Decision Two: The performance or product project by qNa1Yf

VIEWS: 5 PAGES: 66

									       Grade Level                                    Chemistry

       Content &
                                                    SC1c-d, SC2a-b
    Standard(s) Code


       Name of Unit                  Chemical Formulas, Reactions, and Equations

      Page Numbers                     Acquisitions Lessons, Pages 11-14
      Unit Decisions                Extending Refining Lessons, Pages 18-19
        Pages 1-9                  Graphic Organizers, Pages 29,43,46,53,58,66
         Submitted
                                                     Lee Hatfield
            By

  Professional/System
                                               lhatfield@ware.k12.ga.us
    Email Address

           System                                        Ware

           School
Please do not use initials. Type               Ware County High School
      full name of school.




                                                                                   1
Created by: Lee Hatfield

Decision Two: Lab: Types of Chemical Reactions                                                                                 Note: Decision One is the
                                                                                                                                     Content Map

Students’ Assignment Page for the Culminating Activity
p.53
Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
    1. What happens if a chemical formula is written or named incorrectly? (It no longer represents the compound. It also could make balancing an
       equation impossible.)
    2. How do I know when a chemical reaction has occurred? (Key indicators of a chemical reaction/change include: formation of a gas (bubbles),
       evolution of light and heat, formation of a precipitate, and a color change.)
    3. Why must a chemical equation be balanced? (To satisfy the Law of Conservation of Mass.)

Paragraph Description of the Culminating Activity:
The culminating activity will be a lab that illustrates the major types of reactions. Students will carry out the reactions, record observations, and write
and balance equations for each reaction.




Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
    1. Each lab group will carry out several different reactions. The teacher will provide a list of reactions, giving only the reactants to be used.
         Students will predict products for the reactions and identify the reaction as to type.
    2.   Each student will complete the matrix graphic organizer on p. 53 during this activity. Students will write balanced equations for each reaction on
         the back of the graphic organizer.




                                                                                                                                                              2
Decision 3: Culminating Activity/Project Rubric
Determines type of     Predicts and writes formulas                                 States procedures for               Observations/data
reaction                                                   Balances equations
                       for reaction products                                        conducting each reaction        collected for each reaction

   Three or more          Three or more incorrect     Three or more equations       Procedure missing for more       Observations and/or data
   reaction types           products/formulas         incorrectly balanced.             than one reaction.           missing or incomplete for
     incorrect .                                                                                                      three or more reactions.



        (5)                         (5)                            (5)                           (5)                            (5)

Two reaction types            Two incorrect             Two equations incorrectly    Procedure missing for one       Observations and/or data
    incorrect               products/formulas.                 balanced.                     reaction.               missing or incomplete for
                                                                                                                          two reactions.



        (10)                       (10)                            (10)                         (10)                            (10)

 Only one reaction          Only one incorrect           One equation incorrectly     Procedur4es listed for all     Observations and/or data
  type incorrect.            product/formula.                  balanced.              reactions, but lacking in      missing or incomplete for
                                                                                               detail.                     one reaction.




       (15)                        (15)                            (15)                         (15)                           (15)

Correctly identifies     All products and formulas        All equations correctly    Procedures for all reactions    Complete observations
 all reactions as to              correct.                      balanced.              clearly expressed with        and/or data recorded for
        type.                                                                              complete steps.                each reaction.



       (20)                        (20)                            (20)                         (20)                           (20)
                                                                                                                                                 3
Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews

See Acquisition Lesson 1: Informal observation during collaborative pairs, informal observation during flashcard game, Short-answer quizzes, practice
sheets, summaries-The Most Important Thing Is…, writing assignments, extension lessons, test (multiple choice, short answer, problems.)

See Acquisition Lesson 2: practice sheets, informal observations during expert groups, informal reviews.

See Acquisition Lesson 3: writing assignment, graphic organizer, quiz (multiple choice, matching, completion), differentiated lesson, culminating
activity rubric.




                                                                                                                                                        4
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

Acquisition Lesson 1: Present content map for unit and preview key vocabulary, graphic organizer p.43, daily reviews

Acquisition Lesson 2: Preview key vocabulary, K-W-L graphic organizer p. 30, reviews

Acquisition Lesson 3: Preview key vocabulary, demonstrations of chemical reactions, anticipation guide, reviews




                                                                                                                       5
Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.

