observing growth: balancing chemical equations brett tevini
TRANSCRIPT
Observing growth: Observing growth: Balancing Chemical Balancing Chemical EquationsEquations
Brett TeviniBrett Tevini
What it Contains?What it Contains?
Types of AssessmentTypes of Assessment Diagnostic, Formative, and SummativeDiagnostic, Formative, and Summative
Learning ProfilesLearning Profiles Auditory, Visual, and KinestheticAuditory, Visual, and Kinesthetic
GroupingGrouping Whole class, individual, pairs, groups of 3-4Whole class, individual, pairs, groups of 3-4
Challenges For Us!!Challenges For Us!!
Motivate learners based on interest and Motivate learners based on interest and student personal investment.student personal investment.
Link instruction and learning to things we Link instruction and learning to things we encounter on a daily basis.encounter on a daily basis.
Improve my ability to assess writingImprove my ability to assess writing Improve my students writing abilityImprove my students writing ability Move students working memory to Move students working memory to
permanent memorypermanent memory
Sensory Memory: Represents a student’s
ability to attend to the task with a
reasonable degree of focus. May be affected
by: physical ability, visible
acuity, student’s perception of their ability.
Working Memory:Decoding skills
Word recognitionVocabularyChunking
Root wordsPunctuation
Fluency
Metacognition in:Student’s ability and
willingness to search for connections from their experiences and memories
Permanent Memory:Represents background
knowledge, information
based personal experiences, opinions, etc. This is where students make connections,
think critically, make
comparisons, place new
information in context, etc.
Metacognition out:Student’s ability
(expressive
language) and willingness to
retell / paraphrase indicating
comprehension
Moving towards GrowthMoving towards Growth
YouTube videoYouTube video
Pre-Reading/Assessment exercisePre-Reading/Assessment exercise See where they are and engage the See where they are and engage the
learnerslearners Provide questions that go along with Provide questions that go along with
video (Diagnostic)video (Diagnostic)
Notes (content)Notes (content)
Power-point presentationPower-point presentation Notes with blanks (skeletal notes)Notes with blanks (skeletal notes)
Whole-class instructionWhole-class instruction 4-box vocabulary (Diagnostic/Formative)4-box vocabulary (Diagnostic/Formative) Concept map graphic organizer over Concept map graphic organizer over
each section of notes each section of notes (Diagnostic/Formative)(Diagnostic/Formative)
4-Box Vocabulary4-Box Vocabulary
Vocabulary term:Vocabulary term: Visual Representation:Visual Representation:
Definition:Definition: Use word in sentence:Use word in sentence:
Assessment - FormativeAssessment - Formative
Exit CardsExit Cards What did you learn today?What did you learn today? Muddiest pointMuddiest point
Baseball questionsBaseball questions Writing prompts to enter into academic Writing prompts to enter into academic
notebooknotebook
Example Writing Prompt to Example Writing Prompt to enter into Academic enter into Academic NotebookNotebook
You see the following You see the following chemical formula:chemical formula:
CC99HH1818OO99. What type . What type
of molecule is this? of molecule is this? Can you ingest this Can you ingest this molecule without molecule without harming you? What harming you? What does the body do does the body do with this molecule?with this molecule?
Baseball QuestionsBaseball Questions
Give them a question using Blooms TaxonomyGive them a question using Blooms Taxonomy Single (Answer)Single (Answer)
Answers the questionAnswers the question Double (Text to Text)Double (Text to Text)
Use 2 examples from the text or notes to support my answerUse 2 examples from the text or notes to support my answer Triple (Text to Self)Triple (Text to Self)
Explain how my personal experiences and knowledge Explain how my personal experiences and knowledge connects with the book or notes to support my answerconnects with the book or notes to support my answer
Homerun (Text to World)Homerun (Text to World) Explain why this question is one that I should be asking Explain why this question is one that I should be asking
myself. How does this question and answer relate to other myself. How does this question and answer relate to other subjects or concepts?subjects or concepts?
