a water bottle with a little bit ofvinegar in it and a balloon that hasbaking soda inside of it

- Tell students to make predictionswhatdo you think Im going to do with thiswater bottle and this balloon?

- Now tell students that you are going towrap the opening of the balloon on theopening of the water bottle

- Place the balloon on the opening of thewater bottle and tip it so it is right-sideupthe baking soda inside the balloonwill fall into the water bottle which willcause the balloon to blow up

- Ask studentswhat happened when Iput the balloon on the water bottle?Why/how do you think this happened?

- Explain to students why the balloon wasblown uphave students explain it intheir own words

- Last, show students an alka seltzertablet and a cup of watertell them theywill split into groups of 2 or 3 and eachperson will have a job

- One student is going to get a cup of

water and the other will get an alkaseltzer tablet (2 will be given to groups of3)

- The person who has the cup of watermust hold the cup very still or thisexperiment wont work

- The other student(s) will drop the alkaseltzer tablet into the cup of waterallstudents do this at the same time

- Before you open your shoebox and startyour experiment I need you all to writeyour predictionswhat will happen if weput the tablet into the cup of water. Writewhat you think is going happen. When

- Students write down their ownpredictions at a level 0


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you finish sit in listening position so Iknow you are ready

- Tell students that after they drop thetablet they are going to write down theirobservations and then we will discusswhat they saw

-After all students have drawn/writtentheir prediction give each group an alkaseltzer tablet and a cup of water

- Tell one person from each group to dropthe tablet into the cup of water

- Students will record their observations- After the class will discuss what they

saw- What do these observations mean? What

did we learn by doing thisits a gas.- Some gases we can see, some gases we

cannot seeCOLD CALL: Cold call students to sharesomething they learned about gases

You Do- Give each student an exit ticket tocomplete on their own**Exit tickets will be differentiatedaccording to ability

Red and yellow groups will have to circle animage that shows an example of a gas. They willalso write one thing they learned about gases.

Blue and purple groups will write down oneexample of a gas and two things they learnedabout gases

Orange and green groups will write down one

example of a gas and three things they learnedabout gases.

Exit tickets will inform me whether or notstudents grasp the complex concept of gases. Ifthey are able to understand it, moving forwardthey will be challenged with trying to decide if asubstance is a solid or a liquid. The substance istechnically neither, but students will have todecide which one they think it is and defend theiranswer.

STEP 6

Designated student will put the alkaseltzer tablet into the cup of water

Students record their observations

Students discuss what they saw andwhat they think it mean

- If called on, students will sharesomething they learned about gases

- Students will complete their exit ticket a level 0

**Students who will potentially shout out: AnayJavii, Trevontae, Fatima, Derrick, Aniya

**Students who may be off task duringexplanation and modeling of activity: Fatima,Kalimat, DAnthony, Aniya, Aamya, DashawnPhipps, Anaya, Marquita

**Students who will raise their hands to shareanswers: Teniya, Makaylia, Amaree, Morya,Kodie

**Students who will be on-task: Teniya,Kamarion, Jaden, Makaylia and Kierra

**Narrate the on-task student behaviors:Amaree has her book open to page 188 and shhas her finger underneath the title. I know she iready to read. I see that Jaden has his fingerunderneath the title and his eyes are in his booso I know he is ready to read.I noticed that Kodie was not watching me wheI read, but instead he was following along withhis finger. Great job! Lets see who else canfollow along while I read.

**Students to challenge: Fatima, DAnthony,Aamya, Derrick, Kalimat, Aniya, Anaya, DashawPhippsWhenever one of the above students arefollowing directions/expectations, positivelynarrate around them. Make it known that theirgood behavior is recognized, and then they wilbe more likely to continue with good behavior.For example: Fatima has her book out, herfinger is underneath the title, her voice is off anher eyes are in her book. I know she is ready tolearn!If the students are off task, narrate around themto challenge them to get back on-task. For


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example: Kodie and Amaree have their booksopen and have their fingers underneath the titleI know they are ready to read! Let me see whoelse is ready. They both sit next to studentswho may be off task. This will hopefully motivathose students to get on-task if they were off-

task .

I Do Input (1-2 Key teaching points):Check for Understanding:

Demonstrate and explain eachexperiment

STEP 7

Objective(s) SWBAT:

Students will be able toidentify what a gas is anddescribe characteristics

of a gas.

STEP 2

We Do Guided Practice:Check for Understanding:

Discuss demonstrationtogetherteacher will be

facilitating discussion betweenstudents

STEP 8

Students work with their tablegroup to make observations

about the different items in thebin

Students share out the textdefinitions

Vocabulary words/KeyConcepts:

GasesWhat makes a gas a gas?

CAN HAPPEN AT

ANY STEP

You Do Independent Practice:Check for Understanding:

Students will complete aprediction/actual occurrencechart on their own for eachexperiment

Students will complete an exitticket on their own

STEP 9

Students work at a level 0 tocomplete the worksheet whilethe teacher reads the questionout loud.

Modifications/Accommodations

Exit tickets andrecording sheets will bedifferentiated based onstudent ability levels

STEP 4

Exit Ticket (aligned to lesson objective) orassessment:

Give each student an exit ticketwith a different stage of matter

on it

STEP 3

Students will identify which staof matter they have

independently at a level 0

Materials & Technology

VoiceThreadMatchLiter of sodaBalloonAlka Seltzer (16 tablets)Cup of water (14)

Closing/Preview for next lesson:

STEP 10


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Shoe boxesRecording SheetPencilExit Ticket

CAN HAPPEN AT

ANY STEPHomework: STEP 11

There is no homework for science

** Students to watch: Anaya, Fatima, Dashawn Phipps, Kalimat, Derrick

(sometimes), Aamya, Aniya

** Students to use as examples: Teniya, Makaylia, Derrick (sometimes), Amaree,

Jaden

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