                                     See the Acquisition Lessons Templates (pages 11-17) and the
                          Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.

Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect Compare/Contrast                   Constructing Support
Justification    Induction                            Deduction
Error Analysis    Abstracting                         Analyzing Perspectives
Classifying       Example to Idea                     Idea to Example
Evaluation        Writing Prompts

   1) Evaluation of common chemicals as to chemical name and formula.
   2) Design and conduct an experiment to determine the empirical formula for a hydrate.




                                                                                                                                               6
Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

Student choice in one formal assessment: 1) Write a poem about the five types of chemical reactions, or 2) Research the Law of Conservation of Mass
in relation to the question—―When you lose weight, where does it go?‖, or 3) Design a game to learn how to write formulas for ionic compounds.




Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.

Day 1-8: EQ: How do I write a formula for and name ionic, covalent, and acidic compounds?
See Acquisition Lesson 1.

Day 9-11: EQ: How do I identify and predict the products for each of the five types of chemical reactions?
See Acquisition Lesson 2.

Day 12-15: EQ: Why must a chemical equation be balanced and what are the steps used to balance an equation?
See Acquisition Lesson 3.




                                                                                                                                                               7
Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.




                                                                                              8
Decision 11: Resources and Materials (Copyright/References )for Learning Unit
                       Left Column: Unit Writer to list copyright and references resources used for developing the unit.
                                    Right Column: Provision to list comparable resources at a later time.

                    Copyright/References provided by Unit Writer                                    Comparable Copyright /References
Davis, Metcalfe, Williams, and Castka. Modern Chemistry, 2002. Holt, Rinehart, and
                                                                                           Comparable resources will be listed at a later time.
Winston.




                                                                                                                                                  9
The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.




                                                                   10
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                  Created By: Lee Hatfield

          Essential Question: How do I write a formula for and name ionic, covalent, and acidic compounds?
       Activating Strategies:        1) Review of ionic and covalent compounds/bonding using the graphic organizer on p. 43 (Compare
      (Learners Mentally Active)        and contrast).

    Acceleration/Previewing:         1) Present content map for unit.
               (Key Vocabulary)      2) Preview key vocabulary: binary, tertiary, polyatomic ion, empirical formula, molecular formula

         Teaching Strategies:        1.  Activate: review ionic and covalent compounds/bonding using the graphic organizer on p. 43.
            (Collaborative Pairs;    2.  Guided lecture showing the cross-over method for writing formulas for ionic compounds.
    Distributed Guided Practice;     3.  Collaborative pairs: formula-writing for binary ionic compounds.
      Distributed Summarizing;       4.  Guided lecture for tertiary compounds and acidic compounds
            Graphic Organizers)      5.  Flashcard game: name the polyatomic ion and its charge.
                                     6.  Collaborative pairs: formula-writing for tertiary ionic compounds.
                                     7.  Review/Quiz: Writing formulas for ionic compounds.
                                     8.  Guided lecture: molecular compounds (naming by using prefixes). Brief introduction to the Stock
                                         System.
                                     9. Practice: writing formulas for molecular compounds
                                     10. Guided lecture: Assigning oxidation numbers and the Stock System
                                     11. Collaborative pairs: practice assigning oxidation numbers and writing formulas using the Stock
                                         System.
                                     12. Activate/Review: Error analysis---Find and correct the error in several incorrectly written formulas.
                                     13. Quiz—ions, formulas, naming compounds
                                     14. Extension: Names and formulas for common compounds. (See p. 18)
                                     15. Review: Converting from grams to moles; mole ratios
                                     16. Guided lecture: How to write an empirical formula.
                                     17. Practice: Determining empirical formulas for ionic and molecular compounds. (May use the
                                         ―justify your answer‖ graphic organizer on p. 58)
                                     18. Summary/Review: The Most Important thing about writing formulas is…..(graphic organizer on p.
                                         66. Can use this summarizer graphic organizer after any of the guided lectures.)
                                     19. Extension: Experimentally determining the empirical formula for a hydrate. (See p. 19)

                                                                                                                                            11
                                      20. Review
                                      21. Test: Multiple choice, short answer, and word problems.




Distributed Guided Practice/          1.   Handouts on formula writing for both ionic and covalent formulas.
     Summarizing Prompts:             2.   Mixed review handout: ionic, covalent, and acidic compounds.
    (Prompts Designed to Initiate     3.   Graphic organizer p. 66: ―The Most Important thing about ___ is…..‖
            Periodic Practice or      4.   Graphic organizer p. 58: Justify your answer for determining an empirical formula.
                  Summarizing)        5.   Error analysis worksheet: Finding and correcting errors in incorrectly written or named formulas.