Example Baseball Example Baseball Questions and AnswersQuestions and Answers
QuestionQuestion Identify and Describe the equation that shows the formation of Identify and Describe the equation that shows the formation of
glucose and oxygen, by means of photosynthesis, from carbon glucose and oxygen, by means of photosynthesis, from carbon dioxide and water (anabolic reaction). Identify the reactants dioxide and water (anabolic reaction). Identify the reactants and products. Write a word equation for the reaction. Write and products. Write a word equation for the reaction. Write the equation using formulas for the reactants and products. the equation using formulas for the reactants and products. Balance the equation one element at a time.Balance the equation one element at a time.
Answer (Single)Answer (Single) Reactants – Carbon dioxide and waterReactants – Carbon dioxide and water Products – Glucose and OxygenProducts – Glucose and Oxygen Carbon dioxide + water Carbon dioxide + water Glucose and oxygen Glucose and oxygen CO2 + H2O + Energy CO2 + H2O + Energy C6H12O6 + O2 C6H12O6 + O2 6CO2 + 6H2O + Energy 6CO2 + 6H2O + Energy C6H12O6 + 6O2 C6H12O6 + 6O2
Example Baseball Example Baseball Questions continued…Questions continued…
DoubleDouble I answered the questions based on what the author I answered the questions based on what the author
said in the textbook and what was in the notes from said in the textbook and what was in the notes from Mr. Tevini. In the video at the beginning of the Mr. Tevini. In the video at the beginning of the lesson we saw that the Law of Conservation of lesson we saw that the Law of Conservation of Mass showed us that what was on the left side of Mass showed us that what was on the left side of the equation must equal what is on the right side of the equation must equal what is on the right side of the equation. All atoms of each element must be the equation. All atoms of each element must be accounted for on both sides of the equation.accounted for on both sides of the equation.
Example Baseball Example Baseball Questions continued…Questions continued…
TripleTriple I remember that the process of I remember that the process of
photosynthesis is important in the use and photosynthesis is important in the use and harvesting of energy for living organisms. It harvesting of energy for living organisms. It allows us to do work. Photosynthesis allows allows us to do work. Photosynthesis allows plants to make food for themselves that we plants to make food for themselves that we use indirectly for energy for ourselves. In use indirectly for energy for ourselves. In order for photosynthesis to happen there order for photosynthesis to happen there must be reactants that combine to form must be reactants that combine to form products in a anabolic reactionproducts in a anabolic reaction
Example Baseball Example Baseball Questions Continued…Questions Continued…
HomerunHomerun I think that it is important to think about the process I think that it is important to think about the process
of photosynthesis in terms of producing food for all of photosynthesis in terms of producing food for all living things, but also the fact that it represents the living things, but also the fact that it represents the Law of Conservation of Energy. What goes into the Law of Conservation of Energy. What goes into the photosynthesis equation (reactants) must equal photosynthesis equation (reactants) must equal what comes out (products). It must be balanced. what comes out (products). It must be balanced. Plants are very important to our ecosystem with the Plants are very important to our ecosystem with the production of oxygen and food for all living things. It production of oxygen and food for all living things. It is important to conserve plants and keep those food is important to conserve plants and keep those food webs going.webs going.
VideoVideo
Single-Replacement ReactionSingle-Replacement Reaction Aluminum + Copper ChlorideAluminum + Copper Chloride Have them make observations (Cornell Have them make observations (Cornell
Note Taking) – Formative AssessmentNote Taking) – Formative Assessment
Cornell Note TakingCornell Note Taking
If you've not seen the If you've not seen the Cornell Note-taking Cornell Note-taking system, it divides a system, it divides a 8.5" x 11" page into 8.5" x 11" page into three sections: three sections: Cue Cue ColumnColumn (1), (1), Note Note taking Columntaking Column (2) (2) and and SummarySummary (3). (3).
