Assessment+Using+a+Rubric

Complete Lesson Plan

End Product: Venn Diagram, reflection || ** DIFFERENTIATION ** || //Highlight Laws in packet instead of writing the laws: RA, DW // || //Use Pre-drawn graphic organizer: RA, DW // ||
 * **DATE**: |||||| **UNIT:/Lesson** |||| **TEXT(S)**: ||
 * Monday 10/21/2013 |||||| Unit 1: Chemistry: States of Matter Gas Behavior |||| Gas Behavior Article Packet ||
 * **OBJECTIVE** (What will my students know and be able to do by the time they leave my class today?): ||
 * Students will be able to differentiate between Charles’s Law and Boyles’s Law by creating a Venn Diagram ||
 * **CORE LEARNING GOALS:** The relationship between volume, pressure, and temperature of a gas are governed by laws. ||
 * **ASSESSMENT** (How will I determine whether or not my student’s have achieved the objective?): |||||| Quick Write: (review drill) (rubric)
 * **Engagement/DRILL:** (What drill will my students complete to prepare their minds for class?): TIME 10 minutes |||||||| **MATERIALS** (What materials will teacher and student need to complete today’s lesson?): ||
 * A large clump of ice is placed into a saucepan and heated to at least 100 0 C. Explain the changes that would take place by using the following terms: physical change, states of matter, compound, solid, liquid, vapor and temperature change. |||||||| Laptops, Learning Packets, Science Journals, Pen/Pencil, Blank White Paper, Pre-made Graphic Organizers (two-or three) ||
 * = Time, min = |||||||||| **Exploration** || ** Accommodations and modifications for SN; **
 * |||||||||| Students will read the text and answer questions throughout in cooperative groups. Specifically, Charles’s Law and Boyle’s Law will be written into the student science journals. || //Peer support, preferred seating: JL, DW //
 * |||||||||| **Explanation** ||  ||
 * |||||||||| After students have had a chance to read the text and answer questions, teacher will lead a discussion (whole group) to discuss the similarities and differences of Charles’s Law and Boyle’s Law. || //Peer support, preferred seating: JL, DW //
 * |||||||||| **Evaluation /Extension** ||  ||
 * |||||||||| Students will develop a Venn Diagram or similar graphic organizer comparing and contrasting Charles’s Law and Boyle’s Law in preparation for a writing assignment.

Students will begin drafting their writing assignment once the graphic organizer is finished. || //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 13.3333px;">Peer support, preferred seating: JL, DW // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 13.3333px;">Use Pre-drawn graphic organizer: RA, DW // ||
 * **HOMEWORK** (What will my students do outside of class to reinforce today’s objective?): ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Students will find one example each for the laws studied today and write a paragraph explaining why the example fits. ||