    Summarizing Strategies:           1. Graphic organizer p. 66: ―The Most Important thing about ___ is….‖
       (Learners Summarize &          2. Writing assignment: How do I write a formula for an ionic compound? A molecular compound?
     Answer Essential Question)          How do I assign oxidation numbers and write formulas using the Stock system? How do I
                                         determine an empirical formula for a compound?




      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By: Lee Hatfield

          Essential Question: How do I identify and predict the products for each of the five types of chemical reactions?
        Activating Strategies: K-W-L graphic organizer on p. 29 to review and anticipate what the student already knows about chemical
      (Learners Mentally Active) reactions.

    Acceleration/Previewing: Key Vocabulary preview: precipitate
               (Key Vocabulary)

                                                                                                                                               12
        Teaching Strategies:       1.   Review K-W-L with students.
           (Collaborative Pairs;   2.   Guided lecture: the five types of chemical reactions.
   Distributed Guided Practice;    3.   Practice: Can I identify chemical reactions as to type?
     Distributed Summarizing;      4.   ―Cheat‖ Sheet: General equations for the five types of chemical reactions.
           Graphic Organizers)     5.   Self-Review: Students go back to their previous practice and make changes using their general
                                        equation ―cheat‖ sheet.
                                   6.   Expert groups: Class is divided into five groups, each of which will be an expert group for one type
                                        of reaction. Reactions are given to entire class; expert group identifies their reaction, predicts
                                        products, writes equation on white erase board. Boards are checked by teacher and displayed for the
                                        entire class.
                                   7.   Review types of reactions. Add to K-W-L.
                                   8.   Quiz: Types of reactions.
                                   9.   Differentiated lesson: Student selects assignment from list of three choices. (See p. 7).

Distributed Guided Practice/       1) Handout and/or reactions out of textbook for guided practice on identifying the types of chemical
     Summarizing Prompts:             reactions.
   (Prompts Designed to Initiate   2) Handout and/or reactions out of textbook for guided practice on predicting products of chemical
           Periodic Practice or       reactions.
                 Summarizing)



   Summarizing Strategies: 1) Add to ―L‖ column of K-W-L graphic organizer.
       (Learners Summarize &
     Answer Essential Question)




                                                                                                                                          13
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By: Lee Hatfield

          Essential Question: Why must a chemical equation be balanced and what are the steps used to balance a chemical equation?
        Activating Strategies:  1) Demonstrations of indicators of chemical reactions (for review.) Students record demo and what
     (Learners Mentally Active)     indicator(s) is/are observed.
                                2) Anticipation Guide: Which reactions are incorrectly balanced? How do you know?
    Acceleration/Previewing: Preview key vocabulary: Law of Conservation of Mass
              (Key Vocabulary)
         Teaching Strategies:        1) Review demonstrations.
            (Collaborative Pairs;    2) Guided lecture: How to balance a chemical equation.
    Distributed Guided Practice;     3) Self-Review: Students go back to activator (anticipation guide). Make any changes to their
      Distributed Summarizing;          answers.
            Graphic Organizers)      4) Writing assignment: Why must a chemical equation be balanced?
                                     5) Guided practice and review: Writing and balancing chemical equations.
                                     6) Quiz: Types of reactions, predicting products, balancing equations.
                                     7) Culminating Activity for the Unit: Lab for the five types of Chemical Reactions. (See student
                                        graphic organizer on p. 53 and grading rubric on p.3.)
Distributed Guided Practice/         1) Anticipation guide: Which equations are incorrectly balanced? How do you know? Why did you
     Summarizing Prompts:               choose these?
    (Prompts Designed to Initiate    2) Guided practice handout
            Periodic Practice or
                  Summarizing)

Summarizing Strategies:              1) Writing assignment: Why must a chemical equation be balanced?
       (Learners Summarize &         2) Graphic organizer on p. 46 could be used as a detail organizer for how to balance a chemical
     Answer Essential Question)         equation with the Main Idea Sentence being: Equations must satisfy the Law of Conservation of
                                        Mass. Details could be the steps involved in balancing an equation.




