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Cluster: One S.L.O: Planning Sheet for Lesson Title: Observing Decomposition in Action Grade: Seven Single Science Lessons Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Equipment Required A. Scientific Inquiry I will have the students gather in their The students will gather in their assigned 8 specimens of decomposing food assigned groups, each student will be given groups, and each student group will be 8 Experiment record sheets Implementing; Observing, Measuring & the opportunity to ask any questions that given a piece of food that has been sealed 8 magnifying glasses Recording they may have about the last lesson. in Ziploc bag. The students will be observing molds and bacteria that have begun to grow on 8 The purpose of this lesson is to give the Each group will be given a specimen to different types of food. They will be students a first hand look at the process of observe, and the students will record their recording their observations of colour, decomposition. observations on the experiment record growth pattern and growth texture. sheet that each group will be given. The I want the students to hypothesize about students will record the colour of the what is breaking down the food, which will growth, the pattern of the growth, and the B. Essential Science Knowledge lead up to a discussion about the actual observed texture. Additionally, the students Summary process of decomposition, which will will draw their observations. include the requirements for After this lesson the student will know decomposition. Each group member will be take on a role: that: 1). Recorder Questions to consider in your planning / Bacteria and fungi are the agents that I will begin by instructing the students to 2). Time keeper delivery break down matter, as opposed to the follow three main safety rules: 3). Equipment manager 1. How long will each phase last? misconception that human beings break 1). Don’t open the bags 4). Clean-up coordinator down the dead material or the material 2). Don’t taste, touch or smell spoiled food 2. How am I going to organize working groups? simply vanishes 3). Once the observation is over, one Each group will get to look at about 4 student will place the bags back into the 3. How will I organise and distribute equipment? specimens, and perhaps more if time container. permits. Each group will be given 5 4. What specific skill and knowledge minutes to look at each specimen, and they development am I emphasizing? The groups will pass each specimen around will be asked to record as they go along. and record what they observe. They will be 5. Is there evidence of clear instructions and asked to look at the colouring, and texture As the class comes to a close, I will instruct purposeful questions? and growth pattern of the molds and the students to think about the factors that bacteria. influenced the changes in the food 6. What must I look for in monitoring student Will you assess? If so, what? specimens learning? 7. How can I diversify instruction? How will you assess it?
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