Problems Solving balancing chemical equations 9th grade by k0xKcbQ

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									Kyle Kooima- Problem Solving: Balancing Chemical Equations – 9th grade
21st Century Cohort
Lesson Plan Components

The best instructional designs are “backwards,” beginning with the end in mind and
moving through three interrelated stages. As we design instruction, we must begin with
desired results (Stage One); then determine how to assess and evaluate student
progress relative to those results (Stage Two); and only then design and implement
instructional strategies to promote student achievement of desired results (Stage Three).

Desired results must clearly specify what students are expected to know (e.g., facts,
concepts, generalizations, rules, principles, laws); do (e.g., skills, procedures, processes);
and understand (e.g., student behaviors reflecting the six facets of understanding) as a
result of the teaching and learning process.

6 Facets of Understanding:
   1. Explanation                          3. Application                         5. Empathy
   2. Interpretation                       4. Perspective                         6. Self Knowledge


Stage One – Begin with Desired Results:
What do you want students to know, be able to do, and understand?
The anatomy and physiology of the body systems
What are your learning targets?
    I can define a chemical equation
    I can define a chemical formula
    I can list and describe some chemical equation terms
    I can discuss the importance of balancing a chemical equation
    I can describe how to balance equations


Stage Two – Assess and Evaluate Assessment Evidence:
How will you know they have accomplished the learning targets?
(performance task / quizzes / observations / homework / journals / projects / writings / speeches / etc)
Which strategies will provide evidence of student learning?
   Notes given on chemical equations
   Practice balancing equations as a class
   Students work in small groups or individually to balance equations
   Play a game: “Snowman Challenge”
Stage Three – Design and Implement Learning Plan:
What instructional strategies will you use to help students achieve the learning targets?
Which instructional strategies will help students acquire and integrate learning?
Which instructional strategies will help students practice, review and apply learning?
Which strategies help students practice and improve their 21st century skills?
   Students receive notes
   Perform guided practice
   Perform group work
   Game allows them to apply what they’ve just learned
   Snowman Challenge:
          o There are 35 cards each with a different chemical equation to balance
          o Students draw one card at a time and must balance it. They are not allowed
             to put the card back if it’s too hard
          o Balancing equations is a trial and error process. Students will struggle
             through some and try different ways.
          o Once they balance an equation, they show it to me, I check to see if it’s
             correct. If it’s correct, they can choose another and balance it. If they are
             wrong, they go back to their seats and try again. I give them little to no
             direction.
          o First group to correctly balance 14 cards wins the game. Each group must
             finish 14 cards. Students “win” extra credit.

								
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