                                                                                                                                        14
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          15
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          16
17
Extending Thinking Lesson Planning Form
               Name: Lee Hatfield

  Essential Question: What are the chemical names and formulas for several common compounds?
       Mini-Lesson: Brief discussion of household chemicals and their uses.




                Task: Collaborative group: Brainstorm a list of at least ten common chemicals/compounds.


 Summarize/Sharing: Compile class list.



         Assignment: Research the chemical names and formulas for these compounds. Students are encouraged to find the
                         compounds in their home and check containers, but they may also use the internet or other outside
                         resources.




                                                                                                                             18
Extending Thinking Lesson Planning Form
                Name: Lee Hatfield

  Essential Question: How do you experimentally determine the empirical formula for a hydrate?
       Mini-Lesson: Discuss hydrates and how to write a formula for a hydrate.




                 Task: In lab groups: Design an experiment to determine the formula of a hydrate. Outline the design on a
                         ―storyboard‖ to share with the class.

 Summarize/Sharing: Share ideas. Re-write experiment procedures.



         Assignment: Carry out experiment. Prepare lab report.




                                                                                                                            19
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          20
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          21
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          22
23
24
 The following pages (29-66) contain sample Graphic
  Organizer (GOs) templates in direct reference to Decision 2.
 A Table of Contents can be viewed on page 27.
 You must include at least one in your unit.
 Please reference the graphic organizers chosen for your unit
  by citing the title and page number in the Decision 2 form
  field.
 You may also pre-fill your chosen graphic organizer by
  navigating to that page and clicking in the appropriate text-
  spaces.




                                                                  25
                                           ®
 Learning-Focused
Strategies Notebook
 Teacher Materials
   Dr. Max Thompson & Dr. Julia Thompson


          Learning Concepts Inc.
              PO Box 2112
            Boone, NC 28607
            (866) 95-LEARN
          (866) 77-LEARN Fax
         www.learningconcepts.org




                                               26
             Graphic Organizers Table of Contents

Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Justify Your Answer (Justification)……………………………………… 58
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
                                                                               27
       Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
       representation of concepts, ideas, and relationships. They provide the structure
       for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
     students have a guide to the text structure, their comprehension
     is considerably higher than when they only rely on reading and memorization.
     Expository texts ―explain‖ or tell about a subject. Their ideas are organized by:
       *      Sequence or Time-Order
       *      Listing or Description
       *      Compare/Contrast
       *      Cause/Effect
       *      Problem/Solution

4.     The most important question a teacher can answer is:
       ―How do I want students to THINK about my content ?‖
       Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.




                                                                                                 28
KWL Outline 1

           -K-              -W-               -L-
     Think I Know…   Think I’ll Learn…   I Learned…




                                                      29
KWL Outline 2
         -K-        -W-             -L-
      I Know…   Think I Know   Want to Know




                                              30
KWL Outline 3

          -K-            -W-                -L-
     What I Know…   Think I’ll Know   What I Learned




                                                       31
KWL Outline 4

                                              -L
           -K-            -W-
                                    What We Learned and
      What We Know   What We Want
                                    Still Need to Learn…
                      To Find Out




                                                           32
KWL Plus Outline

                                          Topic:
              -K-                            -W-         -L-
             Know                       Want To Know   Learned




 Final category designations for “L”:

                                                                 33
Word Map Outline 1
                                    What is it?
                               (write the definition)
                                                        What is it like?



   Causes




  The Word




     What are some examples?


                                                                           34
Frayer Diagram 1

Definition         Characteristics




Examples           Non-Examples

                                     35
Frayer Diagram 2

Definition         Sentence




I Think            Draw


                              36
              Folk Tales Story Map
     Title:

Characters:

Setting:

Problem:

Events: 1.
        2.
        3.
        4.

Solution:

                                     37
         Fish Bone (Cause / Effect)




                                      Effect




Causes                                         38
Cause and Event

                  CAUSE




    CAUSE         EVENT   CAUSE




                                  39
                  CAUSE
Cause and Effect
                            Cause




                   Cause:




Cause:
                                    Effect:




Cause:




               Cause

                                              40
Flow Chart   (Sequence)


   Skill or Problem:




                          41
Cycle Graph   (Sequence and Repeat)




                                      42
Compare / Contrast 1


       Concept 1                                           Concept 2
       Ionic Compounds                                   Covalent Compounds


                                     How Alike?




                                  How Different?