Cornell NotetakingCornell Notetaking
What types ofWhat types of
questions should questions should
I place on the I place on the
left side?left side?
Questions which are Questions which are answered in the notes answered in the notes on the righton the right
Questions you still need Questions you still need the answer to--ask a the answer to--ask a friend or the teacher friend or the teacher after classafter class
Questions the teacher Questions the teacher might ask on a testmight ask on a test
Higher level thinking quHigher level thinking questionsestions
Cornell NotetakingCornell Notetaking
What else could What else could
I place on the I place on the
left side?left side?
Key terms, vocabulary Key terms, vocabulary words, or dateswords, or dates
Diagrams or figuresDiagrams or figures Reference pages in a Reference pages in a
texttext Steps in a solution Steps in a solution
processprocess Notes to myself about Notes to myself about
actions I need to takeactions I need to take
Cornell NotetakingCornell Notetaking
What are someWhat are some
good tips forgood tips for
taking thetaking the
notes on the notes on the
right?right?
Write in your own words Write in your own words (paraphrase)(paraphrase)
Write using abbreviations Write using abbreviations (check a dictionary for these (check a dictionary for these and create your own)and create your own)
Draw a figure or diagramDraw a figure or diagram Leave space where you think Leave space where you think
you might need to “fill in” you might need to “fill in” info laterinfo later
Use bullets, arrows, and Use bullets, arrows, and indenting to list key ideasindenting to list key ideas
Write legiblyWrite legibly
Cornell NotetakingCornell Notetaking
What are someWhat are some
good tips forgood tips for
taking thetaking the
notes on the notes on the
right?right?
Write only what is most Write only what is most important: important:
listen for repetition, listen for repetition, change in pace or change in pace or volume, numbering, volume, numbering, explicit clues explicit clues
watch for gestures, or watch for gestures, or clues to organization; clues to organization;
look for material being look for material being writtenwritten down by down by instructor or shared in a instructor or shared in a visual mannervisual manner
Lab – Groups of 2Lab – Groups of 2
Single-replacement labSingle-replacement lab Aluminum + copper chloride reactionAluminum + copper chloride reaction
Lab write upLab write up Pre-Lab questionsPre-Lab questions Post-Lab questionsPost-Lab questions Formative AssessmentFormative Assessment http://www.unit5.org/chemistry/Intro/Wordhttp://www.unit5.org/chemistry/Intro/Word
/8alcucl2lab.docx/8alcucl2lab.docx
Group Activity Group Activity 3-4 students per group3-4 students per group
Balancing Chemical Equations ActivityBalancing Chemical Equations Activity Pre and Post Lab questionsPre and Post Lab questions Extended response questions/Baseball Extended response questions/Baseball
questionsquestions Using manipulativeUsing manipulative Following proceduresFollowing procedures Formative/Summative AssessmentFormative/Summative Assessment http://http://
www.middleschoolscience.com/balance.htmlwww.middleschoolscience.com/balance.html
Additional Balancing Additional Balancing Chemical Equations PracticeChemical Equations Practice
http://www.daveingram.ca/chemistry/equhttp://www.daveingram.ca/chemistry/equation1.htmlation1.html
http://richardbowles.tripod.com/chemistryhttp://richardbowles.tripod.com/chemistry/balance.htm/balance.htm
http://funbasedlearning.com/chemistry/chhttp://funbasedlearning.com/chemistry/chemBalancer/default.htmemBalancer/default.htm
Assessment - FormativeAssessment - Formative
Lab questionsLab questions Baseball questionsBaseball questions Making observationsMaking observations Writing prompts to enter into academic Writing prompts to enter into academic
notebooknotebook Exit cardsExit cards
Summative AssessmentSummative Assessment
Covers notesCovers notes Covers Labs and activitiesCovers Labs and activities Covers videos seen Covers videos seen
TestTest Multiple choice, short answer, critical thinkingMultiple choice, short answer, critical thinking ties baseball questions back into itties baseball questions back into it