                                  With Regard To

                         1) types of elements involved


                         2) “fate” of electrons


                                                                              43
                  Compare / Contrast 2
      Concept 1                          Concept 2

                        How Alike?




                      How Different?

                      With Regard To




Summarize:
                                                     44
Describing An Event (Abstracting)




          WHO?                          WHY?




        WHEN?                           HOW?




        WHERE?                      SIGNIFICANCE?


                                                    45
Descriptive Organizer


                                                 TOPIC
                                        Balancing equations


                                                 DETAILS




                                        MAIN IDEA SENTENCE
 Chemical equations must be balanced because……

                                                              46
DETAILS   (Literary Element)




 MAIN
 IDEA

                               47
STORY MAP
(Literary Element)


      Title:

    Setting

   Characters


      Problem

     Event 1:        Event 4:

     Event 2:        Event 5:

     Event 3:        Event 6:


     Solution:



                                48
Story Pyramid (Characterization)


                                     1.

                          2.


                  3.


        4.

5.

                                                      Directions:
                           1.   Insert 1 word that names a central character.
                           2.   Insert 2 words that describe the setting.
                           3.   Insert 3 words that describe a character.
                           4.   Insert 4 words that describe one event.
                           5.   Insert 5 words that describe another event.

                                                                                49
Character Map (Literary Element)

                     Example                                                       Example




                                                                                             Example
          Example                                 Quality




Quality                                                                                                 Quality




                                           Character’s Name




          Example                               Directions:                                   Example

                      1.   Write character’s name in central square.
                      2.   In the rectangles, list adjectives or qualities that describe
                           that character.
                      3.   In the ovals, writs examples from the text that support the
                           adjectives or qualities.
                                                                                                                  50
STORY WORM (Literary Elements)
                                 Event

                                          Event



       Conclusion
                                             Setting



                                       Main
                                     Character




                                                       51
Story Map Showing Character Change



                              Turning Point


 Character at Beginning   Events That Caused Change   Character at End
        of Story                                          of Story




                                                                         52
Graphic Organizer for Reactions Lab




                Products
                                      Type of Reaction   Steps in carrying   Observations
Reactants                                                  Out reaction




                                                                                            53
WEB DIAGRAM (Classifying)




                            54
Newspaper Model – 5W Model (Abstracting)


 Topic:
     WHO             WHAT             WHEN       WHERE              WHY




           Using the information from this form write a paragraph




                                                                          55
5W and How Model
TOPIC: ______________________________________
WHO:


WHAT:


WHEN:


WHERE:


WHY:


HOW:


SUMMARY STATEMENT:


                                                56
   Word Problems: Math (Problem Solving)
What is the question?


What is the essential information?




What information is not needed?


What operations will I use?

Does my answer make sense?

Can I draw a diagram of the problem?




                                           57
Justify Your Answer (Justification)

To solve this problem, first I ___    To solve this problem, first I ___




Then I ___                            Then I ___




This answer is ___                    This answer is ___




..because ___                         ..because ___




                                                                           58
Organizational Graphic Organizer (Classifying / Categorizing)

                                  Central Topic




                                                                59
Problem / Solution Organizer (Problem Solving)

                                     Topic

Problem                                          Solution




                           Main Idea Sentence

                                                            60
                        SKILLFULL DECISION MAKING
                                  OPTIONS
                                What can I do?




                                   OPTION
                                 CONSIDERED



 CONSEQUENCES                      SUPPORT                          VALUE
 What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?




                                                                                           61
Prediction Tree Model (Deduction)
                                           Details / Proof




  Details / Proof                             Prediction                              Details / Proof




          Prediction                                                             Prediction




                                    Conclusion or Final Prediction




 1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
                       Directions: 1. Students Read and Note Details, Facts, Proof .
                        2. Read, Gather Details, Facts, Proof and Make Predictions
                                   3. Make Conclusion or Final Prediction

                                                                                                           62
Constructing Support
                       Position Statement




                          Reasons




                            Facts




                                            63
Inductive Reasoning



           Details:




                Patterns:




                      Generalization:




                                        64
Analyzing Perspectives

Issues:




Personal Perspective or Main Character’s Perspective:




Reason/Logic:




Different Perspective:




Reason/Logic




Conclusion/Awareness




                                                        65
The Most Important Thing


                     The most important thing about



  is __




                   But. The most important thing about


  is __



                                                         66

								
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